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Woodbury University Interim Progress Report for Year Five

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Woodbury University Interim Progress Report for Year Five November 30, 2020 1 Contents 1. Instructions and Template Guidelines 2. Executive Summary of the Two Most Recent NAAB Visits: 2009 and 2015 3. Template a. Progress in Addressing Not-Met Conditions and Student Performance Criteria identified in the review of the Interim Progress Report for Year 2 (1) Please note that the responses contained herein include both the revised IPR #1 and the additional response for IPR #2. While revised IPR #1 was submitted in 2018, it was not accepted. We have included it here to demonstrate continuity in our efforts to meet and exceed the expectations of NAAB. After conferring with NAAB (Ellen Cathy) we chose to exceed the page limit in order to provide the committee with comprehensive responses. Thank you for your understanding. b. Progress in Addressing Causes of Concern c. Changes or Planned Changes in the Program d. Summary of Preparations for Adapting to 2020 NAAB Conditions e. Appendix (include revised curricula, syllabi, and one-page CVs or bios of new administrators and faculty members; syllabi should reference which NAAB SPC a course addresses; samples of required student work). 4. Requirements for the Use of Digital Content in Interim Progress Reports 2 1. INSTRUCTIONS AND TEMPLATE GUIDELINES Purpose Continuing accreditation is subject to the submission of interim progress reports at defined intervals of 2 years and 5 years after an eight-year term of continuing accreditation is approved. This narrative report, supported by documentation, covers four areas: 1. The program’s progress in addressing not-met Conditions and Student Performance Criteria (SPC) from the Interim Progress Report Year 2 review. 2. Progress in Addressing Causes for Concern. 3. Changes or Planned Changes in the Program. 4. Summary of Preparations for Adapting to 2020 NAAB Conditions. Supporting Documentation 1. The narrative should describe in detail all changes in the program made in response to not-met Conditions and Student Performance Criteria, including detailed descriptions of changes to the curriculum that have been made in response to not-met SPC that were identified in the review of the Interim Progress Report Year 2. Identify any specific outcomes expected to student performance. Attach new or revised annotated syllabi identifying changes for required courses that address unmet SPC. 2. Evidence of student work is only required to address deficiencies in the following cases: (1) If there are any SPCs that have not been met for two consecutive visits; (2) If there are three not-met SPCs in the same realm in the last visit. • Provide three examples of minimum-pass work for each deficiency and submit student work evidence to the NAAB in electronic format. (Refer to the “Guidelines for Submitting Digital Content in IPRs” for the required format and file organization.) • All student work evidence must be labeled and clearly annotated so that each example cross- references the specific SPC being evaluated and shows compliance with that SPC. 3. Provide information regarding changes in leadership or faculty membership. Identify the anticipated contribution to the program for new hires and include either a narrative biography or one-page CV. 4. Provide additional information that may be of interest to the NAAB team at the next accreditation visit. Outcomes IPRs are reviewed by a panel of three: one current NAAB director, one former NAAB director, and one experienced team chair.1 The panel may make one of three recommendations to the Board regarding the interim report: 1. Accept the interim report as having demonstrated satisfactory progress toward addressing deficiencies identified in the report of the Interim Progress Report Year 2. 2. Accept the interim report as having demonstrated progress toward addressing deficiencies but require the program to provide additional information (e.g., actions taken to address deficiencies). This report shall be due within six weeks of the receipt of this outcome report. 3. Reject the interim report as having not demonstrated sufficient progress toward addressing deficiencies and advance the next accreditation sequence by at least one calendar year, thereby shortening the term of accreditation. In such cases, the chief academic officer of the institution will be notified, and a copy of the decision sent to the program administrator. A schedule will be determined so that the program has at least six months to prepare an Architecture Program Report. The annual statistical report (see Section 9 of the 2014 Conditions) is still required. 1 The team chair will not have participated in a team during the year in which the original decision on a term of accreditation was made. 3 Deadline and Contacts IPRs are due on November 30. They shall be submitted through the NAAB’s Annual Report System (ARS). As described in Section 10 of the 2015 NAAB Procedures for Accreditation “…the program will be assessed a fine of $100.00 per calendar day until the IPR is submitted.” If the IPR is not received by January 15 the program will automatically receive Outcome 3 described above. Email questions to [email protected]. Instructions 1. Reports shall be succinct and are limited to 40 pages/20 MBs, including supporting documentation. 2. Type all responses in the designated text areas. 3. Reports must be submitted as a single PDF following the template format. Pages should be numbered. 4. Supporting documentation should be included in the body of the report. 5. Remove the #4 “Requirements for the Use of Digital Content in Interim Progress Reports” pages before submitting the interim progress report. 4 2. EXECUTIVE SUMMARY OF THE TWO MOST RECENT NAAB VISITS: 2015 and 2008 (BArch)/ 2012 (MArch) CONDITIONS NOT MET 2015 VTR 2008 (B. Arch) & 2012 (M. Arch) VTR None 6 Human Resources (B. Arch) 10 Financial Resources (B. Arch) STUDENT PERFORMANCE CRITERIA NOT MET 2015 VTR 2008 (B. Arch) & 2012 (M. Arch) VTR A.4 Technical Documentation (B. Arch) 13.14 Accessibility (B. Arch) A.7 Use of Precedents (M. Arch) 13.23 Building Systems Integration (B. Arch) A.9 Historical Traditions & Global Culture 13.28 Comprehensive Design (B. Arch) (M. Arch) A.9 Historical Traditions & Global Culture (M. B.1 Pre-Design (B. Arch & M. Arch) Arch) B.2 Accessibility (B. Arch & M. Arch) B. 2 Accessibility (M. Arch) B.3 Sustainability (M. Arch) C. 1 Collaboration (M. Arch) B.4 Site Design (M. Arch) B.7 Financial Considerations (B. Arch) C.1 Collaboration (M. Arch) C.5 Practice Management (B. Arch) CAUSES OF CONCERN 2015 VTR 2008 (B. Arch) & 2012 (M. Arch) VTR Knowledge Range (B. Arch & M. Arch) Digital Technology Infrastructure (B. Arch) M. Arch Degree Program (B. Arch & M. Faculty Licensure (B. Arch) Arch) Administrative Uncertainty (B. Arch & M. Future Perspectives (M. Arch) Arch) Enrollment and Funding (B. Arch & M. Financials (M. Arch) Arch) Student Performance Criteria Concerns (M. Arch) 5 3. TEMPLATE Interim Progress Report Year 5 Woodbury University School of Architecture B. Arch. [160 semester hours plus 160 work hours] M. Arch. [pre-professional degree plus a minimum of 68 graduate credits] M. Arch. [non-pre-professional degree plus a minimum of 93 graduate credits] Year of the previous visit: 2015 Please update contact information as necessary since the last APR was submitted. Chief administrator for the academic unit in which the program is located: Name: Ingalill Wahlroos-Ritter, FAIA Title: Dean, Schoo of Architecture Email Address: [email protected] Physical Address: 7500 Glenoaks Blvd., Burbank, CA 91504-1052 Any questions pertaining to this submission will be directed to the chief administrator for the academic unit in which the program is located. Chief academic officer for the Institution: Name: Randy Stauffer Title: Sr. Vice President of Academic Affairs Email Address: [email protected] Physical Address: 7500 Glenoaks Blvd., Burbank, CA 91504-1052 6 Text from the previous VTR and IPR Year 2 Review is in the gray text boxes. Type your response in the designated text boxes. I. Progress in Addressing Not-Met Conditions and Student Performance Criteria a. Progress in Addressing Not-Met Conditions N/A b. Progress in Addressing Not-Met Student Performance Criteria A.4 Technical Documentation (B. Arch) 2015 Visiting Team Assessment: Evidence is primarily presented for B. Arch in Arch 464 – Systems Integration, and for M. Arch in Arch 547 – Building 4. All secondary course evidence was evaluated. B. Arch student evidence did not contain outline specifications indicating the ability to identify materials, assemblies, and components as they relate to design development and project estimating/management. M. Arch student evidence presented outline specifications as adequate examples of integrative responsibilities in building design. Woodbury University, 2017 Response: Studio briefs are being reconsidered to include projects that help students focus upon the identification of materials, assemblies, and components. Woodbury University, 2017 Response (Revised): UNDERGRADUATE PROGRAM Undergraduate students are introduced to technical documentation in their second year of the 5-year BArch program in ARCH 250 Professional Practice 1 and demonstrate it in their fourth year in ARCH 464 Systems Integration and ARCH 487 Studio 4A (Integrative Design Studio). ARCH 250 is a required course in which students are required to produce a construction drawing set for a small (approx. 2500 sf) single-family residence or other single program building. Students are introduced to technical drawings and are given a beginning understanding of outline specifications as they relate to material assemblies, systems, components, and to the architect’s integrative responsibilities in building design. Students model the building using Revit (or another Building Information Modeling software system) and then develop a construction drawing set where they learn construction drawing conventions. These drawing sets include material assemblies, door and window schedules, and rudimentary specifications keyed into the drawings. ARCH 464 Systems Integration and ARCH 487 Studio 4A are co-requisite courses taught by a single cohort of faculty.
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  • UNIVERSITY of CALIFORNIA Los Angeles Gordon

    UNIVERSITY of CALIFORNIA Los Angeles Gordon

    UNIVERSITY OF CALIFORNIA Los Angeles Gordon Cullen and the “Cut-and-Paste” Urban Landscape A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Architecture by Miriam Engler 2013 © Copyright by Miriam Engler 2013 ABSTRACT OF THE DISSERTATION Gordon Cullen and the “Cut-and-Paste” Urban Landscape by Miriam Engler Doctor of Philosophy in Architecture University of California, Los Angeles, 2013 Professor Sylvia Lavin, Chair The new rules of the emerging consumer economy radically reconfigured both the discourse and practice of architecture during the postwar era. Architecture became a commodity whose products were sold through mass media to mass audiences, via images that performed as advertising. In this world, image makers, rather than theorists, stood at the forefront of the architectural production, performing as “visual marketers.” Thomas Gordon Cullen (1914–1994), the subject of this dissertation and one of the best-known twentieth-century architectural draftsmen to emerge from Britain, flourished during this visual consumerist push. Cullen gained widespread acclaim in the 1960s and 1970s following the publication of his book Townscape (1961) and its abbreviated edition, The Concise Townscape (1971). Cullen is therefore closely associated with the three decades-long Townscape campaign, initiated and promoted by the prestigious London-based magazine The Architectural Review, which espoused a visual modern-picturesque approach to city design. Though Cullen is well known, he is little studied and—owing specifically to the malleability of and contradictions in ii his legacy—even less understood. In examining his urban ideas, most scholars have placed him in the history of urban design.