TEXAS A&M UNIVERSITY

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 2 TEXAS A&M UNIVERSITY

Jorge Vanegas Dean, College of Architecture

Robert B. Warden Interim Head, Department of Architecture

Shelley Holliday Executive Associate Department Head

Koichiro Aitani Associate Department Head, Undergraduate Programs, BED Coordinator

James Haliburton Associate Department Head, Professional Programs, M.Arch Program

Stephen Caffey Associate Department Head, Research Programs, MS and PhD

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 3

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 4 Introduction 1

1.1 Charge to Review Committee 7

1.2 Schedule of Review 11

1.3 Primary Contacts 13

Table of Contents

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 6 Charge to Review Committee 1.1

Critique is an important component for progress in every discipline but few disciplines embrace a culture of daily public criticism like Architecture. The Academic Program Review (APR) is a welcomed opportunity to engage external review teams with our history, present practice, and future dreams. The APR process at Texas A&M is taken very seriously and we thank you for your time and effort to engage with us to learn about our current practices and our vision for our future. The APR document is not the sole, but perhaps the major vehicle for understanding our Master of Science and PhD programs. Our research‐ based programs are sometimes understood as siloed endeavors from our undergraduate Environmental Design program and our professional Master of Architecture program; however, we intend all of our academic programs to be tethered together in unique ways. This APR will, we hope, illuminate the value of the MS and PhD programs through their interconnections within the Department of Architecture, the College of Architecture and the University

Peer Review Team Charge

Please examine the MS and PhD programs through the collective lens of the Department of Architecture and their cultural and academic contributions to the college, university and beyond. We understand the team review as a positive measure of how we can improve these programs and prepare them to meet future public demands. Your resources are a self‐study report prepared by the department, copies of materials from the program’s last review, information you gain through personal interactions while visiting Texas A&M University, copies of strategic plans and goal‐setting documents at the department, college, and/or university level, and any additional information requested by you or by the department. Within the broad charge of recommending ways the department can continue to improve are some specific questions that we would like you to address:

 Given the information provided in the self‐study report or gathered by the review team through interviews and discussions, what are the strengths and weaknesses of the department that promote and hinder the quality of the MS and PhD programs?

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 7  Does the Review Committee feel that the goals and implementation strategies for the MS and PhD programs align with the strategic goals of the College of Architecture and the University?

 How do the MS and PhD programs compare to their peers? Specifically, is the curriculum directly related and appropriate to the mission and goals of the institution?

 What improvements (including student learning and faculty development) has the department made since the previous program review?

 Are the future goals of the department consistent with improving the quality of the MS and PhD programs?

 Are there near term and/or far term recommendations for the MS and PhD programs that would enhance their quality in relation to their service to students, the profession, and the public?

We look forward to meeting with you during your time on campus. If you have any questions or require additional information prior to your visit, Ms. Bettyann Zito, APR Program Coordinator, at [email protected].

Thank you. Portions of several Texas A&M University documents were paraphrased and quoted in this document including the 2009‐2010 Graduate Advising Handbook, the 2009‐2010 Graduate Catalog, Vision 2020: Creating a Culture of Excellence, the Department of Architecture Graduate Programs in Architecture, and the Department of Architecture Strategic Plan 2015‐2020. All text originating from sources outside the university is specifically referenced.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 8 EXECUTIVE SUMMARY

The Self‐Study Report on the MS and PhD programs in the Department of Architecture at Texas A&M University gives an overview of these two programs within the larger context of the university, college, and department. Context is extremely important to understand the current state of these programs through the evolution of past thought processes and the conditions in which those were developed. To develop that context this report will contain an overview of information on all programs in the department, with much more detail given to the MS and PhD programs.

Texas A&M University has experienced tremendous growth of 41% since 2010. Growth in the College of Architecture was 67% in that same time frame, while overall growth in the Department was 14%. The MS/PhD growth during this time, however was over 22%. These numbers mark not only a consistency between the university and the departmental enrollment goals, but they also mark a conceptual consistency between our research programs and the university. Texas A&M became a member of the Association of American Universities in 2001. That membership has become a defining criterion for much of the university’s academic and research initiatives. Strong emphases in graduate research in the department predated the AAU membership but for the following two decades, the MS/ PhD programs were symbols of strength and ingenuity for the department as a whole.

In the 21st century, creativity and inquisitiveness, characteristics well understood and honored traditionally in architectural design have become hallmarks of education in secondary schools, universities, and business. These traits have also long been every bit as necessary to successful research. The interdisciplinary team‐based activity of exploration in architectural design is a recognized paradigm of 21st c. transformational education, again a trait well understood in both basic and practical research. With all of these shared traits, it seems odd that research efforts in academe and professional design were often understood to occupy opposing sides of the putative art / science dichotomy. Yet, that disposition has persisted until recently.

The Department of Architecture has seized the opportunity to use the 30‐year tradition of research through the MS and PhD programs to set new initiatives at both the undergraduate B.E.D. and professional M.Arch programs. Research as an inspirational creative force will drive the future of our department.

Section 2 provides brief histories of the four degree programs in the department: Bachelor of Environmental Design (BED), Master of Architecture (MArch), Master of Science (MS), and Doctor of Philosophy (PhD). Prior to 1986, the Department of Architecture and the

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 9 Department of Environmental Design were separate. The Department of Architecture experienced a fundamental shift in the late 1980’s when it joined the undergraduate BED program as the new Department of Architecture. This change was nearly simultaneous with the transformation of the Doctor of Environmental Design degree (1960s) into a PhD in Architecture (1986) and a few years later with the birth of the MS Architecture degree.

With these new research degrees, the department’s identity was no longer singularly tied to professional practice and hiring of faculty and recruitment of students began to reflect their effects on the nature of the department. Research was important, yet still different from design. The research programs remained distinct from the design programs during their growth and maturity, but their influence on the other programs also strengthened.

The PhD program averages around 50 to 70 students operating today in much the same way it has for 30 years. Accepted students are assigned mentors in the field with which they are most closely aligned. These fields are defined by our faculty composition which coincides with Design, History/Theory, Structures, Energy and Sustainability, Historic Preservation, Health, and Computational Design. Students design their studies and form graduate committees that align with the needs of their study.

The MS program averages 2 ‐7 students with operational methods similar to the PhD program. The low enrollment of this program over its history is most likely due to the attraction of the PhD. label and the ability of students to matriculate quickly to the Ph.D. through their 90 credit hour option as opposed to the 64 credit hour requirement for students with masters degrees. Nevertheless, it has served the needs for those students interested in research related to architectural issues who cannot afford the time required by the PhD.

Section 3 ‐ 5 cover the details of the MS and PhD curriculums and student and faculty demographics over the last 5 years. Included is the department’s strategic plan from 2015 for context and the evolving status of these programs within the department’s academic offerings.

Curriculum changes are manifesting this year that reflect the ever‐ increasing influence of research on our design fields. Efforts to maintain large and vibrant research opportunities are touching our undergraduate program through our undergraduate summer research and our professional design program through our proposed professional research collaboration board. We are also proposing a dual MS/MArch degree to aid students in developing research within small to medium design firms. Research is now understood to be the foundation for design.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 10 Schedule of Review 1.2

A detailed review will be provided upon the arrival of the review team; however, the following is a preliminary overview of activities.

Sunday, September 8  Review team arrives in College Station  Department Head hosts welcome dinner and provides orientation information

Monday, September 9  Entry interview with Vice Provost for Academic Affairs (Michael Stephenson) and the Senior Assistant Provost for the Office of Graduate and Professional Studies (George Cunningham)  Meeting with Dean of College of Architecture  Meeting with Head of Department of Architecture and Associate Department Heads  Lunch  Tour facilities  Meet with Faculty  Faculty reception  Dinner and work session

Tuesday, September 10  Meet with Department degree coordinators and center heads  Lunch with Department degree coordinators and center heads  Meet with graduate students  Open time  Dinner catered in reviewers’ workroom  Reviewers work session

Wednesday, September 11  Exit interview with Provost and Executive Vice President (Carol Fierke), Vice Provost for Academic Affairs (Michael Stephenson), Associate Provost for Office of Graduate and Professional Studies (Karen Butler‐Purry), and the College Dean (Jorge Vanegas)  Reviewers debrief Department Head and Associate Department Heads  Reviewers make final changes to draft report  Reviewers brief faculty, staff and students on final report  Lunch with Department Head  Reviewers depart College Station

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 11

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 12 Primary Contacts 1.3

The following individuals will serve as the review team’s primary contacts during the review process.

Carol A. Fierke Provost and Executive Vice President for Academics

Ann Kenimer Associate Provost for Undergraduate Studies

Karen Butler‐Purry Associate Provost for Graduate and Professional Studies

Bettyann C. Zito Office of the Provost, Program Coordinator

Jorge Vanegas Dean, College of Architecture

Robert B. Warden Interim Head, Department of Architecture

Shelley Holliday Executive Associate Department Head

Stephen Caffey Associate Department Head, Research Programs, MS and PhD Programs

James Haliburton Associate Department Head, Professional Programs, MArch Program

Koichiro Aitaini Associate Department Head, Undergraduate Programs, BED Coordinator

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 13

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 14 Table of Contents

1.0 Introduction 1.1 Charge to Review Committee 7 1.2 Schedule of Review 11 1.3 Primary Contacts 13

2.0 History and Overview 2.1 History of Texas A&M University 21 2.2 History of the College of Architecture 23 2.3 Brief Degree Program History 25 2.3.1 Bachelor of Environmental Design 25 2.3.2 Master of Architecture 26 2.3.3 Master of Science in Architecture 26 2.3.4 Doctor of Philosophy in Architecture 27 2.4 Mission, Strategic Plan, Goals 28 2.5 Administrative Structure 35 2.6 Accreditation Information 41 2.7 Date of Last Internal Academic Program Review 43 2.8 Analysis 45

3.0 Academic Programs and Curricula 3.1 Programs Offered 51 3.2 Program Curricula 54 3.3 Admissions Criteria 73 3.4 Number of Degrees Awarded per Year 75 3.5 Average Time to Degree 76 3.6 Academic Enhancements and High‐Impact Opportunities 77 3.7 Financial Aid, Fellowships, and Other Support 80 3.8 Assessment of Student Learning Outcomes 87 3.9 Analysis 89

4.0 Faculty Profile 4.1 Core Faculty 97 4.2 Faculty Other than Core 101 4.3 Faculty Diversity 103 4.4 Faculty Qualifications 107 4.5 Analysis 115

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 16 5.0 Student Profile 5.0 Student Profile 121 5.1 Doctoral Student Information 123 5.2 Master of Science Student Information 130 5.3 MS and PhD Student Financial Support 137 5.4 MS and PhD Output and Employment 147 5.5 Master of Architecture Student Information 151 5.6 Bachelor Student Information 159 5.7 Analysis 167

6.0 Concluding Observations 171

7.0 Appendices

Appendix A – Facilities 179

Appendix B – Finances 183

Appendix C – Faculty Curriculum Vitae 189

Appendix D – Institutional Profile 287

Appendix E – Theses & Dissertation Titles 325

Appendix F – Graduate Student Practical Training Assignments 333

Appendix G – Department Advisory Council 337

Appendix H – Celebration of Excellence 341

Appendix I – Syllabi of MS/PhD Core Courses 347

Appendix J – Semester Credit Hours Taught by Faculty 387

Appendix K – PhD Student Assessment Rubrics 399

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 18 Overview of Degree Program 2

2.1 History of Texas A&M University 21

2.2 History of the College of Architecture 23

2.3 Brief Degree Program History 25 2.3.1 Bachelor of Environmental Design 2.3.2 Master of Architecture 2.3.3 Master of Science 2.3.4 Doctor of Philosophy 2.4 Mission, Strategic Plan, Goals 28

2.5 Administrative Structure 35

2.6 Accreditation Information 41

2.7 Date of Last Academic Program Review 43

2.8 Analysis 45

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 20 History of Texas A&M University 2.1

Texas A&M enrolls more than12,000 graduate students who come to the university from every state in the U.S. and from almost 120 foreign countries. With renowned academic programs, long‐standing traditions and a culture of service, Texas A&M provides students with the tools they need to succeed professionally and personally. Faculty take a special interest in ensuring student success, which has positioned the university at the top statewide in student retention and graduation and made Texas A&M the university of choice for students from all walks of life.

Texas A&M University, the oldest public institution of higher learning in the state, opened its doors in 1876 as a small rural college with a student enrollment of six. Fall 2018 enrollment was a record 69,367, with a record 10,759 entering freshmen. With more than 240 master's and PhD programs to choose from, the university enrolls one of the 10 largest student bodies in the nation — and the largest outside a major metropolitan area. Students can join any of 1000 student organizations and countless activities ranging from athletics and recreation to professional and community service events.

A world leader in teaching and research, Texas A&M ranks first in Texas in enrollment of National Merit Scholars, and 7th nationally with more than 600 of these high‐achieving students currently on campus. Texas A&M's national and international stature was highlighted by the November 1997 grand opening of the George Bush Presidential Library and Museum, a complex which also houses the Center for Presidential Studies and the Bush School of Government and Public Service as integral parts.

Texas A&M's success in accomplishing its tri‐fold mission of teaching, research, and service is clearly reflected in the education of its students. Texas A&M University ranks at the top among the state’s public institutions in student retention and graduation rates – among the leaders overall and for minority students, both African‐American and Hispanic.

Accomplished faculty is the bedrock of any great university, and Texas A&M students have the opportunity to interact with many great minds—winners of the Nobel Prize, National Medal of Science, Pulitzer Prize, World Food Prize and Wolf Prize, with 26 holding membership in the prestigious National Academy of Sciences or the National Academy of Engineering. TAMU conducts research valued at more than $905.4 M annually, placing it among the top 10 public universities nationally.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 21 The University has an endowment valued at more than $13 billion, which ranks eighth among U.S. universities and tenth overall. TAMU has formal agreements for collaborative research and faculty/student exchanges with more than 130 institutions in 42 countries, with active research programs on all seven continents. Far more significant, however, is the indirect impact that Texas A&M has in furthering knowledge and technologies that create new business, jobs, and revenue for the State of Texas.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 22 History of the College of Architecture 2.2

The College of Architecture is one of the 19 colleges and schools at Texas A&M. The others include: Agriculture and Life Sciences; Dentistry, Education and Human Development, Engineering, Geosciences, Liberal Arts, Medicine, Nursing, Pharmacy, Science, Veterinary Medicine and Biomedical Sciences, Mays Business School, Bush School of Government and Public Service, School of Innovation, School of Law, School of Public Health. The 19 colleges and schools making up Texas A&M University have awarded more than 482,000 degrees since the university opened.

The first formal program in architectural education in the state of Texas was begun at the Agricultural and Mechanical College of Texas September 1, 1905 with the inauguration of the curriculum in architectural engineering by the late Dr. Frederick E. Giesecke. During the period 1905 to 1941, a four‐year course of study leading to a Bachelor of Science degree in Architectural Engineering was offered by Architecture in Engineering. In 1914, a four‐year program leading to a Bachelor of Science degree in Architecture was established. This degree was replaced by a five‐year Bachelor of Architecture degree in 1931. In 1941, a five‐year program leading to a Bachelor of Science degree in Architectural Construction replaced the B.S. in Architectural Engineering. The first Master of Science degree in Architecture was awarded in 1921, and the first Master of Architecture degree was awarded in 1950. The Architecture program received professional accreditation for the first time in 1948.

In 1956, the Department of Architecture became the Division of Architecture that, in 1963, evolved into the School of Architecture still academically housed within the College of Engineering but located in the first Architecture buildings (b and c). In 1969 The College of Architecture and Environmental Design was created to comprise departments of Architecture, Environmental Design, Building Construction, Landscape Architecture, and Urban and Regional Planning. In 1978 the collection of buildings was renamed the Langford Architecture Center.

In 1989, the College was renamed the College of Architecture. Departments were consolidated into a three‐department structure each with graduate and undergraduate components: Architecture; Construction Science; and Landscape Architecture and Urban Planning. In 2007, the Texas Higher Education Coordinating Board approved a fourth department, Visualization.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 23 In 2008, all programs in visualization studies were unbundled from the Department of Architecture to form a new Department of Visualization, making it the fourth Department in the College.

In Fall 2018, the Department of Architecture enrolls 453 BED students, 86 MArch students, 6 MS students and 65 PhD students. The Department of Architecture has an excellent academic faculty numbering 56, 28 of which are full‐time tenure or tenure track, 23 are Academic Professional Track (APT) and 4 PhD students that are teachers of record. These faculty members represent expertise in architectural design and building technology, theory and history, computational design, sustainability & energy efficiency, heritage conservation, design for health, facility management, and low‐income housing.

For a more complete explanation of history please refer to: https://www.arch.tamu.edu/inside/history/index.html https://www.arch.tamu.edu/inside/history/century‐ excellence/index.html

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 24 Brief Degree Program History 2.3

2.3.1 Bachelor of Environmental Design (BED)

The formation of the College of Architecture and Environmental Design in 1969 marked a significant shift in the pattern of architectural education at Texas A&M University. After extensive study and discussion, the faculty decided that the architectural program would break with tradition and embark on a 4+2 pattern of study. By 1973, the transition to the new pattern was complete.

In fall 1986, it was decided to consolidate the administration of the departments of Environmental Design (undergraduate studies) and Architecture (graduate studies). The Department of Architecture then administered undergraduate courses leading to the four‐year Bachelor of Environmental Design (pre‐professional) degree.

Over the last 33 years, the BED program responded to the ever‐fluid development of digital technologies that in many ways altered the foundation of its original Berkeley model of Environmental Design. Since the Departments of Architecture which housed the professional MArch Program and the undergraduate Environmental Design Department merged in 1986, the BED program has slowly morphed into a pre‐architecture program. As noted in the 2010 APR, the requirement by the university to reduce the credit hours of the BED program to 120 hours required many changes in pedagogical experiences resulting in and increased responsibility for studios.

The immediate future of the BED program continues with the significant integrated studio model implemented in 2007, while also redefining the 4th year as an undergraduate thesis year. This is accomplished by moving the integrated studio to third year and restructuring first and second years to prepare them for rigors of the integrated studio. The 4th year thesis year is intended to give students and faculty an opportunity to participate in studio based research opportunities in areas of mutual interest.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 25

2.3.2 Master of Architecture Program (MArch)

The MArch degree is a 52 credit hour professional program in Architecture. It is accredited by the National Architecture Accrediting Board (NAAB) and received the maximum 8 year accreditation at their last review in 2014. As complexities increase in design related fields with respect to evolving environmental, economical, and socio‐political contexts, research and thus research methodologies emerge as a necessary element of design education. Our future vision for the MArch program contains a tighter connection with the MS and PhD programs that will inevitably have reciprocal positive effects on each.

2.3.3 Master of Science Program (MS)

The Master of Science, a thesis program administered through the Department of Architecture, has been in existence since 1991, evolving from a post‐professional degree offering. A non‐professional degree at the master's level for those seeking advanced knowledge in preparation for careers in architectural research, university teaching, or specialized practice and consulting, the degree may also act as a milestone toward a PhD in architecture. There are approximately 82 MS or post‐ professional Architecture Programs in the U.S. The first MS Architecture degree at Texas A&M was awarded in 1992 and over 70 degrees have been awarded since that time.

The MS Arch program was envisioned as a landing place for students interested in research, with or without a design emphasis, that could either be their terminal degree or an interim step towards their goal to the PhD. Originally each program was administered separately, but eventually, since both programs shared similar structure and philosophy, it became reasonable to administer them both under one director. Therefore, MS graduate faculty and committee structure is nearly identical with the PhD program.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 26 2.3.4 Doctor of Philosophy Program (PhD)

The PhD program in architecture at Texas A&M University began in the late 1960s and has been administered by the Department of Architecture in its present form for the last 25 years. The program originally awarded a Doctorate in Environmental Design. This was changed in 1985 to a Doctorate in Philosophy. In 1986, two PhD degrees were established: a PhD in Architecture and a PhD in Urban and Regional Science. The program is now one of approximately 39 doctoral programs in architecture in North America. Together with Berkeley, Georgia Institute of Technology, Michigan, and University of Pennsylvania, it is one of the largest.

The Department of Architecture currently administers the doctoral degree to individuals in Architecture, Construction Science and the Visualization departments. The Landscape Architecture and Urban Planning department administers its own doctoral degree.

As of fall 2018, the program included 65 PhD students and a graduate faculty of 45 from the Department of Architecture. Originally, the primary focus of the program was to expand knowledge and research in the technological and building science areas. Although its earlier emphasis was technically‐oriented, the program has been expanded to allow students to focus their studies within a broad range of emphasis areas and exploration topics. The curriculum was modified in 1993 to reflect its current structure.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 27 Mission, Strategic Plan, & Goals 2.4

In 2015 the Department of Architecture engaged in creating a new 5 year strategic plan. What follows is general information on the contents of that plan. This is intended to provide context for a longer term view of the goals and actions of the department after that last team visit with a focus on the MS and PhD programs. In 2018 a new update to the 2015 strategic plan was begun, and is still underway. What is presented here is the 2015 Department of Architecture Strategic Plan.

Department of Architecture 2015 Mission and Strategic Plan.

The Department of Architecture acknowledges Texas A&M University’s plan for Vision 2020, which includes the commitment to a high‐quality infrastructure and operational services for an exemplary learning environment that provides experts who enhance a world‐class learning environment through extraordinary service, safety, and stewardship. In addition, the Department supports the University’s core values of: integrity, service, safety, respect, diversity, employee engagement, stewardship and sustainability, which are further supported by the College of Architecture’s goals, priorities and directions.

VISION As a department committed to excellence in architectural education, we regard design, research and service as interlinked domains through which we address critical environmental, social and urban problems facing contemporary culture and the future.

We subscribe to the twelve imperatives of the University’s plan for Vision 2020 through our core competency in design. Design embraces complexity, solving problems in unanticipated, sometimes counterintuitive ways. As a locus of creativity and innovation at Texas A&M, the department provides strategic leadership that will enable the university to realize excellence.

It is in this spirit that we teach architectural design by cultivating curiosity, initiative and discipline. In the process, our students and faculty develop sophisticated solutions to global, national and state concerns in the built environment. Our integrated approach encompasses history and theory, building technology, design methods, human behavior, communication, sustainability and professional practice. This approach defines the Bachelor of Environmental Design (BED) and the accredited professional Master of Architecture (MArch) degrees. The Master of Science (MS) and Doctor of Philosophy (PhD) programs in architecture further advance this integrated approach through rigorous scholarship and dissemination of new knowledge.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 28 Through design thinking and research, we shape and influence future modes of professional practice, education and the built environment.

MISSION The Department of Architecture educates students while creating and disseminating new knowledge in the theory and practice of architectural design. We impact society by designing environments that foster economic, social, and ecological responsibility. To achieve this mission, the department engages in teaching, research, and service in keeping with the important mandate of a land‐grant university.

VALUES Our vision, based on a commitment to University core values, is underpinned by the following four key values:

 Design excellence  Research excellence  Leadership  Social responsibility

SWOT

INTERNAL Strengths  Integrated teaching model  Faculty/Program expertise (BIM, history, technology, design, sustainability, theory, healthcare, energy, preservation)  Department Staff  Scholarship/Research record  Study abroad program

Weaknesses  Lack of self‐criticism  Lack of space, lack of display/review space, lack of PhD/MS, faculty space infrastructure (quantity and quality)  Issues related to English proficiency among incoming students  Lack of rigor and clarity of learning outcomes across multi‐class sections  Insufficient forums for intellectual discourse  Issues related to grade inflation  Lack of external reviewers & lack of interaction with other schools (isolation)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 29 EXTERNAL

Opportunities  Council of Excellence (enhance revenue)  Capitalize our expertise in design thinking by offering expanded programs  Increase global programs (faculty, students, etc.)  Expanded opportunities in resource enhancement (web‐based courses, etc.)  Better alignment of department resources in relation to Centers and certificate programs that correspond to department’s vision  Enhance capability and use of Architecture Ranch  Broaden applications of multidisciplinary teaching model  Expand faculty participation in College Centers  Forging partnerships (other schools of architecture, disciplines, the profession, jury members, external readers)  Program to leverage the PhD for architecture faculty from other universities  Establish ‘star’ power program – bringing in top flight professionals for limited periods

Threats  Perceived erosion of the practice of architecture  Misinterpretation by the larger University/College o The diversity of creative and scholarly activities o The diversity of faculty and research methods for tenure and promotion  Erosion of resources (space/budget/faculty) o Faculty/student ratio  Misuse of the designation of the term architecture in college offerings (USAR)  Lack of competitive financial assistance for students in graduate programs

Strategic Initiative to enhance the PhD and MS programs

Goal: PhD and MS in Architecture will be valued as a credential at peer institutions, research labs and professional practices for providing knowledge and skills related to creating and disseminating knowledge. Teaching  Create opportunities for students to learn teaching methods and apply skills in the classroom Courses in teaching methods

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 30

o Action: To develop/schedule a course(s) by Fall 2015 o Mentorship by faculty and opportunities to assist in teaching in their area of expertise o Action: Task faculty Chairs to mentor students in teaching by Fall 2014 o Action: Identify course offerings to support student teaching by Fall 2015 o Opportunities for PhD students to become Instructor of Record o Action: Develop and deliver a Departmental plan for studio and lecture courses to Department Head by Fall 2014 Research  Enhance quality/visibility of scholarship through publication and presentations o Courses in research methods and publication  Action: Mandatory enrollment in research methods courses by Fall 2015  Action: Mandatory enrollment in Writing for Publication course by Fall 2015 o Identify appropriate publications . Action: PhD/MS/P&T committees to develop plan by Fall 2014 o Provide opportunities for external reviews. . Action: PhD/MS committee to develop plan by Fall 2014  Create opportunities for students to participate in research projects o Develop proposals . Action: PhD/MS committee to develop plan by Fall 2014 o Conduct research . Action: PhD/MS committee to develop plan by Fall 2014  Provide support for students to disseminate research results inside and outside the university . Action: PhD/MS committee to develop plan by Fall 2014

Curriculum  Revise and update our core courses in the PhD and MS curriculum . Action: PhD/MS committee to develop plan by Fall 2014  Identify and develop potential leveling courses

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 31 . Action: PhD/MS committee to develop plan by Fall 2014  Broaden offerings in MS program . Action: PhD/MS committee to develop plan by Fall 2014  Provide a “Survival Guide” . Action: PhD/MS committee to develop guide by Fall 2014 Space and Resources

 Provide space and resources for resident PhD and MS students Action: Incorporate dedicated space into the college building program by Fall 2014 Strategic Initiative to enhance the MArch program Goal: Create a seamless process that enhances rigor and quality as represented by Master of Architecture final study projects By Spring 2015  Action: Plan for faculty involvement  Action: Student outcomes  Action: Overall process Goal:  Increase enrollment in the Master of Architecture degree program  Increase from current 108 students and normalize program at 132 . Action: By Fall 2016 o Investigate the concept of hybrid or matriculation path to Master of Architecture . Action: Report by MArch Committee by Spring 2015

 Strategic Initiative to enhance the BED program  Goal:  Enhance and further implement revisions to the curriculum based on the 2010 Program Review  Expand the success of the integrated studio to other areas of the curriculum o Integration of the appropriate discipline oriented committees . Action: Recommendations for implementation by end of Fall 2014  Expand the success, opportunities and participation of the semester away (Study Abroad program, other academic opportunities and Internship) o Explore other geographic areas/locations for new program possibilities

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 32 . Action: Cooperative initiative with Off‐Campus Committee report by Spring 2015  Increase stature and improve reputation by addressing theories, trends and emerging opportunities in Environmental Design  Review the program for opportunities to better align with contemporary emerging environmental design practices o Conduct research and provide a report by select committees . Action: Establish a task force by Fall 2014 . Action: Report by end of Fall 2014  Provide opportunities or coursework that instill value in design innovation and entrepreneurship o Develop and expand course offerings in digital fabrication, design of architectural components, and products to support building systems . Action: Task the design committee to develop recommendations by Fall 2014 o Utilize more fully College facilities such as The Ranch and Woodshop . Action: Task the studio faculty to develop plan by Fall 2014  Increase offerings of specialized environmental design electives for BED and University‐wide students o Develop opportunities to increase environmental design electives and enrollment for BED and University‐wide students . Action: Task the BED/select committee to develop a plan by Fall 2014

Strategic Plan Assessment

The 2015 Department Strategic Plan highlights concerns and emphasis opportunities for the department’s four programs through the SWOT analysis. All programs are represented here to accentuate how the MS and PhD programs are no longer understood as individual program offerings to fill market opportunities for the department but as connectors for our vision of Architecture. Our core values of design and research excellence, leadership, and social responsibility are best understood as partners. It should be noted that this strategic plan, complete with action items and dates actually led to concrete initiatives. Almost every initiative for the MS and PhD programs have been addressed. Details of changes to the curriculum requirements are covered in more detail in section 3. Research opportunities have been enhanced through expanded efforts of our research centers and teaching opportunities were expanded. Our semester schedules reflect PhD “teacher of record” opportunities at almost every level of design studio and seminar. In some cases our PhD students have accepted

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 33 responsibility for large lecture courses.

Every program desires excellence. The 2015 Strategic Plan laid the necessary foundation for research to become the primary necessary ingredient for excellence. Research is the integrative element necessary in an age facing environmental and socio‐political issues that brings leadership, creative design and invention to our quality of life questions.

One major concern for the MS program from the last APR review was its lack of enrollment. The MS program continues to have a light enrollment compared to the PhD program even after the enhancements suggested by the 2015 Strategic Plan. Reasons for this are more complex than any one element, but perhaps one can say simply that the PhD program carries more inherent value to students than the MS and students who enter the MS program use it as a gate to the PhD rather than an end in itself. This could be due to the programs having nearly identical first years thus incentivizing not finishing the MS but applying for matriculation to the PhD.

Rather than jettison what might appear to be a weak program we are suggesting that the MS be rejuvenated through two primary endeavors. The first involves creating a dual degree with the MArch program. The MS/March program would be attractive to those students who completed the BArch as their professional degree and would return to complete an advanced design degree with a focus on research. It would also be attractive to students in our undergraduate University Studies Architecture (USAR) program in the college to stand apart from those who have focused solely on design. Secondly, the stand‐alone MS would attract professionals from inside and outside of architecture to spend a year in an intense integrated environment where professionals and multiple disciplines are brought together to work on particularly difficult socio‐political issues. The MS and PhD programs would still be tied together, but MS students would contribute to pieces of larger research endeavors at the PhD level. PhD students would benefit from the mature input from professionals participating for shorter time periods, thereby creating more dialogue surrounding research and design issues.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 34 Administrative Structure 2.5

The following individuals will serve as the review team’s primary contacts during the review process.

Carol A. Fierke Provost and Executive Vice President for Academics

Ann Kenimer Associate Provost for Undergraduate Studies

Karen Butler‐Purry Associate Provost for Graduate and Professional Studies

Bettyann C. Zito Office of the Provost, Program Coordinator

Jorge Vanegas Dean, College of Architecture

Robert B. Warden Interim Head, Department of Architecture

Shelley Holliday Executive Associate Department Head

Stephen Caffey Associate Department Head, Research Programs, MS and PhD Programs

James Haliburton Associate Department Head, Professional Programs, MArch program

Koichiro Aitaini Associate Department Head, Undergraduate Programs, BED Coordinator

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 35

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 36

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 37

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 38

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 39

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 40 Accreditation Information 2.6

The Master of Architecture is the only externally accredited degree program in the Department of Architecture at Texas A&M University. Neither the MS nor PhD programs are externally accredited. Beginning around 2013, the University implemented a system for documenting and tracking student learning outcomes. Since that time, the department has worked to identify student learning outcomes and find ways to systematically gather evidence of student learning. There are still several challenges to overcome in terms of assessing student learning in the MS and PhD programs; however, the department has made changes and improvements since 2017.

The department of architecture initially was able to identify outcomes they prioritized for MS and PhD students, including: 1) speaking, writing, and analytic skills, 2) critical thinking & research skills, 3) fundamental research skills, 4) area of interest knowledge development, and 5) technical documentation. All of these were measured through the thesis/dissertation and oral defense. However, there were several problems with these outcomes and measures, which the program has been working to improve over time.

In 2017, the department hired an assessment coordinator (shared with other departments in the college), who has a background in higher education and assessment, and who was charged with helping the departments improve their assessment plans. In 2017‐2018, the assessment coordinator worked with the interim department head to revise the MS and PhD student learning outcomes, and a rubric was developed to be used to score the quality of the student’s thesis/dissertation. One continual challenge the department has faced is how to implement an effective data collection strategy and collect data consistently.

In spring 2019, the university purchased a new platform for recording and storing assessment data & artifacts called AEFIS. With the roll out of the new system, the assessment coordinator has worked more closely with the MS and PhD program coordinator to further revise the assessment plan.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 41 The current learning outcomes for the MS ARCH are below:

 Communication: Demonstrate the ability to express complex ideas in a clear, concise, and organized manner as well as incorporate evidence to support conclusions.

 Critical Thinking & Analytical Skills: Critically assess sources of evidence and demonstrate sound analytical reasoning in approaches to evidence and data.

 Research Skills: Demonstrate information literacy through an appropriate use of resources, and apply research methodology correctly to conduct valid research.

For the PhD ARCH:

 Communication: Demonstrate the ability to express complex ideas in a clear, concise, and organized manner as well as incorporate evidence to support conclusions.

 Critical Thinking & Analytical Skills: Critically assess sources of evidence and demonstrate sound analytical reasoning in approaches to evidence and data in a way that generates new knowledge &/or fills existing gaps in knowledge.

 Research Skills: Demonstrate information literacy through an appropriate use of resources, and apply research methodology correctly to conduct valid research and generate new knowledge.

Rubrics were also developed (see Appendix K) to be filled out by the thesis/dissertation chair at the time of the defense; however, no data have been collected at this time.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 42 Date of Last Academic Program Review 2.7

The TAMU Office of Graduate Studies issued the last internal review team’s final report for the Bachelor of Environmental Design, the Master of Science, and the Doctor of Philosophy to Department Head Ward Wells on December 7, 2010.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 43

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 44 Analysis 2.8

The Department of Architecture gauges excellence by the contributions of its graduates to architecture as an academic discipline, as a professional practice, and as a form of cultural production in natural, built, and virtual environments. By aligning applied academic research to current, emerging, and prospective theoretical and practical objectives of architecture as a professional practice, the Department of Architecture’s strategic plan for the MS and PhD programs will prepare our graduate students to flourish in the unprecedented conditions generated by technological innovation, global climate change, and changing global demographics.

Mid‐career professionals who complete the one‐year Master of Science in Architecture will return to professional practice with updated and diversified tools and knowledge that will in turn elevate the currency, the quality and the appeal of their architectural practice. Students who pursue the three‐year MS/MArch degree option will enter the profession and pursue licensure with scientifically grounded expertise in one or more areas of specialization, positioning them to join one of the many research divisions that larger firms have begun to establish, or to bring the value of architectural insight to governmental and non‐ governmental organizations, think tanks and research institutes, large technology corporations, small start‐ups, and healthcare, et al.

The core course requirements for the PhD program ensures that students achieve the mastery of research methodologies necessary to contribute to existing bodies of knowledge by identifying and filling gaps therein or by forging new pathways in emerging realms of scholarly inquiry. Updating and upgrading admissions policies for the PhD program will improve the faculty‐to‐student ratio in terms of the size of seminars and the ability of dissertation committee chairs, co‐chairs, and members to provide more guidance as program participants move from student to candidacy. The increased emphasis on Curricular Practical Training (CPT) opportunities will provide the PhD students an opportunity to explore and validate the relevance of their research to professional practice by taking it outside the classroom, the lab, and the computer simulation into real‐world scenarios. The excellence achieved through these opportunities will be recursive, as practice informs research, which in turn informs practice.

Calibrate acceptance numbers to available funding streams; reserve spaces for students who are fully funded by their home governments; conduct Skype interviews with shortlisted applicants;

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 45 Connecting research and research methodologies that emerge from the MS and PhD programs with current and emerging trends in architecture as a professional practice will align the programs with President Young’s imperatives for transformational learning, discovery and innovation, and impact on the state, nation, and world. By training our MS students in new technologies associated with heritage conservation and by placing our PhD students and doctoral candidates in local and national‐ level internships, we can investigate and validate the direct relevance of academic practice to professional practice. The bilateral transfer of knowledge will lead to discovery and innovation by eliminating the false barriers between academe and industry. The prominence of our programs will attract attention, which in turn will attract more educational, commercial and cultural interest in and investment in the state of Texas. Key to this trend will be our initiative to jump the curve in the hands‐on use of robotics, next‐generation design computation, augmented reality, virtual reality, and artificial intelligence.

List and briefly discuss 1‐3 improvements made since the previous APR and describe the results of those improvements.

1. Faculty review of PhD applicants has been implemented in form close to that suggested by the review team; we have replaced the former system that relied solely on GRE scores with a holistic analysis by the committee, followed by a review of faculty in the various areas of focus. The result has been an improvement in the number and quality of students in the PhD program. We will continue to refine this process so that all students admitted will be of the highest caliber and will receive support in some form to reduce anxiety associated with the costs of graduate education.

2. We have increased the number of teaching opportunities for our PhD students, as suggested in the 2010 APR and laid out in our department strategic plan, which has resulted in increasing numbers of our graduates being placed in tenure‐track positions that require teaching experience.

3. We have implemented new standards in English‐language proficiency testing, which exceed those required by the university. This move has eliminated the need for remedial English education and increased the number of students who are sufficiently fluent in English to produce quality research documents, to publish in peer‐reviewed journals, and to present successfully at professional and academic conferences.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 46 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 47 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 48 Academic Programs & Curricula 3

3.1 Programs Offered 51

3.2 Program Curricula 54

3.3 Admissions Criteria 73

3.4 Number of Degrees Awarded per Year 75

3.5 Average Time to Degree 76

3.6 Academic Enhancements and High‐Impact Opportunities 77

3.7 Financial Aid, Fellowships, and Other Support 80

3.8 Assessment of Student Learning Outcomes 87

3.9 Analysis 89

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 50 Programs Offered 3.1

Doctor of Philosophy in Architecture The PhD in Architecture provides students with the tools, resources and faculty guidance necessary to the development, dissemination, and creation of knowledge about architecture as an academic discipline, as a professional practice, and as a form of cultural production. Departmental members of the Graduate Faculty contribute their diverse disciplinary specialties and collaborate as expert representatives of their respective professional and scholarly fields to establish a climate in which scholarship and creativity can flourish. In its long and distinguished history, the PhD program in Architecture at Texas A&M University has produced graduates whose contributions to academe and to the architecture profession are both numerous and wide‐ranging. Working closely with faculty whose research expertise includes a broad array of disciplines, students who pursue the PhD in Architecture at Texas A&M University identify gaps in existing bodies of scholarly and professional knowledge, and create and disseminate new knowledge relevant to architecture and its related areas of focus. The PhD in Architecture program combines required coursework with elective courses taught within the Department of Architecture, within the other departments in the College of Architecture, and within other departments and colleges across the university. The PhD in Architecture prepares graduates for careers in academe, industry, government, non‐governmental organizations, and independent and institutionally supported research.

The Doctor of Philosophy in Architecture provides an advanced research degree that  Identifies critical problems and opportunities facing the discipline of architecture  Emphasizes the application of qualitative and quantitative research methodologies at the highest levels of scholarly, humanistic, and scientific rigor  Generates original and lasting contributions to the bodies of scholarly and practical knowledge in architecture and related disciplines and sub‐disciplines  Prepares graduates to share the results of their doctoral research through the production of peer‐reviewed conference papers, journal articles, book chapters, monographs, research posters, and public lectures.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 51 Master of Science in Architecture Program The Master of Science in Architecture is an advanced, multidisciplinary, 32‐credit hour thesis degree program designed to provide highly qualified students with a traditional academic foundation in theoretical concepts and research methods in Architecture. In this program, students develop support courses and a thesis topic in an emphasis area offered by the department or research centers associated with the college. The Master of Science, a thesis program administered through the Department of Architecture, has been in existence since 1991, evolving from a post‐professional degree offering. The degree is a non‐professional degree for those seeking advanced knowledge in preparation for careers in architectural research, university teaching, or specialized practice and consulting. The degree may also act as a milestone toward a PhD in architecture. Research topics vary, depending on the MS student’s scholarly and professional interests and ambitions. Master of Architecture Program The Master of Architecture degree program provides graduates with the requisite educational background to enter the professional practice of architecture and its numerous variants. The Master of Architecture degree is accredited by the National Architectural Accrediting Board (NAAB), qualifying its recipients to take a state professional licensing examination after a required internship period. There is a central thrust, related to contemporary practice and the requirements established for legal use of the title, Architect, which focuses on the design of buildings and environments to satisfy stated individual or societal needs. Integral with this thrust is an examination of the processes of design, systems of construction, relationships to environmental, social, historical and geographical context, and an understanding of behaviorism and symbolism. This program complements and completes studies begun in the four‐ year undergraduate program. Within the professional program there is opportunity and encouragement to explore a range of professional directions, related to the expertise and interests of the faculty. A student may develop his/her own individual program which may include portions of existing emphasis areas in Architectural Design, History and Theory, Computer Simulation, Interior Architecture or focused certificate programs in Facility Management; Health Systems and Design; Historic Preservation; Sustainable Urbanism; Transportation Planning; and Environmental Hazard Management. The College, with its four related academic departments and five research centers is in a strong position to support such diverse

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 52 activity and the resources of the University provide additional depth in such areas as engineering, business, management.

The Bachelor of Environmental Design Program The undergraduate curriculum in Environmental Design at Texas A&M University is offered through the Department of Architecture. The four‐year Bachelor of Environmental Design (BED) degree prepares students for challenging careers in industries supporting the built environment. Students who enroll in the Bachelor of Environmental Design engage in a degree program that fosters creativity and problem‐solving skills, provides extensive knowledge of architectural history and theory, and cultivates high levels of knowledge and capability in building and design technology. Coursework encourages multidisciplinary and comparative perspectives that allow opportunities for communication and team oriented methods of production. Global perspectives are encouraged by a mandatory semester‐long study away experience that includes study abroad or internship opportunities. Students develop skills and acquire knowledge through a studio‐ based experience with a variety of proposed or actual design projects. The studio projects place a shared emphasis on the technical and expressive content of design work, the processes by which student's research, synthesize and document their design ideas, and the creation of tangible products that achieve a high quality of graphic and physical craft. The four‐year BED degree at Texas A&M University is a pre‐ professional degree. Students interested in professional registration as an architect must complete a National Architectural Accreditation Board (NAAB) accredited Master of Architecture program in addition to the four‐year undergraduate Bachelor of Environmental Design Degree. Students interested in graduate M.Arch programs pursue the Architecture Design Study Track requiring a sequence of eight architecture design studios (the Architectural Design Studies Track) ‐ one design studio each semester.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 53 3.2 Program Curricula

MS Program

Master of Science students first meet with the Graduate Advisor to register for required core courses. With the guidance of a temporary advisor and the MS program coordinator the student then chooses a thesis committee and submits a degree plan via the Office of Graduate and Professional Studies (OGAPS) website. Once the student and the thesis committee have settled on a research question, the student submits the Research Proposal Approval Form via the OGAPS website. After applying for an Institutional Review Board (IRB) approval or exemption (if applicable), and completing the research, the student writes the thesis in close collaboration with the thesis committee chair. In the semester that the student expects to defend the thesis, the student must apply for graduation and schedule the oral defense of the thesis according to OGAPS deadlines. Once the thesis is completed, the student submits the Request and Announcement of Final Examination via the OGAPS website. After a successful oral defense of the thesis, the student uploads a final approved copy of the document to the Thesis and Dissertation Submission website and the thesis committee chair submits the Thesis Approval Form to

the Graduate Advisor, who then routes it to OGAPS.

The Master of Science in Architecture degree requires the completion of a minimum of 32 credit hours as outlined by the course work listed below. Students who lack proficiencies appropriate to their chosen area of study may require course work beyond the basic 32 hours. Specific deficiencies will be identified by the degree coordinator, the student's advisory committee chair, and/or the advisory committee. To maintain the full‐time student status, a student must take at least 9 credit hours during the fall

and spring semesters.

All students will be assigned a temporary advisor upon admittance to the program. The student is responsible for selecting a faculty member with expertise in the chosen focus area to chair the student's advisory committee. The student and the committee chair will locate two or more graduate faculty members to join the committee. One committee member must come from outside the department. The role of the advisory committee is to provide guidance, advice, and critical judgment for the student in matters of degree planning, research methods, and the thesis.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 54 Required Courses for All Students Pursuing the MS in Architecture:

 Research Ideologies for Architecture (ARCH 690, 3 credits)  Foundations of Research (ARCH 669, 3 credits)  Writing for Publication (CARC 698, 3 credits)  Graduate Seminar (ARCH 681, first semester, 1 credit)

Additional required courses include one graduate‐level history course and one graduate‐level theory course with the course prefix ARCH. Pattern Study Courses:

Major Elective ‐ major area of emphasis

 Minor Elective ‐ minor or supporting area of study  Free Elective ‐ in consultation with thesis chair Thesis:

 Thesis proposal preparations (ARCH 685, 2 credits)  Thesis research (ARCH 691, 5 credits)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 55

Credit Hours

Core ARCH 690 *Additional required (10) Courses Research courses include one Ideologies for graduate‐level history Architecture (3) course and one graduate‐level theory ARCH 669 course with the course Foundations of prefix ARCH Research (3) ARCH XXX History CARC 698 Writing ARCH XXX Theory for Publications (3)

ARCH 681 Graduate Seminar (1) Pattern of Study Major Elective‐ Major (18) Courses / Area of Emphasis (9) Electives Minor Elective‐ Minor or Supporting Areas of Emphasis (6)

Free Elective‐ In consultation with thesis chair(3) Thesis ARCH 685 Thesis (7) Proposal Preparations (2)

ARCH 691 Thesis Research (5) Credit (32) Hours

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 56 Program Curricula 3.2

MS Program Electives

Non‐required, Frequently‐Taken, Research‐Related Courses in Architecture Department

CARC 602 Research Methods in Planning Design. (3‐0). Credit 3. Basic empirical research methods used in planning and design research: experimental, survey, and case study designs; collection and analytic approaches. May be repeated for credit. Prerequisite: STAT 651 or equivalent.

ARCH 621 Energy Optimization in Building Design. (3‐0). Credit 3. Optimum energy use strategies for commercial buildings, hourly energy simulation methods, building envelope and HVAC system energy optimization by computer simulation techniques; life‐cycle cost analysis of building energy systems; case studies in commercial building applications. Prerequisite: Graduate classification or approval of instructor.

ARCH 623 Design Methods I. (3‐0). Credit 3. Importance of intuitive methods in design; meaning, symbolism and creativity in art and architecture; techniques to develop creative approaches to problem‐solving. Prerequisite: Graduate classification or approval of instructor.

ARCH 634 Architectural Lighting. (1‐2). Credit 3. Attributes of the lighting environment; lighting and energy issues; daylight availability; building design for daylighting; heat loss control; solar shading; daylighting models; graphical, analytical, and computer methods of analysis; visual and lighting comfort evaluation; integration of daylight and electric light; energy analysis. Prerequisite: ARCH 633 or approval of instructor.

ARCH 640 Morphology of Architectural Form. (3‐0). Credit 3. Forces influencing structure and form of architecture: climate, culture, site, economics, construction methods. Prerequisite: Graduate

classification or approval of instructor.

ARCH 675 Health Design and Research. (3‐0). Credit 3. Examination of health environments to include buildings, healthcare gardens and restorative landscapes, and urban design for home‐based care and independent living; emphasis on research‐informed approaches for patient‐centered design that reduce stress and promote improved health outcomes. Prerequisite: Graduate classification or approval of instructor.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 57 ARCH 676 Survey of Human Behavior and Design. (3‐0). Credit 3. Examination of human behavior and attitudes that influence spatial decision‐making; includes sections on environment and behavior, real estate finance, urban design decision‐making. Prerequisite: Graduate classification or approval of instructor.

Non‐required, Frequently‐Taken, Research‐Related Courses in Other Departments in College of Architecture

LAND 661 Visual Quality for Design and Planning. (3‐0). Credit 3. Emphasis on social science perspectives for analyzing visual quality in built and natural landscapes, and effects of visual surroundings on human well‐being and health; the content reflects a balance of theory, scientific research evidence and practical applications in areas of landscape architecture, architecture, urban planning and park design. Prerequisite: Graduate classification.

PLAN 630 Survey of Health Planning Processes. (3‐0). Credit 3. Considers evolution and development of the health care system in the U.S. and how hospitals and other health service institutions go about developing strategic planning systems.

PLAN 633 Planning for Healthy Communities. (3‐0). Credit 3. An introduction to issues involved in planning healthy cities/communities; by exploring experiences initiated by the World Health Organization and subsequent international experiences, attention is given to the healthy cities/communities movement in the United States and the case studies of programs at local, state, and national levels.

Non‐required, Frequently‐Taken, Research‐Related Courses in Other Departments Outside of College of Architecture

ANTH 604 Cultural Method and Theory. (3‐0). Credit 3. Survey of the theoretical concepts used in anthropology and how to construct models using in cultural and social anthropology.

EDAD 623 Advanced Fieldwork Methods. (3‐0). Credit 3. To explore by conducting exemplary field examples, qualitative methods, their strengths and weaknesses; to learn how to keep and utilize ethnographic reflexive journals and methodological logs; and to understand the methodological decision points which indicate one method which may be preferable to another. Prerequisite: EDAD 690 or approval of instructor.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 58 PHIL 623 Aesthetics. (3‐0). Credit 3. The genesis of American philosophical thought from the seventeenth century until the work of Emerson; subsequent concentration on the philosophies of Pierce, James, Royce, Dewey, Mead, Santayana and Whitehead. Prerequisite: Approval of instructor.

PSYC 630 Health Psychology and Behavioral Medicine. (3‐0). Credit 3. Theory, research, and practice of health psychology emphasizing the prevention and modification of health compromising behaviors; psychological management of stress, pain, and chronic/terminal illness; effective interventions for specific health behaviors/disorders. Prerequisite: Graduate classification or approval by instructor.

SOCI 624 Qualitative Methodology. (3‐0). Credit 3. Course provides exposure to and critical assessment of qualitative approaches to data gathering social science; topics include naturalistic observation, field research skills, unobtrusive measures, and grounded theory construction.

STAT 651 Statistics in Research I. (3‐0). Credit 3. For graduate students in other disciplines; non‐calculus exposition of the concepts, methods, and usage of statistical data analysis; T‐tests, analysis of variance and linear regression. Prerequisite: MATH 102 or equivalent.

STAT 652 Statistics in Research II. (3‐0). Credit 3. Continuation of STAT 651. Concepts of experimental design, individual treatment comparisons, randomized blocks and factorial experiments, multiple regression, x2 tests, and a brief introduction to covariance, non‐parametric methods and sample surveys. Prerequisite: STAT 651.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 59 3.2 Program Curricula

PhD Program

Overview of PhD Curriculum Doctoral students first meet with the Graduate Advisor to register for required core courses. With the guidance of a temporary advisor and the PhD program coordinator the student then chooses a dissertation committee and submits a degree plan via the OGAPS website. In the third semester, the student takes the Qualifying Exam, which provides an opportunity to demonstrate the ability to respond directly and fully to questions regarding the research topic, a preliminary literature review, the chosen methodology, predicted analytical processes, relevant theoretical and/or critical frameworks, and expected outcomes. Success on the Qualifying Exam is dependent upon the student’s ability to respond in clear, concise language that is fully intelligible to a reader from outside the student’s focus area. For example, a student whose dissertation addresses a history or theory topic, the evaluator will be selected from among the building energy systems or design computation faculty. Once the student and the dissertation committee have identified and agreed upon the gap in knowledge to be filled by the dissertation research, the student requests Preliminary Examination reading lists from all committee members. In preparation for the Preliminary Exam, the student submits the Checklist and Report of the Preliminary Exam via the OGAPS website. Upon successful completion of the written and oral portions of the Preliminary Exam, the student completes and submits the Research Proposal Approval Form via the OGAPS website. After applying for and receiving an IRB approval or exemption (if applicable), and completing the research, the student writes the dissertation in close collaboration with the dissertation committee chair. In the semester that the student expects to defend the dissertation, the student must apply for graduation and schedule the oral defense of the dissertation according to OGAPS deadlines. Once the thesis is completed, the student submits the Request and Announcement of Final Examination via the OGAPS website. After a successful oral defense of the thesis, the student uploads a final approved copy of the document to the Thesis and Dissertation Submission website and the dissertation committee chair submits the Dissertation Approval Form to the Graduate Advisor, who then routes it to OGAPS.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 60 The Doctor of Philosophy in Architecture degree plan requires a minimum of 64 credit hours beyond the Master's degree or 96 credit hours beyond the bachelor's degree. Course requirements provide entering students a solid foundation in historical knowledge and theoretical discourse, with sufficient flexibility in the elective coursework to support the initiation and pursuit of individual research agendas. Required Courses for All Students Pursuing the PhD in Architecture:

 Research Ideologies for Architecture (ARCH 690, 3 credits)  Foundations of Research (ARCH 669, 3 credits)  Writing for Publications (CARC 698, 3 credits)  Graduate Seminar (ARCH 681, 2 semesters, 1 credit per semester)

Additional required courses include one graduate‐level history course and one graduate‐level theory course with the course prefix ARCH. Additional Elective Courses Specific to Chosen Area of Research:

 Courses to Support Research Inquiry (to be determined by committee chair/mentor)  Courses to Support Research Interpretation (to be determined by committee chair/mentor)

The expected time for completing the PhD in Architecture is five years, though some students may require a longer period to complete the required and elective coursework, conduct research, analyze data, and write the dissertation.

 64 credit hours of coursework (with a Master’s degree)  96 credit hours of coursework (with a Bachelor’s degree)  Qualifying Examination  Preliminary Examination o Written o Oral  Proposal Defense  Advancement to Candidacy (ABD)  Dissertation Research, Writing and Completion  Dissertation Defense

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 61 PhD Program

Curriculum Requirements by Semester

First semester: Initial registration with assistance of the graduate advisor and the program coordinator. The advisor is available to discuss questions and/or problems encountered in selecting a chair, committee, and degree plan. PhD students are encouraged to seek relevant interdisciplinary couses from other departments that expand the boundaries of knowledge for the discipline of Architecture.

Second semester: The student selects a committee chair from the Department of Architecture Graduate Faculty recognized by the Office of Graduate and Professional Studies and approved by the department head, by the end of this semester. The appointed temporary advisor often serves as committee chair, but the student may approach any qualified faculty of choice in the department to serve in this capacity. After committee selection is complete, the student files an official degree plan through the OGAPS website. If changing circumstances necessitate a revision to the dissertation committee roster, the student must complete a petition for change of committee membership via the OGAPS website. All current and prospective dissertation members, along with the Graduate Advisor and the Head of the Department, must approve such a change.

Third semester: The qualifying exam is offered the 10th week of the fall and spring semester of each academic year (it cannot be taken in the summer). It can be taken as early as the second semester and occasionally as late as the 4th semester.

Fourth/Fifth semester: The preliminary exam comprises written and oral components and is scheduled at a time arranged by the committee and the student. The proposal is also presented and defended at a time arranged by the committee and student. Substantial progress should be made toward the completion of the literature review in the fourth semester and the gathering of research data during the fifth semester. The preliminary exam and proposal defense are scheduled in accordance with the Office of Graduate and Professional Studies guidelines.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 62 Sixth semester and beyond: Students expecting to graduate in six semesters will complete the dissertation, submit the document to the committee for review, schedule and conduct the dissertation defense, submitting the committee‐approved document via the OGAPS website on or before the date specified by OGAPS. Those students who intend to graduate beyond the sixth semester will use subsequent terms to complete the research, write the dissertation and follow the additional steps listed above.

Students are also required to take a two‐semester sequence of ARCH 681‐PhD Seminar, which introduces them to campus resources relevant to their experiences as doctoral students at TAMU.

Brief descriptions of required and recommended courses as well as frequently taken electives are listed below:

Required Courses

ARCH 690 Theory of Research in Architecture. (3‐0). Credit 3. Design of research in architecture; evaluation of research methodologies from current research literature. Prerequisite: Approval of instructor and department head.

CARC 601. Foundations of Research in Planning and Design. (3‐0). Credit 3. Introduction to the research process and its application to the problems in planning and design; presentation of philosophy and logic underlying the scientific method; critical analysis of planning and design literature according to each step of the research process: problem definition, hypothesis development, study design, analysis and interpretation of the findings.

CARC 698 Writing for Publication Credit 3.

ARCH 681 Seminar. Credit 1 each semester. Discussion and review of current practice in architecture and environmental design. [This seminar includes a special emphasis on the resources available to graduate students, including, but not limited to the Institutional Review Board, library services, student counseling services, Graduate Student Council, Center for Teaching Excellence, University Writing Center, Honor Code Office, and the Promoting Outstanding Writing for Excellence in Research (POWER) Writing Support Services.]

ARCH 685 Problems. Credit 1 to 6 each semester. Individual problems involving application of theory and practice in design and construction of buildings and groups of buildings. Prerequisite: Approval of instructor and department head.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 63 PhD Program Electives

Non‐required, Frequently‐Taken, Research‐Related Courses in Architecture Department

CARC 602 Research Methods in Planning Design. (3‐0). Credit 3. Basic empirical research methods used in planning and design research: experimental, survey, and case study designs; collection and analytic approaches. May be repeated for credit. Prerequisite: STAT 651 or equivalent.

ARCH 621 Energy Optimization in Building Design. (3‐0). Credit 3. Optimum energy use strategies for commercial buildings, hourly energy simulation methods, building envelope and HVAC system energy optimization by computer simulation techniques; life‐cycle cost analysis of building energy systems; case studies in commercial building applications. Prerequisite: Graduate classification or approval of instructor.

ARCH 623 Design Methods I. (3‐0). Credit 3. Importance of intuitive methods in design; meaning, symbolism and creativity in art and architecture; techniques to develop creative approaches to problem‐solving. Prerequisite: Graduate classification or approval of instructor.

ARCH 634 Architectural Lighting. (1‐2). Credit 3. Attributes of the lighting environment; lighting and energy issues; daylight availability; building design for daylighting; heat loss control; solar shading; daylighting models; graphical, analytical, and computer methods of analysis; visual and lighting comfort evaluation; integration of daylight and electric light; energy analysis. Prerequisite: ARCH 633 or approval of instructor.

ARCH 640 Morphology of Architectural Form. (3‐0). Credit 3. Forces influencing structure and form of architecture: climate, culture, site, economics, construction methods. Prerequisite: Graduate classification or approval of instructor.

ARCH 675 Health Design and Research. (3‐0). Credit 3. Examination of health environments to include buildings, healthcare gardens and restorative landscapes, and urban design for home‐based care and independent living; emphasis on research‐informed approaches for patient‐centered design that reduce stress and promote improved health outcomes. Prerequisite: Graduate classification or approval of instructor.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 64 ARCH 676 Survey of Human Behavior and Design. (3‐0). Credit 3. Examination of human behavior and attitudes that influence spatial decision‐making; includes sections on environment and behavior, real estate finance, urban design decision‐making. Prerequisite: Graduate classification or approval of instructor.

ARCH 691 Research. Credit 1 or more each semester. Research for and preparation of dissertation.

Non‐required, Frequently Taken, Research‐Related Courses in Other Departments in College of Architecture

LAND 661 Visual Quality for Design and Planning. (3‐0). Credit 3. Emphasis on social science perspectives for analyzing visual quality in built and natural landscapes, and effects of visual surroundings on human well‐being and health; the content reflects a balance of theory, scientific research evidence and practical applications in areas of landscape architecture, architecture, urban planning and park design. Prerequisite: Graduate classification.

PLAN 630 Survey of Health Planning Processes. (3‐0). Credit 3. Considers evolution and development of the health care system in the U.S. and how hospitals and other health service institutions go about developing strategic planning systems.

PLAN 633 Planning for Healthy Communities. (3‐0). Credit 3. An introduction to issues involved in planning healthy cities/communities; by exploring experiences initiated by the World Health Organization and subsequent international experiences, attention is given to the healthy cities/communities movement in the United States and the case studies of programs at local, state, and national levels.

Non‐required, Frequently‐Taken, Research‐Related Courses in Other Departments Outside of College of Architecture

ANTH 604 Cultural Method and Theory. (3‐0). Credit 3. Survey of the theoretical concepts used in anthropology and how to construct models using in cultural and social anthropology.

EDAD 623 Advanced Fieldwork Methods. (3‐0). Credit 3. To explore by conducting exemplary field examples, qualitative methods, their strengths and weaknesses; to learn how to keep and utilize ethnographic reflexive journals and methodological logs; and to understand the methodological decision points which indicate one method which may be preferable to another. Prerequisite: EDAD 690 or approval of instructor.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 65 PHIL 623 Aesthetics. (3‐0). Credit 3. The genesis of American philosophical thought from the seventeenth century until the work of Emerson; subsequent concentration on the philosophies of Pierce, James, Royce, Dewey, Mead, Santayana and Whitehead. Prerequisite: Approval of instructor.

PSYC 630 Health Psychology and Behavioral Medicine. (3‐0). Credit 3. Theory, research, and practice of health psychology emphasizing the prevention and modification of health compromising behaviors; psychological management of stress, pain, and chronic/terminal illness; effective interventions for specific health behaviors/disorders. Prerequisite: Graduate classification or approval by instructor.

SOCI 624 Qualitative Methodology. (3‐0). Credit 3. Course provides exposure to and critical assessment of qualitative approaches to data gathering social science; topics include naturalistic observation, field research skills, unobtrusive measures, and grounded theory construction.

STAT 651 Statistics in Research I. (3‐0). Credit 3. For graduate students in other disciplines; non‐calculus exposition of the concepts, methods, and usage of statistical data analysis; T‐tests, analysis of variance and linear regression. Prerequisite: MATH 102 or equivalent.

STAT 652 Statistics in Research II. (3‐0). Credit 3. Continuation of STAT 651. Concepts of experimental design, individual treatment comparisons, randomized blocks and factorial experiments, multiple regression, x2 tests, and a brief introduction to covariance, non‐parametric methods and sample surveys. Prerequisite: STAT 651.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 66 Program Curricula 3.2

Dissertation Committee and Degree Plan

A doctoral committee must consist of no fewer than four members of the Graduate Faculty. One member must be from a department other than the student’s major department. Advisory committees may have more than the minimum number of members; however, all advisory committee members are required to be full participants in committee meetings, examinations, and review of theses and dissertations. The chair or co‐chair must be a member of the Graduate Faculty in the student’s major department. Faculty members are eligible to serve as committee chairs or co‐chairs in all academic departments in which they hold appointments to the Graduate Faculty. In rare instances, professors from universities other than Texas A&M may serve as members of a dissertation committee for an architecture PhD student. In such instances, the Graduate Advisor must submit a special petition to OGAPS for the approval of temporary membership on the TAMU Graduate Faculty.

Degree plans must be filed prior to the third semester of registration, before taking the Qualifying Exam, and no later than 90 days prior to the preliminary exam. Once the student submits the degree plan via the OGAPS website, the approval workflow includes the student’s committee, the graduate advisor, and the department head. Modifications to the degree plan follow the same approval workflow.

All degree requirements for a doctoral degree must be completed within ten consecutive years. Coursework completed more than ten calendar years prior to defense of the doctoral dissertation will not be counted toward the PhD coursework credit hours. After passing the required preliminary written and oral examinations for the doctoral degree, the student must complete all remaining examinations for the doctoral degree 4 calendar years or within the 10 year limit, whichever comes first. Final corrected copies of the dissertation or record of study must be approved and accepted by the thesis office no later than one year after the final examination or within the 10‐year limit, whichever comes first.

Texas A&M University imposes no limit on the number of transfer hours a doctoral student may use; however, the Department of Architecture limits the number of transfer credit hours to 12. Transfer work must be taken at an accredited U.S. Institution or an approved international institution with a final grade of A or B.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 67 Courses required for previous degrees may not be transferred. Elective courses not required for previous degrees may be considered, on a case‐by‐case basis, for transfer credit up to the 12 credit‐hour limit.

The State of Texas funds public colleges and universities according to the number of students enrolled. In accordance with regulations passed by the Texas Legislature, the number of hours for which state universities may receive subvention funding is limited. As of fall 1994, a limit of 130 hours was stipulated. In spring 1997, the State of Texas further reduced the number to 100 credit hours, with incremental reductions that took full effect in September 1999. To offset the loss associated with reduced subvention, students exceeding this limit pay out‐of‐state tuition, regardless of residency status.

Graduate students must maintain a minimum grade point ration (GPR) of 3.00 for all courses on the degree plan and for all graded graduate and degree‐plan eligible advanced undergraduate course work completed at Texas A&M. The department assigns to any student whose GPR falls below 3.00 threshold a status of academic probation. The student is then required to achieve a sufficient GPR in the following semester to return the overall GPR to 3.00 or above.

Examinations and Dissertation

Qualifying Exam

The qualifying exam is not a university‐wide requirement. The Department of Architecture instituted the exam in 1993 with the intention of helping students to develop their research agenda. In order to take the qualifying exam students must have completed all 12 credits of core class work or be in the process of completing these classes. The Graduate Coordinator and Graduate Advisor in the Department of Architecture administer the exam. The examination requires students to demonstrate their ability and readiness to carry out and present an investigation of an original body of work. The examination consists of a brief description of the area of inquiry in which the student is engaged, a demonstration of a mastery of methodologies and interpretations appropriate to the particular inquiry, and a demonstration of the knowledge of underlying assumptions embedded in the inquiry. Students are given one week to complete the 10‐page exam and must adhere to stringent rules regarding formatting and word count. An example of the qualifying exam assignment appears in the Appendices.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 68 Preliminary Exam

The preliminary exam comprises two portions, one written and one oral. The written portion of the exam covers the fields of study relevant to the student’s chosen research question. The dissertation committee chair, with the collaboration of the dissertation committee members, designs and administers the exam. In most cases, each committee member produces a reading list for the student. Individual dissertation committee members may provide the reading list up to twelve months prior to the anticipated preliminary examination date, but students should receive all dissertation committee members’ lists well in advance of the exam. The dissertation committee chair solicits questions from each faculty member and then selects and/or combines them to produce the exam questions. Depending upon the number of questions and the complexity of the issues and methodologies, exam responses typically range from 20‐30 pages in length. Depending upon the preferences of the dissertation chair, in consultation with the other committee members, the student may have 7, 10, or 14 days to complete the written exam. Immediately following the exam submission deadline, the student submits the written exam to the dissertation committee chair, who then shares the document with all other committee members. The committee will take the same number of days to read and evaluate the written exam responses as the student took to complete the exam. The student must schedule the oral portion of the preliminary exam to coincide with the end of the committee’s reading and evaluation period. All members of the student’s advisory committee should plan to participate in the formulation of the written preliminary exam. If a member of the committee chooses to waive participation in the crafting of preliminary exam questions, that member may do so in consultation with the dissertation committee chair, with the expectation that all committee members will read and evaluate the written responses and attend and participate in the oral portion of the examination.

Prior to scheduling the preliminary exam, the student must submit the Request and Announcement of Final Examination via the OGAPS website. Once OGAPS approves the selected date, the student is responsible for securing a room for the approved date and time. With all dissertation committee members present (physically or via digital link), the student responds to questions and requests for clarification The oral exam is conducted on a prearranged day with all committee members present. A positive vote by all members of graduate committee with at most one dissention is required to pass a student on his/her exam. After passing the required preliminary examination for the doctoral degree, the student must complete all remaining requirements

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 69 within four calendar years or he or she will be required to repeat the preliminary examination.

Proposal

Each doctoral student presents to all members of the dissertation committee the dissertation research proposal. Proposals contain concise information concerning the objective of the proposed research, the present status of the question, and the procedures to be followed in gathering and analyzing data. Committee members confer to evaluate the feasibility of research proposal, any methodologies that requiring IRB approval or waiver, adequacy of facilities and available resources, and suggested modifications for improving quality and efficiency in the research and writing stages. Students should submit the proposal at an early stage in the research process, before extensive data are collected. Prior to scheduling the proposal defense, the student must submit the Research Proposal Approval Form via the OGAPS website. The approved proposal, signed by all members of the student’s advisory committee, and the head of the architecture department, should be delivered to OGAPS for final approval. Once the preliminary exams and the proposal defense have been successfully submitted, the student will advance to candidacy with the status All but Dissertation (ABD).

Dissertation

The standards and criteria by which the dissertation committee will evaluate the doctoral dissertation include 1) clear demonstration of the candidate’s ability to perform independent research; 2) verification that the dissertation is the original work of the candidate; 3) clear evidence that the student identified a gap in the existing body of scholarly knowledge, or that the student identified and undertook a path of investigation that will lead to the generation of new knowledge and/or that expands the field of research in the discipline of architecture and/or the area of specialization; 4) clear and compelling evidence that the research fills the gap, generates the new knowledge, and/or expands the field. Though approval and acceptance of the dissertation are based primarily on the scholarly merit of the research and documentation, the dissertation must also exhibit credible literary workmanship. Texas A&M University offers doctoral students the choice of producing a single, cohesive document or a document intended to form three separate but related peer‐reviewed journal articles. Neither the university nor the department sets minimum or maximum page numbers for the doctoral dissertation.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 70 Once the final draft of the doctoral dissertation meets the standards of the dissertation committee chair, the student will submit the Request and Announcement of Final Examination via the OGAPS website to schedule the dissertation defense. Once OGAPS has approved the date and time for the final examination and the student has secured a room for the dissertation defense, OGAPS will send to the dissertation committee chair the Report of the Final Examination form. The Graduate Advisor will announce the date, time and location of the event, which is open to the public. If the student plans to graduate in the semester during which the dissertation defense is scheduled, the student must also apply for graduation and pay the graduation fee via the Howdy portal. Students must consult the OGAPS website to confirm deadlines for scheduling the defense, applying for graduation, and Dissertation and Thesis Office correction and revision times.

Upon determining that the student has passed the final examination, the dissertation committee will so indicate on the Report of the Final Examination Form and the committee chair will deliver the form to the Graduate Advisor, who will route the form to OGAPS. Once all modifications have been made to the committee’s satisfaction, the committee will complete and sign the Written Thesis/Dissertation Approval form. The committee chair will deliver the form to the department head for signature and then the student will hand deliver the form to OGAPS.

Details on the proper formatting and development of a doctoral dissertation can be found in the Texas A&M Thesis and Dissertation Manual, available through the OGAPS website. Once submitted to Thesis and Dissertation Services, the electronic version of the approved final thesis will be reviewed for full conformity of the dissertation to university standards. Students must make any corrections and/or modifications mandated by Thesis and Dissertation Services prior to the deadlines stated on the OGAPS website. Thesis and Dissertation Services has the authority to return to the student’s department head a dissertation that is unacceptable. Though rare, in such a case the thesis will be reconsidered only after a review by the department head and committed chair. If Thesis and Dissertation Services returns a thesis twice, the submission must begin again, complete with a new signature page.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 71 Comparison to MS and PhD Programs at Peer Institutions*

When compared to comparable programs at peer institutions such as the University of California Berkeley, Georgia Tech, Virginia Tech, and the University of Michigan, the Texas A&M University Department of Architecture MS and PhD programs share some features, resources, and approaches while differing in terms of enrollment numbers and areas of focus. In terms of required hours of course credit for the MS, the numbers range from 30 at Virginia Tech to 36 at both UC Berkeley and Virginia Tech. The MS programs at all five of the institutions here considered enroll and graduate relatively small numbers of students each year. Texas A&M University enrolls between 1 and 3 students per year, and graduates fewer as many MS students enter the Architecture PhD program before completing the Master of Science degree. Area of focus for MS students range from broadly diverse at Georgia Tech (High Performance Buildings; Design & Health; Advanced Production; Building Information & Systems; and Design Computation) to a very limited focus on Digital and Material Technologies in the 10‐month post‐professional MS at the University of Michigan. For the PhD, UC Berkeley requires the lowest number of required credit hours at 48, with students choosing a research topic from two superordinate categories: Building Science, Technology and Sustainability; and History, Theory and Society. Virginia Tech requires 90 credit hours and offers two tracks and a focus area. The tracks include Architecture, which comprises Architectural Representation and Education, Architectural History and Theory, Historic Preservation, and Computing and Representation; and the Design Research track, which affords students the chance to focus on three areas: Building Science, Interior Design and Landscape Architecture. Doctoral students who choose the Architectural Acoustics focus at Virginia Tech have access to a fully equipped sound analysis laboratory with which to explore such topics as understanding the relationship between the built world and sound, calculating and predicting acoustic performance of spaces, and executing acoustic measurements (impulse response, reverberation time, background noise, and sound transmission loss). Over the past five years, Texas A&M University Architecture PhD students have explored topics connected to all of these research areas. Looking forward, the TAMU Department of Architecture will carefully consider how to best position the MS and PhD programs vis‐à‐vis these peer institutions such that the programs jump the curve rather than play catch up.

*All information regarding peer institutions is taken directly from the universities’ respective websites.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 72 Admissions Criteria 3.3

Admission to the Master of Science in Architecture Program

Applicants to the Master of Science in Architecture program should be persons who, as a result of their academic and professional experiences, seek advanced knowledge in preparation for careers in architectural research, university teaching, or specialized practice and consulting. They will be expected to enter the program with a clear idea of the concentration for their study. Students will determine a specific course of study and thesis topic in consultation with the faculty.

Admission to the Master of Science in Architecture program is offered to those students possessing professional degrees in architecture as well as to those possessing undergraduate degrees in related disciplines. Applicants must meet general university standards. Persons in fields other than Architecture may be admitted conditionally and may be required to take additional course work. Admission is also dependent upon the availability of appropriate faculty in emphasis areas identified by applicants. Besides completing the standard university graduate application, the applicant must also:

 Provide a one page resume giving an educational and work history.  Provide a one to two page statement of purpose and outline of a proposed study program.  Provide three letters of Recommendation.

In some cases, the applicant may also be asked to participate in an onsite interview.

All international students from non‐English speaking countries must demonstrate English proficiency. To do so, International students must also submit one of the following:

 Graduate Record Examination (GRE) Verbal score of 146 minimum  Test of English as a Foreign Language (TOEFL) scores of 80 minimum  International English Language Testing System (IELTS) of 6.0 minimum  Pearson Test of English (PTE) Academic of 53 minimum.

Spring and Summer admissions are not considered for the MS Arch Program.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 73 Admission to the PhD in Architecture Program

Applicants to the PhD program in Architecture should be persons who, as a result of their academic and professional experiences, seek advanced knowledge in preparation for careers in Architectural research, university teaching, or specialized practice and consulting. They will be expected to enter the program with a clear idea of the concentration for their study. Students will determine a specific course of study and thesis topic in

consultation with the faculty.

Admission to the PhD program is offered to those students possessing professional degrees in architecture as well as to those possessing undergraduate degrees in related disciplines. Applicants must meet general university standards. Persons in fields other than Architecture may be admitted conditionally and may be required to take additional course work. Admission is also dependent upon the availability of appropriate faculty in emphasis areas identified by applicants. Besides completing the standard

university graduate application, the applicant must also:

 Provide a one‐page resume giving an educational and work history.  Provide a one‐ to two‐page statement of purpose and outline of a proposed study program.  Provide three letters of recommendation.

All international students from non‐English speaking countries must demonstrate English proficiency. To do so, International students must also submit one of the following:

 Graduate Record Examination (GRE) Verbal score of 146 minimum  Test of English as a Foreign Language (TOEFL) scores of 80 minimum  International English Language Testing System (IELTS) of 6.0 minimum  Pearson Test of English (PTE) Academic of 53 minimum.

In general, the university application deadlines should be observed; students wishing to be considered for financial assistance, however, should submit all application materials to the university and department by December 15th for Fall admission period. Applications initiated after December 31 will not be considered for admission. Students must apply electronically via

the following website: https://applicant.tamu.edu.

Spring and summer admission are not considered for the PhD program.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 74 Number of Degrees Awarded per Year 3.4

PhD Program

PhD Degrees Awarded Annually

12 11 10 10 9 8 8

6 5

4 2

0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 PhD 10 8 5 11 9

MS Program

MS Degrees Awarded Annually 2.5 22 2 2

1.5 1 1

0.5

0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 MS 2 2 1 2 0

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 75 3.5 Average Time to Degree

PhD Average Time to Degree 9 8.5 8 6.8 7 6.22 6.45 6 5.62 5 4 3 2 1 0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Average Year to Degree PhD 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Average Time 6.8 5.62 8.5 6.22 6.45

MS Average Time to Degree

4.5 4 4 3.5 3 3 2.75 2.5 2 2 1.5 1 0.5 0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Average Year to Degree MS 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Average Time 4 2.75 2 3 0

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 76 Academic Enhancements/High‐Impact Opportunities 3.6

Since the 2010 Academic Program Review, the Department of Architecture and the College of Architecture have introduced a number of academic enhancements and high‐impact opportunities for MS and PhD students. Those enhancements and opportunities include the following:

Since 2013 the number of teaching and research opportunities for PhD students has increased dramatically, with students serving as teaching assistants, research assistants, and instructors of record for design studios, history survey courses, theory seminars, and digital fabrication classes. MS and PhD students also participate in research projects funded by the National Science Foundation, the National Institutes of Health, and the National Endowment for the Humanities. PhD students have also participated in projects developed through Texas A&M University’s T3 and X‐Grant programs, which have made a total of $100 million available to faculty to pursue innovative research projects that cross traditional disciplinary boundaries. PhD students have also developed dissertation projects that use undergraduate design studios as the laboratories in which to observe the impact of innovations in design pedagogy.

In 2014, the College of Architecture established the annual Diversity Hackathon, organized and run by PhD students from the four departments. The founding member of the team is currently a PhD candidate in Architecture, with an expected graduation date of December 2019. The hackathon offers graduate students the opportunity to organize, judge, and/or participate as competitors in the hackathon, which focuses on solutions to diversity‐related issues on the TAMU campus and beyond. Several graduate students in the College of Architecture have presented research derived from the hackathons at academic conferences, with the resulting papers appearing in conference proceedings.

At the curricular level, in 2016 the department added History and Theory requirements for all students in the MS and PhD programs to help ensure the alignment of research knowledge with the discipline of architecture. This new requirement has proven especially valuable for those PhD students whose focus lies in the Construction Science and Visualization departments. Corollary to this change, the MS and PhD committee voted to enforce a dissertation committee structure that includes a graduate faculty member from the Department of Architecture as chair, with a graduate faculty member from the department in which the

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 77 student’s research is focused serving as co‐chair.

Also in 2016, the department saw a substantial rise in the amount of funding provided to students to support travel to conferences and symposia. MS and PhD students participate in the campus‐ wide student research week as organizers, judges and participants. Several of our MS and PhD students have won cash prizes for outstanding presentations in the graduate student division of the annual competition. The annual College of Architecture Research Symposium and the annual Center for Heritage Conservation Symposium also provide opportunities for students to participate as presenters, organizers, and support staff. The monthly graduate student research colloquia organized by the Executive Associate Dean for Research provides MS and PhD students the opportunity to present their works‐in‐progress to and seek feedback from faculty, staff, and students at all levels in the college as well as members of the campus community more broadly. MS and PhD students also have the opportunity to present their work at graduate student colloquia hosted by the Melbern G. Glasscock Center for the Humanities, which serves TAMU’s entire academic community.

Beginning in 2018, the department expanded its commitment to demonstrating the direct relevance of doctoral‐level research to the professional practice of architecture by increasing the number of Curricular Practical Training (CPT) internship opportunities for PhD students. Firms such as HKS, Corgan, and EYP Architecture and Engineering (among many others) have employed students in CPT arrangements, as have municipalities such as the City of Rochester, New York. As the department’s CPT program continues to develop, administrators and coordinators will seek to establish reciprocal agreements with the hosting firms, municipalities, and other entities to promote and elevate the discourse surrounding design as research, research as design, and the unexplored connections between scholarly pursuits and real‐world projects.

Resources such as the Center for Teaching Excellence, which hosts seminars to train MS students to serve as Teaching Assistants and PhD students to serve as Teaching Assistants and Instructors of Record, provide invaluable support for students planning to pursue careers in academe. The University Writing Center and Promoting Outstanding Writing for Excellence in Research (P.O.W.E.R.) provide writing support services to MS and PhD students, specializing in academic writing, writing for non‐native English speakers, writing studios, accountability groups, peer critiques, and more. Corollary to these services, the Evans Library provides free interlibrary loan, chapter and article scanning with digital delivery, and a dedicated librarian who works with individual MS and PhD

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 78 students to maximize the efficiency of their research and literature review processes. The TAMU libraries subscribe to all major databases, allowing free and unfettered access to peer‐reviewed journals in the collections. The OAKTrust digital repository at Texas A&M is a digital service that collects, preserves, and distributes the scholarly output of the University. TAMU graduate students may authorize the uploading of MS theses and PhD dissertations to the database, which also allows graduates to embargo their documents while pursuing publication opportunities. OAKTrust at TAMU also provides free and open access to faculty‐curated research resources as well as a competitive, application‐based fund through which to seek a subvention for costs incurred when publishing in Open Access journals that charge a publication fee.

Additional enhancements in facilities, infrastructure, and resources that support, but are not limited to, MS and PhD research include the MakerPlace digital fabrication facilities in the College of Architecture Langford Building A and the TAMU RELLIS Campus digital fabrication and rapid prototyping facilities. The Langford MakerPlace is an open‐use and general working area meant for any student, staff, or faculty member regardless of departmental affiliation. Whether for design studio projects, prototyping, or design as research, MakerPlace facilitates the creativity and supports the development of individual and class projects that come into the shared learning environment. The MakerPlace provides 3D printing, laser cutting, and vinyl cutting capabilities, in addition to assembly spaces for small‐ to medium‐scale projects. The planned addition of a small ABB or Kuka robotics unit to the MakerPlace will substantially expand easy‐access research opportunities for MS and PhD students pursuing research into potential applications of robotics to architectural design and construction. At the TAMU RELLIS Campus, MS and PhD students can access the College of Architecture’s dedicated Automated Fabrication and Design Laboratory. The Automated Fabrication & Design Lab is the College of Architecture’s large‐scale research and fabrication lab. The Lab provides MS and Ph.D students with access to the latest industry and research driven technologies to explore hands‐on approaches to digital fabrication and rapid prototyping research. Select PhD students also have access to the Texas A&M Engineering Experiment Station (TEES) robotics facility, providing the potential for future interdisciplinary collaborations between graduate faculty from architecture, engineering, construction science, visualization, and the biomedical sciences.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 79 3.6 Academic Enhancements/High‐Impact Opportunities

Certificates

Between 2013 and 2018, the College of Architecture offered a number of certificates to graduate students: Facility Management, Historic Preservation, Health Systems and Design, Environmental Hazard Management, Sustainable Urbanism, and Transportation Planning. Of those, the Facility Management certificate is currently on hiatus, pending new hires. Certificate programs typically include one to three required courses, as well as a thesis, dissertation, final project, or capstone course that focuses in the certificate specialty. A total of fifteen or sixteen credits are required. The program can be accomplished within the minimum number of hours required for the degree; however, additional hours may be required by the student’s dissertation or thesis committee, and students may choose to take additional hours not on the degree plan in order to meet the requirements for the certificate.

Certificate in Facility Management

The College of Architecture Executive Committee approved the Certificate in Facility Management in August, 1999. The Certificate in Facility Management provides students in any graduate degree program in the College of Architecture at Texas A&M University as an opportunity to develop a body of knowledge in facility management that will further their career goals. The certificate assumes that facility management is a cross‐disciplinary field, and that the program is designed to ensure that students gain a sense of mutual respect for others in the field, and appropriate awareness, understanding, and ability within a specific body of knowledge.

The facility management graduate certificate requires a minimum of fifteen credit hours of facility management coursework including the following: one required course, COSC 670, “Facilities Management;” plus a capstone course of at least three credit hours with facility management content (must be approved by the Certificate Council); at least three credit hours of facility management coursework must be completed from outside your major field of study; and an additional two courses must be taken from one of the four major elective areas. All courses used to meet the certificate requirements must be applicable toward a graduate degree from Texas A&M University.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 80 Certificate in Historic Preservation

In the Fall of 1995, through recommendations by the College Executive Committee and approval by the dean, the College of Architecture awarded the first certificates in Historic Preservation. This certificate is implemented through the Historic Resources Imaging Laboratory which has a multi‐disciplinary interest in the development of new techniques, the education and training of professionals, and the application of imaging processes to historic resources of all kinds.

The student must complete a minimum of fifteen hours of graduate credit in Historic Preservation, including at least nine hours of formal course work approved by the Emphasis Advisory Committee. These courses must include ARCH 646 “Theory and Practice of Preservation,” and at least three credits outside the student’s major department. The student must also complete a professional study, professional paper, thesis or dissertation with a historic preservation focus.

Certificate in Health Systems and Design

The Certificate in Health System and Design provides students in any graduate degree program in the College of Architecture at Texas A&M University as opportunity to develop a body of knowledge in health design that will further their goals. The certificate assumes that health systems and design is a cross‐disciplinary field, and the program is designed to ensure that students gain a sense of mutual respect for others in the field, and appropriate awareness, understanding, and ability within a specific body of knowledge.

The student must complete a minimum of fifteen hours of graduate credit in HSD including at least nine hours of formal course work approved by the Certificate Council. These courses must include ARCH 660 (“Design Programming”) and ARCH 675 (“Introduction to Health Design and Research)

Certificate in Environmental Hazard Management

Environmental Hazard Management (EHM) is an interdisciplinary program that has been designed to provide students with an understanding of the interrelationship between the built environment and extreme events in the natural environment. The core courses provide a basic understanding of the entire range of issues related to environmental hazards. Specifically, these courses address basic theory, empirical research, and practical application related to both natural and technological hazards. The courses also address the implications of disaster research for policy formulation and implementation at the household, organizational, community, regional, state, federal, and international levels.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 81 The student must complete a minimum of fifteen (15) credit hours of course work in EHM. The courses must be applicable toward a graduate degree in the College of Architecture, but may not necessarily be included on the student’s degree plan.

Certificate in Sustainable Urbanism

Sustainable Urbanism is a new framework for interdisciplinary planning and design of contemporary settlements. It explores sustainability and urban design in a rapidly urbanizing world by focusing on the processes that shape the form and function of the built environment in its full complexity ‐ infrastructures, land developments, built landscapes, and facilities ‐ that collectively make up metropolitan regions.

The student must complete a minimum of eighteen (18) credit hours of course work in Sustainable Urbanism, which includes a six (6) credit hour collaborative studio. The courses must be applicable toward a graduate degree in the College of Architecture. At least one course must be outside the student's major discipline. Students’ select one course from each of the principles, practices, and policies categories, and one elective, selected from any of those three categories listed in Part III‐B, Curriculum.

The Sustainable Urbanism Certificate Council is comprised of at least six (6) standing graduate faculty members who are expert in the field and are appointed by the Dean of the College of Architecture to give advice on all matters relating to the program. They are appointed to represent all the academic departments participating in the certificate, and the Center for Housing and Urban Development (CHUD).

Certificate in Transportation Planning

The Graduate Certificate in Transportation Planning, offered in partnership with the Texas A&M College of Architecture, the Texas A&M Transportation Institute, the Department of Civil Engineering, and the Bush School of Government and Public Service, provides students with a comprehensive, multi‐disciplinary education and transportation planning. Students completing the Certificate in Transportation Planning will receive a structured, interdisciplinary understanding of the role of transportation in contemporary society, as well as specialized instruction tailored to building individual skills and capabilities in four critical areas: Multimodal Systems Planning, Transportation and Urban Design, Transportation and Public Policy, and Transit Management

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 82 Research Centers and Laboratories One of the primary goals of the Department of Architecture is strengthening the quality of professional education and research programs through the integration of teaching, research, and service. The College of Architecture Research Centers and Laboratories and their relationship to the curriculum and degree emphasis areas facilitate this goal. The following is a list of the Centers and Laboratories:

Center for Health Systems and Design.

The Center for Health Systems & Design is a creation of the Colleges of Architecture and Medicine at Texas A&M University intended to promote research, innovation and communication in an interdisciplinary program that focuses on health facility planning and design. The Center oversees the Certificate in Health Systems and Design. The research interests of faculty fellows range from the effects of stress on patients' health and well‐being, to the design of healing environments for neonatal patients, children, the elderly, people who live in the Texas Colonias and AIDS patients. The primary activities of the Center include a professional associates program, curriculum development, weekly health lecture series, and support of and participation in health‐related research and design projects across the globe.

Center for Housing and Urban Development.

Integrating construction science and public policy, the Center for Housing and Urban Development seeks to increase both the efficiency and capacity of affordable housing delivery systems. The Center has played the lead role in organizing the Colonias Project, a program funded by the Texas State Legislature to improve the standard of living of families living along the Texas/Mexico border. The Center is overseeing the building of accessible community centers in heavily populated communities along the border, and is establishing a network of community services organizations to house these centers. The Center also manages the Sustainable Urbanism and Transportation Planning Certificate programs.

CRS Center.

The CRS Center, constituted in 1990 and named in honor of its initial endowment contributors, aspires to advance the study of leadership, management, and innovation in the design and construction industries. The Center contains the business archives, slide archives, oral history, and architectural and publications libraries of CRS, Architects, Engineers, and Planners. The CRS Center oversees the Certificate in Facilities Management.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 83 Hazard Reduction and Recovery Center.

Established in 1988, the Hazard Reduction and Recovery Center (HRRC) provides information which enables communities to better prepare for, respond to, and recover from disasters. The Center houses the Certificate in Environmental Hazard Management. Areas of research and expertise include emergency planning and response strategies, crowd behavior, dispute resolution, sheltering systems, and search and rescue procedures. The HRRC serves as one of two United Nations (UNDRO) centers worldwide, and receives external funding from such entities as the National Science Foundation, the Environmental Protection Agency, the United Nations, and the Texas Division of Emergency Management.

Center for Heritage Conservation.

The Center for Heritage Conservation was authorized in 2005 as a professional center for interdisciplinary research and service projects on all aspects of built and natural heritage. Since 1977, Texas A&M University has been recognized for academic and research programs dedicated to the better understanding of our historic legacy. The Center supports research of planned and built environments with particular emphasis on their continued use and care. Investigations are performed through sponsored projects and professional and academic graduate studies. Research findings are disseminated to the public through publications and presentations in academic and professional journals and conferences. The Center also awards the Certificate in Historic Preservation.

Energy Systems Laboratory.

The Energy Systems Laboratory (ESL) is the energy conservation, solar and HVAC research lab for Texas Engineering Experiment Station (TEES). The ESL was first established in 1839 as the official testing laboratory for the Home Ventilating Institute and continues to serve manufacturers across the nation. The ESL has diverse faculty from the Departments of Mechanical Engineering, Architecture, and Construction Science. Research interests include solar design and measurement, energy conservation, building energy and environmental simulation, monitoring and analysis, building commissioning, psychometrics, refrigerants, diagnostics, and data visualization.

Building Information Modeling Simulation (BIMSIM) Laboratory.

BIMSIM Group is a research team within the College of Architecture at Texas A&M University that focuses on Building Information Modeling (BIM) and Simulation (SIM). The BIMSIM Group Lab interrogates the impact of scientific evidence, data‐driven information, and simulation on architectural theory and practice. Through the application of BIM techniques, lab participants explore the limits of human design capabilities in the face of machine learning, artificial intelligence, robotics, and data visualization.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 84 Graduate Student Financial Aid and Funding Support 3.7

Financial Aid Information for Graduate Students

Assistantships

A graduate assistantship – teaching (GAT), and non‐teaching (GANT), or research (GAR), is available to a qualified student on a competitive basis. An assistantship requires up to 20 hours a week. Appointment to an assistantship is normally for 9 months. Most assistantships are awarded through the applicant’s major department. An applicant should contact the department or the graduate advisor concerning the availability of assistantships.

A graduate student (domestic or international) must register for the appropriate number of University semester credit hours to maintain full‐time status during any semester or summer term in which they hold an assistantship. The student is also required to maintain a 3.0 GPA during the assistantship.

When awarded an assistantship the student will receive the following:

 a monthly stipend  9 hours of paid tuition; the student will pay all fees, along with in‐state tuition rates for any credits over nine hours  Health insurance

Fellowships

Graduate students holding fellowships must register for a minimum of nine semester credit hours during a fall or spring semester or for six credit hours during the summer.

Fellowships Available through the Office of Graduate and Professional Studies (OGAPS)

Regents’ Graduate Fellowships:

These highly competitive awards are given to new graduate or professional students with exceptional credentials. The awards are for one year with an option for renewal by the college. Fellowship nominations are made by the departments, to the college. Regents’ Graduate Fellowships are intended for applicants planning to pursue doctoral degrees. The size of stipends varies depending on college guidelines.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 85 Graduate Merit Fellowships/Association of Former Students Fellowships:

These fellowships are awarded through a University‐wide competition. The fellowships are designed to encourage high quality applicants to enroll for the first time in graduate programs at Texas A&M University. Nominations are made by the departments to OGAPS. These awards are given for one year with a minimum stipend of $20,000.

Graduate Diversity Fellowships:

This fellowship is by faculty nomination only. (Students do not apply for this fellowship.) First semester, fall start only fellowship. This fellowship was established to attract students to Texas A&M who have a proven record of success in a diverse environment. Academic departments nominate prospective graduate students, and students are selected based on overall merit and the nominating department's statement of support.

The fellowship provides funding for two years for master's students and three years for PhD students, and includes for each year: $13,000 stipend, $8,000 for tuition and fees, and a departmental assistantship, which pays a minimum of $7,000 per year. With the graduate assistantship, the student has an option for health insurance at a nominal cost.

Pathways to the Doctorate Fellowships:

(First semester, fall start only fellowship.) Through the Pathways to the Doctorate program, several institutions in the Texas A&M University System are making assistantships or scholarships available to students from within the Texas A&M University System wishing to pursue graduate study at another A&M System institution. To qualify, students must be from a different System institution than the one to which they are applying.

Other Fellowships

National Science Foundation (NSF) Graduate Research Fellowships:

NSF gives these awards and the money is administered through OGAPS. Application forms can be obtained from OGAPS during September and October and sent directly to the NSF.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 86 Assessment of Student Learning Outcomes 3.8

From 2013 through 2018, the Master of Science and Doctor of Philosophy programs in Architecture maintained a set of existing standards intended to satisfy requirements established by the Texas Higher Education Coordinating Board. Due to the range and diversity of research topics within both degree programs, the evaluation rubrics drafted to measure the success of meeting those standards ranged from overly simplistic to unmanageably complex. During that time frame, the programs relied on the successful defense of the thesis for the MS and the dissertation for the PhD as markers of the students having met departmental, university and state‐prescribed outcomes. Examples of those outcomes include “Develop clear research plans, conduct valid, data‐supported, theoretically consistent, and institutionally appropriate research and effectively disseminate the results of the research in appropriate venues to a range of audiences,” and “Use appropriate technologies to communicate, collaborate, conduct research, and solve problems,” among others. For the MS, upon completion of the thesis, students were rated by their Thesis Committee Chair according to the Master of Science in Architecture Thesis Evaluation Rubric. The rubric includes 3 domains of knowledge: communication, research, and critical thinking/analytical skills. Communication is broken into 3 sub‐components: clarity of message/argument, organization, and use of supporting evidence. Each of these sub‐components will be scored 1=Poor through 4=Exemplary, and the detailed descriptions of the different levels of achievement are articulated on the rubric. Research is broken into 2 sub‐components: information literacy & use of resources, and appropriate research methodology. Both of these sub‐components were to be scored 1=Poor through 4=Exemplary, with detailed descriptions of the different levels of achievement articulated on the rubric. Critical thinking & analytical skills is also measured on a scale of 1=Poor through 4=Exemplary, with detailed descriptions of each level of achievement defined on the rubric. Targets were set such that fewer than 5% of students will average lower than 2 on the RESEARCH SKILLS components of the rubric, and the average overall rating in Communication will be 2.5 or higher. In 2014‐ 2015, a plan was introduced to cultivate publication of MS student research in peer‐reviewed academic journals, but the turnaround time for such journals is to slow to be successfully promoted in a two‐year MS program. For the PhD, upon the completion of the doctoral dissertation, candidates are rated by their Dissertation Chair according to the

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 87 Dissertation Evaluation Rubric. The rubric includes 3 domains of knowledge: communication, research, and critical thinking/analytical skills. Communication is broken into 3 sub‐components: clarity of message/argument, organization, and use of supporting evidence. Each of these sub‐components will be scored 1=Poor through 4=Exemplary, and the detailed descriptions of the different levels of achievement are articulated on the rubric. Research is broken into 2 sub‐components: information literacy & use of resources, and appropriate research methodology. Both of these sub‐components will be scored 1=Poor through 4=Exemplary, and the detailed descriptions of the different levels of achievement are articulated on the rubric. Critical thinking & analytical skills is also measured on a scale of 1=Poor through 4=Exemplary, with detailed descriptions of each level of achievement defined on the rubric. Targets set for the period dictated that, in any given year, no student will be scored 1=Poor on more than 1 of the 2 Research sub‐areas. Additionally, 8 out of 10 students will average 2.5 or higher on the Research area. Because the PhD program is comparatively small, frequently graduating 5 or fewer students each spring, it is challenging to create meaningful targets because one student may represent a disproportionately large percentage of the cohort. Therefore, the second target will only be reported if and when there are at least 10 students in a cohort, or it will be based on a rolling percentage of the 10 most recent graduates. The first target will be reported when n>=5. This target was based on the program coordinator's professional judgment of candidates' expected performance. This year serves as baseline data since it is the first time the program is using this rubric; the targets will be adjusted in the future based on student performance. Moving forward, the MS/PhD committee will completely revise the Master’s and doctoral program performance criteria and evaluation rubrics to maximize clarity, ensure alignment with various state and university requirements, and raise the standards and improve the visibility of the programs. Further, performance criteria and evaluation rubrics will cover the entire processes from acceptance through graduation in order to maximize student success beyond completing and defending the thesis/ dissertation. The newly revised performance criteria and evaluation rubrics will go into effect with the fall 2020 PhD cohort.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 88 Analysis 3.9

Beginning around 2013, the University implemented a system for documenting and tracking student learning outcomes. Since that time, the department has worked to identify student learning outcomes and find ways to systematically gather evidence of student learning. There are still several challenges to overcome in terms of assessing student learning in the MS and PhD programs; however, the department has made changes and improvements since 2017. The department of architecture initially was able to identify outcomes they prioritized for MS and PhD students, including: 1) speaking, writing, and analytic skills, 2) critical thinking & research skills, 3) fundamental research skills, 4) area of interest knowledge development, and 5) technical documentation. All of these were measured through the thesis/dissertation and oral defense. However, there were several problems with these outcomes and measures, which the program has been working to improve over time.

In 2016 the MS and PhD committee, comprising members of the senior faculty under the chairmanship of the MS and PhD coordinator, voted to require an architectural history seminar and an architectural theory seminar of all MS and PhD students. This requirement was already in place for the MArch degree, and its addition to the other graduate degree programs was intended to ensure that all students in the department’s graduate programs were sufficiently familiar with architecture as an academic discipline to warrant the awarding of the degree. This approach was especially effective in helping students from the Construction Science and Visualization departments to better grasp the relationships between their respective disciplines and architecture. The 2016 curriculum changes coincided with a university‐wide revision of English language proficiency (ELP) requirements that eliminated the need for ELP testing within the department. Students who did not meet the revised threshold at the University level could not be admitted to the department’s programs. This revision was especially effective in aligning student performance with the department’s communication learning outcome.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 89 From 2013 to 2017, the coordinator of the MS and PhD programs maintained the approaches that had defined the programs since the before 2010 external review. With the appointment of a new coordinator for the MS and PhD programs in 2017, a number of substantial changes were incorporated, including the appointment of several new faculty to the MS and PhD committee and a reduction of the number of acceptances into the programs (which peaked in 2017 with 28 incoming PhD students).

In 2017, the department hired an assessment coordinator (shared with other departments in the college), who has a background in higher education and assessment, and who was charged with helping the departments improve their assessment plans. In 2017‐2018, the assessment coordinator worked with the interim department head to revise the MS and PhD student learning outcomes, and a rubric was developed to be used to score the quality of the student’s thesis/dissertation. One continual challenge the department has faced is how to implement an effective data collection strategy and collect data consistently across such a broad and diverse range of research topics and methodologies.

In spring 2019, the university purchased a new platform for recording and storing assessment data & artifacts called AEFIS. With the roll out of the new system, the assessment coordinator has worked more closely with the MS and PhD program coordinator to revise the assessment plan in preparation for future modifications and refinements.

The current learning outcomes for the MS ARCH are below:  Communication: Demonstrate the ability to express complex ideas in a clear, concise, and organized manner as well as incorporate evidence to support conclusions.

 Critical Thinking & Analytical Skills: Critically assess sources of evidence and demonstrate sound analytical reasoning in approaches to evidence and data.

 Research Skills: Demonstrate information literacy through an appropriate use of resources, and apply research methodology correctly to conduct valid research.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 90 For the PhD ARCH:  Communication: Demonstrate the ability to express complex ideas in a clear, concise, and organized manner as well as incorporate evidence to support conclusions.

 Critical Thinking & Analytical Skills: Critically assess sources of evidence and demonstrate sound analytical reasoning in approaches to evidence and data in a way that generates new knowledge &/or fills existing gaps in knowledge.

 Research Skills: Demonstrate information literacy through an appropriate use of resources, and apply research methodology correctly to conduct valid research and generate new knowledge.

Rubrics were also developed (see Appendix K) to be filled out by the thesis/dissertation chair at the time of the defense; however, no data have been collected at this time.

The current strengths of the MS and PhD programs include the demographic and intellectual diversity of the students, the impressive levels of academic preparation that they bring to the classroom from their respective home countries, the relative ease with which they surmount steep learning curves and process large quantities of knowledge in the Research Ideologies and Writing for Publication Courses (and do so mostly in their second language), and the opportunities for presenting graduate research that the department and college provide through conferences, symposia, colloquia, and funding. Areas for improvement include recruiting more U.S.‐born students so that we can take full advantage of major funding streams that are limited to U.S. citizens, developing new dual‐degree programs to maximize the impact and the value of time spent at TAMU, and elevating our global profile by exploring uncharted relationships between architecture and the fields of Artificial Intelligence, Augmented and Virtual Reality, Blockchain, Data Visualization, and Robotics.

Moving forward, the MS/PhD committee will formulate and calibrate academic standards, evaluation criteria, and learning outcomes to apply across the topic areas and research methodologies in both programs. In continuing consultation with the college assessment specialist, the department will customize metrics to generate data that are more granular so that each evaluation criterion applied at each stage of

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 91 graduate matriculation provides greater insight into the evolution of both programs. Foremost among the many goals that the department has set for its graduate programs is the commitment to define, interrogate, refine, and deploy new definitions of scholarly, scientific, and humanistic rigor to the research=design=practice=research complex. Refining and aligning evaluation criteria and learning outcomes will support this mission, as will the development of the MS/MArch 3‐year degree program, which will help to validate the importance of research to architectural design and related fields of professional practice.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 92 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 93 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 94 Faculty Profile 4

4.1 Core Faculty 97

4.2 Faculty other than Core 101

4.3 Faculty Diversity 103

4.4 Faculty Qualifications 107

4.5 Analysis 115

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 96 Core Faculty 4.1

The Department of Architecture has a total of 54 faculty members, 38 of whom serve as core faculty. Core Faculty is defined as appropriately credentialed individuals integral to the program, such as those who teach courses, mentor students, or serve on thesis and dissertation committees. The following core faculty members serve as Chairs, Co‐ Chairs, or Committee Members for both PhD and/or MS students.

Graduate Committee Name Rank/Title Track Membership (MS/PhD) Associate Professor, Associate MS/PhD ‐ Tenure Dr. Koichiro Aitani Department Head for Chair, Co‐ Track Undergraduate Programs Chair, Member MS/PhD ‐ Tenure Dr. Ahmed Ali * Assistant Professor Chair, Co‐ Track Chair, Member Academic MS ‐ Co‐Chair, Prof. John (Craig) Babe Associate Professor of the Practice Professional Member; PhD Track ‐ Member MS/PhD ‐ Tenure Dr. Juan‐Carlos Baltazar‐Cervantes Associate Professor Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Liliana Beltran Associate Professor Tenured Chair, Co‐ Chair, Member Academic Prof. Alejandro Borges Gonzalez* Associate Professor of the Practice Professional MS/PhD ‐ Co‐ Track Chair, Member Instructional Assistant Professor, Academic MS/PhD ‐ Dr. Stephen Caffey Associate Department Head for Professional Chair, Co‐ Research Track Chair, Member Academic MS/PhD ‐ Dr. Gabriela Campagnol Abuabara Lecturer Professional Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Mark Clayton Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Charlie Culp Professor Tenured Chair, Co‐ Chair, Member

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 97 MS/PhD ‐ Dr. Sarah Deyong Associate Professor Tenured Chair, Co‐ Chair, Member Academic MS ‐ Co‐Chair, Prof. Marcel Erminy Castilo Associate Professor of the Practice Professional Member; PhD Track ‐ Member MS/PhD ‐ Dr. Francis Downing* Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Co‐ Prof. Jose Gabriel Esquivel Associate Professor Tenured Chair, Member MS/PhD ‐ Tenure Dr. Brent Fortenberry* Assistant Professor Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Anat Geva Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Kevin Glowaki Associate Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Jeff Haberl Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Kirk Hamilton Professor Tenured Chair, Co‐ Chair, Member MS ‐ Co‐Chair, Dr. Weiling He Associate Professor Tenured Member; PhD ‐ Member MS ‐ Co‐Chair, Prof. Rodney Hill Professor Tenured Member; PhD ‐ Member Associate Professor of the Practice, Academic MS ‐ Co‐Chair, Prof. Shelley Holliday Executive Associate Department Professional Member; PhD Head Track ‐ Member MS ‐ Co‐Chair, Tenure Prof. Priya Jain* Assistant Professor Member; PhD Track ‐ Member MS/PhD ‐ Tenure Dr. Negar Kalatar Mehrjardi* Assistant Professor Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Nancy Klein Associate Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Peter Lang* Associate Professor Tenured Chair, Co‐ Chair, Member

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 98 MS/PhD ‐ Tenure Prof. Marcelo Lopez‐Dinardi* Assistant Professor Chair, Co‐ Track Chair, Member Academic MS ‐ Co‐Chair, Dr. Zhipeng Lu Senior Lecturer Professional Member; PhD Track ‐ Member MS/Phd ‐ Prof. Gerald Maffei Senior Professor Tenured Member MS/Phd ‐ Prof. George Mann Professor Tenured Member MS/PhD ‐ Dr. Valerian Miranda Senior Associate Professor Tenured Chair, Co‐ Chair, Member Academic Dr. Anne Nichols Associate Professor of the Practice Professional MS/PhD ‐ Co‐ Track Chair, Member MS ‐ Co‐Chair, Prof. Michael O'Brien Professor Tenured Member; PhD ‐ Member Academic MS/PhD ‐ Dr. Ray Pentecost* Professor of the Practice Professional Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Susan Rodiek Associate Professor Tenured Chair, Co‐ Chair, Member Academic MS ‐ Co‐Chair, Dr. Julia Rogers Senior Lecturer Professional Member; PhD Track ‐ Member MS/PhD ‐ Dr. Mardelle Shepley* Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Tenure Dr. Zachary Stewart* Assistant Professor Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Phillip Tabb* Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Tenure Prof. James Tate* Assistant Professor Chair, Co‐ Track Chair, Member MS/PhD ‐ Tenure Dr. Andrew Tripp* Assistant Professor Chair, Co‐ Track Chair, Member MS/PhD ‐ Dr. Jorge Vanegas Professor, Dean Tenured Chair, Co‐ Chair, Member

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 99 MS/PhD ‐ Professor, Interim Department Prof. Robert Warden Tenured Chair, Co‐ Head Chair, Member MS/Phd ‐ Prof. Ward Wells* Professor Tenured Member MS/PhD ‐ Prof. David Woodcock* Senior Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Wei Yan Professor Tenured Chair, Co‐ Chair, Member MS/PhD ‐ Dr. Xuemei Zhu Associate Professor Tenured Chair, Co‐ Chair, Member *Denotes faculty arriving or departing during 2013‐2018

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 100 Faculty Other than Core 4.2

Name Rank/Title Track

Prof. Elton Abbott Associate Professor of the Practice Academic Professional Track Prof. Harold Adams* Professor of the Practice Academic Professional Track Dr. Susanne Bieber* Assistant Professor Tenure Track Temporary Academic Professional Prof. Andrew Billingsley* Assistant Lecturer Track Temporary Academic Professional Prof. Alireza Borhani Haghighi* Lecturer Track Prof. Paolo Bulletti Adjunct International Professor Prof. Davi De Lima Vaz Xavier* Visiting Assistant Professor Academic Professional Track Adjunct International Associate Prof. Giovanni Di Pasquale Professor Prof. John Fairey* Regents Professor Prof. Matthew Faulkner* Visiting Lecturer Academic Professional Track Prof. Brian Gibbs Visiting Lecturer Academic Professional Track Temporary Academic Professional Prof. Rene Graham* Visiting Lecturer Track Lecturer, Associate Department Head Dr. James Haliburton* for M. Arch Academic Professional Track Prof. Andrew Hawkins* Visiting Lecturer Academic Professional Track Temporary Academic Professional Dr. Christopher Hunter* Assistant Lecturer Track Prof. Ray Holliday Assistant Professor of the Practice Academic Professional Track Temporary Academic Professional Prof. Hyongsub Kim* Visiting Lecturer Track Temporary Academic Professional Dr. Jong Bum Kim* Assistant Lecturer Track Temporary Academic Professional Dr. Greg Luhan* Visiting Associate Professor Track Temporary Academic Professional Prof. Shawn Lutz* Visiting Assistant Professor Track Temporary Academic Professional Prof. Jonathan Mark Odom* Assistant Professor of Practice Track Prof. Miguel Roldan International Faculty Temporary Academic Professional Prof. Amanda Rotter* Visiting Lecturer Track Prof. Robert Schiffhauer* Associate Professor Tenured Temporary Academic Professional Prof. Kateri Stewart* Visiting Lecturer Track Temporary Academic Professional Dr. Chengde Wu* Assistant Lecturer Track Temporary Academic Professional Dr. Shermeen Yousif* Assistant Lecturer Track Prof. Vahid Vahdat Zad* Visiting Lecturer Academic Professional Track *Denotes faculty arriving or departing during 2013‐2018

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 101 Total Faculty to Student Ratio

Student FTE to Faculty FTE Ratio

2013 2014 2015 2016 2017 2018

MS* 9.2 8.7 9.5 N/A 10.9

PhD 5.1 3.7 3.9 10.9 4.4

Publications

Publications 2013 2014 2015 2016 2017 2018 Book 2 2 4 5 7 4 Chapter of Book 2 5 17 14 5 2 Paper Publication Juried 44 58 91 48 37 37 Conference Proceedings 31 20 37 22 31 30 Paper Publication Non‐Juried 16 33 53 12 13 11 Online Publications 4 0 29 1 0 1 Invited Articles 2 5 6 0 2 0 Invited Presentations 7 16 25 38 42 52

Grants

External Grants 2013 2014 2015 2016 2017 2018

Grant and 19 29 27 Proposals Submitted Number of 27 15 24 17 28 24 Grants Awarded Amount $5,018,763 $1,007,737 $1,230,056 $957,373 $2,215,250 $875,865

Teaching Load

The Departmental Teaching Load Policy is a 2+2 (two courses during the fall semester and two courses in the spring semester). The state requirement is teaching 18 total credit hours. Faculty may teach more or less depending on their membership on Graduate Committee. The five year average for semester credit hours was 15,593 while net weighted student credit hours was 62,281. The semester credit hours ranged from 12,865 (2013‐2014) to 19,000 (2017‐2018) while net weighted semester credit hours ranged from 57,587 (2014‐2015) to 67,751 (2017‐2018).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 102 Faculty Diversity 4.3

The faculty members in the College are diverse, accomplished and committed to educating the future leaders of the professions and industries of the built environment.

Current Faculty Diversity

1 9 9

52 29

1 Asian or Pacific Islander Black Non‐Hispanic Hispanic International Unknown or not Reported White non‐hispanic

Current Faculty Gender Diversity

46

55

Female Male

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 103

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 104 Faculty Diversity 4.3

Graduate Faculty of the M.S. / Ph.D. Program in Architecture

The graduate faculties at the College represent a rich mix of individuals with doctoral and terminal professional degrees and individuals with professional registrations. Professional registrations include architecture, engineering, interior design, landscape, and real estate. Doctoral and terminal professional degrees include the emphasis areas of: architecture, urban design, landscape architecture, engineering, physics, construction science, history, theory, public health, nursing and healthcare innovation and behavioral geography. This mix reflects the parallel missions of the graduate programs, which are to acknowledge the contributions of research and support professional development.

Doctoral and Terminal Professional Degrees received by faculty reflect multiple specialties and include:

 Doctor of Architecture  Doctor of Environmental Design  Doctor of Public Health  Doctor of Philosophy o Ph.D. in Arch. & Urban Planning History & Theory o Ph.D. in Art History o Ph.D. in Architecture o Ph.D. in Architectural History o Ph.D. in Architecture and Design Research o Ph.D. in Architecture and Urbanism o Ph.D. in Civil Engineering o Ph.D. in Civil and Environmental Engineering o Ph.D. in Classical and Near Eastern Archaeology o Ph.D. in Construction Engineering & Management o Ph.D. in Mechanical Engineering o Ph.D. in Solid State Physics o Ph.D. in Nursing & Healthcare Innovation o Ph.D. in Human‐Environment Studies o Ph.D. in Archaeology o Ph.D. in Art History & Archaeology o Ph.D. in History of Science o M.S. in Architecture, Urban Theory & Design o M.S. in Critical, Curatorial & Conceptual Practices in Architecture o M.S. in Health Facilities Design o M.S. in Computer Science o M.A. Philosophy o Master of Architecture o Master of Engineering o Master of Fine Art o Master of Landscape Architecture

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 105

Faculty are recipients of multiple honors ranging from Finnish Knighthood and the Presidential Faculty Fellowship to the cherished teaching awards bestowed directly by our students. Additionally, several faculty have been honored with endowed professorships or have been designated distinguished professors. The Endowed Professorships include:

 Harold L. Adams ’51 Interdisciplinary Professorship in Architecture  Harold L. Adams ’51 Interdisciplinary Professorship in Construction Science  Harold L. Adams ’51 Interdisciplinary Professorship in Landscape Architecture & Urban Planning  Harold L. Adams ’51 Interdisciplinary Professorship in Visualization  Clark Construction Group, Inc. Endowed Professorship in Construction Science  Julie and Craig Beale Professorship in Health Facility Design  John Only Greer Architectural Heritage Professorship  Charles Dewey McMullan Endowed Chair in Construction Science  Liz and Nelson Mitchell Professorship in Residential Design  Sandra and Bryan Mitchell Endowed Professorship in Construction Science  Sandra and Bryan Mitchell Master Builder Chair  William M. Peña Professorship in Information Management  Wallie E. Scott, JR Endowed Professorship in Architectural Practice and Management  James C. Smith ’70 CIAC Professorship in Construction Science  Ronald L. and Sondra Skaggs Endowed Professorship in Health Facilities Design  Skaggs‐Sprague Chair in Health Facilities Design  Donna Beth and Jim Thompson ’68 Leadership Professorship  Cecil O. Windsor, JR. ’66 Professorship in Construction Science  David Woodcock Professorship in Historic Preservation  Nicole and Kevin Youngblood Professorship in Residential Land Development  James M. Singleton IV ’66 FAIA Educational Architecture Professorship  Rodney Hill Professorship in Creativity and Design

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 106 Faculty Qualifications 4.4

Definition of Graduate Faculty

The Graduate Faculty at Texas A&M University consists of the President, the Provost and Executive Vice President, the Associate Provosts, the Deans of all subject‐matter colleges, selected Directors, and properly qualified academic groups. Appointees to the Graduate Committee Faculty participate in the graduate degree programs of the University by serving on student advisory committees.

Members of the Graduate Committee Faculty is composed of Members and Special Appointments. Members are selected from qualified individuals of the faculty and professional staff of Texas A&M University, from the employees of Texas A&M University System agencies such as Texas AgriLife Research, Texas A&M Forest Service, Texas A&M AgriLife Extension, TEES (Texas A&M Engineering Experiment Station), TTI (Texas A&M Transportation Institute); from employees of affiliated research organizations (such as USDA – United States Department of Agriculture) located near Texas A&M campus sites, and from affiliated hospitals and clinical organizations

Nomination for membership on the Graduate Committee Faculty is always initiated by the head of the appropriate academic department, intercollegiate faculty, or dean of college (under special circumstances) of Texas A&M University in College Station and is processed as discussed in the following sections.

Appointment to membership on the Graduate Committee Faculty, while considered an honor, serves functional purposes as well. Appointment to membership is not for the sole purpose of conferring recognition upon an individual, but is designed to assure competence in the directing and advising of graduate students. Such competence is, in part, a function of experience and knowledge of operational procedures; it is also characterized by ability and motivation.

Membership on the Graduate Committee Faculty is maintained only by participating in the graduate programs by directing or administering graduate work, by conducting research and publication, or by other direct and substantial contributions to the graduate programs of the University, such as through service on a Graduate Instruction Committee or with administrative assignments in graduate education. A member of the graduate committee faculty may not serve on the graduate committee faculty of an academic program in which the member is pursuing a graduate degree or certificate. Individuals who have not been appointed to the Graduate Committee Faculty may not

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 107 serve on student advisory committees unless special approval is granted by the Associate Provost for Graduate and Professional Studies.

The Graduate Council expects that all Deans, Department Heads and Chairs of Intercollegiate Faculty will regularly review the Graduate Committee Faculty under their direction and will recommend withdrawal of the appointments of any members who no longer merit membership on the Graduate Committee Faculty on the basis of their lack of contribution to graduate education. If the chair of a student’s advisory committee voluntarily leaves the University and the student is near completion of the degree and wants the chair to continue to serve in this role, the student is responsible for securing a current member of the University Graduate Committee Faculty, from the student’s academic program and located near the Texas A&M University campus site, to serve as the co‐chair of the committee. The Department Head or Chair of intercollegiate faculty may request in writing the Associate Provost for Graduate and Professional Studies that a faculty member who is on an approved leave of absence or has voluntarily separated from the university, be allowed to continue to serve in the role of chair of a students’s advisory committee without a co‐chair for up to one year. The student should be near completion of the degree. Extensions beyond the one year period can be granted with additional approval of the Dean.

The Department Head or Chair of intercollegiate faculty shall notify any faculty member who is non‐voluntarily removed from the roles of the Graduate Faculty, and the faculty member has the right to appeal his/her removal through the University Rule 12.99.99.M2 (Faculty Grievance Procedures).

A graduate student at Texas A&M University may not be a member of the Graduate Faculty. Membership on the Graduate Faculty of any faculty or staff member of Texas A&M University or The Texas A&M University System and affiliated research organizations is forfeited upon a faculty or staff member’s admission to a graduate program at Texas A&M University.

The two categories of membership are Member and Special Appointment.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 108 Possible Roles of Graduate Committee Faculty

Member Role Master’s Only Master’s Only Doctoral (PhD, Doctoral (EdD, (MS or MA) – (MEd, other DrPH) and DEng) and Professional Master’s Master’s Masters) Chair Co‐Chair Member Special Appointment Extra Member (non‐voting)

Members of Graduate Committee Faculty

A. Tenured and Tenure‐Track TAMU

Faculty Tenured and Tenure‐track (T/TT) faculty members of Texas A&M University are eligible to participate as members of the Graduate Committee Faculty under criteria and guidelines as established by each college or department. Also academic professional track faculty members employed by Texas A&M University at Qatar (TAMUQ) with appropriate professorial rank (assistant professor, associate professor, or professor) are eligible to participate as members of the Graduate Committee Faculty. The aforementioned faculty members may serve as chair, co‐chair, or member of advisory committees of master’s and

doctoral students.

Appointment of a T/TT faculty member is accomplished when a new hire is identified as graduate faculty in the Dean of Faculties hiring portal. The faculty member will be added only to the programs associated with the hiring department. Nominations of T/TT faculty members who are not adloc’d to a graduate degree‐granting unit, to serve as chair or co‐chair in a graduate degree‐granting unit must come from the department head or chair of intercollegiate faculty for that graduate degree‐granting unit. This is accomplished by submitting a Graduate Committee Faculty nomination through the Graduate Committee Faculty nomination website: http://gradcom.tamu.edu. The nominations will progress through a workflow system to receive the approval of the department head or chair of intercollegiate faculty for that graduate degree‐granting unit. Appointment of an academic professional track faculty member employed by Texas A&M University at Qatar (TAMUQ) with appropriate professorial rank (assistant professor, associate professor, or professor) is accomplished through use of the Graduate Committee Faculty nomination and letter from the TAMUQ Graduate Instruction Committee (the members of which shall be members of the Graduate Committee Faculty at TAMU) through the Dean/CAO of the TAMUQ campus and the appropriate administrative chain at TAMU.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 109

B. Academic Professional Track Faculty and Professional Staff of TAMU, TAMUS Agencies, Affiliated research organizations, and

Affiliated Hospitals and Clinical Organizations

An academic professional track faculty employed by TAMU, designated TAMUS agencies, or affiliated hospitals and clinical organizations is eligible to participate as a member of the Graduate Committee Faculty (if permitted by department or college guidelines), and may serve as chair, co‐chair, or member of advisory committees of master’s and doctoral students with appropriate approval. Professional staff employed by TAMU, designated TAMUS agencies, or affiliated hospitals and clinical organizations are eligible to participate as a member of the Graduate Committee Faculty (if permitted by department or college guidelines), and may serve as co‐chair or member of advisory committees of master’s and doctoral students with appropriate approval.

Appointments of these academic professional track individuals and professional staff are accomplished by submitting a Graduate Committee Faculty nomination through the Graduate Committee Faculty nomination website: http://gradcom.tamu.edu. The nominations will progress through a workflow system to obtain approvals from the appropriate department head or chair of intercollegiate faculty, Chair of the Graduate Instruction Committee and the College dean. The workflow will issue a letter request, initiated by the head of the academic department, dean of college, or chair of intercollegiate faculty, through the College Graduate Instruction Committee and the College Dean. The letter must provide evidence that the nominee meets the qualifications for the desired role(s).

1. General qualifications for serving on advisory committees

for master’s students only

Minimum qualifications for academic professional track faculty or professional staff employed by TAMU, designated TAMUS agencies, affiliated research organizations, or affiliated hospitals and clinical organizations to serve in the various roles of the graduate committee faculty for master’s students only are described below each role in the

following section.

Chair role:

The following minimum qualifications must be met for eligibility to serve in the chair role on advisory committees for master’s students.

(a) Qualifications (a)‐(d) listed below for co‐chair role (b) Employment location near city of Texas A&M campus site (except for online programs).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 110 Co‐Chair role:

The following minimum qualifications must be met for eligibility to serve in the co‐chair role on advisory committees for master’s students.

(a) Has an earned master’s or terminal degree (b) Has actively served on a graduate student’s advisory committee, or held/holds an administrative assignment in a graduate program at Texas A&M or another university (c) Has published a scholarly work as primary author or corresponding author, or appropriate evidence of professional accomplishments related to the discipline (d) Employed by Texas A&M University; Texas A&M University System agencies such as Texas A&M AgriLife Research, Texas A&M Forest Service, Texas A&M AgriLife Extension, TEES, TTI; affiliated research organizations, or affiliated hospitals and clinical organizations with professorial rank.

Member role:

The following minimum qualifications must be met for eligibility to

serve in the member role on advisory committees for master’s students.

(a) has an earned master’s or terminal degree, or an earned bachelor’s degree and appropriate evidence of professional

accomplishments related to the discipline

Exceptions to the minimum qualifications of any of the various roles listed above may be requested as a part of the letter from heads of departments, deans of colleges, or chairs of intercollegiate faculty through the Graduate Instruction Committee and Dean of College.

2. General qualifications for serving on advisory committees

for doctoral students

Minimum qualifications for academic professional track faculty or professional staff employed by TAMU, designated TAMUS agencies, affiliated research organizations, or affiliated hospitals and clinical organizations to serve in the various roles of the graduate committee faculty for doctoral students are described below each role in the following section. Chair role:

The following minimum qualifications must be met for eligibility to serve in the chair role on advisory committees for doctoral students.

(a) Qualifications (a)‐(d) listed below for co‐chair role (b) Employment location near city of Texas A&M campus site (except for on‐line programs).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 111 Co‐Chair role:

The following minimum qualifications must be met for eligibility to serve in the co‐chair role on advisory committees for doctoral students.

(a) Has an earned doctoral or terminal degree (b) Has actively served on a graduate student advisory committee, or held/holds an administrative assignment in a graduate program at Texas A&M or another university (c) Has published a scholarly work as primary author or corresponding author, or appropriate evidence of professional accomplishments related to the discipline (d) Employed by Texas A&M University; Texas A&M University System agencies such as Texas A&M AgriLife Research, Texas A&M Forest Service, Texas A&M AgriLife Extension, TEES, TTI; affiliated research organizations, or affiliated hospitals and clinical organizations with professorial rank.

Member role:

The following minimum qualifications must be met for eligibility to to serve in the member role on advisory committees for doctoral students.

(a) Has an earned doctoral or terminal degree, or an earned master’s degree and appropriate evidence of professional accomplishments related to the discipline

Exceptions to the minimum qualifications of any of the various roles listed above may be requested by heads of departments, deans of colleges, or chairs of intercollegiate faculty through the Graduate Instruction Committee and Dean of College.

C. Faculty and Professional Staff Employed By Other Institutions and Organizations

Faculty and professionals not employed by TAMU, TAMUS agencies listed in section B, or affiliated hospitals and clinical organizations are eligible to participate as a member of the Graduate Committee Faculty (if permitted by department or college guidelines), and may serve as co‐ chair or member of advisory committees of master’s and doctoral students with appropriate approval.

Appointments of the aforementioned individuals are accomplished by submitting a Graduate Committee Faculty nomination through the Graduate Committee Faculty nomination website: http://gradcom.tamu.edu. The nominations will progress through a workflow system to receive the approvals of the department head or chair of intercollegiate faculty, Chair of the Graduate Instruction

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 112 Committee and College dean. The workflow will request a letter, initiated by the head of the academic department, dean of college, or chair of intercollegiate faculty, through the College Graduate Instruction Committee and the College Dean. The letter must provide evidence that the nominee meets the qualifications for the desired role(s).

1. General qualifications for serving on advisory committees for master’s students only

Minimum qualifications for individuals who are not employed by TAMU, TAMUS agencies listed in section B, or affiliated hospitals and clinical organizations are described below each role in the following section.

Co‐Chair role:

The following minimum qualifications must be met for eligibility to serve in the co‐chair role on advisory committees for master’s students.

(a) Has an earned master’s or terminal degree (b) Has actively served on a graduate student advisory committee, or held/holds an administrative assignment in a graduate program at Texas A&M or another university (c) Has published a scholarly work as primary author or corresponding author, or appropriate evidence of professional accomplishments related to the discipline

Member role:

The following minimum qualifications must be met for eligibility to serve in the member role on advisory committees for master’s students.

(a) Has an earned master’s or terminal degree, or an earned bachelor’s degree and appropriate evidence of professional accomplishments related to the discipline

Exceptions to the minimum qualifications of any of the various roles listed above may be requested as a part of the letter from heads of departments, deans of colleges, or chairs of intercollegiate faculty through the Graduate Instruction Committee and Dean of College.

2. General qualifications for serving on advisory committees for doctoral students

Minimum qualifications for individuals who are not employed by TAMU, TAMUS agencies listed in section B, affiliated research organizations, or affiliated hospitals and clinical organizations to serve in the various roles of the graduate committee faculty for doctoral students are described below each role in the following section.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 113

Co‐Chair role:

The following minimum qualifications must be met for eligibility to serve in the co‐chair role on advisory committees for doctoral students.

(a) Has an earned doctoral or terminal degree (b) Has actively served on a graduate student advisory committee, or held/holds an administrative assignment in a graduate program at Texas A&M or another university (c) Has published a scholarly work as primary author or corresponding author, or appropriate evidence of professional

accomplishments related to the discipline

Member role:

The following minimum qualifications must be met for eligibility to serve in the member role on advisory committees for doctoral students.

(a) Has an earned doctoral or terminal degree, or an earned master’s degree and appropriate evidence of professional

accomplishments related to the discipline

Exceptions to the minimum qualifications of any of the various roles listed above may be requested by heads of departments, deans of colleges, or chairs of intercollegiate faculty through the Graduate Instruction Committee and Dean of College.

Special Appointments

Situations may exist where the head of an academic department or chair of intercollegiate faculty wishes to have qualified individuals serve [such as, from another university, government or industry] on a student’s Advisory Committee without being permanent members on the Graduate Committee Faculty. An individual serving as a Special Appointment on a student’s Advisory Committee does not count toward the minimum number of Graduate Committee Faculty necessary to form the committee. Special appointments are accomplished by submitting a Graduate Committee Faculty nomination through the Graduate Committee Faculty nomination website: http://gradcom.tamu.edu. The nominations will progress through a workflow system to obtain approvals from the department head or chair of intercollegiate faculty. The workflow will ACADEMIC AFFAIRS GRADUATE AND PROFESSIONAL STUDIES p9 of 9 request a letter, initiated by the head of an academic department or chair of intercollegiate faculty to the Associate Provost for Graduate and Professional Studies with the individual’s resume attached. The letter should state the merits of the individual being nominated and should include a list of the specific student advisory committees on which the individual will serve.

Approved by the Faculty Senate on August 10, 2015

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 114 Analysis 4.5

Averaging around 30 T/TT faculty since the 2010 APR we have managed admissions well to support the mission of the university/ department and the MS/PhD program. Since at least 2013 funding formulae for the university were designed to increase enrollment of the university overall and thus for all degree programs. The MS and PhD programs were already basically comparable to current enrollment numbers so large increases in these programs were not a focus. Growing the B.E.D. program created the need for more design faculty without having many new tenure track lines to add. As a consequence hiring focused on Academic Professional Track hires that could fill teaching vacancies created by increased enrollment. This focus had the unintended consequence of reducing overall research production when measured against as a ratio to total faculty. It also tended to more directly focus the attention of the department on the design rather than the research programs. Since 2016 we have focused on increasing the T/TT faculty to APT ratio to enhance research production and consequently provide more opportunities for our PhD students. Over the past 3 years we have added 9 TT faculty, all of whom have a keen interest in mentoring PhD students.

The increased numbers of students shown in the table for 2017 are due to new hiring practices by both the Construction Science and Visualization departments to attract faculty with exciting new research streams. Neither of these programs has a PhD program, so our program offered to accommodate their faculty who are recruiting new students for their research while their PhD program proposals advance through the review processes. This has not created undue stress on our faculty as faculty in those respective departments are serving as co‐chairs for their students and managing most of their progress. Construction Science and Visualization students still must fulfill all the regular requirements set forth for the architecture PhD and that creates the advantage of greater communication between departments regarding research streams and a greater interdisciplinary experience for the students.

The production of our faculty involved in the MS and PhD programs occurs primarily in the areas of sustainability and energy issues, health, historic preservation, history/ theory, and computational design. This has been true for the last 20 years largely due to the creation of the research centers and labs in those disciplines. That tight connection

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 115 helps sustain research through the fluctuations in state and university research and pedagogy endeavors.

The very nature of architecture requires every school of architecture to have a diverse faculty. It is tempting to approach hiring from curricular needs. While this at times is the priority, our recent approach in the past 3 years has been to consider research opportunities presented by candidates in at least equal measure to teaching. This approach helps to enrich the research culture through a malleability that can react to rapid changes in technology and theory thus also influencing the classroom and studio.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 116 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 117 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 118 Student Profile 5

5.0 Student Profile 121

5.1 Doctoral Student Information 123

5.2 Master of Science Student Information 130

5.3 MS & PhD Student Financial Support 137

5.4 MS & PhD Student Output and Employment 147

5.5 Master of Architecture Student Information 151

5.6 Bachelor Student Information 159 5.7 Analysis 167

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 120 Student Profile 5.0

Student Profile

The PhD program typically has 50 students in residence each year with an additiona five‐ten students who are not in residence. Although student course work is usually taken in residence at Texas A & M University, some course work may be taken at another university when approved. Students come from all over the United States, as well as countries such as Algeria, Australia, China, Columbia, Egypt, Japan, Jordan, India, Iran, Iraq, Italy, Israel, Koriea, Mexico, Chile, Russia, Saudi Arabia, Thailand, Nepal, Turkey, South Africa and Uruguay. There is an average of a little over 8.5 degrees granted per year in our PhD program with a time of matriculation typically 6.5 years

We strive to have an ethnically diverse student population. Our male to female ratio of MS/PhD students in the last five years is nearing 50%. In 2013‐2014, we had 38 male students and 23 female students. In Fall 2018, we had 35 male students and 36 female stduents. The majority of our MS/PhD students are international. Most of our MS/PhD students are supported through scholarship, graduate assistantships or both.

The following charts and graphs give an overview of our students in all our programs. Though our focus is on the MS and PhD programs, their influence is felt throughout all our programs through teaching, research, as assistance to other programs’ professors, and through casual collaboration through the multiple opportunities the department provides for overlap. Thus, we provide a glimpse into students in all our programs.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 121

Doctoral Students 50 44 45 45 43

37 37 40 35 33 33 35 30 25 21 20 20 14 15 14 15 15 10 10 10 7 6 5 0 2013 2014 2015 2016 2017 2018

Applied Admitted Enrolled

M.S. Students 18 16 14 12 10 8 6 4 2 0 MS MS MS MS MS MS 2013 2014 2015 2016 2017 2018

Applied Admitted Enrolled

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 122 Doctoral Student Information 5.1

Doctoral Total Enrollment and Full‐Time Students

PhD Enrollment and Full‐Time Students

80

67 70 63 59 60

60 53 49 50 50 45 39 40 40

30

20

10 0 2014 2015 2016 2017 2018

Full‐Time Total Enrollment

Year Full‐Time Total Enrollment Percentage of Full Time 2013 *info not available *info not available *info not available

2014 45 59 76%

2015 39 49 80% 2016 40 50 80%

2017 53 60 88% 2018 63 67 94%

*data from accountability.tamu.edu

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 123 5.1 Doctoral Student Information

Doctoral Student Diversity and Demographics‐ Female

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Fall Total 2014 2015 2016 2017 2018 2018 Female Asian Only 1 3 2 2 2 2 12 Black Only or multi‐racial with black 1 1 1 1 1 5 Hispanic or Latino of any Race 1 1 2 1 5 International 16 14 12 10 21 27 100 American Indian Only 0 Multi‐racial excluding black 0 Unknown or not reported 2 2 2 1 1 1 9 White Only 1 2 1 2 1 1 8

Total PhD Demographic (2013‐2018)‐ Female

0 8 12 0 9 5 5

100

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 124 Doctoral Student Information 5.1

Doctoral Student Diversity and Demographics‐ Male

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Fall Total 2014 2015 2016 2017 2018 2018 Male Asian Only 1 1 2 Black Only or multi‐racial with black 1 1 1 3 Hispanic or Latino of any Race 1 1 1 9 1 13 International 27 22 20 24 21 28 142 American Indian Only 0 Multi‐racial excluding black 0 Unknown or not reported 2 1 1 1 5 White Only 10 11 8 7 17 3 56

Total PhD Demographic (2013‐2018)‐ Male

2

3 13

56

5 0 0

142

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 125 5.1 Doctoral Student Information

TOTAL PhD Student DIVERSITY (2013‐2018) PhD TOTAL Asian Only 14 Black Only or multi‐racial with black 8 Hispanic or Latino of any Race 18 International 242 American Indian Only 0 Multi‐racial excluding black 0 Unknown or not reported 14 White Only 64

PhD Total Student Diversity

14 8 64 18

14

242

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 126 Doctoral Student Information 5.1

Doctoral Student Retention Rates

PhD Retention Rates, ARCH (Retained from the same Major as initially enrolled)

Initial 1 ‐ Yr Percent 3 ‐ Yr Percent 5 ‐ Yr Percent 7 ‐ Yr Percent Cohort Year Cohort Retained within Retained within Retained within Retained within Count Department Department Department Department

2013 8 87% 87% 25% N/A 2014 12 91% 66% N/A N/A 2015 10 80% 70% N/A N/A 2016 7 100% N/A N/A N/A 2017 9 66% N/A N/A N/A

Doctoral Student Graduation Rates

PhD Graduation Rates, ARCH (Graduated from the same Major as initially enrolled)

1 ‐ Yr Percent 3 ‐ Yr Percent 5 ‐ Yr Percent 7 ‐ Yr Percent Initial Graduated Graduated Graduated Graduated Cohort Year Cohort within within within within Count Department Department Department Department 2013 8 N/A N/A 62% N/A 2014 12 N/A 25% N/A N/A 2015 10 N/A 10% N/A N/A 2016 7 N/A N/A N/A N/A 2017 9 N/A N/A N/A N/A

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 127 5.1 Doctoral Student Information

Number of Degrees per Year

PhD Degrees Awarded Annually

12 11

10 10 9 8 8

6 5

4

2

0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Number of 10 8 5 11 9 Degrees

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 128 Doctoral Student Information 5.1

Average Time to Degree

PhD Average Time to Degree 9 8.5 8 6.8 7 6.22 6.45 6 5.62 5 4 3 2 1 0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Average Time 6.8 5.62 8.5 6.22 6.45

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 129 5.2 Master of Science Student Information

Master of Science Student Enrollment

M.S. Student Enrollment 4.5 4 4

3.5

3

2.5 22 2 2

1.5 1 1 1

0.5

0 2013 2014 2015 2016 2017 2018

*shows students enrolled only in that year, not total

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 130 Master of Science Student Information 5.2

Master of Science Student Diversity and Demographics‐ Female

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Total 2014 2015 2016 2017 2018 Female 2 1 6

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International 2 3 5 American Indian Only Multi‐racial excluding black Unknown or not reported White Only 1 1

Master of Science Student Diversity and Demographics‐ Male

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Total 2014 2015 2016 2017 2018 Male 2 2 5

Asian Only Black Only or multi‐racial with black 1 1 Hispanic or Latino of any Race International 1 1 1 3 American Indian Only Multi‐racial excluding black Unknown or not reported White Only 1 1

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 131 5.2 Master of Science Student Information

TOTAL M.S. Student DIVERSITY (2013‐2018) M.S. TOTAL

Asian Only Black Only or multi‐racial with black 1

Hispanic or Latino of any Race International 8

American Indian Only

Multi‐racial excluding black

Unknown or not reported White Only 2

M.S. Total Student Diversity

1 2

8

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 132 Master of Science Student Information 5.2

Number of Degrees per Year

M.S. Degrees Awarded Annually 2.5

22 2 2

1.5

1 1

0.5

0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Number of 2 2 1 2 0 Degrees

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 133 5.2 Master of Science Student Information

Master of Science Student Retention Rates

M.S. Retention Rates, ARCH (Retained from the same Major as initially enrolled)

Initial 1 ‐ Yr Percent 2 ‐ Yr Percent 3 ‐ Yr Percent 4 ‐ Yr Percent Cohort Year Cohort Retained within Retained within Retained within Retained within Count Department Department Department Department

2013 1 100% 100% 100% 100% 2014 2 100% N/A N/A N/A 2015 1 100% 100% 100% N/A 2016 3 67% 33% N/A N/A 2017 2 100% N/A N/A N/A

Master of Science Student Graduation Rates

M.S. Graduation Rates, ARCH (Graduated from the same Major as initially enrolled)

1 ‐ Yr Percent 2 ‐ Yr Percent 3 ‐ Yr Percent 4 ‐ Yr Percent Initial Graduated Graduated Graduated Graduated Cohort Year Cohort within within within within Count Department Department Department Department 2013 1 N/A N/A N/A N/A 2014 2 N/A 50% 50% 50% 2015 1 N/A N/A N/A N/A 2016 3 N/A 33% N/A N/A 2017 2 N/A N/A N/A N/A

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 134 Master of Science Student Information 5.2

Average Time to Degree

Average Time to Degree 4.5 4 4

3.5 3 3 2.75

2.5 2 2

1.5

1

0.5

0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Average Time 4 2.75 2 3 N/A

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 135

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 136 MS & PhD Student Financial Support 5.3

Average Institutional Financial Support Provided

Assistantships

A graduate assistantship – teaching (GAT), and non‐teaching (GANT), or research (GAR), is available to a qualified student on a competitive basis. An assistantship requires up to 20 hours a week. Appointment to an assistantship is normally for 9 months. Most assistantships are awarded through the applicant’s major department. An applicant should contact the department or the graduate advisor concerning the availability of assistantships.

A graduate student (domestic or international) must register for the appropriate number of University semester credit hours to maintain full‐time status during any semester or summer term in which they hold an assistantship. The student is also required to maintain a 3.0 GPA during the assistantship.

When awarded an assistantship the student will receive the following:

 a monthly stipend  9 hours of paid tuition; the student will pay in‐state tuition rates for anything over nine hours  Health insurance

Fellowships

Although individual colleges may have higher requirements, graduate students holding fellowships must register for a minimum of nine semester credit hours during a fall or spring semester or for six credit hours during the summer.

Fellowships Available through the Office of Graduate Studies (OGS)

Regents’ Graduate Fellowships:

These highly competitive awards are given to new graduate or professional students with exceptional credentials. The awards are for one year with an option for renewal by the college. Fellowship nominations are made by the departments, to the college. Regents’ Graduate Fellowships are intended for applicants planning to pursue doctoral degrees. The size of stipends varies depending on college guidelines.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 137 Graduate Merit Fellowships/Association of Former Students Fellowships:

These fellowships are awarded through a University‐wide competition. The fellowships are designed to encourage high quality applicants to enroll for the first time in graduate programs at Texas A&M University. Nominations are made by the departments to OGS. These awards are given for one year with a minimum stipend of $20,000.

Graduate Diversity Fellowships:

This fellowship is by faculty nomination only. (Students do not apply for this fellowship.) First semester, fall start only fellowship. This fellowship was established to attract students to Texas A&M who have a proven record of success in a diverse environment. Academic departments nominate prospective graduate students, and students are selected based on overall merit and the nominating department's statement of support.

The fellowship provides funding for two years for master's students and three years for PhD students, and includes for each year: $13,000 stipend, $8,000 for tuition and fees, and a departmental assistantship, which pays a minimum of $7,000 per year. With the graduate assistantship, the student has an option for health insurance at a nominal cost.

Pathways to the Doctorate Fellowships:

(First semester, fall start only fellowship.) Through the Pathways to the Doctorate program, several institutions in the Texas A&M University System are making assistantships or scholarships available to students from within the Texas A&M University System wishing to pursue graduate study at another A&M System institution. To qualify, students must be from a different System institution than the one to which they are applying.

Other Fellowships

National Science Foundation (NSF) Graduate Research Fellowships:

NSF gives these awards and the money is administered through OGS. Application forms can be obtained from OGAPS during September and October and sent directly to the NSF.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 138 MS & PhD Student Financial Support 5.3

GAT/GANT Financial Support

2013‐2014 Number Salary Tuition GAT / GANT M.Arch 14 $103,275.00 $25,487.00 MS 2 $16,650.00 $4,077.92 PhD 13 $135,850.00 $46,895.85

ALL SALARY TOTAL 29 $255,775.00 MS/PhD TOTAL 15 $152,500.00

2014‐2015 Number Salary Tuition GAT / GANT M.Arch 17 $128,700.00 $35,341.97 MS 3 $15,750.00 $4,077.92 PhD 16 $191,425.00 $61,848.15

ALL SALARY TOTAL 36 $335,875.00 MS/PhD TOTAL 19 $207,175.00

2015‐2016 Number Salary Tuition GAT / GANT M.Arch 22 $164,723.00 $40,973.01 MS 0 $0.00 $0.00 PhD 21 $214,825.00 $71,937.77

ALL SALARY TOTAL 43 $379,548.00 MS/PhD TOTAL 21 $214,825.00

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 139

2016‐2017 Number Salary Tuition GAT / GANT M.Arch 32 $234,025.00 $61,943.04 MS 0 $0.00 $0.00 PhD 17 $169,536.00 $63,046.60

ALL SALARY TOTAL 49 $403,561.00 MS/PhD TOTAL 17 $169,536.00

2017‐2018 Number Salary Tuition GAT / GANT M.Arch 29 $223,200.00 $59,201.00 MS 1 $3,600.00 $1,117.00 PhD 22 $230,400.00 $87,142.00

ALL SALARY TOTAL 52 $457,200.00 MS/PhD TOTAL 23 $234,000.00

2018‐2019 Number Salary Tuition GAT / GANT M.Arch 25 $208,125.00 $61,425.00 MS 3 $24,300.00 $7,371.00 PhD 28 $313,200.00 $127,764.00

ALL SALARY TOTAL 56 $545,625.00 MS/PhD TOTAL 31 $337,500.00

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 140 MS & PhD Student Financial Support 5.3

Average Institutional Financial Support Scholarships for Graduate Students

Total number of scholarships offered to Department of Architecture students.

2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 2018‐2019

# of Scholarships 120 125 145 126 133 153

# of Students 118 118 139 117 118 145 Awarded Total Funds $164,850 $183,650 $194,200 $179,300 $242,350 $230,575

Architecture Undergraduate/Graduate Scholarships Offered

 3D/I International Endowed Scholarship  TOMFRA/Raiford L. Stripling Memorial  Arnoldo Robelo '83 and David E. Baker '83 Scholarship for Advancement of Endowed Scholarship Preservation  Paolo Barucchieri Endowed Scholarship  Center For Heritage Conservation Poster  Sherrye and Joe Bass '83 Study Abroad Competition Scholarship  Lechner Scholarship  Hachtman Family Scholarship  The Texas A&M University Doctoral  Herbert C. Hale, Jr. '52 Endowment Diversity Fellowship  Phyllis K. & S.B. Haynes '16 Endowed  Harold Adams '61 Endowed Scholarship Scholarship  Carol J. and Jason W. Beal '77 Endowed  History Maker Homes Endowed Scholarship Scholarship  International Facillity Management  George and Esther Bohn Memorial Association Houston Chapter Scholarship Scholarship  Jonathan King Memorial Student Research  Bobby Briggs Scholarship Scholarship  Gene D. Burton Endowed Scholarship for  William E. Nash Endowed Scholarship Integration of Clinical Technology in Health  Parsons Scholarship Care Design  Jeffery T. Potter '78 and Shelley E. Potter  Gary Carroll '71 Memorial Scholarship '78 Endowed Scholarship  William W. Caudill Research Fellowship  Col. James E. Ray '63 Endowed Scholarship  Gary W. Chapman '89 Environmental Design  R. Joseph Reeves Endowed Memorial Scholarship Scholarship  Nancy C. and Frank J. Cinatl III '56 Graduate  Mabel and Clarence Rinard, AIA Scholarship Fellowship  Center for Heritage Conservation Fellows  Jesse R. Corrigan, Jr. '83 Endowed Scholarship Scholarship  Charles E. Peterson Preservation  Charles F. Dean Memorial Scholarship Scholarship  Beth and Joe Denman '46 Endowed Scholarship

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 141  Rozi and William R. Doreen '64 Endowed  Edward J. Romieniec, FAIA Endowed Scholarship Scholarship  Jack F. Doyle Endowed Scholarship  Sondra and Ronald L. Skaggs '65 Endowed  William Henry Fowler Endowed Scholarship Scholarship for International Studies in  Billy Frank Gafford Endowed Scholarship Architecture  Catherine L. Gauldin Endowed Scholarship  Craig A. Smith '85 Endowed Scholarship in Architecture  Kate and Harwood K. Smith '35 Endowed  Gensler Aggies Endowed Scholarship Graduate Fellowship and Kate and Harwood  F.E. Giesecke 1886 / Preston Geren '12 K. Smith '35 Endowed Scholarship in Endowed Scholarship in Architecture Architecture  Graduating Class of 1957 Scholarship  Mark A. Stewart '74 Endowed Scholarship  Marilee and James W. Hiester '50 Endowed  Gracie J. and Paul M. Terrill, Jr. '57 Endowed Scholarship Scholarship  Robert R. '84 and Sheryl R. '87 Holton  James D. Tittle '49 Endowed Scholarship in Endowed Study Abroad Scholarship Architecture  John F. Houchins, AIA 58' Endowed  Robert O. Travis '32 Endowed Memorial Scholarship Scholarship  Johnnie Mae and John F. Houchins Master  Kelley Vrooman Endowed Scholarship of Architecture Scholarship  Robert L. and Helen Wingler Endowed  Bonnie R. and Aaron L. Jones '92 Endowed Scholars Fund Scholarship  Norman and Renee Zelman Endowed  Sergeant Larry K. Kaiser '66 Endowed Scholarship Memorial Scholarship  Center for Health Systems & Design Shepley  Gunter W. Koetter '40 Endowed Memorial Scholarship Scholarship in Architecture  Charles and Bonita Culp '07 Research Award  Catherine and Key Kolb Endowment Fund  M. N. Davidson Foundation Scholarship  Arthur W. Licht Memorial Scholarship  Heights Venture Architects Study Abroad  Arthur W. Licht Scholar Award Scholarship  Ruth Hall Lusher '78 Endowed Scholarship  Ernest Langford Scholarship  Professor Daniel F. MacGilvray Endowed  Linda J. Todd AIAS Award for Excellence Memorial Scholarship  Department of Architecture Undergraduate  Joe Bob Merritt '91 Endowed Scholarship Scholarship  Michael G. Meyers Memorial Endowed  Department of Architecture Council of Scholarship Excellence Scholarship  August A. Neuner '36 Scholarship  Studio MET  Patti and Tom Owens '73 Family Leadership  Abilene ChapterAIA Architecture Scholarship Scholarship  Page Southerland Page Endowed  AIA Amarillo Chapter Scholarship Scholarship in Architecture  Association Administrators & Consultants,  William C. Pahlmann Endowed Scholarship Inc. Scholarship  William Merriweather Pena Scholarship  Brazos Chapter of the American Institute of  Raymond G. Post '23 and Raymond G. Post Architects Scholarship Jr, '61 Endowed Scholarship in Architecture  Edwin W. and Alyce O. Carroll Scholarship  Joe Max Powell '69 Endowed Scholarship  AIA Corpus Christi Chapter Scholarship  Roberta and Larry Priesmeyer '56  Hugh M. Cunningham Grant Scholarship  James E. Deininger Traveling Fellowship  Hermann B. Riherd '33 Endowed  El Paso Chapter AIA Scholarship Scholarship in Architecture  El Paso Chapter AIA for Graduate Studies

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 142  Mattia J. Flabiano, Jr. Southwest Terrazzo  H. Leo Tucker Scholarship Endowed by Tittle Association Architecture Scholarship Luther Loving  O'Neil Ford, FAIA Traveling Fellowship  Tyler J. Viney Memorial Scholarship  Preston M. Geren, Sr. Memorial Scholarship  AIA Waco Chapter Memorial Scholarship  Grayson Gill Memorial Scholarship  West Texas Chapter AIA Scholarship  Ruth Kaigler Goode and D. Rex Goode  Wichita Falls Chapter AIA Scholarship Scholarship  Wilson‐Doche Scholarship  John Only Greer, '55, FAIA and Wanda  Dallas Construction Specifications Institute Knight Greer Architectural Endowment (CSI) Scholarship  Lee Roy Hahnfeld, FAIA and Joan Morgan  Gathright Award (Highest GPA) (University Hahnfeld Scholarship Award)  George F. Harrell | OMNIPLAN Scholarship  AIAS Award  Kenneth Lanier Anderson Prize  Edna Blevins Award  John J. (Jack) Luther Scholarship  Chad Crawford Memorial Award  Theodore S. Maffitt, Jr., FAIA and Patricia J.  Joseph Donaldson Award Maffitt Scholarship in Memory of Patricia J.  Patton Alexander Echols Award Maffitt  Charles Estes Memorial Award  Horace B. McCord Memorial Scholarship  John Only Greer Award  Charles Lamar and Verda McKittrick  Edward J. Romieniec Graduate Award Endowed Scholarship  Edward J. Romieniec Senior Award  Northeast Texas Chapter/AIA Scholarship  E. Dudley Watkins Award  Edward John Romieniec, FAIA Endowed  Kenneth D. Williams Memorial Award Scholarship  David Woodcock Heritage Conservation  San Antonio Conservation Society Award Foundation Scholarship Honoring Brooks  National Hispanic Scholars Scholarship Martin, FAIA  Lechner Scholarship  AIA San Antonio Daryl Engel Memorial  Lechner Scholarship/Strategic Diversity Scholarship Funds  AIA Southeast Texas Douglas E. Steinman,  Graduate Merit Fellowship Award Jr., FAIA, Scholarship  ARCH Study Abroad Scholarship (Graduate  E.G. Spencer Memorial Scholarship Asst‐Italy)  Fay H. Spencer Memorial Scholarship in  ARCH Study Abroad Scholarship (Graduate Architecture Asst‐Spain)  Paul and Katie Stein Scholarship

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 143

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 144 MS & PhD Student Financial Support 5.3

Full‐Time Students with Institutional Financial Support

Full‐Time Students with Financial Support 70 63

60 53 50 45 39 40 40 28 30 21 22 16 17 20 13 10

0 2013 2014 2015 2016 2017 2018

Full‐Time Student GAT/GANT Recipient

% of Full‐Time Students with Financial Support [through GANT/GAT]

60% 54%

50% 44% 43% 42% 40% 36%

30%

20%

10%

0% 2013 2014 2015 2016 2017 2018

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 145

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 146 MS & PhD Student Output & Employment 5.4

M.S. & PhD Student Publications/ Presentations

Publications 2013 2014 2015 2016 2017 2018 Book Chapter of Book 3 7 4 2 Paper Publication Juried 13 6 7 1 1 2 Conference Proceedings 10 13 14 7 9 8 Paper Publication Non‐ 4 6 6 7 2 3 Juried Online Publications 1 Invited Articles Invited Presentations 8 7 18 18 8 11

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 147

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 148 MS & PhD Student Output & Employment 5.4

Employment Profile (in field within one year of graduation)

Master of Science and PhD Student Employment Profile 2013 2014 2015 2016 2017 2018 2019 Higher Education 2 5 9 5 10 1 2

Professional 3 2 1 Practice/Architecture Industry (Consulting) 4 4 5 3 2 Government 1 Other Employing Organizations‐ Graduate Students

 Energy Systems Lab at Texas A&M  Terrapin Bright Green University  HKS, Inc.  Ameresco  HOK  AlliantGroup  HMC Architects  Schneider Electric  CBRE  Texas A&M Engineering Experiment Station  Autodesk  Bractlet  EYP (WHR Architects)  EYP  Google  City of Palestine  STEM‐VRSE  Page Southerland Page  SZH Architecture  Health and Environmental Design Reseach  Spatial Corp Lab  HDR  Shanghai Kendow Energy Technology Co.  Therapeutic Landscapes Network  NSF‐Funded Study  Kuwait Institute for Science Research Higher Education Institutions‐ Graduate Students

 Sam Houston State University  University of Idaho  Boise State University  East Carolina University  Ball State University  Tongji University  Texas A&M University  University of Kentucky  Missouri S&T  Tsinghua University  University of Cincinnati  Syracuse University  Penn State University  Southeast Missouri State University  Hanyang University  Cornell University  Tianjin University  University of the West of Scotland  Arizona State University  Texas A&M University‐Commerce  University of Florida  University of Alabama  Mississippi State University

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 149

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 150 Master of Architecture Student Information 5.5

MArch Total Enrollment and Full‐Time Students

M.Arch Enrollment and Full‐Time Students 140 115 120 110 111 109 97 95 100 93 89 90 93

80

60

40

20

0 2014 2015 2016 2017 2018

Full‐Time Total

Year Full‐Time Total Percentage 2014 93 97 96% 2015 89 95 94% 2016 110 111 99% 2017 109 115 95% 2018 90 93 97%

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 151 5.5 Master of Architecture Student Information

MArch Student Diversity and Demographics‐Female

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Fall Total 2014 2015 2016 2017 2018 2018 Female Asian Only 1 3 2 1 7 Black Only or multi‐racial with black 1 1 Hispanic or Latino of any Race 7 5 5 6 8 7 38 International 23 21 19 26 25 15 129 American Indian Only 0 Multi‐racial excluding black 1 1 2 Unknown or not reported 1 1 2 2 6 White Only 20 19 16 24 33 27 139

Total M. Arch. Demographic (2013‐2018)‐ Female

1 7 38

139

129

6 02

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 152 Master of Architecture Student Information 5.5

Master of Architecture Student Diversity and Demographics‐ Male

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Fall Total 2014 2015 2016 2017 2018 2018 Male Asian Only 2 1 1 1 1 1 7 Black Only or multi‐racial with black 1 1 1 1 4 Hispanic or Latino of any Race 7 3 2 6 9 12 39 International 27 25 28 25 21 14 140 American Indian Only 0 Multi‐racial excluding black 0 Unknown or not reported 1 1 2 White Only 15 21 21 14 17 14 102

Total M. Arch Demographic (2013‐2018)‐ Male

4 7 39

102

140 20

0 Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 153

TOTAL M. Arch Student DIVERSITY (2013‐2018) M.Arch TOTAL Asian Only 14 Black Only or multi‐racial with black 5 Hispanic or Latino of any Race 77 International 269 American Indian Only Multi‐racial excluding black Unknown or not reported 6 White Only 241

M. Arch Total Student Diversity

5 14 77

241

269

6

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 154 Master of Architecture Student Information 5.5

MArch Student Retention Rates

M. Arch Retention Rates (Retained from the same Major as initially enrolled)

Initial 1 ‐ Yr Percent 2 ‐ Yr Percent 3 ‐ Yr Percent 4 ‐ Yr Percent Cohort Year Cohort Retained within Retained within Retained within Retained within Count Department Department Department Department

2013 47 93% 29% 6% 2% 2014 42 97% 23% 4% 2% 2015 40 100% 15% 7% N/A 2016 46 95% 21% N/A 0% 2017 60 100% N/A 0% 0%

Master of Architecture Student Graduation Rates

Master of Architecture Graduation Rates, ARCH (Retained from the same Major as initially enrolled)

1 ‐ Yr Percent 2 ‐ Yr Percent 3 ‐ Yr Percent 4 ‐ Yr Percent Initial Graduated Graduated Graduated Graduated Cohort Year Cohort within within within within Count Department Department Department Department 2013 47 N/A 63% 85% 89% 2014 42 N/A 66% 83% 88% 2015 40 N/A 85% 92% N/A 2016 46 N/A 69% N/A N/A 2017 60 N/A N/A N/A N/A

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 155 Number of Degrees per Year, Master of Architecture

M.Arch. Degrees Awarded Annually 60 56

50 43 44 39 40 36

30

20

10

0 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Years 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Number of 43 39 44 36 56 Degrees

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 156 Average Time to Degree‐ Master of Architecture

M.Arch Average Time to Degree 2.45 2.42 2.4 2.35 2.33 2.29 2.3 2.25 2.21 2.2 2.2

2.15

2.1 2.05 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Average Time 2.42 2.33 2.29 2.21 2.2

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 157

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 158 Bachelor of Environmental Design Student Information 5.6

BED Total Enrollment and Full‐Time Students BED Enrollment and Full‐Time Students 500 452 450 418 424 392 397 373 387 377 400 355 372 350 300 250 200 150 100 50 0 2014 2015 2016 2017 2018

Full‐Time Total

Year Full‐Time Total Percentage 2014 373 387 96% 2015 355 377 94% 2016 372 392 95% 2017 397 418 95% 2018 424 452 94%

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 159 BED Student Diversity and Demographics‐ Female

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Fall Total 2014 2015 2016 2017 2018 2018 Female Asian Only 11 9 5 5 6 12 48 Black Only or multi‐racial with black 5 6 7 5 7 10 40 Hispanic or Latino of any Race 69 77 81 77 68 81 453 International 3 6 3 2 3 2 19 American Indian Only 2 1 2 1 6 Multi‐racial excluding black 5 7 9 9 7 5 42 Unknown or not reported 1 1 2 White Only 110 116 109 124 140 146 745

Total BED Demographic (2013‐2018)‐ Female

48 40

453

745

42 19 6 2

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 160 Bachelor of Environmental Design Student Information 5.6

BED Student Diversity and Demographics‐ Male

Ethnicity Profile 2013‐ 2014‐ 2015‐ 2016‐ 2017‐ Fall Total 2014 2015 2016 2017 2018 2018 Male Asian Only 4 6 7 5 6 8 36 Black Only or multi‐racial with black 3 3 2 4 6 18 Hispanic or Latino of any Race 44 46 58 64 64 64 340 International 2 2 1 1 1 7 American Indian Only 0

Multi‐racial excluding black 2 1 2 3 3 1 12 Unknown or not reported 1 1 White Only 102 106 93 96 106 114 617

Total BED Demographic (2013‐2018)‐ Male

18 36

340

617

7 0 1 12

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 161 BED Student Diversity and Demographics‐ Total TOTAL BED Student DIVERSITY (2013‐2018) BED TOTAL Asian Only 84 Black Only or multi‐racial with black 58 Hispanic or Latino of any Race 793 International 26 American Indian Only 6 Multi‐racial excluding black 54 Unknown or not reported 3 White Only 1362

BED Total Student Diversity

84 58

793

1362

6 26 3 54

Asian Only Black Only or multi‐racial with black Hispanic or Latino of any Race International American Indian Only Multi‐racial excluding black Unknown or not reported White Only

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 162 Bachelor of Environmental Design Student Information 5.6

BED Student Retention Rates

Undergraduate Retention Rates, ARCH (Retained from the same Major as initially enrolled)

1 ‐ Yr Percent Retained within Cohort Year Initial Cohort Count Department

2013 76 71.1% 2014 102 70.6% 2015 75 73.3% 2016 78 74.4% 2017 102 69.6%

BED Student Graduation Rates

Undergraduate Graduation Rates, ARCH (Graduated from the same Major as initially enrolled)

4 ‐ Yr Percent Retained within Cohort Year Initial Cohort Count Department

2013 76 53.9% 2014 102 48% 2015 75 N/A 2016 78 N/A 2017 102 N/A

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 163 Number of Degrees per Year‐ BED

BED Degrees Awarded Annually 86 85 84 84

82 81

80

78 76 76 76

74

72

70 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018 Number of 76 81 85 84 76 Degrees

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 164 Bachelor of Environmental Design Student Information 5.6

Average Time to Degree‐ BED BED Average Time to Degree 4.22 4.2 4.2 4.18 4.18 4.16 4.14 4.14 4.12 4.1 4.1 4.1 4.08 4.06 4.04 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Year 2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018

Average Time 4.2 4.1 4.14 4.18 4.1

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 165

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 166 Analysis 5.7

From the Texas A&M University Strategic Plan 2015‐2020, the following commitments to its land grant status are the following:

 to provide students across the population access to higher education,  to generate meaningful research and scholarship,  to transfer discoveries to the people of the State and beyond; and by its commitment to the modern purposes of AAU research universities:  to serve society through basic and applied research,  to lead in graduate education,  to be an engine of social transformation and economic growth.

The collective culture to which these goals speak is one that provides opportunities to a wide variety of students with a quality education that is meaningful both to the student and to the larger community of humanity. The MS and PhD programs accomplish this through the quality of their diverse faculty who create research paths in Architecture. These paths are open to anyone from any disciplinary background. Architecture is such a diverse discipline that students can find an inspirational home in the sciences, technology, the arts, philosophy, history, business, etc. Coming off a nearly 50 year identity from Environmental Design, our faculty understands the importance that diverse disciplinary experience can bring to architectural questions. We have grown our PhD program around this diversity and is one of the reasons we have such a large program. Students find an intellectual home here.

Exclusivity has the advantage of a well understood identity so that only the most promising students can be selected to protect and enhance that exclusiveness. Texas A&M’s understanding of it’s land grant mission one that opens its doors to many types of scholars, those from diverse cultures, but also those from diverse and not yet matured intellectual experiences. The public good is served when all great minds – even the hidden ones – are given equal chances to flourish. Our programs seek to accomplish this throughout by offering rich experiences coupled with administrative and peer mentorship that will promote successful matriculation.

Graduation rates and retention are important numbers to judge the efficiency of our MS and PhD programs. Both programs show graduation rates a bit longer than ideal. Ideally a 32 hour MS program should take one calendar year, but rarely has that ever been achieved.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 167 Because this program accepts students from diverse backgrounds – even a professional degree in architecture could be considered diverse in the realm of research – it is difficult for students to get the basics of research methodologies and aligned with graduate committees in order to hone an idea and complete research and writing in that time. Typically the least amount of time to completion is 2+ years and most often it is 3 years. For our PhD program the time depends on the students’ personal situation. The shortest time to degree is 3 years, usually accomplished by international students receiving full funding from their home country. The time of 6.5 years is beyond the ideal of 5 years, but not terribly egregious.

Since our research programs rely on the student to define their area of study instead of a particular professor plugging them into an existing research stream, all students, but especially students from different cultures, are not accustomed to having such intellectual freedom and they struggle to define their research questions. We take a guarded mentorship approach where we encourage the struggle while also taking care to not lose them to frustration. We find this enriches the overall research atmosphere and gives them the confidence needed to develop their own research focus upon graduation.

The Department of Architecture has a number of funding sources that allow us to offer extensive travel opportunities for graduate students to present papers at conferences. This amount increased from $20,000 in 2013 to $32,000 in 2018. Other travel almost equal to this amount was funded from sources other than the department through research grants, or the college international travel fund. The department was also able to increase its support of MS/PhD students in the form of assistantships from 15 in 2013 to 31 in 2018. This increased effort results in greater stability for students and comes from largely from increased efforts and the college and university level to heighten attraction and retention of research students. We anticipate this funding to grow in the future with departmental attention being paid to corporate research partnerships.

Still, even with these increased commitments along with greater scholarship offerings, attracting and holding the most promising students is a challenge. Full support has become an expectation by students, an expectation we will likely never meet. However, that expectation has not kept our program from thriving and graduating students with high quality dissertations.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 168 Concluding Observations 6

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 170 At their inception 30 years ago, the MS and PhD programs were the conceptual exception to many architecture programs and ours was no difference. As the first and only one of two land grant universities in Texas (Prarie View University, 1890) Architecture floated through the Agricultural and Mechanical identity of Texas A&M. As Texas A&M evolved to a large vibrant AAU member research became the central focus of all its tenured and tenure track faculty as well as the primary decision‐making criterion for future endeavors for the department and college. Around the year 2000, the MS and PhD programs were codified as important service activities for tenure and promotion. Publication with graduate students was encouraged as a means of aiding faculty research production. Research centers were created and affiliation was encouraged for faculty and students. Graduate certificates were promoted as important research specializations for all students and interdisciplinary education through the college’s research centers was highly valued.

These moves towards research radically altered the landscape for the MArch professional program and its BED sibling. Once the solitary focus in the Department of Architecture the design programs were pushed to a second tier by changes in the university. Design faculty found it difficult if not impossible to maintain a design practice and qualify for tenure and/or promotion. The university requirements for grant procurement and publication as the primary modes of assessment altered hiring practices towards candidates with research degrees and experience.

These factors of evolutionary change occurred slowly and did not have immediate impact on the prevailing culture of academic practice in the department. Design and the design studio remained the prevailing lexicon for the department and the source of its identity. A bifurcation between the university’s assessment criteria and the design identity of the department further empowered the research model. Space and financial resources were allocated to those successful in research where design was largely understood to be an educational activity and therefore a lower tier endeavor in the eyes of the university.

Nevertheless, design retains its importance in the department and the split between design and research has grown into identity separations in the department. In 2018 the department organized a think tank of advisors to discuss issues of design, research, education, and design research. Through those experiences and multiple internal discussions with faculty and students, an understanding emerged that could shape a significant future direction for the department where design and research were partners in that future with research serving as the string the tied all programs together.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 171 Research has been highly regarded for centuries and has risen to the point that some design fields see it as a threat. It will be a threat if we don’t engage it but let others define it for us. The changes made in the undergraduate curriculum to provide undergraduate thesis opportunities in 4th year design coupled with summer undergraduate research activities will prepare students not only for MS and PhD graduate degrees but will also create research opportunities in design. Through professional partnerships in undergraduate theses and new dual degree offerings in MS/PhD and MArch, PhD, the existing MS and PhD programs will no longer be just our research programs but will be the guiding forces behind design‐research, applied research in design.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 172 Appendices

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 174 Appendix A Facilities

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 175 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 176 The College of Architecture inhabits 4 buildings. Langford A(ARCA) is the primary building that houses the Deans office on the second floor, the Department of Landscape and Urban Planning on the third floor and the Department of Architecture on the 4th floor. The Department of Constructions Science is housed in Frances Hall (FRAN) and the Department of Visualization is housed primarily in Building C (ARCC). We also have our research centers and faculty offices in Scoates (SCTS) and our woodshop and Geren Auditorium ARCB (not labeled) adjacent to ARCC.

Within this Central Campus grouping students in the MS/PhD program have access to research center spaces within Scoates and Langford. ARCA contains print services, photography studio, and a maker space on the first floor.

In 2010 the College of Architecture supported a college library called the Technical Reference Center (TRC). It was located in what is now the Wright Gallery. The Department of Architecture decided to take on the responsibility of managing the TRC book collection and moved them to the 4th floor. Though the books and periodicals are available for checkout as usual the space for students to study is gone.

All design students are given a desk for a semester. Research students are not. There are a series of lockers available for MS and PhD students currently in 2 locations on the 4th floor. The green spaces below mark the Primary PhD spaces.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 177

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 178 Appendix B Finances

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 179 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 180

The Department of Architecture budget consists of a number of accounts with monies that can be used in different ways. Basically these fall into the following categories:

State funds for salaries – 3.5M Local funds for operating ‐ .3M Differential Tuition .9M Graduate Program Fees .65M

These numbers reflect 2018/19 budget year. Within these categories we are able to allocate monies for various uses, often at our discretion but within the confines of the categories. Graduate fees must be used for graduate programs and undergraduate fees similarly are confined to undergraduate programs. There are ventures that sometimes overlap where funds can be shared. Examples of this would be furniture allocations, adjunct salaries, and lecture series or events intended for everyone.

One area that has enabled a significant increase in our budget over the last 5 years has been online courses. Surcharges for online courses feed directly into department budgets allowing for about .6M per year in funds to support mostly undergraduate students. Graduate programs can create online courses and create similar types of funds, but student numbers often don’t make them worthwhile.

A focus over the last four years has been an increase in graduate travel funding and in the number of graduate assistantships awarded. These funds come primarily from the Graduate Program Fee but are subsidized by our local funds account when needed.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 181 OVERVIEW

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 182

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 183

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 184 Appendix C

Faculty Curricula Vitae

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 185 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 186 KOICHIRO AITANI

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2015 Ph.D. in Human-Environment Studies, Kyushu University, Japan. 1994-1997 Master of Architecture, Virginia Polytechnic Institute and State University, Blacksburg. 1989-1994 Bachelor of Engineering, Kyushu University, Japan.

Academic Appointments

2018-present Associate Department Head for Undergraduate Programs 2013-present Associate Professor (Tenure Track) Department of Architecture, Texas A&M University. 2013-present Visiting Professor Department of Architecture and Urban Design, Faculty of Human-Environment Studies, Kyushu University. Promotion for International Affair, Organizer and instructor for LSPA Program (Language for Specific Purposes, Architecture Program). 2009-2013 Associate Professor (Non-Tenure: Project Based Contract). Department of Architecture and Urban Design, Faculty of Human-Environment Studies, Kyushu University.

Professional Appointments

2009-2010 Consulting Partner, OM Sekkei, Tokyo, Japan 2007-2008 Partner, OM Sekkei, Tokyo, Japan, Participated in architectural design (including schematic design, design development, 3D modeling, computer rendering, and construction document and construction management). 2001-2007 Senior Architect, Skidmore Owings and Merrill, Inc. London, UK, Participated in architectural design (including schematic design, design development, and construction document). 1999-2001 Senior Architect, Skidmore Owings and Merrill, LLP. San Francisco, USA. Participated in architectural design (including schematic design, design development, and construction document). 1997-1999 Junior Architect / Urban Designer, Thompson Design Group, Inc. Boston, USA. Participated in architectural design & Urban Design (including schematic design and design development). 1992-1993 Intern Architect, Takeda Architect and Associates, Inc., Fukuoka, Japan. Participated in architectural design of private company’s multi-family apartments and dormitory buildings. 1991 Summer Intern, Tadao Ando Architect and Associates, Osaka, Japan. Participated in preparing exhibition works for MoMA (The Museum of Modern Art).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 187 1989-1990 Intern Architect, Takeda Architect and Associates, Inc., Fukuoka, Japan. Participated in architectural design of multi-family residential.

Five Most Recent Works and Exhibitions

- PI, Grants-in-Aid for Scientific Research, The Japan Society for the Promotion of Science, Japan. Equivalent to the National Science Foundation (NSF) of the United States, JPN 6,240,000 (USD $56,500) Grant Period: 2018-2020. "Research on Urban Catalyst for Urban Regeneration”. (Role: Attending Conferences, Collection of Information, Hearing Interviews, Site Surveys, Analyzing and Documenting)

- Book Publication in “Urban Catalyst”, Shokokusha Publication, Ltd. ISBN: 978-4395320998

- Book Chapter Publication in “Basic Studies in Environmental Knowledge, Technology, Evaluation, and Strategy - Introduction to East Asia Environmental Studies”, Springer, Japan. ISBN: 978-4431558170

- Peer-Review Journal, Aitani, K. & Tanaka, T. (2018, June). “Investigation on Application for Integrated Path to Architectural Licensure in America - Consideration on Introduction of New Curriculum toward Articulation and Integration of the Three Requirements for Architecture Licensure- “. AIJ Journal of Technology and Design, Vol. 24, No.57, pp.877-882

- Peer-Review Journal, Aitani, K. & Tanaka, T. (2017, October). “Investigation on Intern Development System for Architects ㏌ America −Consideration on establishment of training system in line with practice−“. AIJ Journal of Technology and Design, Vol. 23, No.55, pp.1069-1074

Five Other Significant Works

- Start-up of LSPA Program (Language for Specific Purposes, Architecture Program) in collaboration with Kyushu University, Japan

- English Translation of the book, “Public Space Design with Citizens’ Participation – Creative Collaboration of Citizens, Municipalities, and Specialists in Himeji City”, X-Knowledge, Japan. ISBN: 978-4767819822

- Peer-Review Journal, Aitani, K. (2015, March), Chapter 10, “Design Workshop as Pedagogy on Collaborative Practice”, ‘Towards the Realization of Sustainable Low Carbon City, Kyushu University RIEAE Collection Ⅶ’, pp.159-182, Hana-Shoin, Japan. ISBN978-4865610246

- Peer-Review Journal, Aitani, K. & Arima, T. (2013, September). "Potential of Significant Urban Fabric Revealed during Awa Dance Festival in regards to Urban Regeneration –Case Study of Tokushima Awa Dance Festival". Journal of Habitat Engineering and Design. Vol.5 No.2, pp.23-32. ISSN 2186-6503

- Peer-Review Journal, Aitani, K., Matsuyama, K. & Arima, T. (2013, March). “Impact on Performance Places through Urban Morphology and Transformation -Case of Awa Dance Festival in Tokushima, Japan”, Selected Papers from ISHED Conference 2012, Shanghai, Journal of Habitat Engineering and Design, pp.35-42. ISSN 2186-6503

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 188 AHMED K. ALI, Ph.D.

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2012 Ph.D. in Architecture and Design Research, School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, United States. 2012 Master of Science in Architecture (Building Science & Construction Track), School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, USA 2004 Master of Architecture with Honors | Thesis Book Award Recipient, School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, USA. 1997 Bachelor of Fine Arts in Architecture with Distinction, Department of Architecture, Faculty of Fine Arts, Alexandria University, Alexandria, Egypt.

Academic Appointments

2015-present Assistant Professor of Architecture (Tenure Track), Department of Architecture, College of Architecture, Texas A&M University, College Station, Texas, United States. 2013-2014 Assistant Professor of Architecture, Department of Architecture, Faculty of Art, Design, and Architecture, Bilkent University, Ankara, Turkey. 2012-2013 Adjunct Research Professor (Integrated Design and Building Construction), School of Architecture + Design | Department of Building Construction, College of Architecture and Urban Studies, Virginia Tech, United States. 2009-2012 Graduate Teaching Assistant (Design Studios | Building Materials & Construction), School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, United States. 2004-2009 Adjunct Professor of Architecture, School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, United States. 2007-2010 Visiting Assistant Professor of Architecture, Department of Architectural Engineering and Environmental Design, Arab Academy for Science and Technology (AAST), Alexandria, Egypt. 2001-2003 Graduate Research Assistant, Flexible Low-cost Automated and Scaled Highway Research Project (FLASH), Virginia Tech Transportation Institute (VTTI), Blacksburg, Virginia, United States. 1998-2001 Instructor, Department of Architecture, Faculty of Fine Arts Alexandria University, Alexandria, Egypt.

Professional Appointments

2012-2013 Research Associate, Center for Sustainable Mobility, Virginia Tech Transportation Institute, Virginia Tech. 2003-2009 Designer and Architect Intern, Hanbury Evans Wright Vlattas | architects+planners, Virginia, United States. 2002 Project Architect, Community Design Assistance Center (CDAC), Blacksburg, Virginia, United States. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 189 2001 Architect Intern, Weaver Architecture Studio, Bristol, Tennessee, United States. 1999-2000 Project Architect, House of Environmental, Architectural Designs Studies (HEADS) Alexandria, Egypt. 1998-1999 Architect and Project Manager, AR Group for Design and Construction, Amr Rifaat Architects, Alexandria, Egypt.

Five Most Recent Works and Exhibitions

2018 Ali, Ahmed K., Kio, P. (2018). Finding Perfection in Imperfection: A Case Study in Designing Waste in Circular Economy. 2018 ARCC/EAAE Happiness in the Built Environment. Shaping the Quality of Life. Philadelphia, Pennsylvania. In Wingert- Playdon, K., and Rashed-Ali, H. (Eds.). ISBN 1-935129-24-4 Volume 2 (pp. 54-62). 2018 Ali, Ahmed K., Alvarado, J., Kio, P., Wang, Y. (2018). A Case Study in Circular Economy Design Transforming Industrial Automotive Waste into Building Skins. Proceedings of the WASCON 2018 No Cradle, No Grave-Circular Economy into Practice - 10th International Conference on the Environmental and Technical Implications of Construction with Alternative Materials. Tampere, Finland. In Pentti Lahtinen & Ville Raasakka (Eds.). ISBN 978-951-758-631-3. ISSN 0356-9403. (pp.129-134). 2017 Ali, Ahmed K. (2017) Architecture within a circular economy: Process mapping a resource-based design- bid-build project delivery system. Enquiry the ARCC Journal Vol. 14, Issue 1: 48-61. doi:10.17831/enq:arcc.v14i1.432. ISSN: 2329-9339 2017 Ali, Ahmed K. (2017) Unconventional Engagement: Reviving the Urban Marketplace. THE PLAN Journal. Vol. 1, Issue 2: Design for Social Impact, 261-285. doi: 10.15274/tpj.2016.01.02.08. 2017 Ali, Ahmed K. (2017). Building Posture: Glasgow School of Art’s Driven Voids of Light and Body Dynamics. In Maver, T., Chapman, P., Platt, C., Portela, V., and Eaton, D., (Eds.) Paper Proceedings of Envisioning Architecture Space, Time, and Meaning. The 13th European Architectural Envisioning (EAEA) Conference. (pp. 138-145) Freight Publishing, Glasgow, UK. ISBN: 9780957666085. This paper was also reviewed, cited and published in the Steven Myron Holl Foundation’s Critical Research archive. April 3, 2018. https://www.stevenmyronhollfoundation.org/scholarship/

Five Other Significant Works

2018 Keynote speaker to the Scandinavian architecture seminar PLÅT18 in Malmo, Sweden, along with the Korean architect Moon Hoon. Previous speakers included: Ryue Nishizawa of SANAA, Caroline Bos of UN Studio, Kengo Kuma, Karolin Schmidbaur of Coop Himmelb(l)au, Robert Greenwood of Snøhetta, Farshid Moussavi, and William Zahner, Zahner company, among others. 2018 Ali, Ahmed K., Dvorak, B. The Living Green Wall at Langford Architecture Center, Texas A&M University College Station, Texas. 2017 Ali, Ahmed K. (2017). Transforming Architectural Education at the Cross Roads of the World. In da Costa, M. J. R. C., et al. (Eds.), Architectural Research Addressing Societal Challenges: Proceedings of the EAAE / ARCC 10th International Conference. (pp. 1207- 1214). Lisbon, Portugal, Taylor & Francis Group CRC Press. Print ISBN: 978-1-138- 02966-8, eBook ISBN: 978-1-351-84958-6, doi: 10.1201/9781315226255-185. 2017 Ali, Ahmed K. (2017). Architecture (disambiguation): Mapping a Resource-Based Design Process System. In the Architecture of Complexity | Design, systems, society & environment. Architectural Research Centers Consortium (ARCC) Conference. (pp. 402- 410) ISBN-13: 978-1-935129-22-6 ISBN-10: 1-935129-22-8. 2016 Dvorak, Bruce D., & Ali, Ahmed K. (2016). Urban Agriculture Case Studies in Central Texas: From the Ground to the Rooftop. In M. Samer (Ed.), Urban Agriculture (pp. 3-21). InTech. doi: 10.5772/62350. ISBN 9789535124047. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 190 JOHN CRAIG BABE

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1984- 1989 BArch, University of Toronto, School of Architecture & Landscape Architecture, ( Five- year CACB accredited professional degree in architecture) 1983 -1984 University of Toronto, Victoria College, Arts & Science, History & Politics Major. 1982- 1983 Queens University Kingston Ontario, Arts & Science, History & Politics Major.

Academic Appointments

2007-2017 Assistant Professor of the Practice, Texas A&M University, College of Architecture 2009-2010 Associate Department Head, Bachelor of Environmental Design program.

Professional Appointments

2010-present Principle, Craig Babe Architect, College Station Texas. 1992-present Various single family residential renovation and new construction, urban infill, and commercial in Toronto. 2000-2007 Michael Graves & Associates, Princeton NJ. 1998- 1999 Michael Hopkins & Partners (Hopkins Architects), London, UK. 1995- 1997 Michael Graves & Associates, Princeton NJ. 1989- 1991 Diamond + Schmitt Architects Inc., Toronto, Ontario. 1987- 1989 Allen Ensllen Barrett Architects, Toronto Ontario.

Five Most Recent Works and Exhibitions

2000-2007 Barranco de Veneguera, Gran Canaria, a 4000 unit hotel/residential development in 5 km long natural canyon opening into the Atlantic Ocean. Winning project of an invited international competition. Kennedy Center competition. U.S. Institute of Peace competition. Capital Region Health Center, Tallahassee, Florida, a new hospital. Sportevo, a new wellness and sports oriented company. Designed Sportevo Life Center for partner company Fitcare.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 191 Five Other Significant Works

1998-1999 Worked on different aspects of the Department of Social Services (DSS) Headquarters, in Newcastle & Washington UK – a Private Finance Initiative (PFI) project consisting of two office parks for more than 5,000 employees and more than one million square feet. Designed and detailed several structures, detailed Amenity Building including restaurant and daycare center, coordinated and documented site package. 1995-1997 Worked on four Egyptian hotel and resort projects on the Red Sea and Gulf of Aqaba. 1992-ongoing Various single family residential renovation and new construction, urban infill, and commercial in Toronto.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 192 JUAN CARLOS BALTAZAR

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2006 Ph.D., Mechanical Engineering, Texas A&M University, College Station, TX. 2000 M.S., Mechanical Engineering, Texas A&M University, College Station, TX. 1994 Specialization in Computer Sciences [Equivalent to a Master Degree], Leon Institute of Technology, Mexico. 1990 M.S., Mechanical Engineering, University of Guanajuato, Mexico. 1983 B.S., Chemical Engineering, University of Guanajuato, Mexico.

Academic Appointments

2015-present Associate Professor, Department of Architecture, Texas A&M University. 2007-2015 Visiting Assistant Professor, Department of Architecture, Texas A&M University. 1983-2000 Associate Professor (tenured), College of Engineering, Instituto de Investigaciones Cientificas (Scientific Research Institute), University of Guanajuato.

Professional Appointments

2016-present Associate Director, Energy Systems Laboratory, Texas Engineering Experiment Station (TEES), The Texas A&M University System. 2013-2015 TEES Research Engineer, Energy Systems Laboratory, Texas Engineering Experiment Station (TEES), The Texas A&M University System. 2008-2013 TEES Associate Research Engineer, Energy Systems Laboratory, Texas Engineering Experiment Station (TEES), The Texas A&M University System. 1999-2008 TEES Engineering Research Associate, Energy Systems Laboratory, Texas Engineering Experiment Station (TEES), The Texas A&M University System. 1988-1995 Deputy Academic Director (Secretario Academico), Instituto de Investigaciones Cientificas (Scientific Research Institute), University of Guanajuato.

Five Most Recent Works and Exhibitions

1. Mao, C., Baltazar, J.C. and Haberl, J.S., (2018), “Comparison of Building Peak Cooling Load Calculation Methods,” Science and Technology for the Built Environment, DOI: 10.1080/23744731.2018.1510240, Published online: 04 Oct 2018. 2. Do, S.L., Shin, M., Baltazar, J.C., Kim, J., (2017), “Energy Benefits from Semi-Transparent BIPV Window and Daylight-Dimming Systems for IECC Code-Compliance Residential Buildings in Hot and Humid Climates,” Solar Energy, 155, pp. 291–303. 3. Mao, C., Baltazar, J.C. and Haberl, J.S., (2017), “Literature Review of Building Peak Cooling Load Methods in the United States,” Science and Technology for the Built Environment, DOI: 10.1080/23744731.2017.1373700.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 193 4. Li, X., Baltazar, J.C., and Wang, L., 2016, “Determination of the Influence of Outdoor Air Intake Fraction on Choosing Independent Variable for Cooling Regression Modeling in Hot and Humid Climates “, ASHRAE Transactions, Volume 122, Part 1, pp. 434-443. 5. Baltazar, J.C., Sun, Y., and Haberl, J.S., (2015), “Improved Methodology to Measure Clear Day Normal Incident Solar Radiation with A Multi-Pyranometer Array,” Solar Energy, 121, pp. 123-130.

Five Other Significant Works

1. Do, S.L., Baltazar, J.C., Sun, Y. and Haberl, J.S, (2015), “Potential Cooling Savings From Ground-Coupled Return-Air Duct System For Residential Buildings In Hot And Humid Climates,” Energy and Buildings, Vol 103, pp. 206-215. 2. Kim, H., Baltazar, J.C., and Haberl, J.S., (2014), “Methodology for Adjusting Residential Cooling and Heating Seasonal Performance Ratings to Exclude Supply Fan Energy,” HVAC&R Research, Vol. 20, pp. 889–898. 3. Baltazar, J.C., and Claridge, D.E., (2006), “Study of Cubic Splines and Fourier Series as Interpolation Techniques for Filling-In Short Periods of Missing Building Energy Use and Weather Data,” Journal of Solar Energy Engineering, Vol. 28, pp. 226-230. 4. Baltazar, J.C., Claridge, D.E., Ji, J., Masuda, H. and Deng, S., “Use of First Law Energy Balance as a Screening Tool for Building Energy Data: Part II – Experiences of Its Implementation as a Data Quality Control Tool,” Transactions of the 2012 ASHRAE Winter Conference, ASHRAE Transactions. 2012, Vol. 118 Issue 1, p167-174. 8p. Chicago, IL, USA, January 21 - 25, 2012. 5. Baltazar, J.C., Oliva, E. and Hernández, A., (1997). Calentadores solares de aire construidos con elementos cilíndricos [Solar Air-Heaters with Cylindrical Element]. Guanajuato, Gto., Mexico: Universidad de Guanajuato. ISBN 9688641022.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 194 LILIANA BELTRAN

Department of Architecture [email protected] TAMU 3137 http://faculty.arch.tamu.edu/lbeltran College Station, TX 77843 http://research.arch.tamu.edu/daylight

Professional Preparation

1997 Doctor of Philosophy, Architecture, University of California, Berkeley, Major: Design Theories and Methods Minors: Building Science, Computer Science Advisors: Professors Jean-Pierre Protzen, Richard C. Peters, and Arthur H. Rosenfeld. 1985 Master of Architecture, University of Oregon, Major: Building Technologies Advisor: Professor John S. Reynolds. 1983 Professional Degree in Architecture and Urbanism (Five-Year Degree Program), National University of Engineering, Peru, Advisors: Professor Victor N. Smirnoff, and Professor José Garcia-Bryce.

Academic Appointments

2010-present Associate Professor, Department of Architecture, Texas A&M University. 2002-2010 Assistant Professor, Department of Architecture, Texas A&M University.. 2002-present Member of Graduate Faculty, Texas A&M University. 2001 Visiting Faculty, School of Architecture, California College of the Arts, San Francisco. 1997-2001 Assistant Professor, College of Architecture, Texas Tech University. 1996 Visiting Assistant Professor, Graduate Faculty of Architecture, Urbanism and Arts, National University of Engineering, Peru. 1986-1996 Assistant Professor, Faculty of Architecture, Urbanism and Arts, National University of Engineering, Peru. 1983-1985 Graduate Teaching Fellow, School of Architecture, University of Oregon, Eugene. 1980-1983 Lecturer, Faculty of Architecture, Urbanism and Arts, National University of Engineering, Peru.

Professional Appointments

2004 Visiting Fellow, Ove ARUP, Lighting Group, London (Summer). 2002 Lighting Consultant, UNESCO, Division of Cultural Heritage, Paris, France. 2000-2002 Daylight Specialist, ARQUINATURE Consulting, Berkeley, California. 1988-1997 Researcher, Windows and Daylighting Group, Building Technologies Program, Environmental Energy Technologies Division, Lawrence Berkeley National Laboratory (LBNL), Berkeley, California. 1986-1987 Architect, Private Practice, Lima, Peru. 1980-1983 Architectural Designer, Private Practice, Lima, Peru. 1978-1980 Architectural Intern, Bentin and Eguren Architects, Lima, Peru.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 195 Five Most Recent Works and Exhibitions 1. L. Whitehead, M. Mossman, L. Beltrán, F. Krahe, D. Mead, K. Papamichael, Z. Rogers, C. Samla, C. Suvagau, and M. Tanteri. (2018). Design Guide on Active Core Sunlighting for Buildings (DG-31-18). Illuminating Engineering Society, ISBN-13 978-0-87995-368-3. 2. L. Beltrán. (2018). Assessing the Lighting Performance of an Innovative Core Sunlighting System. 2018 Smart and Sustainable Built Environment (SASBE Sydney) Conference, Australia (December 4-7, 2018). 3. S. Visitsak, L. Beltrán, and N. Sridaranon. (2017). The Daylight Performance of an Integrated Skylight and Shading Dome for the Tropics. 2017 Solar World Congress, Abu Dhabi. 4. L. Beltrán. (2016). Circadian Light for Deep Floor Plan Buildings. ICHES 2016, 5th International Conference on Human-Environment System, Nagoya, Japan. 5. J. Wang, L. Beltrán. (2016). A Method of Energy Simulation for Dynamic Building Envelopes. ASHRAE & IBPSA-USA Building Performance Modeling Conference, Salt Lake City, UT.

Five Other Significant Works

1. L. Beltrán. (2014). Using Sunlight as a Light Source in Building Cores. 2014 Energy Forum: Advanced Building Skins, Bressanone, Italy. 2. J. Wang, L. Beltrán, and J. Kim. (2014). From Static to Kinetic: A Review of Acclimated Kinetic Building Envelope. SOLAR 2014 Conference, San Francisco. 3. J. Choi, L. Beltrán, and H. Kim. (2012). Impacts of indoor daylight environments on patient average length of stay (ALOS) in a healthcare facility. Building and Environment, 50:4, 65–75. 4. S. Attia, J. Hensen, L. Beltrán and A. De Herde. (2012). Selection criteria for building performance simulation tools: contrasting architects' and engineers' needs. Journal of Building Performance Simulation, 5:3, 155-169, 1–15. 5. S. Attia, L. Beltrán, A. De Herde and J. Hensen. (2009). Architects Friendly: A Comparison of Ten Different Building Energy Simulation Programs. IBPSA 2009, Building Simulation Conference, Glasgow, Scotland, pp. 204-211.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 196 ALEJANDRO BORGES GONZALEZ

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843 www.alejandroborges.com

Professional Preparation

1994 Masters of Architecture, Cornell University – Ithaca, New York. 1993-1994 Painting Studies - Prof. Kay Walkingstick. Cornell University - Ithaca, New York. 1989 Architect, Universidad Central de Venezuela. Diploma de Arguitecto. 2002 Sculpture Studies - Caracas Venezuela.

Academic Appointments

2016-present Assistant Professor, Department of Architecture. Texas A&M University. 2014-2016 Visiting Associate Professor. University of Texas, Arlington. 2005 Visiting Critic, University of Texas. 2001-2003 Chairman of the Department of Architecture, Universidai Sol& Bclivar, Caacas, Venezuela. 1994-present Design Studio Associate Professor, Tenure Department of Architecture Univemidad Simon Bolivar, Caracas, Venezuela. 1999 Visiting Professor, Polytechnic University of Puerto Rico. 1993-1994 Teaching Assistant - AutoCAD • studio Cornell University Ithaca, New York 1993 Visiting Critic, Cornell Summer Design Program Cornell University Ithaca, New York.

Professional Appointments

1994-present Independent Architect 1992 Chief of Architecture Department Consolidated Bank; Caracas. 1991-1992 Geometrica Proyectos: Architecture and Construction Office; Co-Founder. 1990-1991 Government of Caracas, Venezuela Selected Architect for the development of the Museum of Fire Arts.

Five Most Recent Works and Exhibitions

2018 KROB International International Delineation Competition. Finalist.

2018 “Sublimation Series #24” Selected work. Fun House. Art of the Surreal, Bizarre & Fantastic, a National Juried Exhibition. Barrett Art Center, New York. Among 75 selected works from 960 submissions nationwide. April 2018.

2018 “Projections #9”. California Juried Exhibition. Los Angeles, California. Among108 Selected works among 1,547 submissions nationwide. August 2018.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 197 2018 “Projections Series”. Gallery 111. National Juried Exhibition. FortWorth, Texas. 35 Selected works among more than 800 submissions nationwide. September 2018.

2018 “The Mask compresses our squared flower”. Wynwood Juried Exhibition. Miami, Florida. Among 30 selected artists from more than 500 submissions nationwide. October 2018.

Five Other Significant Works

Research Funding Awarded:

2018 Principal. Texas A&M University Triads for Transformation. Grant $30,000 awarded. “ Revitalizing Neglected Public Spaces with Recycled Plastics”. December 2018. with Prof. Weiling He and Prof. Terry Creasy. Current

Peer Reviewed Publications:

2018 Borges, Alejandro. Mechanisms of Mediation, Architecture and Representation. S.ARCH International Conference. Venice, Italy. May, 2018. Acceptance rate 30%

2018 Borges, Alejandro. Reconfiguring the center, An Urban project for Bryan, Texas. S.ARCH International Conference. Venice, Italy. May, 2018. Acceptance rate 30%

2018 Borges, Alejandro. He, Weiling. The Moment of Beginnings, NCBDS, National Conference, March, 2018. Acceptance rate 30%

2018 Borges, Alejandro. “Texas as a De-Collage, Reconfiguring Centrality”. Accepted paper. LASA / Latin American Studies Association. “Non canonical modernisms" into the Track: Art, Archaeology, and Architecture of the LASA2019 Congress. To be presented in Boston, Mass. May 2019. Acceptance rate 25%

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 198 ALIREZA BORHANI Department of Architecture [email protected] TAMU 3137 thetranslab.com College Station, TX 77843

Professional Preparation

2012-present Ph.D. in Architecture and Design Research, School of Architecture + Design, College of Architecture and Urban Studies (CAUS), Virginia Polytechnic Institute and State University (Degree expectation 2017). 2012 Master of Architecture (M.Arch.), School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech. Thesis Topic: Trans; A Study of Motion and Geometry. 2004 Master of Architecture, School of Architecture and Urban Planning (SAUP), Shahid Beheshti University (SBU), Tehran, Iran. Thesis Topic: Transparency Through Time. 1999 Bachelor of Architecture (Continuous to Master Degree), School of Architecture and Urban Planning, Shahid Beheshti University (SBU), Tehran, Iran.

Academic Appointments

2014-present Lecturer, Texas A&M University, Department of Architecture, College of Architecture. 2012-2014 Instructor, Virginia Tech, inside ARCHITECTURE+DESIGN program, School of Architecture + Design, CAUS. 2010-2014 Graduate Teaching and research Assistant, Virginia Tech, School of Architecture + Design, College of Architecture and Urban Studies. 2003-2004 Adjunct Faculty, Salehan University, Department of Architecture, Tehran, Iran. 2001-2004 Graduate Teaching Assistant, Shahid Beheshti University, Department of Architecture. 1996-2004 Undergraduate & Graduate Research Assistant, Shahid Beheshti University, Art of Engineering Lab, Department of Building Technology.

Professional Appointments

2013 Founding Member & Partner, [trans]LAB (Design-Build). 2011 Researcher and Designer, Skidmore, Owings & Merrill (SOM) | Chicago, USA. 2006-2009 Founding Member, Executive Manager, Al Fajer Decoration Co.| Dubai, United Arab Emirates. 2006-2009 Senior Architect and Project Manager, Al Ahmadiah Co.| Dubai, United Arab Emirates. 2004-2006 Founding Member, CEO, (Architecture, Interior Design, and Industrial Design), JA Workshop Co. (Design-Build) | Tehran, Iran. 2005 Invited designer for special projects, Gozineh Consulting International Co. | Tehran, Iran. 2005 Part-time Associate (Collaborating in several projects), Jodat & Associates Consulting Co. | Tehran, Iran. 2003-2004 Associate Architect, Design Core; 4th Space Architects and Urban Designer | Tehran, Iran. 1999 Invited designer for a special project, Naghsh Consulting Co. | Tehran, Iran.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 199

Five Most Recent Works and Exhibitions

2016 Akleman, E., Ke, S., Wu, Y., Kalantar, N., Borhani, A., & Chen, J. (2016, August). Construction with physical version of quad-edge data structures. Computers & Graphics, 58, 172-183. 2016 Kalantar N., & Borhani, A. (2016). "Studio in Transformation: Transformation in Studio". Journal of Architectural Education (JAE) 70:1, Spring 2016. 2015 Kalantar N., & Borhani, A. (2015). Flexible Textile Structures: An Agency for Informing Form and Matter. International Journal of Interior Architecture + Spatial Design (ii), Winter 2014 Kalantar N., & Borhani, A. (2014). MOTION + eMOTION: Pointing Towards New Environments, Structures and Objects Capable of Self-transformation. 2A Magazine, Quarterly Issue # 27+28, Fall. 2012 Borhani, A., (2012). Emerson and the Nature of Sustainability, 2A Magazine, Quarterly Issue # 19+20, Summer.

Five Other Significant Works

2012 Boehani, A., Dunay, R., Wheeler, J. & others (2012). The Urban Garden; Industrialized Net Zero Energy Housing. 2A Magazine, Quarterly Issue # 19+20, Summer. 2010 Kalantar N., & Borhani, A. (2010). Setting the Scene of Water in Persian Landscape. 2A Magazine, Quarterly Issue # 14, Summer. 2010 Kalantar N., & Borhani, A. (2010). Between Inside and outside. Architecture and Construction Magazine, Quarterly Issue # 22 &23, Summer. 2010 Borhani, A., Kalantar N., & Rostamian, B. (2010). Mubius Desk. Memar Magazine. 2014 Borhani, A. & others (2004), A World Pavilion competition, Architecture & Urbanism (Iranian version). Quarterly Issue # 76+77, Spring-Summer.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 200 STEPHEN CAFFEY

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2008 PhD, Art History, University of Texas at Austin. 2001 MA, Art History, University of Texas at Austin. 1994 BA with honors, American Studies, University of Texas at Austin.

Academic Appointments present Instructional Associate Professor, Department of Architecture, Texas A&M University Associate Department Head for Research, Department of Architecture, Texas A&M University Coordinator of MS and PhD Programs, Department of Architecture, Texas A&M University

Professional Appointments

2017-present Associate Department Head for Research/Coordinator of MS and PhD Programs, Department of Architecture, Texas A&M University 2015-2019 Instructional Assistant Professor, Department of Architecture, Texas A&M University 2015-2017 Coordinator of Online and Distance Learning Education, Departments of Architecture and Visualization, Texas A&M University 2011-present Scientific Consultant, Zhurgenov Kazakh National Academy of Arts, Almaty, Kazakstan 2008-2015 Assistant Professor, Department of Architecture, Texas A&M University Spring 2008 Visiting Assistant Professor, Department of Architecture, Texas A&M University 2004, 2007 Instructor, Department of Art History, The University of Texas at Austin

Five Most Recent Works and Exhibitions

Caffey, S. (2019). The Clairvoyant Line. In G. Luhan (Ed.), Modern House Kentucky. Princeton: Princeton Architectural Press (in press). Caffey, S. (2018). Exempla virtutis imperialis: Roman Predicates for British Identity in the 18th Century. In B. Wouter, J. Nelis and J. De Maeyer (Eds.), Renovatio, invention, absentia imperii: From the Roman Empire to Contemporary Imperialism (261-280). Turnhout, Belgium: Brepols. Caffey, S. (2017). Imperial Capriccio: The Palace of Diocletian and England’s Visual Cultures of Empire. In J. Belamarić and A. Šverko (Eds.), Robert Adam and Diocletian’s Palace in Split (451-459). Zagreb, Croatia: Školska knjiga. Campagnol, G. & Caffey, S. (2015). Lina Bo Bardi’s MASP: Theoretical and Critical Perspectives. In A. Pedrosa (Ed.), Concreto e Cristal: O Acervo do MASP nos Cavaletes de Lina Bo Bardi (80-83). Rio de Janiero: Cobogó. Caffey, S. curator (2015). Americanisms: Color and Gesture in the Works of The Eight. Forsyth Galleries, Texas A&M University, College Station, Texas. September 18-December 13.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 201 Five Other Significant Works Designing Kazakhstan. (2018, March 12). https://www.youtube.com/watch?v=_y6mj6ie64s Caffey, S. (2017). American Epics: Thomas Hart Benton and Hollywood, February 6, 2016–May 1, 2016. Amon Carter Museum of Art. College Art Association Online Reviews. http://www.caareviews.org/reviews/2972#.WhHoc0qnE2w Caffey, S. (2017). Winding the Clock: A Winslow Homer Watercolor. Horology in Art Symposium, October 28, Boston Museum of Fine Arts, Boston, Massachusetts. Caffey, S. (2013). Make/Shift/Shelter: Architecture and the Failure of Global Systems. Architectural Histories 1:1 (18:1-6). Caffey, S. (2013). Unhinged: The Emancipated Icon and the Suprasensual Encounter. In Glen Peer (Ed.), Byzantine Things in the World. New Haven and Houston: Yale University Press for the Menil Collection, 2013).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 202 GABRIELA CAMPAGNOL Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2008 Ph.D. in Architecture and Urbanism, University of São Paulo (USP), Brazil. Degree in the concentration area of History and Theory of Architecture and Urbanism. 2003 Master’s in Architecture and Urbanism, University of São Paulo. 1999 Professional Degree in Architecture and Urbanism, University of São Paulo. Five-year degree equivalent to a Bachelor of Architecture (B.ARCH) in the United States. 1994 Professional Degree in Construction, Escola Técnica Estadual - ETEC Polivalente de Americana [São Paulo State Technical School at Americana], Brazil (Four-year technical degree).

Additional Training 2001 Urban History Methodologies, The Contemporary City, directed by Dr. Vittorio Magnago Lampugnani (Swiss Federal Institute of Technology, Zurich), Department of Architecture and Urbanism, University of São Paulo (12 hours). 1997 Study Abroad Program, Barcelona: From Gaudí to the Olympics, Escuela Tecnica Superior de Arquitectura de Barcelona, University Polytechnic of Cataluña (UPC), Barcelona, Spain (50 hours). Languages Fluent in English, Portuguese, and Spanish. Reading and basic comprehension in Italian and French.

Academic Appointments

2017-present Lecturer, Department of Architecture, Texas A&M University. Coordinator for online courses; Chair of the Lecture Series and Digital Technology committees. 2016-2017 Joint faculty appointment, departments of Architecture and Landscape Architecture & Urban Planning, Texas A&M University. 2008-2016 Assistant Professor, Department of Architecture, Texas A&M University. 2007-2008 Visiting Assistant Professor, Department of Architecture, Texas A&M University. 2005 Visiting Assistant Professor, School of Architecture, University of Illinois at Urbana- Champaign. 2001-2002 Teaching Assistant, Department of Architecture and Urbanism, University of São Paulo at São Carlos.

Professional Appointments

2016 Design Consultation – Diaz Residence, PACT Design Studio, Bryan, TX (construction completed in 2018) Collaboration in the design of a single-family residence at Millican Reserve in the Brazos Valley, Texas.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 203 2002-2008 Consulting Architect, Mantovani-Mantovani Ltda, Santa Bárbara, SP, Brazil. In charge of design and technical supervision for multiple projects including public schools, community buildings, hospitals, mixed-use buildings, adaptive reuse, urban rehabilitation, and urban infrastructure. 2002-2006 Principal Architect, Gabriela Campagnol private practice, SP, Brazil. In charge of design and construction management of residential, commercial, and mixed-use buildings; worked on interior design, adaptive reuse, and building renovation.

Five Most Recent Works and Exhibitions

2018 Campagnol, G. “The Rehabilitation of the Industrial Heritage in the Waterfronts of Piracicaba, Brazil.” In Urban waterfronts and cultural heritage. New Perspectives and Opportunities, edited by Dimitra Babalis. Florence, Italy: Altralinea Edizioni. 2017 Campagnol, G. “The Place of the Industrial Past: The Adaptive Reuse of the Industrial Heritage in the Engenho Central de Piracicaba, Brazil.” Built Environment 43: 1 (2017): 107-129. 2016 Campagnol, G. “L’habitat du sucre au Brésil [Habitat in Brazilian Sugar Company Towns].” In Villages ouvriers et villes-usines à travers le monde [Worker Villages and Company Towns], edited by Gràcia Dorel-Ferré, 169-180 (Patrimoines 6). Chambéry, France: Université de Savoie, 2016. (ISBN 9782919732524) 2016 Campagnol, G. “L’habitat sucrier au Texas, Etats-Unis. D’un village ouvrier à un quartier périphérique urbain: Sugar Land et l’Imperial Sugar Company [A Company Town in Texas: Sugar Land and the Imperial Sugar Company].” In Villages ouvriers et villes- usines à travers le monde [Worker Villages and Company Towns], edited by Gràcia Dorel-Ferré, 181-188 (Patrimoines 6). Chambéry, France: Université de Savoie, 2016. (ISBN 9782919732524) 2015 Campagnol, G. and S. Caffey, S. “O MASP de Lina Bo Bardi: Perspectivas teóricas e críticas/ Lina Bo Bardi’s MASP: Theoretical and Critical Perspectives.” In: Concreto e cristal: O acervo do MASP nos cavaletes de Lina Bo Bardi [Concrete and crystal: MASP’s collection on Lina Bo Bardi’s easels], edited by Adriano Pedrosa and Luiza Proença, 76-83. Rio de Janeiro, Brazil: Cobogó. (ISBN: 978-85-5591-001-2) (English and Portuguese) Five Other Significant Works

2015 Caffey, S. and G. Campagnol. “Dis/Solution: Lina Bo Bardi’s Museu de Arte de São Paulo.” Journal of Conservation and Museum Studies, 13(1): 5 (2015): 1-13, DOI: http://dx.doi.org/10.5334/jcms.1021221 2015 Campagnol, G. and S. Caffey. “Construction of the Museu de Arte de São Paulo (MASP).” In 5ICCH Proceedings (5th International Congress on Construction History, Vol. 1, edited by Donald Friedman et al. Chicago, June 2015 (ISBN 978-1-329-15030-0) 2014 Campagnol, G. “Post-industrial Sites as Canvas.” A+U 521 14:02: 70-75 (Japan). Revitalization of Modernization Heritage. (in English and Japanese). http://www.archdaily.com/479774/a-u-521-revitalization-of-modernization-heritage/ 2014 Campagnol, G. and M. Shepley. “Positive Distraction and the Rehabilitation Hospitals of João Filgueiras Lima.” Health Environments Research & Design Journal – HERD 8:1 (2014): 199-227. 2004 Campagnol, G. Assentamentos agroindustriais: O espaço da habitação em usinas de açúcar [Industrial and agricultural settlements: Housing in sugar company towns]. São Carlos, Brazil: RiMa; FAPESP, 2004. (ISBN: 85-7656-027-1) - Received Honorable Mention in the 2005 Prêmio Jovens Arquitetos [2005 national young architects awards] sponsored by the Brazilian Institute of Architects (IAB) and Museu da Casa Brasileira [Brazilian house museum].

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 204 MARK CLAYTON

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1998 Ph.D., Civil and Environmental Engineering, Stanford University, A Virtual Product Model for Conceptual Building Design Evaluation, Committee: Dr. Paul Teicholz (Chair), Dr. Martin Fischer (Co-Chair), Dr. Helmut Krawinkler, Dr. John Kunz. 1987 Master of Architecture, University of California, Los Angeles, A Computerized Consultant for Climate Responsive Building Design, Committee: Murray Milne (Chair), Dr. Robin Liggett, Jeffrey Hamer. 1983 Bachelor of Architecture, Virginia Polytechnic Institute.

Academic Appointments 2018-present Director, CRS Center for Leadership and Management in the Design and Construction Industry, College of Architecture, Texas A&M University. Manage the operations of the CRS Center with respect to archives of Caudill Rowlett Scott, provide service to the public with respect to the mission of the center, and foster and conduct research aligned with the mission of the center. 2012-present William M. Peña Endowed Professor of Information Management. Department of Architecture, Texas A&M University. Provide leadership in information technology, modeling, and simulation to improve design processes and outcomes. 2008-2012 Liz and Nelson Mitchell Professor of Residential Design, Department of Architecture, Texas A&M University. Provide leadership in design studio education related to residential design incorporating and integrating both digital technology and hands-on experiences. 2007-2008 Professor, Interim Head, Department of Architecture, Texas A&M University. Departmental administration, faculty management, faculty hiring, course scheduling, strategic planning, gift development, student recruiting, publicity and publications, and management of staff. 2006-2007 Associate Professor, Interim Head, Department of Architecture, Texas A&M University. Departmental administration, faculty management, faculty hiring, course scheduling, strategic planning, gift development, student recruiting, publicity and publications, and management of staff. 2001-2006 Associate Professor, Department of Architecture, Executive Associate Dean and Director of Graduate Studies, College of Architecture, Texas A&M University. College operations, strategic planning, academic program management, facility management, budget planning and financial management, research administration, and general administration, and courses in computer applications and architectural design. 1995-2001 Assistant Professor, Department of Architecture, Texas A&M University. Courses in design studio, computer applications in architecture, facility management. Research in computer applications and facility management. 1992-1993 Graduate Teaching Assistant, College of Engineering, Stanford University. Courses in expert systems for engineering. 1988-1991 Lecturer, College of Architecture and Environmental Design, Cal Poly State University. Courses in design studio and computer applications in architecture.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 205 1987 Graduate Teaching Assistant, Graduate School of Architecture and Urban Planning, UCLA. Courses in climate responsive design.

Professional Appointments

2010-present Chief Executive Officer, SMARTreview, Inc. The company is developing automated plan review software for the construction industry. 1984-1986 Project Architect, Architect Michael L. Oxman & Associates, Sterling, VA. Residential and small commercial building design and drafting, CAD operations. 1983-1984 Intern Architect, Leo Gordon Johnson / Associates, Washington, DC Space planning and drafting. 1983 Intern Architect, Hammil-Walter Associates, Winston-Salem, NC Architectural drafting. 1980-1981 Office Assistant, KCE Structural Engineers, Washington, DC. Records, reprographics, and drafting.

Five Most Recent Works and Exhibitions

2017 Al-Assaf, N S.; Clayton, M. J. (2017). Representing the Aesthetics of Richard Meier’s Houses Using Building Information Modeling. ACADIA 2017: DISCIPLINES & DISRUPTION [Proceedings of the 37th Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-0-692-96506-1] Cambridge, MA 2-4 November, 2017), pp. 62-71 http://papers.cumincad.org/cgi- bin/works/Show?acadia17_62 2017 Clayton, M. J. (2017). A Post-digital Architectural Research Agenda to Address 21st Century Challenges, Technology│Architecture + Design. Taylor & Francis. 10.1080/24751448.2017.1292788. http://dx.doi.org/10.1080/24751448.2017.1292788 (In preparation). 2016 Jeong, WS; Kim, JB; Clayton, MJ; Haberl, JS; W Yan. (2016). A framework to integrate object-oriented physical modelling with building information modelling for building thermal simulation. Journal of Building Performance Simulation 9 (1), 50-69. 2016 Kota, S.; Farias Stipo, F.; Jeong, W.; Kim, J.B.; Bermudez Alcocer, J. L.; Clayton, M. J., Yan, W., Haberl, J.S. (2016). Development of a reference building information model for thermal model compliance testing -- Part 1: Guidelines for generating thermal input files. ASHRAE Transactions 256-266. 2015 Kim, J. B.; Jeong, W.; Clayton, M. J.; Haberl, J. S. ; Yan, W. (2015). Developing a physical BIM library for building thermal energy simulation. Automation in construction [0926-5805] vol: 50 pg: 16 -28

Five Other Significant Works

2015 Wu, C.; Zarrinmehr, S.; Asl, M. R.; Clayton, M. J. (2015). Facilitating Fire and Smoke Simulation Using Building Information Modeling. In Computer-Aided Architectural Design The Next City - New Technologies and the Future of the Built Environment 16th International Conference, Selected Papers from CAAD Futures 2015, São Paulo, Brazil, July 8–10, 2015. Celani. G.; Sperling, D. M.; Franco, J. M. S. (Eds.). Springer-Verlag Berlin Heidelberg. 366-382. 2015 Barekati, E.; Clayton, M. J.; Yan, Wei (2015). A BIM-Compatible Schema for Architectural Programming Information. In Computer-Aided Architectural Design The Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 206 Next City - New Technologies and the Future of the Built Environment 16th International Conference, Selected Papers from CAAD Futures 2015, São Paulo, Brazil, July 8–10, 2015. Celani. G.; Sperling, D. M.; Franco, J. M. S. (Eds.). Springer-Verlag Berlin Heidelberg. 311-328. 2014 Clayton, M. J. (2014). Chapter 3: Modeling Architectural Meaning, In Building information modeling: BIM in current and future practice, K. M. Kensek and D. E. Noble, eds. John Wiley & Sons, Inc., pp 29-40. 1996 Clayton, M. J., J. C. Kunz and M. A. Fischer. (1996). Rapid conceptual design evaluation using a virtual product model, Engineering Applications of Artificial Intelligence 9(4):439- 451. Elsevier Science Ltd. 1987 Climate Consultant. Software for analysis of climate data to develop building energy efficiency design strategies. Since the original version was written by Dr. Clayton, the software has been continuously updated by UCLA. It is available for download at http://energy-design-tools.aud.ucla.edu/climate-consultant/request-climate- consultant.php Since 1987, it has been downloaded thousands of times and is used at schools and professional firms around the world.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 207 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 208 CHARLES H. CULP

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1976 Ph.D., Solid State Physics (EE minor), Iowa State University, Ames, IA. 1970 B.S., Physics, with Highest Honors, New Mexico Institute of Mining and Technology, Socorro, NM.

Academic Appointments

2011-present Professor, Department of Architecture, Texas A&M University. 2004-2011 Associate Professor, Department of Architecture, Texas A&M University. 1999-2004 Associate Director, Energy Systems Lab, Texas A&M University.

Professional Appointments

1997-1999 Director of Research, Emerson Electric Inc., Fisher Controls, Marshalltown, IA. 1995-1997 Director, Emerson HVAC/R Advanced Development Center, Sidney, OH. 1995-1997 Director of Engineering, Alco Controls, St. Louis, MO. 1994-1995 Deputy Director, Emerson Advanced Materials Center, Columbus, OH. 1977-1994 Senior Engineer, Principal Engineer, Sr. Principal Engineer, Honeywell Fellow, Honeywell Inc. Arlington Heights, IL. 1975-1977 Project Director, Interand Corporation, Chicago, IL. 1970-1975 Graduate Research Assistant, NSF Fellowship, Iowa State University, Ames, IA. 1966-1970 Co-Op Student (Design Engineer), Geophysics Research Laboratory at New Mexico Tech, Socorro, NM.

Five Most Recent Works and Exhibitions

1. Book. Claridge, D. E., Culp, C. H., Haberl J. E., Martinez, J., Christman K., Eluvathingal, S., Nemer H., Shajahan, A., Negandhi, V. 2018. “Existing Building Commissioning Fundamentals,” Internal TEES publication, 188 pages. In final review. 2. Book. Claridge, D. E., Culp, C. H., Haberl J. E., Martinez, J., Christman K., Eluvathingal, S., Nemer H., Shajahan, A., Negandhi, V. 2018. “Continuous Commissioning® Theory and Practice,” Internal TEES publication, 120 pages. In final review. 3. D.E. Claridge, C. H. Culp, W.Liu, M. Pate, J. Haberl, J Bynum*, O. Tanskyi* and F. Schaff*. 2018. “A New Approach for Drying Moist Air: the Ideal Claridge-Culp-Liu Dehumidification Process with Membrane Separation, Vacuum Compression and Sub-atmospheric Condensation.” International Journal of Refrigeration. Submitted and in review.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 209 4. Shajahan A*, Culp C. H. “Effects of indoor environmental parameters related to building HVAC systems on patients' medical outcomes: A review of scientific research on hospital buildings.” Indoor Air. Reviews complete, web published and accepted for journal paper publication in 2019. 5. Culp, C. H. 2018. “What's Inside ASHRAE's Duct Calculator Tool: How It Works, and Why It Helps,” ASHRAE Conference Paper, Session 7, Chicago, Illinois.

Five Other Significant Works

1. Culp, C. H., D. E. Claridge, 2019. “Systems and Methods for Air Dehumidification and Sensible Cooling Using a Multiple Stage Pump,” Republic of Korea Patent Number KR 10-1939416, January 10. 2. D. E. Claridge, Culp, C. H., Haberl J. S., 2019. “System and Method for Efficient Air Dehumidification and Liquid Recovery with Evaporative Cooling,” Republic of Korea Patent Number KR 10-1939417, January 10. 3. Culp, C. H., D. E. Claridge, 2018. “Systems and Methods for Air Dehumidification and Sensible Cooling Using a Multiple Stage Pump,” European Patent Convention Number EP2637331, May 30. 4. 2018, ARPA-E. “Molecular-Membrane Air Conditioner/Dehumidifier,” C. H. Culp, PI, D. E. Claridge and M. Pate, Co-PIs, Extension. October 6, 2018 through April 5, 2019. 5. 2018, Partial Use/Partial Conditioning Residential Buildings. Research Project. Currently in the baselining phase.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 210 SARAH DEYONG

Department of Architecture [email protected] TAMU 3137 https://tamu.academia.edu/ College Station, TX 77843 SarahDeyong

Professional Preparation

2008 Ph.D, School of Architecture, Princeton University, Dissertation: “The Creative Simulacrum in Architecture: Megastructure 1953-1976.” 1994 M.A., Department of Art History, University of Toronto. 1989 B. Arch., School of Architecture, University of Toronto.

Academic Appointments

2014-2018 Associate Professor with tenure, Dept. of Architecture, Texas A&M University. 2007-2014 Assistant Professor, Department of Architecture, Texas A&M. 2005-2007 Visiting Assistant Professor, School of Architecture, Pratt Institute. 2001-2002 Lecturer, Undergraduate Writing Program, Princeton University.

Professional Appointments

2016-2020 Board Member of the Journal of the Society of Architectural History, National flagship journal of the Society of Architectural Historians, Advise the head editor on editorial issues, such as recommendations for qualified reviewers. 2016-2019 Board Member of The Journal of Architectural Education, National flagship journal of the Association of Collegiate Schools of Architecture, Select and shepherd book reviews. 1998 Researcher for the Canadian Center for Architecture, Montreal. 1992-1994 Partner in Babe Deyong Design. 1989-1992 Intern Architect, Boigon and Armstrong Architects, Toronto.

Five Most Recent Works and Exhibitions

2016 “Colin Rowe, Karl Popper, and the Discipline of Architecture,” The Journal of Visual Culure: Architecturel, eds. Jae Emerling and Ronna Gardner, v. 15 n. 3 (Sage). http://vcu.sagepub.com/content/15/3.toc. 2016 “Interior Transparency: A Studio Project,” Coauthored by J. Craig babe, International Journal of Interior Architecture, n.4 (University of Houston Atrium Press, 2016). 2014 “An Architectral Theory of Relations: Sigfried Giedion and Team X,” The Journal of the Society of Architectral Historians, v. 73, n.3 (Univeristy of California Press, June 2014): 226-247. http://jstor.org/stable/10.1525.jsah.2014.73.2.226. 2014 “Rethinking the Legacy of the Sixties: Pliny Fisk’s Political Ecology,” The Journal of Architectural Education: Public Interest Design as Praxis, v. 68, n.1 (ACSA and Taylor & Francis, March 2014): 28-41. http://www.tandfonline.com/eprint/TI72MnQM4rPuKa4UqwgV/full Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 211 2012 “Urban Acupuncture and the Paradoxical Logic of Systems,” Praxis Journal of Writing + Building: Eco-logics, n.13 (April 2012), eds. Amanda Reeser Lawrence and Ashley Schafer: 98-99.

Five Other Significant Works

2017 “Colin Rowe’s Operative History.” Theory’s Hisory 196x-199x – Challenges in the Historiography of Architecturall Knowledge, The Royal Flemish Academy of Belgium for Science and the Arts. Organized by the Dept. of Architecture, KU Leuven; Dept. of Architecture and Urban Planning, University of Gent; and the Research Foundation Flanders. Conference acceptance rate: 42%. 2015 “Colin Rowe in the Design Studio: A 5-Step Program Toward Design,” Co-auhored by J. Craig Babe, The National Conference of Beginning Design Students 31, organized by meg Jackson, Gregory Marinic and Lannis Kirkland (University of Houston Atrium Press, 2015): 117-201. Conference acceptance rate: 52%. 2012 “Colin Rowe’s Double-Edge: ‘Program:Fact or Fiction?’” Co-authored by J. Craig Babe, Theory by Design, Architectural Research Made Expicit in the Design Teaching Studio, eds. Els De Vos, Johan De Walsche, Marjan Michels, and Sven Verbruggen (Antwerp, Belgium: Artesis University College, 2012), 31-136. Conference acceptance rate: 50%. 2010 “A Manual for Urban Acupuncture,” Flip Your Field: 2010 ACSA West Central Fall Conference at UIC, eds. Penelope Dean and Jayne Kelley (Chicago: University of Illinois, 2010), 137-141. Conference acceptance rate: 17%. 2009 “The Vicissitudes of History, Theory and Practice,” The Value of Design: Design is at the Core of What We Teach and Practice. Annual ACSA Conference in Portland, Oregon, eds. Phoebe Crisman and Mark Gillem (Washington D.C.: ACSA Press, 2009), 3-6. Conference acceptance rate: 34%.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 212 MARCEL ERMINY

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1981-1987 Five Year Professional Degree (graduated with honors) School of Architecture, Central University of Venezuela

Academic Appointments

2002-present Associate Professor of Practice Department of Architecture, Texas A&M University 2012-2017 Associate Department Head for M. Arch Department of Architecture, College of Architecture, Texas A&M University 2007-2008 3+4 Year Program Coordinator Department of Architecture, College of Architecture, Texas A&M University 1997-2002 Professor, School of Architecture, Central University of Venezuela 1988 Professor, School of Architecture, Jose Maria Vargas University.

Professional Appointments

Jun.99-Feb.00 Kerese Apartment Preliminary Design, Project and Executive Project, Caracas, Venezuela Jan.97-Apr.99 Residential Houses (8 Houses) “Las Quintas” Preliminary Design, Project and Executive Project Project Manager And Head Of Architecture Team, Los Chorros, Caracas, Venezuela Jan.94-Sep.96 Urban Landscape Design For Macagua Preliminary Design and Project, C.V.G. Electrificación Del Caroní, Edelca, Puerto Ordaz, Venezuela Exterior Areas Design For Muci’s Apartment Preliminary Design and Project Los Chorros, Caracas, Venezuela “Detrás De Las Cosas” Diseño Industrial En Venezuela Museography Project and Execution Cetro De Arte La Estancia, Pdvsa, Caracas, Venezuela Erminy Abouhamad House (“My House”) Preliminary Design and Project Prados Del Este, Caracas, Venezuela Traboulsi’s House Preliminary Design, Project and Executive ion Project Barquisimeto, Lara State, Venezuela “La Violeta Del Este” Store Preliminary Design, Project and Execution Project Las Trinitarias Shopping Mall, Barquisimeto, Lara State, Venezuela Residencial Resort And Housing “Las Casonas” Preliminary Design Pampatar, Margarita Island, Venezuela Donna’s House Preliminary Design, Project and Executive Project Caicauana, Caracas, Venezuela 1992-1993 Construction Manager, Penitentiary of Melilla, Melilla, Spain. 1991-1992 Site Director and Project Manager, Venezuelan Pavilion, Seville, Spain. 1982-1987 Architecture Assistant

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 213 Recent Works And Exhibitions

Apr-07-15 Department of Architecture Faculty Art Show Texas A&M University Stark Gallery Jun-03 TVAA (Texas Visual Arts Association) Regional Show (www.tvaa.org) Sep-04 Architectural Photography “A Closer Look” Langford Gallery, College of Architecture, Texas A&M University Sep-04 Architectural Photography “Approach” Langford Gallery, College of Architecture, Texas A&M University

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 214 GABRIEL ESQUIVEL

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1988 Master’s Degree in Architecture, Ohio State University, Columbus, Ohio. 1984 Bachelor’s Degree in Architecture, Universidad Intercontinental, Mexico City.

Academic Appointments

2014-present Associate Professor, Department of Architecture, College of Architecture, Texas A&M University, College Station, Texas. 2008-2013 Assistant Professor, Department of Architecture, College of Architecture, Texas A&M University, College Station, Texas. 2006-present Invited Professor Emergent Technologies, Tecnológico de Monterrey, Mexico City. 2002-2008 Assistant Professor, Department of Industrial, Visual and Interior Design, Ohio State University, Columbus, Ohio. 1994-2008 Adjunct Professor, Knowlton School of Architecture, Ohio State University, Columbus, Ohio.

Professional Appointments

2010-present Partner, Theoremas Studio (architecture and digital fabrication), Collaboration with David Hernandez, Mexico City. 2009-2010 Partner, The Apparatus (architecture and fabrication), Collaboration with Ryan Collier, Dallas/College Station, Texas. 2006-present Principal, REVEN (a non-profit organization dedicated to the Organization of Design, Cultural and Architecture Events), Collaboration with Kivi Sotamaa. 2006-2009 Designer/Partner, Esquivel + Sotamaa (architecture, interiors, and products), Collaboration with Kivi Sotamaa, Columbus, Ohio, and Helsinki, Finland. 2003-2006 Designer/Partner, Picciotto Architectos (architecture and interior design), Mexico City. 2001-2002 Senior Designer, FMS Architects, Columbus, Ohio. 2000-2001 Senior Designer, Karlsberger Companies, Columbus, Ohio. 1990-2000 Senior Associate and Senior Designer, NBBJ, Columbus, Ohio, and New York, New York. 1988-1990 Junior Designer, Stephen Schwartz Architect, Columbus, Ohio.

Five Most Recent Works and Exhibitions

2019 Post-Digital Joints. Short Film about my 2nd Year Studio Fall 2018. EZUFF.Elvis Zapp Urban Film Festival. Maysles Institute Cinema. Curated by Andrew Mcnair. New York. 2018 Hypersections. Architecture Installation. Collaboration with Niccolo Casas. Bryan, TX. December 7, 2018.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 215 2018 Diaphanus and Black Narcissus. ACADIA 2018. Recalibration. Universidad Iberoamericana Mexico City. October 18-20. 2017 “Flat Crush.” Art Installation. 2d and 3d object using photography and acrylic. Students Commons. Texas A&M University. 2016 “SMarionette.” IEC Department of Engineering, Automated Object. Fabricated in Composite Materilas. Texas A&M University.

Five Other Significant Works

2018 Deep Vista. Texas A&M University, Department of Architecture. April 27-28, 2018 College Station, TX. Organizer, Curator and Moderator. 2018 Voices from Deep Vista. By Aaron Seward. Texas Architect. July-August 2018. Page 12. https://magazine.texasarchitects.org/2018/07/03/voices-from-deep-vista/ 2017 Stories of the Digital Project. Tecnológico de Monterrey, Campus Puebla. December 6-8, 2017 Mexico. Lecturer and Moderator 2017 Observatory Houses. Competition Entry. Rocascalegna, Italy. Organized by Italian Exhibition Group. 2017 Interface. A Conversation between Patrik Schumacher and Mark Foster Gage. Texas A&M University. Organizer, Curator and Moderator

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 216 BRENT FORTENBERRY

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2013 Doctorate of Philosophy, Archaeology, Boston University Dissertation: Church, State, and the Space In Between: An Architectural and Archaeological Study of St. George’s Bermuda. 2016 Master’s of Science, Historic Preservation, Clemson University/College of Charleston Thesis: “Framing the Lowcountry: The Evolution of the Region’s Vernacular Tradition”. 2008 Master’s of Arts, Historical Archaeology of the Modern World, Bristol University Thesis: “Fragile Remains: Enslaved African Landscapes at Vermont, Smith’s Parish, Bermuda”. 2006 Bachelor of Arts, Anthropology, The College of William and Mary, 2006 Honor Thesis: “The Space Between: Architectural Precedent at James Fort, Virginia.” (High Honors).

Academic Appointments

2017-present Assistant Professor, Texas A&M University, Department of Architecture. Faculty Fellow, Texas A&M University, Center for Heritage Conservation. Research Fellow, Center for Texas Beaches and Shores, Department of Marine Sciences, Texas A&M University Galveston. 2016-2017 Adjunct Faculty, Clemson University/College of Charleston Graduate Program in Historic Preservation. 2016-2017 Research Scientist, Clemson University, Warren Lasch Conservation Center. 2015 Archaeological and Architectural Researcher, Clemson University Warren Lasch Conservation Center. 2014-2016 Visiting Researcher, Boston University, Department of Archaeology. 2012-2014 Lecturer, Boston University, Department of Archaeology. 2008-2012 Presidential Teaching Fellow, Boston University, Department of Archaeology.

Professional Appointments

2018-present Associate Director, Center for Heritage Conservation, Texas A&M University, College of Architecture. 2016-2017 Associate Director for Historic Preservation, Architectural History, and Archaeological Research, Warren Lasch Conservation Center, Clemson University.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 217 Five Most Recent Works and Exhibitions  Fortenberry, Brent R. 2019. View Point: Vernacular Architecture Studies and Digital Documentation, Buildings and Landscapes, Issue 2.

 Fortenberry, Brent R. Forthcoming For Refuge and Resilience: The Storm Towers of the Santee Delta, ARRIS: Journal of Southeast Chapter of Architectural Historians.  Fortenberry, Brent R. Under Review. Digital Documentation in Preservation Education and Research: Prospects and Perils, under review for Preservation and Education and Research.  Fortenberry, Brent R. and Amalia Leifeste. 2018. “The Historic Record with Produce, Querying the Products of Analog and Digital Recording Techniques”, Manhattan, Kansas, Southeastern Chapter of the Society of Architectural Historians.  Fortenberry, Brent R. 2018. “Shelter on the River: the Storm Towers of the Santee Delta, Digital Technology Opportunities in Vernacular Architecture Studies” Vernacular Architecture Forum, Alexandria Virginia.

Five Other Significant Works

 Fortenberry, Brent R. and Benjamin Baaske. “Documenting Design-Digitally Visualizing the Font Canopies of St. Peter Mancroft and St. Boltoph in Stewart, Zach and Amy Gillette (eds.) The Font Canopy at St. Peter Mancroft, New York: Brill Publishing.  Fortenberry, Brent R., and Jenna Carlson. 2018. The Bermuda Bovine Remains from Whitehall, Bermuda: A Case Study in Eighteenth-Century Epizootics, Environment, and Economy. Bermuda Journal of Archaeology and Maritime History, 21, 7–19.  Ford, Frances and Brent R. Fortenberry. 2016. Hybrid Methodologies for Mortar Analysis, a View from the Carolina Lowcountry, Proceedings of the 4th Historic Mortars Conference HMC2016, 673–680. ISBN: 9789609992237 9609992234.  Fortenberry, Brent R. 2016. Life Among Ruins: Bermuda and Britain’s Colonial Ruins, International Journal of Historical Archaeology, 20(3), 601–613. DOI: 10.1007/s10761-016- 0365-2.  Carballo, David, and Brent R. Fortenberry. 2015. Bridging Prehistory and History in the Archaeology of Cities. Journal of Field Archaeology, 40(5), 542–559. DOI: 10.1179/2042458215Y.00000000019.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 218 ANAT GEVA Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1995 Ph.D. in Architecture, Texas A&M University "The Interaction of Climate, Culture, and Building Type on Built Form: A Computer Simulation Study of Energy Performance of Historic Buildings". 1995 Certificate in Historic Preservation, Texas A&M University. 1990 Certificate in Historic Preservation, Israel Association of Engineers and Architects. 1975 Master of Architecture, The Ohio State University, "Massada - Recreation and Tourist Center: A Design Proposal for A Special Environment in The Dead Sea, Israel". 1973 B.Sc. Architecture and City Planning, Technion: Israel Institute of Technology.

Academic Appointments

2013-present Professor, Department of Architecture, Texas A&M University, College Station, Texas. 2003-2013 Associate Professor, Department of Architecture, Texas A&M University, College Station, Texas. 2000-2002 Assistant Professor, Department of Architecture, Texas A&M University. College Station, Texas. 1998-1999 Visiting Assistant Professor, Department of Architecture, Texas A&M University, College Station, Texas. 1991-1996 Visiting Assistant Professor, Department of Architecture, Texas A&M University, College Station, Texas. 1984-1985 Visiting Assistant Professor, Department of Architecture, Ohio State University, Columbus, Ohio. 1982-1983 Visiting Assistant Professor, Department of Environmental Design, Bezalel: Academy of Art and Design, Jerusalem, Israel. 1976-1977 Visiting Assistant Professor, Department of Architecture, Ohio State University, Columbus, Ohio. 1975-1976 Visiting Assistant Professor, Department of Landscape Architecture, Ohio State University, Columbus, Ohio.

Professional Appointments

2006-2008 Consulting Architect, Corgan Architects, Inc. Dallas, Texas. 1. International Competition: Campus plan for Bezalel- Academy of Art and Design, Jerusalem, Israel (see honor award above). 2. Proposal for addition to a Historic Synagogue, Dallas, Texas. 1992-1993 Consulting Architect, Bryan Main Street Project, Bryan Texas. Professional member of Historic Main Street Project committee. 1992-1993 Consulting Architect, Texas Historic Landmark Commission. Bryan, Texas. Professional member of Historic Main Street Project committee Design Guidelines for Historic Districts/Bryan. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 219 1985-1990 Owner and Principal, Anat Geva, Architect, Tel -Aviv, Israel City of Tel-Aviv, Tel-Aviv, Israel. Main Street Project/Tel-Aviv (Huzot Hair): Preservation, renovation, adaptive use of historic buildings in TelAviv and Jaffa, Israel. Second Place in a design competition of a community center and housing for the elderly, Yahud, Israel, by The Israeli Association for Planning and Developing Services for the Elderly. Design of private residences in Israel: Ramat-Hasharon, Ganei-Yehuda, Ramat-Gan, Tel-Aviv. Landscape and site development of Geriatric wards, Tel-Aviv, Israel. Design and renovation of interior office spaces in historic and new buildings (lawyers, insurance, and clinics), Tel-Aviv, Israel. 1980-1982 Principal Architect, Rechter Architects, Tel-Aviv, Israel. Adaptive reuse of historic health clinic: Petach-Tiqva, Israel. Hotel design in historic context: Teberias, Israel. 1978-1979 Project Architect, Rechter Architects, Tel-Aviv, Israel. Addition to a historic hotel: Nazareth, Israel. Addition to a health clinic: Haifa, Israel. Member of a team of architects and planners: regional planning and urban design, Gilo-Jerusalem, Israel. 1975-1976 Project Architect, Seligson, Architects and Engineers, Columbus, Ohio Design of department stores and industrial warehouses, Columbus, Ohio. 1973-1974 Designer, M. Bar Architects and City Planners, Tel Aviv, Israel Educational Center: a complex of three schools, Holon, Israel. Member of a team of architects and planners: development of seashore recreation and tourism, Ashkelon.

Five Most Recent Works and Exhibitions Books:  Geva, Anat (ed.). 2018. Modernism and American Mod 20the Century Sacred Architecture. London, & NY: Routledge.  Geva, Anat. 2012. Frank Lloyd Wright’s Sacred Architecture: Faith, Form, and Building Technology. London & NY: Routledge.  Inbal Ben-Asher Gitler and Anat Geva (eds.) 2019. Israel as A Modern Architectural Experimental Lab, 1948-1978. London & NY: Intellect Publishers (forthcoming October, 2019). Chapters:  Geva, Anat. 2017. “Immigrants’ Sacred Architecture: The Rabi Baal Hanes Synagogue in Eilat, Israel” in Mohammad Gharipour (ed.) Design and Identity: The Architecture of Synagogues in the Islamic World. Edinburgh, Scotland: Edinburgh University Press. Articles:  Mansour, Nesrine and Anat Geva. 2018. “Displacement in The Era of Digital Religion and Virtual Sacred Architecture.” The Forum on Architecture, Culture and Spirituality: http://www.acsforum.org/symposium2018/papers/mansour.pdf.  Geva Anat. 2015. “Revisiting a Graduate Design Studio on Sacred Architecture: A Mosque Design in Yazd, Iran." International Journal of Islamic Architecture, Volume 4 Issue 1: 161-190.

Five Other Significant Works Key Note:  2018. “Digital Virtual Architecture in Preserving Cultural Religious Heritage and  Collective Memory” in 4th annual conference of Cultural and Heritage Conservation. University Ben Gurion of the Negev, Beer Sheba, Israel (November). Editorial Work:  Co-Founder and co-Editor of the journal: Reservation Education and Research (PER).  Co-Editor of Arris (the Journal of Southern Eastern Architectural Historians).  Book review editors of 16 volumes of APT Bulletin. Professional Service:  Board member of the Society of Architectural Historians.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 220 BRIAN GIBBS

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2006 Master of Architecture, Texas A&M University. 2004 Bachelor of Environmental Design, Texas A&M University.

Academic Appointments

2014-Present Lecturer, Department of Visualization, College of Architecture, Texas A&M University, College Station, USA 2017-Present Director of the ARTS Lab (Art+Research+Technology+Science) Lab. Texas A&M University. College Station, USA 2014-2015 Art Director for Concept Art and UI/UX Design, LIVE Lab. Texas A&M University. College Station, USA

Professional Appointments

2013-2014 Post-Production Systems Consultant, Hogarth Worldwide, London, UK 2010-2013 Director of Creative Technologies, Clients: Sony, 20th Century Fox, Universal, Disney and others, London, UK 2009-2015 Digital Media, Video Production and Broadcasting Consultant Sacramento Kings NBA, Sacramento, USA 2005-2009 Digital Media Specialist: Photography, Video Production and Broadcasting. Cosumnes River College, Sacramento, USA 2000-2005 Art Director and New Media Producer, Anderson Solone Advertising, clients: Intel, Microsoft, HP, NEC, Aerojet and other technology based companies, Sacramento, USA

Five Most Recent Works and Exhibitions

2017 “Art and Inclusivity in the Digital Age” IDEAS Exhibition 2017, Group Exhibit at the University of the District of Columbia 2017 “Microbites of innovation” Creativity and Cognition 2017, Group Exhibit at the ArtScience Museum Washington DC, USA Singapore, Singapore 2017 Viz-A-GoGo “24Bit”, Group Exhibit, Bryan, USA 2017 SxSW 2017 Group Exhibit, Texas A&M House, Austin, USA 2016 “Embodiment” Group Exhibit, Brazos Art Center, College Station, USA

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 221 Five Other Significant Works

2017 iDMAa Conference Artist Talk: “What is the human?” University of the District of Columbia, Washington DC, USA 2017 Creativity and Cognition 2017 Conference participation. University of Singapore. Singapore, Singapore 2017 ISEA 2017 Conference Artist Talk: “What is the human?” University of Caldas, “Festival de la Imagén”, Manizales, Colombia 2015 EVA 2015 Conference participation, London, UK 2014 PHD Symposium, Westminster University of London, London, UK

Five Synergistic Activities

2017 Guest Speaker Texas A&M University Mays Business School Advertising Student Group 2017 Founder of the ARTS Lab (Art Research Technology Science Lab) 2017 Supervising students in collaboration with the Center for Undergraduate Research 2016-2017 Designed and Developed Interdisciplinary Research-based Projects for Vertical Studio 2016-2017 Served as student portfolio reviewer and advisor for the Visualization Industry Fai

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 222

KEVIN T. GLOWACKI

Department of Architecture [email protected] TAMU 3137 http://orchid.org/0000- College Station, TX 77843 -0003-1045-7867

Research & Teaching Areas

Classical and Near Eastern archaeology; ancient–medieval art & architectural history; vernacular architecture; heritage conservation; cultural heritage management

Education

1991 Ph.D., Bryn Mawr College, Classical and Near Eastern Archaeology. 1988–1990 American School of Classical Studies at Athens, Greece (Regular Member 19881989; Associate Member 1989-1990). 1987 M.A., Bryn Mawr College, Classical and Near Eastern Archaeology. 1985 M.A., Loyola University of Chicago, Greek. 1981–1982 Loyola University Rome Center of Liberal Arts. 1983 A.B. Classics, Loyola University of Chicago, Latin and Greek.

Academic Appointments

2014–present Associate Professor, Department of Architecture, Texas A&M University, College Station, Texas; Faculty Fellow, Center for Heritage Conservation (2006–present). 2008–2014 Assistant Professor, Department of Architecture, Texas A&M University, College Station, Texas. 2006–2008 Visiting Assistant Professor, Department of Architecture, Texas A&M University, College Station, Texas. 2002–2004 Visiting Assistant Professor, American School of Classical Studies, Athens, Greece. 1996–2006 Assistant Professor, Department of Classical Studies, Indiana University, Bloomington, Indiana. 1993–1996 Visiting Assistant Professor, Department of Classical Studies, Indiana University, Bloomington, Indiana. 1992–1993 Adjunct Research Assistant Professor, Department of Classics, University of Cincinnati, Cincinnati, Ohio. 1991–1992 Visiting Assistant Professor, Department of Classics, University of Cincinnati, Cincinnati, Ohio. 1991 Visiting Instructor, Department of the Classics/Department of Fine Arts, Harvard University, Cambridge, Massachusetts.

Professional & Administrative Appointments

2018–present Director, Center for Heritage Conservation, Texas A&M University. 2016–2018 Interim Director, Center for Heritage Conservation, Texas A&M University. 2009–2012 Co-editor, Preservation Education and Research: The Journal of the National Council for Preservation Education, Volumes 2-5. ISSN: 1946-5904.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 223

Awards & Honors

2016–present Holder of the David Woodcock Professorship in Historic Preservation, Texas A&M University. 2011–2012 Montague-Center for Teaching Excellence Scholar for the College of Architecture, Texas A&M University. 2010 ING Professor of Excellence, Texas A&M University. 2001 Award for Excellence in Undergraduate Teaching, Archaeological Institute of America. 2000 Fulbright Senior Research Fellowship to Greece

Five Most Recent Scholarly Works/Creative Activities

2018 Nichols, J.M., K.T. Glowacki, and L.H. Feigenbaum. “A Precision and Bias Study for the Measurement of Flexural Strength of Masonry Prisms.” Masonry International 30, 71–80. 2017 Nichols, J.M., A. Mashadi, L.H. Feigenbaum, and K.T. Glowacki. “Differences in Flexural Strength Measurements between an Australian Standard Bond Wrench and ASTM E518 Beam Test.” Masonry International 29, 93–100. 2016 Day, L.P., H. Dierckx, K. Flint-Hamilton, G.C. Gesell, K.T. Glowacki, N.L. Klein, D.S. Reese, and L. Snyder. Kavousi IIC: The LM IIIC Settlement at Vronda. The Specialist Reports (Prehistory Monographs 52). Philadelphia: INSTAP Academic Press. 2015 Watrous, L.V., D.M. Buell, J.C. McEnroe, J.G. Younger, L.A. Turner, B.S. Kunkel, K.T. Glowacki, S. Gallimore, A. Smith, P.A. Pantou, A. Chapin, and E. Margaritis. “Excavations at Gournia, 2010-2012.” Hesperia 84, 397–465. 2012 Day, L.P., and K.T. Glowacki. Kavousi IIB: The Late Minoan IIIC Settlement at Vronda. The Buildings on the Periphery (Prehistory Monographs 39). Philadelphia: INSTAP Academic Press.

Five Other Significant Scholarly Works/Creative Activities

2011 Glowacki, K.T., and N. Vogeikoff-Brogan, eds. STEGA: The Archaeology of Houses and Households in Ancient Crete (Hesperia Supplement 44). Princeton: American School of Classical Studies at Athens. 2009 Klein, N.L., and K.T. Glowacki. “From Vronda to Dreros: Architecture and Display in Cretan Cult Buildings 1200-700 B.C.” In Archaeologies of Cult: Essays on Ritual and Cult in Crete (Hesperia Supplement 42), edited by A.L. D’Agata and A. Van de Moortel, 153–167. Princeton: American School of Classical Studies at Athens. 2007 Glowacki, K.T. “House, Household, and Community at LM IIIC Vronda.” In Building Communities: House, Settlement and Society in the Aegean and Beyond (British School at Athens Studies 15), edited by R. Westgate, N. Fisher, and J. Whitley, 129–139. London: British School at Athens. 2008 Glowacki, K.T. “Evaluating the Creative Photograph in Archaeological Research and Teaching.” In The Creative Photograph in Archaeology, edited by S. Mavrommatis, 31–35. Athens: The Benaki Museum. 2003 Glowacki, K.T. “A Personification of Demos on a New Attic Document Relief,” Hesperia 72, 447–466.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 224 JEFF S. HABERL

Department of Architecture [email protected] TAMU 3137 www.esl.tamu.edu College Station, TX 77843

Professional Preparation

1986 Ph.D., Civil Engineering, University of Colorado at Boulder. 1981 M.S., Civil Engineering, University of Colorado at Boulder. 1978 B.S., Architectural Engineering, University of Colorado at Boulder.

Academic Appointments

2009-2017 Associate Department Head for Research, Department of Architecture, Texas A&M University, College Station, Texas. 2003-present Professor, Department of Architecture, Texas A&M University, College Station, Texas. 1995-2003 Associate Professor, Department of Architecture, Texas A&M University, College Station, Texas. 1990-1994 Assistant Professor, Mechanical Engineering Department, Texas A&M University, College Station, Texas. 1983-1985 Instructor, Department of Civil, Environmental and Architectural Engineering, University of Colorado, Boulder, Colorado.

Professional Appointments

1995-present Associate Director, Energy Systems Laboratory, Texas A&M University, College Station, Texas. 1989-1990 Research Engineer, Energy Systems Laboratory, Mechanical Engineering Department, Texas A&M University, College Station, Texas. 1988-1989 Post-Doctorate Research, Center for Energy and Environmental Studies, Princeton University, Princeton, New Jersey. 1984-1988 Graduate Research Assistant, Department of Civil, Environmental and Architectural Engineering, University of Colorado, Boulder, Colorado. 1982-1983 Engineering Intern, Rockwell International, Facilities Engineering and Construction, Rocky Flats Plant, Golden, Colorado. 1981 Engineering Intern, Swanson Rink and Associates, Denver, Colorado. 1979 Engineering Intern, Colorado Office of Energy Conservation, Denver, Colorado. 1978-1980 Graduate Research Assistant, Department of Civil, Environmental and Architectural Engineering, University of Colorado, Boulder, Colorado.

Five Most Recent Works and Exhibitions

 Farias, F., Kota, S., Jeong, W., Kim, J.B., Bermudez Alcocer, J. L., Haberl, J.S., Clayton, M., Yan, W., 2019. “Development of a Reference Building Information Model (BIM) for Thermal Model Compliance Testing: Part II – Test Cases and Analysis (AT-19-013)”, ASHRAE Transactions Research (January). Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 225  Mao, C., Baltazar, J.C, Haberl, J. 2018. “Comparison of Building Envelop Peak Load Design Methods”, Science and Technology for the Built Environment, accepted for publication (December).  Mao, C., Baltazar, J.C., Haberl, J.S., 2018. “Literature Review of Building Peak Cooling Load Design Methods for Commercial Buildings in the United States”, Science and Technology for the Built Environment, Volume 24, No. 3, pp. 228-237 (March).  Kim, H., Haberl, J. 2017. “Field Test of the ASHRAE/CIBSE/USGBC Performance Measurement Protocols: Part I - Intermediate Level Protocols”, Science and Technology for the Built Environment, (September).  Kim, H., Haberl, J. 2017. “Field Test of the ASHRAE/CIBSE/USGBC Performance Measurement Protocols: Part II – Advanced Level Protocols”, Science and Technology for the Built Environment, (September).

Five Other Significant Works

 Song, S., Haberl, J. 2017. “Simplified Field Measurement and Verification of Global Solar Transmittance for Glazing Samples Under Natural Clear-Sky Conditions”, Solar Energy, Vol. 155, pp. 706 – 714 (July).  Do, S.L., Haberl, J. 2017. “Development of a Ground-coupled Heat Pump System Simulation Model Using G-function Approximation for a Residential Code-compliant Tool”, Building Simulation, Tsinghua University Press, Accepted for Publication.  Do, S.L, Haberl, J.S. 2016. “Development and Validation of a Custom-built Ground Heat Exchanger Model for a Case-Study Building”, Energy and Buildings, Vol. 119, pp. 242-255 (May).  Clayton, M., Kota, S., Farias, F., Jeong, W., Kim, J.B., Bermudez-Alcocer, J.L., Yan, W., and Haberl, J., 2016, “Development of a Reference Building Information Model (BIM) for Thermal Model Compliance Testing (RP-1468) Part 1: Guidelines for Generating Thermal Model Input Files (OR-16-020)”, ASHRAE Transactions Research (January).  Oh, S., Haberl, J. 2016. “Origins of the Methods for Simulation of Building Energy Simulation: Part I: Whole Building Energy Use”, Science and Technology for the Built Environment, Volume 22, Issue 1, pp.118-137 (January).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 226 JAMES HALIBURTON

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2016 Ph.D., Architecture, Texas A&M University. Dissertation title: Building Information Modeling and Small Architectural Practice: An Analysis of Factors Affecting BIM Adoption. 2004 Master of Architecture, Texas A&M University. 2004 Edward J. Romieniec Graduate Award recipient. 2000 Bachelor of Environmental Design, Texas A&M University.

Academic Appointments

2017-present Associate Department Head, Master of Architecture Program Coordinator, Department of Architecture, Texas A&M University. 2014-2017 Lecturer, Department of Architecture, Texas A&M University. 2017 Undergraduate Faculty Award recipient. 2009-2013 Visiting Assistant Professor, Prairie View A&M University. 2011 Undergraduate Faculty Award recipient. 2002-2007 Graduate Assistant, Teaching, Texas A&M University.

Professional Appointments

2014-present Principal and VP of Design, Singleton Zimmer and Haliburton Architecture. 2013-2014 Senior Project Architect, Wingate Hughes Architects. 2009-present Independent BIM Consultant. 2005-2013 Architect, Jim Singleton Architects, Bryan Texas. 2001 Intern Architect, Wilson Douche Architects.

Five Most Recent Works and Exhibitions

 Haliburton, J. Contributor. “Dissecting the Code, Part 5 – Code Review, Meet Automation.” ArchitectChats Ep. 20. March 30, 2018, http://www.architectmagazine.com/technology/architectchats-ep-20-dissecting-the-code-part-5- code-review-meet-automation_o.  Haliburton, J. (2016, April). Leadership in the Built Environment: A New Paradigm—Learning Leadership from Study.  Presentation given at the 25th annual Rowlett Lecture Series at Texas A&M University.  Haliburton, J. & Kinnard, J. (2011, October). Balancing BIM: Re-Defining Professional Design Services. Presentation given at the 72nd annual Texas Society of Architects Convention in Dallas, TX.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 227  Clayton, M. & Haliburton, J. (2011, September). The BIM Singularity—it is farther than you think. Lecture and workshop held at the 2011 Association of Colligate Schools of Architecture (ACSA) Fall Conference in Houston, TX.  Haliburton, J (2018 Speaker). BIM and Automated Code Review: Viewing Building Codes as Design Tools. Workshop at the 2018 AIAS Forum in Seattle Washington.

Five Other Significant Works

 Ozener O, Ergen E, Haliburton J. (2012) Transformation of Housing Production through Building Information Modeling and Integrated Project Delivery, Proceedings of the 38th IAHS World Congress. Istanbul, Turkey. April 16-19, 2012, pp. 149.  Barekati, Ehsan; Haliburton, James; Clayton, Mark; Ozener, Ozan (2012) Signature Architecture Franchising: Improving Average Architecture Using BIM, Digital Aptitudes + other openings [ACSA 100th Annual Meeting Conference Proceedings] Boston, MA, March 1-3, 2012, pp. 240- 249.  Haliburton, James; Clayton, Mark; Ozener, Ozan; Farias, Francisco; Jeong, Woonseong (2011) Parametric Modeling and BIM: Innovative Design Education for Integrated Building Practices, Parametricism (SPC) [ACADIA Regional 2011 Conference Proceedings / ISBN 978-0-615- 47969-9] University of Nebraska, Lincolon March 10-12, 2011, pp. 243-249.  Clayton, Mark J.; Ozener Ozan; Haliburton, James; Farias Francisco (2010) Towards Studio 21: Experiments in Design Education Using BIM, SIGraDi 2010_Proceedings of the 14th Congress of the Iberoamerican Society of Digital Graphics, pp. Bogotá, Colombia, November 17-19, 2010, pp. 43-46 http://cumincad.scix.net/cgi-bin/works/Show?sigradi2010_43Oezener.  Ozener, Ozan; Jeong, Woonseong; Haliburton, James; Clayton, Mark J. (2010) Utilizing 4D BIM Models in the Early Stages of Design, FUTURE CITIES [28th eCAADe Conference Proceedings / ISBN 978-0-9541183-9-6] ETH Zurich (Switzerland) 15-18 September 2010, pp.89-96 http://cumincad.scix.net/cgi-bin/works/Show?ecaade2010_058.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 228 D. KIRK HAMILTON

Department of Architecture [email protected] TAMU 3137 faculty.arch.tamu.edu/ College Station, TX 77843 /khamilton/

Professional Preparation

2017 Ph.D. in Nursing and Healthcare Innovation, Arizona State University. Dissertation: Navigating the Patient Room: Critical Care Nurses' Interaction with the Designed Physical Environment. Committee: Gerri Lamb, Ph.D., Julie Fleury, Ph.D., & Ayse Gürses, Ph.D. 2003 Master of Science in Organization Development, Pepperdine University. Thesis: Design of Patient Units and Organizational Performance: Two Hospital Case Studies. Advisors: Scott Sherman, Ph.D. & David Jamieson, Ph.D. 1975 Licensed Architect, State of Texas #5585 1970 Bachelor of Architecture, University of Texas, Austin. 1965 Diploma, Phillips Academy, Andover, Massachusetts.

Academic Appointments

2016-2019 Julie & Craig Beale Endowed Professor in Health Facilities Design. 2011-present Professor of Architecture, Texas A&M University. 2013-2016 Faculty Fellow, Institute for Applied Creativity. 2012 Instructor, Master Class, Chalmers University of Technology, Göteborg, Sweden. 2004-2011 Associate Professor of Architecture, Texas A&M University, Signature Faculty. 2004-present Faculty Fellow, Center for Health Systems & Design. 2008 Instructor, Master Class, Berlage Institute, Rotterdam, Netherlands. 1990-2004 Adjunct Faculty, University of Houston – Clear Lake, Healthcare Administration Graduate Program. 1999-2002 Instructor, Harvard University Graduate School of Design, Executive Education Program. 1966-1968 Teaching Assistant, Architectural History, Professor Drury B. Alexander University of Texas School of Architecture.

Professional Appointments

2011-present Director, Evidence-Based Design Research Lab, Texas A&M University. 2007-2014 Associate Director, Center for Health Systems & Design. 2006 & 2015 Interim Director, Center for Health Systems & Design. 2007-present Founding Co-Editor, Health Environments Research & Design Journal

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 229 Recent Works

Hamilton, DK. (2019). “Horseshoe, Cockpit, and Dragonfly: Nurse Movement in Headwall Patient Rooms.” Critical Care Nursing Quarterly, 42(1), 47-52.

Hamilton, DK & S Lavy, eds. (2017). Area Calculation Method for Health Care. Chicago, IL: AHA Press.

Hamilton, DK & DH Watkins. (2017). Evidence-Based Design for Multiple Building Types. (Chinese Translation from Wiley & Sons) Beijing: China Architecture & Building Press.

Hamilton, DK. (2017). “A Rare Breed,” Introduction in Anderson, D., The Dochitect’s Journal: A Collection of Writings on the Intersection of Medicine and Architecture, Dusseldorf, Germany: Lambert Academic Publishing.

Hamilton, DK, Swoboda, S, Lee, J-T, & Anderson, D. (2017). “Decentralization: The Corridor is the Problem, Not the Charting Alcove.” Critical Care Nursing Quarterly, 41(1), 3-9.

Anderson, DC & Hamilton, DK. (2014). “The Window Bed,” Journal of the American Geriatrics Society, 62, 378-379.

Other Significant Works

2018 Hamilton, DK. (2018). “Progress: From Research to Best Practice.” Health Environments Research & Design, 11(4), 33-36.

Hamilton, DK. (2018). “Incorporating Credible Evidence into the Design Process.” Health Environments Research & Design, 11(3), 11-16.

Hamilton, DK. (2018). “There is Evidence to Support Design, But Rarely Proof.” Health Environments Research & Design, 11(2), 189-191.

Hamilton, DK. (2018). “Reflections on a Collaborative, Cross-Discipline Experience.” Health Environments Research & Design, 11(1), 138-140.

Honors & Awards

2019 Fellow, American College of Critical Care Medicine

2017 Evidence-Based Design Touchstone Gold Award, Hackensack Meridian Health Project: Jersey Shore University Medical Center, Neptune, NJ

2016 ChangeMaker Award, Center for Health Design

2010 Lifetime Achievement Award, American College of Healthcare Architects

2002 Fellow, American College of Healthcare Architects

1992 Fellow, American Institute of Architects

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 230 WEILING HE

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2005 Ph.D. in Architecture, Georgia Institute of Technology, Area: Design Theory Flatness Transformed and Otherness Embodied: a study of John Hejduk's Diamond Museum and Wall House 2 across the media of painting, poetry, architectural drawing and architectural space. 1998 Master of Architecture, Southeast University, China. 1995 Bachelor of Architecture (5 year professional degree, summa cum laude), Southeast University, China.

Academic Appointments

2011-present Associate Professor, Department of Architecture, College of Architecture, Texas A&M University. 2005-2011 Assistant Professor, Department of Architecture, College of Architecture, Texas A&M University. 2003 Instructor, College of Architecture, Georgia Institute of Technology (Course Taught: Watercolor and Ink Rendering, Spring and Fall semesters).

Professional Appointments

2018 -present Architect Consultant (Part-time), Ruo Ben Studio, Shanghai, China 2017-2018 Architect Consultant (Part-time), New PuLan Studio, Nanjing, China. 2010-2014 Architect Consultant (Part-time), Urban Green Builders, Austin, Texas. 2007-2009 Architect Consultant, Greentown Oriental Architectural Design Co., LTD., Hangzhou, China. 1999-2005 Intern Architect (Part-time), Lord Aeck Sargent Inc., Atlanta, Georgia. 1999 Intern Architect (Full-time summer intern), John Portman and Associates, Atlanta, Georgia.

Five Most Recent Works and Exhibitions

2019 [Book] Space Within and Around: Theories and Studio Pedagogy in the 20th Century Architecture. The China Architecture and Building Press. Language: Chinese with English introduction. To be published in December 2019. 2019 [Building] Na Xiang Hai Beach Facility, Rongcheng, China Phase: Conceptual Design to Construction Documents. Role: Architect. Collaborator: Ruo Ben Studio, Shanghai, China. Construction to be completed in July 2019. 2017 [Translation of a Book] The Architectural Uncanny by Dr. Anthony Vidler (The MIT Press), The China Architecture and Building Press, December 2017, ISBN: 9787112213337. 2015 [Art Installation] Milky Way, Brazos Valley African American Museum, Bryan, Texas Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 231 Role: designer and leader artist, collaborators: Dr. Cecilia Giusti and Wayne Sadberry (curators), Dr. John Nichols (Structure Engineer). 2013 [Art Installation] Plastic Poetry, Center for American Architecture and Design, UT Austin, Texas (An installation project that won the competition. It was constructed on the UT campus and on show in the exhibition “Curtains” in October 2013.) Role: designer and project leader, team members: Ganesh Rao and Miaomiao Xiao. The project proposes an installation constructed solely of single-use plastic shopping bags on UT campus.

Five Other Significant Works

2019 [Conference Paper] “Drawing Pessimism,” To be published, FRASCARI SYMPOSIUM IV: The Secret Lives of Architectural Drawings and Models, Kingston University, London, UK. 2018 [Lecture/Performance] Peter Lang, Weiling He. “Luggage Fitness II,” 2018 Art Fair, Copenhagen, Demark 2017 [Art Installation] Kusama Wall, Austin Trash Makeover Challenge 2017, Austin, Texas Role: lead designer, Collaborators: Cecilia Guerava (production manager), Dr. Jinsil Seo (interactive artist), Student team: Abiel Canales, Alyssa Dophied, Coutney Ward, Michael Watson. 2014 [Art Installation] Cloud Igloo in Comfort Zones, School of Architecture, The Royal Institute of Arts, Stockholm, Sweden Role: designer and leader artist, collaborators: Dr. Peter Lang (creative director), I worked with Peter Geschwind (sculptor), Amanda Newall (fashion designer), Theodore Trottner (sound artist), Sun Ying and Elin Rooth (Light artists). 2005 [Article] “When Does a Sentiment Become an Architectural Concept? Otherness in Hejduk’s Wall House 2”, Journal of Architecture, Routledge, London, UK, April 2005, ISSN 1360-2365.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 232 RODNEY CULVER HILL

Department of Architecture [email protected] TAMU 3137 faculty.arch.tamu.edu/rhill/ College Station, TX 77843

Professional Preparation

1969 Master of Architecture, University of California, Berkeley, Behavioral and Social Factors in Architecture. 1962 Bachelor of Architecture, Texas Tech University, Architecture.

Academic Appointments

2016-2017 Taught two-week courses in the Department of Humanities in Medicine at the Health Science Center on the Future of Medical Technology. Spring 2015 Taught VIST 106 Design. Fall 2012 Taught graduate course MGMT 640 on Creativity in Mays School of Business. 2002-present Board of Directors, Institute for Applied Creativity, TAMU. 1991-2001 Associate Dean for Student Services, College of Architecture. 1989-1991 Director of Undergraduate Programs, College of Architecture. 1989-2002 In charge of student exchange program with Universidad Francisco Marroquin, Guatemala, CA. 1983-2000 Directed Career Horizons High School Recruitment Program for the College of Architecture. 1988 Taught in Texas A&M Italian Study Abroad Program. 1980-present Professor, Department of Architecture, College of Architecture, Texas A&M University. 1974-1980 Associate Professor, Department of Environmental Design, College of Architecture and Environmental Design, Texas A&M University. 1969-1974 Assistant Professor, Department of Environmental Design, College of Architecture and Environmental Design, Texas A&M University. 1968-1969 Teaching Assistant, University of California, Berkeley - developed and taught the first course on future studies at Berkeley.

Professional Appointments

2012 Inducted into the College of Fellows of the American Institute of Architects 2011 Piper Professor for Teaching Excellence-State of Texas 2010 Presidential Professor for Teaching Excellence, Texas A&M University 2007 Harold L. Adams Interdisciplinary Professorship in Architecture

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 233 Five Most Recent Works and Exhibitions

2016 Given a grant by the Chancellor of Texas A&M University to research and create a database for “The Future of Texas” for Extension Service Agents and the Legislature. June 2016. 2010 Designed and carved a ceremonial mace for Texas A&M University at Qatar. 2007 Researched, designed and executed a cast bronze and carved walnut sculpture that was the gift from TAMU to her highness in Doha, Qatar. 2000 Designed and dedicated a bronze sculpture for Texas A&M University Muster. 1998 Designed and dedicated a bronze Silver Taps sculpture for Reed Arena, Texas A&M University.

Five Other Significant Works

1998 Designed and finished carving a walnut mural for Student Activities to finish out the History of Texas A&M University. 1990 Designed and carved the Stations of the Cross, a Processional Cross, a Madonna, Virgin of Guadalupe, Chapel Cross and risen Christ in pecan and walnut for St. Thomas Aquinas, College Station, Texas. 1990 Designed the ceremonial furniture for St. Thomas Aquinas, College Station, Texas. Commissioned to design and carve a piece of sculpture for the Texas Room, American Revolution. 1979 Museum, Constitution Hall, Washington, DC. 1976 Commissioned for 50' carved walnut mural for Texas A&M University for 1976 Centennial Celebration. Commissioned to design and carve; fourteen 2' x 4' walnut panels and five 3' x 7' walnut panels illustrating Matthew 25:35-36. Also designed and carved the baptismal font, communion table and pulpits for Highland Park Methodist Church, Dallas, Texas.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 234 RAY HOLLIDAY

Department of Architecture [email protected] TAMU 3137 www.brwarch.com College Station, TX 77843

Professional Preparation

2000 Master of Landscape Architecture, Texas A&M University. 1992 Master of Architecture, Texas A&M University. 1989 B.S.A.S., College of Architecture, University of Nebraska.

Academic Appointments

2013-present Assistant Professor of Practice (Part Time), Texas A&M University. 2000-2009 Lecturer (Part Time), Texas A&M University. 1996-1999 Visiting Assistant Professor (Full Time), Texas A&M University. 1990-1992 Graduate Student Teaching (Part Time), Texas A&M University.

Professional Appointments

1998-present Principal, Brown Reynolds Watford Architects, College Station, Texas. 1997-1998 Project Landscape Architect, SWA Landscape Architects, Houston, Texas. 1996-1997 Project Architect, HOK Architects, Houston, Texas. 1992-1996 Design Architect, Helmut Jahn Architects, Chicago, Illinois. 1991 Intern Architect, RTKL, Dallas, Texas. 1990 Intern Architect, Leo A. Daly, Omaha, Nebraska. 1989 Nebraska Nursery

Five Most Recent Works and Exhibitions

The City of Conroe Parks and Recreation C.K. Ray Recreation Center, Conroe, Texas City of College Station Fire Station No. 6, College Station, Texas Brazos County Tax Office, Bryan, Texas City of Spring Fire Station No. 75, Spring, Texas City of Mont Belvieu Senior Center, Mont Belvieu, Texas

Five Other Significant Works

City of Bryan Fire Station No. 2, Bryan, Texas Texas A&M University, Liberal Arts and Humanities Building, College Station, Texas Sony European Headquarters, Berlin, Germany Midway Airport, Chicago Illinois El Paso County ESD No. 1 Fire Station No. 1, Horizon City, Texas

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 235 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 236 SHELLEY D. HOLLIDAY

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation 2001 Master of Engineering in Civil (Structural) Engineering, Texas A&M University. 1989 B.S.A.S. (Bachelor of Science in Architectural Studies) College of Architecture, University of Nebraska.

Academic Appointments 2018-present Executive Associate Department Head, Department of Architecture, Texas A&M University. 2014-present Associate Professor of Practice, Department of Architecture, Texas A&M University. 2011-2014 Senior Lecturer, Department of Architecture, Texas A&M University, College Station, Texas. 2004-2011 Lecturer, Department of Architecture, Texas A&M University, College Station, Texas. 2001-2004 Assistant Lecturer, Department of Architecture, Texas A&M University, College Station, Texas. 2000-2001 Graduate Assistant Lecturer, Department of Architecture, Texas A&M University, College Station, Texas. 1996-1999 Research Lab Assistant, College of Engineering, Division of Constructed Facilities, Texas A&M University, College Station, Texas.

Professional Appointments 1994-1996 Structural Engineer, Skidmore, Owings, and Merrill, LLP, Chicago, Illinois.

Five Most Recent Works and Exhibitions Stem Workshop for K-12 Educator in the Department of Architecture Transformational Teaching and Learning Conference Committee M&W Leadership Program Leadership Coach Faculty Senator Texas A&M University Development of Bachelor of Science in Architectural Engineering Committee

Five Other Significant Works Association of Former Students Distinguished Achievement Award in Teaching, Texas A&M University Associate Member AIA (American Institute of Architects) Center for Teaching Excellence Faculty and Student Advisory Board College of Architecture Academic Affairs Committee Core Curriculum Council Texas A&M University

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 237 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 238 PRIYA JAIN

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Education

2007 Master of Architecture, University of Arizona, Tucson, Arizona. 2007 Certificate in Preservation Studies, University of Arizona, Tucson, Arizona. 2004 Bachelor of Architecture, School of Planning and Architecture, New Delhi, India.

Academic Appointments

2017-present Assistant Professor, Department of Architecture, Texas A&M University. Faculty Fellow, Center for Heritage Conservation (2017-present)

Professional and Administrative Appointments

2018-present Associate Director, Center for Heritage Conservation, Texas A&M University 2015-2017 Senior Associate, EYP Architecture and Engineering, Boston, MA. 2015-2017 Historic Preservation Expert, EYP Architecture and Engineering, Boston, MA. 2014-2015 Associate, Goody Clancy Associates, Boston, MA. 2007-2014 Architectural Designer, Goody Clancy Associates, Boston, MA. 2005-2007 Research Assistant, College of Architecture-Center for Preservation Studies, U of Arizona, Tucson, AZ. 2004-2005 Architect, ANB Consultants, Lucknow, India.

Professional Registration

2014 -present Registered Architect, State of Texas 2014-present National Council of Architectural Registration Board (NCARB) Certificate 2014 -present American Institute of Architects AIA Member 2004 - Licensed Architect, Council of Architecture, India

Five Most Recent Works and Exhibitions

2019 Jain, P. Building Biographies: Chronicling Time in Architectural Representation. Proceedings of the Association of Collegiate Schools of Architecture (ACSA) 107th Annual Meeting, Pittsburgh, PA. 2018 Jain, P. The ‘Iconic’ and ‘Everyday’ Mid-Century Modern: Shifting Attitudes Towards Repair and Preservation. Proceedings of the Association of Collegiate Schools of Architecture (ACSA) 106th Annual Meeting, Denver, CO.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 239 2018 Hedrick, K., Jain, P. and Bogosian, N. Wheelock Schoolhouse Phase I Restoration Completion Report. Texas Historical Commission. 2017 Fixler, D., Jain, P., Rohan, T., Friedman, A., McNamara, M. & Brody, M. Conservation Plan – Jewett Arts Center, Wellesley College, Getty Conservation Institute. 2016 Jain, P. Historic Structures Report - Boott Mills Counting House and Mill #6, Lowell National Historical Park, National Park Service

Five Other Significant Works

2018 Texas Preservation Trust Fund (TPTF) Grant, Texas Historical Commission. Phase 1 Restoration Wheelock Schoolhouse, TX. Architect-of-Record. 2016 Boott Mill Renovation, Lowell MA. Project Architect- EYP; Client: National Park Service; Project Cost: $5 million. 2016 Agricultural and Engg. Building, Penn State University, State College, PA. Preservation Expert - EYP; Client: PSU; Project Cost: $44.5 million. 2009 Howe, L., Jain, P., Carroon, J. Historic Structures Report – Buffalo State Hospital. NY. State Historic Preservation Office. 2007 Jeffery, R. B., Johnson, L.M., Jain, P., Lotze, W. Cultural Landscape Report – Bryce Canyon National Park. National Park Service.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 240 NEGAR KALANTAR

Department of Architecture [email protected] TAMU 3137 thetransLAB.com College Station, TX 77843

Professional Preparation

2016 Ph.D. in Architecture and Design, School of Architecture + Design, College of Architecture and Urban Studies, Virginia The, Blacksburg, VA, USA. Dissertation topic: Capturing Key Knowledge Exchanges within the Design Process of Transformable Shading Systems. 2014 Master of Science in Architecture, School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, Blacksburg, VA, USA. 2005 Master of Architecture (with highest distinction), School of Architecture and Urban Planning (SAUP), Shahid Beheshti University (SBU), Tehran, Iran. Thesis Topic: Building skin; concepts and characteristics. 2000 Bachelor of Architecture (continuous to Master Degree), School of Architecture and Urban Planning (SAUP), Shahid Beheshi University (SBU), Tehran, Iran.

Academic Appointments

2014-2018 Assistant Professor of Architecture (tenure track), Department of Architecture, College of Architecture, Texas A&M University, College Station, TX, USA. 2013-2014 Adjunct Professor of Architecture, School of Architecture + Design, College of Architecture and Urban Design, Virginia Tech, Blacksburg, VA, USA. 2013 Instructor of inside ARCHITECTURE program, School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, Blacksburg, VA, USA. 2006-2008 Adjunct Professor of Architecture, Islamic Azad University (IAU), Architecture Engineering Department, Dubai, UAE. 2000-2006 Graduate Research Assistant, Art of Engineering Lab, School of Architecture and Urban Planning (SAUP), Shahid Beheshti University (SBU), Tehran, Iran.

Professional Appointments

2013-2014 Researcher and Senior Designer, Gensler in collaboration with The Center for Design Research at Virginia Tech, Blacksburg, VA, USA. 2011 Designer and Researcher, Skidmore, Owings & Merrill (SOM), Chicago, USA. 2006-2009 Founding Member, Senior Designer, Al Fajer Decoration Co., Dubai, UAE. 2006-2009 Senior Architect and Site Manager, Al Ahmadiah Co., Dubai, UAE. 2006 Architect, Façade Design Consultant, Mehrazan Consulting International Co. Tehran, Iran. 2004-2006 Founding Member and Partner, JA Workshop Co. Architecture, Interior Design, and Industrial Design Company (Design-Build), Tehran, Iran.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 241 Five Most Recent Works and Exhibitions

2016 Akleman, E., Ke, S., Wu, Y., Kalantar, N., Borhani, A., & Chen, J. (2016, August). Construction with Physical version of quad-edge data structures. Computers & Graphics, 58, 172-183 doi:10.101/j.cag.2016.05.008. ISSN: 0097-8493. 2016 Borhani A,. & Kalantar, N. (2016, August). Material Active Geometry: Constitutiong Programmabe Materials for Responsive Buildng Skins. In A. Herneoja, T. Osterlund, & P. Markkanen (EDs.). Complexity & Simplicity: Proceedings of the 34th eCAADe Conference, Volume 1, University of Oulu, Oulu, Finland, 22-26 August 2016 (pp.637- 648). Oulu, Finland: eCAADe and University of Oulu. ISBN: 9789491207112. http://papers.cumincad.org/data/works/att/escaade2016_073.pdf 2016 Kalantar, N., Borhani, A. Akleman E. (2016, August). Nip and Tuck: A Simple Approach to Fabricate Double-Curved Surfaces with 2D Cutting. In A. Herneoja, T. Osterlund, & P. Markkanen (Eds). Complexity & Simplicity: Proceedings of the 34th eCAADe Conference, Volume 1, University of Oulu, Oulu, Finland, 22-26 August 206 (pp.335-344). Oulu, Finland: eCAADe and Univeristy of Oulu. ISBN: 9789491207112. http://papers.cumincad.org/data/works/att/ecaade2016_165.pdf 2016 Kalantar, N., & Borhani, A. (2016, March). Studio in Transformation: Transformation in Studio. Journal of Architectural Education, 70(1), 107-115. Doi:10.1080/1046483.2016.1122497. Print ISSN: 1046-4883 Online ISSN: 1531-34X. 2016 Kalantar, N., & Borhani, A. (2016, July). Flexible Texile Structures: An Agency for Informing Form and Matter. International Journal of Interior Architecure Spatial Design: Material Vocabularies (volume 4), 84-90. ISBN: 9780988764316.

Five Other Significant Works

2014 The VT KnowledgeWorks Sixth Annual Entrepreneurship Challenge, L8 magnetic/kinetic Playful object (Finalist). Virginia Tech, Blacksburg, VA, USA. 2013 King Medal for Excellence in Architecture + Environmental Research, Architecture Research Centers Consortium (ARCC). Virginia Tech, Blacksburg, VA, USA. 2011 The XCaliber Award for Excellence as a Group Involved in Technology-Assisted Teaching. Virginia Tech, Blacksburg, VA, USA. 2010 The CAUS Distinguished Design Research Award. School of Architecture + Design, College of Architecture and Urban Studies, Virginia Tech, Blacksburg, VA, USA. 2005 Master Thesis Award. For the Highest Thesis Grade in the School of Architecture and Urban Planning in Forty Years. School of Architecture and Urban Planning (SAUP), Shahid Beheshti University (SBU), Tehran, Iran.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 242 NANCY L. KLEIN

Department of Architecture [email protected] TAMU 3137 http://orcid.org/0000-0003-1633-0605 College Station, TX 77843

Research & Teaching Areas

Classical and Near Eastern archaeology; ancient Greek architecture, architectural history and theory; vernacular architecture

Education

1991 Ph.D. Bryn Mawr College, Department of Classical and Near Eastern Archaeology. 1988-1990 American School of Classical Studies in Athens, Greece (Regular Member, 1988-1989; Associate Member, Gorham P. Stevens Fellow 1989-1990). 1986 M.A. Bryn Mawr College, Department of Classical and Near Eastern Archaeology. 1984 A.B. University of Michigan, Classical Studies and French.

Academic Appointments

2012-present Associate Professor, Texas A&M University, Department of Architecture. 2006-2012 Assistant Professor, Texas A&M University, Department of Architecture. 2002-2004, Visiting Assistant Professor and Research Associate, Indiana University 1995-2000 Bloomington, Department of Classical Studies. 2001-2002 Visiting Assistant Professor, University of Missouri – Columbia, Department of Art History and Archaeology. 1999 Visiting Assistant Professor, DePauw University, Department of Classical Studies. 1994-2001 Adjunct Faculty, Indiana University - Purdue University - Indianapolis, Department of Classical Studies.

Professional Appointments

1999-2000 Guest Curator, “The Spindle and the Shrine: Daily Life of Women in Classical Times,” Indiana University Art Museum.

Awards and Honors

2015 Association of Former Students University-level Distinguished Achievement Award for Teaching, Texas A&M University. 2013-2014 Internal Faculty Fellowship, Melbern G. Glasscock Center for Humanities Research, Texas A&M University. 2011-2012 Program for the Enhancement of Scholarly and Creative Activities, Texas A&M University. 2009-2010 Montague-Center for Teaching Excellence Scholar, Texas A&M University 2006 National Endowment for the Humanities Fellowship to the American School of Classical Studies in Athens (Greece).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 243 2005 Fulbright Senior Research Fellowship to Greece.

Five Most Recent Scholarly Works/Creative Activities

2016 Day, L.P., H. Dierckx, K. Flint-Hamilton, G.C. Gesell, K.T. Glowacki, N.L. Klein, D.S. Reese, and L. Snyder. Kavousi IIC: The LM IIIC Settlement at Vronda. The Specialist Reports (Prehistory Monographs 52). Philadelphia: INSTAP Academic Press. Klein, N.L. “Internationalism in Architecture: Olympia,” in A Companion to Greek Architecture, ed. Margaret M. Miles, 121-134. Chichester, West Sussex: John Wiley & Sons. 2016 Klein, N.L. “How Buildings were Constructed,” in A Companion to Greek Architecture, ed. Margaret M. Miles, 105-118. Chichester, West Sussex: John Wiley & Sons. 2016 Klein, Nancy. “Greek Architecture.” In Oxford Bibliographies in Classics. DOI: 10.1093/obo/9780195389661-0226 2015 Klein, Nancy L. “The Topography of the Athenian Acropolis before Pericles: The Evidence of the Small Limestone Buildings” in Cities called Athens: Studies in Honor of John McK.Camp, ed. Kevin Daly and Lee Ann Riccardi, 137-163. Lewisburg, PA: Bucknell University Press.

Five Other Significant Scholarly Works/Creative Activities

2015 Klein, Nancy L. “Architectural Repairs of the Small Limestone Buildings on the Athenian Acropolis in the Archaic Period,” in Autopsy in Athens: Recent Archaeological Research on Athens and Attica, ed. Margaret M. Miles, 1-8. London and New York: Oxbow Books. 2009 Klein, N.L., and K.T. Glowacki. “From Vronda to Dreros: Architecture and Display in Cretan Cult Buildings 1200-700 B.C.” In Archaeologies of Cult: Essays on Ritual and Cult in Crete (Hesperia Supplement 42), edited by A.L. D’Agata and A. Van de Moortel, 153–167. Princeton: American School of Classical Studies at Athens. 2009 Day, L.P., Klein, N. L., Turner, L. Kavousi IIA: The LM IIIC Settlement at Vronda. The Houses on the Summit, with contributions by H. Dierckx, G. Gesell, K. Flint-Hamilton, D. Reese, and L. Snyder (Prehistory Monographs 26). Philadelphia: INSTAP Academic Press. 1998 Klein, N.L. “Evidence for West Greek Influence on Mainland Greek Roof Construction in the Archaic Period,” Hesperia 67, 383-422. 1997 Klein, N.L. “Excavation of the Greek Temples at Mycenae by the British School at Athens” Annual of the British School at Athens 92, 247-322.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 244 MARCELO LÓPEZ-DINARDI

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843 www.marcelolopezdinardi.com

Professional Preparation

2011-2013 Master of Science in Critical, Curatorial and Conceptual Practices in Architecture Graduate School of Architecture, Planning and Preservation (GSAPP) Columbia University, New York. 1997-2003 B.Arch, Bachelor of Architecture, Cum Laude ArqPoli - Polytechnic University of Puerto Rico.

Academic Appointments

2018-present Assistant Professor, Department of Architecture, Texas A&M University 3rd Year B.E.D. Studio. Public Assembly, Public Infrastructures. 3rd Year B.E.D. Studio. Infrastructure, The Commons, and The Right to the City. 2017-2018 Visiting Associate Professor, Interior Design Department, Pratt Institute School of Design, Directed Research (Undergraduate Thesis Research), Thesis Studio. 2017-2018 Critic, Architecture Department, Rhode Island School of Design Architecture, Architectural Analysis. 2016-spring Lecturer, Penn Design, University of Pennsylvania, The Day After The Carnival: The Hangover of Work (in Late Capitalism), Graduate Studio. 2013-2018 Adjunct Assistant Professor, Barnard+Columbia Architecture, Barnard College, Columbia University, Alternative Practices for Architecture: Media and Its Extensions Architecture and Visual Culture Studio), Design Futures New York City. 2013-2018 Adjunct Faculty, New Jersey Institute of Technology, Graduate Studio, Public(s) Assemblies of Work, Studio, 2nd and 3rd Year Undergraduate Core Curriculum, 3rd year Co-Coordinator, Modes of Communication I, 1st Year. 2015-2018 Faculty, Columbia University, New York, Summer Program, Introduction to Architectural Design and Theory. 2013-2018 Faculty, Barnard College, New York, Pre-College Program, Architectural Culture and NYC Design Studio. 2014-spring Adjunct Faculty, New York Institute of Technology, Visualizations III, Workshop/Seminar. 2005-2011 Auxiliary (Assistant) Professor - School of Architecture, Polytechnic University of Puerto Rico, 2005-2011 (2010-2011 full time non-tenure), Design Studio Core Curriculum (1st-5th yrs), 2005-2011, Research Instructor and Director of CIUDADLAB (2005-2011), Architectural Representation instructor, 2006-2011, Teacher Assistant Architectural Theory and History of Modern Architecture 2005 -2006. 2013 Teacher Assistant, Barnard+Columbia, Architectural Representation, Adj. Prof. Madeline Schwartzman. 2012 Teacher Assistant, Barnard+Columbia, Architectural Design III, Prof. and Chair of the Department of Architecture, Karen Fairbanks.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 245 Professional Appointments

2013-present A(n) Office, Partner, NY/NJ, Detroit, Texas. 2011-present Marcelo López-Dinardi, Arch+Design, Research, Education, New York City/Bryan, TX. 2004-2010 Project Architect, Toro Ferrer Arquitectos, San Juan, Puerto Rico. 2004 Project Architect-Designer, Urbana: arquitectura y diseño, San Juan, Puerto Rico. 2002-2004 Team Architect-Designer, Andrés Mignucci Arquitectos, San Juan, Puerto Rico. 1999-2002 Designer, Toro Ferrer Arquitectos, San Juan, Puerto Rico. 1999-2000 Wood Model Maker, Maria Rossi Arquitectura, San Juan, Puerto Rico.

Five Most Recent Works and Exhibitions

2018 Exhibition citygroup Gallery, Lower East Side, New York City Exhibition, Form In Rem, collective exhibition, by open call submission. Presented We Can Fit, a drawing discussing issues of housing and real estate in NYC. 2018 Panel/Speaker GSAPP, Columbia University, New York, USA. Unnatural Disaster: Infrastructure in Puerto Rico Before, During and After Hurricane Maria. Presented my research and visualization project Spatializing Debt: A Visual Audit, investigating Puerto Rico’s fiscal debt.

2017 Exhibition Former Bethlehem Church by architect Rudolph Schindler, Los Angeles Exhibition, I’ve Had A Facelift But Who Hasn’t, collective exhibition, by invitation. Presented Does A Surface Speak? Art-installation piece using augmented reality. 2017 Exhibition Arquerías de los Nuevos Ministerios, Madrid, Spain. First International Congress in Architectural Communication. Exhibition of built-work on media and architecture, showing the House Opera in Detroit, by invitation after open call selection. 2017 Exhibition Museum of Contemporary Art Detroit, The Architectural Imagination with A(n) Office, traveling exhibition of US Pavilion for Venice work.

Five Other Significant Works

2017 Exhibition A+D Architecture and Design Museum, Los Angeles, The Architectural Imagination With A(n) Office, traveling exhibition of US Pavilion for Venice work. 2017 Author/Paper Journal Materia (Chile) #14 Destructive Knowledge: Strategies for Learning to Un-Dō (on artist Gordon Matta-Clark). Peer reviewed architecture journal, invitation. 2017 Author/Paper ACSA Fall Conference, Marfa, TX, USA. In Between the Physical and the Psychological: Locating Gordon Matta-Clark an Architecture. Talk and panel. 2016 Exhibition Venice Architecture Biennale: Representing the United States Pavilion with The Architectural Imagination, Venice, Italy. A(n) Office, by National Open Call Selection* (*12 firms selected trough State Department among 250+ entries). 2015 Exhibition Rhode Island School of Design (RISD) Architecture Gallery, Providence, RI. Methods and Media. Exhibited Art-Videos and Produced entire exhibition space, plus gave a lecture of my work, by invitation.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 246 ZHIPENG LU

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2009 Ph.D. in Architecture, Department of Architecture, Texas A&M University. 2002 M.Arch., Department of Architecture, Southeast University, China. 1999 B.Arch., graduate with honor. Department of Architecture, Southeast University, China.

Academic Appointments

2016-present Senior Lecturer, Department of Architecture, Texas A&M University. 2015-present Associate Director, Center for Health Systems & Design, Texas A&M University. 2011-present Fellow, Center for Health Systems & Design, Texas A&M University. 2011-2016 Lecturer, Department of Architecture, Texas A&M University. 2010-present Director for China Initiatives, Center for Health Systems & Design, Texas A&M University. 2009-2010 Postdoctoral Fellow, Center for Health Systems & Design, Texas A&M University.

Professional Appointment

2011-2014 Vice President in Research, Best Solution International, Beijing, China. 2009-2013 Design Consultant, China Senior Care Development, Hangzhou, China, with David Green. 2002-2003 Designer, Joint appointment by Guangsha Architects, Inc. and Chengke Design, Inc., China. 1999-2002 Designer (part-time), WJG Architecture and Urban Design Studio, Nanjing, China.

Five Most Recent Works and Exhibitions 2019 Lu, Z., Lee, H., Zhu, X., Xu, M., Lee, C., Ory, M., Towne, S., & Griffin, G. (2019). Integrating an Interactive Online Mapping Tool into Studies of Physical Activity- Environment Relationships. Presented at 2019 Active Living Research Annual Conference. Charleston, SC. 2019 Lu, Z., Hamilton, D. K., Pentecost, A. R., Yien, H., & Ling, A. (2019). Influences of Virtual Window Views on Hospital Patients’ and Caregivers’ Health and Well-Being. Presented at 2019 Center for Health & Nature Symposium. Houston, TX. 2018 Lu, Z. & Hamilton, D.K. (2018). Designing a Behavioral Health Center for Children with Life Trauma. Presented at 2018 UIA-PHG Annual Seminar in Paris Healthcare Week. Paris, France. 2015-2020 Co- Investigator. Physical Activity Impacts of a Planned Activity-Friendly Community: The What, Where, When and Why of Environmental Approaches to Obesity Prevention. With Marcia Ory (PI). Funded by National Institute of Health ($2.68 Million). 2015-2020.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 247 2017-2019 Co-investigator. Urban General Hospital Design for Security: Case Studies in Beijing, China. With Xiaosai Hao (PI). Funded by the China National Natural Science Foundation ($27,500). 2017-2019.

Five Other Significant Works 2016-2017 Co-chair of the 2017 UIA-PHG International Student & Young Architect Competition. Raised $95,000: $50,000 for the competition and $45,000 for the exhibition of selected entries. 2012-2014 Co-Investigator. Does an Activity-Friendly Community Improve Children's Physical Activity? Where, When, and How? With Xuemei Zhu (PI). Funded by Johns Hopkins University Global Center for Childhood Obesity ($30,000), 07/01/2012-6/30/2014. 2012-2014 Co-Principal Investigator. Evaluating Health Impacts of Walkable Communities: Best Practices and a Toolkit for Future Design and Research. With Xuemei Zhu (PI). Funded by American Institute of Architects ($20,000), 07/01/2012-06/30/2014. 2015 Lu, Z., Rodiek, S., Shepley, M., & Tassinary, L. (2015). Environmental influences on indoor walking behaviours of assisted living residents. Building Research & Information, 43 (5), 602-615. Journal impact factor: 1.32 (2014). 2011 Lu, Z., Rodiek, S., Shepley, M., & Duffy, M. (2011). Corridor walking among residents in assisted living facilities: Findings from focus group discussions. Journal of Applied Gerontology. 30 (4) 463-484. Journal impact factor: 1.13 (2011).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 248 GERALD MAFFEI

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1969 Master of Architecture, University of California at Berkeley. 1962 Master of Art, (Industrial Design), UCLA. 1960 Bachelor of Arts, (Industrial Design), UCLA.

Academic Appointments

2006-present Visiting Professor, Professor Emeritus, Department of Architecture, Texas A&M University 1998 Fall, Study Abroad, Castiglion Fiorintino, (Florence), Italy. 1996 Fall, Study Abroad, Castiglion Fiorintino, (Florence), Italy. 1995 Full Professor, Department of Architecture, Texas A&M University. 1992 Fall, Study Abroad, Castiglion Fiorintino, (Florence), Italy. 1991-1998 Degree Coordinator, Master of Science in Architecture, Department of Architecture, Texas A&M. 1986 Spring, Study Abroad, Figline Valdarno, (Florence), Italy. 1978 Associate Professor, Department of Architecture, Texas A&M University. 1969 Assistant Professor, Department of Environmental Design, Texas A&M University.

Professional Appointments

1996-present Gerald L. Maffei AIA. 1994-1996 Maffei/Stanley, Architects. 1992-1994 LMNOP Architects, Lars Lerup/Gerald Maffei. 1986-1987 Mashburn/Maffei, Architects. 1976-1986 Gerald L. Maffei, Architect.

Five Most Recent Works and Exhibitions

 2008 “Nine Considerations for a Responsible Designer” Virginia Tech University, School of Architecture + Design, Blacksburg Virginia.  2006 Citation of Honor, Brazos Chapter of the American Institute of Architects, Excellence in Design for the John Fairey Residence and Folk Art Gallery in Remodel, Hempstead Texas  2006 “Texas Treasure”, Western Interiors, November/December.  2005 Nominated by the College of Architecture for the Edward Romieniec Texas Society of Architects Award for Outstanding Educational Contributions in Texas. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 249  1995 “Gerald Maffei, Tin House", Private Retreats / Casas Refugio by Gustao G. Galfetti. Barcelona: GG Gustavo Gilli.

Five Other Significant Works

 1995 "A Maturing Green Architecture, House with Very Long Porch”, Lars Lerup & Gerald Maffei, Progressive Architecture, January.  1994 "Innovations in Material Use”, Texas Society of Architects Annual Convention, Austin, Texas.  1990 "Recent Architectural Work." Washington University, School of Architecture, Saint Louis, Missouri.  1989 "Tin House." Progressive Architecture, December.  1987 "Mashburn - Maffei Architects. “Progressive Architecture, June.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 250 GEORGE J. MANN, ARCHITECT, AIA

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1962 Master of Science in Health Facilities Design, Columbia University, New York City. 1961 Bachelor of Architecture, Columbia University. 1959 – 1966 I.M. Pei & Associates, SOM, Westermann & Miller, York & Sawyer, & Isadore & Zachary Rosenfield, - all architectural firms 1955-1957 Pre Architecture,Liberal Arts, Columbia College, Columbia University 1951- 1955 Art & Architecture Student, High School of Music & Art, New York City.

Academic Appointments

2000 Lady Davis Visiting Professor, Faculty of Architecture & Town Planning, The Technion Israel Institute of Technology, Haifa, Israel. 1999 Visiting Professor, Nagoya City University, Japan. 1998 Visiting Professor, School of Architecture, The University of Tokyo, Japan. 1981-present Professor, Department of Architecture, Texas A&M University. 1974 - 1976 Term Associate Visiting Professor, GSAPP – Graduate School of Architecture Planning & Preservation, Columbia University. 1966 – 1974 Assistant & Associate Professor of Health Facilities Design, Texas A&M University. 1963 – 1964 Assistant Professor, College of Architecture, Kansas State University.

Professional Appointments

1990-present The Ronald L. Skaggs, FAIA, Endowed Professor of Health Facilities Design and The Skaggs-Sprague Endowed Chair of Health Facilities Design, Texas A&M University. 1970-present Founder & Advisory Board Chairman, The RPD (Resource Planning & Development Group). 1966-present Principal Investigator and Project Director of over 800 "Architecture for Health" research and design projects totaling over $3.5 million. 1974-present Member, Executive Leadership Group, and Executive Director UIA – PHG (International Union of Architects – Public Health Group

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 251 Five Most Recent Works and Exhibitions  Breast Center, Parkland Hospital, Dallas in collaboration with HKS, Dallas.  NOVA HUB Health Facility, Woodbridge, Va. In collaboration with Kaiser Permanente Health Plan & HKS.  Master Planning and Expansion of Hagler Center, Texas A&M Development Foundation.  Surgical Hospital at Harris Methodist Hospital, Ft.Worth,in collaboration with Texas Health Resources and HKS, Ft. Worth.  Linear Accelerator Design for Cancer Patients, California in collaboration with Kaiser Permanente Health Plan.

Five Other Significant Works

 Thompson & Grace Medical City, Akwa Ibom Nigeria.  M.D. Anderson Cancer Center, Houston, Texas.  Hadassah Medical Center, Jerusalem,  Project ORBIS, A Flying Eye Hospital in a DC-10  A 600 bed Hospital for Imphal (in Assam,) India

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 252 ANNE NICHOLS

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2000 Ph.D. Civil and Environmental Engineering, University of Illinois, Urbana-Champaign (UIUC) Construction Materials & Structures. 1986 Master of Science in Civil Engineering, Purdue University Computer Graphics Applications in Structural Engineering. 1985 Bachelor of Science in Civil Engineering with Distinction, Purdue University Structural Major, Geotechnical & Systems Analysis Minors.

Academic Appointments

2011-present Associate Professor of Practice, Department of Architecture, Texas A&M University. 2002-2011 Assistant Professor, Department of Architecture, Texas A&M University. 1999-2002 Assistant Professor, School of Architecture, University of Illinois, Urbana-Champaign. 2001-2002 Research Associate, Department of Civil and Environmental Engineering, University of Illinois, Urbana-Champaign. 1993-1999 Graduate Research Assistant, Department of Civil and Environmental Engineering, University of Illinois, Urbana-Champaign. 1986 Visiting Instructor, Department of Civil Engineering, Purdue University. 1986 Graduate Teaching Assistant, Department of Civil Engineering, Purdue University. 1985 Graduate Research Assistant, Department of Civil Engineering, Purdue University.

Professional Appointments

2001 Consultant Engineer, Vegrzyn, Sarver & Associates, Inc. 1997-1998 Microscopist, Construction Technology Laboratories, Inc. 1988-1993 Computing Engineer, Caterpillar, Inc. 1986-1988 Civil Engineer, Stevens Associates, Architects.

Five Most Recent Works and Exhibitions

Editor 1. Nichols, A.B. (2016). “Instructor Manual for the Twelfth Edition of Simplified Engineering for Architects and Builders by James Ambrose and Patrick Tripeny,” John Wiley & Sons, Inc., Hoboken, NJ. 2. Nichols, A.B. (2016). “Student Resources for the Twelfth Edition of Simplified Engineering for Architects and Builders by James Ambrose and Patrick Tripeny,” John Wiley & Sons, Inc., Hoboken, NJ.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 253 3. Nichols, A.B., Lange, D.A. (2012) “Fracture Surface-Based Toughness Modeling of Cement-Based Materials.” ACI Journal of Materials, 109(1), 41-52. 4. Holland, N.L., Nichols, A.B., Nichols, J.M. (2012), “The Use of Hydrated Lime in Concrete as a Cement Replacement: Effect on Compressive Strength.” Lime: Building on the 100-Year Legacy of The ASTM Committee C07 (ASTM STP 1557), Thomson, M.L., Brisch, J.H. (Eds.), ASTM International, West Conshohocken, PA, 106-112. 5. Holland, N.L., Nichols, J.M., Nichols, A.B. (2012), “Fibre Reinforced Concrete Using Polyethylene Strips.” Proceedings of the 8th RILEM International Symposium (BEFIB 2012), Fibre Reinforced Concrete: Challenges and Opportunities, Barros, J.A.O, et al. (Eds.),RILEM., Bagneux, France, e-ISBN 978-2-35158-133-9, Electronic Paper 02_516.

Five Other Significant Works

1. Nichols, A., Holliday, S. (2011), “From Foundations to Integration in Structures: A Response to Curriculum Consolidation.” Proceedings of the Building Technology Educators’ Society Conference Proceedings: Convergence + Confluence, The Building Technology Educators’ Society, Toronto, ON, ISBN 978-1-257-93941-1, 3-12. 2. Nichols, A.B. (2011). “Evaluation of the Development of Student Skills in Visual and Computer- aided Structural Modeling in Architecture” Proceedings of the Architectural Engineering Institute Conference: Building Integration Solutions, American Society of Civil Engineers, Reston, VA, ISBN 978-0-7844-1168-1, 73-80. 3. Nichols, A.B., Lange, D.A. (2006). “3D Surface Image Analysis for Fracture Modeling of Cement- Based Materials.” Cement and Concrete Research, 36(6), 1098-1107. 4. Abell, A.B., Willis, K.L., Lange, D.A. (1999). “Mercury Intrusion Porosimetry and Image Analysis of Cement-Based Materials.” Journal of Colloid and Interface Science, 211(1), 39-44. 5. Willis, K., Abell, A.B., Lange, D.A. (1998). “Image Based Characterization of Cement Pore Structure Using Wood’s Metal Intrusion.” Cement and Concrete Research, 28(12), 1695-1705.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 254 MICHAEL O’BRIEN

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1982 Master of Architecture, Virginia Polytechnic Institute and State University. 1976 Bachelor of Architecture, North Dakota State University. 1975 Bachelor of Arts, North Dakota State University.

Academic Appointments

2017-present Wallie E. Scott Jr. Professor of Architecture, Texas A&M University, Department of Architecture. 2011-present Professor, Texas A&M University, Department of Architecture. 2010-2011 Professor & Associate Head for Professional Programs, Texas A&M University. 2008-present Professor, Department of Architecture, Texas A&M University. 2008-2009 Professor & Associate Department Head, Texas A&M University. 2008 Adjunct Professor of Construction, Virginia Polytechnic Institute and State University, Department of Building Construction. 2006-2008 Adjunct Faculty, Charles Edward Via Department of Civil and Environmental Engineering, Virginia Polytechnic Institute and State University. 2005-2008 William E. Jamerson Professor of Construction, Virginia Polytechnic Institute and State University, Department of Building Construction. 2005-2008 Associate Director for Technology Research, Housing Research Center at Virginia Tech, Virginia Polytechnic Institute and State University, Department of Building Construction. 2002-2005 Professor, Virginia Polytechnic Institute and State University, Department of Architecture. 1993-2002 Associate Professor, Virginia Polytechnic Institute and State University, Department of Architecture. 1987-1993 Assistant Professor, Virginia Polytechnic Institute and State University, Department of Architecture. 1985 Studio Critic, North Dakota State University, Department of Architecture. 1979-1980 Assistant Professor, North Dakota State University, Department of Architecture. 1976-1977 Instructor, North Dakota State University, Department of Architecture.

Professional Appointments

1982-1987 Principal, Twichell, Thompsen, Martens, O’Brien Architects P.C. Fargo, N.D. 1981 Project Architect, Seth W. Twichell & Associates Architects and Planners P.C. Fargo, N.D. 1979 Associate, Mutchler & Lynch Associates Architects and Planners P.C. Fargo, N.D. 1977-1978 Job Captain, Mutchler & Lynch Associates Architects and Planners P.C. Fargo, N.D. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 255

Five Most Recent Works and Exhibitions:  OBrien, M. “Federalized Prefabrication” Southeast Missouri Farms Self Help Housing in the 1930’s.” Construction History Society International Journal “Construction History.” V.XXXX Number X 2019, pp. xx-xx.  OBrien, M. (2019) “Learning By Observing” Luhan, G (Ed.), “Dayton Eugene Egger: The Paradox of Place in the Line of Sight” 240 pp., pp 162, 163. San Francisco, CA: Oro Editions.  OBrien, M. “Remodeling the American Suburb: Obesity, Parklets and Social Media” Athens Journal of Architecture, Architecture Research Unit, Athens Institute for Education and Research. Volume 4, Issue 5, pp. 85-114, January, 2018. http://www.athensjournals.gr/architecture/2018-4-1-5-OBrien.pdf.  O’Brien, M. (2018), Parklets, Social Media and Public Health. ARCC-EAAE International Meeting “Happiness: Shaping the Quality of Life” Proceedings. Philadelphia, PA. May 16-19 2018, Pp. 286-291.  OBrien, M. “John Nolen and Raymond Unwin, Garden City Collaborators.” Athens Journal of Architecture, Architecture Research Unit, Athens Institute for Education and Research. 1, January, 2015, pp. 9-24, http://www.atiner.gr/journals/architecture/2015-1-1-1-OBrien.pdf.

Five Other Significant Works

 OBrien, M., (2018 June) “Remodeling the American Suburb, Obesity, Parklets and Social Media” (Site Selection, Evaluation) EDRA 49 Social Equity by Design, Oklahoma City, OK. (Peer Reviewed)  OBrien, M., Billingsley, A. (2018 May) “Pleasant Hill Baptist Church: an Emancipation Era Example of Institutional Single-Wall Construction” 6th Biennial CHSA meeting, College Park, MD (Peer Reviewed)  O’Brien, M. “Load-Bearing-Wall Construction from Shanties to SIPS.” Construction History Society International monograph “Construction History.” V28, Number 1, 2013 pp. 49-63.  O’Brien, M. “Hybrids on the Way to the Western Platform Frame.” Journal of Preservation Education and Research, vol. 3, 2010, pp. 37-52.  Co-Principle Investigator with Ahmed Ali, Ben Bigelow, Eric Bardenhagen, Shannon Van Zandt: “Modular Mobile Health Clinics for Vulnerable Border Communities” Texas A&M University Grant; University Action 2015: Education First Initiative grants program. One of two grants funded in the College of Architecture. 2017-2018, $24,600.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 256 A RAY PENTECOST III

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation 1987 Special student in gerontology, Preparation for Long Term Care Administrator’s licensing exam, The University of Texas, School of Nursing, Houston. 1982 Doctor of Public Health, in Health Services Organization, The University of Texas, School of Public Health, Houston (UTSPH), Dissertation: Discharge Planning: A Process Model, Adv: Hardy Loe, MD, MPH; Mike Decker, PhD; Ben Bradshaw, PhD. 1979 Master of Public Health, in Health Services Organization (UTSPH). Thesis: A New Approach to the Design of Ambulatory Care Facilities. Adv: David Lairson, PhD; Jay Glasser, PhD; Michael Swint, PhD. 1977 Bachelor of Architecture, Five-year professional degree Rice University, School of Architecture, Houston. 1975 Bachelor of Arts, Majors in Architecture, Art and Art History, Rice University, School of Architecture, Houston.

Academic Appointments 2016-present Professor of the Practice, College of Architecture, Texas A&M University, College Station, TX. 2017-present Professor of the Practice, School of Public Health, Texas A&M University, College Station, TX. 2014-2016 Professor of the Practice, College of Architecture, Texas Tech University, Lubbock, TX (TTU). Professor of the Practice, Graduate School of Biomedical Sciences, TTU Health Sciences Center, Lubbock, TX (TTUHSC). 2012-2013 Affiliate Professor, Virginia Commonwealth University, Richmond, VA. 2006-2007 Adjunct Professor, Department of Architecture, Hampton University, Hampton, VA. 2003-2004 1999-2005 Clinical Assistant Professor, School of Nursing, The University of Texas, Houston. 1991-1999 Adjunct Assistant Professor, School of Public Health, The University of Texas, Houston 1991-1996 Faculty Advisor for Student Enrichment, Baylor College of Medicine, Houston, TX. 1987-1991 Adjunct Associate Professor, College of Architecture, The University of Houston, TX. 1983-1986 Adjunct Assistant Professor, School of Public Health, The University of Texas, Houston, TX. 1982-1983 Faculty Associate, School of Medicine, The University of Texas, Houston, TX. 1982-1983 Research Assistant Professor, School of Public Health, The University of Texas, Houston, TX.

Professional Appointments 2013-2015 Design and Health, LLC, Norfolk, VA President, Responsible for specialty consulting in health planning and designing for health. 2003-2012 Clark Nexsen, (architecture and engineering) Norfolk, VA VP, Director of Healthcare Architecture, Design Principal for Healthcare Responsible for healthcare architecture practice, developing evidence-based design in the firm, doing healthcare facility programming.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 257 1999-2002 The Health Enterprise Group, Norfolk, VA Chief Executive Officer Responsible for recruiting the Board of Directors for a medical technology start-up, conducting technology due diligence, assessing technology markets, raising capital. 1997-1999 Mid-Atlantic Women’s Care, PLC, Norfolk, VA Chief Executive Officer Responsible for overseeing practice growth (11 to 13 divisions, 21 to 29 offices, gross revenues up 35%), same site growth (first mammography center, clinical trial), designing and delivering a new corporate headquarters office suite. 1995-1997 United Medical Care, PLLC, Houston, TX Vice President for Practice Management Responsible for establishing the group practice strategy and structure for a medical group practice chosen from a 700 physician Independent Practice Association (IPA), overseeing national staff recruiting, establishing management infrastructure.

Five Most Recent Works and Exhibitions 2014-2015 Independent Review Panel on Military Medical Construction Standards (IRP), Washington, DC Chair, appointed by the Secretary of Defense to review military health facilities for adherence to standards for “world class healthcare facilities” 2013 DOD Criteria Management: Innovations Webinar Series, Washington, DC Facilitator, showcased the major forces shaping the future of military medicine, with special attention to health promotion and innovative transformative technologies. 2008 Hancock Geriatric Center, Eastern State Hospital, Williamsburg, VA Lead programmer, used evidence-based design to create a powerfully transformative design experience for the latest iteration of the first mental health hospital in North America, producing award-winning spaces for beneficial patient and staff impact. 2008 Bryce Psychiatric Hospital Program, Tuscaloosa, AL Lead programmer, responded to bed shortages and limited resources with plans for a new model of care featuring shorter lengths of stay and expedited mental healthcare. 2007 Sitter & Barfoot Veterans Care Center, Richmond, VA Lead programmer, created an award-winning place for special needs patients using evidence-based design tools that also prioritized staff flexibility and satisfaction.

Five Other Significant Works 2012 America’s Design and Health Initiative, Washington, D.C. Co-Chair, Phase 1 w/ Richard Jackson, MD, MPH, and Daniel Friedman, PhD, FAIA The AIA sought to lead by calling attention to the influence of design on health, making that a priority for all practitioners designing all building types. 2012-2017 Building Research Information Knowledgebase (BRIK), Washington, DC Chair, Board of Direction, for project launch, 2013-2017 This initiative is transforming the way the design professions and the design processes use research to achieve better design outcomes. 2009 Achieving World Class Study, Washington, DC Subject Matter Expert, involved in developing the “World Class Health Facilities” standards for use by the military healthcare system, codified into law in 2010. 2011 Health Promoting Lifestyle Center (HPLC), Ministry of Health, South Africa Salutogenic design expert for Team Protea (The Farrow Partnership, Clark Nexsen, Ngonyama Okpanum), that designed a prototype health facility for South Africa after new national health insurance program, first place in international design competition. 1991 Regent Care Center, Laredo, TX Developer, innovative 120-bed plan that accommodated special circulation patterns for trash collection, linen and food distribution, and visitation.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 258 SUSAN RODIEK

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2004 Ph.D. in Architecture, Cardiff University (highest-ranked architecture program in UK). 1998 Master of Architecture, Texas A&M University, Summa cum laude. 1996 Bachelor of Academic Studies, Western New Mexico University, Summa cum laude. 1987-89 Architecture, University of California, Berkeley (studied with Christopher Alexander). 1969-71 Psychology, Inter-American University, San Juan, Puerto Rico. 1965-67 Architecture, Cooper Union School of Art & Architecture, Manhattan, New York City.

Academic Appointments

2017-present Faculty Affiliate, Texas A&M Center for Population Health and Aging. 2009-present Joint Appointment, Dept. of Social and Behavioral Health, School of Public Health, Texas A&M Health Science Center. 2009-present Associate Professor, Department of Architecture, Texas A&M University. 2006-2012 Endowed Professorship, the Ronald L. Skaggs Professorship in Health Facilities Design, College of Architecture, Texas A&M University. 2005-2009 Assistant Professor, Department of Architecture, Texas A&M University. 2000-2005 Senior Lecturer, Department of Architecture, Texas A&M University. 2000-present Member of Graduate Faculty, Texas A&M University. 1999-2000 Visiting Assistant Professor, Department of Architecture, Texas A&M University.

Professional Appointments

2005-2009 Research Director, The Arkitex Studio Inc, College Station, TX. 1994-1997 Head of Architecture Department, Engineers Inc., Silver City, NM. 1993-1994 Designer/ Project Manager, Quality of Life Design, Fairfax, CA. 1992 Designer, Atelier Ugo Sap, San Francisco, CA. 1991 Designer, Rushton-Chartock Architects, Marin County, CA. 1990-1991 Project Coordinator, Soehngen Enterprises, Berkeley, CA. 1988-1990 Designer/ Builder, Center for Environmental Structure, Berkeley, CA. (practice led by Dr. Christopher Alexander). 1986-1987 Landscape Designer, 1986-87, Odessey Gardens, Tucson, AZ. 1978-1985 Independent Designer, 1978-85, Quality of Life Design, Portal, AZ; Silver City, NM.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 259 Five Most Recent Works and Exhibitions

(in press) Gharavais, A., Hamilton, K., Shepley, M., Pati, D., Rodiek, S. “Design suggestions for greater teamwork, communication and security in hospital emergency departments.” Indoor and Built Environment. (in press) Gharavais, A., Hamilton, K., Shepley, M., Pati, D., Rodiek, S. “The Influence of Visibility on Staff Face-prto-face Communication and Efficiency in Emergency Departments.” Facilities. 2018 Bardenhagen, E., Senes, G., Rodiek, S., Ferrara, C., Nejati, A.,* Fumagalli, N., Giornelli, A., & Lee, C. “The Seniors’ Outdoor Survey (SOS Tool): Comparing Ratings and Reliability between Italy and the USA.” Landscape Research. doi.org/10.1080/01426397.2018.1493445 2018 Reynolds, L., Rodiek, S., Lininger, M., McCulley, A. “Can a Virtual Nature Experience Reduce Anxiety and Agitation in People with Dementia?” Journal of Housing for the Elderly, 32(2), 176-193. doi.org/10.1080/02763893.2018.1431583 2017 Toyoda, M., Yokota, Y., & Rodiek, S. “Gardening May Repeatedly Activate the Frontal Pole.” Journal of Behavioral and Brain Science, 7(10). DOI: 10.4236/jbbs.2017.710033. (Paper received the 2018 Charles A. Lewis Excellence in Research Award from the American Horticultural Therapy Association).

Five Other Significant Works

2018 Rodiek, S., and Kain, N., “Access to Nature: Parts One and Two,” broadcast April 10 and April 17, 2018. Webinar from the Home and Place Project, Season 1, Episodes 3 and 4. Also available as an archived learning resource. (Combined running time: 48 minutes). 2011 Warren, J. L. and Rodiek, S. Changing Living Environments for Older Adults: Environmental Support for Aging in Place. Chapter 16 in Case Based Geriatrics: A Global Approach, Victor A. Hirth MD, Editor; Burr Ridge, IL: McGraw-Hill Medical. (pp. 207-224). This is a required textbook for geriatric physicians. 2009 Rodiek, S. “Access to Nature for Older Adults.” Innovative multimedia educational program based on three DVDs: The Value of Nature for Older Adults (28 min); Improving Outdoor Access for Older Adults (31 min); and Safe and Usable Outdoor Spaces for Older Adults (34 min). An accompanying interactive website provides in-depth readings on dementia; program disseminated at national and international levels, and certified for Continuing education credit by the American Institute of Architects (AIA), and the American Society of Landscape Architects (ASLA). (Total running time: 93 minutes). 2007 S. Rodiek and B. Schwarz, Eds. Outdoor Environments for People with Dementia. New York: The Haworth Press, Inc. Hard Cover / ISBN-13: 978-0-7890-3804-3, Soft Cover / ISBN-13: 978-0-7890-3805-0. The first published collection of peer-reviewed papers on outdoor environments for older adults with Alzheimer’s and other dementias. Includes chapters by prominent gerontologists, architects, and landscape architects. Simultaneously published as a two-volume special issue in Journal of Housing for the Elderly. (370 pages). [actual release date was 2008] The book was also translated into Korean, and published by Yonsei University Press in 2013. 2005 S. Rodiek and B. Schwarz, Eds. The Role of the Outdoors In Residential Environments for Aging. New York: The Haworth Press, Inc. Hard Cover / ISBN-13: 978-0789032430, Soft Cover / ISBN-13: 978-0789032447. The first published collection of peer-reviewed papers on planning outdoor environments in long-term care settings. Includes chapters by prominent gerontologists, architects, and landscape architects. Simultaneously published as a single-volume special issue in Journal of Housing for the Elderly. (266 pages). [actual release date was 2006]

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 260 JULIA ROGERS Department of Architecture [email protected] Langford Room 436 TAMU 3137 www.arch.tamu.edu College Station, TX

Professional Preparation 2001 Certificate in Historic Preservation, Texas A&M University. 1996 Ph.D., Architecture, Department of Architecture, Texas A&M University. 1991 Master of Architecture, Department of Architecture, Texas A&M University. 1988 Bachelor of Environmental Design, Department of Architecture, Texas A&M University.

Academic Appointments 2011-present Senior Lecturer, Department of Architecture, Texas A&M University. 2008-2010 Senior Lecturer, Department of Visualization, Texas A&M University. 2007-2019 Senior Lecturer, Italart – Santa Chiara, Castiglion Fiorentino, Italy; includes the following semesters: 2007 (fall); 2008 (fall); 2012 (fall); 2015 (fall); 2017 (spring); 2017 (fall); 2018 (fall); 2019 (spring); 2019 (fall). 1996-2010 Senior Lecturer, Department of Architecture, Texas A&M University. 1992-1996 Assistant Lecturer, Department of Architecture, Texas A&M University. 1983-1985 Lecturer, Department of Art, Midland College.

Professional and Administrative Appointments 2010- Present Chair, Scholarship Committee – Architecture. 2019 Member, Department Academic Affairs Committee – Architecture. 2011-2014 Associate Department Head, Architecture. 2010-2014 Member, Department of Architecture Executive Committee. 2010-2014 Member, Department of Architecture Academic Affairs Committee. 2013-2014 Member, Provost IT Office University Honors Working Group. 2009-2016 Associate Director, Center for Heritage Conservation. 2011 Member, University W and C Course Advisory Committee. 2011-2014 Member, College of Architecture Academic Affairs Committee. 2009-2010 Chair, Scholarship Committee-Visualization. 2006-2007 Associate Department Head, Foundation Studies and the Visual Studies Option. 2005-2006 Associate Department Head, Architecture. 1997-2010 Chair, Scholarship Committee-Architecture. 2005-2007 Member, Department Executive Council – Architecture. 2005-2006 Member, Department Academic Affairs Committee. 2005-2006 Member, College Undergraduate Academic Affairs Committee. 2005, 2017 Member, Faculty search committee. 2006 Member, University Studies Degree Plan Task Force. 2005-2007 Associate Department Head – Architecture. 2005-2006 Member, Caudill Fellowship Selection Committee. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 261 2005 Member, Department Head Search Committee. 2005 Member, University Marshall Fellowship Selection Committee. 2004-2005 Member, Caudill Fellowship Selection Committee. 2002-2003 Member, University Scholarship Committee. 2002 Member, Faculty Search Committee. 2001 Member, Department Head Search Committee. 1997-2002 Coordinator, Bachelor of Environmental Design degree program. 1977-1990 Studio Artist, self-employed. 1974-1976 Assistant Manager and Designer, Carolina Landscaping, Chapel Hill, North Carolina. 1972-1976 Jewelry Designer, Don Johnson Jewelry, Chapel Hill, North Carolina.

ACADEMIC AND PROFESSIONAL HONORS 2005 Distinguished Teaching Award, Association of Former Students, Texas A&M University. 1999 Teacher/Scholar, University Honors Program, Texas A&M University. 1997 International Service Award, College of Architecture, Texas A&M University. 1995 Outstanding Graduate Teaching Assistant, Texas A&M University.

FIVE MOST RECENT WORKS AND EXHIBITIONS 2010-2012 Alcatraz - Documentation (Laser Scanning, Photogrammetry), San Francisco, California. 2012 Alamo - Documentation (Laser Scanning, Photogrammetry, Gigapan). San Antonio, Texas. 2008-2015 Mayan Research Program – Documentation (Laser Scanning, Photogrammetry, Gigapan of Mayan structures and artifacts), Blue Creek, Belize. 2009 Bakong Technical College, Siem Reap, Cambodia. Schematic Design with students. project built. 2003-2007 Cambodia Land Mine Museum, Siem Reap, Cambodia. Schematic Design with students; project built.

FIVE OTHER SIGNIFICANT WORKS / CREATIVE ACTIVITIES 2004 Mountainfilm Fesitval, Telluride, Colorado. Presentation of the Cambodia Land Mine Museum project. 1984 Small Expressions, Large Celebrations. Southern Methodist University - Dallas, Texas. Juried (Dianne Itter). 1983 The Elegant 80's. Cary Windsor Gallery - Richmond, Virginia. Juried (Pinkney Lear, Curator - Virginia Museum of Fine Art). 1980 Needle Expressions, Washington University Gallery of Art St Louis, Mo. Juried (Nancy Belfer, Ray Pierotti). 1980 Needle Expressions Traveling Exhibitions, Juried. Work toured U.S. for one year: Tennessee State Museum - Nashville, Tennessee; London Historical Museum - Ontario, Canada; Museum of Science and Industry - Chicago, Illinois; Mississippi Museum of Art - Jackson, Mississippi.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 262 ZACHARY STEWART

Department of Architecture [email protected] TAMU 3137 tamu.academia.edu/ZacharyStewart College Station, TX 77843

Research & Teaching Areas

History of medieval art and architecture; history of early modern art and architecture; architectural historiography; architectural representation; digital humanities

Education

2015 Ph.D., Art History and Archaeology, Columbia University. 2011 M.Phil., Art History and Archaeology, Columbia University. 2009 M.A., Art History and Archaeology, Columbia University. 2008 M.A. (double distinction), History of Art, Courtauld Institute of Art. 2007 B.Arch. (magna cum laude), Architecture and Medieval Studies, University of Notre Dame. 2004–2005 Rome Studies Program, School of Architecture, University of Notre Dame.

Academic Appointments

2017–present Assistant Professor, Department of Architecture, Texas A&M University. 2016–2017 Visiting Assistant Professor, Department of Art History and Music, Fordham University. 2015–2016 Core Lecturer for Art Humanities, Department of Art History and Archaeology, Columbia University.

Awards & Honors

2013 Citation of Special Recognition, Carter Manny Award Program, Graham Foundation for Advanced Study in the Fine Arts. 2010 First Prize, Annual Cleveland Symposium, Case Western Reserve University & Cleveland Museum of Art. 2008 Berger Foundation Dissertation Prize in British Art, Courtauld Institute of Art.

Grants & Fellowships

2018 Research Grant, Society of Architectural Historians of Great Britain. 2018 Award Grant, International Center of Medieval Art (co-recipient). 2017 Research and Travel Grant, Henry Moore Foundation (co-recipient). 2014–2015 Robert H. and Clarice Smith Fellowship, Center for Advanced Study in the Visual Arts (CASVA), National Gallery of Art. 2007–2008 Postgraduate Student Award, US–UK Fulbright Commission.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 263 Five Most Recent Scholarly Works

2019 Stewart, Zachary, “A Lesson in Patronage: King Henry III, the Knights Templar, and a Royal Mausoleum at the Temple Church in London,” Speculum: A Journal of Medieval Studies 94/2, 1–51. 2018 Stewart, Zachary, “Tending the Architectural Corpus: A Prehistory,” in “Preserve,” eds. Tricia Stuth and Ted Shelton, special issue, Journal of Architectural Education 72/2, 290–93. 2012 Stewart, Zachary, “Liturgy and Architecture,” in The Grove Encyclopedia of Medieval Art and Architecture, ed. Colum P. Hourihane, vol. 4 (Oxford: Oxford University Press), 90– 91 (revised version for Oxford Art Online forthcoming).

Five Other Significant Scholarly Works

Forthcoming Gillette, Amy, and Zachary Stewart, eds., Reconstructing the Font Canopy at St. Peter Mancroft, Norwich: Historical, Material, and Digital Studies of a Late Medieval Masterpiece (Leiden: Brill).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 264 PHILLIP TABB

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1990 Ph.D., Architectural Association School of Architecture, London. 1976 Master of Architecture, University of Colorado, Boulder, Colorado. 1969 Bachelor of Science in Architecture, University of Cincinnati, Cincinnati, Ohio.

Academic Appointments

2001-2005 Department Head of Architecture, Department of Architecture, Texas A&M University, College Station, TX. Professor, Department of Architecture, Texas A&M University, College Station, TX. 1998-2001 Director of School of Architecture and Construction, Washington State University, Pullman Washington. 1975-1996 Lecturer, University of Colorado, Boulder, Colorado. Visiting Assistant Professor, University of Colorado, Boulder, Colorado. 1996-1998 Instructor, Continuing Education program, The Naropa Institute, Boulder, Colorado. 1988 Visiting Professor, Technical University of Nova Scotia, Halifax, Canada. 1988 Visiting Professor, Arizona State University, Tempe, Arizona. 1985-1987 Teaching Assistant, Architectural Association Graduate School, London.

Professional Appointments

1988-present Founding Principal, Dr. Phill Tabb Studio Consultant/Architect, Chattahoochee Hill, Georgia. 1993-1997 Research Affiliate, Joint Center for Energy Management (JCEM), Boulder, Colorado. 1985-1987 Designer, Energy Consultant, Dr. Keith Critchlow Associates Architects, London. 1979-1985 Founding Principal, Phillip Tabb Architects, Boulder, Colorado. 1974-1979 Principal Architect & Planner, Joint Venture Incorporated Architects, Boulder, Colorado. 1973-1974 Project Architect, The ABR Partnership Architects, Denver, Colorado. 1972-1973 Project Manager, RNL Architects & Planners, Denver, Colorado. 1970-1971 Job Captain, Earl R. Flansburgh and Associates, Cambridge, Massachusetts. 1969 Designer, The Office of Economic Opportunity, Calverton, New York. 1968-1969 Designer, Skidmore, Owings and Merrill, Chicago, Illinois.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 265 Five Most Recent Works and Exhibitions

2017 Serene Urbanism: A Biophilic Theory and Practice of Sustainable Placemaking, Routledge Publishing, London, UK. 2015 Architecture, Culture and Spirituality, Routledge Publishing, London, UK 2014 The Greening of Architecture, Ashgate Publishing, Ltd., (240 pp.) 2011 Serenbe: and the geometry of place, Manuscript completed (215 pp.) 1996 Sacred Place: The Presence of Archetypical Patterns in Place-Creation, self-published, Boulder, CO.

Five Other Significant Works

2017 Lisa Lai Residence Selbourne Hamlet Serenbe Community Lot 90, $650,000 budget, Project in schematic design phase. 2016 Tab Residence at Serenbe Lot 110, Palmetto, GA, Project complete $375,000 construction cost. 2006-13 Additions to Tabb Residence, 709 Park Place, College Station. 2005 Crestone Retreat, Crestone Colorado, Budget $100,000, Project in construction Drawing Phase. 2003 Serenbe Artist Village West Court Live-Work Units, Twelve three-story attached live- work units in the schematic design phase, with ARCH 405 career change students at Texas A&M University, summer studio, 2003.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 266 JAMES MICHAEL TATE

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2007 Master of Architecture, School of Architecture, Yale University. 2002 Bachelor of Environmental Design, Department of Architecture, Texas A&M University.

Academic Appointments

2018-present Assistant Professor, Department of Architecture, Texas A&M University. 2016-2018 Lecturer, Department of Architecture, University of California Berkeley. 2016-2017 Lecturer, Department of Architecture, California College of the Arts. 2014-2016 Lecturer, Department of Architecture, University of Michigan. 2013-2014 Adjunct Faculty, School of Architecture, Woodbury University. 2011 Visiting Assistant Lecturer, School of Architecture, Rice University. 2005-2007 Teaching Assistant, School of Architecture, Yale University.

Professional Appointments

2013-present Principal, T8Projects. 2011-2013 Michael Maltzan Architecture. 2007-2008 MOS Architects. 2001 Samuel Mockbee Architect.

Five Most Recent Texts, Works, and Exhibitions

2019 Tate, James Michael, Inhabiting Abstraction, Vector Drawing, 8.5in x 11in, Carnegie Museum of Art, Drawing for the Design Imaginary, Carnegie Melon University, Pittsburgh, Pennsylvania. 2019 Tate, James Michael, On the Table, Digital Composite Image, 8in x 12in, Stark Gallery, Faculty Biannual Art Show, Texas A&M University, College Station, Texas. 2018 Tate, James Michael, 4|9|49, (3) Original Published Collages, 2014. Published in Possible Mediums, New York: Actar, 2018, ##. 2018 Tate, James Michael, “Stagecraft Realities,” Text and (3) Original Published Images, Pigdin issue, 23, ##. 2017 Tate, James Michael, ASMRchitecture, Video, One-Night Stand Pop-Up Gallery, Last Call, Los Angeles, California.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 267

Five Other Significant Works

2016 Tate, James Michael, “Campo Vaccino,” Text and (1) Original Published Drawing, Presented and Published in ACSA 104th Annual Meeting Proceedings, Seattle, Washington. 2015 Tate, James Michael, Some Views of Triumphal Arches, Gallery Installation, Taubman College Gallery, RGB, University of Michigan, Ann Arbor, Michigan. 2014 Tate, James Michael, Bookworm, Gallery Installation, A+D Museum, S,M,L,XLA, Los Angeles, California 2014-15 Tate, James Michael with Courtney Coffman, Jonathan Louie, and Danielle Rago. On the Road Project Los Angeles, Organizer and Curator, Series of (5) Pop-Up Exhibitions, Los Angeles, California. 2013 Tate, James Michael, All The Great Ones Leak, Vector Drawing, 24in x 36in, Original Published Drawing in LA Forum Newsletter Winter 2013, Los Angeles

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 268 ANDREW R. TRIPP, PhD.

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2017 Ph.D., Architecture, History and Theory, University of Pennsylvania School of Design. Dissertation: “Berthold Lubetkin and the Tecton Group, 1932-1948.” 2011 M.S., Architecture, History and Theory, University of Pennsylvania School of Design. Thesis: “Michelangelo’s Architectural Drawings in the Morgan Library.” 2002 B.Arch., Architecture, 2002 Cooper Union Irwin S. Chanin School of Architecture.

Academic Appointments

2018-present Assistant Professor, Department of Architecture, Texas A&M University 2011-2018 Assistant Professor, School of Architecture, Mississippi State University. 2010-2011 Master Lecturer, University of the Arts, College of Arts, Media and Design. 2008-2010 Instructor of Architecture, School of Design, University of Pennsylvania. 2003-2007 Instructor of Architecture, Cooper Union, Irwin S. Chanin School of Architecture. 1998-2001 Teaching Assistant, Cooper Union, Irwin S. Chanin School of Architecture.

Professional Appointments

2008-2012 Architectural Designer, A. R. Tripp, Philadelphia, PA. 2002-2008 Architectural Designer and Manager, Tsao & McKown Architects, New York, NY. 2001-2002 Architectural Designer, Kaplan McLaughlin Diaz Architects, New York, NY. 2000-2001 Mason, Nicolson & Galloway Construction, New York, NY. 1999-2000 Intern, Hadley Exhibit Design, Buffalo, NY. 1997-1999 Intern, Mach Architects and Engineer; formerly Stieglitz, Mach, Buffalo, NY.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 269 Five Most Recent Works and Exhibitions

2019 Tripp, A. “Architectural and Medical Group Practice: A History of the Tecton Architectural Partnership,” in Proceedings of the 107th Annual Meeting of the ACSA. Pittsburg, PA.

2019 Tripp, A. “Architecture of the Near: The Ethnographic Theory of “Squatters” in CRS’s Early School Building Designs,” Presentation at the EAHN-SAHANZ Joint Meeting. Sydney Australia (Upcoming in July 2019).

2019 Tripp, A. “The Impact of CRS on the Modernist School,” Presentation at the Educational Architecture Meeting. Lisbon, Portugal (Upcoming in May 2019).

2019 Tripp, A. “Beginning Architecture Education Beyond Formalism,” in Proceedings of the 107th Annual Meeting of the ACSA. Pittsburg, PA. 2019 Tripp, “Integrating Writing in the Beginning Architecture Studio,” in Proceedings of the 35th Annual Meeting of the NCBDS.

Five Other Significant Works

2017 Tripp, A. “Lubetkin and the Tecton Group, 1932-1948.” PhD diss., University of Pennsylvania.

2015 Tripp, A. “Drawing Building,” Exhibition of drawings on paper at the Visual Arts Center, Starkville, MS.

2014 Tripp, A, “Conical Intersections at Kahn’s Institute of Management,” Exhibition of drawings on paper, Arthur A. Houghton Jr. Gallery, New York, NY.

2008-12 Tripp, A. “The Slowe House,” Exhibition of a private residence, Tuscaloosa, AL.

2001-06 Tripp, A. and Waltemath, J. “Drawing: Grids,” Installations of drawings on mylat at: Ojito- Merle Residence, New York, NY (2006); Victoria Munroe Gallery, Boston, MA (2005); White-Out Studio, Knokke-Heist, Belgium (2004); Aproximus Gallery, Bonn, Germany (2003); Gallery Joe, Philadelphia, PA (2001).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 270 JORGE VANEGAS

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1988 Ph.D., Construction Engineering and Management Program, Department of Civil and Environmental Engineering, Stanford University, Stanford, California. 1985 M.S., Construction Engineering and Management Program, Department of Civil and Environmental Engineering, Stanford University, Stanford, California. 1979 B.S., Architecture, Universidad De Los Andes, Bogota, Colombia.

Academic Appointments

2009-present Dean of the College of Architecture, College of Architecture, Texas A&M University. 2011-present Research Professor, Texas Engineering Experiment Station (TEES), Texas A&M University System. 2006-present Professor (with tenure), Department of Architecture (ARCH). 2008-2009 Interim Dean, College of Architecture, Texas A&M University. 1993-2005 Professor, School of Civil and Environmental Engineering (CEE), College of Engineering (CoE), Georgia Tech, Atlanta, Georgia. 1988-1993 Assistant Professor, School of Civil Engineering and the Division of Construction Engineering and Management, Purdue University, West Lafayette, Indiana. 1988 Acting Assistant Professor, Department of Civil Engineering Construction Engineering and Management Program, Stanford University, Stanford, California. 1984-1987 Graduate Student Teaching and Research Assistant, Stanford University, Stanford, California. 1983 Instructor, School of Architecture, Universidad de los Andes, Bogotá, Colombia. 1978-1980 High School Mathematics Teacher, 10th and 11th grades, Colegio Nueva Granada, Bogotá, Colombia.

Professional Appointments

2000-2003 Policy Analyst and Advisor, Army Environmental Policy Institute (AEPI) of the Department of the U.S. Army, through an Intergovernmental Personnel Act appointment. 1999 Guest Fellow, Army Environmental Policy Institute (AEPI) at the Georgia Institute of Technology, Atlanta, Georgia. 1999 Special Consultant, The Winter Group of Companies (Winter Properties, The Winter Construction Company, and Winter Environmental Services), Atlanta, Georgia. 1981-1983 Architect, Cost Analyst & Other Special Assignments, Planning and Estimating Department, Cuéllar Serrano Gómez y Cía. Ltda., Bogotá, Colombia.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 271 Five Most Recent Works and Exhibitions  “Innovation in Engineering in Response to the Challenges Posed by the United Nations Sustainable Development Goals,” Opening Plenary Lecture at the XVII Civil Engineering Congress – Excellence and innovation for the Development of Honduras, organized by the Colegio de Ingenieros Civiles de Honduras, Tegucigalpa, Honduras, July 2018  Rosen, Rudolph A., Mohtar, Rabi, Cifuentes, Luis A., Frayser, Stephen, Hustvedt, Gwendolyn, Patrick, Wesley, Ragland, Chara, Roberts, Susan V., Vanegas, Jorge , Wall, Cindy, and Wall, James (2017) Commentary – The route to water security for Texas: the 2015–2016 Texas Water Roadmap Forums, Texas Water Journal, Texas Water Resources Institute, Volume 8, Number 1, Pages 116–123, December 2017  “Rekindling Curiosity and Imagination: Igniting the Fire of Creativity, Innovation, Design, and Entrepreneurship within Ourselves and in Academia,” Special Closing Plenary Lecture at the National Annual Meeting of the Faculty of the Tecnológico de Monterrey (Profesores TEC 21), held in Guadalajara, Mexico, July 2017  Kerne, A., Lupfer, N., Linder R., Qu, Y., Valdez, A., Jain, A., Keith, K., Carrasco, M., Vanegas, J., Billingsley, A. (2017). Strategies of Free-form Web Curation: Processes of Creative Engagement with Prior Work, Proc. ACM Creativity & Cognition 2017, Singapore, June 2017  “Managing the Creative Process for Innovation in Ourselves, in Our Project Teams, and in Our Organizations,” Invited Developer, Presenter, and Facilitator for an interactive and interdisciplinary 24-hour workshop, within their Faculty Development Program and Disciplinary Actualization Courses (Programa de Desarrollo de Profesores – PDP) and Cursos de Actualización en las Disciplinas – CADI), May 2017

Five Other Significant Works  (1) CASHFI (2014) “The Kingston Declaration,” Conclusions of the Regional Housing Conference "Transforming Communities through Housing and Economic Development," organized by the Caribbean Association of Housing Finance Institutions (CASHFI) in association with the Inter- American Development Bank (IDB), the Jamaica National Building Society (JNBS), the Victoria Mutual Building Society (VMBS), and the National Housing Trust (NHT), and held in Kingston, Jamaica, October 2014; and (2) CASHFI (2006) “The Montego Bay Declaration,” Conclusions of the International Shelter Conference "Challenges of the Housing Market in the 21st Century," organized by the Caribbean Association of Housing Finance Institutions (CASHFI) and the Inter-American Housing Union (UNIAPRAVI) in association with USAID, Montego Bay, and held in Jamaica, May 2006; (J. Vanegas was the Primary Author of these two Declarations – They were reviewed and approved by the CASHFI Board of Directors)  “Understanding the Educational Ecosystem in Corpus Christi – Promoting a Culture of Science, Technology, Engineering, and Math – STEM + Arts and Design – AD,” Invited Developer, Presenter, and Facilitator for an interactive, interdisciplinary, and multi-stakeholder 8-hour charrette for Texas A&M University – Corpus Christi, Corpus Christi, Texas; November 2013  Vanegas, J. (2012) "A Transdisciplinary, Transinstitutional, and Transnational Integrative Framework for High Quality and Performance, Affordable, and Sustainable Housing," Proceedings of the XXXVIII World Congress of the International Association of Housing Science (IAHS), Istanbul Technical University, Istanbul, Turkey, April 2012  Committee on Advancing the Competitiveness and Productivity of the U.S. Construction Industry (2009) “Advancing the Competitiveness and Efficiency of the U.S. Construction Industry,” National Research Council, The National Academies Press, Washington D.C., 2009  Vanegas, Jorge A. (2003). “Road Map and Principles for Built Environment Sustainability,” Environmental Science & Technology. 2003, 37, 5363-5372

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 272 ROBERT WARDEN

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1994 M.A. Philosophy, University of New Mexico. 1986 Master of Architecture, Department of Architecture, Texas A&M University. 1979 Texas Cert. Secondary Ed., University of Houston. 1974 B.S. Electrical Engineering, Purdue University.

Academic Appointments

2016-present Interim Department Head, Department of Architecture, Texas A&M University, College Station, Texas. 2007-2016 Director, Center for Heritage Conservation, Texas A&M University. 2007-present Professor, Department of Architecture, Texas A&M University, College Station, Texas 2002-2004 Coordinator, M.S. Architecture Program, Department of Architecture, Texas A&M University. 2001-2002 Associate Department Head, Department of Architecture, Texas A&M University, College Station, Texas. 2000-2006 Associate Professor, Department of Architecture, Texas A&M University, College Station, Texas. 1994-2000 Assistant Professor, Department of Architecture, Texas A&M University, College Station, Texas. 1987-1989 Adjunct Professor, Department of Architectural Engineering, Drexel University, Philadelphia, PA 1989-1991 Lecturer Department of Architectural Engineering, Drexel University, Philadelphia, PA 1982-1986 Lecturer, Department of Architecture, Texas A&M University, College Station, TX

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 273 Professional Appointments

2006-2009 Faculty Senate 2005-2014 Center for Heritage Conservation, Symposium Chair, 2000-2004 Historic Resources Imaging Lab Symposium Committee, 1998 Association of Collegiate Schools of Architecture, Southwest Regional Meeting Chair 1990 Professional Licensure Pennsylvania No. RA-011884-X 1989-1990 Mitchell Giurgola Architects, Philadelphia Position: Intern Architect/ Architect 1987-1989 Jordan-Mitchell, Inc., Philadlephia Position: Intern Architect 1986 Ballinger Architects, Philadelphia Position: Intern Architec

Five Most Recent Works and Exhibitions

2015 T. de Smet1, M.E. Everett2, R.R. Warden3, T. Komas4, P. Gavette5, J.A. Martini6 , L. Barker “Fate of the historic fortress at Alcatraz island based on virtual ground truthing of ground- penetrating radar interpretations from the recreationyard”, Interpretation, Journal of Society for Exploration Geophysicist, 2015 2014 Manrique-Hoyos, C., Jamal, T., & Warden, R. (accepted in final review). Heritage Tourism and Historic Preservation: An integrated approach towards resilience in cultural & heritage tourism destinations. Tourism Social Science Series. Mallorca: Emerald. 2012 Warden. R., Guderjan, T., Practical Recording Issues at Large and Small Scales in Maya Archaeology”, SAA Archaeological Record, September, pgs 22-26 http://onlinedigeditions.com/publication/?i=127481 2011 Updhuay S., Everett M., Guenther T., Warden R., “Three-dimensional resistivity tomography in extreme coastal terrain for cliff stability assessment at the WWII Pointe du Hoc Battlefield site”, Geophysical Journal International, Volume 185, Issue 1, pages 201– 220, April 2010 Udphuay, S. , Paul V., Everett, M., Warden, R., “Ground-penetrating radar imaging of twelfth century Romanesque foundations beneath the thirteenth century Gothic abbey church of Valmagne, France”, Archaeological Prospection, no. 17, Issue 4, (pages 199– 212), June

Five Other Significant Works

2017 Bernhardt, M. (PI), Warden, R. (Co-PI), Structural Deterioration Modeling Using Discreet Element Method, National Center for Preservation Technology and Training, ($40,000) 2017 Glowacki, K. (PI), Warden (CO-PI), R.,Baaske, B., Alcatraz Island BIM model, ($5240) 2013 Warden, R. (PI), Alamo Preservation, Texas GLO, ($190,000) 2007 Warden, R., (PI), Burt, R., Everett, M., and Briaud, J. “Pointe du Hoc Stabilization and Historical Study Phase 2” American Battle Monuments Commission, ($361,000), 2006 Warden, R., (PI), Burt, R., Everett, M., and Briaud, J. “Pointe du Hoc Stabilization and Historical Study” American Battle Monuments Commission ($434,000),

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 274 WARD WELLS

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1976 Master of Architecture, University of Oklahoma. 1973 Bachelor of Architecture, Kansas State University.

Academic Appointments

2012 - 2016 Department Head, Department of Architecture, Texas A&M University. 2010 - 2012 Interim Department Head, Department of Architecture, Texas A&M University. 1998 - 2016 Professor, Department of Architecture, Texas A&M University. 2009 - 2010 Associate Head for Professional Programs, Department of Architecture, Texas A&M University. 2002 - 2011 Director, the Academy for the Visual and Performing Arts, Texas A&M University. 2008 - 2009 Coordinator, Master of Architecture Degree Program, Department of Architecture, Texas A&M University. 1992 - 1997; 1999 - 2001 Executive Associate Dean, College of Architecture, Texas A&M University. 1997 - 1998 Interim Dean, College of Architecture, Texas A&M University. 1995 - 1996 Interim Director, Visualization Laboratory, Texas A&M University. 1991 - 1992 Assistant Dean for Planning and Administration, College of Architecture. 1990 - 1991 Associate Department Head, Department of Architecture, Texas A&M University. 1988 - 1990 Department Head, Department of Architecture, Texas A&M University. 1985 - 1988 Graduate Advisor, Department of Architecture, Texas A&M University. 1980 - 1998 Associate Professor, Department of Architecture, Texas A&M University. 1978 - 1979 Staff, Energy Conservation in New Building Construction Workshops, Texas A&M University. 1977 - 1980 Assistant Professor, Department of Architecture, Texas A&M University. 1973 - 1977 Instructor, Department of Interior Architecture, Department of Pre-Design Professions, Kansas State University.

Professional Appointments

Current Associate Member, American Institute of Architects. Interiors Professional Interest Area Advisory Board, American Institute of Architects. Member, Texas Society of Architects, Brazos Chapter, AIA. Member, International Interior Design Association. 1995-2015 Faculty Advisor, Tau Sigma Delta. 2008 - 2011 President Elect, Tau Sigma Delta, National Board. Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 275 1996 Chair of Interiors Professional Interest Area, American Institute of Architects, (1200 members) Responsible for planning and organization of 1996 program, which included the following: 1. Joint meeting with Interior Design Educators Council, at their Annual Meeting, Denver, CO, April 1996. 2. One continuing education program at NEOCON, Chicago, IL, June 1996. 3. Three continuing education programs at AIA Annual Meeting, Minneapolis, MN. 1995 Vice Chair, Committee on Interiors, American Institute of Architects Steering Committee. 1976 - 1994 Institute of Business Designers. 1975 - 1982 Member, Committee on Interior Architecture, Texas Society of Architects. Member, Interior Design Education Council. 1976 - 1984 Member, Council on Furniture Engineering and Research. 1979 - 1984 Elected to the Board of Directors of the Council on Furniture Engineering and Research. 1976 - 1977 Faculty Advisor to Student Chapter, ASID, Kansas State University. 1977-Present Interior Space Design Consultant, College Station, Texas. 1984 – 1985 Design Consultant, Institute for Ventures in New Technology, Texas Experiment Station, Texas A&M University System. 1973 - 1977 Interior Design and Space Planning Analysis Consultant, Manhattan, Kansas. 1976 Consultant, The Sperry and Hutchinson Company, Waynesboro, VA. Design of testing mannequin for quality control of seating.

Five Most Recent Works and Exhibitions

1997- 1998 Co-principal Investigator - “Impact of Design of Interiors on Productivity”, American Institute of Architects. Principal investigator Tassinary, L; Co-principal Investigator Ulrich, R. $11,500 1991 - 1992 Faculty Consultant to N.I.H. research grant, "Effects of Dialysis Unit Design on Compliance and Staffing." Asst. Prof. Sherry Bame, principal investigator - $151,000 1990 - 1991 ORBIS International, Program and conceptual design for DC-10 Flying educational and surgical unit 1989 - 1990 Co-investigator, “Architectural Design Features of Dialysis Facilities.” Bame, S; Morgan, R. CARC Organized Research Funds, $3,000 1985 - 1986 Atrium Topflight Modeling Configuration for 3M Office-Lab Complex in Austin, Texas. Academic Study Grant, CRS/Sirrine, Project Director, $ 12,500

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 276 Five Other Significant Works

1996-1997 Wendler, Walter, Wells, Ward and Van Zandt, Shannon. “Encouraging Excellence and Diversity,” Journal of Staff, Program & Organization Development, Vol. 14, No. 1 pp. 15- 18 1995 Bame, Sherry and Wells, Ward. “Acoustical Design Features with Noise Level in Health Facilities: The Case of Dialysis Facilities,” Journal of Interior Design, Vol. 21(2) pp. 1-14 1991 Bame, Sherry; Bettenhousen, Kenneth; Wells, Ward; Hill, Rodney; Ulrich, Roger; Eltinge, John; and Morgon, Richard. "Aesthetic and Control Dimensions of Health Facility Design: The Case of Hemodialysis Units," 1991 Proceeding of the National Conference on Health Facility Planning, Design, and Construction, pp. 144-157 Chicago, American Hospital Association 1986 Wells, W. V., Boyer, L. L., "Atrium Roof Cover Studies for a Large Office-Lab Project in Austin, Texas," Proc. 11th National Passive Solar Conf., Boulder, Colorado, American Solar Energy Society, pp 1-6 1986 Wells, W. V., Boyer, L. L., Delighting Model Studies for a Large Office-Lab Project in Austin, Texas, Department of Architecture, Texas A&M University, p 25

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 277 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 278 WEI YAN

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

1995-2005 Ph.D. in Architecture, University of California, Berkeley. 2002-2004 Master of Science in Computer Science, University of California, Berkeley. 1997-1999 Post-Diploma Studies in Architecture and Computer-Aided Architectural Design, Swiss Federal Institute of Technology, ETH Zurich. 1993-1996 Master of Engineering in Architectural Science and Technology, Tianjin University, China. 1988-1992 Bachelor of Engineering in Architecture, Tianjin University, China.

Academic Appointments

2016-present Professor, Department of Architecture, Texas A&M University. 2012.8-12 Guest Scientist, Simulation Research Group, Building Technology and Urban Systems Division, Lawrence Berkeley National Laboratory. Visiting Professor, Center for Integrated Facility Engineering (CIFE), Stanford University. 2011-2016 Associate Professor, Department of Architecture, Texas A&M University. 2005-2011 Assistant Professor, Department of Architecture, Texas A&M University. 2004 Graduate Student Researcher, Computer Science Division, University of California, Berkeley. 2000 Student Research Assistant, Lawrence Berkeley National Laboratory, Berkeley, California. 1999, Graduate Student Researcher, Department of Architecture, University of 2001-2002 California, Berkeley.

Professional Appointments

2000-2002 Designer, Programmer, and CTO, 3cim, Inc. Santa Clara, CA. 1996-1997 Architectural Designer, Meixin Architectural Design Co. Ltd., Tianjin, China. 1992-1993 Intern Architectural Designer, Metallurgical Planning and Design Institute, Tianjin, China.

Five Most Recent Works and Exhibitions

1. Farias, F., Kota, S., Jeong, W., Kim, J., Bermudez Alcocer, J., Haberl, J., Clayton, M., and Yan, W. , Development of a Reference Building Information Model (BIM) for Thermal Model Compliance Testing (RP-1468) Part-II: Test Cases and Analysis, The American Society of Heating, Refrigerating, And Air Conditioning Engineers (ASHRAE) Transactions, Volume 125, Part 1. 2019. (ASHRAE RP-1468 Project)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 279 2. Yeon, J., Kang, J. and Yan, W., 2018. Spall damage repair using 3D printing technology. Automation in Construction, 89, pp.266-274. 3. Talele, S., Traylor, C., Arpan, L., Curley, C., Chen, C., Day, J., Feiock R., Hadzikadic, M., Ingman, S., Karaguzel, O., Lam, K., Menassa, C., Pevnitskaya, S., Spiegelhalter, T., Tolone, W., Yan, W., Yeatts, D., Zhu Y., and Tao, Y., Energy Modeling and Data Structure Framework for Sustainable Human- Building Ecosystems (SHBE) - A Review, Frontiers in Energy, Volume 12, Issue 2, pp 314–332. Springer, ISSN 729399831. 2018. (NSF #1338851 Project) 4. Yousefi, F., Gholipour, Y., and Yan, W., A Study of the Impact of Occupant Behaviors on Energy Performance of Building Envelopes Using Occupants’ Data, Energy and Buildings, Elsevier, Volume 148, pp. 182 – 198, 2017. 5. Kota, S., Farias, F., Jeong, W., Kim, J., Bermudez Alcocer, J., Clayton, M., Yan, W., and Haberl, J. Development of a Reference Building Information Model (BIM) for Thermal Model Compliance Testing (RP-1468) Part-I: Guidelines for Generating Thermal Model Input Files. OR-16-020 (RP-1468). The American Society of Heating, Refrigerating, And Air Conditioning Engineers (ASHRAE) Transactions, Vol. 122 Part 1. 2016. (ASHRAE RP-1468 Project)

Five Other Significant Works

1. Rahmani Asl, M., Zarrinmehr, S., Bergin, M., and Yan, W. , BPOpt: A Framework for BIM- based Performance Optimization, Energy and Buildings, Elsevier, 2015, vol. 108, pp. 401- 412. http://dx.doi.org/10.1016/j.enbuild.2015.09.011 (NSF #0967446 Project) 2. Kim, J., Jeong, W., Clayton, M., Haberl, J., and Yan, W. (2015). Developing a Physical BIM Library for Building Thermal Energy Simulation, Automation in Construction, Elsevier. Volume 50, February 2015, pp. 16–28. DOI: http://dx.doi.org/10.1016/j.autcon.2014.10.011 (NSF #0967446 Project) 3. Kota, S., Haberl, J. S., Clayton, M. J., & Yan, W. (2014). Building Information Modeling (BIM)- Based Daylighting Simulation and Analysis. Energy and Buildings, Elsevier. Volume 81, October 2014, pp. 391–403. DOI: http://dx.doi.org/10.1016/j.enbuild.2014.06.043 (NSF #0967446 Project) 4. Veen, T., Ingley, S., Cui, R., Rahmani Asl, M., Simpson, J., Zhang, J., Li, W., Hash, C., Johnson, J., Yan, W., Rosenthal, G. "anyFish: Open-source Software to Generate Animated Fish Models for Behavioural Studies". Journal of Evolutionary Ecology Research, 2013. (NSF # 1045226 Project) 5. Yan, W., Culp C., and Graf, B. “Integrating BIM and Gaming for Real-Time Interactive Architectural Visualization”, Journal of Automation in Construction, Elsevier. Volume 20, Issue 4, 2011, Pages 446-458.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 280 XUEMEI ZHU

Department of Architecture [email protected] TAMU 3137 www.arch.tamu.edu College Station, TX 77843

Professional Preparation

2008 Ph.D. in Architecture, Department of Architecture, Texas A&M University. Certificate for Health Systems & Design, College of Architecture, Texas A&M University. Certificate for Sustainable Urbanism, College of Architecture, Texas A&M University. 1999 B.Arch., Southeast University, Nanjing, China.

Academic Appointments

2014-present Associate Professor, Department of Architecture, Texas A&M University. 2008-2014 Assistant Professor, Department of Architecture, Texas A&M University. 2008-present Fellow, Center for Health Systems & Design, College of Architecture, Texas A&M University. Fellow, Center for Housing & Urban Development, College of Architecture, Texas A&M University. 2004-2005 Instructor, Department of Architecture, Texas A&M University.

Professional Appointments

2015-present Consultant. Stantec Architecture. 1999-2002 Architect, Guangsha Associates Inc., Zhejiang, China.

Five Most Recent Works and Exhibitions

2018- Principal Investigator (Multi-PI with Drs. Ory & Lee) 2019 Dementia-Friendly Communities to Promote Active Living in Persons with Alzheimer’s disease (AD) and AD-related Dementias (ADRD) (3R01CA197761-04S2). National Institutes of Health (NIH). $358,129. This administrative supplement enhances its parent grant (R01CA197761) by identifying environmental strategies to promote physical activity, social interaction, and independence of people with AD/ADRD and to reduce burdens on their caregivers. 2018- Co-Investigator (PIs: Lee, Ory & Li) 2023 Fighting Obesity by Reinventing Public Transportation: A Natural Experiment. (R01CA228921) National Institutes of Health (NIH). $2,591,084. This is a natural experimental study to evaluate health and mobility impacts of bus rapid transit; to examine costs and benefits of bus rapid transit implementation; and to explore barriers and facilitators of bus rapid transit use.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 281 2015- Principal Investigator (Multi-PI with Drs. Ory & Lee) 2020 Physical Activity Impacts of a Planned Activity-Friendly Community: The What, Where, When and Why of Environmental Approaches to Obesity Prevention (R01CA197761) National Institutes of Health (NIH). $2,684,000. This case-control, longitudinal study examines the short- and long-term impacts of moving into a walkable community on residents’ physical activity and health. It also investigates the underlying mechanisms for related changes and the roles of environmental factors. 2018- Principal Investigator 2020 Health Promotion through Green and Affordable Housing. Texas A&M University T3-Triads for Transformation. $35,000. This study evaluates affordable housing related interventions in City of Austin for their impacts on health, sustainability, and affordability. The results will inform both governmental agencies and non-governmental organizations about creating green, healthy, and affordable housing. 2016- Co-Principal Investigator (PI: Li) 2017 Reinventing Public Transportation Programs to Fight Obesity Epidemic: A Pilot Study in El Paso, Texas. Division of Research funds the PESCA Grant Program, Texas A&M University. $25,000. This is a pilot study that examines diverse recruitment and data collection strategies in the El Paso area for a longer-term project focusing on the impacts of public transit and community design on residents’ transit use and physical activity.

Five Other Significant Works

2018 Yu C, Zhu X, & Lee C. Income and racial disparities and roles of built environment in pedestrian injuries. Journal of Planning Education & Research. 2014 Zhu X, Yu C, Lee C, Lu Z & Mann G. A Retrospective Study on Changes in Residents’ Physical Activities, Social Interactions, and Neighborhood Cohesion after Moving to a Walkable Community. Preventive Medicine, 69(2014):S93-S97. 2009 Zhu X & Lee C. Correlates of walking to school and implications for public policies: Survey results from parents of elementary school children. Journal of Public Health Policy, 30(1), 177-202. 2008 Zhu X & Lee C. Walkability and safety around elementary schools: Economic and ethnic disparities. American Journal of Preventive Medicine, 34(4), 282-290. 2008 Ulrich R, Zimring C, Zhu X, et al. A review of the research literature on evidence-based healthcare design. Health Environments Research and Design Journal, 1(3), 61-125.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 282 Appendix D

Institutional Profile

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 283 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 284

June 17, 2019

TO: External Program Reviewers and Program Accreditors

FROM: Michael T. Stephenson Vice Provost for Academic Affairs & Strategic Initiatives

RE: Information required for USDOE Accrediting Bodies

Texas A&M University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, master's, and doctoral degrees. Consistent with standard 14.4, the following provides the institution’s official position on its purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituencies and is published in official university documents as noted.

Purpose

Classified by the Carnegie Foundation as a Research Doctoral University (Highest Research Activity), Texas A&M embraces its mission of the advancement of knowledge and human achievement in all its dimensions. The research mission is a key to advancing economic development in both public and private sectors. Integration of research with teaching prepares students to compete in a knowledge-based society and to continue developing their own creativity, learning, and skills beyond graduation.

The institution’s official mission statement, published both on the institution’s web page as well as in its annual university catalog, is:

Texas A&M University (Texas A&M) is dedicated to the discovery, development, communication and application of knowledge in a wide range of academic and professional fields. Its mission of providing the highest quality undergraduate and graduate programs is inseparable from its mission of developing new understandings through research and creativity. It prepares students to assume roles in leadership, responsibility and service to society. Texas A&M assumes as its historic trust the maintenance of freedom of inquiry and an intellectual environment nurturing the human mind and spirit. It welcomes and seeks to serve persons of all racial, ethnic and geographic groups, women and men alike, as it addresses the needs of an increasingly diverse population and a global economy. In the twenty-first century, Texas A&M University seeks to assume a place of preeminence among public universities while respecting its history and traditions.

Governance

The governance of the institution was described in the 2012 certification of compliance submitted to SACSCOC.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 285 Texas A&M University at College Station, the flagship institution of the Texas A&M University System, has branch campuses located in Galveston, Texas and Doha, Qatar. A ten-member Board of Regents, appointed by the Governor, directs the Texas A&M University System. The appointment of each Regent follows Texas Education Code (TEC, Chapter 85, Section 21).

TEC outlines the duties and responsibilities of the Board of Regents. These responsibilities are also defined in System Policy 02.01 Board of Regents and TEC 51.352. The Board elects two officers: Chair and Vice Chair. There are four standing committees: Audit, Academic & Student Affairs, Finance, and Buildings & Physical Plant. Special committees may be appointed by the Chair with Board approval.

At Texas A&M University the President is the chief executive officer; the President is not the presiding officer of the Board of Regents. The President reports to the state-appointed Board of Regents through the Chancellor of the Texas A&M University System. System Policy 2.05 Presidents of System Member Universities defines the duties of the President. The appointment of the President follows conditions set forth in System Policy 01.03 Appointing Power and Terms and Conditions of Employment, section 2.2.

Personnel

The institution is led by the President and members of his cabinet:

Michael K. Young, President Carol A. Fierke, Provost and Executive Vice President, Chief Academic Officer Jerry R. Strawser, Executive Vice President for Finance and Operations and Chief Financial Officer Michael Benedik, Vice Provost and Chief International Officer Michael T. Stephenson, Vice Provost for Academic Affairs & Strategic Initiatives M. Dee Childs, Vice President for Information Technology and CIO Michael G. O’Quinn, Vice President for Government Relations Col. Michael E. Fossum, Vice President and COO, TAMU-Galveston Jeff Risinger, Vice President for HR & Organizational Effectiveness Robin Means Coleman, Vice President and Associate Provost for Diversity Mark Barteau, Vice President for Research Carrie L. Byington, Senior Vice President of the Health Science Center, Dean of the College of Medicine, and TAMU System Vice Chancellor for Health Services Daniel J. Pugh, Sr., Vice President for Student Affairs Joseph P. Pettibon, II, Vice President of Enrollment and Academic Services Gen Joe E. Ramirez, Jr. Commandant, Corps of Cadets Amy B. Smith, Senior Vice President and Chief Marketing and Communications Officer Jonathan Bowling, Sr. Associate Athletics Director, Athletics Compliance R. C. Slocum, Special Advisor to the President Shane Hinckley, Vice President of Brand Development Andrew P. Morris, VP of Entrepreneurship & Economic Development, Dean of the I-School C.J. Woods, Associate Vice President and Chief of Staff Kevin McGinnis, Chief Compliance Officer

Programs, Degrees, Diplomas, and Certificates

See the appended Degrees and Programs Offered tables.

Finances

See the 2019 SACSCOC Financial Profile and Indicators

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 286 Degrees and Programs Offered 1

Agricultural EdD1 DEGREES AND PROGRAMS Education Agricultural BS Leadership OFFERED and Development2 Degree Program Tables Agricultural MS, MEd PhD Leadership, Education, and Undergraduate, Graduate and Communication Professional Degree Programs 2 Agricultural BS Approved by the Texas Higher Education Coordinating Board Science 2 Department of Interdisciplinary Degree Programs Animal Science Degree Program Baccalaureate Masters Doctorate Professional Animal MS PhD Agribusiness MAB Breeding Agribusiness PhD Animal BS MS, MAgr PhD and Managerial Science Economics Equine MEIM Biotechnology MBIOT Industry Management Ecology and PhD Evolutionary Physiology of MS PhD Biology Reproduction Energy MS Department of Biochemistry and Environmental BS Biophysics Studies Biochemistry BS MS PhD Genetics1 MS PhD Genetics BS Marine Biology2 MS PhD Department of Molecular and MS PhD Biological and Environmental Agricultural Plant Sciences Engineering Neuroscience MS PhD Agricultural BS MS, MAgr Spatial Sciences BS Systems Toxicology MS PhD Management University Studies BA, BS Biological and BS MS, MEngr PhD Water MS, MWM PhD Agricultural Management Engineering and Hydrological Department Science of Ecosystem Science and 1 Administered by the Colleges of Agriculture and Life Sciences, Management Medicine, Science and Veterinary Medicine and Biomedical Sciences. Ecological BS 2 Restoration Joint program with Texas A&M University, Texas A&M University at Ecosystem MS, MAgr PhD Galveston and Texas A&M University–Corpus Christi. Science and Management College of Agriculture and Life Sciences Forestry BS Degree Program Baccalaureate Masters Doctorate Professional Natural MNRD Renewable BS Resources Natural Resources Development Department Rangeland BS of Agricultural Ecology and Economics Management Agribusiness BS Spatial BS Sciences Agricultural BS MS, MAgr PhD Economics Department of Entomology Department of Agricultural Entomology BS MS PhD Leadership, Forensic and BS Education and Investigative Communications Sciences Agricultural BS Department of Communications Horticultural and Sciences Journalism Horticulture BA, BS MS, MAgr PhD3 Agricultural MAgr Plant Breeding MS PhD Development

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 287 2 Degrees and Programs Offered

Department of Architecture MS, MArch PhD Nutrition and Food Environmental BED Science Design Food BS MS, MAgr PhD Architectural Science and Studies Technology Department of Food Systems BS Construction Industry Science Management Construction BS Nutrition BS MS PhD Science Department of Construction MS Plant Pathology Management and Microbiology Department BioenvironmentalBS of Landscape Sciences Architecture and Plant MS PhD Urban Planning Pathology Landscape BLA MLA Department of Architecture Poultry Science Land and MLPD Poultry BS MS, MAgr PhD Property Science Development Department of Urban and BS MUP Recreation, Park Regional and Tourism Planning Sciences Urban and PhD Natural MNRD Regional Resources Science Development Department of Recreation, BS MS PhD Visualization Park and Visualization BS MS, MFA Tourism Sciences Mays Business School Recreation MRRD Degree Program Baccalaureate Masters Doctorate Professional and Resources Development Analytics MS Department of Soil Business MS and Crop Sciences Business BBA MBA PhD Agronomy MS PhD Administration Plant Breeding MS PhD Department of Accounting Plant and BS Environmental Accounting BBA MS Soil Science Department of Soil Science MS PhD Finance Turfgrass BS Finance BBA MS Science Financial MFM Department of Management Wildlife and Land MRE Fisheries Sciences Economics Natural MNRD and Real Resources Estate Development Department Wildlife and BS MS PhD of Information Fisheries and Operations Sciences Management Wildlife Science MWSC Management BBA MS Information 1 Systems Also offered as joint program with Texas Tech University when Supply Chain BBA offered by Distance Education. Management 2 Joint Program with College of Education and Human Development. Department of Degrees conferred in College of Agriculture and Life Sciences. Management 3 Also offered as cooperative program with Texas A&M University– Entrepreneurial MS Kingsville. Leadership Human MS Resource College of Architecture Management Degree Program Baccalaureate Masters Doctorate Professional Management BBA PhD Department of Architecture

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 288 Degrees and Programs Offered 3

Department of Special MS, MEd Marketing Education Marketing BBA MS Department of Health and College of Dentistry Kinesiology Athletic MS Degree Program Baccalaureate Masters Doctorate Professional Training Dentistry DDS Community BS Oral Biology MS PhD Health Department Health BS of Biomedical Health MS PhD Sciences Education Caruth School of Kinesiology BS MS PhD Dental Hygiene Sport BS MS Dental Hygiene BS Management Department of Department of Comprehensive Teaching, Learning Dentistry and Culture Department Curriculum MS, MEd2 PhD, EdD1 of Diagnostic and Sciences Instruction Department of InterdisciplinaryBS Endodontics Studies Department of Oral and 1 Also offered as a Cooperative Doctoral Program with Texas A&M Maxillofacial Surgery International University. 2 Department of Also offered as a dual degree program with Qatar University. Orthodontics Department of College of Engineering Pediatric Dentistry Degree Program Baccalaureate Masters Doctorate Professional Department of Architectural BS Periodontics Engineering Department of Engineering MEngr DEngr Public Health Sciences Interdisciplinary BS MS PhD Engineering College of Education and Human Development Safety Engineering MS Systems MEngr Degree Program Baccalaureate Masters Doctorate Professional Engineering Department Department of Educational of Aerospace Administration Engineering and Human Resource Aerospace BS MS, MEngr PhD Development Engineering Educational MS, MEd PhD, EdD1 Department Administration of Biomedical Engineering Educational MS PhD Human Biomedical BS MS, MEngr PhD Resource Engineering Development Artie McFerrin Human BS Department Resource of Chemical Development Engineering Technology BS Chemical BS MS, MEngr PhD Management Engineering Department Zachry of Educational Department Psychology of Civil and Environmental Bilingual MS, MEd Engineering Education Civil BS MS, MEngr PhD Counseling PhD Engineering Psychology Environmental BS Educational MS, MEd PhD Engineering Psychology Department of Educational MEd Computer Science Technology and Engineering School PhD Computer BS MS, MEngr PhD Psychology Engineering Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 289 4 Degrees and Programs Offered

Computer BS MS, MCS PhD College of Geosciences Science Degree Program Baccalaureate Masters Doctorate Professional Computing BA Environmental BS Department Geoscience of Electrical and Computer Geoscience MGsc Engineering Department of Computer BS MS, MEngr PhD Atmospheric Engineering Sciences Electrical BS MS, MEngr PhD Atmospheric MS PhD Engineering Sciences Department of Meteorology BS Engineering Department of Technology Geography and Industrial Geographic BS Distribution Information Electronic BS Science and Systems Technology Engineering Geography BS MS PhD Technology Department of Engineering MS Geology and Technology Geophysics Industrial BS MID Geology BA, BS MS PhD Distribution Geophysics BS MS PhD Manufacturing BS Department of and Oceanography Mechanical Ocean MOST Engineering Science and Technology Technology MultidisciplinaryBS Oceanography BS MS PhD Engineering Technology Technical METM The Bush School of Government and Public Service Management Degree Program Baccalaureate Masters Doctorate Professional Department Department of of Industrial International and Systems Affairs Engineering International MIA Engineering MS Affairs Systems International MIP Management Policy Industrial BS MS, MEngr PhD Department of Engineering Public Service and Department of Administration Materials Science Public MPSA and Engineering Service and Materials BS MS, MEngr PhD Administration Science and Engineering School of Law Department of Mechanical Degree Program Baccalaureate Masters Doctorate Professional Engineering Health Care Law JM Mechanical BS MS, MEngr PhD Intellectual LLM, MJur Engineering Property Department Jurisprudence MJur of Nuclear Law JD Engineering Laws LLM Nuclear BS MS, MEngr PhD Engineering College of Liberal Arts Department of Ocean Engineering Degree Program Baccalaureate Masters Doctorate Professional Ocean BS MS, MEngr PhD Women's and BA Engineering Gender Studies Harold Vance Department of Department Anthropology of Petroleum Anthropology BA, BS MA PhD Engineering Maritime MS Petroleum BS MS, MEngr PhD Archaeology Engineering and Conservation

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 290 Degrees and Programs Offered 5

Department of College of Nursing Communication Degree Program Baccalaureate Masters Doctorate Professional CommunicationBA MA PhD Family Nurse MSN TelecommunicationBA, BS Practitioner Media Studies Forensic Nursing MSN Department of Economics Nursing BSN Economics BA, BS MS PhD Nursing Education MSN Department of English Irma Lerma Rangel College of Pharmacy English BA MA PhD Degree Program Baccalaureate Masters Doctorate Professional Department of Pharmacy PharmD Hispanic Studies Department of Hispanic MA PhD1 Pharmaceutical Studies Sciences Spanish BA Department Department of of Pharmacy History Practice History BA MA PhD Department of School of Public Health International Degree Program Baccalaureate Masters Doctorate Professional Studies Epidemiology and DrPH Classics BA Environmental International BA Health Studies Health MHA Modern BA Administration Languages Health Policy and MSPH Department of Management Performance Health Services PhD Studies Research Performance BA MA Occupational MPH Studies Safety and Health Department of Public Health BS Philosophy and Department of Humanities Epidemiology and Philosophy BA MA PhD Biostatistics Department of Biostatistics MPH Political Science Epidemiology MPH Political BA, BS MA PhD Department of Science Environmental Department of and Occupational Psychological and Health Brain Sciences Environmental MPH Clinical PhD Health Psychology Department of Industrial/ PhD Health Policy and Organizational Management Psychology Health MPH Psychology BA, BS MS PhD Policy and Department of Management Sociology Department of Sociology BA, BS MS PhD Health Promotion and Community 1 Step 1 Doctoral Program with Texas A&M International University, Health Sciences Texas A&M University – Corpus Christi and Texas A&M University – Health MPH DrPH Promotion and Kingsville. Community Health College of Medicine Sciences Degree Program Baccalaureate Masters Doctorate Professional Education for MS College of Science Health Care Degree Program Baccalaureate Masters Doctorate Professional Professionals Department of Medical Sciences MS PhD Biology Medicine MD Biology BA, BS MS PhD Microbiology BS MS PhD Molecular and BS Cell Biology Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 291 6 Degrees and Programs Offered

Zoology BS Department Department of of Marine Chemistry Engineering Technology Chemistry BA, BS MS PhD Marine BS Department of Engineering Mathematics Technology Applied BS Department of Mathematical Marine Sciences Sciences Marine MMRM Mathematics BA, BS MS PhD Resources Quantitative MS Management Finance Marine BS Department of Sciences Physics and Ocean and BS Astronomy Coastal Astronomy MS PhD Resources Physics BA, BS MS PhD Department of Applied PhD Maritime Business Physics Administration Department of Maritime BS Statistics Administration Statistics BS MS PhD Maritime MMAL Administration College of Veterinary Medicine and Biomedical Sciences and Logistics Department of Degree Program Baccalaureate Masters Doctorate Professional Maritime Systems Biomedical BS MS PhD Engineering Sciences Department Science and MS of Maritime Technology Transportation Journalism Marine BS Veterinary DVM Transportation Medicine Division of Department Foundational of Veterinary Sciences Integrative Biosciences 1 Joint program between Texas A&M University, Texas A&M University Veterinary MS Public Health - at Galveston and Texas A&M University – Corpus Christi. Epidemiology Department of Texas A&M University at Qatar Veterinary Large Degree Program Baccalaureate Masters Doctorate Professional Animal Clinical College of Sciences Engineering Department Chemical BS MS, MEngr PhD of Veterinary Engineering Pathobiology Electrical BS Department Engineering of Veterinary Physiology and Mechanical BS Pharmacology Engineering Department of Petroleum BS Veterinary Small Engineering Animal Clinical Sciences Degree Programs Via Distance Education Texas A&M University at Galveston Texas A&M University currently offers the following programs by distance education: Degree Program Baccalaureate Masters Doctorate Professional University Studies BA, BS Department of Undergraduate Degree Program Liberal Studies • Bachelor of Science in Nursing (BSN) in Nursing Maritime BA Studies Department of Graduate Degree Programs Marine Biology • Doctor of Education (EdD) in Agricultural Education 1 1 Marine Biology BS MS PhD • Doctor of Education (EdD) in Curriculum and Instruction Marine BS • Doctor of Philosophy (PhD) in Plant Breeding Fisheries • Master of Agriculture (MAgr) in Agricultural Development Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 292 Degrees and Programs Offered 7

• Master of Agriculture (MAgr) in Poultry Science The delivery platform differs among these programs. Most are available • Master of Education (MEd) in Bilingual Education 100% online, some are web-supported with interactive video and others • Master of Education (MEd) in Curriculum and Instruction require periodic campus visits. The delivery platform in most programs changes depending on the course/program content, needs of the • Master of Education (MEd) in Educational Administration students and their geographic locations. Students should carefully • Master of Education (MEd) in Educational Psychology consider distance education and address any specific questions to the • Master of Education (MEd) in Educational Technology department offering the program of interest. • Master of Education (MEd) in Special Education Only a student who is admitted to Texas A&M University may enroll • Master of Engineering (MEng) in Aerospace in these distance education programs and the associated courses. A • Master of Engineering (MEng) in Biological and Agricultural student wishing to enroll in any of the distance education programs Engineering must be admitted as a degree-seeking graduate student or as a • Master of Engineering (MEng) in Computer Engineering post-baccalaureate non-degree seeking student. Please see http:// • Master of Engineering (MEng) in Electrical Engineering admissions.tamu.edu for graduate admissions information. • Master of Engineering (MEng) in Engineering A student may take up to 12 hours in non-degree-seeking post- • Master of Engineering (MEng) in Industrial Engineering baccalaureate status and apply these hours to a master’s program • Master of Engineering (MEng) in Mechanical Engineering with the approval of the student’s advisory committee, the head of • Master of Engineering (MEng) in Petroleum Engineering the department (or Chair of the Intercollegiate Faculty, if appropriate), • Master of Engineering Technical Management (METM) in Technical and the Office of Graduate and Professional Studies if all admission Management requirements to the selected master’s program are fulfilled. Courses offered for extension credit may not be used on the student’s degree plan. • Master of Geoscience (MGSC) in Geoscience Post-baccalaureate non-degree status does not establish eligibility for • Master of Industrial Distribution (MID) in Industrial Distribution admission to degree-seeking status. • Master of Jurisprudence (MJur) in Jurisprudence • Master of Laws (LLM) in Laws Texas A&M University provides students pursuing a graduate degree by distance a wide variety of student support services, including access • Master of Maritime Administration and Logistics (MMAL) in Maritime to library resources, advising, technology support and course materials Administration and Logistics acquisition through the online bookstore. A complete listing of services, • Master of Natural Resource Development (MNRD) in Natural degree program descriptions, appropriate points of contact within each Resource Development program, and costs are available through the distance education website • Master of Public Health (MPH) in Epidemiology at http://distance.tamu.edu. Additional distance education programs • Master of Public Service and Administration (MPSA) in Public Service are in development. Interested students should check the website and Administration periodically for updates. Students should contact the department offering • Master of Recreation and Resources Development (MRRD) in the program for any questions. Recreation and Resources Development • Master of Science (MS) in Agricultural Systems Management State Authorization • Master of Science (MS) in Analytics State authorization allows Texas A&M University to offer educational • Master of Science (MS) in Bilingual Education opportunities to students among other states and nationwide. • Master of Science (MS) in Education for Health Care Professionals National Council for State Authorization Reciprocity • Master of Science (MS) in Educational Human Resource Agreements (NC-SARA) Development Texas was approved as a SARA state in 2015, and is administered by • Master of Science (MS) in Energy the Southern (https://www.sreb.org) Regional Education Board (SREB.) • Master of Science (MS) in Engineering Systems Management (https://www.sreb.org) "The State Authorization Reciprocity Agreement • Master of Science (MS) in Health Education (http://nc-sara.org) is a voluntary agreement among its member states • Master of Science (MS) in Mathematics and U.S. territories that establishes comparable national standards for • Master of Science (MS) in Plant Breeding interstate offering of postsecondary distance-education courses and programs. It is intended to make it easier for students to take online • Master of Science (MS) in Safety Engineering courses offered by postsecondary institutions based in another state." - • Master of Science (MS) in Special Education NC-SARA • Master of Science (MS) in Sport Management • Master of Science (MS) in Statistics Combined Programs • Master of Science in Nursing (MSN) in Family Nurse Practitioner Texas A&M University currently offers the following combined master’s • Master of Science in Nursing (MSN) in Forensic Nursing programs: • Master of Science in Nursing (MSN) in Nursing Education • Master of Architecture/Master of Urban Planning • Master of Wildlife Science (MWSC) in Wildlife Science • Master of Land and Property Development/Master of Architecture A limited number of graduate certificate programs are available by • Master of Land and Property Development/Master of Urban Planning distance education. Please review them here (p. 8). • Master of Land and Property Development/Master Science in Construction Management Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 293 8 Degrees and Programs Offered

• Master of Land and Property Development/Master of Real Estate business/information-operations-management/business-intelligence- • Master of Science in Nutrition and Master of Science in Kinesiology analytics-certificate) • Master of International Affairs in International Affairs and Master of • Business Management Certificate (http://catalog.tamu.edu/ Public Health in Health Promotion and Community Health Sciences graduate/colleges-schools-interdisciplinary/business/ • Master of International Affairs in International Affairs and Master of interdepartmental/business-management-certificate) Public Health in Health Policy and Management • College Teaching Certificate (http://catalog.tamu.edu/graduate/ colleges-schools-interdisciplinary/education-human-development/ A combined master’s program represents two master’s degrees that are educational-administration-human-resource-development/college- pursued and awarded simultaneously. Combined degree programs may teaching-certificate) allow a shorter time for completion due to the “double-counting” of some • Community Development Certificate (http://catalog.tamu.edu/ coursework. Combined master’s programs must be approved as defined graduate/colleges-schools-interdisciplinary/agriculture-life-sciences/ by the University's Curricular Processes 11.99.99.M0.01 (http://rules- recreation-park-tourism-sciences/community-development- saps.tamu.edu/PDFs/11.99.99.M0.01.pdf). certificate) Students should declare their intentions to enroll in combined master’s • Computational Sciences Certificate (http://catalog.tamu.edu/ programs at the time of application to their graduate studies or early in graduate/colleges-schools-interdisciplinary/science/ their education process. This will ensure the maximum benefit from a interdepartmental/computational-sciences-certificate) combined master’s program. • Conservation Training Certificate (http://catalog.tamu.edu/graduate/ colleges-schools-interdisciplinary/liberal-arts/anthropology/ Graduate Certificate Programs conservation-training-certificate) • Corrosion Science and Engineering Certificate (http:// Graduate Certificate Programs catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ • Adult Education Certificate (http://catalog.tamu.edu/graduate/ engineering/materials-science/corrosion-science-engineering- colleges-schools-interdisciplinary/education-human-development/ certificate) educational-administration-human-resource-development/adult- • Cybersecurity Engineering Certificate (http://catalog.tamu.edu/ education-certificate) graduate/colleges-schools-interdisciplinary/engineering/ • Advanced International Affairs Certificate (http://catalog.tamu.edu/ interdepartmental-degree-programs/cybersecurity-engineering- 1 graduate/colleges-schools-interdisciplinary/government-public- certificate) service/international-affairs/advanced-certificate) 1 • Dietetic Internship Certificate (http://catalog.tamu.edu/graduate/ • Advanced Pedagogy in Agriculture Certificate (http:// colleges-schools-interdisciplinary/agriculture-life-sciences/nutrition- catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ food-science/dietetic-internship-certificate) agriculture-life-sciences/agricultural-leadership-education- • Digital Humanities Certificate (http://catalog.tamu.edu/graduate/ communications/advanced-pedagogy-agriculture-certificate) 1 colleges-schools-interdisciplinary/interdisciplinary/digital- • Africana Studies Certificate (http://catalog.tamu.edu/graduate/ humanities-certificate) colleges-schools-interdisciplinary/liberal-arts/interdepartmental- • Education for Health Care Professionals Certificate (http:// degree-programs/africana-studies-certificate) catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ • Agriculture eLearning Development Certificate (http:// medicine/interdepartmental/education-healthcare-professionals- 1 catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ certificate) agriculture-life-sciences/agricultural-leadership-education- • Education and Social Sciences Advanced Research Methods (ARM) communications/agriculture-elearning-development-certificate) 1 Certificate (http://catalog.tamu.edu/graduate/colleges-schools- • Analog and Mixed-Signal Integrated Circuit Design Certificate (http:// interdisciplinary/education-human-development/interdepartmental/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ education-social-sciences-arm-certificate) engineering/electrical-computer/analog-and-mixed-signal-integrated- • Energy Certificate (http://catalog.tamu.edu/graduate/colleges- circuit-design-certificate) 1 schools-interdisciplinary/interdisciplinary/energy-certificate) 1 • Analytics Certificate (http://catalog.tamu.edu/graduate/colleges- • Engineering Concept, Creation, and Commercialization schools-interdisciplinary/business/marketing/analytics-certificate) Certificate (http://catalog.tamu.edu/graduate/colleges-schools- • Applied Behavior Analysis Certificate (http://catalog.tamu.edu/ interdisciplinary/engineering/interdepartmental-degree-programs/ 1 graduate/colleges-schools-interdisciplinary/education-human- engineering-concept-creation-commercialization-certificate) development/educational-psychology/applied-behavior-analysis- • Engineering Project Management Certificate (http:// certificate) 1 catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ • Applied Statistics Certificate (http://catalog.tamu.edu/graduate/ engineering/interdepartmental-degree-programs/engineering-project- colleges-schools-interdisciplinary/science/statistics/applied- management-certificate) statistics-certificate) 1 • Engineering Therapeutics Manufacturing Certificate (http:// • Business Data Analytics Certificate (http://catalog.tamu.edu/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ graduate/colleges-schools-interdisciplinary/business/ engineering/chemical/engineering-therapeutics-manufacturing- interdepartmental/business-data-analytics-certificate) certificate) • Business Intelligence and Analytics Certificate (http:// • Entrepreneurship Certificate (http://catalog.tamu.edu/graduate/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ colleges-schools-interdisciplinary/business/management/ entrepreneurship-certificate)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 294 Degrees and Programs Offered 9

• Environmental Hazard Management Certificate (http:// • International Business (Mays MBA Students Only) Certificate (http:// catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ architecture/environmental-hazard-management-certificate) business/interdepartmental/international-business-certificate-mba) • Extension Education Certificate (http://catalog.tamu.edu/graduate/ • International Business (Mays MS Students Only) Certificate (http:// colleges-schools-interdisciplinary/agriculture-life-sciences/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ agricultural-leadership-education-communications/extension- business/interdepartmental/international-business-certificate-ms) 1 education-certificate) • International Communication and Public Diplomacy Certificate • Facility Management Certificate (http://catalog.tamu.edu/graduate/ (http://catalog.tamu.edu/graduate/colleges-schools- colleges-schools-interdisciplinary/architecture/facility-management- interdisciplinary/liberal-arts/communication/international- certificate) communication-public-diplomacy-certificate) • Film and Media Studies Certificate (http://catalog.tamu.edu/ • International Petroleum Management Certificate (http:// graduate/colleges-schools-interdisciplinary/liberal-arts/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ interdepartmental-degree-programs/film-media-studies-certificate) interdisciplinary/international-petroleum-management-certificate) • Finance Certificate (http://catalog.tamu.edu/graduate/colleges- • Latino Mental Health Certificate (http://catalog.tamu.edu/graduate/ schools-interdisciplinary/business/interdepartmental/finance- colleges-schools-interdisciplinary/education-human-development/ certificate) educational-psychology/latino-mental-heath-certificate) • Food Safety Certificate (http://catalog.tamu.edu/graduate/colleges- • Latino/a and Mexican American Studies Certificate (http:// schools-interdisciplinary/agriculture-life-sciences/animal-science/ catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ food-safety-certificate) liberal-arts/interdepartmental-degree-programs/latino-and-mexican- • Forensic Healthcare Certificate (http://catalog.tamu.edu/graduate/ american-studies-certificate) colleges-schools-interdisciplinary/nursing/forensic-healthcare- • Leadership Education, Theory and Practice Certificate (http:// certificate) 1 catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ • Geographic Information Science (GIS) Certificate (http:// agriculture-life-sciences/agricultural-leadership-education- 1 catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ communications/leadership-education-theory-practice-certificate) interdisciplinary/gis-certificate) 1 • Marketing Certificate (http://catalog.tamu.edu/graduate/colleges- • Global Health Certificate (http://catalog.tamu.edu/graduate/colleges- schools-interdisciplinary/business/interdepartmental/marketing- schools-interdisciplinary/public-health/health-promotion-community- certificate) health-sciences/global-health-certificate) • Materials, Informatics and Design Certificate (http:// • Health Coaching for Chronic Disease Prevention and Management catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ Certificate (http://catalog.tamu.edu/graduate/colleges-schools- engineering/materials-science/materials-informatics-design- interdisciplinary/public-health/health-promotion-community-health- certificate) sciences/health-coaching-chronic-disease-prevention-management- • Maternal and Child Health Certificate (http://catalog.tamu.edu/ certificate) 1 graduate/colleges-schools-interdisciplinary/public-health/ • Health Systems and Design Certificate (http://catalog.tamu.edu/ epidemiology-biostatistics/maternal-and-child-health-certificate) graduate/colleges-schools-interdisciplinary/interdisciplinary/health- • Meat Science Certificate (http://catalog.tamu.edu/graduate/colleges- systems-design-certificate) schools-interdisciplinary/agriculture-life-sciences/animal-science/ • Health Systems Management Certificate (http://catalog.tamu.edu/ meat-science-certificate) graduate/colleges-schools-interdisciplinary/public-health/health- • Military Land Sustainability Certificate (http://catalog.tamu.edu/ policy-management/health-systems-management-certificate) graduate/colleges-schools-interdisciplinary/agriculture-life-sciences/ 1 • Historic Preservation Certificate (http://catalog.tamu.edu/graduate/ wildlife-fisheries-sciences/military-land-sustainability-certificate) colleges-schools-interdisciplinary/architecture/architecture/historic- • National Security Affairs Certificate (http://catalog.tamu.edu/ preservation-certificate) graduate/colleges-schools-interdisciplinary/government-public- 1 • Homeland Security Certificate (http://catalog.tamu.edu/graduate/ service/interdepartmental/national-security-affairs-certificate) colleges-schools-interdisciplinary/government-public-service/public- • Nonprofit Management Certificate (http://catalog.tamu.edu/ service-administration/homeland-security-certificate) 1 graduate/colleges-schools-interdisciplinary/government-public- • Industrial Data Analytics Certificate (http://catalog.tamu.edu/ service/public-service-administration/nonprofit-management- 1 graduate/colleges-schools-interdisciplinary/engineering/industrial- certificate) systems/industrial-data-analytics-certificate) 1 • Nuclear Security Certificate (http://catalog.tamu.edu/graduate/ • Industrial/Organizational Psychology Certificate (http:// colleges-schools-interdisciplinary/engineering/nuclear/nuclear- 1 catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/liberal- engineering-certificate) arts/psychological-and-brain-sciences/industrial-organizational- • Ocean Observing Systems Certificate (http://catalog.tamu.edu/ psychology-certificate) graduate/colleges-schools-interdisciplinary/geosciences/ • International Agriculture Certificate (http://catalog.tamu.edu/ oceanography/ocean-observing-systems-certificate) graduate/colleges-schools-interdisciplinary/agriculture-life-sciences/ • Petroleum Geoscience Certificate (http://catalog.tamu.edu/graduate/ agricultural-leadership-education-communications/international- colleges-schools-interdisciplinary/geosciences/geology-geophysics/ agriculture-certificate) 1 petroleum-geoscience-certificate)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 295 10 Degrees and Programs Offered

• Prevention Science Certificate (http://catalog.tamu.edu/graduate/ • Endodontics Certificate (http://catalog.tamu.edu/graduate/colleges- colleges-schools-interdisciplinary/interdisciplinary/prevention- schools-interdisciplinary/dentistry/endodontics/endodontics- science-certificate) certificate) • Public Health Certificate (http://catalog.tamu.edu/graduate/colleges- • Oral and Maxillofacial Surgery Certificate (http://catalog.tamu.edu/ schools-interdisciplinary/public-health/interdepartmental/public- graduate/colleges-schools-interdisciplinary/dentistry/oral- health-certificate) 1 maxillofacial-surgery/maxillofacial-surgery-certificate) • Public Management Certificate (http://catalog.tamu.edu/graduate/ • Oral and Maxillofacial Pathology Certificate (http://catalog.tamu.edu/ colleges-schools-interdisciplinary/government-public-service/public- graduate/colleges-schools-interdisciplinary/dentistry/diagnostic- service-administration/public-management-certificate) 1 sciences/oral-maxillofacial-pathology-certificate) • Quality Engineering for Regulated Medical Technologies • Oral and Maxillofacial Radiology Certificate (http://catalog.tamu.edu/ Certificate (http://catalog.tamu.edu/graduate/colleges-schools- graduate/colleges-schools-interdisciplinary/dentistry/diagnostic- interdisciplinary/engineering/biomedical/quality-engineering- sciences/oral-maxillofacial-radiology-certificate) regulated-medical-technologies-certificate) • Orthodontics Certificate (http://catalog.tamu.edu/graduate/colleges- • Regulatory Science in Food Systems Certificate (http:// schools-interdisciplinary/dentistry/orthodontics/orthodontics- catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ certificate) agriculture-life-sciences/soil-crop-sciences/regulatory-science-food- • Pediatric Dentistry Certificate (http://catalog.tamu.edu/graduate/ 1 systems-certificate) colleges-schools-interdisciplinary/dentistry/pediatric-dentistry/ • Remote Sensing (RS) Certificate (http://catalog.tamu.edu/graduate/ pediatric-dentistry-certificate) colleges-schools-interdisciplinary/interdisciplinary/rs-certificate) • Periodontics Certificate (http://catalog.tamu.edu/graduate/colleges- • Safety Engineering Certificate (http://catalog.tamu.edu/graduate/ schools-interdisciplinary/dentistry/periodontics/periodontics- colleges-schools-interdisciplinary/engineering/interdepartmental- certificate) 1 degree-programs/safety-engineering-certificate) • Prosthodontics Certificate (http://catalog.tamu.edu/graduate/ • Science, Technology, Engineering and Mathematics (STEM) colleges-schools-interdisciplinary/dentistry/comprehensive- Education Certificate (http://catalog.tamu.edu/graduate/colleges- dentistry/prosthodontics-certificate) schools-interdisciplinary/education-human-development/teaching- 1 learning-culture/science-technology-engineering-mathematics- Offered via online Distance Education. education-certificate) 1 A graduate certificate program represents an emphasis area within a • Space Life Sciences (http://catalog.tamu.edu/graduate/colleges- particular field or it could be interdisciplinary and involve several fields. schools-interdisciplinary/interdisciplinary/space-life-sciences- Other certificate programs may exist in the various colleges or schools. certificate) Inquiries should be addressed to these colleges. For more information • Supply Chain and Operations Certificate (http://catalog.tamu.edu/ on graduate certificate programs, please visit the Office of the Registrar graduate/colleges-schools-interdisciplinary/business/ (http://registrar.tamu.edu/Our-Services/Curricular-Services/Curricular- interdepartmental/supply-chain-operations-certificate) Approvals/Program-Approvals/Approved-Certificate-Programs) website. • Sustainable Urbanism Certificate (http://catalog.tamu.edu/ graduate/colleges-schools-interdisciplinary/architecture/landscape- architecture-urban-planning/sustainable-urbanism-certificate) • Transportation Planning Certificate (http://catalog.tamu.edu/ graduate/colleges-schools-interdisciplinary/interdisciplinary/ transportation-planning-certificate) • Vector Biology and Vector-Borne Disease Response in Human and Animal Systems Certificate (http://catalog.tamu.edu/graduate/ colleges-schools-interdisciplinary/agriculture-life-sciences/ entomology/vector-biology-and-vector-borne-disease-response-in- human-and-animal-systems-certificate) • Women’s and Gender Studies Certificate (http://catalog.tamu.edu/ graduate/colleges-schools-interdisciplinary/liberal-arts/ interdepartmental-degree-programs/womens-gender-studies- certificate) Graduate Clinical Certificate Programs • Advanced Education in General Dentistry Certificate (http:// catalog.tamu.edu/graduate/colleges-schools-interdisciplinary/ dentistry/comprehensive-dentistry/advanced-education-certificate) • Dental Public Health Certificate (http://catalog.tamu.edu/graduate/ colleges-schools-interdisciplinary/dentistry/public-health-sciences/ dental-public-health-certificate)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 296 2019 SACSCOC Financial Profile and Indicators

Institution Name Address: Texas A&M University, College Station, TX

Thank you for completing the 2019 Financial Profile and Indicators:

The Profile was submitted by Michael T. Stephenson on 7/8/2019 and approved by Michael K. Young on 7/12/2019.

FINAL SUBMISSION

!Fields: !Hint !collection Year: 2019 Total All Revenues And Other (IPEDs Part B, line 1$3 ,555,016,110 Additions: 25) (IPEDs Part C-1 , line IInstructi on: 1$926,898,557 01 , column 1) (IPEDs Part C-1 , line 1$762,679,906 !Research: 02, column 1) (IPEDs Part C-1 , line !Public Service: 1$266,994,355 03 , column 1) (IPEDs Part C-1 , line !Academic Support: 1$305,925,803 05, column 1) (IPEDs Part C-1 , line lstudent Services: 1$103,196,685 06, column 1) (IPEDs Part C-1 , line !Institutional Support: 1$136,728,213 07, column 1) (IPEDs Part C-1 , line !Auxiliary Enterprises: 1$267,808,281 11 , column 1) (IPEDs Part C-1 , line !Hospital Services: 12, column 1) 1$0 (IPEDs Part C-1 , line !Independent Operations: 13 , column 1) 1$0 (IPEDs Part C-1 , line Others Expenses And Deductions: 1$320,645,045 14, column 1) (IPEDs Part C-1 , line !scholarships And Fellowships: 1$111 ,646,861 10, column 1)

FROM AUDITED FY 2018 Financial Statements !Total Assets (add Deferred Outflows): 1$6,628,763,587 Total Liabilities (add Deferred 1$786,296,833 Inflows):

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 297 Total Unrestricted Net Assets (and (add UNA & CA for 1$4,697,292,384 Capital Assets, Net): this field) Expendable/Temporary Restricted Net Assets: 1$240,443 ,828 Expendable/Temporary Restricted Net Assets: 1$904,730 ,542 Total Revenue (operating plus Non- 1$2,352,488,830 operating): !Tuition and Fees, Net: 1$641 ,703 ,109

!current Debt: (maturities due within 1$133,772,475 12 months) (maturities beyond !Long-term Debt: 12 1$1,643 ,534,514 months)

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 298

Appendix E

Theses & Dissertation Titles

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 299 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 300

Name Thesis/Dissertation Title Year/Semester Type Baradaran Mohajeri, On the Dialectic of Silence: Klee, Kahn, and the 2013 Shima Space of Transversal Modernity in Iran December Dissertation Embodied Energy Calculation: Method and Guidelines for a Building and its Constituent 2013 Dixit, Manish Kumar Materials December Dissertation An Analysis of Relationships between the Green Building Certification System for Multi‐family Housing (GBCS‐MF) Scores and Resident 2013 Lee, Joo Hyun Perception Ratings in Korea December Dissertation Peircean Interpretation of Postmodern 2013 Takahashi, Iwao Architecture December Dissertation Farias, Francisco Contemporary Strategies for Sustainable Design 2013 May Dissertation An Analysis of Energy Consumption in Grocery Mukhopadhyay, Jaya Stores in a Hot and Humid Climate 2013 May Dissertation Small Residence Multizone Modeling with Partial Conditioning for Energy Effieiency in Hot Andolsun, Simge and Humid Climates 2013 August Dissertation Multiple Linear Regression Models: Predicting the Texas Windstrom Insurance Association Claim Payout and Ratio Versus the Appraised Kim, Ji Myong Value of Commercial Buildings from Hurricae Ike 2013 August Dissertation Origins of Analysis Methods in Energy Simulation Programs Used for High Performance Oh, Sukjoon Commercial Buildings 2013 August Thesis A Study of Predicted Energy Savings and Yang, Ying Sensitivity Analysis 2013 August Thesis The Development of a Method for the Identification and Selection of Preservation Values for the Protection of WWII United States 2014 Bunch, Michael A Army Airbases in Texas December Dissertation Analysis of the Impact of Using Improved Multi‐ Layer Window Models for Code‐Compliant 2014 Choi, Jong‐Hyo Residential Building Energy Simulation in Texas December Thesis Integrating Building Information Modeling with Object‐Oriented Physical Modeling for Building 2014 Jeong, Woon Seong Thermal Simulation December Dissertation Between 3‐D Computer Models and 3‐D Physical 2014 Jiang, Yin Models: People’s Understanding and Preference December Dissertation

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 301 Toward an Effective Design Process: Enhancing Building Performance through Better Integration Kalantari Hematabadi, of Facility Management Perspectives in the 2014 Seyed Saleh Design Process December Dissertation Parametric Urban Regulation Models for 2014 Kim, Jong Bum Predicting Development Performances December Dissertation Immigrants' Acculturation as Expressed in Architecture: 19th Century Churches and 2014 Morris, Jacob James Courthouses in South Central Texas December Dissertation A Process Using Building Information Modelling (BIM) for Improving Self‐Help Housing in Texas 2014 Yenerim, Duygu Colonias December Dissertation Development and Application of a Ground‐ Coupled Heat Pump Simulation Model for Residential Code‐Compliance Simulation in Do, Sung Lok Texas 2014 May Dissertation The Impact of Acoustical Environmental Design Kanakri, Shireen M on Children with Autsim 2014 May Dissertation Impact of Physical Environment of a Rehabilitation Facility on the Social Support and Interaction Patterns of Spinal Cord Injury Patients and their Family and Friends: A Setya, Nidhi Naturalistic Inquiry 2014 May Thesis Imagining the Modern: An Occidentalist Perception and Representation of Farangi Architecture and Urbanism in 19th‐Century Vahdat Zad, Vahid Persian Travel Diaries 2014 May Dissertation Integrating Acclimated Kinetic Envelopes into Wang, Jialiang Sustainable Building Design 2014 May Dissertation Bermudez Alcocer, An Analysis of A Low‐Energy, Low‐Water Use Jose Luis Community in Mexico City 2014 August Dissertation Development of an Improved Methodology for Analyzing Existing Single‐Family Residential Kim, Kee Han Energy Use 2014 August Dissertation High‐Rise Residential Building Energy Analysis in Zhou, Hongyun Shanghai, China 2014 August Thesis Impact of Daylight on Children’s Behavior in 2015 Bai, Xin Pediatric Clinic Waiting Rooms December Dissertation The Influence of Daylighting on the Behavior of Nurses and Families in Neonatal Intensive Care 2015 Song, Yilin Units (NICUS) December Dissertation Heritage, Power & Cultural Memory in Historic 2015 Wheeler, Ashley N Markers December Thesis

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 302 Performative Authoring: Nurturing Children’s Creativity and Creative Self‐Efficacy through Chu Yew Yee, Sharon Digitally‐Augmented Enactment‐Based Lynn Storytelling 2015 May Dissertation A Study of Remote, Cold Regions Habitations and Design Recommendations for New Davis, Georgina Dormitory Buildings in McMurdo Station, Amanda Antarctica 2015 May Dissertation Evaluating Usage, Preferences, and Perceived Restorative Qualities of Staff Break Areas in Nejati, Adeleh Healthcare Facilities 2015 May Dissertation The First African Baptist Church: A Study of the Hunter, Christopher Architectural Design and Construction of a 19th Scott Century Church House 2015 August Thesis Manrique Hoyos, Resilience in Heritage Conservation and Carolina Heritage Tourism 2015 August Dissertation Modeling and Control of Passive Chilled Beams with Underfloor Air Distribution of Ventilation in Negandhi, Vanita K Office Buildings in Humid Climates 2015 August Dissertation Rahmani Asl, A Building Information Model (BIM) Based Mohammad Framework for Performance Optimization 2015 August Dissertation Improving Design Optimization and Optimization‐based Design Knowledge Su, Zhouzhou Discovery 2015 August Dissertation Comparative Analysis of Entropy Algorithms to Determine the Most Effective Technique for Xiao, Chao Measuring Complexity in Building Construction 2015 August Dissertation A BIM Compatible Schema for Architectural 2016 Barekati, Ehsan Programming Information December Dissertation Cain, Cashion Defining Romanesque Architecture as 2016 Alexander Exemplified by Durham Cathedral, England December Thesis Building Information Modeling and Small Haliburton, James Architectural Practice: An Analysis of Factors 2016 Thomas Affecting BIM Adoption December Dissertation Measurement of Self‐Efficacy, Predisposition for Luhan, Gregory Collaboration, and Project Scores in 2016 Anthony Architectural Design Studios December Dissertation A Computational Model for Simulation, Visualization and Evaluation of Mandatory and 2016 Zarrinmehr, Saied Optional Building Occupancy Scenarios December Dissertation Analysis of Building Peak Cooling Load Calculation Methods for Commercial Buildings in Mao, Chunliu the United States 2016 May Dissertation Expedient Hazard Mitigation for a Structurally Robertson, Harold Compromised Tall Building: A Decision Model Gene for Crisis Managers 2016 May Dissertation Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 303 The Impacts of Cost Determinism in Architectural Foundation Design Education: An Lee, Se Yeon Analysis of cost Indicators 2016 August Dissertation Altabtabai, Jawad 2017 ASRB Parametric BIM‐based Design Review December Dissertation The Impact of Visibility on Teamwork, Collaborative Communication, and Security in 2017 Gharaveis, Arsalan Emergency Departments December Dissertation A Model for Performance Evaluation of Climate‐ Adaptive Building Envelopes Using Parametric 2017 Kim, Hyoungsub Models and Multi‐Criteria Optimization December Dissertation Mullican, Raymond 2017 Charles Inductive Pattern Formation December Dissertation Quantifying the Electricity Savings from the Use 2017 Oh, Sukjoon of Home Automation Devices in a Residence December Dissertation The Healthcare Garden Evaluation Toolkit: A Standardized Method for Evaluation, Research, 2017 Sachs, Naomi and Design of Gardens in Healthcare Facilities December Dissertation A SYSTEM ARCHITECTURE FOR THE INTEGRATION OF SMOKE PROPAGATION SIMULATION, EVACUATION SIMULATION, AND 2017 Wu, Chengde BUILDING INFORMATION MODELING December Dissertation Alawadhi, Mohammad Building Energy Model Generation Using a S A A M Digital Photogrammetry‐Based 3D Model 2017 May Thesis A Multi‐Contextual Approach to Modeling the Impact of Critical Highway Work Zones in Large Bae, Junseo Urban Corridors 2017 May Dissertation Gonen, Mehmet Ozgur Quad Dominant 2‐Manifold Mesh Modeling 2017 May Dissertation Westwater, James Unknown Architectures: Agnes Martin and Ian Andrew Curtis 2017 May Dissertation Rapid Concrete Pavement Spall Repair Using 3D Yeon, Jaeheum Scanning and 3D Printing Technologies 2017 May Dissertation Human‐Tool‐Interaction‐Based Action Recognition Framework for Automatic Liu, Yang Construction Operation Monitoring 2017 August Dissertation Borderland Appropriations: Globalization, Obsolescence, Migration and the American Marinic, Gregory N Shopping Mall 2017 August Dissertation Influences of African American Religious Hunter, Christopher Practices on the Architecture of Early African 2018 Scott American Church Buildings 1842‐1917 December Dissertation Investigating the Factors Impacting Hispanic Ostadalimakhmalbaf, Students’ Retention in Higher‐Education Mohammadreza Construction Programs 2018 August Dissertation

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 304 Quantitative Analysis on Schedule, Cost, and Contingency: Performance Implications of Ryu, Kyeong Rok Innovative Contracting Strategies 2018 August Dissertation Development of a Procedure for Automating Shin, Minjae Thermal Zoning for Building Energy Simulation 2018 August Dissertation A Framework Using Tangible Interaction for Al‐Qattan, Emad Automatically Capturing and Embedding Design Khaled Intent in Parametric Models 2019 May Dissertation Investigating The Level of Application/Education of Passive/Natural Systems in the Design of Azizkhani, Mehdi Sustainable Buildings in the US 2019 May Dissertation Characteristics of the Physical Environment That Influence Older Adults’ Preference for and Usage of Outdoor Areas: A Systematic Review of Culp, Bonita Anne the Literature 2019 May Thesis Virtually Sacred: Effect of Light on the Spiritual Mansour, Nesrine Experience in Virtual Sacred Architecture 2019 May Dissertation

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 305 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 306

Appendix F

Graduate Student Practical Training Assignments

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 307 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 308 PhD Internships (Curricular Practical Training)

Last First Internship Firm Credit(s) Summer 2014 Bai Xin Gresham Smith and Partners Tampa, FL 1 Nejati Adeleh HKS Architects Dallas, TX 1 Rahmani Asl Mohammad n/a n/a 3 Su ZhouZhou Steffian Bradley Architect Boston, MA 4

Summer 2015 Gharaveis Arsalan WHR Architects Dallas, TX 3

Summer 2016 Liu Yang n/a n/a 6

Summer 2017

Summer 2018 Farahbakhsh Mehdi CJS Architects Rochester, NY 1 Moghaddasi Haleh City of Rochester Rochester, NY 1 Shahsavari Fatemeh Corgan Associates, Inc. Dallas, TX 1 Venkatraj Varusha Sanveo Neward, CA 3

Spring 2019 mini‐mester Dec/Jan Shahsavari Fatemeh Corgan Associates, Inc. Dallas, TX 3

Summer 2019 Danesh Mohammadmehdi Cunningham Group Architecture, Inc. Culver City, CA 1 Liu Di HOK Houston, TX 1 Moghaddasi Haleh City of Rochester Rochester, NY 1 Pesarakli Homa EYP Architecture & Engineering Albany, NY 1 Samadi Sahba Reliance Architecture, LLC Austin, TX 1 Shaghaghian Zohreh Partners for Architecture, Inc. Stamford, CT 1 Shahsavari Fatemeh EYP Architecture & Engineering Albany, NY 1

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 309 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 310 Appendix G

Department Advisory Council

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 311 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 312 Department of Architecture Advisor Council Membership

James Adams, AIA, RIBA Senior Associate Corgan

Teresa Coates, AIA Principal Cavas Architects and Developers

Gavin Daniels, AIA, IIDA Principal Wingate Hughes Architects, PLLC

Ryan Jones, AIA, LEED AP, BD+C Associate Partner Lake Flato Architects

Heath May, AIA Director of LINE, Principle HKS, Inc.

Elizabeth Chu Richter, FAIA Principle Richter Architects

Megan McCoy, AIA Associate Principle/Project Manager Page

Robert Warden Interim Department Head Department of Architecture

Shelley Holliday Executive Associate Department Head Department of Architecture

Stephen Caffey, PhD Associate Department Head for Research Department of Architecture

James Halliburton, PhD Associate Department Head for March Department of Architecture

Kochiro Aitani Associate Department Head for Undergraduate Programs Department of Architecture

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 313 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 314

Appendix H

Celebration of Excellence

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 315 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 316

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 317

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 318

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 319 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 320 Appendix I

Syllabi of MS/PhD Core Courses

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 321 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 322 PhD/MS Required Coursework: ARCH 681 (2 Fall/Spring) *note: MS only take one in Fall ARCH 669 ARCH 690 CARC 698

Fall 2013 ARCH 681 – Haberl ARCH 690 – Downing ARCH 669 – Miranda

Spring 2014 ARCH 681 – Haberl CARC 698 – Murray

Fall 2014 ARCH 690 – Caffey

Fall 2017 ARCH 681 – Caffey (no syllabus on file)

Spring 2018 ARCH 681 - Caffey CARC 698 – Peterson

Fall 2018 ARCH 681 - Caffey

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 323 Dd DEPARTMENT OF ARCHITECTURE SYLLABUS

Course title and number ARCH 681 - Seminar Term (e.g., Fall 200X) Fall 2013 Meeting times and location 9:35 – 10:50 AM, ARCA 403

Course Description and Prerequisites

Seminar. Credit 1 each semester. Discussion and review of current practice in architecture and environmental design. Prerequisite: Graduate classification or approval of instructor..

Learning Outcomes or Course Objectives

This course is intended to give the Ph.D. student an overview of the graduate education process at Texas A&M. The topics include: overview of the Ph.D. process, navigating the doctoral program, and a discussion of the libraries on campus. As someone who has a Ph.D. in Architecture, our responsibility is to generate new knowledge about the built environment and disseminate that knowledge, not just among our peers but to society at large. This seminar course will focus on new knowledge creation, disseminating information and review the Ph.D. areas of interest in the Architecture program at Texas A&M. The objective of this seminar is to enhance the research student’s ability to succinctly and effectively communicate information about his/her area of academic specialization.

Instructor Information

Name Jeff S. Haberl Telephone number 979-845-6507 Email address [email protected] Office hours T,Th, 8:00 – 11:00 AM Office location ARCA 131

Textbook and/or Resource Material

None.

Grading Policies

Students should refer to the Academic section in Student Rules and Regulations http://student-rules.tamu.edu. This course is pass/fail. Grades will be based on evaluation of presentations, discussion, attendance and class participation as follows:

Presentations 60% Discussion 20% Documentation 10% Attendance 10%

Other Pertinent Grading Information (Rubric Included)

Attendance Policies

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 324

The University views class attendance as the responsibility of an individual student. Attendance is essential to complete the course successfully. University rules related to excused and unexcused absences are located on- line at http://student-rules.tamu.edu/rule07

Project due dates will be provided in the project statements. Students should contact the instructor if work is turned in late due to an absence that is excused under the University’s attendance policy. In such cases the instructor will either provide the student an opportunity to make up any quiz, exam or other graded activities or provide a satisfactory alternative to be completed within 30 calendar days from the last day of the absence. There will be no opportunity for students to make up work missed because of an unexcused absence.

Other Pertinent Attendance Information

Course Material:

Notes, homework solutions, etc., will be posted on a FTP site for the class. Access to the FTP site is: http://eslarch.tamu.edu/jeffhaberl/681

Username: jh681 : Password: Qx27359n2

Course Topics, Calendar of Activities, Major Assignment Dates

Week Topic Required Reading 1 Introduction 2 Navigating a doctoral program 1st assignment 3 Library Resources 4 IRB Requirements 5 TRC tour 6 Discussion 7 Student presentations 2nd assignment 8 Student presentations 9 Student presentations 10 Student presentations 3rd assignment 11 Student presentations 12 Student presentations 13 Student presentations 14 Student presentations

FINAL No final.

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Academic Integrity

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 325

the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://aggiehonor.tamu.edu

Care of Facilities

The use of spray paint or other surface-altering materials is not permitted in the Langford Complex, except in designated zones. Students who violate this rule will be liable for the expenses associated with repairing damaged building finishes and surfaces. At the end of the semester, your area must be clean of all trash.

Studio Policy (required of all studios)

All students, faculty, administration and staff of the Department of Architecture at Texas A&M University are dedicated to the principle that the Design Studio is the central component of an effective education in architecture. They are equally dedicated to the belief that students and faculty must lead balanced lives and use time wisely, including time outside the design studio, to gain from all aspects of a university education and world experiences. They also believe that design is the integration of many parts, that process is as important as product, and that the act of design and of professional practice is inherently interdisciplinary, requiring active and respectful collaboration with others.

Students and faculty in every design studio will embody the fundamental values of optimism, respect, sharing, engagement, and innovation. Every design studio will therefore encourage the rigorous exploration of ideas, diverse viewpoints, and the integration of all aspects of architecture (practical, theoretical, scientific, spiritual, and artistic), by providing a safe and supportive environment for thoughtful innovation. Every design studio will increase skills in professional communication, through drawing, modeling, writing and speaking.

Every design studio will, as part of the syllabus introduced at the start of each class, include a clear statement on time management, and recognition of the critical importance of academic and personal growth, inside and outside the studio environment. As such it will be expected that faculty members and students devote quality time to studio activities, while respecting the need to attend to the broad spectrum of the academic life. Every design studio will establish opportunities for timely and effective review of both process and products. Studio reviews will include student and faculty peer review. Where external reviewers are introduced, the design studio instructor will ensure that the visitors are aware of the Studio Culture Statement and recognize that the design critique is an integral part of the learning experience. The design studio will be recognized as place for open communication and movement, while respecting the needs of others, and of the facilities.

Important Links Below

Department of Architecture Website http://dept.arch.tamu.edu/ Department Financial Assistance http://dept.arch.tamu.edu/financial-assistance/ Academic Calendar http://admissions.tamu.edu/registrar/general/calendar.aspx Final Exam Schedule Online http://admissions.tamu.edu/registrar/general/finalschedule.aspx On-Line Catalog http://catalog.tamu.edu Student Rules http://student-rules.tamu.edu/ Aggie Honor System Office http://aggiehonor.tamu.edu/ American Institute of Architecture website http://www.aia.org/index.htm

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 326

ARCH 690: THEORY OF RESEARCH IN ARCHITECTURE FALL SEMESTER 2013 http://archone.tamu.edu/arch690/new/ Professor Frances Downing

Credit 3: Design of research in architecture; evaluation of research methodologies from current research literature.

COURSE DESCRIPTION

Architecture, because it crosses many discipline boundaries, operates from the foundations of many varying worldviews and research ideologies. The larger picture of the architect's struggle to understand the world and operate within it follows patterns of inquiry evident in other disciplines. Movements that present different ways of understanding the world and constructing knowledge about it are woven throughout all Western thought and, by consequence, architectural inquiry.

The discipline of Architecture, although not new to common- sense design inquiry, is relatively new to the effort of formal research. As a result of the short history of this endeavor architects tend to use methodologies for conducting inquiry that are generally adopted from other disciplines: Theoretical, Interpretive, Experimental, Survey, Simulation, Qualitative, and Action Research (see website). The students of architectural inquiry find themselves faced with a plethora of "ways" to proceed. Generally students of inquiry are introduced to some favored system of a particular school or professor. However, the intention of this course is to address the multiple worldviews that lead to varying methods and h elp clarify the complex, and often conflicting, foundations of inquiry in the discipline of Architecture.

The content of this course is not intended to be a philosophical treatise. However, in an effort to clarify positions, the course addresses some very basic philosophical ideas. Through a general debate that begins with the research questions that you, as students, ask, and the research methods, which result from different research ideologies, I will present to you a range of assumptions that clarify different positions. As instructor, I do not take any particular stand concerning a preferred method of inquiry. Rather, I present the pros and cons of each method, the basic assumptions concerning justification and truth, and untangle the complex system of "isms" and movements that can impact architectural inquiry. This course takes the view that all forms of research can serve to expand the knowledge base of architecture.

A Doctor of Philosophy is just that— you must graduate with an understanding of your own assumptions and position and how it might genuinely differ from how others understand their world. Without this piece of the puzzle of knowledge and its acquisition, your work may remain technically accurate but without resonance. To have resonance your work must have "context" and must reverberate beyond the specifics of your particular quest to suggest further avenues of important inquiry. Rather

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 327 than depict what we researchers do as "scientific" (although in many architectural inquiries this is the case) this course proposes that we all understand inquiry as a broad canopy of efforts that helps us to find out about ourselves in our world or as our world. In some instances science has been defined as the production of a "description of the universe so complete that everything that occurs can be understood as an instance or instances of regularities we call laws."

One could also imagine science as " simply a collective name for the totality of human efforts to achieve a systematic understanding of the physical universe through disciplined inquiry ." It is this definition that underlies this course on Inquiry in Architecture. As architects and researchers we often ask questions that do not fall within the competence of the defined "sciences" of a disciplinary nature like physics or chemistry where something can be measured (or that some believe that phenomena can be measured). Rather, one might ask questions that are logically fundamental, that address the "essence" of things or people, or the nature of this world. Is there such a thing as "genus loci?" How do buildings come to "mean" something to us? These kinds of questions tend to be more socially and physically complicated. Philosophical questions can be critical— by questioning claims of truth; or constructive— that is, generated by our desire to develop a picture of the whole of reality in which every element of knowledge and every aspect of human experience will find its proper place in a unified rather than a fragmented universe.

Searching for answers is often difficult. I n some cases answers are to be found in the things themselves, in other instances they are found inside us or through our interaction with/in the world. This is what makes architectural inquiry so complex.

· Epistemology is the study of how you come to know things. · Methodology is the selection of a procedure to reach a logical end.

No matter what it is you are inquiring about, you must address the issues of how you will come to know something about the world or of the world, and, what is the best way to proceed. This class will help you define what it is you want to know and how you could best identify a process of inquiry for reaching your goal. However, you also need to know how your knowledge of something and the procedure you use for finding out about it fits in the larger picture of ways of knowing and ways of proceeding. After all, the person sitting next to you may be pursuing a completely different inquiry than yours. Should all your colleagues use the same methods as you do? Why would they pick anything but the tried and true "experimental" technique often used by the hard sciences? After all, this method has been known to us for some time and is reliable. But how would you "measure" the meaning of things, a sense of place, or the politics of practice?

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 328 Distinguishing Fact, Understanding, and Knowledge

The product of inquiry at the level of the Ph.D. is "new knowledge." In turn, that knowledge will be the result of an "organization and understanding" of a collection of "facts." To develop these three crucial parts you will need to address some very basic assumptions. Is a fact something you measure, something taken to be true by a group or culture, something real, something abstract? What is it to order such information or entities? Should they be laws, patterns, trends, or momentary aggregates? How do we define our knowledge of something, how sure can we be that it is true knowledge? All three parts— fact, understanding, and knowledge— interact and must be consistent if the student's work is to be eloquent and significant.

To deal with these issues perhaps we should return to some basic definitions:

FACT: Something that has really occurred or is actually the case; something certainly known to be of this character; hence, a particular truth known by actual observation or authentic testimony, as opposed to what is merely inferred, or to conjecture or fiction; a datum of experience, as distinguished from the conclusions that may be based upon it. Oxford English Dictionary

UNDERSTANDING: To comprehend, to apprehend, to lend significance, to make sense of, TO ORDER. Oxford English Dictionary

KNOWLEDGE: 1. Acquaintance with a fact; perception, or certain information of, a fact or matter; state of being aware of informed; consciousness (of anything). The object is usually a proposition expressed or implied. 2. Intellectual acquaintance with, or perception of, fact or truth; clear and c ertain m ental apprehension; the fact, state, or condition of understanding. 3. In a general sense: the fact or condition of being instructed, or of having information acquired by study or research; acquaintance with ascertained truths, facts, or principles; information acquired by study; learning; erudition. Oxford English Dictionary

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 329 Let us look at some positions and see how they may differ, if at all along these dimensions: Rationalism: Plato Rationalism: Descartes Rationalism: Spinoza Facts are the forms that exist Facts are a priori truths Facts are a priori truths. somewhere as concrete existing in the mind phenomena. concerning concrete phenomena. Understanding is dialectical Understanding is formal Understanding is forming reasoning from clear logical relations among a logical relations among a definitions. priori truths. priori truths. Knowledge is what is found to Knowledge is derived Knowledge is derived from be good. conclusions from logical conclusions of logical arguments that address arguments. concrete phenomena.

British Empiricism: British Empiricism: Positivism: Berkeley Locke Mach, Comte Facts are ideas. Facts are simple ideas given Facts are observable by the world. phenomena given by the world. Understanding is the Understanding is the Understanding is organized organization of facts through organization of facts through according to quantifiable an association of ideas. an association of ideas. patterns that are given by the world and predictable. Knowledge is uncertain and Knowledge is abstract and Knowledge is modeled from personal. general ideas induced from prediction. experience.

Phenomenology: Existential Phenomenology: Husserl Sarte, Heidegger Facts are the intentional objects of Facts are the bits of the world we interact consciousness. with. Understanding is the shedding of perceptual Understanding is a personal organization of and psychological layers. facts that is contingent upon a particular interaction with the world. Knowledge is transcendental and objective. Knowledge is a particular model that represents a purely personal being- in- the- world.

Pragmatism: Pragmatism: Systems Theory: Pierce James, Dewey Multi- disciplinary Facts are particulars given by Facts are relative to the Facts are time- dependent, the world. observer but given by the probabilistically observable, world. quantifiable phenomena given by the world. Understanding is forming Understanding is the Understanding is gained particular relationships organization of facts through historical and among facts. according to the individual contextual processes. observer. Knowledge is presentation of Knowledge is a corroborative Knowledge is expressed as the general pattern of model of specific situations models that study system, individual relationships. It is that govern intervention. process, and change. incomplete, but progressive.

Critical Theory: Marx, Hegel Constructivism: Natural Inquiry Facts are historical objects, ideas, or events Facts are relative to the observer and created in the world that are critically examined. by the observer. Understanding is to propose alternate Understanding is interpretive, hermeneutic meanings based a nd is organized by logical disputation. on dialogic and dialectic processes. Knowledge is allegory. Knowledge is an allegorical model.

Aristotelian: Structuralism: Aristotle Kant, Chomsky, Piaget, Langer Facts are given by the world that represents Facts are filtered through universal e xamples of underlying universal laws. structures. Understanding is organized through Understanding comes from symbolic and categories that serve as general explanations pattern analysis. Isolate patterns and infer of particular occurrences. rules that govern a system. Knowledge is rational explanation. Knowledge is the identification of absolute, formal, and natural structures.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 330 VISUALIZING IDEAS

As architects and designers, your world has been one of two and three, and sometimes four, dimensional images of what may become a reality- a building, landscape, or place. In this class you find yourselves in a world of ideas- often conflicting and overlapping ideas about how the world works. Text is necessarily linear, at least in the western world. Rarely are we presented with a diagram or an image that tries to clarify or depict the essential structure of an idea. I propose that this linear depiction of ideas and themes is not always useful, especially to those of us who are visually and spatially oriented.

To respond to this need I ask you to use your talents for making ideas visual in your pursuit of a methodology. Please draw, diagram, paint, sculpt, or otherwise visualize the essential issues addressed in this class. This should tax your abilities to structure an argument, but I feel it is the one thing that this discipline can bring to the debates presented in this class— a vision of how the world, ideas, and themes work— how they relate to each other— and, how they relate to your own work. As a part of your responsibility to the others in the class, we ask that you attempt the same by bringing your particular talents to reveal.

COURSE REQUIREMENTS

This class will examine the relationship between worldviews, research ideologies, and methods as they pertain to the activity of research designs. Vehicles for this exploration include participation, presentation, visualization, and written statements.

· Participation: Students will actively participate in debates, class discussions, and visualizations. Students will respond to relevant questions prepared by the instructor. · Visualization: Students will present visualizations of the questions, relationships, disruptions, organizations, et cetera, of the continuums and a position that the student discovers to be close to his or her own standing. · Literature Search: You will search in your area of interest at least four different articles using different research designs. Read them carefully and report whether the information gained through a particular research design is of any use. · Deductive Statements: A deductive statement is a rational argument that states Backing, Warrant, Grounds, and Claim. Each student will prepare a one- page reasoned statement that expresses the boundaries of their research question. These statements will be shared and critiqued by fellow students. · Analysis of Deductive Statements: Students will prepare a one page written analysis of an argument prepared by another student. · Essay: One principle effort of the student is to produce a scholarly essay the purpose of which is to examine the assumptions and values of the student's worldview and resultant research activity. The essay will not be extensive (limit 6 double- spaced, typed, 12 pt, edited pages, plus bibliography).

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 331 An important requirement is that the student is succinct (this is more difficult than you can now imagine) about the assumptions imbedded in the worldview taken and how these relate to the research question posed.

EVALUATION

Quality of work will be evaluated in relation to: 1) understanding of and participation in discussion of subject material, 2) extensive and thorough intellectual pursuit of subject material, and 3) depth of understanding of various research positions and relevant assumptions. Evaluations are based upon the following: Visualizations Literature Search Deductive Statement Analysis of Deductive Statement Attendance and Participation Final Paper

AGGIE HONOR CODE

"An Aggie does not lie, cheat, or steal or tolerate those who do" Please refer to the honor council rules and procedures at http://www.tamu.edu/aggiehonor

CALENDAR WEEK ONE: General Introduction & Rationalism WEEK TWO: The shape of Information/Logic. WEEK THREE: Empiricism & The Shape of Information/Science. WEEK FOUR: Kant and Structuralism & Shape of Information. WEEK FIVE: The Utilitarianism and Action Research WEEK SIX: Phenomenology & Constructivism WEEK SEVEN: Systems Thinking WEEK EIGHT: Examining Literature Review WEEK NINE: Examining Literature Review WEEK TEN: Examining Literature Review and Deductive Argument WEEK ELEVEN: Deductive Argument WEEK TWELVE: Deductive Argument WEEK THIRTEEN: Deductive Argument WEEK FOURTEEN: Paper Due.

BOOKS:

Required Texts: Leedy, P.D. and Ormrod, J.E. Practical Research: Planning and Design. Merril Prentice Hall, 2001. Magee, Bryan. The Story of Philosophy. DK Publications, 2001 Weston, A. A Rulebook for Arguments. Cambridge: Hackett Publishing Company, 1992. Assorted chapters and articles sent to your email.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 332

ADA The American with Disabilities Act (ADA) is a federal anti- discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Office of Support Services for Students with Disabilities in room 126 of the Student Services Building. The telephone number is 845 1637. http://attendance.tamu.edu http://student-rules.tamu.edu/

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 333

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 334 Dd DEPARTMENT OF ARCHITECTURE SYLLABUS

Course title and number ARCH 669 – Foundations of Research in Architecture Term (e.g., Fall 200X) Fall 2013 Meeting times and location Tuesday and Thursday, 2:20 p.m.-3:35 p.m., Langford A, room 402

Course Description and Prerequisites

Foundations of Research in Architecture. (3-0). Credit 3. Introduction to the research process and its application to problems in architecture; survey of current literature on research design methods relevant to diverse architectural problems; qualitative and quantitative research strategies and techniques; communicating research results. May be taken two times for credit. Prerequisites: Graduate classification; concurrent enrollment in ARCH 681 and ARCH 690. ..

Learning Outcomes or Course Objectives

By the end of the semester, the student will be expected to: • Develop the ability to seek, identify, frame and express a research problem. • Develop an awareness and understanding of a variety of strategies and tactics appropriate to architectural and allied fields of research. • Develop the ability to discuss and formulate a research design as well as choose appropriate tools and techniques for a particular research design. • Develop the ability to effectively communicate research problems, methods and results.

Instructor Information

Name Valerian Miranda Telephone number 845-3033 Email address [email protected] Office hours Wednesday 9:00 a.m.-10:00 a.m. Office location Pavilion, room 110

Textbook and/or Resource Material

The required text for this class is: Architectural Research Methods by Linda Groat and David Wang. John Wiley & Sons, New York. 2002

Grading Policies

Students should refer to the Academic section in Student Rules and Regulations http://student-rules.tamu.edu. Letter grades will be based on the evaluation of each assignment, attendance and class participation as follows:

Written assignments : 15% Discussion & presentation : 35% Research design & poster : 40% Attendance/participation : 10%

Letter grades are based on the following standard: A ...excellent performance in all work, beyond stated requirements and expectations. B ...good performance in all work, satisfying all stated requirements and expectations. C ... satisfactory completion of all work. D ... below average, unsatisfactory performance. F ... failure: substandard work throughout.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 335

Other Pertinent Grading Information (Rubric Included)

Attendance Policies

The University views class attendance as the responsibility of an individual student. Attendance is essential to complete the course successfully. University rules related to excused and unexcused absences are located on- line at http://student-rules.tamu.edu/rule07

Project due dates will be provided in the project statements. Students should contact the instructor if work is turned in late due to an absence that is excused under the University’s attendance policy. In such cases the instructor will either provide the student an opportunity to make up any quiz, exam or other graded activities or provide a satisfactory alternative to be completed within 30 calendar days from the last day of the absence. There will be no opportunity for students to make up work missed because of an unexcused absence.

Other Pertinent Attendance Information

Course Topics, Calendar of Activities, Major Assignment Dates

Week Topic Required Reading 1 Class Introduction and Architecture and Research 2 Framing your Research and Systemic Inquiry Chapter 2 3 Theory and Method & Research Design Chapter 4 4 Literature Review & Research Ethics, Chapter 3 Plagiarism, IRB 5 Interpretive-Historical Research & Qualitative Chapter 6 & 7 Research 6 Correlation Research Chapter 8 7 Case Studies & Simulation/Modeling Chapter 12 & 10 8 Experimental Research and Logical Chapter 9 & 11 Argumentation 9 Combined Strategies & Communicating Research 10 Student led discussion 11 Student led discussion 12 Student led discussion 13 Student led discussion 14 Student research design/poster presentations

FINALWednesday, December 11: 1:00 p.m.-3:00 p.m.

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Academic Integrity

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 336

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://aggiehonor.tamu.edu

Care of Facilities

The use of spray paint or other surface-altering materials is not permitted in the Langford Complex, except in designated zones. Students who violate this rule will be liable for the expenses associated with repairing damaged building finishes and surfaces. At the end of the semester, your area must be clean of all trash.

Studio Policy (required of all studios)

All students, faculty, administration and staff of the Department of Architecture at Texas A&M University are dedicated to the principle that the Design Studio is the central component of an effective education in architecture. They are equally dedicated to the belief that students and faculty must lead balanced lives and use time wisely, including time outside the design studio, to gain from all aspects of a university education and world experiences. They also believe that design is the integration of many parts, that process is as important as product, and that the act of design and of professional practice is inherently interdisciplinary, requiring active and respectful collaboration with others.

Students and faculty in every design studio will embody the fundamental values of optimism, respect, sharing, engagement, and innovation. Every design studio will therefore encourage the rigorous exploration of ideas, diverse viewpoints, and the integration of all aspects of architecture (practical, theoretical, scientific, spiritual, and artistic), by providing a safe and supportive environment for thoughtful innovation. Every design studio will increase skills in professional communication, through drawing, modeling, writing and speaking.

Every design studio will, as part of the syllabus introduced at the start of each class, include a clear statement on time management, and recognition of the critical importance of academic and personal growth, inside and outside the studio environment. As such it will be expected that faculty members and students devote quality time to studio activities, while respecting the need to attend to the broad spectrum of the academic life. Every design studio will establish opportunities for timely and effective review of both process and products. Studio reviews will include student and faculty peer review. Where external reviewers are introduced, the design studio instructor will ensure that the visitors are aware of the Studio Culture Statement and recognize that the design critique is an integral part of the learning experience. The design studio will be recognized as place for open communication and movement, while respecting the needs of others, and of the facilities.

Important Links Below

Department of Architecture Website http://dept.arch.tamu.edu/ Department Financial Assistance http://dept.arch.tamu.edu/financial-assistance/ Academic Calendar http://admissions.tamu.edu/registrar/general/calendar.aspx Final Exam Schedule Online http://admissions.tamu.edu/registrar/general/finalschedule.aspx On-Line Catalog http://catalog.tamu.edu Student Rules http://student-rules.tamu.edu/ Aggie Honor System Office http://aggiehonor.tamu.edu/ American Institute of Architecture website http://www.aia.org/index.htm

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 337

Dd DEPARTMENT OF ARCHITECTURE SYLLABUS

Course title and number ARCH 681 - Seminar Term (e.g., Fall 200X) Spring 2014 Meeting times and location 5:45 – 6:35 PM, ARCA 348

Course Description and Prerequisites

Seminar. Credit 1 each semester. Discussion and review of current practice in architecture and environmental design. Prerequisite: Graduate classification or approval of instructor..

Learning Outcomes or Course Objectives

This course is intended to give the Ph.D. student an overview of architectural research across a variety of disciplines. This seminar course will focus on wide ranging discussions on research areas represented by students in our doctoral program, which serves to enrich all who participate. Students pursuing research degrees in architecture benefit by the experiences of their colleagues. This seminar is a forum to foster that interaction.

By the end of the semester, each student enrolled in the seminar would have: • Gained an understanding of issues facing architectural education and research. • Shared his/her research experiences with others in class. • Gained an understanding of all other students’ areas of research. • Clearly understood all the steps in the progress towards a doctoral degree. • Enlarged his/her personal network to include all students in the class.

Instructor Information

Name Jeff S. Haberl Telephone number 979-845-6507 Email address [email protected] Office hours T,Th, 8:00 – 11:00 AM, and 2:00 – 3:00 pm Office location ARCA 131

Textbook and/or Resource Material

None.

Grading Policies

Students should refer to the Academic section in Student Rules and Regulations http://student-rules.tamu.edu. This course is pass/fail. Grades will be based on evaluation of presentations, discussion, attendance and class participation as follows:

Presentations 40% Discussion 20% Documentation 20% Attendance 20%

Other Pertinent Grading Information (Rubric Included)

Attendance Policies

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 338

The University views class attendance as the responsibility of an individual student. Attendance is essential to complete the course successfully. University rules related to excused and unexcused absences are located on- line at http://student-rules.tamu.edu/rule07

Project due dates will be provided in the project statements. Students should contact the instructor if work is turned in late due to an absence that is excused under the University’s attendance policy. In such cases the instructor will either provide the student an opportunity to make up any quiz, exam or other graded activities or provide a satisfactory alternative to be completed within 30 calendar days from the last day of the absence. There will be no opportunity for students to make up work missed because of an unexcused absence.

Other Pertinent Attendance Information

Course Material:

Notes, homework solutions, etc., will be posted on a FTP site for the class. Access to the FTP site is: http://eslarch.tamu.edu/jeffhaberl/681

Username: jh681 : Password: Qx27359n2

Course Topics, Calendar of Activities, Major Assignment Dates

COURSE SCHEDULE

WEEK 1 Course Introduction: Issues facing Architecture. What does a PhD in Arch mean?

WEEK 2 Student presentation

WEEK 3 Student presentation

WEEK 4 Student presentation

WEEK 5 Student presentation

WEEK 6 Student presentation

WEEK 7 Student presentation

WEEK 8 Student presentation

WEEK 9 Spring break

WEEK 10 Student presentation

WEEK 11 Student presentation

WEEK 12 Student presentation

WEEK 13 Student presentation

WEEK 14 Student presentation

WEEK 15 Last day of class

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 339

Week Topic Required Reading 1 Introduction: Issues facing Architecture 2 Student presentations 1st assignment 3 Student presentations 4 IRB Requirements 5 TRC tour 6 Discussion 7 Student presentations 2nd assignment 8 Student presentations 9 Student presentations 10 Student presentations 3rd assignment 11 Student presentations 12 Student presentations 13 Student presentations 14 Student presentations

FINAL No final.

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Academic Integrity

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://aggiehonor.tamu.edu

Care of Facilities

The use of spray paint or other surface-altering materials is not permitted in the Langford Complex, except in designated zones. Students who violate this rule will be liable for the expenses associated with repairing damaged building finishes and surfaces. At the end of the semester, your area must be clean of all trash.

Studio Policy (required of all studios)

All students, faculty, administration and staff of the Department of Architecture at Texas A&M University are dedicated to the principle that the Design Studio is the central component of an effective education in architecture. They are equally dedicated to the belief that students and faculty must lead balanced lives and use time wisely, including time outside the design studio, to gain from all aspects of a university education and world experiences. They also believe that design is the integration of many parts, that process is as important as product, and that the act of design and of professional practice is inherently interdisciplinary, requiring active and respectful collaboration with others.

Students and faculty in every design studio will embody the fundamental values of optimism, respect, sharing,

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 340

engagement, and innovation. Every design studio will therefore encourage the rigorous exploration of ideas, diverse viewpoints, and the integration of all aspects of architecture (practical, theoretical, scientific, spiritual, and artistic), by providing a safe and supportive environment for thoughtful innovation. Every design studio will increase skills in professional communication, through drawing, modeling, writing and speaking.

Every design studio will, as part of the syllabus introduced at the start of each class, include a clear statement on time management, and recognition of the critical importance of academic and personal growth, inside and outside the studio environment. As such it will be expected that faculty members and students devote quality time to studio activities, while respecting the need to attend to the broad spectrum of the academic life. Every design studio will establish opportunities for timely and effective review of both process and products. Studio reviews will include student and faculty peer review. Where external reviewers are introduced, the design studio instructor will ensure that the visitors are aware of the Studio Culture Statement and recognize that the design critique is an integral part of the learning experience. The design studio will be recognized as place for open communication and movement, while respecting the needs of others, and of the facilities.

Important Links Below

Department of Architecture Website http://dept.arch.tamu.edu/ Department Financial Assistance http://dept.arch.tamu.edu/financial-assistance/ Academic Calendar http://admissions.tamu.edu/registrar/general/calendar.aspx Final Exam Schedule Online http://admissions.tamu.edu/registrar/general/finalschedule.aspx On-Line Catalog http://catalog.tamu.edu Student Rules http://student-rules.tamu.edu/ Aggie Honor System Office http://aggiehonor.tamu.edu/ American Institute of Architecture website http://www.aia.org/index.htm

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 341

SYLLABUS

Course title and number CARC 698-section 600 Term Spring 2014 Meeting times and location T/R 9:35-10:50 ARCC 205

Course Description and Prerequisites

This course is aimed to enhance academic writing and English literacy and editing skills at the graduate level. Primarily it is meant for graduate students who are working on their theses or dissertations in architecture, and/or those actively planning and writing an article for publication in the field of architecture. Students who are just entering their graduate work should not enroll due to the more advanced levels of the writing projects required by the course. Students who enroll should have already advanced to a stage of completion in their academic writing projects, thus are committed to improving their academic, researched writing projects, for which they will have chapters completed, or at least the proposal in drafts, or a draft of an article they’d like to revise and send out for publication. Through extensive practice in all skill areas of English, students’ writing projects are developed to a stage where publication is imminent in the academic journals of architecture, or advanced progress in imminent on the thesis or dissertation. The emphasis in the course is on extensive practice in scholarly writing while also continuing to read and assess similarly appropriate models of such writing. In terms of assessment/grading, the emphasis in this course is not so much concerned with attaining a grade, per se, but more upon improving written works-in-progress in order to publish. In view of that emphasis, the assessment and grading will be applied within a rubric based on S/U (Satisfactory or Unsatisfactory).

Learning Outcomes or Course Objectives

Course Objectives:

 Practice elements of communication needed by graduate students in an academic work context  Apply principles of composition in writing and visual design as these apply to academic writing: the critique of ideas; use of the organizational elements of the academic essay: thesis statements, coherent linear logical development of ideas and argumentational rhetoric; transitional words and phrases; developing paragraphs within the organizing structure of the academic essay; essay conclusions; various ways to approach sentence structure in English; proper citation, documentation, and proper footnoting or endnotes  Practice developing differing types of academic writing: proposals, abstracts, reviews, critiques, and research essays  Review the drafting, revising, and proofreading of researched scholarly essays  Review principles of usage and punctuation—essentials of Standard English  Develop expertise in the various kinds of profession-related writing: professional correspondence; collaborative writing  Develop expertise in writing post-graduate academic essays for publication—Students who enroll are encouraged to focus on the draft of an article they hope to publish and/or their graduate thesis or graduate dissertation

Learning Outcomes:  Students will learn to prepare a variety of writing assignments related to graduate work as related to writing in the Architectural field and workplace  Students will learn editorial skills in support of and appropriate to the writing and revision of major graduate level projects such as theses and dissertations  Students will learn to use the various writing assignments related to graduate work and writing in the Architectural field and workplace to practice applying and developing standards in English

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 342 necessary for each kind of document  Through the work of this course, students will learn how to improve their command and application of the principles of academic writing in English, as determined by pre- and post- assessment.  Students will gain an overview of and ability to assess the effectiveness of their academic writing efforts  Students will learn which of their academic writings are viable for publication in the academic marketplace

Instructor Information

Name Christine Murray, Ph.D.,TAMU English Department Telephone number 979-847-8550 Email address [email protected], chris UNDERSCORE murray AT tamu DOT edu Office hours T 1-4, M 2-3 and by appointment Office location LAAH 470

*REQUIRED* Textbooks

th Turabian, K. Manual for Writers of Research 8 edition (U of C Press) Lunsford, A. Everyday Writer 5th /10 edition(MacHigherEd/Bedford St Martins) Graff, G. They Say/I Say 2nd/ /10 edition (Norton) Grading Policies

The grading for this course is (S/U). That grading policy means that if students come to class, do the work regularly, participate actively in the class discussions, communicate with the instructor when/if there problems or if they are sick or if they have tech or other glitches causing a delay in doing the work in a timely way, then students will be in a position to Pass the course with a final grade of Satisfactory.

Highly Recommended Resource Materials:

Students should make extensive use of the mulitple materials available for college-level writers at the Purdue University Online Writing Lab: https://owl.english.purdue.edu/

Additionally, the TAMU Writing Center, available via HOWDY, is highly recommended.

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Academic Integrity For additional information please visit: http://aggiehonor.tamu.edu

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 343 CARC 698-Dr. Chris Murray, Spring 2014-- Course Schedule by Semester-Week Number:

1 Introduction to course, textbooks, syllabus, and academic writing/publication.

2 Readings: Turabian: 3-36; Lunsford: 539-564. Classwork: introduction to The Rhetorical Situation. Exercises: write a paragraph describing your worst problems with writing; other work TBA (based on your current writing projects).

3 Readings: Handout (NYRB article); Turabian: 37-99; Lunsford: 46-119. Classwork: Paragraphing exercises; also: learning to write a Summary/Response of a scholarly work: write ½ page summary and ½ page of response to the NYRB article; other work TBA (as based on your current writing projects.

4 Readings: Turabian: 111-132; Lunsford: 123-172. Classwork: syntax and the English Sentence. Exercise on incisive, open-ended questions-- write and expand upon an original, open- ended question you want to ask about one of the current sources you are using in your writing; other work TBA.

5 Readings: Turabian: 281-292; Lunsford: 174-227. Classwork: introduction to the Parts of Speech as fundamental grammatical elements/exercises; problems of English spelling/exercises.

6 Readings: Turabian : 293-306; Lunsford 231-265. Classwork: Paralellism and logic of writing. Exercises on parallelism.

7 Readings: Turabian: 307-329; Lunsford 268-290. Classwork: exercises on Pronouns, Verbs and Subject /Verb Agreement.

8 Readings: Turabian: 330-345; Lunsford 292-323. Classwork: exercises on Prepositions.

9 Spring Break: Have a Wonderful Holiday

10 Readings: Turabian: 346-357; Lunsford: 323-346. Classwork: exercises on modifiers— adjectives and adverbs.

11 Readings: Turabian: 358-370; Lunsford: 347-399. Classwork: exercises on fused sentences, comma splices and special situations in punctuation.

12 Readings: Turabian: 371-390; Lunsford: 3-44. Classwork: exercises on conjunctions and transitional terms, phrases

13 Readings: Turabian: 391-408; Lunsford: 567-606; Purdue OWL—business writing. Classwork: exercises on query letters, business letters.

14 Readings: Turabian: 100-110; and Turabian, Bibliographic Resources for Researchers, 409- 433; Lunsford: 403-457. Purdue OWL: Revising your writing—checklists; peer-review exercises. 15 Readings: Lunsford: 461-535. Purdue OWL: Stasis Theory as a way of discovering and inventing arguments

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 344 COURSE SYLLABUS

Course title and number ARCH 690-602 – RESEARCH IDEOLOGIES FOR ARCHITECTURE Term Fall 2014 Meeting times and location TR 12:45 – 2:00 PM ARCA 403 (LANGFORD A403)

Course Description and Prerequisites Research Ideologies for Architecture. (3-0). Credit 3. Design of research in architecture; evaluation of research methodologies from current research literature. Prerequisite: Graduate classification or approval of instructor and department head.

Learning Outcomes Upon successfully completing all assignments for this course, students will be able to • identify and assess common research methodologies • explain major theoretical and critical frameworks that inform contemporary scholarship • differentiate between the theoretical and critical apparatuses most relevant to the chosen area of doctoral research and those that bear little or no relevance to the chosen area of doctoral research • critique peers’ scholarly analyses and research proposals • assess the validity of and effectively respond to peer criticism • synthesize a personal research ideology/scholarly worldview appropriate to the chosen area of doctoral research

Instructor Information Name Dr. Stephen Caffey Telephone number 979-845-5134 Email address [email protected] Office hours 2:00 – 4:00 PM TR and by appointment Office location ARCA 314 (Langford A314)

Textbook and/or Resource Material Required Texts: Robert C. Solomon, Continental Philosophy since 1750: The Rise and Fall of the Self (Oxford and New York: Oxford University Press, 1988); David Wang, Architectural Research Methods (Hoboken: Wiley, 2013) available electronically through library.tamu.edu; Quentin Meillasoux, After Finitude: An Essay on the Necessity of Contingency (London: Continuum, 2008); Timothy Morton, Hyperobjects: Philosophy and Ecology after the End of the World (Minneapolis: University of Minnesota Press, 2013). The Solomon, Meillasoux and Morton texts are available used and as ebooks through online retailers. Additional required and optional readings will be made available in folders and via links on ecampus.tamu.edu.

Grading Policies The final course grade will comprise the following: Visualizations (diagrammatic or animatic representations of theoretical and critical ideas) 10% Literature Search (demonstration of online database and research resource proficiency) 15% Deductive Statement (preliminary statement of doctoral research question) 10% Analysis of Research Statement (integration of peer criticism into preliminary question) 10% Class Participation (individual and group presentations, peer critiques, debates) 30% Final Paper (preliminary proposal to include research methodology and worldview) 25%

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 345 Final course grades will be calculated as follows: 90-100 A 80-89.9999 B 70-79.9999 C 60-69.9999 D 0-59.9999 F Attendance and Make-up Policies The University views class attendance as the responsibility of an individual student. As attendance is essential to complete the course successfully, students are expected to attend class and to complete all assignments. Instructors are expected to provide notice of the dates on which major assignments will be due on the course syllabus, which must be made available by the first class period. Graduate students are expected to attend all examinations required by departments or advisory committees as scheduled formally. University rules related to excused and unexcused absences are located on-line at http://student-rules.tamu.edu/rule07.

Students requesting an excused absence are expected to uphold the Aggie Honor Code and Student Conduct Code (See TAMU Student Rule 24).

Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Academic Integrity For additional information please visit: http://aggiehonor.tamu.edu

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit: http://aggiehonor.tamu.edu

Care of Facilities The use of spray paint or other surface-altering materials is not permitted in the Langford Complex, except in designated zones. Students who violate this rule will be liable for the expenses associated with repairing damaged building finishes and surfaces. At the end of the semester, your area must be clean of all trash.

Important Links Department of Architecture Website http://dept.arch.tamu.edu/ Department Financial Assistance http://dept.arch.tamu.edu/financial-assistance/ Academic Calendar http://admissions.tamu.edu/registrar/general/calendar.aspx Final Exam Schedule Online http://admissions.tamu.edu/registrar/general/finalschedule.aspx On-Line Catalog http://catalog.tamu.edu Student Rules http://student-rules.tamu.edu/ Aggie Honor System Office http://aggiehonor.tamu.edu/

American Institute of Architecture website http://www.aia.org/index.htm

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 346

The following content—which some students may find useful in determining the best approach to the course—comes from the syllabus of Professor Frances Downing, who taught this course until her retirement last year:

The content of this course is not intended to generate a philosophical treatise. However, in an effort to clarify positions, the course addresses some very basic philosophical ideas. Through a general debate that begins with the research questions that you, as students, ask, and the research methods, which result from different research ideologies, I will present to you a range of assumptions that clarify different positions. As instructor, I do not take any particular stand concerning a preferred method of inquiry. Rather, I present the pros and cons of each method, the basic assumptions concerning justification and truth, and untangle the complex system of "isms" and movements that can impact architectural inquiry. This course takes the view that all forms of research can serve to expand the knowledge base of architecture.

A Doctor of Philosophy is just that—you must graduate with an understanding of your own assumptions and position and how it might genuinely differ from how others understand their world. Without this piece of the puzzle of knowledge and its acquisition, your work may remain technically accurate but without resonance. To have resonance your work must have "context" and must reverberate beyond the specifics of your particular quest to suggest further avenues of important inquiry. Rather than depict what we researchers do as "scientific" (although in many architectural inquiries this is the case) this course proposes that we all understand inquiry as a broad canopy of efforts that helps us to find out about ourselves in our world or as our world. In some instances science has been defined as the production of a "description of the universe so complete that everything that occurs can be understood as an instance or instances of regularities we call laws." In this instance we might propose a question concerning the failure of a particular material given a certain load. For such a study one would need to understand the laws of gravity and the chemical/physical make-up of the material to be tested and the type of load that would be used to test the material. One could also ask a question concerning heat gain in atrium buildings. For such a study one would need to know that hot air rises, the physical nature of the glass being used in the atrium, whether or not it is shaded, the tools that are needed for "measuring," et cetera. This is science understood as a physical inquiry, utilizing what are called the laws of nature and our abilities to measure them.

One could also imagine science as "simply a collective name for the totality of human efforts to achieve a systematic understanding of the physical universe through disciplined inquiry." It is this definition that underlies this course on Inquiry in Architecture. As architects and researchers we often ask questions that do not fall within the competence of the defined "sciences" of a disciplinary nature like physics or chemistry where something can be measured (or that some believe that phenomena can be measured). Rather, one might ask questions that are logically fundamental, that address the "essence" of things or people, or the nature of this world. Is there such a thing as "genus loci?" How do buildings come to "mean" something to us? These kinds of questions tend to be more socially and physically complicated. Philosophical questions can be critical—by questioning claims of truth; or constructive—that is, generated by our desire to develop a picture of the whole of reality in which every element of knowledge and every aspect of human experience will find its proper place in a unified rather than a fragmented universe.

Searching for answers is often difficult. In some cases answers are to be found in the things themselves, in other instances they are found inside us or through our interaction with/in the world. This is what makes architectural inquiry so complex.

· Epistemology is the study of how you come to know things. · Methodology is the selection of a procedure to reach a logical end.

No matter what it is you are inquiring about, you must address the issues of how you will come to know something about the world or of the world, and, what is the best way to proceed. This class will help you define what it is you want to know and how you could best identify a process of inquiry for reaching your goal. However, you also need to know how your knowledge of something and the procedure you use for finding out about it fits in the larger picture of ways of knowing and ways of proceeding. After all, the person sitting next to you may be pursuing a completely different inquiry than yours. Should all your colleagues use the same methods as you do? Why would they pick anything but the tried and true "experimental" technique often used by the hard sciences? After all, this method has been known to us for some time and is reliable. But how would you "measure" the meaning of things, a sense of place, or the politics of practice?

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 347 Rationalism: Plato Rationalism: Descartes Rationalism: Spinoza Facts are the forms that exist Facts are a priori truths existing in Facts are a priori truths. somewhere as concrete the mind concerning concrete phenomena. phenomena. Understanding is dialectical Understanding is formal logical Understanding is forming logical reasoning from clear definitions. relations among a priori truths. relations among a priori truths. Knowledge is what is found to be Knowledge is derived conclusions Knowledge is derived from good. from logical arguments that address conclusions of logical arguments. concrete phenomena.

British Empiricism: Berkeley British Empiricism: Positivism: Locke Mach, Comte Facts are ideas. Facts are simple ideas given by the Facts are observable phenomena world. given by the world. Understanding is the organization of Understanding is the organization of Understanding is organized according facts through an association of ideas. facts through an association of ideas. to quantifiable patterns that are given by the world and predictable. Knowledge is uncertain and personal. Knowledge is abstract and general Knowledge is modeled from ideas induced from experience. prediction.

Phenomenology: Existential Phenomenology: Husserl Sartre, Heidegger Facts are the intentional objects of consciousness. Facts are the bits of the world we interact with. Understanding is the shedding of perceptual and Understanding is a personal organization of facts that is psychological layers. contingent upon a particular interaction with the world. Knowledge is transcendental and objective. Knowledge is a particular model that represents a purely personal being-in-the-world.

Pragmatism: Pragmatism: Systems Theory: Pierce James, Dewey Multi-disciplinary Facts are particulars given by the Facts are relative to the observer but Facts are time-dependent, world. given by the probabilistically observable, world. quantifiable phenomena given by the world. Understanding is forming particular Understanding is the organization of Understanding is gained through relationships among facts. facts according to the individual historical and contextual processes. observer. Knowledge is presentation of the Knowledge is a corroborative model Knowledge is expressed as models general pattern of individual of specific situations that govern that study system, process, and relationships. It is incomplete, but intervention. change. progressive.

Critical Theory: Marx, Hegel Constructivism: Natural Inquiry Facts are historical objects, ideas, or events in the world Facts are relative to the observer and created by the that are critically examined. observer. Understanding is to propose alternate meanings based Understanding is interpretive, hermeneutic and is on dialogic and dialectic processes. organized by logical disputation. Knowledge is allegory. Knowledge is an allegorical model.

Aristotelian: Structuralism: Aristotle Kant, Chomsky, Piaget, Langer Facts are given by the world that represents examples of Facts are filtered through universal structures. underlying universal laws. Understanding is organized through categories that serve Understanding comes from symbolic and pattern analysis. as general explanations of particular occurrences. Isolate patterns and infer rules that govern a system. Knowledge is rational explanation. Knowledge is the identification of absolute, formal, and natural structures.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 348 VISUALIZING IDEAS As scholars connected to the disciplines and practices of architecture, designer, the visual arts, construction science and systems engineering, your world has been one of two and three, and sometimes four, dimensional images of what may become a reality-a building, a landscape, an object or a place. In this class you find yourselves in a world of ideas-often conflicting and overlapping ideas about how the world works. Text is necessarily linear, at least in the western world. Rarely are we presented with a diagram or an image that tries to clarify or depict the essential structure of an idea. I propose that this linear depiction of ideas and themes is not always useful, especially to those of us who are visually and spatially oriented.

To respond to this need I ask you to use your talents for making ideas visual in your pursuit of a methodology. Please draw, diagram, paint, sculpt, or otherwise visualize the essential issues addressed in this class. This should tax your abilities to structure an argument, but I feel it is the one thing that this discipline can bring to the debates presented in this class—a vision of how the world, ideas, and themes work—how they relate to each other—and, how they relate to your own work. To begin, I will display attempts to visualize some of the contents of this course. As a part of your responsibility to the others in the class, we ask that you attempt the same by bringing your particular talents to reveal.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 349

[This diagram resulted from Professor Downing’s engagement with the philosophical apparatus proposed in Solomon’s Continental Philosophy, which is rooted in notions of the Self. One of the objectives of this course will be to alter, augment, refine and reimagine this diagrammatic representation of theoretical and critical positions to include other forms of ontological and epistemological frameworks.]

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 350 Day Date Topic Required Reading T 9/2 Introductions R 9/4 Introductions, concluded T 9/9 Preview of Course Topics, Themes and Texts R 9/11 NO CLASS – PREPARE FOR DEBATE QUESTION: “The Universe is a Hologram” and “Fermi Lab Holometer Press Release” in eCampus folder Can a computer simulation prove that humans are two- dimensional characters in a holographic universe? T 9/16 In-Class Debate R 9/18 Foundations of Research Ideologies Team Presentations Plato, Aristotle, Rhetoric, Longinus, Poetics [eCampus] T 9/23 Foundations of Research Ideologies Team Presentations Neo-Platonism, Augustine, Scholasticism, Ibn Rushd, Thomas Aquinas, Marsilio Ficino [eCampus] R 9/25 Foundations of Research Ideologies Solomon, Continental Philosophy, 1-55 – Prologue through Kant T 9/30 Foundations of Research Ideologies Solomon, Continental Philosophy, 56-110 – Hegel through Bergson R 10/2 Foundations of Research Ideologies Solomon, Continental Philosophy, 111-151 – Nietzsche through Wittgenstein T 10/7 Foundations of Research Ideologies Solomon, Continental Philosophy, 152-193 – Heidegger through de Beauvoir R 10/9 Foundations of Research Ideologies Solomon, Continental Philosophy, 194-202 – Supplement T 10/14 Expanded Topic Analyses Semiotics, Phenomenology, Heterology, Structuralism, Orientalism [eCampus] R 10/16 Expanded Topic Analyses Feminism from Behn to Butler, Lacan and Psychoanalysis, Derrida and Deconstruction [eCampus] T 10/21 Poststructuralism Habermas, Baudrillard, Lyotard, Deleuze and Guattari [eCampus] R 10/23 Poststructuralism, continued Latour (acknowledging Kuhn) Structure of Scientific Revolutions and Prince of Networks [eCampus] T 10/28 Poststructuralism, concluded Zizek [eCampus] R 10/30 Systems Theory, Constructivism [eCampus] T 11/4 Post-Positivism, Integral Theory, Relational Aesthetics [eCampus] R 11/6 Post-Development, Degrowth and Nature as Construct Selections from Post-Development Reader and Vogel, Against Nature [eCampus] T 11/11 Speculative Realism and Object-Oriented Ontology The Speculative Turn: Continental Materialism and Realism [eCampus] R 11/13 Object-Oriented Ontology, concluded T 11/18 The Hyperobject Morton, The Hyperobject R 11/20 The New Aesthetic and the Glitch New Aesthetic, New Anxieties [eCampus] T 11/25 NO CLASS - FINALIZE AND DISTRIBUTE RESEARCH STATEMENT VIA ECAMPUS R 11/27 NO CLASS – THANKSGIVING HOLIDAY T 12/2 Architectural Research Methods Analyses David Wang, Architectural Research Methods [library.tamu.edu] R 12/4 Architectural Research Methods Analyses David Wang, Architectural Research Methods T 12/9 Architectural Research Methods Analyses David Wang, Architectural Research Methods; LAST CLASS DAY; Course Evaluations W 12/17 VISUALIZATIONS, LITERATURE SEARCH, MODIFIED RESEARCH QUESTIONS AND FINAL PAPERS DUE VIA ECAMPUS BY 5:00 PM M 12/22 FINAL GRADES POSTED ON howdy.tamu.edu

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 351 SYLLABUS

Course title and number ARCH 681 – Seminar Term (e.g., Fall 200X) Spring 2018 Meeting times and location Tues, 9:35 – 10:50 AM, LAAH 467

Course Description and Prerequisites

Seminar. Credit 1 each semester. Discussion and review of current practice in architecture and environmental design. Prerequisite: Graduate classification or approval of instructor.

Learning Outcomes or Course Objectives

This course is intended to give the Ph.D. & M.S. student an overview of the graduate education process at Texas A&M. The topics include: overview of the Ph.D. & M.S. process, navigating the doctoral program, and a discussion of the libraries on campus. As someone who has a Ph.D. in Architecture, our responsibility is to generate new knowledge about the built environment and disseminate that knowledge, not just among our peers but to society at large. This seminar course will focus on new knowledge creation, disseminating information and review the Ph.D. areas of interest in the Architecture program at Texas A&M. The objective of this seminar is to enhance the research student’s ability to succinctly and effectively communicate information about his/her area of academic specialization.

Instructor Information

Name Stephen M. Caffey Telephone number 979-845-5134 Email address [email protected] Office hours Tues 9:35 – 10:50 AM, ARCA 403 Office location ARCA 422B

Textbook and/or Resource Material

Available on ecampus.tamu.edu

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 352 Grading Policies

Students should refer to the Student Rules regarding Academics at http://student-rules.tamu.edu.

Grading Scale This course is pass/fail. Grades will be based on evaluation of presentations, discussion, attendance and class participation as follows:

Presentations 60% Discussion 20% Peer Review 10% Guest Presentation Review 10%

Course Topics, Calendar of Activities, Major Assignment Dates

Week Topic Required Reading 1 Cancelled 2 Introductions 1st assignment 3 How to Read a Scientific Article 4 Guest Presentation 5 Guest Presentation 6 Guest Presentation 7 Guest Presentation 8 Guest Presentation 9 SPRING BREAK – NO CLASS 10 Student presentations 11 Student presentations 12 Student presentations 13 Student presentations 14 Student presentations 15 Student presentations

FINAL No final.

Course Material:

Notes, homework solutions, etc., will be posted on ecampus.tamu.edu

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 353

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu.

Academic Integrity

For additional information please visit: http://aggiehonor.tamu.edu

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit:

http://aggiehonor.tamu.edu

Important Links Below

Department of Architecture Website http://dept.arch.tamu.edu/ Department Financial Assistance http://dept.arch.tamu.edu/financial-assistance/ Academic Calendar http://registrar.tamu.edu/general/calendar.aspx Final Exam Schedule Online http://registrar.tamu.edu/Courses,-Registration,-Scheduling/Final- Exam-Schedule On-Line Catalog http://catalog.tamu.edu Student Rules http://student-rules.tamu.edu/ Aggie Honor System Office http://aggiehonor.tamu.edu/ Texas Society of Architects https://texasarchitects.org/ American Institute of Architecture website http://www.aia.org/index.htm AIA Brazos (local chapter) http://www.aiabrazos.org/

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 354 CARC 698.600 Writing For Publication

Class Meets: TR 2:30 – 3:35, ARCA 348 Noah Peterson, [email protected] Office: LAAH 513 Office Hours: MW 1:00 - 4:00 TR 12:00 - 2:00 Or by appointment

Course Description: For ARCH graduate students there are no prerequisites. The goal of the course is to continue building or to enhance graduate student skills of advanced literacy in English for the purpose of preparing to write the Master’s Thesis and/or the Doctoral Dissertation

In the course we focus on building awareness of the structural elements of academic writing. We will also attend to issues in editing and proofreading as these apply for graduate-level writing projects. The course is meant for graduate students who are working on their theses or dissertations in architecture, and/or those actively planning and writing an article for publication in the field of architecture. Students who enroll should have already advanced to a stage of completion in their academic writing projects, thus are committed to improving their academic, researched writing—for which they will have chapters completed, or at least the proposal in drafts, or perhaps a conference paper and/or draft of an article they’d like to revise and send out for publication.

Through classroom activities, discussion, and practice in all skill areas of English, student writing projects are developed to a stage where publication is imminent in the academic journals of architecture, or advanced progress is imminent on the thesis or dissertation. The emphasis in the course is on extensive practice in scholarly writing while viewing and assessing similar types.

For assessment/grading, the course emphasis is not about attaining a grade, although students do need to focus on attending and completing work to pass the course. The emphasis of this course is meant more to guide students on improvement of their writing; on understanding of rhetorical skills in written works-in- progress in order to present and publish. In view of that emphasis, the assessment and grading will be applied within a rubric based on S/U (Satisfactory or Unsatisfactory).

Course Objectives and Learning Outcomes: Objectives:  Improve through practice in the elements of communication needed by graduate students in an academic work context  Apply principles of composition to improve writing and visual design as these apply to academic writing: the explaining and critique of ideas; use of the organizational elements of the standard academic essay: thesis statements, coherent linear logical development of ideas and rhetorical analysis; transitional words and phrases; developing paragraphs within the organizing structure of standard academic forms; various ways to approach sentence structure in English; proper citation, documentation, and proper footnoting/endnotes.  Introduce the elements of scholarly argumentation: effective advanced academic argumentation.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 355  Practice developing different types of academic writing and presentation: proposals, abstracts, reviews, critiques, the research essay and preparing it for public presentation.  Review the drafting, revising, and proofreading of researched scholarly essays.  Review principles of usage and punctuation—essentials of Standard English.  Develop expertise in writing post-graduate academic essays for publication—students who enroll are encouraged to focus on the draft of an article they hope to publish and/or their graduate thesis or dissertation.  Practice academic communication skills by presenting one polished piece of current written work to the class.

Outcomes:  Students will learn to understand a variety of writing assignments related to graduate work in the Architectural field and workplace.  Students will learn editorial skills in support of and appropriate to the writing and revision of major graduate level projects such as theses and dissertations.  Students will learn to use the process of writing toward various assignments related to graduate study and the workplace to practice the standards in English necessary for each kind of document required in such work.  Through the work of this course, students will learn how to improve their command and application of the principles of academic writing in English, as determined by pre- and post- assessment.  Students will gain an overview of and ability to assess the effectiveness of their academic writing efforts.  Students will develop academic communication skill by presenting to the class a piece of their current written work.  Students will learn how to determine which of their academic writings are most viable and promising toward publication in the academic marketplace.

Recommended Textbooks

(TK) Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers, 8th edition, (Chicago: University of Chicago Press, 2013). (ABO) Gerald J. Alred, Charles T. Brusaw, and Walter E. Oliu, Handbook of Technical Writing, 11th edition, (Boston: Bedford/St. Martin’s, 2015).

Additional Resources Students should make use of the multiple materials available for college-level writers at the Purdue University Online Writing Lab: https://owl.english.purdue.edu/owl/ Additionally, the TAMU Writing Center, available via HOWDY and online is highly recommended: http://writingcenter.tamu.edu/

Grading Policy The grading for this course is S/U. That grading policy means that if students come to class, do the readings and classwork regularly, participate actively in the class discussions, communicate with the instructor when/if there are problems, they are sick, or other issues causing a delay in completing coursework in a timely way, then students will be in a position to pass the course with a final grade of Satisfactory.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 356 Tentative Course Schedule

Week 1: Introduction to course, review syllabus, rhetorical structures and goals of academic writing/publication. In class writing – paragraph describing your worst problems with writing. Identify “model” articles.

Week 2: In class writing – paragraph describing your motivation for your field and your current writing project. Read and discuss “New York: Conspicuous Construction” by Martin Filler, 2 April 2015 NYRB. Schedule individual writing consultations.

Week 3: Grammar ABO 233; 170-175; 422-425 (also review ESL Trouble Spots listed in front cover index)

Week 4: Grammar TK 281-306; 317-345

Week 5: Syntax and the English sentence TK 111-121; “10 Best Sentences” and “Why” https://theamericanscholar.org/ten-best- sentences/; http://www.poynter.org/2014/why-these-are-the-ten-best-sentences/245081/ Schedule presentation and workshop days.

Week 6: Drafting TK49-83

Week 7: Drafting and Revision TK 100-130

Week 8: Citation styles: APA, Chicago, MLA Purdue OWL https://owl.english.purdue.edu/owl/section/2/10/; https://owl.english.purdue.edu/owl/resource/747/01/; https://owl.english.purdue.edu/owl/resource/717/01/ TK 135-143; ABO 135-155

Week 9: SPRING BREAK

Week 10: In-class workshop / presentation

Week 11: In-class workshop / presentation

Week 12: In-class workshop / presentation

Week 13: In-class workshop / presentation

Week 14: In-class workshop / presentation

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 357 Week 15: In-class workshop / presentation

Week 16: In-class workshop / presentation

Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Academic Integrity For additional information please visit: http://www.aggiehonor.tamu.edu

“An Aggie does not lie, cheat or steal, or tolerate those who do.”

The Honor Code, based on the long-standing affirmation that “An Aggie does not lie, cheat, or steal or tolerate those who do,” is fundamental to the value of the A&M experience.

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System.

Information about the Honor Council Rules and Procedures is available online: http://www.tamu/edu/aggiehonor

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 358 COURSE SYLLABUS

Course title and number ARCH 681-600 – MS and PhD Student Seminar Term (e.g., Fall 200X) Fall 2018 Meeting times and location Tuesdays 9:35 – 10:50 AM, ARCC 111 (Langford C111)

Course Description and Prerequisites

Seminar. Credit 1 each semester. Discussion and review of current practice in architecture and environmental design. Prerequisite: Graduate classification or approval of instructor.

Learning Outcomes or Course Objectives

This course is intended to give the Ph.D. & M.S. student an overview of the graduate education process at Texas A&M. The topics include: overview of the Ph.D. & M.S. process, navigating the doctoral program, and a discussion of the libraries on campus. The responsibility of a Ph.D. in Architecture is to generate new knowledge about the built environment and disseminate that knowledge, not just among our peers but to society at large. This seminar course will focus on creating new knowledge, accessing and disseminating information and exploring the Ph.D. areas of interest in the Architecture program at Texas A&M. The objective of this seminar is to enhance the research student’s ability to succinctly and effectively communicate information about his/her area of academic specialization.

Instructor Information

Name Stephen Caffey Telephone number 979-845-5134 Email address [email protected] Office hours MTRF 1:00 – 2:00 pm and by appointment Office location ARCA 422B

Textbook and/or Resource Material ecampus.tamu.edu library.tamu.edu Grading Policies

Students should refer to the Student Rules regarding Academics at http://student-rules.tamu.edu.

Assessment This course is pass/fail. Grades will be based on evaluation of presentations, discussion, attendance and class participation as follows:

Presentations 60% Discussion 20% Documentation 10% Participation 10%

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 359 Course Topics, Calendar of Activities, Major Assignment Dates

Day Topic Assignment 8/28 Introduction with Dr. Stephen Caffey 1. Proquest Dissertations 9/4 Orientation in Depth 2. Abstracts 9/11 Guest Faculty 3. Journal Articles 9/18 Guest Faculty 9/25 Library Resources 10/2 IRB Requirements 10/9 Writing Center and POWER 10/16 Guest Faculty + 3 Student Presentations 10/23 Guest Faculty + 3 Student Presentations 10/30 Guest Faculty + 3 Student Presentations 11/6 Guest Faculty + 3 Student Presentations 11/13 Guest Faculty + 3 Student Presentations 11/20 Guest Faculty + 3 Student Presentations 11/27 Guest Faculty + 3 Student Presentations Course Evaluations 12/4 NO CLASS FRIDAY 12/7 Student Presentations

1. Using the Proquest Dissertations database available through the library.tamu.edu website, identify five do dissertations published in the last five years that connect to your chosen area of interest. At least one of the dissertations should come from the Department of Architecture at Texas A&M University.

2. Using the abstracts from the five selected dissertations as models, compose an abstract that communicates your intended research topic for this seminar at this very early stage of its development.

3. After reviewing the notes and bibliography in the five chosen dissertations, select five journal articles that are cited in all five dissertations. Locate those articles through the library.tamu.edu website and download them into a folder.

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979-845-1637. For additional information, visit http://disability.tamu.edu.

Academic Integrity

For additional information please visit: http://aggiehonor.tamu.edu

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

Upon accepting admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System. Students will be required to state their commitment on examinations, research papers, and other academic work. Ignorance of the rules does not exclude any member of the TAMU community from the requirements or the processes of the Honor System. For additional information please visit:

http://aggiehonor.tamu.edu

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 360

Appendix J

Semester Credit Hours Taught by Faculty

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 361 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 362 Fall 2013 Texas A&M University SCH per FTE and Student/Faculty Ratio College/Dept Summary

Architecture SCH per Faculty FTE Student FTE to Faculty FTE Ratio (Excludes GATs FTE) Dept Rank LD UD UG MS PhD Total¹ LD UD UG MS PhD Total¹ ARCHFaculty 594.2 305.1 435.4 110.3 45.8 241.2 GAT 315.9 20.5 297.4 24.4 Total 569.5 303.6 429.3 110.3 45.8 197.0 41.7 20.3 30.0 9.2 5.1 17.6 CLARFaculty 93.7 93.7 73.7 92.5 GAT Total 93.7 93.7 73.7 71.5 6.2 6.2 6.1 6.2 COSCFaculty 650.2 366.1 419.8 86.2 292.1 GAT 240.0 48.0 176.0 62.4 Total 537.9 352.7 396.3 86.2 256.1 49.4 24.5 29.2 7.2 20.8 LAUPFaculty 543.5 197.4 254.6 125.7 40.1 139.9 GAT 125.3 101.0 113.2 67.9 Total 324.4 180.1 216.9 125.7 40.1 128.2 45.4 14.6 19.7 10.5 4.5 11.5 VIZAFaculty 550.8 256.8 370.9 87.0 209.8 252.0 GAT 147.4 152.8 148.9 48.8 Total 389.2 242.2 312.2 87.0 209.8 172.9 43.3 18.8 28.3 7.3 23.3 19.5 Architecture Faculty 587.9 278.0 370.2 103.8 43.4 224.9 GAT 178.0 108.9 154.4 44.8 Total 474.5 264.9 338.4 103.8 43.4 184.2 43.7 19.1 26.5 8.7 4.8 16.8

¹ See Notes & References section for explanation of methodology Prepared by Data & Research Services, 14-Mar-17, 04:22 PM Page 3 of 16 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 363 Fall 2014 Texas A&M University SCH per FTE and Student/Faculty Ratio College/Dept Summary

Architecture SCH per Faculty FTE Student FTE to Faculty FTE Ratio (Excludes GATs FTE) Dept Rank LD UD UG MS PhD Total¹ LD UD UG MS PhD Total¹ ARCHFaculty 502.2 347.3 419.2 104.6 33.1 230.1 GAT 168.6 168.6 31.5 Total 416.8 347.3 384.7 104.6 33.1 174.8 37.3 23.2 29.7 8.7 3.7 17.0 CLARFaculty 139.2 139.2 134.3 138.7 Total 139.2 139.2 134.3 138.7 9.3 9.3 11.2 9.4 COSCFaculty 868.4 433.5 517.1 133.0 390.8 GAT 409.1 409.1 153.4 Total 716.9 433.5 507.8 133.0 356.4 71.3 28.9 37.1 11.1 28.5 LAUPFaculty 456.7 205.7 286.1 142.0 37.8 146.9 GAT 119.4 153.0 136.6 85.1 Total 343.9 195.3 249.1 142.0 37.8 138.0 34.4 16.2 22.1 11.8 4.2 12.0 VIZAFaculty 406.1 247.7 331.5 95.8 50.0 252.8 GAT 116.2 192.3 123.1 46.5 Total 316.8 245.0 288.6 95.8 50.0 188.0 30.5 17.2 24.2 8.0 5.6 18.8 Architecture Faculty 502.6 315.7 386.2 117.2 35.8 242.0 GAT 173.1 161.1 171.1 56.7 Total 404.6 308.1 351.6 117.2 35.8 199.3 38.4 21.6 27.9 9.8 4.0 18.1

¹ See Notes & References section for explanation of methodology Prepared by Data & Research Services, 14-Mar-17, 04:23 PM Page 3 of 17 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 364 Fall 2015 Texas A&M University SCH per FTE and Student/Faculty Ratio College/Dept Summary

Architecture SCH per Faculty FTE Student FTE to Faculty FTE Ratio (Excludes GATs FTE) Dept Rank LD UD UG MS PhD Total¹ LD UD UG MS PhD Total¹ ARCHFaculty 697.7 328.8 500.4 113.8 35.3 275.2 GAT 117.4 95.4 108.0 17.3 Total 602.9 302.3 446.5 113.8 35.3 193.5 48.0 22.7 34.5 9.5 3.9 19.8 CLARFaculty 304.6 304.6 48.0 263.2 GAT Total 304.6 304.6 48.0 103.6 20.3 20.3 4.0 17.7 COSCFaculty 563.1 495.0 511.9 68.4 382.3 GAT Total 563.1 495.0 511.9 68.4 360.3 37.5 33.0 34.1 5.7 25.8 LAUPFaculty 313.3 223.5 256.1 150.1 41.0 161.2 GAT 180.0 98.0 139.0 108.6 Total 286.4 207.8 238.0 150.1 41.0 156.9 23.9 15.8 18.8 12.5 4.6 12.7 VIZAFaculty 387.6 208.5 305.1 79.6 238.5 GAT 137.2 137.2 41.6 Total 321.5 208.5 277.9 79.6 177.4 29.1 13.9 22.1 6.6 17.5 Architecture Faculty 495.7 338.6 401.9 106.5 38.0 262.2 GAT 139.1 96.6 128.4 30.5 Total 427.4 326.3 371.0 106.5 38.0 208.6 35.2 22.9 27.9 8.9 4.2 18.9

¹ See Notes & References section for explanation of methodology Prepared by Data & Research Services, 14-Mar-17, 04:25 PM Page 3 of 17 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 365 Fall 2016 Texas A&M University SCH per FTE and Student/Faculty Ratio College/Dept Summary

Architecture SCH per Faculty FTE Student FTE to Faculty FTE Ratio (Excludes GATs FTE) Dept Rank LD UD UG MS PhD Total¹ LD UD UG MS PhD Total¹ ARCHFaculty 565.5 303.3 447.6 98.1 271.8 GAT 176.6 103.0 154.5 18.5 Total 517.9 289.7 418.6 98.1 190.9 39.3 20.7 31.0 10.9 20.6 CLARFaculty GAT Total 236.0 COSCFaculty 491.2 509.4 504.5 55.2 373.8 GAT 107.7 107.7 10.5 Total 464.9 509.4 496.9 55.2 328.1 33.3 34.0 33.8 4.6 25.2 LAUPFaculty 428.8 407.8 418.7 105.6 96.1 204.7 GAT 174.5 205.0 184.7 156.0 126.4 Total 358.4 373.0 364.9 105.6 99.2 193.0 33.0 30.0 31.6 8.8 11.6 17.1 VIZAFaculty 366.2 186.1 279.9 86.8 79.5 219.8 GAT 142.5 142.5 44.5 Total 305.9 186.1 257.7 86.8 79.5 166.9 27.9 12.4 20.5 7.2 8.8 16.5 Architecture Faculty 459.0 364.8 408.2 83.2 95.8 267.6 GAT 154.4 164.5 156.0 156.0 38.4 Total 397.7 356.9 377.6 83.2 96.9 209.8 33.2 24.8 28.7 6.9 10.9 19.9

¹ See Notes & References section for explanation of methodology Prepared by Data & Research Services, 06-Jan-17, 09:57 AM Page 3 of 17 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 366 Fall 2017 Texas A&M University SCH per FTE and Student/Faculty Ratio College/Dept Summary

Architecture SCH per Faculty FTE Student FTE to Faculty FTE Ratio (Excludes GATs FTE) Dept Rank LD UD UG MS PhD Total¹ LD UD UG MS PhD Total¹ ARCHFaculty 603.8 305.2 450.0 131.3 39.5 253.6 GAT 357.5 181.8 335.5 50.9 Combined 540.8 299.7 431.6 131.3 39.5 179.6 48.5 20.9 34.3 10.9 4.4 19.9 CLARFaculty Combined COSCFaculty 544.2 540.6 541.6 36.8 329.7 GAT Combined 544.2 540.6 541.6 36.8 290.1 36.3 36.0 36.1 3.1 22.2 LAUPFaculty 692.8 416.7 537.3 134.8 39.0 234.7 GAT 180.2 381.7 243.8 108.0 215.5 Combined 460.2 408.6 435.6 134.2 39.0 231.5 56.2 35.3 44.4 11.4 4.3 19.8 VIZAFaculty 467.5 205.8 325.9 83.8 45.5 250.8 GAT 145.2 157.7 47.8 Combined 356.0 211.4 293.1 83.8 45.5 178.4 36.3 14.1 24.3 7.0 5.1 18.9 Architecture Faculty 555.3 377.3 450.8 100.1 39.5 270.1 GAT 210.0 371.9 232.8 108.0 63.0 Combined 454.2 377.1 414.6 100.2 39.5 212.6 42.8 26.3 33.1 8.4 4.4 20.4

¹ See Notes & References section for explanation of methodology Prepared by Data & Research Services, 09-Jan-18, 01:43 PM Page 3 of 17 Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 367 Semester Credit Hours Taught by Faculty Rank for Fall 2013 (Excludes Required Physical Education and Professional Courses) College Of Architecture Department Of Architecture (ARCH)

Undergraduate Graduate Grand Rank (1) 1XX 2XX 3XX 4XX Total MS PHD Total Total Professor 1,943 56 303 606 2,908 623 262 885 3,793 % of Level 78.6 2.5 24.0 39.9 39.0 46.2 68.9 51.2 41.3 % of Rank 51.2 1.5 8.0 16.0 76.7 16.4 6.9 23.3 100.0 Assoc. Professor 36 961 0 113 1,110 233 95 328 1,438 % of Level 1.5 43.5 0.0 7.4 14.9 17.3 25.0 19.0 15.6 % of Rank 2.5 66.8 0.0 7.9 77.2 16.2 6.6 22.8 100.0 Asst. Professor 0 1,012 514 140 1,666 244 22 266 1,932 % of Level 0.0 45.8 40.7 9.2 22.3 18.1 5.8 15.4 21.0 % of Rank 0.0 52.4 26.6 7.2 86.2 12.6 1.1 13.8 100.0 Subtotal 1,979 2,029 817 859 5,684 1,100 379 1,479 7,163 % of Level 80.1 91.9 64.7 56.5 76.2 81.5 99.7 85.5 77.9 % of Rank 27.6 28.3 11.4 12.0 79.4 15.4 5.3 20.6 100.0 Senior Lecturer 14400284428 35 0 35 463 % of Level 5.8 0.0 0.0 18.7 5.7 2.6 0.0 2.0 5.0 % of Rank 31.1 0.0 0.0 61.3 92.4 7.6 0.0 7.6 100.0 Lecturer 117 36 0 0 153 27 0 27 180 % of Level 4.7 1.6 0.0 0.0 2.1 2.0 0.0 1.6 2.0 % of Rank 65.0 20.0 0.0 0.0 85.0 15.0 0.0 15.0 100.0 Visiting 0 0 85 126 211 54 0 54 265 % of Level 0.0 0.0 6.7 8.3 2.8 4.0 0.0 3.1 2.9 % of Rank 0.0 0.0 32.1 47.5 79.6 20.4 0.0 20.4 100.0 Other 0 144 361 250 755 133 1 134 889 % of Level 0.0 6.5 28.6 16.4 10.1 9.9 0.3 7.8 9.7 % of Rank 0.0 16.2 40.6 28.1 84.9 15.0 0.1 15.1 100.0 Subtotal 261 180 446 660 1,547 249 1 250 1,797 % of Level 10.6 8.1 35.3 43.4 20.7 18.5 0.3 14.5 19.5 % of Rank 14.5 10.0 24.8 36.7 86.1 13.9 0.1 13.9 100.0 GATs - Lecture 71000 71 000 71 % of Level 2.9 0.0 0.0 0.0 1.0 0.0 0.0 0.0 0.8 % of Rank 100.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Lab 160000160 000 160 % of Level 6.5 0.0 0.0 0.0 2.1 0.0 0.0 0.0 1.7 % of Rank 100.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Other 0001 11000 % of Level 0.0 0.0 0.0 0.1 0.0 0.0 0.0 0.0 0.0 % of Rank 0.0 0.0 0.0 100.0 100.0 0.0 0.0 0.0 100.0 Subtotal 231 0 0 1 232 000 232 % of Level 9.3 0.0 0.0 0.1 3.1 0.0 0.0 0.0 2.5 % of Rank 99.6 0.0 0.0 0.4 100.0 0.0 0.0 0.0 100.0 Total 2,471 2,209 1,263 1,520 7,463 1,349 380 1,729 9,192

(1) Professor, Assoc. Professor, Asst. Professor and Instructor faculty ranks include only Tenure/Tenure Track faculty. * Numbers are calculated in decimal, but displayed in rounded off format. Therefore, subtotals and totals may appear off. Prepared by Data & Research Services, 03-Jan-14, 11:32 AM Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 368 Semester Credit Hours Taught by Faculty Rank for Fall 2014 (Excludes Required Physical Education and Professional Courses) College Of Architecture Department Of Architecture (ARCH)

Undergraduate Graduate Grand Rank (1) 1XX 2XX 3XX 4XX Total MS PHD Total Total Professor 1,662 56 414 635 2,767 636 124 760 3,527 % of Level 66.2 3.1 28.3 39.5 37.6 50.1 50.0 50.1 39.7 % of Rank 47.1 1.6 11.7 18.0 78.5 18.0 3.5 21.5 100.0 Assoc. Professor 48 1,479 134 175 1,836 409 93 502 2,338 % of Level 1.9 82.8 9.2 10.9 24.9 32.2 37.5 33.1 26.3 % of Rank 2.1 63.3 5.7 7.5 78.5 17.5 4.0 21.5 100.0 Asst. Professor 72 0 408 81 561 59 31 90 651 % of Level 2.9 0.0 27.9 5.0 7.6 4.6 12.5 5.9 7.3 % of Rank 11.1 0.0 62.7 12.4 86.2 9.1 4.8 13.8 100.0 Subtotal 1,782 1,535 956 891 5,164 1,104 248 1,352 6,516 % of Level 70.9 85.9 65.4 55.4 70.1 87.0 100.0 89.1 73.3 % of Rank 27.3 23.6 14.7 13.7 79.3 16.9 3.8 20.7 100.0 Senior Lecturer 15200385537 17 0 17 554 % of Level 6.1 0.0 0.0 24.0 7.3 1.3 0.0 1.1 6.2 % of Rank 27.4 0.0 0.0 69.5 96.9 3.1 0.0 3.1 100.0 Lecturer 13372850 290 101 291 % of Level 5.3 4.0 5.8 0.0 3.9 0.1 0.0 0.1 3.3 % of Rank 45.7 24.7 29.2 0.0 99.7 0.3 0.0 0.3 100.0 Visiting 036850 121 24 0 24 145 % of Level 0.0 2.0 5.8 0.0 1.6 1.9 0.0 1.6 1.6 % of Rank 0.0 24.8 58.6 0.0 83.4 16.6 0.0 16.6 100.0 Other 0 144 336 331 811 123 0 123 934 % of Level 0.0 8.1 23.0 20.6 11.0 9.7 0.0 8.1 10.5 % of Rank 0.0 15.4 36.0 35.4 86.8 13.2 0.0 13.2 100.0 Subtotal 285 252 506 716 1,759 165 0 165 1,924 % of Level 11.3 14.1 34.6 44.6 23.9 13.0 0.0 10.9 21.7 % of Rank 14.8 13.1 26.3 37.2 91.4 8.6 0.0 8.6 100.0 GATs - Lecture 136000136 000 136 % of Level 5.4 0.0 0.0 0.0 1.9 0.0 0.0 0.0 1.5 % of Rank 100.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Lab 309000309 000 309 % of Level 12.3 0.0 0.0 0.0 4.2 0.0 0.0 0.0 3.5 % of Rank 100.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 100.0 Subtotal 445 0 0 0 445 000 445 % of Level 17.7 0.0 0.0 0.0 6.0 0.0 0.0 0.0 5.0 % of Rank 100.0 0.0 0.0 0.0 100.0 0.0 0.0 0.0 100.0 Total 2,512 1,787 1,462 1,607 7,368 1,269 248 1,517 8,885

(1) Professor, Assoc. Professor, Asst. Professor and Instructor faculty ranks include only Tenure/Tenure Track faculty. * Numbers are calculated in decimal, but displayed in rounded off format. Therefore, subtotals and totals may appear off. Prepared by Data & Research Services, 11-Feb-15, 02:47 PM Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 369 Semester Credit Hours Taught by Faculty Rank for Fall 2015 (Excludes Required Physical Education and Professional Courses) College Of Architecture Department Of Architecture (ARCH)

Undergraduate Graduate Grand Rank (1) 1XX 2XX 3XX 4XX Total MS PHD Total Total Professor 1,596 128 429 461 2,614 450 163 613 3,227 % of Level 70.9 3.7 26.8 30.9 29.8 36.1 54.0 39.5 31.2 % of Rank 49.5 4.0 13.3 14.3 81.0 13.9 5.1 19.0 100.0 Assoc. Professor 140 2,362 65 302 2,869 330 97 427 3,296 % of Level 6.2 68.8 4.1 20.2 32.7 26.4 32.1 27.5 31.9 % of Rank 4.2 71.7 2.0 9.2 87.0 10.0 2.9 13.0 100.0 Asst. Professor 133 0 477 0 610 137 6 143 753 % of Level 5.9 0.0 29.8 0.0 7.0 11.0 2.0 9.2 7.3 % of Rank 17.7 0.0 63.3 0.0 81.0 18.2 0.8 19.0 100.0 Subtotal 1,869 2,490 971 763 6,093 917 266 1,183 7,276 % of Level 83.0 72.5 60.7 51.1 69.4 73.5 88.1 76.3 70.5 % of Rank 25.7 34.2 13.3 10.5 83.7 12.6 3.7 16.3 100.0 Senior Lecturer 0 0 126 340 466 46 0 46 512 % of Level 0.0 0.0 7.9 22.8 5.3 3.7 0.0 3.0 5.0 % of Rank 0.0 0.0 24.6 66.4 91.0 9.0 0.0 9.0 100.0 Lecturer 186 60 0 88 334 000 334 % of Level 8.3 1.7 0.0 5.9 3.8 0.0 0.0 0.0 3.2 % of Rank 55.7 18.0 0.0 26.3 100.0 0.0 0.0 0.0 100.0 Visiting 76 0 70 0 146 30 0 30 176 % of Level 3.4 0.0 4.4 0.0 1.7 2.4 0.0 1.9 1.7 % of Rank 43.2 0.0 39.8 0.0 83.0 17.0 0.0 17.0 100.0 Other 0 823 357 266 1,446 255 36 291 1,737 % of Level 0.0 24.0 22.3 17.8 16.5 20.4 11.9 18.8 16.8 % of Rank 0.0 47.4 20.6 15.3 83.2 14.7 2.1 16.8 100.0 Subtotal 262 883 553 694 2,392 331 36 367 2,759 % of Level 11.6 25.7 34.6 46.5 27.3 26.5 11.9 23.7 26.7 % of Rank 9.5 32.0 20.0 25.2 86.7 12.0 1.3 13.3 100.0 GATs - Lecture 36 15 30 0 81 000 81 % of Level 1.6 0.4 1.9 0.0 0.9 0.0 0.0 0.0 0.8 % of Rank 44.6 18.5 36.9 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Lab 85 45 45 28 202 000 202 % of Level 3.8 1.3 2.8 1.9 2.3 0.0 0.0 0.0 2.0 % of Rank 41.8 22.2 22.2 13.7 100.0 0.0 0.0 0.0 100.0 GATs - Other 0008 88000 % of Level 0.0 0.0 0.0 0.5 0.1 0.0 0.0 0.0 0.1 % of Rank 0.0 0.0 0.0 100.0 100.0 0.0 0.0 0.0 100.0 Subtotal 121607536292 000 292 % of Level 5.4 1.7 4.7 2.4 3.3 0.0 0.0 0.0 2.8 % of Rank 41.5 20.6 25.7 12.3 100.0 0.0 0.0 0.0 100.0 Total 2,252 3,433 1,599 1,493 8,777 1,248 302 1,550 10,327

(1) Professor, Assoc. Professor, Asst. Professor and Instructor faculty ranks include only Tenure/Tenure Track faculty. * Numbers are calculated in decimal, but displayed in rounded off format. Therefore, subtotals and totals may appear off. Prepared by Data & Research Services, 17-Feb-16, 11:39 AM Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 370 Semester Credit Hours Taught by Faculty Rank for Fall 2016 (Excludes Required Physical Education and Professional Courses) College Of Architecture Department Of Architecture (ARCH)

Undergraduate Graduate Grand Rank (1) 1XX 2XX 3XX 4XX Total MS PHD Total Total Professor 1,269 0 339 534 2,142 406 134 540 2,682 % of Level 49.6 0.0 25.0 36.9 23.0 29.0 55.1 32.8 24.5 % of Rank 47.3 0.0 12.6 19.9 79.9 15.1 5.0 20.1 100.0 Assoc. Professor 154 1,860 123 185 2,322 325 70 395 2,717 % of Level 6.0 47.0 9.1 12.8 24.9 23.2 28.8 24.0 24.8 % of Rank 5.7 68.5 4.5 6.8 85.5 12.0 2.6 14.5 100.0 Asst. Professor 40 0 375 0 415 95 9 104 519 % of Level 1.6 0.0 27.6 0.0 4.5 6.8 3.7 6.3 4.7 % of Rank 7.7 0.0 72.3 0.0 80.0 18.3 1.7 20.0 100.0 Subtotal 1,463 1,860 837 719 4,879 826 213 1,039 5,918 % of Level 57.2 47.0 61.6 49.7 52.4 58.9 87.7 63.2 54.0 % of Rank 24.7 31.4 14.1 12.1 82.4 14.0 3.6 17.6 100.0 Senior Lecturer 176 60 0 0 236 000 236 % of Level 6.9 1.5 0.0 0.0 2.5 0.0 0.0 0.0 2.2 % of Rank 74.6 25.4 0.0 0.0 100.0 0.0 0.0 0.0 100.0 Lecturer 224 738 0 85 1,047 077 1,054 % of Level 8.8 18.7 0.0 5.9 11.2 0.0 2.9 0.4 9.6 % of Rank 21.3 70.0 0.0 8.1 99.3 0.0 0.7 0.7 100.0 Asst. Lecturer 495 120 0 0 615 000 615 % of Level 19.4 3.0 0.0 0.0 6.6 0.0 0.0 0.0 5.6 % of Rank 80.5 19.5 0.0 0.0 100.0 0.0 0.0 0.0 100.0 Visiting 0100650 165 84 0 84 249 % of Level 0.0 2.5 4.8 0.0 1.8 6.0 0.0 5.1 2.3 % of Rank 0.0 40.2 26.1 0.0 66.3 33.7 0.0 33.7 100.0 Other 0 1,005 392 639 2,036 492 23 515 2,551 % of Level 0.0 25.4 28.8 44.2 21.8 35.1 9.5 31.3 23.3 % of Rank 0.0 39.4 15.3 25.1 79.8 19.3 0.9 20.2 100.0 Subtotal 895 2,023 457 724 4,099 576 30 606 4,705 % of Level 35.0 51.1 33.6 50.1 44.0 41.1 12.3 36.8 42.9 % of Rank 19.0 43.0 9.7 15.4 87.1 12.2 0.6 12.9 100.0 GATs - Lecture 67 34 26 0 127 000 127 % of Level 2.6 0.9 1.9 0.0 1.4 0.0 0.0 0.0 1.2 % of Rank 52.6 26.9 20.5 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Lab 13117390 187 000 187 % of Level 5.1 0.4 2.9 0.0 2.0 0.0 0.0 0.0 1.7 % of Rank 70.2 9.0 20.8 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Other 0230 3 26 000 26 % of Level 0.0 0.6 0.0 0.2 0.3 0.0 0.0 0.0 0.2 % of Rank 0.0 88.5 0.0 11.5 100.0 0.0 0.0 0.0 100.0 Subtotal 198 74 65 3 340 000 340 % of Level 7.7 1.9 4.8 0.2 3.6 0.0 0.0 0.0 3.1 % of Rank 58.2 21.8 19.1 0.9 100.0 0.0 0.0 0.0 100.0 Total 2,556 3,957 1,359 1,446 9,318 1,402 243 1,645 10,963

(1) Professor, Assoc. Professor, Asst. Professor and Instructor faculty ranks include only Tenure/Tenure Track faculty. * Numbers are calculated in decimal, but displayed in rounded off format. Therefore, subtotals and totals may appear off. Prepared by Data & Research Services, 19-Jan-17, 02:52 PM Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 371 Semester Credit Hours Taught by Faculty Rank for Fall 2017 (Excludes Required Physical Education and Professional Courses) College Of Architecture Department Of Architecture (ARCH)

Undergraduate Graduate Grand Rank (1) 1XX 2XX 3XX 4XX Total MS PHD Total Total Professor 819 212 495 669 2,195 194 179 373 2,568 % of Level 41.6 4.7 33.3 44.8 23.1 12.7 45.2 19.4 22.5 % of Rank 31.9 8.3 19.3 26.1 85.5 7.6 7.0 14.5 100.0 Assoc. Professor 84 1,366 90 282 1,822 328 104 432 2,254 % of Level 4.3 30.1 6.0 18.9 19.2 21.5 26.3 22.5 19.8 % of Rank 3.7 60.6 4.0 12.5 80.8 14.6 4.6 19.2 100.0 Asst. Professor 05070 9 516 240 12 252 768 % of Level 0.0 11.2 0.0 0.6 5.4 15.8 3.0 13.1 6.7 % of Rank 0.0 66.0 0.0 1.2 67.2 31.3 1.6 32.8 100.0 Subtotal 903 2,085 585 960 4,533 762 295 1,057 5,590 % of Level 45.8 46.0 39.3 64.3 47.8 50.0 74.5 55.1 49.0 % of Rank 16.2 37.3 10.5 17.2 81.1 13.6 5.3 18.9 100.0 Senior Lecturer 0 0 162 0 162 69 3 72 234 % of Level 0.0 0.0 10.9 0.0 1.7 4.5 0.8 3.8 2.1 % of Rank 0.0 0.0 69.2 0.0 69.2 29.5 1.3 30.8 100.0 Lecturer 160 417 387 0 964 84 15 99 1,063 % of Level 8.1 9.2 26.0 0.0 10.2 5.5 3.8 5.2 9.3 % of Rank 15.1 39.2 36.4 0.0 90.7 7.9 1.4 9.3 100.0 Asst. Lecturer 455 72 0 0 527 000 527 % of Level 23.1 1.6 0.0 0.0 5.6 0.0 0.0 0.0 4.6 % of Rank 86.3 13.7 0.0 0.0 100.0 0.0 0.0 0.0 100.0 Visiting 0 208 145 0 353 66 0 66 419 % of Level 0.0 4.6 9.7 0.0 3.7 4.3 0.0 3.4 3.7 % of Rank 0.0 49.6 34.6 0.0 84.2 15.8 0.0 15.8 100.0 Other 0 1,107 129 533 1,769 542 83 625 2,394 % of Level 0.0 24.4 8.7 35.7 18.6 35.6 21.0 32.6 21.0 % of Rank 0.0 46.2 5.4 22.3 73.9 22.6 3.5 26.1 100.0 Subtotal 615 1,804 823 533 3,775 761 101 862 4,637 % of Level 31.2 39.8 55.3 35.7 39.8 50.0 25.5 44.9 40.6 % of Rank 13.3 38.9 17.7 11.5 81.4 16.4 2.2 18.6 100.0 GATs - Lecture 146 607 32 0 786 000 786 % of Level 7.4 13.4 2.2 0.0 8.3 0.0 0.0 0.0 6.9 % of Rank 18.6 77.3 4.1 0.0 100.0 0.0 0.0 0.0 100.0 GATs - Lab 30741480 395 000 395 % of Level 15.6 0.9 3.2 0.0 4.2 0.0 0.0 0.0 3.5 % of Rank 77.6 10.3 12.1 0.0 100.0 0.0 0.0 0.0 100.0 Subtotal 453 648 80 0 1,181 000 1,181 % of Level 23.0 14.3 5.4 0.0 12.4 0.0 0.0 0.0 10.4 % of Rank 38.4 54.9 6.8 0.0 100.0 0.0 0.0 0.0 100.0 Total 1,971 4,537 1,488 1,493 9,489 1,523 396 1,919 11,408

(1) Professor, Assoc. Professor, Asst. Professor and Instructor faculty ranks include only Tenure/Tenure Track faculty. * Numbers are calculated in decimal, but displayed in rounded off format. Therefore, subtotals and totals may appear off. Prepared by Data & Research Services, 05-Jan-18, 10:28 AM Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 372 Appendix K

PhD Student Assessment Rubrics

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 373

Original PhD Student Assessment Rubric

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 374

PhD in Architecture Dissertation Evaluation

Candidate’s Name: ______Date:______

Dissertation Chair’s: ______

To be completed by thesis chair and returned to Katie Reed ([email protected] or Langford A210). Criteria 1 - Poor 2 - Acceptable 3 - Proficient 4 - Exemplary Communication: Research question Research Research Research question clearly Clarity of failed to address a question without question clearly communicated the intent to Message/Argument gap in the existing explicitly identified a gap in generate new knowledge to fill a body of identifying implied the existing body gap in the existing body of scholarship. a gap in the of scholarship. scholarship in the field of study. existing body of scholarship. Communication: Organizational Organizational Organizational Organizational pattern was Organization pattern was not pattern was pattern was skillfully constructed, making the observable. intermittently clearly and content of the presentation observable. consistently cohesive. observable. Communication: Inadequate use of Adequate use of Effective use of Excellent use of supporting Use of Supporting supporting supporting supporting evidence, including examples, Evidence evidence, including evidence, evidence, precedents, and/or comparanda examples, including including to support conclusions. precedents, and/or examples, examples, comparanda to precedents, precedents, support and/or and/or conclusions. comparanda to comparanda to support support conclusions. conclusions. Research: Resources were Resources were Sufficient An appropriate variety of Information literacy misused, limited in variety identification, resources were identified and and use of misinterpreted, with minimal interrogation, information was integrated resources irrelevant and/or integration. interpretation and across resources; interpretation relevant resources integration of of information was logical and were missing resources. sound Research: Selected Application of The research The research methods as Appropriate methodology was selected methods selected applied were optimal, which research not appropriate for methodology were appropriate resulted in the generation of methodology the research indicates and used correctly new knowledge through question or there incomplete to conduct valid, methodologically sound and were significant understanding of theoretically theoretically consistent flaws in its the methodology consistent approaches. application such or that the chosen research. that validity is methodology was questionable not the best choice. Critical Thinking & The dissertation The dissertation The dissertation The dissertation document Analytical Skills document was document included document demonstrated both critical descriptive, lacking assessment and/or demonstrated assessment of the sources and analysis; or, the analytical sufficient critical analytical approaches to the document collected approaches but assessment OR evidence, resulting in the and synthesized failed to generate sufficient analytical generation of new knowledge in the existing scholarship; new knowledge or approaches in the field and/or filled the existing gap or, the document to fill the gap generation of new identified in the research question. solved a problem or identified in the knowledge and introduced a new research question. filling the gap tool. identified in the research question.

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 375

Proposed PhD Student Assessment Rubric

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 376

Doctor of Philosophy in Architecture Dissertation Evaluation

Criteria 1 - Poor 2 - Acceptable 3 - Proficient 4 - Exemplary Communication: Research question Research Research Research question clearly Clarity of failed to address a question without question clearly communicated the intent to Message/Argument gap in the existing explicitly identified a gap in generate new knowledge to fill a body of identifying implied the existing body gap in the existing body of scholarship. a gap in the of scholarship. scholarship in the field of study. existing body of scholarship. Communication: Organizational Organizational Organizational Organizational pattern was Organization pattern was not pattern was pattern was skillfully constructed, making the observable. intermittently clearly and content of the presentation observable. consistently cohesive. observable. Communication: Inadequate use of Adequate use of Effective use of Excellent use of supporting Use of Supporting supporting supporting supporting evidence, including examples, Evidence evidence, including evidence, evidence, precedents, and/or comparanda examples, including including to support conclusions. precedents, and/or examples, examples, comparanda to precedents, precedents, support and/or and/or conclusions. comparanda to comparanda to support support conclusions. conclusions. Research: Resources were Resources were Sufficient An appropriate variety of Information literacy misused, limited in variety identification, resources were identified and and use of misinterpreted, with minimal interrogation, information was integrated resources irrelevant and/or integration. interpretation and across resources; interpretation relevant resources integration of of information was logical and were missing resources. sound Research: Selected Application of The research The research methods as Appropriate methodology was selected methods selected applied were optimal, which research not appropriate for methodology were appropriate resulted in the generation of methodology the research indicates and used correctly new knowledge through question or there incomplete to conduct valid, methodologically sound and were significant understanding of theoretically theoretically consistent flaws in its the methodology consistent approaches. application such or that the chosen research. that validity is methodology was questionable not the best choice. Critical Thinking & The dissertation The dissertation The dissertation The dissertation document Analytical Skills document was document document demonstrated both critical descriptive, lacking included demonstrated assessment of the sources and analysis; or, the assessment sufficient critical analytical approaches to the document and/or analytical assessment OR evidence, resulting in the collected and approaches but sufficient generation of new knowledge in synthesized failed to generate analytical the field and/or filled the existing existing new knowledge or approaches in the gap identified in the research scholarship; or, the to fill the gap generation of new question. document solved a identified in the knowledge and problem or research question. filling the gap introduced a new identified in the tool. research question.

Candidate Chair

Texas A&M University - Department of Architecture - Academic Program Review Self-Study Report - 2019 377