2009 Architecture Program Report
Chancellor: Bernadette Gray Little, PhD 230 Strong Hall Lawrence, KS 66045 Interim Provost & Executive Vice Chancellor: Danny Anderson, PhD Dean: John Gaunt, FAIA Architecture Dept. Chair: Keith Diaz Moore, PhD, AIA 1465 Jayhawk Blvd., Marvin 205 Lawrence, KS 66045 7614 (T) 785.864.5088 (F) 785.864.5185 (E) [email protected] NAAB Accredited Degree: Master of Architecture Track I: 5+ Year Track III: Bachelors + 3+ Year
5.4.7 Art Center, LEED Platinum Design Build Project by Studio 804 Table of Contents
Part I: Introduction to the Program 1 Section I.1 – History and Description of the Institution 1 Section I.2 – Institutional Mission 2 Section I.3 – Program History 4 Section I.4 – Program Mission 5 Section I.5 – Program Self-Assessment 10
Part II: Progress Since the Last Visit 17 Section II.1 – Summary of Responses to the Team Findings 17 Section II.2 – Summary of Responses to Changes in the NAAB Conditions 32
Part III: Compliance with the Conditions for Accreditation 34 Section III.1 – Program Response to the NAAB Perspectives 34 Section III.2 – Program Self-Assessment Procedures 49 Section III.3 – Public Information 54 Section III.4 – Social Equity 55 Section III.5 – Studio Culture 58 Section III.6 – Human Resources 59 Section III.7 – Human Resource Development 75 Section III.8 – Physical Resources 90 Section III.9 – Informational Resources 96 Section III.10 – Financial Resources 113 Section III.11 – Administrative Structure 118 Section III.12 – Professional Degrees and Curriculum 121 Section III.13 – Student Performance Criteria 134
Part IV: Supplemental Information 136 Section IV.1 – Student Progress Evaluation Procedures 136 Section IV.2 – Studio Culture Policy 139 Section IV.3 – Course Descriptions 147 Section IV.4 – Faculty Resumes 218 Section IV.5 – Visiting Team Report from Previous Visit 246 Section IV.6 – Annual Reports 282 Section IV.7 – Catalogs 304 Section IV.8 – NAAB Responses to Annual Reports 323
Appendices Appendix A: Mission (“Our Story”) 329 Appendix B: Learning/Teaching Assessments 334 Appendix C: Alumni Survey, Exit Interview Guide, Student Survey &Assessment of General Education 346 Appendix D: Floor Plans 357 Appendix E: Supporting Material 367 Appendix E.1: Information on Accessing NAAB Conditions for Accreditation 367 Appendix E.2: Criteria for Promotion & Tenure 374 Appendix E.3: Faculty Scholarship Symposia 381 Appendix E.4: Institutional Accreditation 384 ADDENDA
As per the review of the Architecture Program Report (APR) by Stephan Pappas, AIA, Visiting Team Chair, received by the program on October 21, 2010, the Architecture Department at the University of Kansas has been requested to provide additional information in regard to four different sections of the APR. This additional information is presented below in numerical order.
I.5. PROGRAM SELF ASSESSMENT
Request: More Information on a Plan to Address Identified Challenges
Section I.5.2 of the APR identifies seven (7) Program Weaknesses. The planned response to each will be described below.
I.5.2.A Physical Resources: _Plan to Address Challenges Four main physical resource issues were identified in the APR: Lack of Common Space; Lack of a Lecture Hall; (Shortage of) Design-Build Workshop and Studio Space; and the Problem of (geographical) Dispersion. The School continues to have a plan for a 5,000sf addition to the south of Marvin Hall which would effectively create a common space/foyer where the current “Jury Room” is and the new addition would house review space and a 120-seat lecture hall. Called the “Pavilion,” fundraising has continued to fund this project but still remains approximately $1.6 million short of the necessary funds to construct.
The shortage of Design-Build Workshop and Studio Space has been successfully addressed through the acquisition of a 67,000sf warehouse in east Lawrence (as hinted at in the APR, p.14). Interior build-out commenced Nov 1 with anticipated occupation by Studio 804 for the Spring Semester of 2010 and by two additional “hands-on” studios (Arch 409) beginning in the 2010-11 Academic Year.
The acquisition of this warehouse building does increase the geographical dispersion of the program and its latent impact on our sense of community. Currently, we now utilize space in Marvin Hall, Marvin Studios, Snow Hall, a West Campus Warehouse and now a warehouse in an east Lawrence Business Park; five different buildings on two different sides of town. The plan to address these challenges includes short-term, mid-term and long-term approaches. Short-term, we are implementing virtual strategies such as having the School maintain a Facebook and Linked-In site. Mid-term, the strategy is to eventually prove successful in building the Pavilion which will greatly assist in having almost all of our required courses taught in that lecture hall as well as providing a community space for social functions and exhibition space. Long-term we believe the appropriate strategy is to pursue the development of a new building. Marvin Hall has been home to the program since its inception almost 100 years ago and was given a 30- year remodel in 1982, which is showing its age. Marvin Studios were given a 10-year
20009 APR – University of Kansas – Addenda Page 1 of 7 remodel in 2004, moving past its half-life this year. We believe that the constraints of the physical environment are such that it now is constraining flexibility and innovation in instructional delivery and that a bold new sustainable environment that can take the program through the next 100 years will be required by 2030.
I.5.2.B Attrition in FT Faculty: _Plan to Address Challenges This is a difficult issue to address in a period of budget constriction. We refer you to our plan outlined on page 72 of the APR (Section III.6.6.A.i: Recommendation for Improvement).
I.5.2.C Need for “Professor of Practice” : _Plan to Address Challenges The above discussion makes reference to the “Professor of Practice” as a key aspect to our strategy of responding to this faculty attrition. We are pleased to report that as of October, our Department was successful in changing the university human resource policy to allow the appointment of “Professors of the Practice.” As referenced above, we believe we need to be proactive in recalibrating our faculty mix to be more in-line with the instructional resource mix found across accredited programs nationally (please see pp.71-72 in the APR).
I.5.2.D Lack of Diversity of Faculty Profile: _Plan to Address Challenges Our plan for addressing this issue is to continue what we believe has proven to be a successful plan to-date. This past year we tenured a female faculty member and the three faculty currently on tenure-track are all from underrepresented populations within our faculty. Our current search has a very strong diversity candidate whom we hope to hire (Asian/Female). If this works, this will be a string of five diversity hires replacing five Caucasian males over the course of seven years.
I.5.2.E Inability to Meet Student Demand: _Plan to Address Challenges Our current faculty attrition and our limited physical resources, this will remain a weakness. Given this circumstance, our current plan is to maintain the program quality first, the program size second and consider growth only third. Please refer to Section III.6.6.C on P. 74 of the APR for further comment.
I.5.2.F Communication: Plan to Address Challenges Our plan to address this concern involves two components: one virtual and one real. We are aiming to develop our community presence in the virtual world through enhancing our website functionality to create a community kiosk as well as through the use of Facebook and Linked-in. We do believe we are missing a point person on communications and therefore seek to create a Director of Communications position when funds are available. Please refer to section III.66.B on P.73.
I.5.2.G Graduate Studies and Research: Plan to Address Challenges Please refer to Section III.66.B.ii on Page 73 of the APR for our plan.
20009 APR – University of Kansas – Addenda Page 2 of 7
III.6. HUMAN RESOURCES
Request: More Information on Student Retention and Time-to-Graduation Rates
III.6.1.d Student Body: Retention and Time-to-Graduation Rates
To better understand the rate of retention in our 5-year Master of Architecture program, we have developed the following chart:
Graduation Rates Professional Master of Architecture 5-year Degree Fall 2006 through Fall 2009 5-year Yield Transfer Yield Fall 2006 Applicants 438 48 Adm/Attended 110 25% 613% Expected Grads 87 79% 6100%
Fall 2007 Applicants 486 45 Adm/Attended 65 13% 920% Expected Grads 56 86% 9100%
Fall 2008 Applicants 458 14 Adm/Attended 66 14% 429% Expected Grads 60 91% 375%
Fall 2009 Applicants 409 13 Adm/Attended 69 17% 754% Expected Grads 66 96% 7100%
We also previously reported time-to-graduation in narrative form in Section III.6.1.C. Enrollments in the APR (p.63) where we state that time-to-graduation hovers between 10.4 and 10.9 semesters.
Specific data on Time-to-Degree (graduation) for each major at the university are compiled by the Office of Research and Institutional Planning (OIRP). For the 5-year M.Arch., the following mean and median years to degree are listed by year of graduation.
Academic Year Mean Years to Degree Median Years to Degree 2004-05 5.5 5.0 2005-06 5.5 5.0 2006-07 5.6 5.3 2007-08 6.3 5.5 2008-09 5.3 5.0 ______Source: OIRP DEMIS databases. Academic Information Management System, Student and Faculty Measures, School of Architecture and Urban Planning, page 12. December 15, 2009.
20009 APR – University of Kansas – Addenda Page 3 of 7 Please note that statistical data representing the M.Arch. III are aggregated with data for other graduate degrees in the School (M.A., Ph.D.) and Time-to-Degree measures, which are presented in some years as less than 3 years, are not useful.
III.8. PHYSICAL RESOURCES Request: More Information on Proposed Changes and Problems and Recommendations for Improvement
Please refer to Section I.5.2.A above as well as in the APR.
The cluster of three buildings (Marvin Hall, Snow Hall and Marvin Studios) that houses almost all of the program’s activities has three deficiencies that deserve mention: 1) a shortage of open common areas for display and critiques of student work; 2) the lack of sufficiently large, centralized and dedicated classroom space for the required technical and support classes in the professional degree; and, 3) a shortage of dedicated workspaces for design-build studios and for the fabrication and assembly of large projects.
The shortage of sufficient open display and critique space varies from building to building. In Marvin Hall, pin-up spaces outside studios are used intensively and, with careful planning, they are capable of accommodating the activities of the studios that share them. The most apparent insufficiency in Marvin is the availability of only one, moderately-sized jury space. There is great demand for the use of this space, particularly at the end of the semester. In Snow Hall, which serves 5 or more studios each semester, there is only one jury area and no display or pin-up spaces outside of the studios themselves. At the end of the semester, some of the Snow Hall studios must conduct their reviews in Marvin Hall. The same situation exists to a certain extent in Marvin Studios where the entryway and hallways are used for pin-ups and display and critiques are conducted just outside the two studios that open onto the building’s entryway.
Common classrooms are also in short supply in these three buildings and are used for multiple activities including regularly scheduled classes, studio critiques, organizational and committee meetings and other events. Although Snow Hall and Marvin Studios have special-purpose computer labs, they have no classrooms or conference rooms reserved for architecture classes or functions. Marvin Hall contains two classrooms—one with a capacity of 30 and the other with a capacity of 35 students. These are adequate for smaller elective classes that must be scheduled with great care and knowledge of potential conflicts, but neither of these rooms is adequate for the required support classes that are part of the curriculum in the professional degree. All of these classes must be scheduled through the university-wide system in other buildings on campus, occasionally at the other end of campus if nearby buildings have no available rooms.
Many studios engage in design-build projects that require accessible and safe open, well- lighted areas for assembly and fabrication and this leads to a third deficiency—a shortage of such spaces in convenient locations. Our shops have sufficient space for the many
20009 APR – University of Kansas – Addenda Page 4 of 7 tools that are provided, but they have no adjacent assembly areas. A covered building yard that is located outside Marvin Hall’s southern wall is used primarily for storage of materials and, in some cases, studios have constructed large projects such as single- family shelters on the sidewalk and open grassy area behind Marvin Hall—a location they share with a steady flow of pedestrians each day.
These space deficiencies have been solved in part and temporarily through the use of a 2,500-square foot open shop space on the University’s West Campus, about 5 minutes from the School. Some of the undergraduate design-build studios have carried out the construction part of their work in that space. The recent purchase of a large industrial warehouse building on the eastern edge of Lawrence, about a 10-minute drive from the school, will also give the school more than enough space for carrying out large built studio projects. Both of these solutions are needed and will do much to handle the demand for fabrication space.
The problem of insufficient classroom, display and critique space is being addressed through a long-term effort to raise funds for a lecture hall and expanded display/critique space that would be part of a southern addition to Marvin Hall. This is a goal that must be accomplished if the School remains centered in Marvin Hall.
Beyond this interim solution, we are convinced that the program will demand a more sustainable and flexible learning environment within the next couple of decades. While we dislike the idea of moving from central campus, we must admit to ourselves that Marvin Hall was initially designed to serve as a traditional academic building and that its infrastructure is best suited to that. With the rapid changes in architecture, the educational responsiveness we can provide to shape the next generation of leaders is increasingly hampered by the physical limitations that we have. It is for these reasons that we believe the long-term solution is the development of a new architecture building by 2030 (see above).
III.10. FINANCIAL RESOURCES Request: More Information on Budget Comparison with Other Professional Units on Campus and Data on Annual Expenditures and Total Capital Investment per Student
III.10.2.B. Expenditures per Student Please refer to the attached chart which summarizes General Revenue expenditures per professional school since 2005.
20009 APR – University of Kansas – Addenda Page 5 of 7 OIRP Professional Schools GU Instructional (PCS 1.1) Expenditures by Course Level 12/06/09 FY 2005 to FY 2008
B-2 GU PCS 1.1 Expenditures SCH by Course Level (excludes Cost Study Weights Weighted GU Cost per SCH by Level FY 2005 LD UD G1 G2 Total summer) LD UD G1 G2 LD UD G1 G2 School of Architecture and Urban Planning 2,802 8,637 1,632 - 13,071 3,358,917 1.00 1.25 3.69 - 19,620.3 171.20 213.99 631.71 - School of Business 6,604 26,577 7,676 424 41,281 11,139,388 1.00 1.17 2.81 4.09 61,002.8 182.60 213.65 513.12 746.85 School of Education 12,945 17,008 13,228 4,543 47,724 8,140,027 1.00 1.22 1.33 4.40 71,277.2 114.20 139.33 151.89 502.49 School of Engineering 6,919 15,200 5,771 664 28,554 12,732,194 1.00 1.69 3.35 6.59 56,314.7 226.09 382.09 757.40 1,489.93 School of Fine Arts 12,392 12,383 2,244 797 27,816 9,847,582 1.00 1.51 2.45 4.50 40,173.9 245.12 370.14 600.55 1,103.06 School of Journalism and Mass Communications 2,720 9,059 570 - 12,349 2,792,307 1.00 1.55 3.17 4.61 18,568.4 150.38 233.09 476.70 693.25 School of Law - - 8,824 5,610 14,434 5,143,471 - - 1.00 1.00 14,434.0 - - 356.34 356.34 School of Social Welfare 786 4,697 8,503 313 14,299 2,719,264 1.00 1.31 1.01 1.44 15,977.8 170.19 222.95 171.89 245.07
FY 2006 School of Architecture and Urban Planning 2,970 8,571 1,812 - 13,353 3,513,003 1.00 1.25 3.69 - 20,370.0 172.46 215.57 636.38 - School of Business 7,541 30,527 7,690 403 46,161 12,696,357 1.00 1.17 2.81 4.09 66,514.8 190.88 223.33 536.37 780.70 School of Education 13,193 18,137 13,572 4,237 49,139 9,056,498 1.00 1.22 1.33 4.40 72,013.7 125.76 153.43 167.26 553.35 School of Engineering 7,815 13,844 5,576 813 28,047 14,323,571 1.00 1.69 3.35 6.59 55,247.3 259.26 438.15 868.53 1,708.54 School of Fine Arts 11,205 12,855 1,731 963 26,754 10,453,352 1.00 1.51 2.45 4.50 39,190.5 266.73 402.76 653.49 1,200.29 School of Journalism and Mass Communications 2,557 9,224 584 - 12,365 2,879,540 1.00 1.55 3.17 4.61 18,705.5 153.94 238.61 487.99 709.67 School of Law - - 8,499 5,082 13,581 5,703,629 - - 1.00 1.00 13,581.0 - - 419.97 419.97 School of Social Welfare 783 3,808 7,811 335 12,737 3,180,275 1.00 1.31 1.01 1.44 14,143.0 224.87 294.57 227.11 323.81
FY 2007 School of Architecture and Urban Planning 3,688 8,465 1,505 - 13,658 3,746,082 1.00 1.25 3.69 - 19,822.7 188.98 236.22 697.33 - School of Business 7,899 33,652 7,094 389 49,034 14,362,953 1.00 1.17 2.81 4.09 68,797.0 208.77 244.26 586.65 853.88 School of Education 11,922 18,046 11,849 4,032 45,849 9,611,509 1.00 1.22 1.33 4.40 67,438.1 142.52 173.88 189.56 627.10 School of Engineering 6,859 15,411 5,587 946 28,803 15,571,070 1.00 1.69 3.35 6.59 57,855.0 269.14 454.85 901.62 1,773.63 School of Fine Arts 11,386 12,463 1,726 943 26,518 10,904,253 1.00 1.51 2.45 4.50 38,677.3 281.93 425.71 690.73 1,268.68 School of Journalism and Mass Communications 2,730 9,280 598 - 12,608 3,106,168 1.00 1.55 3.17 4.61 19,009.7 163.40 253.27 517.98 753.27 School of Law - - 8,291 5,203 13,494 6,366,845 - - 1.00 1.00 13,494.0 - - 471.83 471.83 School of Social Welfare 801 4,289 7,652 348 13,090 3,395,319 1.00 1.31 1.01 1.44 14,648.6 231.78 303.64 234.10 333.77
FY 2008 School of Architecture and Urban Planning 3,439 8,910 1,465 - 13,814 3,817,147 1.00 1.25 3.69 - 19,982.4 191.03 238.78 704.89 - School of Business 8,931 39,652 7,372 478 56,433 12,670,097 1.00 1.17 2.81 4.09 77,994.2 162.45 190.07 456.48 664.42 School of Education 11,977 18,307 12,335 4,304 46,923 10,280,934 1.00 1.22 1.33 4.40 69,654.7 147.60 180.07 196.31 649.43 School of Engineering 7,129 16,484 5,950 1,020 30,583 16,277,386 1.00 1.69 3.35 6.59 61,642.1 264.06 446.27 884.61 1,740.17 School of Fine Arts 10,022 12,373 1,963 1,010 25,367 11,374,507 1.00 1.51 2.45 4.50 38,057.9 298.87 451.30 732.24 1,344.93 School of Journalism and Mass Communications 2,661 8,670 652 - 11,983 3,395,273 1.00 1.55 3.17 4.61 18,166.3 186.90 289.69 592.47 861.61 School of Law - - 8,285 4,941 13,226 6,532,773 - - 1.00 1.00 13,226.0 - - 493.93 493.93 School of Social Welfare 702 4,047 7,876 401 13,026 3,404,296 1.00 1.31 1.01 1.44 14,535.1 234.21 306.82 236.55 337.27
Source: DEMIS and University of Kansas Annual Financial Information, FY 2005 to FY 2008. G:\IR\Financial\Arch Cost and Other Prof Schools for NAAB_120609.xls
Since most expenditures in undergraduate professional programs are at the upper division level, the “UD” number in the GU Cost per SCH by level is important for comparative purposes. In this column, the School of Architecture is the third least expensive professional school following only Education and Business, and receiving only approximately 53% of the funds per student credit hour as received by Fine Arts and Engineering, our two closest professions. When aligned with the figures presented in Section III.10.2 in the APR (p.115), it is clear that both the low level of our faculty salaries and the administrative understaffing discussed in Section III.6.6.B in the APR (p.72-3) play a role in this disparity. To illustrate the lack of administrative support, our closest comparables in terms of size of professional school are the Schools of Journalism, Law, and Social Welfare (all slightly smaller than architecture in terms of faculty, students and SCH). The following chart illustrates their administrative support:
Unit Administrative Support
18
16 16
14
12
10 10
Number 8 77
6
4 4 33 2 2
0 Architecture Journalism Law Social Welfare Schools
Adminstrators Admin Staff
Quite simply, we believe the numbers illustrate a highly efficient, resource-deprived unit.
20009 APR – University of Kansas – Addenda Page 7 of 7 I. INTRODUCTION TO THE PROGRAM
I.1. HISTORY AND DESCRIPTION OF THE INSTITUTION
The School of Architecture, Design and Planning (SADP) at the University of Kansas is located in Lawrence, Kansas, which lies between the metropolitan centers of Kansas City, Missouri, 30 miles to the east and the state capital of Topeka, 20 miles to the west. Lawrence is ranked among the fastest growing cities in its population bracket in the United States and enjoys a healthy economy. The School of Architecture, Design and Planning is one of 12 professional schools which, along with the College of Liberal Arts and Sciences, form the University of Kansas on the Lawrence and Kansas City campuses. The University is consistently referred to by various public educational agencies and private institutions as an excellent state university.
The University of Kansas is one of six state institutions of higher education governed by the State Board of Regents. The University of Kansas is the only Kansas Regents’ university to hold membership in the prestigious Association of American Universities (AAU), a select group of 62 public and private research universities that represents excellence in graduate and professional education and the highest achievements in research internationally. The chief executive officer of the University is the Chancellor who gives responsibility for the Lawrence campus to a Provost, who in turn divides these responsibilities among six Vice Provosts (see http://www.provost.ku.edu/administration/pdf/lawrencecampus.pdf). The responsibility for each of the several schools is carried by a Dean who reports to the Provost.
The University employs approximately 1,200 full-time faculty, 388 part-time faculty, and 8,293 classified personnel on the Lawrence campus. The operating budget for Fiscal Year 2008 was approximately $958 million of which $672 million was devoted to the Lawrence campus. The approximate value of the Kansas University Endowment in FY 2008 was $1.22 billion. The operating budget for the School of Architecture and Urban Planning during that same year was $5.1 million ($4.2 million for Architecture) which does not include additional endowment funds that bring the total annual resources of the School to over $5.4 million.
During the past ten years the University of Kansas has stabilized enrollment growth in all areas of the University, including SADP. While the university has grown at the graduate and undergraduate level, growth in SADP is primarily in architecture at the graduate level. The University completed a major program review of all degree programs in January 2000. The Bachelor and Master of Architecture programs were viewed as essential to the mission of the University and rated as “Excellent.”
2009 APR - University of Kansas - 8/10/09 1 of 245 I.2. INSTITUTIONAL MISSION
The University of Kansas is a major comprehensive research and teaching university that serves as a center for learning, scholarship, and creative endeavor whose mission is as follows:
Instruction. The university is committed to offering the highest quality undergraduate, professional and graduate programs, comparable to the best obtainable anywhere in the nation. As the AAU research university of the state, the University of Kansas offers a broad array of advanced graduate study programs and fulfills its mission through faculty, academic and research programs of international distinction and outstanding libraries, teaching museums and information technology. These resources enrich the undergraduate experience and are essential for graduate-level education and for research.
Research. The university attains high levels of research productivity and recognizes that faculty members are part of a network of scholars and academicians that shape a discipline as well as teach it. Research and teaching, as practiced at the University of Kansas, are mutually reinforcing with scholarly inquiry underlying and informing the educational experience at undergraduate, professional, and graduate levels.
Service. The university first serves Kansas, then the nation and the world through research, teaching, and the preservation and dissemination of knowledge. The university provides service to the state of Kansas through its state- and federally funded research centers. KU's academic programs, arts facilities and public programs provide cultural enrichment opportunities for the larger community. Educational, research and service programs are offered throughout the state, including the main campus in Lawrence, the KU health-related degree programs and services in Kansas City and Wichita, as well as the Regents Center at the Edwards Campus and other sites in the Kansas City metropolitan area, Topeka and Parsons.
International Dimension. The university is dedicated to preparing its students for lives of learning and for the challenges educated citizens will encounter in an increasingly complex and diverse global community. Over 100 programs of international study and cooperative research are available for KU students and faculty at sites throughout the world. The university offers teaching and research that draw upon and contribute to the most advanced developments throughout the United States and the rest of the world. At the same time, KU's extensive international ties support economic development in Kansas.
Values. The university is committed to excellence. It fosters a multicultural environment in which the dignity and rights of the individual are respected. Intellectual diversity, integrity and disciplined inquiry in the search for knowledge are of paramount importance.
This mission has given great focus to the graduate education and research ambitions of the university. The mission was revisited beginning in 1998 and culminating in a report
2009 APR - University of Kansas - 8/10/09 2 of 245 entitled “Initiative 2001” (http://www.chancellor.ku.edu/strategic/initiative_2001/summary.shtml). This process resulted in a statement of three initiatives: Act as One University; Serve Kansans; and Build Premier Learning Communities.
Act as One University. This initiative challenges the university to serve as the research university for Greater Kansas City, support interdisciplinary research, and build a unified infrastructure.
Serve Kansans challenges the university to build partnerships with Kansas businesses and communities, emphasize service learning, and consider creating a Center for Public Service (became a Center for Service Learning).
Build Premier Learning Communities. This initiative identified several directions for each campus. For Lawrence, the directions included investing in technology, creating opportunities for undergraduate research and international experiences (leading to the creation of two certificate programs: the Research Experience Program and the Global Awareness Program both of which architecture students are well-positioned to receive), and improving graduate education.
In January 2008, Chancellor Hemenway charged three task forces with providing a sense of where KU needs to be in each area of instruction, scholarship, and service by the year 2015 – the date of KU’s next overall accreditation review. This process, entitled “Initiative 2015” (http://www2.ku.edu/~oirp/planning/docs/Final_Report_051208.pdf), resulted in a report highlighting sixteen recommendations:
1. Enhancing the Educational Experience 2. Diversity of the Learning Environment 3. Educational Expectations 4. Defining Learner Outcomes 5. Raising the Research Bar 6. Training 7. Collaboration 8. Documenting Learner Outcomes 9. Rewards and Recognition 10. Expand reward systems for service to Kansas 11. Identify and support an outreach and partnership individual or organizational entity 12. KU should host expert dialogues 13. Enhance existing partnerships and establish new ones across the state 14. Statewide visibility: Develop physical locations and partner affiliations 15. Communication 16. Infrastructure
2009 APR - University of Kansas - 8/10/09 3 of 245 I.3. PROGRAM HISTORY
Architectural education began at the University of Kansas in 1912 with an architectural engineering program and in 1913 with a program in architecture. Both of these programs have served students without interruption since that time. From the very beginning, architecture was associated closely with architectural engineering, and this relationship remains to this day. In 1968 the Architecture Program moved from a department in the School of Engineering to become a separate School of Architecture and Urban Design. From 1969 to 1980 the School offered a Bachelor of Environmental Design degree leading to a Master of Architecture degree, and a Bachelor of Architecture for students who completed an internship. In 1971 the School introduced a graduate program in Urban Planning. In 1980 a five-year curriculum leading to the Bachelor of Architecture degree was re-established as the only professionally accredited degree in architecture. In that same year, the M.Arch. became a post-professional degree of study leading to specializations in Urban Design, Environmental Technology, and Built Form and Culture. In 1987, Architectural Management was added as an area of specialization.
In 1988, the program created a 3-year Master of Architecture program serving students holding a bachelor’s degree in an unrelated discipline while simultaneously creating a liberal arts-based Bachelor of Arts in Architectural Studies program. This was in response to a renewed University mission statement that stressed the University’s dedication to graduate study and research, liberal education, and international experience for faculty and students. The School of Architecture and Urban Design sought and received a five-year NAAB accreditation for the 3-year professional M.Arch. program during the 1994 NAAB review. In 1999 both the B.Arch. and M.Arch. degrees again received five-year NAAB accreditation and in 2004 received six-year accreditations.
In 2005, the School of Architecture and Urban Design approved a new Ph.D. in Architecture which began enrollment in Fall 2007. Additionally, the faculty renamed the non-professional Master of Architecture degree as a Master of Arts in Architecture, to distinguish it from the professional degree nomenclature.
In January 2006, the School approved a 180-credit Master of Architecture program of study (i.e. Track I) to replace the Bachelor of Architecture. Simultaneously, the faculty approved a new 118-credit program of study for our 3+ year Master of Architecture program (i.e. Track III). These offer multiple entry points into a unified curriculum wherein all students follow the same studio sequence for their final two years of study.
In January 2007, the Board of Regents approved the renaming of the school to the School of Architecture and Urban Planning. In October 2008, the Provost decided to add the Department of Design to the School of Architecture and Urban Planning effective with the first of the fiscal year in 2009. As of July 1, 2009, the School has been renamed the School of Architecture, Design and Planning.
2009 APR - University of Kansas - 8/10/09 4 of 245 I.4. PROGRAM MISSION
In Fall 2007, in response to conversations held with faculty and alumni, the Dean crafted a statement articulating a vision for the school. This statement (See Appendix A), entitled “Our Story,” articulates our mission as follows:
Architecture is the art and science of the thoughtful making of places for human use. This involves functional accommodation and aesthetic expression that serve, enrich, and ennoble our society. It is our educational purpose in the School of Architecture and Urban Planning to provide the foundation on which our graduates will practice this – with passionate commitment, creative energy, and independent thinking.
“Our story” highlights the perceived program strengths including the diversity of perspective on our faculty, our longstanding culture of thinking/making exhibited through our development of craft, our strong study abroad agenda, our continued and developing outreach to the Kansas City metropolitan area, and our outstanding technological support. It concludes with a guiding vision:
Our collective vision for the future is of a continuing, thoughtful enhancement of a professional foundation that has served our graduates and the architecture profession extraordinarily well over its 95 year history. We will broaden that foundation consistent with the needs of a changing world, preparing our students to be 21st century leaders in professional practice – while mindful of the unchanging core that is studio-based architectural design.
Our graduates will have the abiding passion that has historically nurtured architects, and a well-balanced educational foundation enriched by the specialized knowledge of our graduate programs. More specifically, they will be grounded in integrated/inter-disciplinary practice, knowledgeable in sustainability, aware of social and ethical issues, and will have grounding in the communication skills essential for competitive global practice. They will be in high demand by the architectural profession and will achieve success in practice and in life commensurate with the School’s rich legacy.
This vision may be understood as offering four foundations: integrated/interdisciplinary practice, sustainability, social/ethical dimensions, and globalized practice. The School is attempting to realize this vision through the pursuit of the following goals:
Goal 1: The School will foster increased interdisciplinary perspective toward the built and natural environment and foster an integrated sense of the act of design through its teaching, scholarship and service. The School will strive to breakdown institutional barriers to interdisciplinarity, encourage its faculty to incorporate diverse perspectives within their instructional delivery and have studio instruction increasingly focused on developing life-long learning habits to critically pursue the design process, encourage cross-unit inquiry to
2009 APR - University of Kansas - 8/10/09 5 of 245 address the pressing issues of our time and support efforts at providing service within interdisciplinary venues. Progress to date: One bold initiative has been to have the Department of Design join our school as of academic year 2009-2010. Given the disciplines’ mutually-shared base within design, removal of institutional rigidities should hopefully promote greater dialogue between these disciplines and fields. Already there has been a Dean’s task force looking at research and instructional opportunities for interdisciplinary collaboration. The school has a portfolio policy, with first year studios emphasizing the journaling of the design process. This effort aims to have students emerge with more self-reflective understanding of their design process and how to improve upon it.
Goal 2: The School will become a recognized leader in the intertwined areas of health and sustainability. In recognition of both climate change and environmental degradation, the School will prioritize resources to those efforts that have a clear instructional, scholarly or service benefit to the pursuit of human and ecological sustainability. Progress to date: In 2007, the program received the first NCARB Grant for its proposal to integrate sustainable design principles at multiple points in its curriculum (Arch 205, Arch 409, Arch 609, Arch 804 and Arch 808). Since that time, students have had access to leading analysis software and services such as Ecotect and Green Building Studio. That same year Chair Diaz Moore encouraged Professor Dan Rockhill to have Studio 804 focus on issues of sustainable design. Dovetailing with the environmental catastrophe affecting Greensburg, Kansas in May 2007, over the course of the 2007-2008 academic year, Studio 804 designed and built the first LEED-Platinum building in the State of Kansas, and the first built by students in the entire world. This effort won both a 2009 NCARB Award and a 2009 AIA Education Award. The professional program has also implemented a Health and Wellness internship option for students interested in the issues of human sustainability and currently has several faculty research initiatives proposed to the National Institute of Health, the Alzheimer’s Association and the Center for Health Design. Additionally, an Urban Planning professor was recently named Associate Director for the KU Center on Sustainability. Lastly, the School has embarked upon an initiative for historic Marvin Hall to become LEED-certified; to serve as a model for the rest of the historic campus.
Goal 3: Given the emerging challenges of the 21st century for architectural and urban planning practice, the School will endeavor to foster understanding, dialogue, reflection in regard to the social and ethical dimensions of the disciplines ultimately to shape the nature of progressive practice. Rather than embrace the “hidden curriculum” historically found in architectural curricula, the School will foster dialogues in various formats, to critically engage the question of where progressive practice is headed in relation to the emerging social and ethical dilemmas of our day. Progress to date: The program initiated a series of podcasts with visiting experts entitled “Architecture 2020” which pursues the vision of the challenges of architectural practice in the year 2020. Participants have included leaders such as Bob Berkebile, Bill Quatman, Larry Scarpa and Julie Eizenberg. Additionally, several members of the
2009 APR - University of Kansas - 8/10/09 6 of 245 faculty organized the 2009 EDRA conference with the theme “Re: The ethical design of places.” Several faculty members are leading instructional development sessions with the university’s Center for Teaching Excellence on issues ranging from enhancing instruction to millennial students to how to incorporate sustainable design into coursework. Beginning in 2009, the program is also offering an “el dorado studio” whose focus is on the actual design decision-making process and the need for agile, critical thinkers.
Goal 4: The School will prepare its constituents to be effective leaders in the globalization of architectural and urban planning practice. The school will endeavor to foster greater cultural sensitivity, understanding and responsiveness in all of its various activities. Progress to date: The program now requires study abroad within the Master of Architecture curriculum (see Sections I.4.4 [p.9] and I.5.1 [p.10]). Additionally, the program has commenced a Globalized Practice internship in the final year of the curriculum. This program provides students with an immersion in a foreign culture and language (currently in China and France) followed by a one semester internship at an international firm in Paris or Beijing. Our architecture history sequence has been revised to include more non-western history and traditions. We have also added two electives on vernacular architecture, one non-Western focused.
Graduate Profile In attempting to further understand this vision, in Fall 2008, the faculty of the architecture program developed a statement regarding the characteristics we seek in our graduates. Our faculty believe our graduating students should be: thoughtful, curious, passionate, inspired and hold high expectations. They are to be honest, ethical, civil, self-driven, flexible and conscientious. Our students should value collaboration, community service, client needs and desires, lifelong-learning, have a pride in “Jayhawk Nation” and be aesthetically educated. Students further these characteristics by developing skills in problem solving, analysis, visualization, graphic representation, time management and teamwork. It is through these prisms that we attempt to contextualize and interpret our efforts at actualizing this vision through our various programs and activities.
I.4.1 Professional Degree Programs The School of Architecture, Design and Planning offers an NAAB-accredited Master of Architecture (M.Arch.). The Master of Architecture program has three primary entry points for students with varying profiles (See Figure III.12.a, p.122). Freshmen (and transfer undergraduates) are admitted into a five-year program of study requiring 180 credits distributed as follows: 61 credits of studio/synthesis courses; 61 architecture support courses; 46 general education credits; and 12 architectural elective credits. We refer to this as Track I. Graduate students with undergraduate degrees in programs outside of architecture enter into a program of study requiring 118 credits: 51 credits of studio/synthesis courses; 49 architecture support courses; and 18 architectural elective credits. We refer to this program of study as Track III. Graduate students with undergraduate degrees in architecture or a related field received varying degrees of advanced placement into this 118 credit program of study. Generally speaking, students with a four-year pre-professional degree take approximately 72 credits to earn the degree,
2009 APR - University of Kansas - 8/10/09 7 of 245 but this is decided on a case by case basis depending upon a review of their previous coursework.
I.4.2. Undergraduate Non-Professional Program In addition to the two accredited professional degrees, the School of Architecture, Design and Planning also admits students into a Bachelor of Arts in Architectural Studies program. This curriculum requires 124 credits to earn the degree including 68 general education credits; 35 architecture credits; 15 credits in an interest area defined by the students; and 6 open elective credits. This degree is designed to offer an architecturally- focused liberal arts foundation for pursuit of graduate degrees in architecture, urban planning, law, business or other areas.
I.4.3. Advanced Graduate Degree Programs Students with an undergraduate degree in Architecture, or a related discipline, can pursue a 36-credit academic Master of Arts in Architecture (M.A.). This program has two distinct tracks. The academic track is for students interested in advanced, independent scholarly investigation of an architectural topic. Students with an undergraduate degree in Architecture or a related design discipline and some design/construction experience can apply for the post-professional, 36-credit M.Arch. which focuses on Architectural Management/Practice Track and which is offered at KU’s Edwards Campus in Kansas City.
In Fall 2007, the architecture program began offering a Ph.D. in Architecture. This 49 credit curriculum educates students so that they will become more valuable to society through academic, business, and government organizations that require greater artistic, scientific and investigative skills. It provides candidates with opportunities to develop and deepen their education in three important ways: • Enhancing research and analytical skills with rigorous methods of inquiry and synthesis; • Acquiring advanced knowledge specific to their area(s) of inquiry through comprehensive scholarly investigations and distinguished documentation; • Developing the ability to communicate knowledge in a clear and eloquent manner. To realize this goal, the faculty has made a commitment to create, along with doctoral students, a climate in which scholarship and creativity can flourish. Underlying the advanced study of architecture at KU is an ethic regarding architectural inquiry and architectural practice; one that sustains the question: “What ought we do as architects and researchers to enhance the quality of life on this planet?” In addressing this question, the program has identified three areas of emphasis: design and fabrication processes, healthy and sustainable environments, and social and cultural factors.
2009 APR - University of Kansas - 8/10/09 8 of 245 I.4.4. Special Activities and Programs Within the professional M.Arch. program, we have a study abroad requirement. Students are encouraged may choose to enroll in our off-campus programs which include summer programs offered rotationally in Paris, Berlin, Siena, Spannocchia and South America; week-long options in Neukloster, Germany, and Rome, Italy; semester-long programs in Denmark (DIS), Australia (University of New South Wales, University of Newcastle- upon-Tyne, Deakin University), Japan (Temple University), Rome (University of Arkansas); and year-long exchanges with College of Art in Edinburgh, Scotland, and with the Universities of Stuttgart, Karlsruhe and Potsdam in Germany. Our program also offers several on-going professional options for students to choose for their final year of study. These options are year-long studio equivalent experiences aimed at providing students the opportunity to pursue in-depth directed study in an area of professional need. Our longest on-going option is the Kansas City Urban Design Studio located in a storefront space in downtown Kansas City, Missouri. This option is co-offered with Kansas State University and involves competitive placement as students receive $5000 scholarships to participate. The intent of the studio is to provide an interdisciplinary urban experience addressing problems identified by stakeholders in the Kansas City community. Our award-winning Studio 804 provides students a comprehensive experience in design-build delivery processes. The intent of this studio is to provide experiential learning of a delivery process utilized to achieve affordable, sustainable architecture of high design integrity. Another capstone option is in Health and Wellness. This option includes additional required courses (that fulfill architectural electives) and a seven-month internship (beginning in June prior to the last academic year and finishing in December) in a firm specializing in issues of health in architectural design. Students return for their final semester and engage in a service-learning studio that provides an integrative learning capstone. Globalized Practice is an option in which students are placed as interns in international firms in France and China, only to return to Lawrence and utilize their enhanced cultural sensitivity to an inquiry-intensive studio. Additionally, we have commenced an El Dorado studio taught by the principals at el dorado architects which focuses on the dynamic context of architectural practice and the development of an agile design mind to respond to dynamic changes in parameters.
Numerous student organizations add to the cultural vitality of the school and special services, such as fall and spring job placement fairs and architectural field trips to major cities are provided for students. Active organizations include: AIAS, Alpha Rho Chi, ASHRAE, NOMAS, Women in Design, Emerging Green Builders, Architecture students for social action, and Grid (organization of architecture and urban planning students). The program also offers numerous dual-degree options including: B.S. Architectural Engineering / M. Arch; M.Arch./M.Urban Planning; and M.Arch. / M. Business Administration.
2009 APR - University of Kansas - 8/10/09 9 of 245 I.5. PROGRAM SELF-ASSESSMENT
The efforts at program self-assessment began immediately after the previous accreditation visit with aims toward moving toward a unified M.Arch. curriculum and developing a Ph.D. program. The procedures for our program self-assessment are described in Section III.2, p.49.
I.5.1 Program Strengths As mentioned under Program Mission, “Our Story” by our Dean and the composite sketch of graduate characteristics are our guiding lights for decision-making at this time. They inform the learning opportunities we have crafted in regard to the changing profession. Following are those items we consider strengths of our program. The first three “check-marked” items discussed in Section I.5.1.A: Curricular Innovation and Development build upon the strengths found by the previous accreditation team in our Studio 804 which they encouraged us to expound upon in the remainder of the curriculum.
I.5.1.A. Curricular Innovation and Development Professional Options o The final year of our curriculum offers students the opportunity to engage in a year-long experience aimed at developing depth in a desired area of knowledge. Building upon the model of our successful Studio 804, these options are designed to provide rigorous educational experiences, preparing students in the life-long learning and leadership skills necessary for continued innovation in these areas. Beyond Studio 804 and Design-build, our other options include Health and Wellness and Globalized Practice, two options that involve an internship experience; the Kansas City Urban Design Studio which focuses on urban design; and our el dorado studio, in which students learn the design and fabrication processes of el dorado architects and apply them to projects of social significance. Comprehensive Studio o The spring semester prior to the Professional Options, all students partake in a comprehensive studio. The faculty has built upon the NAAB criteria SPC and developed an assessment rubric (See Appendix B). Each project is independently assessed by a team of faculty as to whether the project meets expectations or not. Students where a majority of the faculty assesses the work as not meeting expectations are given incompletes and allowed to complete the work over summer. Hands-on Studio o Our Arch 409 studio is a “hands-on” studio that emphasizes collaborative design and construction of a built assembly. Natural Forces o This introductory class provides an opportunity to develop an empirical understanding of natural forces that impact buildings and their designs through laboratory experimentation. In this class, students gain awareness of leading building performance software such as Ecotect and IDS and integrate this knowledge in subsequent studios.
2009 APR - University of Kansas - 8/10/09 10 of 245 Study Abroad o we have made study abroad a requirement within our professional curriculum and increased our offerings from seven (4 year-long, 3 summer) to twenty-four (5 year-long, 11 semester-long, 4 summer, 2 spring or fall break, 1 winter break or a student-initiated program) o we have extended our options from Germany and Scotland to the broader UK, Australia, Italy, Switzerland, Japan, China and Korea.
I.5.1.B. Diversity of Perspective Our full-time faculty offers a broad range of intellectual diversity to our student body which is then supplemented in various other ways. Of our 20 full-time faculty, 10 have Ph.D.s in Architecture, Planning or other related fields. Eight full-time faculty are registered architects along with ten adjunct studio faculty. Faculty interest spans from architectural pedagogy, to design-build, to healthy environments to sustainability to urban design. Approaches to instruction range as greatly. To this diversity, we have added in the last several years: Visiting Lecturers and Distinguished Lecturers o In additional to our lecture series, and in an effort to stimulate more robust and sustained conversations about the direction of professional practice, the program has hired two Distinguished Lecturers: Frank Zilm, FAIA, the Chester Dean Distinguished Lecturer in Healthcare Design; and Bob Berkebile, FAIA, the Chester Dean Distinguished Lecturer in Sustainable Design. The program has also made efforts to bring in additional Visiting Distinguished Lecturers, including Julie Eizenberg (Koning Eizenberg Architects) and Larry Scarpa (Pugh+Scarpa), both in Fall 2008. Conferences o The school hosted the 2005 ASCP conference and the 2009 EDRA conference (both in Kansas City) and held two Faculty Scholarly Symposia, one in 2006 and the second in 2009.
I.5.1.C. Increasing Alignment between Scholarship and Curricular Focus In shaping the Ph.D. program and the revised M.Arch. curriculum together, the faculty have been able to develop a unified thrust between our scholarly direction and the focus of our accredited program. Best exemplified in the professional options mentioned above, one can see an interest in design-build and fabrication processes, healthy and sustainable environments, and socio-cultural dimensions of architecture, which align with our three areas of emphasis in our Ph.D. program (See Section I.4.3). Our desire is for professional degree-seeking students that come to KU to have access to the latest thinking in these areas prior to entering a profession that sorely needs leadership in these areas. Regardless of area of focus eventually chosen by students, we seek to have three themes shape their approach to architecture: Sustainable Craftsmanship Beginning in our first Architectural Foundations studio, craft is emphasized as essential to quality architecture. Models often involve traditional materials such as basswood, but often include exploration of steel, glass, or polymers. In Arch 205, students are then engaged in a lab-supplemented course which explores how
2009 APR - University of Kansas - 8/10/09 11 of 245 materials and connections behave when experiencing certain natural forces (gravity, wind, light, etc.). In Arch 205, students are exposed to building performance software such as Ecotect. Arch 409 is a required “hands-on” studio which engages in the design and building of small scale service-learning projects, ranging from refugee shelter to observation decks to post-Katrina New Orleans neighborhood interventions as have been displayed at the Cooper-Hewitt. Arch 609 is our comprehensive studio in which students are to meet sustainable design requirements and have access to other software and webware services such as Green Building Studio. Studio 804 is our internationally recognized capstone experience which in 2008 built the first LEED-Platinum building in Kansas. Integrated/Interdisciplinary Practice An understanding of the changing nature of contemporary architectural practice is introduced in Arch 152, a first semester introduction to professional practice. This is followed up in Arch 552: Professional Practice II but is most clearly demonstrated through experiential learning in the Health and Wellness and Globalized Practice Internship options, Studio 804 which simulates a design- build practice and the el dorado studio which simulates their innovative approaches to fabrication issues. Globalized Practice Seeing architecture becoming increasingly globalized, the program introduces various dimensions of the cultural aspects of architectural design in Arch 103 and Arch 104, our introduction to architecture courses. Our required study abroad component, in which students must complete at least three credits of study abroad experience to receive the degree, illustrates the importance we place on this understanding. Our Globalized Practice Internship option in their final year of study provides students an opportunity to practice in a firm in Beijing or Paris. Participating firms include: o Jean Nouvel o Christian de Portzamparc o Jean Marc Iboz o Odile Decq o Manuel Gauntrand o Frederick Borel o Jean Pierre Buffi o Claude Vasconi o VOA o Perkins|Will o Reggeo
I.5.1.D. Experimentation and Innovation in Instruction With the arrival of a new chair in Fall 2006, the program has embarked upon numerous experiments in instruction. Our first year studios were completely reconceptualized and greater faculty resources were placed in the “foundations,” lowering the student:faculty ratio (see III.6.3, p.67). The program received the first NCARB Grant for Creative Integration of Practice and Education with our sustainable immersion project which introduces sustainable design principles and building performance analytic software in
2009 APR - University of Kansas - 8/10/09 12 of 245 Arch 205, utilizes these principles throughout our studio sequence (particularly in Arch 609: Comprehensive Studio), and reshaping of Studio 804 to focus on sustainable design (which won a 2009 NCARB Prize for this innovation). We also were the first program in the nation that provided our students access to AutoDesk Green Building Studio, a web- based energy analysis service that aids architects and designers to perform whole building analysis, optimize energy efficiency, and work toward carbon neutrality earlier in the design process.
Seizing upon the strengths of Studio 804, the design studio sequence was reshaped to install a required “hands-on” collaborative studio (Arch 409) for all students in our five year program. This studio provides students with a learning experience that exposes them to: collaborative design, balancing time, scope, budget on a real-life project, service-learning (e.g. NOLA projects, Kansas Biological Reserve) and development of construction documentation (e.g. shop drawings). The curriculum was stream-lined to create a “professional options” year, providing a capstone experience to all Master of Architecture students. These options include Studio 804, the KCDC Urban Design Studio, a Health & Wellness option, and Globalized Practice – the last two are inventive means to bring education and practice closer together.
Since Fall 2007, at the beginning of each semester, the faculty as a whole shares the outcomes from studios taught the previous semester, providing an opportunity to recalibrate teaching as appropriate. It also provides a stimulus for conversations about experimentation in instruction. Additionally, we have held two faculty symposia since 2006 which, through providing an opportunity for faculty to share their scholarship, enhances the development of collaboration in both research and teaching and for one to inform the other.
2009 APR - University of Kansas - 8/10/09 13 of 245 I.5.2 Program Weaknesses
I.5.2.A. Physical Resources As mentioned in the 2004 APR, a significant weakness in our current physical infrastructure is the lack of both communal space and a lecture hall. As identified by faculty in Fall 2007, the physical plant issues have only enlarged in significance since our last accreditation visit.
Lack of Common Space. Currently, our main communal space is our Jury Room which is also used for studio reviews, faculty and other large meetings, and photographing of models. This means it is a flex space that is not particularly effective for longer term exhibitions and it is ill-sized for social events for our student body. Students feel there is no community forum for either social or political events and this thwarts the building of a sense of community. Students and faculty alike tend to view their studio as their community, often distinct from the larger whole. Our physical plant plays a large role in that phenomenon.
Lack of a Lecture Hall. The lack of a lecture hall places us at the mercy of the university to schedule our lecture courses and our lecture series, making both more difficult. Additionally, being a visual discipline, we typically have high demand for state of the art presentation technologies that may or may not be available for our classes within the university lecture halls. Similarly, our lecture classes typically are 90-120 students which place them in a very small range of options regarding lecture hall capacity levels and those halls often are those not equipped with these presentation technologies. While fundraising efforts continue to address this issue of limited physical resources, in 2007, the State of Kansas made statements suggesting they would no longer financially support the construction of buildings on state university campuses and that such buildings now also need to finance adequate capital for maintenance in perpetuity. Thus what was already a difficult threshold has grown even larger.
Design-Build Workshop and Studio Space. Being home to the award-winning Studio 804, it is perhaps surprising that Studio 804 needs to rent off-campus warehouse space each year to engage in their activities. Based upon projections that we would build a 30,000sf warehouse space on our West Campus, the faculty also created Studio 409 within our curriculum, wherein each student would have a collaborative, design-build experience prior to graduating, with or without Studio 804. This increased focus on hands-on construction activities within our curriculum creates an urgent need for more workshop and assembly space than we have at present. The School has been working on this for a number of years and is close to closing on a warehouse space in east Lawrence. This would address this problem, but while it is vital that this need is met, it does increase the geographic dispersion our program possesses (see below).
Problem of Dispersion. While Marvin Hall was remodeled in the early 1980s, this remodel created cellular studios which reinforce a sense of studio rather than community focus. We added studio and office space in Snow Hall in 2004, and, in 2005, we replaced the antiquated Lindley Annex with remodeled space in Marvin Studios in 2005 but lost
2009 APR - University of Kansas - 8/10/09 14 of 245 approximately 5000sf in the swap. These tactical responses to the space problem that have been identified in Visiting Team Reports since 1994 have been greatly appreciated by the program but does not address the core problem of geographic dispersion in the program. We have again been forced to pursue this option with space on the other side of Lawrence, Kansas to serve our Design-Build initiatives. It is our sense that many of our communication and community issues are challenged by this physical resource plan.
I.5.2.B. Attrition in FT Faculty Numbers and Dollar Resources Allocated to Instruction Since Fall 2007, the program has lost six tenured/tenure-track faculty and have only hired two (one of which was hired with funds to support our fledgling PhD program), for a net loss of four FTE faculty. Most of the dollars associated with these vacancies were surrender in this past year’s budget cuts. While convenient in terms of short-term budget cutting, this 17% reduction in full-time faculty has significant implications for educational delivery, raising questions as to program size, the ability to cover the wide range of curricular material within the professional program and the delivery of service obligations such as advising and committee work, let alone the comprise for faculty in terms of professional development afforded through scholarship (See III.6.6.A, p.71).
This must also be placed within the context where our Student Credit Hour production has increased 32.33% between Spring 2004 and Spring 2009 (from 5029 SCH to 6655 SCH), our population has grown from 450 to 528 students, and that we have extended our offerings with both an M.A. and a Ph.D in order to achieve our goal of being an important program within this flagship research university. Comments regarding the fact that the faculty “have too much on their plate,” have appeared in visiting accreditation team reports since 1994 when the program had just started a 3-year Master of Architecture program to complement the existing 5 year Bachelor of Architecture (see Section IV.5, p.2). The confluence of growing degree offerings and reduced faculty resources is a cause of concern. It should be noted that the Ph.D. program has been supported by the University with the provision of 1.0FTE faculty and three GTA positions. These positions are currently staffing 2 studios, 2 support classes and 3 electives, providing essential resource assistance to our instructional demands.
I.5.2.C. Need for “Professor of Practice” Another perceived weakness is our relative isolation from professional practice, particularly progressive practice. Due to our heavy tenured/adjunct faculty ratio (See Section III.6.6.A, p.71), we are currently limited in diversifying our instructor pool with those in practice. Part of our efforts in this regard has been to petition the university for a Professor of Practice position, as many other architecture programs now have. In discussing this with some of our more progressive practitioners in Kansas City, this type of position would be of much greater appeal than our typical adjunct position in that it recognizes the value of their professional expertise. While schools such as Law and Medicine have access to clinical appointments, we do not have the privilege of creating Professor of Practice positions.
I.5.2.D. Lack of Diversity of Profile Faculty have identified diversity in both our faculty and student profile as continuing to
2009 APR - University of Kansas - 8/10/09 15 of 245 demand attention. Diversity has been a thrust of our recent hires, with seven of our nine newest tenure-track hires fostering a greater diversity in our faculty profile. Additionally, adjunct hires have included a higher percentage of female and people of other minority status in recent years. We also have had several international visiting scholars and professors over the past three years (three from Korea, one from Sri Lanka, one from Albania). In regard to students, we have secured funding from the University Student Senate to support a recruitment scholarship fund for admits from under-represented populations. We also instigated a Multi-cultural Architectural Scholars Program (MASP) which provides scholarships and leadership training to accepted minority students. Clearly this remains an issue, and one that we continue to work upon, but the recognition of this issue by faculty is an important step forward.
1.5.2.E. Inability to Meet Student Demand Another weakness, due to a combination of limited physical and human resources, is our inability to meet demand for our Master of Architecture Degree. For Fall 2008 admits, for instance, we received over 700 applicants for the 54 seats we have available to entering freshmen, resulting in our admission standard being a 3.87 high school GPA and ACT of 28. This means that we decline admission to a significant number of outstanding students, simply due to limited physical and human resources. Placed in the discussion of Section 1.5.2.A above, we believe it may be time for a new building for the School of Architecture, Design and Planning to be prioritized in the University Strategic Plan (See Section III.6.6.C, p.74). We believe such a priority should be placed within the upcoming KU Endowment Capital Campaign.
I.5.2.F. Communication One of the problems we face is short staffing in the important area of communication. We have envisioned for years that our website could serve as a more effective communication device both internally and externally but we currently do not have the human resource to staff this effectively. Currently most of our communication activities occur via email (to faculty and students) or via print media (e.g. annual reports). The importance of a community kiosk (both virtual and real) would assist us in shaping the more cohesive community sought by all (See Section III.6.6.B, p.73).
I.5.2.G. Graduate Studies and Research The faculty of the architecture program made a strategic decision in 2005 to move in a graduate direction with the hopes of creating robust post-professional degrees that would supply students to develop an innovative research agenda that would serve the profession and also promote faculty development. The significant challenges placed on the school by the faculty attrition and simultaneous budget cuts identified in Section I.5.2.B have significantly impaired the ability of the program to attain this goal and become an integral part of this research university. Additionally, there is currently no fulcrum or catalyst to assist faculty in developing research agendas within the school. This will become particularly important as the Department of Design joins our school this academic year. The opportunity to create interdisciplinary synergies for innovative research exists but needs to be provided appropriate resources.
2009 APR - University of Kansas - 8/10/09 16 of 245 II. PROGRESS SINCE THE LAST SITE VISIT
II.1. SUMMARY OF RESPONSES TO THE 2004 TEAM FINDINGS
II.1.1. Responses to Conditions Not Met
II.1.1.A. Criterion 3.3: Public Information To ensure an understanding of the accredited professional degree by the public, all schools offering an accredited degree program or any candidacy program must include in their catalogs and promotional media the exact language found in the NAAB Conditions for Accreditation, Appendix A. To ensure an understanding of the body of knowledge and skills that constitute a professional education in architecture, the school must inform faculty and incoming students of how to access the NAAB Conditions for Accreditation. The APR must include both of the following: • A description of the degree program as it appears in university catalogs and other institutionally authorized material • Evidence that faculty members and incoming students have been informed of how to access the NAAB Conditions for Accreditation (including the Student Performance Criteria) on the NAAB Web site.
II.1.1.a.i Comment from Previous VTR (2004). The VTR found no evidence that the School of Architecture and Urban Planning had systematically distributed to all faculty and students information using the language required by NAAB to describe the parameters of an accredited professional degree program. The information had been inserted into the University’s printed and on-line informational literature, with incorrect references to an “NAAB-approved curriculum” but had not been systematically distributed in a targeted fashion to all faculty and students in the Architecture Program.
II.1.1.a.ii Response from Program (2005). Two steps have been taken to correct this problem. First, the incorrect language was removed from the information. Second, the Dean’s office now distributes directly to all students and faculty on an annual basis, an e- mail message containing the specific information approved by NAAB. The University and the Program continue to maintain the correct information as well on web sites and in printed brochures used to describe the School’s degree programs.
II.1.1.a.iii Response from Program (2006). Two steps have been taken to correct this problem. First, the incorrect language was removed from the information last year. Second, the Dean’s office now distributes directly to all students and faculty on an annual basis, an e-mail message containing the specific information approved by NAAB. The University and the Program continue to maintain the correct information as well on web sites and in printed brochures used to describe the School’s degree programs. NAAB Response was Satisfied, no further reporting required.
Addendum. Additionally, students now receive information about the accreditation
2009 APR - University of Kansas - 8/10/09 17 of 245 process in Arch 152: Professional Practice I in their freshman year (beginning Fall 2009).
II.1.1.B Criterion 3.4: Social Equity The accredited degree program must provide faculty, students, and staff—irrespective of race, ethnicity, creed, national origin, gender, age, physical ability, or sexual orientation—with an educational environment in which each person is equitably able to learn, teach, and work. The school must have a clear policy on diversity that is communicated to current and prospective faculty, students, and staff and that is reflected in the distribution of the program’s human, physical, and financial resources. Faculty, staff, and students must also have equitable opportunities to participate in program governance. The APR must include the following: • The criteria and procedures used to achieve equity and diversity in faculty appointments, reappointments, compensation, and promotions • The criteria and procedures used to achieve equity and diversity in student admissions, advancement, retention, and graduation • A description of the means by which faculty, students, and staff are given access to the formulation of policies and procedures, including curriculum review and program development • Identification of any significant problem, with recommendations for improvement.
II.1.1.b.i Comment from Previous VTR (2004). According to the VTR,“The team feels that the program can be much more inventive in utilizing existing resources to increase the cultural diversity of the faculty and students, for example through visiting faculty positions or student exchange programs with urban universities. Further, it needs additional staff resources to carry out meaningful student recruitment.”
II.1.1.b.ii Response from Program (2005). The Dean’s Office and the Program have responded to this condition in a number of ways during the last year. A. We continue to support our growing Multi-cultural Architectural Scholars Program. Professors Carswell and Jackson direct the program and work closely with minority students to improve retention and academic performance. B. We have met with representatives from key AIA firms in the Kansas city area to initiate a fund raising campaign to support the MASP scholarship fund and to enlist the aid of practicing professionals in recruiting minority students. C. We are currently working with representatives from Kansas City Kansas Community College (which has a large minority student population) and members of the historically Black Quindaro community in Kansas City, Kansas, to involve our MASP students in a high-profile student project which will include construction of a scale model of Stanley Hall, the first building on the campus of Freedman’s University in Quindaro, the first African-American University founded west of the Mississippi River. The attention that this project draws should help us in recruiting minority students. D. We have revised and upgraded the position description of the School’s Admissions Coordinator to include recruitment activities for minority students attending on-campus events. E. The associate dean made two trips to St. Louis since the Team’s site visit specifically to recruit minority students. He has also worked closely with Minority Student Admissions Counselors in the Office of Admissions to increase contacts and
2009 APR - University of Kansas - 8/10/09 18 of 245 follow-up recruitment activities with minority students in Dallas, St. Louis, Kansas City, Chicago, Denver and Minneapolis. He has also participated (given numerous presentations and met with individual students and families) in a variety of minority recruitment activities including Multi-cultural Seniors Days, Multi-cultural Junior Days, Minority Pre-Orientation, and Minority Majors Fair. F. We added a high-visibility staff position in the information technology support area and hired a minority female to fill the job. This increases the diversity of the School’s staff. G. We co-sponsored a summer workshop organized by the School of Engineering that attracted over a dozen prospective minority female students interested in architecture and architectural engineering. H. We co-sponsored (with Mississippi State University) a minority visiting scholar during the Spring Semester 2005, a woman from Tajikistan. She made a presentation to the faculty and visited studios during her two week internship at KU. I. Professors Jackson and Carswell have worked with several students to revitalize NOMAS and to plan activities using the space that the School has set aside for the NOMAS chapter. J. The lecture series for 2004-2005 included presentations by two women, one French, as well as one architect from Japan.
II.1.1.b.iii Response from Program (2006). The Dean’s Office and the Program have responded to this condition in a number of ways during the last year. A. We continue to support our growing Multi-cultural Architectural Scholars Program (MASP). Professors Carswell and Jackson direct the program and work closely with minority students to improve retention and academic performance. B. We continue to meet with firms and individuals to raise funds for our MASP scholarship fund. C. Our Admissions Coordinator attended minority student recruitment fairs in the fall and spring semesters and met with prospective architecture students. D. The Associate Dean again made recruitment trips to St. Louis, Kansas City, Dallas and Chicago. He participated in numerous Multi-Cultural Day visits (approximately 25) for juniors and seniors in high school, and he gave presentations at the Minority Pre-Orientation and Minority Majors Fairs. E. The Associate Dean is also working with an architecture firm in St. Louis (The Lawrence Group) to establish a scholarship program for minority students graduating from inner city high schools. It will focus on minority and disadvantaged students in drafting classes who want to study architecture at KU. F. In 2005 we co-sponsored a summer workshop organized by the School of Engineering that attracted over a dozen prospective minority female students interested in architecture and architectural engineering. G. We are serving as host to a visiting professor from Korea, who is studying Architecture History while here on sabbatical leave. We will host a second visitor from Korea starting in August during his scheduled sabbatical. We anticipate presentations from these visitors to the student body, as well as their participation in studio reviews and classes. (This also addresses 12.11, below.) H. The lecture series for 2005-2006 included presentations by two women.
2009 APR - University of Kansas - 8/10/09 19 of 245
II.1.1.b.iv Response from Program (2007). It is our sense that diversification of our faculty and student bodies is a long-term process of change. It should be noted that within the university context that we are operating, our diversity percentages are better than that of the university as a whole. However, we are not satisfied with this and are committed to the effort of inclusivity as is exemplified by the following actions: 1. Our Multi-cultural Architectural Scholars Program (MASP) is steadily growing, now numbering over 20. We give two course releases to tenured faculty to engage in mentoring for multi-cultural students in order to enhance retention and academic performance. This effort is supplemented with externally generated funds to support the MASP scholarship fund. 2. We continue strong recruitment efforts in regional urban locations most likely to generate minority applications. 3. We were successful in creating a practice-supported scholarship fund to support qualifying minority students. 4. We have hired a visiting assistant professor for the upcoming year from Sri Lanka. 5. This past year, our adjunct hires were strategically more diverse with 50% of the hires being female and 10% being non-Caucasian. 6. We are encouraging a faculty member to help create a Women in Architecture student group.
The response to our 2006 report asks us to report how our actions beginning in 2006 have generated solutions to the social equity concerns. To be honest, we feel this is not something that will be addressed with a quick fix. We have embarked upon a path to address this issue, and feel confident that our percentage of graduates and our faculty will become increasingly diverse over time. We have adopted one of the team’s specific suggestions (visiting professorships), and have made initial overtures regarding the other (exchange with urban universities). We are beginning the legwork on developing scholarships for minority students pursuing architecture in the 4+2 model to join our M.Arch. program in a “design-build track” culminating in our nationally-recognized Studio 804 experience. We believe with these efforts, we are making a concerted effort to address this condition, and look for improvement in our numbers by the time our accreditation visit occurs.
NAAB Response was Satisfied, no further reporting required.
II.1.1.C SPC 12.11: Non-Western Traditions Understanding of national traditions and the local regional heritage in architecture, landscape design and urban design, including the vernacular tradition
II.1.1.c.i Comment from Previous VTR (2004). While students have some exposure to non-Western traditions in landscape architecture and urban design, they have insufficient exposure to the historical and contemporary traditions in the architecture of the Americas, Asia, Africa and the Middle East.
II.1.1.c.ii Response from Program (2005). At the time of the Site Team Visit, we had been employing a part-time instructor to teach architectural history and cover for the
2009 APR - University of Kansas - 8/10/09 20 of 245 regular faculty member who had accepted a two-year fellowship at Oxford University. He had inadvertently failed to include specific description of the coverage he gave to non-Western areas in the three-semester history sequence. He revised his syllabus in accordance with the VTR and added sections on African and Middle Eastern architectural history to the non-Western sections that were already part of the courses. The tenure-line faculty member who is responsible for the architectural history sequence has returned this summer and plans to revise the courses further to include a larger non-Western component throughout all of the classes. In addition, we have revised our general education elective choices to include a non-Western course that will supplement the non- Western coverage in architectural history. Finally, a presentation was made in ARCH 103 – Introduction to Architecture in fall 2004 by our female Latina faculty member presented her digital archival work on Latin American Architecture.
II.1.1.c.iii Response from Program (2006). At the time of the Site Team Visit in 2004, we were employing a part-time instructor to teach architectural history, covering the class for the regular faculty member who had accepted a two-year fellowship at Oxford University. He had inadvertently failed to include specific description of the coverage he gave to non-Western areas in the three-semester history sequence. Changes are listed as follows: A. The tenure-line faculty member responsible for the architectural history sequence returned this past academic year, and has revised the courses further to include a larger non-Western component throughout all of the classes. B. We have revised our general education elective choices to include a non- Western course that will supplement the non-Western coverage in architectural history. C. A presentation was made in ARCH 103 – Introduction to Architecture – in the fall semester, by our female Latina faculty member who presented her digital archival work on Latin American Architecture. D. As preparation for the new curriculum which begins fall 2006, one of our faculty members has received a grant from the Office of International Programs to ‘internationalize’ the curriculum for one of the new required introduction courses.
II.1.1.c.iv Response from Program (2007). In our previously approved M.Arch. curriculum, we had proposed to reduce the history sequence from four courses in our old B.Arch. program to three in the new M.Arch. Partially in response to this criterion, in Fall 2006, the faculty made a decision to retain the four semester sequence of history but with the directive to accommodate more non-western traditions in the sequence. In addition: 1. We have revised our general education elective choices to include a non-Western art course that will supplement the non-western coverage in the architectural history sequence. 2. We will begin offering an elective course on vernacular architecture that will emphasize the traditions in Asia, Africa and the Middle East. With next year’s annual report, we should be able to include syllabi that reflect evolution in regard to this issue.
2009 APR - University of Kansas - 8/10/09 21 of 245 II.1.1.c.v Response from Program (2008). In the last annual report we noted a change in our history sequence to allow for greater coverage of non-western traditions in our four semester sequence (Arch 665, Arch 340/540, 341/541, 342/542) [Undergraduate/Graduate numbers]. Please find attached the revised syllabi for the 340,341 and 342 sequence. One can note that in Arch 340, students are now exposed to three weeks on Near Eastern (Arabic/Persian) traditions, and one week on Islamic architecture. In 341, students have two weeks on Asian and one week on African traditions, and in 342, there is one week on Modernism in different global regions and one week on contemporary globalized practice. In treating non-western traditions in this way, we feel we are allowing these traditions to provide a parallel storyline with the historical understanding of both thereby duly enriched. In addition: 1. We have revised our general education elective choices to include a non-Western art course that will supplement the non-western coverage in the architectural history sequence. 2. We are offering an elective course on vernacular architecture that emphasizes traditional settlement traditions in Asia, Africa and the Middle East (see enclosed syllabus).
NAAB Response was Satisfied, no further reporting required.
II.1.1.D. SPC 12.34: Professional Internship Understanding of the role of internship in obtaining licensure and registration and the mutual rights and responsibilities of interns and employers
II.1.1.d.i Comment from Previous VTR (2004). The VTR states that there was insubstantial evidence that the role of internship in professional development and the reciprocal rights and responsibilities of interns and employers was taught to the level of understanding in the professional practice course offered to graduate students in the M.Arch. (while the professional practice course for B.Arch students covered the topic adequately).
II.1.1.d.ii Response from Program (2005). The problem has to do with this component of the course not being specified as a separate topic and unit within the former M.Arch version of the professional practice course. That matter has been corrected by the instructor and we are now planning to combine the different sections of the class and offer it using the format and syllabus followed in the B.Arch version.
II.1.1.d.iii Response from Program (2006). The problem has to do with this component of the course not being specified as a separate topic and unit within the former M.Arch version of the professional practice course. That matter was corrected by the instructor in 2005, and we now combine the different sections of the class and offer it using the format and syllabus followed in the B.Arch version. In addition, in 2006, we added a component to the ‘design information’ course required by 3rd year B. Arch. students which addressed intern development program issues.
II.1.1.d.iv Response from Program (2007). The problem largely had to do with this component of the course not being specified as a separate topic in the old syllabus.
2009 APR - University of Kansas - 8/10/09 22 of 245 Within the unified M.Arch. curriculum to which we are moving, all students take the same professional practice course. We have attached the class schedule that identifies that IDP receives a full week’s worth of attention. In addition, we have added material on the subject in our new Arch 104 course. NAAB Response was Satisfied, no further reporting required.
Addendum: In addition, we have added material on the subject in our new Arch 152 course (beginning Fall 2009).
2009 APR - University of Kansas - 8/10/09 23 of 245 II.1.2. Responses to Causes of Concern
II.1.2.A. Inadequate Support for Faculty Development
II.1.2.a.i Comment from Previous VTR (2004). The VTR referred to inadequate support for faculty development as a cause for concern.
II.1.2.a.ii Response from Program (2005). The University, the Dean’s Office and the Architecture Program have responded to this issue quite vigorously in the past year. A. Full-time computing support for students and faculty has increased from two positions to three in the last year. Greater assistance is available for the development of on-line teaching materials and other technology-related teaching needs. B. The Dean’s office now offers to all faculty, regular workshops on a variety of computing, software and computer-based teaching topics that were not available before this past year. C. A faculty software advisory committee has been formed to target purchases in a way that more effectively serves faculty needs. D. All faculty computers and peripherals are replaced on a rotational basis that does not exceed three years per cycle. E. Full-time shop support for students and faculty has increased from one to two positions since the accreditation visit. This means that studio instructors now are offered significantly more instructional assistance in model-building and design-build projects. F. New faculty are offered the opportunity to apply for “start-up” grants and may also request special equipment, funds and other forms of support for their research programs. The most recent faculty hire has received over $70,000 in new equipment as well as two dedicated labs for the support of a research program that he proposes to develop. G. Faculty who have requested lab space for acoustical teaching and research, materials testing, recycled materials inventory exploration, and lighting have been given new, additional or refurbished lab spaces within the last three months. H. With the addition of new office spaces in Snow Hall and Marvin Studios, the School is now able to assign private offices to all regular faculty and most part-time instructors. Before 2004, a number of tenured and tenure-line faculty shared offices. I. Since the Site Team visit, several architecture faculty have been given reduced teaching loads to explore research topics, develop research proposals, or pursue other topics related to their professional/career development. J. The professional travel budget for the architecture faculty has been more than doubled for the 2005-06 academic year using tuition enhancement funds made available by the Office of the Provost. This adds approximately $750 per faculty member for travel to conferences and meetings. K. A new Sabbatical Committee (separate from the School’s Promotion and Tenure Committee) has been formed specifically to assist faculty in developing proposals for sabbaticals and to ensure higher quality (and a higher rate of success) for the proposals submitted. L. A new faculty member was hired in 2004 using special tuition enhancement funds provided by the Office of the Provost. The description of the position he was hired
2009 APR - University of Kansas - 8/10/09 24 of 245 to fill calls for him to function as a director of research.
II.1.2.a.iii Response from Program (2006). The University, the Dean’s Office and the Architecture Program have responded to this issue quite vigorously in the past year. A. Full-time computing support for students and faculty has increased from two positions to three in the last year. Greater assistance is available for the development of on-line teaching materials and other technology-related teaching needs. B. The regular workshops on a variety of computing, software and computer- based teaching topics introduced last year continue, with plans for more workshops in the fall. C. A faculty software advisory committee has been formed to target purchases in a way that more effectively serves faculty needs. D. All faculty computers and peripherals are replaced on a rotational basis that does not exceed three years per cycle. E. Full-time shop support for students and faculty has increased from one to two positions since the accreditation visit. This means that studio instructors now are offered significantly more instructional assistance in model-building and design-build projects. F. New faculty are offered the opportunity to apply for “start-up” grants and may also request special equipment, funds and other forms of support for their research programs. The most recent faculty hire has received over $70,000 in new equipment as well as two dedicated labs for the support of a research program that he proposes to develop. G. Faculty who have requested lab space for acoustical teaching and research, materials testing, recycled materials inventory exploration, and lighting have been given new, additional or refurbished lab spaces during the last year. H. With the addition of new office spaces in Snow Hall and Marvin Studios, the School is now able to assign private offices to all regular faculty and most part-time instructors. Before 2004, a number of tenured and tenure-line faculty shared offices. I. Since the Site Team visit, several architecture faculty have been given reduced teaching loads to explore research topics, develop research proposals, or pursue other topics related to their professional/career development. J. The professional travel budget for the architecture faculty was more than doubled for the 2005-06 academic year using tuition enhancement funds made available by the Office of the Provost. This added approximately $750 per faculty member for travel to conferences and meetings. This support continues into the future. K. A new Sabbatical Committee (separate from the School’s Promotion and Tenure Committee) was formed in 2005 to assist faculty in developing proposals for sabbaticals and to ensure higher quality (and a higher rate of success) for the proposals submitted. L. A new faculty member was hired in 2004 using special tuition enhancement funds provided by the Office of the Provost. The description of the position he was hired to fill calls for him to function as a director of research. M. A ‘research symposium’ was held in late March 2006, to present creative work and research activities. All tenured and tenure-track faculty, and many of the part- time studio instructors, participated in the events. Research topics will continue to be discussed in an ongoing seminar format next year.
2009 APR - University of Kansas - 8/10/09 25 of 245 N. One of the recently tenured faculty members has been accepted to pursue a Ph.D. and has support from the School and University for her leave to do so. In the meantime she will continue to offer courses at KU during the summer and intersession.
NAAB Response was Satisfied, no further reporting required.
II.1.2.B. Students’ Inequitable Access to Studios
II.1.2.b.i Comment from Previous VTR (2004). The VTR cited students’ inequitable access to studios as a cause for concern and suggested that a program-operated lottery system would be more beneficial to students.
II.1.2.b.ii Response from Program (2005). The School is limited in what it can do to offer a lottery-type system of studio assignment. Currently, the University controls enrollment (on-line) in all classes and gives preference to students based on the number of credit hours completed. This creates a number of inequities in each year level within architecture. We have worked on implementing a lottery-type plan for the upper-level studios (first-year studios which meet at different times cannot follow such a system and accommodate students’ schedules in outside classes which are determined by the University enrollment system) and keep coming to the conclusion that the limited randomness introduced by such a system would not offer a substantially more satisfying outcome for the majority of students who usually get their first or second choice of instructor. It merely removes the advantage of having completed more credit hours and gaining access to enrollment earlier. We plan to keep the issue alive and solicit proposals from student organizations that can help implement an alternative studio enrollment system.
II.1.2.b.iii Response from Program (2006). We have implemented a more equitable approach for enrolling in the upper-level studios (first-year studios which meet at different times cannot follow such a system and accommodate students’ schedules in outside classes which are determined by the University enrollment system). This was done first for one level (pre-enrollment for spring 2006) and then again for fall 2006 enrollment. The system seems to be an improvement on the University’s enrollment process in that it provides ‘equal access’ to studios for all students enrolling in a given year level. Enrollment for the final year studios followed a completely new model as well, with students providing brief portfolios and statements of interest in the studios. Faculty at that year level actively worked to ensure that the majority of the students were able to enroll in the studio of their choice. These two new methods were developed in conjunction with the staff of KU’s enrollment center and are supported by Architecture Program staff.
NAAB Response was Satisfied, no further reporting required.
2009 APR - University of Kansas - 8/10/09 26 of 245 II.1.3. Responses to Ongoing Concerns
II.1.3.A. Limitations on Physical Resources
II.1.3.a.i Comment from Previous VTR (2004). As the VTR describes it, this concern has to do with “a critical need for a large common area for program gatherings and public exhibitions, adequate jury spaces, and workshop-type space for expanding programs in building technology, materials research, and design-build studios.”
II.1.3.a.ii Response from Program (2005). There are four separate developments that relate to this concern. A. Common Area. The Dean has developed a proposal which was submitted to a local foundation with the hope of receiving at least partial funding for a significant addition to Marvin Hall that would serve as a lecture hall/auditorium for the School and as a much-needed gathering spot and exhibition space. B. Jury Spaces. Since the Site Team visit in spring, 2004, we have added two ‘jury spaces” to the School. One is in Snow Hall (designed and built by a fourth-year studio and completed in spring, 2005) and the other is in Marvin Studios (to be completed in August, 2005). C. Workshop Space for Building Technology and Materials Research. Since the Site Team visit in spring, 2004, we have grown from one shop to three (metal, model- building, and woodworking). We have also obtained 2,500 square feet of industrial/warehouse space on KU’s West Campus and set up a materials testing lab along with room and equipment for large, indoor fabrication projects. D. Workshop Space for Design-Build Studios. Our principal design-build studio, Studio 804, operates out of a warehouse that we lease in East Lawrence. The lease agreement cannot continue beyond this fall. Our short-term strategy is to lease a similar space off campus for the studio to use until 2007 when construction is completed on a large, industrial/warehouse building that the University is locating on the West Campus. We have requested a 10,000 square foot addition to that building to be paid for with student technology fees and to be used as the home base for at least one and perhaps three or four design-build studios.
II.1.3.a.iii Response from Program (2006). There are four separate developments that relate to this concern. A. Common Area. The Dean has developed a proposal which was submitted to a local foundation with the hope of receiving at least partial funding for a significant addition to Marvin Hall that would serve as a lecture hall/auditorium for the School and as a much-needed gathering spot and exhibition space. B. Jury Spaces. Since the Site Team visit in spring 2004, we have added two ‘jury spaces” to the School. One is in Snow Hall (designed and built by a fourth-year studio and completed in spring 2005) and the other is in Marvin Studios (completed in August 2005). C. Workshop Space for Building Technology and Materials Research. Since the Site Team visit in spring 2004, we have grown from one shop to three (metal, model- building, and woodworking). We have also obtained 2,500 square feet of industrial/warehouse space on KU’s West Campus and set up a materials testing lab
2009 APR - University of Kansas - 8/10/09 27 of 245 along with room and equipment for large, indoor fabrication projects. D. Workshop Space for Design-Build Studios. Our principal design-build studio, Studio 804, operates out of a warehouse that we lease in East Lawrence. The lease agreement cannot continue into this fall. Our short-term strategy is to lease a similar space off campus for the studio to use until 2007 when construction is completed on a large, industrial/warehouse building that the University is locating on the West Campus. We have requested a 10,000 square foot addition to that building to be paid for with student technology fees and to be used as the home base for at least one and perhaps three or four design-build studios. A program has been written describing these needs to help secure space and funding.
II.1.3.a.iv Response from Program (2007). There are four separate programmatic needs identified in the VTR which will be addressed separately. A. Common Area. This remains a large problem for the program. While this has remained a primary focus for the dean, fundraising has proved difficult and no help is forthcoming from the university. This problem compromises the sense of community we are able to build among both faculty and students. B. Jury Spaces. As previously reported, we have added two new jury spaces and in addition, are increasingly leveraging space resources in the Art and Design building to help us meet this need. C. Workshop space for Building Technology and Materials Research. Again, as previously reported, we have added two additional workshop spaces and also are currently using 2500 square feet of warehouse space on KU’s west campus for a materials lab and for large scale fabrication. D. Workshop space for design-build studios. On this front there is good and bad news. First, our students have agreed to support increased technology fees to fund the construction of a 10000 square foot space for this purpose. The bad news is that the university is currently moving this project very slowly. While we had anticipated being in the space by January 2008, currently our best hope is for Fall 2008. This means we will continue to lease space off of campus for this and at substantially increased cost for this upcoming year as our previous leased space is no longer available. This may prove to be a significant financial burden for this program, particularly if this condition extends past the 2007-2008 academic year.
II.1.3.a.iv Response from Program (2008). There are four separate programmatic needs identified in the VTR which will be addressed separately. A. Common Area. This remains a large problem for the program. While this has remained a primary focus for the dean, fundraising has proved difficult and no help is forthcoming from the university. This problem compromises the sense of community we are able to build among both faculty and students. B. Workshop space for design-build studios. On this front there is good and bad news. First, in 2007, our students agreed to support increased technology fees to independently fund the construction of a 20000 square foot space for this purpose. Clearly, our students have a great sense of pride in the education they are receiving here at KU. The bad news is the delay this project has experienced in upper administration. While we had anticipated
2009 APR - University of Kansas - 8/10/09 28 of 245 being in the space by January 2008, currently our best hope is for Spring 2010. This means we will continue to lease space off of campus for this purpose and at substantially increased cost for this upcoming year as our previous leased space is no longer available. This may prove to be a significant financial burden for this program, causing an unwelcomed diversion in resources, particularly difficult in budget-tightening circumstances.
Although the NAAB appreciates the issues related to the Common Area and the Workshop space, the program is advised to fully document their initiatives in this area and the impact on the student and faculty populations in the Architecture Program Report (APR) that will be prepared for the accreditation visit scheduled in 2010.
Addendum. As of the writing of this report, the School is in negotiation to divert student technology fees over the next ten years to pay a mortgage that would purchase 60,000GSF of warehouse space in the East Hills Industrial Park (off campus). Because these fees are generated per student credit hour, this would encumber the program to maintain current student credit hour production, continuing the stress on faculty resources. Additionally, the students and faculty involved in the courses to be offered in this location (Arch 409 “Hands-on” Studio and Arch 804 Design-Build and Materiality) would be somewhat remote from campus resources. It was the determination of the School that the need for the space to enhance our educational offerings outweighs any negative attribute of the location and the confounding constraints of a growing program and dwindling resource support from the university mandated an entrepreneurial approach to this situation.
II.1.3.B. Consolidation of Professional Degrees
II.1.3.b.i Comment from Previous VTR (2004). The VTR urged the faculty “to resolve its longstanding local debate about what degree, or degrees, to offer.”
II.1.3.b.ii Response from Program (2005). The faculty of the architecture program voted unanimously in December 2004, to combine our accredited B.Arch (5-year) and our accredited M.Arch. (3.5-year) into an integrated, unified 5+ year curriculum. A faculty committee spent the entire year outlining and evaluating the unified M.Arch curriculum. Our proposal to replace the B.Arch with the M.Arch has been approved at every level and by every review committee within the University and the University of Kansas Graduate School and the Kansas Board of Regents have approved an additional proposal to rename our non-accredited masters degree as a Master of Arts in Architecture in order to avoid any confusion with the first professional M.Arch.
II.1.3.b.iii Response from Program (2006). The faculty of the architecture program voted unanimously in December 2004, to combine our accredited B.Arch (5-year) and our accredited M.Arch. (3.5-year) into an integrated, unified 5+ year curriculum. A faculty committee spent the entire year outlining and evaluating the unified M.Arch curriculum. Our proposal to replace the B.Arch with the M.Arch has been approved at every level
2009 APR - University of Kansas - 8/10/09 29 of 245 and by every review committee within the University and the University of Kansas Graduate School and the Kansas Board of Regents have approved an additional proposal to rename our non-accredited masters degree as a Master of Arts in Architecture in order to avoid any confusion with the first professional M.Arch. (The Annual Report submitted in August 2005, had detailed attachments describing the revised curriculum.)
The transition to the new curriculum is well underway, and there are students admitted to the MA degree at this time. The Board of Regents has also approved a Ph.D. in Architecture, with first admissions intended for fall 2007.
NAAB Response was Satisfied, no further reporting required.
II.1.3.C. Over-reliance on Studio 804 as a Capstone Course
II.1.3.b.i Comment from Previous VTR (2004). The VTR pointed out that “many of the strengths of the M.Arch program rely on one course, a capstone design-build studio, which provides a fully comprehensive approach to architectural education.”
II.1.3.b.ii Response from Program (2005). In our proposed unified curriculum, we will offer a number of studios, including more than one design-build studio, that provide this capstone experience. In addition, we will modify the content of several courses within the first four years of study to include some of the content covered previously in the capstone design-build studio. There is a new, designated “comprehensive studio” in the revised curriculum (Attachments 1 and 2) that precedes the Professional Option choices/final semesters of the program. This comprehensive studio is designed to integrate support course material, and the curricular revisions include moving the timing of these support courses to be completed prior to that studio’s semester.
II.1.3.b.iii Response from Program (2006). In the approved new curriculum, we will offer a number of studios that provide this capstone experience (the Professional Option choices). In addition, we will modify the content of several courses within the first four years of study to include some of the content covered previously in the capstone design- build studio. There is a new, designated “comprehensive studio” in the approved revised curriculum that precedes the Professional Option choices in the final semesters of the program. This comprehensive studio is designed to integrate support course material, and the curricular revisions include moving the timing of these support courses to be completed prior to that studio’s semester.
II.1.3.b.iv Response from Program (2007). In the approved new curriculum, there are numerous aspects of this capstone experience which we are delivering in alternative ways at different points in the curriculum. First, we are building upon its strength of an intensive engagement within a particular focus area of architectural practice with our developing alternative capstone experiences. As an example of one of these emerging “professional options,” we have a health and wellness option that exposes students to the complexity of health care design through the involvement of students in real-life projects
2009 APR - University of Kansas - 8/10/09 30 of 245 with guidance from professionals. This option emphasizes the skills of pre-design and utilizing evidence-based design.
The collaborative design process and its focus on an integrated tectonic approach to design has been incorporated in one of our third year studio descriptions (Arch 409) and its comprehensiveness has been incorporated into a new Comprehensive Studio (Arch 609) that all students will take in the Spring prior to their final year of study. This studio is designed to integrate support course material integral to the design process so that these designs reflect a thoroughly integrated approach toward architecture. With these new courses, all students that will receive an M.Arch. for KU will have experience with collaborative design, integrated systems, and a comprehensive studio experience whether or not they take Studio 804.
NAAB Response was Satisfied, no further reporting required.
2009 APR - University of Kansas - 8/10/09 31 of 245 II.2. SUMMARY OF RESPONSES TO CHANGES IN THE NAAB CONDITIONS
In our review of the changes between the 1998 NAAB Conditions, under which we were last accredited, and the 2004 NAAB Conditions, the two primary changes were in regard to: 1) the addition of the Studio Culture Policy requirement; and 2) revisions to the Student Performance Criteria.
II.2.1 Response to Studio Culture Policy Change
Our program response to this change has been a thoughtful, deliberative, on-going process of discussion involving both students and faculty. This process resulted in an approved Studio Culture Policy in May 2009 which constitutes a living document that is to be reviewed and modified on a biennial basis. Please refer to Section III.5, p.58 for more information about our process and the policy.
II.2.2 Response to Changes in Student Performance Criteria
In our review of the changes to the SPC from the 1998 to 2004 NAAB Conditions, there were three major changes identified: 1) revising and enriching the scope from Environmental Conservation to Sustainable Design; 2) Condensing SPC related to legal matters from three criteria down to one (33. Legal Responsibilities); and 3) eliminating criterion 36: The context of architecture.
II.2.2.a Revising Environmental Conservation to Sustainable Design This change to the SPC was a response to the increasing global demands placed upon professional architects by the issues surrounding global degradation. The rewording clearly reflects a change from viewing the topic abstractly to a more applied mindset. In response to this our program has implemented numerous changes to our curriculum. In 2006, we received the first NCARB Grant for our initiative to immerse sustainability at critical points in our curriculum. Awareness of sustainability is raised during the first year Arch 103 and Arch 104 classes and emphasized in Arch 205: Natural Forces. In this class, students are challenged to be responsive and empathetic to the forces of nature which should inform good design practice. They are also given workshops in the building performance software Ecotect and expected to model their studio projects and learn from the resulting analysis. In Arch 409, sustainable design is again addressed in the hands-on collaborative studio. Integration of sustainable design principles are expected as part of Arch 609: Comprehensive Studio. Finally, Studio 804 recalibrated its focus on sustainability and for the last two years has now built the first two LEED- Platinum structures in the state of Kansas. Additionally, in Fall 2007, the faculty reached consensus to adopt the 2010 Imperative Curriculum to add the following requirement to design problems: “"the design shall engage the environment in a way that dramatically reduces or eliminates the need for fossil fuel.”
II.2.2.b Condensing Legal Criteria To us this revision seemed more related to efficiency and clarity than signifying any real change in terms of the importance of these matters to the education of future architects.
2009 APR - University of Kansas - 8/10/09 32 of 245 II.2.2.c Eliminating Criterion 36: The Context of Architecture This elimination seemed ill-considered to us as the changing context of architecture is precisely the driving force for the massive change required in our practices to respond to the challenges confronting us ranging from environmental degradation to social justice. These concerns remain of utmost importance to our approach to educating future architects and this should become clear in our response to the NAAB perspectives and particularly in Sections III.1.4: Architecture Education and the Profession and III.1.5: Architecture Education and Society.
2009 APR - University of Kansas - 8/10/09 33 of 245 III. COMPLIANCE WITH THE CONDITIONS FOR ACCREDITATION
III.1. PROGRAM RESPONSE TO THE NAAB PERSPECTIVE
III.1.1 Education and the Academic Context
Opened in 1866, the University of Kansas (KU) is a comprehensive educational and research institution with 30,644 students and more than 2,200 faculty members. KU includes the main campus in Lawrence; the medical center in Kansas City, KS; the Edwards Campus in Overland Park; a clinical campus of the School of Medicine in Wichita; and educational and research facilities throughout the state. Considered one of the most beautiful campuses in the nation, KU's main campus occupies 1,000 acres on and around Mount Oread in Lawrence, a community of 88,500 among the forested hills of eastern Kansas. The KU Medical Center, home of the KU Hospital and the schools of medicine, nursing and allied health, occupies 55 acres in nearby Kansas City, Kan. The Edwards Campus is sited on 38 acres in a suburban Kansas City corridor known for its high-tech manufacturers and laboratories.
The University is comprised of 14 schools: College of Liberal Arts and Sciences; the School of Allied Health; the School of Architecture, Design and Planning; the School of Business; the School of Education; the School of Engineering; the School of Journalism and Mass Communications; the School of Music; the School of Pharmacy; the School of Nursing; and the School of Social Welfare. The university enjoys a growing national reputation as one of the top research and teaching universities. In fact, Indiana University's nationwide Documenting Effective Educational Practice Report in 2004 lauded KU as an "engaging public research university" and noted that "many other colleges and universities will benefit from learning about KU's policies and practices."
Research is an integral part of the university's educational activity. KU’s total research expenditures funded from grants and contracts reached $200 million in 2008. KU is just one of 34 public research universities that belong to the Association of American Universities, a select group of higher-education institutions in the United States and Canada. Members are chosen on the basis of national significance in graduate studies and research.
Of the 2,200 faculty, 96 percent hold a terminal degree (Ph.D. or equivalent in their fields) and they provide instruction in more than 170 fields of study. KU has more than 40 nationally ranked academic programs, including 24 in the top 25 among public universities, according to U.S. News & World Report. Two graduate programs — special education and city management/urban policy — are No. 1 in their fields among public universities.
The School of Architecture, Design and Planning considers as its major asset its association with the University of Kansas. That university, considered to be one of the leading state-supported universities in the United States, provides a stimulating academic
2009 APR - University of Kansas - 8/10/09 34 of 245 atmosphere for the education of students. The wide variety of resources and activities available to students at the university greatly enhances the educational program. The architecture curriculum has been designed to encourage students to take advantage of these resources and to maximize their interaction with other disciplines. The breadth of opportunities available to students in the school constitutes a major asset for our programs. In our web-based alumni survey, a staggering 91.8 percent identified that the academic reputation of the university was important to the quality of the architecture program (See Appendix C).
The Architecture Program includes 20 tenured or tenure-track faculty (7 Full Professors, 11 Associate Professors, 2 Assistant Professors). Two of the full professors are distinguished professors. Ten of the faculty hold Ph.D. or D.Arch. degrees while ten hold the M.Arch. or other terminal degrees in design, and eight hold professional registration in architecture (4 registered architects have Ph.Ds; 4 have the M.Arch. or other terminal degrees). In addition, the four full-time faculty in Urban Planning all have doctorates.
III.1.1.A Benefits The benefits accruing to the architecture program from its association with the University of Kansas are numerous. First and foremost, believing a liberal arts foundation is essential to the education of an architect, the University of Kansas houses numerous top- ranked programs in the sciences and the humanities. In crafting our General Education requirements for our degree, great care was taken to provide students a range of experiences that would enrich their approach to architecture as well as provide an opportunity for exploration. The range of high-quality options available to students due to our presence at a flagship university is exhilarating. The resources students can access in terms of exhibitions, lectures and other enrichment opportunities are again enormous due to the high regard of the University as a whole.
Students are taking increased opportunity of our emerging interdisciplinary collaborations, including a Blacksmithing course sponsored jointly by the School of Fine Arts and the School of Architecture, Design and Planning, courses offered in architectural engineering (a program bridging the schools of architecture and engineering), opportunities in Interior Design and our growing dual degree options including the M.Arch./MUP and the M.Arch./MBA. Given our stated goals, we envision creating more opportunities to catalyze innovation through interdisciplinary collaboration. Such catalysis would not occur without the rich depth of expertise prevalent at a great public university.
Given our study abroad requirement, we have heavily utilized the great expertise of our Office of Study Abroad. KU was recently ranked as 7th in the nation among public universities in terms of student participation in study abroad. Within the totality of architecture’s various degree offerings, we currently are seeing a participation rate of 75 percent. The Office of Study Abroad assists with travel planning, insurance, visas, budget, liaisons with foreign institutions and academic planning. OSA has opened doors for us with our exchange programs in Karlsruhe, University of New South Wales and other locations, enriching our menu of options for students. OSA has been acknowledged nationally for their innovative approach to offering study abroad programs, and we as a
2009 APR - University of Kansas - 8/10/09 35 of 245 program rely heavily upon their expertise.
The architecture program has also increasingly partnered with the new Center for Sustainability. Numerous faculty are involved in their Sustainability in the Classroom Initiative, students have worked on an award winning rain garden, and we are currently collaborating on the initiative to get Marvin Hall LEED-accredited. Given its newness and natural affiliation with design, it is anticipated that this embryonic relationship will soon be one that flourishes for both parties.
Finally, the University’s Office of Student Success offers a range of supportive services to students that assist them in achieving academic success. These services include academic counseling, counseling and psychological services, legal services, health and recreation services and disability services. Additionally, in recruiting non-traditional students, we have found the Hilltop Development Center, as well as graduate housing, to be a great recruitment enticement. It is easier for, say, a single mother to envision successfully navigating the challenges of an architectural professional degree with such services.
III.1.1.B Contributions to Academic Context The architecture program contributes to the academic context at KU in numerous ways. First and foremost, the architecture program engages in service to community, state, nation and the globe. Studio 804 has produced moderate-income housing in decayed Kansas City, Kansas for numerous years and in 2008 spotlighted social responsiveness to the tornado travesty that ravaged Greensburg, Kansas. The Kansas City Urban Design Center and Studio provide free services to community groups in the Kansas City metro area envisioning future possibilities. We were one of the first architecture programs to engage in a response to Hurricane Katrina with our award winning NOLA projects led by Associate Professor Nils Gore. This work continues at a more local level by having students design-build environmentally sensitive interventions for the Kansas Biological Reserve. Our Health and Wellness option currently culminates in a service-learning studio which has examined an eye clinic for Bangladesh and birthing centers for Haiti.
Second, the architecture program is the leading voice for progressive evidence-based design in Kansas and Missouri. Our faculty engages in continuing education offerings through AIA KC and AIA Kansas. We have developed state of the art design guidelines and engaged in significant post-occupancy evaluations. We have guided our students to develop award-winning service projects which demonstrate experimental architectural design ideas. Many faculty engage in various service-related consultations, ranging from historic preservation assistance to the historic Jazz district in Kansas City to hospital campus planning for St. Francis in Topeka to world heritage site conservation in Malaysia.
Third, the architecture program has taken a leadership role in regard to the global awareness initiative of the Office of the Provost. Through our collaboration with the Office of Study Abroad mentioned above, we have significantly increased our range of options provided to students and the rate of participation in study abroad.
2009 APR - University of Kansas - 8/10/09 36 of 245 Fourth, our approach to building citizenship is clearly demonstrated by the numerous leadership roles that our students have attained. One of our students led the initiative to build a rain garden for the Student Recreation Center, enhancing rainwater collection. In AY 2008-2009 one of our students was Vice-President of the Student Senate. Numerous students have also been leaders in fraternal societies.
Fifth, in our exit interviews with students, a current throughout their comments was the fact that the architecture program is held in very high regard around the region and that this greatly benefited the university as a whole. Comments in this spirit included, “I feel great pride when I walk into Marvin Hall every day”; “Whoever is in your class, you know they are great students because they got into this demanding program”; and “Whenever I told anyone in my hometown that I was going to KU they always said back to me, “Architecture, right?” These comments are echoed by the result that 89.4 percent of alumni responding to our survey stated that the architecture program enhances or greatly enhances the reputation of the University as a whole (See Appendix C).
2009 APR - University of Kansas - 8/10/09 37 of 245 III.1.2 Architecture Education and the Students
Since society and the profession of architecture are in constant flux, students must be ready to continue their education on a life-long basis. The Master of Architecture provides an essential base for continuing education. It prepares students well for a productive three-year internship under a licensed architect, and provides a better understanding of the full range of knowledge and skills required to serve the needs of society as practicing architects. The Master of Architecture degree is the professional degree, thereby leaving the non-accredited Master of Arts in Architecture and Doctor of Philosophy degrees as programs for further specialized training. While not a part of this accreditation process, graduate studies in architectural engineering and urban planning at the University of Kansas provide specialized training which enriches the accredited programs in such areas as Urban Design, Environmental Technologies, and Architectural Management. The B.A. in Architectural Studies provides a liberal arts program with an emphasis on architecture.
Students who are recruited, admitted and enrolled in our professional degrees have already demonstrated high academic ability, talent, a commitment to the profession of architecture and, most importantly, a strong sense of self and a unique ability to focus, to manage themselves and to achieve goals. Almost one-half of the architecture students at the University of Kansas are women. Almost two-thirds of the students are not from Kansas, and most have traveled widely before they arrive here. Twelve percent of the students have been raised in a minority culture within the United States or they come from a foreign culture quite different from the mainstream of American society (See Section III.6.1, p. 60). All bring extraordinary academic records with them, and all have demonstrated some form of commitment to community, to public service, or to some greater good through their voluntary activities. These are generally mature students who have gone through the process of self-discovery that most college students encounter once they leave home. They come to KU knowing that they will have to make personal sacrifices in order to lay an educational foundation for a career in architecture and they are well aware that “learning how to learn” is as important, or perhaps even more important, than the many other skills that they must master for their degree.
For these students, the architecture program at KU offers a set of attributes (described below) that collectively create a rich milieu for learning and development that nurtures leadership and inclusivity.
III.1.2.A Opportunities for Leadership For these students, the program offers numerous opportunities for teamwork and leadership. Each unit on campus has two senators on the Student Senate, providing meaningful engagement in university governance. These senate races are always contested providing students engagement in a political process. The School of Architecture, Design and Planning also has a Student Council (STUCO) elected by students, that meets with the Dean on a regular basis. There are numerous student organizations associated with the school including: American Institute of Architectural Students (AIAS)
2009 APR - University of Kansas - 8/10/09 38 of 245 o Freedom by Design National Organization of Minority Architectural Students (NOMAS) Multi-Cultural Architectural Scholars Program (MASP) Emerging Green Builders (EGB) Women in Design Tau Sigma Delta GRID (organization of architecture and urban planning students)
These opportunities prepare students for later leadership as exemplified by the fact that numerous members of AIA KC Pillars group have been KU alums. Pillars is a leadership training program whose purpose is to prepare a representative cross section of the chapter’s emerging leaders for their role in shaping the future of both the architectural profession and the greater Kansas City metropolitan area. Similarly, the Young Architects Forum of AIA KC is heavily dominated by KU alums. Best exemplifying the leadership nurtured at KU is RK Stewart, a KU alum that served as AIA President in 2007. Students may also enhance their knowledge base through pursuit of one of our two dual degrees: M.Arch./MUP and the M.Arch./MBA.
III.1.2.B Embracing Cultural Differences The program has a culture of embracing cultural differences as exemplified by the MASP and Women in Design organizations. MASP is a program particularly targeting under- represented populations and fostering leadership skills within them. MASP offers weekly mentorship and advising as well as regular meetings to discuss the changing nature of the profession. Women in Design is a new organization which works with the Women in Design group within AIA KC to foster dialogue between female students and professionals regarding gender issues as they pertain to leadership and success in the discipline. Role modeling is one effective manner in which to symbolically dismantle perceived barriers and our effort to diversify our instructor profile is one step in this regard. As has been noted elsewhere, with the new chair in 2006 came an effort to diversify the instructor profile. The quickest way to enact such change is with adjunct hires where a concerted effort has been made to increase the percentage of hires of female and other underrepresented groups (See II.1.A.2). Additionally, the two most recent faculty hires are both Asian, increasing the full-time faculty profile.
III.1.2.C Shaping Learning Agendas We provide numerous ways through which students navigate their own educational path. First, our general education requirements within our 5 year program of study identify several areas of science and liberal arts knowledge but within most afford a range of choices by which students might meet those area requirements. Additionally, 9 of these 46 credits are open to student choice. Within the professional coursework, all students have 12 architecture elective credits and 6 credits of selective to fulfill their study abroad requirement (see I.4.4 and I.5.1). Additionally, students have the opportunity to select their studio section each semester, although the mechanism by which that choice is made has varied over the past six years. Regarding their capstone final year experience in one of our year-long professional options, the system we have set up is to first survey students regarding their interests; present those developed options to students and have students
2009 APR - University of Kansas - 8/10/09 39 of 245 make 1st, 2nd and 3rd choices; placement is then based on the review of portfolios, statements of interest and recommendations. In the three years we have done this, the lowest percentage of 1st choice placement among students has been 91% (For 2009- 2010, the first choice placement rate was 97%). Not one has been placed in their third choice to-date.
Additionally, the program provides students opportunities to pursue dual degrees, pairing the Master of Architecture with either a Master of Urban Planning or a Master of Business Administration. Students also may supplement their degree with either a minor (completed while students are undergraduates) or a concentration (if completed at the graduate level). Minors in Business, Foreign Languages and the Arts are fairly common. Students in our program are also well positioned to participate in the three university- wide certificate programs: Global Awareness (requirements largely met by our study abroad requirement); Research Experience (requirements largely met by the curriculum) and Service Learning (requirements largely met by our service-learning studios).
Student exit interviews reflected this as a real strength of the program: “I felt I was always in the driver’s seat”; “great diversity of choice in terms of studio, study abroad and interesting electives”; and “if you couldn’t get what you wanted out of this program, you weren’t trying.”
III.1.2.D Access to information to shape their future Given the evolving nature of the architecture profession, we attempt to give students access to information that may help shape their trajectories through various media. Our Lecture Series aims to bring in leaders in architecture and allied disciplines to discuss the progressive aspects of their inquiry. The lecture series has included architects from practice and academia, urban planners, landscape architects, artists, and curators. We also attempt to develop a web-based calendar that captures not only our lecture series but other lectures of relevance that may be occurring on campus. Students can also pick up the free University Daily Kansan and discover an amazing array of opportunities presented on this campus every week. We have also crafted the Architecture 2020 podcast. This fourth most downloaded series from the KU website is an effort to address where architecture is headed over the next decade. Finally, our study abroad options include trips to cities with some of the most progressive architecture in the world, including Berlin and London. We also have an annual Chicago trip that takes students to this important city of contemporary architecture. One student expressed that in talking with friends at other architecture programs in the region, “KU was very future-oriented in relation to digital and fabrication technologies and professional trends.”
III.1.2.E Exposure to national and international context of practice The program attempts to expose students to these important contexts through four mechanisms. First, we are blessed by having national and international leading architects on faculty: Dan Rockhill of the award-winning Rockhill and Associates; Wojciech Lesnikowski, design consultant to Perkins|Will and Peter Pran of NBBJ. These faculty share personal insight on the rapidly changing nature of globalized practice and technological possibilities for addressing sustainability. Second, students may choose
2009 APR - University of Kansas - 8/10/09 40 of 245 study abroad options to programs in London, Berlin, Paris and Sydney. Students that go to the University of New South Wales study with Pritzker Prize-winning Glenn Murcutt. Third, our lecture series normally brings in 8-10 leading designers each year (See Section III.7.3.C, p.83). Fourth, our two internship-based capstone experiences—Health and Wellness and Globalized Practice—provide students the opportunity to join practice in leading national and international firms only to return for a final semester to foster reflection and integration in regard to that experience.
III.1.2.F Nurturing Student Dignity We attempt to nurture student dignity through our student awards program, participatory activities, and promotion of student organizations. Every commencement, the architecture program awards a half dozen academic achievement awards (addressing design, research and technical areas such as acoustics) and approximately the same number of service awards, demonstrating our commitment to both of these dimensions of university success. Each one of the past three years we have hosted either an all-school assembly or chair listening sessions with students. These venues provide opportunities for students to share their perceptions and ask questions. We also have had semester meetings with each year level to assist in advising issues. Faculty staff open advising sessions for students and each student is assigned a permanent advisor as they move through the program. The program chair hosts a graduate student reception each fall and the Dean hosts a graduation party each year at his farm.
2009 APR - University of Kansas - 8/10/09 41 of 245 III.1.3 Architecture Education and Registration
The architecture program prepares students for the transition from education to internship in numerous ways. Students are introduced to the “3 E’s” of the registration process (education, experience [internship] and examination) in their first year of study in Arch 152: Professional Practice I. Also discussed is the importance of continuing education in the profession and as a requirement within the AIA as well as the professional code of conduct. These are reiterated in Arch 552: Professional Practice II: Ethics and Leadership. Each year, the State IDP coordinator presents in a Professional Practice class and currently the chair of architecture (who sits on the board of AIA Kansas) is working with the Emerging Architects committee of AIA Kansas on several mentoring initiatives that we hope will be in place in the near future. Additionally, every other year the State Registration Board visits our campus (the other year they visit Kansas State), providing additional opportunity for this group to discuss registration issues with students. The program also leverages its various student organizations (AIAS, NOMAS, Women in Design) to host sessions on issues of ethics, professional development workshops, and internship.
III.1.3.A Proportion of Graduates seeking Licensure The following table shows ARE percentage pass rates for the year 2005, 2006, and 2007 as currently posted on the NCARB Web Site (http://www.ncarb.org/are/arepassrates_by_school.asp) for the University of Kansas:
Subjects 2005 2006 2007 Pre-design 89 100 85 76 78 79 General Structures 62 80 80 75 75 76 Lateral Forces 73 83 73 76 79 75 Mechanical & Electrical Systems 68 75 77 68 70 69 Materials & Methods 77 100 97 77 77 79 Construction Documents & Services 86 90 88 77 77 77 Site Planning 67 73 68 73 66 66 Building Planning 63 31 50 63 68 65 Building Technology 60 74 96 66 67 69 University of Kansas National Average
Given that the mode number of KU aspirants taking the ARE floats around 45 per year,
2009 APR - University of Kansas - 8/10/09 42 of 245 and given the approximate 2/3 success rate on the building planning section, we would conjecture that approximately 30 KU graduates are attempting the ARE exam each year. Given our typical graduating class is 90, we would estimate that approximately 1/3 of our graduates are currently seeking registration.
In exit interviews, students said that this information was coming too late in the curriculum. In part, this informed our creation of Arch 152: Professional Practice I which students began taking in their first semester in Fall 2009. Another student stated that, “with the new chair, there has been much more focus on IDP and other professional concerns through emails and the website. I feel much more connected to life after school than I did before.” While we hope this is true, our alumni survey suggests that almost 70 percent of responding alumni thought graduates from KU understood the process of becoming registered, a reasonable success even prior to these efforts.
2009 APR - University of Kansas - 8/10/09 43 of 245 III.1.4 Architecture Education and the Profession
Architectural education is here to both serve and lead the profession while furthering the discipline. We strive to instill four values which we believe prepares students to practice and assume new roles and responsibilities in a context of increasing cultural diversity, changing client and regulatory demands, and an expanding knowledge base. These four values are: Social and Environmental Responsibility; Value of Inclusivity; Passion for Innovation through Critical Engagement; and Ethical Preparedness.
III.1.4.A Social and Environmental Responsibility and Professional Awareness There are many ways in which students become aware of the profession. In coursework, opportunities to discuss both the process and the product of architecture are afforded throughout the curriculum. Of particular note, Arch 103, Arch 104, Arch 152, Arch 552, Arch 627 all traditionally involve practitioners providing guest lectures and/or address various professional issues. Students are exposed to the registration process in both Arch 152 and Arch 552 and the importance of continuing education. We remind students throughout all their course work that architects should leave the world a better place through their design. This includes both a commitment to social needs and the important role our industry plays in the issue of environmental degradation. We study the known relationships between society and space and generally address the inferences of environmentalism in building. Recent faculty hires in both Architecture and Urban Planning have focused on instructors with strengths in health, sustainability and cultural dimensions of the built environment. These themes are particularly emphasized in Arch 205, Arch 626, and Arch 658. These themes are often hit from a professional’s perspective in guest crits in design studios. To increase this awareness is one reason why the number of adjunct studio instructors involved in practice has increased over the past few years. 87.7 percent of our alumni say recent graduates either meet or beat their expectations in terms of understanding these issues.
III.1.4.B Multiple Perspectives and the Value of Inclusivity The professing of the discipline of architecture includes the responsibility to assess circumstances and make judgments based not on personal opinion, but on professional standards held in common with others in the discipline. As the students work their way through the curriculum, they are expected to mature from the expression of personal opinion about their, or other’s, work to the use of professional judgment, informed by professionally specific knowledge. This requires the development of a critical mind more affected by professional standards than personal bias. The diversity of perspective amongst our faculty provides for a rich field to which students are exposed. Our study abroad requirement plays into this as well as we seek to provide students the learning experience associated with navigating a different culture with different values and norms. Our research methods class has students gain exposure to different ways of knowing and situating themselves within that panoply of methods, data points and data types one could engage in the process of critical design decision-making. Arch 552, Arch 627 and Arch 658 all address issues of diversity, whether that is diversity in ethical foundations (Arch 552: Professional Practice), building processes and their imbedded cultures (Arch 627: Building Technology) or the diversity in clients confronted in any given design project
2009 APR - University of Kansas - 8/10/09 44 of 245 (Arch 658: Programming).
III.1.4.C Passion for Innovation through Critical Engagement There are numerous opportunities for our students to exhibit passion for innovation. Our Arch 409 studio is an educational opportunity for students to work collaboratively to design and build a service-learning intervention for a community or organization. Projects to date have included post-Katrina New Orleans projects, temporary refugee housing, and an observation deck for the Kansas Biological Reserve. Studio 804 engages in the design and construction of moderately-priced, LEED-certified housing. Our new health & sustainability professional option has students involved in an internship for seven months and return to engage in a service learning studio (to date having worked on an eye clinic for Bangladesh and a birthing center for Haiti). The KCDC Urban Design Studio is a joint venture with Kansas State University allowing students to engage in interdisciplinary design work with community groups in Kansas City. Students may also take advantage of the various service projects engaged by AIAS such as a pavilion for a local elementary school, a playground for a local neighborhood, or Freedom by Design. We believe that projects that challenge us to get involved due to an ethical imperative are those which instill passion and which lead to more thoughtful and engaged designers.
III.1.4.D Ethical Preparedness One instructor summarized the official list of the University’s code of academic conduct as, “Be good to one another and do your own work.” In a general sense, being ‘good to one another’ includes the architects’ role in society. We believe that our students are not fully prepared to enter the profession without a commitment to being ‘good to one another.’ Students are placed in academic situations that require personal integrity in regard to truthfully representing work as their own. This applies particularly to design studios where standard academic interpretations of plagiarism may be difficult to apply. We believe that the ability to handle the ambiguity of such situations is excellent preparation for the wider range of situations in practice that call for judgment and personal integrity.
It is through these various components that we seek to instill the habits of life-long learning that emerge from a mind and soul cultivated to: respect others and the planet; value understanding from different perspectives leading to an eternal curiosity to know: be passionate about leaving the world a better place than what we inherited; and develop an informed and enlightened ethical position to serve as the foundation for the design process. We seek to have graduates serve in the profession with the attitude “driven to discover.”
2009 APR - University of Kansas - 8/10/09 45 of 245 III.1.5 Architecture Education and Society
III.1.5.A Liberal Arts Foundation The foundation for the capacity to engage meaningfully the challenging social and environmental problems the profession currently faces resides in our General Education requirements. We strongly believe that a solid liberal arts background is essential to the education of an architect. Specifically in regard to these issues, we require students to complete Evrn 148: Scientific Principles of Environmental Studies and Geog 102: Principles of Human Geography. Together, these courses lay an exceptional foundation for understanding the interconnected nature of the cultural and natural landscape so essential to the sustainable design mindset. Our introductory architectural courses attempt to reinforce these principles with predictable greater thrust on their linkages to the discipline of architecture.
III.1.5.B Nurturing a Civic Ethic Our students are encouraged to develop an understanding of the social demands and responsibilities to which architecture must respond through a coordinated series of design studio experiences with a faculty of diverse backgrounds and interests. Two-thirds of our alumni believe the architecture program encourages professional civic engagement. Our 409 studio is charged with having students engage in collaborative design processes to design and fabricate an architectural intervention for a real-life client. Through this process an ethic of civic engagement is nurtured. However, during the last academic year approximately 25 percent of all of our studios executed projects that had real life clients. Both client groups and project type varied significantly and occurred at various levels in the studio sequence. Clients included: Lawrence Public Library St Francis Hospital Kansas Biological Survey Westport, MO West Bottoms Neighborhood Case Park (Friends of) Johnson County Department of Facilities Planning and Management Maison de Naissance (http://www.blurb.com/books/699991)
In addition to the design studios, other required courses in the undergraduate curriculum provide our students with an understanding of the complexity of social and environmental problems and the role architects can play in fostering innovative solutions. Site Planning for Architects (Arch 560) emphasizes the need for critical interpretation of both the natural landscape (bio-region, climatic zone, etc.) and the cultural landscape through a framework which introduces students to perceive site planning in two ways: Resources (Human, Cultural, and Natural); and Design Process variables (Context, Design, and Performance). We are one of the first architecture programs in the country to shift our site planning to a Geographical Information Systems approach whereby through multidisciplinary analysis of a site's ecological sensitivity, different information can be layered and combined geographically to identify appropriateness for various design decisions. These themes are then reinforced in the 208/209 or 503/504 studios that are
2009 APR - University of Kansas - 8/10/09 46 of 245 synchronous or subsequent to that class. Particular attention has been given to the coordination of courses in the technologies and environmental analysis to provide our students with capabilities in critical evaluation of alternative choices and in understanding their responsibilities to the public and the environment as well as the contributions of other disciplines as they relate to the profession of architecture. This is perhaps exemplified in Arch 627: Culture of Building Technology which focuses on the cultural practices by which our built environment is created.
Similarly, the programming course (Arch 658) emphasizes the fundamental role the client and user play in the art of architectural design and the importance of focusing on human well-being. This is followed up by our Research Methods class (Arch 601/701) which presents to students techniques by which to gain applicable information to identify and address social and environmental problems. These classes feed forward into our professional options year where students choose an area of emphasis.
Studio 804, the Kansas City Urban Design Studio, and Health & Wellness have all done projects that clearly reflect the social dimension of architecture. Studio 804 typically designs and constructs moderately-priced housing for a community organization. Similarly, the Kansas City Urban Design Studio also typically works with neighborhood groups or other stakeholder groups in their design development. Health & Wellness, while an emerging option, reflected its orientation by having its first studio develop an eye clinic design for Bangladesh. In such a place type clearly the focus is on human performance and wellbeing, but here it was contextualized within a different culture whose values, habits and norms were transmitted to the class by a co-instructor – a former resident of Bangladesh.
III.1.5.C Valuing Cultural Diversity As of 2007, all M.Arch. students are required to engage in six credits worth of study abroad experience. Typically these six credits of abroad experience are supplemented by 3 credits of Documentation in which students critically reflect upon that experience. In this way we attempt to move our study abroad programs beyond the architect as tourist model to one emphasizing critical reflection on the cultural differences experienced. Our emphasis on this issue is reflected in the fact that the Architecture Program has one of the highest rates of study abroad among all undergraduate and graduate programs in the University, with a current participation rate of just under 75 percent and a goal of nearly 100 percent (we do allow students to petition the requirement based on exigent circumstances). Students may choose to enroll in our off-campus programs which include summer programs offered rotationally in Paris, Siena, Spannocchia and South America; week-long options in Neukloster, Germany, and Rome, Italy; semester-long programs in Denmark (DIS), Australia (University of New South Wales, University of Newcastle-upon-Tyne, Deakin University), Japan (Temple University), Rome (University of Arkansas); and year-long exchanges with Edinburgh College of Art in Edinburgh, Scotland, and with the Universities of Stuttgart, Karlsruhe and Potsdam in Germany. The Faculty are committed to the concept of exposing our students to the widest possible definition of architectural and social diversity through these foreign-study opportunities. Having to deal with another culture serves to broaden their experience and to appreciate
2009 APR - University of Kansas - 8/10/09 47 of 245 their own society’s characteristics.
III.1.5.D Engaging the Larger University Community Society’s evolving concept of architecture is influenced not only by the education of future architects but by its own awareness and appreciation of architecture. We are addressing this issue by making many of our introductory and elective courses available to other students in the university and we offer a nonprofessional B.A. degree with a major in Architectural Studies. Over the past two years, we have begun to co-sponsor events with our units on campus such as the Honors Program (co-hosted the Creativity series and hold an architecture open house for honors students every other year), and the Hall Center for the Humanities (Bruce Mau Lecture). We have also continued a series of public lectures on architectural issues in Kansas City (co-sponsored with Kansas State University and the University of Missouri-Kansas City). It is our belief that these efforts to increase the public’s awareness of architectural issues will help to create better clients and increase the quality of future built environments.
Student exit interviews highlight the need to emphasize the value of the lecture series to first and second year students. Often it is only upper division students that see the value of these lectures and this is a missed opportunity for many students. Students also express desire to allow greater flexibility in general education courses that would count toward graduation. These are issues of which the program is aware and will address in the near future.
2009 APR - University of Kansas - 8/10/09 48 of 245
III.2. PROGRAM SELF-ASSESSMENT PROCEDURES
Since the last accreditation visit, the following self-assessment procedures occurred: Fall 2004: The Dean solicited feedback from alumni and faculty about the report and engaged in visioning activities.
Spring 2005: Based upon the above sessions, the Dean developed a committee with the charge to create a “unified curriculum” wherein the program would offer one accredited degree: the Master of Architecture. The Dean formed another faculty committee to develop a Ph.D program and an associated Master of Arts academic track. Each of these committees and the sub- committees within them had student representation.
Fall 2005: The program had an outside review team come in and provide insight into the Ph.D. program proposal. Faculty committee work continued on the Master of Architecture.
Spring 2006: Faculty agreed to the curricula for the Master of Architecture, the Master of Arts in Architecture and the Ph.D. in Architecture. Proposals were submitted and approved by the Board of Regents.
Fall 2006: All three programs commenced and a new chair, hired through an external search process, commenced a listening tour of faculty and students. The Chair held open forums for students and met individually with each faculty member to work through a SWOT analysis of the current state of the program.
Spring 2007: The program started assembly meetings for the entirety of the faculty and student body. A committee of students and faculty representatives began drafting a studio culture document.
Fall 2007: The Dean issues “Our Story” as a guiding document for the program (See Appendix A). This supplanted the strategic plan of 1999. The program held a faculty retreat to revisit the goals of the initial 2005 charge given by the Dean regarding curricular change. This led to the identification of some curricular modification in the M.Arch. and BAAS degree programs by the end of the academic year. An open assembly with faculty and students was held focused on possible changes in the curriculum, including required study abroad. Additionally, the Dean and the Chair held joint informal conversations with small groups of faculty to reflect upon the NAAB perspectives.
Spring 2008: The results of the various activities conducted in the fall were discussed with the School’s advisory board. A need to clearly articulate this vision on the web emerged as highly desirous. Website re-design commenced.
2009 APR - University of Kansas - 8/10/09 49 of 245
Fall 2008: The faculty held a retreat to consider the relationship between the NAAB perspectives, the University’s new strategic plan, entitled “Initiative 2015,” and the program vision. Work on the studio culture document recommenced building upon an earlier draft. This committee was constituted of faculty and students.
Spring 2009: A faculty retreat was held in January 2009 to present the student outcomes within each studio section taught during the previous year. This discussion led to an identification of a need to accelerate progress in the first year studios, have the second year studios adhere more tightly to the shared learning outcomes and a sense to redefine Arch 408. A growing concern is whether the sequence is calibrated to achieve all it seeks to accomplish prior to Arch 609: Comprehensive Studio. There is a growing consensus that material presented in support courses needs to be built upon the subsequent semester rather than contemporaneously as often the depth of knowledge drawn upon in studio is not present until later in the semester. This is resulting in reduplication of effort between studios and support courses.
Exit interviews were held with graduating students in April of 2009. The interview guide is a set of 12 questions designed to solicit both a global assessment of the program as well as insight regarding the NAAB perspectives (See Appendix C). Assessments by graduates were sought through both a web-based survey as well as regional focus groups (See Appendix C).
The effort in crafting self-assessment procedures in this way is to provide varying social dynamics so as to avoid the privileging of certain voices over others. For instance, faculty members have had the ability to assert their own perspective in individual meetings, small group meetings, faculty meetings, retreats and in assemblies with students. Different dynamics make the likelihood of different types of comments to be raised and the effort here was to raise all voices to equal status.
III.2.1 Faculty Assessment
Both of these were implemented beginning in Fall 2006. Beginning in Fall 2007, the architecture program began a series of tactics aimed at developing a self-assessment of the program and its curricula. In our Fall 2007 faculty retreat, held at HOK SVE in Kansas City, the faculty was asked to carefully consider how we are preparing life-long learners in architecture and related fields. This identified needs to re-assess our new Masters of Architecture curriculum as well as our Bachelor of Arts in Architecture curriculum. By the end of the 2007-2008 academic year, slight curricular modifications were approved by the faculty to both the Master of Architecture and Bachelor of Arts in Architectural Studies programs.
2009 APR - University of Kansas - 8/10/09 50 of 245
While these tasks were initiated, the program held several informal group conversations on the program and its relationship to the NAAB perspectives. Held in October and November of 2007, these group interviews led to identification of the following issues: the physical plant, with its cellular spatial organization and lack of public/social space, as a continuing limitation in shaping the type of culture we seek to create (i.e. more collaborative and interactive); the need to improve diversity of our student body and our faculty; our highly competitive admissions limit the access we can provide highly qualified students to our program o a conviction that if we were given the resources to grow, we could address this proactively o need to overcome the “What’s wrong with Kansas?” societal perception; the need to recognize the diversity of roles architects play and the need to foster these abilities in our curricular offerings; and the need to identify the characteristics we seek to foster in our graduates.
Our Fall 2008 faculty retreat then reflected upon the University of Kansas’ Initiative 2015, published in May 2008, and its relation to the NAAB perspectives. These discussions built upon the conversations of the previous year and led to: the development of the character sketch of our desired graduates (See “Graduate Profile” in Section I.4), a need to develop learning opportunities that will provide students a deep reservoir of multiple perspectives from which to assess emerging challenges and opportunities in a rapidly changing architectural profession, and a desire to more greatly value the socio-cultural context of architectural practice whether through greater exposure to non-western thinking, more design problems focused on clients with diverse needs or in promoting more service-learning opportunities.
III.2.2 Student Assessment
One of the primary ways the program receives student assessment is through exit interviews with graduating students. These students are nearing completion of the program and can provide informed retrospection on the strengths and weaknesses of the program. Exit Interviews are typically 15-20 minutes long and are semi-structured with open-ended questions (See Appendix C). The key findings from these exit interviews are sprinkled throughout Section III.1.
Additionally, every five years, the university conducts a graduating student survey the last of which for architecture was conducted in Spring 2005. At that time, 83 percent of students thought that the intellectual quality of faculty was excellent/very good, 91 percent strongly agreed or agreed that faculty members were willing to work with them and a healthy majority of students felt that the program was able to integrate recent developments in the field, had excellent or very good course work, supported their professional goals and fostered a sense of intellectual community (See Appendix C).
2009 APR - University of Kansas - 8/10/09 51 of 245 III.2.3 Alumni Assessment
Alumni assessment is conducted through web-based surveys and supplemented with area focus groups conducted by the Chair and Dean. We are most pleased that our recent web-based survey received over 500 responses from a list of about 1600 working emails. This demonstrates very good engagement with current happenings in the program by our alumni, a point in which we are well pleased. Findings from the survey helped inform the responses in this APR, particularly in Section III.1. A couple of the survey and preliminary descriptive statistics are presented in Appendix C.
III.2.4 University Assessment Procedures
The activities and accomplishments of the Architecture Program, of both its faculty and students, are assessed in various ways at the University of Kansas. Some of the assessments focus very broadly and collectively on the program and the School, while others focus on individual experiences.
III.2.4.A Board of Regents Program Review The Kansas Board of Regents, which governs the University, requires periodic reviews of all programs offered by the University. The last such review of the Architecture Program was produced in 2000. This was a major comprehensive review of all programs at the University of Kansas and established significant recommendations in all academic units. At that time, the 5-year B.Arch. was the only professional architecture degree being offered to undergraduates at the University of Kansas and it was rated as “Excellent” by the Regents, while the B.A. in Architectural Studies degree was rated as “Very Good.” It should be noted that very few degrees at the University received an “Excellent” rating in the 2000 review.
III.2.4.B Annual Assessment by the Office of the Provost Each year, as part of an annual budget planning review, the main academic units that make up the University prepare a fairly detailed review of their operations for the year. This review includes an assessment of such topics as enrollment management, space usage and requirements, research productivity, fund raising, off-campus activities, strategic planning, and the progress that has been made in each of these types of categories during the preceding year. Plans for improvement, for changes in strategic direction, and for future needs are reviewed and the administration of each unit is given feedback on organizational performance and planning.
III.2.4.C University-wide Exit Interviews The University conducts exit interviews with graduating seniors each year. Faculty teams representing different disciplines conduct the interviews and follow standard questions. The graduates of a different set of departments and programs are selected for interviews each year. Questions have to do with the student’s assessment of the quality of instruction and education in their major and they are framed to determine the breadth of knowledge and skill sets developed by students in each of the University’s majors.
2009 APR - University of Kansas - 8/10/09 52 of 245 The most recent interviews of graduating architecture students took place during the 2007-08 academic year and are available at: http://www2.ku.edu/oirp/Assess/architecture/Faculty%20Student%20Ratings%20Archite cture%202008.pdf and are included in Appendix C.
III.2.4.D Annual Placement Survey The Associate Dean conducts an annual graduate placement survey to determine placement success, to collect salary information for comparison with national figures, and to collect comments from graduates on their educational experience. Resultant information is used in interviews with prospective students, in response to inquiries from the profession and students, and is reported to school administrators and faculty.
III.2.4.E University Assessment of Faculty Teaching, Research and Service All faculty are asked to administer a teaching/course evaluation for each course they teach. The results of these surveys are included in an annual report required of all instructors. This document also includes reports on faculty activities in research, scholarship, and creative work; public, university, and school service; and faculty comments on their scholarly activities. Faculty peer evaluations are sought by the Chair on an annual basis as part of the merit salary review process, and they also are part of the Promotion and Tenure review process.
III.2.4.F Assessment of Admissions Each fall, the School produces a summary report on Applications, Admissions and Enrollment as a means of identifying changes in the applicant pool and the yield for undergraduate degrees. This includes the development of a Freshman Profile each year, which is used as a means of benchmarking progress in recruiting highly qualified students.
2009 APR - University of Kansas - 8/10/09 53 of 245 III.3. PUBLIC INFORMATION
The School of Architecture, Design and Planning provides information to the public about the architecture degree programs through a variety of media. The descriptions found in the undergraduate and graduate catalogs follow. In addition, the University prints brochures advertising each program on a biannual basis. The undergraduate brochure was updated Spring 2008 as was the undergraduate catalog and the next edition of the graduate catalog is due in the fall 2009 semester. The required NAAB text found in Appendix A-2 has been incorporated into both the Undergraduate and Graduate Catalogs for several versions (see Section 4.7 [also available at: http://www.catalogs.ku.edu/]).
At the beginning of every fall semester since 2006 (the Dean’s Office did this in 2005), the architecture program chair sends out to all students and faculty an email that presents all of the Student Performance Criteria found in the NAAB Conditions for Accreditation as well as instructions as to how to access the NAAB Conditions for Accreditation (including the Student Performance Criteria) on the NAAB Web site (see Appendix E.1). Similarly, the school website provides information on the Conditions as well as a direct link at: http://www.sadp.ku.edu/Architecture/Accreditation.shtml . Additionally, reference to the NAAB Conditions for Accreditation is made in our Studio Culture Policy (See Section IV.2, p.139) which is distributed to all faculty each fall and which is also available at: www.sadp.ku.edu/architecture/studioculture.
2009 APR - University of Kansas - 8/10/09 54 of 245 III.4. SOCIAL EQUITY
Given this was an area of concern in the previous accreditation visit, the program has dedicated time and effort in this area over the past six years (See Section II.1.1.B, p.18). Given our geographic and cultural context, we feel we are proceeding on a progressive course to enhance the degree of social equity observed in our community.
III.4.1 Criteria to achieve equity and diversity amongst faculty
The University of Kansas provides equal opportunity in its programs and activities and prohibits discrimination based on race, religion, color, sex, disability, national origin, ancestry, sexual orientation, and as covered by law, age and veteran status. In most instances, equal opportunity is extended regardless of marital status and parental status. Sexual, racial, and ethnic harassment are specifically prohibited by policy.
The Equal Opportunity Office (EOO) provides information and educational programs regarding equal opportunity and affirmative action, assists in setting goals and timetables for hiring, monitors hiring procedures, implements the grievance procedures for discrimination based on equal opportunity or affirmative action violations, and oversees the University of Kansas affirmative action plan.
The E.O.O. monitors the diversity of the faculty composition in each academic unit and provides guidance and assistance in recruiting, retaining, and promoting faculty members. Since 1999 seven of nine new tenure-track faculty hires have been either women or males from under-represented groups. Four of these faculty members (three of them female) have already received tenure. In each search we have attempted to recruit through advertising with both Women in Construction and the National Organization of Minority Architects (NOMA).
Faculty search committees contain student representation, and student input is an important aspect of all staffing and retention decisions in the Architecture Program. All matters dealing with faculty hiring, promotion and tenure, evaluation procedures and curricular changes are subject to review and approval by votes of both the Program and School faculties. The last major revision in the School Faculty Evaluation Procedures was debated and adopted by the School Assembly in 2004. With the addition of the Department of Design to the School beginning in the 2009-2010 academic year, these procedures and criteria will be revisited.
As noted previously, the program has also made efforts to use two other strategies to increase diversity in instructional representation. Strategy one has been to increase the percentage of female and people of other minority status amongst our adjunct hires. For instance in 2007-2008, six of the twelve adjuncts hired were females and one was Asian. Strategy two has been to increase participation with several international visiting scholars and professors over the past several years (three from Korea, one from Sri Lanka, one from Albania). We have also initiated discussions with Morgan State (an HBCU) regarding a one semester student exchange. When provided the opportunity in 2005, we
2009 APR - University of Kansas - 8/10/09 55 of 245 added a high-visibility staff position in the information technology support area and hired a minority female to fill the job. This increased the diversity of the School’s staff.
III.4.2 Criteria to achieve equity and diversity regarding students The Associate Dean monitors the composition of the student applicant pool, and works closely with the Dean of Students to ensure that admission policies insure a diverse student population. Six of the scholarship programs in the Architecture Program are designated specifically to aid minority, economically disadvantaged and women students throughout their academic careers. Additionally, we have secured funding from the University Student Senate to support a recruitment scholarship fund for admits from under-represented populations. The local student chapter of National Organization of Minority Architecture Students (NOMAS) was founded in 1992 and continues to be an active element of the social and decision-making processes in the School.
III.4.2.A The KU Multicultural Architecture Scholars Program (MASP) In 2003 the KU School of Architecture and Urban Design initiated a student scholarship- mentoring program for undergraduate architecture students from under-represented groups. The Multicultural Architecture Scholars Program (MASP) seeks African- American, Hispanic-American, and Indigenous students who are well prepared for an architecture curriculum, want to benefit from supportive relationships with others and want to achieve excellent academic progress.
Students in the Multicultural Architecture Scholars Program receive scholarships and join a community of students and professors who make the transition from high school to college a smooth one. The program addresses academic, social, and personal aspects of a student’s experiences at the University of Kansas and assists students in getting the maximum benefits of a college education during their undergraduate years. In addition to scholarships, scholars receive mentoring, academic feedback and career development assistance. Through the Program, the School provides tutoring, academic advising and internship planning.
The Program is supported by School funds currently earmarked for minority scholarships and by contributions from individuals and organizations. The Program seeks gifts of approximately $30,000 annually to support these scholarships. The program also provides summer stipends to the faculty involved. Beginning in Fall 2008, the program secured Educational Opportunity Funds from the Student Senate to support recruitment scholarships for under-represented students with financial need. Additionally, from 2005- 2009, two associate professors (Jackson and Carswell) receive teaching-load releases from one course each to coordinate the Multi-Cultural Architectural Scholars Program (MASP). Beginning with six students six years ago, the program now supports 18 students from under-represented populations.
III.4.2.B Recruitment The position description of the School’s Admissions Coordinator includes recruitment activities for minority students attending on-campus events. The associate dean makes periodic recruitment trips to urban centers such as St. Louis. He has also worked closely
2009 APR - University of Kansas - 8/10/09 56 of 245 with Minority Student Admissions Counselors to increase contacts and follow-up recruitment activities with minority students in Dallas, St. Louis, Kansas City, Chicago, Denver and Minneapolis. He has also participated in a variety of minority recruitment activities including Multi-cultural Seniors Days, Multi-cultural Junior Days, Minority Pre-Orientation, and Minority Majors Fair.
III.4.3 Means by which stakeholders are given access to the formulation of policies Policies are developed with the participation of stakeholders, notably faculty. Our most recent policy change was the implementation of a revised study abroad requirement. This policy change was initiated by the curriculum committee (which includes student representation), discussed in a faculty meeting and voted on at the subsequent faculty meeting. The student body as a whole was introduced to this change in a Fall semester assembly meeting and the policy appears in both the catalog and on the website. The development of the studio culture policy reflects the same type of process, wherein a task force was assigned with faculty and student representation to develop this policy. This policy went through multiple drafts being presented to faculty at various faculty meetings. The committee had various representatives on the committee over the years in development. Finally in Spring 2009, the draft of what was to be adopted as the studio culture policy was presented to the faculty, discussed and then presented to students via listening sessions and the website to solicit feedback prior to approval by the faculty in May 2009. The same type of cyclical feedback loops are present in the process for our self-assessment as well.
III.4.4 Identification of Significant Problem
III.4.4.A Continuing efforts to enhance faculty diversity With our current budget reductions, some of our success at enhancing diversity through adjunct hires has been eroded due to longevity-in-position criteria. Concomitantly, through our recent Ph.D. faculty searches we have discovered that those searches produce a much more diverse pool than our traditional design faculty searches. With these two conditions, we are moving in a direction to continue to identify both professional preparation in architecture along with a Ph.D. Our candidate pools should be more diverse in nature thereby enhancing the likelihood of more diverse hires.
III.4.4.B Continuing efforts at student diversity A significant limitation in our ability to admit and retain under-represented students is the limited size we have for freshmen enrollment, particularly in relation to the applicant pool. Quite simply, the selection process is overly competitive, serving as a detriment to students who may be coming from communities that do not avail students of numerous opportunities for personal growth and advancement. We know that we are denying admission to students that could succeed in our program and probably doing so disproportionately to our minority applicants. If our program were given the physical and human resources required to grow, we could more successfully address this important issue in a manner assuring fairness to all.
2009 APR - University of Kansas - 8/10/09 57 of 245 III.5. STUDIO CULTURE
Our efforts since 2005 have been to develop a studio culture policy that has stakeholder buy-in. As such, we began with our AIAS chapter taking the lead on developing the first draft of the policy along with two faculty representatives. This draft was presented in Fall 2006 to the faculty and felt to be vacuous in meaning. The committee re-engaged the draft and prepared a second draft that was presented to the faculty in Spring 2008. This draft began to create statements that would impact the learning culture we seek to create. An entirely new task force was comprised in Fall 2008 with the charge of producing a final studio culture policy. This committee was constituted of students (elected by the AIAS chapter) and faculty (elected by their peers and representing different dimensions of instructional delivery). A third draft was circulated late in Fall 2008 and, based upon feedback and further reflection and discussion, a fourth draft was presented to faculty in March 2009. Subsequent to this faculty meeting, the draft policy was mounted on the website and listening sessions were held with students. Faculty and students were also solicited for input via an email survey. A final version of the draft was submitted to the faculty for approval and approved in May 2009 (See Section 4.2. p.140).
2009 APR - University of Kansas - 8/10/09 58 of 245 III.6 HUMAN RESOURCES
III.6.1 Student Body
The Architecture Program at the University of Kansas enjoys a certain advantage with respect to student demand because of the proximity to the Kansas City metropolitan area and the fact that the state of Missouri has no public university program that offers the NAAB accredited degree. This creates a regional focus for enrollment within the School and makes it possible to complement the professional and academic programs on the Lawrence campus with urban design laboratories and post-professional graduate degree courses at KU’s Edwards Campus in Kansas City.
III.6.1.A. Applications Applications for admission to the various undergraduate and accelerated professional degree programs in architecture have remained relatively stable even though the variety and mix of degree programs available has changed. In 2005, The M.Arch I replaced the B.Arch as the School’s primary professional architecture degree available to undergraduates and since then, there has been a slight upswing in applications.
Table III.6.1.a: Applicants, Admits, and New Enrollments in Architecture, 2003-07
2003 2004 2005 2006 2007 AVG Undergrad (B.Arch. or M.Arch. I) Applicants 414 439 506 435 491 457 Admits 174 189 187 180 124 170 Total Enrolled 76 102 96 108 70 90
Undergrad (B.A.)* Applicants 113 130 131 98 162 127 Admits 69 84 76 81 98 82 Total Enrolled 16 36 22 22 34 26
Graduate Professional (M.Arch. II or III) Applicants 61 62 78 66 68 67 Admits 31 37 43 37 36 37 Total Enrolled 16 15 17 14 18 16
Graduate (Post-Professional) Applicants 6 8 11 10 17 10 Admits 2 3 5 3 10 5 Total Enrolled 1 3 5 2 7 4
TOTAL ENROLLED 109 156 140 146 129 136
*Includes B.Arch. or M.Arch. I applicants who were admitted to B.A. program note: numbers represent fall totals. New admits to M.Arch I began in fall, 2006; B.Arch admits ended in 2005.
2009 APR - University of Kansas - 8/10/09 59 of 245 Each year, almost 500 applications are submitted for admission to the 5-year professional architecture degree. In recent years, about 50-60 of these M.Arch applicants that are highly qualified but that fall outside the limited numbers we can admit to the 5-year degree, are instead, offered admission to the 4-year, non-accredited B.A. in Architectural Studies. In Table III.6.1.a, we have counted these 50-60 students as applicants and admits in the annual totals for both the 5-year and the 4-year degrees. This inflates the number of M.Arch I admits by approximately 60 students in each year and it also inflates the number of B.A. applicants and admits by the same number.
Applications for the Graduate Professional M.Arch III have also remained relatively stable, numbering in the 60-80 range each year. The addition of a Ph.D. in Architecture and the reopening of the post-professional M.A. in Architecture in 2005 have led to a recent increase in applications to other academically-oriented graduate degrees in architecture.
III.6.1.B. Admissions A limited number of first-year studio spaces in the M.Arch I degree program (approximately 54 seats) restricts the number of students who can be offered admission each year. In the last two years, 2008 and 2009, approximately 55 high school seniors were offered admission and a studio seat in the M.Arch I and another 15-20 high school seniors were offered admission to the degree and a place on the wait list for a studio seat.
For transfer students and students already enrolled at KU but not in the M.Arch, the admission numbers are also somewhat restricted. College students who wish to transfer into the degree must have a minimum 3.5 GPA in at least one year of courses equivalent to the non-studio classes in the M.Arch I and they must have completed Physics and an equivalent of Calculus at KU with a grade of “C” or better. Students who previously applied for the M.Arch I but were diverted to the B.A. can reapply during their first-year at KU and if they meet these admission standards, they can be admitted to the first year of the M.Arch I during their second year at the University of Kansas.
Admissions for the other degree programs in Architecture are is not quite as complicated nor is there as much of a squeeze in numbers. Studio is not required in the B.A. degree so there is not as much of a space restriction governing admissions. Approximately one- half of the students applying for the M.Arch III or one of the post-professional degrees are accepted. One of the restrictions on graduate admissions is the KU Graduate School’s requirement of a minimum GPA of 3.0 in all undergraduate work.
Table III.6.1.b: Academic Characteristics of Undergraduate Students Entering Architecture Degree Programs, 2003-07
Freshman Profile Information 2003 2004 2005 2006 2007 AVG Undergrad (B.Arch. or M.Arch. I) Average High School GPA 3.79 3.76 3.83 3.82 3.87 3.814 Top 5 of High School Class 7 8 7 5 5 6.4 Average Composite ACT 28 27 27 28 28 27.6
2009 APR - University of Kansas - 8/10/09 60 of 245 Average English ACT 28 26 28 28 29 27.8 Average Math ACT 28 28 28 29 29 28.4 Average S.Sci. ACT 28 27 27 28 29 27.8 Average N.Sci. ACT 27 27 27 27 27 27 Average SAT Verbal 613 599 609 604 626 610.2 Average SAT Math 637 633 647 645 609 634.2
Undergrad B.A. Average High School GPA 3.58 3.41 3.5 3.38 3.83 3.54 Top 5 of High School Class 0 0 0 0 0 0 Average Composite ACT 23 23 26 24 27 24.6 Average English ACT 24 22 27 24 27 24.8 Average Math ACT 26 25 27 26 28 26.4 Average S.Sci. ACT 21 22 26 24 28 24.2 Average N.Sci. ACT 23 23 27 25 27 25 Average SAT Verbal 520 516 565 487 567 531 Average SAT Math 610 623 582 557 640 602.4
III.6.1.C. Enrollments The “yield” or rate of enrollment (by new, admitted applicants) in Architecture degrees at the University of Kansas is relatively high. In our post-professional graduate degrees, approximately 80% of the admitted students carry through and enroll in the degree program. In the M.Arch III, almost one-half or roughly 43% of the admitted students came to KU. And in the 5-year M.Arch I, once the 50-60 M.Arch applicants who are admitted to the B.A. are removed from the count, the yield stands at about 75%.
The students who enroll in our programs are generally high achievers (Table III.6.1.b above). New students entering the 5-year degree between 2003 came in with GPAs of 3.8, high school rankings solidly in the top 10%, and ACT test scores in the high 20s (compared to an average of 24 for all new KU students). Those entering the B.A. degree program were not quite as successful in their previous academic work but they still ranked slightly higher than the average freshman at KU.
New students entering the B.A. and M.Arch over the last 5 years have also displayed diversity in line with and sometimes exceeding larger demographic trends at the University of Kansas (Table III.6.1.c). In terms of gender, a count of all students enrolled in architecture degrees reveals that in 2009, 42% of the student body was made up of women. The ethnic breakdown of the student body shows a pattern of diversity also in line with, and slightly ahead of, the broader pattern for the University. Minority students accounted for 8% of the architecture students, international students made up another 4%. Over 75% of these students were enrolled in the M.Arch I or the M.Arch III.
2009 APR - University of Kansas - 8/10/09 61 of 245 Table III.6.1.c: Demographics of Enrolled Architecture Students, 2009 ______
M.Arch I B.Arch B.A. M.Arch III Characteristics Gender: Female 146 6 39 26 Male 177 17 65 37 Origin: Kansas 121 7 58 31 Out-of-State 191 15 44 27 International 11 1 2 5 Ethnicity/Race: Asian-Amer. 12 1 3 1 African-Amer. 7 1 1 0 Hispanic 5 1 3 3 Native Amer. 2 0 0 0 International 11 0 2 5 Caucasian 286 20 95 54
Total 323 23 104 63 ______
The student body in architecture departs significantly from the greater University pattern in terms of its origin. While the majority of students at the University of Kansas are residents of Kansas, Kansans made up only 42% of the total enrolled in architecture degree programs. The dominance of non-resident students in architecture is explained by the Kansas-Missouri Tuition Reciprocity Program, an interstate agreement approved more than 40 years ago in which Kansans are allowed to pay in-state tuition in Missouri if they are admitted to dental school and Missourians pay resident tuition rates in Kansas if they are admitted to the accredited professional architecture degree. This pact opens KU to a highly qualified and diverse group of outstanding potential architecture students in Missouri and, particularly in the St. Louis metropolitan area.
The net result of having a well qualified pool of applicants each year, an admission process that is required to be highly selective, in part, because of rigid space limitations, and an interesting, diverse and high-achieving body of students is that the program enjoys a continuous and steady flow of remarkable students through the degree programs.
Table III.6.1.d: Architecture Degrees Granted, 2003-2009 ______
2003 2004 2005 2006 2007 2008 2009 B.Arch 71 58 74 66 25 7 24 M.Arch I na na na na 53 60 42 M.Arch III 12 14 10 13 10 17 9
2009 APR - University of Kansas - 8/10/09 62 of 245 B.A. 25 19 29 12 13 10 22 M.Arch (acad) 6 3 7 3 3 4 2 M.A. na na na na na 1 0
Total 114 94 120 94 104 99 99 ______
We award, on average, just over 100 degrees in architecture each year. Over 80% of these are professional degrees that require a challenging load and mix of coursework each semester. Despite this concentrated workload, the average time-to-degree in architecture (excluding the M.Arch III and post-professional degrees) hovers between 10.4 and 10.9 semesters from year to year. Most students finish on time. Those who enter the program on a studio wait list require an extra 2 semesters to finish their studio. The students who complete degrees in architecture at KU tend to be committed, self-directed, and excellent managers of themselves and their time.
2009 APR - University of Kansas - 8/10/09 63 of 245 III.6.2 Faculty
Our faculty is exceptionally diverse in terms of areas of interest, methods and theoretical bases for inquiry and instruction and also in terms of dissemination practices. The Figure below illustrates the range of means faculty have pursued to disseminate their scholarship over the past five years. Faculty members are well known in the areas of: aesthetics, design for aging, design-build, healthcare environments, workplace environments, cultural landscapes and professional practice. Faculty members have been consistently recognized by/in Residential Architect, Architectural Record, World Architecture, Industrial Design, National Endowment for the Arts, American Institute of Architects (AIA), National Council of Architectural Registration Boards (NCARB), and Association of Collegiate Schools of Architecture (ACSA) research competitions. A number of the faculty serve as members of editorial boards at the Journal of Architectural Education, Journal of the Society of Architectural Historians, Journal of Interior Design, Environment and Behavior, Journal of Environmental Psychology, and the Journal of Architectural and Planning Research. Over half the faculty has received external funding for research and creative activities during the past five years.
Figure III-6.2 Total Publications and Invited Creative Activities 2004 through 2009
Books/ Exhibits/ Mono- Chapters Journal Comm- Grants Presen- Compe- graphs in Books Articles issions Awards tations titions PROFESSOR: BENJAMIN, BEJU 0 0 0 0 0 6 0 DIAZ, RENÉ 0 0 0 0 0 1 0 GRABOW, STEVE 0 0 8 0 0 0 0 LESNIKOWSKI, WOJCIECH 0 0 24 0 0 0 0 MAJOR, JUDITH 0 0 5 2 2 4 0 ROCKHILL, DAN 7 9 95 20 12 49 8 SPRECKELMEYER, KENT 1 0 0 0 3 8 0
ASSOCIATE: CARSWELL, BILL 0 0 0 1 2 7 0 CRISS, SHANNON 0 1 0 4 4 5 0 DIAZ MOORE, KEITH 2 2 10 2 3 24 0 GORE, NILS 0 0 5 9 9 1 0 JACKSON, HOBART 0 1 0 18 2 0 0 L’HEUREUX, MARIE ALICE 1 4 13 0 6 18 0 LUCKEY, DONNA 0 0 2 0 1 1 0 PADGET, STEVE 0 0 1 1 1 2 0 RASHID, MAHBUB 9 2 9 0 16 27 0 SANDER, DENNIS 0 0 0 0 0 0 0 SANGUINETTI, PAOLA 0 0 0 0 1 3 2
ASSISTANT: CHANG, JAE 0 0 11 0 15 26 0 SILVA, KAPILA 1 1 5 0 2 20 0
2009 APR - University of Kansas - 8/10/09 64 of 245 This dimension of architectural education is complemented and enhanced by members of the faculty from a wide variety of professional backgrounds and practice settings. A number of the Faculty, particularly adjuncts, maintain active design practices, which is an essential requirement to infuse the studio courses with contemporary experience and knowledge. Faculty members have been the recipients of numerous AIA, ACSA, and regional design and historic preservation awards. One was a Cooper-Hewitt National Design Award winner and another had work exhibited at the National Building Museum.
Architecture faculty members have served as officers of numerous professional associations in the recent past. The chair of the Environmental Design Research Association in 2006-7 was a KU faculty member and that member now serves on the board of the Architectural Research Center Consortium. KU has a representative on the AIA Kansas Board and one that ran for ACSA Treasurer in 2009. Others have served during this same period as directors on the executive board of the Kansas Societies of Architects. Faculty members have also served as officers in a number of national AIA committees over the years. A number of the faculty in architecture, because of their association with practice, are AIA members and serve on a wide variety of local and regional committees that administer a range of activities directly affecting architectural education, including scholarship selection boards, continuing education liaisons, and student design awards. Three former graduates of the School have served as past presidents of the AIA. Two members of the architecture faculty are Fellows of the AIA. In addition, they have served as jurors for various national research and design competitions sponsored by the AIA, ACSA, EDRA and NCARB.
III.6.2.A Faculty Work Loads In comparison to most other forms of education within the University, studio instruction requires much higher numbers of contact hours and is a process that extends beyond the normal working hours of the traditional classroom setting. What this means for the faculty is a commitment of time to design and professional activities at the expense of traditional research activities found within the university at large. In an effort to be more honest in reflecting the time allocated to instruction, beginning in 2007, the program began to identify the standard load for tenured faculty—two studios plus two lecture/seminars per year—as a 50% teaching load and thereby reducing the scholarship component of the position to 30% (leaving 20% for the service component). This switch has the added benefit of lightening the required load on our tenure-track faculty which the university mandates must be a traditional 40/40/20 load. This results in the additional allocation of time for scholarship for our faculty on tenure-track, thereby enhancing their likelihood of achieving tenure within this flagship research university.
However, it should be understood by the visiting team that with the loss of three faculty in Summer 2009 and with the loss of most of the funding associated with those lines sacrificed for budget cuts, the program has already decided that not one faculty will receive a reduction in teaching load in AY09-10 (and probably for the foreseeable future) and additionally the majority of faculty will see a differential allocation of load beyond the 50/30/20 we have made the norm for tenured faculty. This reaffirms the point made in Section I.5.2.B., p.15 that the instructional demands of the professional curriculum
2009 APR - University of Kansas - 8/10/09 65 of 245 concomitant with the loss of faculty resources continues to stretch its faculty beyond expectation. Quite simply, the program’s scholarly productivity will be negatively impacted to a significant degree, an untenable position in a flagship research institution particularly for a program with a fledgling Ph.D. program.
Figure III.6.2.i illustrates the distribution of faculty work load which is agreed to by faculty every spring during the annual review process and reported to the Office of the Provost every Fall. This Figure presents the reported Distribution of Faculty Effort agreed to for 2008. As noted, we will be reporting higher percentages for the instructional obligation in Fall 2009.
Figure III.6.2.i: Workload Distribution for Faculty, 2008
Normal Distribution of Number Tenured School of Architecture Faculty Effort Expected Course Load in Faculty in and Urban Planning (teaching, department department research, service) in department
Architecture 50/30/20 4 course / year* 17
we have defined our traditional load of 2 studios and 2 support courses as being a 50/30/20 load. This more accurately reflects the work load among the faculty.
Faculty Members with Written Differential Effort Differential Allocation of Agreement on Distribution Effort (list each by name Expected Course Load per year Differential (Teaching, on a separate row & add for listed faculty member Allocation (Y or Research, Service) rows as needed) N)
Judith Major 30/50/20 3 courses/yr N
Kent Spreckelmeyer 40/40/20 1 studios + 3 support courses Y
Shannon Criss 40/30/30 2 studios + 1 support course Y
Rene Diaz 60/20/20 2 studios + 2 support courses Y 2 service-learning studios + 2 support Nils Gore 60/20/20 courses Y
Steven Grabow 40/30/30 2 studios + 2 support courses N
Hobart Jackson 35/30/35 1 studio + 2 support courses Y
Bill Carswell 40/30/30 2 studios + 1 support course Y
Dennis Sander 40/40/20 2 studios + 1 support course Y
Note: differential allocation is documented during annual review process(expectations for upcoming year)
2009 APR - University of Kansas - 8/10/09 66 of 245 III.6.2.B Student Evaluation of Instruction Student evaluations of teaching are an important part of the feedback that faculty members receive. The Kansas Board of Regents requires that student evaluations include questions about students’ perception of delivery of instruction, assessment of learning, availability of faculty members to students, and whether course goals and objectives were met. There are several means by which students evaluation the instruction and the program. Pertinent here is the Student Survey of Teaching which is conducted at the end of each semester for each course with more than three students. After conducting a several year process under the guidance of the University’s Center for Teaching Excellence, the University adopted a new form for course assessment which the program began implementing in Fall 2008. This form moved away from asking students to give an overall rating of a teacher, and instead asks students to answer questions about specific features of a teacher’s performance. This form is more in line with the NAAB desire to assess teaching effectiveness and course content and with the program’s intent of informing better instruction.
The Student Survey of Teaching asks nine pertinent questions ranging from the usefulness and organization of course content to the clarity of teaching to respect for student points of view (See Appendix B). Additionally, the report form presents faculty and the program with useful contextual data such as the grade the student expected and student status. The data from Spring 2009 are included in Appendix B.
III.6.3 Faculty-Student Ratios: Studios With the implementation of the unified M.Arch. curriculum beginning Fall 2006, the program has slowly been attempting to lower the average number of students per faculty in studios whose course number is higher than 200 to 16 or less. This became an official goal with the passage of a motion by the faculty in Spring 2008. The following table documents our progress within studios taken by students within our accredited architectural degree programs in this regard:
III.6.3.i: Studio Student: Faculty Ratios
5+ Year 3 Year Studio Course Average Number of Students per Faculty Program Program Number 05-06 06-07 07-08 08-09 First Year Arch 113/114 30 ------Arch 100/101 --- 19 20 22 Arch 108/109 ------17.5 19
Second Year Arch 200/ 16.5 16.5 23 18.5(200) Arch 208/209 ------17 18
Third Year Arch 300/301 16 14.5 17 --- Arch 408/409 ------13.5
First Year Arch 603/604 13.5 8.5 ------Arch 503/504 ------12
2009 APR - University of Kansas - 8/10/09 67 of 245
Fourth Year Second Year Arch 400/401 (UG) 14 15.5 14 --- Arch 703/704 (G) 11.5 15.5 ------Arch 608/609 ------14 14
Fifth Year Third Year Arch 500/501 (UG) 12 13 13 10.5 Arch 80X (G) 14 9 5 5.2
III.6.4 Administration The School of Architecture, Design and Planning is administered by the Dean, who reports to the Provost. The Dean delegates responsibility for academic programs, recruiting and facilities, to two Associate Deans and their staffs. Budgets are administered by the Dean’s office, and daily academic concerns are the responsibility of chairs in the Architecture and Urban Planning Programs. Faculty and academic programs within the Architectural Engineering Program are administered jointly by the Deans of Architecture and Urban Planning and the Dean of Engineering.
John Gaunt Dean of Architecture and Urban Planning. Serves as the chief administrative of the School and serves as the liaison to the Office of the Provost. Responsible for all fiscal, academic, and personnel matters within the School, and serves as the primary liaison to the Kansas University Endowment Association and the various professional architectural associations. Dean Gaunt is to teach one course per academic year, but taught two courses in AY08-09. Traditionally this would make him 90% administration, 10% teaching. Assumed his current position in SAUP in 1994.
Michael Swann Associate Dean and Associate Professor of Architecture. Responsible for student recruitment, facilities, and graduate programs. Works with the Dean to formulate strategic plans for the School and serves as the primary point of contact for new students and families. Dean Swann teaches courses in the Architectural Management program on the KU Edwards campus. Traditionally this would make him 90% administration, 10% teaching. Assumed his current position in SAUP in 1989.
Keith Diaz Moore Associate Professor and Chair of the Architecture Program. Responsible for the academic direction of the Architecture Program and serves as the liaison between the Dean’s Office and the Architecture faculty and staff. Chair Diaz Moore is to teach one course per academic year (although he is often asked to teach two to three courses per year. He also taught a summer study abroad in 2008 to help the program address this requirement for students). Traditionally this would make him 90% administration, 10% teaching. Assumed his current position in SAUP in 2006.
III.6.5 Staff Patti Baker Assistant to the Dean (Academic Affairs), Dean’s Office. Reports to the Dean. Serves as the liaison for the Dean with faculty, staff, and students on academic matters and with the professional advisory board on all matters. Serves on
2009 APR - University of Kansas - 8/10/09 68 of 245 the School’s Administrative Group, sets agendas for all School-wide meetings and events. Works with the Dean and the Director of Development (from the University of Kansas Endowment Association) to plan all fund-raising activities. Oversees the award process for graduate and undergraduate scholarships in the School. Joined the SAUP staff in 2000.
Gera Elliott Admissions Coordinator, Dean’s Office. Reports to the Associate Dean. Handles and responds to all inquiries regarding undergraduate and graduate admissions from students, parents and counselors. Coordinates all admissions activities including the scheduling of visits, tours, portfolio reviews and other events; the production of all printed materials related to admissions; the management of all records and files related to admissions; and the development of preliminary recommendations on admissions decisions. Produces admissions reports for the School and for other University offices and conducts post-graduation surveys for the School and the Kansas Board of Regents. Administers the Kansas/Missouri Tuition Reciprocity Program for all students with Missouri residence. Supports the Associate Dean in administering Edwards Campus programs. Works directly with the deans, chairs, faculty and staff on orientation, advising, enrollment, and student-related financial and personal counseling. Joined the SAUP staff in 1983.
Amy Hardman Assistant to the Dean (Business Affairs), Dean’s Office. Reports to the Dean. Is responsible to the Associate Dean and Dean for all operational aspects of the School’s budget and for the efficient operation of the Office of the Dean, including the over-all management of physical facilities. Prepares all budget related documents and reports for the School. Completes documents for all faculty, staff and students appointments in the School. Provides accounting services for all programs and service units in the School and trains departmental staff members in budget and payroll procedures. Manages all purchases for the School and maintains the School’s inventory of equipment. Hires and manages student employees and oversees the work of the Manager of the School’s Craft Shop, Serves on the School’s Administrative Group and acts as a staff member to the School Advisory Board. Joined the SAUP staff in 2000.
Cynthia Muckey Administrative Specialist, Dean’s Office. Reports to the Associate Dean. Works with the Associate Dean to produce School newsletters, annual reports, and other publications. Provides coordination and support for special projects such as Board of Regents Program Review, accreditation reports, and other major administrative projects. Oversees and maintains the content of the School’s web site. Serves as the Scheduling Officer for the School, producing and maintaining an accurate schedule of classes each semester. Coordinates all placement services in the School including the development, organization and management of two career fairs each year. Manages the School’s databases and works with the Associate Dean and Director, Architectural Computing Services and Support to centralize and standardize information resources in the School. Joined the SAUP staff in 1984.
Nancy Richardson Library Assistant II, Architectural Resource Center. Reports to the Director of the Architectural Resources Center. Oversees the operation of
2009 APR - University of Kansas - 8/10/09 69 of 245 the School’s Reading Room. Is responsible for circulation, reference assistance and security. Orders and processes all materials for the main collection which includes serials, books, manufactured materials, theses, student projects, maps and drawings. Assists in operation of slide library. Supervises student assistants. Joined the SAUP staff in 1996.
Henry Troyer Director, Architectural Computing Services and Support. Reports to the Associate Dean. Oversees all computing operations within the School, supervises ACSS staff and conducts cross-training in new computer technologies for faculty and staff. Works with the School’s Computing Advisory Committee to prepare and implement the strategic plan for technology development. Represents the School on all University-wide computing and technology committees and task forces. Provides advice and support for faculty and administrators in the development of proposals for computer-based research. Hires and manages technology consultants for special projects. Works with various University offices and outside contractors on multi-phased electrical and computing upgrades for Marvin Hall. Works with the Network Administrator to maintain all facets of network and server operations. Works with the Assistant to the Dean on all major technology purchases. Initiates and implements all School-wide computing policies. Joined the SAUP staff in 2000.
Dan Rolf Director, Architectural Resources Center. Reports to the Associate Dean. Manages all operations in the School’s Slide Library and Reading Room and provides support for teaching, research, reference needs and course work of faculty and students. Serves as curator for the Slide Library which includes responsibility for all acquisitions and collection development, classification and cataloging, reference and information service, and maintenance and use of the School’s digital slide library management system. Initiates and implements all policies regarding the Digital Slide Library. Represents the School of Architecture on various University Library committees and in the Big 12 Slide Library Consortium. Recruits, trains and supervises staff and oversees the budget for the entire ARC. Supervises the Library Assistant II who operates the Reading Room. Joined the SAUP staff in 2003.
Barbara Seba Administrative Specialist, Architecture Program. Reports to the Chair of the Architecture Program. Manages all aspects of the Architecture Program office and serves as resource person in areas of academic policies and regulations. Advises students on processes for petitions, grievances and other actions. Monitors the Program budget, oversees all purchases for the Program and maintains the Program’s inventory of equipment. Maintains all post-admission student records for the Program, oversees all student advising and studio placement, and carries out final degree checks. Assists Dean’s Office in planning student orientation and enrollment activities. Serves as secretary to the Chair of the Program. Joined the SAUP staff in 1989.
Bret Lawson Systems Specialist, Architectural Computing Services and Support. Reports to the Director of Architectural Computing Services and Support. Serves as the School’s Network Administrator. Installs hardware and software systems and carries out diagnostics and repair. Researches and evaluates new technologies and
2009 APR - University of Kansas - 8/10/09 70 of 245 applications. Supervises all computer lab monitors. Works with faculty and staff on network-related projects. Works with other University Network Administrators to ensure compliance with all policies and procedures. Joined the SAUP staff in 2009.
Richard Forque Manager, Craft Shop. Reports to the Assistant to the Dean (Business Affairs). Oversees all activities within the School’s Craft Shop and Building Technology Yard. Provides orientation and demonstration sessions on equipment use and safety procedures and assists students and faculty on projects that require these facilities. Maintains all shop equipment, holds responsibility for the shop budget, and hires, trains and supervises student assistants. Fulfills special furnishing needs of the School, performs some maintenance and repair within the School, and performs various moving, set-up and installation projects within the School. Joined the SAUP staff in 2004.
III.6.6 Significant Problems; Recommendations for Improvement
III.6.6.A Attrition in FT Faculty Numbers and Dollar Resources Allocated to Instruction Section III.6.2 paints a compelling picture of a highly productive faculty which is dedicating time and talents beyond expectation to the delivery of a highly regarded professional curriculum. Given the increase in program size (whether by number of students or student credit hours), the increase in degrees offered and the concomitant shrinkage in faculty resources, we are no longer convinced that we meet the accreditation criteria that “the total teaching load should allow faculty members adequate time to pursue research, scholarship, and practice to enhance their professional development.” This was the precise purpose of creating both M.A. and Ph.D. programs so faculty would have students that could assist their scholarly productivity and thereby have the reputation of the program grow.
Based upon data reported in the 2008 Guide to Architecture Schools by schools with which we are often compared, the strain on faculty resources becomes quite clear. A key statistic in the regard is the student to FT faculty ratio, comparisons of which follow: University of Kansas 21.3 Oklahoma State University 15.4 Kansas State University: 15.1 Oklahoma University: 15.0 Texas A&M University 12.7 These numbers must be contextualized in that we report a full-time faculty of 24 at the time, rather than the 20 we currently have. Thus when fully staffed, our efficiency was almost 40 percent greater than our nearest comparable. For Fall 2009, with only 20 full- time faculty, we anticipate our student:FT faculty ratio to be 24.5.
Our faculty members seek to be leaders in the discipline of architecture, but the engagement of peer review activities proves increasingly challenging with our significant teaching demands. According to the 2008 Report on Accreditation in Architecture Education published by NAAB, the average ratio of Full-time faculty to Part-
2009 APR - University of Kansas - 8/10/09 71 of 245 time/Adjunct faculty is typically 39% to 61%. Our current instructional resource mix is almost exactly the opposite (59% to 41%). Additionally, the same report provides a comparison for the national average distribution in faculty rank in architecture programs to that found at KU:
Rank National Average Percentage KU Percentage Professor 18% 21% Associate Professor 16% 32% Assistant Professor 21% 6% Instructor (PT & Adjunct) 45% 41% Note that the disparity in number sin the NAAB report is due to programs having part-time assistant and associate professors.
If we also note that the last promotion to Full Professor for the program was in 2001 and that four of our seven Full Professors are already over 65 years of age, this data begins to demonstrate the glass ceiling that exists for faculty, a condition largely created by the unrelenting teaching demands of the professional curriculum described above and the lack of resources to ameliorate this demand. This data is quite troubling for a program located at a flagship research university such as the University of Kansas.
III.6.6.A.i. Recommendation for Improvement. We believe remedial action needs to be taken to infuse the program with additional instructional dollars. These dollars would be used to build additional instructional capacity through the hiring of part-time faculty. However, as a faculty we recognize the need for these faculty with their professional expertise to participate to a greater extent than traditional adjunct or lecturer hires. As such, we believe there is a high priority for the University to support the architecture program in the creation of a “Professor of Practice” position (See Section I.5.2.D.). Currently this is not a position sanctioned by the University of Kansas. These positions we see ranging between 0.4 and 0.6 FTE positions depending upon the exact instructional demands. Beyond teaching, we would ask these Professors of Practice to advise students and provide service, including having votes on program issues outside of the purview of those granted only to permanent faculty (e.g. tenure and promotion). These individuals would infuse our program with contemporary concerns of practice, provide immediate access for our students to leaders in the profession (as opposed to the discipline), and more efficiently reduce our instructional demand on our full-time faculty than hiring additional full-time faculty would. Given our average faculty salary in FY09 is $69,231, we would request $140,000 or approximately the equivalent of two full-time faculty, to be able to hire a total of 2.0FTE Professors of Practice. Rather than having only four studios and four support courses covered by these resources, the Professor of Practice option would allow us to get eight studios and four support courses covered, or 1.6 times the efficiency of the resources. Beyond that, we believe such hires respond to the contemporary context in the profession which is experiencing rapid change. We desperately need this vital intimacy with practice to better inform the shaping of instruction to prepare our students for the immense challenges of future decades.
III.6.6.B Shortage in Administrative Resources Given a student body of approximately 550 students (almost 600 in the School) as well as
2009 APR - University of Kansas - 8/10/09 72 of 245 20 FT faculty (24 FT in the School), these administrators and their staff are spread thin in their various responsibilities. During the course of this decade, the school/program has lost the following administrative roles: Assistant Dean (Admissions and Scheduling) Administrative Assistant (Student records and advising) Graduate Coordinator The admissions function at the undergraduate level has been picked up by the Associate Dean and the Chair does admissions at the graduate level, both with the assistance of the admissions coordinator. Scheduling is orchestrated by the Chair working with an Administrative Specialist. Student records and advising has increasingly become the role of the Chair and an Administrative Specialist. The Chair has also assumed the role of graduate coordinator. While meeting these obligations, the Associate Dean and Administrative Specialist responsible for public relations and communication are stretched and unable to maintain an effective flow of information. The Chair is stretched so as to simply meet the administrative functions and not be able to serve the leadership and mentorship functions as successfully as the program needs and deserves.
Three areas demanding greater attention are:
III.6.6.B.i Advising. In terms of advising, this is one area where our students feel our faculty do not do a good job and yet there is little ability to leverage already strained resources to meet this important function. This will be exacerbated this year with student advising being spread across a 17% smaller faculty base. Similarly sized programs often have an undergraduate and graduate coordinator working with the Chair to facilitate this function. This is imperative for the program to catalyze the leadership potential in place and to better serve students.
III.6.6.B.ii Graduate Studies and Research. With the program’s evolution towards a greater graduate education focus and a desire to create focused knowledge communities within the school so as to further faculty professional development and the reputation of the school, currently the program/school lacks an administrator tasked with facilitating this critical cultural change. Given the goals derived from the vision of the school, a person tasked with provide direction for this vision in terms of both graduate studies and research would greatly enhance the likelihood of success of these initiatives.
III.6.6.B.iii Communications. Our efforts of communication are greatly constrained due to the lack of a person tasked with this function as our sister program at Kansas State University has. This compromises our community outreach efforts and is part of what makes our program remain a hidden jewel on the plains. A Director of Communications would greatly enhance the program’s ability to project a clear and compelling message and to engage in meaningful dialogue with important stakeholders.
III.6.6.B.iv Implementation Proposal. We believe that these administrative needs require one (1) FTE faculty line be added to the architecture program budget. This 1.0 FTE would be divided as follows: 0.50 for an Assistant Dean for Graduate Studies and Research; 0.25 FTE for an undergraduate
2009 APR - University of Kansas - 8/10/09 73 of 245 coordinator; and 0.25 FTE for a graduate coordinator. A 0.50 FTE Director of Communications position would cost approximately $30,000 annually which we suggest would be an appropriate use of differential tuition dollars.
III.6.6.C Inability to Meet Student Demand As Section III.6.1 demonstrates, the student body accepted into the Master of Architecture degree is impressive. The selective admission process allows the program to engage students in the discipline of architecture immediately and results in high retention rates. However, the high bar for admission suggests that the school routinely turns away a significant number of well-qualified students. This is true to such a degree that admission coordinators at other units on campus consider our admissions criteria “scandalous” for turning away such high caliber students when other programs on campus admit far less qualified applicants.
Clearly we are a program poised for growth, however our limitations in regard to both faculty and facility resources prevent any consideration of this possibility. Given the importance of acceptance criteria and retention rates to University rankings and given the Office of the Chancellor’s stated goal of being a Top 25 university, one would think that growth in the architecture program would help move the university in this direction.
III.6.6.A.i. Recommendation for Improvement. We believe it is time for the university to prioritize the need for the School of Architecture, Design and Planning to build a dedicated state-of-the art, sustainable building designed for both growth and innovative, interdisciplinary instruction and research. The program has grown in size and reputation over the past several years and is nearing its maximum potential within its given constraints. The faculty ought to be lauded for what they provide in not only an effective but highly efficient manner, but also rewarded in a way that positions the program for greater success as it enters its second century (the program will have its 100th anniversary in 2013). Additional faculty and administrative resources would also be necessary depending on the amount of growth projected. Based upon current admission trends, we could easily see 20% growth while maintaining admission standards that would still be higher than those found in other disciplines at KU.
2009 APR - University of Kansas - 8/10/09 74 of 245 III.7. HUMAN RESOURCE DEVELOPMENT
III.7.1 Human Resource Development Policy
The following criteria are the guidelines that govern the hiring, retention, and development of tenure-track faculty in the School of Architecture and Urban Planning at the University of Kansas.
“A recommendation for appointment originates in the administrative unit in which the appointment is to be made.” (Handbook for Faculty and Other Classified Staff) In the case of architecture faculty, the originating unit is represented by the Chair of Architecture who recommends appointments to the Dean of the School of Architecture and Urban Planning, who in turn recommends appointments to the Provost, the officer empowered to make the appointment offer. “The academic rank and tenure status of the appointee shall be subjected to peer review procedures established by the unit.” The School Assembly of the School of Architecture and Urban Planning has the prerogative to “establish criteria for faculty appointments, promotion and tenure in accordance with current University policies and regulations.” (See Appendix E.2)
The appointment process begins with appropriate and universally accepted recruitment activities conducted by a faculty search committee elected by the program faculty. This committee screens applications, makes recommendations for interview selection, serves as host and major interviewer during a candidate’s visit, and makes recommendations for selection to the program Chair. Applicants are judged on the basis of their potential to be successful and productive teachers, scholars, designers, and researchers. During the interview visit of each candidate, efforts are made to ensure a broad exposure of the candidate to all program faculty, the Dean, and other administrators. In addition, each candidate is asked to present a research or teaching seminar open to all faculty and students. After all interview visits have been completed, recommendations pertaining to the preferred candidate and other acceptable candidates are made to the program Chair by the search committee. In turn, the program Chair recommends to the Dean, who makes a final recommendation to the Provost. All procedures of the search process are monitored by the Equal Opportunity Office, and position openings are analyzed by this office for conformance to established equal opportunity guidelines.
“Promotion to assistant professor, associate professor, or professor is made on the basis of meritorious performance. The awarding of tenure to a faculty member is the most critical point in the process of selection and reward for achievement that maintains and improves the quality of the faculty. The review of candidates for tenured appointment, beginning at the departmental level and moving through channels to the University level, must at all levels be careful, deliberate, and searching if the standard of excellence to which we aspire is to be attained. The same considerations apply to recommendations for promotion in rank, especially those which normally lead to a tenured appointment. The criteria for promotion and tenure traditionally have been and continue to be teaching, research, and service. The award of tenure must take into account any prior service credited but will be based largely on evidence of achievement since joining the faculty.
2009 APR - University of Kansas - 8/10/09 75 of 245 Promotion to a new rank must be based principally upon evidence of achievement since the last promotion, or, for a person’s first promotion, since the initial appointment to the faculty.” (Handbook for Faculty and Other Classified Staff)
“Teaching is a prime responsibility of the University. For promotion to a higher professional rank evidence of effective teaching must be furnished. This evidence may take several forms. Student evaluations are required and peer evaluations are highly desirable. Academic advising is a part of the teaching responsibility of each faculty member.” (Handbook) The Chair of Architecture evaluates each faculty member annually. (School of Architecture and Urban Planning School Code)
“Research and scholarship have several purposes for the teacher. They help maintain the competence of the teacher in the discipline. They are a service to the profession and to society. A teacher’s accomplishments and contributions as a scholar bring vital recognition to the University, as well as to the individual. The University exists to create, preserve, and transmit knowledge.” (Handbook) To fulfill this mandate for promotion and tenure, architecture faculty may do traditional scholarly research or use the creative work of designing buildings as the equivalent of scholarship. In the School Code, “research is understood to include critical evaluation and artistic creation and performance as well as the discovery and interpretation of facts. The scholar shares research findings and ideas with professional peers and in so doing subjects them to peer evaluation and criticism. The architect may choose to direct his or her energies in the area of creative activity. In this sense creative activity includes the execution of original architectural, engineering, or planning commissions for which the candidate is in responsible charge. Such commissions must reinforce the academic activities of the candidate, be completed in a professional manner, and must terminate in completion of the project as evidence by construction or publication.” (School of Architecture and Urban Planning School Code)
“For promotion and tenure faculty are also evaluated on the basis of their service to their profession and their community. Intramural service is expected of every faculty member. Professionally related extramural activities in professional organizations and in public bodies are an important means of bringing prestige to the University. One other form of service must be singled out. Promotion through the professional ranks is recognition of professional achievement. Administration is an essential part of our well-being and, therefore, administrative service is another kind of contribution a faculty member may make the University. Administrators, however, must meet the standards of academic excellence.” (Handbook)
III.7.2. Human Resource Development within the program
The University of Kansas promotes excellence in teaching, research and service in six ways: Faculty Development Funds for Travel, Sabbatical and Unpaid Leaves, General Research Funds focused on furthering scholarship, Dean’s Funds focused on instructional innovation, Symposia and Colloquia, and Skill Development Opportunities.
2009 APR - University of Kansas - 8/10/09 76 of 245
III.7.2.A. Faculty Development Funds Faculty development funds are made available through an endowment account controlled by each Dean. Faculty who wish to attend conferences and seminars to develop new skills and knowledge may apply for development funds through the Chair of Architecture, who forwards a recommendation concerning the faculty member’s request to the Dean of the School of Architecture and Urban Planning. A list of the distribution of these funds for the past five years is listed in Table III.7.2.a.
Table III.7.2.a: Faculty Development Travel Awards, 2004-2009
Faculty Development Travel Awards 2004 - 2009
Faculty Travel 2009
Jae Chang Kuala Lumpur, Malaysia AIVC Jae Chang Dublin, Ireland PLEA Robert Coffeen Portland, OR Acoustical Society of America Int'l Assoc for Philosophy & Lit; Master Class; study Shannon Criss Australia abroad research Hobart Jackson Washington, DC NOMAS Marie Alice L'Heureux Urbana, IL ACSA Marie Alice L'Heureux Portland, OR ACSA Marie Alice L'Heureux Philadelphia, PA Association for the Advancement of Slavic Studies Judith Major Pasadena, CA Society of Architectural Historians Judith Major Charlottesville, VA Designing the Parks conference Keith Diaz Moore National Harbor, MD Gerontology Society of America Keith Diaz Moore Savannah, GA ACSA Administrators Conference Keith Diaz Moore Chicago, IL Chicago AIAS college expo Keith Diaz Moore Denmark Denmark International Studies program Steve Padget Woodburn, OR Architecture, Culture & Spirituality Symposium Kapila Silva Cambridge, UK Cambridge Heritage Seminar Kapila Silva Hanoi, Vietnam research Int'l Council on Monuments/Sites, Global Assembly Kapila Silva Quebec, Canada & Scientific conf Kapila Silva Montreal, Canada International Federation of Aging
Faculty Travel 2008
Jae Chang Dailian, China Building Energy & Environment conference Jae Chang Vienna, Austria Indoor Air Quality Meeting Jae Chang Seoul, Korea International Hospital Federation Jae Chang Las Vegas, NV Consumer Electronics Show Robert Coffeen New Orleans, LA Acoustical Society of America Robert Coffeen Berlin, Germany EASE & EASERA Robert Corser Houston, TX ACSA Shannon Criss Atlanta, GA EDRA John Gaunt Neukloster, Germany International Herbstakademia Stephen Grabow Neukloster, Germany International Herbstakademia Ann Huppert Cincinnati, OH Society of Architectural Historians Ann Huppert Chicago, IL Renaissance Society of America
2009 APR - University of Kansas - 8/10/09 77 of 245 Marie Alice L'Heureux Fresno, CA Vernacular Architecture Forum Marie Alice L'Heureux Houston, TX ACSA Marie Alice L'Heureux New Orleans, LA Association for the Advancement of Slavic Studies Marie Alice L'Heureux Ontario, Canada ACSA Marie Alice L'Heureux Estonia research trip Judith Major Cincinnati, OH Society of Architectural Historians Keith Diaz Moore Boston, MA AIA Keith Diaz Moore Milwaukee, WI AIAS Keith Diaz Moore Orlando, FL National Adult Day Services Association Keith Diaz Moore Minneapolis, MN ACSA Administrators conference Marina Pecar Manchester, UK History Conference National Council of Aging & the American Society of Kapila Silva Washington, DC the Aging
Faculty Travel 2007
Bezaleel Benjamin Reno, NV AIAA Aerospace Science meeting Bill Carswell Portland, OR Int'l Making Cities Livable conference Bill Carswell Sydney Australia study abroad research delegation Jae Chang Honolulu, HI HI International Conference Arts & Humanities Jae Chang Seoul, Korea Digital Architecture & Construction conference Robert Coffeen Salt Lake City, UT Acoustical Society of America Robert Corser San Francisco, CA EDRA Robert Corser Philadelphia, PA ACSA Robert Corser New Orland, LA City Build Consortium Robert Corser Milwaukee, WI ACSA Shannon Criss San Francisco, CA EDRA John Gaunt San Antonio, TX AIAA Aerospace Science meeting John Gaunt Neukloster, Germany International Herbstakademia Stephen Grabow Neukloster, Germany International Herbstakademia Ann Huppert Pittsburg, PA Society of Architectural Historians Ann Huppert London, England Geometrical Objects conference Ann Huppert Florence, Italy research Hobart Jackson San Francisco, CA NOMAS Zuzanna Karczweska Honolulu, HI HI International Conference Arts & Humanities Marie Alice L'Heureux Savannah, GA Vernacular Architecture Forum Marie Alice L'Heureux Philadelphia, PA ACSA Marie Alice L'Heureux Pittsburg, PA Society of Architectural Historians Marie Alice L'Heureux Washington, DC Association for the Advancement of Slavic Studies Marie Alice L'Heureux Milwaukee, WI ACSA Wojciech Lesnikowski Paris, France study abroad research Keith Diaz Moore Sacramento, CA EDRA Keith Diaz Moore Scottsdale, AZ ACSA Administrators conference Murali Ramaswami Honolulu, HI HI International Conference Arts & Humanities Murali Ramaswami Philadelphia, PA ACSA Gaylord Richardson Chicago, IL IDP Dennis Sander Paris, France ACO Kent Spreckelmeyer Sacramento, CA EDRA
2006 Travel
Philippe Barriere Ammon, Jordan UNWRA
2009 APR - University of Kansas - 8/10/09 78 of 245 Bezaleel Benjamin Reno, NV AIAA Aerospace Science meeting Jae Chang Philadelphia, PA AARCC/EAAE Jae Chang Montreal, Canada Echelon Certification training Jae Chang Washington, DC National Archives & Recorder Association Robert Coffeen Providence, RI Acoustical Society of America Robert Coffeen Minneapolis, MN Acoustical Society of America Robert Corser New Orleans, LA City Build Robert Corser Fayetteville, AR summit on rebuilding New Orleans Shannon Criss Kansas City, MO Greening the Heartland John Gaunt Los Angeles, CA AIAA Aerospace Science meeting John Gaunt Baltimore, MD ACSA Administrators conference Nils Gore Salt Lake City, UT ACSA Administrators conference Nils Gore New Orleans, LA City Build Steve Grabow Neukloster, Germany International Herbstakademia Ann Huppert Sacramento, CA Society of Architectural Historians Ann Huppert London, England research Ann Huppert San Francisco, CA Renaissance Society of America Marie Alice L'Heureux Salt Lake City, UT ACSA Marie Alice L'Heureux Salt Lake City, UT Association for the Advancement of Slavic Studies Marie Alice L'Heureux Detroit, MI ACSA Marie Alice L'Heureux Coral Gables, FL National conference on Planning History Donna Luckey Peru develop study abroad options Judith Major Savannah, GA Society of Architectural Historians Steve Padget Clemson, SC ACSA Gaylord Richardson Washington, DC IDP Paola Sanguinetti Lima, Peru SIGBRADI
2005 Travel
Philippe Barriere Ammon, Jordan research Jae Chang Los Angeles, CA Intelligent Building conference Int'l Air Conditioning, Heating, and Refrigeration Jae Chang Orlando, FL Expo Surgeons General meeting - Healthy Interior Jae Chang Bethesda, MD Environment Robert Coffeen Vancouver, Canada Acoustical Society of America Robert Coffeen San Diego, CA Acoustical Society of America Shannon Criss Jackson, MS ARCC Nils Gore San Antonio, TX Nat'l conference on the Beginning Design Student Steve Grabow Neukloster, Germany International Herbstakademia Hobart Jackson New York, NY NOMAS Zuzanna Karczweska Syracuse, NY ACSA Marie Alice L'Heureux Vancouver, Canada EDRA Marie Alice L'Heureux Chicago, IL ACSA Marie Alice L'Heureux Chicago, IL ACSA Donna Luckey Houston, TX ACSA Administrators conference Steve Padget Chicago, IL ACSA Murali Ramaswami Syracuse, NY ACSA Gaylord Richardson Spannochia, Rome study abroad Dennis Sander Paris, France research Paola Sanguinetti Syracuse, NY ACSA
2009 APR - University of Kansas - 8/10/09 79 of 245
2004 Travel
Philippe Barriere San Antonio, TX PCA/ACA Bill Carswell Honolulu, HI ACSA Administrators conference Robert Coffeen Saratoga Springs, NY Acoustical Society of America Shannon Criss St. Paul, MN ACSA Shannon Criss Columbia, MO ACSA Shannon Criss Miami, FL ACSA Shannon Criss Muncie, IN ACSA Shannon Criss Berkley, CA Eco Wave conference Rene Diaz San Antonio, TX PCA/ACA John Gaunt Chicago, IL AIA John Gaunt Neukloster, Germany International Herbstakademia Ann Huppert Cambridge, MA research Hobart Jackson Chicago, IL NOMAS Marie Alice L'Heureux Boulder, CO Front Range Symposium in Art History Donna Luckey Berkley, CA Eco Wave conference Gaylord Richardson San Antonio, TX PCA/ACA Kent Sprecklemeyer Clearwater, FL EDRA
III.7.2.B. Sabbaticals, Unpaid Leaves and Course Releases “The policy of the University with regard to sabbatical leaves is governed by the regulations of the Board of Regents, which state that ‘in strictly meritorious cases, a full- time faculty member on regular appointment...who has served continuously for a period of six years or longer’ may be granted sabbatical leave. Faculty or academic staff members on basic nine-month appointments may be granted sabbatical leaves for either the full nine-month academic year at half pay, or one semester of four and one-half months at full pay. The award of a sabbatical leave is always a recognition that a scholar has fulfilled classroom duties, has pursued research or creative activities, and has served the University and community and nation in ways that reflect the excellence of a distinguished institution of higher learning.” (Handbook)
Unpaid leaves have been provided to numerous faculty over the past few years to further their scholarly efforts. One tenured faculty sought to pursue a Ph.D. in Architecture and was granted a three-year unpaid leave of absence to further this noble effort without losing her tenure status. Another tenured faculty member was granted a two-year leave of absence to finish a book he was writing. Two other faculty were granted semester unpaid leaves for personal reasons.
Course releases are granted to further scholarly or service endeavors. In the past six years, course releases have been granted to support the development of books, proposals, and to support important service activities such as support for the Multi-Cultural Architectural Student Program (MASP). Increasingly, course releases are provided to faculty on tenure-track to provide greater opportunity to further the scholarship dimension of their workload. With the current round of budget reductions, no course reductions were available for 2009-2010.
2009 APR - University of Kansas - 8/10/09 80 of 245 Table III.7.2.b: Sabbaticals, Unpaid Leaves, and Course Releases 2004-2009
Semester Sabbatical Unpaid Leave Course Release Fall 2004 Major, Judith Spring 2005 Spreckelmeyer, Kent Jackson, Hobart Major, Judith Fall 2005 Carswell, Bill Major, Judith Spring 2006 Jackson, Hobart Major, Judith Fall 2006 Sanguinetti, Paola Carswell, Bill Major, Judith Spring 2007 Sanguinetti, Paola Jackson, Hobart Major, Judith Fall 2007 Sanguinetti, Paola Carswell, Bill Barriere, Phillipe Chang, Jae Spring 2008 Sanguinetti, Paola Jackson, Hobart Barriere, Phillipe Major, Judith Fall 2008 Padget, Steve Sanguinetti, Paola Grabow, Steve Barriere, Phillipe Newton, Barry Spring 2009 Padget, Steve Sanguinetti, Paola Huppert, Ann Barriere, Phillipe Rashid, Mahbub Grabow, Steve Fall 2009 Gore, Nils Spring 2010
III.7.2.C. General Research Funds Every year, the school has approximately $7000 in General Research Funds which it uses to seed pilot research. The chair solicits proposals from faculty, particularly mentoring tenure-track faculty to apply. 2009 Mahbub Rashid $5333 “Effects of Adult Intensive Care Unit’s Physical Environment on Nurse-Physician Collaboration” Nils Gore $585 “Fieldwork for Studies in Guerilla Architecture” 2008 Ann Huppert $5919 “Baldassarre Peruzzi: The Art and Practice of Renaissance Disegno” 2007 Ann Huppert $2460 “Baldassarre Peruzzi: The Art and Practice of Renaissance Disegno” Marie A L’Heureux $2460 “Urban Environments in Estonia under Soviet Expansion” 2006 Bill Carswell $1269 “Identification of Architectural Research Agendas in Boomer-Housing” Shannon Criss $3370 “Advancing the Whole Subject in Affordable Housing” 2005 Nils Gore $2500 “Prototyping Flyash Objects for new Architectural Uses” III.7.2.D. Dean’s Funds
2009 APR - University of Kansas - 8/10/09 81 of 245 The Dean sets aside discretionary dollars to help fund service/research aspects of studio based courses. In this way, these funds help stimulate innovative experimentation in studio instruction. 2008 Bruce Johnson $3830 Prototype Refugee Shelter Dan Rockhill $2666 Exhibition: Design Philadelphia Kapila Silva $3400 Housing Arts and Artists Shannon Criss $1350 KC Downtown Business District 2007 Nils Gore $1000 Portable School Classrooms Marie Alice L’Heureux $1125 Topeka Riverfront Kapila Silva $1500 The Greensburg Experiment Phillippe Barriere $2000 Ajabat-Jaber Refugee Housing Rob Corser $1500 New Orleans Shade Pavilion 2006 Nils Gore/Rob Corser $8780 Rebuilding New Orleans Marie Alice L’Heureux $1200 Crossroads District
III.7.2.E. Research Symposia and Brown Bag Colloquia Another opportunity for faculty development is through the opportunities the program provides to faculty to share and discuss their work among peers. Every three years, the program hosts a Faculty Scholarship Colloquia (April 2006, March 2009) in which every faculty member is required to share their work, either through a 15 minute presentation and/or a poster (See Appendix E.3). These symposia have been natural catalysts for making lateral connections to the work of others and for stimulating dialogue furthering scholarly depth. We also hold Brown Bag colloquia with the series focused on different knowledge communities (e.g. Health & Wellness; Social & Cultural Factors) but also facilitating sharing by faculty on tenure-track. These colloquia work best when serving as discussions for work in progress or proposed so that a more robust framework for inquiry may be developed and potential collaboration spawned.
III.7.2.F. Skill Development Beginning in 2008, the program has attempted to create greater opportunities for faculty to improve increasingly demanded skills, particularly computer technologies. The program hosted a two day workshop for faculty in January 2008 on Autodesk Revit. The program also provides intermittent two-hour workshops through our IT department in various software ranging from InDesign and PhotoShop to Autodesk. Many faculty have also utilized the resources of Instructional Development and Support for assistance in various instructional skill development including Blackboard, Softchalk Lesson Builder, podcasting and wikis.
III.7.3 Visiting Lecturers, Critics and the Lecture Series
The program seeks to foster a stimulating academic environment by facilitating the exchange of ideas through the presence of visiting critics and lecturers and our lecture series.
2009 APR - University of Kansas - 8/10/09 82 of 245
III.7.3.A Visiting Lecturers and Distinguished Lecturers Since Fall 2002, Peter Pran of NBBJ (www.peterpran.com), has served as a Visiting Distinguished Professor engaged in studio instruction typically at either the third or fifth year levels. He has also participated as an instructor in our summer programs to Berlin. In Fall 2008, we were fortunate to enrich our students’ learning through the presence of Larry Scarpa (Pugh+Scarpa) and Julie Eizenberg (Koning Eizenberg) who served the school in the capacity of Visiting Distinguished Lecturers. Each participated in professional option studios, gave lectures in courses as well as an open lecture on their practice in our lecture series, and were interviewed in our podcast series “Architecture 20:20.”
In line with our established vision, the program has begun to appoint practitioners with national or international reputations in an area of focus found in the strategic direction of the program. In spring 2009, the school appointed Frank Zilm, D. Arch., FAIA, as the Chester Dean Distinguished Lecturer in Healthcare Design who teaches our core Arch 731 course for the Health & Wellness option. Also in 2009, the school appointed Bob Berkebile, FAIA as the Chester Dean Distinguished Lecturer in Sustainable Design who provides numerous course lectures throughout the year. Finally, in Summer 2009, the school appointed Michael Cummings its first Lecturer in Globalized Practice and he assists the internship program in China.
III.7.3.B Studio Critics and Adjunct Instructors The program has also brought a number of practitioners in to teach studio courses, leveraging their professional expertise. The following chart illustrates the wide range of exposure students have had over the past five years in terms of studio adjunct instructors.
Adjunct/Lecturer Period of Instruction Current Employment Coffeen, Bob F04 - present Coffeen Acoustical Consulting Davison, Dominique F05 – present Davison Arch. & Urban Design Farnan, Richard F04 – present HNTB Johnson, Bruce F04 – present Shaughnessy-Fickel & Scott Riccardi, Robert F06 – present Gould Evans Satterwhite, Brad S09 – present KEM Studio Shelton, Josh S09 – present el dorado architects Fehrmann, Ben S07 – S09 Twelve Metre Nichols, Denton S08, S09 Treanor Architects Salam, Hasna S07 – S09 Hasna Salam, Architect Smalter, Janet S07 – S09 Smalter & Associates Pastine, Laura F07 - S08 BNIM Karczewska, Zuzanna F04 – S07 Montana State University Reittinger, James F06 – S07 Architects International Atelier Simmons, Curtis S06 - S07 BNIM Warman, Ryan S06 - S07 Davison Arch. & Urban Design Kraft, Roger F05 – F06 Roger Kraft Architecture Design Clark, Steve F04 - S05 Gould Evans
2009 APR - University of Kansas - 8/10/09 83 of 245 Hernly, Stan F04 – F05 Stan Hernly, Architect
Our studio reviews very often involve members of the profession, often with expertise related to the project being reviewed. Many alumni have proven willing to fly in for such reviews, particularly in our emerging health and wellness option. Studio critics over he past few years are too numerous to mention, but include firm principals (David Broz [Gensler Minneapolis], Dan Maginn [el dorado architects], Steve McDowell [BNIM]. Patrick McGurdy [RTKL Los Angeles], Denton Nichols [Treanor Architects], Katie Nichols [Sabbatini and Associates], Murali Ramaswami [BNIM], Tom Trenaleone [HKS], Nadia Zehri [Treanor Archtiects], and Frank Zilm [Zilm, Inc] to name but a few.
III.7.3.C Lecture Series
Below is a list of the lecturers brought to the architecture program since 2004.
2004-2005
Dawn Schuettey Kirkegaard Associates, Chicago, IL Jason McLennan USGBC Cascadia Chapter, Seattle, WA Bill Zahner A. Zahner Co., Kansas City, MO Odile Decq Odile Decq & Benoit Cornette, Paris, France Sheila Kennedy Kennedy & Violich Architecture, Boston, MA Sports Facilities Colloquium HNTB,HOK SVE,Ellerbe Beckett, Kansas City, MO Jim Mayo & Peter Pran University of Kansas Larry Bowne Kansas State University, Manhattan, KS Joan Ockman Temple Hoyne Buell Center for The Study of American Architecture, Columbia, University, New York, NY Peter Cook Professor & Chair of the Bartlett School of Architecture Allan Jacobs Professor Emeritus, University of California, Berkeley, Thom Mayne Morphosis, Santa Monica, CA Michael Sorkin Michael Sorkin Studio & Professor & Director of Urban Design Program, City College New York, New York, NY
2005-2006
Doug Garofalo University of Illinois-Chicago, Chicago, IL Tulane University Faculty Scott Bernhard, Eean McNaughton, Byron Mouton, Douglas Harmon, Tulane University, New Orleans, LA Howell Baum Urban Studies & Planning Program, University of Maryland Marlon Blackwell Fayetteville, AR Jennifer Siegal Office of Mobile Design, Los Angeles, CA Maryann Thompson Cambridge, MA
2009 APR - University of Kansas - 8/10/09 84 of 245 2006-2007
Daniel Libeskind New York, NY Karrie Jacobs Dwell magazine Lateral Architecture Toronto, Ontario, Canada David Orr Oberlin College, Oberlin, OH Brett Zamore Brett Zamore Design, Houston, TX Michael Lischer Sports Concepts, London, UK Tom Nelson BNIM Architects, Kansas City, MO 2010 Imperative Global Emergency Teach-in, Web-cast Julien De Smedt JDS Architects, Copenhagen, Denmark Bill Sharples SHoP Architects, New York, NY Matthew Hufft Hufft Projects, Kansas City, MO Ulf Meyer Architektur und Text, Berlin, Germany Martin Simpson ARUP Sport, Manchester, UK
2007-2008
David Lewis Lewis Tsurumaki Lewis Architects, NY Mike Cadwell Ohio State University Craig Janssen Acoustics Dimensions, Dallas, TX Dan Pitera Detroit Collaborative Design Center, Detroit, MI Jennifer Yoos VJAA Architects, Minneapolis, MN Ben Nicholson Art Institute of Chicago, Chicago, IL El Dorado Inc Kansas City, MO Steve Hardy Urban Future Organization, London, UK Jane Wolff Washington University
2008-2009
Larry Scarpa Distinguished Visiting Lecturer Pugh + Scarpa, Santa Monica, CA Julie Eizenberg Distinguished Visiting Lecturer Koning Eizenberg, Santa Monica, CA Steven Holl Steven Holl Architects Mark West University of Manitoba Dan Rockhill University of Kansas Janetta McCoy Washington State University, Spokane, WA Hesse McGraw Bemis Center for Contemporary Arts, Omaha, NE Bruce Mau Bruce Mau Design, Toronto, Ontario, Canada Peter Pran University of Kansas John Randolph Chair, Urban Affairs and Planning,Virginia Tech Mel Ziegler Chair, Department of Art, Vanderbilt University Michael Arad Handel Architects, New York, NY
2009 APR - University of Kansas - 8/10/09 85 of 245 III.7.4 Student Support Services
III.7.4.a Undergraduate Advising Initial advising for applicants to the program is coordinated by the Associate Dean of the School of Architecture, Design and Planning. Once in the program, advising is considered a part of teaching responsibilities for faculty. Each student is assigned a permanent advisor for the course of his/her program of study. Student progress is monitored on a semester basis by the program Administrative specialist, by the faculty advisor and, when problems emerge, by the chair. The chair maintains an open door policy and many undergraduates seek his advice for additional advising. During each enrollment period, faculty are required to maintain office hours for their advisees, and the program also hosts open advising sessions (typically 8-4, W-F for the week prior to enrollment) with faculty staffing advising tables.
III.7.4.b Graduate Advising Initial advising for applicants to the program is conducted by the Chair of Architecture. Once in the program, graduate students are assigned to the chair for advising. Student progress is monitored on a semester basis by the program Administrative specialist and by the chair. The chair hosts information meetings every semester with his advisees. Once students choose a professional option for their final year, they are assigned an additional advisor who is the faculty in charge of that option.
III.7.4.c Career Guidance and Internship Placement Academic and career counseling is also to be done by the faculty advisor. This function is assisted by an Administrative Specialist in the Dean’s Office who works in conjunction with the university’s career services office. Career Services maintains an interactive website allowing students to place resumes and firms the ability to scan those resumes. With our two internship-based professional options, the faculty assist in getting students matched with firms. The program also hosts an annual career day, typically in February, which facilitates students securing interviews with firms.
III.7.4.d Personal Advising Personal advising for students typically involves either the Architecture program chair or the Associate Dean of the School. Additional advising services are provided through our Office of Student Success which includes services from heath care to counseling.
III.7.4.e Tutoring Tutoring support is available through both formal and informal mechanisms. Most students gain informal tutoring through peers. Faculty members often direct students to those that may provide such support. Formal mechanisms are twofold. First, our AIAS chapter has started a tutoring program and students may access that support. Second, the Academic Achievement and Access Center on campus offers tutoring available for a fee. Here students may gain access to tutors for not only architecture classes, but also our general education courses.
III.7.4.f Information Technology Workshops The program’s information technology department provides regularly scheduled
2009 APR - University of Kansas - 8/10/09 86 of 245 workshops in various software ranging from InDesign and PhotoShop to all the software in the AutoDesk suite. All students in the school are free to sign up for these opportunities as they fit their schedule.
III.7.5 Student Opportunities
III.7.5.A Field Trips and Other Off-Campus Activities During the 2004-2009 period, the School of Architecture and Urban Planning offered many opportunities for architecture students to travel, work in the field and engage in numerous off-campus activities directly related to their degree programs.
III.7.5.a.i Field Trips. We offer an annual field trip to Chicago, led by Professors Grabow, Spreckelmeyer and Coffeen, with the purpose of introducing our students to that city’s rich architectural heritage and its many firms. We also sponsor numerous field trips within the region to view new buildings that have won design awards or significant levels of LEED certification, to examine regional vernacular tendencies, to visit outstanding and interesting firms, and to enjoy unique opportunities, such as a recent concert offered by the St. Petersburg Symphony at nearby Johnson County Community College
III.7.5.a.ii Studio Site Visits. Almost all studio projects involve field trips, site visits, and some kind of off-campus experience. Some of our studio projects that have dealt with global housing and health care issues have involved site visits to Kenya, the Middle East and other locations outside the United States. Many projects have included site trips to New York or other cities where an interesting architectural project is underway.
III.7.5.a.iii Community Service Projects Off-campus. A number of our studios each semester are engaged in projects that have a “client” group—a neighborhood or homes association, a merchants’ or civic organization, or some not-for-profit group that is seeking ideas and guidance in addressing an architectural or urban design issue. These projects always involve considerable time spent by students on site, in Kansas City, Topeka , off-campus in Lawrence, or even in some nearby rural areas, where we are helping to develop a nature preserve.
III.7.5.a.iv Study Abroad. A study abroad or foreign educational experience is required in the professional architecture degree at Kansas. We have expanded our study abroad programs significantly to accommodate the variety of interests, financial abilities, and time constraints among our students. In some cases, we are able to subsidize student travel in some study abroad programs.
III.7.5.B. Professional Societies and Organizations The School of Architecture and Urban Planning operates as an intellectual, professional and social home or community for students and includes a number of service and professional organizations that provide opportunities for involvement in the life of the School. All organizations are represented in a Student Council. Many of the activities of
2009 APR - University of Kansas - 8/10/09 87 of 245 the student organizations receive at least partial financial support from the Office of the Dean. The list of student organizations includes the following: American Institute of Architecture Students (AIAS) Emerging Green Builders (EGB) Freedom By Design School of Architecture, Design and Planning Student Council Kansas Association of Planning Students (KAPS) University of Kansas Student Chapter of the Acoustical Society of America (UKSCASA) National Organization of Minority Architecture Students (NOMAS)
III.7.5.C Student Awards Students in the Architecture degree programs are encouraged to enter research and design competitions as an important step in their professional development. Many have won regional competitions and some have been honored with national awards. The following list covers most of the external awards won by students during 2004-2007.
Table III.7.5.C: Competitive External Research & Design Awards Won by Students, 2004-2007 ______
2007
Monsters of Design Competition Award AIA 150 Topeka Riverfront Design Competition Award Acoustical Society of America Design Competition Awards (2) AIAS/ICPF (International Corrugated Packaging Foundation) National AIAS Student Research Honor Award AIA Kansas Annual Design Awards (3) Sara and Mary Edwards Paretsky Award for Creativity Greengaurd Environmental Institute Fellowship Awards (2) Portland, OR, Courtyard Housing Competition Award
2006
Kansas City Chapter of the American Institute of Architects Merit Award Home of the Year Award, Architect Magazine “Best Unbuilt Program” Monsters of Design Competition Award Megan Hunziker Fulbright Awards (2) Design Awards, American Institute of Architects Kansas Chapter (4) New Orleans House Prototype Competition Awards, Architectural Record (3) National Science Foundation Graduate Research Fellowships (2) Metal Construction Associations Design Competition Acoustical Society of America Design Competition Award KU Annual Geographic Information Systems Competition
2005
Boston Society of Architects “In Pursuit of Housing” Competition - Honor Award
2009 APR - University of Kansas - 8/10/09 88 of 245 Udall National Environmental Scholarship Greenguard Environmental Institute Fellowship Award Research Awards, University of Kansas Honors Program (3) Acoustical Society of America Design Competition Award Acoustical Society of America Design Competition Commendation Award AIA Kansas Architecture Merit Award AIA Kansas Architecture Honor Award
2004
Home of the Year Award, Architect Magazine Wood Design Award University of Kansas Undergraduate Research Grants (5) Excellence in Writing Award, University of Kansas Department of English Acoustical Society of America Design Competition Award Jones Store Site Design Competition Awards (2)
2009 APR - University of Kansas - 8/10/09 89 of 245 III.8. PHYSICAL RESOURCES
III.8.1. Description of the Physical Plant
The School of Architecture and Urban Planning occupies a number of facilities on the main Lawrence campus, on the West Campus in Lawrence and off-campus in Lawrence and Kansas City (see Appendix D).
III.8.1.A. Lawrence Campus Facilities Marvin Hall, Snow Hall and Marvin Studios are the main facilities occupied by architecture students, faculty, and administration. Together, they form a cluster at the west end of Jayhawk Boulevard, the main street that runs generally from east to west through the center of campus and atop the ridge named Mt. Oread.
Marvin Hall. Marvin Hall has housed the School since its founding. All administrative offices are located within Marvin Hall as are most faculty offices and studios. Marvin Hall contains 55,080 GSF in its four stories. Eighteen separate studios are located in Marvin Hall at the ends of the main corridor on each floor. Each design studio in Marvin Hall opens onto a studio support space for design critiques. There is a jury room and an exhibition hall on the second floor of Marvin Hall and exhibition cases on all floors for additional pinup space. Students are provided a drafting table, a drafting stool, individual tackboard spaces, wireless access and locker space in studio.
The four main corridors of the building are lined with spaces used for supporting activities. Conference rooms, a jury room, computer labs, and some faculty offices branch off of the building’s main corridors. Approximately 3,414 SF of classroom space for small lectures, seminars and critiques is also located along the central corridors of Marvin Hall. The School’s main metal/wood shop is located off of the first floor corridor and the Architectural Resource Center and Hatch Reading Room are found in the center of the fourth floor of the building. A covered building yard is attached to the south wall of Marvin Hall.
Snow Hall. For almost 60 years, a 10,000-square-foot, World War II cafeteria building which had been donated to KU served as the home of first-year and some second-year architecture studios. By 2000, the wear and tear on the building known as Lindley Annex had reached a point where it was obvious to everyone that a replacement facility was needed. In June, 2005, Lindley Annex was razed. In that same year, the School moved studios and labs that were located in Lindley Annex into two renovated buildings on the main campus—Snow Hall and Marvin Studios, and into a large corner space of a new warehouse built on KU’s West Campus for the Office of Facilities and Operations.
Snow Hall had housed labs, classrooms and offices for Mathematics, Biology and Electrical Engineering and, with the opening of a new building for the School of Engineering in 2004, most of the engineering classrooms, labs and offices on the first and second floors of the building were vacated. These spaces were immediately renovated to cover the loss of studio space in Lindley Annex and to create additional shop and critique
2009 APR - University of Kansas - 8/10/09 90 of 245 spaces to support the studios.
By 2005, the School of Architecture and Urban Planning had occupied large parts of the first and second floors of Snow Hall with the following spaces added to the School’s facility inventory: 6 renovated studios; 9 offices; a large critique space; a conference room; a large model-building shop; and, a 30-station computer lab, all just across the street from Marvin Hall.
Marvin Studios. In that same year, work started on the renovation Broadcasting Hall, an 8,000-square-foot building situated just south of Marvin Hall and the home of KANU, the University’s FM Radio Station. The radio station moved out of the eastern half of the building in 2005 and Architectural Engineering moved from its quarters there and into the School of Engineering’s enlarged facilities at the same time. This opened additional space for Architecture.
The renovation plan involved extensive demolition and resulted in the construction of 4 new studio spaces, 4 faculty offices, a new acoustics lab, a small CNC computer modeling lab with 8 work stations, and a laser cutter room.
Art & Design 231 and 232. Marvin Hall is connected to the nearby Art and Design building by means of an enclosed “bridge” on the second floor which serves as the location of one of our main computer labs as well as the offices for Architectural Computing Services and Support. If one passes through this bridge, enters Art and Design and proceeds down one flight of stairs, there are two labs that also fall within the physical plant of the School. A&D 231 serves as the location of the school’s large CNC router. This room previously housed the architectural acoustics lab and it had to be modified extensively with a large power upgrade and the construction of a large exterior doorway to accommodate the router. Next door, A&D 232 long served as the School’s primary lighting lab. Although it still contains most of the teaching equipment and illumination products that were used in advanced lighting classes, it is currently used primarily as a classroom.
III.8.1.B. West Campus Facilities The loss of Lindley Annex meant the loss of the Building Materials Lab, a space that was used by some classes to test the strength of different building materials and to conduct research on concrete, plasticizers, fly ash and related materials. The University was able to give the School a large, 2000-square foot bay (with an office) in its new Facilities and Operations warehouse on the West campus, about one-half mile from Marvin Hall. This space had its own loading dock and is considerably larger than the previous Building Materials Lab so it has also been used by several design-build studios as a fabrication space for medium-sized building projects.
III.8.1.C. Off-Campus Facilities Since 1987, the School has operated an urban design studio in Kansas City. The studio was originally located in the basement of a small building on the KU Medical Center Campus in Kansas City, Kansas. In 1988, it moved into a building on the campus of the
2009 APR - University of Kansas - 8/10/09 91 of 245 University of Missouri, Kansas City, which was shared with the UMKC Architecture Program and a fifth-year architecture studio from Kansas State University. In 1997, the urban design studio returned to renovated spaces on the second floor of the same building it originally occupied at the KU Medical Center. Ten years later, in September, 2007, it moved into a newly renovated storefront space in the heart of downtown Kansas City. The studio is now open to students from both KU and Kansas State University and it operates under the auspices of the Kansas City Design Center, an outreach center sponsored by both schools of architecture (Kansas State University and the University of Kansas). The leased facility accommodates 16 students in the studio, has office space for the KCDC director and the studio instructor as well as exhibition space, room for a small computer lab, and a fairly large, open area for meetings, conferences, classes and other educational activities.
III.8.2. Recent and Current Changes to the Physical Plant
There have been no major modifications to the School’s physical plant on the Lawrence campus since the flurry of renovation activities and moving that was linked to the demolition of Lindley Annex in 2005. The Kansas City Urban Design Studio moved into its new facilities in the Kansas City Design Center in downtown Kansas City, Missouri in September, 2007, and there have been no modifications to that space since that time.
III.8.3. Computing Resources
Support for all activities involving computing is provided by the School’s Office of Architectural Computing Services and Support. ACSS is made up of a team of 3 full- time specialists who are assisted by a number of student assistants. They provide technical support for all faculty and student computing activities.
III.8.3.A. Student Support Students receive direct, 24/7 computer support available through a network of computer labs and studio-based work stations.
III.8.3.A.i. Computer labs. Five computer labs are open to all Architecture, Design and Planning students, and feature a total of 90 PC workstations, two 11x17 color laser printers, three 11x17 and one 8.5 x 11 monochrome laser printers, four large format 42” inkjet printers, two medium format inkjet printers, five tabloid size document scanners, one slide/film/negative scanner, and two digital projectors and a 42” LCD television for on-screen presentations.
III.8.3.A.ii. Studios. Twenty-seven studios each contain an additional PC workstation. Sixteen studios also contain a permanently mounted digital projector for presentations and collaborative work.
III.8.3.A.iii Hatch Reading Room. Hatch reading room provides an additional 5 PC workstations open to all students as well as an 8.5x11 monochrome laser printer, an 11x17 inkjet printer and an additional tabloid-size document scanner. Students also have
2009 APR - University of Kansas - 8/10/09 92 of 245 access to a pay-per-page copy machine. Additionally, Hatch Reading Room provides a media cart with a 19” television, DVD player and VCR for checkout.
III.8.3.A.iv. CNC modeling. The School provides and maintains several CNC machines for model building: one full-size 4’x8’ Techno, Inc. RG Series 5996 CNC router; one desktop-size Roland Modela MDX-20 model router; and one Universal Laser Systems PLS-25 laser cutter.
III.8.3.A.v. Ph.D. Student Office. Ph.D. students have access to their own office with 3 additional workstations, a tabloid size document scanner and monochrome laser printer. Each of the Ph.D. students is also assigned a laptop computer for personal use.
III.8.3.B. Faculty Support In addition to being able to use all the same lab equipment and workstations that the general student population uses, faculty members also have access to equipment provided for special instructional and research needs.
III.8.3.b.i. Faculty Offices. Each faculty office is equipped with a PC or Mac workstation or laptop, and a desktop inkjet printer. Seven additional laptop computers are permanently assigned to various faculty members. Additionally, one 11x17 color laser printer, four monochrome laser printers, two tabloid-size document scanners and several smaller document scanners are located in various faculty offices, dependent on need.
III.8.3.b.ii. Slide Library. The slide library provides a slide/document scanning service to faculty members. Equipment maintained by the slide library includes three scanning workstations, two hi-speed slide scanners, and two document scanners.
III.8.3.b.iii. Shared Faculty Equipment. Faculty members have access to a shared, dedicated, high-volume11x17 color laser printer, as well as a large collating copy machine. The School also maintains a teleconferencing device for use by faculty.
III.8.3.C. Networks and services available to Faculty and Students All workstations and publicly available printers and scanners in the School are connected via the University’s Ethernet network. The University provides Internet access and firewall protection to each device via the Ethernet network. The University also provides wireless Internet access to all faculty, students and guests of the University. In addition, the University provides email service, personal web space, Blackboard web hosting space, Xythos document storage and sharing system, and VPN access for secure off- campus computing.
Other university-wide resources include high quality video-conferencing capabilities, telephone and voicemail systems, and large-document scanning services. The School provides faculty and students with network file storage in-house. Five GB of storage space is provided to each student and 10GB to each faculty member. Data backup is also provided in-house, and all student and faculty data is backed up daily. The School also
2009 APR - University of Kansas - 8/10/09 93 of 245 provides additional file sharing and collaboration in-house to faculty members and students through Microsoft Web Folders. The School also maintains it’s own website, and is in the process of upgrading the website to allow faculty members to update their own personal information, and to link CVs and research projects or other pertinent data directly on the website.
III.8.3.c.i Software Support: Faculty and Students. The School holds licenses to the following software titles, and installs them on School-owned computers for faculty and student use: Adobe Creative Suite Microsoft Office Suite Google Sketchup Pro BiAmp Audia SDA Ease, Easera Flomerics FloVent FDS Multiframe3D McNeel Rhinoceros and Mechsoft RhinoCAM Solidworks Corp. Solidworks Sassafras K2 Keyserver Symantec Ghost Enterprise QSR Nvivo Commvault Simpana
Additional packages held under campus license agreements include: Autodesk Design Institute Suite ESRI ArcGIS SPSS, Inc. SPSS KU Scholarworks
Additional packages provided to faculty and students by the university on a per-request basis include: Thomson Reuters Endnote Sophos AntiVirus
III.8.3.c.ii. Equipment borrowing. ACSS provides the following equipment for faculty members and students to borrow: eight laptop computers, 6 digital cameras, 2 digital video cameras, 4 digital projectors, various external storage media, media converters, camera tripod, SLR film camera, and a digital laser distance measuring device with tripod.
III.8.3.c.iii. Other. The School has three dedicated presentation spaces each equipped with a permanently mounted digital projector. A DVD player, VCR and PA system are also mounted in one of the presentation spaces. Three additional permanently mounted digital projectors and PA systems are located in classrooms.
2009 APR - University of Kansas - 8/10/09 94 of 245
III.8.4. Potential Challenges to Computing Support The School currently faces the problem of aging server equipment. Many of the servers and storage arrays are at or nearing the end of warranty. Since the School provides many data services to faculty and students, any delay in repairing or replacing these systems could potentially cause significant disruptions in those data services. Most of the hardware that is out of warranty is slated for replacement in late summer, 2009. In the future, we’ll need to stagger our purchases so that fewer systems go out of warranty simultaneously. This will also alleviate the burden of executing major upgrades at the same time and relieve some of the worry of out-of-warranty systems malfunctioning.
2009 APR - University of Kansas - 8/10/09 95 of 245 III.9 INFORMATIONAL RESOURCES
III. 9.1 The KU Art & Architecture Library, http://www.lib.ku.edu/artlib/
III.9.1.A. Library Collections
III.9.1.A.i Context. The collection in the Art & Architecture Library is built around the teaching and research needs of the faculty and students in the related programs. Development occurs to support the goals and mission of the Architecture program and the University. The Goals of General Education approved May 23, 2001 include as Goal 1: Enhance the skills and knowledge needed to research, organize, evaluate, and apply new information, and develop a spirit of critical inquiry and intellectual integrity. The KU Libraries are a partner in assuring that this goal is met.
III.9.1.A.ii Funding. The collection and its growth are supported primarily by funding supplied by the state of Kansas. The level of funding is sufficient for the programmatic needs and the collection is relatively strong. KU is a member of the Association of Research Libraries. The librarian has total selection authority for the development of the collection, and at KU, the librarians serve as fund managers as well as bibliographers.
III.9.1.A.iii Subject Coverage. The primary clientele for the branch are the faculty and students in the departments of Art, Design, Art History, Urban Planning, and Architecture although anyone may freely use the collections on-site and any resident of the state of Kansas may obtain a library borrower’s card.
The library’s collection and its services have been developed in consideration of teaching and research programs of the departments it serves. The library’s administration strives to remain flexible enough to address program changes, to adopt new technologies, and to be responsive to specialized patron needs. It is truly only the user’s themselves who can judge whether the library is successful.
III.9.1.A.iv Levels of Coverage. In 1978 the University of Kansas was one of the first universities in the country to establish a published collection development policy. These policies have been in place and updated constantly since that time. The architecture collection has a basic study collection in Architecture History, and a study research collection in 20th c. Architecture, with an emphasis on international trends (especially Asian and European). There is not a comprehensive level for any subject area in the architecture collection.
III.9.1.A.v Number of Volumes. As of June 30, 2009 the Art & Architecture Library houses a collection of 160,927 volumes (with 20,000 volumes having been moved from the unit to the Library Annex in 2007) and provides links to over 400 databases and 58,551 electronic journals. KU also provides an excellent Interlibrary Borrowing service for material not owned by the institution.
2009 APR - University of Kansas - 8/10/09 96 of 245 The collection is constantly evaluated by both the patrons who use it and by the library staff by list checking against major bibliographies, publisher catalogs, and book dealer listings.
III.9.1.A.vi Serials. The Art & Architecture Library subscribes to 463 print journals and offers links to more than 58,550 electronic journals. All major architectural indices are available online. A comparison of KU's holdings against the "2009 Core List of Periodical Titles for a First-Degree-Program in Architecture" posted by the Association of Architectural School Librarians shows that KU currently subscribes to 36 out of the 54 core titles. Due to budget reductions, and working in consultation with the faculty in Architecture, we have cancelled 12 of the other core titles in the last few years. We still have the older holdings for these titles. KU also subscribes to 11 out of the 44 supplementary titles determined by AASL. Like the core list, we have older issues for many of the other supplementary titles but have had to cancel current subscriptions due to budget reductions.
III.9.1.A.vii Visual resources and non-book resources. The Architecture Resource Center with the Architecture Slide Library and the Architecture & Urban Planning Digital Images Collection is the primary resources for visual materials used by the architecture faculty. Additionally, the Art History Visual Resources Collection, housed in the Spencer Museum of Art, allows Architecture faculty to use it and the KU Libraries have a digital images collection available to all campus personnel. Many of the digital image collections utilize the Luna Insight Interface.
Collaborative purchasing between the KU Libraries, the Architecture Department, and the Art History Department has been used to buy some of the digital collections such as those from Saskia and Archivision.
Other non-book resources would include the 400 databases, the 58,551e-journals, a growing collection of e-books and DVDs, as well as information in microform, CD, and VHS formats.
III.9.1.A.vii. Access. All items are cataloged and are represented in the catalog that is freely available on the Web at http://catalog.lib.ku.edu/. KU participates in a shelf-ready program from a book vendor assuring that recent publications from University presses and other scholarly publishers are processed and available in a timely manner.
The physical collection in the Art & Architecture Library is classified with Library of Congress numbers and all of the collection is represented in the online catalog. With few exceptions, the collection is housed on open shelves available for browsing and checkout. The licensed electronic resources are available to KU faculty, students, and staff through the Web.
III.9.1.A.ix Conservation and preservation. Because the Art & Architecture Library is housed in the Spencer Museum of Art, the facilities are very good, with appropriate environmental controls in place. There are contracts for binding within the KU Library
2009 APR - University of Kansas - 8/10/09 97 of 245 system, and one member of the branch staff is trained in and responsible for overseeing the preservation needs of the collection.
The Art & Architecture Library has a Closed Stacks area for items that are fragile, vulnerable or of high value. There also are rare and special architecture materials housed in the Spencer Research Library on campus.
III.9.1.A.x Policy statements. The Art & Architecture Library, as a unit within the KU Libraries, follows all policies and procedures of the larger body. Specific policies can be viewed at http://www.lib.ku.edu/accservices/.
III.9.1.B. Services
III.9.1.B.i Reference. The Art & Architecture Library staff provide personal assistance and professional, knowledgeable guidance to the library collections, the licensed databases, and the Internet resources. Assistance is offered in-person, by telephone, by mail, or by email. Additionally, the KU Libraries offer an Ask a Librarian Service @ KU Libraries for research or library-related questions by phone, text, IM, email, or in-person. This general service is staffed by librarians, library staff and graduate assistants who work at the service desks located in Anschutz and Watson libraries.
III.9.1.B.ii Bibliographic Instruction. Besides direct one-on-one reference assistance, the Art & Architecture Library promotes a bibliographic instruction program to teach students about various information resources. The program is coordinated with the teaching faculty to assure that resources appropriate to the discipline or class topic are included in the instructional sessions. In recent years, the librarian has either offered a single session within the ARCH 103 class or offered multiple class sessions through the various studios. There also is a 2006 online tutorial, Finding Architectural Information in the KU Libraries, http://www.lib.ku.edu/artlib/tutorials/2006_arch_swf.html, which was developed by the library staff working with architecture students and faculty. The tutorial has been integrated into classroom assignments as well as recommended as supplementary instruction.
III.9.1.B.iii Access to collections. The primary access to the library is via stairs, with secondary access available through another entrance that uses an elevator. Once inside, the Art & Architecture Library is barrier free, with ADA standards met in the size of the aisles, the restrooms within the library, and with workstations available at various heights.
III.9.1.B.iv Circulation. The majority of the Art & Architecture's physical collection can be checked out. For faculty, graduate students, and staff the initial check out period is 4 months and may be continuously renewed as long as the borrower is in good standing and the item has not been recalled by another patron. For undergraduate students the initial check out period is 6 weeks and may also be continuously renewed. The exceptions to the loan policy include all journals, catalogues raisonnes, reference and reserve items, and
2009 APR - University of Kansas - 8/10/09 98 of 245 very expensive items. These materials may have short loan periods or may need to be used within the library.
III.9.1.B.v. Convenience. The library maintains a schedule of open hours during Fall and Spring semesters of 78 hours per week (8 a.m. - 10 p.m. Mon-Thurs, 8 a.m. - 6 p.m. Fri, Noon - 5 p.m. Sat, 1 - 10 p.m. Sun). During summer school, the Art & Architecture Library is open 58 hours per week (8 a.m.-7 p.m. Mon-Thurs, 8 a.m. -5 p.m. Fri, Noon – 5 p.m. Sat.) When classes are not in session, the library is open 8 a.m. - 5 p.m. Mon-Fri. Some other campus libraries have longer hours and/or are open 24/7.
During the evening and weekend hours, the Art & Architecture Library is staffed by student assistants so reference help is more limited than during daytime hours.
III.9.1.B.vi. Current awareness. A new bookshelf is maintained within the library where recently received items are housed before being shelved in the stacks. Another feature is that the online catalog offers a "New Items" search option that can be limited by library location or call number. The library also encourages patrons to recommend a purchase to the library. These recommendations are handled promptly and, if requested, the patron will be notified upon receipt of the item.
III.9.1.B.vii. Cooperative agreements. The KU Libraries are part of the Greater Western Library Alliance, a consortium of 32 research libraries located across 17 states in the Midwest and western United States. The libraries also offer an active Interlibrary Borrowing system with access not only to collections in the U.S. but internationally.
III.9.1.C. Staff
III.9.1.C.i. Structure. The Art & Architecture Library functions as a branch of the University of Kansas Libraries and is located on the first level of the Spencer Museum of Art. The staff works for the library rather than the Architecture or other academic department. Communication between the faculty and library is frequent, sometimes in person but more often through e-mail or phone.
III.9.1.C.ii. Numbers. The Art & Architecture Library has three full time staff (1 librarian and 2 assistants) and 10-11 part-time student employees. This staff primarily is concerned with offering services such as circulation, reference, reserves, material selection, and instruction as well as maintaining the physical collection. Technical services such as cataloging, acquisitions, technical support, and human resources are centralized services for all library units.
III.9.1.C.iii. Professional status. The librarian has an MLS and has worked as a professional librarian since 1971. She has tenured faculty status at the university.
III.9.1.C.iv. Support staff. The library assistants each have B.A.'s or above and are support staff employees of the university. Both have subject degrees and training in art, art history, and design. The student employees work 10-15 hours per week and also have
2009 APR - University of Kansas - 8/10/09 99 of 245 appropriate subject training for work in this unit. Frequently architecture students are hired to work part-time in the library.
III.9.1.C.v. Professional development. The librarian attends international and national conference regularly. Staff development is a priority for the library and the Art & Architecture staff regularly attends classes offered at the Computer Center and in the library.
III.9.1.C.vi. Salaries. The salaries are appropriate on the KU scale.
III.9.1.D. Facilities
III.9.1.D.a. Space The Art & Architecture Library occupies 13,000 sq. feet on one floor of the Spencer Art Museum (built 1977). As part of the museum building, environmental conditions are constantly monitored and any fluctuations are given immediate attention. Most of the collection is available for open browsing although a closed stack exists to house fragile or valuable materials which need special protection. Stack space is a concern and, in 2007, nearly 20,000 volumes were transferred to the Library Annex. There has been planning for a building expansion that could double the size of the library but fund-raising has lagged.
The campus location of the Art & Architecture Library in relation to the School of Architecture and Urban Planning is not convenient. Since the library is a 5 or 10 minutes walk away from the studios it does require extra effort and time to visit the library. To help mitigate this problem, the library offers book delivery to other campus library locations and scanning of articles from library-held journals. The rapid expansion of licensed resources purchased by the library and available to campus personnel online also addresses the location concerns.
III.9.1.D.b. Equipment. In addition to shelving for the collection and tables and chairs for users, the library offers 10 workstations with Microsoft Office software, Internet access, and a networked connection to both a black & white and a color laser printer. Eight of the workstations require a KU sign-on and these machines also have Photoshop, Dreamweaver, Acrobat, and EndNote software, CD-RW and DVD rom, and an attached Flatbed scanner. There also is a free oversize flatbed scanner and a free walk-up overhead scanner available. The library has wireless access plus a photocopier and a microform reader/printer.
III.9.1.D.c Furnishings. Users may choose to sit at a large table or at an individual carrel within the library. Two classrooms within the library are available and are frequently used for group study and library instruction. The lighting and HVAC is fine and the library has received excellent maintenance over the years.
III.9.1.D.d. Security. There is adequate protection for all security needs. The location of the library within the museum means that there are two sets of disaster plans that apply to
2009 APR - University of Kansas - 8/10/09 100 of 245 the Art & Architecture Library: one through the KU Library system and one through the Spencer Museum of Art. The Fire Marshall makes regular inspections.
III.9.1.E. Budget/Administration/Operations
III.9.1.E.i. Funding. As a state institution, the funding for the library comes primarily from the state of Kansas and from the students enrolled at KU. Additional funds from research grants and endowments may also be used as support for specific projects. The materials budget within the Libraries is adjusted each year to take account of programmatic and publishing changes. The librarian/bibliographer submits a budget report outlining the collection needs for a specific subject area and an allocation is set at the beginning of the budget year. The collection budget has three components: approval funds, serial funds, and subject funds. Approval money relates to arrangements that have been made with vendors or publishers to automatically supply new scholarly titles from a predetermined list of publishers according to a set profile of priorities. KU's approval plans include several hundred American, Canadian, and British publishers and includes academic, scholarly, and association presses. Serial money pays for both subscriptions and standing orders. Subject money supplements the approval plan receipts by purchasing small-press publications, exhibition catalogs, European and Asian publications, and DVDs. Because of the interdisciplinary nature of many databases and electronic resources, money for online electronic resources is not allocated to specific subject areas but instead is maintained in a central fund. For 2008-09, the Art & Architecture Librarian spent $145,098 from state resources and $11,352 from endowments/grants for a total of $156,450 for expenditure on art, architecture, urban planning and design materials. This total does not include the library expenditures on electronic databases, e-journal packages, and e-books.
As the prices of library materials continues to increase and state budgetary support for higher education decreases, it will be challenging to continue to provide all the information—whether in print or electronic format--needed to support academic programs. Interlibrary borrowing and inter-institutional consortia arrangements will be increasingly important.
III.9.1.E.ii. Evidence of Planning. The rapid pace of change now requires an agile approach to planning whether it involves new equipment, new services, or staff reductions. A proposal for an addition to the building to add space to the library as well as other units is an example of long-range planning while the annual material budget request documents planning of a shorter-term.
III.9.1.E.iii. Intra-institutional relationships. The Art & Architecture Library relates directly to other campus libraries as part of the administrative structure of the KU Libraries. The library also keeps in touch with the staff in the Architectural Resource Center regarding issues of joint concern.
2009 APR - University of Kansas - 8/10/09 101 of 245 III.9.1.E.iv. Efficiency of operations and services. The Art & Architecture Library benefits from long-time staff that is familiar with the campus programs and faculty. Processes and services are regularly assessed to determine if efficiency can be gained.
III.9.1.E.v. Participation of faculty and students. Collection development is a primary concern of the librarian working closely with faculty to monitor program needs and changes. There is an online form for suggesting purchases for the collection and the librarian sends periodic messages to the faculty about new resources and changing policies. When issues regarding storing materials off-site or cancellation of serial subscriptions are raised, faculty are solicited and encouraged to participate in the decision.
Table III-9.1.i: Art and Architecture Library Collection Expenditures
Number In Coll. FY07 FY08 FY09
Books 160,927 $109,435 $118,338 $104,247 Periodical Subscriptions 463 $42,962 $39,594 $36,955 Other Serial Subscriptions - $10,076 $7,375 $15,248 Microfilm Reels 306 Microfiche 22,313 Slides 0 Videos 47 DVDs 572 Drawings 0 Photographs 0 Uncataloged Auction Cats. 0
TOTAL $162,473 $165,307 $156,450 ______
Table III-9.1.ii: Art and Architecture Library Staff (Full-time Equivalents)
Staff FY07 FY08 FY09 Librarians 1 1 1 Support Staff 2 2 2 Clerks - - - Student Assistants 2.7 2.95 3.21 Volunteers 0 0 0 Other (specify) - - - Other (specify) - - -
TOTAL 5.7 5.95 6.21
______
III.9.2 Architectural Resource Center
The Architectural Resource Center consists of the Donald E. and Mary Bole Hatch Architectural Reading Room, the Architectural Slide Library and the Architecture & Urban Planning Digital Image Collection. A full-time Director is responsible for the
2009 APR - University of Kansas - 8/10/09 102 of 245 management of the Resource Center. The Reading Room and the Slide Library are adjacent to each other and located on the fourth floor of Marvin Hall, the School of Architecture and Urban Planning. Administratively, the center is a unit separate and independent of the KU Libraries, although the Director, of course, maintains professional contact with other librarians on campus. The Slide Library and the Reading Room are funded from an endowment. In the past, the Art and Design Departments in the School of Fine Arts also made financial contributions which allowed their faculty and students to use the collections. For this assessment the two areas will be evaluated separately.
III.9.2.A. Reading Room
III.9.2.A.i. Library Collections.
Context. At present writing the collection numbers 4,008 items and is sufficient to meet basic user needs. The Reading Room collection serves as an immediate reference for students in the design studios. It supports the curricular and instructional studio activities at a basic level and consists of periodicals and newsletters, indices to architecture and design periodicals, basic references, technical references, case studies, general topic readings, manufacturer’s catalogs for architecture, interior design and furniture, reserve copies of books and articles assigned as class readings, university and college catalogs and publications of student work, maps and drawings, videotapes and three terminals for the KU Libraries online catalog, e-mail, Internet access, and a flatbed scanner. The goal is to continue to expand the core collection of books, keeping it current in terms of studio needs.
Funding. The Director has indirect input into the budget process, via annual reports which are sent to the Dean and the Associate Dean, through discussions with the Associate Dean and written proposals for future planning. The budget allocations made by the Dean depend on the balance in the Hatch endowment fund and may vary from year to year. Because the Resource Center is funded through endowment, it cannot and should not be compared to other school’s formal library collections. The Director has authority for acquisitions.
Subject coverage. Since the Reading Room was established in order to provide immediate and quick access to basic references and to materials placed on reserve by faculty, the breadth, scope and complexity of subjects are not meant to be as comprehensive as compared to the Art and Architecture Library’s holdings.
Levels of coverage. The focus is on basic core collection and current literature.
Number of volumes. The Reading Room presently contains 4,008 books. As a basic, in- house center, the purpose is not to be comprehensive; rather, resources here supplement the KU Library.
Serials. The Reading Room subscribes to thirty-five architectural periodicals including Architectural Index, Architectural Publications Index and also receives seven
2009 APR - University of Kansas - 8/10/09 103 of 245 complimentary subscriptions. All journal subscriptions are indexed in the major architectural periodical indices. The serials collection includes issues of architectural journals, some dating back to the 1920’s. These were gifts and do not represent complete sets. The serials collection also includes Sweet’s Catalog Files. These and additional manufacturers’ catalogs are not duplicated in the Art and Architecture or Engineering Libraries.
Visual resources and non-book resources. There are no Reading Room budget allocations for videos and films. Such items can be ordered through the KU Film Library. Two flat files in the Reading Room contain topographic and city maps of Lawrence, Kansas City and vicinity. The videos that are housed in the Reading Room have all been donated. (See also the section below that described the School’s Slide Library, the other part of the Architectural Resource Center.)
Access. All books and serials are cataloged using the Library of Congress Classification system, and are accessible through an online catalog. This catalog is linked to other University catalogs allowing for simultaneous searching of multiple catalogs. Some of the heavily used volumes such as
Architectural Graphic Standards are kept on reserve behind the circulation desk and have to be checked out by users, as do periodicals other than the Sweet’s Files. Intellectual access is provided through the architectural indices and reference service provided by staff. Processing of reserve material has been automated, so that printouts are available listing the items on reserve for a particular semester. These printouts are used at the circulation desk and also given to faculty for their own record keeping.
Conservation and preservation. As both the book and the periodicals collection age, more funding will have to be allocated for repairs. The majority of periodicals are not bound, not always due to past lack of funding, but also because duplicating from individual journal issues is better. The Reading Room staff has made attempts at minor repairs of both books and magazines. Books in need of rebinding are sent to an off-site bindery. Such materials as maps and drawings are not now encapsulated.
Policy statements. When the Reading Room was first established, the faculty was invited to and did make written suggestions as to what kind of materials were to be placed in the Reading Room. Since then the Director has continued to seek faculty advice about various materials and has utilized their expertise and judgment to make selections. However, no written collection development policy exists.
III.9.2.A.ii. Services.
Reference. The Director and the Library Assistant are available weekdays for extensive reference service. Often student assistants working in the evenings are architecture students with some knowledge of the materials. They can, therefore, give the users general guidance. The Reading Room terminals with connections to the online catalog
2009 APR - University of Kansas - 8/10/09 104 of 245 are of great value in this respect. The staff works closely with students instructing them in the use of indices to architectural periodicals and various other searching methods. Students receive guidance from the Reading Room staff in their pursuit of appropriate materials, whenever these are not available in the Reading Room. Students find the smaller, more scaled surroundings in the Reading Room conducive to asking questions, and the staff is able to give much direction before the students venture into the larger, more comprehensive libraries on campus.
Bibliographic Instruction. The Director and the Library Assistant are available for Reading Room orientation sessions, which are requested by faculty from time to time. The architecture curriculum does not formally require this however in the first- and second-year studios individual instructors informally include this to support specific assignments. The staff works closely with students instructing them in the use of indices to architectural periodicals and various other searching methods. A handout is available that describes the collection.
Access to Collections. The School of Architecture and Urban Planning building has barrier-free access, as does the Reading Room which has door handles operable by a single effort and can be entered by wheelchair. The circulation desk, online computer terminals, and copying machine are also accessible by wheelchair. Access to the bookshelves is more difficult, due to their height and also because of interference from study tables and chairs.
Circulation. Apart from a few exceptions, the Reading Room collection is non- circulating. Since the reserve materials and periodicals are stored behind the circulation desk, these items are checked out to students at the desk. These items may be used or copied in the Reading Room only. Maps and drawings may be removed from the room for two hours for printing purposes. A manual is available which outlines all circulation and other procedures and policies to be followed by circulation clerks. The Reading Room is operated according to written rules and regulations. Student assistants receive initial training and have recourse to a training manual in the absence of the permanent staff.
Convenience. The Reading Room is open 45 hours a week, Mondays through Fridays from 9:00 a.m. until 5:00 p.m. and Sundays to Thursdays from 7:30 to 9:30 p.m. These times coincide with the times studios are taught and with some of the evenings when students are working in their studios. If funding improves, more open hours could be provided.
Current Awareness. Newly acquired and catalogued books and periodicals are exhibited in certain designated areas. Books and periodicals highlighting works of guest lecturers are exhibited for one week before and after the lectures. Emails are sent to alert students, faculty and staff of current exhibits. Exhibits are also featured on the Architectural Resource Center blog.
2009 APR - University of Kansas - 8/10/09 105 of 245 Cooperative agreements. Since the Reading Room was established in order to provide immediate and quick access to basic references and to materials placed on reserve by faculty, the breadth, scope and complexity of subjects are not meant to be as comprehensive as compared to the Art and Architecture Library’s holdings. Neither is there an expectation or ability to have regional or national agreements.
III.9.2.A.iii. Staff.
Structure. A full-time Director is responsible for the management of the Resource Center. The Director is responsible for the operation of both the Reading Room and the Slide Library and reports directly to the Associate Dean, and is a non-voting member at the Faculty Assembly meetings, but does not attend Architecture Program faculty or School committee meetings. Under the supervision of the Director, the Library Assistant II is in charge of the daily operation of the Reading Room. The latter supervises a number of student assistants (one and 1/8 FTE) who cover the circulation desk. The Director is not considered a part of the architecture program education team.
Numbers. The classified position is not sufficient to accomplish more in depth cataloging and to provide subject access to the collection or to management the cataloging of larger donations in a timely manner. Because the Director is also responsible for the operation of the Architectural Slide Library, delegating much of the Reading Room workload occurs. At present the student staff is sufficient to cover the circulation desk and to do the shelving and shelf-reading.
Professional Status. The Director, holding a paraprofessional position of Library Assistant III, has a B.A. degree and has received additional graduate library training at a professional library school. A written job description is available.
Support Staff. Under the supervision of the Director, the Library Assistant II is in charge of the daily operation of the Reading Room. The latter supervises a number of student assistants (one and 1/8 FTE) who cover the circulation desk during the academic year. What used to be a full time Office Assistant II position was upgraded to a Library Assistant II classification; the full-time status was recently returned. Written job descriptions are available.
Professional Development. The Director attends Visual Resources Association workshops and annual professional conference, for which funding has been consistent and sufficient. The Director is also attending various KU computer center instructional workshops.
Salaries. Salaries for both classified positions are determined by a pay scale and are consistent within the context of the classification system. Student assistants receive minimum wages or above, depending on their experience.
III.9.2.A.iv. Facilities
2009 APR - University of Kansas - 8/10/09 106 of 245 Space. The Reading Room and the Slide Library are adjacent to each other and located on the fourth floor of Marvin Hall, the School of Architecture and Urban Planning. Since the collection has been growing, additional book shelves were installed to accommodate present and future growth. As the collection increases, however, some thought will have to be given to allocating even more space to bookshelves. The Director’s office is adjacent to the Slide Library’s public area with visual access to the Slide Library. Both the Reading Room and the Slide Library staff use the work room to perform their duties. There, the counter space is adequate for binding slides, but rather limited for performing tasks such as technical processing and repairs for the Reading Room collection.
Equipment. Equipment also includes a photocopier, a large format flatbed scanner, one inkjet and one laser printer, five terminals for the KU Libraries online catalog, e-mail and internet access,. Currently enough shelf space for books is available. Flat files hold maps and drawings. Shelving behind the circulation desk where all periodicals are stored is extremely limited, however.
Furnishings. The Reading Room provides a well lighted comfortable environment for students. As part of Marvin Hall it is air-conditioned and heated. Study tables, chairs and some upholstered furniture help to make a pleasant atmosphere.
Security. The fire alarm is audible in the Resource Center and the building, since its renovation in 1981, is up to code. Telephones are available for immediate access to campus police.
III.9.2.A.v. Budget / Administration / Operations
Funds. The Dean of the School determines the annual budget allocations for the Reading Room. Endowment funds are used for all acquisitions. A full-time classified position is partially funded from the same source. The Director has authority for expenditure of the budget and makes selection decisions for all types of materials. The Director usually seeks the advice of faculty or responds to faculty requests for acquisitions before making such selections. Because of the ongoing, steady increase of expenditures for periodicals subscriptions, the book budget is often not adequate. Yet growth of the collection remains steady, partly due to some very generous donations from alumni and others.
The Director has indirect input into the budget process, via annual reports which are sent to the Dean and the Associate Dean, through discussions with the Associate Dean and written proposals for future planning. The budget allocations made by the Dean depend on the balance in the Hatch endowment fund and may vary from year to year. In addition, the Art and Design Departments make financial contributions which allow their faculty and students to use the collections.
Evidence of planning. A building materials collection is being developed. The collection will hold physical building materials samples. Each sample will be cataloged in an online catalog.
2009 APR - University of Kansas - 8/10/09 107 of 245 Intra-institutional relationships. Administratively, the center is a unit separate and independent of the KU Libraries, although the Director, of course, maintains professional contact with other librarians on campus. Moreover the Reading Room staff serves as liaison between students and the various KU libraries such as Art and Architecture, Engineering Science, Watson and Map Libraries. The strongest linking cooperation exists between the Reading Room and the Art and Architecture Library.
Efficiency of operations and services. The Reading Room operates efficiently and serves the architecture programs well as defined by its mission.
Participation of faculty and students. When the Reading Room was first established, the faculty was invited to and did make written suggestions as to what kind of materials were to be placed in the Reading Room. Since then the Director has continued to seek faculty advice about various materials and has utilized their expertise and judgment to make selections. Faculty and students are welcome to discuss any problems, requests or any other matters concerning the Resource Center with the Director at any time.
III.9.2.B. Slide Library
III.9.2.B.i Library Collections
Context. The slide collection contains 85,610 color and black and white slides (2" x 2"), the digital image collection contains 39,328 licensed images and 45,511 scanned images. Each collection documents the history and theory of architecture, art and urban design from ancient times to the present. The collection supports the curricula and serves as a teaching, reference and research tool for both the faculty and students, graduate and undergraduate, in the School of Architecture and Urban Planning. In 1977, the Department of Art and Department of Design in the School of Fine Arts entered into a cooperative agreement with the School of Architecture, adding its slide collection to the architecture collection for care- taking. In turn the School of Fine Arts supports the Slide Library financially. Consequently, the Art and Design faculty and students may use the collection and its services as well. In 2008 digital rights to the slide collection of Professor Amos Rapoport (of the University of Wisconsin-Milwaukee) were obtained. This collection, titled, The Amos Rapoport Image Collection of Vernacular Design, will be publicly accessible through the internet.
Funding. As described in section I.A.1, Funding for the Reading Room, endowment funds are the source for the Slide Library’s budget.
Subject Coverage. There is a basic collection that has been developed over the years with the assistance of the architecture history instructor. In addition, the collection is developed in response to individual faculty requests for course materials.
Levels of coverage (N/A) Number of volumes (N/A) Serials (N/A)
2009 APR - University of Kansas - 8/10/09 108 of 245 Visual resources and non-book resources [This entire section entitled “Slide Library” refers to the visual resources. The non-book resources, such as maps, CDs, and donated videos, are covered in the section “Reading Room”.] Access In the fall of 1991 the slide automation project was completed. It allows entering slide records into a database, searching the data, and generating slide labels. Each work represented by a slide (or slides) in the collection has a corresponding database record containing descriptive and cataloging information about the work. This allows Slide Library patrons to digitally search for each and every work, and then physically locate all slide images representing these works. The Architecture & Urban Planning Digital Image Collection is accessible 24hour a day by way of a password protected online image viewing system. When complete the Amos Rapoport Image Collection of Vernacular Design will be accessible through the same viewing system, but publicly accessible and without password protection. Authority files insure consistency. As slides and digital images are added to the database, they are more readily retrievable; this adds to the access available through the card catalog. Cataloging tools such as the Art & Architecture Thesaurus, the Union List of Artist Names, and the new Getty Thesaurus of Geographic Names are utilized.
Conservation and preservation Since 1981 the slide room has been equipped with its own environmental controls and slides are kept at prescribed even temperature and humidity levels. All slides are mounted under glass. All repairs, binding and collection maintenance is done in-house. To insure stability and longevity digital are stored in Tiff file format in two different storage locations: university servers and gold archive CD-Rs.
Policy statements Detailed written policy statements are available for all aspects of managing the slide collection: acquisitions, lending and circulation, slide ordering requests, copy photography, for example. In 1979, when such guidelines were first proposed by the slide curator, they were approved by the Dean and the various program chairs in the School of Architecture and Urban Design.
III.9.2.B.ii Services
Reference. The Visual Resources Curator and some of the student assistants give reference service. There is a basic collection of reference books and travel guides available through the Visual Resources Curator as well as what is available in the Reading Room collection.
Bibliographic Instruction. Personal guidance, reference service and orientation sessions are available to all users of the collection, faculty, students and visitors. A number of reference books in the slide curator’s office is available for users as well.
2009 APR - University of Kansas - 8/10/09 109 of 245 Access to Collections. Partial barrier-free access to the slide drawers exists. Some of the top drawers are too high to be reached comfortably from a wheelchair. Light tables are also too high for wheelchair access.
Circulation. Written policies are in place.
Convenience. The Slide Library is open Mondays through Fridays from 8:00 a.m. to noon and from 1:00 to 5:00 p.m. Slide presentations for lectures and student presentations may be prepared in the slide room in advance and checked out on the date needed. Some faculty would prefer complete, 24-hour access which is not possible for security reasons. The digital collection is available online 24hours a day.
Current awareness. Specific drawers labeled and contain slides new to the collection for viewing by the faculty. New acquisitions are highlighted through emails, on the Architectural Resource Center blog and on the opening webpage of the Architecture & Urban Planning Digital Image Collection.
Cooperative agreements. Currently programs in the Big 12 are discussing the possibility of shared cataloging or access.
III.9.2.B.iii Staff
Structure. The Director is responsible for the operation of both the Reading Room and the Slide Library and reports directly to the Associate Dean. The Director is a non-voting member at the Faculty Assembly meetings, but does not attend Architecture Program faculty nor any School committee meetings. The curator is the only permanent staff in the Slide Library and is supported by part-time student help. The Director is not considered a part of the architecture program education team.
Numbers. There is not sufficient permanent staff to manage the slide library. The Director has many responsibilities in the Reading Room as well, and the only other staff are student assistants.
Professional status. The Director, holding a paraprofessional position of Library Assistant III, has a B.A. degree and has received additional graduate library training at a professional library school. A written job description is available.
Support staff. Support staff consists only of student assistants, with academic year funding close to one full-time equivalent per week.
Professional development. As Visual Resources Curator, the Director of the Resource Center has attended extensive visual resources curator workshops and participates in visual resources conferences. Funding has been consistently available for professional development.
III.9.2.B.iv Facilities
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Space. The Reading Room and the Slide Library are adjacent to each other and located on the fourth floor of Marvin Hall, the School of Architecture and Urban Planning. Since 1981 the slide room has been equipped with its own environmental controls and slides are kept at prescribed even temperature and humidity levels. All slides are mounted under glass.
Fortunately, when Marvin Hall was renovated in 1980/81, the Slide Curator was able to make suggestions to the architects with regard to the needs of a slide collection and its users. Therefore, the space available in the Slide Library is adequate and large enough for future expansion and the arrangement of available space is convenient. Enough light tables, chairs and newly acquired projectors and computers make working in the Slide Library comfortable for the users.
Equipment. There are 10 light tables, 4 computers, one black and white document scanner and one large format flatbed scanner, two film scanners, one digital SLR camera, six slide projectors and multiple carousels for check out. The Director’s reference books also serve the users.
Furnishings. The light tables, described above, are the furnishings.
Security. The fire alarm is audible in the Resource Center and the building, since its renovation in 1981, is up to code. Telephones are available for immediate access to campus police.
III.9.2.B.v Budget / Administration / Operations
Funds. The Slide Library and the Reading Room are funded from an endowment. In the past, the Art and Design Departments in the School of Fine Arts have made financial contributions which allowed their faculty and students to use the collections. In turn the School of Fine Arts supports the Slide Library financially. Consequently, the Art and Design faculty and students may use the collection and its services as well. The Dean of the School of Architecture and Urban Planning determines the annual budget allocations for the Slide Library. Funding consists of endowment monies and annual contribution from the School of Fine Arts. Although financial resources are limited, optimum use is made of available funds. The results have been the automation of the slide collection as well as its steady growth. The Visual Resources Curator, who is the Director of the Architectural Resource Center (Reading Room and Slide Library) determines how the budget allocations are spent and has authority for selection decisions. Through annual and other occasional reports the Slide Curator has indirect input into the budget process.
Evidence of planning. Currently programs in the Big 12 are discussing the possibility of shared cataloging or access.
Intra-institutional relationships. In 1977 the Department of Art and Department of Design in the School of Fine Arts entered into a cooperative agreement with the School
2009 APR - University of Kansas - 8/10/09 111 of 245 of Architecture, adding its slide collection to the architecture collection for care taking. In turn the School of Fine Arts supports the Slide Library financially. Consequently, the Art and Design faculty and students may use the collection and its services as well.
Efficiency of operations and services. The staff are quite helpful, the operations now runs even more smoothly with the computer index functioning.
Participation of faculty and students. Faculty requests determine the development of the collection. Students must work with the faculty in this process.
Table III-9.3 Architectural Resource Center Expenditures (includes purchases made with donations) ______2004 2005 2006 2007 2008 Books $3,919 $2,820 $7,867 $7,851 $10,309
Serials $2,124 $2,152 $2,252 $1,486 $1,863
Slides na $0 $0 $0 $0
Digital Images $0 $6,714 $6,800 $4,500 $4,500 ______
2009 APR - University of Kansas - 8/10/09 112 of 245
III.10. FINANCIAL RESOURCES
III.10.1. Budget
III.10.1.A. State Support In the School of Architecture and Urban Planning there is one state budget that is allocated by the Dean to the Chairs of the programs in Architecture and Urban Planning. This budget provides funds for faculty and staff salaries, equipment, supplies and expenses, telephone and long-distant calling, travel, lectures, admissions, professional dues, publicity and support for various laboratories and special centers such as the Resource Center, the Craft Shop and Architecture Computing Services & Support Office. Approximately 90% of these resources directly support the programs in Architecture. The 10% allocated to Architecture and Urban Planning support Architecture indirectly because all of the academic programs in the School share an integral relationship. In effect then, the budget, although allocated and divided by the Dean, must really be seen as a whole entity. The state-provided funding of the School for 2004-2009 is shown in Table III.10.1.
The budget is broken down primarily between support for human resources (salaries for faculty and unclassified staff, university support staff, student workers and fringe benefits) and operating expenses (OOE) showed solid gains during this period, increasing from $3,237,805 in 2004 to $4,640,763 in 2009. Operating expenses make up approximately 5.5-6.0% of the state monies each year, so it’s clear that the bulk of each year’s budget increase went to salaries and primarily to faculty salaries. The budget for university support staff and student employees remained relatively flat.
With state funds being used primarily to fund salaries (and instruction), the School obviously relies on other state-funded resources that are shared by the university community. Architecture students benefit greatly from significant expenditures of state funds made on their behalf in other administrative and academic units such as the University Libraries and in particular the Art and Architecture Library, the School of Engineering, the College of Arts and Sciences, Facilities Operations, the Computer Center, the University of Kansas Student Union and many other support centers operated by the Office of Student Success. In short, the state funds dedicated to the School’s internal budget supply only a part of the total budgetary support used by Architecture students.
2009 APR - University of Kansas - 8/10/09 113 of 245 Table III.10.1A: Budgeted State Support, School of Architecture and Urban Planning ______
FY09 FY08 FY07 FY06 FY05 FY04
Unclassified $3,196,196 $2,976,842 $2,842,297 $2,545,164 $2,439,877 $2,220,463
Univ Support Staff $228,407 $221,508 $212,730 $216,171 $213,326 $210,263
Student $97,952 $94,949 $82,139 $80,484 $79,849 $74,159
Fringe $854,506 $843,690 $816,274 $779,005 $713,890 $605,597
OOE $186,565 $186,565 $185,263 $148,763 $143,303 $127,323 budget reduction -$77,137
Total $4,640,763 $4,323,554 $4,138,703 $3,769,587 $3,590,245 $3,237,805
III.10.1.B. Endowment Support
The School of Architecture and Urban Planning benefits from endowment funds provided by private donors and administered by the KU Endowment Association. The Dean of the School is designated to allocate these funds following the wishes of each donor and in compliance with Endowment and IRS regulations.
KU Endowment places permanent, or endowed, funds in its Long-term Investment Program, where they are collectively invested in a professionally managed, diversified portfolio emphasizing equity securities. The spending policy at KU Endowment has been set with a long-term perspective to provide stable, annual support to the School. The School receives 4.6% of the average market values of a fund over the previous 12 quarters for current expenditure.
In June 2003, the total principal of the School’s endowed funds amounted to $1,795,000. By June, 2009, the total stood at $6,455,528. More than $2.6 million was contributed to the School’s Endowment from 2004 to 2009. Endowed funds for the School support activities including distinguished professorships, faculty and student awards, travel and research, student scholarships, lectures, the slide library and reading room, and other general opportunities prioritized by the Dean. Funds provided by private donors are received in a variety of ways including cash contributions, pledges and estate gifts. To demonstrate the balance of funds received in a given year, the total annual philanthropic contributions to the School from July 2004 to June 2009 are shown below.
2009 APR - University of Kansas - 8/10/09 114 of 245 Table III.10.1.B: Endowment Contributions, School of Architecture and Urban Planning, 2004-09 ______
July 2004 – June 2005: $435,540 July 2005 – June 2006: $228,546 July 2006 – June 2007: $236,890 July 2007 – June 2008: $1,143.740 July 2008 – June 2009: $588,052 ______
In addition to the endowment specifically for the School, KU Endowment manages approximately $1 billion in endowed funds for the betterment of the University. Originated in 1981 as the first foundation at a public university, KU Endowment is the official fundraising and fund management organization for KU and works to create a greater university than the state alone can build.
III.10.2. Main Expenditures
The main expenditure in the School’s budget is salaries and faculty salaries account for over 90% of these funds. Six years ago, the University implemented a Tuition Enhancement program that was aimed at adding faculty lines to programs that demonstrated the potential for excellence and raising faculty salaries across the board to bring them up in relation to KU’s peer universities. Salaries rose significantly in the first few years of the Tuition Enhancement Initiative, but they have flattened somewhat in recent years, particularly as state revenues have declined and support has been cut.
The result for the School of Architecture and Urban Planning is that we now stand at or next to the bottom in every rank-based category of comparison. The School of Fine Arts, which trailed us in every category, has been dissolved as of 2009, leaving only Social Welfare behind Architecture in the Full Professor category and Education trailing Architecture in the Assistant Professor category. The School’s Associate Professors now occupy the bottom of their salary category at the University of Kansas.
Table III.10.2: Salaries of Ranked Faculty by Administrative Unit, 2008
The University of Kansas Salaries of Ranked Faculty Fiscal Year 2008 Assoc. Professor Professor Asst. Professor Coll Of Lib Arts & Sci $101,012 $73,815 $59,999 Architecture $92,678 $70,724 $57,345
2009 APR - University of Kansas - 8/10/09 115 of 245 Business $157,601 $124,947 $119,989 Education $103,407 $73,056 $54,537 Engineering $122,113 $90,186 $78,333 Fine Arts $81,645 $61,011 $51,212 Journalism $104,913 $75,713 $64,222 Pharmacy $127,147 $83,375 $76,243 Social Welfare $90,099 $74,025 $59,706 Source: AAUDE Salary Comparisons, FY 2008, OIRP.
Note: Only faculty with a 100% KU appointment are included in this analysis
III.10.2.A. Scholarships A significant portion of the revenues provided by the School’s endowed funds is dedicated each year to scholarship support for students. In addition, outside agencies regularly provide scholarship support for architecture students. For example, during the 2008-2009 academic year, $42,000 in funding provided by the Kansas City Chapter of the AIA and the St. Louis Chapter of the AIA was used to support scholarships for 18 architecture students.
Endowed and expendable scholarship funds controlled by the School provided significant scholarship support for students in each of the last six years, as the table below indicates.
Table III.10.2.A: Scholarships, School of Architecture and Urban Planning, 2004-09 ______
2004-2005 Number of Scholarship Funds 38 Number of Scholarships Awards 105 Total Amount Awarded $114,097
2005-2006 Number of Scholarship Funds 46 Number of Scholarship Awards 103 Total Amount Awarded $126,425
2006-2007 Number of Scholarship Funds 41 Number of Scholarship Awards 94 Total Amount Awarded $121,775
2007-2008 Number of Scholarship Funds 48 Number of Scholarship Awards 128 Total Amount Awarded $187,274
2008-09
2009 APR - University of Kansas - 8/10/09 116 of 245 Number of Scholarship Funds 44 Number of Scholarship Awards 159 Total Amount Awarded $217,486
2009-2010 (not final) Number of Scholarship Funds 48 Number of Scholarship Awards 137 Total Amount Awarded $194,140
III.10.2.B. Expenditures per Student
School of Architecture GU Instructional (PCS 1.1) Expenditures by Course Level FY 2008 (Fall and Spring)
SCH by Course Level from DEMIS* LD UD G1 G2 Total
Fall 2007 2,032 4,448 737 - 7,217 (20th Day)
Spring 2008 1,407 4,462 728 - 6,597 (20th Day)
TOTAL 3,439 8,910 1,465 - 13,814
Cost Study Weights 1.00 1.25 3.69
3,439.00 11,137.50 5,405.85 19,982.35
FY 2008 B-2 GU Arch and Urban Design 1.1 Expenditures$ 3,817,147 (Excludes Summer Session)
$ 191.03 $ 238.78 $ 704.89 191.0259304
656,938 2,127,551 1,032,658 $ 3,817,147
FY 2008 LD UD G1 Architecture GU Cost per SCH$ 191.03 $ 238.78 $ 704.89 by Level (Excludes Summer)
* 15 0900 course level SCH in Fall 2007, and 2 0900 course level SCH in Spring 2008 have been included with G1 level SCH.
Source: DEMIS and University of Kansas Annual Financial Information, FY 2008.
2009 APR - University of Kansas - 8/10/09 117 of 245 III.11. ADMINISTRATIVE STRUCTURE
III.11.1 Accreditation
The University of Kansas is accredited by the North Central Association of Colleges and Schools and is a member of the Association of American Universities (see http://www.ncahlc.org/index.php?option=com_directory&Action=ShowBasic&instid=13 02" or Appendix E.4).
III.11.2. Organizational Structure
The organizational structure of the School through 2009, has been based upon the concept of autonomous programs rather than individual departments. The School has been administered by a Dean, an Associate Dean, and the Chairs of Architecture and Urban Planning. This basic administrative structure—chairs overseeing the faculty of each academic unit (departments or programs) and reporting to a dean who is supported by at least one associate dean and a staff—is found in most other professional schools at the University of Kansas, such as Engineering, Pharmacy, Journalism, and Education. In schools that have a smaller faculty and lack a diversity of degree programs, such as Social Welfare, there is no division of the faculty into separate programs or departments and all report directly to the dean.
In the school of Architecture, the Chairs report to the Dean and are responsible for the academic quality of their respective programs, as well as recruitment, retention, and development of faculty. Along with a student representative, all of these individuals belong to the Administrative Group, which is the primary policy and advisory organization within the School.
The main governing body of the School is the School Assembly. All planning and administrative operations of the School function under the general guidance of the by- laws of the School Assembly, which consists of all faculty and elected representatives of the Architecture Student Senate.
The individual programs, including Architecture, operate in a manner similar to a typical university department. The program chairs are responsible to the Dean for the budget allocated to the program each year, academic appointments to the program, staff supporting the program, evaluation of faculty and staff in the program, and for promoting an effective collegial process.
Figure III. 11.2. Organizational Structure, School of Architecture and Urban Planning
The University of Kansas School of Architecture and Urban Planning Organizational Chart – Codes & Names As of June 2009
2009 APR - University of Kansas - 8/10/09 118 of 245
John Gaunt Dean 000600
Amy Hardman Michael Swann Patrice Baker Keith Diaz Moore James Mayo Asst. to the Dean Associate Dean Asst. to the Dean Program Chair Program Chair (Business Manager) 020400 020700 Architecture Urban Planning 000400 021000
Richard Forque Gera Elliott Cynthia Muckey Dan Rolf Henry Troyer Barbara Seba Patricia Owens Carpenter Sr. Admin. Assoc. Sr. Admin. Assoc. Sr. Director Computer Info Admin. Assoc. Sr. Admin. Assoc. Sr. KU3031 KU2020 KU2020 036300 Spec. KU2020 KU2020 064200
John Smith Nancy Richardson Bret Lawson Carpenter Library Asst. II Computer Specialist KU3020 KU4010 021900
Beverly Victoriano Software Support Spec. 064200
In June, 2009, the State of Kansas Board of Regents gave final approval to the creation of a new School of Architecture, Design and Planning with the KU’s Design Department, formerly a unit within the School of Fine Arts, included within the new school. In essence, this adds a third branch to the structure shown above, with a combined Design Department Chair/Associate Dean overseeing a design department with its own support staff. An additional position is added to the Computing Support and Services Group (under Henry Troyer) to provide technology support for Design.
III.11.3. Other Degree Programs in the School
In addition to the various undergraduate and graduate degrees in Architecture, the School also offers an accredited, professional Master of Urban Planning degree (M.U.P) through the Graduate Program in Urban Planning.
As of fall 2009, the Department of Design at the University of Kansas will become part of the new School of Architecture, Design and Planning and will offer following degrees through its programs in Design Management, Graphic Design, Illustration, Industrial Design, Interaction Design, Interior Design, Visual Communication and Photo Media.
III.11.3.A. Design Degrees that Include Majors
Bachelor of Fine Arts (4 years): Interior Design; Visual Communications/Graphic Design; Visual Communications/Illustration; Photo Media. Degree reads Bachelor of Fine Arts in Interior Design, Bachelor of Fine Arts in Photo Media, etc.
Bachelor of Fine Arts (5 years): Industrial Design. Degree reads Bachelor of Fine Arts in
2009 APR - University of Kansas - 8/10/09 119 of 245 Industrial Design.
Master of Arts (1 year): Interaction Design; Design Management. Degree reads Master of Arts in Interaction Design or Master of Arts in Design Management.
III.11.3.B. Design Degrees that Include Concentrations
Bachelor of Arts (4 years): Fine Arts (Photo Media). Degree title changed from Bachelor of Arts in Design (Photo Media).
Master of Fine Arts (2-3 years): Design (Industrial Design, Interior Design, Visual Communications/Graphic Design, Visual Communications/Illustration). Degree reads Master of fine Arts in Design.
2009 APR - University of Kansas - 8/10/09 120 of 245 III.12. PROFESSIONAL DEGREES AND CURRICULUM
Currently, the program offers both an accredited Bachelor of Architecture (B.Arch.), that phases out in 2010 and for which we are not seeking accreditation, and a Master of Architecture (M.Arch.). After the previous accreditation visit, the program elected to offer a single degree with a unified curriculum: the Master of Architecture (M.Arch.) with two different entry points: a 5+ year, 180 credit program of study for those entering from high school or as undergraduate transfer students (Track I); and a 3+ year, 118 credit program of study for those with a baccalaureate degree in a discipline outside of design (Track III). Additionally, students with a four year pre-professional architecture degree (e.g. BSAS), may be admitted with advanced standing into the 3+ year program (akin to “Track II”). The degree of advanced placement and the amount of transfer credit are both determined on a case by case basis (See Section 4.1, p.136). This “unified” curriculum was addressed in previous annual reports to NAAB, approved by the NAAB Board in Spring 2006 and phased implementation began with students entering in Summer/Fall 2006 (See Section 4.6).
Two unique components of the Master of Architecture degree, regardless of track, are a study abroad requirement and completion of a chosen year-long “professional option” in the final year of study. Figure III.12.a (p.122) presents a schematic of the studio sequences found within the two tracks. This schematic articulates that the studios taken within the final two years in either program of study are the same, including our Arch 609: Comprehensive Studio and our Arch 80X “professional option” studios in the final year.
Off-campus programs (outside of study abroad) are limited to the final year in all Tracks. One professional option is the Kansas City Design Center (KCDC) Urban Design Studio (offered jointly with Kansas State University). This location provides studio desks, computer and printing resources, a small library, kitchen, bathrooms and presentation and meeting space (see Section III.8, p.90).
In our Health & Wellness professional option, students are placed in internships for the summer preceding and the fall of their final year. In our agreement with firms, firms are to have an assigned mentor to the student, provide connections to short-term housing options, provide a salary and dedicated workspace, and strive to provide students an opportunity to meaningfully explore the dimensions of health and wellness in the firm’s design work. Our faculty member is in electronic contact with students regularly and these students return to Lawrence twice during the fall.
Similarly, in our Globalized Practice professional option, students again are placed in internships however they are also provided an immediate local point of contact. In Paris, we have established a working relationship with the Ecole Speciale d’Architecture wherein our students may find mentoring and other support services during their stay. In Beijing, we have our Lecturer in Globalized Practice, Michael Cummings, serving as a consistent point of contact and organizer of the educational activities.
2009 APR - University of Kansas - 8/10/09 121 of 245
Figure III.12.a M.Arch. Studio Sequence Diagram
Semester TRACK I (5+ M Arch) TRACK III (3.5 M Arch)
Fall Architectural Foundations I 108 100
Spring Architectural Foundations II 109 101
Fall Architectural Design I 208 200
Spring Architectural Design II 209 201
Summer 602 502 Accelerated Design I
Fall Architectural Design III 408 300 603 503 Accelerated Design II
TRACK II (4+2) Spring Architectural Design IV 409 301 (Typ. Entry Pts) 504 Accelerated Design III
OR Summer 705 505 Accelerated Design IV
400 703 Fall Architectural Design V 608
Spring Comprehensive Studio 401 609 704
Fall Professional Options 500 80_ 803
Spring Professional Options 501 80_ 804
existing numbers existing numbers
2009 APR - University of Kansas - 8/10/09 122 of 245
For clarity, the M.Arch. Track I (5+ Year, 180 credit) will be discussed first, followed by the M.Arch. Track III (3+ Year, 118 credit).
III.12.1 Master of Architecture Track I (5+ Year)
Track I is designed for students entering the program with a high school diploma or as an undergraduate transfer student. The 180 credits required for the degree is as follows: 134 credits of Professional Studies o 104 credits of required Professional Studies o 18 credits of Professional Studies selectives o 12 credits of Professional Studies electives 46 credits of General Studies o 25 credits of required General Studies o 12 credits of General Studies selectives o 9 credits of General Studies electives Table III.12.b illustrates the breakdown of these groupings at the individual course level. Our General Studies requirements are characterized into seven domains: 1) English, 2) Math, 3) Oral Communications/Logic, 4) Humanities, 5) Natural Science, 6) Environmental and Social Science, and 7) Arts (Music and Non-Western Art).
III.12.1.a Typical Program of Study Page 128 provides the typical program of study pursued by students to acquire the Master of Architecture in 5+ Years (Track I). The credit load per semester ranges between 15-19 hours with an average of 17.1 credits per semester plus a nine hour summer component including study abroad. However, because of our stringent admission decisions, our entering students enter, on average, with 11 advanced placement credits, thereby effectively reducing the typical number of credits to earn the degree to 169 down from 180.
III.12.1.b Minors within the Master of Architecture Track I (5+ Year) Some students do elect to pursue minors in conjunction with their Master of Architecture degree. Popular options have included Art History (18 additional hours), Business (18 add’l hours), Music (24 add’l credits) or a Foreign Language (18 add’l credits). With our curriculum having nine general studies elective credits, and with both Music and Art History being selectives within our general studies requirement, it is quite possible for students to potentially complete minors with as few as 6 additional credits.
III.12.1.c Certificates within the Master of Architecture Track I (5+ Year) There are three specialized certificate programs offered at the University of Kansas that our Master of Architecture students may readily achieve. The first is the Global Awareness Program (GAP) which requires two of the following three educational experiences be completed: a) study abroad; b) 2 semesters of foreign language or 2 semesters of courses identified as offering international content; or c) co-curricular activities. Due to the requirements in our program for both architectural history courses offering international content and study abroad, this certificate is readily achievable (see www.international.ku.edu/~oip/gap). The Certification in Service Learning requires the
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completion of four components: a) experience in a pre-approved service learning class (such as Arch 409); b) an Independent Service Project (such as participation a Freedom by Design within AIAS); c) Directed Readings (four Center for Service Learning readings); and d) Reflection (either participation in two 1-hour campus-wide Center for Service Learning discussions or an 8-10 page reflective paper (see www.servicelearning.ku.edu). The Research Experience Program (REP) requires completion of courses that satisfy the research/creative project component (includes all of our studios) and completion of an Independent Research/Creative Project approved by the Chair (see www.rgs.ku.edu/depts/training/rep/rep.shtml). Each of these three would provide recognition for advanced preparation in these three important areas of educational development.
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Table III.12.b M.Arch. Track I (5+ Year) Curricular Distribution
GENERAL STUDIES (46cr) PROFESSIONAL STUDIES (134cr)
Required Selectives Required Studios Support Selectives Biology 101, 116 or Math 105, 106 or 115 Arch 108 Arch 103 Arch 690/691 Geology 101, 105 or 121 (3) (3) (4) (3) (6) Coms 130, 230 or Physics 114 Arch 109 Arch 104 Arch 80X Phil 148, 310 (3) (4) (6) (3) (6) Music 136 or English 101 Arch 208 Arch 152 Arch 80X Dance 310, 340 (3) (3) (6) (1) (6) HA 261, 564, 265, 266, 267, English 102 Arch 209 Arch 205 268 (3) (3) (6) (3) Evrn 148 (3) Arch 408 (6) Arch 340/540 (3) Geog 102 (3) Arch 409 (6) Arch 341/541 (3) HWC 204 (3) Arch 608 (6) Arch 342/542 (3) HWC 205 (3) Arch 609 (9) Arch 524 (4) Arch 530 (3) Arch 531 (3) Arch 552 (2) Arch 560 (3) Arch 601 (3) Arch 624 (3) Arch 626 (3) Arch 627 (3) Arch 630 (3) Arch 658 (3) Arch 665 (3) GENERAL STUDIES ELECTIVES = 9 CREDITS PROFESSIONAL STUDIES ELECTIVES = 12 CREDITS (May be in Architecture, Architectural Engineering, Urban Planning or Design)
Please Refer to the next two pages for course titles and their credit loads.
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General Studies Courses
Course Course Prefix Number Course Title Credits
English (6 credits) ENGL 101 Composition 3 ENGL 102 Critical Reading and Writing 3
Math (3 credits) MATH 105 Introduction to Topics in Mathematics 3 MATH 106 Introduction to Finite Mathematics 3 MATH 115 Calculus I 3
Physics (4 credits) PHSX 114 College Physics I 4
Oral Communication Selective (3 credits) COMS 130 Speaker-Audience Communication 3 COMS 230 Fundamentals of Debate 3 PHIL 148 Reason and Argument 3 PHIL 310 Introduction to Symbolic Logic 3
Humanities (6 credits) HWC 204 Western Civilization I 3 HWC 205 Western Civilization II 3
Environmental and Social Science (6 credits) EVRN 148 Principles of Environmental Studies 3 GEOG 102 Principles of Human Geography 3
Natural Science Selective (3 credits) BIOL 101 Principles of Biology 3 BIOL 116 Introduction to Evolutionary Biology 3 GEOL 101 Introduction to Geology 3 GEOL 105 History of the Earth 3 GEOL 121 Prehistoric Life 3
Arts Selectives (3 credits from Music/Dance + 3 credits from History of Art) DANC 310 Music for Dance 3 DANC 340 Introduction to Laban Movement Analysis 3 MUSC 136 Masterworks of Music 3
HA 261 Introduction to Modern Art 3 HA 265 Introduction to Asian Art 3 HA 266 Visual Arts of East Asia 3 HA 267 Art & Culture of Japan 3 HA 268 Art & Culture of China 3 HA 564 European Art, 1900-1945 3
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Professional Studies Courses
Course Course Prefix Number Course Title Credits
Arch 103 Introduction to Architecture 3 Arch 104 Principles of Modern Architecture 3 Arch 108 Architectural Foundations I 4 Arch 109 Architectural Foundations II 6 Arch 152 Professional Practice I 1 Arch 205 Natural Forces 3 Arch 208 Architectural Design I 6 Arch 209 Architectural Design II 6 Arch 340 History of Architecture I: Ancient and Medieval 3 Arch 341 History of Architecture II: Renaissance to Enlightenment 3 Arch 342 History of Architecture III: Modern 3 Arch 408 Architectural Design III 6 Arch 409 Architectural Design IV 6 Arch 524 Structures I 4 Arch 530 Environmental Systems I (Mech, Plumb, Fire) 3 Arch 531 Environmental Systems II (Elec, Light, Acoust) 3 Arch 552 Professional Practice II 1 Arch 560 Site Planning for Architects 3 Arch 601 Introduction to Research Methods 3 Arch 608 Architectural Design V 6 Arch 609 Comprehensive Studio 9 Arch 624 Structures II 3 Arch 626 Building Technology I: Const. Systems & Assemblies 3 Arch 627 Building Technology II: Culture of Building Tech. 3 Arch 630 Theory and Context of Architecture 3 Arch 658 Programming and Pre-Design Issues 3 Arch 665 History of Urban Design 3 Arch 690 Architecture Study Abroad 3-6 Arch 691 Architecture Practicum 6
Professional Options Arch 801/2 Urban & Community Issues I/II 6/6 Arch 803/4 Design-Build and Materiality I/II 6/6 Arch 805/6 Architectural Technology I/II 6/6 Arch 807/8 Healthy & Sustainable Environments I/II 6/6 Arch 809/10 Building Typology I/II 6/6 Arch 811/12 Architectural Investigation I/II 6/6
2009 APR - University of Kansas - 8/10/09 127 of 245 MASTER OF ARCHITECTURE General Curriculum (For Summer 2008 and Subsequent Admissions) 180 credit hours Revised 6/13/08 FIRST YEAR Fall (17 hours) Spring (16 hours) ARCH 108: Arch. Foundations I 4 ARCH 109: Arch. Foundations II 6 ARCH 103: Intro. to Architecture I 3 ARCH 104: Intro. To Architecture II 3 ARCH 152: Professional Practice I (take Fall 2009) 1 PHSX 114: College Physics I 4 MATH 105, 106 or 115: Topics, Finite or Calc. 3 ENGL 102: Composition & Literature 3 ENGL 101: Composition I 3 ______: General Education Elective 3
SECOND YEAR Fall (18 hours) Spring (18 hours) ARCH 208: Arch. Foundations III 6 ARCH 209: Core Studio I 6 ARCH 205: Natural Forces 3 ARCH 340 : Architectural History I 3 ARCH 560: Site Planning 3 ARCH 524: Structures I 4 ARCH 665: History of Urban Design 3 General Education Elective (suggest HWC 205) 3 General Education Elective (suggest HWC 204) 3 ______: General Ed. Elective or Arch. Elective 3
THIRD YEAR Fall (19 hours) Spring (18 hours) ARCH 408 or 409: Core Studio II 6 ARCH 408 or 409: Core Studio III 6 ARCH 624: Structures II 3 ARCH 627: Culture of Building Technology 3 ARCH 626: Constr. Syst. & Assemblies 3 ARCH 342: Arch. History III 3 ARCH 341: Arch. History II 3 ARCH 530: Environmental Systems II 3 ______: General Ed. Elective or Arch. Elective 3 ______: General Ed. Elective or Arch. Elective 3
FOURTH YEAR Fall (18 hours) Spring (17 hours) ARCH 608: Core Studio IV 6 ARCH 609: Comprehensive Studio* 9 ARCH 529: Dayltg./Ltg./Acoust./Ventilation 3 ARCH 552: Professional Practice II 3 ARCH 658: Prog./Tech Site Design/ Pre-Design 3 ARCH 701: Intro. Grad. Studies (Res. Methods) 3 ______: General Ed. Elective or Arch. Elective 3 ______: General Ed. Elective or Arch. Elective 3 ______: General Ed. Elective or Arch. Elective 3
SUMMER FOLLOWING FOURTH YEAR Summer (9 hours) ARCH 690 Study Abroad 6 or ARCH 691: Practicum 6 and ARCH ___: Architecture Elective 3
FIFTH YEAR Fall (15 hours) Spring (15 hours) ARCH 500/8xx: Prof. Option Studio (Part 1) 6 ARCH 501/8xx: Prof. Option Studio (Part 2) 6 ARCH 630: Theory & Context 3 ARCH ___: Arch. Elective or General Ed. Elective 3 ARCH ___: Arch. Elective or General Ed. Elective 3 ARCH ___: Arch. Elective or General Ed. Elective 3 ______: General Ed. Elective or Arch. Elective 3 ______: General Ed. Elective or Arch. Elective 3
General Education Electives (includes English and Math - 46 hours) Oral Communications/Logic: 3 hours (COMS 130 or COMS 230 or PHIL 148/149 or PHIL 310) Humanities: 6 hours (HWC 204 and HWC 205) Natural Science (in addition to Physics 114): 3 hours (BIOL 100 or BIOL 116 or GEOL 101 or GEOL 105 or GEOL 121) Environmental & Social Science: 6 hours (EVRN 148 or 149 and GEOG 102) Arts: 6 hours (HA 265 or HA 266 or HA 267 or HA 268 or HA 564 and MUSC 136 or any course in Music Performance or Dance 310 or Dance 340) Free Electives: 9 hours (courses not offered by the School of Architecture and Urban Planning Professional Electives (12 hours) Architecture, Urban Planning or Architectural Engineering Courses not listed above: 12 hours GRADUATE TUITION COURSES: 30 HOURS MINIMUM The University of Kansas – School of Architecture & Urban Planning p. 128
III.12.2 Master of Architecture Track III (3+ Year)
Track III is designed for students entering the program with a baccalaureate degree in a field other than architecture. The 118 credits required for the degree are all taken in Professional Studies: o 88 credits of required Professional Studies o 18 credits of Professional Studies Selectives o 15 credits of Professional Studies electives At the time of an admission decision, applications to the Track III program are reviewed for potential advanced placement and the appropriateness of waiving courses. The review process for making these determinations is discussed in Section 4.1, p.136. In regard to General Education Credits, we adhere to the following statement in the Conditions for Accreditation regarding General Studies credits: “A professional degree program must include general studies in the arts, humanities, and sciences, either as an admission requirement or as part of the curriculum. The mix appropriate for pursuit of an accredited degree is not discussed in the Conditions, thus we limit our review to the question as to whether the applicant’s previous coursework includes a minimum of 46 General Studies credits as defined by the Conditions.
Table III.12.c illustrates the breakdown of the Professional Studies Credits required to be fulfilled in Track III. Page 130 provides the typical program of study pursued by students to acquire the Master of Architecture in 3+ Years (Track III).
PROFESSIONAL STUDIES (118 cr)
Required Studios Support Selectives Arch 502 (6) Arch 524 (4) Arch 690 (chose program) (6) Arch 503 (6) Arch 530 (3) Arch 80X (6) Arch 504 (6) Arch 531 (3) Arch 80X (6) Arch 505 (6) Arch 540 (3) Arch 608 (6) Arch 541 (3) Arch 609 (9) Arch 542 (3) Arch 552 (2) Arch 560 (3) Arch 613 (3) Arch 624 (3) Arch 626 (3) Arch 627 (3) Arch 630 (3) Arch 658 (3) Arch 665 (3) Arch 701 (3) PROFESSIONAL STUDIES ELECTIVES = 12 CREDITS (May be in Architecture, Architectural Engineering, Urban Planning or Design)
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ACCREDITED PROFESSIONAL MASTER OF ARCHITECTURE CURRICULUM (for students who hold a bachelor’s degree and enter the first year 2009-beyond) School of Architecture and Urban Planning, The University of Kansas
Revised 12.31.08
SUMMER SESSION (May be required of some students)
ARCH 502 Accelerated Design I 6 ARCH 613 Visual Thinking 3
YEAR ONE Introduction of historical, urban, technical, and design vocabularies.
FIRST FALL (15 Hours) FIRST SPRING (19 Hours)
ARCH 503 Accelerated Design II 6 ARCH 504 Accelerated Design III 6 ARCH 626 Building Technology I 3 ARCH 540 Arch. History I 3 ARCH 665 Hist. of Urban Design 3 ARCH 530 Env. Systems I 3 ARCH 560 Site Planning 3 ARCH 524 Structures II 4 ARCH 627 Building Technology II 3
SUMMER SESSION (Study Abroad and Studio 12 Hours)
ARCH 690 Architectural Study Abroad 6 ARCH 505 Accelerated Design IV 6
YEAR TWO Development of historical, technical, and design skills. Development of practice and management concepts. Theory, design, and technical integration.
SECOND FALL (18 Hours) SECOND SPRING (18 Hours)
ARCH 608 Core Studio IV 6 ARCH 609 Comprehensive studio 9 ARCH 531 Env. Systems II 3 ARCH 552 Professional Practice 3 ARCH 541 Arch. History II 3 ARCH 542 Arch. History III 3 ARCH 624 Structures II 3 ARCH 701 Intro to Grad Studies 3 ARCH 658 Programming 3
YEAR THREE Pursuit of a specific professional option offering depth of inquiry
THIRD FALL (15 Hours) THIRD SPRING (12 Hours)
ARCH 8XX Professional Options 6 ARCH 8XX Professional Options 6 ARCH xxx Arch. Elective 3 ARCH xxx Arch. Elective 3 ARCH xxx Arch. Elective 3 ARCH xxx Arch. Elective 3 ARCH 630 Arch. History/Theory 3
Total degree hours 118 Design/Synthesis 54 Support courses 46 Arch Electives (500 or higher) 18
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III.12.2.a Typical Program of Study In this program of study, the credit load per semester ranges between 12-19 hours with an average of 16.2 credits per semester plus two summers, one with nine credits and the other with 12 credits (including study abroad). Many students enter the program with advanced placement. For instance, students with a graphics background may be waived from Arch 613: Visual Thinking while a student with an Interior Design background may be waived from the first summer courses and simply start in fall. Students with our Bachelor of Arts in Architectural Studies often receive advanced standing by having previously taken courses, such as architectural history, waived. Each application and its potential advanced placement is determined on a case by case basis (See Section 4.1).
III.12.1.b Dual Degree Programs with the Master of Architecture Track III (3+ Year) The program offers students two options to pursue dual degrees along with the Master of Architecture: the M.Arch./MBA and the M.Arch./MUP. The M.Arch./MBA dual degree program, requires 112 credits of the 118 credit M.Arch. (six elective credits waived) along with 37 credits of the 52 credit Masters of Business Administration. Students must first be accepted to the Master of Architecture program and then apply and be accepted into the MBA program by the beginning of their second year in the M.Arch. Track III. The dual degree effectively reduces time to earn both degrees by one academic year.
The M.Arch./MUP program is a 142 credit program (103 in the M.Arch. track III program of study [12 arch elective credits plus Arch 665: History of Urban Design waived] plus 39 of the 48 credits required for the Master of Urban Planning degree). This dual degree effectively reduces time to earn both degrees by one academic year.
III.12.3 Policies Governing the Master of Architecture (Track I and Track III)
III.12.3.a Portfolio Requirement. Each student must maintain a record of his or her work in the graphics/studio sequence. This must be in the form of an 8 1/2” x 11” portfolio and must include examples of at least one major project from each semester of the design sequence. It is recommended that all major projects be included in the portfolio as well as selected examples of work from support and/or elective courses such as building technology, construction documents, photography, etc. The portfolio is a prerequisite for advancement in the studio course sequence and must be submitted to the studio critic on the first day of class.
III.12.3.b Studio Grading Policy. Work evaluated as “satisfactory” is graded C. Work evaluated as “more than satisfactory” is graded B. Work evaluated as “exceptional” is graded A. Work evaluated as “less than satisfactory” is graded D. Work evaluated as “failing” is graded F.
If a student receives the grade of D in a studio in any semester, he or she is placed on notice by the school, regardless of the student’s overall grade-point average. To be removed from such status, the student must perform satisfactory work in the next semester of studio. If in any subsequent semester the student receives another grade of
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D, he or she must repeat that studio before advancing in the sequence. If the student receives the grade of D in two consecutive semesters, he or she must repeat the entire design or graphics year in which the first D was given.
III.12.3.c. Study Abroad Requirement. This requirement gives students an experience completely different from their previous educational careers and is designed to provide some preparation for the increasingly globalized architectural profession. There are several ways in which students may meet this requirement: 1. Participation in any of the year-long or semester-long study abroad programs offered by the School in Germany, Scotland, Denmark and Australia will automatically fulfill the study abroad requirement; however, in order to fulfill the total degree requirements students need to complete an additional 9 hours of electives. 2. Participation in any of the School-directed study abroad programs, usually in the summer (but including any during the regular semesters, such as the Neukloster Academy in Germany). These programs vary from 3 to 9 credit hours and several may be combined (not necessarily in the same semester) to total 9 hours. 3. Participation in any of the University-sponsored study abroad programs or any programs at other college-level institution approved by KU for transfer credit. These programs, including summer programs, vary from 3 to 6 credit hours and may be combined together or with School-directed programs (including ARCH 692: Documentation) to total 9 hours. 4. Enrollment in ARCH 691: Architecture Practicum (3-6 hours). The practicum component of the study abroad requirement will be viewed as one option to accomplish a portion of the 9 credit-hours. Students who desire this option will be required, through special scholarship programs, to take advantage of short-duration, intensive study abroad experiences (e.g., Neukloster, Western Civilization London Spring Break, 2-week Fine Arts and College summer classes, etc.) to satisfy a minimum of 3 hours in a foreign study experience to complete the 9-hour requirement. Note: ARCH 691 requires approval of the student’s proposal by the Architecture Program Chair. 5. International Students, for whom enrollment in the School is already a study abroad experience, will automatically fulfill the requirement; however, in order to fulfill the total degree requirements they may need to complete an additional 9 hours of electives.
III.12.3.d. Maximum and Minimum Enrollment. Approval of the program chairperson is required if a student wishes to enroll for more than 19 or fewer than 9 hours during fall or spring semesters or for more than 14 hours during the summer session. A student on probation may not enroll in more than 15 hours without approval from the Chair.
III.12.3.e. Substitution of Courses. A student who wishes to select certain courses not in the prescribed curriculum may petition the Architecture Program Chair. The chair considers petitions for substitution of courses at any time except after the beginning of the student’s last semester.
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III.12.4 Off-campus Programs (Track I and Track III)
Outside of study abroad opportunities, our off-campus programs are limited to our professional options amongst which students’ select for their final year of study in either Track leading to the Master of Architecture degree.
III.12.4.1 Kansas City Design Center Urban Design Studio The Kansas City Design Center (KCDC), organized as a co-venture between the University of Kansas and Kansas State University, will facilitate research, initiate informed discussion, and provide topical public programs to build greater understanding of the potential of architecture, planning, and urban design to improve the quality of life and development in the Kansas City metropolitan region. The Urban Design Studio is one of the primary fulcrums through which the KCDC attempts to further this mission.
Students selected to participate in the KCDC Urban Design Studio receive a $5000 scholarship and spend their final year with studio space provided at the KCDC office in downtown Kansas City, Missouri. Students take a 6-credit studio each semester of their final year and are required to take Professional Practice in the spring. Other courses are often taken here in Lawrence or at other universities in Kansas City. Information technology support is provided solely by the University of Kansas. Students retain their ability to use the various informational resources available to students in Lawrence and may conveniently access their materials at the University of Kansas Medical Center campus in Kansas City, Kansas. The facilities are described in Section 3.8.
III.12.4.2 Internship Programs In both our 7-month internship programs (Health and Wellness [Arch 807/808] and Globalized Practice [Arch 809-810]), firms provide a primary point of contact to supervise the intern, a dedicated workspace to the intern including computer/internet access, and some form of remuneration for their efforts (negotiated with the student). Additionally, for Globalized Practice, our Office of Study Abroad provides health insurance, secures housing and serves as an additional point of academic contact beyond our in situ contacts and our faculty assigned as instructors of record for these internships. In Health and Wellness, our students return twice to Lawrence for colloquium involving their supervisor.
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III.13. STUDENT PERFORMANCE CRITERIA
Our programs of study leading to the M.Arch. degree are crafted so as to not only meet accreditation criteria, but to organize a learning process by which our graduates achieve the profile which are faculty described in Section I.2 and as reiterated here: “Our faculty believe our graduating students should be: thoughtful, curious, passionate, inspired and hold high expectations. They are to be honest, ethical, civil, self-driven, flexible and conscientious. Our students should value collaboration, community service, client needs and desires, lifelong-learning, have a pride in “Jayhawk Nation” and be aesthetically educated. Students further these characteristics by developing skills in problem solving, analysis, visualization, graphic representation, time management and teamwork.” It is through these prisms that we attempt to contextualize and interpret our efforts at actualizing this vision through our various programs and activities.
Within our Tracks (Track I – 5+ Year and Track III – 3+ Year), each year of the program of study has a theme which helps frame the primary foci for the academic year. For Track I, the themes are: Year 1: Ideas and Communication Courses in the first year focus on communication of ideas whether in Arch 108, Arch 109 or in Engl 101 and other general education courses. Arch 103 and Arch 104 focus on ideas central to architecture as a discipline and Arch 152 introduces ideas central to architecture as profession Year 2: Anatomy and Ecology of Buildings The second year architecture courses focus on the internal structures and materials informing architecture as well as the ecological context which informs design Year 3: Technologies and Processes of Building Courses in third year focus on building and environmental technologies, and the culture of building and how collaboration, construction and fabrication processes inform architecture Year 4: People and Integration Fourth year brings to the fore the impact people have on design (Arch 658: Programming), how one can be more informed about human responsiveness to design (Arch 701) and emphasizes how improving human well-being through dwelling is the crux of integrated design Year 5: Professional Options The final year is about going into depth in an area of student interest. For Track III, the themes are: Year 1: Historical, Urban, Technical, and Design Vocabularies Year 2: Development of Practice Concepts and Technical Integration Year 3: Professional Options
2009 APR - University of Kansas - 8/10/09 134 of 245 STUDIOS REQUIRED SUPPORT COURSES GEN ED REQ. COURSES IN 5+ (46CR)
Professional Options Capstone Year Arts (6) English (6) Math (3 cr)
Preparatory Studios Comp. Studio Year (Selective) 5+ Humanities and 5+ = 5 year, 180 credit program of study 5+ Studios (Yr 1-3) (Yr4) 5+ (Yr 5) Social Science (6) Environmental and Natural Science (7)
3+ Studios (Yr 3+ Communications (3) Gen Ed Electives (9) Electives Ed Gen
3+ = 3 year, 118 credit program of study 1) (Yr2) 3+ (Yr 3) Only Req'd in Required in both 5+ and 3+ Western Civilization (6) Only Req'd in 3+ in Req'd Only S=Summer, F=Fall, W=Winter/Spring Yr 1 Yr 2 Yr 3 S1 F1 W1 S2 F W F W F W F W F W F W 5+ Music (3) Art (3)
Student Performance Criteria Arch 409: Architectural Design IV Arch 502: Accelerated Design I Arch 503: Accelerated Design II Arch 504: Accelerated Design III Arch 505: Accelerated Design IV Arch 608: Architectural Design V Arch 609: Comprehensive Studio Arch 801: Urban and Community Issues I Arch 802: Urban and Community Issues II Arch 803: Design-Build and Materiality I Arch 804: Design-Build and Materiality II Arch 805: Architectural Technology I Arch 806: Architectural Technology II Arch 807: Healthy & Sustainable Environs I Arch 808: Healthy & Sustainable Environs II Arch 809: Building Typology I Arch 810: Building Typology II Arch 811: Architectural Investigations I Arch 812: Architectural Investigations II Arch 103: Introduction to Architecture I Arch 104: Principles of Modern Architecture Arch 152: Professional Practice I Arch 205: Natural Forces Arch 613: Visual Thinking Arch 340/540: Arch History I: Ancient/Medieval Arch 341/541: Arch History II: Renaissance Arch 342/542: Arch History III: Modern Arch 524: Structures I Arch 529: Environmental Systems I Arch 530: Environmental Systems II Arch 552: Professional Practice II Arch 560: Site Planning for Architects Arch 624: Structures II Arch 626: Building Technology I Arch 627: Building Technology II Arch 630: Theory and Context Arch 658: Programming & Pre-Design Arch 665: History of Urban Design Arch 690: Architecture Study Abroad Arch 701: Intro to Graduate Studies Math 105, 16 or 115 (Topics in Math or Calculus) Physics 114 Physics I Biology 101, 116 or Geology 101,105 or 121 English 101: Composition English 102: Critical Reading and Writing Coms 130, 230 or Phil 148, 310 Evrn 148 Principles of Environmental Studies Geography Human of Principles 102 Geog I Civilization Western 204 HWC II Civilization Western 205 HWC Music 136 or Dance 310, 340 HA 261, 564, 265, 266, 267, 268 Arch 108: Architectural Foundations I Arch 109: Architectural Foundations II Arch 208: Architectural Design I Arch 209: Architectural Design II Arch 408: Architectural Design III 1. Speaking and Writing Skills uuuuuuaaaaaaaaaaaaaa uuu aaaaaaaa 2. Critical Thinking Skills uuuuua u aaaaaaaaaaaaaa au aauua u aaaa 3. Graphic Skills u u u aa u aaa u 4. Research Skills u u u a u aaaaaaaaaaaaa au a 5. Formal Ordering Systems uuu uuu uu u 6. Fundamental Design Skills u u aa u aa a 7. Collaborative Skills aaaaaaaauuu a
8. Western Traditions uuu u u u uu u 9. Non-Western Traditions uuu u u u u 10. National/Regional Traditions uu uuuu 11. Use of Precedents u aaaa 12. Human Behavior u uu u uu u u 13. Human Diversity uuuuu 14. Accessibility aaaa uuu
15. Sustainable Design uuuuuaa aa uuuuu u 16. Program Preparation a a 17. Site Conditions u a u aa u a u 18. Structural Systems u uu 19. Environmental Systems uu 20. Life Safety Systems uu uu u u 21. Building Envelope Systems uuu uu uu uu
22. Building Service Systems uuu uu 23. Building Systems Integration aa 24. Building Materials/Assemblies uu uu uu 25. Construction Cost Control u u 26. Technical Documentation u aa u 27. Client Role in Architecture u uuuu 28. Comprehensive Design u u aaa
29. Architect's Administrative Roles uu 30. Architectural Practice u 31. Professional Development uu 32. Leadership uuuuuuuuuuuu u u 33. Legal Responsibilities uuu 34. Ethics & Professional Judgment uuuuuuuuuuuuuuuuu bold= criteria that must meet ability level u=understanding a=ability
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IV. SUPPLEMENTAL INFORMATION
IV.1. STUDENT PROGRESS EVALUATION PROCEDURES
At the heart of our system of monitoring and assisting student progress is our personal advising system. All Architecture students are advised by permanent academic advisors assigned them by the Architecture Chair. Upon request a student may change academic advisors. The academic advisor is responsible for approving the courses in which each advisee enrolls. In addition, students are encouraged to seek out their academic advisors and teachers on a regular basis during the semester.
The keys to the advising systems employed in the Architecture Program are sound record keeping and careful referrals when problems are not wholly academic in nature. The Chair of Architecture employs an Administrative Specialist who, in addition to her other tasks, is responsible for the day-to-day operation of the academic records monitoring. The Administrative Specialist is an especially critical person in the monitoring and advising process because this person is always available to students for information about their academic progress. This monitoring process is ongoing in that each semester the graduation checklist for each student is updated in the student’s advisory file to reflect the student’s progress semester by semester. This file may be checked out to the student and the student’s advisor at any time for review and to evaluate the student’s progress.
The Administrative Specialist also gives important directions to students and clarifies many questions about academic progress and program requirements to many students. The Chair serves as the advisor to all graduate students and works on individual cases which require professional judgment and knowledge for all students. The chair also serves as a point of referral to other personal advising services the University offers. Referrals are made to the following services at the University: the Academic Achievement and Access Center, Disability Resources, Counseling and Psychological Services, the Office of Admissions and Scholarships, the Office of Multicultural Affairs, Student Financial Aid, the Department of Student Involvement and Leadership Centers, Student Health Services, Study Abroad, Student Success Technology Services, University Ombudsman, and the University Career Center.
The Associate Dean of the School is responsible to all students for career guidance and placement. However, the faculty, through their continuous interaction with students, provides significant advice about career options and possibilities.
IV.1.1 Procedures for Evaluating Transfer Credits
Transfer students may be admitted, if space is available, if they have grade of C or better in one 3-hour calculus course, one 4-hour physics course with laboratory, and have overall grade-point averages of 3.0. Transfer students may be favorably considered for admission if they have overall 3.2 grade-point averages, if space is available, but if
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calculus or physics has not been completed.
Many general education classes at other accredited institutions may be transferred to the University of Kansas. Students must submit official transcripts of completed coursework before a final determination is made. KU uses a user friendly Transfer Equivalency System called CredTran which may be accessed at http://www.admissions.ku.edu/credit/transfer.shtml.
For Architecture credit, transfer credits are evaluated during the admissions process by the Associate Dean. Transfer courses are checked against SPC criteria before credit is accepted into the professional program. Approval of credit is based upon review of an official transcript and receipt of the student of a grade of C or better. A transfer student may receive advanced placement in studio based on a design portfolio review coordinated by the Architecture program chair. This advanced placement is based not only on the quality of the work but also on the availability of space. Often these students find themselves on waiting lists for studio space, the longest and most typical wait for students being one academic year.
IV.1.2 Procedures for Determining Advanced Placement
Advanced placement credit for required courses in Professional Studies (not including studio courses) is decided by examination of two primary factors: the content covered in the course and the curriculum within which the course was taken. Graduate students petitioning for advanced placement must submit both the entire program of study as well as syllabi from courses being petitioned from the university where credit was earned. These two factors are analyzed for congruence with our curricular expectations and the SPC criteria that we argue the course we would waive is expected to achieve. If upon that review the program is convinced all SPC criteria that we expect to have met within our course is matched by course content learned at another university, the course is waived. If even one SPC criterion is not met and if that SPC criterion is not met within another course in our curriculum, the course is not waived.
Advanced placement for studios is determined by a review of the submitted portfolio at the time of application, the admissions committee reviews the portfolio and determines the best placement for the student within our curriculum. Again, each studio is identified in our program as expecting to meet different SPC criteria and this information is referenced in making studio placement. Due to the high variation between architecture programs and their studio sequencing, we often find students that expect placement into a strict 4+2 model are actually placed where they need to attend our program for 2 ½ years instead.
IV.1.3 Standards for Evaluation, Advancement, Graduation and Remediation
Within both tracks, in order for a student to make satisfactory progress and graduate with a Master of Architecture degree, he or she must maintain a cumulative grade point average at or above the minimum threshold. Students whose cumulative gpa’s slip below
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that threshold are placed on probation and told to seek counsel from the architecture program chair. Every student must perform at a satisfactory level, and since a “D” is defined as “Less than satisfactory,” no course of less than “D” may be counted toward the degree. In the studio sequence we have what we refer to as the “Double D rule.” A student that earns a D in studio receives notification that they must perform satisfactory work in the next semester of design studio. If in any subsequent semester the student receives another grade of “D”, he or she will be required to repeat that studio before advancing in the sequence. If the student receives the grade of “D” in two consecutive semesters, he or she will be required to repeat the entire studio sequence beginning with the studio in which the first “D” was given.
A student must retake any course in which he or she receives an “F” for that course to be counted toward the degree. Sometimes the process involves retaking the course or even taking lower level courses and then retaking the required course. The advisor and the student, in consultation with the chair, decide on the remedial action needed.
Students in Graduate Studies must maintain an overall grade point average of 3.0 must be maintained in order to continue in the curriculum. Students falling below this minimum standard are placed on probation by Graduate Studies and are terminated from the program if a satisfactory progress during the subsequent semester is not made in attaining a 3.0 average.
A student who wishes to select certain courses not in the prescribed curriculum may petition through the academic advisor to the Architecture Chair. Petitions for substitution of courses will be considered at any time except after the beginning of the student’s last semester in a degree program. A student might even be exempted from a requirement in exceptional cases, but that student would have to make up the exempted hours through other courses in order to meet the total hour requirement for graduation.
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IV.2. STUDIO CULTURE POLICY
Our studio culture policy is copied below but may also be found at www.sadp.ku.edu/architecture/studioculture.
The ‘Studio Culture’ Vision and Policy Statement 06 May 2009 (Reconciliation Committee: S.Criss, B.Coffeen, M.Rashid, D.Sander, L.Foster and K.Steinhoff)
In 2005, the National Architectural Accreditation Board (NAAB) requested that all schools develop a ‘Studio Culture Policy’ document that serves to provide a written policy identifying how each school of architecture addresses its studio culture. This effort encouraged academia to be more explicit about the pedagogical benefits of the studio experience. Prior to that, in 2003, the AIAS Studio Culture Task Force had created a document with the goal of encouraging schools to define explicit policies to support the positive aspects of the studio culture while transforming the more unhealthy practices. Five positive values were identified in the report including optimism, respect, sharing, engagement and innovation of which the School of Architecture and Urban Planning at the University of Kansas fully shares and supports as the basis of this document.
“Schools of architecture should constantly strive to promote architecture as a profession, not just a discipline, art form or occupation. As a profession it is our responsibility to first and foremost serve all people and society through the exploration of architecture as a means to improve the health, safety and welfare of the individual, community and nation. Architectural educators, administrators and students should work together to establish and evolve the following cultures within their programs. It is anticipated that each school will find unique solutions to achieve these cultures.
1. Optimism Schools should foster a sense of optimism in their students. Students should understand the challenges the profession faces while serving society. Consequently, they need to be engaged in discussions and projects while in school that will teach students how to design creative, thoughtful and professional solutions. Practice should be promoted as an opportunity to expand and evolve the profession, not as a difficult place to perform the art of designing. Graduates should leave school with a high level of energy and excitement with the knowledge and belief each is an important member of the current and future profession. The role of a professional program is to promote and foster success of its students, not to set a quota for failure.
2. Respect Schools should foster and promote a sense of respect for everyone. Disparaging remarks about other disciplines, faculty, students and practitioners should not and cannot be tolerated. Every effort should be made to include all people from all backgrounds and lifestyles in the design studio to increase awareness of diversity and respect for everyone. This must go beyond the members of a particular design studio and include community members.
3. Sharing The process of sharing knowledge, ideas and experiences is the essence of the academy. Forums should be promoted for such exchanges between students, faculty, practitioners and community members. Such sharing should happen between these groups as well as amongst peers within each group. A team approach in learning is vital to perpetuate a team approach in practice.
4. Engagement Schools should actively work to ensure that each student obtains experience working with and engaging a
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specific community through the process of designing. Students should understand fully the implications of design on real people. This includes understanding the potential for the design process to strengthen communities.
5. Innovation It is the role of the academy to promote innovation in design and practice. Schools should actively pursue creative and innovative developments in both areas equally. Particular focus should be placed on expanding professional services and methods of strengthening architects’ active client base. Architects of today do not work alone or without constraints. Students need to be taught about collaborative design, budgets and codes, not as limitations on their creativity, but as opportunities for creative problem solving.”
Source: www.aias.org/studioculture/r_resources_sctf_NAABpaper.pdf
The Studio The studio model is historically rooted in the Ecole des Beaux Arts in Paris, where the “design problem” relied heavily on knowledgeable teachers and “learning by doing.” Students were required to develop drawings of their projects for critique from a jury that generally consisted of professors and guest architects that evaluated the students’ projects. This tradition of the “jury” or “final reviews” continues to be the common means of evaluation in architecture schools today, as is the case at KU’s School of Architecture.
Studio learning encourages collaboration, risk-taking, critical-thinking processing, innovative-thinking, discussion, and “hands-on” experimentation. The design studio establishes an environment where students are challenged to move between intuitive processing of information; thinking through drawing and making; experimentation with materials and form; and, developing a variety of skills and technologies. Asking questions and making proposals that explore untested ideas are developed through criticism and discussion among classmates, faculty, practicing architects and others. The goal of the program is to produce conceptual thinkers versed in history, theory and the science of the field. Intensive one-on-one instruction provides the student the ability to develop verbal, critical-thinking, spatial, aesthetic and material sensibilities. The design studio draws upon life experiences, general studies courses and specific, architectural courses to provide a synthetic form of education. Students are exposed to a variety of cultural and societal ideas through history and theory, the environmental sciences and building technologies. The studio experience aims to provide an environment whereby diverse life experiences and opinions are shared—a culture of mutual respect and open inquiry is critical to a successful learning environment.
The architectural design studio is based on a group of people working together in a large open studio space where students are assigned desks to develop their design projects based upon common teaching methods: problem-based learning and learning-by-doing. This regular interaction between students and faculty provides an opportunity for students to share ideas, learn from one another and contribute to each other productively. Extended spaces beyond the studio space include several university libraries including the Spencer Library and our own ‘Hatch Reading Room’; computer and media labs; wood and metal shops; and, review and exhibition spaces.
The desk critique or “desk crit” and “group crits” provide an opportunity for the student
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to meet with the faculty member for a one-on-one discussion of the design work. These sessions act as a form of critical feedback on the student’s progress and provide the means for discussion on how the student is addressing the stated objectives. The studio instructor often provides direction or suggests revisions that he or she feels will help the student reach a better design solution. As follow-up, it is expected that the student will more fully explore the work and advance the design work to a new level for the next class period. These steps are repeated regularly and these methods of revising the work, based upon critical-feedback are essential to the design process. Faculty incorporate this method of teaching in individual ways, as is dictated by their own perspective on how to best teach design; ultimately, design decisions are made by the student.
Design studio reviews are essential moments in the semester, whereby interaction between students, faculty and outside visitors are made possible in a formal “pin-up” manner. Reviews serve to provide a means of discussing and assessing the student work, providing feedback and serve as an opportunity to discuss broader issues of the project assignment. These reviews should be seen as an opportunity to exchange ideas and to practice effective verbal and visual presentation skills. The program supports thoughtful and respectful exchanges, open-minded debate and discussion during these presentations.
Plan for Implementation and Maintenance The ‘Studio Culture Vision and Policy Statement’ serves as a device for extending conversations between students and faculty. The Studio Culture committee is comprised of two students selected by the AIAS student organization and three faculty members. In May of 2009, the document was formally adopted as our working guide. The Studio Culture will inevitably evolve with changes in technology, the profession and society. The policy must reflect the changes while nurturing a culture vital to the student experience. The Studio Culture Committee will work to maintain and further develop this stated policy through review sessions each year; these will then inform bi-annual recommendations for changes which will be forwarded to the faculty for review and implementation.
Studio Culture Policy As the basis of this Policy, the following NAAB Conditions for Accreditation, 2004 Edition were consulted (see http://www.naab.org/accreditation/2004_Conditions.aspx). In this document there are “Thirteen Conditions of Accreditation” of which one is focused on the “Studio Culture.” in order to prepare documentation for the Accreditation Program Report (APR), the following describes this most clearly:
3.5 Studio Culture The school is expected to demonstrate a positive and respectful learning environment through the encouragement of the fundamental values of optimism, respect, sharing, engagement, and innovation between and among the members of its faculty, student body, administration and staff. The school should encourage students and faculty to appreciate these values as guiding principles of professional conduct throughout their careers.
The APR must demonstrate that the school has adopted a written studio culture policy with a plan for its implementation and maintenance and provide evidence of abiding by that policy. The plan should
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specifically address issues of time management on the part of both the faculty and students. The document on studio culture policy should be incorporated in the APR as Section 4.2.
The following represents the policy we have developed that is particular to our School’s program. The adoption of this studio culture policy shall not infringe on the academic freedom of faculty to teach their courses, accountable and consistent with the published curriculum, in a manner that serves the best interests of the students, the profession, the School of Architecture and the University of Kansas. With a focus upon “specifically address(ing) issues of time management,” we begin with the first three points of the “The Redesign of Studio Culture: A Report of the AIAS Studio Culture Task Force” (http://www.aias.org/news_detail.php?nid=254#publications):
1. Students Should Lead Balanced Lives: “Architectural education should be challenging, rigorous, and time-consuming. However, as one noted practitioner stated, “If we want professionals to lead balanced, healthy lives, we should not expect them to put off practicing that mindset until later in life.” Do our current practices promote successful habits? Is too much focus placed on the time spent in the design studio? Despite the difficulty of these questions, the answers must be sought and considered.”
Related Policies: a. All faculty (including part-time adjuncts) shall meet prior to the start of each semester. They will meet as two groups, same-year-level studio and core-architecture-elective instructors, to discuss content of the courses and deadlines of major projects and exams. (If possible, they will coordinate deadlines to alleviate overlaps—especially at mid-term and final week prior to Stop Day.) Studio projects are to be completed prior to Stop Day so that students may study for exams during Exam Week. Because design review space is limited, final studio reviews can occur during the Exam Week, but these must be coordinated with the students’ exams so that time conflicts are avoided. b. According to University policy, syllabi and details of the course are to be discussed with students on the first day whereby all faculty (studio and architecture courses) will announce their exam and project due dates to the students. Any obvious deadline conflicts should be discussed then, so that students are made aware and can plan accordingly. Architecture course instructors who are willing to work with studio project deadlines--by confirming alternative dates with their own students--may give "Tentative" Exam dates in the Syllabus, handed out to their students on the first day of class. c. Typically, faculty are contracted to teach 40% of their time, perform service for 20% and engage in scholarship/research/practice for the remaining 40%. Scholarship and teaching are to be equally valued and are equally important to the quality of the school. Design studio classes are required to meet 11 hours/week (except for the first design studio which meets 8 hours/week). If faculty, or a student, must be away for conferences, practice obligations, or other such activity, a suitable substitute of time must be arranged to assure proper instruction. If students must leave the studio to work in the computer lab or woodshop, students should make the faculty aware so that they are not regarded as absent.
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(Note: Policies outlined below in relation to the other two remaining points should also help students develop a healthy lifestyle.)
2. Time is More Than a Constantly Endangered Resource: “Many responses to our task force have also proposed that a major solution to several of these issues would be to teach time management skills. Most schools place little emphasis on teaching these skills, and even fewer have classes directly dedicated to this topic. Students who manage their time well typically perform much better than those who do not. Good time management usually leads to stronger design projects due to a more balanced work schedule and allowing time for reflection. Also, good time managers have more successful reviews because they have allotted time to sleep as well as prepare for their oral (written, graphic, etc.) presentations.”
Related Policies: a. Students in architectural education know that it is a time-intensive activity and experience demonstrates students’ coursework demands 60+ hours per week of their time. Making priorities is an essential skill to develop. Faculty will make general requirements and deadlines clear at the start of the semester and state specific deadlines during the course; ultimately, assisting students in setting appropriate priorities and time schedules for themselves. b. Many students must work alongside attending school. Based on previous experience, it is recommended that students set a maximum of 10 hours/week for outside employment. c. Within the first semester of the M.Arch program, a ‘time management’ workshop should be given to the Freshman class, so that students understand that the architecture curriculum is especially time-demanding and that they may apply given strategies in order to lead balanced lives. This will be incorporated in the ‘Professional Practice’ course offered in the first semester of the program. d. In an effort to save valuable time, certain woodshop and computer technology skills should be taught as part of the design studio experience. This will help assure that all students have been given basic introductory skills that ultimately are incorporated into the design studio and other courses. It is recommended that workshops be taught through the Woodshop (with shop manager) and the Bridge Lab (with computer lab manager) to assure that the material is consistently being delivered to all students.
3. There is a World Outside of the Design Studio: “When students spend all of their waking time, and some of their sleeping time, … for four to six years, in the same classes, in the same building, they become disconnected from the ubiquitous public they will serve. Too often, faculty members do not encourage or even allow any unstructured time for students to develop interests and relationships outside of studio. This in large part, can lead to clients accusing the profession of arrogance and ignorance. ‘If we want professionals to be involved in their communities, we should make sure that we are instilling in students a sense of involvement with others outside the architectural community.’”
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Related Policies: a. The School of Architecture is committed to bringing outside lecturers to provide examples of innovative scholarship and practice. Typically, these lectures are scheduled from 11:30-12:30 (during studio periods). Participation is highly recommended. See the School’s website for current, scheduled lectures (http://www.sadp.ku.edu). b. The School is committed to bringing outside critics to provide comment on studio projects and deliver lectures within courses. Often, it is advantageous to hold reviews at firm locations (such as Kansas City) so that many practitioners are readily available to provide feedback. c. Extra curricular activities are encouraged as a valuable aspect of a student’s development, while being respectful of curricular demands. Students are encouraged to engage service, memberships and activities outside the School as a way of balancing (and broadening) student life. (Students should not assume that they will automatically allowed to engage in non-studio activities during studio hours; this must be negotiated with the critic ahead of time.) The School of Architecture and Urban Planning and the University of Kansas offers several student organizations to help students develop connections to outside practitioners and community activities. See both http://www.sadp.ku.edu/school/people/students/orgs and http://www.silc.ku.edu. d. We seek to have our students become leaders in a globalized profession. We therefore require study abroad or practicum experiences that foster student engagement in a unique situation. Students may study abroad for one week during a semester; one month during the summer or winter break; or go abroad for half or all of an academic year. See http://www.studyabroad.ku.edu/programs/disciplines/architecture.shtml. The Global Awareness Program (GAP) is a KU initiative that recognizes undergraduates' international experiences. Students can receive transcript certification for experiences including study abroad, classes with an international focus, foreign language study and international co-curricular activities. See http://www.international.ku.edu/gap for more details. e. We seek opportunities for Service-Learning opportunities through studio design projects. This is well-established in the Studio 804 program and other opportunities have been developed in other studio courses. See http://kubuildingtech.org/creativework/ for current work. In addition to posting on the website, the School aims to provide frequent student-work exhibitions and hold brown bag lunches for discussion of the work. The Center for Service Learning provides support and resources for faculty in designing and implementing service learning courses. Through KU’s Center, students have the opportunity to become certified in service learning as a way to enhance their academic career. Upon completion of all requirements, the designation, “Certification in Service Learning,” will appear on the student’s official KU transcript. See www.servicelearning.ku.edu for more details. f. In order to assist students in their application to scholarships, unique topical studios (See “Current Projects” @ http://www.sadp.ku.edu), employment opportunities, and Study Abroad opportunities (all that potentially require portfolios for application), students should be made aware of the need to document their work from the first semester. In order to support this, it is recommended that students develop documentation of their studio process and products in written and graphic ways. It is recommended that students do this for each of their design studios. Also, it is
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recommended that students save the images in a digital format for future portfolio- reconfiguration. With this, we believe that students will develop their abilities to reflect upon their work and will have material readily available. g. The Research Experience Program (REP) is one of three undergraduate certificate programs at KU aimed at providing official recognition of an identified experience on a student’s academic transcript. REP provides KU students with a unique learning opportunity grounded in KU’s role as a major national research university. See http://www.rgs.ku.edu/depts/training/rep/rep.shtml for more information.
For further definition, see the 2002 AIAS Task Force Report (http://www.aias.org/news_detail.php?nid=254#publications):
4. Design is the Integration of Many Parts 5. Design Process is as Important as Product 6. Collaboration is the Art of Design 7. Design is Inherently an Interdisciplinary Act 8. Even Educators Can Learn 9. The Good of Students Must Prevail (yet to come: studio selection process) 10. Grades Can Impede Productive Assessment 11. Critiques are Learning Experiences, Not Target Practice 12. To Design for Many, Parts of All Must be Included
The Design Studio Syllabus Communication of core studio culture issues is best integrated into the design studio syllabi issued each semester. Beyond the typical elements included in syllabi (description of the course, basic information about the course, contact information, coursework required for successful completion, attendance policy and course schedule), other elements that affect our ‘Studio Culture’ and should be included in the syllabi are: 1. NAAB Criteria Policy: “The National Architectural Accreditation Board accredits professional-degree seeking schools as they complete the basic requirements. Please see http://www.sadp.ku.edu/architecture/NAAB for details (Note: each design studio has its own particular NAAB criteria to be addressed, see the ‘SPC matrix’ at http://www.sadp.ku.edu/architecture/NAAB). 2. ‘Studio Culture’: “According to the “NAAB Conditions for Accreditation, 2004 Edition” (see http://www.naab.org/accreditation/2004_Conditions.aspx), the school has created its ‘Studio Culture Vision and Policy Statement’ as stated on the School’s website: http://www.sadp.ku.edu/Architecture/StudioCulture.shtml 3. Building Use Policies: “Marvin Hall, Marvin Annex and Snow Hall are open 24 hours per day, every day of the year accessible to students and faculty of the Architecture Program. For the safety, health, courtesy and sense of community: proper use of the studio space is expected; students are responsible for all costs incurred for painting and/or repair; misuse of space will result in loss of studio privileges; it is the student’s responsibility to see that all materials are removed from classrooms (including review rooms) at the end of each class period, and that no materials are left in public corridors, lobbies, stairs or other paths of egress; at the end of the semester, all personal and course
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materials must be removed from the buildings by the posted deadline or they will be discarded; it is the responsibility of each student to keep their area tidy from debris, carrying excess items to the trash can, dumpster or recycling bins; radio/sound systems are permitted only via headphones; no smoking in the building; cutting is to be done on lay-off tables and cutting boards only; the pin-up spaces immediately outside the studio are not for model-building or other tasks that can be performed inside the studio; the use of power tools is restricted to the indoor and outdoor shop spaces; and spraying of any kind is prohibited inside the building (use the outdoor building yard for any spraying).” 4. 2010 Imperative: “To successfully impact global warming and world resource depletion, it is imperative that ecological literacy become a central tenet of design education. Yet today, the interdependent relationship between ecology and design is virtually absent in many professional curricula. To meet the immediate and future challenges facing our professions, a major transformation of the academic design community must begin today. All project statements in the design studio shall include the criterion that "the design engage the environment in a way that dramatically reduces or eliminates the need for fossil fuel." More information can be found at http://www.architecture2030.org/2010_imperative/index.html. 5. ‘Students with Disabilities’ Policy: “The KU Office of Disability Resources (DR), 22 Strong Hall, 785-864-2620, coordinates accommodations and services for all eligible students with disabilities. If you have a disability and wish to request accommodations and have not contacted DR, please do so as soon as possible. Information about their services can be found at http://www.disability.ku.edu. Please also contact your professor privately in regard to your needs in this course.” 6. Religious Holidays: “Any student in this course who plans to observe a religious holiday which conflicts with the course schedule or requirements should contact the instructor at the beginning of the semester to discuss alternate accommodations.” 7. ‘Academic Misconduct’ Policy: “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research. When academic misconduct is alleged, the clear university policies and procedures expressed in the academic misconduct section of the student handbook, available at http://www.studenthandbook.ku.edu will be followed. The University of Kansas is committed to programs and activities that are free of racial, sexual or ethnic discrimination. For assistance or information on policies, please contact the University Ombuds Office (http://www/ku/ed/ombud) or the Department of Human Resources & Equal Opportunity (http://www.hreo.ku.edu)
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IV.3. COURSE DESCRIPTIONS
In this section are one page overviews of the required and elective courses that have been offered since Fall 2005 through Fall 2009. Some courses are only open to students outside of the accredited program and are therefore not presented. These courses include: Courses for Architectural Engineering Students only: o Arch 100: Architectural Foundations I o Arch 101: Architectural Foundations II o Arch 200: Architectural Foundations III Courses for Bachelor of Arts in Architectural Studies Students only: o Arch 105: B.A.A.S. Seminar I o Arch 106: B.A.A.S. Seminar II o Arch 380: Architecture Workshop I o Arch 381: Architecture Workshop II o Arch 480: Senior Seminar Additionally, with the transition from the Bachelor of Architecture to the Master of Architecture, course numbers changed. The following table illustrates the chronology of course numbers used for different required courses in our curricula.
AY04-05 AY05-06 AY06-07 AY07-08 AY08-09 AY09-10 Studios B.Arch./M.Arch. (Track I) 1st Year 113/114 113/114 100/101 108/109 108/109 108/109 2nd Year 200/201 200/201 200/201 208/209 208/209 208/209 3rd Year 300/301 300/301 300/301 300/301 408/409 408/409 4th Year 400/401 400/401 400/401 400/401 608/609 608/609 5th Year 500/501 500/501 500/501 500/501 500/501 80X M.Arch. (Track III) 1st Year 602/603/604 602/603/604 602/603/604 502/503/504 502/503/504 502/503/504 2nd Year 703/704/705 703/704/705 703/704/705 703/704/705 505/608/609 505/608/609 3rd Year 803/804 803/804 803/804 80X 80X 80X Introductory Arch 103 Arch 103 Arch 103 Arch 103 Arch 103 Arch 103 Arch 103 Arch 104 Arch 104 Arch 104 Arch 104 Arch 104 Arch 205 Arch 105 Arch 205 Arch 205 History Arch Hist I 440 440 640 340/540 340/540 340/540 Arch Hist II 441 442 641 341/541 341/541 341/541 Arch Hist III 442 442 642 342/542 342/542 342/542 Hist Urban Des 665 665 665 665 665 665 Theory 740 740 740 630 630 630 Structures Structures I 520/1 520/1 520/1 524 524 524 Structures I 624 624 624 624 624 624 Env. Systems Ltg/Elec/Acous 526/527/528 526/527/528 526/527/528 526/527/528 526/527/528 531 Mech/Plmbg Arce 561 Arce 561 Arce 561 530 530 530
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IV.3.A. Required Course Descriptions (including Selectives)
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ARCH 103: Introduction to Architecture (3 credits) Req.(5+ only)
Course Description: An introduction to the study and practice of architecture. This course aims at orienting the student to the various disciplinary facets which make up the total architectural curriculum as well as to the various professional roles which architects can be expected to perform. Architectural study is seen as both an art and a science, and architectural practice is seen as a complex, interdisciplinary professional activity. Presentations by guest lecturers are included. Discussions required for, and only open to, B.A. in Architectural Studies students. Prerequisite: NA. Format: Lecture
Topics Covered: 1. Introduction to the History Thinking about Architecture (introduction to a couple of perspectives within architectural theory) 2. Experiencing Architecture (how materiality, structures and env systems impact the experience of architecture) 3. Contextualizing Architecture (understanding that architecture occurs within a temporal, spatial and cultural context) Learning Objectives: 1. To introduce the content and context of architecture as a discipline. 2. To introduce students to the important role technology plays in architecture both in terms of resource conservation and cultural meaning. 3. developing skills at the integration of graphic and verbal information through sketchbooks. 4. to learn the efficacy of having a theoretical framework to help shape a thesis. Course Requirements: 1. Attendance & Participation 2. Individual essay on a historic building 3. Two (mid-term, final) Examinations SPC Criteria Addressed: None Met: None Dates Offered: Fall Semesters
Instructor: Gaunt
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ARCH 104: Principles of Modern Architecture (3 credits) Req.(5+ only)
Course Description: A lecture course covering the emergence of technological, theoretical and aesthetic principles of modern design beginning with the socio-cultural impact of industrialization and the crisis in architecture at the end of the 19th century. Attention is given to functionalist theory, mechanical analogies and the so-called machine aesthetic of 1910- 1930 and to the precedents of important design principles of modern architecture, including modular coordination, the open plan, interlocking universal space, unadorned geometry, structural integrity, programmatic and tectonic expression, efficiency and transparency and briefly explores their development in post-war and late 20th century examples. Prerequisite: ARCH 103 or ARCE 103.
Topics Covered: 1. Industrialization 2. Stripped Classicism, Arts & Crafts Movement 3. Deutscher Werkbund, de Stijl, L’Esprit Nouveau 4. The Bauhaus 5. Functionalism and the Nordic Tradition 6. Constructivism, Cubism, Structuralism, Minimalism 7. Non-Western Modernism 8. Hi-Tech Design and Sustainability Learning Objectives: 1. Understanding the socio-cultural and technological forces giving rise to modern architecture as a paradigm, not a style. 2. Understanding the sources of inspiration and the basic design principles of modern architecture 3. Becoming familiar with the key theoretical movements of modern design. 4. Understanding Becoming familiar with the pioneers and key figures of the period. 5. Becoming familiar with the seminal buildings of the 20th century as design precedents for contemporary architecture. Course Requirements: 1. Attendance and required readings 2. Three examinations and a final essay SPC Criteria Addressed: 5 [Formal Ordering Systems] 8 [Western Traditions] 11 [Use of Precedents] Met: NA
Dates Offered: Spring Semesters
Instructor: Grabow
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ARCH 108: Architectural Foundations I (4 credits) Req.(5+ only)
Course Description: An introductory design studio directed toward the development of spatial thinking and the skills necessary for the analysis and design of architectural space and form. This course is based on a series of exercises that include direct observation; drawing; analysis and representation of the surrounding world; and full-scale studies in the making of objects and the representation of object and space. Students are introduced to different media and techniques of representation as descriptive, analytical, and critical tools. These include freehand drawing, orthographic projection, paraline drawing, basic computer skills, and basic materials investigations Prerequisite: Approval from the Dean of the School of Architecture and Urban Design. Format: Lecture
Topics Covered: 1. Freehand Drawing 2. Paraline Drawing & Orthographics 3. Model Making & Persepctive 4. Fundamentals of Visual Perception Learning Objectives: 1. Understanding of the traditional representational media utilized in architecture 2. How to utilize such media to convey architectural information 3. Understanding of the fundamentals of visual perception Course Requirements: 1. Attendance & Participation 2. Group Project on the Priztker Winners 3. Final Examination SPC Criteria Addressed: 2 [Critical Thinking Skills] 3 [Graphic Skills] 6 [Fundamental Design Skills] Met: NA
Dates Offered: Fall Semesters
Instructor: Patterson, Johnson, Criss
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ARCH 109: Architectural Foundations II (6 credits) Req.(5+ only)
Course Description: A continuation of Arch 108 with major emphasis on the design relationships among the human being, architectural space, and the environment. The course is based on a series of exercises leading to understanding of architectural enclosure as mediating between people and the outside world. Issues of scale, light, proportion, rhythm, sequence, threshold, and enclosure are introduced in relation to the human body and movement, as well as in relation to architectural form. Students will engage drawing, perspective projection, model building, and basic computer graphics Prerequisite: ARCH 100 or ARCH 108 Format: Lecture
Topics Covered: 1. Vocabulary of Design 2. Ordering systems in architecture 3. Human scale & Sequencing of spatial experiences 4. Light & Enclosure Learning Objectives 1. Understanding of the basic principles of design 2. Understanding of the fundamentals of visual perception and the principles and systems of order that inform two and three-dimensional design and architectural composition. 3. Understanding to use basic architectural principles in the design of buildings, interior spaces, and sites Course Requirements: 1. Abstract analyses of Light/Enclosure dialectic 2. Design of a 3 space sequence 3. Other studies
SPC Criteria Addressed: 1, 2, 3, 6, 12 Met: 5 [Formal Ordering Systems]
Dates Offered: Spring Semesters
Instructor: Patterson, Johnson, Nepveux, Major
2009 APR - University of Kansas - 8/10/09 152 of 245
ARCH 152: Professional Practice I (1 credit) Req.(5+ only)
Course Description: This course will introduce students to the history and nature of the architecture profession and its relationship to education, internship, registration and certification. The various roles which architects are expected to perform and the ethical standards they are expected to uphold are explored in the context of different models of practice. Prerequisite: Approval by the School of Architecture and Urban Planning. Format: Lecture
Topics Covered: 1. History of the Profession 2. Time Management 3. Process of Becoming a Registered Architect 4. Architects’ Roles 5. Ethics and Leadership Learning Objectives: 1. To introduce the student to the socio-cultural dimensions of professional practice, and the responsibilities they place on the individual, before and after licensing. 2. To commence the educational odyssey for students to stake an ethical position toward the practice of architecture. Course Requirements: 1. Attendance & Participation 2. Group Project on the Priztker Winners 3. Final Examination SPC Criteria Addressed: 27 [Client Role in Architecture] 31 [Professional Development] 32 [Leadership] 34 [Ethics & Professional Judgment] Met: NA
Dates Offered: Fall Semesters (beginning Fall 2009)
Instructor: Diaz Moore
2009 APR - University of Kansas - 8/10/09 153 of 245
ARCH 208: Architectural Design I (6 credits) Req.(5+ only)
Course Description: A continuation of Arch 109 with a series of studio exercises following a succession based on analysis, form, and syntax, with an emphasis on the communication of architectural ideas. Students explore plan, section, and spatial organization, spatial sequence, structure and materiality in relation to human dwelling and the building site. The course aims for students integration of these issues into building designs that require the organization of multiple spaces. Students will consider natural forces as they both shape and affect buildings, including gravity, wind, light, heat, sound and fluids. Precedent studies, direct observation, building analysis, and site analysis are significant aspects of the semester. Prerequisite: ARCH 101 or ARCH 109 Format: Lecture
Topics Covered: 1. Plan and volumetric organization. 2. Site analysis and landscape design. 3. Fundamental environmental responsiveness in site and building envelope design. 4. Graphic communications skills and physical and digital modeling skills. Learning Objectives: 1. To introduce students to an array of architectural design environmental expectations based upon given natural forces to which architecture must respond. 2. To introduce the student to a range of fundamental design and presentation skills through the execution of small scale, limited programmatic architectural design assignments. 3. To introduce the method by which one engages in case study precedents to inform architectural design. Course Requirements: 1. Studio attendance and active participation in class group-work, discussions and reviews. 2. A series of building analysis and small-scale design assignments and a class process logbook. SPC Criteria Addressed: 1, 2, 3, 4, 5, 11, 17 Met: 6 [Fundamental Design Skills]
Dates Offered: Fall Semesters
Instructor: Carswell, Criss, Davison, Grabow, Major, Padget, Spreckelmeyer
2009 APR - University of Kansas - 8/10/09 154 of 245
Course: ARCH 209: Architectural Design II (6 credits) Req.(5+ only) Course Description: This course builds upon the Foundation Studio sequence with an increased emphasis on the development of buildings in response to urban and natural environments, site conditions, sustainability and accessibility. Two storey and more complex sequences of spaces will be developed with a focus on clarity, constructability, materials and scale. Prerequisite: ARCH 200 or ARCH 208. Format: Lecture
Topics Covered: 1. Building envelope material quality and environmental controls. 2. Human-use issues and universal design for accessibility. 3. Multi-level plan and volumetric organization. 4. Urban and/or multi-level site analysis and design. Learning Objectives: 1. To advance students skills into the design expectations of larger building designs and urban or complex sites. 2. To introduce students to the human use obligations of design. 3. To introduce the student to the structural and physical properties of building envelope materials. Course Requirements: 1. Studio attendance and active participation in class group- work, discussions and reviews. 2. A series of building analysis and medium-scale design assignments and a class process logbook. SPC Criteria Addressed: 1, 2, 4, 5, 21 Met: 3 [Graphic Skills] 6 [Fundamental Design Skills] 11 [Use of Precedents] 17 [Site Conditions] Dates Offered: Spring Semesters
Instructor: Carswell, Diaz, Grabow, Nichols, Smalter
2009 APR - University of Kansas - 8/10/09 155 of 245
ARCH 340/540: History of Architecture I (3 credits) Required Ancient and Medieval Architecture
Course Description: A survey of architectural history from pre-history through the Middle Ages, primarily in Europe, Africa and the Near East, with additional lectures on the Far East and the Americas. Emphasis given to the formal and technological aspects of the buildings and on the social and political functions of architecture. Weekly lectures and readings including original sources. Prerequisite: NA. Format: Lecture
Topics Covered: 1. Stone Age to Ancient Egyptian 2. Ancient Near Eastern and Aegean Architecture 3. Greek, Etruscan and Roman Architecture 4. Late Antique and Byzantine Architecture 5. Islamic and Medieval Architecture 6. Gothic and Early Renaissance Architecture Learning Objectives: 1. Students will gain familiarity with examples of architecture of the past 2. These provide a means of understanding the history of the profession of architecture as it has developed over time. 3. They will develop visual literacy and gain the necessary vocabulary and skills to recognize, analyze, discuss and write about architectural form. Course Requirements: 1. Attendance 2. Three Exams 3. Two writing assignments SPC Criteria Addressed: 1, 8, 9 Met: 1 [Speaking and Writing Skills] 8 [Western Traditions] 9 [Non-Western Traditions] Dates Offered: Spring Semesters
Instructor: Meadows
2009 APR - University of Kansas - 8/10/09 156 of 245
ARCH 341/541: History of Architecture II (3 credits) Required Renaissance to Enlightenment
Course Description: A continuation of ARCH 340/540 History of Architecture I, studying the period from 1400-1800. Particular attention given to new theoretical developments and to stylistic expressions that emerged with the revived interest in classical antiquity, the effects of new scientific thinking on architecture, and on the role of architecture as an expression of political power. Emphasis is on architecture in Europe and the Americas with exploration of contemporary developments in Asia and Africa. Weekly lectures and readings including original sources. Prerequisite: ARCH 340/540 or consent of instructor. Format: Lecture
Topics Covered: 1. Asian Architecture 1275-1650 2. African & Non-Western 1300-1650 3. Renaissance: Brunelleschi through Palladio 4. Michelangelo and Mannerism 5 Baroque in Italy 6 Baroque in Europe 7. French Enlightenment Learning Objectives: 1. Students will gain familiarity with examples of architecture of the past. 2. These provide a means of understanding the history of the profession of architecture as it has developed over time. 3. They will develop visual literacy and gain the necessary vocabulary and skills to recognize, analyze, discuss and write about architectural form. Course Requirements: 1. Five Article Summaries 2. Three Examinations SPC Criteria Addressed: 8, 9 Met: 8 [Western Traditions] 9 [Non-Western Traditions]
Dates Offered: Fall Semesters
Instructor: Meadows
2009 APR - University of Kansas - 8/10/09 157 of 245
ARCH 342/542: History of Architecture III (3 credits) Required Modern
Course Description: A continuation of ARCH 341/541, History of Architecture II, covers the period from around 1800 to the present. Particular emphasis is placed on the major cultural shifts that have impacted architectural representation and have contributed to its differentiation as Modern, not only in Europe, North and South America but also with examples in India and Pakistan. Weekly lectures and readings including original sources. Prerequisite: ARCH 341/541 or consent of instructor Format: Lecture
Topics Covered: 1. Changing nature of architecture in Modern era (technology, economics, clientage) 2. Neo-Classicism and Second Empire France 3. The Great Expositions 4. Arbeitsrat für Kunst, Art à la Rue, Gaudi, Futurisme, Die Brücke, De Stijl 5. The Rise of Industry 6. Wright and the Prairie Style 7. Competitions 8. Evolution of Modernism: Eames and Kahn Learning Objectives: 1. Students will gain familiarity with examples of architecture of the past 2. These provide a means of understanding the history of the profession of architecture as it has developed over time. 3. They will develop visual literacy and gain the necessary 4. vocabulary and skills to recognize, analyze, discuss and write about architectural form. Course Requirements: 1. Two Papers 2. Three Examinations
SPC Criteria Addressed: 8, 9, 10 Met: 8 [Western Traditions] 9 [Non-Western Traditions] 10 [National/Regional Traditions]
Dates Offered: Spring Semesters
Instructor: Meadows
2009 APR - University of Kansas - 8/10/09 158 of 245
ARCH 408: Architectural Design III (6 credits) Req.(5+ only)
Course Description: A continuation of Arch 209 with an increased emphasis on building construction and systems as form determinants. Work will focus on medium scale, multi-storey non- residential buildings developed to an appropriate level of technical resolution as evidenced in clear schematic wall sections and structural proposals. Prerequisite: ARCH 209 Format: Lecture
Topics Covered: 1. Multi-level/Multi-use design (development of section) 2. Spatial Organization to facilitate movement and function 3. Human Accessibility (Universal Design) 4. Introduction to building materials/assemblies, service and envelope systems
Learning Objectives: 1. Students will understand strategies for exploring multi-level design and the importance of sectional quality in human spatial experience 2. Students will be able to design to accommodate various abilities 3. Work will exhibit a sense of structural logic, egress considerations and integration of envelope and materials in overall design thinking Course Requirements: 1. Attendance and Participation 2. Typically two design projects 3. Reviews (interims and final)
SPC Criteria Addressed: 1, 2, 4, 15, 21, 24, 26, 28 Met: 3 [Graphic Skills] 14 [Accessibility] 22 [Building Service Systems] 24 [Building Materials & Assemblies]
Dates Offered: Fall & Spring Semesters
Instructor: Chang, Diaz, Pran, Sander, Silva
2009 APR - University of Kansas - 8/10/09 159 of 245
ARCH 409: Architectural Design IV (6 credits) Req.(5+ only)
Course Description: A workshop based course with an emphasis on materiality and construction of building assemblies through hands-on activities. Development of craft, process, collaboration and technical documentation skills will be a primary objective of the course. Prerequisite: ARCH 209 Format: Lecture
Topics Covered: 1. Multi-level/Multi-use design (development of section) Learning Objectives: 5. To introduce the student to the socio-cultural dimensions of professional practice, and the responsibilities they place on the individual, before and after licensing. 2. To commence the educational odyssey for students to stake an ethical position toward the practice of architecture. Course Requirements: 4. Attendance & Participation 5. Group Project on the Priztker Winners 6. Final Examination SPC Criteria Addressed: NA Met: NA
Dates Offered: Fall & Spring Semesters
Instructor: Davison, Gore, Johnson, Riccardi, Satterwhite
2009 APR - University of Kansas - 8/10/09 160 of 245
ARCH 502: Accelerated Design I (6 credits) Req.(3+ only)
Course Description: The first of three accelerated design studios, this course emphasizes the design relationships among people, architectural space, and the environment. Issues of shelter, light, sequence and threshold are considered in relation to physical, psychological and sociological factors. Offered only in the summer. Prerequisite: Undergraduate degree and permission of the Dean of Architecture and Urban Planning. Format: Lecture
Topics Covered: 1. Role of modeling in both design and presentation formats 2. Role of movement/sequence as it relates to building program 3. Introduce the notion of Site 4. Introduce the role of Structure 5. Introduce the role of Materiality 6. Develop the capacity to SPEAK and WRITE about architectural propositions Learning Objectives: 1. Relationship between building, landscape and site 2. Designing with light 3. Understanding seasonal/diurnal change 4. Exploring repetitive module 5. Understanding Formal Ordering Systems 6. Understanding Human Scale and human use 7. Understanding path/space relationships Course Requirements: 1. Mandatory attendance 2. Participation in group discussion 3. 2 PROJECTS a. Housing a Private car Collection b. Music Room addition SPC Criteria Addressed: 1, 2, 3, 6 Met: 5 [Formal Ordering Systems]
Dates Offered: Summer Semesters
Instructor: Johnson, Patterson
2009 APR - University of Kansas - 8/10/09 161 of 245
ARCH 503: Accelerated Design II (6 credits) Req.(3+ only)
Course Description: The second of three accelerated design studios, this course emphasizes construction and technology as expressive mediators in the relationship between human dwelling and site. Students will consider natural forces as they both shape and affect buildings, including gravity, wind, light, heat, sound and fluids. Prerequisite: Arch 502 and/or permission of the Dean of the School of Architecture and Urban Planning Corequisite: ARCH 626 Format: Lecture
Topics Covered: 1. The potential poetic expressiveness of sustainable design, particularly with consideration to daylighting 2. How architecture choreographs human experience and the importance of making architecture legible. 3. The importance of iteration and refinement in the design process 4. Tectonic theory of Semper Learning Objectives: 1. Students will utilize organizing principles in their design work in a clear and coherent fashion; 2. Emphasis will be placed on Semper’s four elements of architecture: hearth (rituals/thermal delight/energy); roof; enclosure (skin); and “mound” (structure/mass); and 3. In Projects 4 and 5, students will be able to employ basic sustainability design principles in conceptual design development. Course Requirements: 1. Attendance & Participation 2. 5 projects 3. Reflective portfolio SPC Criteria Addressed: 4, 17 Met: 1 [Speaking and Writing Skills] 3 [Graphic Skills] 5 [Formal Ordering Systems] 6 [Fundamental Design Skills] 11 [Use of Precedents] 15 [Sustainable Design]
Dates Offered: Fall Semesters
Instructor: Diaz Moore, Kivett
2009 APR - University of Kansas - 8/10/09 162 of 245
ARCH 504: Accelerated Design III (6 credits) Req.(3+ only)
Course Description: The third of three accelerated design studios, this course focuses on the integration of material learned in previous studios with urban-based design problems of increasing scale and complexity within the frameworks of sustainability and universal design. Students will demonstrate an ability to use research and critical thinking skills, including the use of case precedents, and the ability to integrate various building systems in building design. Prerequisite: Arch 503 (see studio grading policy) or permission of the Dean of the School of Architecture and Urban Planning Corequisite: ARCH 627. Format: Lecture
Topics Covered: 1. Basic Design Vocabularies 2. Introductory Exercises in Formal Ordering Systems 3. Building Siting 4. Human Use 5. Fundamental Building Composition and Material Uses Learning Objectives: 1. To introduce the student to the fundamental of architectural design and planning. 2. To exercise the student’s ability to compose simple design solutions and experiment with rudimentary building materials and processes. Course Requirements: 1. Attendance & Participation 2. Graphic Representation 3. Design Analysis 4. Design Synthesis SPC Criteria Addressed: 2, 3, 5, 6, 17, 21 Met: 12 [Human Behavior] 13 [Human Diversity] 14 [Accessibility] 17 [Site Conditions]
Dates Offered: Spring Semesters
Instructor: Fehrmann, luckey, Spreckelmeyer
2009 APR - University of Kansas - 8/10/09 163 of 245
ARCH 505: Accelerated Design IV (6 credits) Req.(3+ only)
Course Description: Graduate studio emphasizing urban context and design theories. Students will undertake specialized research projects. Prerequisite: Arch 504 (see studio grading policy) or permission of the Dean of the School of Architecture, Design and Planning. Format: Lecture
Topics Covered: 1. Design focused on issues of material assemblies and building performance characteristics Learning Objectives: 1. Understanding of the basic principles and appropriate application and performance of construction materials, products, components, and assemblies, including their environmental impact and reuse 2. Understanding of how to assess, select, and conceptually integrate structural systems, building envelope systems, environmental systems, life-safety systems, and building service systems into building design 3. Digital representation of architectural design Course Requirements: 1. Attendance & Participation 2. Group Project on the Priztker Winners 3. Final Examination SPC Criteria Addressed: 5, 6, 23 Met: 3 [Graphic Skills] 17 [Site Conditions] 24 [Building Materials & Assemblies]
Dates Offered: Summer Semesters
Instructor: Padget, Sanguinetti
2009 APR - University of Kansas - 8/10/09 164 of 245
ARCH 524: Structures I (4 credits) Required
Course Description: The fundamental principles of structural behavior including stress and deformation in structural components and systems. Open to architecture students only. Prerequisite: PHSX 114. Format Lecture
Topics Covered: 1. Loads on structures: Dead loads, live loads, snow loads 2. Resultants and equilibrium 3. Statically determinate trusses, beams, and three-pin arches 4. Stress and strain: Bending stress, shear stress and deflections 5. Beams of dissimilar materials, buckling of columns Learning Objectives: 1. To make the student knowledgeable about statics and the equations of equilibrium, and how they can be used to determine the forces and moments in statically determinate structures. 2. To determine how the forces and moments, determined by statics, affect the material of the cross section and the behavior of the structure from the viewpoint of structural design and the sizing of members. Course Requirements: 1. Attendance 2. Homework assignments 3. Five exams each of ten points, and a Final Exam also of ten points. SPC Criteria Addressed: 18 Met: 18 [Structural Systems]
Dates Offered: Fall & Spring Semesters
Instructor: Benjamin
2009 APR - University of Kansas - 8/10/09 165 of 245
ARCH 530: Environmental Systems I (3 credits) Required
Course Description: This introductory course addresses human needs and comfort in relation to the natural and man- made environments. Specific topics include: climate and weather; environmental health; indoor air quality; thermal comfort; passive and active systems and design strategies for heating, ventilating, and air-conditioning; plumbing; noise control; building management systems; and life safety systems. Prerequisite: PHSX 114 Format: Lecture
Topics Covered: 1. Environmental Health 2. Indoor Air Quality 3. Thermal Comfort: Passive and Active Systems and Design Strategies for Heating, Ventilating, and Air-Conditioning 4. Plumbing 5. Building Management Systems 6. Transportation Systems 7. Life Safety Systems Learning Objectives: 1. To introduce the principles of thermal comfort, indoor air quality, thermodynamics. 2. To provide students a basic understanding of passive and active environmental control systems. 3. To increase student awareness, understanding, and appreciation of the role that environmental control systems have on the design and performance of a built environment. Course Requirements: 1. Attendance & Participation (incl. Building Tours) 2. Project 1 (Passive Systems Architecture) and Project 2 (Active ystems Architecture) 2. 4 Assignments 3. Quizzes 4. Mid-Term and Final Examinations SPC Criteria Addressed: 19, 20, 21, 22 Met: 19 [Environmental Systems] 20 [Life Safety Systems] 21 [Building Envelope Systems] 22 [Building Service Systems]
Dates Offered: Spring Semesters
Instructor: Chang
2009 APR - University of Kansas - 8/10/09 166 of 245
ARCH 531: Environmental Systems II (3 credits) Required
Course Description: This course addresses human needs and comfort in relation to the natural and man-made environments. Specific topics include: daylighting, electrical lighting systems, building acoustics, electrical power distribution systems, alternative energy sources, communication systems, and transportation systems. Prerequisite: PHSX 114 and ARCH 205 Format: Lecture
Topics Covered: 1. Electrical Power Distribution 2. Alternative Energy Sources 3. Communication Systems 4. Natural and Electrical Lighting 5. Building Acoustics Learning Objectives: 1. To introduce the principles of building electrical systems, communication systems, lighting systems, and building acoustics. 2. To provide students a basic understanding of passive and active lighting design strategies and systems. 3. To increase student awareness, understanding, and appreciation of the role that environmental control systems have on the design and performance of a built environment. Course Requirements: 1. Attendance & Participation 2. 6 Assignments 3. Group Lighting Design Project 4. 3 Exams SPC Criteria Addressed: 19, 20, 21, 22 Met: 19 [Environmental Systems] 20 [Life Safety Systems] 21 [Building Envelope Systems] 22 [Building Service Systems]
Dates Offered: Fall Semesters
Instructor: Chang, Coffeen
2009 APR - University of Kansas - 8/10/09 167 of 245
ARCH 552: Ethics and Leadership (3 credits) Required in Professional Practice
Course Description: This course takes the perspective that architectural design is inherently an ethical act. Through this lens, students will learn the essentials of office practices, the many definitions of client and their roles in the design process, the legal responsibilities of the profession, the importance of continuous professional development and the obligation the profession has to provide civic leadership in regard to the built and natural environment. Prerequisite: NA. Format: Lecture
Topics Covered: 1. Practice & Professional Development 2. Administrative Roles of Architects 3. Legal Responsibilities 4. Leadership 5. Client Role 6. Ethics & Professional Judgment Learning Objectives: 1. professional landscape in terms of ethical values and concomitant 2. To introduce the student to the scope and structure of professional practice and the responsibilities it places on the individual, before and after licensing. 3. To interpret the prominent features of the choices the individual must form to act with purpose as an Architect. Course Requirements: 1. Attendance & Participation 2. Readings 3. 3 papers 4. Group Final Project/Presentation 5. Final Examination SPC Criteria Addressed: NA Met: 1, 27, 29, 30, 31, 32, 33, 34
Dates Offered: Spring Semesters
Instructor: Diaz Moore, Duncan, L’Heureux
2009 APR - University of Kansas - 8/10/09 168 of 245
ARCH 560: Site Planning for Architects (3 credits) Required
Course Description: This course addresses context and design variables along with performance criteria of site and environment. Natural, social and built systems are presented using a range of perspectives, including holistic ones. Specific site analytic and design techniques focus on integrating buildings in the landscape. Tools will include GIS (Geographic Information Systems) and other appropriate computer models. Exercises using applied, technical, site knowledge and skills as well as ongoing analysis assignments are required. Prerequisite: ARCH 105 or ARCH 503. Format: Lecture
Topics Covered: 1. Conceptual frameworks: resources; models; systems 2. Site Analysis - project, site, community, regional scales 3. Site Planning and Design 4. Geographic Information Systems; site planning & analysis tools 5. Sustainable and environmental issues for site decisions Learning Objectives: 1. To review general site analysis principles, looking at a range of scales for reference and a range of methods and analytic techniques. 2. To introduce site design and planning issues, in particular those affected by natural and cultural resource systems. 3. To provide a historical and theoretical framework for various regional, urban, and site specific issues. Course Requirements: 1. Attendance & Participation 2. Weekly quizzes and labs 3. Assignments 4. Exams SPC Criteria Addressed: 8, 9, 10 Met: 12, 13, 14, 15, 17
Dates Offered: Fall Semesters
Instructor: luckey, Major
2009 APR - University of Kansas - 8/10/09 169 of 245
ARCH 601/701: Intro to Research Methods (3 credits) Required
Course Description: This course will examine issues in architectural research. It will provide an overview of graduate level studies with regard to definitions, methods, skills, and techniques. The course will consist of lectures, seminars, readings and guest presentations. The class will enable students to make informed judgments about matters of quality and quantity on architectural issues. Students will be expected to formulate sensible systems of classification for their chosen material. Students will be expected to produce papers and essays, make sample grant applications, and thesis formulations. Prerequisite: NA. Format: Lecture
Topics Covered: 1. Theories and Processes of Research 2. Data Collection and Data Analysis Techniques 3. Issues of Research Quality and Research Ethics 4. Application of Research in Architectural Practice Learning Objectives: 1. To develop skills in articulating students’ own research questions about architecture; developing strategies to rigorously investigate them; and critically assessing the strengths and weaknesses of various research methods and quality of research projects. 2. To develop skills in using research findings in the architectural design process. Course Requirements: 1. Attendance, completion of assigned readings, and participation 2. Group/individual Research Project 3. Class presentation of the research project SPC Criteria Addressed: 1, 2, 4, 12, 13 Met: 1, 2, 4, 12, 13
Dates Offered: Spring Semesters
Instructor: Chang, Silva
2009 APR - University of Kansas - 8/10/09 170 of 245
ARCH 608: Architectural Design V (6 credits) Required
Course Description: A continuation of previous studio course work with an emphasis on the programming and design of individual urban buildings with culture, context and precedent as major form determinants. Clear development and integration of structural, mechanical and life safety systems will be a focus of the course. The concepts of integrated practice and building information modeling will be introduced. Prerequisite: ARCH 408 and ARCH 409; or ARCH 505; or ARCH 604. Format: Lecture
Topics Covered: 1. Precedent Analysis to inform Design Thinking 2. Integration of building systems in design 3. Introduction of integrated practice and building information modeling Learning Objectives: 4. To enhance students’ site evaluation, selection and site orientation skills focused on conserving land, water and energy; 5. to deepen students’ understanding of the importance of architecture as part of a larger cultural/human context; 6. to become more adept at shaping space to serve multiple purposes; and 7. to create an integrated structural and skin/enclosure system that conforms to standards of sustainability. Course Requirements: 1. Attendance & Participation 2. Program and Site Analysis 3. Precedent Studies 4. Material and Systems Research SPC Criteria Addressed: 11, 15, 20, 22, 23 Met: 14 [Accessibility] 21 [Building Envelope Systems] 23 [Building Systems Integration]
Dates Offered: Fall Semesters
Instructor: Diaz, Farnan, Fehrmann, Grabow, L’Heureux, Kraus, Lesnikowski, Newton, Sanguinetti
2009 APR - University of Kansas - 8/10/09 171 of 245
ARCH 609: Comprehensive Studio (9 credits) Required
Course Description: A culmination of all previous design study with emphasis given to the individual student’s demonstration of synthesis of all previously learned design skills. These include program analysis, site design, structure, formal composition, materials and methods of construction, technical development of building fabric, environmental systems, code and zoning compliance, and principles of sustainability. Students should also demonstrate an appropriate awareness of history, theory, and culture. The level of project development should be demonstrated by technically precise drawings and will researched written documentation in addition to other means of representation. Prerequisite: ARCH 608 and successful completion of all other required professional courses through the semester with ARCH 608. Format: Lecture Topics Covered: 1. Program & Site Interpretation 2. Code/Zoning Review 3. Systems Integration 4. Sustainable Design 5. Design Development and associated documentation Learning Objectives: 1. Ability to produce a comprehensive architectural project based on a building program and site that includes development of programmed spaces demonstrating an understanding of structural and environmental systems, building envelope systems, life-safety provisions, wall sections and building assemblies and the principles of sustainability Course Requirements: 5. Attendance & Participation 6. Design Project 7. Design Journal/Documentation SPC Criteria Addressed: 1, 2, 3, 4, 6, 7, 11, 14, 15, 16, 17, 23, 26, 28 Met: 1 [Speaking & Writing Skills] 3 [Graphic Skills] 14 [Accessibility] 15 [Sustainable Design] 16 [Program Preparation] 17 [Site Conditions] 23 [Building Systems Integration] 26 [Technical Documentation] 28 [Comprehensive Design] Dates Offered: Spring Semesters
Instructor: Capstack, Carswell, Criss, Davison, Gore, L’Heureux, Newton, Padget, Riccardi, Spreckelmeyer
2009 APR - University of Kansas - 8/10/09 172 of 245
ARCH 613: Visual Thinking Studio I (3 credits) Required
Course Description: An intensive course covering the graphics topics described in ARCH 113 and ARCH 114. Graduate level course that supplements the core syllabus or ARCH 102 with weekly seminars, expanded reading lists, and additional classroom assignments. Prerequisite: Undergraduate degree in area other than architecture with three credits in calculus, four credits in physics, three semesters of English, and/or permission of the Dean of the School of Architecture and Urban Planning. Format: Lecture
Topics Covered: 1. Perception: experiential and representational 2. Freehand Drawing 3. Paraline Drawing 4. Perspective Drawing 5. Diagramming Learning Objectives: 1. To introduce the student to the drawing techniques and conventions used in architectural representation
Course Requirements: 1. Attendance & Participation 2. Series of Projects 3. Portfolio
SPC Criteria Addressed: 2 [Critical Thinking Skills], 3 [Graphic Skills] Met: NA
Dates Offered: Summer Semesters
Instructor: Patterson, Hoxie, Padget
2009 APR - University of Kansas - 8/10/09 173 of 245
ARCH 624: Structures II (3 credits) Required
Course Description: A continuation of ARCH 524, with focus on applying learned principles to basic contemporary structural systems such as concrete, steel, and wood framing systems. Open to architecture students only. Prerequisite: ARCH 524 or ARCH 620 or ARCH 621 Format: Lecture
Topics Covered: 1. Beam and Column, and Rigid Frame structural systems 2. Framing of buildings, including structural connections 3. High-rise structures; wind and earthquake loads 4. Foundations 5. Complex structural systems including, space frames, folded plates, shells, and tension structures Learning Objectives: 1. To familiarize the student with the various structural components and systems that can be used in architecture. 2. To familiarize the student with the framing of buildings, including the structural connections that make the structure function the way in which it is intended. 3. To familiarize the student with the various types of foundations that are available, for various types of buildings and soil conditions. Course Requirements: 1. Attendance 2. Assignments dealing with structural components and systems 3. One twenty-point exam on the framing of buildings including connections, one ten-point exam on foundations, and a twenty- point multiple-choice Final Examination SPC Criteria Addressed: 18 Met: 18 [Structural Systems]
Dates Offered: Fall & Spring Semesters
Instructor: Benjamin
2009 APR - University of Kansas - 8/10/09 174 of 245
ARCH 626: Building Technology I: (3 credits) Required Construction Systems and Assemblies
Course Description: This course is an introduction to the materials, processes and craft of construction. Along with presenting the information required for understanding the basic principles and appropriate application and performance of construction systems and assemblies, the course also provides a conceptual framework to bridge between the physical conditions of construction and the more abstract processes of design. Teaching method includes modeling and hands-on building experiences. Prerequisite: ARCH 200 or ARCH 209 Corequisite: ARCH 408 or ARCH 409 or ARCH 503 Format: Lecture
Topics Covered: 1. Foundations 2. Wood Construction 3. Masonry 4. Steel Frame 5. Concrete Framing 6. Roofing 7. Cladding/Fenestration 8. Interior Finishes Learning Objectives: 1. Awareness of exemplar utilization of various systems 2. Understanding of basic principles and appropriate application and performance of building envelope materials and assemblies 3. Understanding of the basic principles and appropriate application and performance of construction materials, products, components, and assemblies, including their environmental impact and reuse Course Requirements: 1. Attendance & Participation 2. 4 Exams SPC Criteria Addressed: NA Met: NA
Dates Offered: Fall Semesters
Instructor: Sain
2009 APR - University of Kansas - 8/10/09 175 of 245
ARCH 627: Building Technology II: (3 credits) Required Culture of Building Technology
Course Description: A continuation of ARCH 626. Introduction to industrialized production. A consideration of the detailed sub-systems and cultural practices that comprise the built environment, and the factors responsible for their design and installation. Includes discussion of building codes, mechanisms of failure, and materials selection. Lectures and demonstrations by the instructors and visitors, films, slide projections, quizzes and written examinations. A student should demonstrate an understanding of elementary systems of construction and be able to relate this understanding to the design process. Prerequisite: ARCH 626 Format: Lecture
Topics Covered: 1. The Culture of Building 2. How Buildings Fail 3. Case Studies in Materiality 4. High-Tech and Low Tech lessons 5. Pre-Fabrication Learning Objectives: 1. The goal in this course is for you to develop a working knowledge of these issues so that you can start to develop sophisticated assemblies in your designs.
Course Requirements: 1. 2 Examinations 2. Lab Projects 3. Quizzes SPC Criteria Addressed: 10, 14, 15, 20, 21, 24, 26, 27, 29, 33, 34 Met: 15 [Sustainable Design] 21 [Building Envelope Systems] 24 [Building Materials & Assemblies] 29 [Architects’ Administrative Roles] 34 [Ethics & Professional Judgment]
Dates Offered: Spring Semesters
Instructor: Gore
2009 APR - University of Kansas - 8/10/09 176 of 245
ARCH 630: Theory and Context (3 credits) Required
Course Description: The course examines architectural theories explaining the built environment as a product of physical, social, and cultural processes. It covers theories of architecture as physical artifacts, theories of architectural contexts, theories of architectural processes, and theories of architectural description. The course is intended to stimulate critical use of theory in design and its practice. Prerequisite: NA. Format: Lecture
Topics Covered: 1. Needs for theories of architecture 2. Architecture as artifact 3. The context of architecture 4. The process of architecture 5. The description of architecture Learning Objectives: 1. Provide a foundation in architectural theories. 2. Learn theories explaining different aspects of architecture. 3. Gain an understanding of and familiarity with the literature related to architecture and its context. 4. Develop critical ability to use theory in design and practice. Course Requirements: 1. Attendance & Participation 2. Individual Class Presentations and Moderations 3. Short- and Long-Papers SPC Criteria Addressed: NA Met: NA
Dates Offered: Fall Semesters
Instructor: Diaz, Rashid, Silva
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ARCH 658: Programming & Predesign (3 credits) Required
Course Description: This course will introduce the concepts, ethods, techniques, and information used by the architect to establish the parameters of a project, prior to entering the formal design process. The content will introduce the core competencies in programming, site, and environmental analysis required by the profession. Programming theory, research techniques, information analysis, evaluation of significance, and creative synthesis of the multivalent factors acting upon the pre-design process of project definition will be covered. Site analyses will include urban places as well as less developed, more rural locations. Exercises may include programming and analysis of projects and sites assigned in the Architectural Design Studio sequence. Prerequisite: ARCH 301 or ARCH 409 or ARCH 504 Format: Lecture
Topics Covered: 1. History of Pre-Design Services in Architecture 2. Space Planning 3. Social Dimensions of Design 4. Building Economics 5. Programming Formats and Techniques
Learning Objectives: 1. To introduce the student to the history, theory and techniques of architectural programming. 2. To exercise the student’s ability to frame design questions and analyze complex building programs.
Course Requirements: 1. Attendance & Participation 2. Essay Exams 3. Final Program Document Production
SPC Criteria Addressed: NA Met: NA
Dates Offered: Fall Semesters
Instructor: Spreckelmeyer
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ARCH 665: History of Urban Design (3 credits) Required
Course Description: An exploration of the evolution of cities through the cultural and spatial development of human settlement patterns. The role of cities in the transformations of human culture from tribal communities to post industrial society is defined in terms of the historical origins of urban institutions and functions and their transformation into spatial structure and physical form. Prerequisite: NA. Format: Lecture
Topics Covered: 1.Tribal communities and village planning 2. Urbanization in Mesopotamia, Egypt, and Mesoamerica 3. Greco-Roman urbanization 4. Medieval urbanization, Renaissance and Baroque cities 5. Mercantilism and the colonization of America 6. Industrial urbanization in Europe and America 7. American urbanization and suburbanization 8. Post-industrial urbanization and megalopolis 9. Urban Design theories: urban renewal, townscape, new urbanism, megastructuralism
Learning Objectives: 1.To become more conscious of the city as both a force in the evolution of culture as well as a cultural artifact. 2.To understand the origins and historical development of the principal urban functions of attraction, containment and transformation. 3. To become familiar with the variations over time of the basic morphology of urban settlement patterns 4. To become acquainted with the key sites in the history of cities 5. To understand the evolution of forces which gave rise to urbanization in America and, consequently, to the theory and practice of urban design after World War II and the beginning of post-industrialization. 6. To understand the relationship between space and behavior at an urban scale.
Course Requirements: 4. Attendance and required readings 5. Two examinations SPC Criteria Addressed: 5,8,9,10,11,12,13,17 Met: 8, 9, 10, 12, 13
Dates Offered: Fall Semesters
Instructor: Grabow
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ARCH 690: Architecture Study Abroad (3-6 credits) Selective
Course Description: May be repeated up to a maximum of 9 credits. Students participate in a study abroad program approved by the Architecture Chair. Students will be evaluated upon a submitted journal, sketchbook, or equivalent assignments assigned by the instructor. Prerequisite: NA Format: Travel
Topics Covered: 8. Theoretical, Substantive and Historical content relevant to the location(s) explored during study abroad 9. Information regarding Travel Success and safety
Learning Objectives: 1. To enhance student abilities to understand architecture from a perspective other than one’s own. 2. To learn about inspiring architecture from first hand experience. 3. To gain confidence in documenting observations to inform/inspire future design work.
Course Requirements: 1. Attendance & Participation 2. Final Project (varies by program)
SPC Criteria Addressed: 8 (or) 9 Met: NA
Dates Offered: Spring, Summer Semesters
Instructor: Chang, Criss, Diaz, Diaz Moore, Farnan, Gore, Grabow, Lesnikowski, Pran, Silva
2009 APR - University of Kansas - 8/10/09 180 of 245
ARCH 691: Architecture Practicum (6 credits) Selective
Course Description: Based upon the student’s approved proposal, each student will explore the process of creating the built environment by working in a setting that is intended to provide a new perspective for that student. The range of venues may include non-profit organizations, research settings, hands -on building experiences, and other professional settings as approved by the instructor. Students evaluation will include an assessment by the supervisor in the practicum settings as well as on a final paper using appropriate graphics to illustrate key points. Graded on a satisfactory/fail basis. Prerequisite: NA. Format: Lecture
Topics Covered: 1. Professional Practice
Learning Objectives: 1. The Practicum experience is meant to be more than a traditional internship. It is conceived as a way for students to research and understand different aspects of the architectural and/or related professions, and to help students make informed choices for their last year of the M. Arch Program.
Course Requirements: 1. Attendance and Participation in the agreed to practicum experience
SPC Criteria Addressed: 1, 2 Met: NA
Dates Offered: Summer Semesters
Instructor: Chang, Criss, L’Heureux, Spreckelmeyer
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ARCH 692: Documentation (3 credits) Elective
Course Description: Students will document their experience in ARCH 690/1 or another approved study abroad program. This is intended as a critical reflection upon the student’s experience and is additional documentation produced beyond the work done for the study abroad credit. The final product will include a written paper, using appropriate graphics to illustrate key points Prerequisite: NA. Format: Lecture
Topics Covered: 1. Experiential Learning Reflection
Learning Objectives: 1. To engage in critical reflection on an experiential learning opportunity
Course Requirements: 1. Focused: on a clear architectural issue of your choice that involves the context of the practicum program. 2. Specific: use a limited number of main examples that are studied in depth. 3. Comprehensive: address aspects of your chosen issue across a range of resources available to you to provide a context for your chosen topic. These resources include publications as well as the firm/company/community group’s practices of your practicum. 4. Scholarly: a serious written document of 1800-2500 words, illustrated with drawings from your sketchbook or construction documents, photos from jobsite visits and enriched with references to readings and additional research about your issue of focus.
SPC Criteria Addressed: 1, 2 Met: NA
Dates Offered: Summer Semesters
Instructor: Chang, L’Heureux, Rashid
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ARCH 801: Urban and Community I (6 credits) Selective
Course Description: A workshop-based course involving approved self and group directed investigations into issues of urban and community design with a focus on problem-setting, discovery and analysis. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Program Chair. Format: Lecture
Topics Covered: 1. The City in the history of human cultural development. 2. Major influences (historical, philosophical, political, and cultural) on the City, or cities under study and the impact of same on design. 3. History, morphology, ecology, and development in the KC Region. Learning Objectives: 1. Understand the collaborative working relationship between the design disciplines. 2. Familiarity with the benefits of public space, techniques of pedestrian safety, traffic calming, urban storm water management, air quality, heat island effects, and other issues of sustainability in urban situations. 3. Learn to Apply a critical understanding of Modern Planning, Urban Design, Architecture, Landscape Architecture and Design through the issues of form, articulation, ornamentation, materiality, sustainability, feasibility, constructability, and meaning. Course Requirements: 1. Book Reviews and lecture presentations by students. 2. A Team approach to a multidisciplinary study of community generated design problem at the urban scale. 3. Publication of a book documenting the team design problem. 4. Satisfactory completion of a three week research effort into urban issues approved by the instructor.
SPC Criteria Addressed: 1, 2, 4, 7, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Fall Semesters
Instructor: Farnan, Krystic
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ARCH 802: Urban and Community II (6 credits) Selective
Course Description: Continuation of the critical and rigorous investigations into issues of urban and community design with an increasing focus on synthesis and evaluation. Prerequisite: ARCH 801. Format: Lecture
Topics Covered: 1. The City in the history of human cultural development. 2. Major influences (historical, philosophical, political, and cultural) on the City, or cities under study and the impact of same on design. 3. History, morphology, ecology, and development in the KC Region. Learning Objectives: 1. Understand the collaborative working relationship between the design disciplines. 2. Familiarity with the benefits of public space, techniques of pedestrian safety, traffic calming, urban storm water management, air quality, heat island effects, and other issues of sustainability in urban situations. 3. Learn to Apply a critical understanding of Modern Planning, Urban Design, Architecture, Landscape Architecture and Design through the issues of form, articulation, ornamentation, materiality, sustainability, feasibility, constructability, and meaning.
Course Requirements: 1. Satisfactory completion of an individual Urban Design/Landscape Architecture/Architecture design problem approved by the individual students advisors. 2. Publication of a book documenting the year's efforts.
SPC Criteria Addressed: 1, 2, 4, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Spring Semesters
Instructor: Farnan, Krystic
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ARCH 803: Design-Build & Materiality I (6 credits) Selective
Course Description: A workshop-based course involving approval self and group directed investigations into issues of design-build and/or materiality with a focus on problem-setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 or ARCH 704 and consent of the Architecture Program Chair. Format: Lecture
Topics Covered: 1. Design-Build Process 2. Material Investigations 3. LEED training 4. Competition/Awards submissions 5. Fundraising 6. Zoning/Code Approval Processes 7. Collaborative Design
Learning Objectives: 1. Research and development into affordable and innovative building solutions. 2. Design and Building with a commitment to quality, production at an affordable price and a sensitivity to issues of sustainability that are important to our society. 3. Completion of an entire design delivery process by graduation.
Course Requirements: 1. Attendance & Participation 2. Research Presentations 3. Design Process
SPC Criteria Addressed: 1, 2, 4, 15, 15, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Fall Semesters
Instructor: Rockhill
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ARCH 804: Design-Build & Materiality II (6 credits) Selective
Course Description: Continuation of the critical and rigorous investigations into issues of design-build and/or materiality with an increasing focus on synthesis and evaluation. Prerequisite: ARCH 803. Format: Lecture
Topics Covered: 1. Site Preparation 2. General Conditions 3. Foundation 4. Framing 5. Enclosure 6. Systems Integration 7. LEED Application
Learning Objectives: 1. Research and development into affordable and innovative building solutions. 2. Design and Building with a commitment to quality, production at an affordable price and a sensitivity to issues of sustainability that are important to our society. 3. Completion of an entire design delivery process by graduation.
Course Requirements: 1. Attendance & Participation 2. Research Presentations 3. Design Process
SPC Criteria Addressed: 1, 2, 4, 15, 15, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Spring Semesters
Instructor: Rockhill
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ARCH 805: Arch. Technology I (6 credits) Selective
Course Description: A workshop-based course involving approved self and group directed investigations into issues of building technology with a focus on problem- setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Program Chair. Format: Lecture
Topics Covered: 1. Course designed to facilitate in-depth inquiry into an area of architectural technology.
Learning Objectives:
Course Requirements:
SPC Criteria Addressed: NA Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Not Yet Offered
Instructor:
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ARCH 806: Architectural Technology II (6 credits) Selective
Course Description: Continuation of the critical and rigorous investigations into issues of building technology with an increasing focus on synthesis and evaluation. Prerequisite: ARCH 805. Format: Lecture
Topics Covered: 1. CAD/CAM Technologies 2. Design at the ergonomic scale 3. Material Selection 4. Design Detailing 5. Fabrication
Learning Objectives: 1. To introduce students to the concept of rapid prototyping via CAD/CAM technologies to inform design iteration. 2. Engage the CNC and Laser cutter for fabrication of furniture.
Course Requirements: 1. Attendance & Participation 2. Design and Fabrication of bench
SPC Criteria Addressed: 1, 2, 4, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Spring 2008
Instructor: Corser
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ARCH 807: Health & Sustainable Environ (6 credits) Selective
Course Description: A workshop-based course involving approved self and group directed investigations into healthy and sustainable environments with a focus on problem-setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Program Chair. Format: Lecture
Topics Covered: 1. Healthcare Design Practice 2. Architect/Client Relationships 3. Field Studies of Healthcare Building Types 4. Contract Documents 5. Healthcare Facility Systems Research
Learning Objectives: 1. To introduce the student to architectural practice in the healthcare design field. 2. To allow the student to engage in real-world research of a range of healthcare facility issues.
Course Requirements: 1. Attendance & Participation 2. Design Documentation 3. Research Project
SPC Criteria Addressed: NA Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Fall Semesters
Instructor: Chang, Spreckelmeyer
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ARCH 808: Health & Sustainable Env. II (6 credits) Selective
Course Description: Continuation of the critical and rigorous investigations into healthy and sustainable environments with an increasing focus on synthesis and evaluation. Prerequisite: ARCH 807. Format: Lecture
Topics Covered: 1. Current trends in healthy and sustainable environments 2. Place and culture specific issues related to healthy and sustainable environments 3. Design enquiries in healthy and sustainable environments 4. Evaluation of healthy and sustainable environments
Learning Objectives: 1. Review, evaluate and reinforce knowledge gained in previous design courses related to healthy and sustainable environments. 2. Refine competence in site planning, design development, building technology, structure, detail design, graphic representation and model making focusing on issues related to healthy and sustainable environments. 3. Encourage independent thinking in healthy and sustainable environments through discussion, assigned readings and identification of conflict and ambiguity in user-specific needs. 4. Refine the ability to identify and incorporate programming, building codes, zoning and political concerns in the process of design and development of healthy and sustainable environment projects.
Course Requirements: 1. Attendance & Participation 2. Individual and Group Research Projects 3. Individual and Group Design Projects SPC Criteria Addressed: NA Met: 1 [Speaking & Writing] 2 [Critical Thinking] 4 [Research Skills] 7 [Collaborative Skills] 15 [Sustainable Design] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Spring Semesters
Instructor: Johnson, Rashid
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ARCH 809: Building Typology I (6 credits) Selective
Course Description: A workshop-based course involving approved self and group directed investigations into a particular building type with a focus on problem-setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Program Chair. Format: Lecture
Topics Covered: 1. In depth exploration of a particular building type.
Learning Objectives: 1. Develop an understanding of the key design issues relevant to a particular building type. 2. To enhance design communication skills from design presentation through contract documentation or any skill in between.
Course Requirements: 4. Attendance & Participation 5. Design Projects
SPC Criteria Addressed: 1, 2, 4, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Fall Semesters
Instructor: Diaz, Farnan, Lesnikowski, Pran
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ARCH 810: Building Typology II (6 credits) Selective
Course Description: Continuation of the critical and rigorous investigations into a particular building type with an increasing focus on synthesis and evaluation. Prerequisite: ARCH 809. Format: Lecture
Topics Covered: 1. In depth exploration of a particular building type.
Learning Objectives: 1. Develop an understanding of the key design issues relevant to a particular building type. 2. To enhance design communication skills from design presentation through contract documentation or any skill in between.
1. Course Requirements: 2. Attendance & Participation 3. Design Projects
SPC Criteria Addressed: 1, 2, 4, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Spring Semesters
Instructor: Pran, Richardson, Lesnikowski
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ARCH 811: Architectural Investigation I (6 credits) Selective
Course Description: A workshop-based course involving approved self and group directed investigations in a particular area of architectural investigation with a focus on problem-setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Program Chair. Format: Lecture
Topics Covered: 3. Social Responsibility of Architectural Interventions 4. Changing parameters that influence design 5. Translation of inspiration gained from others and other disciplines into architectural initiatives
Learning Objectives: 1. Enhance the design dexterity of students to respond to changing design parameters 2. Expose students to various sources of architectural inspiration 3. Develop skills at time management
Course Requirements: 1. Attendance & Participation 2. Series of design projects
SPC Criteria Addressed: 1, 2, 4, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Fall Semesters
Instructor: Shelton
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ARCH 812: Architectural Investigation II (6 credits) Selective
Course Description: Continuation of the critical and rigorous investigations in a particular area of architectural investigation with an increasing focus on synthesis and evaluation Prerequisite: ARCH 811. Format: Lecture
Topics Covered: 1. Social Responsibility of Architectural Interventions 2. Changing parameters that influence design 3. Translation of inspiration gained from others and other disciplines into architectural initiatives
Learning Objectives: 1. Enhance the design dexterity of students to respond to changing design parameters 2. Expose students to various sources of architectural inspiration 3. Develop skills at time management
Course Requirements: 1. Attendance & Participation 2. Series of design projects
SPC Criteria Addressed: 1, 2, 4, 32, 34 Met: 2 [Critical Thinking Skills] 4 [Research Skills] 32 [Leadership] 34 [Ethics & Professional Judgment]
Dates Offered: Spring Semesters
Instructor: Shelton
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IV.3.B. Elective Course Descriptions
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ARCH 310/510: Computer Applications (3 credits) Elective
Course Description: The course will immerse students in the exploration of the generation, manipulation, and production of graphic images through the use of computers….
Topics Covered: 1. 2-D Drawing and editing. 2. Working with Blocks and attributes 3. Working with xrefs 4. Organizing and managing drawings and layers 5. Plotting and electronic output 6. Drawing in three dimensions Learning Objectives: 1.Manipulate existing AutoCAD files to extract needed information. 2.Create presentation quality 2-D AutoCAD drawings from 3.Work quickly and accurately in a 2-D CAD environment. 4.Create and manipulate basic 3-D models. 5.Be conversant in the language of 3-D modeling. Course Requirements: 1. Attendance & Participation 2. Projects SPC Criteria Addressed: 3 [Graphics Skills] Met: NA
Dates Offered: Varying Semesters
Instructor: Van Sickle
ARCH 360: Introduction to Landscape Arch (3 credits) Elective
Course Description: This course situates landscape architecture in a broad cultural and social context with the intention of developing skills in critical thinking about the role of exterior place-making in the built environment….
Topics Covered: Roman, Japanese, Islamic, Italian Renaissance, 17th-c. French , Dutch, 18th c. English, 19th c. American, World’s Columbian Exposition, early 20th c. American, Modernism, Ecological Landscape Design, Issues in 20th c. Landscape Architecture, Contemporary Landscape Architecture
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Learning Objectives: 1. Will be able to define essential terms in landscape architecture by text and image 2. Will be able to distinguish modes of landscape architecture, to investigate their cultural and environmental context, and to situate them in a timeline 3. Will be able to access and gather writings on works of landscape architecture and differentiate between primary and secondary sources 4. Will be able to conduct research using standard sources (books) and/or visual and non-book resources (electronic databases and digital image files) Course Requirements: 1. Attendance & Participation 2. 3 exams 3. 5 individual and 1 group assignment ranging from essays, research project on a contemporary landscape architect, to an annotation of a website. SPC Criteria Addressed: 8, 9, 10 Met: NA
Dates Offered: Fall 2006, 2007, 2008, Spring 2010
Instructor: Major
ARCH 515: Building Information Modeling (3 credits) Elective
Course Description: This course will expose students to building information modeling: a digital representation of the building process that facilitates exchange and interoperability of information in digital format….
Topics Covered/ Learning Objectives: 1. Revit Interface Basics 2. Understanding REvit Site Tool 3. Visualizing the Revit Model – Views & Schedules 4. Revit Modeling Basics/Advanced Techniques 5. Interoperability 6. Preparing Documents in Revit 7. Revit Daylight Analysis 8. Schematic Building Performance Analysis – Using Autodesk Green Building Studio
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Course Requirements: 1. Attendance & Participation 2. Weekly Assignments & Readings 3. Final Project SPC Criteria Addressed: 3 Met: NA
Dates Offered: Fall & Spring Semesters
Instructor: Kiel, Krygiel, Sanguinetti
ARCH 516: Portfolio Development (3 credits) Elective
Course Description: The aim of the course is to teach practical presentation skills using computer software, in addition to graphic design theories and strategies. This course will provide an opportunity for students to design and produce a design portfolio appropriate for internship and/or graduate school applications.
Topics Covered: 1. Critical Design Decisions: format, layout and bindings 2. Scanning Existing Drawings: file formats, settings 3. Model Photography: lighting setup, camera setup 4. Computer Programs: Adobe Photoshop, Illustrator and InDesign Learning Objectives: 1. To teach practical presentation skills. 2. To teach graphic design theories and strategies. 3. To challenge students to become more self-aware of the content they are presenting, both in written and visual formats. Course Requirements: 1. Attendance & Participation 2. Final bound document SPC Criteria Addressed: NA Met: NA
Dates Offered: Spring & Summer Semesters
Instructor: Criss, Gore
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ARCH 573: Financial and Economic Issues (3 credits) Elective in Architecture Management
Course Description: This course will focus on the fundamentals of accounting, macroeconomics and the construction industry, and concepts related to the development and implementation of a strategic business plan.
Topics Covered: 1. Fundamentals of Financial Management and Accounting 2. Budgeting Project Fee and Understanding Project Accounting 4. Contracting Options and Cash Management 5. Financial Reports and Financial Analysis 6. Overhead Rate and Key Indicators 8. Competitive Strategy, Marketing, Managing Growth Course Requirements: 1. Attendance & Participation 2. Business Plan (10 page) 3. Financial Plan 4. Project Budget and Work Plan 5. Annual Report SPC Criteria Addressed: 25 [Construction Cost Control] 30 [Architectural Practice] Met: NA
Dates Offered: Spring Semesters
Instructor: Minor
ARCH 600: Architecture of the Mediterranean (3 credits) Elective
Course Description: Through lectures, class discussions, and student presentations, we will explore cultural developments within the major centers of Italy, France, and Spain in Europe, the Ottoman Empire of Western Asia, and the Mamluk Sultanate of Egypt, and will examine the interaction between these cultures.
Topics Covered: 1. Republican Florence and Papal Rome 2. Venetian and Ottoman Empires 3. Cairo
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4. Islamic and Reconquista Spain
Learning Objectives: 1. Critical Engagement of Readings and Visual Material 2. Speaking and Writing Skills 3. Learn how historical research evolves over time by considering current research challenging the typical definition of Renaissance. Course Requirements: 1. Attendance & Participation 2. Reflection Response Papers 3. Examinations 4. Final Essay
SPC Criteria Addressed: 1 [Speaking and Writing Skills 2 [Critical Thinking Skills] 8 [Western Traditions] Met: NA
Dates Offered: Fall 2008, 2009
Instructor: Huppert
ARCH 600: Arch of North American 1550-1900 (3 credits) Elective
Course Description: The Architecture of North America, 1550-1900 traces architectural developments from before the arrival of colonists from Europe through 1900, when technological, economic, political, and social changes had altered the character of American architecture dramatically….
Topics Covered: 1. how early vernacular buildings operate as extensions of European building cultures that are modified over times based on American contingencies 2. the influence of African architecture on vernacular building and how colonial gentlemen architects changed the image of American architecture through Neoclassicism 3. how issues of gender, race, and ethnicity act and interact with the architecture of early America Learning Objectives: 1. To become acquainted with vernacular buildings and high style architecture on the North American continent before 1900 in terms of origin, form, construction, ornament, use, and in relation to major cultural patterns and developments in American society
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2. To complete research and conduct fieldwork on a building of local historic importance 3. To write a nomination for that building to the local register of historic places 4. To be able to work with people who are different Course Requirements: 1. Attendance 2. 6th Week Examination 3. 12th Week Examination 4. Field Work/Archival Project on early Lawrence house 5. Final Presentation and Submission of Local Historic Register Nomination SPC Criteria Addressed: 1 [Speaking and Writing Skills 2 [Critical Thinking Skills] 10 [National and Regional Traditions]
Met: NA
Dates Offered: Spring 2008
Instructor: Domer
ARCH 600: Architectural Morphology (3 credits) Elective
Course Description: This course introduces students to various theories and methods of architectural morphology. The problems of description at various scales of the built environment— interior environments, buildings, urban complexes, and cities—are discussed. Mathematical techniques, such as sets, graphs and groups, are informally introduced for the purposes of representing built forms and their properties.
Topics Covered: 1. History and theory of architectural morphology 2. Introduction to morphological methods and techniques 3. The study of building and urban morphology Learning Objectives: 1. Learn theories, methods, tools, and techniques used in morphological studies of architecture. 3. Apply morphological tools and techniques in the study of design, building function, building science, architectural history, and urban history. Course Requirements: 1. Attendance & Participation 2. Individual Class Presentations and Moderations 3. Short- and Long-Papers
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SPC Criteria Addressed: NA Met: NA
Dates Offered: Spring 2009
Instructor: Rashid
ARCH 600: CAD/CAM Applications (3 credits) Elective
Course Description: Cad/Cam applications is an introduction to the topics, tools and techniques of digital design and fabrication. Along with software applications, prototyping strategies, and c.n.c. fabrication skills, the course will attempt to provide a theoretical and conceptual framework for investigating the implications for architecture implicit in these new tools.
Topics Covered: 7. CAD/CAM based design 8. Pattern cutting 9. Rhino Software 10. 3-D Surfacing Learning Objectives: 5. Understand the emergence of new digital modeling tools and their likely impact on the field of design. 6. Leverage data-rich 3d building models to inform better design. 7. Understand the impact digital technologies on relationships between designers, fabricators and contractors. Course Requirements: 1. Attendance & Participation 2. Field Trips 3. Two design Projects SPC Criteria Addressed: 3, 26 Met: NA
Dates Offered: Spring 2006, Spring 2008
Instructor: Corser
ARCH 600: Exploring World Cities (3 credits) Elective
Course Description: This class starts from the premise that cities are palimpsests of social, cultural, and economic processes that have produced the physical forms and societies that exist in
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them today—and that they will inevitably continue to change. We will start with the late 19th century city that resulted in the 20th century theories that individuals and groups developed to understand and address urban environments. Theories on the built environment will be coupled with studies of individual cities.
Topics Covered: 1. Legacy of Industrialization 2. History, Memory and the Built Environment 3. Manifestations of Power 4. Modernism Globalism 5. Hybridity and Urban Space 6. Experiencing the City : Reading and Writing Course Requirements: 1. Thoughtful 600-800 word responses to the assigned reading. 2. Prepare three (3) discussion questions based on the readings. 3. Active participation in class discussions. 4. Preparation of a single seminar class on a topic relevant to your research project SPC Criteria Addressed: 1, 2, 8, 9 Met: NA Dates Offered: Fall 2008, Fall 2009
Instructor: L’Heureux
Course: ARCH 600: GIS Application (3 credits) Elective
Course Description: This course will explore a range of Geographic Information Systems (GIS) applications for students in architecture and planning. It will be structured as a workshop, starting with a review of basic GIS concepts and procedures. Different digital data sources will be explored, along with file sharing (import and export) capabilities….
Topics Covered: 1. History of Geographic Information Systems 2. Resource classification and analysis for planning and design 3. Geodatabases: structure, sources of data 4. Geovisualization: map making, 3-D visualization; animations 5. Geoprocessing: analysis, model building Learning Objectives: 1. To introduce Geographic Information Systems and the concepts which are embedded in them.
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2. To explore applications of GIS which are particularly interesting to design and planning. 3. To understand GIS in depth through the development of an individual research application project. Course Requirements: 1. Attendance & Participation 2. Completion of all tutorials (both inclass exercises and out of class) 3. Mid-term exam 4. Final Project (development, presentation, paper) SPC Criteria Addressed: 3, 17 Met: NA
Dates Offered: Spring 2005, 2006, Fall 2008
Instructor: luckey
ARCH 600: Internship Seminar (3 credits) Elective
Course Description: This course supplements the work experience gained during a concurrent internship by assisting the student in engaging in critical reflection of the experience through dialogic engagement with different sources of understanding beyond personal experience.
Topics Covered: 1. Architectural practice as a community of practice 2. Changes in the practice of architecture historically 3. Contemporary literature addressing architectural practice Learning Objectives: 1. Foster ability to become reflective practitioners Course Requirements: 1. Weekly memoing of experience 2. Critical discussion of assigned readings 3. Presentation of experience upon return SPC Criteria Addressed: 30, 34 Met: NA
Dates Offered: Fall 2009
Instructor: Diaz Moore
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ARCH 600: Language of Modern Arch (3 credits) Elective
Course Description: A lecture course covering the emergence of technological, theoretical and aesthetic principles of modern design beginning with the socio-cultural impact of industrialization and the crisis in architecture at the end of the 19th century.
Topics Covered: 1. Industrialization and challenges to classicism and historicism 2. Stripped Classicism, Arts & Crafts Movement, Vernacular Buildings 3. Deutscher Werkbund, de Stijl, L’Esprit Nouveau 4. The Bauhaus 5. Constructivism, Cubism, Structuralism, Minimalism 6. Hi-Tech Design and Sustainability Course Requirements: 3. Attendance and required readings 4. Three examinations and a final essay
SPC Criteria Addressed: 8, 9, 10 Met: NA
Dates Offered: Fall 2005, 2006
Instructor: Grabow
ARCH 600: Theory of the City (3 credits) Elective
Course Description: This seminar focuses on the historical development of urbanization through a theoretical prism. Particular emphasis is given to the evolution from the medieval to the renaissance city.
Topics Covered: 1. Ancient urbanization 2. The medieval city 3. Changes during the renaissance and enlightenment 4. Modern urbanization Learning Objectives: 1. To become more conscious of the city as both a force in the evolution of culture as well as a cultural artifact.
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2. To understand the origins and historical development of the principal urban functions of attraction, containment and transformation. 3. To become familiar with the variations over time of the basic morphology of urban settlement patterns Course Requirements: 1. Term Paper SPC Criteria Addressed: 8 Met: NA
Dates Offered: Spring 2009
Instructor: Diaz
ARCH 600: Vernacular Architecture of the Western (3 credits) Elective and Non-Western World
Course Description: This course explores various aspects of vernacular buildings and settlements, illustrated with selected examples around the globe. It focuses on the questions such as what vernacular architecture is; why we should study them; how we should study them; how we should use them in design; and the implications of such learning for today and tomorrow.
Topics Covered: 1. Definitions of vernacular architecture 2. Vernacular within the concepts of tradition, culture, and modernity 3. Frameworks of analyzing vernacular design 4. Learning from vernacular environments 5. Issues in preserving vernacular environments 6. Vernacular studies in the 21st century Learning Objectives: 1. To introduce students to vernacular architecture as a paradigm for understanding timeless patterns that can be adopted for culturally-and environmentally-responsive design practice. 2. To develop critical analytical skills to study vernacular environments and to introduce a range of approaches to that end. 3. To develop students’ knowledge on the practices of architecture in the non-western world Course Requirements: 1. Attendance & participation in class discussions
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2. Completion of assigned readings and leading class discussions 3. Completion of a research paper on a specific vernacular building, building type, or a settlement 4. Class presentations of the research paper SPC Criteria Addressed: 8, 9, 10, 13 Met: NA
Dates Offered: Spring 2008, 2010
Instructor: Silva
Course: ARCH 600: Visualizing Airflow (3 credits) Elective
Course Description: This course introduces advanced analytic techniques utilizing the virtual simulation of airflow to examine characteristics of ventilation and indoor air quality.
Topics Covered: 1. Indoor Air Quality 2. Airflow Behavior In and Around Buildings 3. Experimental and Numerical Analysis of Building Performance Learning Objectives: 1. To improve student understanding of how design impacts environmental performance. 2. To increase student awareness and appreciation of the role that airflow plays in the environmental performance of a built environment. 3. To improve student understanding of how to conduct an environmental evaluation of a built environment for simulation preparation. 4. To gain a working knowledge of FLOVENT. Course Requirements: 1. Attendance & Participation 2. 6 Tutorial Exercises 3. Mini Project 4. Mid-Term Projects 1 and 2 5. Final Project (studio based or student choice) SPC Criteria Addressed: 3, 19 Met: NA
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Dates Offered: Fall Semesters
Instructor: Chang
ARCH 610: Computers and Project Development (3 credits) Elective
Course Description: This course introduces one to the use of computers in project development. Emphasis is on CAD potential in generating complex representation. Topics Covered: 1. Modeling: - Introduction to parametric modeling, Primitives and modifiers, Compound objects- Booleans, AEC objects, Terrain, Walls, Windows, - NURBS surface 2. Animations -Cameras and clipping planes -Basic animation with camera and view port controls -Lofting a path -Path of motion and pause 3. Lighting rendering 4. Materials Editing 5. Video editing and composition Course Requirements: 1. Individual Projects SPC Criteria Addressed: NA Met: 3 [Graphic Skills] Dates Offered: Fall Semesters
Instructor: Sanguinetti, Stickane, Van Sickle
ARCH 614: Freehand Drawing (3 credits) Elective
Course Description: Open to all students at all levels interested in enhancing freehand drawing skills, generally with the architectural realm. While a broad range of expression and graphic materials is explored, emphasis is on drawing as a notational skill, the instrument of creative expression for professional purposes as well as for lifelong artistic fulfillment. Topics Covered: 1. The Uses of Drawing 2. Drawing Is A Matter of Seeing
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3. Sources/References 4. Sketchbooks Learning Objectives: 1. Line 2. Value 3. Composition 4. Perspective Course Requirements: 1. Studio Participation and Attendance 2. Studio Portfolio 3. Individual out-of-studio assignments 4. Sketchbooks SPC Criteria Addressed: 3 Met: NA Dates Offered: Spring Semesters
Instructor: Gaunt
ARCH 615: Intensive Graphics II (3 credits) Elective
Course Description: This course will explore the various modes of drawing representation used in architecture from sketching through paraline drawing. Topics Covered: 1. Sketching 2. Diagramming 3. Paraline drawings 4. Construction documents Learning Objectives: 1. To provide students an opportunity to enhance their skills at architectural communication 2. To understand the strengths and weaknesses of various modes of representation Course Requirements: 1. Attendance & Participation 2. Individual Projects SPC Criteria Addressed: 3 [Graphic Skills] Met: NA Dates Offered: Spring Semesters
Instructor: Sander
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ARCH 616: Advanced Architectural (3 credits) Elective Presentation Techniques Course Description: An advanced studio course intended for students who have a working knowledge of basic presentation techniques wishing to refine their existing skills and experiment with new techniques. Topics Covered: 1. Freehand drawing techniques will be reviewed as they contribute to watercolor methods. 2. Principles of line and tonal values in sketching 3. composition strategies 4. color theory 5. watercolor materials and techniques Course Requirements: 1. Portfolio of Projects 2. Ability to take risks SPC Criteria Addressed: NA Met: NA Dates Offered: Spring Semesters
Instructor: Richardson
ARCH 618: Architectural Photography (3 credits) Elective
Course Description: A basic course in black and white photography intended to enable the student to utilize photography routinely as a medium for visualization, documentation and presentation of images useful for design. Topics Covered: 1. Darkroom Processes and Procedures: Photograms and Processing Black and White Prints; Processing Black and White Film; Mounting and Presentation of Prints 2. Exposure and Light Meters; 18% Reflectance Gray Card; The Zone System 3. The Canons of Composition 4. The Principles of Depth of Field Learning Objectives: 1. To enable the student to utilize photography routinely for visualization, documentation, and presentation of images relevant to architecture and design. 2. To introduce the student to various principles of visual organization and photographic design.
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3. To engage the student to work in a medium in which both technical and aesthetic (science and art) knowledge is required to produce effective results. Course Requirements: 1. Attendance & Participation; Completion of 6 Projects; 2 Exams SPC Criteria Addressed: NA Met: NA Dates Offered: Fall Semesters
Instructor: Jackson
ARCH 619: Advanced Architectural (3 credits) Elective Photography Course Description: An advanced course in photography specifically dealing with the skills and techniques of the professional architectural photographer. Students will use and experiment with large format photography, manipulation of the exposure and development process, special developers and processes; negative retouching, specialized film and their application, simulation, model photography, and photographic rendering. Brochure development, marketing services, and professional ethics will also be discussed.
Learning Objectives: 4. To enable the student to utilize photography routinely for visualization, documentation, and presentation of images relevant to architecture and design. 5. To introduce the student to various principles of visual organization and photographic design. 6. To engage the student to work in a medium in which both technical and aesthetic (science and art) knowledge is required to produce effective results. Course Requirements: 1. Attendance & Participation 2. Projects; 3. 2 Exams SPC Criteria Addressed: NA Met: NA Dates Offered: Spring Semesters
Instructor: Jackson
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ARCH 625: Analysis and Design of (3 credits) Elective Structures for Architects Course Description: Analysis of statically indeterminate beams and frames. Fundamentals of structural design in concrete and steel. Open to architecture students only. Topics Covered: 1. Analysis of statically indeterminate beams such as propped cantilevers and continuous beams 2. Analysis of rigid frames 3. Design of steel beams 4. Design of singly-reinforced concrete beams and one-way reinforced concrete slabs 5. Design of axially loaded steel and concrete columns Learning Objectives: 1. To introduce the student to the principles of structural analysis of simple statically indeterminate systems. 2. To introduce the student to the principles of structural design in steel and concrete, for beams and columns. Course Requirements: 1. Attendance 2. Homework assignments 3. Four examinations each of ten points, and a Final Examination also of ten points. SPC Criteria Addressed: 18 [Structural Systems] Met: NA Dates Offered: Fall Semesters
Instructor: Benjamin
ARCH 628: Structure in Nature & (3 credits) Elective Architecture Course Description: The course deals with the historical development of structure, first in nature and then in architecture. In nature, the course discusses the evolution of structural materials, systems, connections and anchorage (foundations) in geological structure, botanical structure, endoskeleton structure, exoskeleton structure and insect architecture.
Topics Covered: 1. Structural evolution in nature from geological, through botanical, endoskeleton, and exoskeleton structure, to insect architecture and anthropological structure. 2. Structural development in ancient, medieval, pre-modern, and modern periods of architectural history, with some reflections on futuristic structure.
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Learning Objectives: 1. To introduce the student to various structural materials and systems that are found in nature. 2. To draw analogies to the structural materials and systems used in various periods of architectural history. 3. To encourage the student to predict the development of structure in the future. Course Requirements: 1. Attendance & Participation 2. One multiple-choice Examination of twenty points 3. Projects and presentations. SPC Criteria Addressed: NA Met: NA Dates Offered: Fall Semesters
Instructor: Benjamin
ARCH 639: Current/Historical Directions (3 credits) Elective in Architecture Course Description: A study of contemporary or historical trends in architecture which relate to the development of individual or broad philosophies of architecture.
Topics Covered: a. Early Moderns b. Moderns c. Late Moderns d. Post Moderns e. Current Architects Learning Objectives: 1. To introduce the student to the socio-cultural dimensions of professional practice, and the responsibilities they place on the individual, before and after licensing. 2. To commence the educational odyssey for students to stake an ethical position toward the practice of architecture. Course Requirements: 1. Research Paper Presentation SPC Criteria Addressed: NA Met: NA Dates Offered: Fall Semesters
Instructor: Sander
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ARCH 680: Building with Intelligence (3 credits) Elective
Course Description: This course is intended to be a broad course introducing basis concepts of sustainable design. It will introduce broad outlines of many of the crucial issues facing us in the next few decades. This course identifies how we can re-imagine the relationship between human beings and living systems.
Topics Covered: 1. Identifying One’s Ecological Footprint 2. Alternative Public Infrastructure Systems 3. Social/Economic/Ecological Relationships 4. Sustainable Community Life 5. Green Building Systems/LEED Learning Objectives: 1. To introduce the student to the cultural, economic and ecological dimensions of sustainable architectural practices. 2. To engage students with published and sites that we can access to promote first-hand observations and discussions. Course Requirements: 1. Attendance & Participation 2. Daily Responses to assigned readings 3. Research Paper SPC Criteria Addressed: NA Met: NA Dates Offered: Intermittent
Instructor: Criss
ARCH 693: Workplaces (3 credits) Elective
Course Description: This course is about the design of places where people work. This course will raise questions about how to design good workplaces. Topics Covered: 1. History of Workplace 2. Design Issues in Work Settings 3. Literature Reviews of Work and Work Settings 4. The Role of Place in Worklife 5. Recent Exemplars of Office Designs Learning Objectives: 1. To introduce the student to the social and architectural dimensions of workplace design and provide a theoretical
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framework for analyzing the ways work settings affect building occupants. 2. To allow the student to experience a range of work settings first-hand and exercise his/her ability to provide appropriate design solutions to a number of work settings. Course Requirements: 1. Attendance & Participation 2. Design Analyses and Project Reports 3. Final Research Exercise SPC Criteria Addressed: NA Met: NA Dates Offered: Intermittent
Instructor: Spreckelmeyer
ARCH 694: Homeplaces (3 credits) Elective
Course Description: Architects design buildings and spaces which they hope will contribute to making significant, enriching, and rewarding places. The quality of places, however, is not identical to the quality of buildings which contribute to them. This course will explore ways in which physical environments, in this case, houses can become and be experienced as rich and embraced homeplaces. Topics Covered: 1. American Cultural views of house as HomePlace. 2. Design and cultural precedence aspects of HomePlace. 3. Cultural Dichotomies in HomePlace design. 4. Cultural expectations in HomePlace design practice. Learning Objectives: 1. To introduce the student to the psycho-cultural aspects of the design of contemporary American dwellings. 2. To engage the student in an examination of the contemporary cultural expectations of the American HomePlace. Course Requirements: 1. Attendance, preparation, class notebook and active class participation. 2. Class topic driven case study exercises on HomePlaces. 3. A synthesizing design essay on new needs in HomePlace design. SPC Criteria Addressed: 8, 9, 10, 12, 13 Met: NA Dates Offered: Spring Semesters
Instructor: Carswell
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ARCH 697: The Making of Place in an (3 credits) Elective Aging Society
Course Description: This course explores both theoretical and applied perspectives as to how design at the scales of settlement, neighborhood, building and room enables enhanced quality of life for society’s elderly and their families. Discussion will center on readings, case studies and lecture material, with a focus on arriving at a critical understanding of how built fabric choreographs the aging experience.
Topics Covered: 1. Place Theory 2. Longevity 3. The Cultural Landscape of Aging and Place 4. Culture, Longevity and Sustainability Learning Objectives: 1. To identify the key attributes and components of place 2. To understand place at various scales 3. To understand the issues of aging and its impact on place experience 4. To describe the nexus between sustainable design and the human impulse for longevity Course Requirements: 1. Attendance & Participation 2. Research Paper 3. Case Study Analysis / Presentation SPC Criteria Addressed: 1, 2, 4, 10, 12, 13, 14, 15, 27 Met: NA Dates Offered: Intermittent
Instructor: Diaz Moore
ARCH 731: Architecture of Health (3 credits) Elective
Course Description: This is a seminar that will focus on the architectural dimensions of health and wellness. The course will investigate the ways the environment contributes to the well being (physical, emotional, spiritual) of people. The history of health care environments will be explored to show how health care environments have evolved to meet changing medical protocols and environmental technologies. Arange of contemporary building types will studied, from critical-care hospitals to assisted-living residences and health spas.
Topics Covered: 1. History of Healthcare Design
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2. Introduction of Healthcare Design Components 3. Analysis of Selected Medical Facility Functions 4. Roles of the Designer and Medical Staff 5. Site Visits to Local Healthcare Environments Learning Objectives: 1. To introduce the student to the history, theory and practice of healthcare design through literature searches, site visits and guest lecturers. 2. To give the student the opportunity to apply knowledge about healthcare design issues in a number of research and design projects. Course Requirements: 1. Attendance & Participation 2. Individual Research Projects 3. Group Participation in WebSite Construction SPC Criteria Addressed: NA Met: NA Dates Offered: Spring Semesters
Instructor: Spreckelmeyer, Zilm
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IV.4. FACULTY RESUMES
(Full-Time Faculty followed by Part-Time Faculty)
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Benjamin, Beju Professor (100% appointment)
CURRENT TEACHING Arch 524: Structures I (required) Arch 624: Structures II (required) Arch 625: Analysis and Design of Structures for Architects (elec) Arch 628: Structure in Nature and Architecture (elec) EDUCATION Ph.D., London University, 1965 M.Sc. Engineering, London University 1959 D.I.C., Imperial College of Science and Technology, 1958 B.E., Civil Engineering, Bombay University, 1957 TEACHING EXPERIENCE Professor, University of Kansas, 1976 – Present Instructor, Hatfield Polytechnic, Herts, England; 1966-1971 SCHOLARSHIP Structural Design with Plastics, 2nd Ed., Van Nostrand Reinhold Publishing Co., New York, 1982. Structures for Architects, 2nd Ed., Van Nostrand Reinhold Publishing Co., New York, 1984. Building Construction for Architects and Engineers, Vol. 1 and 2, Ashnorjen Bezaleel Publishing Co., Lawrence, Kansas, 1978,1979. Structural Evolution: An Illustrated History, A.B.Literary House, Lawrence, Kansas, 1990.
SERVICE Member, “Lateral Forces A” ARE subcommittee of the National Council of Architectural Registration Boards (NCARB), 2002-2003. Member, University and Faculty Councils, 1981-82, Spring ’85, 1985-87, 1989-92, 1999-2002, 2004-2007. Chair, University Governance Committee on Retirees Rights and Benefits, 2003-2004. Member, Program Committee for Promotions and Tenure, 2008- 2010 ACADEMIC AND PROFESSIONAL HONORS Bradley Teaching Award, 1993 Fulbright Fellowship (Israel), 1987-88
PROFESSIONAL EXPERIENCE 4 years with various engineering firms in India
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Carswell, J. William Associate Professor (100% appointment) (co-director, Multicultural Architecture Scholars Program)
CURRENT TEACHING Arch 200: Architectural Foundations III (ARCE Studio) Arch 208: Architectural Design I (required) Arch 209: Architectural Design II (required) Arch 694: Homeplaces (elective)
EDUCATION M.U.P., University of Kansas, 1981 Dip, Advanced Arch. Studies, Queens University of Belfast, 1974 B.S. Architecture (Honors), Queens University of Belfast, 1972 TEACHING EXPERIENCE Associate Professor, University of Kansas, 1981 – Present SCHOLARSHIP Kendall Colloquium on Art and Design, Kendall College of Art and Design October 23-25 2008. Moderator “Outside the Frame: the New Visual Culture” “Designing the Last HomePlace” KU Gerontology Center Colloquium, (2009) Livable Cities International Conference, Portland OR, June 10–14 2007, Paper “Baby- Boomer Retirements: Re-Idealizing the Livable City” American Culture Association Ann’ Meeting, ‘Arch & Visual Culture’ Boston Apr 4-7, 2007 Slide Lecture “The Nature of the Comedic in Starchitectural Design” SERVICE Lawrence Arts Center, Board of Directors (2009) KU Initiative 2015, Working for Kansas / Task Force member (appointed Fall 2007) KU School of Architecture Department Chair 2000 – 2004 KU School of Architecture P+T Committee (2005 – 2007) Program P+T Committee (2007-2009) ACADEMIC AND PROFESSIONAL HONORS Treanor Architects ‘Congregate Housing’ Studio Sponsorship, (Fall 2008) KU 2006 GRF Award: "Baby Boomer Retirement Housing" Pilot Study
PROFESSIONAL EXPERIENCE Pro Bono Design Consulting Treanor Archs “Women’s Student Housing” Competition (Winning Design) 2007 Comprehensive Plan, Mound City, Kansas (2002) Comprehensive Plan, Tonganoxie, Kansas (2000)
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Chang, Jae Assistant Professor (100% appointment)
CURRENT TEACHING Arch 530: Environmental Systems I (required) Arch 531: Environmental Systems II (required) Arch 600: Visualizing Airflow (elective) Arch 930: Doctoral Seminar (doctoral required) Arch 408: Architectural Design III (required) Arch 806: Architectural Technology (selective)
EDUCATION Ph.D. (Architecture), University of Michigan, 2007 M.Sc., University of Michigan, 2001 Master of Architecture, University of Michigan, 1997 B.S. in Architectural Studies, University of Illinois at Urbana- Champaign, 1995 Ecole d'Architecture de Versailles, France, 1993-4 TEACHING EXPERIENCE Assistant Professor, University of Kansas, 2004 - present SCHOLARSHIP Chang, J., Experimental and Numerical Study of Air Temperature Distribution of an Underfloor Air Distribution System, 29th AIVC Conference, Kyoto, October 14-16 2008 (ISBN: 2- 930471-27-1) Indoor Air Quality Issues of Environmentally Sensitive Environments –$30,000 from Bio-Housing Research Institute (PI) Chang, J., Incorporating CFD into the Design Process of Architectural Education, ARCC/EAAE 2006 International Conference on Architectural Research, Philadelphia, May 31-June 4 2006 (ISBN 2-930301-28-7) Sustainability Immersion – $6,000 from NCARB (co-I) Underfloor Air Distribution System – $100,000 in funding from various building and technology companies and other project sponsors (PI)
SERVICE 2008-2009 ROOMVENT 2009 Conference – International Scientific Committee member 2008 ACSA 97th Annual Meeting – paper reviewer ACADEMIC AND PROFESSIONAL HONORS 2007 University of Kansas CTE Excellence in Teaching Award 2005 Who’s Who in Fine Arts Higher Education
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Criss, Shannon Associate Professor (100% appointment)
CURRENT TEACHING Arch 208: Architectural Design I (required) Arch 205: Natural Forces (required) Arch 609: Comprehensive Studio (required) Arch 680: Building with Intelligence (elective)
EDUCATION Master of Architecture, Harvard Univ. GSD, 1992 Bachelor of Architecture, Kansas State University, 1985 TEACHING EXPERIENCE Associate Professor, University of Kansas, 2001 – Present Associate Professor, Mississippi State University, 1993-2001 SCHOLARSHIP “Thinking Globally/Building Locally: A Close Encounter with the Architecture of Sean Godsell” International Association for Philosophy and Literature, Melbourne, Australia, June 2008. “Global Climate Change Mitigation Policies” Research Grant Development for a Kansas NSF EPSCoR Major Initiative, 2008, Co- Investigator, Pending. “Recycling the Margins” essay in OZ Journal Nicole Ellis, Jason Fedak and Gabe McKee (ed.) Manhattan, KS, Kansas State University, pp. 20-23, 2006. “Public Space Making in Okolona, Mississippi” essay in Good Deeds, Good Design, Community Service Through Architecture, Bryan Bell (ed.) New York: Princeton Architectural Press, 2005.
SERVICE Curriculum Coordinator, University of Kansas, 2006-2007 Director, Small Town Center, Mississippi State Univ, 1996-2001
ACADEMIC AND PROFESSIONAL HONORS AIA KC Educator of the Year, 2008 Jack and Nancy Bradley Student Recognition Award Spring 2003. National American Institute of Architecture Students (AIAS) Honor Award for Educator of the Year 1997-1998.
PROFESSIONAL REGISTRATION Missouri (2006-present)
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Diaz, Rene Professor (100% appointment)
CURRENT TEACHING Arch 209: Architectural Design II (required) Arch 608: Architectural Design V (required) Arch 600: Theory of the City (elective)
EDUCATION M.S. Architecture, Columbia University Bachelor of Architecture, Tulane University, 1964 TEACHING EXPERIENCE Professor, University of Kansas, 1988 – Present Associate Professor, University of Arkansas, 1970-1987 SCHOLARSHIP
SERVICE Faculty Search Committee, University of Kansas, 2008-2009 School P&T Committee, University of Kansas, 2005-2007
ACADEMIC AND PROFESSIONAL HONORS
PROFESSIONAL REGISTRATION Louisiana (1968-present)
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Diaz Moore, Keith Program Chair (100% appointment)
CURRENT TEACHING Arch 503: Accelerated Design II (required) Arch 152: Professional Practice I (required) Arch 600: Health & Wellness Internship Seminar (selective)
EDUCATION Ph.D. (Architecture), University of Wisconsin-Milwaukee, 2000 Master of Architecture, University of Minnesota, 1992 B.S. (Architectural Studies), University of Illinois, 1988 TEACHING EXPERIENCE Associate Professor, University of Kansas, 2006 – Present Assistant Professor, Washington State University, 2001-present Visiting Assistant Professor, Washington State Univ, 1999-2001 BOOKS Diaz Moore, K., Geboy, L., Weisman, G. (2006). Designing a Better Day: Planning and Design Guidelines for Adult and Dementia Day Centers. Baltimore, MD: Johns Hopkins University Press. Diaz Moore, K. (ed.) (2000). Culture--Meaning--Architecture: Critical reflections on the work of Amos Rapoport, Aldershot: Ashgate. SCHOLARSHIP Diaz Moore, K. (2007). “Restorative Dementia Gardens: Exploring how design may ameliorate attention fatigue”, Journal of Housing for the Elderly, 21(1/2), 73-88. Diaz Moore, K. (2006). “Place-telling”. Places, 18(3), pp.33-36. Diaz Moore, K. (2005). “Utilizing place rules and affect to understand environmental fit.” Environment and Behavior, 37(3), 330-363. Diaz Moore, K. (2005). “Design Guidelines for Adult Day Services” in D. Friedman (ed.), AIA 2005 Report on University Research, Washington, DC: AIA. SERVICE Chair, Environmental Design Research Association, 2006-2007 Member, Architectural Research Center Consortium Board, 2007- present
PROFESSIONAL REGISTRATION Illinois (1994-present); NCARB (1996-present)
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Gore, Nils Associate Professor (100% appointment)
CURRENT TEACHING Arch 205: Natural Forces (required) Arch 409: Architectural Design IV (required) Arch 627: Building Technology II (required) Arch 609: Comprehensive Studio (required) Arch 690: Culture & Technology Study Abroad (elective)
EDUCATION Master of Architecture, Harvard Univ. GSD, 1993 Bachelor of Architecture, Kansas State University, 1985 TEACHING EXPERIENCE Associate Professor, University of Kansas, 2001 – Present Assistant Professor, Mississippi State University, 1998-2001 Visiting Asst. Professor, Mississippi State Univ, 1996-1998 Lecturer, Mississippi State University, 1995-1996 Instructor, Boston Architectural Center, 1987-1992 SCHOLARSHIP Gore, N. and R. Corser. 2008 Rebuilding the Seventh Ward’s Cultural Life. Cityscape: A Journal of Policy Development and Research (HUD ) Vol. 10, Number 3. 2008. pp. 159- 165. Gore, N. and R. Corser. 2008. Long Distance Design -Build: Learning from the Challenges of Helping to Rebuild a Sustainable Community in New Orleans’ 7th Ward. Proceedings from the 96th Annual Meeting of the Association of Collegiate Schools of Architecture. Gore, N. 2004. Craft and Inn ovation: Serious Play and the Direct Experience of the Real. Journal of Architectural Education, Vol. 58, # 1:39-45. SERVICE Competition Juror, ACSA Concrete Competition, 2006. KU Architecture Program Curriculum Committee, 2006-2008. KU Architecture Program Promotion and Tenure Committee, 2006-Present. ACADEMIC AND PROFESSIONAL HONORS Monsters of Design Award, KCAIA/Young Architects Forum, for the Porch Outdoor Classroom, 2007. AIAS Special Accomplishment Honor Award, American Institute of Architecture Students, for “Rebuilding the Seventh” project, 2007.
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Grabow, Stephen Professor (100% appointment) Faculty Ombudsman (University of Kansas) CURRENT TEACHING Arch 104: Principles of Modern Architecture (required) Arch 209: Architectural Design II (required) Arch 608: Architectural Design V (required) Arch 665: History of Urban Design (required)
EDUCATION Ph.D. (Planning), University of Washington, 1973 Master of Architecture, Pratt Institute, 1966 Bachelor of Architecture, University of Michigan, 1965 TEACHING EXPERIENCE Professor, University of Kansas, 1973 – Present Lecturer, Royal Danish Academy of Fine Arts, 1987-1988 Lecturer, University of Dundee, 1972-1973 Assistant Professor, University of Arizona, 1967-1970 SCHOLARSHIP “Looking for Louis Kahn: A Life Worth Living,” The Structurist, 47/48 (2007-2008), pp. 130-135 “The Twilight of Harbors: Die Seehafendammerung,” in Gernot Nalbach (ed.), Floating Ideas, proceedings of the 15th Internationale Herbstakadamie Neukloster (Universitat Dortmund: 2008) “Quayside Places in Urban Design,” in Gernot Nalbach (ed.), The Harbor Gives and Takes, proceedings of the 14th Internationale Herbstakadamie Neukloster (Universitat Dortmund: 2007) “Going After the Avant-Garde: Architectural Aesthetics and the Spirit of Advertising,” The Structurist, 45/46 (2005-2006) “Opera House Projects in St. Louis and Lawrence” (Polish text by W. Lesnikowski) Archivolta (January 2006), pp. 6-11 SERVICE Referee, Journal of Planning Education & Research, 1987-2005 Faculty Ombudsman, 2007-present Member, Executive Council of the Graduate Faculty, 2008-present
PROFESSIONAL EXPERIENCE Regional Planning Consultant, Sharifi/Doxiadis Associates, Teheran, Iran, 1969 Architect Planner (U.S. Peace Corps), Ministry of Public Works, Tunisia (North Africa), 1967 1969: Civic Buildings, Housing, Master Plan of Sbeïtla
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Jackson, Hobart Associate Professor (100% appointment) (Co-director, Multicultural Architectural Scholars Program) CURRENT TEACHING Arch 100: Architectural Foundations I (ARCE required course) Arch 101: Architectural Foundations II (ARCE required course) Arch 618: Architectural Photography (elective) Arch 619: Advanced Architectural Photography (elective)
EDUCATION M.S. Design, Southern Illinois University, 1971 B.A. Design, Southern Illinois University, 1967 TEACHING EXPERIENCE Associate Professor, University of Kansas, 1971 – Present Lecturer, Southern Illinois University, 1969-1971 SCHOLARSHIP “City Arts Exhibition 2008,” Wichita, KS, Fall 2008. State-wide competition: 1 color photograph exhibited “Hays Five State Photography Exhibition” Hays Arts Council, Hays, KS, Dec 2007- Jan 2008. Regional competition: 2 color photographs exhibited. “Art at the Center” Overland Park Arts Commission, Overland Park, KS, Summer 2007. Regional competition: 2 color photographs exhibited.
SERVICE Douglas County Senior Services, 2006, 2007 Black Faculty/Staff Council, 1976-present Chair of Faculty Professional Development 1993-2006 President 2006-08, 1976-77 KU/College of Liberal Arts & Sciences Advisory Board: Photo Commissions 2005-present Promotion and Tenure Committee 2008-present Program Search Committee 2007-08 Multicultural Architectural Scholars Program, Co-Director 2003- present
ACADEMIC AND PROFESSIONAL HONORS Frank Cruden Annual Prize, Photography, St Louis Artists Guild, St Louis, MO, 2005 Juror’s Merit Award, Lawrence Own Your Own Exhibition, Lawrence, KS, 2004
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L’Heureux, Marie Alice Associate Professor (100% appointment)
CURRENT TEACHING Arch 552: Professional Practice (required) Arch 600: Exploring World Cities (elective) Arch 608: Architectural Design V (required) Arch 609: Comprehensive Studio (required)
EDUCATION Ph.D. (Architecture), University of California Berkeley, 2002 Master of Architecture, McGill University, 1993 Bachelor of Architecture, McGill University, 1978 TEACHING EXPERIENCE Associate Professor, University of Kansas, 2003 – Present Lecturer, University of California Berkeley, 2002-2003 SCHOLARSHIP “If Revit® Cuts the Sections, Do Students Understand Their Design?,” [ARCHITECTURE] in the age of [DIGITAL] reproduction Accepted for Publication, ACSA Fall Conference, University of Illinois, Urbana Champaign, October 2008. « Remodeler la mémoire, encadrer de nouveau l’espace public » [Reshaping Memory, Reframing the Public Realm] in Paysages construits : Mémoire, identité, idéologie ,[Constructed Landscapes : Memory, Identity, Ideology] ed. Anne-Marie Broudehoux (Québec, Editions Multimondes, 2006) 9-32. “Ef/Facing Racial Segregation--Understanding Culture: Transcending Boundaries in a Design Studio,” Renee Cheng and Patrick J. Tripeny, eds. Washington, DC: Association of Collegiate Schools of Architecture, 2006.
SERVICE EDRA, Environmental Design Research Association, National Meeting, Co-chair and Planning Committee for 2009 National Meeting. KU Campus Fulbright and GDX (Graduate Exchange) Selection Committee Member 2003-Present KU Architecture Graduate Program Committee, Chair 2007-2008 ACSA Association of Collegiate Schools of Architecture, KU Counselor, Fall 2004-Present. PROFESSIONAL REGISTRATION California, 1995 present; Kansas, 2007 present
2009 APR - University of Kansas - 8/10/09 228 of 245
Lesnikowski, Wojciech Hatch Distinguished Professor (100% appointment)
CURRENT TEACHING Arch 608: Architectural Design V Arch 809: Building Typology (selective) Globalized Practice Professional Option Arch 690: Study Abroad (selective)
EDUCATION Bachelor of Architecture, Polytechnic Institute, Krakow TEACHING EXPERIENCE Distinguished Professor, University of Kansas, 1989 – Present Professor, University of Illinois-Chicago, 1985-1988 Associate Professor, Univ of Wisconsin-Milwaukee, 1979-1985 Associate Professor, Univ of Pennsylvania, 1978-79 Associate Professor, Cornell University, 1972-1978 Instructor, L’Ecole des Beaux Arts, Paris, 1967-1971
SCHOLARSHIP Numerous publications on student work in Archivolta and Architektura. PROFESSIONAL EXPERIENCE Consultant, Perkins and Will, Chicago, 2008-2009 Consultant, HOK London, 2003-2008 HNTB, Kansas City, 1999-2002 Loebl, Schlossman and Hackl, Chicago, 1987-1997
ACADEMIC AND PROFESSIONAL HONORS Chevalier de l’Ordre des Arts et des Lettres, France Presidential Award for Cultural Achievements, Poland National Endowment for the Humanities Two Fulbright Awards Graham Foundation
2009 APR - University of Kansas - 8/10/09 229 of 245
luckey, donna Associate Professor (100% appointment)
CURRENT TEACHING Arch 504: Accelerated Design III (required) Arch 560: Site Planning for Architects (required) Arch 600: GIS Applications
EDUCATION Ph.D. (Architecture), University of California Berkeley, 1981 Master of Architecture, University of California Berkeley, 1975 Bachelor of Environmental Design, University of Kansas, 1972 TEACHING EXPERIENCE Associate Professor, University of Kansas, 1983 – Present Fulbright Visiting Professor, Costa Rica, 1994, 1997 ADMINISTRATIVE EXPERIENCE Chair, Architecture Program, 1998-2000; 2004-2006 Coordinator, Graduate Program, 2002-2004 Assoc. Director, Center for Latin American Studies, 1992-1995 SCHOLARSHIP Book Review on Conservancy: A History of the Land Trust Movement in America; American Studies Journal, (fall/winter 2007-8) “Land aménagement in architectural design studio,” 306090, Vol. 07, Landscape within Architecture, 2004 SERVICE 2007-2008 – Search committee July 2004-July 2006 - Architecture Program Chair Coordinator, Graduate Program, 2002-2004 Fall 2008 – present School Promotion and Tenure Committee 2008 - Bradley Teaching Award selection Committee Fall 2007-present -Scholarship Committee
ACADEMIC AND PROFESSIONAL HONORS 2007 - Bradley Teaching Award Kingsbury Family Foundation, Kaw Corridor GIS project for Kansas Land Trust, three separate grants
2009 APR - University of Kansas - 8/10/09 230 of 245
Major, Judith Professor (100% appointment)
CURRENT TEACHING Arch 208: Architectural Design I (required) Arch 360: Introduction to Landscape Architecture (elective) Arch 101: Architectural Foundations II (required for ARCE)
EDUCATION Ph.D. (Architecture), University of Pennsylvania, 1992 Master of Landscape Architecture, University of Virginia, 1977 B.S. Languages, Georgetown University, 1973 TEACHING EXPERIENCE Professor, University of Kansas, 1988 – Present Lecturer, Kansas State University, 1980-1983 SCHOLARSHIP Major, J. (forthcoming). The Evolution of a Landscape Critic: Mariana Griswold Van Rensselaer (1851-1934). University of Virginia Press. Major, J. (2007). “Mariana Griswold Van Rensselaer’s Landscape Gardening Manifesto in Garden and Forest.” Landscape Journal 26, No. 2: 183-200. Major, J. (1997).To Live in the New World: A. J. Downing and American Landscape Gardening. Cambridge & London: MIT Press. Major, J. (2008). “The Landscape Critic and the Motorcar,” Designing the Parks. Conference co-sponsored by the University of Virginia, the National Park Service, and the Cultural Landscape Foundation. Major, J. (2008). Co-chair of Session “Science and Changing Ideas in Landscape Architecture” Society of Architectural Historians (SAH).
SERVICE 2008 Chair, SAH Elisabeth Blair MacDougall Book Award 2005-present President (since 2007) Society of Architectural Historians (SAH) Landscape Chapter 2003-present Manuscript reviewer for Landscape Journal2007- present 2007-present University Distinguished Professor Committee School Sabbatical Committee (Chair) 2007-present Program P & T Committee 2007-present School BA Task Force Committee
2009 APR - University of Kansas - 8/10/09 231 of 245
Padget, Steve Associate Professor (100% appointment)
CURRENT TEACHING Arch 104: Principles of Modern Architecture (required) Arch 208: Architectural Design I (required) Arch 609: Comprehensive Studio (required)
EDUCATION M.S. Architecture, Bartlett School of Architecture, University of London, 1975 Bachelor of Environmental Design, University of Kansas, 1973 TEACHING EXPERIENCE Associate Professor, Architecture, University of Kansas, 1980- present Instructor, Architecture, University of Kansas, 1978-1980
SCHOLARSHIP Padget, S. (2008). “Christopher Wren, Christian Cabala and the Tree of Life,” Hall Center for the Humanities Colloquium: The Tree of Life, The University of Kansas, 2008 Padget, S. (2005). “Truth & Territorial Order, Plans for London, 1666”, ACSA SE Regional Conference Proceedings, Clemson Univ., Oct. 2005
SERVICE Chair, Architecture Programs Curriculum Committee, 2007/8 Member, UPNA Executive Board & LAN representative, Present Service Faculty Advisor, AIAS KU Chapter, 2006 – Present
REGISTRATION Registered Architect, State of Kansas, 1978-present; State of Missouri, 1989-1995 LEED Accredited Professional, 2007 - Present
2009 APR - University of Kansas - 8/10/09 232 of 245
Rashid, Mahbub Associate Professor (100% appointment)
CURRENT TEACHING Arch 600: Architectural Morphology (elective) Arch 630: Theory and Context (required) Arch 808: Health and Sustainable Environments II (selective) Arch 951: Methods of Inquiry (elective)
EDUCATION Ph.D. (Architecture), Georgia Institute of Technology, 1998 M.S.of Architecture, Massachusetts Institute of Technology, 1993 Bachelor of Architecture, Bangladesh University, 1989 TEACHING EXPERIENCE Associate Professor, University of Kansas, 2005-present Architectural Research Scientist, Georgia Institute of Technology, 2002-2005
SCHOLARSHIP Rashid M, Wineman J, Zimring C. (in press). “Space, Behavior, and Environmental Perception in Open Plan Offices: A Prospective Study,” Environment and Planning B: Planning and Design. (Due in 2009) Rashid M. “Islamic Architecture: An Architecture of the Ephemeral.” In Ronald Lewcock (ed.) Architecture in the Non-Western World —Asia and Africa, New York: W W Norton & Company. (Due in 2009) Rashid M, Zimring C. (2008). “A Review of the Empirical Literature on the Relationships between Indoor Environment and Stress in Healthcare and Office Settings: Problems and Prospects of Sharing Evidence,” Environment and Behavior, vol. 40, no. 3, pp. 151-190. Rashid M. (2007). “The Relationship Between Geometry And Numeric Ratio As An Open Problem In Ledoux's Architecture: A Study of The Floor Plans Of The Barrières Of Paris,” The Journal of Architecture, vol. 12, no. 3, pp. 281-313.
PROFESSIONAL REGISTRATION State of Georgia, 2003 Country of Bangladesh, 1993
2009 APR - University of Kansas - 8/10/09 233 of 245
Rockhill, Dan Constant Distinguished Professor (100% appointment)
CURRENT TEACHING Arch 803: Design/Build and Materiality I (selective) Arch 804: Design/Build and Materiality II (selective)
EDUCATION Master of Architecture, SUNY-Buffalo, 1976 Bachelor of Architecture, University of Notre Dame, 1970 TEACHING EXPERIENCE Professor, University of Kansas, 1981 – Present
PROFESSIONAL EXPERIENCE Rockhill & Associates, LeCompton, KS 1982-present
ACADEMIC AND PROFESSIONAL HONORS Distinguished Professor, University of Kansas, Fall 2008 NCARB Prize, 2009 AIA Education Award, 2009 Display, Venice Biennale, 2008 2007 Cooper-Hewitt National Design Award Finalist in Architecture NCARB Grand Prize, 2003 Kemper Teaching Award, 2002
SCHOLARSHIP Carter,Brian. Editor, Design & Building: Rockhill and Associates. Introduction by Juhani Pallasmaa, Postscript by Tod Williams The Editors, Del desecho a la arquitectura, Barcelona, Random Road 2008 Falkenberg, Haike. Natural Flair; Maisons de Campagne, Longhouse, 2008 The Editors, 1000XArchitecture of the Americas, Mod 3+4, December 2008 Zacks, Stephen. “Whirlwind Tour,” Metropolis, 5.4.7. Art Ct, November 2008 Kiendrebeogo, Gildas. “Apres la tornade,” Ecologic, Paris, France Oct 2008 Linn, Charles. “5.4.7 Arts Center, Kansas,” Architectural Record, Oct 2008 Sokol, David. “Teaching by Example,” Architectural Record, Oct 2008
2009 APR - University of Kansas - 8/10/09 234 of 245
Sander, Dennis Associate Professor (100% appointment)
CURRENT TEACHING Arch 408: Architectural Design III (required) Arch 615: Intensive Graphics II (elective) Arch 639: Current Directions in Architecture (elective)
EDUCATION Master of Architecture, University of Pennsylvania, 1967 Bachelor of Architecture, University of Pennsylvania, 1965
TEACHING EXPERIENCE Associate Professor, University of Kansas, 1980 – Present Assistant Professor, Ohio State University, 1973-1980 Assistant Professor, Ball State University, 1970-1973
PROFESSIONAL EXPERIENCE Dennis Sander, AIA 1980-present James Assoc Morris Ketchum, FAIA Asccoiates Louis I Kahn and Partners Sander, Chermeyoff Consortium George Ewing
ACADEMIC AND PROFESSIONAL HONORS Charles Macquigg Professor for Excellence in Teaching, 1979 Progressive Architecture, First Design Award, 1972 Pennsylvania Society of Architects Award of Merit, 1968 Louis I Kahn Masters Studio, 1967
MEMBERSHIPS AIA, NCARB, ACSA, ISA, PSA, ASO, CEFP
PROFESSIONAL REGISTRATION Pennsylvania, Ohio, West Virginia, Indiana, Kansas
2009 APR - University of Kansas - 8/10/09 235 of 245
Sanguinetti, Paola Associate Professor (100% appointment)
CURRENT TEACHING Arch 505: Accelerated Design IV (required) Arch 515: Building Information Modeling (elective) Arch 608: Architectural Design V (required) Arch 609: Comprehensive Studio (required) Arch 610: Computer and Project Development (elective)
EDUCATION PhD Candidate, Georgia Institute of Technology Master of Architecture, Columbia University, 1993 Bachelor of Architecture, University of Kansas, 1992
TEACHING EXPERIENCE Associate Professor, University of Kansas, 2000-present
SCHOLARSHIP AIA Podcast (2008). Integrated Project Delivery: Part IV. On the Strategic Integration of Sketching and Parametric Modeling in Conceptual Design. Co-authored with Sherif Morad Abdelmohsen. In proceedings of the Association for Computer Aided Design in Architecture International Conference (ACADIA 2007), Halifax, Nova Scotia, Canada, pp. 242-249. PROFESSIONAL EXPERIENCE Mullman Seidman Architects, 1995-1998 Emilio Ambasz, 1997 Zaha Hadid, 1994
ACADEMIC AND PROFESSIONAL HONORS Center for Teaching Excellence Award, 2004 AIAS/ACSA New Faculty Teaching Award, 2001-2002 ACSA National Service Award, 2002 Bradley Teaching Award, 2001 Temporary Building in Wall Street competition, Finalist 1997
2009 APR - University of Kansas - 8/10/09 236 of 245
Silva, Kapila Assistant Professor (100% appointment)
CURRENT TEACHING Arch 408: Architectural Design III (required) Arch 600: Vernacular Architecture of the Western and Non- Western World (elective) Arch 601/701: Introduction to Research Methods (required) Arch 810: Building Typology (required)
EDUCATION Ph.D. (Architecture), University of Wisconsin-Milwaukee, 2004. M.S. Architecture, University of Moratuwa, 1993 B.S. of Built Environment, University of Moratuwa, 1990.
TEACHING EXPERIENCE Assistant Professor, University of Kansas, 2008-present Visiting Assistant Professor, University of Kansas, 2007-2008 Visiting Asst. Professor, University of Wis-Milwaukee, 2005-2007 Lecturer, University of Moratuwa, 1996-1999
SCHOLARSHIP “Mapping Meanings in the City Image: A Case Study of Kandy, Sri Lanka”; for Journal of Architectural & Planning Research. “City Image and City Preservation: Toward a Theory on Managing Urban Cultural Landscapes”; for the Journal of Urban Design. “Vernacular Urban Structuring in Southern Sri Lanka” (pp. 26-37); In Anojie Amerasinghe & Michiel Dehaene (eds) (2007) Matara: Structuring dispersion. Belgium: Katholieke Universiteit Leuven. “An Experiential Approach to Urban Design and Conservation: A Case Study of Kandy, Sri Lanka.”; for Journal of Research in Architecture & Planning, Special 2006 Issue – Urban Design: Theory and Practice; NED University of Engineering & Technology, Karachi, Pakistan: pp 97 – 114. Architecture of Tampitavihara in Sri Lanka. (2002); Architectural Research Unit, University of Moratuwa (ISBN: 955-97412- 0-9); Co-author: D.P. Chandrasekera. PROFESSIONAL REGISTRATION Sri Lanka, 1995-present
2009 APR - University of Kansas - 8/10/09 237 of 245
Spreckelmeyer, Kent Professor (100% appointment)
CURRENT TEACHING Arch 505: Accelerated Design III (required) Arch 658: Programming and Pre-Design (required) Arch 807: Healthy & Sustainable Environments I (selective) Arch 931: Theories of Inquiry (elective)
EDUCATION D. Arch., University of Michigan, 1981 Diploma (Architecture), Bartlett School, 1974 Bachelor of Architecture, University of Kansas, 1973
TEACHING EXPERIENCE Professor, University of Kansas, 1981-present Visiting Professor, Herriot-Watt, Scotland, 1987-1988
SCHOLARSHIP Principal Investigator. Pilot Study of User Perceptions of Emergency Department Environments. Lawrence Memorial Hospital, Lawrence, KS, 2008. Co-Principal Investigator. Full-Scale Mock-Up Evaluation of Emergency Department Exam Room. North Kansas City Hospital, Kansas City, MO, 2007. Classic Readings in Architecture. New York: McGraw-Hill. 1999. (With J. Stein) Space Planner Toolkit: Hospital Edition. Chicago: American Hospital Assoc. 1995. Second edition, 2003. Third edition in progress. (With F.S. Zilm) Creative Design Decisions: A Systematic Approach to Problem Solving in Architecture. New York: Van Nostrand Reinhold. 1988. (With S. J. Kirk)
ACADEMIC AND PROFESSIONAL HONORS Fellow, American Institute of Architects, 2000 AIA Health Facilities Research Award, 1997 Dwell Nice Modernist Award, 2002 NCARB Education/Practice Integration Grand Prize , 2003 REGISTRATION Missouri, California
2009 APR - University of Kansas - 8/10/09 238 of 245
Coffeen, Robert Lecturer (80% appointment) CURRENT TEACHING Arch 530: Environmental Systems I (required) Arch 520/720: Architectural Acoustics (elective) Arch 521/721: Electro-Acoustic Systems (elective) Arch 629: Listening to Architecture (elective) Arch 600: Acoustics & Lighting for Theatrical Performance (elec) EDUCATION B.S.(Elec. Engineering), University of Illionois, 1953 TEACHING EXPERIENCE Lecturer, University of Kansas, 1992 – Present
PROFESSIONAL EXPERIENCE Principal...R.C. Coffeen, Consultant in Acoustics, 1996-present Founder and Principal Consultant, Coffeen Fricke & Associates, Lenexa, Kansas, 1964 - 1995 Principal Engineer, Burns & McDonnell Engineering Company, 1955 -1964
Davison, Dominique Adjunct Lecturer (25% appointment) CURRENT TEACHING Arch 409: Architectural Design IV (required) Arch 609: Comprehensive Studio (required) EDUCATION Master of Architecture, Yale University, 2000 B.A. in Architecture, University of California-Berkeley, 1996 TEACHING EXPERIENCE Lecturer, University of Kansas, 2005-present Lecturer, University of Missouri – Kansas City, 2006-2007 PROFESSIONAL EXPERIENCE Davison Architecture + Urban Design, 2005 – present Principal Cesar Pelli & Associates, New Haven, CT, 2000-2004 Urban Design Workshop, New Haven, CT, 1997-2000 PROFESSIONAL REGISTRATION Missouri, Kansas, Illinois
2009 APR - University of Kansas - 8/10/09 239 of 245
Domer, Dennis Adjunct Lecturer (25% appointment) CURRENT TEACHING ARCH 600: Architecture of North America 1550-1900
EDUCATION Ph.D., American Studies, University of Kansas, 1996 TEACHING EXPERIENCE Lecturer, University of Kansas, 2008- Helen Edwards Abell Chair in Historic Preservation Department of Historic Preservation, the University of Kentucky, 2003-2006 Associate Dean, the School of Architecture and Urban Design, the University of Kansas, 1980-1999 SCHOLARSHIP Louisville Guide. With Gregory Luhan and David Mohney. New York: Princeton Architectural Press, 2004; Alfred Caldwell: The Life and Work of a Prairie School Landscape Architect. Editor. Baltimore and London: Johns Hopkins, 2004. “Old But Not Good Old History: Problems of Freezing Time in Old Buildings,” Journal of Architectural and Planning Research, 2009.
Duncan, Dale Adjunct Lecturer (25% appointment) CURRENT TEACHING Arch 552 Leadership, Ethics and Professional Practice
EDUCATION B.A. Architecture, University of Oklahoma, 1984 London Study Abroad – Spring 1983 TEACHING EXPERIENCE Adjunct Lecturer, University of Kansas, 2004 2009 PROFESSIONAL EXPERIENCE Helix Architecture + Design: 2004 to present BNIM Architects: 1990 – 2004 Shaughnessy Fickel and Scott: 1988 – 1990 Baumeister Mankin: 1985 – 1988 Morrison Smith: 1984 1985 PROFESSIONAL American Institute of Architects (AIA) MEMBERSHIPS/ LEED AP REGISTRATION Registered in Oklahoma (1988 present) & Kansas (2007 present)
2009 APR - University of Kansas - 8/10/09 240 of 245
Farnan, Richard Adjunct Lecturer (50% appointment) CURRENT TEACHING Arch 809: Building Typology I (selective) Arch 810: Building Typology II (selective)
EDUCATION Bachelor of Architecture, University of Kansas, 1973 TEACHING EXPERIENCE University of Kansas, 1996-present Paris Summer Study Abroad Program, 2000-present Ad Hoc Graduate Faculty, University of Kansas, 2006-present PROFESSIONAL EXPERIENCE HNTB Corporation, Architect, 1997-present HNTB Corporation, Partner, 1977-1990 Kivett Myers, 1973-1979 PROFESSIONAL REGISTRATION Missouri (1979-present); Kansas, Colorado NCARB (1984-present)
Johnson, Bruce Lecturer (80% appointment) CURRENT TEACHING Arch 108: Architectural Foundations I (required) Arch 409: Architectural Design IV (required) Arch 109: Architectural Foundations II (required) Arch 808: Healthy & Sustainable Environments II (selective) EDUCATION M.S. Design, Columbia University, 1995 Bachelor of Architecture, Kansas State University, 1991 TEACHING EXPERIENCE Lecturer, University of Kansas, 1995 – Present
PROFESSIONAL EXPERIENCE Shaughnessy-Fickel and Scott Architects, Kansas City, 1997- present Tigerman McCurry, Chicago, 1994
2009 APR - University of Kansas - 8/10/09 241 of 245
Keal, Joe Adjunct Lecturer (25% appointment) CURRENT TEACHING Arch 515: Building Information Modeling (elective) EDUCATION Master of Architecture, University of Kansas, 2002 Bachelor of Architectural Studies, University of Kansas, 1998 TEACHING EXPERIENCE Adjunct Lecturer, University of Kansas, Spring 2008 – Present PROFESSIONAL EXPERIENCE BNIM Architects, Kansas City, Missouri – Project Architect-June 2002-Present PROFESSIONAL MEMBERSHIPS/ REGISTRATION LEED™ Accredited Professional, 2003 AUGI, Autodesk User Group International
Krygiel, Eddy Adjunct Lecturer (25% appointment)
CURRENT TEACHING Arch 515: Building Information Modeling (elective)
EDUCATION B.Arch University of Kansas, 1996 TEACHING EXPERIENCE Lecturer, University of Kansas 2007-present SCHOLARSHIP Krygiel, E., Demchak, G. & Dzambazova, T. (2007). Introducing Revit Architecture 2008. New York: Wiley – Sybex. Dzambazova, T., Demchak, G. & Krygiel, E. (2008). Mastering Revit Architecture 2009. New York: Wiley – Sybex. Krygiel, E., Nies, B. & McDowell, S. (2008). Green BIM: Successful Sustainable Design with Building Information Modeling. New York: Wiley – Sybex. PROFESSIONAL EXPERIENCE HNTB, Architect, 2008-present BNIM Architects, Architect, 1996-2008 PROFESSIONAL Missouri (2003); AIA (2003); LEED AP (2005) MEMBERSHIPS/ REGISTRATION
2009 APR - University of Kansas - 8/10/09 242 of 245
Meadows, B. Ted Lecturer (50% appointment) CURRENT Arch 340/540: History of Architecture I: Ancient and Medieval TEACHING Arch 341/541: History of Architecture II: Renaissance to Enlightenment
EDUCATION Master of Arts, University of Kansas, 2000 B.S. in Journalism, University of Kansas, 1984 TEACHING EXPERIENCE Lecturer, University of Kansas, 2000-2005, 2008-present Lecturer, University of Missouri-Kansas City, 2006-present Adjunct Assistant Professor, Johnson County Community College, 2001-2008
Patterson, Anne Lecturer (80% appointment) CURRENT TEACHING Arch 108: Architectural Foundations I (required) Arch 109: Architectural Foundations II (required) Arch 502: Accelerated Design I (required)
EDUCATION Bachelor of Architecture, Edinburgh College of Art / Heriot-Watt University, Edinburgh, Scotland, 1985 TEACHING EXPERIENCE Lecturer, University of Kansas, 1993-present SERVICE 1st Year Coordinator, 2007-present Curriculum Committee, University of Kansas, 2007-2008
MEMBERSHIPS 2005-present ASAI, American Society of Architectural Illustrators 1988-present RIBA, Royal Institute of British Architects
PROFESSIONAL REGISTRATION 1987-present ARB, Architects registration board of UK
2009 APR - University of Kansas - 8/10/09 243 of 245
Pran, Peter Distinguished Visiting Professor (50% appointment)
CURRENT TEACHING Arch 208: Architectural Foundations III (required for ARCE) Arch 408: Architectural Design III (required) Arch 810: Building Typology II (selective)
EDUCATION Master of Architecture, Illinois Institute of Technology, 1969 Bachelor of Architecture, Oslo University, 1961 TEACHING EXPERIENCE Distinguished Visiting Professor, University of Kansas, 2002- present Visiting Professor, University of Washington, 2000 Visiting Professor, Cornell University, 1999 Kanto Gakuin University, Yokohama, Japan, 1993 Royal Danish Academy, Copenhagen, Denmark, 1992 New Jersey Institute of Technology, 1982-1986 University of Illinois, Urbana-Champaign, 1973-1982 Washington State University, 1969-1973
SCHOLARSHIP 4 “Peter Pran” international monographs Preface to book “The Arhc\\chitect: Women in Contemporary Architecture.” Co-Authored “100 years of Chicago Architecture.” PROFESSIONAL EXPERIENCE Design Principal, NBBJ, 1996-present Senior Vice President, Ellerbe Becket, 1986-1996 Design Director, Russo and Sanders, 1985-1986 Director of Design, SGE, 1977-1982, Senior Design, Skidmore, Owings & Merrill, 1966-1977 Project Designer, Mies van de Rohe, 1963-1966
ACADEMIC AND PROFESSIONAL HONORS Telenor Headquarters, AIA National Design Award, 2004 Deloitte & Touche Headquarters, AIA National Design Award, 1994 Fellow, AIA, 2001
2009 APR - University of Kansas - 8/10/09 244 of 245
Riccardi, Robert Adjunct Lecturer (25% appointment) CURRENT TEACHING Arch 609: Comprehensive Studio (required course)
EDUCATION Master of Architecture, Yale University, 1999 Bachelor of Architecture, Tulane University, 1991 TEACHING EXPERIENCE Adjunct Lecturer, University of Kansas, Spring 2005 – Present
PROFESSIONAL EXPERIENCE Gould Evans Associates – Kansas City, MO 2006-present El Dorado Architects – Kansas City, MO 2005-2006 BNIM – Kansas City, MO 2004-2005 Cesar Pelli & Associates – New Haven, CT 1997-2004 PROFESSIONAL REGISTRATION Connecticut (2004-present) LEED Accredited Professional (2006 – present)
Zilm Frank Distinguished Lecturer in Healthcare Design (25%) CURRENT TEACHING Arch 731: Architecture and Health (elective)
EDUCATION D. Arch., University of Michigan, 1975 Bachelor of Architecture, University of Kansas, 1971 TEACHING EXPERIENCE Distinguished Lecturer, University of Kansas, 2008-present Adjunct Professor, University of Kansas, 1991-2006 Associate Professor, University of Kansas, 1986-1991 SCHOLARSHIP Zilm, F. (2008). Integrating disaster preparedness and surge capacity in emergency facility planning, Journal of Ambulatory Care Management, 31(4). Zilm, F. (2007). A new era of emergency care: Planning and design considerations. Journal of Ambulatory Care Management, 30(3). Editorial Board of the Health Environments Research Journal Editorial Board of the Journal of Ambulatory Care Management Center for Healthcare Design Research Council
PROFESSIONAL HONORS Fellow, American Institute of Architects, 1997 REGISTRATION Missouri
2009 APR - University of Kansas - 8/10/09 245 of 245
IV.5 VISITING TEAM REPORT FROM PREVIOUS VISIT
2009 APR - University of Kansas 246
IV.6 ANNUAL REPORTS
2009 APR - University of Kansas 282 2008 NAAB Annual Report School of Architecture & Urban Planning University of Kansas
Section 2. A: Conditions / Criteria not Met
Criterion 12.11: Non-Western Traditions The 2004 VTR noted: “While students have some exposure to non-western traditions in landscape architecture (Arch 560) and urban design (Arch 665), they have insufficient exposure to the historical and contemporary traditions in the architecture of the Americas, Asia, Africa and the Middle East.”
Response: In the last annual report we noted a change in our history sequence to allow for greater coverage of non-western traditions in our four semester sequence (Arch 665, Arch 340/540, 341/541, 342/542) [Undergraduate/Graduate numbers]. Please find attached the revised syllabi for the 340,341 and 342 sequence. One can note that in Arch 340, students are now exposed to three weeks on Near Eastern (Arabic/Persian) traditions, and one week on Islamic architecture. In 341, students have two weeks on Asian and one week on African traditions, and in 342, there is one week on Modernism in different global regions and one week on contemporary globalized practice. In treating non-western traditions in this way, we feel we are allowing these traditions to provide a parallel storyline with the historical understanding of both thereby duly enriched. In addition: 1. We have revised our general education elective choices to include a non-Western art course that will supplement the non-western coverage in the architectural history sequence. 2. We are offering an elective course on vernacular architecture that emphasizes traditional settlement traditions in Asia, Africa and the Middle East (see enclosed syllabus).
Section 2. B: Causes of Concern
1. Limitations on Physical Resources As the VTR describes it, this concern has to do with “a critical need for a large common area for program gatherings, and public exhibitions, adequate jury spaces, and workshop- type space for expanding programs in building technology, materials research and design- build studios.”
Response: There are four separate programmatic needs identified in the VTR which will be addressed separately. A. Common Area. This remains a large problem for the program. While this has remained a primary focus for the dean, fundraising has proved difficult and no help is forthcoming from the university. This problem compromises the sense of community we are able to build among both faculty and students.
B. Workshop space for design-build studios. On this front there is good and bad news. First, in 2007, our students agreed to support increased technology fees to independently fund the construction of a 20000 square foot space for this purpose. Clearly, our students have a great sense of pride in the education they are receiving here at KU. The bad news is the delay this project has experienced in upper administration. While we had anticipated being in the space by January 2008, currently our best hope is for Spring 2010. This means we will continue to lease space off of campus for this purpose and at substantially increased cost for this upcoming year as our previous leased space is no longer available. This may prove to be a significant financial burden for this program, causing an unwelcomed diversion in resources, particularly difficult in budget-tightening circumstances.
Section 3: Changes in the accredited program
After a year-long thorough examination of our new curriculum, the faculty approved one slight change. They decided to split the three credit course on Professional Practice into two courses -- one 1-credit class taken in students freshmen year and one two-credit class taken towards the end of their studies. The intent here is to expose students to the history of the profession and issues such as professional development and ethics and professional judgment early in their academic careers. There are a couple of bookkeeping changes in terms of course numbering and titling as well, but nothing of substantive importance. Please see the enclosed program of study. I would also like to reiterate our intention of phasing out the Bachelor of Architecture as an accredited degree in 2010. Thus we will not be seeking accreditation of that degree with our site visit in spring 2010.
Additional Notes Regarding the Website Report
In reporting data, our Master of Architecture degree has multiple entry points. One entry point is directly from high school. This is a 180 credit program of study and is here reported as “M.Arch. pre-professional.” We also have a 3 year track for someone with a degree outside of architecture. This is a 118 credit program of study reported as “M.Arch. non-pre-professional.” I hope this does not cause confusion.
Also note our university recalibrates SAT scores into ACT and only reports percentiles on ACT. 2007 NAAB Annual Report School of Architecture & Urban Planning University of Kansas
Section 2. A: Conditions / Criteria not Met
4.0 Social Equity According to the 2004 VTR, “The team feels that the program can be much more inventive in utilizing existing resources to increase the cultural diversity of the faculty and students, for example through visiting faculty positions or student exchange programs with urban universities. Further, it needs additional staff resources to carry out meaningful student recruitment.”
Response: It is our sense that diversification of our faculty and student bodies is a long- term process of change. It should be noted that within the university context that we are operating, our diversity percentages are better than that of the university as a whole. However, we are not satisfied with this and are committed to the effort of inclusivity as is exemplified by the following actions: 1. Our Multi-cultural Architectural Scholars Program (MASP) is steadily growing, now numbering over 20. We give two course releases to tenured faculty to engage in mentoring for multi-cultural students in order to enhance retention and academic performance. This effort is supplemented with externally generated funds to support the MASP scholarship fund. 2. We continue strong recruitment efforts in regional urban locations most likely to generate minority applications. 3. We were successful in creating a practice-supported scholarship fund to support qualifying minority students. 4. We have hired a visiting assistant professor for the upcoming year from Sri Lanka. 5. This past year, our adjunct hires were strategically more diverse with 50% of the hires being female and 10% being non-Caucasian. 6. We are encouraging a faculty member to help create a Women in Architecture student group.
The response to our 2006 report asks us to report how our actions beginning in 2006 have generated solutions to the social equity concerns. To be honest, we feel this is not something that will be addressed with a quick fix. We have embarked upon a path to address this issue, and feel confident that our percentage of graduates and our faculty will become increasingly diverse over time. We have adopted one of the team’s specific suggestions (visiting professorships), and have made initial overtures regarding the other (exchange with urban universities). We are beginning the legwork on developing scholarships for minority students pursuing architecture in the 4+2 model to join our M.Arch. program in a “design-build track” culminating in our nationally-recognized Studio 804 experience. We believe with these efforts, we are making a concerted effort to address this condition, and look for improvement in our numbers by the time our accreditation visit occurs.
Criterion 12.11: Non-Western Traditions The 2004 VTR noted: “While students have some exposure to non-western traditions in landscape architecture and urban design, they have insufficient exposure to the historical and contemporary traditions in the architecture of the Americas, Asia, Africa and the Middle East.”
Response: In our previously approved M.Arch. curriculum, we had proposed to reduce the history sequence from four courses in our old B.Arch. program to three in the new M.Arch. Partially in response to this criterion, in Fall 2006, the faculty made a decision to retain the four semester sequence of history but with the directive to accommodate more non-western traditions in the sequence. In addition: 3. We have revised our general education elective choices to include a non-Western art course that will supplement the non-western coverage in the architectural history sequence. 4. We will begin offering an elective course on vernacular architecture that will emphasize the traditions in Asia, Africa and the Middle East. With next year’s annual report, we should be able to include syllabi that reflect evolution in regard to this issue.
Criterion 12.34: Professional Internship The 2004 VTR states that there was insubstantial evidence that the role of internship in professional development and the reciprocal rights and responsibilities of interns and employers was taught to the level of understanding in the professional practice course offered to graduate students in the M.Arch.
Response: The problem largely had to do with this component of the course not being specified as a separate topic in the old syllabus. Within the unified M.Arch. curriculum to which we are moving, all students take the same professional practice course. We have attached the class schedule that identifies that IDP receives a full week’s worth of attention. In addition, we have added material on the subject in our new Arch 104 course.
Section 2. B: Causes of Concern
2. Limitations on Physical Resources As the VTR describes it, this concern has to do with “a critical need for a large common area for program gatherings, and public exhibitions, adequate jury spaces, and workshop- type space for expanding programs in building technology, materials research and design- build studios.”
Response: There are four separate programmatic needs identified in the VTR which will be addressed separately. A. Common Area. This remains a large problem for the program. While this has remained a primary focus for the dean, fundraising has proved difficult and no help is forthcoming from the university. This problem compromises the sense of community we are able to build among both faculty and students. B. Jury Spaces. As previously reported, we have added two new jury spaces and in addition, are increasingly leveraging space resources in the Art and Design building to help us meet this need. C. Workshop space for Building Technology and Materials Research. Again, as previously reported, we have added two additional workshop spaces and also are currently using 2500 square feet of warehouse space on KU’s west campus for a materials lab and for large scale fabrication. D. Workshop space for design-build studios. On this front there is good and bad news. First, our students have agreed to support increased technology fees to fund the construction of a 10000 square foot space for this purpose. The bad news is that the university is currently moving this project very slowly. While we had anticipated being in the space by January 2008, currently our best hope is for Fall 2008. This means we will continue to lease space off of campus for this and at substantially increased cost for this upcoming year as our previous leased space is no longer available. This may prove to be a significant financial burden for this program, particularly if this condition extends past the 2007-2008 academic year.
3. Over-reliance on Studio 804 as a capstone course The VTR pointed out that “many of the strengths of the M.Arch. program rely on one course, a capstone design-build studio, which provides a fully comprehensive approach to architectural education.”
Response: In the approved new curriculum, there are numerous aspects of this capstone experience which we are delivering in alternative ways at different points in the curriculum. First, we are building upon its strength of an intensive engagement within a particular focus area of architectural practice with our developing alternative capstone experiences. As an example of one of these emerging “professional options,” we have a health and wellness option that exposes students to the complexity of health care design through the involvement of students in real-life projects with guidance from professionals. This option emphasizes the skills of pre-design and utilizing evidence- based design.
The collaborative design process and its focus on an integrated tectonic approach to design has been incorporated in one of our third year studio descriptions (Arch 409) and its comprehensiveness has been incorporated into a new Comprehensive Studio (Arch 609) that all students will take in the Spring prior to their final year of study. This studio is designed to integrate support course material integral to the design process so that these designs reflect a thoroughly integrated approach toward architecture. With these new courses, all students that will receive an M.Arch. for KU will have experience with collaborative design, integrated systems, and a comprehensive studio experience whether or not they take Studio 804.
Section 3: Changes in the accredited program
There are a couple of changes we have made to our new Masters of Architecture curriculum. First, the history sequence now consists of four courses instead of three (Arch 665, 540, 541, 542) and the entire sequence is now taken by students in both the 5+ year and 3+ year tracks. Second, the majority of support courses have been rescheduled so as to be taken prior to the comprehensive studio. The trade-off here is the shifting of general education courses into the fifth year and this remains a point of debate among the faculty. It is possible that over the next few years, the faculty may come to the conclusion that this curriculum is truly a 6 year rather than five year program. The current outline of the curriculum is attached.
NAAB Annual Report 2006 School of Architecture and Urban Design University of Kansas
Part 2: Responses to VTR A.Conditions/Criteria not Met
3.00 Public Information
The VTR of 2004 found no evidence that the School of Architecture had systematically distributed to all faculty and students information using the language required by NAAB to describe the parameters of an accredited professional degree program. The information had been inserted into the University’s printed and on-line informational literature, with incorrect references to an “NAAB-approved curriculum” but had not been systematically distributed in a targeted fashion to all faculty and students in the Architecture Program.
Response: Two steps have been taken to correct this problem. First, the incorrect language was removed from the information last year. Second, the Dean’s office now distributes directly to all students and faculty on an annual basis, an e-mail message containing the specific information approved by NAAB. The University and the Program continue to maintain the correct information as well on web sites and in printed brochures used to describe the School’s degree programs. For reference see the specific links [called ‘here’] on the following website: http://www.saud.ku.edu/gen/SAUD_generated_pages/Accreditation_of_Professional_Arc hitecture_Programs_m1053.html
4.00 Social Equity
According to the 2004 VTR,“The team feels that the program can be much more inventive in utilizing existing resources to increase the cultural diversity of the faculty and students, for example through visiting faculty positions or student exchange programs with urban universities. Further, it needs additional staff resources to carry out meaningful student recruitment.”
Response: The Dean’s Office and the Program have responded to this condition in a number of ways during the last year. A. We continue to support our growing Multi-cultural Architectural Scholars Program (MASP). Professors Carswell and Jackson direct the program and work closely with minority students to improve retention and academic performance. B. We continue to meet with firms and individuals to raise funds for our MASP scholarship fund. C. Our Admissions Coordinator attended minority student recruitment fairs in the fall and spring semesters and met with prospective architecture students. D. The Associate Dean again made recruitment trips to St. Louis, Kansas City, Dallas and Chicago. He participated in numerous Multi-Cultural Day visits (approximately 25) for juniors and seniors in high school, and he gave presentations at the Minority Pre-Orientation and Minority Majors Fairs. E. The Associate Dean is also working with an architecture firm in St. Louis (The Lawrence Group) to establish a scholarship program for minority students graduating from inner city high schools. It will focus on minority and disadvantaged students in drafting classes who want to study architecture at KU. F. In 2005 we co-sponsored a summer workshop organized by the School of Engineering that attracted over a dozen prospective minority female students interested in architecture and architectural engineering. G. We are serving as host to a visiting professor from Korea, who is studying Architecture History while here on sabbatical leave. We will host a second visitor from Korea starting in August during his scheduled sabbatical. We anticipate presentations from these visitors to the student body, as well as their participation in studio reviews and classes. (This also addresses 12.11, below.) H. The lecture series for 2005-2006 included presentations by two women.
12.11 Non-Western Traditions
The 2004 VTR noted: “While students have some exposure to non-Western traditions in landscape architecture and urban design, they have insufficient exposure to the historical and contemporary traditions in the architecture of the Americas, Asia, Africa and the Middle East.”
Response: At the time of the Site Team Visit in 2004, we were employing a part-time instructor to teach architectural history, covering the class for the regular faculty member who had accepted a two-year fellowship at Oxford University. He had inadvertently failed to include specific description of the coverage he gave to non-Western areas in the three-semester history sequence. Changes are listed as follows:
A. The tenure-line faculty member responsible for the architectural history sequence returned this past academic year, and has revised the courses further to include a larger non-Western component throughout all of the classes. B. We have revised our general education elective choices to include a non- Western course that will supplement the non-Western coverage in architectural history. C. A presentation was made in ARCH 103 – Introduction to Architecture – in the fall semester, by our female Latina faculty member who presented her digital archival work on Latin American Architecture. D. As preparation for the new curriculum which begins fall 2006, one of our faculty members has received a grant from the Office of International Programs to ‘internationalize’ the curriculum for one of the new required introduction courses.
12.34 Professional Internship and the M.Arch.
The VTR states that there was insubstantial evidence that the role of internship in professional development and the reciprocal rights and responsibilities of interns and employers was taught to the level of understanding in the professional practice course offered to graduate students in the M.Arch. (while the prof. practice course for B.Arch students covered the topic adequately).
Response: The problem has to do with this component of the course not being specified as a separate topic and unit within the former M.Arch version of the professional practice course. That matter was corrected by the instructor in 2005, and we now combine the different sections of the class and offer it using the format and syllabus followed in the B.Arch version. In addition, in 2006, we added a component to the ‘design information’ course required by 3rd year B. Arch. students which addressed intern development program issues.
B. Causes of Concern
1. Inadequate Support for Faculty Development The 2004, VTR referred to inadequate support for faculty development as a cause for concern.
Response: The University, the Dean’s Office and the Architecture Program have responded to this issue quite vigorously in the past year. A. Full-time computing support for students and faculty has increased from two positions to three in the last year. Greater assistance is available for the development of on-line teaching materials and other technology-related teaching needs. B. The regular workshops on a variety of computing, software and computer- based teaching topics introduced last year continue, with plans for more workshops in the fall. C. A faculty software advisory committee has been formed to target purchases in a way that more effectively serves faculty needs. D. All faculty computers and peripherals are replaced on a rotational basis that does not exceed three years per cycle. E. Full-time shop support for students and faculty has increased from one to two positions since the accreditation visit. This means that studio instructors now are offered significantly more instructional assistance in model-building and design-build projects. F. New faculty are offered the opportunity to apply for “start-up” grants and may also request special equipment, funds and other forms of support for their research programs. The most recent faculty hire has received over $70,000 in new equipment as well as two dedicated labs for the support of a research program that he proposes to develop. G. Faculty who have requested lab space for acoustical teaching and research, materials testing, recycled materials inventory exploration, and lighting have been given new, additional or refurbished lab spaces during the last year. H. With the addition of new office spaces in Snow Hall and Marvin Studios, the School is now able to assign private offices to all regular faculty and most part-time instructors. Before 2004, a number of tenured and tenure-line faculty shared offices. I. Since the Site Team visit, several architecture faculty have been given reduced teaching loads to explore research topics, develop research proposals, or pursue other topics related to their professional/career development. J. The professional travel budget for the architecture faculty was more than doubled for the 2005-06 academic year using tuition enhancement funds made available by the Office of the Provost. This added approximately $750 per faculty member for travel to conferences and meetings. This support continues into the future. K. A new Sabbatical Committee (separate from the School’s Promotion and Tenure Committee) was formed in 2005 to assist faculty in developing proposals for sabbaticals and to ensure higher quality (and a higher rate of success) for the proposals submitted. L. A new faculty member was hired in 2004 using special tuition enhancement funds provided by the Office of the Provost. The description of the position he was hired to fill calls for him to function as a director of research. M. A ‘research symposium’ was held in late March 2006, to present creative work and research activities. All tenured and tenure-track faculty, and many of the part- time studio instructors, participated in the events. Research topics will continue to be discussed in an ongoing seminar format next year. N. One of the recently tenured faculty members has been accepted to pursue a Ph.D. and has support from the School and University for her leave to do so. In the meantime she will continue to offer courses at KU during the summer and intersession.
2. Students’ Inequitable Access to Studios
The VTR cited students’ inequitable access to studios as a cause for concern and suggested that a program-operated lottery system would be more beneficial to students.
Response: We have implemented a more equitable approach for enrolling in the upper- level studios (first-year studios which meet at different times cannot follow such a system and accommodate students’ schedules in outside classes which are determined by the University enrollment system). This was done first for one level (pre-enrollment for spring 2006) and then again for fall 2006 enrollment. The system seems to be an improvement on the University’s enrollment process in that it provides ‘equal access’ to studios for all students enrolling in a given year level. Enrollment for the final year studios followed a completely new model as well, with students providing brief portfolios and statements of interest in the studios. Faculty at that year level actively worked to ensure that the majority of the students were able to enroll in the studio of their choice. These two new methods were developed in conjunction with the staff of KU’s enrollment center and are supported by Architecture Program staff.
C. Ongoing Concerns
1. Limitations on Physical Resources
As the VTR describes it, this concern has to do with “a critical need for a large common area for program gatherings and public exhibitions, adequate jury spaces, and workshop- type space for expanding programs in building technology, materials research, and design-build studios.”
Response: There are four separate developments that relate to this concern. A. Common Area. The Dean has developed a proposal which was submitted to a local foundation with the hope of receiving at least partial funding for a significant addition to Marvin Hall that would serve as a lecture hall/auditorium for the School and as a much-needed gathering spot and exhibition space. B. Jury Spaces. Since the Site Team visit in spring 2004, we have added two ‘jury spaces” to the School. One is in Snow Hall (designed and built by a fourth-year studio and completed in spring 2005) and the other is in Marvin Studios (completed in August 2005). C. Workshop Space for Building Technology and Materials Research. Since the Site Team visit in spring 2004, we have grown from one shop to three (metal, model- building, and woodworking). We have also obtained 2,500 square feet of industrial/warehouse space on KU’s West Campus and set up a materials testing lab along with room and equipment for large, indoor fabrication projects. D. Workshop Space for Design-Build Studios. Our principal design-build studio, Studio 804, operates out of a warehouse that we lease in East Lawrence. The lease agreement cannot continue into this fall. Our short-term strategy is to lease a similar space off campus for the studio to use until 2007 when construction is completed on a large, industrial/warehouse building that the University is locating on the West Campus. We have requested a 10,000 square foot addition to that building to be paid for with student technology fees and to be used as the home base for at least one and perhaps three or four design-build studios. A program has been written describing these needs to help secure space and funding.
2. Consolidation of Professional Degrees
The VTR urged the faculty “to resolve its longstanding local debate about what degree, or degrees, to offer.”
Response: The faculty of the architecture program voted unanimously in December 2004, to combine our accredited B.Arch (5-year) and our accredited M.Arch. (3.5-year) into an integrated, unified 5+ year curriculum. A faculty committee spent the entire year outlining and evaluating the unified M.Arch curriculum. Our proposal to replace the B.Arch with the M.Arch has been approved at every level and by every review committee within the University and the University of Kansas Graduate School and the Kansas Board of Regents have approved an additional proposal to rename our non-accredited masters degree as a Master of Arts in Architecture in order to avoid any confusion with the first professional M.Arch. (The Annual Report submitted in August 2005, had detailed attachments describing the revised curriculum.)
The transition to the new curriculum is well underway, and there are students admitted to the MA degree at this time. The Board of Regents has also approved a Ph.D. in Architecture, with first admissions intended for fall 2007.
3. Over-reliance on Studio 804 as a Capstone Course
The VTR pointed out that “many of the strengths of the M.Arch program rely on one course, a capstone design-build studio, which provides a fully comprehensive approach to architectural education.”
Response: In the approved new curriculum, we will offer a number of studios that provide this capstone experience (the Professional Option choices). In addition, we will modify the content of several courses within the first four years of study to include some of the content covered previously in the capstone design-build studio. There is a new, designated “comprehensive studio” in the approved revised curriculum that precedes the Professional Option choices in the final semesters of the program. This comprehensive studio is designed to integrate support course material, and the curricular revisions include moving the timing of these support courses to be completed prior to that studio’s semester. 2005 NAAB Annual Report
Part 2: Responses to VTR
A.Conditions/Criteria not Met
3.00 Public Information
The VTR found no evidence that the School of Architecture had systematically distributed to all faculty and students information using the language required by NAAB to describe the parameters of an accredited professional degree program. The information had been inserted into the University’s printed and on-line informational literature, with incorrect references to an “NAAB-approved curriculum” but had not been systematically distributed in a targeted fashion to all faculty and students in the Architecture Program.
Response: Two steps have been taken to correct this problem. First, the incorrect language was removed from the information. Second, the Dean’s office now distributes directly to all students and faculty on an annual basis, an e-mail message containing the specific information approved by NAAB. The University and the Program continue to maintain the correct information as well on web sites and in printed brochures used to describe the School’s degree programs.
4.00 Social Equity
According to the VTR,“The team feels that the program can be much more inventive in utilizing existing resources to increase the cultural diversity of the faculty and students, for example through visiting faculty positions or student exchange programs with urban universities. Further, it needs additional staff resources to carry out meaningful student recruitment.”
Response: The Dean’s Office and the Program have responded to this condition in a number of ways during the last year. A. We continue to support our growing Multi-cultural Architectural Scholars Program. Professors Carswell and Jackson direct the program and work closely with minority students to improve retention and academic performance. B. We have met with representatives from key AIA firms in the Kansas city area to initiate a fund raising campaign to support the MASP scholarship fund and to enlist the aid of practicing professionals in recruiting minority students. C. We are currently working with representatives from Kansas City Kansas Community College (which has a large minority student population) and members of the historically Black Quindaro community in Kansas City, Kansas, to involve our MASP students in a high-profile student project which will include construction of a scale model of Stanley Hall, the first building on the campus of Freedman’s University in Quindaro, the first African-American University founded west of the Mississippi River. The attention that this project draws should help us in recruiting minority students. D. We have revised and upgraded the position description of the School’s Admissions Coordinator to include recruitment activities for minority students attending on-campus events. E. The associate dean made two trips to St. Louis since the Team’s site visit specifically to recruit minority students. He has also worked closely with Minority Student Admissions Counselors in the Office of Admissions to increase contacts and follow-up recruitment activities with minority students in Dallas, St. Louis, Kansas City, Chicago, Denver and Minneapolis. He has also participated (given numerous presentations and met with individual students and families) in a variety of minority recruitment activities including Multi-cultural Seniors Days, Multi-cultural Junior Days, Minority Pre-Orientation, and Minority Majors Fair. F. We added a high-visibility staff position in the information technology support area and hired a minority female to fill the job. This increases the diversity of the School’s staff. G. We co-sponsored a summer workshop organized by the School of Engineering that attracted over a dozen prospective minority female students interested in architecture and architectural engineering. H. We co-sponsored (with Mississippi State University) a minority visiting scholar during the Spring Semester 2005, a woman from Tajikistan. She made a presentation to the faculty and visited studios during her two week internship at KU. I. Professors Jackson and Carswell have worked with several students to revitalize NOMAS and to plan activities using the space that the School has set aside for the NOMAS chapter. J. The lecture series for 2004-2005 included presentations by two women, one French, as well as one architect from Japan.
12.11 Non-Western Traditions
The VTR noted: “While students have some exposure to non-Western traditions in landscape architecture and urban design, they have insufficient exposure to the historical and contemporary traditions in the architecture of the Americas, Asia, Africa and the Middle East.”
Response: At the time of the Site Team Visit, we had been employing a part-time instructor to teach architectural history and cover for the regular faculty member who had accepted a two-year fellowship at Oxford University. He had inadvertently failed to include specific description of the coverage he gave to non-Western areas in the three- semester history sequence. He revised his syllabus in accordance with the VTR and added sections on African and Middle Eastern architectural history to the non-Western sections that were already part of the courses. The tenure-line faculty member who is responsible for the architectural history sequence has returned this summer and plans to revise the courses further to include a larger non-Western component throughout all of the classes. In addition, we have revised our general education elective choices to include a non-Western course that will supplement the non-Western coverage in architectural history (see section XX, below, which outlines curricular changes). Finally, a presentation was made in ARCH 103 – Introduction to Architecture in fall 2004 by our female Latina faculty member presented her digital archival work on Latin American Architecture.
12.34 Professional Internship and the M.Arch.
The VTR states that there was insubstantial evidence that the role of internship in professional development and the reciprocal rights and responsibilities of interns and employers was taught to the level of understanding in the professional practice course offered to graduate students in the M.Arch. (while the professional practice course for B.Arch students covered the topic adequately).
Response: The problem has to do with this component of the course not being specified as a separate topic and unit within the former M.Arch version of the professional practice course. That matter has been corrected by the instructor and we are now planning to combine the different sections of the class and offer it using the format and syllabus followed in the B.Arch version.
B. Causes of Concern
1. Inadequate Support for Faculty Development
The VTR referred to inadequate support for faculty development as a cause for concern.
Response: The University, the Dean’s Office and the Architecture Program have responded to this issue quite vigorously in the past year. A. Full-time computing support for students and faculty has increased from two positions to three in the last year. Greater assistance is available for the development of on-line teaching materials and other technology-related teaching needs. B. The Dean’s office now offers to all faculty, regular workshops on a variety of computing, software and computer-based teaching topics that were not available before this past year. C. A faculty software advisory committee has been formed to target purchases in a way that more effectively serves faculty needs. D. All faculty computers and peripherals are replaced on a rotational basis that does not exceed three years per cycle. E. Full-time shop support for students and faculty has increased from one to two positions since the accreditation visit. This means that studio instructors now are offered significantly more instructional assistance in model-building and design-build projects. F. New faculty are offered the opportunity to apply for “start-up” grants and may also request special equipment, funds and other forms of support for their research programs. The most recent faculty hire has received over $70,000 in new equipment as well as two dedicated labs for the support of a research program that he proposes to develop. G. Faculty who have requested lab space for acoustical teaching and research, materials testing, recycled materials inventory exploration, and lighting have been given new, additional or refurbished lab spaces within the last three months. H. With the addition of new office spaces in Snow Hall and Marvin Studios, the School is now able to assign private offices to all regular faculty and most part-time instructors. Before 2004, a number of tenured and tenure-line faculty shared offices. I. Since the Site Team visit, several architecture faculty have been given reduced teaching loads to explore research topics, develop research proposals, or pursue other topics related to their professional/career development. J. The professional travel budget for the architecture faculty has been more than doubled for the 2005-06 academic year using tuition enhancement funds made available by the Office of the Provost. This adds approximately $750 per faculty member for travel to conferences and meetings. K. A new Sabbatical Committee (separate from the School’s Promotion and Tenure Committee) has been formed specifically to assist faculty in developing proposals for sabbaticals and to ensure higher quality (and a higher rate of success) for the proposals submitted. L. A new faculty member was hired in 2004 using special tuition enhancement funds provided by the Office of the Provost. The description of the position he was hired to fill calls for him to function as a director of research.
2. Students’ Inequitable Access to Studios
The VTR cited students’ inequitable access to studios as a cause for concern and suggested that a program-operated lottery system would be more beneficial to students.
Response: The School is limited in what it can do to offer a lottery-type system of studio assignment. Currently, the University controls enrollment (on-line) in all classes and gives preference to students based on the number of credit hours completed. This creates a number of inequities in each year level within architecture. We have worked on implementing a lottery-type plan for the upper-level studios (first-year studios which meet at different times cannot follow such a system and accommodate students’ schedules in outside classes which are determined by the University enrollment system) and keep coming to the conclusion that the limited randomness introduced by such a system would not offer a substantially more satisfying outcome for the majority of students who usually get their first or second choice of instructor. It merely removes the advantage of having completed more credit hours and gaining access to enrollment earlier. We plan to keep the issue alive and solicit proposals from student organizations that can help implement an alternative studio enrollment system
C. Ongoing Concerns
1. Limitations on Physical Resources
As the VTR describes it, this concern has to do with “a critical need for a large common area for program gatherings and public exhibitions, adequate jury spaces, and workshop- type space for expanding programs in building technology, materials research, and design-build studios.”
Response: There are four separate developments that relate to this concern. A. Common Area. The Dean has developed a proposal which was submitted to a local foundation with the hope of receiving at least partial funding for a significant addition to Marvin Hall that would serve as a lecture hall/auditorium for the School and as a much-needed gathering spot and exhibition space. B. Jury Spaces. Since the Site Team visit in spring, 2004, we have added two ‘jury spaces” to the School. One is in Snow Hall (designed and built by a fourth-year studio and completed in spring, 2005) and the other is in Marvin Studios (to be completed in August, 2005). C. Workshop Space for Building Technology and Materials Research. Since the Site Team visit in spring, 2004, we have grown from one shop to three (metal, model- building, and woodworking). We have also obtained 2,500 square feet of industrial/warehouse space on KU’s West Campus and set up a materials testing lab along with room and equipment for large, indoor fabrication projects. D. Workshop Space for Design-Build Studios. Our principal design-build studio, Studio 804, operates out of a warehouse that we lease in East Lawrence. The lease agreement cannot continue beyond this fall. Our short-term strategy is to lease a similar space off campus for the studio to use until 2007 when construction is completed on a large, industrial/warehouse building that the University is locating on the West Campus. We have requested a 10,000 square foot addition to that building to be paid for with student technology fees and to be used as the home base for at least one and perhaps three or four design-build studios.
2. Consolidation of Professional Degrees
The VTR urged the faculty “to resolve its longstanding local debate about what degree, or degrees, to offer.”
Response: The faculty of the architecture program voted unanimously in December 2004, to combine our accredited B.Arch (5-year) and our accredited M.Arch. (3.5-year) into an integrated, unified 5+ year curriculum. A faculty committee spent the entire year outlining and evaluating the unified M.Arch curriculum. Our proposal to replace the B.Arch with the M.Arch has been approved at every level and by every review committee within the University and the University of Kansas Graduate School and the Kansas Board of Regents have approved an additional proposal to rename our non-accredited masters degree as a Master of Arts in Architecture in order to avoid any confusion with the first professional M.Arch.
3. Over-reliance on Studio 804 as a Capstone Course
The VTR pointed out that “many of the strengths of the M.Arch program rely on one course, a capstone design-build studio, which provides a fully comprehensive approach to architectural education..”
Response: In our proposed unified curriculum, we will offer a number of studios, including more than one design-build studio, that provide this capstone experience. In addition, we will modify the content of several courses within the first four years of study to include some of the content covered previously in the capstone design-build studio. There is a new, designated “comprehensive studio” in the revised curriculum (Attachments 1 and 2) that precedes the Professional Option choices/final semesters of the program. This comprehensive studio is designed to integrate support course material, and the curricular revisions include moving the timing of these support courses to be completed prior to that studio’s semester.
3. Summary of Curricular Changes
A. Background
The Architecture Program in the School of Architecture and Urban Design (SAUD) at the University of Kansas has moved forward with curricular change. This responds to one of the ongoing concerns raised in the VTR (item C.2, above), and is the culmination of 15 or more years of discussions, committee work, and proposals. The Architecture faculty have approved a new, 5+ year, first professional Master of Architecture for students admitted from high school; this will replace the current B. Arch. The current 3.5 year M. Arch will continue, with more integration into the 5+ program, and will be removed from the Graduate School. The specifics of these two curricula are seen in Attachments 1 and 2, respectively.
At the same time two additional proposals have moved forward. The non-professional M. Arch. programs have been approved by the Kansas Board of Regents (June 2005) to be named “Master of Arts in Architecture.” These two programs are the ‘academic’ masters and the Architectural Management program; their curricula remain unchanged. Further, the SAUD Assembly and the Graduate School have approved a proposal for a Ph.D. in Architecture. The latter is currently before the Kansas Board of Regents for review, with approval anticipated in January 2006.
The curricular changes and the MA name change will be implemented with students entering programs in the Fall 2006, semester. The proposed Ph.D. program would admit students the following year, for the fall 2007 semester, pending approval. There is also a ‘transition curriculum’ soon to be approved by the Architecture Faculty for students currently enrolled in the B. Arch who will still be in school in the fall of 2006. This curriculum, given in Attachment 3, is to assure that students who elect to move from the B. Arch. to the new M. Arch. will be receiving a professionally accredited degree. The University of Kansas has a policy that students currently in a degree program have a choice when there is an approved curricular change to their program.
The implementation of these changes and of the fall 2006, degrees is underway. There will be fine-tuning as we discover aspects of the approved curriculum that need adjustment, and in the material presented below there are some references to proposed adjustments of this nature.
It is our understanding that, with full 6-year accreditation for the B. Arch. and the M. Arch. at KU, we are submitting these curricular changes for your consideration at this time. We look forward to your comments on these exciting new curricula.
B. Overview of new curriculum
The 5+ year M. Arch. is based on an iterative model: 3 semesters of comprehensive “introduction”, 5 semesters of technical integration, or “meat and potatoes”, and 3 semesters of “Professional Options”. The final iteration includes a required summer, with a strong recommendation for study abroad. The alternative to study abroad is a ‘practicum’ within an office or related professional setting. Total hours: currently approved as 49 non-arch/General Education, 179 total; so Arch. studio as 60 credits; arch. support/required 61 credits (includes summer of study abroad/practicum - 9 credits), and arch electives 9 credits.
Fall 2005 approvals. It is anticipated that in early fall 2005, the Architecture Faculty will approve the proposed ‘Transition Curriculum’ shown in Attachment 3. This shows the current B. Arch. curriculum and the additional 14 (actually, 15) credit hours: 9 in the summer and 6 more gen. ed courses, as mentioned above.
Also, the Architecture Faculty will revisit and vote on the minimum GPA required to complete the new 5+ year M. Arch. Currently B. Arch students need a 2.0 GPA to graduate, and the M. Archs who are in the Graduate School need a 3.0 GPA. The proposal is to require either a 2.25 or 2.30 GPA to graduate. If approved this will define the probation cut off during the program as well.
1. New 5+ M. Arch differences compared to 5 year B. Arch:
A. Additions compared to current B. Arch: 1) more non-arch. requirements (49 credits, up from 43; see Attachment 4 for the full non-western course list) – Western Civilization; – Modern era Art History; Asian Art History; music; – Environmental studies, human geography; – science; – oral communication/logic requirement (from KU’s College requirement)
2) Architecture requirements: a) non-studio: – 3 semester intro (+2 semesters) allows systems, sustainability, ethics, modernity, etc. to be introduced specifically in early years – study abroad / “practicum” requirement – professional options final iteration; prof. practice earlier – research definition course – maybe 1 more elective (see table) – specific computer/software skills introduced systematically b) studio differences: – first year, coordination with 3 sem. intro; skill building; fac. student ratio improved vastly – required studio (3rd year)with hands on/design-build experience/intro – identified ‘comprehensive studio’ which occurs later, after nec. support courses (4th yr 2nd sem.) – hours look different; totals due to restructuring of studio and its relationship to support courses
B. reductions from current B. Arch: 1. Non-Architecture courses: English – 1 semester less, due to added 2 Western Civ. semesters which include many essays and discussions of readings. 2. Architecture courses: a) structures sequence: now will be 3 courses (2 semesters.) down from 4 courses (3 semesters); final course of old sequence will be avail. as an elective; b) architectural history: now 2 semesters, not 3; note that BEFORE the 2 semester arch. history sequence, students will have had: -- 2 semesters Western Civilization; --1 semester ‘modern era’ Art History, and Arch 665 – history of Urban Design/Urbanism. c) There are no longer ‘design information and construction documents’ as separate courses in 3rd year, given the approved ‘comprehensive studio’ experience in the 4th year.
II. Differences between new 3.5 M.Arch (post Bachelor’s admits) and current 3.5 M.Arch:
Total hours: 107 currently; 117 for new program: 53 studio credits; 43 architecture support credits, and 21 architecture elective credits. see Attachment 2 for complete 3.5 year curriculum.
A. Additions to current 3.5 year M. Arch: 1) Professional Options, choices in the last year 2) “Research Definition” course required 3) “Visual Thinking” course is moved to ‘pre-program’ summer, with required Arch 602 studio, for those students needing introductory design background.
B. Reductions from current 3.5 year M. Arch: 1) structures sequence – same as B. Arch (2 sem, 3 courses rather than current 3 sem., 4 courses) 2) not all 3.5 M. Arch students necessarily will be in the ‘studio804' experience [but, broader choices for all students]
C. Other noted differences: 1)Shift of study abroad requirement back one year (as originally planned); 2) Which allows internship summer 2nd year (or ‘practicum’ equivalent to other students); and 3) There is a rearrangement of support courses, still same courses as 5+ curriculum students.
A key point to note is that these students will be integrated into studios with other (5+year M. Arch) students after summer abroad; i.e., during the last 2 years. Also, the program will no longer be in the Graduate School. This means that admissions to the M. Arch. for 3.5 year students (i.e., those with a previous bachelor’s degree) remains within the School of Architecture. This also will allow us to address any ‘grade inflation’ aspects of the Graduate School’s 3.0 GPA requirement.
IV.7 CATALOGS
2009 APR - University of Kansas 304 School of Architecture and Urban Planning
Admission ...... 234 Distribution Courses ...... 236 Applications ...... 234 Study Abroad Requirement ...... 236 Kansas High School Students ...... 234 Portfolio Requirement ...... 236 Other U.S. High School Students ...... 235 Studio Grading Policy ...... 237 Transfer Students ...... 235 Computer Requirement ...... 237 International Students ...... 235 Maximum & Minimum Enrollment ...... 237 Substitution of Courses ...... 237 Visit Our Web Site ...... 235 Credit for ROTC Courses ...... 237 Advising ...... 235 Activity Courses ...... 237 University Honors Program ...... 235 Studio Enrollment/Selection Process ...... 237 Career Opportunities ...... 237 Financial Aid, Awards, & Scholarships ...... 235 Professional Registration & Licensing ...... 237 Ewart Memorial Traveling Fellowships ...... 235 Bachelor of Arts in Architectural Studies ...... 237 Libraries & Research Facilities ...... 235 Requirements for the B.A. in Architectural Studies ...... 238 Regulations ...... 235 Suggested Undergraduate Curriculum ...... 238 Architecture Program ...... 235 Architecture Courses ...... 238 Master of Architecture ...... 235 Architectural Engineering ...... 243 Master of Architecture Degree Requirements ...... 236 Urban Planning ...... 243 Prescribed Curriculum ...... 236 Urban Planning Courses ...... 243 Ar chitecture & Urban Planning Urban & chitecture
High school seniors and transfer students may apply to be admitted directly into KU’s five-year accredited Master of Architecture degree program. Direct admission into the M.Arch began with all students admitted for fall 2006.
Design Intelligence’s 2007 ranking of architecture programs in the United States placed KU architecture first in the Midwest and sixth among all undergraduate programs nationwide.
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Admission
John C. Gaunt, Dean Admission Michael Swann, Associate Dean Marvin Hall, 1465 Jayhawk Blvd., Room 206 First-year and transfer students may be admitted. The school ad- Lawrence, KS 66045-7614 mits up to 108 first-year students to the Master of Architecture degree program and the Bachelor of Science in Architectural [email protected] or www.saup.ku.edu Engineering degree program each fall semester. This number is Phone: (785) 864-4281, Fax: (785) 864-5393 based primarily on space constraints and secondarily on staff re- Degrees offered: Bachelor of Arts in Architectural Studies, sources. The school also admits first-year and transfer students Master of Architecture, Master of Arts in Architecture, to the B.A. in Architectural Studies. Contact Michael Swann, As- Master of Urban Planning, Ph.D. in Architecture sociate Dean, School of Architecture and Urban Planning, the Other programs: Bachelor of Science in Architectural University of Kansas, Marvin Hall, 1465 Jayhawk Blvd., Room Engineering (with School of Engineering) 206, Lawrence, KS 66045-7614, or send e-mail to [email protected]. The School of Architecture and Urban Planning offers under- For undergraduate applications, write to the University of graduate and graduate programs for students interested in the Kansas Office of Admissions and Scholarships, KU Visitor study and improvement of the built environment. Programs Center, 1502 Iowa St., Lawrence, KS 66045-7576, [email protected]. leading to a professional Master of Architecture or a profes- Applications sional Bachelor of Science in Architectural Engineering are of- Applications for admission for the fall semester should be sub- fered for entering first-year students. The B.A. in Architectural mitted during the student’s senior year in high school. The appli- Studies, a pre-professional liberal arts degree, is also available cation deadline is February 1, but students should apply to KU in to entering first-year students. the fall to ensure that their applications are complete and ready Graduate programs leading to the Master of Arts in architec- for review by February 1. Completed applications are reviewed, ture, Master of Urban Planning, or Ph.D. in architecture are and applicants are notified of their admission status. A complete available for students already holding a baccalaureate degree. application includes sixth-semester transcript, rank in class, and All professional programs in the School of Architecture and ACT scores. Applications received after February 1 are consid- Urban Planning are fully accredited by the National Architectural ered but are less likely to be accepted due to space limitations. Accrediting Board (NAAB), the Accreditation Board for Engineering Transfer students should apply by October 1 for the spring and Technology (ABET), or the American Institute of Planners (AIP). ”In the United States, most state registration boards require a de- semester and by February 1 for summer and fall terms. Space gree from an accredited professional degree program as a prerequi- limitations apply to transfer students. Transfer applications re- site for licensure. The National Architectural Accrediting Board ceived after February 1 are likely to be denied for reasons not NAAB), which is the sole agency authorized to accredit U.S. profes- connected with the applicant’s academic qualifications. The sional degree programs in architecture, recognizes three types of de- School of Architecture and Urban Planning encourages applica- grees: the Bachelor of Architecture, the Master of Architecture, and tions from women and members of minority groups. the Doctor of Architecture. A program may be granted a 6-year, 3- Kansas High School Students. Kansas high school students are year, or 2-year term of accreditation, depending on the extent of its conformance with established educational standards. encouraged to apply for admission if they rank in the upper 25 “Master’s degree programs may consist of a preprofessional un- percent of their high school class and if they have met the fol- dergraduate degree and a professional graduate degree that, when lowing preparation thresholds: At the end of the sixth semester earned sequentially, constitute an accredited professional education. in high school, students should have completed three years of However, the preprofessional degree is not, by itself, recognized as English, three years of mathematics including trigonometry, an accredited degree.” — National Architectural Accrediting Board three years of a natural or physical science, two years of foreign Prospective students who apply for admission to the accred- language, and one year of history. ited five-year degree program and are accepted through the un- Kansas high school students who cannot fulfill these mini- dergraduate admissions process are admitted directly into the mum thresholds at the end of the sixth semester are encouraged Master of Architecture program. This is an accredited program to delay application to determine if they can fulfill the thresh- designed to be completed in five years. These students pay un- olds in the seventh or eighth semester. At the end of the seventh dergraduate tuition through their first four years and are con- semester, students should have completed three and a half sidered graduate students for the final year. Students holding a years of English, three and a half years of mathematics, two baccalaureate degree apply through graduate admissions and years of physical or natural science, two years of foreign lan- enter a three-plus year program (those holding a pre-profes- guage, and one year of history. sional degree in architecture receive advanced standing and Although students who do not meet these minimum thresh- usually complete the degree in two years plus one summer). olds may apply for admission to the School of Architecture and The practice of architecture is responsible for the impact that the Urban Planning, they are encouraged to apply to the College of physical environment has on the biological, social, and behavioral Liberal Arts and Sciences or the School of Engineering (as unde- well-being of society. As the complexity of society and the stresses cided majors) for a preliminary year of study. on individuals increase, the architect must seek new and innovative During the first semester of this preliminary year, students responses. The programs of KU’s School of Architecture and Urban should complete MATH 105, MATH 106, or MATH 115 for the Planning have been broadened and diversified to meet these needs. M.Arch. (or MATH 121 Calculus I for the B.S. in architectural
Complete listings of current course requirements for architecture majors are available in 205 Marvin Hall. Students considering the B.A. degree in other areas as a double major should consult advisers in the College of Liberal Arts and Sciences. Other B.A. degrees may have different elective requirements for graduation.
234 The University of Kansas 2008-2010
Admission • Visit Our Web Site • Advising • Honors Program • Financial Aid • Facilities • Regulations • Architecture Program engineering), ENGL 101 Composition, and ARCH 103 Introduc- programs in Siena, Italy; and Paris, France; and a Culture and tion to Architecture, and 6 hours of electives. Students should Technology tour through Germany, Switzerland, and Italy. The have grade-point averages of at least 3.5 in these 15 hours. At Ewart awards, established in memory of Donald P. Ewart, a for- the end of the first semester, students may reapply to the school mer student, are based on scholarship, character, and achieve- for admission to the following fall class. ment. Contact the School of Architecture and Urban Planning or Other U.S. High School Students. Other applicants from the the Office of Study Abroad in Lippincott Hall for information. United States must rank in the top 15 percent of their high school class and are expected to have college preparatory train- Libraries and Research Facilities ing in high school, as outlined above for Kansas students. Resource materials in Marvin Hall include the Donald E. and Transfer Students. Transfer students may be admitted, if space is Mary Bole Hatch Reading Room and a collection of 100,000 available, if they have grades of C or higher in one 3-hour math- slides. Almost all of these images are available to students and ematics course (equivalent to MATH 105, MATH 106, or MATH faculty online through the school’s digital image library. The 115) and one 4-hour physics course with laboratory (equivalent Murphy Art and Architecture Library in Spencer Museum of to PHSX 114) and have overall grade-point averages of 3.5. Art contains more than 600 current journals and 150,000 volumes. International Students. The School of Architecture and Urban Planning admits only exceptional students from other coun- Regulations tries. Standards for admission are set according to the traditions and grading policies of those countries. In some countries, for For information about University of Kansas regulations, see the example, the grade of A is almost never given while in other General Regulations chapter of this catalog. countries the A grade is more frequently seen. The number of students admitted depends on the space available on February 1. Architecture Program Chair: Keith Diaz Moore Visit Our Web Site Marvin Hall, 1465 Jayhawk Blvd., Room 205 The School of Architecture and Urban Planning Web site, www. Lawrence, KS 66054-7614 saup.ku.edu, has current information about the school. Visit the Web www.saup.ku.edu/arch/arch.htm, (785) 864-4365 site for information about Architecture and Urban Planning Architecture is inherently an interdisciplinary field of study, in- programs, facilities, services, resources, policies, and procedures. tegrating knowledge from art, science, and the humanities. As a method of practice, it is a complex, collaborative, professional Advising activity aimed at improving the quality of life for both people and the planet. The discipline requires creative, critical, agile, In addition to general advising and academic assistance from and integrative thinking. Architecture deals with highly com- appropriate KU offices, the school assigns individual advisers to plex problems but aims to solve them not only competently, but each student. Advisers are available throughout the course of study in a way that ennobles society. The curriculum responds to by appointment, and students are expected to see their advisers these considerations by offering a series of overlapping se- at enrollment times. Students who plan to transfer into these quences in professional and academic course work. programs should contact the associate dean at (785) 864-3167. Master of Architecture University Honors Program This professional program leads to the five-year M.Arch. degree. Ar This degree is fully accredited by NAAB and meets the profes- Planning Urban & chitecture The school encourages qualified students to participate in the sional education requirements of the National Council of Archi- University Honors Program. Students should be aware that the tectural Registration Boards. Graduates of this program who com- course load for the M.Arch. professional degree may make it plete the internship required by the state in which they practice difficult to participate in the Honors Program. See University (typically three years) and successfully complete the individual Honors Program in the College of Liberal Arts and Sciences: state registration examinations may practice as licensed architects. General Requirements chapter of this catalog. Credit hours are distributed as follows: Design/Synthesis: 61 credit hours Financial Aid, Awards, and Scholarships Architecture Support Courses: 61 credit hours The school administers a limited number of scholarships for en- Architecture Electives: 12 credit hours tering first-year students. Additional awards and scholarships General Education Courses: 46 credit hours are available to students at all year levels. Students must maintain a 2.0 grade-point average to remain All students who wish to be considered for KU financial aid in good standing and to graduate. or for the scholarships available to architecture and architec- The core of the curriculum is a sequence of design studios tural engineering students must complete applications with the composing one-third of the total degree requirements. Students Office of Admissions and Scholarships and the Office of Stu- complete sequences in graphics, structures, building construc- dent Financial Aid. tion, environmental technology, and architectural history. Course work in site planning, urban design, and professional Ewart Memorial Traveling Fellowships practice completes the professional content. Study abroad is a priority of the school. Students receive finan- In addition to professional courses, students are expected cial assistance when they participate in selected study abroad to complete course work in a variety of academic disciplines, programs. These include academic-year exchanges with Edin- reflecting the interdisciplinary nature of architecture. These burgh College of Art in Edinburgh, Scotland, and the University general education requirements include course work in mathe- of Potsdam and the University of Stuttgart, both in Germany. Se- matics, physics, English, communication, humanities and West- mester programs are available in Australia (University of New ern civilization, fine arts, and the natural and social sciences. South Wales) and through Denmark’s International Study Pro- In the final year of the program, students participate in a gram in Copenhagen. KU architecture faculty also offer summer chosen professional option. Options are defined by faculty
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Architecture Program (Master of Architecture) strengths and the emerging needs of the profession. They offer General education course ...... 3 students the opportunity to focus in a particular area of interest Architecture elective ...... 3 Fifth Year, Spring Semester (15 hours) that is one of the professional choices or specializations avail- ARCH 800-level course: Professional Options I ...... 6 able after graduation. These currently include Design-Build, General education courses ...... 6 Health and Wellness, Sustainability, Urban Design, and Archi- Architecture elective ...... 3 tectural Investigations. Students in the Design-Build option par- Distribution Courses. Of the 180 credit hours required for the ticipate in our national award-winning Studio 804, where they M.Arch. degree, 46 hours are general education courses. This collaboratively design and build a house for moderate-income includes 33 credit hours in addition to the 13 credit hours re- families. Students in the Health and Wellness option are ex- quired in English, mathematics, and physics in the first year. pected to complete a professional work experience in an archi- These 33 hours must be drawn from the following areas: tectural firm engaged in design for health. The Sustainability Oral Communication (3 hours): COMS 130, COMS 230, PHIL 148, or PHIL 310 option focuses on design strategies aimed at preserving the Western Civilization (6 hours): HWC 204 and HWC 205 Environmental and Social Sciences (6 hours): EVRN 148 and GEOG 102 earth’s resources, inhabitants, and environments for the benefit Natural Sciences (3 hours): BIOL 100, BIOL 116, GEOL 101, GEOL 104, or GEOL 121 of present and future generations. Those in the Urban Design Fine Arts (6 hours): HA 261, HA 265, HA 266, HA 267, or HA 268 (3); and MUSC option participate in the fifth year in the Kansas City Urban 336 or 3 hours of performance or DANC 310 or DANC 340 (3) Electives: 9 credit hours outside of architecture Design Studio in downtown Kansas City, Missouri. The Architectural Investigations option allows for self- or group- Study Abroad Requirement. Students must fulfill a 9-credit- directed advanced inquiry in an area of professional need. hour study abroad requirement. This requirement gives stu- dents an experience completely different from their previous Master of Architecture Degree Requirements educational careers and provides some preparation for the in- Prescribed Curriculum. A total of 180 credit hours is required. creasingly globalized architectural profession. There are several Substitutions in the prescribed curriculum may be made only ways in which students may meet this requirement: by petition to the appropriate committee. 1. Participation in any of the school’s academic-year or semester study abroad First Year, Fall Semester (16 hours) programs in Germany, Scotland, Denmark, and Australia automatically fulfills the ARCH 103 Introduction to Architecture ...... 3 study abroad requirement; however, to fulfill the total degree requirements, stu- ARCH 108 Architectural Foundations I ...... 4 dents must complete an additional 9 hours of electives. ENGL 101 Composition ...... 3 2. Participation in any of the school-directed study abroad programs, usually MATH 115 Calculus I, MATH 105, or MATH 106 ...... 3 in the summer (but including any during the regular semesters, such as the Neuk- General education course ...... 3 loster Academy in Germany), meets the requirement. These programs vary from 3 to 9 credit hours, and several may be combined (not necessarily in the same se- First Year, Spring Semester (16 hours) mester) to total 9 hours. ARCH 104 Introduction to Architecture II ...... 3 3. Participation in any university-sponsored study abroad programs or pro- ARCH 109 Architectural Foundations II ...... 6 grams at other college-level institutions approved by KU for transfer credit meets ENGL 102 Critical Reading and Writing ...... 3 the requirement. These programs, including summer programs, vary from 3 to 6 PHSX 114 College Physics I ...... 4 credit hours and may be combined together or with school-directed programs (in- Second Year, Fall Semester (18 hours) cluding ARCH 692 Documentation) to total 9 hours. ARCH 105 Introduction to Architecture III ...... 3 4. Enrollment in ARCH 691 Architecture Practicum (3-6 hours) meets the re- ARCH 208 Architectural Foundations III ...... 6 quirement. The practicum component of the study abroad requirement is one op- ARCH 560 Site Planning for Architects ...... 3 tion for earning a portion of the 9 credit hours. Students who desire this option are HWC 204 Western Civilization I ...... 3 required, through special scholarship programs, to take advantage of short-dura- General education course ...... 3 tion, intensive study abroad experiences (e.g., Neukloster, Western Civilization Second Year, Spring Semester (18 hours) London Spring Break, two-week Fine Arts and College summer classes, etc.) to ARCH 209 Core Studio I ...... 6 earn a minimum of 3 hours in a study abroad experience to complete the 9-hour ARCH 665 History of Urban Design ...... 3 requirement. Note: ARCH 691 requires approval of the student’s proposal by the HWC 205 Western Civilization II ...... 3 architecture program chair. ARCH 340 History of Architecture I ...... 3 5. International students, for whom enrollment in the school is already a study General education course ...... 3 abroad experience, automatically meet the requirement; however, to fulfill the total degree requirements, they may need to complete an additional 9 hours of electives. All first- and second-year courses must be completed with a grade-point average of 2.0 before the student is allowed to pro- All students are encouraged to meet with their faculty advis- ceed to the third-year studio. ers by the end of the second year to begin planning to fulfill the Third Year, Fall Semester (19 hours) study abroad requirement. ARCH 408 or ARCH 409 Core Studio II or III ...... 6 This is an ambitious program of study, averaging 17 credit hours ARCH 626 Building Technology I ...... 3 per semester, plus a summer of study abroad. Given the number of ARCH 341 History of Architecture II...... 3 ARCH 524 Structures I ...... 4 general education credit hours in the fourth and fifth years, it is General education course ...... 3 highly recommended that students either (a) attempt to enter with Third Year, Spring Semester (18 hours) advanced-placement credit for general education courses such as ARCH 408 or ARCH 409 Core Studio II or III ...... 6 calculus, physics, environmental studies, or geography and/or (b) ARCH 627 Building Technology II ...... 3 ARCH 642 History of Architecture III ...... 3 plan to take 6 credit hours of general education requirements dur- ARCH 624 Structures II ...... 3 ing a summer (this may be completed at a community college). General education course ...... 3 In addition to the five-year course of study outlined above, Fourth Year, Fall Semester (18 hours) there is a 12-semester curriculum sequence that averages 15 ARCH 608 Core Studio IV ...... 6 ARCH 658 Programming and Pre-design Issues ...... 3 credit hours per semester. It serves students interested in semes- ARCH 529 Environmental Systems I ...... 3 ter or academic-year study abroad opportunities or students General education courses ...... 6 who want to take more time to complete the program. Fourth Year, Spring Semester (18 hours) ARCH 609 Comprehensive Studio ...... 9 Portfolio Requirement. All students must maintain a record of ARCH 552 Ethics and Leadership in Professional Practice ...... 3 work as they proceed through the program. This must be in the ARCH 701 Introduction to Graduate Studies ...... 3 form of an 8 1/2” x 11” portfolio (exceptions to the required for- General education course ...... 3 mat may be approved by the faculty) and must include exam- Summer (9 hours, expected between fourth and fifth year) ARCH 690 Architecture Study Abroad ...... 6 ples of at least one major project from each semester of the de- ARCH 692 Documentation ...... 3 sign sequence, starting with the foundations studios in the first Fifth Year, Fall Semester (15 hours) year. It is recommended that all major projects be included in ARCH 800-level course: Professional Options I ...... 6 ARCH 630 Theory and Context of Architecture ...... 3 the portfolio as well as selected examples of work from support
236 The University of Kansas 2008-2010
Architecture Program (Master of Architecture) • Bachelor of Arts in Architectural Studies and elective courses such as building technology, construction tage that this imposes on some students in the selection of their documents, photography. The portfolio is a prerequisite for ad- studio instructor and to prevent students from repeating the vancement in the studio course sequence and may be requested same instructor for design studio, the architecture program has by the studio critic on the first day of class. developed alternative processes for studio enrollment, which Studio Grading Policy. Work evaluated as “satisfactory” is are used at the program’s discretion. graded C. Work evaluated as “more than satisfactory” is graded Career Opportunities B. Work evaluated as “exceptional” is graded A. Work evalu- The M.Arch. is a professional degree after which the following ated as “less than satisfactory” is graded D. Work evaluated as options are open to students. “failing” is graded F. Information on the studio grade appeal 1. Graduates may seek to refine and augment their professional capabilities procedure is available in the architecture program office. through experience in an office under a licensed architect. Such additional experi- If a student receives a grade of D in a design or graphics studio ence qualifies the graduate for admission to the appropriate examination for li- in any semester, he or she is placed on notice by the school, re- censing and practice as an architect or may precede admission to graduate school. 2. Qualified students may pursue graduate study in Ph.D. in architecture pro- gardless of overall grade-point average. To be removed from this grams or in areas related to architecture and environmental design, such as urban status, the student must perform satisfactory work in the next planning, law, psychology, social welfare, public administration, or business. semester of design or graphics. If in any subsequent semester Professional Registration and Licensing. Although state laws the student receives another grade of D, he or she must repeat that vary, professional registration as an architect in Kansas cur- studio before advancing in the sequence. If the student receives a rently requires a combination of education and experience total- grade of D in two consecutive studios, he or she must repeat the ing eight years. Completion of the five-year professional degree entire design or graphics year in which the first D was given. at this school plus three years of satisfactory experience satisfies Computer Requirement. All third-year students and above in this requirement, qualifying the individual for admission to the the Master of Architecture program must supply a computer for architectural registration examination (ARE) administered by digitally based architectural studios. Students must follow a individual states and the National Council of Architectural Reg- checklist of minimum hardware- and software-requirements istration Boards. Upon successful completion of these examina- when they purchase a computer. The specifications for architec- tions, the applicant may use the title “architect” and may prac- tural studio computing can be found on the school’s Web site, tice as an architect, either as an individual or as a licensed pro- www.saup.ku.edu. fessional in an office performing professional services. Maximum and Minimum Enrollment. Approval of the program chair is required if a student wishes to enroll for more than 19 Bachelor of Arts in Architectural Studies or fewer than 14 hours during fall or spring semesters or for The School of Architecture and Urban Planning offers a Bache- more than 14 hours during the summer session. A student on lor of Arts in Architectural Studies degree. This program com- probation may not enroll in more than 15 hours without ap- bines a liberal arts education with the study of the conceptual proval from the program chair or the associate dean. content of architecture. This four-year degree program requires Substitution of Courses. A student who wishes to select certain a minimum of 124 credit hours. Students considering a B.A. de- courses not in the prescribed curriculum may petition through gree in other areas as a double major with the B.A. in Architec- the chair and the program office. Petitions for substitution of tural Studies should consult the College of Liberal Arts and Sci- courses are considered at any time except after the beginning of ences for advising, because other B.A. degrees may have differ- the student’s last semester. ent elective requirements for graduation. Credit for ROTC Courses. Students may enter the Reserve Officers Students considering the B.A. in Architectural Studies must Ar Training Corps to train for commissions as regular or reserve understand that this is not the professional degree for architec- Planning Urban & chitecture officers. An allowance of 6 hours of military science, aerospace ture practice. It is not designed to prepare the student either for studies, or naval science may be substituted for free electives in architectural registration nor for entry into the architecture pro- the M.Arch. program. A student who enters one of the ROTC fession. It is specifically designed for students seeking exposure programs but discontinues military training and does not re- to the conceptual content of architecture within a liberal arts ceive a commission may not apply credits for ROTC courses to- framework. The curriculum is designed as a powerful platform ward a degree in architecture. If a student does not receive a from which to pursue graduate education. commission because of circumstances beyond his or her control Graduates of the B.A. in Architectural Studies program who (such as a medical discharge), he or she may use ROTC credits seek to practice architecture may wish to enter the graduate as part of the requirements for the degree as indicated above. Professional M.Arch. program. Students who hold baccalaure- Activity Courses. The School of Architecture and Urban Plan- ate degrees and wish to pursue careers in architecture may ning does not accept physical education activity courses for ful- apply to the 3.5-year track of the Professional Master of Archi- filling graduation requirements. tecture program. This program is open to students with previ- Studio Enrollment/Selection Process. KU’s online enrollment ous design-related degrees as well as those with bachelor’s de- system allows students in each year level to enroll in an order grees in the humanities, sciences, or other academic disciplines. based on the number of college credit hours completed (then by See the school’s Web site or the KU Graduate Catalog for a de- grade-point average, then by age). To eliminate the disadvan- scription of the 3.5-year track of the Professional M.Arch.
The Murphy Art and Architecture Library in Spencer Museum of Art contains more than 600 current journals and 150,000 volumes. Resource materials in Marvin Hall include the Architectural Resource Center and a collection of 100,000 slides.
UNDERGraduate Catalog 237 Bachelor of Arts in Architectural Studies • Architecture Courses
Other career trajectories for students in the B.A. in Architec- tural Studies program include seeking graduate degrees in urban planning, art history, law, and geography, as well as many other possibilities. Requirements for the B.A. in Architectural Studies A minimum of 124 hours is required, including 45 hours of courses numbered 300 or above. Liberal Arts and Sciences requirements ...... 70 Electives in the School of Architecture and Urban Planning ...... 30 Electives in the student’s interest (outside of architecture) ...... 15 Core Requirements (9 hours) ARCH 103 Introduction to Architecture ...... 3 History/Theory courses in architecture ...... 6 Suggested Undergraduate Curriculum First Year, Fall Semester (17 hours) ARCH 103 Introduction to Architecture ...... 3 ENGL 101 Composition ...... 3 MATH 115 Calculus I, MATH 105, or MATH 106 ...... 3 Foreign language ...... 5 General education course ...... 3 First Year, Spring Semester (15 hours) ENGL 102 Critical Reading and Writing ...... 3 PHSX 114 College Physics I (or a laboratory science) ...... 4 plinary professional activity. Presentations by guest lecturers are included. Discus- Humanities elective ...... 3 sions required for, and only open to, B.A. in Architectural Studies students. LEC Foreign language ...... 5 ARCH 104 Introduction to Architecture II (3). The course will elaborate on the ma- Second Year, Fall Semester (18 hours) terial first presented in ARCH 103. An emphasis will be given to the formal princi- Architecture history/theory course ...... 3 ples used in the designed environment (landscapes, cities, and buildings) and their ENGL (third-level English course) ...... 3 place in cultural history. Past, present, and emerging ideas of how the architect re- HWC 204 Western Civilization I ...... 3 sponds to physical and social contexts will be discussed. Formal languages from Oral communication or logic course ...... 3 various eras and places will be studied with twentieth century architecture serving Humanities elective ...... 3 as the focus of this study. Prerequisite: ARCH 103 or ARCE 103. LEC Foreign language ...... 3 ARCH 105 Introduction to Architecture III (3). The course advances empirical un- Second Year, Spring Semester (15 hours) derstanding of natural forces as they both shape and affect buildings, including Architecture elective ...... 3 gravity, wind, light, heat, sound, and fluids. Two class hours and one laboratory HWC 205 Western Civilization II ...... 3 per week. This course emphasizes the development of conceptual thinking and Architecture history/theory course ...... 3 problem solving skills through sensory-based demonstrations, lectures, and labo- Foreign language ...... 3 ratory experimentation. The course will emphasize concepts of PHSX 114 as they Interest elective ...... 3 relate to the built environment. Prerequisite: ARCH 104 and PHSX 114. LEC Third Year, Fall Semester (15 hours) ARCH 108 Architectural Foundations I (4). An introductory design studio directed Architecture electives ...... 6 toward the development of spatial thinking and the skills necessary for the analy- Interest electives ...... 6 sis and design of architectural space and form. This course is based on a series of Architecture history/theory course ...... 3 exercises that include direct observation: drawing, analysis and representation of Third Year, Spring Semester (15 hours) the surrounding world, and full-scale studies in the making of objects and the rep- Architecture electives ...... 9 resentation of object and space. Students are introduced to different descriptive Natural science or computer science ...... 3 and analytical media and techniques of representation to aid in the development of Humanities elective ...... 3 critical thought. These include freehand drawing, orthographic projection, paraline Fourth Year, Fall Semester (15 hours) drawing, basic computer skills, and basic materials investigation. Prerequisite: Ap- Architecture electives ...... 6 proval from the Dean of the School of Architecture and Urban Planning. LAB Social sciences electives ...... 6 ARCH 109 Architectural Foundations II (6). A continuation of ARCH 108 with Natural science elective ...... 3 major emphasis on the design relationships among people, architectural space, Fourth Year, Spring Semester (15 hours) and the environment. The course is based on a series of exercises leading to the Non-Western culture course ...... 3 understanding of architectural enclosure as mediating between people and the Architecture elective ...... 3 outside world. Issues of scale, light, proportion, rhythm, sequence, threshold, and Social sciences elective ...... 3 enclosure are introduced in relation to the human body, as well as in relation to ar- Interest electives ...... 6 chitectural form, environment, and social and psychological factors. Students will engage in drawing, perspective projection, model building, and basic computer ■ Architecture Courses graphics. Prerequisite: ARCH 100 or ARCH 108. LAB ARCH 100 Architectural Foundations I (4). An introductory design studio directed ARCH 200 Architectural Foundations III (6). A continuation of ARCH 101 with a toward the development of spatial thinking and the skills necessary for the analy- series of studio exercises following a succession based on analysis, form, and syn- sis and design of architectural space and form. This course is based on a series of tax, with an emphasis on the communication of architectural ideas. Students ex- exercises that include direct observation: drawing, analysis and representation of plore plan, section, and spatial organization, spatial sequence, structure and mate- the surrounding world, and full-scale studies in the making of objects and the rep- riality in relation to human dwelling and the building site. The course aims for resentation of object and space. Students are introduced to different descriptive student integration of these issues into building designs that require the organiza- and analytical media and techniques of representation to aid in the development of tion of multiple spaces. Students will consider natural forces as they both shape critical thought. These include freehand drawing, orthographic projection, paraline and affect buildings, including gravity, wind, light, heat, sound, and fluids. Prece- drawing, basic computer skills, and basic materials investigation. Prerequisite: Ap- dent studies, direct observation, building analysis, and site analysis are significant proval from the Dean of the School of Architecture and Urban Planning. LAB aspects of the semester. Prerequisite: ARCH 101. LAB ARCH 101 Architectural Foundations II (6). A continuation of ARCH 100 with major ARCH 208 Architectural Foundations III (6). A continuation of ARCH 109 with a emphasis on the design relationships among people, architectural space, and the envi- series of studio exercises following a succession based on analysis, form, and syn- ronment. The course is based on a series of exercises leading to the understanding of tax, with an emphasis on the communication of architectural ideas. Students ex- architectural enclosure as mediating between people and the outside world. Issues of plore plan, section, and spatial organization, spatial sequence, structure and mate- scale, light, proportion, rhythm, sequence, threshold, and enclosure are introduced in riality in relation to human dwelling and the building site. The course aims for relation to the human body, as well as in relation to architectural form, environment, students integration of these issues into building designs that require the organi- and social and psychological factors. Students will engage in drawing, perspective pro- zation of multiple spaces. Students will consider natural forces as they both shape jection, model building, and basic computer graphics. Prerequisite: ARCH 100. LAB and affect buildings, including gravity, wind, light, heat, sound, and fluids. Prece- ARCH 103 Introduction to Architecture (3). An introduction to the study and practice dent studies, direct observation, building analysis, and site analysis are significant of architecture. This course aims at orienting the student to the various disciplinary aspects of the semester. Prerequisite: ARCH 101 or ARCH 109. LAB facets which make up the total architectural curriculum as well as to the various pro- ARCH 209 Core Studio I (6). This course builds upon the Foundation Studio se- fessional roles which architects can be expected to perform. Architectural study is seen quence with an increased emphasis on the development of buildings in response to as both an art and a science, and architectural practice is seen as a complex, interdisci- urban and natural environments, site conditions, sustainability and accessibility. Two
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storey and more complex sequences of spaces will be developed with a focus on clar- spaces, and larger buildings. They will make design proposals for small scale ity, constructability, materials and scale. Prerequisite: ARCH 200 or ARCH 208. LAB structures. Prerequisite: ARCH 380. LEC ARCH 215 Intensive Graphics I (3). Asupplementary course in architectural graphics. ARCH 390 Architectural Study Abroad: _____ (1-3). Organized field visits and study Intensive practice in sketching and drawing. Prerequisite: Consent of instructor. LAB of selected architectural and urban sites abroad. Pre- and post-travel readings on in- ARCH 303 Design Information (1). Introduction to technical, visual, social, and eco- dividually selected themes. Students will be expected to maintain a diary and/or nomic factors that shape buildings and the building process. Students will be intro- sketch book and submit a final paper. Prerequisite: Permission of instructor. FLD duced to sources of design information and will then apply that data in specific studio ARCH 400 Architectural Design V (6). A continuation of ARCH 301 with an em- exercises. Students will be evaluated by individual design instructors and exercises phasis on the design of individual buildings with context and precedent as major will be coordinated with studio projects. Requires co-enrollment with ARCH 608. LEC form determinants. Prerequisite: ARCH 301 (see studio grading policy). LAB ARCH 310 Computer Applications (3). The course will immerse students in the ex- ARCH 401 Architectural Design VI (6). A continuation of ARCH 400 with an emphasis ploration of the generation, manipulation, and production of graphic images through on design development and the integration of environmental systems. Prerequisite: the use of computers. The goal of the course is to help reach an understanding of ARCH 400 (see studio grading policy). Corequisite: ARCH 657 and ARCH 664. LAB computers that allows for future growth in an environment in constant change, and ARCH 408 Core Studio II (6). A continuation of ARCH 209 with an increased em- to provide an overview of what is currently possible. The format of the course will be phasis on building construction and systems as form determinants. Work will a combination of lectures and workshops. The lectures will introduce students to the- focus on medium scale, multi-storey non-residential buildings developed to an oretical and application-oriented topics. Group discussions will focus on the com- appropriate level of technical resolution as evidenced in clear schematic wall sec- puter as a conceptual construct, the computability of design, and computers as de- tions and structural proposals. Prerequisite: ARCH 209. LAB sign partners. The workshops will provide students with hands-on experience. The ARCH 409 Core Studio III vehicles used for these investigations will be desktop publishing, paint, and drafting (6). A workshop based course with an emphasis on ma- tools. As resources become available this list will be augmented. LEC teriality and construction of building assemblies through hands-on activities. De- velopment of craft, process, collaboration and technical documentation skills will ARCH 340 History of Architecture I: Ancient and Medieval Architecture (3). A be a primary objective of the course. Prerequisite: ARCH 209. LAB survey of architectural history from pre-history through the Middle Ages, prima- ARCH 480 Senior Seminar rily in Europe, Africa and the Near East, with additional lectures on the Far East (3). This seminar will expose students to normative and and the Americas. Emphasis given to the formal and technological aspects of the critical approaches in the profession of architecture. Through field trips, attendance at buildings on the social and political functions of architecture. Weekly lectures and juries, readings, and presentations by architects and designers, they are to develop an readings including original sources. LEC understanding of the precedence, theories, and practices of the profession. This is the capstone course for the B.A. in Architectural Studies. Prerequisite: ARCH 381. LEC ARCH 341 History of Architecture II: Renaissance to Enlightenment (3). Acontinua- ARCH 500 Architectural Design VII tion of ARCH 340, History of Architecture I, studying the period from 1400-1800. Par- (6). A continuation of previous design study ticular attention given to new theoretical developments and to stylistic expressions with emphasis given to specific student and faculty interests varying from large to that emerged with the revived interest in classical antiquity, the effects of new scien- small scale projects with focus ranging from theoretical to pragmatic issues. Pre- tific thinking on architecture, and on the role of architecture as an expression of polit- requisite: ARCH 401 (see studio grading policy). LAB ical power. Emphasis is on architecture in Europe and the Americas with exploration ARCH 501 Architectural Design VIII (6). A culmination of all previous design of contemporary developments in Asia and Africa. Weekly lectures and readings in- study with emphasis given students’ demonstration of the synthesis of all previ- cluding original sources. Prerequisite: ARCH 340 or consent of instructor. LEC ously acquired skills. Prerequisite: ARCH 500 (see studio grading policy). LAB ARCH 342 History of Architecture III: Modern (3). A continuation of ARCH 341, History ARCH 502 Accelerated Design I (6). The first of three accelerated design studios, of Architecture II, covers the period from around 1800 to the present. Particular empha- this course emphasizes the design relationships among people, architectural sis is placed on the major cultural shifts that have impacted architectural representation space, and the environment. Issues of shelter, light, sequence and threshold are and have contributed to its differentiation as Modern, not only in Europe, North and considered in relation to physical, psychological and sociological factors. Offered South America but also with examples in India and Pakistan. Weekly lectures and read- only in the summer. Prerequisite: Undergraduate degree and permission of the ings including original sources. Prerequisite: ARCH 341 or consent of instructor. LEC Dean of Architecture and Urban Planning. LAB ARCH 344 Shelter, Tool, and Environment (3). This course examines the relation- ARCH 503 Accelerated Design II (6). The second of three accelerated design stu- ship between the physical manifestations of shelters, tools, or built environments, dios, this course emphasizes construction and technology as expressive mediators and human culture and experience. Different environments are examined (urban, in the relationship between human dwelling and site. Students will consider natu- rural, educational, civic, commercial, or sacred) through various types of experi- ral forces as they both shape and affect buildings, including gravity, wind, light, ence: perceptual and cognitive, social and cultural, physiological, symbolic, politi- heat, sound and fluids. Prerequisite: ARCH 502 and/or permission of the Dean of cal, or aesthetic. Illustrated lectures and readings. LEC the School of Architecture and Urban Planning. Corequisite: ARCH 626. LAB ARCH 357 Construction Documents (3). A study of construction drawings; the ap- ARCH 504 Accelerated Design III (6). The third of three accelerated design stu- plication of the principles of architectural materials and construction. Essentials of dios, this course focuses on the integration of material learned in previous studios with urban-based design problems of increasing scale and complexity within the
specification writing. Lectures and laboratory. Corequisite: Enrollment in third- Ar year design studio. LEC frameworks of sustainability and universal design. Students will demonstrate an ability to use research and critical thinking skills, including the use of case prece- Planning Urban & chitecture ARCH 359 Special Problems (1-3). Special problems in architecture. The study of a dents, and the ability to integrate various building systems in building design. particular problem in architecture involving individual research and presentation. Prerequisite: ARCH 503 (see studio grading policy) or permission of the Dean of Conferences and reports. (May be taken for Credit/No Credit.) Prerequisite: Stu- the School of Architecture and Urban Planning. Corequisite: ARCH 627. LAB dent must submit to his or her faculty adviser, in advance, a statement of the prob- lem he or she wishes to pursue, the methodology he or she plans to use in the pro- ARCH 505 Study Abroad Studio (6). Graduate studio emphasizing urban context gram, and the objectives of the special problems. He or she must also be in agree- and design theories. Students will undertake specialized research projects. Prerequi- ment with the faculty member he or she proposes as instructor for the course. IND site: ARCH 504 (see studio grading policy) or permission of the Dean of the School of Architecture and Urban Planning. Corequisite: ARCH 692 or ARCH 790. LAB ARCH 360 Introduction to Landscape Architecture (3). This course situates land- scape architecture in a broad cultural and social context with the intention of de- ARCH 510 Problems in Computer Applications (3). The study of a particular prob- veloping skills in critical thinking about the role of exterior place-making in the lem in architecture involving the application of computer-aided design and analy- built environment. Lectures and assigned readings will explore central issues in sis techniques. Individual or group tutorials. Prerequisite: Consent of instructor the history and theory of landscape architecture and look at key sites and their de- based on the student’s advance submission of a written proposal outlining the signers. Other topics will include environmental attitudes and perception, the plan of study. Completion of one course in computer programming and/or spe- human experience of place, and ideas of nature. LEC cific experience in writing original computer programs. LEC ARCH 380 Architecture Workshop I (4). The purpose of this course is to introduce ARCH 515 Building Information Modeling (3). This course will expose students to build- students to the process of architectural design and further develop a formal vo- ing information modeling: a digital representation of the building process that facilitates cabulary. Students will explore building analysis through studio-type exercises. exchange and interoperability of information in digital format. The focus will be on the Both local and well known buildings will be examined. Open only to students ad- software’s potential for reducing the information loss that occurs during each handoff of mitted to B.A. in Architectural Studies. Prerequisite: ARCH 103. One history the project during the traditional delivery method. Possibilities for integrated practice course (HA or ARCH) as well. LEC including lifecycle costing and knowledge management are discussed. LEC ARCH 381 Architecture Workshop II (4). This course will extend the concerns of ARCH 516 Portfolio Development (3). The aim of the course is to teach practical presen- ARCH 380. Students will analyze more complex architectural programs, city tation skills using computer software, in addition to graphic design theories and strate-
Students in architecture work closely with faculty members in design studios and are encouraged to seek as many different design critics as possible during their studies. The Kyou portal gives Lawrence and Edwards Campus students access to many online services and resources. Visit https://students.ku.edu.
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gies. This course will provide an opportunity for students to design and produce a de- ARCH 571 Contemporary Issues Seminar II (1). These seminars will consist of sign portfolio appropriate for internship and/or graduate school applications. LEC three to four guest lecturers each semester. All students enrolled in this course will ARCH 520 Architectural Acoustics (3). An introduction to the physics of sound. attend the same lecture as ARCH 572. Topics will be selected to reflect major issues Objective and subjective evaluation and control of sound as applied to architec- covered in the course work, or contemporary issues facing the profession. LEC tural spaces. Room shaping, mechanical and electrical system noise and vibration ARCH 572 Contemporary Issues Seminar III (1). These seminars will consist of three control, and electro-acoustic sound reinforcement. Prerequisite: PHSX 114 and to four guest lecturers each semester. All students enrolled in this course will attend ARCH 626 or equivalent, or consent of instructor. LEC the same lecture with ARCH 571. Topics will be selected to reflect major issues cov- ARCH 521 Electro-acoustical Systems (3). A study of electro-acoustic sound rein- ered in the course work, or contemporary issues facing the profession. LEC forcement and reproduction systems for buildings. Prerequisite: PHSX 212, or con- ARCH 573 Financial and Economic Issues in Architecture Management (3). This sent of instructor. LEC course will focus on the fundamentals of accounting, macroeconomics and the ARCH 524 Structures I (4). The fundamental principles of structural behavior in- construction industry, and concepts related to the development and implementa- cluding stress and deformation in structural components and systems. Open to ar- tion of a strategic business plan. LEC chitecture students only. Prerequisite: PHSX 114. LEC ARCH 574 Organizational Issues in Architecture Management (3). Topics that will ARCH 526 Building Power Systems for Architects (1). A study of the principles of be covered in this course include the organization of a professional practice, per- electrical power distribution systems for buildings. Open to architecture students sonnel management, and the development of effective communication skills. LEC only. Prerequisite: PHSX 114. LEC ARCH 575 Architecture Management: Managing a CAD System (3). This course cov- ARCH 527 Building Interior Lighting for Architects (1). A study of technology and ers the various procedures involved in managing a CAD system within a design or- analysis tools used for interior lighting in buildings. Open to architecture students ganization. It also explores the different applications and uses of current CAD tech- only. Prerequisite: PHSX 114. LEC nology. Topics to be addressed include: selecting a system; billing CAD services; sup- port services and personnel; marketing CAD; customization, file management, ARCH 528 Building Acoustical Systems for Architects (1). A study of acoustic menus and script files; AutoLisp Programming; and integrating CAD with other pro- principles, materials, and systems relating to buildings. Open to Architecture stu- grams. Prerequisite: An introductory CAD class or permission of the instructor. LEC dents only. Prerequisite: PHSX 114. LEC ARCH 576 Project Delivery in Architecture Management (3). Conventional methods ARCH 529 Environmental Systems I (3). This course addresses human needs and for project delivery will be reviewed along with design/build, fast-track, and other comfort in relation to the natural and man-made environments. Specific topics in- techniques. The relationship of the architect and development will also be explored, clude: daylighting, electrical lighting systems, building acoustics, electrical power as will the relationship of project development to urban design concepts. LEC distribution systems, alternative energy sources, communication systems, and transportation systems. Prerequisite: PHSX 114 and ARCH 105. LEC ARCH 577 Marketing Architectural Services (3). The emphasis of this course will be on the development and implementation of a marketing plan, techniques re- ARCH 530 Environmental Systems II (3). This introductory course addresses lated to the marketing of specific projects, and the relationship of marketing to human needs and comfort in relation to the natural and man-made environments. other components of a firm. LEC Specific topics include: climate and weather; environmental health; indoor air quality; thermal comfort; passive and active systems and design strategies for ARCH 578 Legal Issues in Architectural Management (3). A course designed to heating, ventilating, and air-conditioning; plumbing; noise control; building man- familiarize the student with legal considerations related to a professional practice. agement systems; and life safety systems. Prerequisite: PHSX 114. LEC Case studies and selected readings will serve as the basis for discussion of regis- tration, contracts, business formation, taxes, employment practices, copyright, and ARCH 540 History of Architecture I: Ancient and Medieval Architecture (3). A survey patent law. In addition, the course will draw upon the knowledge and experience of architectural history from pre-history through the Middle Ages, primarily in Eu- of members of the professional community. LEC rope, Africa and the Near East, with additional lectures on the Far East and the Ameri- cas. Emphasis given to the formal and technological aspects of the buildings on the ARCH 600 Special Topics in Architecture: _____ (1-3). This course is for the study social and political functions of architecture. Weekly lectures and readings including of architectural topics on a one time or experimental basis in response to changing original sources. Supplementary readings and/or assignments may be assigned. LEC needs and/or resources in the Program. It may be offered concurrently by differ- ent instructors under different subtitles as announced in the Timetable. May be re- ARCH 541 History of Architecture II: Renaissance to Enlightenment (3). A continu- peated for credit. Prerequisite: Variable. IND ation of ARCH 540, History of Architecture I, studying the period from 1400-1800. Particular attention given to new theoretical developments and to stylistic expres- ARCH 601 Introduction to Research Methods (3). This course will examine issues sions that emerged with the revived interest in classical antiquity, the effects of new in architectural research. It will provide an overview of graduate level studies with scientific thinking on architecture, and on the role of architecture as an expression of regard to definitions, methods skills, and techniques. The course will consist of lec- political power. Emphasis is on architecture in Europe and the Americas with explo- tures, seminars, readings and guest presentations. The class will enable students to ration of contemporary developments in Asia and Africa. Weekly lectures and read- make informed judgments about matters of quality and quantity on architectural ings including original sources. Supplementary readings and/or assignments may issues. Students will be expected to formulate sensible systems of classification for be assigned. Prerequisite: ARCH 540 or ARCH 640 or consent of instructor. LEC their chosen material. Students will be expected to produce papers and essays, make sample research proposals, and other research based assignments. LEC ARCH 542 History of Architecture III: Modern (3). A continuation of ARCH 541, His- tory of Architecture II, covers the period from around 1800 to the present. Particular ARCH 608 Core Studio IV (6). A continuation of previous studio course work with an emphasis is placed on the major cultural shifts that have impacted architectural rep- emphasis on the programming and design of individual urban buildings with culture, resentation and have contributed to its differentiation as Modern, not only in Europe, context and precedent as major form determinants. Clear development and integra- North and South America but also with examples in India and Pakistan. Weekly lec- tion of structural, mechanical and life safety systems will be a focus of the course. The tures and readings including original sources. Supplementary readings and/or as- concepts of integrated practice and building information modeling will be introduced. signments may be assigned. Prerequisite: ARCH 541 or consent of instructor. LEC Prerequisite: ARCH 408 and ARCH 409; or ARCH 505; or ARCH 604. LAB ARCH 552 Ethics and Leadership in Professional Practice (3). This course takes the ARCH 609 Comprehensive Studio (9). A culmination of all previous design study with perspective that architectural design is inherently an ethical act. Through this lens, emphasis given to the individual student’s demonstration of synthesis of all previ- students will learn the essentials of office practices, the many definitions of client and ously learned design skills. These include program analysis, site design, structure, for- their roles in the design process, the legal responsibilities of the profession, the im- mal composition, materials and methods of construction, technical development of portance of continuous professional development and the obligation the profession building fabric, environmental systems, code and zoning compliance, and principles has to provide civic leadership in regard to the built and natural environment. LEC of sustainability. Students should also demonstrate an appropriate awareness of his- tory, theory, and culture. The level of project development should be demonstrated by ARCH 560 Site Planning for Architects (3). This course addresses context and de- technically precise drawings and will researched written documentation in addition sign variable along with performance criteria of site and environment. Natural, to other means of representation. Prerequisite: ARCH 608 and successful completion social and built systems are presented using a range of perspectives, including ho- of all other required professional courses through the semester with ARCH 608. LAB listic ones. Specific site analytic and design techniques are explained using tools that include GIS (Geographic Information Systems) and other appropriate com- ARCH 610 Computers and Project Development (3). This course introduces one to puter models. Application exercises and ongoing analysis assignments are re- the use of computers in project development (final and execution drawings, speci- quired. Enrollment is limited to those students pursuing the Masters of Architec- fications). Initiates advanced computer aided design systems. Emphasis is to be ture degree. Corequisite or Prerequisite: ARCH 105 or ARCH 504. LEC on CAD potential in generating complex representation; lectures and laboratory work on extent and limits of CAD systems in design; familiarizes with software ARCH 570 Contemporary Issues Seminar I (1). A series of seminars on contempo- and hardware (basic training, plotting, etc.); encourages the use of CAD process rary issues facing the profession. LEC for exploration (three-dimensional representation); introduces editing and report
Physical education activity courses do not count toward graduation from the School of Architecture and Urban Planning.
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preparation. Lectures on computers and profession. No computer language is ARCH 627 Building Technology II: Culture of Building Technology (3). A continua- taught in this course. Prerequisite: ARCH 310 or introductory CAD course. LEC tion of ARCH 626. Introduction to industrialized production. A consideration of ARCH 613 Visual Thinking Studio I (3). An intensive course covering the graphics the detailed sub-systems and cultural practices that comprise the built environ- topics described in ARCH 113 and ARCH 114. Graduate level course that supple- ment, and the factors responsible for their design and installation. Includes dis- ments the core syllabus or ARCH 102 with weekly seminars, expanded reading cussion of building codes, mechanisms of failure, and materials selection. Lectures lists, and additional classroom assignments. Prerequisite: Undergraduate degree and demonstrations by the instructors and visitors, films, slide projections, in area other than architecture with three credits in calculus, four credits in quizzes and written examinations. A student should demonstrate an understand- physics, three semesters of English, and/or permission of the Dean of the School ing of elementary systems of construction and be able to relate this understanding of Architecture and Urban Planning. LAB to the design process. Prerequisite: ARCH 626. LEC ARCH 614 Freehand Drawing (3). Open to all students at all levels interested in en- ARCH 628 Structure in Nature and Architecture (3). The course deals with the histori- hancing freehand drawing skills, generally with the architectural realm. While a cal development of structure, first in nature and then in architecture. In nature, the broad range of expression and graphic materials is explored, emphasis is on drawing course discusses the evolution of structural materials, systems, connections and an- as a notational skill, the instrument of creative expression for professional purposes chorage (foundations) in geological structure, botanical structure, endoskeleton struc- as well as for lifelong artistic fulfillment. Prerequisite: Consent of instructor. LAB ture, exoskeleton structure and insect architecture. The course then analyzes the growth of structure from anthropological structure through ancient and medieval ARCH 615 Intensive Graphics II (3). Open to students with intermediate level structure to modern architecture. In these broad architectural periods in world history, graphic skills. Course will be designed to deal with all aspects of graphic communi- the course examines the structural materials, structural behavior and construction of cation for designers in the different stages of the architectural process. This would in- some of the important buildings that helped to define and delineate the architecture of clude sketching, drafting, lettering, rendering, modelmaking, photographic and slide their time. This course helps students to understand structural systems and their be- presentation, reproduction, brochure, etc. Prerequisite: Consent of instructor. LAB havior, in a non-mathematical way, by relating the structural principles involved to ARCH 616 Advanced Architectural Presentation Techniques (3). An advanced our common experience of the world around us. The course will have every student studio course intended for students who have a working knowledge of basic pres- do a research project on an assigned topic in geological structure, botanical structure, entation techniques wishing to refine their existing skills and experiment with exoskeleton structure, insect architecture or anthropological structure. LEC new techniques. The course will review basic techniques and explore new ones ARCH 629 Listening to Architecture (3). This course has the objectives of introducing through a series of lectures and these techniques will be put to use in the concur- the art and science of “listening” to architectural spaces; exploring, from both historical rent development of complete presentations of architecturally significant build- and current viewpoints, how proper acoustical conditions have and can be realized ings. The lectures and studio work will be supplemented by slide presentations, within the aesthetic and functional parameters of the particular architectural space; un- demonstrations, guest lecturers, and field trips. Not intended as a remedial course derstanding the importance of building acoustics in architectural design; obtaining the or substitute for ARCH 615. Prerequisite: Consent of instructor. LEC ability to discuss building acoustics with the proper use of acoustical terms and de- ARCH 618 Architectural Photography (3). A basic course in black and white photogra- scriptions; and understanding the basics of how sound behaves in an enclosed archi- phy intended to enable the student to utilize photography routinely as a medium for tectural space. The course will include several visits to existing architectural spaces that visualization, documentation and presentation of images useful for design. It is organ- have specific acoustical requirements and interesting acoustical characteristics. LEC ized in relation to the controls of the roll film camera so that assignments reinforce the ARCH 630 Theory and Context of Architecture (3). An examination of architectural understanding of this tool and its creative possibilities. Experiences include making theories that understand the designed environment as a cultural medium and photograms, developing black and white film, printing black and white images, product of a sociocultural process that expresses values and ideas. Understanding mounting and presenting prints, photocopying, photographing buildings and archi- of these theories will be enhanced through the analysis of paradigmatic buildings, tectural models, photomontage, high contrast graphics effects and an introduction to urban form and ideologies that have influenced architectural culture. LEC color materials. Enough technical information is included for the student to pursue black and white photography on his/her own to the desired level of proficiency. LAB ARCH 631 Issues in Contemporary Architecture (3). This class focuses the student on directed readings and provides the student the opportunity to select a topic for ARCH 619 Advanced Architectural Photography (3). An advanced course in pho- the semester’s duration. With a very crammed schedule, the student is given a tography specifically dealing with the skills and techniques of the professional ar- venue to concentrate on issues that they wish to pursue. A seminal reading is pro- chitectural photographer. Students will use and experiment with large format pho- vided to the class, at the beginning of the semester, and this reading forms the tography, manipulation of the exposure and development process, special develop- basis of the semester’s discussion. The selected reading is “current” and is the de- ers and processes; negative retouching, specialized film and their application, sim- vice used to distribute other readings pertinent to the author’s argument. The ulation, model photography, and photographic rendering. Brochure development, basis of selection is related to current thought and discourse affecting the evolving marketing services, and professional ethics will also be discussed. Prerequisite: nature of architectural culture. Class discussion may include slides, videos, sound ARCH 618 or equivalent, submission of a brochure, and consent of instructor. LAB tapes, etc. These are intended to complement the assigned readings. LEC ARCH 622 Material Investigations (3). This course will provide opportunities for stu- ARCH 632 Contemporary French Architecture (3). This course introduces the stu- dents to learn about research methods in the realm of architectural materials. The dent to contemporary trends in French architecture. Social, technological, eco- course will have two concurrent phases: the first phase will consist of a series of field
nomic, and theoretical perspectives will be investigated, and the work of the Ar trips to materials manufacturers, fabricators and distributors in the Lawrence, Topeka major French architects of the latter half of the twentieth century will be studied in and Kansas City area. The purpose of these trips is to see, first-hand, how materials depth. This course supplements the Paris studio program. LEC Planning Urban & chitecture are developed and made, and to understand the research involved in their develop- ment. The second phase will consist of a self-directed research project based on the ARCH 636 Art of Architectural Machines (3). This course emphasizes architec- students’ natural curiosity about a particular material or process. The project will have tural trends of the twentieth century, which have been influenced by significant three components: 1) a research agenda, rigorously developed and executed; and 2) a technological advances. The purpose of the course is to familiarize the student “built” component, with actual materials, executed by the students’ own hands and with the achievements and failures of architectural concepts that were influenced financial resources; and 3) final documentation of the research project. LEC by modern technology. Examples will be drawn primarily from buildings and ar- chitects in Western Europe and North America. LEC ARCH 623 Building Practicum (3). The building technology practicum is offered as a course that will afford students a “real world” experience outside of the aca- ARCH 637 Architecture and Cosmos (3). Ideas of symmetry, harmony, proportion, demic setting. Students can bring their own project proposals to the practicum and ideal form have long been used by architectural theorists and practitioners as a committee or faculty members on the committee can suggest local preservation ef- way of translating a traditional knowledge of the world into architectural form. Such forts, including planning and administration, or actual physical implementation traditional knowledge is embedded in the mathematics of Pythagoras, the philoso- of such projects. It could also be in the interest of some students to develop skills phy of Plato, and the four part study of the cosmos (known in Western thought as in a specific area, i.e. model building, architectural photography, historic recon- “the quadrivium”—arithmetic, geometry, music, and astronomy). This course will struction, or technical documentation. Those interested in specific areas will need entail the study of selected readings in this intellectual tradition as well as the analy- to work closely with the practicum committee to develop a working list of goals sis of buildings as they relate to the concepts learned through this study. Prerequisite: and objectives. Students can elect to work individually or in teams, can work out- ARCH 641, History of Architecture II: Renaissance, or consent of instructor. LEC side of the semester schedule with grades assigned at the completion of the proj- ARCH 638 Architecture, Art, and Science (3). This course explores the relation- ect, and will be bound by a contract approved by the practicum committee. LEC ship between architecture and the liberal arts and sciences through the principle ARCH 624 Structures II (3). A continuation of ARCH 524, with focus on applying of isomorphic correspondence—a term from Gestalt psychology to describe simi- learned principles to basic contemporary structural systems such as concrete, lar structures occurring in different media. Emphasis on the historical connections steel, and wood framing systems. Open to architecture students only. Prerequisite: to music and on aesthetic principles on the natural sciences. Prerequisite: Six ARCH 524 or ARCH 620 and ARCH 621. LEC hours of architectural history or consent of instructor for nonmajors. LEC ARCH 625 Analysis and Design of Structures for Architects (3). Analysis of stati- ARCH 639 Current/Historical Directions in Architecture (2-3). A study of contem- cally indeterminate beams and frames. Fundamentals of structural design in con- porary or historical trends in architecture which relate to the development of indi- crete and steel. Open to architecture students only. Prerequisite: ARCH 624. LEC vidual or broad philosophies of architecture. LEC ARCH 626 Building Technology I: Construction Systems and Assemblies (3). This ARCH 642 History of Architecture III, Modern (3). A continuation of ARCH 641, course is an introduction to the materials, processes and craft of construction. Along History of Architecture II, covers the period from around 1750 to the present. Par- with presenting the information required for understanding the basic principles and ticular emphasis is placed on the major cultural shifts that have impacted architec- appropriate application and performance of construction systems and assemblies, tural representation and have contributed to it’s differentiation as Modern, not the course also provides a conceptual framework to bridge between the physical only in Europe, North and South America but also with examples in India and conditions of construction and the more abstract processes of design. Teaching Pakistan. Weekly lectures and readings including original sources. Prerequisite: method includes modeling and hands-on building experiences. Prerequisite: ARCH ARCH 641 or consent of instructor. LEC 200 or ARCH 209 or Corequisite: ARCH 408 or ARCH 409 or ARCH 503. LEC ARCH 648 Historic Preservation (3). The focus of this course is on the develop- ment of concepts and practices of retrieving, recycling, and curating the built envi-
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Architecture Courses
ronment from the mid-nineteenth century to the present. After a series of intro- clude presentation design, importing graphics, output strategies, and communica- ductory readings and discussions, students are encouraged to investigate particu- tions techniques. LEC lar environmental, technological, social, or ideological questions of their choice, ARCH 674 Electronic Communication (1). This course focuses on the use of electronic focusing on structures that demonstrate persistence over great distances and, co- data communications in operating a design organization. Topics include use of the existing with this persistence, ability to accommodate changes over time. LEC Internet, electronic research, telecommunication technologies and remote access. LEC ARCH 650 Architect-led Design-build (1). This is a 5-week course covering an in- ARCH 675 Graphics Packages (1). This course focuses on the development of troduction to the design-build method of project delivery, highlighting the role of graphic images. Students are taught to generate vector-based graphics and bit- architect as leader of the design-build team. The course covers team structure; eth- mapped images that can be incorporated into various software packages. LEC ical issues; forming a design-build firm; project management; licensing, corporate ARCH 676 Facility Management: Tools and Techniques and insurance issues; public design-build laws and bridging. LEC (3). The application of In- formation Technology to Facility Management has changed a formerly basement ARCH 651 Advanced Design-build for Architects (2). This is a 10-week course cov- operation into a center of corporate support. In this course, we explore the use of ering a more advanced examination of the design-build method of project deliv- Computer Aided Facility Management (CAFM) software and its application to ery, highlighting the role of architect as leader of the design-build team. The real world facility management. LEC course covers team structure; ethical issues; forming a design-build firm; project ARCH 677 Construction Cost Estimating for Architects management; licensing, corporate and insurance issues; public design-build laws (1). The main objective of this and bridging; as well as history, architect-as-prime contractor, architect-as-subcon- course is to introduce and inform the student of the processes involved in construc- tractor, business issues and marketing, bonding, design-build contracts, cost esti- tion estimating. This course will focus on commercial construction and the fundamen- mating and OSHA, risks and legal liabilities. LEC tals of estimating a commercial project. This course will acquaint the student with quantity surveying, costing methods, types of estimates, estimating software, the con- ARCH 652 Architect-client Relations (1). The intent of this five-week course is to struction estimating process, and estimating the various parts of a project. LEC provide a forum for the examination of varied aspects of the architect-client rela- ARCH 678 Construction Project Management for Architects tionship. Components of this relationship will be explored both from the point of (1). The main objec- view of the practicing architect and of the project owner or client. LEC tive of this course is to introduce and inform the student of the processes involved in construction project management. This course will focus on commercial con- ARCH 653 Nontraditional Careers in Architecture (1). The intent of this five week struction and the fundamentals of managing a commercial project. The course will course is to provide a forum for the examination of the wide range of career op- acquaint the student with transferring a project from the estimating stage to actual tions that are open to architects. The positive impact, to both the built environ- construction, the buyout process, contracts, purchase orders, responsibilities of ment and society as a whole that architects in alternative roles are ideally suited to project managers, responsibilities of superintendents, planning and scheduling, provide, will be explored. LEC management of changes in a project, financial reporting, accounting processes, ARCH 654 Ethics in Architectural Practice (1). This course is designed to develop payment procedures, and the close-out process in construction. LEC an understanding of the underpinnings of ethical reasoning including the structure ARCH 680 Building with Intelligence (3). This course is intended to be a broad course in- and vocabulary of moral argumentation; apply this knowledge to common ethical troducing basis concepts of sustainable design. It will introduce broad outlines of many issues confounding contemporary architects, demonstrated through presentations of the crucial issues facing us in the next few decades. This course identifies how we can and interaction with leading Kansas City architects, interactive analysis of case stud- re-imagine the relationship between human beings and living systems. The order of the ies, participatory discussions, reading comprehension and analytical writing. LEC course will begin at a broad overview of our environmental dilemma, then focus upon ARCH 658 Programming and Pre-design Issues (3). This course will introduce the con- community issues and end with a close look at green buildings and their systems. This cepts, methods, techniques, and information used by the architect to establish the pa- course will include a series of lectures, required reading with written responses, visits to rameters of a project, prior to entering the formal design process. The content will in- local examples of sustainable buildings and the development of research projects. LEC troduce the core competencies in programming, site, and environmental analysis re- ARCH 681 Defining Community (3). This course explores how a neighborhood is quired by the profession. Programming theory, research techniques, information analy- sustainable, or is not. Imbedded in our built landscape are constructs, which once sis, evaluation of significance, and creative synthesis of the multivalent factors acting revealed, offer us insight into a community’s values and underlying intentions. We upon the pre-design process of project definition will be covered. Site analyses will in- will engage neighborhoods in Lawrence, Kansas, and other community neighbor- clude urban places as well as less developed, more rural locations. Exercises may in- hoods. This seminar course will provide a format for discussion and testing obser- clude programming and analysis of projects and sites assigned in the Architectural De- vations of patterns in neighborhoods. Our intent will be to describe the detailed sign Studio sequence. Prerequisite: ARCH 301 or ARCH 409 or ARCH 504. LEC patterns for neighborhoods, houses, and gardens, thereby increasing an under- ARCH 661 Eighteenth to Twentieth-century American Landscape Design (3). This standing of how people inform and are informed by their neighborhoods. This course will explore eighteenth, nineteenth, and twentieth-century American land- course will include a series of lectures, required reading with written responses, scape design including gardens, estates, rural cemeteries, campuses, suburbs, urban visits to a variety of neighborhoods and the development of research projects. LEC parks, and national parks, as well as the beginnings of landscape architecture as a ARCH 690 Architecture Study Abroad (3-6). May be repeated up to a maximum of profession. Topics of inquiry will include European contributions in landscape the- 9 credits. Students participate in a study abroad program approved by the Archi- ory, practice, and aesthetics, and American adaptations in response to climatic, so- tecture Chair. Students will be evaluated upon a submitted journal, sketchbook, or cial, and political differences. An important focus will be whether one can look at a equivalent assignments assigned by the instructor. IND designed landscape and see the expression of an attitude toward nature. LEC ARCH 691 Architecture Practicum (6). Based upon the student’s approved pro- ARCH 662 Twentieth-century American Landscape (3). The purpose of this course is posal, each student will explore the process of creating the built environment by to investigate the relationships between the American culture and the resulting built working in a setting that is intended to provide a new perspective for that stu- and natural landscape. Issues of building types, public places, and land use arrange- dent. The range of venues may include non-profit organizations, research settings, ments will be studied from a socio-historical perspective. (Same as UBPL 662.) LEC hands -on building experiences, and other professional settings as approved by ARCH 663 Darwin, Humboldt, and Changing Ideas in Landscape Architecture (3). the instructor. Students evaluation will include an assessment by the supervisor in The seminar explores the influence of the natural historians Alexander von Hum- the practicum settings as well as on a final paper using appropriate graphics to il- boldt and Charles Darwin on American writings in landscape architecture in the lustrate key points. Graded on a satisfactory/fail basis. IND late 19th and early 20th centuries. The original texts of Humboldt (including As- ARCH 692 Documentation (3). Students will document their experience in ARCH pects of Nature and Cosmos) and Darwin (including On the Origin of Species and 690 or another approved study abroad program. This is intended as a critical re- Insectivorous Plants), will be studied in conjunction with significant authors in flection upon the student’s experience and is additional documentation produced landscape architecture including A. J. Downing, George Perkins Marsh, Frederick beyond the work done for the study abroad credit. The final product will include Law Olmsted, Horace William Shaler Cleveland, Mariana Griswold van Rensselaer, a written paper, using appropriate graphics to illustrate key points. IND Jens Jensen, Garrett Eckbo, Daniel Kiley, and James C. Rose. The emerging ideas of ARCH 693 Workplaces conservation and ecology found in these works will also be examined. LEC (3). This course is about the design of places where people work. The workplace is important for many reasons. Not only do we spend a consid- ARCH 665 History of Urban Design (3). An exploration of the evolution of cities erable amount of our waking life there, but our work often becomes one of the cen- through the cultural and spatial development of human settlement patterns. The role tral features of our life. In some senses it can be considered to be a homelike activity; of cities in the transformations of human culture from tribal communities to post in- people often identify with their work and personalize their workplaces and make dustrial society is defined in terms of the historical origins of urban institutions and them responsive to their daily life needs. Workplaces are also social places where functions and their transformation into spatial structure and physical form. LEC people meet and interact. And, of course they are also places of work, where they ARCH 670 Spreadsheet Applications (1). This course will focus on the application must respond to work needs and be conducive to efficient and productive work ac- of electronic spreadsheets in the management of project fees, company staffing, tivities. This course will raise questions about how to design good workplaces. LEC and business cash flow. Topics covered include spreadsheet linkage, creation of ARCH 694 Homeplaces (3). Architects design buildings and spaces which they hope lookup tables, data consolidation, writing macros and charting results. LEC will contribute to making significant, enriching, and rewarding places. The quality of ARCH 671 Database Management (1). This course focuses on the development of places, however, is not identical to the quality of buildings which contribute to them. database applications to track the information generated during the normal This course will explore ways in which physical environments, in this case, houses can course of business operations. Topics include database design, table creation, become and be experienced as rich and embraced homeplaces. It will look at the various queries, forms, reports, and macros. LEC processes through which residents, dwellers, designers, real-estate agents, builders, and ARCH 672 Project Management Software (1). This course uses software packages others are involved with home environments. Implications for design and production to manage a simulated design project. The topics in this section include creating processes will be investigated with reference to particular case studies. LEC tasks and linkages, assigning and managing resources, monitoring a project and ARCH 697 The Making of Place in an Aging Society (3). This course explores both the- creating reports. LEC oretical and applied perspectives as to how design at the scales of settlement, neighbor- ARCH 673 Presentation Tools (1). This course covers the use of various software hood, building and room enables enhanced quality of life for society’s elderly and their packages in the development of on-screen and hard-copy presentations. Topics in- families. Discussion will center on readings, case studies and lecture material, with a
242 The University of Kansas 2008-2010 Architecture Courses • Architectural Engineering • Urban Planning
focus on arriving at a critical understanding of how built fabric choreographs the aging experience. Prerequisite: Graduate standing or consent of instructor. LEC ARCH 700 Directed Readings in Architecture: _____ (1-3). ARCH 701 Introduction to Graduate Studies (3). ARCH 705 Graduate Design Studio V (6). ARCH 706 Thesis or Project Definition (1). ARCH 707 Furniture Design and Production (3). ARCH 720 Architectural Acoustics (3). ARCH 721 Electro-acoustical Systems (3). ARCH 731 Architecture of Health (3). ARCH 732 Environmental Pattern Languages (3). ARCH 733 Analogous Thinking in Design (3). ARCH 754 Design Ethics (3). ARCH 762 Urban Design Studies (3). ARCH 765 Theory of Urban Design (3). ARCH 770 Contemporary Issues Seminar I (1). ARCH 771 Contemporary Issues Seminar II (1). ARCH 772 Contemporary Issues Seminar III (1). ARCH 773 Financial and Economic Issues in Architecture Management (3). ARCH 774 Organizational Issues in Architecture Management (3). ARCH 775 Architecture Management: Managing a CAD System (3). ARCH 776 Project Delivery in Architecture Management (3). ARCH 777 Marketing Architectural Services (3). ARCH 778 Legal Issues in Architecture Management (3). issues, the methods of analyzing and/or measuring those issues, and the ways planners ARCH 790 Architectural Study Abroad: _____ (1-3). can address those issues in order to avoid or mitigate environmental problems. LEC ARCH 799 Independent Study (1-3). UBPL 565 Principles of Environmental Planning (3). This course introduces stu- dents to the issues that planners and decision makers face as they strive to protect environmental resources, especially within the context of land use planning. Em- phasis will be placed on the theoretical and policy considerations that guide the Architectural Engineering work of environmental planners. LEC Architectural engineering at KU is administered by the School UBPL 662 Twentieth-century American Landscape (3). The purpose of this course is to investigate the relationships between the American culture and the resulting built of Engineering. For program requirements and course descrip- and natural landscape. Issues of building types, public places, and land use arrange- tions, see Civil, Environmental, and Architectural Engineering ments will be studied from a socio-historical perspective. (Same as ARCH 662.) LEC in the School of Engineering chapter of this catalog. UBPL 701 Directed Readings (1-6). UBPL 705 Economic Analysis for Planners (3). Urban Planning UBPL 710 Introduction to Housing Policy (3). UBPL 714 Local Economic Development Planning (3). Chair: James M. Mayo UBPL 715 “Community” in Neighborhood Planning and Design (3). Marvin Hall, 1465 Jayhawk Blvd., Room 317 UBPL 716 Community and Neighborhood Revitalization (3). Lawrence, KS 66054-7614 UBPL 718 Downtown Planning (3). www.saup.ku.edu/UBPL, (785) 864-4184 UBPL 722 History of the American City II (3). No undergraduate program is offered in this area, but urban UBPL 730 Introduction to Land Use Planning (3). Ar planning courses may be taken to count toward undergraduate UBPL 735 Site Planning (3). Planning Urban & chitecture degrees in other areas. UBPL 736 Planning Institutions (3). UBPL 738 Environmental Planning Techniques (3). ■ Urban Planning Courses UBPL 739 Issues in Growth Management (3). UBPL 300 Planning the American City (3). A broad introduction to the field of urban UBPL 741 Quantitative Methods I (3). planning as a technical profession, a process of decision-making, and a governmen- UBPL 742 Quantitative Methods II (3). tal function. The multi-disciplinary nature of planning as an area for professional practice in the geographical, socio-economic and political contexts of the U.S. is UBPL 746 GIS Applications for Design and Planning (3). stressed. The course is intended for both the student who is considering planning as UBPL 750 Introduction to Transportation Planning (3). a major field of study and the student with primary interest in a related field who UBPL 756 Advanced Seminar in Urban Transportation Planning (3). would like a working knowledge of past and current planning in the U.S. LEC UBPL 758 Urban Mass Transportation (3). UBPL 502 Special Topics in Urban Planning: _____ (1-6). Intended for undergrad- UBPL 760 Historic Preservation Planning (3). uate individual or group projects/research in an urban planning topic. LEC UBPL 763 Professional Practice (3). UBPL 522 History of the American City I (3). This course examines the evolution of American cities from their European antecedents through the late 20th Century, from UBPL 764 Real Estate Development I (3). the urban planning perspective. It focuses on the changing spatial forms and functions UBPL 765 Principles of Environmental Planning (3). of American cities and how these changes relate to socioeconomic and political aspects UBPL 766 Urban Design Implementation (3). of urbanization as well as changes in technology. Emphasis is placed on analyzing the UBPL 768 Real Estate Development II relationships between historical development patterns and the current range of prob- (3). lems facing most U. S. cities. (Same as UBPL 722 but gives undergraduate credit.) LEC UBPL 773 Environmental Planning Implementation (3). UBPL 538 Environmental Planning Techniques (3). The course covers a variety of topics within environmental planning. Each topic is examined with respect to the scope of the
The architectural engineering program is offered in cooperation with the School of Engineering. Architectural engineering courses appear under Engineering in the Schedule of Classes, www. registrar.ku.edu. See School of Engineering for architectural engineering course descriptions. See the University of Kansas Graduate Catalog for information about the Master of Urban Planning degree program.
UNDERGraduate Catalog 243 School of Architecture, Design and Planning
Contents Design ...... 65 Master of Fine Arts in Design ...... 65 Facilities ...... 60 Admission ...... 65 Marvin Hall ...... 60 M.F.A. Degree Requirements ...... 66 Art & Architecture Library ...... 60 Master of Arts Degree Programs ...... 66 Snow Hall ...... 60 Design Management ...... 66 Marvin Studios ...... 60 Interaction Design ...... 66 Building Yard ...... 60 Advanced Design Studies Courses ...... 66 Kansas City Urban Design Studio ...... 60 Industrial Design Courses ...... 67 Architectural Engineering ...... 60 Interior Design Courses ...... 67 Photomedia Course ...... 67 Architecture ...... 60 Visual Communication Courses ...... 67 Admission ...... 60 Master of Architecture Degree Program ...... 61 Urban Planning ...... 67 Curriculum ...... 61 Admission ...... 67 Joint Professional M.Arch./B.S. in Architectural Baccalaureate Preparation ...... 68 Engineering Option ...... 61 M.U.P. Degree Program & Requirements ...... 68 Dual M.Arch./M.B.A. Degree Program ...... 61 Concentrations ...... 68 Master of Arts Degree Programs ...... 62 Free Electives ...... 68 1. Master of Arts in Architecture (Academic/Research Track) .. 62 Thesis Option ...... 68 2. Master of Arts in Architecture (Architectural Management Nonthesis Option ...... 69 Track) ...... 62 Urban Planning Courses ...... 69 Graduate Certificate Program in Facilities Management .. 62 Joint Degree Programs ...... 70 Doctor of Philosophy in Architecture ...... 63 Master of Urban Planning & Master of Architecture ...... 70 Architecture Courses ...... 63 M.U.P.&M.A. in American Studies ...... 70 M.U.P. & M.A. in Geography ...... 70 M.U.P. & M.P.A...... 70 M.U.P. & J.D...... 70 rhtcue ein&Planning & Design Architecture,
See pages 12-13 for admission procedures. Students in architecture work closely with faculty members in design studios and are encouraged to seek as many different design critics as possible during their studies.
Graduate Catalog 59 Architecture
John C. Gaunt, Dean The Department of Architecture offers four distinct plans for Michael Swann, Associate Dean graduate study: Marvin Hall, 1465 Jayhawk Blvd., Room 206 1. A Master of Architecture (M.Arch.), a professional degree for Lawrence, KS 66045-7626 students already holding bachelor’s degrees in any field (those [email protected] or www.saup.ku.edu with architecture degrees are considered for advanced placement); (785) 864-4281, fax: (785) 864-5393 2. A Master of Arts in Architecture (M.A.)–Academic/Re- search Track for students interested in the study of architecture Facilities from an academic and scholarly perspective; 3. A Master of Arts in Architecture (M.A.)–Architectural Man- The School of Architecture, Design and Planning is in Marvin Hall agement Track for students interested in management issues and several adjacent buildings on KU’s main campus in Lawrence. confronting contemporary professional architecture practice; and Built in 1907, Marvin Hall was completely renovated in 1979-80 4. A Doctor of Philosophy in Architecture (Ph.D.) for students and received design awards from the Kansas City Chapter of the interested in engaging in robust, innovative inquiry that adds to American Institute of Architects and the Kansas Preservation the body of knowledge in architecture and its related fields. Alliance. Housed in Marvin Hall are the Hatch Reading Room Only the Master of Architecture is a professional degree. The and Slide Library. The privately financed reading room contains other degrees are post-professional degrees that do not place architectural references, domestic and foreign journals, and dedi- the student on the path for architectural registration. Students cated workstations. It complements KU’s Art and Architecture seeking a career change into a professional curriculum, should Library, which holds more than 170,000 volumes. Almost 100,000 apply for admission to the professional M.Arch. degree. architectural images are housed in the school’s slide library, and about half of these are included in a digital image library. Marvin Admission Hall also contains the school’s computing center, separate wood- Regardless of background or career goals, a person whose working and metal shops, a photography lab, three 24-hour com- previous records indicate the ability to succeed with advanced puter labs, more than 20 digital studios, a gallery, classrooms, work may be admitted to one of the graduate programs. Ad- conference rooms, and faculty offices. In nearby Snow Hall and mission requires a bachelor’s degree and a grade-point average Marvin Studios, the school has additional studios, offices, and of 3.0 from KU or another accredited institution or foreign display spaces as well as an acoustics laboratory, an illumination university with substantially equivalent requirements for the laboratory, two 24-hour computer laboratories, a model-building bachelor’s degree. The academic background is reviewed before shop, and CNC router and laser labs. A much-used Building Yard a student without a bachelor’s degree is admitted as a degree- is situated behind Marvin Hall. The school also operates a large seeking graduate student at KU. A complete application for building materials laboratory on KU’s west campus in Lawrence. admission consists of the following materials: An additional digital studio, the Kansas City Urban Design 1. Graduate application; Studio, is in downtown Kansas City, Missouri, at the Kansas 2. One official transcript from all colleges or universities at- City Design Center,acollaborative outreach center administered tended, showing receipt of a bachelor’s degree; jointly by the architecture departments at the University of 3. Three letters of recommendation from persons qualified to Kansas and Kansas State University. comment on the applicant’s intellectual abilities and probable success in graduate study; Architectural Engineering 4. Application fee, nonrefundable check or money order payable to the University of Kansas (See Admission in the Gen- Architectural engineering at KU is administered by the School eral Information chapter of this catalog for further information); of Engineering. For program requirements and course descrip- 5. Evidence of language proficiency if the native tongue is tions, see Civil, Environmental, and Architectural Engineering not English, including in the School of Engineering chapter of this catalog or online at (a) A degree from an English-language college or university or www.ceae.engr.ku.edu. (b) A Test of English as a Foreign Language score of 600 (paper based) or 250 (computer-based) or higher, with no less than 57 on each part (paper-based); 6. A statement of interest indicating the applicant’s career Architecture goals and the relationship of these goals to the specific option Chair: Keith Diaz Moore chosen (Those seeking advanced placement in the M.Arch. pro- Marvin Hall, 1465 Jayhawk Blvd., Room 205 gram should make this clear in this statement.); Lawrence, KS 66045-7626, www.saup.ku.edu, (785) 864-3175 7. A portfolio of work demonstrating the candidate’s strengths. Professors: Diaz, Grabow, Lesnikowski, Major, Mayo, Pran, Examples may include design or creative work and writing sam- Rockhill, Spreckelmeyer ples. The portfolio must not be longer than 10 pages. CD submis- Professors Emeriti: Griffin, Kahn, McCoy, Lucas, Michel, Richardson sions are permissible, but they should be edited for precision. The portfolio is not required as part of the application for admission to Associate Professors: Carswell, Criss, Diaz Moore, Gore, Jackson, the Architectural Management track of the M.A. in Architecture. Luckey, Padget, Rashid, Sander, Sanguinetti, Swann Assistant Professors: Chang, Huppert, L’Heureux, Silva
Application fees: Domestic students in architecture: paper $55, online $45. International students in architecture: paper $60, online $55. Graduate students in architecture have the opportunity to participate in the school’s nationally recognized Historic American Buildings Survey courses.
60 The UniversityofKansas 2009-2011 Architecture
8. For international students, a financial statement showing 4. Students who already possess an accredited professional minimum financial support for the first year of study (see the Bachelor of Architecture degree generally enter a three-semester admissions page on the school’s Web site). program that requires a study abroad experience during a sum- Submit your application online at www.graduate.ku.edu. mer session as well as the final year of the curriculum. The total Send all other requested application materials to number of credit hours required for graduation depends on the The University of Kansas student’s previous preparation and is highly variable, but a Department of Architecture minimum of 36 hours is required. Marvin Hall, 1465 Jayhawk Blvd., Room 206 Curriculum. The curriculum is designed in three parts. The first two Lawrence, KS 66045-7626 semesters plus two summer sessions offer an accelerated education Be sure to check the school’s Web site for updates to the in the foundations of architecture as a professional discipline. The admission process or requirements. second academic year emphasizes professional development, with the comprehensive studio as a capstone experience. The third and Master of Architecture Degree Program final year offers students a choice of options for an inquiry of en- Astudent who wishes to pursue a professional career as a licensed hanced depth typical in graduate education. This allows students to architect may apply for admission to this program. In the United develop a specialization by the time they complete the professional States, most state registration boards require a degree from an degree. The timing of course offerings is subject to change. Please accredited professional degree program as a prerequisite for licen- visit the school’s Web site for the most current information. sure. The National Architectural Accrediting Board (NAAB), Summer Session which is the sole agency authorized to accredit U.S. professional ARCH 502 Accelerated Design I ...... 6 degree programs in architecture, recognizes three types of degrees: ARCH 613 Visual Thinking Studio I ...... 3 Fall Semester the Bachelor of Architecture, the Master of Architecture, and the ARCH 503 Accelerated Design II ...... 6 Doctor of Architecture. A program may be granted a six-year, ARCH 560 Site Planning for Architects ...... 3 three-year, or two-year term of accreditation, depending on the ARCH 626 Building Technology I: Construction Systems and Assemblies .... 3 ARCH 665 History of Urban Design ...... 3 extent of its conformity with established educational standards. Spring Semester Master’s degree programs may consist of a preprofessional ARCH 504 Accelerated Design III ...... 6 undergraduate degree and a professional graduate degree that, ARCH 540 History of Architecture I: Ancient and Medieval Architecture ..... 3 when earned sequentially, constitute an accredited professional ARCH 552 Ethics and Leadership in Professional Practice ...... 3 ARCH 627 Building Technology II: Culture of Building Technology ...... 3 education. However, the preprofessional degree is not, by itself, ARCH 530 Environmental Systems I ...... 3 recognized as an accredited degree. Summer Session This Master of Architecture degree is accredited by the Na- ARCH 505 Accelerated Design IV ...... 6 tional Architectural Accrediting Board (NAAB). Students who ARCH 690 Architectural Study Abroad ...... 6 Fall Semester have completed previous course work in an approved NAAB ARCH 608 Architectural Design V ...... 6 architecture curriculum or a preprofessional architectural degree ARCH 524 Structures I ...... 4 program may achieve advanced standing. All requests for ad- ARCH 531 Environmental Systems II ...... 3 ARCH 541 History of Architecture II: Renaissance to Enlightenment ...... 3 vanced standing are evaluated using the minimum qualifications ARCH 658 Programming and Pre-Design Issues ...... 3 for graduate study at KU, the student performance criteria estab- Spring Semester lished by NAAB, and procedures approved by the architecture ARCH 609 Comprehensive Studio ...... 9 graduate studies committee. This degree requires a sequence of ARCH 542 History of Architecture III: Modern ...... 3
ARCH 624 Structures II ...... 3 Planning & Design Architecture, six semesters and two summers of architectural design ARCH 701 Introduction to Graduate Studies ...... 3 studio/synthesis experiences, each of which is accompanied by Fall Semester associated professional graduate courses, constituting a total of ARCH 800-level course: Professional Option I (student choice) ...... 6 118 credit hours. The program also has a required study abroad Architectural electives ...... 9 component, planned to occur during a student’s second summer. Spring Semester ARCH 800-level course: Professional Option II ...... 6 There are four typical entry points to this curriculum: Architectural electives ...... 6 1. Students without backgrounds in architecture who hold bache- Joint Professional M.Arch./B.S. in Architectural Engineering lor’s degrees in nondesign-oriented disciplines enter the first year of Option. This program is for students who have completed all the curriculum, which begins in the summer session. Year One of the requirements for the Bachelor of Science (B.S.) degree in archi- curriculum is two academic semesters and two summer sessions. tectural engineering. (See specific degree requirements in the The total number of credit hours required for graduation is 118. School of Engineering chapter of The University of Kansas Under- 2. Students without backgrounds in architecture who hold graduate Catalog.) The B.S. in architectural engineering is an bachelor’s degrees in a design discipline usually begin course ABET-accredited professional degree that requires a minimum work with the fall semester of the first year. Other curricular re- of five years and 164 credit hours to complete. quirements may potentially be waived after a careful vetting of Architectural engineering students who wish to complete an the student’s educational background. The total number of credit accredited Master of Architecture degree in addition to the B.S. hours required for graduation is likely to be approximately 109. in architectural engineering should apply for admission to the 3. Students with a preprofessional degree in architecture, such school’s three-and-one-half-year M.Arch. program by February as a Bachelor of Science in Architectural Studies, are likely to be 1 of the final year in architectural engineering. The application placed in the second year of the curriculum. This is commonly includes the completed application form and appropriate fee, a referred to as the 4+2 option. Students interested in being placed statement of purpose, and a portfolio of work. Assuming good in this way should make this clear in their statements. These performance in previous design studios, students are likely to students normally are asked to complete four studios (synthesis receive advanced placement into the M.Arch. curriculum experiences), a study abroad summer experience, and architecture (normally into the second year of study). support courses whose number and content are determined on a case-by-case basis. The total number of credit hours required for Dual Master of Architecture/Master of Business Administration graduation depends on the student’s previous preparation and is Degree Program. The Master of Business Administration/Mas- highly variable, but is likely to be approximately 75 hours. ter of Architecture dual degree program is designed particularly
Graduate Catalog 61 Architecture for students intending to pursue leadership opportunities in ar- ture, Design and Planning. Six hours in the 36-hour course of chitecture, development, or construction. The M.B.A./M.Arch. study are composed of course work in which the student prepares program requires four years of study, one less year than it a written project or thesis, or in additional course work in the stu- would take to earn each degree separately. Students completing dent’s concentration to prepare for a final written examination. the dual degree program earn an M.B.A. from the KU School Following is a selected list of recently offered courses in each of Business and an M.Arch. from the KU School of Architecture, of the four concentrations. Students should consult the most Design and Planning. Students complete 112 credits in the Mas- current course listing of the architecture department to determine ter of Architecture program and 37 credits in the School of Busi- which courses will be offered each semester. ness. Prospective dual degree students must already be students History/Theory in the Master of Architecture program and must apply and Architectural History Theory and Context of Architecture be accepted by the School of Business. New students must com- Early Renaissance Architecture plete the first year of the architecture curriculum before starting Language of Modern Architecture the M.B.A. curriculum and must declare their intention before American Landscapes The Art of Representation completing the first year of the architecture curriculum. Current Directions in Architecture For information, consult the school Web sites and program Technology/Practice chairs. See also the School of Business chapter of this catalog. Building Mechanical and Energy Systems Construction and Project Management Master of Arts Degree Programs Material Investigation Structural in Nature and Architecture The post-professional M.A. in Architecture offers two distinct Listening to Architecture programs. The first course of study is a research-based academic Electro-Acoustics program on the Lawrence campus. It is for the student who is Visualizing Airflow Design/Methods interested in exploring various approaches in analyzing the Computer Applications built environment. A student with an undergraduate degree in CAD/CAM Applications architecture or a related discipline may enter this course of GIS Applications Architectural Photography study. To receive the master’s degree, each student must com- Advanced Architectural Presentation Techniques plete an academic or design-related project or must take a com- Urban/Social Issues prehensive examination at the end of the plan of study. Homeplaces The second course of study is the architectural management History of Urban Design Reading the American City post-professional program, on the KU Edwards Campus in Architecture of Health Kansas City. This course of study focuses on management The Making of Place in an Aging Society issues in the practice of architecture. It is structured to be 2. Master of Arts in Architecture (Architectural Management completed on a part-time basis. Track). The architectural management program is oriented For the architectural management program, please contact to the administration and practice of architecture and related The University of Kansas Edwards Campus disciplines. It is offered on KU’s Edwards Campus in Overland 12600 Quivira Road Park. Classes in this program are intended to Overland Park, KS 66213-2402 1. Provide skills and knowledge necessary to become effec- Telephone (from Lawrence): 864-8400 or (913) 897-8400 (from tive participants in the management of a design organization; other locations), http://edwardscampus.ku.edu. 2. Provide information about the management of planning, 1. Master of Arts in Architecture (Academic/Research Track). design, and construction projects; and This program is offered on the Lawrence campus for the student 3. Expose students to management issues facing the design who is interested in the study of architecture from an academic professions. and scholarly perspective. A student who wishes to pursue The curriculum draws on the disciplines of business man- graduate study in architecture at KU must submit a statement agement, planning, computer science, law, and architecture to of intent detailing academic interests and career goals. Because expose students to fundamental concepts of management as admission depends on the student’s objectives and the faculty’s they relate to the business of architecture. A total of 36 credit matching research interests, potential applicants should contact hours of course work is required. The curriculum consists of the coordinator before submitting applications. Students from required courses in Financial and Economic Issues, Organizational this program have established a strong academic tradition and Issues, Project Delivery, Computer Applications, Law and the won honors in national research competitions. The key to their Design Professions, Marketing, and Contemporary Issues in Ar- success has been the careful selection of research topics and the chitectural Management. Students may enroll in 9 to 12 hours of ways these topics have paralleled the academic and profes- graduate credit outside the required courses in the architectural sional interests of the architecture faculty. management curriculum. Three to 6 hours in the 36-hour course For students admitted to the academic/research program at of study are in the preparation of a written project or thesis, or the master’s level in architecture in Lawrence, a total of 36 credit in additional course work in an area of management to prepare hours of course work is required. Each student must enroll in a 3- for a final written examination. hour introductory course dealing with research methods and the- Graduate Certificate Program ory and must complete an additional 12-hour core of course work in Facilities Management that addresses each of the four areas: (1) history/theory, (2) tech- The graduate certificate in facilities management, based at the KU nology/practice, (3) design/methods, and (4) urban/social issues. Edwards Campus in Overland Park, offers a structured program In addition to the core courses, each student must complete a that addresses the graduate educational needs of facility man- minimum of 15 graduate credit hours in a sequence of courses in agers. This 15-credit-hour program keeps practicing professional one of the four concentrations. A minimum of 6 of these hours facility managers abreast of the most innovative developments must be taken in one of the established concentrations. With the in each area of facilities management and helps students acquire consent of the student’s adviser and the approval of the graduate more specialized knowledge in areas important to their careers. studies committee, the student may take a maximum of 12 hours of graduate credit in course work outside the School of Architec-
62 The UniversityofKansas 2009-2011 Architecture
The curriculum consists of 15 hours of course work divided Concentrations are major (12 credit hours minimum) and into three components: a required 3-credit-hour course on Facility minor (9 credit hours minimum) curricula developed by the Management: Issues and Overview; 9 hours of specialized 1-credit- student in concert with the major professor. The student becomes hour workshops that cover trends and innovations in each of a candidate upon passing the comprehensive examination. As a the principal knowledge areas identified by the International candidate, the student enters the advanced studies portion of Facility Management Association; and a 3-credit-hour Capstone the curriculum and begins work on the dissertation. The student Seminar focused on solving multidisciplinary facility problems. must be continuously enrolled, including summer sessions, until Doctor of Philosophy in Architecture all requirements for the degree are completed. A minimum of 9 dissertation credit hours is required for the degree. The Ph.D. in Architecture educates students to become more valuable to society through academic, business, and govern- ■ Architecture Courses ment organizations that require greater artistic, scientific, and ARCH 500 Architectural Design VII (6). investigative skills. It offers candidates opportunities to develop ARCH 501 Architectural Design VIII (6). and deepen their education in three important ways: ARCH 502 Accelerated Design I (6). ARCH 503 Accelerated Design II (6). • Enhancing research and analytical skills with rigorous ARCH 504 Accelerated Design III (6). methods of inquiry and synthesis; ARCH 505 Accelerated Design IV (6). • Acquiring advanced knowledge specific to their area(s) ARCH 510 Problems in Computer Applications (3). of inquiry through comprehensive scholarly investigations ARCH 515 Building Information Modeling (3). and distinguished documentation; and ARCH 516 Portfolio Development (3). • Developing the ability to communicate knowledge in a clear ARCH 520 Architectural Acoustics (3). and eloquent manner. ARCH 521 Electro-Acoustical Systems (3). To realize this goal, the faculty has made a commitment to ARCH 524 Structures I (4). create, along with doctoral students, a climate in which scholar- ARCH 526 Building Power Systems for Architects (1). ship and creativity can flourish. Underlying the advanced study ARCH 527 Building Interior Lighting for Architects (1). of architecture at KU is an ethic regarding architectural inquiry ARCH 528 Building Acoustical Systems for Architects (1). and architectural practice; one that sustains the question, “What ARCH 530 Environmental Systems I (3). ought we do as architects and researchers to enhance the quality ARCH 531 Environmental Systems II (3). of life on this planet?” Examples of inquiry at KU that exemplify ARCH 540 History of Architecture I: Ancient and Medieval Architecture (3). this underlying question are ARCH 541 History of Architecture II: Renaissance to Enlightenment (3). • Progressive models of practice embracing evidence-based ARCH 542 History of Architecture III: Modern (3). design and design-build practices; ARCH 552 Ethics and Leadership in Professional Practice (3). • Affordable housing with a sensitive aesthetic; ARCH 560 Site Planning for Architects (3). • Material investigations to create more affordable and ARCH 570 Contemporary Issues Seminar I (1). ARCH 571 Contemporary Issues Seminar II (1). sustainable building practices; ARCH 572 Contemporary Issues Seminar III (1). • Rigorous evaluations of built artifacts to inform better design ARCH 573 Financial and Economic Issues in Architecture Management (3). practice; ARCH 574 Organizational Issues in Architecture Management (3). • Translation of empirical findings of person-place interaction ARCH 575 Architecture Management: Managing a CAD System (3). research into design guidelines; and ARCH 576 Project Delivery in Architecture Management (3).
• Critical perspectives on human settlement patterns. ARCH 577 Marketing Architectural Services (3). Planning & Design Architecture, Our research is founded on an ethical position. We are not ARCH 578 Legal Issues in Architectural Management (3). involved in research simply to generate knowledge for its own ARCH 600 Special Topics in Architecture: _____ (1-3). sake but rather to improve the human condition through more ARCH 601 Introduction to Graduate Studies (3). thoughtful built form. The overall focus is on developing un- ARCH 608 Architectural Design V (6). derstanding that may inform the critical delivery processes by ARCH 609 Comprehensive Studio (9). which humane architecture is created. ARCH 610 Computers and Project Development (3). The Ph.D. in Architecture degree program is carefully crafted ARCH 613 Visual Thinking Studio I (3). to allow students to engage in rewarding and potentially revolu- ARCH 614 Freehand Drawing (3). tionary scholarly investigation steeped in an atmosphere of rigor- ARCH 615 Intensive Graphics II (3). ous academic pursuit. The 49-credit-hour curriculum is divided ARCH 616 Advanced Architectural Presentation Techniques (3). into three parts: foundation, concentrations, and advanced study. ARCH 618 Architectural Photography (3). In the foundation, students must take the following courses: ARCH 619 Advanced Architectural Photography (3). ARCH 622 Material Investigations (3). ARCH 930 Doctoral Seminar I ...... 1 ARCH 931 Theories of Architectural Inquiry ...... 3 ARCH 623 Building Practicum (3). ARCH 951 Methods of Inquiry in Architectural Research ...... 3 ARCH 624 Structures II (3). Research Skills ...... 3 ARCH 625 Analysis and Design of Structures for Architects (3). Advanced Methods ...... 3 ARCH 626 Building Technology I: Construction Systems and Assemblies ARCH 958 Research Practicum Preparation ...... 1 (3). ARCH 959 Research Practicum ...... 4 ARCH 627 Building Technology II: Culture of Building Technology (3). ARCH 628 Structure in Nature and Architecture (3).
The post-professional M.A. in architecture offers a research-based academic program on the Lawrence campus and an architectural management program on the KU Edwards Campus. KU’s Edwards Campus is at 12600 Quivira Road, Overland Park, KS 66213-2402, phone (from Lawrence): 864-8400 or (913) 897-8400, http://edwardscampus.ku.edu.
Graduate Catalog 63 Architecture
ARCH 629 Listening to Architecture (3). ARCH 721 Electro-Acoustical Systems (3). A study of electro-acoustic sound rein- ARCH 630 Theory and Context of Architecture (3). forcement and reproduction systems for buildings. Prerequisite: PHSX 212, or con- sent of instructor. LEC ARCH 631 Issues in Contemporary Architecture (3). ARCH 731 Architecture of Health (3). This is a seminar that will focus on the ar- ARCH 632 Contemporary French Architecture (3). chitectural dimensions of health and wellness. The course will investigate the ARCH 636 Art of Architectural Machines (3). ways the environment contributes to the well being (physical, emotional, spiri- ARCH 637 Architecture and Cosmos (3). tual) of people. The history of health care environments will be explored to show ARCH 638 Architecture, Art and Science (3). how health care environments have evolved to meet changing medical protocols and environmental technologies. A range of contemporary building types will ARCH 639 Current/Historical Directions in Architecture (2-3). studied, from critical-care hospitals to assisted-living residences and health spas. ARCH 642 History of Architecture III, Modern (3). Students will research bibliographic sources, prepare case studies of existing ARCH 648 Historic Preservation (3). health and wellness environments and prepare preliminary planning and design ARCH 650 Architect-Led Design-Build (1). proposals for an environment that human well being. LEC ARCH 651 Advanced Design-Build for Architects (2). ARCH 732 Environmental Pattern Languages (3). An introduction to the theory of pattern languages with particular emphasis on the work of Christopher Alexan- ARCH 652 Architect-Client Relations (1). der; analysis of its relationships to other architectural theories; exploration of its ARCH 653 Nontraditional Careers in Architecture (1). implications for architectural practice. LEC ARCH 654 Ethics in Architectural Practice (1). ARCH 733 Analogous Thinking in Design (3). This seminar will seek analogs in ARCH 658 Programming and Pre-Design Issues (3). psychology, medicine, biology, anthropology, and other disciplines; analogs that can serve to develop problem-seeking and problem-solving skills in design. Prac- ARCH 661 Eighteenth- to 20th-Century American Landscape Design (3). tice sessions in morphological analysis, synectics, bisociation, and triadization will ARCH 662 Twentieth-Century American Landscape (3). link rigorous research to methods of application. LEC ARCH 663 Darwin, Humboldt, and Changing Ideas in Landscape Architecture (3). ARCH 754 Design Ethics (3). This seminar will explore both Western and Eastern ARCH 665 History of Urban Design (3). concepts of ethics and morality through readings, papers, discussion, and guest ARCH 670 Spreadsheet Applications (1). speakers. The role of ethics in providing guideposts for social and societal respon- sibility in design will be developed. LEC ARCH 671 Database Management (1). ARCH 762 Urban Design Studies (3). Seminar concerned with the factors, ARCH 672 Project Management Software (1). processes, techniques, and current issues in urban design practice. LEC ARCH 673 Presentation Tools (1). ARCH 765 Theory of Urban Design (3). An examination of the relationship be- ARCH 674 Electronic Communication (1). tween architecture and urban planning through contemporary interpretations of ARCH 675 Graphics Packages (1). future urban form and the determinants of the location, spatial structure, growth ARCH 676 Facility Management: Tools and Techniques (3). and decline of cities. Foundations for an interdisciplinary synthesis are examined in an attempt to bridge the hiatus between large-scale architectural design and in- ARCH 677 Construction Cost Estimating for Architects (1). cremental adjustments to urban dynamics. LEC ARCH 678 Construction Project Management for Architects (1). ARCH 770 Contemporary Issues Seminar I (1). A series of seminars on contempo- ARCH 680 Building with Intelligence (3). rary issues facing the profession. LEC ARCH 681 Defining Community (3). ARCH 771 Contemporary Issues Seminar II (1). These seminars will consist of ARCH 690 Architecture Study Abroad (3-6). three to four guest lecturers each semester. All students enrolled in this course will ARCH 691 Architecture Practicum (6). attend the same lecture as ARCH 772. Topics will be selected to reflect major issues covered in the course work, or contemporary issues facing the profession. LEC ARCH 692 Documentation (3). ARCH 772 Contemporary Issues Seminar III (1). These seminars will consist of ARCH 693 Workplaces (3). three to four guest lecturers each semester. All students enrolled in this course will ARCH 694 Homeplaces (3). attend the same lecture with ARCH 771. Topics will be selected to reflect major is- ARCH 697 The Making of Place in an Aging Society (3). sues covered in the course work, or contemporary issues facing the profession. This course will be graded Satisfactory/Unsatisfactory. LEC ARCH 700 Directed Readings in Architecture: _____ (1-3). Individual study of special topics and problems. May be repeated for credit. Prerequisite: Graduate standing. RSH ARCH 773 Financial and Economic Issues in Architecture Management (3). This course will focus on the fundamentals of accounting, macroeconomics and the ARCH 701 Introduction to Graduate Studies (3). This course will examine issues construction industry, and concepts related to the development and implementa- in architectural research. It will provide an overview of graduate level studies tion of a strategic business plan. LEC with regard to definitions, methods, skills, and techniques. The course will consist of lectures, seminars, readings and guest presentations. The class will enable stu- ARCH 774 Organizational Issues in Architecture Management (3). Topics that will dents to make informed judgments about matters of quality and quantity on ar- be covered in this course include the organization of a professional practice, per- chitectural issues. Students will be expected to formulate sensible systems of clas- sonnel management, and the development of effective communication skills. LEC sification for their chosen material. Students will be expected to produce papers ARCH 775 Architecture Management: Managing a CAD System (3). This course cov- and essays, make sample grant applications, and thesis formulations. LEC ers the various procedures involved in managing a CAD system within a design or- ARCH 705 Graduate Design Studio V (6). Graduate course that emphasizes urban ganization. It also explores the different applications and uses of current CAD tech- context and design theories. Students will undertake specialized research projects. nology. Topics to be addressed include: selecting a system; billing CAD services; sup- Prerequisite: Completion of second-year graduate requirements. LAB port services and personnel; marketing CAD; customization, file management, menus and script files; AutoLisp Programming; and integrating CAD with other pro- ARCH 706 Thesis or Project Definition (1). Seminar oriented to the clarification of grams. Prerequisite: An introductory CAD class or permission of the instructor. LEC the thesis or project problem and to the development of the thesis or project pro- posal. Prerequisite: Graduate standing. RSH ARCH 776 Project Delivery in Architecture Management (3). Conventional methods for project delivery will be r ARCH 707 Furniture Design and Production (3). The object of this course is an in- eviewed along with design/build, fast-track, and other tensive examination of the aesthetic problems of perceiving and making quality techniques. The relationship of the architect and development will also be explored, objects. Students will be expected to engage in a series of short-term, limited scope as will the relationship of project development to urban design concepts. LEC design exercises and experiments of an architectural nature. LEC ARCH 777 Marketing Architectural Services (3). The emphasis of this course will ARCH 720 Architectural Acoustics (3). An introduction to the physics of sound. be on the development and implementation of a marketing plan, techniques re- lated to the marketing of specific projects, and the relationship of marketing to Objective and subjective evaluation and control of sound as applied to architec- other components of a firm. LEC tural spaces. Room shaping, mechanical and electrical system noise and vibration control, and electro-acoustic sound reinforcement. Prerequisite: PHSX 114 and ARCH 778 Legal Issues in Architecture Management (3). A course designed to fa- ARCH 626 or equivalent, or consent of instructor. LEC miliarize the student with legal considerations related to professional practice. Case studies and selected readings will serve as the basis for discussion of regis- tration, contracts, business formation, taxes, employment practices, copyright, and
Semester schedule listings of architectural engineering courses appear under Engineering in the online Schedule of Classes at www.registrar.ku.edu.
See the School of Engineering chapter for descriptions of architectural engineering courses. See the College of Liberal Arts and Sciences, School of the Arts, for programs in art.
64 The UniversityofKansas 2009-2011 Architecture | Design
patent law. In addition, the course will draw upon the knowledge and experience cal analyses of the assigned readings and lectures. Prerequisite: Admission to the of members of the professional community. LEC Ph.D in Architecture Program or consent of the Architecture Department Chair. LEC ARCH 790 Architectural Study Abroad: _____ (1-3). Organized field visits and study ARCH 951 Methods of Inquiry in Architectural Research (3). This course will pro- of selected architectural and urban sites abroad. Pre- and post-travel readings on vide students a foundation in methods of inquiry in researching the built environ- themes selected to supplement and reinforce thesis or project research or areas of con- ment. The purpose is to train students in developing research strategies applicable centration. Students will be expected to maintain a diary and/or sketch book and sub- to the areas of design-fabrication processes, dwelling and community, and health mit a final paper. Prerequisite: Graduate standing and permission of instructor. FLD and sustainability. Students will be exposed to a variety of methods of inquiry ARCH 799 Independent Study (1-3). May be repeated for credit up to a total of drawn from a number of disciplines. Through critical reading and content analysis, nine (9) credits. Prerequisite: Graduate standing and consent of instructor. IND students will consider the value of scholarly research, learn to develop research questions, understand the nature of evidence, and the writing, presentation and il- ARCH 800 Special Topics in Architecture: _____ (1-3). Advanced or experimental lustration of scholarship. The course will be a seminar format in which students courses on specialized topics representing unique or changing needs and re- will contribute to the discussions through independent research and critical analy- sources in the graduate program in architecture. LEC ses of the assigned readings and lectures. Prerequisite: Admission to the Ph.D. in ARCH 801 Urban and Community Issues I (6). Aworkshop-based course involving Architecture Program or consent of the Architecture Department Chair. LEC approved self and group directed investigations into issues of urban and community ARCH 958 Research Practicum Preparation (1). In this course, the students will design with a focus on problem-setting, discovery and analysis. Prerequisite: Success- frame a research question and develop a research proposal. The course is intended ful completion of ARCH 609 and consent of the Architecture Department Chair. LAB to serve as preparation for ARCH 959. Prerequisite: ARCH 931 and ARCH 951. RSH ARCH 802 Urban and Community Issues II (6). Continuation of the critical and ARCH 959 Research Practicum (4). This is a research project undertaken and com- rigor ous investigations into issues of urban and community design with an in- pleted under the supervision of the student’s major professor. The student designs, creasing focus on synthesis and evaluation. Prerequisite: ARCH 801. LAB executes, and completes a small scale research project and produces a document of ARCH 803 Design-Build and Materiality I (6). A workshop-based course involving publishable quality within his/her area of inquiry. The project is intended to serve approval self and group directed investigations into issues of design-build and/or as a pilot study leading towards the dissertation. Prerequisite: ARCH 958. RSH materiality with a focus on problem-setting, discovery and analysis. Prerequisite: ARCH 999 Doctoral Dissertation (1-9). Individual research work. A minimum of Successful completion of ARCH 609 or ARCH 704 and consent of the Architecture nine credits is required for the degree. May be repeated for credit. Prerequisite: Department Chair. LAB Successful completion of the Comprehensive Oral Examination. THE ARCH 804 Design-Build and Materiality II (6). Continuation of the critical and rig- orous investigations into issues of design-build and/or materiality with an in- creasing focus on synthesis and evaluation. Prerequisite: ARCH 803. LAB Design ARCH 805 Architectural TechnologyI(3). A workshop-based course involving ap- proved self and group directed investigations into issues of building technology Chair: Lois Greene with a focus on problem-setting, discovery and analysis. Graded on a satisfac- tory/unsatisfactory basis. Prerequisite: Successful completion of ARCH 609 and Art and Design Bldg., 1467 Jayhawk Blvd.Room 300 consent of the Architecture Department Chair. LAB Lawrence, KS 66045-7531, www.saup.ku.edu, (785) 864-4401 ARCH 806 Architectural Technology II (6). Continuation of the critical and rigor- Professors: Branham, Dooley, Eckersley, Greene, Lau, Rake, Thomas ous investigations into issues of building technology with an increasing focus on synthesis and evaluation. Prerequisite: ARCH 805. LAB Professors Emeriti: Dykes, Mann-Coats, Reiber ARCH 807 Healthy and Sustainable Environments I (6). A workshop-based course Associate Professors: Fitzgerald, Huang, Tveit, Varney, involving approved self and group directed investigations into healthy and sus- Wertzberger, Wong tainable environments with a focus on problem-setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Associate Professor Emeritus: Brejcha Department Chair. LAB Assistant Professor: Shellhorn ARCH 808 Healthy and Sustainable Environments II (6). Continuation of the criti- cal and rigorous investigations into healthy and sustainable environments with an Lecturers: Jordan, Kemnitzer, Kuhn, Sampson-Talleur, Staples increasing focus on synthesis and evaluation. Prerequisite: ARCH 807. LAB ARCH 809 Building Typology I (6). A workshop-based course involving approved Master of Fine Arts in Design self and group directed investigations into a particular building type with a focus Admission. By permission of the Kansas Board of Regents, applica- on problem-setting, discovery and analysis. Prerequisite: Successful completion of ARCH 609 and consent of the Architecture Department Chair. LAB tion for admission to graduate programs in the Department of De-
ARCH 810 Building Typology II (6). Continuation of the critical and rigorous inves- sign may be refused if available instructional space does not allow Planning & Design Architecture, tigations into a particular building type with an increasing focus on synthesis and addition of more students. The quota of new students who can be evaluation. Prerequisite: ARCH 809. LEC accepted into these programs is sometimes filled by February 1. ARCH 811 Architectural Investigation I (6). A workshop-based course involving ap- Students in design must have undergraduate backgrounds proved self and group directed investigations in a particular area of architectural inves- tigation with a focus on problem-setting, discovery and analysis. Prerequisite: Success- judged by the Graduate Faculty to be appropriate preparation ful completion of ARCH 609 and consent of the Architecture Department Chair. LAB for the specialization selected. ARCH 812 Architectural Investigation II (6). Continuation of the critical and rigor- Adepartmental graduate faculty committee reviews transcripts ous investigations in a particular area of architectural investigation with an in- creasing focus on synthesis and evaluation. Prerequisite: ARCH 811. LAB and evaluates applicants’ slide portfolios to determine admission ARCH 850 Special Topics in Management/Practice: _____ (2-3). Advanced or ex- qualifications. In general, the committee expects the applicant to perimental courses on specialized topics representing unique or changing needs hold a B.F.A. or equivalent degree, to present about 70 hours of and resources in the management/practice option. IND undergraduate credit in studio or related professional courses in- ARCH 852 Ethics and Leadership in Professional Practice (3). This course takes the cluding about 36 hours of studio credit in a major area, to have perspective that architectural design is inherently an ethical act. Through this lens, students will learn the essentials of office practices, the many definitions of client and maintained an undergraduate grade-point average of 3.0 on a their roles in the design process, the legal responsibilities of the profession, the im- 4.0 scale overall and in the proposed major, and to have had a portance of continuous professional development and the obligation the profession minimum of 9 hours of credit in art history. A student applying has to provide civic leadership in regard to the built and natural environment. LEC in industrial design must present evidence of substantial ARCH 858 Architectural Management Systems (3). Graduate course that investi- gates current issues in construction technologies and management techniques. LEC achievement as a practicing professional. ARCH 899 Thesis or Project Research (1-6). Independent study, research and project Submit your application and fee online at www.graduate.ku.edu. work leading to the submission of a master’s thesis or master’s project. May be re- Send three letters of recommendation, statement of design peated for credit. Note: In some cases a Comprehensive Oral Examination Option may philosophy, slide portfolio, slide information sheet, application be substituted. Prerequisite: Permission of the Architecture Department Chair. THE ARCH 930 Doctoral Seminar I (1). The purpose of this discussion-based seminar is form for graduate teaching assistantships, self-addressed to explore issues of architectural research from a variety of perspectives. May be stamped return mailer, statement of financial resources (inter- repeated up to a maximum of two (2 credits). Prerequisite: Admission to the Ph.D. national students), and proof of proficiency in English (interna- in Architecture Program or consent of the Architecture Department Chair. LEC tional students) to ARCH 931 Theories of Architectural Inquiry (3). This course will introduce the doc- toral student to the major historical and theoretical foundations of architectural re- The University of Kansas search. Architectural inquiry will be defined from diverse and distinct perspectives, Department of Design, Director of Graduate Studies and it will be assumed that buildings should be viewed as physical and cultural ar- 1467 Jayhawk Blvd., Room 300 tifacts, as elements within larger social, natural and urban contexts, and as products of design and fabrication processes. The course will be a seminar format in which Lawrence, KS 66045-7531 students will contribute to the discussions through independent research and criti-
Graduate Catalog 65
IV.8 NAAB RESPONSES TO ANNUAL REPORTS
2009 APR - University of Kansas 323
NAAB RESPONSE TO UNIVERSITY OF KANSAS 2008 ANNUAL REPORT Rec’d Date: November 25, 2008 Year of Next Visit: 2010
Section One: Checklist of required elements Part I Statistical Report Included Not Included
Part II Narrative Report Included Not Included
Section Two: Assessment of Narrative Report DEFICIENCIES Condition 4: Social Equity Satisfied in previous annual report, no further reporting required. However, the program is advised to fully document their initiatives in this area and the impact on the student and faculty populations in the † Architecture Program Report (APR) that will be prepared for the accreditation visit scheduled in 2010.
Condition 12.11: Non-Western Traditions Satisfied, no further reporting required. However, the program is advised to fully document their initiatives in this area and the impact on the student and faculty populations in the Architecture Program Report † (APR) that will be prepared for the accreditation visit scheduled in 2010.
Condition 12.34: Professional Internship Satisfied in previous annual report, no further reporting required. However, the program is advised to fully document their initiatives in this area and the impact on the student and faculty populations in the † Architecture Program Report (APR) that will be prepared for the accreditation visit scheduled in 2010.
CAUSES OF CONCERN Limitations on Physical Resources Although the NAAB appreciates the issues related to the Common Area and the Workshop space, the program is advised to fully document their initiatives in this area and the impact on the student and faculty populations in the Architecture Program Report (APR) that will be prepared for the accreditation visit † scheduled in 2010.
Over-reliance on Studio 804 as a capstone course Satisfied in previous annual report, no further reporting required. However, the program is advised to fully document their initiatives in this area and the impact on the student and faculty populations in the † Architecture Program Report (APR) that will be prepared for the accreditation visit scheduled in 2010.
CHANGES TO THE ACCREDITED PROGRAM The NAAB notes a slight change in the three credit course on Professional Practice into two courses – one 1-credit course for freshmen and one 2-credit course taken near the end of their studies. The program is advised to include this change in the next APR including the syllabi, etc.
† Although an area may be marked “satisfied, no further reporting required,” the next visiting team may include in its report its own assessment of the program’s response to the deficiency. 1
APPENDIX A: MISSION (“OUR STORY”)
2009 APR - University of Kansas 329 School of Architecture and Urban Planning University of Kansas ARCHITECTURE Program
Mission:
Architecture is the art and science of the thoughtful making of places for human use. This involves functional accommodation and aesthetic expression that serve, enrich, and ennoble our society. It is our educational purpose in the School of Architecture and Urban Planning to provide the foundation on which our graduates will practice this – with passionate commitment, creative energy, and independent thinking.
This foundation underlies a remarkable consistency over the years in the quality of our graduates – a consistency of quality that has long since established a national reputation for professional leadership based on a substantial depth of creativity, theoretical and technical skills, broad-based knowledge, philosophical outlook, and quickness of uptake.
The School’s graduates would likely agree in general that their educational foundation is an amalgam of a philosophically broad-based faculty, of a pervasive inclination to make and build, and of the imponderables of the School’s environmental and institutional context.
If we cannot accurately define this – we know it when we see it, and it is our collective intention to continue to build on this educational foundation that has served our graduates so well over so many years.
Strengths:
As we implement changes over time in enriching our program to meet the challenges of a changing architectural profession in a changing world, we need to be mindful of the traditional and current strengths that are the basis of our reputation:
Highly regarded first professional degree programs based on a strong and traditional design/theory/history core curriculum, faculty of broad range and interests, and careful selectivity of student applicants.
A varied and richly cumulative studio sequence involving exposure to a wide range of faculty academic and professional experience.
Long-standing emphasis on a culture of thinking/making through a tradition of craft and development of strong design/build programs – with growth and geographical spread adding in recent years to a national reputation achieved by Studio 804.
Strong study abroad agenda – with student participation making ours the leading unit on a per capita basis in KU’s highly regarded international program. The School currently has 12 overseas programs and continues to encourage a widening choice in new cultural experience for all of our students.
Innovative outreach programs in the nearest urban center of Kansas City in post- professional Architectural Management, Facility Management and downtown-based inter-university urban design studio.
Outstanding support for students and faculty in information technology in both computer equipment and staff expertise – a major factor in preparation of students for contemporary architectural practice.
Educational Change:
Beginning in the latter decades of the 20th century, and particularly over the past decade, enormous technological and societal changes – in the midst of expanding awareness of global environmental degradation, have created a sea-change in architectural practice, and initiated a concomitant change in architectural education. As with virtually all of our peer schools nationwide, the School is engaged in the challenging process of expanding and enriching its curriculum to accommodate new educational needs. Balance and integration of new programs and methods with immutable aspects of an educational foundation that has served us so well are important goals as we respond to these needs.
We initiated a fully graduate degree program starting in Fall 2006, replacing the 5-year B.Arch with a 5 ½ year M.Arch, the purpose of which is to expand and enrich our educational base in the preparation of our graduates for practice. The program is intended to support the design core through exposure to worldly knowledge, communication skills, technical competence, and options for specialized investigation.
We initiated a doctoral program in Fall 2007, the first such program in the School’s history, the purpose of which is to encourage investigation and specialization in environmental concerns with emphasis on sustainability and health. Energy conservation, environmental sustainability, and health-related studies form the basis of a fledgling Ph.D. program that is planned to develop modestly but deliberately over the coming years in support of the core curriculum.
This emphasis on graduate education is well-aligned with those schools that we regard as our peers, is responsive to the new knowledge and methods of practice within the architectural profession, and also has an eye to the future as a participant within the KU graduate/research community. A further impetus for this change involves the national accreditation process by NAAB which is requiring demonstration of advanced instruction in environmental sustainability and will be developing increasingly stringent requirements in the future to ensure alignment with the needs of architectural practice.
Degree Programs:
M.Arch (5-year) is the core professional degree of the Architecture program, the principal track in serving our mission – the education of students for entry into the profession of architecture.
M.Arch (3-year) is a variation in the professional degree program that provides a compressed three-year graduate curriculum for students who have previously completed an undergraduate degree.
B.A. (Architecture Major) provides the liberal arts base for entry to the M.Arch III program and/or as an undergraduate education for students of broad interests or as yet unformed professional commitment.
M.A. in Architecture (Architectural Management): This is a post-professional degree program contributing to the knowledge and skills in practice – with emphasis on basic business methodologies.
Graduate Certificate in Facility Management; a 15-credit program started in 2008 at the KU Edwards Campus and geared to the professional development needs of facility managers in the Kansas City area.
M.A. in Architecture (Academic): This degree provides course work and research opportunities beyond what might be covered in the basic first professional degree program – a means by which students may go beyond the professional degree program in developing specialized knowledge within an area of architecture.
Ph.D. (Architecture): The doctoral program, starting in the 2007-08 academic year, establishes the School as a peer of those schools of architecture throughout the United States that have assumed the challenge to take leadership roles in the exploration of new ideas and information in the architectural realm that are critically needed by the profession, and as a participant in the graduate/research community that is unique to KU as the leading educational institution in the state.
Goals:
The success of the School’s program changes is inextricably linked to our ability to marshal the requisite financial support from private sources at a time of shortage and continuing concern over state support for public education. Our degree program/curriculum goals are of course academic in nature – but must be financially supported through scholarships, facilities, and technology. The building of our supportive endowments is best described in juxtaposition with our fund- raising goals for the coming years (a more or less five-year range):
1. Continue to build upon and enrich the curriculum to achieve a well balanced/well integrated graduate-level program that is responsive to the needs of our graduates in entering 21st century architectural practice.
2. Develop a doctoral (PhD) program supported in large part through private funding that augments the entire architectural program through the production of specialized knowledge, and creates strong professional partnerships.
3. Expand funding to significantly increase endowed scholarship support for our students in three critical areas:
Study Abroad: to meet our goal of 100% student access.
Academic: both performance and need-based.
Multi-cultural Scholars Program.
4. Develop additional physical facilities that support our programs and enrich the cultural life of the School:
West Campus building to house Design/Build and teaching/research functions
Equipment and furnishings for West Campus building – including central/shared shop.
Expansion on south side of Marvin Hall to create “The Forum”, a commons/exhibit/lecture room (120 seats) – the “there” that the School has never had.
Vision:
Our collective vision for the future is of a continuing, thoughtful enhancement of a professional foundation that has served our graduates and the architecture profession extraordinarily well over its 95 year history. We will broaden that foundation consistent with the needs of a changing world, preparing our students to be 21st century leaders in professional practice – while mindful of the unchanging core that is studio-based architectural design.
Our graduates will have the abiding passion that has historically nurtured architects, and a well-balanced educational foundation enriched by the specialized knowledge of our graduate programs. More specifically, they will be grounded in integrated/inter- disciplinary practice, knowledgeable in sustainability, aware of social and ethical issues, and will have grounding in the communication skills essential for competitive global practice. They will be in high demand by the architectural profession and will achieve success in practice and in life commensurate with the School’s rich legacy.
APPENDIX B: LEARNING/TEACHING ASSESSMENTS
2009 APR - University of Kansas 334 Grading Criteria For Comprehensive Design Studio, spring08
1-exceeds expectations, 2-meets expectations, 3-does not meet expectations
____Critical Thinking Skills -ability to raise clear and precise questions -ability to use abstract ideas to interpret information -ability to consider diverse points of view & reach well-reasoned conclusions
____Graphics Skills -ability to use appropriate representational media (freehand and computer drawings what software? Or, what types of drawings?)
____Research Skills -ability to gather, assess, record and apply relevant information
____Fundamental Design Skills -ability to use basic architectural principles in the design of building/interior spaces/site
____Use of Precedents -ability to incorporate relevant precedents into project
____Accessibility -ability to design both site and building to accommodate individuals with varying physical abilities
____Program Preparation -ability to prepare a comprehensive program for project (client and user needs) -ability to provide a critical review of appropriate precedents -ability to provide an inventory of space and equipment requirements -ability to provide an analysis of site conditions
____Site Conditions -ability to respond to natural and built site characteristics in the development of a program & design of project
____Building Systems Integration -ability to assess, select and conceptually integrate structural systems -ability to assess, select and conceptually integrate building envelope systems -ability to assess, select and conceptually integrate environmental systems -ability to assess, select and conceptually integrate life-safety systems -ability to assess, select and conceptually integrate building service systems
____Technical Documentation -ability to make technically precise drawings -ability to write outline specifications for a proposed design (?)
Student Survey of Teaching University of Kansas Fall 2008
Department of Architecture - Studio
Title: Architectural Foundations III Course: ARCH 208 Class #: 40602 Instructor: Criss, Shannon Resp. rate: 16/18 (89.0%) Rank: Professor
X mean and 95% C.I. results for this class section O mean and 95% C.I. results for the department's lower division courses
Content and materials Set and met clear goals Expectations were were useful and organized and objectives well defined and fair Class: n= 16 / Dept.: n= 155 Class: n= 16 / Dept.: n= 155 Class: n= 16 / Dept.: n= 155 Mean=3.88 Std Dev=0.72 Mean=3.81 Std Dev=0.83 Mean=3.38 Std Dev=0.89
100% 100% 100%
80% 80% 80%
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0% strongly neither strongly strongly neither strongly strongly neither strongly disagree agree disagree agree disagree agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 X X X O O O Expectations were Teaching was clear, Encouraging, supportive, appropriately challenging understandable and engaging and involved in learning Class: n= 16 / Dept.: n= 155 Class: n= 16 / Dept.: n= 155 Class: n= 15 / Dept.: n= 154 Mean=3.69 Std Dev=1.14 Mean=3.63 Std Dev=0.72 Mean=4.07 Std Dev=0.59
100% 100% 100%
80% 80% 80%
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0% strongly neither strongly strongly neither strongly strongly neither strongly disagree agree disagree agree disagree agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 X X X O O O Available, responsive, Respected students and Amount learned compared to and helpful their points of view courses at similar level Class: n= 16 / Dept.: n= 155 Class: n= 15 / Dept.: n= 153 Class: n= 16 / Dept.: n= 154 Mean=4.13 Std Dev=0.81 Mean=4.00 Std Dev=0.76 Mean=3.94 Std Dev=0.85
100% 100% 100%
80% 80% 80%
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0% strongly neither strongly strongly neither strongly much the same much disagree agree disagree agree less more 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 X X X O O O
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Department of Architecture - Studio
Title: Architectural Foundations III Course: ARCH 208 Class #: 40602 Instructor: Criss, Shannon Resp. rate: 16/18 (89.0%) Rank: Professor
Reasons for taking course
Course fulfills Course was Course at Course topic a requirement not full convenient time was of interest
100 100 100 100
80 80 80 80
60 60 60 60
40 40 40 40
20 20 20 20
0 0 0 0 1 2 3 4 NR 1 2 3 4 NR 1 2 3 4 NR 1 2 3 4 NR Scale: 1=Very Unimportant, 2=Somewhat Important, 3=Important, 4=Very Important, NR=No response
How often did you My student status is N % My year of study is N % complete the course Undergraduate 16 100.0 2nd 12 75.0 work? N % Total 16 100.0 3rd 4 25.0 About half the time 1 6.3 Total 16 100.0 More than half the time 3 18.8 Nearly always 12 75.0 Total 16 100.0
Expected grade N % Times per week course Class A 3 18.8 met N % meetings 16 100.0 missed A- 4 25.0 Three 16 16 100.0 # Responding B+ 2 12.5 Total Mean 0.6 B 4 25.0 Std Dev 0.9 B- 3 18.8 25th percentile 0 Total 16 100.0 Median 0 75th percentile 1
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Department of Course Summary Architecture - Studio
Resp. Rate Evaluation Means Class Level Course Nbr Instructor # % Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 lower division ARCH 100 41456 Nepveux, Nicholas 19 82.6% 3.5 4.1 4.4 4.5 3.8 4.3 4.3 4.6 4.2 44019 Jackson, Hobart 20 83.3% 4.2 3.9 3.9 4.3 3.8 4.0 4.1 4.3 3.7 Overall 83.0% 3.8 4.0 4.2 4.4 3.8 4.2 4.2 4.4 3.9 _ ARCH 108 39260 Patterson, Anne 16 100.0% 4.7 4.9 4.5 4.6 4.8 4.9 4.8 4.8 4.6 39264 Johnson, Bruce 23 100.0% 4.5 4.4 4.4 4.8 4.2 4.5 4.4 4.7 4.6 39266 Patterson, Anne 16 94.1% 4.7 4.6 4.1 4.5 4.4 4.8 4.8 4.2 4.5 Overall 98.2% 4.6 4.6 4.3 4.7 4.4 4.7 4.6 4.6 4.6 _ ARCH 200 11480 Salam, Hasna 30 81.1% 3.9 3.6 3.4 3.7 3.5 4.2 4.0 4.2 4.1 Overall 81.1% 3.9 3.6 3.4 3.7 3.5 4.2 4.0 4.2 4.1 _ ARCH 208 40596 Major, Judith 15 83.3% 3.1 2.5 2.4 2.9 2.3 3.0 3.3 3.3 2.3 40602 Criss, Shannon 16 88.9% 3.9 3.8 3.4 3.7 3.6 4.1 4.1 4.0 3.9 Overall 86.1% 3.5 3.2 2.9 3.3 3.0 3.5 3.7 3.7 3.2 _ Level Overall 88.1% 4.0 4.0 3.8 4.1 3.8 4.2 4.2 4.3 4.0 _ upper division ARCH 408 44037 Silva, Kapila 15 88.2% 3.3 2.9 2.9 3.3 3.0 3.2 3.5 2.8 2.9 44038 Sander, Dennis 16 100.0% 2.3 2.4 2.9 2.7 1.9 3.0 2.8 2.6 1.9 44039 Smalter, Janet 6 60.0% 3.7 3.8 3.5 3.5 3.7 3.4 3.8 4.0 2.8 Overall 86.0% 2.9 2.8 3.0 3.1 2.6 3.1 3.2 2.9 2.4 _ ARCH 409 42902 Johnson, Bruce 16 94.1% 4.5 4.3 4.4 4.7 4.4 4.3 4.7 4.5 4.9 42905 Gore, Nils 7 41.2% 4.9 5.0 5.0 4.9 5.0 5.0 4.9 5.0 4.7 42906 Riccardi/Davison 12 75.0% 3.4 2.7 3.3 3.4 3.3 3.4 3.3 2.7 2.7 Overall 70.0% 4.2 3.9 4.1 4.3 4.1 4.1 4.3 3.9 4.0 _ ARCH 500 40606 Diaz / Pran 8 38.1% 3.8 3.9 3.9 4.3 3.4 4.1 3.4 3.6 3.5 40608 Carswell, J. William 13 81.3% 3.6 3.2 3.5 3.5 3.1 3.7 3.9 3.5 3.0 40622 Chang, Jae 12 85.7% 4.4 4.3 4.4 4.1 4.0 4.6 4.7 4.8 3.3 Overall 64.7% 3.9 3.8 3.9 3.9 3.5 4.1 4.1 4.0 3.3 _ ARCH 503 44267 Kivett, Jenny 12 92.3% 3.8 3.2 3.3 3.9 3.9 3.9 4.5 4.1 3.2 44268 Moore, Keith Diaz 11 100.0% 3.8 3.5 3.4 3.1 3.1 3.4 3.1 4.4 2.7 Overall 95.8% 3.8 3.3 3.3 3.5 3.5 3.7 3.8 4.2 3.0 _ ARCH 608 42924 Fehrmann, Ben 14 82.4% 3.8 4.1 4.1 4.4 3.7 4.1 3.8 4.1 3.8 42926 L'Heureux, Marie Alice 18 100.0% 3.6 3.4 3.6 3.6 3.2 3.9 3.9 3.7 2.9 Overall 91.4% 3.7 3.8 3.8 3.9 3.4 4.0 3.8 3.9 3.3 _ Level Overall 78.8% 3.7 3.5 3.6 3.7 3.4 3.8 3.8 3.7 3.2 _ Dept. Overall 83.1% 3.9 3.7 3.7 3.9 3.6 4.0 4.0 4.0 3.6
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Department of Course Summary Architecture - Required
Resp. Rate Evaluation Means Class Level Course Nbr Instructor # % Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 lower division ARCH 103 11478 Gaunt, John 86 62.3% 4.4 4.4 4.4 4.3 4.3 4.2 4.1 4.5 3.8 Overall 62.3% 4.4 4.4 4.4 4.3 4.3 4.2 4.1 4.5 3.8 _ ARCH 105 39258 Gore, Nils 49 57.6% 3.9 3.8 3.7 3.9 3.6 3.7 4.0 4.1 3.5 Overall 57.6% 3.9 3.8 3.7 3.9 3.6 3.7 4.0 4.1 3.5 _ Level Overall 60.5% 4.2 4.2 4.1 4.2 4.0 4.0 4.0 4.4 3.7 _ upper division ARCH 341 42892 Huppert, Ann 97 63.8% 3.9 4.1 4.1 4.0 3.6 3.7 3.9 3.7 3.4 Overall 63.8% 3.9 4.1 4.1 4.0 3.6 3.7 3.9 3.7 3.4 _ ARCH 524 42908 Benjamin, Bezaleel 30 44.1% 4.2 4.4 4.2 4.4 3.8 4.2 4.4 4.5 4.0 Overall 44.1% 4.2 4.4 4.2 4.4 3.8 4.2 4.4 4.5 4.0 _ ARCH 526 33804 Coffeen, Robert 31 40.3% 4.4 4.5 4.5 4.4 4.4 4.7 4.7 4.7 3.7 Overall 40.3% 4.4 4.5 4.5 4.4 4.4 4.7 4.7 4.7 3.7 _ ARCH 527 33806 Chang, Jae 47 60.3% 3.8 3.8 3.8 3.7 3.7 3.8 4.1 4.2 3.2 Overall 60.3% 3.8 3.8 3.8 3.7 3.7 3.8 4.1 4.2 3.2 _ ARCH 528 33808 Chang, Jae 39 50.6% 4.5 4.4 4.5 4.2 4.4 4.6 4.7 4.7 3.6 Overall 50.6% 4.5 4.4 4.5 4.2 4.4 4.6 4.7 4.7 3.6 _ ARCH 560 42914 Luckey, Donna 54 75.0% 3.5 3.9 3.6 3.8 3.4 3.9 4.2 4.1 3.6 Overall 75.0% 3.5 3.9 3.6 3.8 3.4 3.9 4.2 4.1 3.6 _ ARCH 625 44844 O'Reilly,Matt 9 100.0% 4.6 4.8 4.6 4.3 4.6 4.9 4.9 4.6 4.1 Overall 100.0% 4.6 4.8 4.6 4.3 4.6 4.9 4.9 4.6 4.1 _ ARCH 626 11534 Sain, David 97 69.8% 3.7 3.6 3.6 3.5 3.3 3.1 3.1 3.6 3.0 Overall 69.8% 3.7 3.6 3.6 3.5 3.3 3.1 3.1 3.6 3.0 _ ARCH 630 11574 Diaz, Rene 20 69.0% 4.8 4.8 4.5 4.6 4.6 4.8 4.7 4.7 4.7 42929 Rashid, Mahbub 14 70.0% 4.2 4.1 4.4 4.6 3.8 4.4 4.5 4.6 3.8 42932 Silva, Kapila 11 100.0% 4.5 4.5 4.4 4.7 4.5 4.3 4.3 4.6 4.5 Overall 75.0% 4.6 4.5 4.5 4.6 4.3 4.5 4.5 4.7 4.4 _ ARCH 658 35854 Spreckelmeyer, Kent 33 46.5% 4.3 4.4 4.2 4.3 3.8 4.4 4.7 4.5 3.5 Overall 46.5% 4.3 4.4 4.2 4.3 3.8 4.4 4.7 4.5 3.5 _ Level Overall 60.0% 4.0 4.1 4.0 4.0 3.7 3.9 4.1 4.1 3.5 _ graduate ARCH 930 39338 Chang, Jae 2 100.0% 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.5 Overall 100.0% 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.5 _ ARCH 931 39342 Rashid, Mahbub 1 100.0% 5.0 5.0 5.0 4.0 5.0 5.0 5.0 5.0 3.0 Overall 100.0% 5.0 5.0 5.0 4.0 5.0 5.0 5.0 5.0 3.0 _ ARCH 951 39344 Spreckelmeyer, Kent 1 100.0% 5.0 5.0 5.0 5.0 5.0 5.0 5.0 5.0 4.0
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Department of Course Summary Architecture - Electives
Resp. Rate Evaluation Means Class Level Course Nbr Instructor # % Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 upper division ARCH 360 11516 Judith Major 17 94.4% 4.6 4.4 4.4 4.3 4.3 4.6 4.5 4.6 3.8 Overall 94.4% 4.6 4.4 4.4 4.3 4.3 4.6 4.5 4.6 3.8 _ ARCH 520 36648 Coffeen, Robert 19 95.0% 4.6 4.2 4.6 4.5 4.3 4.8 4.7 4.9 3.8 Overall 95.0% 4.6 4.2 4.6 4.5 4.3 4.8 4.7 4.9 3.8 _ ARCH 600 34180 Chang, Jae 7 87.5% 4.9 4.3 4.8 4.6 4.7 5.0 5.0 5.0 4.3 35904 L'Heureux, Marie Alice 6 85.7% 4.7 4.8 4.7 4.8 4.8 5.0 4.8 5.0 4.5 40610 Huppert, Ann 4 28.6% 4.0 4.5 4.3 4.3 3.8 4.3 4.3 4.0 3.8 Overall 58.6% 4.6 4.5 4.6 4.6 4.5 4.8 4.8 4.8 4.2 _ ARCH 618 11528 Jackson, Hobart 14 63.6% 4.8 4.9 4.8 4.9 4.5 4.5 5.0 4.9 4.2 Overall 63.6% 4.8 4.9 4.8 4.9 4.5 4.5 5.0 4.9 4.2 _ ARCH 628 33496 Benjamin, Bezaleel 12 85.7% 4.5 4.4 4.1 4.2 4.3 4.4 4.8 4.7 3.2 Overall 85.7% 4.5 4.4 4.1 4.2 4.3 4.4 4.8 4.7 3.2 _ ARCH 639 44324 Sander, Dennis 8 100.0% 3.7 3.9 4.3 4.0 3.9 4.3 4.1 4.1 3.3 Overall 100.0% 3.7 3.9 4.3 4.0 3.9 4.3 4.1 4.1 3.3 _ Level Overall 78.4% 4.5 4.4 4.5 4.5 4.3 4.6 4.7 4.7 3.8 _ Dept. Overall 78.4% 4.5 4.4 4.5 4.5 4.3 4.6 4.7 4.7 3.8
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Department of Architecture - Studio
Title: Architectural Foundations II Course: ARCH 109 Class #: 78521 Instructor: Johnson, Bruce Resp. rate: 23/23 (100.0%) Rank: Instructor
Reasons for taking course
Course fulfills Course was Course at Course topic a requirement not full convenient time was of interest
100 100 100 100
80 80 80 80
60 60 60 60
40 40 40 40
20 20 20 20
0 0 0 0 1 2 3 4 NR 1 2 3 4 NR 1 2 3 4 NR 1 2 3 4 NR Scale: 1=Very Unimportant, 2=Somewhat Important, 3=Important, 4=Very Important, NR=No response
How often did you My student status is N % My year of study is N % complete the course Undergraduate 22 95.7 1st 14 60.9 work? N % no response 1 4.3 2nd 8 34.8 Nearly always 23 100.0 Total 23 100.0 no response 1 4.3 Total 23 100.0 Total 23 100.0
Expected grade N % Times per week course Class A 13 56.5 met N % meetings 23 100.0 missed A- 9 39.1 Three 23 23 100.0 # Responding B 1 4.3 Total Mean 0.5 Total 23 100.0 Std Dev 0.7 25th percentile 0 Median 0 75th percentile 1
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Department of Architecture - Studio
Title: Architectural Foundations II Course: ARCH 109 Class #: 78521 Instructor: Johnson, Bruce Resp. rate: 23/23 (100.0%) Rank: Instructor
X mean and 95% C.I. results for this class section O mean and 95% C.I. results for the department's lower division courses
Content and materials Set and met clear goals Expectations were were useful and organized and objectives well defined and fair Class: n= 23 / Dept.: n= 127 Class: n= 23 / Dept.: n= 130 Class: n= 23 / Dept.: n= 130 Mean=4.74 Std Dev=0.45 Mean=4.78 Std Dev=0.42 Mean=4.74 Std Dev=0.45
100% 100% 100%
80% 80% 80%
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0% strongly neither strongly strongly neither strongly strongly neither strongly disagree agree disagree agree disagree agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 X X X O O O Expectations were Teaching was clear, Encouraging, supportive, appropriately challenging understandable and engaging and involved in learning Class: n= 23 / Dept.: n= 130 Class: n= 23 / Dept.: n= 129 Class: n= 23 / Dept.: n= 130 Mean=4.83 Std Dev=0.39 Mean=4.78 Std Dev=0.42 Mean=4.87 Std Dev=0.34
100% 100% 100%
80% 80% 80%
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0% strongly neither strongly strongly neither strongly strongly neither strongly disagree agree disagree agree disagree agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 X X X O O O Available, responsive, Respected students and Amount learned compared to and helpful their points of view courses at similar level Class: n= 23 / Dept.: n= 129 Class: n= 23 / Dept.: n= 129 Class: n= 23 / Dept.: n= 128 Mean=4.78 Std Dev=0.42 Mean=4.87 Std Dev=0.34 Mean=4.70 Std Dev=0.56
100% 100% 100%
80% 80% 80%
60% 60% 60%
40% 40% 40%
20% 20% 20%
0% 0% 0% strongly neither strongly strongly neither strongly much the same much disagree agree disagree agree less more 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 X X X O O O
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Department of Course Summary Architecture - Studio
Resp. Rate Evaluation Means Class Level Course Nbr Instructor # % Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 lower division ARCH 101 75147 Major, Judith 18 75.0% 3.3 3.0 2.8 3.4 2.4 2.7 2.8 2.2 2.9 76363 Salam, Hasna 16 94.1% 3.3 3.0 3.3 3.8 2.6 3.9 3.6 3.8 3.5 Overall 82.9% 3.3 3.0 3.0 3.6 2.5 3.2 3.2 2.9 3.2 _ ARCH 109 78515 Patterson, Anne 17 94.4% 4.2 4.3 3.7 4.1 4.2 4.4 4.1 3.6 4.1 78521 Johnson, Bruce 23 100.0% 4.7 4.8 4.7 4.8 4.8 4.9 4.8 4.9 4.7 78525 Patterson, Anne 15 100.0% 4.3 4.2 3.7 4.0 4.0 4.4 4.3 3.9 3.5 Overall 98.2% 4.5 4.5 4.1 4.4 4.4 4.6 4.4 4.2 4.2 _ ARCH 209 78531 Smalter, Janet 17 100.0% 3.7 3.6 3.3 3.6 2.9 3.2 3.0 3.1 3.7 78553 Nichols, Denton 9 52.9% 4.4 4.6 4.1 4.1 4.2 4.3 4.1 4.2 4.3 78563 Carswell, Bill 15 88.2% 4.3 3.9 3.6 3.7 3.5 3.8 3.7 3.3 4.0 Overall 80.4% 4.1 3.9 3.6 3.8 3.4 3.7 3.5 3.4 3.9 _ Level Overall 87.8% 4.0 3.9 3.7 4.0 3.6 3.9 3.8 3.6 3.9 _ upper division ARCH 408 82399 Sander, Dennis 9 90.0% 2.3 3.2 3.6 3.4 2.6 4.0 3.7 3.9 2.3 82401 Pran, Peter 14 87.5% 4.1 4.4 4.4 4.4 3.6 4.2 4.2 4.8 3.6 82404 Diaz, Rene 15 93.8% 4.0 3.9 4.1 4.5 3.6 4.1 3.9 3.8 4.0 83574 Silva, Kapila 13 86.7% 3.9 3.8 3.8 3.9 4.1 3.8 4.2 4.4 3.9 Overall 89.5% 3.7 3.9 4.0 4.2 3.5 4.0 4.0 4.2 3.6 _ ARCH 409 82408 Gore, Nils 13 86.7% 4.7 4.6 4.2 4.4 4.5 4.4 4.6 4.5 5.0 82411 Chang, Jae 14 93.3% 4.4 4.1 4.2 4.3 4.3 4.4 4.3 4.6 3.8 82417 Satterwhite, Brad 13 100.0% 4.8 4.9 4.9 5.0 5.0 5.0 5.0 5.0 4.8 Overall 93.0% 4.6 4.5 4.4 4.6 4.6 4.6 4.6 4.7 4.5 _ ARCH 501 51381 Rashid, Mahbub 11 84.6% 4.5 4.4 3.9 4.5 4.1 4.0 4.5 4.4 3.8 69025 Shelton, Josh 9 64.3% 3.9 4.4 3.1 3.9 3.8 3.8 3.3 3.1 4.3 Overall 74.1% 4.3 4.4 3.6 4.2 4.0 3.9 4.0 3.8 4.1 _ ARCH 504 81441 Spreckelmeyer, Kent 13 100.0% 4.7 4.7 4.2 4.6 4.7 4.5 4.8 4.7 4.1 83453 Fehrmann, Ben 8 72.7% 2.4 1.6 2.0 3.3 2.4 1.4 1.6 1.6 2.1 Overall 87.5% 3.8 3.5 3.4 4.1 3.8 3.3 3.6 3.5 3.3 _ ARCH 609 77659 Newton, Barry 14 82.4% 4.2 4.2 3.6 3.8 3.6 2.9 4.1 3.1 3.5 82433 L'Heureux, Marie Alice 7 50.0% 3.6 3.3 3.1 3.9 3.1 3.9 4.3 3.1 2.7 82437 Capstack, Scott 12 85.7% 4.0 3.8 3.8 4.1 4.1 4.1 3.3 4.1 3.8 82438 Criss, Shannon 12 85.7% 4.5 4.4 3.8 4.1 4.3 4.7 4.8 4.7 4.6 82440 Davison/Riccardi 13 81.3% 4.3 4.2 4.1 4.5 4.0 4.5 4.1 4.2 4.1 Overall 77.3% 4.2 4.1 3.7 4.1 3.9 4.0 4.1 3.9 3.9 _ Level Overall 84.1% 4.1 4.1 3.9 4.2 3.9 4.0 4.1 4.1 3.9 _ Dept. Overall 85.6% 4.1 4.0 3.8 4.1 3.8 4.0 4.0 3.9 3.9
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Department of Course Summary Architecture - Required
Resp. Rate Evaluation Means Class Level Course Nbr Instructor # % Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 upper division ARCH 342 78575 Meadows, Ted 36 59.0% 4.2 4.3 4.3 4.3 4.3 4.3 4.2 4.5 3.7 Overall 59.0% 4.2 4.3 4.3 4.3 4.3 4.3 4.2 4.5 3.7 _ ARCH 524 78593 Benjamin, Bezaleel 36 73.5% 3.1 3.2 2.6 3.0 2.3 2.8 3.1 3.1 3.2 Overall 73.5% 3.1 3.2 2.6 3.0 2.3 2.8 3.1 3.1 3.2 _ ARCH 530 80085 Chang, Jae 52 54.7% 3.9 3.4 3.7 3.7 3.0 3.6 4.0 4.3 2.9 Overall 54.7% 3.9 3.4 3.7 3.7 3.0 3.6 4.0 4.3 2.9 _ ARCH 552 51385 Duncan, Dale 51 58.0% 4.6 4.5 4.6 4.0 4.6 4.7 4.7 4.8 3.6 Overall 58.0% 4.6 4.5 4.6 4.0 4.6 4.7 4.7 4.8 3.6 _ ARCH 624 82446 Benjamin, Bezaleel 65 63.7% 3.3 3.0 2.6 2.8 2.7 3.3 3.8 3.4 3.2 Overall 63.7% 3.3 3.0 2.6 2.8 2.7 3.3 3.8 3.4 3.2 _ ARCH 627 51395 Gore, Nils 90 90.0% 4.3 4.2 4.3 3.9 4.2 4.0 4.2 4.4 3.5 Overall 90.0% 4.3 4.2 4.3 3.9 4.2 4.0 4.2 4.4 3.5 _ Level Overall 66.7% 3.9 3.8 3.7 3.6 3.6 3.8 4.0 4.1 3.3 _ graduate ARCH 701 72819 Silva, Kapila 31 46.3% 3.9 4.0 4.0 3.7 3.3 3.8 4.1 4.1 2.9 Overall 46.3% 3.9 4.0 4.0 3.7 3.3 3.8 4.1 4.1 2.9 _ Level Overall 46.3% 3.9 4.0 4.0 3.7 3.3 3.8 4.1 4.1 2.9 _ Dept. Overall 64.2% 3.9 3.8 3.8 3.6 3.5 3.8 4.1 4.1 3.3
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Department of Course Summary Architecture - Electives
Resp. Rate Evaluation Means Class Level Course Nbr Instructor # % Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 upper division ARCH 521 83450 Coffeen, Robert 14 70.0% 4.5 4.5 4.6 4.5 4.1 4.7 4.7 4.8 4.3 Overall 70.0% 4.5 4.5 4.6 4.5 4.1 4.7 4.7 4.8 4.3 _ ARCH 600 82429 Rashid, Mahbub 7 38.9% 4.0 4.3 4.3 4.1 3.9 4.4 4.4 4.1 3.7 83454 Diaz, Rene 15 83.3% 4.4 4.2 4.3 4.4 4.6 4.5 4.4 4.4 4.2 83488 Domer, Dennis 10 100.0% 4.8 4.6 4.4 4.2 4.5 4.5 4.6 4.5 4.5 Overall 69.6% 4.4 4.3 4.3 4.3 4.4 4.5 4.5 4.4 4.2 _ ARCH 615 82442 Sander, Dennis 7 100.0% 4.7 4.9 5.0 4.6 5.0 5.0 5.0 5.0 4.3 Overall 100.0% 4.7 4.9 5.0 4.6 5.0 5.0 5.0 5.0 4.3 _ ARCH 618 51387 Jackson, Hobart 14 66.7% 4.5 4.6 4.5 4.5 4.2 4.6 4.6 4.5 3.9 Overall 66.7% 4.5 4.6 4.5 4.5 4.2 4.6 4.6 4.5 3.9 _ ARCH 619 51393 Jackson, Hobart 4 100.0% 4.5 4.5 4.8 4.5 4.5 4.8 4.8 4.8 4.0 Overall 100.0% 4.5 4.5 4.8 4.5 4.5 4.8 4.8 4.8 4.0 _ ARCH 629 83462 Coffeen, Robert 12 41.4% 3.8 3.6 4.2 4.1 3.5 4.3 4.0 4.5 3.4 Overall 41.4% 3.8 3.6 4.2 4.1 3.5 4.3 4.0 4.5 3.4 _ ARCH 694 69039 Carswell, Bill 15 88.2% 4.5 4.3 4.3 4.4 4.4 4.3 4.3 4.1 4.5 Overall 88.2% 4.5 4.3 4.3 4.4 4.4 4.3 4.3 4.1 4.5 _ Level Overall 68.1% 4.4 4.3 4.4 4.4 4.3 4.5 4.5 4.5 4.1 _ graduate ARCH 731 82453 Zilm, Frank 8 80.0% 4.4 4.1 3.9 4.3 4.6 4.6 4.6 4.6 4.1 Overall 80.0% 4.4 4.1 3.9 4.3 4.6 4.6 4.6 4.6 4.1 _ Level Overall 80.0% 4.4 4.1 3.9 4.3 4.6 4.6 4.6 4.6 4.1 _ Dept. Overall 68.8% 4.4 4.3 4.4 4.4 4.3 4.5 4.5 4.5 4.1
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APPENDIX C: ALUMNI SURVEY, EXIT INTERVIEW GUIDE, STUDENT SURVEY & ASSESSMENT OF GENERAL EDUCATION
2009 APR - University of Kansas 346 KU Architecture Alumni Survey
1. What is the highest degree you earned from the architecture program at KU?
Response Response
Percent Count
Master of Architecture (3 or 5 year) 12.1% 62
Master of Arts/Master of Arch. 0.8% 4 (non-professional degree)
Bachelor of Architecture (5 year) 71.3% 366
Bachelor of Arts in Architectural Studies/Bachelor of Environmental 15.8% 81 Design (4 year, pre-professional)
answered question 513
skipped question 3
2. When did you receive this degree?
Response Response
Percent Count
before 1980 20.7% 107
1980-1989 19.2% 99
1990-1999 23.1% 119
2000-present 37.0% 191
answered question 516
skipped question 0
1 of 6 3. How important do you feel the overall academic reputation of KU is to the quality of the Architecture program at KU?
Response Response
Percent Count
Not important 0.6% 3
Slightly Important 7.6% 39
Important 44.7% 230
Very Important 47.2% 243
answered question 515
skipped question 1
4. To what degree do you believe the architecture program enhances the reputation of the University as a whole?
Response Response
Percent Count
Not at all 1.4% 7
Slightly enhances 9.2% 47
Enhances 47.9% 245
Enhances to a great extent 41.5% 212
answered question 511
skipped question 5
2 of 6 5. How well do you feel graduates from KU understand the process of becoming a registered architect?
Response Response
Percent Count
Not at all 5.2% 27
To a slight degree 25.2% 130
As expected 54.5% 281
To a great degree 15.1% 78
answered question 516
skipped question 0
6. How aware are current KU graduates of emerging trends in the practice such as sustainability, health and globalization?
Response Response
Percent Count
Not at all 1.0% 5
Slightly 11.3% 56
As expected 50.9% 252
To a Great Extent 36.8% 182
answered question 495
skipped question 21
3 of 6 7. In your opinion, to what degree does the program encourage civic engagement by professionals?
Response Response
Percent Count
Not at all 5.2% 26
Slightly 27.8% 138
As expected 43.5% 216
To a great extent 23.4% 116
answered question 496
skipped question 20
4 of 6 8. How valuable to architectural education do you find the following initiatives of the KU architecture program?
Significant Response No value Little Value of Value Value Count
Studio 804 (Design-build LEED- 0.2% (1) 2.2% (11) 20.4% (103) 77.3% (391) 506 Platinum Buildings)
KC Urban Design Studio 1.0% (5) 6.2% (31) 54.6% (274) 38.8% (195) 502
Health & Wellness Internship (Summer & Fall Internship in health- 1.2% (6) 19.8% (97) 55.2% (271) 24.0% (118) 491 oriented firm with Spring Studio)
Globalized Practice Internship (Summer & Fall Internship in Beijing 1.8% (9) 9.6% (48) 48.1% (241) 40.9% (205) 501 or Paris with Spring Studio)
Sustainable Immersion in the Curriculum (sustainability 0.6% (3) 6.4% (32) 37.9% (189) 55.3% (276) 499 addressed at different year levels)
Required Study Abroad (offering options in Europe, Asia, Australia, 4.6% (23) 11.9% (60) 36.4% (183) 47.5% (239) 503 and South America)
Building Information 0.4% (2) 4.4% (22) 38.8% (192) 56.4% (279) 495 Modeling/Integrated Practice
Interdisciplinary Collaboration with 0.8% (4) 4.2% (21) 38.1% (190) 57.1% (285) 499 design disciplines
Comments regarding these initiatives: 137
answered question 508
skipped question 8
9. How would you characterize the strengths of the program? (Please identify at least three)
Response
Count
295
answered question 295
skipped question 221
5 of 6 10. What do you believe are areas for improvement?
Response
Count
296
answered question 296
skipped question 220
6 of 6 Exit Interview Questions
Student Program
1. How were you best able to utilize the opportunities presented by our architecture program’s location on the KU Lawrence campus?
2. How do you believe the program furthers the mission and reputation of the university?
3. In what ways were you able to engage in leadership and to shape your own learning agenda?
4. In what ways could the school better empower students in these regards?
5. How well do you feel you know the process of becoming a registered architect? Where was this knowledge emphasized and where should it be discussed?
6. How aware did this program make you of the trends in professional practice such as sustainability, health, and globalization?
7. Where in the curriculum did you learn about these issues?
8. Where in the curriculum do you believe the ethical dimensions of architecture were best addressed and was it emphasized enough?
9. Where did the program encourage civic engagement as professionals? What types of studio projects do you feel engender this spirit?
10. How would you characterize the strengths of the program?
11. What do you believe are areas for improvement?
12. Overall, how would you describe your architectural education experience to a prospective student? GPSS
Graduate and Professional Student Survey Spring 2005 University of Kansas - Lawrence and Edwards Campuses
Highlights for Students in the School of Architecture and Urban Design
Survey Information
The Graduate and Professional Student Survey (GPSS) was administered online to currently enrolled graduate students in Spring 2005. A link to the survey was emailed to 97 Lawrence and Edwards campus degree-seeking graduate students in the School of Architecture and Urban Design. We received 23 valid responses, for a response rate of 23.7%.
Not all respondents answered all of the questions. Percentages for each question are based on valid responses.
The survey was developed by the AAU Data Exchange to be administered by member institutions with the intent that the data would be available for comparative analyses.
Overall Satisfaction Percentage of either Excellent or Very Good Ratings 60% Quality of academic experience at KU 50% Quality of overall experience at KU 30% Quality of student life experience at KU Percentage of either Definitely or Probably Ratings 61% Likelihood of selecting KU if they were to start their graduate career again
G:\IR\Surveys\GPSS\Final Reports\Highlights\Highlights R 091906.pdf Office of Institutional Research and Planning GPSS
Graduate and Professional Student Survey Spring 2005 University of Kansas - Lawrence and Edwards Campuses
Highlights for Students in the School of Architecture and Urban Design cont’d
Faculty Percentage of either Excellent or Very Good Ratings 83% Intellectual quality of the faculty 57% Overall quality of graduate level teaching by faculty 61% Relationship between faculty and graduate students Percentage of either Strongly Agree or Agree Ratings 91% Faculty members were willing to work with them 18% There were tensions among faculty that affected students
Program Percentage of either Excellent or Very Good Ratings 26% Intellectual quality of fellow graduate students 57% Program’s ability to integrate recent developments in the field 52% Overall program quality 57% Quality of program course work Percentage of either Strongly Agree or Agree Ratings 68% Program content supported their research/professional goals 67% Program activities fostered a sense of intellectual community
G:\IR\Surveys\GPSS\Final Reports\Highlights\Highlights R 091906.pdf Office of Institutional Research and Planning OIRP Assessment of General Education Spring 2008 06/09/08 Mean Faculty Ratings and Student Self Ratings 2004 and 2008 Ratings
Architecture and Urban Design Difference Scores: Faculty Faculty Ratings Student Ratings Ratings - Student Ratings
2004 2008 2004 2008 2004 2008 Mean Count Mean Count Mean Count Mean Count Mean Count Mean Count 1. Enhance the skills and knowledge needed to research, organize, evaluate and apply new information and develop a spirit of critical inquiry and intellectual integrity. 3.5 29 3.6 29 4.1 29 3.9 29 -0.6 29 -0.4 29 2. Acquire knowledge in the fine arts, the humanities, and the social, natural, and mathematical sciences, and be able to integrate that knowledge across disciplines. 3.4 29 3.5 29 4.0 29 3.9 29 -0.6 29 -0.4 29 3. Improve the core skills of reading, writing, and numeracy, and enhance communication by clear, effective use of language. 3.6 29 3.6 29 3.6 29 3.6 29 -0.1 29 0.0 29 4. Understand and appreciate the development, culture, and diversity of the United States and of other societies and nations. 3.6 29 3.6 29 3.7 29 3.6 29 -0.1 29 0.1 29 5. Become aware of contemporary issues in society, technology, and the natural world and appreciate their complexity of cause and consequences. 3.6 29 3.8 29 3.8 29 3.8 29 -0.2 29 -0.0 29 6. Practice an ethic of self-discipline, social responsibility, and citizenship on a local, national, and international level. 3.8 29 3.8 29 3.8 29 3.9 29 0.0 29 -0.2 29
G:\IR\Assessment\2008\Analysis\Web Documents\Faculty and Student Ratings Architecture 2008.doc Office of Institutional Research and Planning Assessment of General Education
APPENDIX D: FLOOR PLANS
2009 APR - University of Kansas 357
APPENDIX E.1: INFORMATION ON ACCESSING NAAB CONDITIONS FOR ACCREDITATION
2009 APR - University of Kansas 367
NAAB Accreditation and the Student Performance Criteria
In the United States, most state registration boards require a degree from an accredited professional degree program as a prerequisite for licensure. The National Architectural Accrediting Board (NAAB), which is the sole agency authorized to accredit U.S. professional degree programs in architecture, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted a 6-year, 3-year, or 2-year term of accreditation, depending on the extent of its conformance with established educational standards. Master’s degree programs may consist of a preprofessional undergraduate degree and a professional graduate degree that, when earned sequentially, constitute an accredited professional education. However, the preprofessional degree is not, by itself, recognized as an accredited degree.
Our Master of Architecture program here at KU is one of over 110 accredited programs nationally. One important benchmark for the accreditation of programs is student performance. NAAB has identified 34 Student Performance Criteria (SPC) to be demonstrated by graduating students of any accredited program. Our instruction and curriculum are dedicated to providing you with the education opportunities needed for success in these domains, but it is well worth your own personal attention to concentrate on the development of these skills as you move through the curriculum.
For the purposes of accreditation, graduating students must demonstrate understanding or ability in the following areas:
1. Speaking and Writing Skills Ability to read, write, listen, and speak effectively
2. Critical Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test them against relevant criteria and standards
3. Graphics Skills Ability to use appropriate representational media, including freehand drawing and computer technology, to convey essential formal elements at each stage of the programming and design process
4. Research Skills Ability to gather, assess, record, and apply relevant information in architectural coursework
5. Formal Ordering Systems Understanding of the fundamentals of visual perception and the principles and systems of order that inform two- and three-dimensional design, architectural composition, and urban design
NAAB Student Performance Criteria -- Page 1 of 4 6. Fundamental Design Skills Ability to use basic architectural principles in the design of buildings, interior spaces, and sites
7. Collaborative Skills Ability to recognize the varied talent found in interdisciplinary design project teams in professional practice and work in collaboration with other students as members of a design team
8. Western Traditions Understanding of the Western architectural canons and traditions in architecture, landscape and urban design, as well as the climatic, technological, socioeconomic, and other cultural factors that have shaped and sustained them
9. Non-Western Traditions Understanding of parallel and divergent canons and traditions of architecture and urban design in the non-Western world
10. National and Regional Traditions Understanding of national traditions and the local regional heritage in architecture, landscape design and urban design, including the vernacular tradition
11. Use of Precedents Ability to incorporate relevant precedents into architecture and urban design Projects
12. Human Behavior Understanding of the theories and methods of inquiry that seek to clarify the relationship between human behavior and the physical environment
13. Human Diversity Understanding of the diverse needs, values, behavioral norms, physical ability, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity for the societal roles and responsibilities of architects
14. Accessibility Ability to design both site and building to accommodate individuals with varying physical abilities
15. Sustainable Design Understanding of the principles of sustainability in making architecture and urban design decisions that conserve natural and built resources, including culturally important buildings and sites, and in the creation of healthful buildings and communities
16. Program Preparation Ability to prepare a comprehensive program for an architectural project, including assessment of client and user needs, a critical review of appropriate precedents, an
NAAB Student Performance Criteria -- Page 2 of 4 inventory of space and equipment requirements, an analysis of site conditions, a review of the relevant laws and standards and assessment of their implication for the project, and a definition of site selection and design assessment criteria
17. Site Conditions Ability to respond to natural and built site characteristics in the development of a program and the design of a project
18. Structural Systems Understanding of principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems 19. Environmental Systems Understanding of the basic principles and appropriate application and performance of environmental systems, including acoustical, lighting, and climate modification systems, and energy use, integrated with the building envelope
20. Life Safety Understanding of the basic principles of life-safety systems with an emphasis on Egress
21. Building Envelope Systems Understanding of the basic principles and appropriate application and performance of building envelope materials and assemblies
22. Building Service Systems Understanding of the basic principles and appropriate application and performance of plumbing, electrical, vertical transportation, communication, security, and fire protection systems
23. Building Systems Integration Ability to assess, select, and conceptually integrate structural systems, building envelope systems, environmental systems, life-safety systems, and building service systems into building design
24. Building Materials and Assemblies Understanding of the basic principles and appropriate application and performance of construction materials, products, components, and assemblies, including their environmental impact and reuse
25. Construction Cost Control Understanding of the fundamentals of building cost, life-cycle cost, and construction Estimating
26. Technical Documentation Ability to make technically precise drawings and write outline specifications for a proposed design
NAAB Student Performance Criteria -- Page 3 of 4 27. Client Role in Architecture Understanding of the responsibility of the architect to elicit, understand, and resolve the needs of the client, owner, and user
28. Comprehensive Design Ability to produce a comprehensive architectural project based on a building program and site that includes development of programmed spaces demonstrating an understanding of structural and environmental systems, building envelope systems, life-safety provisions, wall sections and building assemblies and the principles of sustainability
29. Architect’s Administrative Roles Understanding of obtaining commissions and negotiating contracts, managing personnel and selecting consultants, recommending project delivery methods, and forms of service contracts
30. Architectural Practice Understanding of the basic principles and legal aspects of practice organization, financial management, business planning, time and project management, risk mitigation, and mediation and arbitration as well as an understanding of trends that affect practice, such as globalization, outsourcing, project delivery, expanding practice settings, diversity, and others
31. Professional Development Understanding of the role of internship in obtaining licensure and registration and the mutual rights and responsibilities of interns and employers
32. Leadership Understanding of the need for architects to provide leadership in the building design and construction process and on issues of growth, development, and aesthetics in their communities
33. Legal Responsibilities Understanding of the architect’s responsibility as determined by registration law, building codes and regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, historic preservation laws, and accessibility laws
34. Ethics and Professional Judgment Understanding of the ethical issues involved in the formation of professional judgment in architectural design and practice.
More information about accreditation and the NAAB Conditions for Accreditation are available through our website at http://www.sadp.ku.edu/architecture/NAAB or directly from NAAB at http://www.naab.org/accreditation/2004_Conditions.aspx .
NAAB Student Performance Criteria -- Page 4 of 4
APPENDIX E.2: CRITERIA FOR PROMOTION AND TENURE
2009 APR - University of Kansas 374
ARTICLE VI. CRITERIA FOR PROMOTION, TENURE AND REAPPOINTMENT
SECTION 1 Introduction
The traditional goals of higher education are the generation of knowledge through research, the transmission of knowledge through teaching; and the use of knowledge through service. The primary goal of all three programs in the School of Architecture and Urban Design is the education of students who will receive nationally accredited degrees in architecture, architectural engineering, and planning. Faculty members in the School have responsibilities not only to the mission of the University, but also to their associated professional constituencies. In order to maintain a balance between scholarship and professional competency, the associate areas of professional activity, teaching, research or creative activity, and service encompass the functions of a faculty member, which will be assessed relating to promotion and the award of continuous tenure. Except in highly unusual cases, promotion to any other professorial ranks is made only after the completion of the appropriate terminal degree. Any exception to this policy will be considered for endorsement by the School of Architecture and Urban Design Promotion and Tenure Committee only in the instance of outstanding merit.
Statements of Performance Expectations
Continuance as a tenured faculty member in the School of Architecture and Urban Design requires that satisfactory levels of performance be maintained each year in teaching, research/creative activity, and service. The failure of a faculty member to maintain an acceptable level of performance may result in the determination of substandard academic performance. The purposes of Sections 2 through 6 are to: 1) define threshold levels of academic performance; 2) outline standards for determining and addressing instances of substandard performance; and 3) establish procedures that define sustained levels of substandard performance which may result in the recommendation of the dismissal of a tenured faculty member. Any evaluation of a faculty member’s performance will take into account the negotiated distribution of responsibilities in teaching, research/creative activity, and service.
SECTION 2 Statements of Performance Expectations for Teaching
Teaching refers to classroom instructional activities or to individual or small-group activities directly related to classroom instruction. At the graduate level, instructional activities must be extended to include supervision of theses, supervision of individual studies, and evaluation of activities such as preparation of written examinations and participation in oral examinations, both preliminary and final.
Indices of Teaching Competence 1. National, University, or School awards for teaching excellence
2. Assessment of student opinion relating to an individual faculty member’s instructional performance. Assessment will be made using the instrument approved by the School of Architecture and Urban Design.
3. Solicited or unsolicited statements by students and alumni
4. Statements by peers (both inside and external to the School of Architecture and Urban Design) relating to an individual faculty member’s instructional performance, his/her depth of understanding in the field of specialization, and his/her ability to relate it to other areas.
5. Statements by the candidate’s Program Chair regarding his/her instructional competency.
6. Evidence of student work as part of established and approved course syllabi.
Evaluation of Teaching
It is recognized that teaching can be measured effectively only through the evaluation of a number of indices. It is imperative that a variety of indices of teaching competence be considered.
Methods of establishing evaluation criteria and methods of data collection will be in accordance with procedures established in Section 6.
Threshold levels that indicate substandard teaching performance in teaching include the following:
1. Refusal by the faculty member to negotiate a teaching assignment
2. Failure to attend the regularly scheduled class periods or have chronic unexcused absences from assigned classes. It is the responsibility of the faculty member to inform the Program Office in the event of the inability to attend classes and failure to make such notification will be defined as an unexcused absence.
3. Failure to meet acceptable levels of teaching performance in a calendar year as demonstrated through performance measures. These measures may include:
a. Instruction Evaluation Reports for courses.
b. Perceptions of advisees, recent alumni, and faculty peers. Peer evaluations are an important component of the assessment of faculty teaching.
c. Teaching awards and commendations.
d. Participation on undergraduate thesis and/or project committees and graduate thesis and examination committees.
e. Other evidence, including peer evaluation of course syllabi, experimental teaching formats, the development of model teaching techniques, and similar activities.
SECTION 3 Statements of Performance Expectations for Scholarly and/or Creative Activities
Research and/or Creative Activities relate to such activities that contribute to the generation of new knowledge. The scholar shares his/her research findings and ideas with his/her professional peers and in so doing subjects them to peer evaluation and criticism. The scholar extends both his/her own knowledge and the knowledge of others.
Indices of Research and/or Creative Activity Competence
1. National, regional, or University awards for excellence in research and/or creative activities.
2. Dissemination of research and/or creative activity results in juried and/or peer-reviewed media.
3. Award of funds external to the University to conduct research and/or creative activities.
4. Establishment of a reputation as an international or national authority in a recognized area of scholarly or professional work that contributes to the knowledge base in that field.
5. Reviews of research and/or creative activities by recognized authorities in the faculty member’s field of specialization.
6. Contribution to the knowledge base in the faculty member’s field of specialization through invited and/or peer-reviewed presentations.
Evaluation of Research and/or Creative Activities
In all evaluations of research and/or creative activity, excellence and dissemination of knowledge are the primary considerations. In addition, the following factors will be considered:
Publication
1. The prestige and review process of a journal, a book, or other media will be considered. Articles published in journals with an international or national readership will be viewed as more important than articles in state or local journals.
2. The audience of an article will be considered. Audiences that are composed of the faculty member’s peers and those who will benefit from the research and/or creative activities will be evaluated higher than general or diverse audiences.
3. Submission of manuscripts for review and criticism by an editorial board is viewed as a means of subjecting one’s work to criticism and evaluation by peers.
4. Multiple authorship will be credited proportionally. However, providing illustrations or photographs for another’s manuscript will not be considered “original” published thought unless this work is evaluated and reviewed separately.
Research
1. Quality and dissemination of knowledge are primary concerns.
2. Development of continuing research interests in order to provide greater in-depth extension of knowledge in a specific area is more important than superficial research in a broader variety of areas.
3. For research projects that require long periods of time to complete, considerations will be given to the importance of the research and to the demonstration of reasonable progress, which has been made at the time of evaluation for promotion.
Creative Activity
1. The faculty member may choose to direct his/her energies in the area of creative activity. In this sense, creative activity includes the execution of original architectural, engineering, or planning commissions for which the candidate is in responsible charge. Such commissions must reinforce the academic activities of the candidate, be completed in a professional manner, and must terminate in completion of the project as evidence by construction or publication. Arrangements made by candidates for professional work in offices other than their own should include recognition by the office principal(s) and include the extent of involvement for projects to be included in the area of creative activity.
2. In all evaluation of creative activities, excellence and peer review in design and other professional services are the primary considerations. Evidence of such excellence may be provided in the form of national, state, or municipal awards publication in a peer-reviewed journals, and/or review by national authorities in the faculty member’s field of specialization.
3. Information concerning remunerated as well as unremunerated creative activities will be reported to the University as specified by the guidelines established by the Provost.
4. As with research, it is the quality of the faculty member’s creative work that should count. The key distinction is whether the professional or creative work represents an original contribution to the art and science of the field. Routine professional work (i.e., the application of standard techniques to produce a product typical of the field) should not be considered scholarly activity. However, innovative professional work can involve a high level of creativity and should be accorded due credit. A professor engaged in practice should be expected to contribute to the intellectual advancement of practice.
Threshold levels that indicate substandard performance research/creative activity include the following:
1. Refusal by the faculty member to engage in a specific, ongoing program of research/ creative activity.
2. Failure by the faculty member to have his/her research/creative activity peer-reviewed at least once every three years as indicated above.
SECTION 4 Statements of Performance Expectation for Service
Service includes all forms of activities which are of benefit to the School of Architecture and Urban Design, the University, the community of scholars, and the state, national or local communities, but which cannot be properly defined as teaching, research or creative activity. All faculty members are expected to perform such service.
Indices of Service Competence
1. Involvement in national, University, and School committees that contribute to the faculty member’s academic and/or professional discipline.
2. Leadership in service organizations and committees that contribute to the faculty member’s academic and/or professional discipline.
3. Participation through presentations, editorial boards, grant review boards and/ or active membership in service organizations that help to disseminate new knowledge in the faculty member’s academic and/or professional discipline.
4. Participation in organizations that contribute to the enhancement and promotion of the built environment in the larger society.
5. Establishment of programs and formal structures that promote the missions of The University and the School.
6. Participation in the School’s student advising procedure.
Evaluation of Service
In all evaluations of service, the degree to which the faculty member contributes to the missions of the University and the School is the primary consideration.
Information concerning remunerated as well as unremunerated service activities will be reported to the University as specified by the guidelines established by the Provost.
Threshold levels below that indicate substandard performance in service include the following:
1. Refusal by the faculty member to engage in any form of service as defined in Section 4 above.
2. Failure to perform negotiated service duties in any given calendar year.
APPENDIX E.3: FACULTY SCHOLARSHIP SYMPOSIA
2009 APR - University of Kansas 381 ARCHITECTURE RESEARCH SYMPOSIUM - 2006
MONDAY MARCH 27
12:00-12:10 Introduction - donna luckey 12:10- 1:20 Culture & Context [Round Table Discussion] Marvin Hall Jury Room Barry Newton: Moderator Steve Grabow Rene Diaz Gaylord Richardson
WEDNESDAY MARCH 29
8:00-8:20 coffee and bagels Kansas Union 4th level Traditions Area
8:20-8:30 Opening Ceremonies- donna luckey Kansas Union Alderson Auditorium
8:30-10:00 Session 1 (90 Minutes) Kansas Union Alderson Auditorium Approaches to Planning & Design Marie Alice L'Heureux 15 min Kent Spreckelmeyer 15 min Jae Chang 15 min Mahbub Rashid 15 min Bill Carswell 15 min 15 min Q&A 10:00-10:15 Informal Discussion & Coffee Kansas Union 4th level Traditions Area
10:15-11:30 Session 2 (75 Minutes) Kansas Union Alderson Auditorium Representation, Drawing, & Making Nils Gore 15 min Ann Huppert 15min Steve Padget 15 min Zuzanna Karczewska 15 min 15 min Q&A 11:30- 12:30 Informal Discussion & Lunch Break
12:30-2:00 Session 3 (90 Minutes) Kansas Union Alderson Auditorium Methodology, Scale, & Landscape Judith Major 15 min donna luckey 15 min Shannon Criss 15 min Cliff Ellis 15 min Stacey White 15 min 15 min Q&A 2:00-2:15 Informal Discussion & Coffee Kansas Union 4th level Traditions Area
2:15- 3:45 Session 4 (90 minutes) Kansas Union Alderson Auditorium Materiality & Process Bob Coffeen 15 min B. Benjamin 15 min Rob Corser 15 min Peter Pran 15 min Murali Ramaswami 15 min 15 min Q&A 4:00-5:00 Posters, Informal Discussion & Refreshments Marvin Hall Jury Room Posters will be Displayed on the 2nd Floor in Marvin Hall the entire week Dennis Sander Philippe Barriere W. Lesnikowski Bruce Johnson Hobart Jackson John Gaunt Anne Patterson Barry Newton Dan Rockhill Richard Farnan Paola Sanguinetti Zuzanna Karczewska
FRIDAY MARCH 31
12:00- 1:00 Grant-Writing & Publications [Round Table] Marvin Hall Jury Room Jim Mayo Mike Swann Kirk Mc Clure Mahbub Rashid
1:00-1:15 Closing Statements - Kent Spreckelmeyer SAUP FACULTY SCHOLARSHIP SYMPOSIUM • 2009
WEDNESDAY MARCH 25
8:00-8:20 coffee and bagels Kansas Union 4th level Traditions Area
8:20-8:30 Opening Ceremonies- Keith Diaz Moore Kansas Union Alderson Auditorium
8:30-9:45 Session 1 (75 Minutes) Kansas Union Alderson Auditorium Landscape and Place Judith Major 15 min Bonnie Johnson 15 min Shannon Criss 15 min Keith Diaz Moore 15 min 15 min Q&A 9:45-10:45 Session 2 (60 Minutes) Kansas Union Alderson Auditorium Symbolic Environments Jim Mayo 15 min Rene Diaz 15 min Kapila Silva 15 min 15 min Q&A 10:45-11:00 Tea Break Kansas Union 4th level Traditions Area
11:00-12:00 Panel Discussion Kansas Union Alderson Auditorium Sunset Drive Building Performance Evaluation Mahbiub Rashid Neal Angrisano Jae Chang Kent Spreckelmeyer
12:00-1:00 Informal Discussion & Lunch Break
1:00-2:15 Session 3 (75 Minutes) Kansas Union Alderson Auditorium Community Regeneration Kirk McClure 15 min donna luckey 15 min Stacey White 15 min Marie Alice L'Heureux 15 min 15 min Q&A
2:15- 3:45 Session 4 (75 minutes) Kansas Union Alderson Auditorium Design Measures Bob Coffeen 15 min B. Benjamin 15 min Mahbub Rashid 15 min Bill Carswell 15 min Steve Grabow 15 min 15 min Q&A
3:45-4:00 Tea Break Kansas Union 4th level Traditions Area
4:00-5:00 Session 5 (60 minutes) Kansas Union Alderson Auditorium Design Projects Josh Shelton 15 min Peter Pran 15 min Dominique Davison 15 min 15 min Q&A
5:00-5:15 Concluding Discussion Kansas Union Alderson Auditorium
Research Posters Marvin Hall Jury Room Posters will be Displayed in the Jury Room in Marvin Hall the entire week Nils Gore Peter Pran Dominique Davison Bruce Johnson Brad Satterwhite Anne Patterson Barry Newton Ben Fehrmann Hobart Jackson
APPENDIX E.4: INSTITUTIONAL ACCREDITATION
2009 APR - University of Kansas 384 Higher Learning Commission Page 1 of 3
The Higher Learning Commission Serving the common good by assuring and advancing the quality of higher learning.
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Currently or Previously Affiliated Institutions - 07/20/2009 -- Back to Institution Directory --
Information provided on the Statement of Affiliation Status reflects the most recent actions of the Commission. The Commission has a multi-level decision process. Any institutional changes that are currently under review are not made public until final action has been taken.
University of Kansas 230 Strong Hall 1450 Jayhawk Blvd. Lawrence, KS 66045-7535
http://www.ku.edu
Chief Executive Officer: Dr. Robert E. Hemenway, Chancellor HLC Institution ID: 1302 Current Accreditation Status: Accredited Accreditation Date(s): (1913- .) Commission Participation: PEAQ PARTICIPANT
Year of Last PEAQ Comprehensive Evaluation: 2004 - 2005 Year of Next PEAQ Comprehensive Evaluation: 2014 - 2015
Last Action: 06/25/2009
Legal Status: Public Degrees Awarded (details below): B, M, S, D, 1st prof
Stipulations on Affiliation Status:
None.
Approval of New Degree Sites:
Prior Commission approval required.
Approval of Distance Education Degrees:
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No prior Commission approval required.
Reports Required:
Contingency Report: A report two years after the initiation of any degree program offered through the Internet.
Other Visits Scheduled:
None.
Enrollment Headcount (last updated: 04/30/2009) Full-Time Part-Time Undergraduate: 19232 2100 Graduate: 3861 2655 Post-baccalaureate First Professional: 1490 27
Other Headcounts (last updated: 04/30/2009)
Non-Credit headcount: 22002 Dual enrollment (high school) programs: 73
Degree Programs (last updated: 04/30/2009) Programs Offered Degrees Awarded in Last Reported Year Associate Degrees 0 0 Bachelors Degrees 132 3997 Masters Degrees 116 1429 Specialist Degrees 1 6 First Professional Degrees 4 473 Doctoral Degrees 85 308
Certificate Programs (last updated: 04/30/2009) Programs Offered Certificates Awarded in Last Reported Year Certificates 34 517
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Off-Campus Activities (last updated: 07/10/2009) Click here for definitions...
In-State: Campuses: Kansas City (University of Kansas, Medical Center) ; Overland Park (University of Kansas, Edwards Campus) ; Wichita (University of Kansas, Medical Center)
Sites: Kansas City (Kansas City Kansas Community College) ; Leavenworth (Fort Leavenworth) ; Topeka (University of Kansas, Public Management Center)
Course Locations: 12
Out-of-State: Campuses: None
Sites: None
Course Locations: None
Out-of-U.S.: Campuses: None
Sites: None
Course Locations: None
Distance Learning (last updated: 04/01/2009)
This listing is limited to programs that are delivered 100% asynchronously.
Doctor of Pharmacy (Internet) M.S. in Nursing (Internet) PhD in Nursing (Internet) Post-Professional Doctorate of Physical Therapy (Internet) R.N. to B.S.N. in Nursing (Internet) ()
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