NAAB National Architecture Accrediting Board

Architecture Program Report September 2010

University of South Florida College of the Arts

School of Architecture and Community Design

4202 East Fowler Avenue, HMS 301 Tampa, Florida 33620

813.974.4031 tel 813.974.2557 fax

www.arch.usf.edu

Judy Genshaft, PhD., President Ralph Wilcox, PhD., Provost and Executive Vice President Ron Jones, PhD., Dean, College of the Arts Robert M. MacLeod, Director, School of Architecture and Community Design

APR Team: Tim Barnett Mildred Abreu Kirsten Dahlquist Mary Hayward Robert MacLeod Dan Powers

Cover image: Dimitar Dimitrov, M.Arch 2011, Advanced Design B Studio, Summer 2010

University of South Florida / School of Architecture and Community Design / NAAB APR 2

NAAB Architecture Program Report

University of South Florida School of Architecture and Community Design

September 2010

Contents a. Part One – Institutional Support and Commitment to Continuous Improvement i. 1.1 Identity & Self-Assessment ii. 1.2 Resources iii. 1.3 Institutional Characteristics 1. Statistical Reports 2. Annual Reports 3. Faculty Credentials b. Part Two – Educational Outcomes and Curriculum i. 2.1 Student Performance Criteria ii. 2.2 Curricular Framework iii. 2.3 Evaluation of Preparatory/Pre-professional Education iv. 2.4 Public Information c. Part Three – Progress Since the Last Site Visit i. 3.1 Summary of Responses to the Team Findings 1. Responses to Conditions Not Met 2. Responses to Causes of Concern ii. 3.2 Summary of Responses to Changes in the NAAB Conditions d. Part Four – Supplemental Information i. 4.4 Course Descriptions (see Appendix 1 for format) ii. 4.5 Faculty Resumes (see Appendix 2 for format) iii. 4.6 Visiting Team Report (VTR) from the previous visit iv. 4.7 Catalog (or URL for retrieving online catalogs and related materials) Response to the Offsite Program Questionnaire

University of South Florida / School of Architecture and Community Design / NAAB APR 3

Part One: Institutional Support and Commitment to Continuous Improvement

Part One (I): Section 1 – Identity & Self Assessment

I.1.1 History and Mission

The APR must include the following: The APR must include a brief history of the institution, its mission, founding principles, and a description of how that is expressed in the context of 21st century higher education.

As the 21st Century begins, the State of Florida is the fourth most populous state and the Tampa Bay Region is among the nation’s most dynamic and rapidly growing metropolitan areas. Florida’s population grew from 2 million to 18 million between 1950 and 2010. The growth has made Florida a cosmopolitan, mostly urban state, with extensive cultural, economic and social transformation. Along with the achievements of the boom years have come vast challenges in education, health care, social services, arts, the environment, transportation, and economic development. The University of South Florida is uniquely positioned to assist the state with the challenges of rapid development by providing increased opportunities for the education of Florida’s citizens and outstanding research outcomes to improve the quality of life.

Established in 1956, the University of South Florida (USF) has rapidly ascended into the ranks of the nation's top tier research universities. In 2006, USF was classified by the Carnegie Foundation for the Advancement of Teaching in its highest tier — a Research University with Very High Research Activity (RU/VH). Today, annual research contracts and grants exceed $380 million, while USF's Research Park provides support for university researchers and industry to collaborate in commercializing discovery.

As a member institution of the State University System of Florida, the University is governed by the Florida Board of Governors and the USF Board of Trustees (BOT). The President and Trustees represent the University with one voice. USF is fully accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). In 2006, USF St. Petersburg was accorded separate regional accreditation by SACS.

Among the largest public universities in the United States, USF serves over 47,000 students on four campuses in Tampa, St. Petersburg, Sarasota-Manatee, and Lakeland. Campus boards, chaired by members of the BOT, provide fiscal oversight and fulfill important stewardship roles in the community. Each location presents a unique and distinctive learning environment for undergraduate and Masters level students. Doctoral and professional degrees are awarded at the Tampa campus. The delivery of high quality undergraduate education and enhanced academic success are important priorities for the University. A comprehensive range of degree programs is offered across 13 colleges and schools. Each year, more than 6,000 undergraduate and 2,000 graduate and professional degrees are awarded, and the University's alumni base has grown beyond 200,000. USF's endowment currently exceeds $300 million.

University of South Florida / School of Architecture and Community Design / NAAB APR 4

As the only institution of higher education in Florida designated by the Carnegie Foundation as Community Engaged, and one of only ten public research universities nationwide that hold both RU/VH and Engaged designations, USF is inextricably engaged with the community at all levels, from local to global. Community partnerships in health care, education, science and engineering, the arts, and business are an integral part of life at the University. USF is a member of the Big East Athletic Conference. In recent years, the University has strengthened its position as a top-ranked public research university; has improved its placement in the annual report of the Top American Research Universities; and has stepped up a tier in US News and World Report's ranking of national universities.

USF’s greatest strategic opportunities reflect the University’s location: coastline, port, estuaries and beaches; fresh water supplies, clean energy, and other environmental subjects; urban infrastructure. Through research in bioengineering, life sciences, materials science, microelectronics, nanotechnology, information and communication technology, advanced manufacturing, and other areas, USF is an anchor for the vast Florida High-Tech Corridor, Florida’s most effective knowledge-based economic development effort.

The location and population of Florida and the Tampa Bay Region create opportunities for the University of South Florida to make extraordinary contributions in areas of diversity, building on the region’s cultural identities and ethnic heritage. USF is committed to making diversity and equal opportunity a fundamental, integral part of all university operations. (From University of South Florida Strategic Plan, 2007)

Institutional Mission The APR must include the institution's current mission statement and the date of its adoption and latest revision.

USF Strategic Plan September 2007

2007-2012 Strategic Plan Overview The 2007-2012 Strategic Plan is a bold, ambitious plan to elevate the performance and rankings of the University of South Florida as one of the nation’s leading research universities. It provides the USF community with a clear vision, goals, strategies, and measures to promote alignment and success. It is clearly directed at ensuring student success, contributing innovation and new knowledge, and advancing economic development in Florida, the nation, and globally. As a member institution of the State University System of Florida, the University is governed by the Florida Board of Governors and the USF Board of Trustees. The President and Trustees represent the university with one voice. Campus boards provide fiscal oversight and fulfill important stewardship roles in the community.

Vision The University of South Florida envisions itself as a pre-eminent research university with state, national and global impact, and positioned for membership in the Association of American Universities (AAU).

University of South Florida / School of Architecture and Community Design / NAAB APR 5

Mission As Florida's leading metropolitan research university, USF is dedicated to excellence in: • Student access and success in an engaged, and interdisciplinary, learner-centered environment, • Research and scientific discovery, including the generation, dissemination, and translation of new knowledge across disciplines; to strengthen the economy; to promote civic culture and the arts; and to design and build sustainable, healthy communities, and • Embracing innovation, and supporting scholarly and artistic engagement to build a community of learners together with significant and sustainable university-community partnerships and collaborations.

Goals and Strategies

Goal I • Expanding world-class interdisciplinary research, creative, and scholarly endeavors. • Promote nationally and internationally distinctive and prominent research and graduate programs, • Strengthen the University’s research support infrastructure to enhance contracts and grants workflow and output – through critically examining the applicability of alternative models of F&A indirect cost distribution, and other innovative mechanisms, • Focus on increasing the amount and proportional share of competitive federal research awards, • Enhance and expand the talent pool of world-class, competitively-funded faculty members, postdoctoral fellows, and graduate students, • Establish a salary enhancement program that rewards highly productive faculty in the areas of teaching and learning; scholarship, research and creative endeavors; and service and engagement, and • Strengthen and support integrated and synergistic interdisciplinary research across disciplinary, departmental, college and campus boundaries.

Goal II Promoting globally competitive undergraduate, graduate and professional programs that support interdisciplinary inquiry, intellectual development, knowledge and skill acquisition, and student success through a diverse, fully- engaged, learner-centered campus environment. • Create and support globally competitive, relevant and distinctive academic programs that address the changing needs of the region, state and nation through innovative approaches to curriculum development and delivery, • Provide increased access to excellence in higher education for students who demonstrate the aptitude to succeed, • Enhance and expand the talent pool by shaping the enrollment profile of USF’s undergraduate and graduate student body to reflect that found at a pre- eminent research university, • Improve year-to-year retention and time-to-graduation; demonstrated acquisition of knowledge, communication and critical thinking skills; and competency to synthesize and apply new knowledge; together with providing an optimal college experience for all students,

University of South Florida / School of Architecture and Community Design / NAAB APR 6 • Build a sustainable campus environment at USF that meets the criteria for Carnegie classification as a “primarily residential” campus, and • Improve and promote cultural and global literacy, foreign language proficiency, and the international competitiveness of USF graduates through significant growth in study abroad participation, an increase in fee-paying international students, and cross-cultural curriculum development.

Goal III Expanding local and global engagement initiatives to strengthen and sustain healthy communities and to improve the quality of life. • Establish a unified institutional structure to facilitate and promote community engagement, social enterprise, and global collaborations in education, research and service learning, including mechanisms for managing fiscal and human resources for student exchange, study abroad and international field placement programs, and faculty research, teaching, outreach and professional development opportunities, • Develop an up-to-date clearinghouse of information about all the engagement currently occurring at USF and develop institutional systems to measure community engagement, • Encourage and reward faculty effort in community engagement – require an annual faculty impact statement and explicitly introduce community engagement into USF’s promotion and tenure guidelines, and • Encourage and reward student engagement in the community and explore the feasibility of acknowledging community engagement and other co-curricular activities on the official transcript.

Goal IV Enhancing all sources of revenue, and maximizing effectiveness in business practices and financial management to establish a strong and sustainable economic base in support of USF’s growth. • Refine business practices to ensure a strong and sustainable economic foundation at USF, • Promote and sustain a positive working environment, significantly improve service quality, and improve staff support through providing competitive salary structures, expanding professional development opportunities, and building cross-functional teams, • Build USF’s fundraising enterprise and endowment to a level commensurate with that found at a pre-eminent research university by completing a comprehensive campaign to support capital projects, endowed professorships and scholarships, and to supplement operating needs, • Expand USF’s national identity through developing and implementing a comprehensive, cutting-edge branding campaign grounded in the discovery and dissemination of new knowledge; interdisciplinary collaboration; commercialization and economic development; and global engagement, • Expand the commercialization of emerging technologies to enhance regional and state economic development, and • Build a sustainable environment to support an expanded and improved teaching and research mission, a more engaged residential community, and a university-based global village.

University of South Florida / School of Architecture and Community Design / NAAB APR 7 Values

The University of South Florida values: • Excellence in teaching and learning; scholarship and research (both basic and applied/translational); together with community engagement and public service based on the highest standards of discovery, creativity and intellectual attainment, • Outstanding research and scientific discovery, including the application of new knowledge to solve state, national and global problems, • Recruitment and retention of world-class faculty and high potential undergraduate and graduate students, • Access to a world-class, globally relevant and affordable education, including utilization of alternative modes of delivery, • Student competitiveness, success and academic achievement through knowledge, communication and critical thinking skill acquisition, • Cultural and ethnic diversity and inclusion along with an enhanced global experience, understanding, and appreciation, • Integrated, interdisciplinary inquiry and collaboration across departmental, college and campus boundaries, • Facilitating the optimal development of personal and professional potential of students, faculty, and staff, and enriching the quality of an engaged campus community, • Shared governance structures that empower all USF stakeholders, campuses and entities to reach their full potential, • The creation and support of a premier university system that adds value to the region, state and nation while ensuring necessary levels of autonomy and preserving the distinctive regional and strategic identities of all member campuses and entities, • An environment of collegiality based on the principles of academic freedom, respect, integrity, civility, the freedom to engage in debate, the exchange of ideas and intellectual discovery, and professional responsibility, • Mutually beneficial partnerships and community engagement that increase the understanding of, and present solutions to, local and global challenges, with a mind to strengthening the economy and building sustainable healthy communities, • An entrepreneurial spirit and innovation with a focus on defining, informing and generating “next best practices”, • The utility of proven and emerging technologies to enhance instruction, learning, research and engagement, and to improve service quality and efficiencies in institutional business practices, • Focus and discipline in aligning the budget and fiscal resources with institutional priorities and action, and • Transparent accountability along with timely and effective communication.

University of South Florida / School of Architecture and Community Design / NAAB APR 8 SACD Program History The APR must include the following: · A brief history of the program, its mission, founding principles, and a description of how that is expressed in the context of the 21st century architecture education. · A description of the activities and initiatives that demonstrate the program’s benefit to the institution through discovery, teaching, engagement, and service. Conversely, the APR should also include a description of the benefits derived to the program from the institutional setting. · A description of the program and how its course of study encourages the holistic development of young professionals through both liberal arts and practicum-based learning. The School of Architecture and Community Design at the University of South Florida was founded in 1986. It was operated between 1986 and 1994 by two units of the State University System of Florida, the Florida Agricultural and Mechanical University (FAMU) and USF. After a national search, Alexander Ratensky was hired as founding Director—he reported to the dean of architecture at FAMU, and sat on the Council of Deans at USF. The School of Architecture and Community Design at USF is the first public architecture program in Florida to be located in a metropolitan area. Indeed, the school was specifically linked to an urban mission in its implementing authorization from the state legislature, and was founded at about the time that the state recognized, through legislation, that its prodigious growth in population, and the impact of that growth on the environment, needed management. The core professional program was a 4-year track (then 110 credit hours) designed for students with bachelors degrees in non-architectural subjects. A limited number of students with prior study in architecture were admitted with advanced standing. The Master of Architecture program earned its initial accreditation by the NAAB in 1992 for term of three years. By action of the Board of Regents on November 15th, 1994, the School of Architecture and Community Design was made exclusively a unit of the University of South Florida. Alexander Ratensky was named founding Dean, and reported to the Provost. The Master of Architecture program earned its first full five- year term of accreditation by the NAAB in 1995. In 1999, Alexander Ratensky retired from administration, after leading the program for 13 years. Because of its small size at that time (51 FTE students), the Provost made the School of Architecture a unit within the Office of Graduate Studies. Associate Professor James Moore was named Interim Director and reported to the Dean of Graduate Studies. The university approved a new graduate certificate and community design and development and architecture tracks within the bachelor of liberal studies. After a national search, Stephen Schreiber was hired as Director in 2000. He reported to the Dean of Graduate Studies, and sat on the Council of Deans. The Master of Architecture program earned a five- year term of accreditation by the NAAB in Fall 2000. In 2001, the School implemented a “2 plus 4” track to the Master of Architecture (in addition to existing tracks). This track, and the liberal studies track, opened the school’s programs to select undergraduates with strong architectural and/or visual arts education. The school began offering general education classes for undergraduates in 2002. Due to the interest in the new programs and increasing visibility of the school, enrollment increased dramatically. By the 2002-3 academic year, the School enrolled 157 FTE students. In early 2003, the Provost changed the School back to the equivalent of a college. Stephen Schreiber was named Dean and reported to the Provost. Stephen Schreiber announced his desire to return to the faculty by Fall 2004, due to his increasing research/creative work activities, and obligations to national and statewide organizations. Associate

University of South Florida / School of Architecture and Community Design / NAAB APR 9 Professor Dan Powers will served as Interim Dean while a national search is was conducted. This national search failed to land a suitable candidate for Dean and Professor Charles Height was appointed Interim Dean and stayed on in that position from 2005-08. In the summer of 2008, the School of Architecture & Community Design was reorganized as an academic unit in the College of Visual and Performing Arts (now the College of the Arts, COTA). The position of Dean was redefined as a Director reporting to the COTA Dean Ron Jones. Upon Dean Height’s resignation in August 2008, College of the Arts Associate Dean Barton Lee served as interim Director and a national search for a new permanent Director began. Effective fall 2009, Robert MacLeod began his duties as Director of the School of Architecture and Community Design. For the 2009-10 academic year, the School enrolled approximately 200 FTE students.

2005 NAAB Accreditation Visit The 2004/05 NAAB accreditation visit resulted in all 37 NAAB criteria in Part 2 being “met” or “well met”. Part 3 caused concerns for the visiting evaluation team and a focused evaluation visit was recommended to review Condition 5: Human Resources and Condition 7: Physical Resources. The university responded to these concerns, specifically Condition 7, by relocating the SACD to an existing building near the academic heart of the campus in January 2007. The new renovated 27,000 square foot facility is 9000 square feet larger than the previous facility and provides adequate studio and jury space. The subsequent focused evaluation visit, conducted in September 2008 by R. Wayne Drummond, FAIA (representing the Academy) and Dennis S. Ward, AIA, NCARB (representing the Profession) expressed continued concern with Condition 5 (related to budget reductions and a hiring freeze) and found Condition 7 had been met with the program making “great strides in addressing inadequacies and concerns regarding their existing facilities noted during the previous visit in 2005”.

The Florida Center for Community Design and Research The Florida Center for Community Design and Research (FCCDR) is the research arm of the School of Architecture and Community Design. It is a Type II State University System (SUS) research center located in the SACD. The Center was founded in 1986 as a statewide research center to address urban and regional problems related to both the natural and built environment and to provide design expertise, technical assistance, and applied research to assist Florida's growing communities. The Center employs faculty and graduate students from numerous academic disciplines and receives between $1.3 - $1.5 million in contracts and grants annually (although this number was lower in the 2009-10 AY due to the economic downturn and the inability for local/regional governmental entities to fully fund on-going research projects). The Florida Center serves as a primary vehicle for interdisciplinary community engagement at the University of South Florida. The Center has four full- time research faculty, affiliated faculty from USF, and numerous full-time support staff and graduate students.

University of South Florida / School of Architecture and Community Design / NAAB APR 10 SACD Program Vision, Mission and Values

SACD VISION: The vision of the School of Architecture and Community Design is to be nationally and internationally recognized as a distinguished center for study, research, design, and community engagement in architecture and urbanism. We envision a program that critically engages the built environment through academically diverse, socially and environmentally responsible inquiries that stress innovation and rigor in a learner-centered environment.

SACD MISSION: Our mission is to provide graduate level education that: • Provides a holistic design curriculum and instruction through a variety of pedagogical approaches. • Encourages individual and collaborative discoveries. • Emphasizes continuity between design and construction. • Builds technical and professional proficiency. • Offers wide ranging global learning experiences. • Provides opportunities for engagement with diverse communities. and for students and faculty to conduct scholarly research and creative activity that: • Is innovative, disciplinary, and interdisciplinary. • Advances the understanding of the built environment as it relates to society and culture. • Contributes to theory and practice in the disciplines of architecture and urbanism. • Relevant to local communities. • Advances the contemporary state of critical practice. • Provokes (stimulates/instigates) critical discourse on architecture and urbanism. • Explores (embraces) emerging technologies.

Our aim is to graduate professionals who will be recognized for their design excellence in enhancing the quality of the built environment.

SACD VALUES: The School values in their teaching and research: • The poetics of design • The past, history as informing the present, architectures past and historical precedent • Making – value of craft • Technological proficiency and emergent technologies • Sustainable practices • Quality in the built environment • Architecture grounded in context • How buildings become “Place” • Design excellence – high level of student performance/scholarship • Interdisciplinary connections – bridges • Research scholarship, critical inquiry of faculty, research based inquiry and critical practice

The school values an academic environment: • That is rigorous, effective and inspiring • Where there is learning by doing • That has a diverse student population

University of South Florida / School of Architecture and Community Design / NAAB APR 11 • Where there is cultural diversity, international discovery, connections and awareness of diverse cultures • Where there are a variety of pedagogical approaches and viewpoints • That has a collegial environment that encourages dialog • That fosters faculty development

The school values in their global and community engagement: • Improving the quality of the built environment • Social responsibility • Improving our surrounding community

(Approved by SACD Faculty, September 2008)

Community Engagement The SACD has an established public presence through many years of community engagement. The School has a long history of involvement with the community through topical design charrettes, pro-bono projects, grant and contract work, scholarly research and multiple design/build projects.

The design build program is woven into the fabric of the curriculum and offers students multiple access point for hands-on, on-site learning. Design build studios develop fully permit ready construction documents working directly with engineering consultants. The studio/workshop participants are involved with every aspect of the construction process. To date, three award- winning projects have been completed and the SACD led “Team Florida” (a four university consortium) will enter a zero-energy house in the 2011 US Solar Decathlon (one of 20 teams to gain entry to the international competition held on the Mall in Washington, DC in the fall of 2012).

I.1.2 Learning Culture and Social Equity

The APR must include the following: · A copy of all policies related to learning culture (including the Studio Culture Policy).

Studio Culture Policy The following represent attitudes, responsibilities and appropriate behavior that are expected in design studios at University of South Florida’s School of Architecture and Community Design. It is expected that all students will adhere to the following in order to ensure the rights of all students.

• While students spend long hours in studio and labs it is important to be aware of others and that conversations and comments towards others or about others should not be offensive or derogatory. The University does not tolerate actions or language that are abusive, prejudicial or racially demeaning to individuals or groups.

• In the design studio use of any materials such as paint, adhesives or other materials that produce any chemical off gassing must be used outside. Exercise care in keeping paint off of sidewalks and buildings. Students will be responsible for costs in removing paint from the walls and floors.

• Music is a means by which some students are able to work effectively. It is also a means of irritation to others, as one person's music is not enjoyed by all. As such, the School requires that

University of South Florida / School of Architecture and Community Design / NAAB APR 12 all students who wish to listen to music during the normal business hours (8:00 am - 5:00 pm, Monday - Friday) must do so through the use of headphones only. Further, some studio instructors do not permit the use of headphones during studio class hours. Students need to refer to the syllabi for the requirements for each studio course. The School acknowledges that the playing of communal music that is with the use of speakers can enhance the working and learning environment. The use of speakers at a low volume is permitted during the evening and weekend hours. However, students playing such music must respect the rights of others, and must be "self-policing" with regard to both volume and content. Any reported disturbance will result in a school-wide ban (24 per day, 7 day per week) on the use of speakers for the remainder of the semester.

• Students are free to use pin up space at their desks for important information related to courses. Also, personal information and or photographs may be placed within each students work area. However, please be aware of the content of such material. Faculty that observes material, which illustrates a derogatory, sexual or demeaning content will ask that the material be removed.

• The custodial staff is responsible for the overall maintenance of the building. However all students should work towards keeping their work area clean and free from trash. Items such as food wrappers, soda cans etc. should be disposed of promptly.

• Consumption of any alcohol is forbidden within the School of Architecture and Community Design, except at special events sponsored by the School. Possession/consumption of controlled substances (drugs) is forbidden.

• Seminar rooms located adjacent to the studios are intended to be places for group work and interaction. Clean up these spaces after you use them. Do not cut on the tables.

• Respect other students’ work areas and equipment. Do not borrow other students’ books and supplies, and do not disturb other students’ materials and equipment.

• No pets are allowed in the building, or in the immediate vicinity. It is assumed that all students within the School are here for the pursuit of knowledge and a desire to learn the profession of architecture. Adherence to the above will facilitate overall access and opportunity for success in the school. Please refer also to the USF Student Handbook. (Studio Environment Policy Dated 1 August 2003).

SACD Policies The APR must include the following: · Evidence that faculty, students, and staff have access to these policies and understand the purposes for which they were established

The SACD website lists student policies as follows (http://www.arch.usf.edu/about/policies/): • Studio Culture • Portfolio Review Policy (school-wide portfolio reviews take place after Core Design 3 – midpoint of second year - and prior to beginning the final year of the four-year M.Arch degree) • Non-Architecture Elective Policy • Master’s Project Requirements • Computing Guidelines and Acceptable Use Policy • Required Laptop Policy

University of South Florida / School of Architecture and Community Design / NAAB APR 13

SACD Policy Implementation and Development

The APR must include the following: · Evidence of plans for implementation of learning culture policies with measurable assessment of their effectiveness. · Evidence that faculty, staff, and students have been able to participate in the development of these policies and their ongoing evolution.

The Director has established a new course entitled “Teaching Methods”, wherein students engage in discussions regarding curricular structure, design studio pedagogy and so forth. This course serves as a platform for studio culture discussions. The Director has a standing monthly meeting with the student organization officers (AIAS, ACC, GBC, CSI) to discuss the school and the organization’s projects and initiatives with respect to engaging the student body.

The Director holds open discussion meetings with each year of the student body (1-4) during the course of each term, fall and spring. These meetings allow the students in a particular year of study to ask questions, raise concerns, and offer suggestions about the school.

During the first week of fall classes each year, there is an all-school meeting to introduce faculty and staff, announce notable achievements of faculty and students,

Faculty meetings and additional curriculum meetings, as required, are held on a rotating weekly basis each Monday morning. The Director calls for agenda items in advance of meetings and distributes the agenda prior to each meeting. These meetings are well attended and offer animated discussion of policies and issues of significance to the school.

Institutional Policies and Procedures Related to Harassment and Discrimination · Evidence that the institution has established policies and procedures for grievances related to harassment and discrimination.

The Univeristy of South Florida maintains a Diversity & Equal Opportunity Office (usfweb2.usf.edu/eoa/duties.asp). Additional information is provided in Part One Section 2.1 Human Resources & Human Resource Development.

Academic Integrity The APR must include the following: · Evidence that the institution has established policies for academic integrity (e.g., cheating, plagiarism).

The Univeristy of South Florida Graduate Catalogue is available on line (http://www.grad.usf.edu/catalog.asp). Section 7, Academic Policies and Regulations, defines and discusses cheating and plagiarism and explains the academic grievance procedure as follows: Academic Policy Information Student Responsibilities Student Conduct Academic Integrity of Students Additional Graduate Guidelines for Academic Dishonesty Disruption of Academic Process Student Academic Grievance Procedure

University of South Florida / School of Architecture and Community Design / NAAB APR 14

I.1.3 Response to the Five Perspectives

The APR must include the following: · A narrative description of the program’s response to each of the five perspectives. · A narrative description of the opportunities for student learning and development within the accredited degree program that are responsive to the five perspectives. · A cross-reference to the five perspectives and the role they play in long-term planning (see Part I, Section 1.4) and self-assessment (see Section 1.5).

A. Architectural Education and the Academic Community

The School of Architecture and Community Design benefits from the wealth of educational resources available at a Carnegie Doctoral/Research Extensive institution. The campus provides a stimulating environment for the students and faculty. A variety of academic programs at USF are scrutinized regularly through different accreditation processes and through a rigorous internal review process. The architecture program at USF participates fully in the immediate environment of the USF campus as well as the broader academic environment nationally and internationally.

The faculty members of the School are expected to meet all the requirements of teaching, research/creative work, and service in the context of a nationally recognized institution. The architecture program interacts with other USF programs in numerous ways. Several studios and workshops involve cross disciplinary collaborations with units such as College of Public Health, School of Art, and Institute on Aging. The School’s undergraduate general education and “exit courses”—Intro to Architecture, Intro to Architectural Design, Architecture History I and II, the City-- expose large numbers students at USF to our discipline. The program shares critical facilities and equipment with art.

Students in other disciplines are required to take architecture courses as required electives. For example, architecture courses satisfy requirements in Urban Studies and the new Real Estate Development Program in the School of Business will rely upon SACD coursework as an integral part of their degree.

School and Program faculty meetings are open to all full-time and part-time faculty in addition to student representatives. Most School and Program committees have student representation – including all search committees and the technology committee. Students and faculty play an active role in campus wide organizations. The faculty has representatives on several USF and COTA committees and the Faculty Senate.

The USF Architecture College Council, the AIAS, CSI, and Green Builders are active in the School. The AIAS chapter has organized school forums, lectures, workshops, tours, and social events. The University has announced its ambition to pursue AAU status and has made this initiative a top priority. The SACD has listed as its peer institutions research one / AAU member universities.

B. Architectural Education and Students

In preparing graduates to enter the profession of architecture, the program’s primary goals are: to develop each student’s problem solving abilities, to prepare him/her to deal responsibly with the complexities and ever changing issues of the built environment, to help each student understand and express his/her individual creativity and, to give each student skills to equip him/her for entry level positions in the profession.

University of South Florida / School of Architecture and Community Design / NAAB APR 15 The education of an architect is a lifelong commitment. Critical to that education is the time spent in formal higher education; here ideas and values are transmitted that stay with the student for the rest of his/her life. The Program takes as a basic premise that intervention into the built environment must be an informed and responsible act. Students are exposed to other disciplines to give them an understanding and ability to collaborate in their professional careers. Further, students are taught to be leaders. Architects have unique integrative skills; this is precisely what society needs. These skills can be used in a positive way. Graduates of the professional programs are prepared to continue their education both in architectural practice and in alternative careers. They are able to deal with the complexities of an increasingly changing and expanding profession. The curricula of both the university and the architecture program emphasize education as an open ended process of personal growth and development. Required courses promote the acquisition of skills and values that form the basis for effective decision making, and strive to prepare students with intellectual and spiritual tools to be responsive and responsible individuals in a changing environment. The student body is composed of intelligent, motivated and articulate students of moderate diversity. Our students consistently demonstrate a high level of energy, participation, and camaraderie which perseveres over facilities constraints. Students are prepared for a lifelong process of intellectual exploration, reflection, and development through dedicated faculty, an active campus life, and a supportive professional community. Collaborative projects are stressed throughout the curriculum to encourage students to cooperate, share decision making, and collaborate with each other. The Architecture Program has a responsibility to prepare students for a rapidly evolving and complex profession and to nurture creative/critical technology skills in general. Students are introduced to a variety of ideas and contemporary issues through the diversity of the faculty, guest critics and lecturers, and are prepared for the professional world through courses in professional practice, contact with practicing professionals, work experience and the final year of directed study. The project/thesis preparation and master’s project/thesis instill personal initiative, provocative thinking, responsibility and professionalism. The nature of design studio instruction challenges students to resolve conflicting issues through a creative process of reflection, imagination and personal commitment. While each instructor has the ultimate responsibility for the administration of his or her own studio, the Program is committed to the belief that students should have freedom to examine, explore and express issues in accord with their personal understanding and beliefs. Students are expected to utilize the knowledge and principles gained in their other classes in defining, clarifying and solving problems in the studio. Gallery reviews, invited desk crits and public juries are designed to respect students’ diversity, distinctiveness, self worth and dignity. The faculty members of the school are careful to invite guest critics, jurors, and lecturers who represent a diversity of viewpoints, and who will help enhance a nurturing yet critically rigorous environment.

Tampa Bay architects, planners, and landscape architects are frequently invited to studios to give desk crits, sit on studio reviews and participate on final Master’s Project / Thesis reviews. Studio review dates and topics are often sent to the AIA Tampa Bay website. The School has taken specific measures to expose students to the national and international context of practice. There is a strong commitment in the School to providing students with the opportunity to visit and, therefore, begin to understand other cultures. Since the last visit, the School has run two programs to Italy and two programs to England. Student participants disseminated the work of their semester abroad through an exhibit at the School. Also, trips to important cities such as New York, Boston, Seattle, Portland, Chicago, Houston, Vancouver, and Charleston and are organized as part of studios and during breaks. School sponsors a lecture series by prominent architects, landscape architects, urban designers, and critics. All lectures are free and open to the public. Architects may register for free CE units by attending lectures.

University of South Florida / School of Architecture and Community Design / NAAB APR 16

C. Architectural Education and the Regulatory Environment

The great majority of our students continue in the profession. Past surveys indicated that nearly 85 % of alumni/ae of the Master of Architecture program worked in architecture practice, or closely related fields. The current economic environment no doubt holds this statistic less accurate. Preparation for registration is an important part of the curriculum. Course work in design, history, technology, planning, and practice prepare students to meet requirements for registration. Studio sequence is predicated on the idea that skill and proficiency in a profession are achieved through repeated exercises of continually increased complexity and scale. Parallel to and linked with this development of creative problem solving skills are the courses in technical systems, materials and construction, structures and professional practice. The pass rates for USF graduates are among the highest in the State of Florida and higher than the national average for all divisions of the exam. Issues of internship, registration, and continuing education are an integral part of required professional practice courses. Mark Weston, the School’s new IDP Coordinator, makes an annual presentation to students regarding the program and attended the IDP Conference in Chicago, summer 2010. Issues of professional conduct are discussed throughout the curriculum, particularly in design studios and in professional practice classes. Professional conduct is a particular emphasis of the required graduate community studio. Furthermore the USF student handbook sets principles for academic and professional conduct.

D. Architectural Education and the Profession The architecture curriculum establishes a solid foundation in the physical, psychological, social and aesthetic dimensions of practice, and the architect’s ethical responsibilities to society, clients, users, and colleagues. Creative problem solving and learning how to learn are core principles of education in the program at USF. As students advance through the curriculum they are asked to accept greater personal responsibility for their work, ultimately to pursue a thesis as an independent exploration of research, programming and design under the guidance of faculty and advisors.

The program maintains close relationships with the architecture community of the city, state, and region. Professionals regularly come to the School to participate in reviews, to guest lecture in different courses, to conduct workshops, to participate in School events, and to interview students. The presence of practicing architects reinforces the professional issues that are addressed in the curriculum. The program regularly publicizes schedules of design juries and “calls for critics” in the AIA Newsletter. Local professionals also regularly come to the School’s lecture series and receive free continuing education credits for attending.

Every year, AIA Tampa Bay holds one of its monthly meetings at the school. The AIA has sponsored numerous other joint activities with the School, including a lecture, scholarships, and special workshops. The Director is a member of the AIA (as are several faculty members) and sits on the AIA Florida board. SACD Assistant Professor Shannon Bassett has been especially active with the AIA, serving on the exhibitions committee. The SACD held three exhibits in the Tampa Bay AIA office/gallery space in downtown Tampa during the 2009-10 AY and will continue to engage the public through exhibitions with the AIA. The SACD and USF hosted the 2009 Tampa Bay AIA Fall Gala in the newly constructed Marshall Center (student services building) and assembled a large and well-received exhibit for the event. The SACD will co-sponsor a speaker for the 2010 TB AIA Fall Gala in October. Recent charrettes have teamed students with practitioners on a variety of projects.

Collaboration is a strength of the architecture program. Numerous courses require team projects. Architecture students collaborate with students from other disciplines in some studios. Students in studios often consult with architects, planners, engineers, and other consultants. Professional practice courses expose students to the diverse and collaborative roles assumed by architects in practice. Moreover, opportunities for architects in nontraditional careers are discussed.

University of South Florida / School of Architecture and Community Design / NAAB APR 17 Ethics and professional standards are stressed throughout the curriculum. Many of the lessons are taught by example with our faculty serving as role models. The studio experience is one of the great educational crucibles, which helps to forge those aspects of strong character, good judgment and personal integrity, necessary for making wise professional decisions. The professional practice courses underscore these responsibilities through case studies. The master’s project allows students to see the interconnectedness of their own research with a design problem. In addition, public reviews provide an opportunity to introduce the breadth of what we do to the rest of the university and local community.

E. Architectural Education and the Public Good The School seeks “to create environments in which students and faculty can experience and appreciate the poetry of architecture; study the myriad forms of community and human habitat; understand how past designs can inform future possibilities; master the technologies necessary to create a sound, ecological world; develop a vision of what such a world might be; assume leadership roles in helping achieve this vision.

The educational opportunities at the University of South Florida pay particular attention to the needs of the regional and global society. Opportunities to study specific ecological, political and urban issues are also provided elsewhere in the core and in the architecture curriculum. The professional practice course dedicates time to explore the architect’s social responsibilities.

Any discussion of the architect’s responsibility to society must inevitably confront the issue of the city. The architectural projects presented to our students have a wide range of users and social contexts. Students are expected to develop an understanding of their responsibility to the client, user and society and a measure of the success of their work is judged accordingly. These experiences give them many opportunities to examine their own perspectives and potential for prejudice in light of their peers, their social environment of both the university and the studio, and the appropriate nature of unprejudiced and unbiased professional judgment. Professional and public service is discussed in professional practice case studies involving pro bona work exemplify the point.

The design studios present the best of opportunities for shared learning, gaining from the experiences of others, inspiring and being inspired, and challenging and being challenged. Simultaneously, the studio presents students with the conflicts of shared space, the tension of differences of opinions, and competitive challenges. Balancing these issues provides excellent training to develop integrity and dignity, as well as in respecting the rights and ambitions of others. The community design studios regularly emphasize social and environmental issues. The curriculum of the School also addresses the role of the architect in the global society. These issues are implicit and explicit in many of our studio projects and associated courses, particularly those courses dealing with environmental controls, site and environment, human factors, programming, materials and methods, and architectural history.

The development of a sense of ethical responsibility to society, colleagues and clients is essential to our architecture program. Questions of personal and professional responsibility occur within the curriculum and are fundamental to the mission of the school and university. Several classes examine the role of architecture in a world of increasingly limited resources, while professional practice and design development examine the legal and ethical implications of the practice of architecture with respect to clients and users.

University of South Florida / School of Architecture and Community Design / NAAB APR 18 I.1.4 Long-Range Planning

The APR must include the following: · A description of the process by which the program identifies its objectives for continuous improvement. · A description of the data and information sources used to inform the development of these objectives. · A description of the role of long-range planning in other programmatic and institutional planning initiatives. · A description of the role the five perspectives play in long-range planning.

Long-range planning for the School of Architecture and Community Design Emerges from both the USF Strategic Plan and the Compact Plan developed by the College of the Arts in addition to internal visioning and planning exercises. The Compact Plan (required by the Provost) responds to the University’s strategic goals and determines a course of action for each unit within the COTA (Architecture, Music/Music Ed, Theater/Dance. Art/Art History and the Contemporary Art Museum/Graphicstudio).

From the USF Strategic Plan, 2007-12:

Goals and Strategies

Goal I • Expanding world-class interdisciplinary research, creative, and scholarly endeavors.

Goal II • Promoting globally competitive undergraduate, graduate and professional programs that support interdisciplinary inquiry, intellectual development, knowledge and skill acquisition, and student success through a diverse, fully- engaged, learner-centered campus environment.

Goal III • Expanding local and global engagement initiatives to strengthen and sustain healthy communities and to improve the quality of life.

Goal IV • Enhancing all sources of revenue, and maximizing effectiveness in business practices and financial management to establish a strong and sustainable economic base in support of USF’s growth.

From the Compact Plan for the College of the Arts:

While the Compact Plan represents the separate needs of the five COTA units, it is unified in two important ways: first, the emphasis is upon insuring, retaining, restoring and/or establishing quality; second, the goals are to promote globally competitive graduates and to expand the level of world-class scholarly/creative endeavors. The vision of the College, as recently edited is as follows:

The College aspires to achieve national and international recognition as a distinguished center for study, creation and research (in architecture & community environmental design, publishing of prints and sculpture multiples, visual arts, dance, music, theatre and contemporary exhibitions). The College will provide an innovative and exciting environment in which to prepare the nest generation of architects, artists, designers, educators, scholars, and audiences for these disciplines. The College will support and promote creative research (including history and theory), performance and production in these disciplines while continuing to engage the Tampa Bay community by enriching the cultural landscape and advancing sustainable practices.

University of South Florida / School of Architecture and Community Design / NAAB APR 19 The Compact Plan emphasis is to maintain instructional / curricular / program outcome quality now and into the future. I outlining future hiring strategies, each proposed position has an impact on student success and collectively the positions contribute to the priorities of the University:

• Community Engagement • Global Literacy and Impact • Integrated, Interdisciplinary Inquiry • Research and Innovation • Student Success

The Compact Plan is divided into four areas. The relevance of each to the School of Architecture is outlined below:

Maintaining Quality Proposed faculty/staff positions and descriptions required to sustain and improve the program:

Assistant/Associate Professor: Architecture Design & Sustainability Faculty position will teach in the design studio curriculum, develop a curriculum in sustainability, and engage university initiatives in this area

Associate Professor: Architecture/Design/Materiality This position will bring an area of expertise in architectural design, materials and methods of construction, architectural detailing, and theory / materiality.

Digital Lab Technician in Architecture This position will oversee the digital fabrication lab and wood shop/lab. Duties include supervision of work in lab, maintenance, training, and scheduling assistants.

Architecture Program Administrative Assistant Duties will include assisting with undergraduate and graduate admissions, administration of new Master’s of Urban Design program, organization of professional outreach efforts (local, regional and state AIA), development of SACD centered Alumni relations, graduate and undergraduate recruiting, among others.

Renovation of existing facilities: This section of the Compact Plan focuses on the renovation of the areas within the existing Fine Arts Building to be vacated by the Music School’s move to a new building in the late fall 2010. Included in the planned renovation is a new digital fabrication lab for the college, largely built around a new 5-axis CNC router. The College has twice submitted for University funds, generated through a student technology fee, to purchase this equipment and associated software. A decision is expected from the University in Fall 2010. There is, additionally, the desire on the part of the SACD faculty to renovate the existing facility in order to improve the quality, versatility and efficiency of the building.

Interdisciplinary Thrust (Cluster Hire Initiative) The “Cluster Hire Initiative” looks to enhance the educational and research opportunities for students and faculty across the university. This proposal is to recruit and search four regular tenure earning faculty positions which would be interdisciplinary in appointment and expectation and search for 2 research and non-tenure earning faculty. These appointments would be generally described as: Architecture + Geography Architecture + Engineering Architecture + Environmental Science Architecture + Business Architecture + Florida Center for Community Design and Research (2 positions)

University of South Florida / School of Architecture and Community Design / NAAB APR 20 New Ventures Digital Fabrication Initiative The Digital Fabrication initiative outlines a 3 year acquisition and budgetary plan for technology that provides the appropriate level of support for the acquisition, repair and replacement of technology as developments emerge in the field. To date, the following accomplishments can be noted: • A Laser Cutter has been installed and is used extensively by SACD graduate students. • OPS hours have been increased for the existing Shop Supervisor; duties now include oversight of the Digital Fabrication Lab and coordination of the Graduate Assistants assigned to the Lab. • A group of GAs are in place to supervise the Lab and educate students; • A two axis CNC router with an 8’ x 8’ bed has been purchased and will be operational fall 2010.

COTA Digital Fabrication Lab A College of the Arts initiative to secure a 5 axis CNC router and support equipment, software and training has been funded by the Provost’s Office by the USF student technology fee fund. The $282,000 grant will provide the college with a critical resource.

The entire Compact Plan document will be made available to the accrediting team in the Team Room.

I.1.5 Self-Assessment Procedures

The APR must include the following: · A description of the school’s self-assessment process, specifically with regard to ongoing evaluation of the program’s mission statement, its multi-year objectives and how it relates to the five perspectives. · A description of the results of faculty, students’, and graduates’ assessments of the accredited degree program’s curriculum and learning context as outlined in the five perspectives.

· A description, if applicable, of institutional requirements for self-assessment. · A description of the manner in which results from self-assessment activities are used to inform long-range planning, curriculum development, learning culture, and responses to external pressures or challenges to institutions (e.g., reduced funding for state support institutions or enrollment mandates). · Any other pertinent information.

The process of self-assessment is both continual and well developed within the School of Architecture and Community Design. A number of methods are used for self-evaluation / reflection and consideration of future directions. Among these are University and School reports and reviews; school committees; ad-hoc committees and task forces; group and individual meetings between administrators, faculty and students; the school's advisory council; NCARB licensing examination reports; regular feedback from professionals, alumni, and recent graduates; meetings with administrators and faculty of other accredited programs; previous accreditation reports; and the current generation of the Architecture Program Report. To begin the academic year the faculty holds a series of meeting to not only address the upcoming year in administrative terms, but to assess the state of the program and propose both short-term and long-term initiatives. These goals are revisited and set as action items in regular faculty meetings. As an example, prior to the start of the Fall 2010 AY, the SACD held a one-day “world café” style workshop exploring a series of questions posed by the director. The faculty meeting was framed as a “discussion of visions, directions, ideas, initiatives and notions” in response to the Vision Statement crafted by faculty in Summer/Fall 2008.

University of South Florida / School of Architecture and Community Design / NAAB APR 21 VISION: The vision of the School of Architecture and Community Design is to be nationally and internationally recognized as a distinguished center for study, research, design, and community engagement in architecture and urbanism. We envision a program that critically engages the built environment through academically diverse, socially and environmentally responsible inquiries that stress innovation and rigor in a learner-centered environment.

The “world café” workshop questions allow the faculty to take its own temperature relative to a range of immediate, short-term and long-term issues. List 3 areas of on-going strength in the SACD:

1. List 3 areas in need of nurturing/development in the SACD 2. List 3 areas of focus for our next faculty hires 3. List 3 ways in which our presence in the College of the Arts can work to our advantage 4. List 3 changes in the curriculum worthy of consideration 5. List 3 changes/upgrades/alterations to the physical plant / facilities 6. List 1 new program, degree or certificate we should consider developing (and why should we consider this specific idea) 7. List 3 continuing education classes/educational opportunities the SACD could offer to regional architects 8. List 3 new areas of community engagement the SACD should consider 9. List 3 ways in which we can immediately improve our School 10. List 3 ways through which the SACD can fundraise 11. List 3 ways through which we can develop faculty interaction, collegiality, mentorship and engagement (including both F/T and adjunct faculty)

School Committees: The School and the Program aim to institute the most appropriate and effective faculty assignments and committee responsibilities. The guiding principles are to develop the minimum number of committees to accomplish the necessary tasks. The faculty as a whole must approves new courses and course revisions. When proposing a new course, faculty are required to submit a syllabus, an explanation of how the proposed new course relates to school mission and goals, and an explanation of the impact on teaching loads. Concerns and proposals may come from any individual or group, and find their best route for evaluation, be that a standing committees or special task force. An issue may ultimately come before the full faculty for open discussion and resolution. College The self-governance structure for the College of the Arts includes several standing committees with member ship from all units. Student Participation: Course evaluations are conducted for each class every semester through a standardized questionnaire that is processed by the University. Students respond to a series of general questions with a 1-5 ranking and can add additional hand written remarks. These evaluations of faculty performance are used to improve faculty teaching effectiveness and play an important role in part-time re-hiring decisions. The student body is small enough that issues needing discussion and action can often be handled either within the studios of a particular year, or by individual conversations with faculty and administrators. The Architecture College Council and the AIAS are active student organizations that participate in policy-making issues as well as social and organizational events. The Director holds a monthly meeting with officers of the Student Organizations to discuss issues of importance to the school and each organization’s goals and programs. The Director also holds open “brown-bag” lunch meetings with students of each level in the program (years 1 – 4) at least once each semester.

University of South Florida / School of Architecture and Community Design / NAAB APR 22 Faculty Evaluation of Student Work: The School seeks to develop within students a wide range of capabilities that will prepare them for leadership roles. Students are asked to think critically, to gather and examine large amounts of information, to define problems, to analyze, to explore alternatives, to synthesize, and to then communicate those ideas and solutions in a clear and professional manner. Evaluations are based on the above criteria in accordance with our “core principles,” and therefore include both process and outcome. University The following groups in the University are involved to some degree in assessment of the Program: Faculty Senate: the Faculty Senate has the right of review and action with regard to formulation of institutional aims; creation of new colleges, schools, and departments and divisions; major curricular changes and other matters which in the opinion of the President of the University or his delegate affect the institution as a whole; requirements for admission and graduation and for honors and scholastic performance in general; approval of candidates for degrees; policies of appointment, dismissal, and promotion in academic rank. Outcomes Assessment: The Provost has assumed responsibility for ensuring that outcomes assessment occurs at USF. The Director is responsible for implementing student outcomes assessment in the Architecture Program. The Faculty Senate continues to play a role in the development of our assessment program as well. SACS Dean’s Council: A periodic meeting of Deans across the University that addresses management and administration issues as well as broader perspectives regarding the direction of the University. Information from these meetings is transmitted to the Director in the monthly Director’s Council Meetings chaired by the COTA Dean with all Directors and the Associate Dean in attendence. Graduate and Undergraduate Councils: The Senate Graduate Council, in consultation with college (school) and the Dean of Graduate Studies is responsible for maintaining and enhancing the quality of graduate education in the University and its graduate centers. The Undergraduate Council is responsible for maintaining and enhancing the quality of undergraduate education in the University and its campuses. External Other outside organizations which are influential in our assessment include: local and regional chapters of the AIA and who regularly assess our successes and opportunities; the Florida Board of Architecture and Interior Design; and academic associations, including ACSA, in which faculty are actively involved regionally and nationally. Involvement in association conferences always generates much discussion about what and how we teach and how that compares to other programs. Faculty peer review is a function of the tenure process, and the more informal collegial interaction of the faculty within the School, College and University. Faculty members also regularly, and successfully, submit papers and creative work for juried review, and enjoy close interaction with practicing professionals and alumni through juries and lectures. Alumni often participate in the student assessment process within the School. They attend juried reviews of student work in design classes at all levels of the curriculum, and give invited lectures. They assist students with projects that involve professional consultations. Several alumni and local practitioners teach in the School on an ongoing basis as adjunct professors and offer a long-term perspective of the School in addition to forging a strong link to professional offices throughout the region. The final review of Master’s Project (formerly thesis) work is reviewed by both regional practitioners and national educators. The School has started the tradition of inviting several external guest critics to review the final semester work and offer feedback for future consideration. The Spring 2010 guest reviews included: Martin Gundersen, Associate Professor, School of Architecture, University of Florida, Gainesville, FL Doug Hecker, Associate Professor, School of Architecture, Clemson University, Clemson, SC Robert McCarter, Ruth & Norman Moore Professor of Architecture, Washington University, St. Louis, MO Martha Skinner, Associate Professor, School of Architecture, Clemson University, Clemson, SC Nichole Wiedemann, Associate Dean, School of Architecture, University of Texas, Austin, TX

University of South Florida / School of Architecture and Community Design / NAAB APR 23 The Director’s Advisory Council assists the School in community, professional and university liaisons and fund raising. The Council participates in the assessment process by advising and assisting the Director on these matters but particularly in the area of fund raising.

SACS The University is also guided by the SACS (Southern Association of Colleges and Schools) accreditation procedures. The School of Architecture and Community Design uses the SACS protocal as a means of documenting and measuring student performance with a recent focus on the fourth year thesis (or Master’s Project). The 2008-09 Assessment Report focusing on Thesis (now Master’s Project) follows:

University of South Florida / School of Architecture and Community Design / NAAB APR 24 ASSESSMENT PLAN Graduate Programs 2009-10 Degree: Masters Degree in Architecture (M Arch) CIP Code: 04.0201

School of Architecture & Community Design (SACD) / College of the Arts

Program Mission Statement: Our mission is to provide graduate level education that: • Provides a holistic design curriculum and instruction through a variety of pedagogical approaches. • Encourages individual and collaborative discoveries. • Emphasizes continuity between design and construction. • Builds technical and professional proficiency. • Offers wide ranging global learning experiences. • Provides opportunities for engagement with diverse communities. and for students and faculty to conduct scholarly research and creative activity that: • Is innovative, disciplinary, and interdisciplinary. • Advances the understanding of the built environment as it relates to society and culture. • Contributes to theory and practice in the disciplines of architecture and urbanism. • Is relevant to local communities. • Advances the contemporary state of critical practice. • Provokes (stimulates/instigates) critical discourse on architecture and urbanism. • Explores (embraces) emerging technologies.

Our aim is to graduate professionals who will be recognized for their design excellence in enhancing the quality of the built environment.

Graduates of this program will be able to demonstrate the following:

Outcome 1 Outcome M.Arch students will write a thesis that presents defensible conclusions drawn from verifiable evidence. Methods of Assessment Written Thesis: The thesis chair will review a draft to determine if: 1) the student demonstrates knowledge of the relevant issues related to the subject; 2) the argument presented in the thesis is well situated in the current discourse and knowledge on the subject; 3) the evidence presented is relevant and clearly related to the thesis topic; 4) the sources and citations used are appropriate and 5) the conclusions are justified, convincing and clearly reasoned. The student is required to revise the thesis based upon the feedback on these components. Following these revisions, two committee members will evaluate the thesis based on the same criteria.

Measures/Levels of Expectation All students will demonstrate, in the written thesis document, defensible conclusions from verifiable evidence as determined by the thesis chair and two committee members.

Assessment Results

Use of Results for Program Improvement

University of South Florida / School of Architecture and Community Design / NAAB APR 25 Outcome 2 Outcome M.Arch students will conceive of, execute and graphically present a design project that supports the written thesis. Methods of Assessment Thesis Design Project Structure: The thesis chair and committee will review the preliminary presentations of the Design Project during Thesis I and Thesis II and a final presentation at the end of Thesis II.

Thesis 1 M.A. students will have a mid-term and end of term review during Thesis 1. The thesis instructor and chair will review the design project to determine if: 1) the design concept is derived from the research conducted by the student on the subject; 2) the design concept for the project furthers the current discourse and knowledge on the subject; 3) there is a suitable program developed for the design project, and 4) the design concept responds to the context and program for the project.

If during either of these reviews the student has not made sufficient progress on the above-mentioned criteria as determined by the Thesis 1 instructor and the chair the student may be asked to retake Thesis 1.

Thesis II M.A. students will have a mid-term and final review during Thesis II. Students in consultation with their thesis chair will make a list of requirements for the mid-term and final review of their projects. The chair will review the design project to determine if: 1) the design concept (presented in Thesis 1) has been developed to show a clear understanding of architectural or urban space; 2) the design project reflects the student’s understand of the current design solutions on the subject, and 3) the design project displays a rigor in the exploration of architectural or urban space, form, technologies, and materials.

After the mid-term presentation, the chair and the committee will recommend whether the quality and content of the student work is sufficient to continue to the final presentation or if the student must do additional work.

In the event that additional work is required the chair will determine the specific requirements for that work. If the chair determines that the additional work consists of minor points of clarification or small additions or revisions to the project the student may be asked to submit this work immediately. If the additional work submitted is acceptable, the student will be given a passing grade for the thesis project.

If the chair determines that the project cannot be completed with minor additions or revisions, the student will be required to register for an additional semester to complete the thesis project.

Measures/Levels of All students will demonstrate in their thesis project, defensible conclusions from verifiable evidence Expectation and appropriate design responses as determined by the thesis chair and two committee members. Students will demonstrate the ability to graphically represent their thesis project in a manner that meets the qualitative standards set by the thesis chair and two committee members. Assessment Results

Use of Results for Program Improvement

University of South Florida / School of Architecture and Community Design / NAAB APR 26 Outcome 3 Outcome The graduate student will resolve and develop a design concept to meaningful completion with appropriate craft and precision for effective communication to a jury of academics and professionals. Methods of Assessment The work generated in the design studio is assessed both by the studio instructor and by the faculty as a whole. The instructor sets up both progress reviews and formal final reviews of assigned architectural design or urban design projects. The work is juried by an outside panel of practicing architects, architecture professors, urban designers and planners, and by experts in the specific area of the assigned project’s program.

The instructor and panel of jury members will assess the design concept based on: 1) the development of a conceptual idea into a tangible architectural or urban design project; 2) the appropriateness of the design to its program and location; 3) the level of resolution depicting the understanding of architectural or urban space, and 4) the student’s understanding and use of appropriate forms, technologies, and materials.

The entire faculty also reviews the progress of each student by means of two portfolio reviews that serve as gateways as the student advances through the program.

Measures/Levels of Expectation All students are required to meet this requirement

Assessment Results Use of Results for Program Improvement

Outcome 4 Outcome The graduate student will demonstrate the ability to orally communicate his/her ideas in a clear and concise manner.

Methods of Assessment The instructor sets up both progress reviews and formal final reviews of assigned architectural design projects. The work is juried by an outside panel of practicing architects, architecture professors, urban designers and planners, and by experts in the specificities of the assigned project’s program.

The instructor and panel of jury members will assess the quality of presentation based on the student’s ability to: 1) provide an appropriate description of the context of their design project; 2) provide a clear knowledge of the program addressed by their design project; 3) explain the design concept for their project; 4) clearly articulate their design process, and 5) coherently elucidate their design.

Measures/Levels of Expectation All students are required to meet this requirement

Assessment Results Use of Results for

Program Improvement

University of South Florida / School of Architecture and Community Design / NAAB APR 27 Part One (l): Section 2 – Resources

I.2.1 Human Resources & Human Resource Development

The APR must include the following: Faculty/Staff · A matrix for each of the two academic years prior to the preparation of the APR, that identifies each faculty member, the courses he/she was assigned during that time and the specific credentials, experience, and research that supports these assignments. In the case of adjuncts or visiting professors, only those individuals who taught in the two academic years prior to the visit should be identified. (NOTE 1: See Appendix 2 for a template for this matrix) (NOTE 2: The faculty matrix should be updated for the current academic year and placed in the team room7).

Faculty Matrix, 2008-09 and 2009-10:

University of South Florida / School of Architecture and Community Design / NAAB APR 28 Faculty Credentials Matrix 2008-2009 AY Faculty Design Studios Technology Hist./Theory Required Member

Summary of expertise, recent F: Fall 2008 research, or experience S: Spring 2009 Methods Project 1 SU: Summer 2009 Project 2 ARC -5361 D/Studio X ARC - 5689 ARC - 6481 ARC - 5256 ARC - 5731 ARC - 5732 ARC - 6311 ARC - 5362 ARC - 5363 ARC - 6364 ARC - 5365 ARC - 6366 ARC - 6367 ARC - 6976 ARC - 6971 ARC - 5470 ARC - 5587 ARC - 5588 ARC - 5467 ARC - 6936 ARC - 6287 ARC - 6288 Structures I Structures II Materials and Urban Design Arch. History I Design Theory Core Design 1 Core Design 2 Core Design 3 Prof. Practice I Arch. History II Prof. Practice II Design Develop. Thesis 1/Master Thesis 2/Master Advanced Design Research Methods Intro to Comm. and Intro to Technology Advanced Design C Advanced Design A Environmental Tech. Advanced Design B Bassett, Shannon Resarch in urbanism, Asia, urban ecologies. FSU SU F

Research in the Florida landscape and mid century american Beck , Jody practice. FS

Bothos, Alex Expertise in lighting; beginning design pedagogy. S

(Catizone) Expertise in drawing and representation; design pedagogy. Guardia, Ceclia FS

Research area - the care of making: design benevolence. Cooke, Steve Coordinator for the first year design studios, teaching awards, and director of Italy study abroad programs. FS

Expertise in drawing and representation; constructoin methods Frank, Beverly and materials. F

Extensive research issues of urban and community design; Green, Trent community engagement; urban policy, form based code, urban histor and theory. SSU S

30+ years of professional practice and teaching; Expertise in Hudson, Robert architecture and the public realm, structures, design pedagogy. SF

Principal with Halflants + Pichette Architects in Sarasota. Halflants, Michael Through his practice and teachings Professor Halflants has developed an expertise in residential design, housing S prototypes, materials of construction, and subtropical design strategies. Marangoni, Albert Expertise in American architecture history. F

Focus in urbanism, behavioral issues, public space, marginal Mehta, Vikas urban spatial conditions. FS F

30+ years of professional practice in all sectors of the discipline. Mckenna, John Expetrise in construction methods, building codes and mechanical systems. S F / SU

Emphasis on health care design; expertise in legal aspects of Powers, Daniel practice: research focus on the American Industrial Revolution; recipient of 4 teaching awards. FS FS

30+ years of professional practice specializing in schools and Rados, Rick public buildings. Expert in programming, codes, M&M, design issues. F

Design/Build program director, won 3 AIA awards, 2 Russell, Stanley Hillsborough County Awards since 2009, leader of 2011 Solar Decathlon, Team Florida, Several published works in Japan. SU SU

20+ years of professional practice in all sectors of the discipline. Toph, Joseph Expetrise in construction methods and materials. F

Research focus is multi-disciplinary, combining experimental Weston, Mark building materials, digital fabrication, and physical computing with traditional notions of making as a means to generate interactive and complex physical environments. The goal of this FS SU S SU work is to situate digital architecture between art, construction, and the environment Faculty Credentials Matrix 2009-2010 AY Faculty Design Studios Technology Hist./Theory Required Member

Summary of expertise, recent F: Fall 2009 research, or experience S: Spring 2010 Methods SU: Summer 2010 Project 1 Project 2 ARC -5361 D/Studio X ARC - 5362 ARC - 5363 ARC - 6364 ARC - 5365 ARC - 6366 ARC - 6367 ARC - 6976 ARC - 6971 ARC - 5470 ARC - 5587 ARC - 5588 ARC - 5467 ARC - 5689 ARC - 6481 ARC - 5256 ARC - 5731 ARC - 5732 ARC - 6311 ARC - 6936 ARC - 6287 ARC - 6288 Structures I Structures II Materials and Urban Design Arch. History I Design Theory Core Design 1 Core Design 2 Core Design 3 Prof. Practice I Arch. History II Prof. Practice II Thesis 1/Master Thesis 2/Master Design Develop. Advanced Design Research Methods Intro to Comm. and Intro to Technology Advanced Design C Advanced Design A Environmental Tech. Advanced Design B Award winning and published architect and firm owner with over Azdell, Darren 20 years of experience and 19 million SF in design-build development. F

Bassett, Shannon Resarch in urbanism, Asia, urban ecologies. FS

Research in the Florida landscape and mid century american Beck , Jody practice. FFS

Bothos, Alex Expertise in lighting; beginning design pedagogy. F

Recent study has been in the design and fabrication of CNC Calvino, Michael equipment for the construction industry: CNC plasma, router, drilling, and milling. Practice is design/build in order to develop relationship between design, materials, fabrication, and S construction. Research area - the care of making: design benevolence. Cooke, Steve Coordinator for the first year design studios, teaching awards, and director of Italy study abroad programs. F SSUSU F

Extensive research issues of urban and community design; Green, Trent community engagement; urban policy, form based code, urban histor and theory. SF S

Expertise in the post war american house, design pedagogy, Gunderson, urban issues. Martin SU

Expertise in design bedagogy, focused in beginning design Hanwisai, studios. Chaddy F

30+ years of professional practice and teaching; Expertise in Hudson, Robert architecture and the public realm, structures, design pedagogy.

Principal with Halflants + Pichette Architects in Sarasota. Halflants, Michael Through his practice and teachings Professor Halflants has developed an expertise in residential design, housing prototypes, materials of construction, and subtropical design strategies. S / SU FSU

Research and practice focus on urbanism, Asian mega-cities, MacLeod, Robert the post-war American City; Multiple AIA and teaching awards; Design studio pedagogy.

Focus in urbanism, behavioral issues, public space, marginal Mehta, Vikas urban spatial conditions. S F

30+ years of professional practice in all sectors of the discipline. Mckenna, John Expetrise in construction methods, bulding codes and mechanical systems. S F / SU

Emphasis on health care design; expertise in legal aspects of Powers, Daniel practice: research focus on the American Industrial Revolution; recipient of 4 teaching awards. FS FS

30+ years of professional practice specializing in schools and Rados, Rick public buildings. Expert in programming, codes, M&M, design issues. F

Design/Build program director, won 3 AIA awards, 2 Hillsborough Russell, Stanley County Awards since 2009, leader of 2011 Solar Decathlon, Team Florida, Several published works in Japan.

Specializes in design practice in Asia; high-density urbanism and Sanders, Nancy building typologies in China; identity, memory, and sacred space in architecture; and cross-cultural design pedagogy. S

Szutenbach, Expertise in history, theory, philosphy, religion. Stephen F S

Multi-disciplinary work combining experimental building Weston, Mark materials, digital fabrication, and physical computing with traditional notions of making; work situates digital architecture between art, construction, and environment. SF Faculty Resumes The APR must include the following:

· A resume (see Appendix 2 for the format) for each faculty member, full-time and adjunct who taught in the program during the previous two academic years prior to the preparation of the APR.

University of South Florida / School of Architecture and Community Design / NAAB APR 29 Name: Darren M. Azdell, AIA, NCARB, LEED AP

Courses Taught (Two academic years prior to current visit): ARC 5365 Advanced Design B - Large/High-Rise Building Design ARC 5931 Architecture for Real Estate and Development

Educational Credentials: M. Arch, Summa Cum Laude, University of South Florida, 2000 B. Design., with High Honors, University of Florida, 1994 Post Bachelorette Vicenza Institute of Architecture, Vicenza Italy,1995

Teaching Experience: Assistant Adjunct Professor, University of South Florida, 2000- present Graduate Teaching Assistant, University of South Florida, 1997-2000 Graduate Teaching Assistant, University of Florida, 1994-1995

Professional Experience: Principal, OUTSIDEIn Architecture, LLC 2009-Present Director of Architecture, Opus Architects and Engineers, Inc. Tampa, FL -2000-2009. Senior Design Architect and Team Leader for National programs for Federal Government Programs, Mixed Use Developments of 500,000 SF and greater and Office High-Rise Construction, Opus Corporation 2007-2009. Principal, Architecture and Urban Planning Firm, The VIA-Group, Inc., Tampa, Florida, 1999-2001 Private Consultant, Commercial, Multi-Family Developments and Sustainable Design, 1993-2000 Development and Property Manager, Shey Associates, Gainesville, Florida, 1995-1997. Construction Project Manager, MNBCI, Clearwater, Florida, 1990 - 1993 Associate, Edifice Corporation, Architects, St. Petersburg, Florida, 1988-1992

Licenses/Registration: Florida AR94142 NCARB Cert #64597

Selected Publications and Recent Research: Tunnel Vision for Hurricane Prone Development, Article / Interview – (National Real Estate Investor, 6/2006) Up On A Roof Top, Article/.Interview– (Denver AP Press 12/2008) Green Architecture and Developments, Interviews: NBC 113 - Atlanta, GA 5.23.07, Fox 28 - Birmingham, AL 11.14.07, WBRC Fox 6/ PBS AP Press - Birmingham, AL 01.03.08, Alabama Construction News, Fall 2007 Sustainable Architecture-The Green Roof - Presentations in AL,FL,CO,DC,CA,MN,GA. 2006-2009)

Professional Memberships: The American Institute of Architects US Green Building Council Urban Land Institute

University of South Florida / School of Architecture and Community Design / NAAB APR 30 Name: Shannon Bassett Courses Taught (Two academic years prior to current visit):

ARC-5363.001 Core Design III ARC-5365.002 Advanced Design B ARC-5366.001 Advanced Design C (China Summer Studio) ARC-5366.002 Advanced Design C ARC-6971.002 Thesis I ARC-6971.010 Master’s Thesis ARC6976.901 Terminal Master’s Project ARC-6398.001 Intro. to Urban and Community Design ARC-6936.002 Research Methods ARC-5931.402 Architecture and Urbanism in Modern China ARC-4931.401 Independent Study-China ARC-5931.018 Beijing-Shanghai Workshop R4943.402X08 Intern in International Studies ARC-5931.903 Urban Architecture and Landscapes ARC-5931.908 Landscape and Ecology as Urbanism

Educational Credentials: B.Arch. With Distinction, Carleton University School of Architecture, 1998 M.Arch. In Urban Design, Harvard Graduate School of Design, 2005

Teaching Experience: Visiting Professor, Wentworth Institute of Technology Dept. of Architecture, Boston, 2002 (spring) Adjunct Professor, Wentworth Institute of Technology Dept. of Architecture, Boston, 2000-2003+2006- 2007 Assistant Professor, University of South Florida, Tampa, 2007-present

Professional Experience: Intern, Jane Thompson Architect, Ottawa, ON 1998 Intern, Moshe Safdie and Associates, Somerville, MA 1999-2002 Project Engineer, John Moriarty and Associates, Cambridge, MA 2002-2003 Project Manager, S+H Construction, Cambridge, MA 2006-2007 Licenses/Registration: Candidate, Massachusetts Board of Architectural Examiners for Professional License (AIA) Selected Publications and Recent Research: -ACSA Regional Conference/Urban/Suburban Identity, University of Hartford, paper accepted for publication and presentation, "Suburban-Urban Acupuncture: Suburban retrofits through landscape and ecology as urbanism-a permuation of suburban and urban form". -"Better City Better Bund, The Shanghai Bund Gets a New Life", forthcoming article in Topos International Review of Landscape Architecture and Urban Design issue 72, "Design and Function", 2010 -Global Academic Partners (GAP) Program for Innovations in Collaborative Research, Teaching and Creative Activities-awarded $10,000 awarded by Provost's office, "The Tampa-Tianjin urban model: research through design and the integration of an alternative model for teaching urbanism at Nankai and Tianjin Universities in China". - "Learning from China-Transit-Oriented Infrastructure as a Catalyst for a new Spatial Structuring of Urban Form", presented paper at "Low Carbon City, Low Carbon China-Low Carbon Housing and Community session China Planning Network, MIT, Nankai/Suzhou, June 2010. -"Transit and Landscape Infrastructure as a Catalyst for Urbanism and Community Development", presented paper at IACP (International Association for China Planning) Tongji University, Shanghai, China, June, 2010. -Book proposal, Design Ecologies, Infrastructures and Networks-Contemporary Infrastructural Urbanism and Landscape Works in China", accepted by publisher

University of South Florida / School of Architecture and Community Design / NAAB APR 31 Name: Jody Beck, AIA

Courses Taught (Two academic years prior to current visit): ARCH 5731 Architectural History 1

ARCH 5732 Architectural History 2

ARCH 5256 Design Theory

Educational Credentials: M.Arch., Southern California Institute of Architecture, 2006

B.A., Brown University, 2000

Teaching Experience: Adjunct Professor, University of South Florida SACD, 2008 - Current

Adjunct Professor, St. Petersburg College, 2008 - Current

Professional Experience: Owner / Architect, Traction Architecture, 2009 – Current

Intern Architect, Holmes Hepner and Associates, Tampa, 2007-2008

Intern Architect, Armand LeGardeur Architect, New York, 2001-2004

Architectural Marketing Coordinator, Hardy Holzman Pfeiffer Associates, New York 2000-2001

Licenses/Registration: Licensed Architect, Florida

LEED Accredited Professional

Selected Publications and Recent Research: Shrouded Terrain: An Investigation into the landscape of West Coast Florida (Ongoing Independent Research Project)

Black Rock: Re-examining the Modernist Trajectory Through the Work of Eero Saarinen (Ongoing Independent Research Project)

Professional Memberships: The American Institute of Architects

United States Green Building Council

University of South Florida / School of Architecture and Community Design / NAAB APR 32 Name: Alexander Bothos, AAIA

Courses Taught (Two academic years prior to current visit): ARC 5361 Core Design 1 ARC 5362 Core Design 2 ARC 2131 Introduction to Architectural Design and Graphics 1

Educational Credentials: B.S. Architectural Technology, New York Institute of Technology, 1990 M.S. Architecture, University of South Florida, 1997

Teaching Experience: Adjunct Professor, University of South Florida, 2000-present Adjunct Professor, International Academy of Design and Technology Tampa, 2009-present

Professional Experience: Intern, William Nicholas Bodouva Architects Inc., New York, New York, 1990-1991 Intern, Konstantinidis Architects, Inc., Clearwater, Florida, 1991-1993 Designer, Hellmuth, Obata & Kasselbaum Inc., Tampa Florida, 1997-1999 Project Manager, RBK Architects, Inc. Tampa, Florida, 1999-2003 Director of Interior Architecture, BDG Architects, Inc., Tampa, Florida, 2003-2007 Project Manager, Fleischman Garcia Architects, Inc., Tampa, Florida, 2007-2008 Architectural Lighting Consultant, Hall Engineering Group, Tampa, Florida, 2008-present

Licenses/Registration: None

Selected Publications and Recent Research: None

Professional Memberships: The American Institute of Architects – Associate Member

University of South Florida / School of Architecture and Community Design / NAAB APR 33 Name: Michael Calvino, RA, CGC, NCARB

Courses Taught (Two academic years prior to current visit): ARC 5467 Methods and Materials

Educational Credentials: B.Design., University of Florida, 1992 M.Arch., University of Florida, 1994

Teaching Experience: Adjunct Professor Hillsborough Community College, Tampa, 2000-2002 Adjunct Professor, University of South Florida, Tampa, 2009

Professional Experience: Intern, Richard Meier & Partners, New York, NY1992-1994 (summers) Entry Level Designer, Architects Design Group, Orlando FL, 1994 Entry Level Designer, Lescher & Mahoney Architects, Tampa, FL 1995-1997 Owner/President, Calvino Design Studio, inc., Tampa, FL 1997-1999 Owner/President, Calvino Architecture Studio, inc., Tampa, FL 1999-present

Licenses/Registration: Registered Architect, Florida NCARB certified Certified General Contractor, Florida

Selected Publications and Recent Research: The Ruskin House, (blurb.com, 2009)

Professional Memberships: NCARB

University of South Florida / School of Architecture and Community Design / NAAB APR 34

University of South Florida / School of Architecture and Community Design / NAAB APR 35 Name: Steven Arthur Cooke, R.A.

Courses Taught: ARC 5361 Core Design and Graphics 1 ARC 5362 Core Design and Graphics 2 ARC 5364 Advanced Design A ARC 5366 Advanced Design C ARC 5470 Introduction to Technology ARC 6971 Master’s Thesis ARC 6976 Terminal Master’s Project (Fall 2010) ARC 5931 The Care of Making ARC 5931 The Arts and Architecture of Italy ARC 5931 Specialized Study in Italy ARC 5931 Independent Studies

Education Credentials B. Design, University of Florida, 1977 M.Arch, Virginia Polytechnic Institute, 1981

Teaching Experience: Adjunct Professor, University of South Florida, Tampa, 1987-1990 Assistant Professor, University of South Florida, Tampa, 1990-1997 Associate Professor, University of South Florida, Tampa, 1998-Present

Professional Experience: Intern and Associate for a number of local Tampa Bay architectural firms,1977-1986 Project Architect and Principle: Steven Arthur Cooke, Architect 1986 - 2005

Licenses/Registrations: Florida

Recent Research: Design Benevolence

Professional Memberships: Team Garcia

University of South Florida / School of Architecture and Community Design / NAAB APR 36 Name: Daryl Croi, AAIA

Courses Taught (Two academic years prior to current visit): ARC 2931 Architectural Freehand Drawing Methods

Educational Credentials: M. Arch., University of South Florida, 2007 A. A., Saint Petersburg Junior College, 1998

Teaching Experience: Graduate Teaching Assistant, University of South Florida, 2006 - 2007 Adjunct Professor, University of South Florida, 2007 - present

Professional Experience: Intern, Schenkel Shultz Architecture, Tampa, FL 2005-2006 Intern, HKR USA Architects, Sarasota, FL 2007-2008 Project Manager, Rowe Architects Incorporated, Tampa FL 2008-present

Licenses/Registration: NCARB Council Record No. 116988

Selected Publications and Recent Research: An Architecture of Native Perspective: Masters Project 2007

Professional Memberships: American Institute of Architects Urban Charrette

University of South Florida / School of Architecture and Community Design / NAAB APR 37 Name: Theodore Trent Green, RA

Courses Taught:

• ARC 6366Advanced Design C • ARC 5931 The City • ARC 6936 Research Methods • ARC 6976 Thesis I/Master’s Project I • ARC 6971 Thesis II/Master’s Project II

Educational Credentials: • Assoc. Arts, Polk (Community) State College, 1979 • B.Arch., Hampton (Institute) University, 1984 • M.Arch. Urban Design, Harvard Graduate School of Design, 1986

Teaching Experience: • Adjunct Assistant Professor, Boston Architectural College, Boston, MA, 1985 - 1986 • Assistant Professor, University of South Florida, Tampa, FL, 1991-2000 • Associate Professor, University of South Florida, Tampa, FL, 2000-present • Co - Founder and Director, Master of Urban and Community Design Program, School of and Community Design, University of South Florida, Tampa, FL, 2008

Professional Experience: • Draftsman, Gordon Dirkes Architect, 1973 – 1974 • Intern, Livas Associates, Norfolk, VA 1982 - 1983 • Intern, Evans Hudson & Vllattas, Hampton, VA, 1983 - 1984 • Intern, The Architects Collaborative, Cambridge, MA, 1985 • Intern and Staff Architect, Boston Redevelopment Authority, Boston, MA, 1985 – 1987 • Architect and Urban Designer, Stull and Lee, Inc. – Architects and Urban Designers, Boston, MA, 1987 – 1991 • Project Architect, Rosier Jones Architects, St. Petersburg, FL, 199 Chicago 1992 – 1994

Licenses/Registration: Massachusetts Architect # 7813

Selected Publications and Recent Research: • Indian Rocks Beach Special Areas Plan, Indian Rocks Beach, FL, Urban Design project and Technical Report, Adopted 2009 • Seminole Commercial Corridor Architectural Standards (w/ Vikas Mehta), Seminole, FL, (Form- Based) Design Standards and Technical Report, Adopted 2008 • Affordable Housing Infill Models (w/ Wayne Rosier, AIA), 16 Single-Family Prototypes, City of Tampa Housing and Community Development, Construction began 2008 • East Tampa Ponds Project (Transformation of three large stormwater ponds into “Community Lakes”), City of Tampa East Tampa Development Division, Completed 2006 & 2007 (earned two Community Planning Awards from the Hillsborough County Planning Commission)

Professional Memberships: The Urban Land Institute Congress for the New Urbanism

University of South Florida / School of Architecture and Community Design / NAAB APR 38 Name: Michael Halflants, AIA

Courses Taught (Two academic years prior to current visit): ARC 6364 / 5 / 6 Advanced Design A / B / C ARC 5467 Materials and Methods of Construction ARC 5931 Modern Housing Prototypes ARC 5931 Tropical Design ARC 5931 Furniture & Fabrication

Educational Credentials: Candidatures d’Architecture, Ecole Supérieure de St. Luc, Brussels, 1994 B.S., University of Central Florida, 1995 M. Arch, University of Florida, 1998

Teaching Experience: Visiting Professor, University of South Florida, 2002-2003 Assistant Professor, University of South Florida, 2003-2009 Associate Professor, University of South Florida, 2009-present

Professional Experience: Project Designer, Polshek Partnership Architects, New York, NY 1998-1999 Project Manager, Carl Abbott Architects FAIA, Sarasota, FL 2000 Project Architect, Guy Peterson Architect FAIA, Sarasota, FL 2000-2002 Principal, Michael Halflants Architect, Tampa, FL 2002-2006 Principal, Halflants + Pichette Architects, Sarasota, FL 2006-Present

Licenses/Registration: Florida - AR 91517, 2002

Selected Publications and Recent Research: “Tropical Housing Prototypes, Comparative analysis of Public-Private interstitial spaces”, International Tropical Architecture Conference Proceedings, Bangkok, November 2009

2010 Florida Gulf Coast AIA | Solstice Residence, Honor Award

2010 Florida Gulf Coast AIA| Wilson Residence, Honor Award

2010 Florida Gulf Coast AIA| Popper Addition, Merit Award

2010 Florida Gulf Coast AIA| Howe Residence, Merit Award

2010 Florida Gulf Coast AIA| Schickler Addition, Citation Award

2010 Tampa Bay AIA | Seminole Residence, Merit Award

2010 Tampa Bay AIA | Tampa Korean Methodist Fellowship Hall, Honor Award

2010 Florida AIA | Annual William McMinn Award

Florida / Caribbean Architect Quarterly, Florida / Puerto Rico / Caribbean AIA, Summer 2010

Florida / Caribbean Architect Quarterly, Florida / Puerto Rico / Caribbean AIA, Fall 2010

Professional Memberships: The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 39 Name: Chadaphan Hanwisai, AAIA

Courses Taught (Two academic years prior to current visit): ARC 2131 Introduction to Design and Graphics I ARC 2931 Introduction to Design and Graphics II ARC 5361 Core Design I

Educational Credentials: M.Arch., University of South Florida, 2004

Teaching Experience: Adjunct Professor, University of South Florida, 2005-present

Professional Experience: Intern, Curts Gaines Hall Jones Architects, Tampa, FL 2005-2009 Design Assistant, University of South Florida, Facilities Construction and Planning 2010-present

Licenses/Registration: None

Selected Publications and Recent Research: None

Professional Memberships: The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 40 Name: James Griffin, PhD

Courses Taught (Two academic years prior to current visit): GIS 5049 GIS for Non-Majors GIS 6112 Spatial Database Design

Educational Credentials: BA University of South Florida, 1968 M.S. Naval Postgraduate School, 1981 PhD. Florida Institute of Technology, 1995

Teaching Experience: Adjunct Professor, St. Leo University, St. Leo, Florida, 2006 Adjunct Professor, University of South Florida, Tampa, Florida, 2006-2009

Professional Experience: Research Chemist, Food and Drug Administration, 1967-1969 Naval Officer, United States Navy, 1969-1991 RA, Florida Institute of Technology, Melbourne, Florida, 1992-1993 Research Scientist, Harbor Branch Oceanographic Institute, Fort Pierce Florida, 1993-1994 Environmental Scientist, Marine Resources Institute of East Florida, Melbourne, Florida, 1994-1996 Environmental Scientist and Lake Manager, Hillsborough County, 1996-1999 Senior Environmental Scientist, Southwest Florida Water Management District, Brooksville, Fl 1999-2005 Associate in Research, University of South Florida, Tampa, Florida, 2005-Present

Licenses/Registration: None

Selected Publications and Recent Research: Griffin, J., McGee, J and Glicksburg, D., Spatial and Temporal Distribution of Limiting Nutrients in Florida Lakes, 20th Annual Florida Lake Management Society and The North American Lake Management Society Southeast Region Conference, Proceedings, Key Largo Florida, June 8-11, 2009 Griffin, J.C., The use of new technologies to optimize and improve Lake Assessments, 27th International Symposium of the North American Lake Management Society Conference Program, Orlando Florida, October 31, 2007. Griffin, J, Herr, J., Hammer-Levy, K. Restoration of Lake Seminole, The Scientific, Programmatic & Public Policy Aspects of Urban Lake Restoration, Stormwater Research and Management Conference Proceedings, Tampa Florida, April, 2005 Sigua, G.C., Coleman, S.W., Griffin, J.C., Wetland Conversion to Beef Cattle Pasture: Changes in Soil Properties", Journal of Soils and Sediments, Volume 4, No 1, 2004

Professional Memberships: North American Lake Management Society Florida Lake Management Society Seven Hills Regional GIS User Group

University of South Florida / School of Architecture and Community Design / NAAB APR 41

Name: Robert Hudson

Courses Taught ARC 5587 - Architectural Structures 1 ARC 5588 - Architectural Structures 2

Educational Credentials Bachelor of Architecture University of Miami 1976

Teaching Experience Adjunct Professor Los Angeles City College 1979 - 1985 Assistant Professor St. Petersburg College 1986 - Present Adjunct Professor University of South Florida 1999 - Present

Professional Experience Intern R.E. Donald, AIA. Los Angeles, Ca. 1976 - 1979 Intern S.B. Caris, AIA, Los Angeles, Ca. 1979 - 1980 Project Architect Togawa & Smith, Santa Monica, Ca. 1980 - 1982 Principal R.Hudson (self) Los Angeles, Ca. & Clearwater, Fl. 1982 - Present

Licenses/Registration Architect California (c 11624) - 1980 Florida (ar 11304) - 1986 NCARB Certificate (29967) - 1984

Selected Publications and Recent Research Presenter "ARE Review - General Structures" AIA Tampa Bay Chapter (August 2003) Presenter "ARE Review - Lateral Forces" AIA Tampa Bay Chapter (August 2003) Presenter "Everywhere at Once, Yet Somewhere After All" 20th National ASCA Conference on the Beginning Design Student Hampton University (April 2004) Presenter "AIBD Structures Seminar" AIBD State Conference, St. Augustine (August 2004) Presenter "You Cannot Not Know History" Seminar AIBD State Conference, St. Petersburg (June 2005) Presenter "Principles of Hurricane Design" Seminar AIBD State Conference, Sarasota (June 2006) Presenter "Energy Efficient Design and Construction for Georgia and Florida" AIBD Southeast Regional Conference, Orlando (November 2007) Presenter "The Sun" "Environmental Technology" "Energy Efficiency for Florida's Sub-Tropical and Tropical Climates" "A Building's Life" Sustainable Business Conference and Expo St. Petersburg College (October 2010)

University of South Florida / School of Architecture and Community Design / NAAB APR 42 Name: Levent Kara, Ph.D., RA

Courses Taught (Two academic years prior to current visit): ARC 5363 Design Studio III (F 2010) ARC 5256 Design Theory (F 2010)

Educational Credentials: B.Arch., Middle East Technical University, 1996 M. Arch., Middle East Technical University, 1999 Ph.D., University of Florida, 2007

Teaching Experience: Instructor, University of Florida, 2002-2007 Visiting Assistant Professor, University of Florida, 2007-2009 Assistant Professor, University of Florida, 2009-2010 Assistant Professor, University of South Florida, 2010-present

Professional Experience: Project Architect, IMLA TASARIM, Ankara, Turkey, 1999-2002

Licenses/Registration: Turkey

Selected Publications and Recent Research: Kara, L. 2010. Thinking the Object to be Made: Architectural Poiesis and the Problems of Form Making. Design Principles and Practices: An International Journal 4:2, 139-146.

Kara, L. 2011. Deconstructing the Pyramid or Re-thinking the Labyrinth: Did Architecture ever Understand Derrida? Derrida Today, May 2011

Kara, L. 2011. Making Place-Events: Unfolding Filmic Tectonics onto Spatial Constructs. ATINER Annual International Conference on Fine and Performing Arts Proceedings. 2011

Professional Memberships: The Chamber of Architects, Turkey

University of South Florida / School of Architecture and Community Design / NAAB APR 43 Name: Susan R. Klaus-Smith

Courses Taught (Two academic years prior to current visit): ARC 6971 - Thesis I Studio

Educational Credentials: B.D. Arch., University of Florida, 1992 M. Arch., University of Florida, 2001

Teaching Experience: Graduate Teaching Assistant, University of Florida, Spring and Fall 1993 Adjunct Professor, University of South Florida, Fall 2009

Professional Experience: Consultant, OAS Grant Team, Inventory and Design Guidelines for Parham, Antigua, West Indies, University of Florida, Summer 1993 Consultant, Façade and Urban Redevelopment for Blountstown, Florida, University of Florida, Summer 1993 Graduate Architect, Opus Architects, Tampa, FL 1995-1996 Graduate Architect, Fleischman Garcia Architects, Tampa, FL 1997-1999 Project Manager, Wannemacher Russell Architects, St Petersburg, FL 1999-2001 Project Manager, Rick Penza Architects, Tampa, FL 2001-02 Project Manager, Woodroffe Corporation Architects, Tampa, FL 2002-06 Project Manager, Gould Evans Associates, Tampa, FL 2006-present

Licenses/Registration: N/A

Selected Publications and Recent Research: Constructions: Studio Work from the Department of Architecture, University of Florida (University of Florida, 1993). Relic(t) Query: Questioning Object Charging Place, (University of Florida, 2001).

Professional Memberships: Steering Committee Member, Women In Architecture, a subcommittee of The American Institute of Architects Tampa Bay Chapter US Green Building Council

University of South Florida / School of Architecture and Community Design / NAAB APR 44 Name: Shawn M. Landry

Courses Taught (Two academic years prior to current visit): GEA 2000: World Regional Geography

Educational Credentials: Ph.D. Candidate, University of South Florida, (expected 2011) M.S. in Management Information Systems, University of South Florida, 2005 M.S. in Botany, University of South Florida, 1996 B.S. in Plant Biology, University of New Hampshire, 1992

Professional Experience: Program Director, Florida Center for Community Design and Research, U. South Florida, 2003- Associate in Research Faculty, Florida Center for CD+R, U. South Florida, 1998- Research Associate, Florida Center for CD+R, U. South Florida, 1995-1998 Research Associate, Institute for Systematic Botany, University of South Florida, 1994-1997 Consulting Botanist, Florida Natural Areas Inventory, 1994-1997 University Recycling Coordinator, University of New Hampshire, 1991-1994

Selected Publications and Recent Research: Shawn Landry and Ruiliang Pu. 2009. The Impact of Land Development Regulation on Residential Tree Cover: An Empirical Evaluation Using High Resolution IKONOS Imagery. Landscape and Urban Planning, 94(2), 94-104. Landry, S.M. and J. Chakraborty. 2009. Street Trees and equity: evaluating the spatial distribution of an urban amenity. Environment and Planning A, 41(11), 2651-2670. Pu, R., S.M. Landry and Q. Yu. [accepted]. Object-Based Urban Detailed Land Cover Classification with High Spatial Resolution IKONOS Imagery. International Journal of Remote Sensing. Andreu, M.G., M.H. Friedman, S.M. Landry and R.J. Northrop. 2008. City of Tampa Urban Ecological Analysis 2006-2007. Final Report to the City of Tampa, April 24, 2008. City of Tampa, Florida. Campbell,K.N. and SM. Landry. 1999. City of Tampa Urban Ecological Analysis. Florida Center for Community Design and Research, Tampa, Florida. Landry, SM, Andreu, MG, Friedman, MH, & Northrop, RJ. 2009. A report on the City of Tampa’s existing and possible urban tree canopy. Final report to the City of Tampa, February 19, 2009. City of Tampa, Florida. Landry, SM, & Brinkmann, R. 2007. Methods for reconstructing historic land cover change in florida. Proceedings from Emerging Issues Along Urban-Rural Interfaces II: Linking Land-Use Science and Society, April 9-12, 2007. Atlanta, Georgia. Landry, S.M. 2008. The Effect of Urban Redevelopment on Vegetation Cover: An Exploratory Analysis in Tampa, FL. Proceedings from the Association of American Geographers 2008 Annual Meeting. April 15-19, 2008. Boston, Massachusetts. Landry, S.M. 2004. Maintaining Online Public Information Access Tools. Proceedings of the 42nd Annual Conference of the Urban and Regional Information Systems Association, November 7-10, 2004 in Reno, Nevada. Landry, S.M. and N. Oliver. 2002. Rapid Completion Of A GPS-Based Infrastructure Inventory For NPDES, GASP 34, And FEMA Using Existing County Staff. Stormwater. January/February, 2002. Forester Communications, Santa Barbara, CA.

Professional Memberships: Association of American Geographers

University of South Florida / School of Architecture and Community Design / NAAB APR 45

Name: Robert M. MacLeod, AIA

Courses Taught (Two academic years prior to current visit): ARC 5931 Teaching Methods ARC 5931 Reading and Representing the City

Educational Credentials: B.Design, University of Florida, 1982 M.Arch., Harvard Graduate School of Design, 1987

Teaching Experience: Design Instructor, Boston Architectural Center, Boston, 1985 Assistant/Associate Professor, University of Florida, Gainesville, 1987-2009 Professor & Director, University of South Florida, Tampa, 2009-present

Professional Experience: Intern Architect, Fugelberg Koch Architects, Orlando, FL 1982-1984 Intern Architect, Cambridge Seven, Cambridge, MA 1984-1985 Designer, Schwartz/Silver Architects, Boston, MA 1985-1986 Design Architect, CT Hsu + Associates, Orlando, FL 1996-1998 Design Architect, Hunton Brady Architects, Orlando, FL 2001-2002 Partner, SWiMcau, Gainesville, FL/Jakarta, Indonesia, 2003-present

Licenses/Registration: Florida

Selected Publications and Recent Research:

Interview with Aaron Tan, AB arhitektov bilten (architect’s bulletin/Slovenia) 183/184, 2009

Urban Mosaic, Public Space Plan Studies for downtown Orlando, FL, 2008

Creative Village Orlando, Master plan study for a 60-acre site in downtown Orlando, Florida, 2008 counter MEASURES, Invited competition / exhibition / symposium, UT Austin, TX, 2008

Deep Skin, Introduction to monograph, ARK Architects, Hong Kong, SAR, w/ N. Sanders, 2008

Reinventing Sanshui: Emergence as an Urban Strategy, 6th International Symposium on Asia Pacific Architecture, Shanghai, China, w/ N. Sanders & A. Wang, 2005

Other Urbanisms and New Public Space: Emerging Notions of Place and the Public Realm in Greater Hong Kong”, Open Building Conference, Hong Kong University, Hong Kong, SAR, 2004

Professional Memberships: The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 46 Name: John J. McKenna, Architect

Courses Taught ( two academic years prior to current visit): ARC 6581 Design Development ARC 5689 Environmental Design

Educational Credentials: The Catholic University of America/Bachelor of Architecture/1965

Teaching Experience: Adjunct Assistant Professor, School of Architecture and Community Design, College of the Arts, University of South Florida, 1990-present

Professional Experience: John J. McKenna, Architect P.A., Tampa, FL President 1988-Present USF Master's Degree-Architecture Adjunct Assistant Professor 1990-Present Friedman McKenna Architecture, Inc., Tampa, FL V. P. 1971-1988 Wielage and McKenna, AIA Architects, Tampa, FL V. P. 1968-1971 Robert Wielage AIA Architect, Tampa,FL Design Director 1967-1968 Walker & Wielage AIA Architects/Tampa, FL Project Dir. 1966-1967 Robert J. Schwinn, Architects/Silver Springs, MD Designer 1964-1966S. Thomas Stathes Architect/Silver Springs, MD Draftsman 1963-1964

Licenses/Registration: Florida Certificate # 0004738/1969 Virginia Certificate # 2607/1970

University of South Florida / School of Architecture and Community Design / NAAB APR 47 Name: Vikas Mehta

Courses Taught: (Two academic years prior to current visit) ARC 5365 Advanced Design Studio B ARC 5366 Advanced Design Studio C – Urban Design ARC 6398 Introduction to Community and Urban Design ARC 6936 Research Methods

Educational Credentials: Dip. Arch. Institute of Environmental Design, Gujarat, India, 1990 M. Arch. Morgan State University, 1998 Ph.D. University of Maryland, College Park, 2006

Teaching Experience: Adjunct Assistant Professor, Wentworth Institute of Technology, 2006 Assistant Professor, University of South Florida, 2006-present

Professional Experience: Architect, Design Atelier, New Delhi, India, 1990-1991 Architect, A. B. Lall Architects, New Delhi, India, 1991-1993 Architect, Vikas Mehta Architects, New Delhi, India, 1993-1994 Principal Architect, Somaiya Trust In-house Architecture Office, Bombay, India, 1994-1997 Project Manager, GWWO Architects, Baltimore, MD, 1998-2001 Project Manager, RCG Architects, Baltimore, MD, 2001-2003

Licenses/Registration: Licensed in India

Selected Publications and Recent Research: Lively Streets: Determining Environmental Characteristics to support Social Behavior (Journal of Planning Education and Research, 27(2), 165-187) Walkable Streets: Pedestrian Behavior, Perceptions, and Attitudes (Journal of Urbanism, 1(3), 217–245) A Tale of Two Streets: Comparative Experiences on Streets in the East and West (Design Principles and Practices: An International Journal, 3(5), 231-242) Look Closely and You Will See, Listen Carefully and You Will Hear: Urban Design and Social Interaction on Streets (Journal of Urban Design, 14(1), 29-64) Third Places and the Social Life of Main Streets (forthcoming in Environment and Behavior) Territoriality and Social Interaction in Public Space (in review for Urban Design International) Small Businesses and the Vitality of Main Street (in review for Journal of Architectural and Planning Research) Sense of Place in Everyday Spaces (in review for Places) Evaluating Public Space (in review for Urban Studies) Integrating Landscape in the Urban Design Curriculum (working paper) Re-stitching the Urban Pattern of Ybor City: a typomorphological analysis (working paper) The Street: a quintessential social public space (working manuscript)

Professional Memberships: Associate member, The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 48 Name: Daniel S. Powers

Courses Taught:

ARC 5363 Core Design III ARC 6364 Advanced Design A ARC 6365 Advanced Design B ARC 6971 Thesis (Chair) ARC 6287 Professional Practice I ARC 6288 Professional Practice II

Educational Credentials:

B. Arch., University of Florida, 1970 M. Arch., University of Florida, 1974

Teaching Experience:

Instructor, University of Florida, 1974-1975 Adjunct Professor, University of South Florida, 1986 - 1989 Assistant Professor, University of South Florida, 1989 -1994 Associate Professor, University of South Florida, 1994 - Present

Teaching Awards:

State of Florida, Teaching Incentive Program (TIP) Awards, 1998/99 State of Florida, Teaching Incentive Program (TIP) Awards, 1994/95 University of South Florida, Most Outstanding Professor Award, 1991/92 School of Architecture, Most Outstanding Professor Award, 1990/91

Professional Experience:

Intern, Harry C. Merritt, Gainesville, FL 1970-1974 Project Architect, Robbins & Associates, Tampa, FL 1975-1978 Associate Architect, Robbins & Bentler, Tampa, FL 1978-1981 Principal Architect, Robbins & Company, Tampa, FL 1981-1985 Proprietor, Daniel S. Powers, Tampa, FL 1985-2000

Licenses/Registration:

Florida

Recent Research:

Book manuscript in progress: Architecture of the Keweenaw: Communities and Buildings in Michigan’s Copper Country, which traces the mid-nineteenth century discovery and early twentieth century ascendancy of one of the nation’s premier mining districts. The chapter narratives address the influences of climate, geography, technology, paternalism, and cultural diversity in developing a unique and little known built environment.

University of South Florida / School of Architecture and Community Design / NAAB APR 49 Name: Rick Rados, AIA

Courses Taught (Two academic years prior to current visit): Architectural Design Studios, Advanced Design A, B and D

Educational Credentials: B.Architecture, University of Florida, 1963

Teaching Experience: Adjunct Faculty, University of Florida, Gainesville, FL 1989-1990 Adjunct Faculty, University of South Florida, Tampa, FL 1990-1991, 2005-present

Professional Experience: Intern Architect, Harry Merritt, Architect, Gainesville, FL 1964 Project Design, McLane, Ranon, McIntosh and Bernardo, Architects, Tampa, FL 1965-1968 Principal, Ranon, McIntosh, Bernardo and Rados, Architects, Tampa, FL 1968-1973 Principal, The Rados Partnership Architects, Tampa, FL 1973-1984 Principal, Ranon & Partners, Architects, Tampa, FL 1985-1989 Principal, Rick Rados Architect, Tampa, FL 1989-1992 Principal, Rowe Rados Hammer Russell, Architects, Tampa, FL 1992-1996 Principal, Rick Rados Architect, Tampa, FL 1996-2004

Licenses/Registration: Florida Architect, 1965, inactive status 2005

Awards and Recognition: Built and unbuilt architectural design work has received dozens of awards for design excellence and have been published in numerous periodicals, journals and books. Elected to rank of Distinguished Alumni at the University of Florida School of Architecture, 1995 Awarded the Medal of Honor from the Tampa Bay area chapter of the American Institute of Architects, 2003

Professional Memberships: The American Institute of Architects, Emeritus

University of South Florida / School of Architecture and Community Design / NAAB APR 50 Name: Nancy Margaret Sanders

Courses Taught (Two academic years prior to current visit): ARC2131 Intro Arch Design and Graphics ARC2931 Intro to Design/Graphics II ARC5362 Core Design II ARC6367 Advanced Design D

Educational Credentials: B.A. in Design, University of Florida, 1990 MArch., Harvard University, 1994

Teaching Experience: Assistant/Associate Professor, University of Florida, 1997-2009 (leave of absence 2000-2002) Assistant Professor, The Chinese University of Hong Kong 2000-2002 Associate Professor, University of South Florida, 2009-present

Professional Experience: Principal, Sanders, Wang, MacLeod Intl Consortium for Architecture and Urbanism, 2000-2008. Intern, Tao Ho Design Architects Ltd. Hong Kong, 1996-1997 Intern, KWA Architects Ltd. Hong Kong, 1995-1996 Intern, Office for Metropolitan Architecture Asia Ltd. Hong Kong, 1994-1995 Intern, Andrea Clark Brown Architects P.A. Naples, FL, 1989-1992

Selected Publications and Recent Research:

Invited International Design Competition. 2004-2005. The Green Ribbon “Urban Master Planning for the Central Urban Area of Sanshui, Foshan, China”. Awarded 1st prize - US$90,000 - (Stage 1: 60 firms invited, Stage 2: 4 Finalists). With Albertus S.L. Wang, Robert MacLeod, and PLT, Hong Kong, Ltd.

Funded Exhibition: “Vernacular Metropolis 1: Podium-city (hk): Intertwining Scalar Extremes in a 60-story Village”. 1a space Gallery, Hong Kong, China. Funded by the Hong Kong Arts Development Council. Projects and design research from the University of Florida School of Architecture Hong Kong/China Summer Program, June 2004

Funded Exhibition: “Six Ways From Sunday”. With Robert MacLeod. University of Texas at Austin, Counter Measures. Design Charrette on New Orlean’s Disaster Relief. November, 2007.

Commissioned work: Brasco Company Multiple-use Development. Jakarta, Indonesia. 30,000 square feet. Cost of construction US$800,000. With Albertus S.L. Wang and Robert MacLeod Retail space, gardens, Islamic mosque, and housing. Construction completed 2005.

“Deep Skin.” In ARK. With Robert M. MacLeod. Watermark Publications (UK) Limited. Surrey, UK. 2008. pp. 4-7.

“Project on the Podium: Design Guidelines for Hong Kong’s Infrastructural Housing Pedestal.” The Fifth China Urban Housing Conference. The Chinese University of Hong Kong. November 2005. pp.135-144. ISBN 7-112-07847-4.

“Dwelling in Shenzhen, Re-inhabiting the Modified Cruciform Tower Block.” Dense Living Urban Structures: International Conference on Open Building. Department of Architecture, The University of Hong Kong, 2003, ed. Jia, Beisi. Pp.84-95. ISBN 9627757055.

University of South Florida / School of Architecture and Community Design / NAAB APR 51 Name: Stanley R. Russell

Courses Taught: ARC 5364 Advanced Design A ARC 5365 Advanced Design B ARC 5366 Advanced Design C ARC 5931.402 Japanese Architecture ARC 5931.008 Design/Build Seminar ARC 5931.008 Design/Build Studio

Educational Credentials: M.S. Architecture, University of Pennsylvania, 1983-1985 B. Design, University of Florida 1977-1982

Teaching Experience: Adjunct Professor, Miami University, Oxford Ohio, 2003-2006 Assistant Professor, University of South Florida, Tampa, 2006-present

Professional Experience: Intern- Levin, Porter Architects, Dayton, Ohio, 1981-1983 Intern- Bhalla, Stein, Doshi, Ahmedabad, India, 1985 Project Architect- Team Zoo, Kobe, Japan. 1986-1991 Principal- Teuchi Kenchiku, Hyogo, Japan, 1992-1999 Principal- Design Works Architects L.L.C., Waynesville, Ohio, 2000-2008 Principle- Stanley Russell Architect, Tampa, Fl., 2008-present

Professional Licensure: Ohio Florida

Selected Publications: The Aesthetic of Inclusiveness, Proceedings of the ACSA National Conference, Getting Real: Design Ethos Now, Salt Lake City, Utah, spring 2006 Shokunin: A Search for the Source of Quality in Japanese Architecture, Proceedings, ACSA National Conference, Fresh Air, Philadelphia Pennsylvania, Spring 2007 Community Stewardship and the Hidden Curriculum, Proceedings, ACSA National Conference, Seeking the City, Houston Texas, spring 2008 Designing with the Craftsman’s Eye/ Building with the Artist’s Conscience, Proceedings, ACSA National Conference, The Value of Design, Portland Oregon Spring 2009 Energy Efficiency and the Zero Energy Home Learning Center, Proceedings, ACSA National Conference, RE.building, New Orleans Louisiana, spring 2010

Recent Research: Waste Clay as a Green Building Material, Florida Institute of Phosphates Research Energy Efficient Technologies and The Zero Energy Home Learning Center, Florida Energy Systems Consortium The 2011 Solar Decathlon, United States Department of Energy

Professional Memberships: American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 52 Name: Stephen P. Szutenbach

Courses Taught (Two academic years prior to current visit): ARC 6971 Master’s Thesis 1 ARC 6936 Research Methods ARC 5361 Architectural Design 1 ARC 5931 Special Studies Elective The End of Theory: Form, Thought and Meaning in 21st Century Architecture

Educational Credentials: B.A. in Philosophy, Regis University, 2004 B.Philosophia, Pontifical Lateran University, 2004 M.Arch, University of Florida, 2009

Teaching Experience: Adjunct Professor, University of South Florida, Tampa, FL, 2009-Present Adjunct Professor, Valencia College, Orlando, FL, 2009-Present Graduate Teaching Assistant, University of Florida, Gainesville, FL, 2006-2009

Professional Experience: Intern Architect, Baker Barrios Architects, 2010-Present Intern, DLR Group Orlando, 2009-2010

Licenses/Registration: None

Selected Publications and Recent Research: Quotidian Pilgrimage, Catholic University of America, Symposium Publication The End of Theory and the Rise of Architectural Caprice Dominikus Bohm: The Mystical Modern

Professional Memberships: None

University of South Florida / School of Architecture and Community Design / NAAB APR 53 Name: Mark Weston AIA

Courses Taught (Two academic years prior to current visit): ARC5362: Core Design II ARC5363: Core Design III ARC 6364: Advanced Design A ARC5931: Solar Decathlon Workshop ARC2931: Digital Seminar ARC5931: Digital Fabrications ARC6971: Master's Thesis I ARC6936: Research Methods ARC5931: Independent Study

Educational Credentials: B.A., University of Michigan, 1996 M.Arch., University of Michigan, 2003

Teaching Experience: Adjunct Assistant Professor, University of Michigan (College of Art) 2003 Lecturer, University of Michigan (Architecture) 2003-2004 Visiting Assistant Professor, University of South Florida, 2008-2009 Assistant Professor, University of South Florida, 2009-present

Professional Experience: 2001 - 2002 Ply Architecture, Intern 2005 Gehry Partners 2005 - 2008 Bowen Architecture 2008 - present Maurer Weston LLC

Licenses/Registration: Florida

Selected Publications and Recent Research: Conformationally Adaptive Solar Shading, (SIGraDi 2010 Conference Proceedings). Conformationally Adaptive Solar Shading Device (2009, Patent Pending)

Professional Memberships: The American Institute of Architects Association for Computer Aided Design in Architecture Iberoamerican Society of Digital Graphics Association for Computer Aided Design Research in Asia

University of South Florida / School of Architecture and Community Design / NAAB APR 54

EEO/AA for faculty, staff, and students · A description of the institution’s policies and procedures relative to EEO/AA for faculty, staff, and students.

The Univeristy of South Florida maintains a Diversity & Equal Opportunity Office (usfweb2.usf.edu/eoa/duties.asp).

The President is the Chief Equal Opportunity/Affirmative Action Officer of the University. It is through her leadership that USF and its regional campuses ensure compliance with non- discrimination laws and regulations, achieve affirmative action and equity accountability goals and leverage, enhance and sustain its diversity work. She has delegated some of her responsibilities for equal opportunity and affirmative action to the Provost, the Associate Vice President for Diversity and Equal Opportunity, the other Vice Presidents, the Deans of the Colleges, and the Directors of the various administrative and academic departments of the University, as follows:

Deans and Directors primary responsibilities are to (1) promote and implement the Affirmative Action Plan in the exercise of their functions; (2) cooperate in the identification of problem areas within their units; (3) establish, whenever appropriate, affirmative action goals for their units; (4) ensure that the members of their units are informed of equal employment opportunity and affirmative action regulations, policies and guidelines; (5) consult with minority and female employees in their search for female and minority applicants.

The USF Diversity and Equal Opportunity discrimination and Harassment Policy:

The University of South Florida (University/USF) is a diverse community that values and expects respect and fair treatment of all people. The University strives to provide a work and study environment for faculty, staff and students that is free from discrimination and harassment on the basis of race, color, marital status, sex, religion, national origin, disability or age, as provided by law. The University protects its faculty, staff, and students from discrimination and harassment based on sexual orientation. The University is also committed to the employment and advancement of qualified veterans with disabilities and veterans protected under the Vietnam Era Veterans’ Readjustment Assistance Act (“VEVRA”). Discrimination, harassment and retaliation are prohibited at the University, and complaints of such conduct must be filed with the Diversity and Equal Opportunity Office (“DEO”). DEO will review such complaints and provide appropriate response including counseling, mediation, and/or referral for disciplinary action, up to and including termination from employment and/or expulsion from the University. (http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-0-007.pdf)

Other Diversity Initiatives The APR must include the following: · A description of other initiatives for diversity and how the program is engaged or benefits from these initiatives (see also Part I, Section 1.2.)

The College of the Arts has a standing committee addressing issues of diversity, the Diversity Advisory Workshop (DAW) Committee (http://www.arts.usf.edu/content/templates/?z=54&a=489). Membership is comprised of representatives from all units in the College. The College has also sponsored (August 2009) a full day workshop with invited guests to discuss issues of diversity through direct engagement via hands-on group exercises.

From the Diversity Advisory Workshop (DAW) Committee website:

University of South Florida / School of Architecture and Community Design / NAAB APR 55 The Diversity Advisory Council meets at least once each semester to discuss the current activities in the units, college, and university in support of diversity initiatives including among other topics: faculty/staff recruitment, hiring, and retention; student recruitment, support, and retention; college and campus environment; university diversity networking and diversity summit activities; faculty and staff reports; and reviews of diversity data.

Membership representation includes staff and faculty: two from School of Art and Art History; two from School of Music; two from School of Theatre and Dance; two from Institute for Research in Art; one from the College offices; one from the School of Architecture & Community Design. A representative from the University DEO office is regularly invited to attend and all CoTA staff and faculty are invited to attend and participate in the meeting discussions.

College-wide Diversity Climate Survey In the fall of 2007, the College of The Arts’ Faculty Advisory Council (FAC) and the Diversity Advisory Workgroup (DAW) held a meeting to consider how to address retention and diversity issues regarding under represented faculty and staff. A representative from the University’s office of Diversity and Equal Opportunity (DEO) also attended this meeting to ensure both groups were upholding diversity policies. At this meeting, members of both the FAC and DAW decided to expand the DAW membership to include representation from the FAC. The DAW is now comprised of faculty and staff from all units in the college; it incorporates the elected membership of the FAC, the appointed membership of the original DAW, and the expressed interest of additional faculty and staff who participate in the expanded DAW group.

In the discussions of a means to identify and understand the questions of retention for the college, it was suggested that the college conduct a diversity climate survey. The Group worked with DEO to develop two survey instruments for the task. One survey instrument was administered to Faculty and the other administered to Staff. Both surveys were administered in April and May of 2008 with responses sent by the individual faculty and staff to the DEO office for summarization. Once the DEO office had summarized the data, members of the DAW developed the attached report drawn from these summaries. Response rates to the survey were: 53% response from staff 31/58 and 40% from faculty 53/131.

The College of the Arts Diversity Advisory Workgroup / Diversity Report for 2009: http://www.arts.usf.edu/facultyandstaff/docs/diversity-climate- survey/CoTA_Diversity_Work_Group_Final_Summary_Report_2009_04_15.pdf

SACD Human Resource Development

The APR must include the following: · The school’s policy regarding human resource development opportunities, such as: A description of the manner in which faculty members remain current in their knowledge of the changing demands of practice and licensure. A description of the resources (including financial) available to faculty and the extent to which faculty teaching in the program are able to take advantage of these resources. Evidence of the school’s facilitation of faculty research, scholarship, and creative activities since the previous site visit; including the granting of sabbatical leaves and unpaid leaves of absence, opportunities for the acquisition of new skills and knowledge, and support of attendance at professional meetings.

University of South Florida / School of Architecture and Community Design / NAAB APR 56 Faculty members are encouraged to pursue research, scholarly activity and professional / creative endeavors outside the classroom. Several faculty members maintain active professional licenses and, in so doing, are involved with required continuing education activities. The University sponsors teaching grants-in-aid, and coordinates a special fund designed to provide support for faculty activities. Efforts are made to facilitate applications for grants, matching funds. Active participation in scholarly and professional conferences is encouraged. Faculty research/creative work activities include: critical practices, presentation of papers at scholarly meetings and ACSA conferences; books or scholarly papers in preparation. In recent years faculty have been especially productive in presenting papers at international conferences. Creative efforts have led to numerous awards for faculty and students by local, regional and national bodies: the Tampa Bay AIA, AIA Gulf Coast, Hillsborough County Planning Commission, Florida AIA and the World Architecture Community Awards.

Internal budgets for faculty travel provide funding for regular faculty who are presenting papers at conferences. In the past years funding has been provided for faculty research, projects and for faculty development. In addition, the University of South Florida provides some seed funding for faculty research and teaching enhancement. These competitive research grants include the Provost’s GAP (Global Academic Partners) Grant, the COTA Summer Provost Grant, the COTA Internal Research Grant and the USF New Researcher Grant. SACD faculty have been successfully funded in all of these initiatives. Faculty have also been supported in the run-up for tenure with Graduate Assistants and release time.

The USF Center for 21st Century Teaching Excellence The University offers an important resource for faculty with the Center for 21st Century Teaching Excellence (C21TE), designed to assist faculty, teaching assistants, academic departments, and administrators with the teaching and learning aspects of USF’s mission, especially concerning distance learning. The Center reports to Dr. Kathleen Moore, Associate Vice President for Academic Affairs and Educational Outreach (http://c21te.usf.edu/). The C21TE’s goals are to:

• facilitate the instructional and career development of faculty and graduate teaching assistants with support for distance learning, assessment of student learning, and the integration of technology to enhance the quality of teaching and learning in both online and face-to-face learning,

• serve as a resource for groups interested in distance learning, high quality teaching/learning, and the integration of technology in online and face-to-face teaching, and

• increase student access and success in high quality online and face-to-face learning through online course conversion and development of learning objects for online and blended courses with delivery in Blackboard.

University of South Florida / School of Architecture and Community Design / NAAB APR 57 SACD Faculty Policies: appointment, promotion and tenure

The APR must include the following: · A description of the policies, procedures, and criteria for faculty appointment, promotion, and when applicable, tenure.

Faculty Searches / Appointments National searches are conducted for all continuing full time / tenure accruing faculty appointments. The Director appoints the Search Committee, comprised of tenured and tenure-track faculty, a member of the professional community, a SACD student representative, and a USF faculty from an external unit. The Search Committee oversees the advertising of the position, the site-visit of prospective candidates and submits a short-list / recommendation to the Director for initial faculty appointments. Appointments to the faculty, promotions in rank, and tenure decisions are forwarded to the Dean of the College and finally made by the Provost in accordance with policies established by the University. Candidates for full-time positions are expected to have professional or teaching experience, terminal degrees within a discipline-related field, and generally, a professional degree in architecture. Formal evaluation of pre-tenure faculty is prescribed by university policy and the SACD’s Promotion and Tenure Guidelines. The process includes annual reviews, a more extensive mid-probationary review beginning midway through the third year of appointment, and a very extensive tenure review process during the sixth year leading to award or denial of tenure. Each year, the Director conducts evaluations with individual faculty. Faculty members present a written overview of teaching, research and service accomplishments for the year. This document is distributed to the Director and all tenured faculty members for peer review. The tenured faculty (collectively) and the Director (separately) write evaluations for each faculty member. In addition, faculty members are evaluated by students each semester in each class. The Director receives a summary of these evaluations. By University and School policy, all regular (tenure track, tenured) faculty members are required to maintain active teaching, research/creative work, and service agendas. The distributions of effort in these areas are generally 40-60% teaching, 20-40% research/creative work, and 20% service. Full- time faculty members normally teach two studios and two additional courses per year for a total of 8 to 10 credit hours per semester, or five lecture/seminar classes per year. Most classes and seminars meet 50 minutes per week for each credit hour awarded. Studios meet for 9 hours per week – usually Monday, Wednesday, Friday afternoons or Monday and Friday afternoons (Monday/Friday studios meet for a longer time to equal the required number of contact hours). Additionally, faculty can “consult” outside of the university. Tenure and Promotion Tenure and Promotion Guidelines for the School of Architecture and Community Design are digitally distributed to all faculty and are available of the SACD website: http://www.arch.usf.edu/faculty/detail/tenure_and_promotion/

The current T & P Guidelines were developed in 1999 and amended in 2005. Meetings with tenure track faculty have been established to review these guidelines and determine if further revisions and updates are in order.

Formal evaluation of pre-tenure faculty is prescribed by university policy and the School of Architecture and Community Design's Policy on Promotion and Tenure. The process includes annual reviews, a more extensive mid-probationary review beginning midway through the third year of appointment, and a very extensive tenure review process during the sixth year leading to award or denial of tenure.

University of South Florida / School of Architecture and Community Design / NAAB APR 58 The award of tenure and promotion to associate professor are separate decisions, however, the two evaluations are usually carried out simultaneously. The process for carrying out the evaluation requires preparation of a dossier of the candidate’s accomplishments to date, including the results of teaching evaluations. The faculty member being reviewed is evaluated in four areas: teaching, research, creative work / scholarship and service. This dossier is examined by the tenured faculty in the department, and by a group of external reviewers chosen by the Director in consultation with the faculty member being evaluated. Promotion to professor is intended to recognize truly outstanding teaching, scholarship, and service that have led to a national or international reputation, and have impacted the scholarly discipline. The process for carrying out the evaluation is similar to that for tenure. It includes preparation of a dossier of the faculty member’s accomplishments to date including the results of teaching evaluations, which is then examined by both the faculty in the department and a group of external reviewers. Evaluations are prepared by regular faculty, the personnel committee and the director. The complete file is forwarded to the Provost/Vice-President for Academic Affairs for final decision.

From the T&P Guidelines Preamble: Every faculty member of the School of Architecture and Community Design (SACD) is expected to maintain a level of teaching excellence and to meet high standards of professional integrity, collegiality, and objectivity in furthering the goals of the School and the University. In addition, a person of professional rank must have: either a professional or terminal degree appropriate for his/her discipline; a strong commitment to higher education; and a willingness to assume the responsibilities and obligations appropriate to a University faculty member.

The School of Architecture and Community Design (SACD) encourages a broad and diverse faculty. As such, equal recognition must be given to scholarship and practice and to basic and applied research. It is the responsibility of the individual faculty member to establish a research/creative activity agenda and to provide the necessary documentation in support of his/her application for tenure and promotion.

Faculty members of the School of Architecture and Community Design (SACD) are expected to provide service and leadership at the school, university, community, and professional levels.

Tenure and Promotion Mentoring The Director has established a series of meetings with tenure track faculty to collectively discuss tenure and promotion related issues. Faculty mentors have been assigned to tenure track faculty to serve a advisors with respect to research, service and teaching. The Director has also initiated meetings with unit Directors from allied disciplines and recently tenure faculty from other units to discuss T&P issues.

The T&P process calls for a mid-term review, after 2-1/2 years. This rigorous process requires faculty to assemble a pre-tenure package thereby gaining an understanding of the complex tenure process, required documentation and so forth. It also offers very direct input of the faculty’s progress toward tenure from tenured faculty in the SACD, the SACD Director, the College T&P Committee and the Dean of the College of the Arts.

University of South Florida / School of Architecture and Community Design / NAAB APR 59 SACD Visiting Lecture Series

The APR must include the following: · A list of visiting lecturers and critics brought to the school since the previous site visit.

2005/06 Dan Wood / Amale Andraos: Work Architecture Office, NY Michael Benedikt: Professor of Architecture, UT Austin, TX Chris Puzio: Architect, SanDiego, CA Yung-Ho Chang: MIT Department Head, Cambridge, MA Michael Speaks: SCIARC, Los Angeles, CA Chris Perry / Alisa Andrasek: Servo & Biothing, NY

2006/07 Hispanic Heritage Event: Latin American Architecture Symposium Mathias Klotz, Architect, Chile Felipe Assadi, Architect, Chile Marta Moreira, MMBB Arquitetos, São Paulo, Brazil Giancarlo Mazzanti, Architect, Colombia Juan Manuel Pelaez, Architect, Colombia

2007/2008 Jinhee Park, Single Speed Design, New York, NY Juhani Pallasmaa, Univeristy of Technology, Helsinki Hidetoshi Ohno, University of Tokyo, Japan Kongjian Yu, Peking Univeristy, Beijing, China Neville Mars: Dynamic City Foundation, Beijing and Rotterdam Charles Waldheim, Univeristy of Toronto, CD Alvaro Malo, University of Arizona. Tucon, AZ Teddy Cruz, Estudio Teddy Cruz, San Diego, CA Michael Grote, Architecture for Humanity, MS Chad Oppenheim, Oppenheim Architecture + Design, Miami, FL

Spring 2009 Greg Pasquarelli: SHoP Architects, NY Wendell Burnette: Wendell Burnette Architects, Phoenix, AZ Wong Mun Summ: WOHA, Singapore Brain MacKay-Lyons: MacKay-Lyons Sweetapple Architects. Nova Scotia Anne Fougeron: Fougeron Architecture, San Francisco, CA Will Bruder: Will Bruder + Partners, Phoenix, AZ

Fall 2009 Monika Ponce de Leon: Office DA, Boston, MA / Dean, Univ MI SOA Robert McCarter, Washington University St. Louis, Mo Keith Besserud, SOM Blackbox, Chicago, Il. Marc Simmons, Front Inc., New York Douglas Gauthier, Gauthier Architects, New York Tom Faulders, Faulder Studio, San Francisco, CA

University of South Florida / School of Architecture and Community Design / NAAB APR 60 Spring 2010 Kyong Park, International Center for Urban Ecology, San Diego, CA Neil Thelen, Front, Inc., New York Quingyun Ma, MADA Spam, Shanghai and Dean USC SoA, Los Angeles, CA Margie Ruddick, Architect and Urban Designer, Philadelphia, PA Yung Ho Chang, Atelier Feichang Jianzhu, Beijing and head of MIT Depart. of Architecture Wang Hui, Urbanus Architecture and Design, Shenzhen and Beijing, China Jan Wampler, Architect and Professor at MIT, Cambridge, MA Gordon Gill, Adrian Smith + Gordon Gill Architecture, Chicago, Il.

SACD Exhibitions

The APR must include the following: · A list of public exhibitions brought to the school since the previous site visit.

Fall 2007 Mies van der Rohe’s Villa Tugendhat, Professor Peter Lizon

2008-present On-going exhibits of SACD student work at the Tampa Bay AIA Gallery in downtown Tampa.

2009-present Exhibits of SACD student work in the Marshall Center Gallery, USF Campus

Informal exhibits of student work are ongoing throughout the academic year. The new SACD facility had no formal gallery space programmed in the original renovation. As of Fall 2010, there is a small gallery space in the administrative office area and plans for a second gallery on the third floor.

SACD Student Application Process

Students · A description of the process by which applicants to the accredited degree program are evaluated for admission (see also the requirements in Part II. Section 3).

Admission to the School of Architecture and Community Design is a competitive process as outlined by the School website (http://www.arch.usf.edu/students/admission_information/) and below. The SACD oofer 45 seats in the first year of the four-year graduate sequence. We typically receive some 200-250 applicants for first year admission.

University of South Florida

In order to enroll in the M. Arch. program, interested students must be accepted into the University as well as the School. The Office of Undergraduate Admissions must accept undergraduate students into the University of South Florida and the Office of Graduate Admissions must accept graduate students. In addition, interested students must be accepted into the School of Architecture and Community Design. These are separate admission processes that involve different application forms, supportive materials, and deadlines. For University requirements, interested undergraduate and graduate students should refer to the appropriate USF catalogs. The application requirements for the School of Architecture and Community Design (SACD) are indicated below.

University of South Florida / School of Architecture and Community Design / NAAB APR 61 School of Architecture and Community Design

Admissions into the School are available in the Fall semesters only. The deadline for application is February 1 of the same calendar year for which the applicant is seeking admission. All admission applications must include the following: 1. a completed SACD application form; 2. undergraduate transcript(s) (as applicable); 3. a sample of creative work (a non-returnable, 8.5” x 11” design portfolio); 4. three (3) letters of recommendation; 5. a one-page statement of academic/professional intent; and 6. a GRE test score. In addition to the above, those who wish to enter the M. Arch program as undergraduates must have: 7. completed a minimum of 60 semester hours of college credit earned; 8. completed the General Education requirements and Gordon Rule of Florida; and, 9. earned an overall minimum GPA of 3.0.

Admission into the School of Architecture and Community Design is based upon the School’s current resources. If the number of applicants exceeds the capacity of the School, preference will be given to applicants with higher GPA’s, GRE test scores, superior letters of recommendations, and stronger design portfolios. For all successful Fall semester candidates, proof of meeting the School’s prerequisite course requirements must be received prior to July 31. Candidates who fail to do so will forfeit their admission into the School and will be replaced by other candidates on the School’s waiting list.

Student Support Services

The APR must include the following: · A description of student support services, including academic and personal advising, career guidance, and internship placement where applicable.

The School of Architecture and Community Design offers academic advising for all graduate students. Professor Dan Powers is the Graduate Advisor and maintains records for all students. Professor Powers meets with students during the registration periods each semester and is available throughout the term through office hours or appointment. Mildred Abreau is the SACD undergraduate advisor. She councils the 350+/- pre-architecture undergraduate students enrolled at USF. She also assists with the graduate school inquiries.

The USF division of Student Affairs is home to the USF Counseling Center (http://usfweb2.usf.edu/counsel/). The Counseling Center offers comprehensive psychological services designed to enhance the personal, social, educational, and career development of University students. It provides personal counseling services to students, consultative services to academic, administrative, and other service units in the University, and serves as a setting for advanced professional training. The Counseling Center also directs the Center for Addiction and Substance Abuse and maintains a liaison with the State Division of Vocational Rehabilitation.

University of South Florida / School of Architecture and Community Design / NAAB APR 62 Student Travel The APR must include the following: · Evidence of the school’s facilitation of student opportunities to participate in field trips and other off-campus activities.

Student travel is integral to the educational mission of the School of Architecture and Community Design. The School establishes the importance of travel from the first semester of the four-year graduate program. Most formal travel takes place through the design studio. First year field trips are typically to Charleston and Savannah (fall term) and Miami/Miami Beach (spring term). Additional field trips in second and third year have included: Tucson, Phoenix, Houston, Dallas/Ft. Worth, Boston, San Diego, San Francisco, St. Louis, Atlanta, Washington DC, New York, Chicago, Portland, Seattle, and Vancouver. Many of these trips included tours of architectural offices, city agencies, or construction sites in addition to extensive touring of significant buildings and urban spaces, gardens, and cultural venues. There are also visits in the more immediate area to local neighborhoods of distinction, brick manufacturing plants, wood-processing mills, local construction sites, and local architects’ offices. Study Abroad The SACD Study Abroad Program has maintained a high level of enrollment for several years (normally 15-16 students per program). The summer touring typically runs 4 to 6 weeks and concludes with studio work conducted in the US at the School of Architecture and Community Design. Students usually enroll in a studio and a seminar for a total of 9 credit hours of coursework. A vertical studio, comprised of Advanced Design A and C, is taught in the Study Abroad Program. All SACD Study Abroad Studios are run through the USF Education Abroad Center (http://global.usf.edu/educationabroad/). An exhibit of the semester’s work is displayed in the Fall term.

Summer 2010 Italy: Associate Professor Steve Cooke Spain: Associate Professor Michael Halflants Summer 2009 China: Assistant Professor Shannon Bassett Japan: Assistant Professor Stanley Russell Summer 2008 Italy: Associate Professor Steve Cooke India: Assistant Professor Vikas Mehta Summer 2007 Japan: Assistant Professor Stanley Russell Summer 2006 Italy: Associate Professor Steve Cooke Summer 2005 Europe (Netherlands/Germany): Associate Professor Michael Halflants

University of South Florida / School of Architecture and Community Design / NAAB APR 63 Student Support, Research and Scholarship The APR must include the following: · Evidence of opportunities for students to participate in professional societies and organizations, honor societies, and other campus-wide activities. · Evidence of the school’s facilitation of student research, scholarship, and creative activities since the previous site visit, including research grants awarded to students in the accredited degree program, opportunities for students to work on faculty-led research, and opportunities for the acquisition of new skills and knowledge in settings outside the classroom or studio. · Evidence of support to attend meetings of student organizations and honorary societies.

The SACD supports several student organizations: Architecture College Council (ACC) American Institute of Architects Students (AIAS) Construction Specification Institute (CSI) Student Chapter Student Green Builders (SGB) National Organization of Minority Architects Student Chapter (NOMAS)- forthcoming

The numerous research projects undertaken by faculty (and typically run through the FCDDR) provide opportunities for students to work with faculty on sponsored research, grants and contracts. Projects include the East Tampa Ponds Revitalization Projects, Canopy Park Village Master Plan, and the Indian rocks Beach Urban Space Study and Master Plan.

The Design/Build Studios and Workshops offer a special hands-on experience for students involved with the design and construction of structures ranging from a park pavilion to a 3500 sf food bank.

Thesis / Master’s Projects engage members of the design community and USF faculty from academic units across campus as committee members.

The All-School Charrette, conducted during the first weekend of each fall term, brings a significant public design issue to light and introduces students to stakeholders in the design and jury process.

The AIAS organizes the Spring Beaux Arts Ball each year and invites alumni and members of the professional community to participate in a celebratory networking event. AIAS, etc l.2.2 Administrative Structure & Governance:

The APR must include the following: · A description of the administrative structure for the program, the academic unit within which it is located, and the institution. · A description of the program’s administrative structure. · A description of the opportunities for involvement in governance, including curriculum development, by faculty, staff, and students in the accredited degree program. · A list of other degree programs, if any, offered in the same administrative unit as the accredited architecture degree program.

Administrative Structure The Commission on Colleges of the Southern Association of Colleges and Schools (SACS) accredits the University of South Florida. SACS initially accredited USF in 1965. Its accreditation status has been reviewed every ten years. The most recent review was completed in 2005. The School of Architecture and Community Design is comprised of an academic unit, the Architecture degree program, and a research unit, the Florida Center for Community Design and Research. The

University of South Florida / School of Architecture and Community Design / NAAB APR 64 Program Director of the Florida Center reports to the Director of the School of Architecture and Community Design. The SACD Director reports to the Dean of the College of the Arts. At the University of South Florida, College Deans report directly to the Provost and Vice President for Academic Affairs. The Director of the SACD works closely with the Graduate Advisor, the Undergraduate Advisor and the Office Manager in tending to the day-to-day running of the School. Biweekly faculty meetings address issues of governance, policy and curricular discussions. Given the relatively small size of the full-time faculty, curricular issues are best addressed through a committee of the whole. Sub-committees are appointed to address special issues as needed. The Director begins each fall term with an “all-school meeting” where all faculty, staff and graduate students gather for introductions, announcements, presentations of study abroad programs and the introduction of the “all-school charrette”, organized by faculty and typically supported financially, offering cash prizes for winning enties, from private and/or public entities. The Director meets monthly with the officers of the active student organizations (AIAS, ACC, GBC, CSI) to discuss issues of importance to the school and the individual groups. The Director also meets with each of the four graduate levels in an open-forum “brown bag” type of meeting. The SACD list-serve is an effective means of communicating with the student body and is frequently used to send important messages, reminders, interesting articles, and similar communiqués. Social media sites, primarily Facebook, have emerged as a networking instrument for students, faculty, alumni and other interested parties.

SACD-Alumni http://www.facebook.com/group.php?gid=12407701374 SACD-USF China 2009 Beijing-Shanghai http://www.facebook.com/group.php?gid=67779485361

Other Degree Programs In addition to the Master of Architecture tracks, the School began offering a 19 credit hour graduate Certificate in Community and Development in 2000. This program has evolved into a full degree program, the Master in Urban and Community Design. Effective Fall 2010, the MUCD is a 45 credit hour, three-semester (one calendar year) program. SACD M.Arch students are able to pursue a dual degree with 15 credit hours of specified graduate architecture classes counting toward the MUCD degree (http://www.arch.usf.edu/m_ucd/).

University of South Florida / School of Architecture and Community Design / NAAB APR 65

l.2.3 Physical Resources

The APR must include the following: · A general description, together with labeled 8-1/2" x 11" plans of the physical plant, including seminar rooms, lecture halls, studios, offices, project review and exhibition areas, libraries, computer facilities, workshops, and research areas. · A description of any changes to the physical facilities either under construction or proposed. · A description of the hardware, software, networks, and other computer resources available institution-wide to students and faculty including those resources dedicated to the professional architecture program. · Identification of any significant problem that impacts the operation or services, with a brief explanation of plans by the program or institutional to address it.

The spring 2005 NAAB Accreditation Visit identified two conditions as “not met”. One of these was Condition 7: Physical Resources. As a result of this concern, the USF administration moved the School of Architecture and Community Design into a larger and newly renovated building near the academic heart of campus. The 27,000 square foot facility had a $2.16 Million renovation and received $500,000 in new furniture and equipment. The School took possession of the building in January 2007. The current facility is approximately 9000 square feet larger than the previous space, which was located on the southern periphery of campus in an office/research park.

The new HMS-Architecture building was originally built in 1966, is a concrete frame and slab structure and has four floors. There are small men’s and women’s restrooms on each floor, a single elevator, two fire stairs and a monumental stair leading from the ground to the third floor. Breezeways and exterior walkways on the ground, second and third floors punctuate the building.

Ground Floor The ground floor houses the Florida Center for Community Design and Research, the computer lab and the wood shop. Second Floor The second floor largely houses programs of the Education School. The SACD has two un- renovated classrooms and two storage rooms. The FCCDR has a second floor conference room and a classroom/lab space. Third Floor The third floor houses 4 large studios, two jury rooms and the administrative offices, conference room and a reception area/small gallery for the School. Fourth Floor The fourth floor houses 8 studios, two jury rooms, faculty offices (11 total for full time faculty and adjunct faculty), a student organization office, a faculty conference/work room and faculty research/seminar space.

University of South Florida / School of Architecture and Community Design / NAAB APR 66

Computing Resources The Computer Lab is open 24 hours, 7 days per week. Student fees support unlimited plotting and printing in the lab. The lab has 12 work stations and is used as a classroom for digital skills classes (3D Studio Max, Rhino, Revit).

Computer Lab Equipment Inventory

Lab Hardware 14 Lab Computers 3 HP Plotters 2 HP B&W Laser Printer 1 HP Color Laser Printer 1 Epson 11x17 Flatbed Scanner 1 36” large format scanner 5 ceiling mounted projectors

Lab Software Autodesk Adobe Creative Google Sketch-up Rhino SU Podium Maxwell

Wood Shop Equipment Inventory

Sawstop Table Saw General 12' planer General 8' jointer General 14' bandsaw Craftsman 10' bandsaw General drill press Makita 12' chop saw Rigid panel saw Grizzly scroll saw Craftsman disk/belt sander Craftsman 3'x18' belt sander Craftsman 150 psi air compressor 2 Dewalt palm sanders Milwaukee Sawzall reciprocating saw Craftsman circular saw Ryobi biscuit joiner Dewalt jigsaw 2 Makita 4" angle grinder Craftsman die grinder Porter Cable 2 1/4 hp router Craftsman 1 1/2 hp router Rigid trim router Assorted clamps, chisels, hammers, hand saws, drill bits, hole saws, pliers, Kreg jig, brad nailer and other various sundries

University of South Florida / School of Architecture and Community Design / NAAB APR 67 l.2.4 Financial Resources

The APR must include the following: Program budgets: Current fiscal year report(s) showing revenue and expenses from all sources. Comparative reports that show revenue from all sources and expenditures for each year since the last accreditation visit from all sources including endowments, scholarships, one-time capital expenditures, and development activities.

Architecture Base Budgets 2010-11 2009-10 2008-09 2007-08 2006-07 2005-06

E+G 1,178,741 1,156,493 1,359,392 1,784,619 2,094,047 1,799,838 E+G Expenditure (1,088,069) (1,220,383) (1,566,936) (2,173,366) (1,565,212) Per Student 196students 177 students 166students 174 students expenditure tbd 6,580 per 7,493 per 10,184 per 12,491

Federal Stimulus 109,518 131,746 0 0 0 0

Carry Forward 63,359 264,100 300,925 280,441 157,791 n/a Carry Forward Expenditure (201,487) (105,908) (123,534) 0

M+S 53,400 52,050 49,765 51,375 53,970 32,380 M+S Expenditure (53,400) (37,381) (54,872) (57,416) (40,028) (22,524)

Markborough 386,036 386,086 316,574 227,395 191,354 238,973 Gibbons 322,924 304,741 254,061 253,288 224,285 165,956

Scholarships 29,250 24,250 23,500 22,250 22,650 20,100

The University provided $1.6M in one-time capital expenditures for the renovation of the HMS- Architecture Building in FY 20006-07.

E+G: Base budget including faculty salaries and all SACD expenses Federal Stimulus: Money provided to the State of Florida by the Federal Stimulus Act, 2009-10 and 2010-11. Carry Forward: funds not expended in a given FY and “carried forward” to the next year. M+S: Material and Supply funds, generated by student fees and dedicated to materials and supplies expended in that academic year (plotting paper, ink, small hand tools, etc) Markborough: The Markborough Endowed Chair in Urban Design and Development Gibbons: The Sam M. Gibbons Endowed Chair in Architecture and Urban Design Scholarships: from various endowed funds (see USF Foundation Endowment Fund Detail Report below)

University of South Florida / School of Architecture and Community Design / NAAB APR 68 Principal Market Value Beginning Earnings Expenditur Current FY Value as of as of 04/30/10 Balance as through es and Balance as Projected 04/30/10 of 07/01/09 04/30/10 Transfers of 04/30/10 Annual through Earnings 04/30/10 Jan Abell FAIA Memorial $64,371.66 $60,074.89 $8,322.16 $2,714.52 $2,000.00 $9,036.68 $2,714.48 Scholarship Endowment HOK USF Prize $25,000.00 $22,488.98 $353.00 $874.63 $500.00 $727.63 $767.16 Floy Eleanor Damon Endowed $3,875.28 $4,640.59 $662.27 $209.64 $0.00 $871.91 $209.68 Scholarship in Architecture Eduardo Garcia Endowed $32,999.52 $43,482.12 $5,364.83 $1,962,03 $3.00 $7,323.86 $1,960.05 Scholarship in Architecture Markborough Endowed Chair in $1,328,399.73 $1,698,692.92 $305,550.97 $75,535.32 $107,000.00 $274,086.29 $75,535.33 Urban Design and Development Sam M Gibbons Endowed Chair in $1,486,134.48 $1,860,806.65 $198,267.68 $83,176.68 $84,951.46 $196,492.90 $83,176.72 Architecture and Urban Design Milo Smith Endowed $119,550.00 $141,847.06 $45,325.43 $6,409.32 $9,000.00 $42,734.75 $6,409.35 Scholarship Fund H. Dean Rowe FAIA $177,867.02 $181,288.44 $31,962.78 $8,191.56 $7,500.00 $32,654.34 $8,191.50 Scholarship Fund Clear Springs Land Co. $112,500.00 $108,842.28 $19,313.24 $4,918.08 $0.00 $24,231.32 $4,918.03 Architecture Scholarship Endowment Total $3,350,697.69 $4,122,163.93 $615,122.36 $183,991.78 $210,954.46 $588,159.68 $183.882.30

USF SACD Foundation Endowment Detail Report: April 2010

University of South Florida / School of Architecture and Community Design / NAAB APR 69 Forecasts for revenue from all sources and expenses for at least two years beyond the current fiscal year.

Architecture Base Budgets 2012-13 2011-12 2010-11 2009-10

E+G 1,060,867* 1,060,867* 1,178,741 1,156,493 E+G Expenditure (1,088,069) Per Student 196students expenditure tbd 6,580 per

Federal Stimulus 0 0 109,518 131,746

Carry Forward 0 25,000 63,359 264,100 Carry Forward Expenditure (201,487)

M+S 53,400** 53,400** 53,400 52,050 M+S Expenditure (53,400) (37,381)

Markborough 225,000*** 275,000*** 386,036 386,086 Gibbons 175,000*** 200,000*** 322,924 304,741

Scholarships**** 31,640 30,420 29,250 24,250

* Assumes 10% funding cut in 2011-12 and flat funding thereafter; Current estimates range from 5- 15% cut forthcoming from State of Florida funding. ** Assumes student population and associated M+S funds remain constant. *** Assumes ongoing reinvestment at 4% and use of accumulated funds to meet portion of teaching needs. **** Assumes ongoing reinvestment at 4%.

Data on annual expenditures and total capital investment per student, both undergraduate and graduate, compared to the expenditures and investments by other professional degree programs in the institution.

2009-10 PROGRAM E&G STUDENTS(FTE) E&G/STUDENT Architecture $1,101,551 205 $5,373 Arts $10,921,546 1112 $9,822 Arts and Sciences $63,389,789 12913 $4,909 Business $14,694,614 2457 $5,981 Education $17,288,156 2670 $6,475 Engineering $21,244,614 1579 $13,454 Marine Science $6,400,668 64 $100,010

University of South Florida / School of Architecture and Community Design / NAAB APR 70 Institutional Financial Issues:

A brief narrative describing: Pending reductions or increases in enrollment and plans for addressing these changes.

We anticipate a steady enrollment in the M.Arch degree program. We would like to recruit and add qualified students to increase enrollment in the final two years of the four-year M.Arch program (such students would typically hold a Bachelor’s Degree in Architecture), but space limitations make an aggressive recruiting effort unlikely at this time. The SACD occupies less than 50% of the second floor of the HMS-Architecture Building. Obtaining additional space within our existing building is the obvious solution to immediate space needs. The central administration is aware of our desire to expand into the second floor space and did give the SACD two unrenovated second floor rooms in Spring 2010.

We expect small growth in the new Master of Urban and Community Design Degree (MUCD). The current plan is to continue to matriculate a cohort of between 10-14 students. Longer term, we plan to recruit the equivalent of two studios of students, 20-24 per year. Again, space is an issue with the current facility. One expansion option for the MUCD degree is to obtain studio space in downtown Tampa. This effort is underway.

Pending reductions or increases in funding and plans for addressing these changes.

As of this writing the funding status of the University, College and School of Architecture and Community Design is unclear. We anticipate an end of the Federal Stimulus money provided in the FY 2009-10 and 2010-11. Directors in all units of the College of the Arts have already participated in a budget reduction exercise to study possible budget cuts of 5, 10 and 20% of existing operating funds.

Changes in funding models for faculty, instruction, overhead, or facilities since the last visit and plans for addressing these changes (include tables if appropriate). Any other financial issues the program and/or the institution may be facing.

The funding model for the University of South Florida changed to a centralized accounting system in 2008-09. Prior to this time Deans (and, in turn, Directors and Chairs, at the discretion of the Dean) were given wide latitude in terms of carry-forward funds, replacement of faculty lines, and conversion of open faculty lines for discretionary spending (support of faculty travel, special programs, one-time expenditures, and so forth).

With the new centralized accounting system, all open lines were (are) “swept” by the central administration and re-distributed based upon arguments made through the “Compact Plan” planning process. If a unit loses a full-time faculty member through resignation, retirement or non-tenure, the position is not guaranteed to the return to said unit. Similarly, units have been asked to “spend down” carry forward funds in order to establish base line expenditures for each unit. The intent is to create a more transparent accounting system throughout the university. However well intentioned, there exists the concern that mid and long term planning is difficult given the relative uncertainty of budgets and budget control year to year.

University of South Florida / School of Architecture and Community Design / NAAB APR 71 1.2.5 Information Resources

The APR must include the following [NOTE: This section may best be prepared by the architecture librarian and professional in charge of visual resources]: · A description of the institutional context and administrative structure of the library and visual resources. · An assessment of the library and visual resource collections, services, staff, facilities, and equipment that does the following: Describes the content, extent and formats represented in the current collection including number of titles and subject areas represented. Evaluates the degree to which information resources and services support the mission, planning, curriculum, and research specialties of the program. Assesses the quality, currency, suitability, range, and quantity of resources in all formats, (traditional/print and electronic). Demonstrates sufficient funding to enable continuous collection growth. Identifies any significant problem that affects the operation or services of the libraries, visual resources collections, and other information resource facilities.

USF Libraries ( http://www.lib.usf.edu/ )

USF Libraries include five libraries (Lakeland, Florida Mental Health Institute, Shimberg Health Sciences, Tampa Library, and the joint use Jane Bancroft Cook Library in Sarasota) and has a long standing, cooperative relationship with the Poynter library of USF St. Petersburg. The combined budget of all libraries is almost $17.5 million. USF Libraries employs 82 professional staff and 103 support staff. All libraries have separate budgets but in the new organizational structure budgets will be coordinated by the Dean. Together the USF Libraries provides access to more than 2.2 million print volumes and an extensive collection of serials and online resources including approximately 32,423 journal subscriptions, 650 electronic reference sources, more than 210,000 e-books, and 148 digital collections. The USF Libraries offer unique access to primary research materials through its Special Collections units. USF’s main research library, the Tampa Library is a seven floor building centrally located on the Tampa campus and houses most of USF Libraries print collections (1.5 million volumes), including the Special Collection Department and the Information Commons.

Over the last decade USF Libraries has transformed organizationally, expanded collections, enhanced access, achieved strategic initiatives, and strengthened its relationships with faculty, students, and community members. The university’s vision of attaining membership in the Association of American Universities (AAU) is dependent in part, on USF Libraries being invited to join the prestigious Association of Research Libraries (ARL) as all AAU institutions possess ARL libraries. Membership in ARL stands at the center of the USF Libraries strategic plan and university administration has indicated their commitment to supporting the Libraries in reaching this goal.

The overarching challenge for the USF Libraries is to carry the library system to the next level and by virtue of its collections of distinction, innovative services, and talented staff become the next member in the Association of Research Libraries. To that end, this plan is intended to further the development of a vibrant library system, grow its collections, fortify infrastructure, strengthen its operations, improve facilities, and implement client-centered services worthy of an ARL library.

University of South Florida / School of Architecture and Community Design / NAAB APR 72 Learning Commons

Last year the USF Tampa Library joined with Student Learning Services to transform the Information Commons into a Learning Commons within the 1st and 2nd floors of the library building. Students can now access centrally located learning support services, such as tutoring and writing assistance, year-round. This year the Learning Commons will expand to an online environment. In June 2009 Tutoring and Learning Services and the USF Tampa Library received a grant for $348,000 to develop learning support services for an online environment that students will be able to access 24 hours a day, seven days a week (24/7). The grant was made available as a result of USF’s Student Technology Fees. The Learning Commons Online will be launched in 2010 and provide students with online access to writing assistance and tutoring in other course areas, web-based tutorials for software applications, online librarian assistance, and other learning services.

The Architecture Collection, books and periodicals, are housed on the fourth floor of the main USF Library. It is a short walk from the architecture building. The CoTA / SACD librarian is USF Associate / Research Librarian Audrey Powers. Communication to the SACD is maintained through regular email newsletters and similar communication as well as a SACD faculty member who serves as the library representative.

Cota news email newsletter http://usflibraries.typepad.com/arts/

University of South Florida / School of Architecture and Community Design / NAAB APR 73 Library Vision

Our vision is to become a globally recognized academic library system advancing knowledge through integrated resources, responsive services, research, and instruction. Together, the USF Libraries provide access to more than 2 million volumes and an extensive collection of electronic resources including approximately 6,500 e-journal subscriptions and 500 aggregator databases containing another 13,000 unique e-journal titles, 48,000 e-books, and 150,000 digital images. In addition, students have access to over 65,000 audio/visual materials including videos, CDs, and DVDs.

In addition to extensive electronic and print resources, the USF Libraries offer unique access to primary research materials through the Special and Digitized Collections Departments. Specializations include Florida history and politics, American literature, medieval manuscripts, juvenile literature, rare books, and sheet music. Most special collections are available at the Tampa Library.

The library endeavors to develop and maintain a collection that will satisfy the needs for resources that support the graduate curriculum in Architecture as well as provide advanced research materials.

The collection development policy for the School of Architecture and Community Design is located here: https://www.lib.usf.edu/public/_files/Architecture2.pdf

Content, extent and formats represented in the current collection The number of databases at the USF Libraries that provide literature and images related to Architecture = 23

The number of items available at the USF Libraries related to Architecture:

Architecture (NA) Print Monographs = 17,309 Online Monographs = 3,330 Print Serials = 444 Online Serials = 181

Landscape Design (SB) Print Monographs = 238 Online Monographs = 34 Print Serials = 6 Online Serials = 4

Decorative Arts (NK) Print Monographs = 528 Online Monographs = 53 Print Serials = 35 Online Serials = 6 Environmental Psychology (BF) Print Monographs = 279 Online Monographs = 44 Print Serials = 9 Online Serials = 3

Building Construction (TH) Print Monographs = 1525 Online Monographs = 667 Print Serials = 91 Online Serials = 34

Environmental Technology (TD) Print Monographs = 1354 Online Monographs = 1122 Print Serials = 31 Online Serials = 18

Green Technology Print Monographs = 156 Online Monographs = 77 Print Serials = 7 Online Serials = 6

Information Resources / Program Support There is one librarian devoted to the College of The Arts, of which the School of Architecture and Community Design is a component. This person is the contact person for faculty and students regarding their research needs. She is the collection development librarian as well as provides library instruction sessions. As the collection development librarian she evaluates and builds the collection in relation to the curricula being offered and in consultation with the Architecture faculty.

Quantity of information Resources The USF Libraries strives to provide library resources and services that are customized to the needs of The School of Architecture and Community Design. Resources in all formats are provided with increasingly more resources being offered in electronic format as this provides access to these resources anytime, anywhere.

Funding The total allocation for the USF Tampa Libraries for the academic year 2009 – 2010 was $7,064,208.

Significant Problems: None

Part One (I): Section 3 - Institutional and Program Characteristics

I.3.1 Statistical Reports

Program Student Characteristics

2010 SACD Demographics by Race/Ethnicity

Student Non- Hispanic Black American Asian White Native Two Race not Type Resident Indian Hawaiian/Pacific or reported Alien Islander more races

Percent 2% 27% 3% 1% 7% 59% 0.5% 0 0.5%

Total 4 50 5 2 12 109 1 0 1

2010 USF University-Wide Demographics by Race/Ethnicity

Student Non- Hispanic Black American Asian White Native Two Race not Type Resident Indian Hawaiian/Pacific or reported Alien Islander more races Percent 9% 9% 9% 0.4% 6% 65% 0.06% 0.7% 1.2% Total 828 854 806 41 516 6124 6 66 114

2010 SACD Demographics by Gender

Student Type Male Female Percent 61% 39% Total 113 71

2010 USF University-Wide Demographics by Gender

Student Type Male Female Percent 38% 62% Total 3527 5827

2005 SACD Demographics by Ethnicity

Student Type Non-Resident Black American Indian Asian Hispanic Alien Grad 4% 7% 0 6% 11%

University of South Florida / School of Architecture and Community Design / NAAB APR 74 2005 USF University-Wide Demographics by Ethnicity

Student Type Non-Resident Black American Asian Hispanic Alien Indian Grad 3% 11% .001% 6% 10%

Qualifications of students admitted in the fiscal year prior to the visit.

Total applicants for 2010-2011 academic year: 162 Total number of admits for 2010-2011 academic year: 57 Total with bachelor degrees in their field (ARC): 12 Total from USF: 26 Total with AA degrees: 17 Average GPA for admits with bachelor degrees: 3.05 Average GRE score for admits with bachelor degrees: 978 Average GPA for admits without bachelor degrees: 3.37 Average GRE score for admits without bachelor degrees: 900

Highest GRE score for grad admits with bachelor degrees: 1290 Lowest GRE score for grad admits with bachelor degrees: 920 Highest GPA for grad admits with bachelor degrees: 3.83 Lowest GPA for grad admits with bachelor degrees: 2.92

Highest GRE score for admits without bachelor degree: 1370 Lowest GRE score for admits without bachelor degree: 440 Highest GPA for admits without bachelor degree: 3.97 Lowest GPA for admits without bachelor degree: 2.73

Time to graduation: % of SACD students graduating within normal time to completion

2005/06 2006/07 2007/08 2008/09 2009/10 93.6% 94.7% 89.7% 93.1% 90.7%

% of SACD students graduating within 150% of normal time to completion

2005/06 2006/07 2007/08 2008/09 2009/10 100% 100% 94.9% 96.5% 97.6%

Program Faculty Characteristics

Black Native Am Asian Hispanic White Male Female Total 2005 1 0 1 1 5 8 0 8 2010 1 0 2 0 8 9 2 11

University of South Florida / School of Architecture and Community Design / NAAB APR 75 Number of faculty promoted each year since the last visit. SACD 1 (Michael Halflants, to Associate Professor) USF n/a

Number of faculty receiving tenure each year since last visit. SACD 3 (Michael Halflants, Robert MacLeod, Nancy Sanders) USF n/a

Number of full-time faculty maintaining licenses from U.S. jurisdictions each year since the last visit, and where they are licensed.

[ o ]: no registration, FT SACD faculty in that year [ - ]: faculty not with SACD in that year

Faculty 2005 2006 2007 2008 2009 2010 Baek o o o - - - Bassett - - o o o o Cooke FL FL FL FL FL FL Dulaney GA - - - - - Estrada - - FL - - - Green MA MA MA MA MA MA Halflants FL FL FL FL FL FL Height AL,NC AL,NC AL,NC - - - Kara - - - - - o MacLeod - - - - FL FL Mehta - o o o o o Perez o - - - - - Powers FL FL FL FL FL FL Ratensky NY - - - - - Russell - OH,FL OH,FL OH,FL OH,FL OH,FL Sanders - - - - o o Schrieber FL,NM,MA - - - - - Weston - - - FL FL FL Zylstra o - - - - - Totals 8 6 7 6 7 7

University of South Florida / School of Architecture and Community Design / NAAB APR 76 I.3.2 Annual Reports

Statement of Statistical Accuracy

NAAB annual Reports, 2005-07

University of South Florida / School of Architecture and Community Design / NAAB APR 77

I.3.3 Faculty Credentials

See the Faculty Matrix and Faculty CVs

University of South Florida / School of Architecture and Community Design / NAAB APR 78 Part One (I): Section 4 – Policy Review

The information required in the three sections described above is to be addressed in the APR. In addition, the program shall provide a number of documents for review by the visiting team. Rather than being appended to the APR, they are to be provided in the team room during the visit. The list is available in Appendix 3.

Part Two (II): Educational Outcomes and Curriculum

Part Two (II): Section 1 – Student Performance – Educational Realms & Student Performance Criteria

II.1.1 Student Performance Criteria

The APR must include: · A brief, narrative or graphic overview of the curricular goals and content for each accredited degree program offered or each track for meeting the requirements of the professional degree program. · A matrix for each accredited degree program offered or each track for meeting the requirements of the professional degree program, that identifies each required course with the SPC it fulfills. Where appropriate, the top section of the matrix should indicate those SPCs expected to have been met in preparatory or pre-professional education prior to admission to the NAAB-accredited program (see also Part II, Section 3). The bottom section of the matrix should include only criteria that are demonstrated in the accredited degree program or track.

University of South Florida / School of Architecture and Community Design / NAAB APR 79 University of South Florida Student Performance Criteria College of the Arts Realm A: Critical Thinking and Representation Realm B: Integrated Building Practices, Technical Skills, & Knowledge Realm C: Leadership and Practice School of Architecture and Community Design 2011 NAAB Accreditation

Understanding

Ability Communication Communication Skills Design Thinking Skills Commun- Visual ication Skills Technical Documentation Investigative Skills Fundamental Design Skills Use of Precedents Ordering Systems Skills Historical Traditions and Global Culture Cultural Diversity Research Applied Pre-Design Accessibility Sustainability Design Site Life Safety Comprehensive Design Financial Considerations Environmental Systems Systems Structural Building Envelope Systems Building Service Systems Building Materials Assemblies Collaboration Behavior Human Client Role Management Project Practice Management Leadership Legal Responsibilities Ethics and Professional and Community Social Responsibility B.1. B.2. B.3. B.4. B.5. B.6. B.7. B.8. B.9. C.1. C.1. C.2. C.3. C.4. C.5. C.6. C.7. C.8. C.9. A.1. A.2. A.3. A.4. A.5. A.6. A.7. A.8. A.9. B.10. B.10. B.11. B.12. A.10. A.11. CourseCourse # CourseCourse NNameame crcr. ARC -5361Core Design 1 9

ARC - 5362Core Design 2 9

ARC - 5363Core Design 3 6

ARC - 6364Advanced Design A 6

ARC - 5365Advanced Design B 6

ARC - 6366Advanced Design C 6 Design Studios ARC - 6367Advanced Design D/Studio X 5

ARC - 6976Thesis 1/Master's Project 1 5

ARC - 6971 Thesis 2/Master' s Project 2 5

ARC - 5470 Intro to Technology 3

ARC - 5587 Structures I 3

ARC - 5588 Structures II 3

ARC - 5467 Materials and Methods 3

Technology ARC - 5689 Environmental Technology 3

ARC - 6481 Design Development 3

y ARC - 5256 Design Theory 3 eor e ARC - 5731 Architectural History I 3

ARC - 5732 Architectural History II 3 Hist./Th

ARC - 6311 Intro to Community and Urban Design 3

ARC - 6936 Research Methods 2

ARC - 6287 Professional Practice I 3 Required ARC - 6288 Professional Practice II 3 Part Two (II): Section 2 – Curricular Framework

II.2.1 Regional Accreditation

The APR must include a copy of the most recent letter from the regional accrediting commission/agency regarding the institution’s term of accreditation.

II.2.2 Professional Degrees and Curriculum

University of South Florida / School of Architecture and Community Design / NAAB APR 80

The APR must include the following: · Title(s) of the degree(s) offered including any pre­requisite degree(s) or other preparatory education and the total number of credits earned for the NAAB­accredited degree or track for completing the NAAB­accredited degree.

· An outline, for each accredited degree program offered or track for completing the NAAB­accredited degree, of the curriculum showing the distribution of general studies, required professional courses (including prerequisites), required courses, professional electives, and other electives.

· Examples, for each accredited degree offered or track for completing the NAAB accredited degree, of the minors or concentrations students may elect to pursue.

· A list of the minimum number of semester credit hours or the equivalent number of quarter credit hours required for each semester or quarter, respectively.

· A list identifying the courses and their credit hours required for professional content and the courses and their credit hours required for general education for each accredited degree program offered or track for completion of the NAAB­accredited degree.

· A list of off­campus programs, description of facilities and resources, course requirements, and length of stay.

The Master of Architecture (M. Arch) is the only degree offered by the School of Architecture and Community Design. There are, however, multiple tracks, depending on a student’s undergraduate preparation. 1. A 105 credit hour program (4 years), for students with baccalaureate degrees other than architecture. 2. A 51 credit hour program (2 years), for students with four-year pre-professional degrees in architecture 3. A 172 credit hour program (2 plus 4 year), for student with associates degrees in architecture or equivalent. MASTER OF ARCHITECTURE: 105 CREDIT PROGRAM The 105 credit hour curriculum is the core professional program at USF (upon which the NAAB Student Performance Criteria are measured). Pre-requisites include physics, calculus, and computer graphics/basic CADD skills. Students with pre-professional degrees can waive up to 53 credit hours for successful undergraduate work in courses to those at USF. The waiver process considers both the course content and the associated NAAB student performance criteria. Students must have a grade of “B” or better in waived coursework. Students with associates degrees (or equivalent) may enter the 105 credit hour curriculum after completing at least 60 credit hours of undergraduate work (including at least the state general education requirements, 12 hours of studio/design related coursework, physics, calculus, and computer graphics/CADD).

Pre-Architecture Program

University of South Florida / School of Architecture and Community Design / NAAB APR 81 The SACD has a pre-architecture undergraduate program offering a range of coursework that allows students to receive an introductory design education and develop a portfolio in order to apply for the 4-year M.Arch program. Some coursework also meets undergraduate general education requirements. Courses include: Intro to Architecture / ARC 2211: 3 cr hr (gen ed) Arch Freehand Drawing / ARC 2931: 4 cr hr History of Arch 1 / ARC 2701: 3 cr hr (gen ed) History of Arch 2 / ARC 2702: 3 cr hr (gen ed) Intro to Arch Design 1 / ARC 2131: 4 cr hr Intro to Arch Design 2 / ARC 2131: 4 cr hr The City / ARC: 3 cr hr (gen ed) Physics for Architects / ARC 4931: 3 cr hr

M. Arch Summary Credit Hour Summary 105 credit hour track (following non-architecture bachelors degree) Total credit hours (120 undergraduate + 105 M.Arch) 225

51 credit hour track (following pre-professional bachelors in architecture) Total credit hours (120 undergraduate + 51 M.Arch min) 171

172 credit hour track (2 + 4) Total credit hours (60 undergraduate + 105 M.Arch max) 165

Examples of the Minors or Concentrations Students in the M.Arch. program are required to complete a minimum of 18 credit hours of electives (9 directed and 9 free). Students are encouraged to use these electives to develop concentrations. Students can count coursework toward a Certificate in Community Design and Development. Students in the School have pursed dual degrees with Business and Communication. The new Master of Urban and Community Design Degree allows 15 hours of M.Arch coursework to be credited toward the 45-hour degree.

University of South Florida / School of Architecture and Community Design / NAAB APR 82

Fall Cr Spring Cr Summer hrs hrs Year one Core Design 1 9 Core Design 2 9 30 credit hrs ARC 5361 ARC 5362 Intro to Technology 3 Structures 1 3 ARC 5470 ARC 5587 History 1 3 Materials & Methods 3 ARC 5731 ARC 5467 30 credit hrs 15 15

Year Two Core Design 3 6 Adv. Design A 6 24 credit hrs ARC 5363 ARC 6364 Structures 2 3 History 2 3 ARC 5732 ARC 5732 Design Theory 3 Envir. Technology 3 ARC 5256 ARC 5689 24 credit hrs 12 12

Year Three Adv. Design B 6 Adv. Design C 6 20 credit hrs ARC 6365 ARC 6366 Design Developmnt 3 Research Methods 2 ARC 6481 ARC 6936 Intro to Community 3 & Urban Design ARC 6311 20 credit hrs 12 8

Year Four Master’s Project 1 5 Master’s Project 2 5 16 credit hrs or Adv. Design D ARC 6971 ARC 6976/6367 Prof. Practice 1 3 Prof. Practice 2 3 ARC 6287 ARC 6288 16 credit hrs 8 8

15 credit hrs Other Fall Courses: Other Spring Courses: Other Spring Courses: Electives Electives Electives Study Abroad: Adv. Design A or Adv Design C

105 credit hrs total

1. Students must complete 15 credit hours of electives 2. Course offerings for summer semester: Study Abroad (studio + elective); Design Development and various electives offered in the summer (Adv. Design B offered summer 2010 in Tampa). 3. Course pre-requisites are outlined in Pre-Requisite Requirement Chart (http://arch.acomp.usf.edu/images/uploads/CurriculumPreReqREV_OCT2008.pdf)

University of South Florida / School of Architecture and Community Design / NAAB APR 83 4. Students may take either Master’s Project 1 or Advanced Design D in the fall term of 4th year. All students take Master’s Project 2 in the spring term of 4th year. Students will develop either a one or two term Master’s Project.

Elective coursework is wide ranging and emerges from the ongoing research interests of faculty. Examples of elective in the past two years include (all are 3 credit hours unless noted otherwise):

Teaching Methods 3-D Studio Max/Rhino Intro to REVIT The End of Theory and the Rise of Architectural Caprice Furniture and Fabrication Solar Decathlon Workshop Modern Housing Prototypes Tropical Architecture Care of Making Landscape & Ecology as Urbanism Reading and Representing the City The Arts and Architecture of Italy The Arts and Architecture of Spain Life Between Buildings: Public Space in the City The Neighborhood Architecture and Urbanism in Modern China Architecture for Real Estate and Development Digital Fabrication Seminar/Workshop(s) Urban Architecture and Landscapes Workshop Design Devices

Off Campus Programs & Facilities

· A list of off­campus programs, description of facilities and resources, course requirements, and length of stay.

At present, the SACD does not have any full-time off-campus programs/facilities and related resources. The SACD does have Study Abroad Programs with two cohorts of students traveling abroad to different locations each year for the past four years. The location of the programs rotates through the faculty year-to-year based on a faculty que. The Study Abroad Programs run exclusively in the summer at present and are affiliated with the USF Study Abroad office.

The SACD is interested in furthering its’ strong sense of community engagement through two initiatives: Establishing an Urban and Community Design Studio space in downtown Tampa. Establishing a Design/Build Workshop and Warehouse space near campus.

Both initiatives have been under discussion for the past academic year. The SACD is seeking assistance toward these goals through the USF Foundation and interested alumni, local professionals and community leadership.

University of South Florida / School of Architecture and Community Design / NAAB APR 84

II.2.3 Curriculum Review and Development

The APR must include a description of the composition of the program’s curricular review process including membership of any committees or panels charged with responsibility for curriculum assessment, review, and development. This description should also address the role of the curriculum review process relative to long-range planning and self-assessment.

SACD Curriculum Curriculum review is an ongoing process handled primarily in regular faculty meetings. Issues of concern are addressed as agenda items and acted upon through the transparent self- governance process. Sub-committees are appointed for curricular issues as required. In meetings with students the Director is able to gauge curricular issues of concern to the student body. Other forums for student curricular comments include the Research Methods class, Teaching Methods seminar, monthly Director-Student Organization meetings and through one on one meetings with the Director or faculty. Long term planning issues are (re)visited as required and as needs/circumstances arise.

College of the Arts Curriculum Committee Chaired by CoTA Associate Dean, Barton Lee, the Curriculum Committee is a standing committee of the College of The Arts and receives authority for its actions through that body which includes the Faculty Advisory Council, the Dean, and the Directors Council.

The Curriculum Committee is responsible for advising the Dean and Directors of the College of The Arts of principles, policies, and procedures affecting undergraduate and graduate education. The committee reports to the CoTA faculty on matters pertaining to undergraduate and graduate courses, curricula, certificates, programs, and degrees of the College. Responsibilities include the evaluation of curricula and courses for existing or proposed degree programs, certificates, and other institutional programs. The membership will consist of one representative from each academic unit for the undergraduate subcommittee and one representative from each academic unit for the graduate subcommittee. (http://www.arts.usf.edu/content/templates/?z=54&a=482)

Part Two (II): Section 3 – Evaluation of Preparatory/ Pre-Professional Education

The APR must include the following: · A description of the process by which the preparatory or pre-professional education of students admitted to the accredited program is evaluated. This description should include the process for verifying general education credits, professional credits and, where appropriate, the basis for granting “advanced standing.” These are to be documented in a student’s admissions and advising record (See also I.2.1). · If applicable, SPC that are expected to have been met in preparatory or pre-professional education are to be documented in the top line of the SPC matrix (see Part II, Section 1.)

Admissions and Evaluation of Pre-Professional Education The admissions process is most rigorous for entry to all levels fo the curriculum. The SACD has two admissions committees, one focuses on students applying for the four-year M.Arch sequence; the other addresses students seeking advanced standing in the M.Arch program. Admission process for both groups is similar as outlined below:

University of South Florida / School of Architecture and Community Design / NAAB APR 85

• A completed SACD application form; • Undergraduate transcript(s) (as applicable); • A sample of creative work (a non-returnable, 8.5” x 11” design portfolio); • Three (3) letters of recommendation; • A one-page statement of academic/professional intent, and • A GRE test score.

In addition to the above, those who wish to enter the M. Arch program as undergraduates must have: • Completed a minimum of 60 semester hours of college credit earned; • Completed the General Education requirements and Gordon Rule of Florida, and • Earned an overall minimum GPA of 3.0.

Students admitted to the four year M.Arch program will meet all APR criteria per the four-year curriculum. Students seeking advanced standing are reviewed on a case-by-case basis. The portfolio of design work submitted for admission determines the appropriate place for each applicant within the design studio sequence. Coursework and official catalogue descriptions submitted by students must dovetail clearly and directly with the course outlines and intentions of the SACD coursework. A grade of “B” or better in undergraduate work is required for applicants to receive graduate course credit. Students may be asked to bring samples of coursework and meet with the faculty teaching in a particular area to receive credit for certain courses. Upon acceptance to the SACD, the graduate admissions committee provides each student with a list of courses waived and those required in order to complete the M. Arch degree. Graduate Advisor, Associate Professor Dan Powers, develops for and with each student a term-by-term schedule of courses. This schedule is part of the student’s permanent record and can be referenced by the student and other faculty at any time.

The portfolio requirement for admission determines the appropriate place within the design studio sequence for each applicant.

Part Two (II): Section 4 – Public Information

II.4.1 Statement on NAAB-Accredited Degrees

In order to promote an understanding of the accredited professional degree by prospective students, parents, and the public, all schools offering an accredited degree program or any candidacy program must include in catalogs and promotional media the exact language found in the NAAB Conditions for Accreditation, Appendix 5.

The NAAB required text is located on the SACD website. http://www.arch.usf.edu/about/about_the_sacd/ http://www.arch.usf.edu/students/admission_information/

University of South Florida / School of Architecture and Community Design / NAAB APR 86 II.4.2 Access to NAAB Conditions and Procedures

In order to assist parents, students, and others as they seek to develop an understanding of the body of knowledge and skills that constitute a professional education in architecture, the school must make the following documents available to all students, parents and faculty: The 2009 NAAB Conditions for Accreditation The NAAB Procedures for Accreditation (edition currently in effect)

NAAB Conditions and Procedures are on file with the SACD administrative office and available by for public review. Generally, interested parties will contact an administrator or faculty and make an appointment to review such public documents. Office Manager, Mary Hayward, maintains all NAAB / accreditation related files.

Web links to NAAB Conditions and Procedures are available on the SACD website.

II.4.3 Access to Career Development Information

In order to assist students, parents, and others as they seek to develop an understanding of the larger context for architecture education and the career pathways available to graduates of accredited degree programs, the program must make the following resources available to all students, parents, staff, and faculty: www.ARCHCareers.org The NCARB Handbook for Interns and Architects Toward an Evolution of Studio Culture The Emerging Professional’s Companion www.NCARB.org www.aia.org www.aias.org www.acsa-arch.org

Career /development resources are available in the USF library, in the SACD administrative office and/or on the SACD website.

II.4.4 Public Access to APRs and VTRs

In order to promote transparency in the process of accreditation in architecture education, the program is required to make the following documents available to the public: • All Annual Reports, including the narrative • All NAAB responses to the Annual Report • The final decision letter from the NAAB • The most recent APR • The final edition of the most recent Visiting Team Report, including attachments • and addenda

All APR and VTR documents are on file with the SACD administrative office and available by for public review. Generally, interested parties will contact an administrator or faculty and make an appointment to review such public documents. Office Manager, Mary Hayward, maintains all NAAB / accreditation related files.

University of South Florida / School of Architecture and Community Design / NAAB APR 87

II.4.5 ARE Pass Rates

The APR must include a list of the URLs for the web pages on which the documents and resources described throughout Part II: Section 4 are available. In the event, documents or resources are not available electronically, the program must document how they are stored and made available to students, faculty, staff, parents, and the general public.

ARE Pass Rate information, culled from the NCARB website, is file with the SACD administrative office and available by for public review. Generally, interested parties will contact an administrator or faculty and make an appointment to review such public documents. Office Manager, Mary Hayward, maintains all NCARB related files. In addition, said information is made available through the SACD website (http://www.arch.usf.edu/).

2008 (4.0) USF SACD ARE pass rates: http://www.ncarb.org/ARE/ARE-Pass-Rates/Pass-Rates-by-School/2008-v4.aspx

2007 USF SACD ARE pass rates: http://www.ncarb.org/ARE/ARE-Pass-Rates/Pass-Rates-by-School/2007.aspx

2006 USF SACD ARE pass rates: http://www.ncarb.org/ARE/ARE-Pass-Rates/Pass-Rates-by-School/2006.aspx

2005 USF SACD ARE pass rates: http://www.ncarb.org/ARE/ARE-Pass-Rates/Pass-Rates-by-School/2005.aspx

University of South Florida / School of Architecture and Community Design / NAAB APR 88 Part Three – Progress Since the Last Site Visit

III.3.1 Summary of Responses to the Team Findings

1. Responses to Conditions Not Met During the 2005 Site Visit, the SACD had two areas listed as “Conditions Not Met”: Condition 5, Human Resources. Condition 7, Physical Resources

These “conditions not met” prompted a Focused Evaluation Team Visit in September 2008. The visit found Condition 5, Human Resources, inadequate and it remained a “condition not met”. From the VTR: “The budget restrictions of last spring in 2008 required the freezing of two faculty searches and forced the reconsideration of the School and its administrative structure. In addition to the two faculty positions being frozen last spring, the development officer and a staff advising position was redirected in the budget reductions. All of these impacts are still of critical concern.”

Since the Focused Evaluation Team Report was issued, the SACD has hired a new Director, Professor Robert MacLeod (hired with tenure, fall 2009) and three new faculty, Assistant Professor Mark Weston (digital fabrication, hired tenure track, fall 2009) Associate Professor Nancy Sanders (design studio, hired with tenure, fall 2009) and Assistant Professor, Dr. Levent Kara (history/theory, hired tenure track, fall 2010). In addition Mildred Abreu has been transferred to the SACD as a full time undergraduate advisor. The USF Foundation staff at the College of the Arts addresses development duties.

The visiting team found Condition 7, Physical Resources, to be “met”. From the VTR: “The program has made great strides in addressing inadequacies and concern regarding their existing facilities noted during the previous visit in 2005. During the fall of 2006, the University completed a $2,161,550 renovation of the exisiting HMS building in the center of campus and installed $500,617 of new furniture and equipment. The school moved into the newly partially renovated building in late January 2007. Approximately 9000 square feet larger than the previous 18,000 square foot facility, this new 27,000 square foot space provides adequate design studios, jury rooms, and offices for the current number of faculty and students. However, it offers little space for growth if the program is to maintain its current structure of no more than 15 students per studio.”

While the building serves the program well and is a marked improvement over the previous facility, it does not provide adequate shop space for either the wood shop or the digital fabrication lab, restrooms facilities do not meet current ADA standards, several design studios have no natural day lighting, there is no gallery space, and the computer lab is undersized. The program has received a small amount of additional unrenovated classroom space on the second floor of the building, but the space is not contiguous and cannot be combined to make a larger studio space.

University of South Florida / School of Architecture and Community Design / NAAB APR 89 2. Responses to Causes of Concern

During the 2005 Site Visit, the SACD had four area listed as “Causes of Concern”: Condition 2, Program Self-Assessment Condition 4, Social Equity Condition 6, Human Resource Development Condition 9, Financial Resources

Condition 2, Program Self-Assessment The SACD has made strides to develop an ongoing self-assessment process. The inclusion of SACD as part of the College of the Arts has added much needed formal structure to the self- assessment process. Assessment is ongoing through several mechanisms: • SACS accreditation process • USF Compact Plan process • SACD vision & mission process, fall 2008 • SACD retreat workshop, fall 2010 • SACD faculty meetings & discussions

Condition 4, Social Equity The SACD has made strides in Social Equity with respect to hiring both full-time and adjunct faculty.

Full time faculty hires since the 2005 VTR: 2005/06: Assistant Professor Dr. Vikas Mehta, Asian male (India) Assistant Professor Stanley Russell, Caucasian male 2006/07: Assistant Professor Vanessa Estrada, Hispanic female, since resigned Assistant Professor Shannon Bassett, Caucasian female 2008/9: Associate Professor Nancy Sanders, Caucasian female Professor & Director Robert MacLeod, Caucasian male 2009/10: Assistant Professor Dr. Levent Kara, Asian male (Turkey)

Adjunct faculty hires addressing social equity concerns in 2008/09 and 2009/10: Susan Klaus-Smith, Caucasian female Chaddy Hanwisai, Asian female Jody, Beck, Caucasian female Albert Alfonso, Hispanic male (distinguished visiting professor) Mario Gooden, African-american male (distinguished visiting professor) Anna Winterrowd, Hispanic female Angela Hendershot, Caucasian female (undergrad, pre-arch) Beverly Frank, Asian female Cecilia Guardia, Hispanic female

Student Demographics As illustrated in Section I.3.1, SACD demographics have not changed markedly since 2005, although the Hispanic student population has grown from 11% to 27% and the Black student population has moved from 7% to 3%. The Male/female student ratio has, however, improved to 61% male / 39% female (this, oddly, is almost the exact inverse of the USF graduate population, 38% male / 62% female). Student groups are an active part of the academic life of the school and the Director is working with student leaders to found a chapter of NOMAS with the intent of reaching out to regional high schools and community colleges to impact minority recruiting.

University of South Florida / School of Architecture and Community Design / NAAB APR 90

Condition 6, Human Resource Development

The SACD is in the unusual position of having fully half of the current full time teaching faculty (5 of 10) in tenure accruing positions. The Director has initiated a series of meeting with the tenure-track faculty to discuss concerns, answer questions, establish clear protocols and develop mentors. Because many of the tenured faculty are long-term tenured, it is somewhat difficult for them to engage in the mentoring process, given the demands of tenure and promotion in the contemporary research university. That said, all tenured faculty members have agreed to serve as mentors for their tenure-track colleagues. In addition, group meetings with tenure-track faculty have and will continue to include guests from the college and university -- School Directors and recently tenured faculty -- to discuss the ongoing process of tenure and promotion.

Faculty have been given release time of lightened teaching loads and research assistants to assist with the complexities and rigors of the T&P process.

Tenure track faculty members are given first priority in travel support to conferences to present scholarly papers that further their research agenda. Each tenure track faculty member has traveled to at least three conferences or similar venues, many of them international, in the past academic year.

New faculty members have been awarded from $10,000 to $25,000 in research start-up funds upon arrival to USF SACD.

Condition 9, Financial Resources

We anticipate no funding for new teaching lines in 2010-11.

Financial resources suggested by the 2005 VTR have not been forthcoming.

The budget situation of the SACD remains a concern as outlined in Section I.2.4. Given the financial outlook for the nation and, specifically, the State of Florida, any budget predictions are problematic at best. By the time of the NAAB Team Visit in Spring 2011, the SACD should have a better sense of the 2011-12 fiscal year funding vis-à-vis the Florida Legislature and our own university leadership.

III.3.2 Summary of Responses to Changes in the NAAB Conditions

The 2005 APR addressed 37 items in the Student Performance Criteria. The 2009 SPC entails 32 items. The realms of (A) Critical Thinking and Representation, (B) Integrated Building Practices, Technical Skills and (C) Knowledge and Leadership and Practice have been addressed with modifications to coursework as required.

University of South Florida / School of Architecture and Community Design / NAAB APR 91 Part Four – Supplemental Information

IV.4.4 Course Descriptions (see Appendix 1 for format)

University of South Florida / School of Architecture and Community Design / NAAB APR 92 ARC 5361 Core Design1/Graphics 1, 9 credit hours

Course Description: The study of abstract and qualitative space through design and graphics with emphasis on the development of critical design thinking and making skills.

Course Goals & Objectives: • Students will gain a basic understanding of the core issues of design: ordering systems, space, form, light, place and inhabitation. • Students will learn core design making and thinking skills that will be a foundation for future design investigations with emphasis on the student’s development of their “process” of thinking through these investigations. • Students will learn freehand drawing skills to assist them in design thinking. • Students will comprehend the critical importance of precedents as a means to design

Student Performance Criterion/a addressed: A.1 Communication Skills A.2 Design Thinking Skills A.3 Visual Communication Skills A.5 Investigative Skills A.6 Fundamental Design Skills A.7 Use of Precedents A.8 Ordering Systems Skills A.9 Historical Traditions and Global Culture C.2 Human Behavior

Topical Outline: 2d Ordering systems (20%) Space and Order (20%) Space and Habitation (20%) Space and Place (20%) Space and Phenomenon (light and Meaning) (20%)

Prerequisites: None

Textbooks/Learning Resources: Assorted Readings (see notebook)

Offered: Fall only; annually

Faculty Assigned: Steven A. Cooke, ***, ***

University of South Florida / School of Architecture and Community Design / NAAB APR 93 ARC 5362 Core Design 2/Graphics 2, 9 credit hours

Course Description: The study of architectural archetypes along with an emphasis on tectonic development. The graphic studies emphasize graphics as communication of meaning, ideas, and substance.

Course Goals & Objectives: • Students will gain a clear understanding of architectural archetypes, e.g., floor/ceiling, the wall, thresholds-doors-windows. • Students will learn that architecture is more than sculpting space and form but an expression of the craft of making – understanding of tectonics. • Students will comprehend the critical importance of studying significant architects and their work as a means to better understand tectonics and architectural archetypes. • Students will learn graphic skills that help them better communicate their ideas, express meaning and the nature of their design interventions.

Student Performance Criterion/a addressed: A.1 Communication Skills A.2 Design Thinking Skills A.3 Visual Communication Skills A.4 Technical Documentation A.5 Investigative Skills A.6 Fundamental Design Skills A.7 Use of Precedents A.8 Ordering Systems Skills A.9 Historical Traditions and Global Culture B.2 Accessibility C.1 Collaboration

Topical Outline: Tectonics (20%) Floor and Ceiling (20%) The Wall (20%) Thresholds, Doors and Windows (20%) The Detail (20%)

Prerequisites: ARC 5361 Core Design 1/ Graphics 1None

Textbooks/Learning Resources: Assorted Readings (see notebook)

Offered: Spring only; annually

Faculty Assigned: Steven A. Cooke, ***. ***

University of South Florida / School of Architecture and Community Design / NAAB APR 94 Number & Title of Course (total credits awarded): ARC 5363, Core Design 3, 6 credits.

Course Description (limit 25 words): This studio focuses on the relationship of building and site, architecture and landscape. It investigates how building and site are interrelated, and how the simultaneous consideration of both creates opportunities for design expression, improved building performance, and stronger connections between humans and their environment.

Course Goals & Objectives (list): · Introduce opportunities presented in the building/site interface, and develop design strategies, familiarity with precedent and technical skills to engage those opportunities. · Understand the interior-exterior relationship and nature of their separation and potential for interconnectivity through architecture design. · Provide a number of contexts in which to explore scale, degree of intervention, and design of the site and landscape in relation to a building · Engage the phenomenological nature of architecture and site through design, and consider how architects can engage in a continuously transforming medium of landscape. · Build skills in site planning and building design based upon principles of sustainability, observation/engagement of site conditions and forces, and conventions and standards for various programmatic elements and how they might relate to the built form. · Use of Building structure not only as a means of support, but also as a generator and definer of interior space and exterior form.

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills B.1.Pre-Design C.2. Human Behavior A.2. Design Thinking Skills B.2. Accessibility A.3. Fundamental Design Skills B.3. Sustainability A.4.Technical Documentation B.5. Life Safety A.5. Investigative Skills B.6. Comprehensive Design A.6. Fundamental Design Skills B.8. Environmental Systems A.7. Use of Precedents B.9. Structural Systems A.8. Ordering Systems Skills B.10. Building Envelope Systems A.9. Historical Traditions and Global Culture B.12. Building Mtrls Assemblies

Topical Outline (include percentage of time in course spent in each subject area): Drawing and other representational techniques (10%) Sustainability (5%) Presentation/Communication skills (10%) Precedents (5%) Site Analysis (10%) Ordering Systems (10%) Fundamental Design Skills (35%) Envtl./Structural Systems+Mtrls (15%)

Prerequisites: Completion of Design 2 Core studio

Textbooks/Learning Resources: Allen, Edward and Joseph Iano, The Architect's Studio Companion, (John Wiley & Sons, Latest Edition. Brown, G.Z., Sun, Wind, and Light: Architectural Design Strategies, (New York: Wiley & Sons, 1985)

Offered (semester and year): Fall only; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Shannon Bassett (F/T); Levent Kara (-F/T); Dan Powers (F/T); Mark Weston (F/T)

University of South Florida / School of Architecture and Community Design / NAAB APR 95 Number & Title of Course (total credits awarded): ARC 6364: Advanced Design A 3 credits.

Course Description (limit 25 words): Advanced Design A is the first in the three course sequence of advanced design studios in which students tackle issues of site development, sustainability, complex building programs, and vertical circulation. Typical projects would include large multi-family housing, large scale civic buildings, or commercial buildings over 50,000 square feet.

Course Goals & Objectives (list): · Students will explore issues of site development, building program, and vertical circulation. · Students will develop basic skills in designing for complex programs in multi-story buildings. · Students will begin to master fundamental sustainable design concepts at the schematic level. · Students will hone verbal and visual presentation skills to be used throughout their academic careers.

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills C.2. Human Behavior A.2. Design Thinking Skills B.2. Accessibility A.3. Fundamental Design Skills B.3. Sustainability A.4.Technical Documentation B.5. Life Safety A.5. Investigative Skills B.6. Comprehensive Design A.6. Fundamental Design Skills B.8. Environmental Systems B.9. Structural Systems A.8. Ordering Systems Skills B.10. Building Envelope Systems A.9. Historical Traditions and Global Culture B.12. Building Mtrls Assemblies A.11.Applied Research

Topical Outline (include percentage of time in course spent in each subject area): Drawing and other representational techniques (60%) Presentation skills (40%)

Prerequisites: Design I, Design II, Design III

Textbooks/Learning Resources: Per Instructor

Offered (semester and year): Fall only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Dan powers (F/T) Mark Weston (F/T) Michael Halflants (F/T) Shannon Bassett (F/T) Stanley Russell (F/T) Vikas Mehta (F/T) Rick Rados (Adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 96

Number & Title of Course (total credits awarded): ARC 6365 Advanced Design B (6 Credit Hours)

Course Description (limit 25 words): The course will prompt you to investigate the interaction between user requirements, urban context, environmental factors, and design intentions in the development of design solutions for projects of medium- to large- scale and complexity.

Course Goals & Objectives (list): · As part of the user requirements, students will investigate the phenomenological perception of the occupied space. · Students will design building systems such as circulation, structure, space zoning, and environmental control systems at the interface between interior and exterior. · As the final required building design studio in the school’s curriculum, students will learn to confront an assignment of programmatic complexity. · Students will explore all forms of visual communication with a particular emphasis on physical and digital modeling and on orthographic drawings. · Students develop their oral presentation skills.

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills B.1 Pre-Design C.2. Human Behavior A.2. Design Thinking Skills B.2. Accessibility A.3. Fundamental Design Skills B.3. Sustainability A.4.Technical Documentation B.4. Site Design B.5. Life Safety A.5. Investigative Skills B.6. Comprehensive Design A.6. Fundamental Design Skills B.8. Environmental Systems B.9. Structural Systems A.8. Ordering Systems Skills B.10. Building Envelope Sys B.11.Bldg Service Sys A.9. Historical Traditions and Global Culture B.12. Building Mtrls Assemblies A.11.Applied Research

Topical Outline (include percentage of time in course spent in each subject area): As all design studios, assignments require the seamless synthesis of design skills. Projects are evaluated for their design innovation, level and quality of craft, effort and improvement, work ethics, and in the creative advancements of the profession.

Prerequisites: Advanced Design A Materials & Methods

Textbooks/Learning Resources: None

Offered (semester and year): Fall only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Michael Halflants (Associate Professor) Dan Powers (Associate Professor) Rick Rados (Adjunct Professor) Martin Gundersen (Visiting Professor) Darren Azdell (Adjunct Professor)

University of South Florida / School of Architecture and Community Design / NAAB APR 97 Number & Title of Course (total credits awarded): ARC 5366, Advanced Design C: Urban Design Studio, 6 credits.

Course Description (limit 25 words): This course expands students’ knowledge beyond the architecture and design of buildings to include the design of the natural and man-made systems and the public realm.

Course Goals & Objectives (list): • Students will explore a number of complex urban design challenges in the design of buildings, landscapes, and other infrastructure to achieve an environment that is conducive for healthy living, learning, working, playing, and interacting. • Students will get a thorough understanding of the scale and experiential quality of urban space • Students will learn about formal and spatial systems (natural and man-made) to order urban space • Students will explore the publicness of built form

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills Ability in: A.8. Ordering Systems Skills A.2. Design thinking Skills A.9. Historical Traditions and Global Culture A.3. Visual Communication Skills A.10. Cultural Diversity A.5. Investigative Skills A.11. Applied Research A.6. Fundamental Design Skills B.1. Pre-Design A.7. Use of Precedents C.2. Human Behavior B.3. Sustainability C.3. Client Role B.4. Site Design C.9. Community and Social Responsibility C.1. Collaboration

Topical Outline (include percentage of time in course spent in each subject area): Precedent studies and analyses (10%) Historical, morphological, environmental, socio-cultural, land-use and visual and sensorial analysis of space and form of site (15%) Program development (5%) Design (65%) Presentation (5%)

Prerequisites: Core Design I, II and III, Advanced Design A and B, Architectural History I and II, Design Theory, Introduction to Technology, Introduction to Community and Urban Design, Environmental Technology, Materials and Methods of Construction, Structures I and II.

Textbooks/Learning Resources: Analysis of one major world city, a neighborhood/district, and a major public space. Weeklong field trip to urban destinations for learning through first-hand experience and analysis of precedents at the city and district scale.

Offered (semester and year): Spring only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Trent Green (F/T) Vikas Mehta (F/T) Shannon Bassett (F/T)

University of South Florida / School of Architecture and Community Design / NAAB APR 98 Number & Title of Course (total credits awarded): ARC 6367, Advanced Design D (5 cr hrs)

Course Description (limit 25 words): Advanced Design D is a topical/options studio. Subject matter will vary relative to faculty and / or distinguished visiting faculty involved with the course. Expectation for a high level of conceptually speculative and rigorous work.

Course Goals & Objectives (list):

• To help students clarify their individual design based interests and positions. • To encourage students to engage in a speculative, open-ended architectural investigation. • To provide students with a structured approach to investigating design topics. • To ensure that the work effort is efficient, productive and relevant. • To lead students toward developing a MP project in the following term.

Student Performance Criterion / addressed (list number and title): A1 – A3, A5, A.6 (general) A.7. Use of Precedents A.11. Applied Research

Topical Outline (include percentage of time in course spent in each subject area):

• abstract / objectives (10%) • Case study/precedent analysis (10%) • Site selection & analysis (10%) • Programming (10%) • Initial design concepts/schematic design (60%)

Prerequisites: Advanced Design C, Research Methods

Textbooks/Learning Resources: By design faculty, in collaboration with student interests.

Offered (semester and year): Fall only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Nancy Sanders (F/T) – Fall 2010, team teaching with visiting Prof Albert Alfonso Michael Halflants (F/T) - Fall 2010, team teaching with visiting Prof Mario Gooden

University of South Florida / School of Architecture and Community Design / NAAB APR 99 Number & Title of Course (total credits awarded): ARC 6976, Master’s Thesis 1 / Master’s Project 1 (5 cr hrs) (Course changed from Thesis 1 to Master's Project 1 as a result of 2009 curriculum revisions)

Course Description (limit 25 words): Students work with Thesis/Master’s Project (MP) committee to develop ideas and projects in order to conduct a two semester project; Refinement of thesis statement, modes of inquiry, precedent research, programming and design trajectory of overall project.

Course Goals & Objectives (list):

• To help students clarify their individual thesis topics. • To help students establish a (two-semester) work plan for their thesis/MP projects. • To provide students with a structured approach to investigating individual thesis topics. • To help students prepare for oral presents and ensure that individual thesis/MP idea(s) are well- articulated • To ensure that the work effort is efficient, productive and relevant. • To assist students with initiating both pre-design/preliminary/schematic design of their thesis/MP projects. • To help students substantially complete the required thesis/MP document.

Student Performance Criterion / addressed (list number and title): Ability A.1. Communication Skills A.2. Design Thinking Skills A.3. Visual Communication Skills A.5. Investigative Skills A.6. Fundamental Design Skills A.7. Use of Precedents B.1. Pre-Design

Understanding A.8. Ordering Systems Skills A.11. Applied Research

Topical Outline (include percentage of time in course spent in each subject area):

• Thesis abstract / objectives (25%) • Case study/precedent analysis (10%) • Site selection & analysis (10%) • Programming (15%) • Initial design concepts/schematic design (40%)

Prerequisites: Advanced Design C, Research Methods

Textbooks/Learning Resources: By faculty advisor -- Thesis/Master’s Project Chair

Offered (semester and year): Fall only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Trent Green (F/T) All F/T Faculty (w/ new Master’s Project structure)

University of South Florida / School of Architecture and Community Design / NAAB APR 100 Number & Title of Course (total credits awarded): ARC 6971 Thesis II/Master's Project II (5 cr. hrs.) (Course changed from Thesis II to Master's Project II as a result of 2009 curriculum revisions)

Course Description: Master's Project II is the final design studio of the curriculum and the culmination of the Thesis program. In this course, students will complete the design for an independent terminal design project based on a clearly identified set of conceptual, theoretical, research or technical priorities and criteria. Individual efforts will be guided by the student's Professional Committee and will result in either one of the following types of projects:

1. A comprehensive design investigation for a conventional building type, or one that is significantly influenced by social, cultural, political, economic or urban circumstances. 2. A research project that explores a timely issue relevant to architectural education and/or practice or one that is intended to contribute to an emerging body of knowledge within the discipline. 3. A theoretical, conceptual or "ideas-based" design Investigation that posits new ways of seeing, thinking or understanding architecture and the built environment. 4. A technical exploration of a building system or materials and construction methods exploration. 5. An analytical or typological study of historic, existing, emerging or hybrid building types. 6. An urban or community design project that focuses on a timely, large-scale (physical design) issue or problem within an either urban or suburban context. 7. A technical investigation using (one or more types of) digital technology as a form of fabrication, innovation in visualizing, or generating architectural form and spatial conditions.

Student-Centered Learning Objective: To provide students the opportunity to: complete the final phase of design and revisions for their (Master’s) project; make a compelling final presentation that meets the standards of the Professional Committee and the School; and document and summarize the overall project outcome.

NAAB Student Performance Criteria (Addressed):

Ability A.1. Communication Skills A.2. Design Thinking Skills A.3. Visual Communication Skills A.5. Investigative Skills A.6. Fundamental Design Skills B.1. Pre-Design

Understanding A.8. Ordering Systems Skills A.11. Applied Research

Topical Outline: Drawing, revisions, model-making and other representational techniques (60%) Presentation skills (35%) Documentation and summarizing (5%)

Prerequisites: ARC 6976 Textbooks/Learning Resources: No required text. Learning resources includes input from Professional Committee and graphic examples from various sources of print and digital media. Offered (semester and year): Fall only; annually Faculty Assigned: All full-time and adjunct faculty

University of South Florida / School of Architecture and Community Design / NAAB APR 101

ARC 5470 Introduction to Technology, 3 credit hours

Course Description: an introduction to architecture as the master craft. As part of a broader technology sequence it sets out to give an introduction to the core components of architectural technology.

Course Goals & Objectives: • Students will study the fundamental concepts of architectural technology through lectures, readings and constructing a small full scale project. • Students will learn the critical importance of architectural technology and its integral relationship to design. • Students will be prepared for more advanced topics in the technology sequence, i.e., Environmental Technology, Structures, Materials and Methods of Construction.

Student Performance Criterion/a addressed: B.3 Sustainability B.8 Environmental Systems B.9 Structural Systems B.10 Building Envelop Systems B.12 Building Materials and Assemblies

Topical Outline: Technology Integration (9%) Materials (24%) Structure (19%) Surface & Covering (5%) Construction/technique, tectonics, detail (19%) Thermal Design (19%) Experience of Sound (5%)

Prerequisites: None

Textbooks/Learning Resources: Assorted Readings (see notebook)

Offered: Fall only; annually

Faculty Assigned: Steven A. Cooke

University of South Florida / School of Architecture and Community Design / NAAB APR 102 ARC 5587 - ARCHITECURAL STRUCTURES 1 (3 Credits)

Course Description Evaluation of steel and wood structural systems including Statics, Strength of Materials, Beam (moment, shear, deflection), Column and Truss design for gravity and lateral forces.

Course Goals & Objectives Upon the completion of this class, the student will be able to: Describe the history and development of wood and steel construction. Describe the properties of steel and wood. Discuss code requirements affecting steel and wood design and construction. Discuss the types of beams and their characteristic behavior. Design wood and steel beams to resist bending, shear and deflection. Design wood and steel columns to resist compression and buckling. Discuss connections for steel and wood. Design bolted and welded connections for steel construction. Design a truss.

Student Performance Criteria A.5 Investigative Skills A.7 Use of Precedents A.8 Ordering Systems Skills A.11 Applied Research B.3 Sustainability B.5 Life Safety B.7 Financial Considerations B.9 Structural Systems B.12 Building Materials Assemblies C.1 Collaboration

Topical Outline General 15% History and development of wood and concrete. Properties of wood and steel. Code Requirements. Types of Beams Beam Design 50% Statics and Strength of Materials Shear, Moment and Deflection Column Design 15% Connections 10% Truss Design 10%

Prerequisites ARC 5470 Physics, Calculus. Textbook/Learning Resources ARC 5587 - Architectural Structures 1 (Robert Hudson) - required. Simplified Engineering for Architects and Builders (James Ambrose) - recommended. Offered Spring semester only; annually. Faculty Robert Hudson (Adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 103 ARC 5588 - ARCHITECURAL STRUCTURES 2 (3 Credits)

Course Description Evaluation of reinforced concrete structural systems including Statics Strength of Materials, Beam (flexure, shear, deflection), and Column design for gravity and lateral forces.

Course Goals & Objectives Upon the completion of this class, the student will be able to: Describe the history and development of concrete. Describe the properties of concrete. Discuss the proper handling, placing, finishing and curing of concrete. Discuss quality control in concrete construction. Discuss code requirements affecting concrete design and construction. Design simple reinforced concrete beams to resist flexure and shear. Design concrete columns to resist compression, buckling and shear. Discuss the effects of Torsion on concrete structural systems. Discuss concrete foundation systems.

Student Performance Criteria A.5 Investigative Skills A.7 Use of Precedents A.8 Ordering Systems Skills A.11 Applied Research B.3 Sustainability B.5 Life Safety B.7 Financial Considerations B.9 Structural Systems B.12 Building Materials Assemblies C.1 Collaboration

Topical Outline General 15% History and development of concrete. Concrete Properties, Quality Control, handling, placing, finishing and curing. Concrete Materials. Code Requirements Beam Design 50% Column Design 20% Footing Design 15%

Prerequisites ARC 5587 - Architecture Structures 1

Textbook/Learning Resources ARC 5588 - Architectural Structures 2 (Robert Hudson) - required. Simplified Engineering for Architects and Builders (James Ambrose) - recommended.

Offered Fall only; annually.

Faculty Robert Hudson (Adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 104 Number & Title of Course (total credits awarded): ARC 5467 Materials and Methods of Construction (3 credits)

Course Description (limit 25 words): The course examines the fundamental materials, components, and systems of construction with the purpose of providing a strong framework with which the designer can objectify his/her architectural ideas and intentions.

Course Goals & Objectives (list): · Students will explore all forms of visual communication from freehand drawing through building information modeling software. · Students will gain expertise in the technical constraints of the materials, their properties, and application in construction. · Students will broaden their understanding of design related issues, and on contemporary application of the material or processes discussed. · Students will synthesize their understanding of material properties through a hands-on full-scale application of materials and systems. · By gaining a greater understanding of materials and systems, students will not only better qualify their ideas but will also generate new and more informed concepts. · Students will discuss gain aspects of architectural theory and history as they relate to construction and design. · Students will develop their presentation skills and ability to work in groups. · In building the large scale projects, students will develop their appreciation of craft, their own aptitude, and their communication skills as they review their projects with professional craftmen In fabrication shops.

Student Performance Criterion / addressed (list number and title): A.1 Communication Skills (understanding) A.2 Design Thinking Skills (understanding) A.5 Investigative Skills B.3 Sustainability (understanding) B.12 Building Materials Assemblies C.1 Collaboration

Topical Outline (include percentage of time in course spent in each subject area): Examinations (60%) Full Scale Material Investigation (40%)

Prerequisites: Introduction to Technology

Textbooks/Learning Resources: Fundamentals of Building Construction, Edward Allen

Offered (semester and year): Spring only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Michael Halflants (Associate Professor) Mike Calvino (Adjunct Professor)

University of South Florida / School of Architecture and Community Design / NAAB APR 105

NUMBER AND TITLE OF COURSE (total credits awarded): ARC 5689, Environmental Technology, 3 Credits

Course Description: Comprehensive review of mechanical, electrical, and plumbing systems for buildings. Energy utilization, heating and cooling, water delivery and waste removal, fire protection, illumination, transportation systems, and acoustics.

Course Goals and Objectives: Environmental Technology will focus upon the active and non-active mechanical and electrical systems commonly found in today’s buildings. Major topics include plumbing, roof drainage, fire protection, power, lighting, transportation, acoustics, heating, ventilating and air conditioning.

Examinations will cover all reading and lecture materials. Questions will be true/false, multiple choice, or fill in the blank and may involve problems requiring simple calculations and graphic interpretations.

Part 1- Plumbing/Fire Protection Exam No. 1 20 pts Part 2- Power & Lighting Exam No. 2 20 pts Part 3- Transportation & Acoustics Exam No. 3 20 pts Part 4- HVAC Exam No. 4 20 pts Homework/Attendance 20 pts

Student Performance criterion/ addressed:

B.3. Sustainability B.5. Life Safety B.8. Environmental Systems B.11. Building Service Systems

Prerequisites: PR: Physics, ARC 5470

Textbooks/Learning Resources: Required Text: Mechanical and Electrical Equipment for Buildings, 11th Edition by Grondzik, Kwok, Stein and Reynolds.

Offered (semester and year): 1st Semester (Spring) 2009, 2010

Faculty Assigned: John J. McKenna (adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 106 NUMBER AND TITLE OF COURSE (total credits awarded): ARC 6581,Design Development,3 Credits

Course Description: Summary course in the technology sequence in which construction, structural and environmental technology systems are integrated within architectural design projects. Emphasis is placed on the poetic as well as the technical aspects of building systems.

Course Goals and Objectives: The intent of this course is to teach the skills necessary to proceed from a Schematic Design Phase, consisting of those drawings illustrating a project's scale and relationship of components, to the Design Development Phase, consisting of those drawings and other documents necessary to fix and describe the size and character of the project as to architectural, structural, mechanical and electrical systems and materials.

Primary emphasis will be placed on the selection and dimensional interrelationship between building systems and their appropriateness, cost and code requirements. Further emphasis will be placed on the use of modules and their variables to resolve design problems, including horizontal and vertical coordination of all dimensions. Secondary emphasis will be placed on the historical comparisons and precedents for similar design elements. This ability to understand the "how to" of construction is critical to the future practitioners place in the profession.

Project, Preliminary Submittal- 15% Homework Assignments- 15% Class Participation- 05% Attendance- 05% Final Project Submittal 60%

Student Performance criterion/ addressed:

A.4. Technical Documentation A.5. Investigative Skills A.11. Applied Research B.3. Sustainability B.5. Life Safety B.6. Comprehensive Design B.7. Financial Considerations B.8. Environmental Systems B.9. Structural Systems B.10. Building Envelope Systems B.11. Building Service Systems B.12. Building Materials Assemblies

Prerequisites: Arc 5470, 5587,5588,5467,5689, and minimum of ARC 6692,6471 OR 6596, CC)

Textbooks/Learning Resources: Loose-leaf notebook with dividers

Offered (semester and year): 2nd and 3rd Semester (Summer and Fall) 2009, 2010

Faculty Assigned: John J. McKenna (adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 107 Number & Title of Course (total credits awarded): ARCH 5256-001, Design Theory (3 credits)

Course Description (limit 25 words): Design Theory is an introduction to contemporary issues in architectural theory.

Course Goals & Objectives (list): • Examine the relevance of architecture in contemporary society • Examine theory as a framework for generating an architecture that resonates with contemporary issues • Provide students with the tools necessary to ground their design ideas within the context of current critical discourse. • Explore the various trajectories that have contributed to contemporary architectural production in the recent past • Examine contemporary architectural practice through the lens of themes including function, structure, symbolism, experience, site, material, form, process, ecology, power, technology, and urbanism.

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills A.2. Design Thinking Skills A.5. Investigative Skills A.7. Use of Precedents A.9. Historical Traditions and Global Culture A.10. Cultural Diversity

Topical Outline (include percentage of time in course spent in each subject area): Lectures (50%) Discussions (25%) Writing/Research (25%)

Prerequisites: None

Textbooks/Learning Resources: Kate Nesbitt, Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965-1995

Neal Leach (ed), Architecture: A Reader in Cultural Theory

Robert Venturi and Denise Scott Brown, Complexity and Contradiction in Architecture and Learning From Las Vegas

Offered (semester and year): Fall only; annually

Faculty assigned: Jody Beck (adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 108 Number & Title of Course (total credits awarded): ARCH 5731-901, History 1 (3 credits)

Course Description (limit 25 words): Architectural History 1 is a rigorous introduction to architecture from prehistoric times up to the Renaissance.

Course Goals & Objectives (list): • Students will establish links between the architectural practice of ancient civilizations and that of today • Students will relate historical architecture to a series of themes including the origins of architecture; the dialectic between man and landscape; the relationship between community and city; issues of exteriority and interiority; connections between space and ritual; and the transmitting of tectonic knowledge. • Students will view history as an interpretive framework through which to understand present modes of architectural thinking. • Students will engage the course material through both critical writing and the creation of physical or digital models. • Students will evaluate methods by which historical precedents may be deployed in the design studio.

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills A.5. Investigative Skills A.9. Historical Traditions and Global Culture A.10. Cultural Diversity C.2. Human Behavior

Topical Outline (include percentage of time in course spent in each subject area): Lectures (60%) Discussions (20%) Writing/Research (20%)

Prerequisites: None

Textbooks/Learning Resources: Spiro Kostof, A History of Architecture: Settings and Rituals, New York, Oxford: Oxford University Press, 1995, NA200.K65 1995

Le Corbusier, Towards a New Architecture, trans. Frederick Etchells, New York: Dover, 1986, NA2520.L3613

Vitruvius, The Ten Books on Architecture, trans. Morris Hicky Morgan, New York: Dover, 1960, NA2515.V73 1960

Offered (semester and year): Fall only; annually

Faculty assigned Jody Beck (adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 109 Number & Title of Course (total credits awarded): ARCH 5732-901, History 2 (3 credits)

Course Description (limit 25 words): Architectural History 2 is a rigorous introduction to architecture from the Renaissance to the present.

Course Goals & Objectives (list): • Establish links between the architectural practice of the past 500 years and that of today • Explore the relationship between technological innovation and the development of architectural form through new building materials and evolving means of construction. • Examine the relationship between developments in architecture and shifts in society and culture. • Study the creative, philosophical and humanist implications of architecture as the lens through which we experience the world. • Think critically about notions of beauty, function and expressiveness in architectural form. • Examine history as an interpretive framework through which to understand present modes of architectural thinking. • Engage the course material through both critical writing and the creation of physical or digital models. • Evaluate methods by which historical precedents may be deployed in the design studio.

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills A.5. Investigative Skills A.9. Historical Traditions and Global Culture A.10. Cultural Diversity C.2. Human Behavior

Topical Outline (include percentage of time in course spent in each subject area): Lectures (60%) Discussions (20%) Writing/Research (20%)

Prerequisites: None

Textbooks/Learning Resources: Spiro Kostof, A History of Architecture: Settings and Rituals, New York, Oxford: Oxford University Press, 1995, NA200.K65 1995

William Curtis, Modern Architecture Since 1900

Ulrich Conrads, Programs and Manifestoes on 20th-century Architecture

Offered (semester and year): Spring only; annually

Faculty assigned: Jody Beck (adjunct)

University of South Florida / School of Architecture and Community Design / NAAB APR 110 Number & Title of Course (total credits awarded): ARC 6398, Introduction to Community and Urban Design, 3 credits.

Course Description (limit 25 words): This course familiarizes students with historic and current discourse in community/urban design to include aspects of ecology, geography, politics, culture, economics, sociology, and psychology.

Course Goals & Objectives (list): • To expand the students’ knowledge of the built environment beyond the architecture and design of a building to include the design of the immediate landscape, the public realm, and other infrastructure. • The course will prepare students to address issues forthcoming in the urban design studio. • Students will learn how the making of urban space is a result of myriad dimensions of ecology, geography, politics, economy, culture, sociology, and psychology. • Students will explore ways to analyze urban form and public space through short visual exercises and empirical research

Student Performance Criterion / addressed (list number and title): A.1. Communication Skills Ability in: A.9. Historical Traditions and Global Culture A.10. Cultural Diversity C.2. Human Behavior C.9. Community and Social Responsibility Topical Outline (include percentage of time in course spent in each subject area): History of the field and frameworks and theories in community and urban design (30%) Various dimensions and aspects and urban form (40%) • Typomorphology of urban form • Urban design as art • Nature as a guide for design – landscape urbanism • Human perception and urban design • Society, culture and urban design • Political and economic influences on urban design • Temporality and urban design • The process of urban design Design of public space - the core of community and urban design (15%) Reading and analyzing the city (15%)

Prerequisites: Core Design I, Core Design II, and Architectural History I

Textbooks/Learning Resources: Bentley, Ian et al. Responsive Environments: a manual for designers (Architectural Press. 1985) Cooper-Marcus, Clare. et al. People Places: Design guidelines for urban open space (Wiley. 1998) Gehl, Jan. Life Between Buildings. (Van Nostrand-Reinhold. 1987) Jacobs, Jane. The Death and Life of Great American Cities. (Random House. 1961) Kostof, Spiro. The City Shaped (Bulfinch Press. 1991) Lang, Jon. Urban Design: The American experience (Wiley. 1994) Larice, Michael & McDonald, Elizabeth (eds.). The Urban Design Reader. (Routledge. 2007) Lynch, Kevin. The Image of a City. (MIT Press. 1960) Trancik, Roger. Finding Lost Space: Theories of Urban Design. (Van Nostrand-Reinhold. 1986)

Offered (semester and year): Fall only; annually

Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Vikas Mehta (F/T) Shannon Bassett (F/T)

University of South Florida / School of Architecture and Community Design / NAAB APR 111 Number & Title of Course (total credits awarded): ARC 6287 Professional Practice I (3 cr hr)

Course Description: This is the first of 2 courses that combine the subject matter contained in 3 former courses; Professional Practice, Architecture and the Law, and Building Economics.

Course Goals & Objectives: To enhance the students’ overall understanding of the profession by examining practice from a vide variety of viewpoints, including the architect employer, the architect employee, the client, the property owner(s), the lender, the regulatory authorities, the user, and the community at large.

Student Performance Criterion Addressed: B.7 Financial Considerations C.3 Client Role in Architecture C.4 Project Management C.5 Practice Management C.6 Leadership C.7 Legal Responsibilities C.8 Ethics and Professional Judgment C.9 Community and Social Responsibility

Topical Outline: Internships and Registration – The Agency Relationship – Forms of Association – Starting a Practice - Success Strategies – Practice Management – Marketing – Clients – Owners and Land Ownership – The Basic Agreement – Contract Law – Lenders – Project Financing – Land Use – Project Controls – Consultants – Codes – Construction Documents – Project Bidding

Prerequisites: ARC 6364 Advanced Design A

Textbooks/Learning Resources: Selected readings from State of Florida Statutes – Justin Sweet, Legal Aspects of Architecture Engineering and the Construction Process, West Publishing, 2001 – The Architects Handbook of Professional Practice, John Wiley, 2001 – Cox, Weld, Success Strategies for Design Professionals, McGraw-Hill, 1987 – AIA Document B141, Standard Form of Agreement Between Owner and Architect, 1997 - AIA Document C141, Standard Form of Agreement Between Architect and Consultant, 1997 – Florida Building Code – Poage, Walter, The Building Professionals Guide to Contract Documents, R.R. Means – and handouts from contemporaneous newspapers, periodicals and web postings.

Offered: Fall only

Faculty Assigned: Dan Powers (F/T)

University of South Florida / School of Architecture and Community Design / NAAB APR 112 Number & Title of Course (total credits awarded): ARC 6288 Professional Practice II (3 cr hr)

Course Description: This is the second of two courses that combine the subject matter contained in three former courses; Professional Practice, Architecture and the Law & Building Economics.

Course Goals & Objectives: To enhance the students’ overall understanding of the profession by examining practice from a wide variety of viewpoints, including the architect employer, the architect employee, the client, the property owner(s), the lender, the regulatory authorities, the user, and the public at large.

Student Performance Criterion Addressed: B.7 Financial Considerations C.3 Client Role in Architecture C.4 Project Management C.5 Practice Management C.7 Legal Responsibilities C.8 Ethics and Professional Judgment C.9 Community and Social Responsibility

Topical Outline: The Legal and Regulatory Environment – General Conditions for the Contract for Construction – Contract Administration – Risk Management – Claims – Supplemental Services – Cost Estimating/Life Cycle Cost Analysis – Ethics – Practice Culture – International Practice

Prerequisites: ARC 6365 Advanced Design B

Textbooks/Learning Resources: Selected readings from the Architects Handbook of Professional Practice, John Wiley, 2001 – Poage, Walter, The Building Professional’s Guide to Contract Documents, Means, 1990 – Sweet, Justin, Legal Aspects of Architecture, Engineering and the Construction Process, West, 1989 – Siegfried, Steven, Florida Construction Law, Aspen, 2001 - Pressman, Andy, Professional Practice 101, Wiley & Sons, 1997 – Perkins, Bradford, International Practice for Architects, Wiley & Sons, 2008 – Cuff, Dana, Architecture: The Story of Practice, MIT Press, 1992 – Means Square Foot Costs – A.J. Dell’losa, Life Cycle Costing for Facilities, Reed, 2003 – and handouts from contemporaneous newspapers, periodicals and web postings.

Offered: Spring only

Faculty Assigned: Dan Powers (F/T)

University of South Florida / School of Architecture and Community Design / NAAB APR 113

IV.4.5 Faculty Resumes (see Appendix 2 for format)

University of South Florida / School of Architecture and Community Design / NAAB APR 114 Name: Darren M. Azdell, AIA, NCARB, LEED AP

Courses Taught (Two academic years prior to current visit): ARC 5365 Advanced Design B - Large/High-Rise Building Design ARC 5931 Architecture for Real Estate and Development

Educational Credentials: M. Arch, Summa Cum Laude, University of South Florida, 2000 B. Design., with High Honors, University of Florida, 1994 Post Bachelorette Vicenza Institute of Architecture, Vicenza Italy,1995

Teaching Experience: Assistant Adjunct Professor, University of South Florida, 2000- present Graduate Teaching Assistant, University of South Florida, 1997-2000 Graduate Teaching Assistant, University of Florida, 1994-1995

Professional Experience: Principal, OUTSIDEIn Architecture, LLC 2009-Present Director of Architecture, Opus Architects and Engineers, Inc. Tampa, FL -2000-2009. Senior Design Architect and Team Leader for National programs for Federal Government Programs, Mixed Use Developments of 500,000 SF and greater and Office High-Rise Construction, Opus Corporation 2007-2009. Principal, Architecture and Urban Planning Firm, The VIA-Group, Inc., Tampa, Florida, 1999-2001 Private Consultant, Commercial, Multi-Family Developments and Sustainable Design, 1993-2000 Development and Property Manager, Shey Associates, Gainesville, Florida, 1995-1997. Construction Project Manager, MNBCI, Clearwater, Florida, 1990 - 1993 Associate, Edifice Corporation, Architects, St. Petersburg, Florida, 1988-1992

Licenses/Registration: Florida AR94142 NCARB Cert #64597

Selected Publications and Recent Research: Tunnel Vision for Hurricane Prone Development, Article / Interview – (National Real Estate Investor, 6/2006) Up On A Roof Top, Article/.Interview– (Denver AP Press 12/2008) Green Architecture and Developments, Interviews: NBC 113 - Atlanta, GA 5.23.07, Fox 28 - Birmingham, AL 11.14.07, WBRC Fox 6/ PBS AP Press - Birmingham, AL 01.03.08, Alabama Construction News, Fall 2007 Sustainable Architecture-The Green Roof - Presentations in AL,FL,CO,DC,CA,MN,GA. 2006-2009)

Professional Memberships: The American Institute of Architects US Green Building Council Urban Land Institute

University of South Florida / School of Architecture and Community Design / NAAB APR 115 Name: Shannon Bassett Courses Taught (Two academic years prior to current visit):

ARC-5363.001 Core Design III ARC-5365.002 Advanced Design B ARC-5366.001 Advanced Design C (China Summer Studio) ARC-5366.002 Advanced Design C ARC-6971.002 Thesis I ARC-6971.010 Master’s Thesis ARC6976.901 Terminal Master’s Project ARC-6398.001 Intro. to Urban and Community Design ARC-6936.002 Research Methods ARC-5931.402 Architecture and Urbanism in Modern China ARC-4931.401 Independent Study-China ARC-5931.018 Beijing-Shanghai Workshop R4943.402X08 Intern in International Studies ARC-5931.903 Urban Architecture and Landscapes ARC-5931.908 Landscape and Ecology as Urbanism

Educational Credentials: B.Arch. With Distinction, Carleton University School of Architecture, 1998 M.Arch. In Urban Design, Harvard Graduate School of Design, 2005

Teaching Experience: Visiting Professor, Wentworth Institute of Technology Dept. of Architecture, Boston, 2002 (spring) Adjunct Professor, Wentworth Institute of Technology Dept. of Architecture, Boston, 2000-2003+2006- 2007 Assistant Professor, University of South Florida, Tampa, 2007-present

Professional Experience: Intern, Jane Thompson Architect, Ottawa, ON 1998 Intern, Moshe Safdie and Associates, Somerville, MA 1999-2002 Project Engineer, John Moriarty and Associates, Cambridge, MA 2002-2003 Project Manager, S+H Construction, Cambridge, MA 2006-2007 Licenses/Registration: Candidate, Massachusetts Board of Architectural Examiners for Professional License (AIA) Selected Publications and Recent Research: -ACSA Regional Conference/Urban/Suburban Identity, University of Hartford, paper accepted for publication and presentation, "Suburban-Urban Acupuncture: Suburban retrofits through landscape and ecology as urbanism-a permuation of suburban and urban form". -"Better City Better Bund, The Shanghai Bund Gets a New Life", forthcoming article in Topos International Review of Landscape Architecture and Urban Design issue 72, "Design and Function", 2010 -Global Academic Partners (GAP) Program for Innovations in Collaborative Research, Teaching and Creative Activities-awarded $10,000 awarded by Provost's office, "The Tampa-Tianjin urban model: research through design and the integration of an alternative model for teaching urbanism at Nankai and Tianjin Universities in China". - "Learning from China-Transit-Oriented Infrastructure as a Catalyst for a new Spatial Structuring of Urban Form", presented paper at "Low Carbon City, Low Carbon China-Low Carbon Housing and Community session China Planning Network, MIT, Nankai/Suzhou, June 2010. -"Transit and Landscape Infrastructure as a Catalyst for Urbanism and Community Development", presented paper at IACP (International Association for China Planning) Tongji University, Shanghai, China, June, 2010. -Book proposal, Design Ecologies, Infrastructures and Networks-Contemporary Infrastructural Urbanism and Landscape Works in China", accepted by publisher

University of South Florida / School of Architecture and Community Design / NAAB APR 116 Name: Jody Beck, AIA

Courses Taught (Two academic years prior to current visit): ARCH 5731 Architectural History 1

ARCH 5732 Architectural History 2

ARCH 5256 Design Theory

Educational Credentials: M.Arch., Southern California Institute of Architecture, 2006

B.A., Brown University, 2000

Teaching Experience: Adjunct Professor, University of South Florida SACD, 2008 - Current

Adjunct Professor, St. Petersburg College, 2008 - Current

Professional Experience: Owner / Architect, Traction Architecture, 2009 – Current

Intern Architect, Holmes Hepner and Associates, Tampa, 2007-2008

Intern Architect, Armand LeGardeur Architect, New York, 2001-2004

Architectural Marketing Coordinator, Hardy Holzman Pfeiffer Associates, New York 2000-2001

Licenses/Registration: Licensed Architect, Florida

LEED Accredited Professional

Selected Publications and Recent Research: Shrouded Terrain: An Investigation into the landscape of West Coast Florida (Ongoing Independent Research Project)

Black Rock: Re-examining the Modernist Trajectory Through the Work of Eero Saarinen (Ongoing Independent Research Project)

Professional Memberships: The American Institute of Architects

United States Green Building Council

University of South Florida / School of Architecture and Community Design / NAAB APR 117 Name: Alexander Bothos, AAIA

Courses Taught (Two academic years prior to current visit): ARC 5361 Core Design 1 ARC 5362 Core Design 2 ARC 2131 Introduction to Architectural Design and Graphics 1

Educational Credentials: B.S. Architectural Technology, New York Institute of Technology, 1990 M.S. Architecture, University of South Florida, 1997

Teaching Experience: Adjunct Professor, University of South Florida, 2000-present Adjunct Professor, International Academy of Design and Technology Tampa, 2009-present

Professional Experience: Intern, William Nicholas Bodouva Architects Inc., New York, New York, 1990-1991 Intern, Konstantinidis Architects, Inc., Clearwater, Florida, 1991-1993 Designer, Hellmuth, Obata & Kasselbaum Inc., Tampa Florida, 1997-1999 Project Manager, RBK Architects, Inc. Tampa, Florida, 1999-2003 Director of Interior Architecture, BDG Architects, Inc., Tampa, Florida, 2003-2007 Project Manager, Fleischman Garcia Architects, Inc., Tampa, Florida, 2007-2008 Architectural Lighting Consultant, Hall Engineering Group, Tampa, Florida, 2008-present

Licenses/Registration: None

Selected Publications and Recent Research: None

Professional Memberships: The American Institute of Architects – Associate Member

University of South Florida / School of Architecture and Community Design / NAAB APR 118 Name: Michael Calvino, RA, CGC, NCARB

Courses Taught (Two academic years prior to current visit): ARC 5467 Methods and Materials

Educational Credentials: B.Design., University of Florida, 1992 M.Arch., University of Florida, 1994

Teaching Experience: Adjunct Professor Hillsborough Community College, Tampa, 2000-2002 Adjunct Professor, University of South Florida, Tampa, 2009

Professional Experience: Intern, Richard Meier & Partners, New York, NY1992-1994 (summers) Entry Level Designer, Architects Design Group, Orlando FL, 1994 Entry Level Designer, Lescher & Mahoney Architects, Tampa, FL 1995-1997 Owner/President, Calvino Design Studio, inc., Tampa, FL 1997-1999 Owner/President, Calvino Architecture Studio, inc., Tampa, FL 1999-present

Licenses/Registration: Registered Architect, Florida NCARB certified Certified General Contractor, Florida

Selected Publications and Recent Research: The Ruskin House, (blurb.com, 2009)

Professional Memberships: NCARB

University of South Florida / School of Architecture and Community Design / NAAB APR 119

University of South Florida / School of Architecture and Community Design / NAAB APR 120 Name: Steven Arthur Cooke, R.A.

Courses Taught: ARC 5361 Core Design and Graphics 1 ARC 5362 Core Design and Graphics 2 ARC 5364 Advanced Design A ARC 5366 Advanced Design C ARC 5470 Introduction to Technology ARC 6971 Master’s Thesis ARC 6976 Terminal Master’s Project (Fall 2010) ARC 5931 The Care of Making ARC 5931 The Arts and Architecture of Italy ARC 5931 Specialized Study in Italy ARC 5931 Independent Studies

Education Credentials: B. Design, University of Florida, 1977 M.Arch, Virginia Polytechnic Institute, 1981

Teaching Experience: Adjunct Professor, University of South Florida, Tampa, 1987-1990 Assistant Professor, University of South Florida, Tampa, 1990-1997 Associate Professor, University of South Florida, Tampa, 1998-Present

Professional Experience: Intern and Associate for a number of local Tampa Bay architectural firms,1977-1986 Project Architect and Principle: Steven Arthur Cooke, Architect 1986 - 2005

Licenses/Registrations: Florida

Recent Research: Design Benevolence

Professional Memberships: Team Garcia

University of South Florida / School of Architecture and Community Design / NAAB APR 121

University of South Florida / School of Architecture and Community Design / NAAB APR 122 Name: Daryl Croi, AAIA

Courses Taught (Two academic years prior to current visit): ARC 2931 Architectural Freehand Drawing Methods

Educational Credentials: M. Arch., University of South Florida, 2007 A. A., Saint Petersburg Junior College, 1998

Teaching Experience: Graduate Teaching Assistant, University of South Florida, 2006 - 2007 Adjunct Professor, University of South Florida, 2007 - present

Professional Experience: Intern, Schenkel Shultz Architecture, Tampa, FL 2005-2006 Intern, HKR USA Architects, Sarasota, FL 2007-2008 Project Manager, Rowe Architects Incorporated, Tampa FL 2008-present

Licenses/Registration: NCARB Council Record No. 116988

Selected Publications and Recent Research: An Architecture of Native Perspective: Masters Project 2007

Professional Memberships: American Institute of Architects Urban Charrette

University of South Florida / School of Architecture and Community Design / NAAB APR 123 Name: Theodore Trent Green, RA

Courses Taught:

• ARC 6366Advanced Design C • ARC 5931 The City • ARC 6936 Research Methods • ARC 6976 Thesis I/Master’s Project I • ARC 6971 Thesis II/Master’s Project II

Educational Credentials: • Assoc. Arts, Polk (Community) State College, 1979 • B.Arch., Hampton (Institute) University, 1984 • M.Arch. Urban Design, Harvard Graduate School of Design, 1986

Teaching Experience: • Adjunct Assistant Professor, Boston Architectural College, Boston, MA, 1985 - 1986 • Assistant Professor, University of South Florida, Tampa, FL, 1991-2000 • Associate Professor, University of South Florida, Tampa, FL, 2000-present • Co - Founder and Director, Master of Urban and Community Design Program, School of and Community Design, University of South Florida, Tampa, FL, 2008

Professional Experience: • Draftsman, Gordon Dirkes Architect, 1973 – 1974 • Intern, Livas Associates, Norfolk, VA 1982 - 1983 • Intern, Evans Hudson & Vllattas, Hampton, VA, 1983 - 1984 • Intern, The Architects Collaborative, Cambridge, MA, 1985 • Intern and Staff Architect, Boston Redevelopment Authority, Boston, MA, 1985 – 1987 • Architect and Urban Designer, Stull and Lee, Inc. – Architects and Urban Designers, Boston, MA, 1987 – 1991 • Project Architect, Rosier Jones Architects, St. Petersburg, FL, 199 Chicago 1992 – 1994

Licenses/Registration: Massachusetts Architect # 7813

Selected Publications and Recent Research: • Indian Rocks Beach Special Areas Plan, Indian Rocks Beach, FL, Urban Design project and Technical Report, Adopted 2009 • Seminole Commercial Corridor Architectural Standards (w/ Vikas Mehta), Seminole, FL, (Form- Based) Design Standards and Technical Report, Adopted 2008 • Affordable Housing Infill Models (w/ Wayne Rosier, AIA), 16 Single-Family Prototypes, City of Tampa Housing and Community Development, Construction began 2008 • East Tampa Ponds Project (Transformation of three large stormwater ponds into “Community Lakes”), City of Tampa East Tampa Development Division, Completed 2006 & 2007 (earned two Community Planning Awards from the Hillsborough County Planning Commission)

Professional Memberships: The Urban Land Institute Congress for the New Urbanism

University of South Florida / School of Architecture and Community Design / NAAB APR 124 Name: Michael Halflants, AIA

Courses Taught (Two academic years prior to current visit): ARC 6364 / 5 / 6 Advanced Design A / B / C ARC 5467 Materials and Methods of Construction ARC 5931 Modern Housing Prototypes ARC 5931 Tropical Design ARC 5931 Furniture & Fabrication

Educational Credentials: Candidatures d’Architecture, Ecole Supérieure de St. Luc, Brussels, 1994 B.S., University of Central Florida, 1995 M. Arch, University of Florida, 1998

Teaching Experience: Visiting Professor, University of South Florida, 2002-2003 Assistant Professor, University of South Florida, 2003-2009 Associate Professor, University of South Florida, 2009-present

Professional Experience: Project Designer, Polshek Partnership Architects, New York, NY 1998-1999 Project Manager, Carl Abbott Architects FAIA, Sarasota, FL 2000 Project Architect, Guy Peterson Architect FAIA, Sarasota, FL 2000-2002 Principal, Michael Halflants Architect, Tampa, FL 2002-2006 Principal, Halflants + Pichette Architects, Sarasota, FL 2006-Present

Licenses/Registration: Florida - AR 91517, 2002

Selected Publications and Recent Research: “Tropical Housing Prototypes, Comparative analysis of Public-Private interstitial spaces”, International Tropical Architecture Conference Proceedings, Bangkok, November 2009

2010 Florida Gulf Coast AIA | Solstice Residence, Honor Award

2010 Florida Gulf Coast AIA| Wilson Residence, Honor Award

2010 Florida Gulf Coast AIA| Popper Addition, Merit Award

2010 Florida Gulf Coast AIA| Howe Residence, Merit Award

2010 Florida Gulf Coast AIA| Schickler Addition, Citation Award

2010 Tampa Bay AIA | Seminole Residence, Merit Award

2010 Tampa Bay AIA | Tampa Korean Methodist Fellowship Hall, Honor Award

2010 Florida AIA | Annual William McMinn Award

Florida / Caribbean Architect Quarterly, Florida / Puerto Rico / Caribbean AIA, Summer 2010

Florida / Caribbean Architect Quarterly, Florida / Puerto Rico / Caribbean AIA, Fall 2010

Professional Memberships: The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 125 Name: Chadaphan Hanwisai, AAIA

Courses Taught (Two academic years prior to current visit): ARC 2131 Introduction to Design and Graphics I ARC 2931 Introduction to Design and Graphics II ARC 5361 Core Design I

Educational Credentials: M.Arch., University of South Florida, 2004

Teaching Experience: Adjunct Professor, University of South Florida, 2005-present

Professional Experience: Intern, Curts Gaines Hall Jones Architects, Tampa, FL 2005-2009 Design Assistant, University of South Florida, Facilities Construction and Planning 2010-present

Licenses/Registration: None

Selected Publications and Recent Research: None

Professional Memberships: The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 126

Name: James Griffin, PhD

Courses Taught (Two academic years prior to current visit): GIS 5049 GIS for Non-Majors GIS 6112 Spatial Database Design

Educational Credentials: BA University of South Florida, 1968 M.S. Naval Postgraduate School, 1981 PhD. Florida Institute of Technology, 1995

Teaching Experience: Adjunct Professor, St. Leo University, St. Leo, Florida, 2006 Adjunct Professor, University of South Florida, Tampa, Florida, 2006-2009

Professional Experience: Research Chemist, Food and Drug Administration, 1967-1969 Naval Officer, United States Navy, 1969-1991 RA, Florida Institute of Technology, Melbourne, Florida, 1992-1993 Research Scientist, Harbor Branch Oceanographic Institute, Fort Pierce Florida, 1993-1994 Environmental Scientist, Marine Resources Institute of East Florida, Melbourne, Florida, 1994-1996 Environmental Scientist and Lake Manager, Hillsborough County, 1996-1999 Senior Environmental Scientist, Southwest Florida Water Management District, Brooksville, Fl 1999-2005 Associate in Research, University of South Florida, Tampa, Florida, 2005-Present

Licenses/Registration: None

Selected Publications and Recent Research: Griffin, J., McGee, J and Glicksburg, D., Spatial and Temporal Distribution of Limiting Nutrients in Florida Lakes, 20th Annual Florida Lake Management Society and The North American Lake Management Society Southeast Region Conference, Proceedings, Key Largo Florida, June 8-11, 2009 Griffin, J.C., The use of new technologies to optimize and improve Lake Assessments, 27th International Symposium of the North American Lake Management Society Conference Program, Orlando Florida, October 31, 2007. Griffin, J, Herr, J., Hammer-Levy, K. Restoration of Lake Seminole, The Scientific, Programmatic & Public Policy Aspects of Urban Lake Restoration, Stormwater Research and Management Conference Proceedings, Tampa Florida, April, 2005 Sigua, G.C., Coleman, S.W., Griffin, J.C., Wetland Conversion to Beef Cattle Pasture: Changes in Soil Properties", Journal of Soils and Sediments, Volume 4, No 1, 2004

Professional Memberships: North American Lake Management Society Florida Lake Management Society Seven Hills Regional GIS User Group

University of South Florida / School of Architecture and Community Design / NAAB APR 127 Name: Joseph W. Harrington, AAIA

Courses Taught (Two academic years prior to current visit): ARC 5931 - 3ds Max

Educational Credentials: B.S. Arch., University of Texas at Arlington, 2004 M.Arch., University of Texas at Arlington, 2006

Teaching Experience: GTA, University of Texas at Arlington, 2004-2006 Adjunct Professor, University of South Florida, Tampa, 2008-present

Professional Experience: Project Leader, Beck Architecture 2006-present

Licenses/Registration: None

Selected Publications and Recent Research: None

Professional Memberships: The American Institute of Architects - Associate

University of South Florida / School of Architecture and Community Design / NAAB APR 128

Name: Robert Hudson

Courses Taught ARC 5587 - "Architectural Structures 1" ARC 5588 - "Architectural Structures 2"

Educational Credentials Bachelor of Architecture University of Miami 1976

Teaching Experience Adjunct Professor Los Angeles City College 1979 - 1985 Assistant Professor St. Petersburg College 1986 - Present Adjunct Professor University of South Florida 1999 - Present

Professional Experience Intern R.E. Donald, AIA. Los Angeles, Ca. 1976 - 1979 Intern S.B. Caris, AIA, Los Angeles, Ca. 1979 - 1980 Project Architect Togawa & Smith, Santa Monica, Ca. 1980 - 1982 Principal R.Hudson (self) Los Angeles, Ca. & Clearwater, Fl. 1982 - Present

Licenses/Registration Architect California (c 11624) - 1980 Florida (ar 11304) - 1986 NCARB Certificate (29967) - 1984

Selected Publications and Recent Research Presenter "ARE Review - General Structures" AIA Tampa Bay Chapter (August 2003) Presenter "ARE Review - Lateral Forces" AIA Tampa Bay Chapter (August 2003) Presenter "Everywhere at Once, Yet Somewhere After All" 20th National ASCA Conference on the Beginning Design Student Hampton University (April 2004) Presenter "AIBD Structures Seminar" AIBD State Conference, St. Augustine (August 2004) Presenter "You Cannot Not Know History" Seminar AIBD State Conference, St. Petersburg (June 2005) Presenter "Principles of Hurricane Design" Seminar AIBD State Conference, Sarasota (June 2006) Presenter "Energy Efficient Design and Construction for Georgia and Florida" AIBD Southeast Regional Conference, Orlando (November 2007) Presenter "The Sun" "Environmental Technology" "Energy Efficiency for Florida's Sub-Tropical and Tropical Climates" "A Building's Life" Sustainable Business Conference and Expo St. Petersburg College (October 2010)

University of South Florida / School of Architecture and Community Design / NAAB APR 129 Name: Levent Kara, Ph.D., RA

Courses Taught (Two academic years prior to current visit): ARC 5363 Design Studio III (F 2010) ARC 5256 Design Theory (F 2010)

Educational Credentials: B.Arch., Middle East Technical University, 1996 M. Arch., Middle East Technical University, 1999 Ph.D., University of Florida, 2007

Teaching Experience: Instructor, University of Florida, 2002-2007 Visiting Assistant Professor, University of Florida, 2007-2009 Assistant Professor, University of Florida, 2009-2010 Assistant Professor, University of South Florida, 2010-present

Professional Experience: Project Architect, IMLA TASARIM, Ankara, Turkey, 1999-2002

Licenses/Registration: Turkey

Selected Publications and Recent Research: Kara, L. 2010. Thinking the Object to be Made: Architectural Poiesis and the Problems of Form Making. Design Principles and Practices: An International Journal 4:2, 139-146.

Kara, L. 2011. Deconstructing the Pyramid or Re-thinking the Labyrinth: Did Architecture ever Understand Derrida? Derrida Today, May 2011

Kara, L. 2011. Making Place-Events: Unfolding Filmic Tectonics onto Spatial Constructs. ATINER Annual International Conference on Fine and Performing Arts Proceedings. 2011

Professional Memberships: The Chamber of Architects, Turkey

University of South Florida / School of Architecture and Community Design / NAAB APR 130 Name: Susan R. KlausSmith

Courses Taught (Two academic years prior to current visit): ARC 6971 - Thesis I Studio

Educational Credentials: B.D. Arch., University of Florida, 1992 M. Arch., University of Florida, 2001

Teaching Experience: Graduate Teaching Assistant, University of Florida, Spring and Fall 1993 Adjunct Professor, University of South Florida, Fall 2009

Professional Experience: Consultant, OAS Grant Team, Inventory and Design Guidelines for Parham, Antigua, West Indies, University of Florida, Summer 1993 Consultant, Façade and Urban Redevelopment for Blountstown, Florida, University of Florida, Summer 1993 Graduate Architect, Opus Architects, Tampa, FL 1995-1996 Graduate Architect, Fleischman Garcia Architects, Tampa, FL 1997-1999 Project Manager, Wannemacher Russell Architects, St Petersburg, FL 1999-2001 Project Manager, Rick Penza Architects, Tampa, FL 2001-02 Project Manager, Woodroffe Corporation Architects, Tampa, FL 2002-06 Project Manager, Gould Evans Associates, Tampa, FL 2006-present

Licenses/Registration: N/A

Selected Publications and Recent Research: Constructions: Studio Work from the Department of Architecture, University of Florida (University of Florida, 1993). Relic(t) Query: Questioning Object Charging Place, (University of Florida, 2001).

Professional Memberships: Steering Committee Member, Women In Architecture, a subcommittee of The American Institute of Architects Tampa Bay Chapter US Green Building Council

University of South Florida / School of Architecture and Community Design / NAAB APR 131 Name: Shawn M. Landry

Courses Taught (Two academic years prior to current visit): GEA 2000: World Regional Geography

Educational Credentials: Ph.D. Candidate, University of South Florida, (expected 2011) M.S. in Management Information Systems, University of South Florida, 2005 M.S. in Botany, University of South Florida, 1996 B.S. in Plant Biology, University of New Hampshire, 1992

Professional Experience: Program Director, Florida Center for Community Design and Research, U. South Florida, 2003- Associate in Research Faculty, Florida Center for CD+R, U. South Florida, 1998- Research Associate, Florida Center for CD+R, U. South Florida, 1995-1998 Research Associate, Institute for Systematic Botany, University of South Florida, 1994-1997 Consulting Botanist, Florida Natural Areas Inventory, 1994-1997 University Recycling Coordinator, University of New Hampshire, 1991-1994

Selected Publications and Recent Research: Shawn Landry and Ruiliang Pu. 2009. The Impact of Land Development Regulation on Residential Tree Cover: An Empirical Evaluation Using High Resolution IKONOS Imagery. Landscape and Urban Planning, 94(2), 94-104. Landry, S.M. and J. Chakraborty. 2009. Street Trees and equity: evaluating the spatial distribution of an urban amenity. Environment and Planning A, 41(11), 2651-2670. Pu, R., S.M. Landry and Q. Yu. [accepted]. Object-Based Urban Detailed Land Cover Classification with High Spatial Resolution IKONOS Imagery. International Journal of Remote Sensing. Andreu, M.G., M.H. Friedman, S.M. Landry and R.J. Northrop. 2008. City of Tampa Urban Ecological Analysis 2006-2007. Final Report to the City of Tampa, April 24, 2008. City of Tampa, Florida. Campbell,K.N. and SM. Landry. 1999. City of Tampa Urban Ecological Analysis. Florida Center for Community Design and Research, Tampa, Florida. Landry, SM, Andreu, MG, Friedman, MH, & Northrop, RJ. 2009. A report on the City of Tampa’s existing and possible urban tree canopy. Final report to the City of Tampa, February 19, 2009. City of Tampa, Florida. Landry, SM, & Brinkmann, R. 2007. Methods for reconstructing historic land cover change in florida. Proceedings from Emerging Issues Along Urban-Rural Interfaces II: Linking Land-Use Science and Society, April 9-12, 2007. Atlanta, Georgia. Landry, S.M. 2008. The Effect of Urban Redevelopment on Vegetation Cover: An Exploratory Analysis in Tampa, FL. Proceedings from the Association of American Geographers 2008 Annual Meeting. April 15-19, 2008. Boston, Massachusetts. Landry, S.M. 2004. Maintaining Online Public Information Access Tools. Proceedings of the 42nd Annual Conference of the Urban and Regional Information Systems Association, November 7-10, 2004 in Reno, Nevada. Landry, S.M. and N. Oliver. 2002. Rapid Completion Of A GPS-Based Infrastructure Inventory For NPDES, GASP 34, And FEMA Using Existing County Staff. Stormwater. January/February, 2002. Forester Communications, Santa Barbara, CA.

Professional Memberships: Association of American Geographers

University of South Florida / School of Architecture and Community Design / NAAB APR 132

Name: Robert M. MacLeod, AIA

Courses Taught (Two academic years prior to current visit): ARC 5931 Teaching Methods ARC 5931 Reading and Representing the City

Educational Credentials: B.Design, University of Florida, 1982 M.Arch., Harvard Graduate School of Design, 1987

Teaching Experience: Design Instructor, Boston Architectural Center, Boston, 1985 Assistant/Associate Professor, University of Florida, Gainesville, 1987-2009 Professor & Director, University of South Florida, Tampa, 2009-present

Professional Experience: Intern Architect, Fugelberg Koch Architects, Orlando, FL 1982-1984 Intern Architect, Cambridge Seven, Cambridge, MA 1984-1985 Designer, Schwartz/Silver Architects, Boston, MA 1985-1986 Design Architect, CT Hsu + Associates, Orlando, FL 1996-1998 Design Architect, Hunton Brady Architects, Orlando, FL 2001-2002 Partner, SWiMcau, Gainesville, FL/Jakarta, Indonesia, 2003-present

Licenses/Registration: Florida

Selected Publications and Recent Research:

Interview with Aaron Tan, AB arhitektov bilten (architect’s bulletin/Slovenia) 183/184, 2009

Urban Mosaic, Public Space Plan Studies for downtown Orlando, FL, 2008

Creative Village Orlando, Master plan study for a 60-acre site in downtown Orlando, Florida, 2008 counter MEASURES, Invited competition / exhibition / symposium, UT Austin, TX, 2008

Deep Skin, Introduction to monograph, ARK Architects, Hong Kong, SAR, w/ N. Sanders, 2008

Reinventing Sanshui: Emergence as an Urban Strategy, 6th International Symposium on Asia Pacific Architecture, Shanghai, China, w/ N. Sanders & A. Wang, 2005

Other Urbanisms and New Public Space: Emerging Notions of Place and the Public Realm in Greater Hong Kong”, Open Building Conference, Hong Kong University, Hong Kong, SAR, 2004

Professional Memberships: The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 133 Name: John J. McKenna, Architect

Courses Taught: ARC 6581 Design Development ARC 5689 Environmental Design

Educational Credentials: The Catholic University of America/Bachelor of Architecture/1965

Teaching Experience: Adjunct Assistant Professor, School of Architecture and Community Design, College of the Arts, University of South Florida, 1990-present

Professional Experience: John J. McKenna, Architect P.A., Tampa, FL President 1988-Present USF Master's Degree-Architecture Adjunct Assistant Professor 1990-Present Friedman McKenna Architecture, Inc., Tampa, FL V. P. 1971-1988 Wielage and McKenna, AIA Architects, Tampa, FL V. P. 1968-1971 Robert Wielage AIA Architect, Tampa,FL Design Director 1967-1968 Walker & Wielage AIA Architects/Tampa, FL Project Dir. 1966-1967 Robert J. Schwinn, Architects/Silver Springs, MD Designer 1964-1966S. Thomas Stathes Architect/Silver Springs, MD Draftsman 1963-1964

Licenses/Registration: Florida Certificate # 0004738/1969 Virginia Certificate # 2607/1970

University of South Florida / School of Architecture and Community Design / NAAB APR 134 Name: Vikas Mehta

Courses Taught: (Two academic years prior to current visit) ARC 5365 Advanced Design Studio B ARC 5366 Advanced Design Studio C – Urban Design ARC 6398 Introduction to Community and Urban Design ARC 6936 Research Methods

Educational Credentials: Dip. Arch. Institute of Environmental Design, Gujarat, India, 1990 M. Arch. Morgan State University, 1998 Ph.D. University of Maryland, College Park, 2006

Teaching Experience: Adjunct Assistant Professor, Wentworth Institute of Technology, 2006 Assistant Professor, University of South Florida, 2006-present

Professional Experience: Architect, Design Atelier, New Delhi, India, 1990-1991 Architect, A. B. Lall Architects, New Delhi, India, 1991-1993 Architect, Vikas Mehta Architects, New Delhi, India, 1993-1994 Principal Architect, Somaiya Trust In-house Architecture Office, Bombay, India, 1994-1997 Project Manager, GWWO Architects, Baltimore, MD, 1998-2001 Project Manager, RCG Architects, Baltimore, MD, 2001-2003

Licenses/Registration: Licensed in India

Selected Publications and Recent Research: Lively Streets: Determining Environmental Characteristics to support Social Behavior (Journal of Planning Education and Research, 27(2), 165-187) Walkable Streets: Pedestrian Behavior, Perceptions, and Attitudes (Journal of Urbanism, 1(3), 217–245) A Tale of Two Streets: Comparative Experiences on Streets in the East and West (Design Principles and Practices: An International Journal, 3(5), 231-242) Look Closely and You Will See, Listen Carefully and You Will Hear: Urban Design and Social Interaction on Streets (Journal of Urban Design, 14(1), 29-64) Third Places and the Social Life of Main Streets (forthcoming in Environment and Behavior) Territoriality and Social Interaction in Public Space (in review for Urban Design International) Small Businesses and the Vitality of Main Street (in review for Journal of Architectural and Planning Research) Sense of Place in Everyday Spaces (in review for Places) Evaluating Public Space (in review for Urban Studies) Integrating Landscape in the Urban Design Curriculum (working paper) Re-stitching the Urban Pattern of Ybor City: a typomorphological analysis (working paper) The Street: a quintessential social public space (working manuscript)

Professional Memberships: Associate member, The American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 135 Name: Daniel S. Powers

Courses Taught:

ARC 5363 Core Design III ARC 6364 Advanced Design A ARC 6365 Advanced Design B ARC 6971 Thesis (Chair) ARC 6287 Professional Practice I ARC 6288 Professional Practice II

Educational Credentials:

B. Arch., University of Florida, 1970 M. Arch., University of Florida, 1974

Teaching Experience:

Instructor, University of Florida, 1974-1975 Adjunct Professor, University of South Florida, 1986 - 1989 Assistant Professor, University of South Florida, 1989 -1994 Associate Professor, University of South Florida, 1994 - Present

Teaching Awards:

State of Florida, Teaching Incentive Program (TIP) Awards, 1998/99 State of Florida, Teaching Incentive Program (TIP) Awards, 1994/95 University of South Florida, Most Outstanding Professor Award, 1991/92 School of Architecture, Most Outstanding Professor Award, 1990/91

Professional Experience:

Intern, Harry C. Merritt, Gainesville, FL 1970-1974 Project Architect, Robbins & Associates, Tampa, FL 1975-1978 Associate Architect, Robbins & Bentler, Tampa, FL 1978-1981 Principal Architect, Robbins & Company, Tampa, FL 1981-1985 Proprietor, Daniel S. Powers, Tampa, FL 1985-2000

Licenses/Registration:

Florida

Recent Research:

Book manuscript in progress: Architecture of the Keweenaw: Communities and Buildings in Michigan’s Copper Country, which traces the mid-nineteenth century discovery and early twentieth century ascendancy of one of the nation’s premier mining districts. The chapter narratives address the influences of climate, geography, technology, paternalism, and cultural diversity in developing a unique and little known built environment.

University of South Florida / School of Architecture and Community Design / NAAB APR 136 Name: Rick Rados, AIA

Courses Taught (Two academic years prior to current visit): Architectural Design Studios, Advanced Design A, B and D

Educational Credentials: B.Architecture, University of Florida, 1963

Teaching Experience: Adjunct Faculty, University of Florida, Gainesville, FL 1989-1990 Adjunct Faculty, University of South Florida, Tampa, FL 1990-1991, 2005-present

Professional Experience: Intern Architect, Harry Merritt, Architect, Gainesville, FL 1964 Project Design, McLane, Ranon, McIntosh and Bernardo, Architects, Tampa, FL 1965-1968 Principal, Ranon, McIntosh, Bernardo and Rados, Architects, Tampa, FL 1968-1973 Principal, The Rados Partnership Architects, Tampa, FL 1973-1984 Principal, Ranon & Partners, Architects, Tampa, FL 1985-1989 Principal, Rick Rados Architect, Tampa, FL 1989-1992 Principal, Rowe Rados Hammer Russell, Architects, Tampa, FL 1992-1996 Principal, Rick Rados Architect, Tampa, FL 1996-2004

Licenses/Registration: Florida Architect, 1965, inactive status 2005

Awards and Recognition: Built and unbuilt architectural design work has received dozens of awards for design excellence and have been published in numerous periodicals, journals and books. Elected to rank of Distinguished Alumni at the University of Florida School of Architecture, 1995 Awarded the Medal of Honor from the Tampa Bay area chapter of the American Institute of Architects, 2003

Professional Memberships: The American Institute of Architects, Emeritus

University of South Florida / School of Architecture and Community Design / NAAB APR 137 Name: Nancy Margaret Sanders

Courses Taught (Two academic years prior to current visit): ARC2131 Intro Arch Design and Graphics ARC2931 Intro to Design/Graphics II ARC5362 Core Design II ARC6367 Advanced Design D

Educational Credentials: B.A. in Design, University of Florida, 1990 MArch., Harvard University, 1994

Teaching Experience: Assistant/Associate Professor, University of Florida, 1997-2009 (leave of absence 2000-2002) Assistant Professor, The Chinese University of Hong Kong 2000-2002 Associate Professor, University of South Florida, 2009-present

Professional Experience: Principal, Sanders, Wang, MacLeod Intl Consortium for Architecture and Urbanism, 2000-2008. Intern, Tao Ho Design Architects Ltd. Hong Kong, 1996-1997 Intern, KWA Architects Ltd. Hong Kong, 1995-1996 Intern, Office for Metropolitan Architecture Asia Ltd. Hong Kong, 1994-1995 Intern, Andrea Clark Brown Architects P.A. Naples, FL, 1989-1992

Selected Publications and Recent Research:

Invited International Design Competition. 2004-2005. The Green Ribbon “Urban Master Planning for the Central Urban Area of Sanshui, Foshan, China”. Awarded 1st prize - US$90,000 - (Stage 1: 60 firms invited, Stage 2: 4 Finalists). With Albertus S.L. Wang, Robert MacLeod, and PLT, Hong Kong, Ltd.

Funded Exhibition: “Vernacular Metropolis 1: Podium-city (hk): Intertwining Scalar Extremes in a 60-story Village”. 1a space Gallery, Hong Kong, China. Funded by the Hong Kong Arts Development Council. Projects and design research from the University of Florida School of Architecture Hong Kong/China Summer Program, June 2004

Funded Exhibition: “Six Ways From Sunday”. With Robert MacLeod. University of Texas at Austin, Counter Measures. Design Charrette on New Orlean’s Disaster Relief. November, 2007.

Commissioned work: Brasco Company Multiple-use Development. Jakarta, Indonesia. 30,000 square feet. Cost of construction US$800,000. With Albertus S.L. Wang and Robert MacLeod Retail space, gardens, Islamic mosque, and housing. Construction completed 2005.

“Deep Skin.” In ARK. With Robert M. MacLeod. Watermark Publications (UK) Limited. Surrey, UK. 2008. pp. 4-7.

“Project on the Podium: Design Guidelines for Hong Kong’s Infrastructural Housing Pedestal.” The Fifth China Urban Housing Conference. The Chinese University of Hong Kong. November 2005. pp.135-144. ISBN 7-112-07847-4.

“Dwelling in Shenzhen, Re-inhabiting the Modified Cruciform Tower Block.” Dense Living Urban Structures: International Conference on Open Building. Department of Architecture, The University of Hong Kong, 2003, ed. Jia, Beisi. Pp.84-95. ISBN 9627757055.

University of South Florida / School of Architecture and Community Design / NAAB APR 138 Name: Stanley R. Russell

Courses Taught: ARC 5364 Advanced Design A ARC 5365 Advanced Design B ARC 5366 Advanced Design C ARC 5931.402 Japanese Architecture ARC 5931.008 Design/Build Seminar ARC 5931.008 Design/Build Studio

Educational Credentials: M.S. Architecture, University of Pennsylvania, 1983-1985 B. Design, University of Florida 1977-1982

Teaching Experience: Adjunct Professor, Miami University, Oxford Ohio, 2003-2006 Assistant Professor, University of South Florida, Tampa, 2006-present

Professional Experience: Intern- Levin, Porter Architects, Dayton, Ohio, 1981-1983 Intern- Bhalla, Stein, Doshi, Ahmedabad, India, 1985 Project Architect- Team Zoo, Kobe, Japan. 1986-1991 Principal- Teuchi Kenchiku, Hyogo, Japan, 1992-1999 Principal- Design Works Architects L.L.C., Waynesville, Ohio, 2000-2008 Principle- Stanley Russell Architect, Tampa, Fl., 2008-present

Professional Licensure: Ohio Florida

Selected Publications: The Aesthetic of Inclusiveness, Proceedings of the ACSA National Conference, Getting Real: Design Ethos Now, Salt Lake City, Utah, spring 2006 Shokunin: A Search for the Source of Quality in Japanese Architecture, Proceedings, ACSA National Conference, Fresh Air, Philadelphia Pennsylvania, Spring 2007 Community Stewardship and the Hidden Curriculum, Proceedings, ACSA National Conference, Seeking the City, Houston Texas, spring 2008 Designing with the Craftsman’s Eye/ Building with the Artist’s Conscience, Proceedings, ACSA National Conference, The Value of Design, Portland Oregon Spring 2009 Energy Efficiency and the Zero Energy Home Learning Center, Proceedings, ACSA National Conference, RE.building, New Orleans Louisiana, spring 2010

Recent Research: Waste Clay as a Green Building Material, Florida Institute of Phosphates Research Energy Efficient Technologies and The Zero Energy Home Learning Center, Florida Energy Systems Consortium The 2011 Solar Decathlon, United States Department of Energy

Professional Memberships: American Institute of Architects

University of South Florida / School of Architecture and Community Design / NAAB APR 139 Name: Stephen P. Szutenbach

Courses Taught (Two academic years prior to current visit): ARC 6971 Master’s Thesis 1 ARC 6936 Research Methods ARC 5361 Architectural Design 1 ARC 5931 Special Studies Elective The End of Theory: Form, Thought and Meaning in 21st Century Architecture

Educational Credentials: B.A. in Philosophy, Regis University, 2004 B.Philosophia, Pontifical Lateran University, 2004 M.Arch, University of Florida, 2009

Teaching Experience: Adjunct Professor, University of South Florida, Tampa, FL, 2009-Present Adjunct Professor, Valencia College, Orlando, FL, 2009-Present Graduate Teaching Assistant, University of Florida, Gainesville, FL, 2006-2009

Professional Experience: Intern Architect, Baker Barrios Architects, 2010-Present Intern, DLR Group Orlando, 2009-2010

Licenses/Registration: None

Selected Publications and Recent Research: Quotidian Pilgrimage, Catholic University of America, Symposium Publication The End of Theory and the Rise of Architectural Caprice Dominikus Bohm: The Mystical Modern

Professional Memberships: None

University of South Florida / School of Architecture and Community Design / NAAB APR 140 Name: Mark Weston AIA

Courses Taught (Two academic years prior to current visit): ARC5362: Core Design II ARC5363: Core Design III ARC 6364: Advanced Design A ARC5931: Solar Decathlon Workshop ARC2931: Digital Seminar ARC5931: Digital Fabrications ARC6971: Master's Thesis I ARC6936: Research Methods ARC5931: Independent Study

Educational Credentials: B.A., University of Michigan, 1996 M.Arch., University of Michigan, 2003

Teaching Experience: Adjunct Assistant Professor, University of Michigan (College of Art) 2003 Lecturer, University of Michigan (Architecture) 2003-2004 Visiting Assistant Professor, University of South Florida, 2008-2009 Assistant Professor, University of South Florida, 2009-present

Professional Experience: 2001 - 2002 Ply Architecture, Intern 2005 Gehry Partners 2005 - 2008 Bowen Architecture 2008 - present Maurer Weston LLC

Licenses/Registration: Florida

Selected Publications and Recent Research: Conformationally Adaptive Solar Shading, (SIGraDi 2010 Conference Proceedings). Conformationally Adaptive Solar Shading Device (2009, Patent Pending)

Professional Memberships: The American Institute of Architects Association for Computer Aided Design in Architecture Iberoamerican Society of Digital Graphics Association for Computer Aided Design Research in Asia

University of South Florida / School of Architecture and Community Design / NAAB APR 141

IV.4.6 Visiting Team Report (VTR) from the previous visit and Focused Evaluation Team Reports from any subsequent Focused Evaluations

1. NAAB Visiting Team Report: 23 March 2005

University of South Florida / School of Architecture and Community Design / NAAB APR 142 University of South Florida / School of Architecture and Community Design / NAAB APR 143 University of South Florida / School of Architecture and Community Design / NAAB APR 144 University of South Florida / School of Architecture and Community Design / NAAB APR 145 University of South Florida / School of Architecture and Community Design / NAAB APR 146 University of South Florida / School of Architecture and Community Design / NAAB APR 147 University of South Florida / School of Architecture and Community Design / NAAB APR 148 University of South Florida / School of Architecture and Community Design / NAAB APR 149 University of South Florida / School of Architecture and Community Design / NAAB APR 150 University of South Florida / School of Architecture and Community Design / NAAB APR 151 University of South Florida / School of Architecture and Community Design / NAAB APR 152 University of South Florida / School of Architecture and Community Design / NAAB APR 153 University of South Florida / School of Architecture and Community Design / NAAB APR 154 University of South Florida / School of Architecture and Community Design / NAAB APR 155 University of South Florida / School of Architecture and Community Design / NAAB APR 156 University of South Florida / School of Architecture and Community Design / NAAB APR 157 University of South Florida / School of Architecture and Community Design / NAAB APR 158 University of South Florida / School of Architecture and Community Design / NAAB APR 159 University of South Florida / School of Architecture and Community Design / NAAB APR 160 University of South Florida / School of Architecture and Community Design / NAAB APR 161

University of South Florida / School of Architecture and Community Design / NAAB APR 162

University of South Florida / School of Architecture and Community Design / NAAB APR 163 University of South Florida / School of Architecture and Community Design / NAAB APR 164 University of South Florida / School of Architecture and Community Design / NAAB APR 165 University of South Florida / School of Architecture and Community Design / NAAB APR 166 University of South Florida / School of Architecture and Community Design / NAAB APR 167 University of South Florida / School of Architecture and Community Design / NAAB APR 168 University of South Florida / School of Architecture and Community Design / NAAB APR 169 University of South Florida / School of Architecture and Community Design / NAAB APR 170 University of South Florida / School of Architecture and Community Design / NAAB APR 171 University of South Florida / School of Architecture and Community Design / NAAB APR 172 University of South Florida / School of Architecture and Community Design / NAAB APR 173 University of South Florida / School of Architecture and Community Design / NAAB APR 174 2. NAAB Focused Evaluation Team Report: 30 September 2008

University of South Florida / School of Architecture and Community Design / NAAB APR 175

University of South Florida / School of Architecture and Community Design / NAAB APR 176

University of South Florida / School of Architecture and Community Design / NAAB APR 177

University of South Florida / School of Architecture and Community Design / NAAB APR 178

University of South Florida / School of Architecture and Community Design / NAAB APR 179

University of South Florida / School of Architecture and Community Design / NAAB APR 180

University of South Florida / School of Architecture and Community Design / NAAB APR 181

University of South Florida / School of Architecture and Community Design / NAAB APR 182

University of South Florida / School of Architecture and Community Design / NAAB APR 183

University of South Florida / School of Architecture and Community Design / NAAB APR 184

University of South Florida / School of Architecture and Community Design / NAAB APR 185

University of South Florida / School of Architecture and Community Design / NAAB APR 186

University of South Florida / School of Architecture and Community Design / NAAB APR 187 University of South Florida / School of Architecture and Community Design / NAAB APR 188

University of South Florida / School of Architecture and Community Design / NAAB APR 189

University of South Florida / School of Architecture and Community Design / NAAB APR 190 IV.4.7 Catalog (or URL for retrieving online catalogs and related materials)

USF Undergraduate Catalogue, 2010-11 (draft): http://www.ugs.usf.edu/pdf/cat1011/2010-2011DRAFT.pdf

USF Undergraduate Catalogue, 2009-10: http://www.ugs.usf.edu/pdf/cat0910/cat0910.pdf

USF Graduate Catalogue, 2010-11: (SACD pp805-08) http://www.grad.usf.edu/inc/linked-files/USF_Grad_Catalog_2010_2011.pdf

IV.5.1 Response to the Offsite Program Questionnaire (See Section 8)

There is no Branch Campus / Offsite Program for the USF SACD.

University of South Florida / School of Architecture and Community Design / NAAB APR 191