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May 2010 Candidacy Application Master of Architecture Prerequisite: A four-year non-architecture-related baccalaureate degree
Rochester Institute of Technology
PRESIDENT OF THE INSTITUTION Dr. William Destler, President 7000 Eastman • Rochester Institute of Technology • Rochester, NY 14623 Email: [email protected] • Phone: 585-475-2394
CHIEF ACADEMIC OFFICER Dr. Jeremy A. Haefner, Provost & Senior Vice President for Academic Affairs 7000 Eastman • Rochester Institute of Technology • Rochester, NY 14623 Email: [email protected] • Phone: 585-475-6399
HEADS OF ACADEMIC UNITS Dr. Nabil Nasr, Assistant Provost and Director Golisano Institute for Sustainability 1001 Slaughter • Rochester Institute of Technology • Rochester, NY 14623 Email: [email protected] • Phone: 585-475-5106
Frank Cost, Acting Dean College of Imaging Arts and Sciences 1070 Gannett • Rochester Institute of Technology • Rochester, NY 14623 Email: [email protected] • Phone: 585-475-5436
PROGRAM ADMINISTRATOR Acting Administrator, full time administrator to be hired Dr. Katherine Mayberry Vice President for Special Projects 3035 Eastman• Rochester Institute of Technology • Rochester, NY 14623 Email: [email protected] • Phone: 585-475-2607
Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation
INTRODUCTION The Rochester Institute of Technology’s Master of Architecture program (M.Arch.), slated for a fall 2011 opening, is a three-year, full-time graduate program designed for students with an earned bachelor’s degree in a non-architecture field. The program will be jointly offered by RIT’s College of Imaging Arts and Sciences and Golisano Institute for Sustainability.
Program Character At a time of significant transition for the architectural profession, developing an academic program de novo allows for full incorporation of the skills and knowledge critical to the 21st- century architect. Unlike existing programs in which emerging professional issues must be accommodated through evolutionary modifications to curriculum and pedagogy, the design of this program—its content, methods, and outcomes—has been thoroughly shaped by today’s most urgent imperatives.
Sustainability Chief among these is the sustainability imperative. This program is founded upon the principle that the adjective “sustainable” is always the implicit modifier of the noun “architecture.” We can no longer afford to teach anything other than sustainable architecture, regardless of the course title.
Among the required sustainability courses in the curriculum are courses in Sustainability Science, Industrial Ecology, and Sustainable Buildings—all offered through our graduate programs in Sustainability. But beyond these direct forms of exposure, the entire program curriculum will be suffused with the principles and practices of sustainability. Every required course—from Integrated Building Systems to Architectural Design to Design Theory—will be presented and experienced through the lens of sustainability. Further, architecture students will be exposed to the results of cutting-edge research in such areas as material aging, clean technologies, alternative energy solutions, pollution prevention, and green product assessment.
In addition to programs in the Golisano Institute, RIT offers a number of synergistic graduate programs in areas related to sustainability. Among these are an MS and ME in Sustainable Engineering; an MS in Industrial Engineering; an MS in Environmental Science; and an MS in Environmental Health and Safety Management. Over time, we anticipate incorporating courses from these programs into the M.Arch. curriculum.
Urbanism By the year 2050, 70% of the world’s population will live in urban environments, with 93% of the growth occurring in under-developed cities and regions. Because a degraded or under- developed urban environment has grave implications for social, economic, cultural, and environmental health, the RIT M.Arch. program will pay particular attention to urban settings and principles. The complexity of the urban environment—of which the built environment is only one of many components—will require an interdisciplinary approach to architecture education—one that references economics, public policy, sociology, and regional culture.
Since the urban fabric of many cities is essentially pre-determined, the program will foreground the practices and principles of sustainable preservation and adaptive reuse. The city of Rochester—as well as other U.S. and international cities where our students will work and study—will serve as living classrooms for the students. RIT is fortunate to have strong
! "! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation academic programs in Urban and Community Studies and in Public Policy—both of which will contribute courses to the M.Arch.
Integrated Learning/Integrated Practice Like all strong architecture programs, the core educational venue for our students will be the studio, but a studio that models the same cross-disciplinary, cross-professional integration fast becoming the norm in architecture practice. From the outset, students will approach design problems within teams, learning to value and leverage their collective intelligence and diverse academic backgrounds.
While the necessity of listing courses in the curriculum mask inevitably suggests a series of discrete experiences, actual instruction in the M.Arch.—both within the RIT studio and the urban studio—will be characterized by continuing cross-reference, contextualization, review, and preview. Critical topics will be introduced, applied, and re-visited on an as-needed basis, resulting in the continuing integration of architecture skills and knowledge domains.
For example, the design and technical courses are co-requisites and will be fully integrated. What the students design in one course sequence will be technically investigated in the other. The Integrated Building Systems courses will integrate all the technical knowledge commonly segregated into various courses in other architecture programs—structures; building materials and methods of construction; building codes and standards; mechanical, electrical, and plumbing systems; cost analysis; and site work.
These three emphases—sustainability, urban revitalization, and integrated practice—are clearly included in the most recent set of NAAB student performance criteria (environmental stewardship, leadership, collaboration, and disciplinary integration).
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ARCHITECTURE PROGRAM REPORT!
PART ONE (I): INSTITUTIONAL SUPPORT & COMMITMENT TO CONTINUOUS IMPROVEMENT
PART ONE (I): SECTION 1—IDENTITY & SELF-ASSESSMENT
I.1.1 HISTORY AND MISSION History, Mission, Founding Principles of RIT
The Rochester Institute of Technology (RIT) marks its founding in 1829, with the formation of the Athenaeum, a cultural association promoting literature, science, and the arts in Rochester, New York. In 1891, the Athenaeum merged with a very different institution—the Rochester Mechanics Institute, founded in 1885 to provide technical training for skilled industrial workers. The marriage of these two organizations—the one promoting arts and letters, the other career education through technical skills—would shape the unique academic portfolio that distinguishes RIT today.
Today, technology, design, application, interdisciplinarity, and innovation are defining features of the RIT educational experience, shaping our distinctive cooperative education program, our diverse academic program portfolio (with such programs as microelectronic engineering, industrial design, and color science), and our highly interdisciplinary research agenda. Once delivered largely in isolation from each other, today’s programs in the arts and technology are bridging the divide, thus satisfying the demands of 21st- century employers for multi- and interdisciplinary expertise.
The RIT mission links the university’s founding purposes with today’s certainties and tomorrow’s questions. [RIT will] provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are well-prepared for their chosen careers in a global society…. pursue new and emerging career areas….[and] develop and deliver curricula and advance scholarship and research relevant to emerging technologies and social conditions. Teaching, learning, scholarship, research, innovation, and leadership development for promoting student success are our central enterprises.
RIT’s “Educational and Access Goals” derive from the university’s unique history and shape the character of our academic program portfolio and our educational culture. Reflected in these goals are RIT’s long-standing commitments to teaching, community engagement, application, and innovation. All new academic programs must demonstrably incorporate these goals into their educational objectives and learning outcomes; thus, they are addressed as part of every annual program assessment. Because of the centrality of these goals to new program development, we include them in full in Appendix A.
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The architecture program’s five educational objectives, which are derived from these goals, speak both explicitly and implicitly to the five perspectives. Thus the five perspectives are tightly stitched into the curriculum, extra-curriculum, and culture of the architecture program. Their similarity to our Education and Access Goals further assures their continued centrality.
History, Mission, Founding Principles of the Program RIT’s Master of Architecture program, the first architecture program to be offered by the university, is the product of an interdisciplinary and inter-professional committee (faculty, practicing architects, administrators) charged in 2008 with exploring and then developing an architecture program for RIT. Like its parent institution, the program combines design, application, interdisciplinarity, and innovation.
The program will be jointly offered by the College of Imaging Arts and Sciences (CIAS) and the Golisano Institute for Sustainability (GIS), thus drawing upon RIT’s founding and enduring strengths in art and design (CIAS) and its newest and most innovative interdisciplinary initiative (GIS).
This Master of Architecture program, which will enroll its first cohort of students for the fall of 2011, addresses the pressing environmental exigencies of the 21st century. It derives from the belief that we can no longer afford to teach anything other than sustainable architecture. The curriculum and co-curriculum are suffused with the principles and practices of sustainability. Every required course—from Integrated Building Systems to Architectural Design to Design Theory—will be presented and experienced through the lens of sustainability. Further, students will be exposed to the results of cutting-edge research being conducted in the Golisano Institute for Sustainability in such areas as material aging, clean technologies, alternative energy solutions, pollution prevention and green product assessment. Because in the northeast, sustainable architecture is almost synonymous with adaptive re-use, the program will emphasize adaptive re-use in primarily urban settings.
The program combines those same strengths that distinguished RIT at its founding: science, technology, design, and society. And its emphasis on integrated practice—a collaborative, multi-professional approach to the practice of architecture—reflects RIT’s abiding consideration of practical, career-oriented education.
The program mission reads as follows: Through its curricular and experiential emphases on sustainable design and construction solutions, urban revitalization, and integrated practice, the RIT Master of Architecture program will educate broad-thinking architects capable of contributing to a built world that the planet can sustain.
The five educational objectives that follow clearly reflect the “Education and Access Goals” (see Appendix A). The Master of Architecture program will 1. develop in its students a first-principle commitment to a fully sustainable built environment; 2. provide students with the technical and practical knowledge necessary to develop innovative and sustainable solutions to urban problems; 3. habituate students to creative thinking, problem-solving, and design; ! %! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation
4. prepare students as leaders in a briskly evolving profession requiring teamwork, business integration, and holistic thinking; 5. provide students with the knowledge and skills necessary to obtain professional licensure.
Benefit to the Institution The program will benefit RIT in a number of ways, including enriched community relationships, new funding sources, enhancement of the faculty/student exhibit culture, a new cadre of visiting speakers, extension of RIT’s applied research portfolio, and a constant sustainability presence.
Community relationships. AIA Rochester is fully supportive of this program—indeed, it was a letter from this organization that first set the program development in motion. A number of area architects have contributed substantial amounts of their time to program development and review activities. The resulting connection between the local architecture community and RIT will be continued through the participation of AIA Rochester members as adjuncts, mentors, employers (including coop), and advisory committee members.
We also anticipate that the architecture program will be closely associated with such community organizations as the Rochester Historical Society, the Landmark Society, and the Rochester Regional Community Design Center. We anticipate continual collaboration on community projects, speaker series, and workshops.
New funding sources. Since the fall of 2009, the local architecture community has donated approximately $350,000 in direct support of the program. These were first-time gifts for many of the smaller donors, and we are confident that they will continue to support the program.
AIA Rochester has also donated to RIT a valuable collection of original architectural drawings (early 20th century) of important Rochester buildings. These drawings will obviously benefit architecture students and faculty, but they will also be important for students in Civil Engineering, Industrial Design, and Urban and Community Studies.
Exhibition culture. From RIT’s founding in the 19th century, an important part of the institutional culture has been faculty and student shows and exhibits. This continues to be the case, not only in the areas of photography, crafts, design, and film, but also engineering (senior design projects) and, more recently, RIT’s Innovation and Creativity Festival, which features inventions, performance, and projects developed by students in every RIT major. The architecture program, with its student and faculty shows, will provide a rich addition to this culture. Distinguished speaker series. Some of the funds mentioned under “New funding resources” above will be directed to architecture speaker series. Given the interdisciplinary nature of the profession, we anticipate attendance by students from other RIT majors.
Applied research. RIT’s research agenda tends to be applied and interdisciplinary. Both student and faculty projects in the architecture department will provide faculty and students in the Golisano Institute for Sustainability a range of real-life problems that could be addressed by their work.
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Campus sustainability. Like the Golisano Institute for Sustainability, the architecture program will contribute significantly to the campus’ environmental conscience. RIT has a good track record in this area, including the second LEED platinum academic building in New York State, but the presence of architecture students and faculty can only improve this record.
Benefit to the Program Among the benefits provided to the program by the university are reflected visibility, an academic culture hospitable to and experienced with professional degree programs, experience with studio-based instruction, existing exhibit spaces, excellent facilities.
Reflected visibility. The strong reputation that RIT enjoys in design and technology will automatically provide positive visibility to the architecture program. Likewise, the Golisano Institute of Sustainability, one of a handful of such centers nationwide, will provide the program immediate credibility in the sustainability area.
RIT is now home to the Vignelli Center for Design Studies, which provides a remarkable new setting for design education, research, and critical examination. The Center also houses the majority of the Vignellis’ archival collection of their achievements in industrial design, architectural graphics, interior, and furniture design. Students and faculty from the architecture program will have full access to this amazing resource.
Cooperative education. RIT has an extremely strong cooperative education program, which places students in over 50% of its academic programs in paid, major-related positions for up to a full year. Our experience in cooperative education will be a substantial advantage to architecture students as they seek coop and internship placement.
Professional degree programs. The university offers a number of professional graduate programs—from the MBA to a Physicians Assistant MS to the MFA to the ME in a number of engineering fields. Many of our MS programs are practice- rather than research-oriented. Our familiarity with accreditation, job placement, and capstone projects will doubtless be helpful to administrators of the architecture program.
Studio-based instruction. RIT is extremely familiar with the space, personnel, and equipment requirements of studio-based programs. As we re-purpose existing space for the architecture studios, this experience will serve us well. Additionally, we have a long track record with evaluating studio work (through our NASAD-accredited programs).
Exhibit space. Although this will be its first architecture program, RIT has an abundance of exhibit space that can be shared with architecture faculty and students, including the Dyer Art Gallery in the National Technical Institute for the Deaf, the Bevier Gallery in CIAS, and the University Gallery in the new Vignelli Center for Design Studies.
Facilities. Space is almost always an issue for new academic programs, and perhaps particularly for new architecture programs. The opening of this architecture program is extremely well-timed, as it will coincide with the closing of a large bay of a printing application lab in a building adjacent to the new building for the Golisano Institute. Approximately 11,000 sq. ft. of space will be re-purposed for studios and classrooms. Additional administrative and faculty offices in the same building will be made available as the Sustainability Ph.D. program moves into the new building.
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Liberal Arts and Practicum-based Learning This program is designed for students with a baccalaureate in a non-architecture field. We anticipate attracting students from undergraduate majors as diverse as computer science, engineering, urban studies, English, history, design, and business. We have selected this model in order to assure that our students, who will be continually working in teams, will bring a rich breadth of academic background and intellectual problem-solving to the studio. We believe that students will continually learn from each other, as they share their diverse disciplinary perspectives.
Because this is a graduate program, there is no required liberal arts core in the M.Arch. curriculum (incoming students must have earned a minimum of 68 qch of undergraduate general education). However, there are a number of liberal arts graduate electives that students may take (e.g., economics, public policy, urban studies, and art history). The program’s emphasis on urban environments—of which the built environment is only one of many components—will require an interdisciplinary approach that references economics, public policy, sociology, and regional culture.
From their first semester in the program, students will work in teams on projects and problem solutions. Our association with the Rochester architecture and design community will offer numerous opportunities to students for on-site work, as well as studio projects based upon projects and problems posed by the community. The required cooperative education experience is essentially a paid practicum in which students apply their studio learning to the real-world practice of architecture.
I.1.2 LEARNING CULTURE AND SOCIAL EQUITY Learning Culture Policies The program will likely use a Studio Culture Policy similar to those used in RIT’s existing studio programs, such as the School for American Crafts and the School of Art (see Appendix B for sample policy from RIT’s School of Art). Because it is important that there be complete investment in the policy and procedures, the learning culture policy will be developed collaboratively by faculty, students, and staff during student orientation in the late summer of 2011. The policy will include the development of core values, goals, implementation, assessment, and arbitration.
Policy Access Not yet applicable.
Implementation and Assessment Implementation process will be part of the policy. The means and scheduling of assessment will be part of the policy development process.
Participation See above.
Harassment and Discrimination See Policy C6.0 in RIT’s Institute Policies and Procedures Manual: http://www.rit.edu/academicaffairs/policiesmanual/sectionC/C6.html ! (! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation
Academic Integrity See Policy D8.0 in RIT’s Institute Policies and Procedures Manual: http://www.rit.edu/academicaffairs/policiesmanual/sectionD/D8.html
Diversity RIT has an office within the division of Academic Affairs solely dedicated to the successful recruitment of diverse faculty and professional staff to RIT. The Office of Faculty Recruitment oversees every faculty and professional staff search to ensure diverse applicant pools and equity in decision-making. All architecture faculty searches will adhere to hiring processes set up by this office and will make use of their resources.
The Office of Faculty Recruitment also maintains a database of minority and women graduate students. This database is used as a referral source for faculty openings and includes individuals in all stages of graduate study. With the recent internal approval of the Master of Architecture degree, architecture and related disciplines will be added to the database (http://www.rit.edu/academicaffairs/facultyrecruitment/)
The RIT Strategic Plan includes ambitious goals for diversifying our undergraduate and graduate student populations. For the past two years, significant additional financial aid funds have been made available to competitive ALANA and female students. RIT has an active McNair Scholars Program, a federally-funded program that supports undergraduate students from underserved populations who wish to attend graduate school (https://ritdml.rit.edu/bitstream/handle/1850/7227/RITMcNairScholarsProgramOverview_10- 16-2008.pdf?sequence=1).
The university is also home to a “Future Stewards Initiative”—an agreement between the university and American Indian/Alaska Native governments and communities for the purpose of providing educational and experiential programs for AI/AN scholars and facilitating their return to tribal communities (http://www.diversity.rit.edu/docs/futurestewards.pdf).
I.1.3 RESPONSE TO THE FIVE PERSPECTIVES The five perspectives addressed in the discussion below correspond closely to RIT’s “Educational and Access Goals,” which reflect RIT’s long-standing commitments to teaching, community engagement, application, and innovation. All new academic programs must demonstrably incorporate these goals into their educational objectives and learning outcomes; thus, they are addressed as part of every annual program assessment.
The program’s five educational objectives (see p. 7), which are derived from these goals, speak both explicitly and implicitly to the five perspectives. Thus the five perspectives are tightly stitched into the curriculum, extra-curriculum, and culture of the architecture program. Their similarity to our Education and Access Goals further assures their continued centrality.
In the discussion that follows, the red superscript roman numerals correspond to the constituent elements of each of the five perspectives. The table following the discussion then demonstrates the correspondence between these constituents and the program’s educational objectives.
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A. Architectural Education and the Academic Community RIT’s commitment to the highest-quality teaching of innovative curricula derived from cutting-edge scholarship and practice is reflected in its tenure, promotion, and annual review policies. All full-time faculty in the architecture program will be subject to one or more of these policies.
Teaching. The RIT tenure policy states, “the view that teaching is the foremost activity of the RIT faculty is deeply rooted in the institute’s traditions.!Teaching will continue to be a hallmark of RIT.” The classroom effectiveness of every teaching faculty member in the architecture program (including part-time and adjunct faculty) will be evaluated annually. “Evaluation of teaching must include a conscientious effort to obtain and consider information that relates directly to teaching and learning and makes effective classroom performance possible. This includes the review of student and peer evaluations.” All faculty, including senior tenured faculty, are evaluated annually, and if their teaching does not meet expectations, they will be required to develop, in consultation with their chairs, a specific performance improvement program.
Professors-of-practice (adjuncts from the professional community) will be required to attend a series of workshops in studio and team-teaching through our Teaching and Learning Center. Their teaching will be regularly evaluated by their students and by full-time program faculty.
Scholarship and service. In addition to teaching excellence, tenured and tenure-track faculty must meet pre-determined thresholds of scholarship and service. The RIT tenure policy defines “scholarship” as “research and creative activity [emphasis added] in a professional specialty, writing and publication in a specialized area, development of new courses and curricula, modification of existing courses or programs and investigation of alternative learning strategies” (http://www.rit.edu/academicaffairs/policiesmanual/sectionE/E5.html and http://www.rit.edu/academicaffairs/policiesmanual/sectionE/E6.html). During the first five to six years of the program, all full-time faculty will be tenure-track or tenured.
RIT has a tradition of faculty-student collaboration in research, scholarship, and applied projects. Because of the close association of the architecture program with the Golisano Institute for Sustainability, faculty and student projects will reflect the innovative technologies studied and developed there. We envision many collaborations between GIS faculty, GIS graduate students (M.S. and Ph.D.) and architecture faculty and students. I, II
A key goal of the RIT Strategic Plan is to provide innovation, creativity, research, and scholarship opportunities to 100% of our students. A variety of university resources has been developed to help us achieve this goal, including a Student Innovation Center, a growing undergraduate research program, an annual Innovation and Creativity Festival, a Student Entrepreneur House, and a business incubator (Venture Creations). Architecture faculty, staff, and students will be encouraged to participate in the many opportunities made possible by these programs. III, IV
Student research, which includes not just the gathering of factual information but also the study of values, conventions, and assumptions influencing a problem or project, is stressed in year three of the program. The thesis preparation courses will stress investigation, analysis, and exploration. Third year students may choose a research option (as opposed to
! *! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation design) for their final thesis. Regardless of the chosen option, the thesis studios will prepare students to work closely with a faculty committee during the preparation of their thesis. V
Community engagement. Architecture faculty, staff, and students will engage continually with the Rochester community. Professors-of-practice will bring their experience as community professionals to the studio. Full-time faculty will co-teach with professors of practice, oversee student projects in the city of Rochester, recruit community architects for juries, and promote the architecture program within AIA Rochester. VI
Holistic, practical, and liberal arts-based education. Because our students will come from a variety of undergraduate majors, they will bring multiple problem-solving approaches to bear on each project, yielding a rich and integrated end product. We foresee that our students will teach each other as the circumstances require.
The required sustainability courses, the “Urban and Regional Planning” course, and the social science and art history electives will bring considerable interdisciplinary breadth and depth to student learning. The integrated pedagogy, in which course material is inserted recursively on an as-needed basis, will encourage holistic and integrated thinking, as will the six courses as the “Integrated Building Systems” sequence. With the high level of community engagement, students will experience the academic and professional realms as fully integrated.
Practice-based learning is a hallmark of the RIT education. RIT students in all programs learn theory in the classroom and then have repeated opportunities to put that theory into practice—in later courses and in their multiple coop placements. The majority of student assignments will be completed in a practicum setting—either the studio, a local architecture firm, a project site in Rochester, or coop placement. VII
B. Architectural Education and Students By 2050, 70% of the world’s population will live in urban environments, with 93% of the growth occurring in under-developed cities and regions.1 Because a degraded or under- developed urban environment has grave implications for social, economic, cultural, and environmental health, the RIT M.Arch. program will pay particular attention to architecture in urban environments.
The second of the program’s five learning objectives is particularly germane to this second perspective: the program will “provide students with the technical and practical knowledge necessary to develop innovative and sustainable solutions to urban problems.” Because of this focus on urban architecture, students will be required to explore diverse city neighborhoods and identify and respond to the needs of a wide range of socio-economic and cultural backgrounds.
Each student will participate in at least two on-site projects within the city of Rochester, under the supervision of community professionals and RIT faculty. With no other architecture program in the metropolitan area and an urban building stock in need of creative attention, students and faculty from the program will have many opportunities to !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1 “Urban Growth in an Age of Globalization.” Global Economic Watch, Cengage Learning, 2009. (http://community.cengage.com/GECResource/blogs/gec_blog/archive/2009/05/20/urban-growth-in-age-of- globalization.aspx)
! "+! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation propose and implement sustainable preservation and adaptive re-use solutions in the city of Rochester. VIII
All students will spend at least one summer engaged in architecture-related work and/or study at an international location. Through affiliations with other universities and organizations (Syracuse University, Arcadia University, CIEE), students may study in western Europe, India, China, and South Korea. Students will be eligible to participate in architecture programs offered at Syracuse University centers in London and Florence and at the Alfred University program in Sorrento, Italy. The American University at Kosovo in Pristina is a strong RIT partner and offers tremendous potential for visiting architecture students. Kosovo is currently faced with the re-building and renovation of hundreds if not thousands of national monuments and historic buildings. The University of Pristina offers an architecture program and a masters in Urban Planning and Management, both of which are highly project-based. RIT’s strong presence in Pristina promises a host of unique opportunities for our students.
The studio culture policy to be composed by faculty, staff, and students will insist upon the practice of mutual respect, diverse problem solving methodologies, faculty-student and student-student interaction and support, and independent thinking. Adherence to this policy will be regularly assessed. To succeed in their studio work and in on-site group projects, students will have to learn to work productively with peers from diverse backgrounds, to negotiate respectfully differences of opinion, method, and practice, and to make and adhere to principled decisions. The faculty’s continuous modeling of and teaching about the requirements of successfully integrated practice will enable students to work productively within cross-professional teams and to practice the leadership skills necessary to the team’s success. The integrated practice emphasis will also serve as a model for global interaction in the business world. Student Review Committees (see I.1.5) will evaluate student progress in these areas on an annual or bi-annual basis. IX
The program’s sustainability focus and its close association with an active sustainability research organization (GIS) will encourage intellectual growth and agility. Students will be first-hand witnesses to the swift pace of technological solutions to sustainability challenges, thereby recognizing the importance not only of knowledge currency, but of a capacity for understanding and applying new technologies. X
C. Architectural Education and the Regulatory Environment One of the major goals of the curriculum is to prepare students for the licensure exam, and beginning with new student orientation, licensure and registration will be constant themes of the program. A number of courses will address the many layers and rationales of building regulations, including (but not limited to) the Professional Practice course, the Integrated Building Systems series, and the Sustainable Building Metrics course.
Currently in New York State, internship (coop) experience gained while matriculated in an architecture program cannot be counted towards IDP units, but students’ mandatory coop assignments will provide them with examples of internship work. Out-of-state and international coop assignments will expose students to other regulatory environments, as will their interactions with professors-of-practice from a variety of regions and professions. Students will have the opportunity to work with licensed and unlicensed architects, thus gaining a first-hand understanding of the range of opportunities available to both. XI
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AIA Rochester, one of the strongest local AIA chapters, has excellent relationships with key NYS licensing officials and has already offered to organize strategically-timed information sessions for the students on the topics of internship, licensure, and NYS regulations.
At the appropriate time, RIT and AIA Rochester will encourage and support the creation of an AIAS chapter. Participation in AIAS will broaden the students’ understanding of both the IDP process and the necessity of continuing education in architecture-related issues.
D. Architectural Education and the Profession Students’ required international experience (one summer) will be an important first step in the road to becoming global architects and thus global citizens. The program focus on urban architecture will be expressed in a number of case studies involving international cities with distinctive sets of economic, cultural, and political forces. As the students’ analytical toolbox grows (through coursework and practicum experience) they will bring increasingly multi- disciplinary perspectives to the consideration of complicated urban problems.
The sustainability focus will repeatedly reinforce how sustainable design can have a positive aesthetic and environmental impact on the diverse populations of contemporary cities. The number one educational objective of the program (the achievement of which will be regularly assessed) is to “develop in…students a first-principle commitment to a fully sustainable built environment.” It is our intent that by the time they graduate, students will have developed a deep environmental ethic that is indivisible from design. XII, XIII
The program will not only teach methods of integrated practice in such courses as the Integrated Building Systems sequence and Professional Practice, it will enlist the teaching and advisory services of individuals from related professions. Our advisory board will include contractors, builders, and architects who successfully deploy professional integration in major projects, as will all our professors-of-practice. Through the diverse composition of our professors-of-practice, our advisory board, and our project juries, students will be regularly exposed to the priorities and perspectives of professionals from related fields. In their group project work, students will practice leadership, facilitation, and implementation skills. XIV Their close association with faculty and students in the Golisano Institute for Sustainability will allow them to experience practitioner-researcher relationships.
The program’s close association with AIA Rochester will put students in regular contact with professionals fully dedicated to the growth and development of the profession, as will their coop placements. Participation in AIAS will accustom students to considering the future of the profession.
E. Architectural Education and the Public Good RIT’s unusually strong ties with the Rochester community will be reflected in the architecture program. It will be largely within the framework of the greater Rochester community that our students will learn what it means to be an architect and a contributing community member. This will mean regular interaction not only with area professionals, but with city leaders, with highly diverse city neighborhoods, and with active city organizations.
Among the courses supporting this perspective are the “Social Research Seminar” and “Urban and Regional Planning.” The Research Seminar will provide students with the skills necessary to examine critically a number of contemporary social issues related to the practice of architecture, including but not limited to universal design, ethnicity in the urban form, ethical decision-making, and the role of the architect in society. In the “Urban and ! "#! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation
Regional Planning” course, students will work with area planning organizations and/or agencies to provide community service in the design process for neighborhoods. The degree to which every course is successful in achieving its learning outcomes will be regularly assessed. XV
The required sustainability courses will develop in students a deep appreciation for the necessity and the challenges of sustainable building. Several courses in the design sequence, “Sustainable Building Metrics,” and “Industrial Ecology Fundamentals” will equip students with the knowledge and analytical skills necessary to advocate and produce sustainable solutions. XVI
More generally, many studio courses will give students opportunities to experiment with the various roles of architectural practice: client, designer, funder, builder, etc.
NAAB Five Perspectives
Program Educational Objectives Supporting the
Five Perspectives rofession A. Academic Community B. Students C. Regulatory Environment D. P E. Public Good 1. first-principle commitment to a fully sustainable built I XII XVI environment 2. technical and practical knowledge necessary to develop II VII XIII XV innovative and sustainable solutions to urban problems 3. sophisticated skills in design, creative thinking, and problem III, V solving; 4. leadership in a briskly evolving profession requiring IV IX teamwork, business integration, and holistic thinking 5. knowledge and skills necessary to obtain professional VI, X XI XIV licensure VII
Summary of Co- and Extra-Curricular Activities Supporting Five Perspectives: • Cooperative education placements in Rochester community • Collaboration with GIS students and faculty regarding technological breakthroughs • Participation of professors-of-practice in culture of the program • Participation in AIAS chapter • International study/coop • Speakers’ Series • Neighborhood projects • Participation in local AIA programs, charettes, neighborhood studies • Connection through AIA with NYS IDP coordinator • New student orientation • Development of Studio Culture Policy
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I.1.4 LONG-RANGE PLANNING Continuous Improvement In all of RIT’s academic programs, continuous improvement is assured through the annual assessment process (see next section). The architecture program’s vision, mission, and educational objectives derive from RIT’s current Strategic Plan (2005-2015) and the RIT Education and Access Goals (EAG). In turn, the program vision, mission, and objectives, along with the NAAB performance criteria, inform the program learning outcomes, which is where internal assessment and continuous improvement take place.
Long-Range Planning For the most part, it will be at the level of the educational objectives that consideration of the long-range direction of the program will occur (see I.1.1). Two key groups will be responsible for continually testing and adjusting the direction of the program as reflected in these objectives: the Professional Advisory Board (to be constituted summer 2010) and the program faculty (full- and part-time).
With its large number of professional and technology-dependent academic programs, RIT has become adept not only at reacting to external changes, but at anticipating them and adjusting curricula quickly and seamlessly. In most cases, these changes are identified through the collaboration of engaged professionals, including employers who hire our students for coop and permanent employment, members of professional advisory boards, full-time faculty (for whom currency is an ongoing requirement reflected through research and scholarship), and part-time faculty (professors of practice). In other words, RIT is well- practiced in using its many industrial/professional advisors as critical bellwethers to ensure program currency.
The architecture program will need to be continually reviewed for currency and directional change—particularly given its emphasis on sustainability. The program will rely upon our advisory board and our faculty to analyze these forces and make any necessary changes in vision, mission, and objectives.
Data and Information Sources Once constituted, the professional advisory board will develop a list of data (and data sources) that will be analyzed at regular intervals. Data could relate to salaries, hiring patterns, economic forecasts, hardware/software developments, technological innovation, to name only a few. Sources for this data could be professional and government organizations, research results, conference presentations, professional publications, etc.
Another important source of information will be the results of the annual assessment of learning outcomes, which always have the potential to influence changes in the program. For example, consistent under-performance in an outcome could lead to re-thinking of program direction or admissions requirements or faculty-student ratios.
Annual Reports submitted to NAAB will also contain useful information, as will the NAAB response and the entire NAAB accreditation and re-accreditation processes.
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Institutional Long-Range Planning Since the early 1990’s, RIT has relied upon a flexible strategic planning process to chart and correct the institutional direction. Strategic planning, which always begins at the institutional vision and mission, is a community process, with all constituencies represented in the development of a 10-year institutional blueprint. Strategic goals are assigned annual, quantifiable targets and a final target to be reached by the retirement of that strategic plan.
Flexibility is a hallmark of our strategic planning. Embedded in each plan is a process for changing goals and targets as necessitated by unforeseen changes in the external and/or internal environment. For example, when President Bill Destler came to RIT in 2008, he brought with him a vision of RIT as “the innovation university,” one that, because of its unique program portfolio, can, in his words, “bring the right and left brain together” to yield truly innovative interdisciplinary programs. The “innovation university” was entirely in keeping with the RIT tradition of career-oriented programs in the arts, technologies, and sciences, but it did drive some modifications to the existing strategic plan, including, for example, a new goal to “grow RIT’s reputation in sustainability.” The architecture program presented here is a product of this flexible, but always mission-faithful strategic planning.
Role of five perspectives As mentioned earlier, the five perspectives are clearly reflected in the program’s educational objectives. Long-range, strategic planning for the program will occur within a discussion of these objectives, which virtually guarantees that the perspectives will play a central role in this ongoing activity.
I.1.5 SELF-ASSESSMENT PROCEDURES Any discussion of assessment in architecture education must recognize the role played by studio pedagogy in student learning. The design studio is the pulse of every architecture program: it is the setting for faculty instruction and feedback; for student-to-student mentoring; for collaborative design and problem-solving; and for the constantly critiqued iterations of every design experiment and project. Final course and project grades remain the summative forms of evaluation for architecture students, but equally, if not more important, are these continuous formative exchanges that are the engine of student learning.
The dominant idiom of the studio is the language of evaluation and assessment; student work, including incorporation and application of course content as well as the development of skills and abilities, is repeatedly subject to review, comment, suggestion, and evaluation by faculty, professors-of-practice, and peers. Progress in student learning is possibly more closely monitored in architectural (and art) studios than any other teaching venue. Learning (or its opposite) is everywhere evident and everywhere leveraged as the basis for new learning. In other words, the design studio epitomizes a learning culture of evidence.
These features of studio pedagogy do not obviate the need for formal review and assessment, but any formal assessment plan must derive from the highly applied, visible, and iterative learning that is the studio experience.
Self-Assessment Process RIT requires a detailed assessment plan for all new program proposals. The architecture plan adheres to the institutional assessment requirements. It is a detailed, evidence-based ! "&! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation assessment plan that provides a mechanism for continually reviewing and improving the program. Just as RIT’s strategic goals and Education and Access Goals are founded in the RIT vision and mission, the program learning outcomes derive from a program assessment superstructure—the vision, mission, and objectives presented in Section I.1.1—that is itself informed by the RIT vision, mission, and goals.
Program Learning Outcomes 1. Ability to apply the principles of sustainable design and practices to produce projects with the highest potential for conserving natural resources, providing healthy environments for users, and reducing the negative impacts of construction and operations. 2. Ability to apply historical lessons to contemporary urban problems. 3. Ability to conduct and present business analysis of design choices. 4. Ability to produce a comprehensive architectural product with the highest potential for sustainability within a professionally collaborative context. 5. Fluency with the goals and methods of architecture-related operations and the ability to integrate these productively.
Assessment Responsibilities. In addition to the program faculty, the following groups will be involved in program assessment: Professional Advisory Board. Consisting of professionals in local and national architecture and building firms, and architecture educators, the advisory board will meet regularly to discuss the degree to which the program aligns with developing expectations of the profession.
Student Review Committee. Consisting of one to two full-time faculty members, a professor-of-practice, and a program associate (member of Advisory Board, coop and/or full-time employer), a student review committee (SRC) will be assigned to each first-year student. The SRC will advise students on course, coop, and international study choices; track student progress and developing interests; conduct portfolio reviews; and serve as a pre-thesis committee.
Thesis Committee. Constituted of program faculty, the thesis committee will advise the student throughout the thesis process and grade the final thesis.
Professional Juries. Professional juries are professionals in the field who are paid to critique student projects. This practice is a convention of architecture education.
The assessment plan and schedule are represented in the following table and flowchart.
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:/-""/$%&8-%9&!44-44+-"74 !""#$%&'()*($+& !#"5),,&"87%';<#='()*&)+,'-!.':012 ,-./-0&$"1& >#?78'("9@),A)#'!#"B)9A,'-!.':012 C8A)#87D"87%'EA 2#((/=#%$(&>&'()*($+&2?$"*-4 ;<7-("$%&!44-44+-"74 -<4'A"')*)#='L'=)7#,2 M7D"87%'N#9@&A)9A<#7%' N99#)F&D8O'P"7#F' Q&FF%)'EA7A),'3"66&,,&"8 /)#0)1#2'-3'40-50*$'!""#""$#%&'*%+'6-%&1%7-7"'8$90-)#$#%&'4.*% Academic Program Review. As with all RIT degree programs, the M.Arch. will regularly undergo the institutional Academic Program Review process. The process is currently undergoing revision by Academic Affairs, but it will assess each academic program every 4- 5 years for such qualities as institutional fit, financial viability, quality, and enrollment. Assessment Results NA. ! ")! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation PART ONE (I): SECTION 2—RESOURCES I.2.1 HUMAN RESOURCES & HUMAN RESOURCE DEVELOPMENT Introduction RIT should have no difficulty in attracting the personnel necessary to establish and maintain this architecture program. RIT has been included on the Chronicle of Higher Education’s “Great Colleges to Work For” list in each of the first two years published (http://www.rit.edu/news/?v=46902). In recent years, new graduate programs at the university have recruited a number of internationally recognized faculty. RIT’s reputation as an innovative, contemporary institution seems to have reached all sectors of the higher education landscape. An international search for a program chair will begin in June 2010. Staffing for courses will ultimately depend on securing a total of four FTE faculty (in addition to the program chair) plus professors-of-practice. In the interim, the majority of first-year courses will be taught by existing RIT faculty with architecture degrees. Faculty-Course Matrix NA Faculty Resumés Resumés for faculty teaching during year one of the program are included in Section 3. EEO/AA for Faculty, staff, and students RIT and the proposed program are fully committed to equality and diversity as outlined in the following policies. See http://www.rit.edu/~w-aa/Manual/sectionE/E1_1.html http://www.rit.edu/emcs/seo/employers/oncampus/handbook.php#5 Additional Diversity Initiatives RIT is serious about increasing the diversity of its faculty, staff, and students. The Strategic Plan has set ambitious goals for ALANA representation among these three groups (> 14% students by 2013; > 11 tenure-track faculty by 2013; > 12.5% exempt staff by 2013). As noted in section I.1.2 of this document, RIT’s Office of Faculty Recruitment provides comprehensive services to ensure the greatest possibility of hiring diverse faculty and professional staff. The success of this office and its “Future Faculty” program has been cited in the Chronicle of Higher Education (http://www.rit.edu/academicaffairs/facultyrecruitment/docs/The%20Chronicle%20of%20Hi gher%20Education%20RIT%20article%202-28-10.pdf) RIT’s Chief Diversity Officer has developed a number of programs that recognize and celebrate diversity, including a Global Leadership Certificate program, the President’s Commission on Pluralism and Inclusion, a “Campus Week of Dialogue,” an annual diversity conference held in conjunction with the full board of trustees. ! "*! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation Human Resource Development (Professional Development) RIT’s focus on emerging technologies places a premium on faculty currency. All programs accredited by professional organizations (e.g., engineering, design, business, computer science, physician’s assistant) must demonstrate in their re-accreditation documentation the subject area currency of their faculty. RIT’s policies on promotion, tenure, and annual review all include expectations for research and scholarship: “All tenured and tenure-track RIT faculty must be actively participating in the scholarship of their disciplines.” (http://www.rit.edu/academicaffairs/policiesmanual/sectionE/E4.html) All colleges and the Golisano Institute for Sustainability have dedicated travel funds available to faculty for travel to professional conferences and other activities demonstrably contributing to their currency. A number of internal programs and grants exist to support faculty in their research and scholarship. These include faculty leaves for professional/career development (sabbaticals), the Provost’s Learning Innovation Grant for faculty projects, the Provost’s Cultural Diversity Grant, Interactive Learning Grants, the Ronald D. Dodge Memorial Endowment Fund Faculty Grant, Faculty Evaluation and Development Grants, and the FYE/NTID Extracurricular Opportunity Grant. RIT’s Teaching and Learning Center (TLC) is charged with promoting and supporting student learning through faculty development and teaching excellence. The TLC supports faculty’s disciplinary currency through a number of initiatives and resources, including the Center for Professional Development. Additionally, the Wallace Center houses is the hub for research and information exchange, housing traditional and digital research materials. The Wallace Center is best described as a high technology, multimedia resource center offering access to a vast array of information resources as well as a place for the RIT community to gather, talk, connect, explore new ideas and more. The TLC also serves as a clearinghouse for information about college teaching and student learning, an advocate for effective teaching, and a provider of programs and services. Services include individual consultation, classroom observation, classroom videotaping, a teaching learning website, informal classroom assessment techniques, formative feedback, small group instructional diagnosis, the Faculty Institute on Teaching, Learning and Technology, experienced faculty workshops, and departmental workshops. Faculty Appointment, Promotion, and Tenure See http://www.rit.edu/academicaffairs/policiesmanual/sectionE/E4.html for faculty employment policy; http://www.rit.edu/academicaffairs/policiesmanual/sectionE/E5.html for Policy on Tenure; and http://www.rit.edu/academicaffairs/policiesmanual/sectionE/E6.html for Policy on Faculty Rank. Students: Evaluation for Admissions Admissions decisions will be made by a committee of architecture faculty. As in all such decisions, candidate strengths demonstrated through one or more admissions requirements may compensate for weaknesses in others. While student portfolios will likely not include examples of architectural drawing/design, evidence of creative talent will be particularly important. ! #+! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation Students lacking required coursework in calculus and physics or deemed to be particularly inexperienced in drawing may be admitted conditionally, with the requirement that a grade of B or better is earned in the recommended course(s) before matriculation. Admissions requirements for the program will be as follows: • Undergraduate cumulative gpa of B or better • GRE scores (verbal and quantitative) - Recommended minimum: 1000 total - greater than 500 verbal • TOEFL scores for students not receiving their bachelor’s degree in an English-speaking institution - Recommended computer-based score: 250 - Recommended paper-based score: 600 • One semester of calculus and one semester of physics • Portfolio of Creative Work - Applicants may submit sketches, constructions, graphics, and/or photographs • Personal Statement of Purpose - 1,000-1,500 essay summarizing student’s reasons for pursuing the M.Arch. and career intentions • Three letters of recommendation (including former instructors and professional employers). References should comment on the student’s communicative, collaborative, and leadership abilities. Recruitment of Underrepresented Students See I.1.2 for discussion of the program’s and university’s plans for increasing student diversity. Student Support Services Students in the architecture program will benefit both from a program-specific network of student support and existing services available to all RIT students. Advising. Upon entry to the architecture program, all students will be assigned a team of advisors (Student Review Committee) constituted of one full-time faculty member, one professor-in-practice, and one member of the Professional Advisory Board. Collectively, this team will be responsible for monitoring the student’s progress, developing interests, and project assignments. Individual faculty members will provide elective course advising, while practitioners will provide coop and career mentoring. Mid-way through the student’s second year, the SRC will be replaced by a thesis committee consisting of full- and part-time faculty with expertise in the students’ projected thesis area. Academic Support. The Academic Support Center (ASC) provides academic assistance to all RIT students, including workshops, classes, and labs in reading, writing, mathematics and study skills. The ASC provides services to all students, from incoming freshmen to graduate students. The Academic Support Center faculty work closely with other RIT faculty members to determine how ASC can best provide support for students and academic courses. This ! #"! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation collaboration has led to team-teaching, specialized labs, and effective referral systems. The ASC also maintains liaisons with other support programs on campus to provide a comprehensive network of services. Coop (internship) and career placement. As the fourth oldest and fifth largest cooperative education university in the country, RIT boasts extraordinarily effective placement services. The mission of the office of Cooperative Education and Career Services is to provide effective, high-quality services to RIT students and alumni that empower them to succeed in obtaining employment appropriate to their career objectives and personal goals. We accomplish this mission by a commitment to outstanding customer service, the effective use of state-of-the-art technology, and the creative and effective use of human and fiscal resources” (http://www.rit.edu/emcs/oce/). The director of Coop Services and Career Services are in the process of developing placement prospects for architecture students. In addition, the professional advisory board, the professors-of-practice, and AIA Rochester will actively contribute to the securing of placements for our students. Office of Graduate Studies. RIT’s Office of Graduate Studies “ensures that the educational needs of graduate students such as attentive mentoring, access to well-equipped laboratories, library support, and dedicated work space, are addressed. They also strive to enhance the environment for graduate study through provision of high quality services designed to serve the expectations of graduate students.” (http://www.rit.edu/academicaffairs/gradstudies) Study Abroad Office. Architecture students will have access to the services of the Study Abroad Office. We expect that some students will participate in existing opportunities—both through existing affiliation agreements and RIT programs. Architecture-specific international placements will be developed by program faculty and associates, but always in close consultation with the study abroad office. Student Activities The architecture program budget will have a student activities line that will help to fund off- campus, professionally-related activities for students such as field trips, regional lectures, and professional conferences. The division of Student Affairs makes “Interactive Learning Grants” available to students and faculty, with the purpose of promoting a richer, more collegial interchange among faculty, staff and students by supporting such activities as field trips, gatherings, and discussion groups. AIA Rochester has committed to being an active partner in the total education of our students. An AIA Student Chapter will be established and membership in the American Institute of Architecture Students is anticipated. 1.2.2 ADMINISTRATIVE STRUCTURE AND GOVERNANCE Administrative Structure of Program and Home Units Program. The major academic unit at RIT is the college (GIS is in most ways equivalent to a college). Colleges contain both academic departments and academic programs. Sometimes programs are in departments, and sometimes they are free-standing. Programs are led by chairs, who are responsible for evaluating faculty, managing the budget, and maintaining the ! ##! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation highest academic standards. Some programs also have associate chairs or coordinators, who normally perform administrative tasks related to students and oversee student advising. The architecture program will be led by a faculty chair (search to be initiated in June 2010). The chair’s responsibilities will include supervising full- and part-time faculty and staff (including annual evaluations); making final decisions about faculty and staff hiring; convening and chairing Professional Advisory Board meetings; curriculum oversight; accreditation oversight; managing the budget. Because the architecture program will be jointly offered by the Golisano Institute for Sustainability and the College of Imaging Arts and Sciences, the chair will report both to the GIS director and the CIAS dean. This unusual relationship bears some explanation. First, those full-time faculty whom we know will teach in the program during its first year are tenured in CIAS, so it makes sense to begin with a strong tie to their college. Second, we anticipate that some, if not all, of the new faculty hires will request CIAS as their tenure- granting college. The discipline of architecture is closely related to the design-based programs in CIAS, and the Vignelli Center for Design Studies, which will also be closely associated with the architecture program, resides in CIAS. At the same time, the focus on architectural sustainability is arguably the most unique and marketable feature of the program—a feature that will be powerfully reflected by a formal relationship with GIS. It is also not unlikely that some future faculty would opt for GIS as their tenure-granting unit. Ultimately, the program may evolve into a school or department housed in one or the other of these units. But the program development committee, the provost, and the president strongly believe that the best way for the program to grow into its unique identity is to foreground its connection to both high-profile units through this arrangement. GIS Administrative Structure. The Golisano Institute of Sustainability is led by the Director and Assistant Provost (one person). All research faculty report to the director, as does the Academic Director of GIS. Currently, GIS has one Ph.D. program in Sustainability (led by the academic director) and a masters program in Sustainable Systems (pending NYS registration). GIS has its own curriculum committee and tenure and promotion committee. Any substantial curricular changes (greater than 20% of the program) must be approved by the university- level graduate curriculum committee, Graduate Council as well as by the GIS committee. CIAS Administrative Structure. All RIT colleges are led by a dean, to whom that college’s department chairs and many administrative and professional staff report. Some of the departments in CIAS exist within a school; in these situations, the school chair reports to the dean and the department chair to the school chair. Academic Affairs Administrative Structure . RIT’s eight deans and the GIS Director report directly to the Provost and Senior Vice President for Academic Affairs, who reports to the President. The chart below indicates how the architecture chair and faculty will fit into this arrangement. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! ! ! #$! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation ! !!!!!!!!!!!!!!!!!!!!!!!!!!!"#"$%&'#!"(("')*!"$&'+'*,)",'-%!*,).#,.)% ! ! /012134!5!*67810!-896! /0638:674!;10! ! "9<:6=89!";;<803! ! $8069410>!?'*! $6<7!#'"*! "9<:6=89! #@<80>! #'"*!*9@11A! $8069410>!?'*! "09@84694B06! #@<803! /01C0<=! ?'*! "09@84694B06! /01C0<=!#@<803! (<9BA4D!E(F,G! (<9BA4D! <7:! ":HB7943! (<9BA4D! Governance Opportunities The architecture program will have its own curriculum committee, consisting of the chair, all full-time faculty, 1-2 extended faculty (full-time faculty from another RIT department teaching in the program), 1-2 adjunct faculty (professors-of-practice), and a student (elected by other architecture students). Any curricular changes (new, revised, or eliminated courses) must be approved by this committee. Changes affecting greater than 20% of the curriculum must then go to the university’s Graduate Curriculum Committee. Architecture students will be represented in student government through the Graduate Student Association, which is constituted of students elected from a range of graduate programs. Faculty of the architecture program will be represented in the Academic Senate through CIAS faculty senators and staff through CIAS representatives to Staff Council. Degree programs offered in home units CIAS degree programs. CIAS offers a number of degree programs at the BS, BFA, MS, and MFA level. See http://www.rit.edu/overview/colleges_cias.php for a complete listing. ! #%! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation GIS degree programs. GIS offers a Ph.D. program in Sustainability. An M.S. in Sustainable Systems is pending registration by the New York State Department of Education. I.2.3 PHYSICAL RESOURCES General Description The RIT Master of Architecture program's facilities will be tailored to the growth plan of the program. RIT will provide key studio and support space for the program as well as departmental administrative offices, which are detailed below and supplemented by graphic diagrams. These core facilities will be provided in Louise Slaughter Hall and in the Golisano Institute for Sustainability building, currently in design. However, many facilities needed by the program will be provided by the extensive existing physical resources of RIT, presently totaling 5,825,061 gross square feet of academic, common, and residential space. Changes The Architecture program's dedicated space will be in the existing Louse Slaughter Hall (157,000 gsf), the temporary home of the Golisano Institute for Sustainability. The program will renovate the current Bay 3 into studio and departmental space for the first two years of the program. Bay 3 is clear-span, high bay space which is inherently flexible and architecturally interesting. The renovation will add north light monitors and take advantage of the height and flexibility of the relatively new, but industrial-type, steel structure. The total space available in Bay 3 is 7,848 sf. In addition, Slaughter Hall has nine seminar/conference rooms totaling 8,185 sf, which will be available for architecture program events. In year three, a mezzanine will be added in the studio area, which will increase the studio by 5,296 sf. Each studio will provide twenty work spaces of 80 sf per student with drafting desks, throw- off tables, shelving and storage as well as power and data connections (see diagrammatic plans). By program year three, the department offices will move into the new Golisano Institute for Sustainability building, which is in the early design phase (FX Fowle and SWBR Architects) with a planned opening in 2012. The new GIS building is planned to achieve LEED Platinum certification. From year three and onward, the assigned architecture department space will total approximately 14,644 sf. Institutional Space Classrooms. Particularly in years one and two, the program will rely on RIT's existing classroom inventory to supply general teaching spaces, auditoria, and seminar spaces as needed. Galleries. Major exhibits can be housed in either the Vignelli Design Study Center Gallery (approximately 6,885 sf, under construction) The Dyer Arts Center (5,750 sf), or the Bevier Gallery (3,500 sf). Routine pin-up space and critique areas are provided for in the program’s own assigned spaces. Library. Library resources will be housed in RIT's Wallace Library (146,254 gsf) as detailed elsewhere in the application. We plan to include a reading room within the Slaughter space. ! #&! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation Labs. RIT has many open computer labs and engineering testing facilities that may be used for materials testing, mock-up fabrication, and other probably needs of the Architecture program. Computing Resources RIT is consistently ranked as one of the most "wired" campuses in the United States, and the university prides itself as being a leader in IT resources. RIT plans to provide 20 graphics workstations in the architecture department area, as well as use two existing computer graphics labs in the College of Imaging Arts and Sciences. Printer, plotter, server and copier would be provided in the department's area. Software would include Google SketchUp, AutoCAD and Revit Architecture, AutoDesk 3D Max or Maya, and Adobe Creative Suite. Potential Problems None foreseen. Campus Map ! #'! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation 3-D view of architecture program location Pin Up wall Pin Up wall Display Area LF/5/42 28 LEAP HB HB LEAP 27 14 LEAP HB HB LEAP 13 6 LEAP HB H/11 HB LEAP 40 24/54 AMIA BECKI Conferance 24/60/48/24 29 LEAP HB HB LEAP 26 LEAP HB HB LEAP 12 5 LEAP HB 160 HB LEAP 39 15 Fac. 3 Fac. 1 30 80 HB LEAP HB HB LEAP 25 LEAP HB HB LEAP 11 4 LEAP HB 80 HB LEAP 38 16 31 HB LEAP HB HB LEAP 24 LEAP HB HB LEAP LEAP HB Fac/Chair 17 10 3 HB LEAP 37 Fac. 2 128 80 HB LEAP HB HB LEAP 23 LEAP HB HB LEAP LEAP HB 32 18 9 2 Print/Scan/Plot HB LEAP 36 33 LEAP HB HB LEAP 22 19 LEAP HB HB LEAP 8 430 HB LEAP 34 LEAP HB HB LEAP 20 LEAP HB HB LEAP 35 21 7 1 LEAP HB Storage Room 196 Pin Up wall Pin Up wall Year 1 Year 2 -Create Office spaces -Construct Student "Cells" 21-40 -Create Print and Storage Rooms -Construct Student "Cells" 1-20 Louise Slaughter Building Renovation - Bay 3 Proposed First Floor Plan ! #(! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation Wheel chair Lift Display Area Open to first floor HB LEAP 69 Vending room 68 LEAP HB HB LEAP 58 57 LEAP HB HB LEAP 46 160 Print/Scan/Plot Center HB LEAP 70 406 HB LEAP HB HB LEAP 59 LEAP HB HB LEAP 67 56 47 HB LEAP HB HB LEAP 71 45 Class room HB LEAP HB HB LEAP 55 LEAP HB HB LEAP 48 66 60 244 44 LEAP HB HB LEAP 72 Lockable Storage 65 LEAP HB HB LEAP 61 54 LEAP HB HB LEAP 49 43 LEAP HB HB LEAP 73 Design Jury Room Class room HB LEAP 62 HB LEAP 64 LEAP HB 53 LEAP HB 50 42 LEAP HB HB LEAP 74 430 HB LEAP 63 HB LEAP 52 LEAP HB 51 41 LEAP HB DN 40 LEAP HB Mezzanine Level Year 3 Main Level -Renovate 1st floor office space into student space -Add mezzanine level w/ student "cells" 40-74 -Add 3 sunlights -Add wheel chair lift, stairs and fire escape (code items) Louise Slaughter Building Renovation - Bay 3 Proposed Second Floor Plan I.2.4 FINANCIAL RESOURCES Current fiscal year reports showing revenue and expenses from all sources. NA Forecasts: Five-Year Projections of Revenue and Costs 2011-12 2012-13 2013-14 2014-15 2015-16 Total Revenue 826,113 1,275,330 1,770,455 1,846,286 1,925,312 7,643,496 Expense 1,127,618 1,878,600 1,572,980 1,586,943 1,686,725 7,798,866 Net (301,505) (603,270) 197,475 259,343 292,587 (155,370) Comparative reports NA Expenditure Data RIT measures the annual expenditures and total capital investments of degree programs by a college-based cost per credit hour. The architecture program is measured by the cost per ! #)! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation credit hour generated by the College of Imaging Arts & Sciences. The direct cost per credit hour in 2011-12 for each college of RIT is as follows: Kate Gleason College of Engineering $448 Golisano College of Computing and Information Sciences $351 College of Imaging Arts & Sciences $328 Saunders College of Business $294 College of Applied Science and Technology $215 College of Science $215 College of Liberal Arts $166 Institutional Financial Issues Anticipated enrollment changes. RIT has no immediate plans for significant reductions or increases in enrollment in the next five years. Anticipated changes in funding models. NA. Other anticipated financial issues. None. I.2.5 INFORMATION RESOURCES The Wallace Center of the Rochester Institute of Technology houses the RIT Libraries (Wallace Library, Digital Media Library, Carey Collection). The Wallace Center resides in the division of Academic Affairs and includes a number of support and informational resources beyond the libraries. Of these, the Photographic Services Department, which currently serves CIAS with two professional staff, with will be especially important to the architecture program. In December of 2009, the Art, Design, and Photography librarian and the Head of Acquisitions and Serials prepared a “Library Impact Statement” for the architecture program, analyzing existing library holdings relevant to the architecture program and listing acquisitions (with costs) that will be necessary to support the program. The acquisition costs were incorporated into the revenue/cost model included in the program proposal approved by the Academic Senate on April 1, 2009 and by the provost and president shortly thereafter. These approvals signify acceptance of all projected program costs, including library costs. The “Analysis of Current Holdings” and the “Library Impact Statement” are included as Appendices C and D of this document. ! #*! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation PART ONE (I) SECTION 3: INSTITUTIONAL AND PROGRAM CHARACTERISTICS I.3.1 STATISTICAL REPORTS NA I.3.2 ANNUAL REPORTS NA I.3.3 FACULTY CREDENTIALS As previously noted, permanent faculty will be hired after a chair is selected (fall 2010). Credentials of existing full-time and adjunct faculty may be found in Part Three of this document. PART ONE (I) SECTION 4: POLICY REVIEW All policies that are available to date have been included (as url’s) within the foregoing text of this document. ! $+! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation PART TWO (II): EDUCATIONAL OUTCOMES AND CURRICULUM SECTION 1: STUDENT PERFORMANCE—EDUCATIONAL REALMS & STUDENT PERFORMANCE CRITERIA II.1.1 STUDENT PERFORMANCE CRITERIA The vision, program goals, and learning objectives of this program have been outlined in Section I.1.5, Self-Assessment Procedures. The program has only one track, although it is a robust one emphasizing sustainability, urbanism, and integrated project delivery. The program development committee had the NAAB student performance criteria fully in mind during curriculum development. All full course outlines written for internal approval contain a list of the NAAB criteria applicable to the course. Integration has been the operable word during curriculum development such that only three criteria are satisfied by only one course. This has been designed as a holistic curriculum where the key performance criteria will be revisited throughout a student’s progress through the program. The matrix on the following page represents the coverage of performance criteria by course. ! $"! 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J[55\UJU$A:)6'6$/&)C*&*('1. J[55\UJW$A:)6'6$+(,-'1$D J[55\UL[$A:)6'6$+(,-'1$DD J[55\UNI$T&8*.$Y$?)<'1.*;$/;*..'.< J[55\UNJ$?)6)*&3:$+)2'.*&@$T&8*. J[55\UNL$?)6)*&3:$+)2'.*&@$+13'*; J[55\UQI$/&10)66'1.*;$/&*3('3) O[[J\ULS$D..1P*('P)$#,';-'.<$+96()26 J[55\SOI$"&3:'()3(,&*;$X'6(1&9$D J[55\SOJ$"&3:'()3(,&*;$X'6(1&9$DD J[55\SOL$"&3:'()3(,&*;$X'6(1&9$DDD J[55\UON$K)6'<.$A:)1&9$+)2'.*& O[[J\S[L$T.-)&6(*.-'.<$+,6(*'.*8';'(9 O[[J\S[N$D.-,6(&'*;$]31;1<9 O[[J\SII$+,6(*'.*8;)$#,';-'.<$4)(&'36 ! $#! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation PART TWO (II): SECTION 2—CURRICULAR FRAMEWORK II.2.1 REGIONAL ACCREDITATION This document is included as page 3 of this report. II.2.2 PROFESSIONAL DEGREES AND CURRICULUM Curriculum The M.Arch. program will consist of 147 quarter credit hours (qch) and will typically be completed in three years of full-time study. These 147 qch are in addition to an assumed 180 qch baccalaureate degree that will include a minimum of 68 qch of general education. The following curriculum mask represents the curriculum in its entirety and the sequence of courses. Course outlines may be found in Part 3 of this document. ! $$! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation !"##$%"&"'()*+, !"## $%&'() *+)%&, *-./ !!!!"!!! 2 !!!!"!!! 2 !!!!"!!! 2 #$%&'()%(*$+,-.$+/&'%0-1 #$%&'()%(*$+,-.$+/&'%0-11 #$%&'()%(*$+,-.$+/&'%0-111 !!!!"!!! 8 !!!!"!!! 8 !!!!"!!! 8 %& #$%&'()%(*$+,-6)0'75-1 #$%&'()%(*$+,-6)0'75-11 #$%&'()%(*$+,-6)0'75-111 "#$ ! 9::;"<:2 B !!!!"!!! B !!!!"!!! 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J&)0'0-3$)/+$+('F5 !!!!"!!! 2 M)0)+$%&-?)D'5+$I-=$@+5 !!!!"!!! ; 3$FR)00'F5+,-3$+%('%) G$)>'(0 H8 H8 H8 HB< .$+/&'%0 6)0'75 J)%&5F,F7A-S-3$+%('%) ?*0(+'5+@','(A E'0(F$ATJ&)F$AT3,+55'57 Q-%$P 8;-%$P ;<-%$P H8-%$P H;-%$P Off-Campus Programs NA at this time. II.2.3 CURRICULUM REVIEW AND DEVELOPMENT See I.1.4 “Long-Range Planning” and I.1.5 (“Self-Assessment Procedures”). ! $%! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation PART TWO (II): SECTION 3—EVALUATION OF PREPARATORY/PRE- PROFESSIONAL EDUCATION Since this program is designed for students with non-architectural baccalaureate degrees there will be no need for evaluation of prior work outside the normal admission process. PART TWO (II): SECTION 4—PUBLIC INFORMATION The program will maintain a web site similar to those found for other programs at RIT. A “Public Information” link will lead to a page that contains the following statements and links. II.4.1 STATEMENT ON NAAB-ACCREDITED DEGREES All catalogues and promotional materials for this program will include the Statement on NAAB-Accredited degrees, exactly as worded in Appendix 5 of the NAAB Conditions for Accreditation. II.4.2 ACCESS TO NAAB CONDITIONS AND PROCEDURES The following documents will be directly linked to the RIT architecture program website: 2009 NAAB Conditions for Accreditation NAAB Procedures for Accreditation (edition currently in effect) II.4.3 ACCESS TO CAREER DEVELOPMENT INFORMATION The following resources will be linked to RIT’s architecture program website: 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 II.4.4 PUBLIC ACCESS TO APRS AND VTRS The following documents pertaining to accreditation will be available in the Architecture Program office as they are available. A PDF version may be downloaded by clicking on the link on RIT’s architecture website 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 II.4.5 ARE Pass Rates NA. ! $&! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation PART THREE (III): SUPPLEMENTAL INFORMATION Course Descriptions It is important to note that RIT will convert to a semester system beginning with the 2013/14 academic year. With a fall 2011 start date anticipated for the M.Arch. program, only two years will be run with the following courses. In anticipation of the conversion, the committee has already begun development of a semester version of the curriculum. The quarter course descriptions follow. Faculty Resumés The résumés’ for interim and adjunct faculty members follow. ! $'! Course Description Number & Title of Course: xxxx-xxx Architectural Graphics I, 3 credits Course Description (limit 25 words): This course teaches the graphic communication skills necessary to express architectural form and space from spontaneous free-hand sketching to formal 3-D computer modeling. Course Goals: The goal of the course is to develop a student!s basic graphic communication skills using orthographic projection and paraline drawings both manually and digitally. Students will develop the ability to record objects as seen and convey design and assembly concepts with spontaneous sketching and with fundamental 3-D modeling software. Course Objectives: 1. Select and utilize the appropriate drawing convention, type and graphical method(s) to represent geometric shapes. 2. Measure, draw, scale, and dimension a drawing to accurately represent basic geometric and composite shapes. 3. Select and draw appropriate lines in five thicknesses to industry standards to support the intended graphical representation. 4. Letter"drawings"consistently,"legibly,"and"to"industry"accepted"standards. 5. Lay"out"and"execute"basic"object"drawings"to"industry"accepted"standards. Student Performance Criterion/a addressed (list number and title): A3"–"Visual"Communication"Skills A4"–"Technical"documentation A8"–"Ordering"System"Skills Topical Outline (include percentage of time in course spent in each subject area): Graphic representation (50%) Accuracy (25%) Line quality (10%) Lettering (10%) Layout (5%) Prerequisites: None Textbooks/Learning Resources: American"Institute"of"Architects."Architectural!Graphic!Standards."John"Wiley"and"Sons."2007 Chiavaroli, Jules."AEC!Drafting!Fundamentals."Cengage"Learning."1994 Ching, Francis."Architectural!Graphics."John"Wiley"and"Sons."2009 Cooper, Douglas."Drawing!&!Perceiving."John"Wiley"and"Sons."2007 Wallschlaeger, Charles."Basic!Visual!Concepts!and!Principles."McGraw-Hill."1992 A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®. Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Similar course taught in RIT Interior Design program Jules Chiavaroli (F/T) Course Description Number & Title of Course: xxxx-xxx Architectural Graphics II, 3 credits Course Description (limit 25 words): This"course"extends"basic"graphic"communication"skills"into"the"realm"of"architectural graphics including"floor"plans,"sections,"and"elevations."Both"paraline"and"perspective"views"will"also be studied. Course Goals: The"goal"of"this"course"is"to"expand"the"development"of"a"student!s"graphic"communication"skills." Students"will"develop"the"ability"to"represent"complex"geometries"and"enclosed"space"using"free- hand"sketching"and"more"advanced"3-D"modeling"software. Course Objectives: 1. Select"and"utilize"the"appropriate"drawing"convention,"type"and"graphical"method(s) to represent"a"design"concept"or"technical"implementation"of"architectural"form. 2. Measure,"draw,"scale,"and"dimension"plans,"sections,"and"elevations"to"within"an architectural or engineering scale!s smallest increment. 3. Select"and"draw"appropriate"lines"in"five"thicknesses"to"industry"standards"to"support"basic architectural/engineering/construction drawings. 4. Letter"drawings"consistently,"legibly,"and"to"industry"standards"to"support"basic architectural/ engineering/construction drawings. 5. Lay"out"and"execute"architectural/engineering/construction drawings to industry accepted standards. Student Performance Criterion/a addressed (list number and title): A3"–"Visual"Communication"Skills A4"–"Technical"documentation A8"–"Ordering"System"Skills Topical Outline (include percentage of time in course spent in each subject area): Graphic representation (50%) Accuracy (25%) Line quality (10%) Lettering (10%) Layout (5%) Prerequisites: Architectural Graphics I Textbooks/Learning Resources: American"Institute"of"Architects."Architectural!Graphic!Standards."John"Wiley"and"Sons."2007 Chiavaroli, Jules."AEC!Drafting!Fundamentals."Cengage"Learning."1994 Ching, Francis."Architectural!Graphics."John"Wiley"and"Sons."2009 Cooper, Douglas."Drawing!&!Perceiving."John"Wiley"and"Sons."2007 Wallschlaeger, Charles."Basic!Visual!Concepts!and!Principles."McGraw-Hill."1992 A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®. Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Similar course taught in RIT Interior Design program Jules Chiavaroli (F/T) Course Description Number & Title of Course: xxxx-xxx Architectural Graphics III, 3 credits Course Description (limit 25 words): This"course"will"elevate"architectural"graphic"communication"to"the"building"information"modeling" (BIM)"level."Virtual"models"of"moderate"sized"building"projects"will"be"created"using"advanced"3- D"computer"modeling"software. Course Goals: This"goal"of"the"course"is"to"give"students"the"ability"to"create"virtual"building"projects"using industry standard 3-D modeling software. Once a model is created, students will then be able to generate a variety of rendered views, technical drawings, and publications that fully represent and communicate the design. Course Objectives: 1. Create"an"architectural 3-D virtual model of a moderate sized building project using industry standard file creation techniques. 2. Create"photorealistic"renderings"from"an"architectural"3-D virtual model of a moderate sized building project. 3. Create"select"working"drawings"from"an"architectural 3-D virtual model of a moderate sized building project. 4. Publish"a"set"of"presentation"drawings"and"a"partial"set"of"working"drawings"from an architectural 3-D virtual model. Student Performance Criterion/a addressed (list number and title): A3"–"Visual"Communication"Skills A4"–"Technical"documentation A8"–"Ordering"System"Skills Topical Outline (include percentage of time in course spent in each subject area): Graphic representation (50%) Accuracy (25%) Line quality (10%) Lettering (10%) Layout (5%) Prerequisites: Architectural Graphics II Textbooks/Learning Resources: American"Institute"of"Architects."Architectural!Graphic!Standards."John"Wiley"and"Sons."2007 Chiavaroli, Jules."AEC!Drafting!Fundamentals."Cengage"Learning."1994 Ching, Francis."Architectural!Graphics."John"Wiley"and"Sons."2009 Cooper, Douglas."Drawing!&!Perceiving."John"Wiley"and"Sons."2007 Wallschlaeger, Charles."Basic!Visual!Concepts!and!Principles."McGraw-Hill."1992 A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®. Offered (semester and year): Spring quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): Similar course taught in RIT Interior Design program Jules Chiavaroli (F/T) Course Description Number & Title of Course: xxxx-xxx Architectural Design I, 6 credits Course Description (limit 25 words): This course includes a basic synthesis and application of visual and tectonic communication skills while analysis develops acuity of the students' awareness of formal/spatial principles. Course Goals: 1.!Introduce students to the production of basic graphic communication tools (bubble diagram, adjacency diagrams, basic site diagramming) and develop an understanding of how to read/ interpret various data sources (topographic maps, Sandborn maps, etc.) 2.!Cultivate students" visual-based spatial awareness and cognition through observation and documentation of the built environment. 3.!Encourage students to explore the tectonic expression of data and observation-based design approaches. 4.!Introduce students to drawing and making (constructing) as a mode of seeing and thinking. 5.!Provide a working forum for developing creative thinking and critical awareness in design. 6.!Introduce a range of possibilities for the making of both 2-D and 3-D environments. Course Objectives: 1. Describe the nature and role of the primary design elements in a successful design. 2. Utilize primary design elements to create 2-dimensional and 3-dimensional design compositions. 3. Describe the nature and impact each element of form has on an overall design. 4. Utilize elements of form to create 2-dimensional and 3-dimensional design compositions. 5. Utilize elements of form to create 3-dimensional design compositions that respond to given spatial requirements. 6. Create a composite sketch. 7. Create a basic color rendering of elemental forms. 8. Photographically record built form to illustrate its various sub-components. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A6 – Fundamental Design Skills A8 – Ordering System Skills! B2 – Accessibility C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): Primary Design Elements (10%)!Form (20%) Form and Space (20%)!Composite Sketching (10%) Color Rendering Basics (10%)!Photographic Representation Basics (10%) Transfers and Transfer Systems (10%)! Documenting Work/Digital File Management (10%) Prerequisites: None Textbooks/Learning Resources: Various elemental design and drawing texts. 2-D/3-D#computer#drafting/modeling#programs. White, Edmond The Social Life of Small Urban Spaces Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Architectural Design II, 6 credits Course Description (limit 25 words): This course covers a basic application of visual and tectonic architectonic skills necessary to convey and analyze architectural design concepts. Course Goals: 1.!Begin exploration of contextual site as a mode for architectural investigation. 2.! Examine, apply, and master primary architecture-based concepts such as site, enclosure, separation, adjacency, circulation, utility; as well as facility with 3-dimensional platonic solids (cone, sphere, cube, etc.) 3.!Synthesize the historical, and material/methods components from corequisite courses into studio practice and exploration. 4.!Emphasize conceptualization, critical thinking, planning, and making. 5.!Examine the connections between abstract design principles and the physical and visual environments. 6.!Project themes include transformation, connection, threshold, movement/storage, surface/ structure, accessibility and transition. Course Objectives: 1. Given programmatic requirements, create 3-dimensional designs that incorporate space within space, interlocking spaces, adjacent spaces, or spaces linked by a common space. 2. Given programmatic requirements, create 3-dimensional designs that exhibit sensitive and efficient circulation patterns. 3. Describe the numerous and successful proportioning and scaling systems utilized throughout design history. 4. Create 3-dimensional designs that successfully integrate material, spatial, and human proportioning. 5. Create 3-dimensional designs that successfully integrate multiple design ordering principles. 6. Capture 3-dimensional spatial elements using select 3-D modeling software and physical modeling materials, including chipboard, hydrocal, and wood. 7. Understand safety issues associated with model building and practice safe workshop skills. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A6 – Fundamental Design Skills A8 – Ordering System Skills! B2 – Accessibility C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): Design Organization (20%)!Circulation (15%) Proportion and Scale (30%)!Ordering Principles (15%) Modeling (15%)!Physical model making safety (5%) Prerequisites: Architectural Design I Textbooks/Learning Resources: Various elemental design and drawing texts. 2-D/3-D#computer#drafting/modeling#programs. Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Architectural Design III, 6 credits Course Description (limit 25 words): With a focus on residential design, students will communicate and analyze building-based architectural design concepts. Course Goals: 1. Focus shifts from spatial relationships and solid/void to design of the built environment. 2. Apply, and master primary architectural building concepts such as structure, building skin, adjacency, and program. 3. Synthesize historical, structural, and building technology component from corequisite courses into studio practice and exploration. 4. Synthesizes design fundamentals with comprehensive residential architectural design. 5. Uses the theme of type and transformation to convert various aspects of architectural design- form, spatiality, materiality, structure, construction, use, context, aesthetics, zoning, codes, and cultural conditions. Course Objectives: 1. Given programmatic requirements, utilize basic design elements to design small wood-frame buildings. 2. Study and apply residential design philosophy to create single family to multi-family residential building projects. 3. Synthesize influences on residential form learned in pre- and corequisite courses into design projects. 4. Create residential designs that respond to their natural and man-made environmental context. 5. Identify and utilize sustainable methods of architectural communication. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A6 – Fundamental Design Skills A8 – Ordering System Skills!B1 – Pre-Design B2 – Accessibility!B3 – Sustainability C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): Translating Geometrical Forms to Building (15%) Residential Design (50%) Contextual Space (20%) Sustainable Architectural Communication (15%) Prerequisites: Architectural Design II Textbooks/Learning Resources: Various texts on residential design and sustainability. 2-D/3-D#computer#drafting/modeling#programs. Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Architectural History I, 3 credits Course Description (limit 25 words): Students will study historical architecture dating from the beginning of human shelter and the patterns of early communities through the end of the Romanesque period in Europe. Course Goals: Students obtain survey-level familiarity with the historical development of architecture from the origins of human shelter through the end of the Romanesque period. Course Objectives: From pre-history to the Romanesque period: 1. Identify by name, date, architect, and location – important examples of architecture for a given style. 2. Identify and explain how various external influences helped create formal characteristics for a given style. 3. Compare and contrast important examples of architecture within and between styles. 4. Evaluate important examples of architecture, and architectural styles with respect to their ability to satisfy the economic, social, and environmental needs of their time. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills A9 – Historical Traditions and Global Culture A10 – Cultural Diversity B3 – Sustainability C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): Beginnings of architecture and community (5%) Ancient non-Western architecture (10%) The Western Classical tradition (35%) Byzantine tradition (5%) Mature Far-Eastern architecture (25%) Western world (10%) Romanesque in Europe (10%) Prerequisites: None Textbooks/Learning Resources: A World History of Architecture; Moffett, Marian; Fazio, Michael; Wodehouse, Lawrence; 608 pp., London, Lawrence King Publishing, 2008. Library and Interlibrary resources for supplementary sources Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Architectural History II, 3 credits Course Description (limit 25 words): Students will study historical architecture dating from the beginning of the Gothic period in the West through the French Revolution in the late 18th century. Course Goals: Students obtain survey-level familiarity with the historical development of architecture from the Gothic period through the French Revolution in the late 18th century. Course Objectives: From the Gothic to the Renaissance periods: 1. Identify by name, date, architect, and location – important examples of architecture for a given style. 2. Identify and explain how various external influences helped create formal characteristics for a given style. 3. Compare and contrast important examples of architecture within and between styles. 4. Evaluate important examples of architecture, and architectural styles with respect to their ability to satisfy the economic, social, and environmental needs of their time. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills A9 – Historical Traditions and Global Culture A10 – Cultural Diversity B3 – Sustainability C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): Gothic (15%) Non-Western architecture (40%) The Western Renaissance (30%) Renaissance transition and transformations (15%) Prerequisites: Architectural History I Textbooks/Learning Resources: A World History of Architecture; Moffett, Marian; Fazio, Michael; Wodehouse, Lawrence; 608 pp., London, Lawrence King Publishing, 2008. Library and Interlibrary resources for supplementary sources Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Architectural History III, 3 credits Course Description (limit 25 words): Starting with the late-18th century, students will examine various international styles with focus on the distinctiveness from historical/archeological precedents. Course Goals: Students obtain survey-level familiarity with the historical development of architecture from the late 18th century through the current era. Course Objectives: From the Classical-Revival period to the present day: 1. Identify by name, date, architect, and location – important examples of architecture for a given style. 2. Identify and explain how various external influences helped create formal characteristics for a given style. 3. Compare and contrast important examples of architecture within and between styles. 4. Evaluate important examples of architecture, and architectural styles with respect to their ability to satisfy the economic, social, and environmental needs of their time. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills A9 – Historical Traditions and Global Culture A10 – Cultural Diversity B3 – Sustainability C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): The European Classical Revival (15%) Non-Western architecture (20%) The Romantic Revival and Eclecticism (20%) The architecture of engineering (5%) Modernism (20%) Post-modernism (15%) Official taste and popular design (5%) Prerequisites: Architectural History II Textbooks/Learning Resources: A World History of Architecture; Moffett, Marian; Fazio, Michael; Wodehouse, Lawrence; 608 pp., London, Lawrence King Publishing, 2008. Library and Interlibrary resources for supplementary sources Offered (semester and year): Spring quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Integrated Building Systems I, 4 credits Course Description (limit 25 words): In!this!overview!course,!students!will!study!the!various!systems!that!comprise!a!building!project; architectural!materials!and!methods,!land!use,!and!structural,!mechanical, and electrical systems. Course Goals: The!primary!goal!of!this!course!is!for!students!to!gain!a!fundamental!understanding!of!the!various! components!of!a!building!project"s!systems.!They!need!to!grasp!how!these!systems!work individually, how they interrelate, and how they affect overall design configuration. Course Objectives: 1. List!all!sections!of!the!CSI!Format!and!explain!aspects!of!the!general!conditions!of construction, and demolition work. 2. Recognize,!classify,!and!compare!the!major!components!and!assemblies!of!common!floor, wall, and roof systems. 3. Explain!how!land!use!is!controlled!with!zoning!codes!and!other!societal!constraints. 4. Explain!the!basic!forces!acting!on!structural!systems!and!components. 5. Perform!basic!load!and!stress/strain!calculations. 6. Explain!the!conditions!that!affect!human!comfort!and!the!underlying!thermodynamics. 7. Explain!how!public!water!supply!and!sanitary!waste!systems!and!their!various!components function. 8. Explain!the!basics!of!electricity,!power,!and!lighting. 9. Perform!elementary!electrical,!power,!and!lighting!calculations. 10. Explain!the!purpose!and!basic!components!and!operation!of!fire!protection, alarm/signaling, and vertical transportation systems. 11. Classify,!compare,!summarize,!and!explain!the!basic!sustainability!issues!for!a!building construction project. 12. Compare!and!explain!the!cost!modeling!systems!used!in!the!construction!industry. 13. Perform!basic!cost!estimates!on!a!building!type/cost per square foot basis, and via the component cost method. 14. Identify!and!explain!zoning!code!regulations!that!affect!site!and!building!design. Student Performance Criterion/a addressed (list number and title): A8!–!Ordering!System!Skills#B8!–!Environmental!Systems B2!–!Accessibility#B9!–!Structural!Systems B3!–!Sustainability#B10!!Building!Envelope!Systems B4!–!Site!Design# B11!!Building!Service!Systems B5!–!Life!Safety#B12!!Building!Materials!and!Assemblies B7!–!Financial!Considerations#C7!–!Legal! Responsibilities# Topical Outline (include percentage of time in course spent in each subject area): Architectural Materials and Methods (35%)# Civil/Site Work (10%) Structural Systems (10%)# HVAC Systems (10%) Plumbing Systems (10%)#Electrical Systems (10%) Sustainability (5%)#Construction Cost Controls (5%) Building and Zoning Codes (5%) Prerequisites:!Offered (semester and year): None#Winter quarter; annually Textbooks/Learning Resources: See list at end of this courses sequence. Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Integrated Building Systems II, 4 credits Course Description (limit 25 words): In!this!course,!students!will!study!the!various!systems!that!comprise!a!residential!building!project;! residential!architectural!materials!and!methods,!site!considerations,!and!structural,!mechanical, and electrical systems. Course Goals: The!goal!of!this!course!is!for!students!to!learn,!in!an!integrated!way,!the!various!ways!in!which components of a residential building project"s systems work. The systems themselves are to be understood as well as the relationships between them. Course Objectives: 1. Recognize,!classify,!and!select!residential!construction!materials!and!methods!including!light! wood!framing,!concrete!and!masonry!foundations,!thermal!&!moisture!protection,!openings, and finishes. 2. Produce!a!basic!set!of!working!drawings!(plans,!sections,!elevations,!details)!for!residential construction. 3. Describe!and!utilize!the!various!soil!classifications!systems,!soil!types,!and!their!properties. 4. Design!simple!continuous!and!point!load!foundations. 5. Select!light!wood!framing!for!roofs,!ceilings,!and!floors. 6. Design!simple!wood!and!steel!beams/lintels. 7. Recognize!and!describe!traditional!residential!HVAC!systems. 8. Recognize!and!describe!public!and!private!water!supply!and!waste!systems!for!residential use. 9. Recognize!and!describe!electrical!supply!and!distribution!systems!for!residential!use. 10. Recognize!and!describe!alternative!energy!systems!for!residential!use. 11. Perform!comparative!cost!analyses!for!wood!construction. 12. Apply!a!model!residential!building!code!to!a!project. Student Performance Criterion/a addressed (list number and title): A4!–!Technical!Documentation#B8!–!Environmental!Systems A5!–!Investigative!Skills#B9!–!Structural! Systems# A8!–!Ordering!System!Skills#B10!!Building!Envelope!Systems B2!–!Accessibility# B11!!Building!Service!Systems B3!–!Sustainability#B12!!Building!Materials!and!Assemblies B4!–!Site!Design#C1!–!Collaboration B5!–!Life!Safety#C6!–!Leadership B7!–!Financial!Considerations#C7!–!Legal!Responsibilities Topical Outline (include percentage of time in course spent in each subject area): Architectural Materials and Methods (40%)# Civil/Site Work (10%) Structural Systems (15%)# HVAC Systems (5%) Plumbing Systems (10%)#Electrical Systems (5%) Sustainability (5%)#Construction Cost Controls (5%) Building and Zoning Codes (5%) Prerequisites:!Offered (semester and year): Integrated Building Systems I#Spring quarter; annually Textbooks/Learning Resources: See list at end of this courses sequence. Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Integrated Building Systems III, 4 credits Course Description (limit 25 words): In!this!course,!students!will!study!the!various!systems!that!comprise!a!building!project"s!site!work;! civil!engineering!and!landscaping!materials!and!methods,!storm!water!control!systems,!soil analysis, material solar reflectance, and exterior lighting. Course Goals: The!primary!goal!of!this!course!is!for!students!to!learn,!in!an!integrated!way,!the!various!ways!in! which!site!components!of!a!building!construction!project!work.!The!systems!themselves!are!to!be! understood!as!well!as!the!interrelationships!between!them. Course Objectives: 1. Recognize,!classify,!and!select!material!composition,!production!methods,!assembly methods, and common sizes and shapes for select building materials. 2. Create!a!topographic!map!based!on!a!site!survey!and!utilize!the!data. 3. For!a!given!sample,!write!a!soils!report!based!on!a!sieve!analysis!and!hydrometer!test. 4. Describe!and/or!calculate!the!effect!site!material!selection!has!on micro-climate and heat island effect. 5. Describe and/or calculate how storm water is collected on a building site and tied into a community storm water system and/or retained on site. 6. Describe!and/or!calculate!the!basic!principles!of!exterior!lighting. 7. Perform!basic!lighting!calculations!for!a!building!site. 8. Compare!sustainability!characteristics!for!select!materials. 9. Perform!comparative!cost!analyses!for!site!materials. 10. Identify!zoning!code!regulations!that!affect!site!and!building!design. Student Performance Criterion/a addressed (list number and title): A4!–!Technical!Documentation#B8!–!Environmental!Systems A5!–!Investigative!Skills#B9!–!Structural! Systems# A8!–!Ordering!System!Skills#B10!!Building!Envelope!Systems B2!–!Accessibility# B11!!Building!Service!Systems B3!–!Sustainability#B12!!Building!Materials!and!Assemblies B4!–!Site!Design#C1!–!Collaboration B5!–!Life!Safety#C6!–!Leadership B7!–!Financial!Considerations#C7!–!Legal!Responsibilities Topical Outline (include percentage of time in course spent in each subject area): Engineering and Landscaping Materials and Methods (25%) Civil/Site Work (30%)#Structural Systems (15%) HVAC Systems (5%)#Plumbing Systems (5%) Electrical Systems (5%)#Sustainability (5%) Construction Cost Controls (5%)#Building and Zoning Codes (5%) Prerequisites:!Offered (semester and year): Integrated Building Systems II#Fall quarter; annually Textbooks/Learning Resources: See list at end of this courses sequence. Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Integrated Building Systems IV, 4 credits Course Description (limit 25 words): In!this!course,!students!will!study!the!various!systems!that!comprise!non-residential building projects be they low, moderate, or high-rise. Course Goals: The!primary!goal!of!this!course!is!for!students!to!learn,!in!an!integrated!way,!the!various!ways!in! which!components!of non-combustible, medium to large sized building construction projects work. Course Objectives: 1. Recognize,!classify,!and!select!material!composition,!production!methods,!assembly methods, and common sizes and shapes for select building materials. 2. Recognize!and!describe!the!need!for!and!techniques!of!earthwork!on!a!construction!project. 3. Design!parking!solutions!for!moderate!sized!construction!projects!with!respect!to!layout,!drain age, and materials. 4. Recognize!and!describe!how!a!steel!frame!system!works,!its!components,!and!preliminary sizing of its members. 5. Recognize!and!describe!the!capabilities!of!precast!concrete!and!be!able!to!select!sizes!from! manufacturers"!literature. 6. Recognize!and!describe!the!advantages!and!disadvantages!of!the!most!commonly!used HVAC systems in commercial building projects. 7. Recognize!and!describe!how!public!water!supply!systems!and!public!sanitary!sewer!systems! work. 8. Recognize!and!describe!how!commercial!electrical!supply!and!distribution!systems!work. 9. Recognize!and!describe!the!dynamics!of!daylighting!and!commercial!lighting!design!and implementation. 10. Compare!and!select!fire!protection,!alarm/signalling,!and!vertical!transportation!systems. 11. Compare!sustainability!characteristics!for!select!materials. 12. Perform!comparative!cost!analyses!for!commercial!construction!materials. 13. Identify!building!code!regulations!that!affect!Type!I-III!construction. Student Performance Criterion/a addressed (list number and title): A4!–!Technical!Documentation#B8!–!Environmental!Systems A5!–!Investigative!Skills#B9!–!Structural! Systems# A8!–!Ordering!System!Skills#B10!!Building!Envelope!Systems B2!–!Accessibility# B11!!Building!Service!Systems B3!–!Sustainability#B12!!Building!Materials!and!Assemblies B4!–!Site!Design#C1!–!Collaboration B5!–!Life!Safety#C6!–!Leadership B7!–!Financial!Considerations#C7!–!Legal!Responsibilities Topical Outline (include percentage of time in course spent in each subject area): Architectural Materials and Methods (30%) Civil/Site Work (10%)#Structural Systems (30%) HVAC Systems (5%)#Plumbing Systems (5%) Electrical Systems (5%)#Sustainability (5%) Construction Cost Controls (5%)#Building and Zoning Codes (5%) Prerequisites:!Offered (semester and year): Integrated Building Systems III#Winter quarter; annually Textbooks/Learning Resources: See list at end of this courses sequence. Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Integrated Building Systems V, 4 credits Course Description (limit 25 words): In!this!course,!students!will!study!how!the!various!systems!that!comprise!building!projects!may!be! reconfigured,!renovated,!or!adapted!to!meet!changing!needs. Course Goals: The!primary!goal!of!this!course!is!for!students!to!learn,!in!an!integrated!way,!the!various!ways!in! which!components!of!adaptive!re-use!building!construction!projects!work.! Course Objectives: 1. Recognize,!classify,!and!select!material!composition,!production!methods,!assembly methods, and common sizes and shapes for select building materials. 2. Recognize!and!describe!the!impact!of!hazardous!materials/conditions, their likely locations, and the means by which to remove them. 3. Understand!how!a!heavy!timber!frame!system!works,!its!components,!and!preliminary!sizing! of!its!members. 4. Recognize!and!describe!the!capabilities!of!structural!composites!and!the!the!situations!where! their!use!would!be!appropriate. 5. Recognize!and!describe!the!principles!of!fire!protection!and!the!systems!and!equipment!used! in!building!construction!projects. 6. Recognize!and!describe!the!variety!and!basic!operation!of!specialized!plumbing!systems found in building construction projects. 7. Recognize!and!describe!the!variety!and!basic!operation!of!communication,!data,!and!life- safety!systems!found!in!building!construction!projects. 8. Compare!sustainability!characteristics!for!select!materials. 9. Recognize!and!describe!non-material!cost!factors!in!building!construction!projects. 10. Identify!building!code!regulations!that!affect!existing!construction. Student Performance Criterion/a addressed (list number and title): A4!–!Technical!Documentation#B8!–!Environmental!Systems A5!–!Investigative!Skills#B9!–!Structural! Systems# A8!–!Ordering!System!Skills#B10!!Building!Envelope!Systems B2!–!Accessibility# B11!!Building!Service!Systems B3!–!Sustainability#B12!!Building!Materials!and!Assemblies B4!–!Site!Design#C1!–!Collaboration B5!–!Life!Safety#C6!–!Leadership B7!–!Financial!Considerations#C7!–!Legal!Responsibilities Topical Outline (include percentage of time in course spent in each subject area): Architectural Materials and Methods (40%) Civil/Site Work (10%)#Structural Systems (20%) Fire Suppression Systems (5%)#Specialized Plumbing Systems (5%) Communication Systems (5%)#Sustainability (5%) Construction Cost Controls (5%)#Building and Zoning Codes (5%) Prerequisites:!Offered (semester and year): Integrated Building Systems IV#Spring quarter; annually Textbooks/Learning Resources: See list at end of this courses sequence. Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Integrated Building Systems VI, 4 credits Course Description (limit 25 words): In!this!course,!students!will!study!how!the!various!systems!that!comprise!building!projects!within! an!urban!context!are!integrated. Course Goals: The!primary!goal!of!this!course!is!for!students!to!learn,!in!an!integrated!way,!the!various!ways!in! which!specialized!systems,!building!alterations!including de-struction, and life cycle considerations for building construction projects work. Course Objectives: 1. Recognize,!classify,!and!select!material!composition,!production!methods,!assembly methods, and common sizes and shapes for select building materials. 2. Recognize!and!describe!the!impact!of!hazardous!materials/conditions, their likely locations, and the means by which to remove them. 3. Recognize!and!describe!how!a!heavy!timber!frame!system!works,!its!components,!and preliminary sizing of its members. 4. Recognize!and!describe!the!capabilities!of!structural!composites!and!the!the!situations!where! their!use!would!be!appropriate. 5. Recognize!and!describe!the!principles!of!fire!protection!and!the!systems!and!equipment!used! in!building!construction!projects. 6. Recognize!and!describe!the!variety!and!basic!operation!of!specialized!plumbing!systems found in building construction projects. 7. Recognize!and!describe!the!variety!and!basic!operation!of!communication,!data,!and!life- safety!systems!found!in!building!construction!projects. 8. Compare!sustainability!characteristics!for!select!materials. 9. Recognize!and!describe!non-material!cost!factors!in!building!construction!projects. 10. Identify!building!code!regulations!that!affect!existing!construction. Student Performance Criterion/a addressed (list number and title): A4!–!Technical!Documentation#B8!–!Environmental!Systems A5!–!Investigative!Skills#B9!–!Structural! Systems# A8!–!Ordering!System!Skills#B10!!Building!Envelope!Systems B2!–!Accessibility# B11!!Building!Service!Systems B3!–!Sustainability#B12!!Building!Materials!and!Assemblies B4!–!Site!Design#C1!–!Collaboration B5!–!Life!Safety#C6!–!Leadership B7!–!Financial!Considerations#C7!–!Legal!Responsibilities Topical Outline (include percentage of time in course spent in each subject area): Architectural Materials and Methods (40%) Civil/Site Work (10%)#Structural Systems (20%) Fire Suppression Systems (5%)#Specialized Plumbing Systems (5%) Communication Systems (5%)#Sustainability (5%) Construction Cost Controls (5%)#Building and Zoning Codes (5%) Prerequisites:!Offered (semester and year): Integrated Building Systems V#Fall quarter; annually Textbooks/Learning Resources: See list at end of this courses sequence. Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Textbooks/Learning Resources for Integrated Building Systems Course Sequence: Professionals!from!Industry RIT!faculty!from!related!programs,!e.g.!engineering,!engineering!technology Allen,!Exercises!in!Building!Construction,!John!Wiley!and!Sons,!2004 Allen,!Fundamentals!of!Building!Construction:!Materials!and!Methods,!John!Wiley!and!Sons, 2004 Allen,!How!Buildings!Work:!The!Natural!Order!of!Architecture,!Oxford!University!Press!Inc.,!2000 American!Institute!of!Architects,!Architectural!Graphic!Standards,!John!Wiley!and!Sons,!2007 Ching,!Building!Construction!Illustrated,!John!Wiley!and!Sons,!2008 Grodzik,!Mechanical!and!Electrical!Equipment!for!Buildings,!John!Wiley!and!Sons,!2010 International!Code!Council,!2009!International!Building!Code,!ICC,!2009 Parker,!Simplified!Design!of!Steel!(Wood,!Concrete)!Structures,!John!Wiley!and!Sons,!1997 Reid,!Understanding!Buildings:!A!Multidisciplinary!Approach,!First!MIT!Press,!2000 Spiegel,!Green!Building!Materials:!A!Guide!to!Product!Selection!and!Specification,!John!Wiley!&! Sons,!Inc.,!New!York,!1999 Course Description Number & Title of Course: xxxx-xxx Architectural Studio: Site, 6 credits Course Description (limit 25 words): Students will investigate the architectural design process in greater depth with specific focus on site design, although full building designs will be examined in response to site parameters. Course Goals: 1. To integrate with and complement Integrated Building Systems and extend the concepts in that course to full design consideration. 2. Develop understanding of the relation between architectural object and the design process, and the time management skills that are involved in such a project. 3. Articulate and successfully communicate the design parti from conception to paper completion. 4. Successfully anticipate and prioritize user needs for the space and site designed, and articulate same through architectural communication methods. Course Objectives: 1. Analyze site data as a prelude to the design process. 2. Study and apply site design best practices to create workable, economical, and sustainable site solutions. 3. Create a building design, and/or multiple building layout designs that integrate with site characteristics to produce an integrated site/building solution. 4. Integrate technical knowledge from corequisite course(s) into design work in this course. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A5 – Investigative Skills A7 – Use of Precedents!A8 – Ordering System Skills B1 – Pre-Design! B2 – Accessibility B3 – Sustainability!B4 – Site Design B5 – Life Safety! C1 – Collaboration! C2 – Human Behavior! C3 – Client Role in Architecture C6 – Leadership !C9 – Community and Social Responsibility Topical Outline (include percentage of time in course spent in each subject area): Site analysis (25%) Site/building design (75%) Prerequisites: Architectural Design III Textbooks/Learning Resources: Ching, Francis D. K. Building Construction Illustrated, Wiley, New York: 2008. Ching, Francis, D. K. Architecture: Form, Space, and Order, Wiley, New York: 2008. Pena, William Problem Seeking 4th Edition, Wiley, New York 2001. Tufte, Edward The Visual Display of Quantitative Information, Graphics Press, New York, 2001. A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®. Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Architectural Studio: Tectonic, 6 credits Course Description (limit 25 words): This studio considers architecture both as a representation and as a built form by providing students with the opportunity to bridge the gap between theory and practice. Course Goals: 1. Students should be able to translate user needs and client demands into a tectonic, prioritized, and articulated space. 2. Students should be able to explore alternative architectural and structural systems to evaluate the impact on architectural design. Course Objectives: 1. Create schematic design drawings that accurately communicate architectural solutions. 2. Produce design development drawings that explore multiple technical solutions to a given design. 3. Produce technical documentation that quantifies the technical solutions explored in the design development phase. 4. Create basic working drawings and specifications for an element of an architectural design. 5. Build an element of an architectural design from working drawings and specifications. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A5 – Investigative Skills A7 – Use of Precedents!A8 – Ordering System Skills B1 – Pre-Design! B2 – Accessibility B3 – Sustainability!B4 – Site Design B5 – Life Safety! C1 – Collaboration! C2 – Human Behavior! C3 – Client Role in Architecture C6 – Leadership !C9 – Community and Social Responsibility Topical Outline (include percentage of time in course spent in each subject area): Schematic Design (20%) Design Development (30%) Contract Documents (50%) Prerequisites: Architectural Studio: Site Textbooks/Learning Resources: Ching, Francis D. K. Building Construction Illustrated, Wiley, New York: 2008. Ching, Francis, D. K. Architecture: Form, Space, and Order, Wiley, New York: 2008. Pena, William Problem Seeking 4th Edition, Wiley, New York 2001. Tufte, Edward The Visual Display of Quantitative Information, Graphics Press, New York, 2001. A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®.A 3-D modeling/rendering/animation program such as AutoDesk 3D Max® or Maya® Page layout, illustration, and imaging software such as the Adobe Creative Suite® Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Architectural Studio: Adaptive, 6 credits Course Description (limit 25 words): This course examines the adaptive reuse of existing spaces, with implicit exposure to the basics of historic preservation. Course Goals: 1. The primary goal of this course is to interface students with “actual buildings” in the Rochester area. As such, this course may take on a service-learning component to be determined on a quarterly basis. 2. Students should be able to articulate the understanding that the reuse of materials and space is an integral component of sustainable architecture. 3. To foster proper and respectful reuse of materials and space as an integral component of historic preservation. Students should be facile with the role of historic buildings and adaptive reuse. Course Objectives: 1. Accurately document and communicate as-built space. 2. Analyze existing site and building data as a prelude to the design process. 3. Master professional-quality presentation skills. 4. Create an adaptive reuse proposal that successfully responds to the client#s program and the external design constraints. 5. Understand and communicate 3-D spatial elements using 3-D materials. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A5 – Investigative Skills A7 – Use of Precedents!A8 – Ordering System Skills A9 – Historic Traditions & Global Culture!B1 – Pre-Design B2 – Accessibility!B3 – Sustainability B4 – Site Design!B5 – Life Safety C1 – Collaboration!C2 – Human Behavior C3 – Client Role in Architecture!C6 – Leadership C9 – Community and Social Responsibility Topical Outline (include percentage of time in course spent in each subject area): Pre-Design Analysis (30%) Adaptive Reuse Design (70%) Prerequisites: Architectural Studio: Tectonic Textbooks/Learning Resources: Ching, Francis D. K. Building Construction Illustrated, Wiley, New York: 2008. A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®.A 3-D modeling/rendering/animation program such as AutoDesk 3D Max® or Maya® Page layout, illustration, and imaging software such as the Adobe Creative Suite® The Landmark Society of Western New York Offered (semester and year): Spring quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Architectural Studio: Urban, 6 credits Course Description (limit 25 words): This studio focuses on urban design and landscape architecture, and introduces the new dynamic of community leadership and urban planning. Course Goals: 1. The primary goal of this course is to interface students with “neighborhoods” in the Rochester area. As such, this course may take on a service-learning component to be determined on a quarterly basis. 2. Students should be able to articulate the understanding that placing the architectural artifact in the urban context is a component of sustainable architecture. 3. Students should be facile with routine interactions with community leaders and constituents, and mitigating the needs/wants of these groups. 4. Students should be able to produce community-responsive designs within the context of historic preservation and zoning ordinances.. Course Objectives: 1. Accurately document and communicate architectural space in the urban context. 2. Identify basic urban design systems at an existing site. 3. Interact with and manage community resources and communication skills with these constituencies. 4. Create a building design within an existing urban setting to produce an integrated site/ building solution. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills! A2 – Design Thinking Skills A3 – Visual Communication Skills!A5 – Investigative Skills A7 – Use of Precedents!A8 – Ordering System Skills A9 – Historic Traditions & Global Culture!B1 – Pre-Design B2 – Accessibility!B3 – Sustainability B4 – Site Design!B5 – Life Safety C1 – Collaboration!C2 – Human Behavior C3 – Client Role in Architecture!C6 – Leadership C9 – Community and Social Responsibility!A10 – Cultural Diversity Topical Outline (include percentage of time in course spent in each subject area): Environmental Research and Documentation (30%) Urban Design (70%) Prerequisites: Architectural Studio: Adaptive Textbooks/Learning Resources: Ching, Francis D. K. Building Construction Illustrated, Wiley, New York: 2008. A"basic"3-D"modeling"application"such"as"Google"SketchUp® A"2-D/3-D"computer"drafting/modeling"program"such"as"AutoCAD®"and/or"Revit"Architecture®.A 3-D modeling/rendering/animation program such as AutoDesk 3D Max® or Maya® Page layout, illustration, and imaging software such as the Adobe Creative Suite® Rochester Regional Community Design Center Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Design Theory Seminar, 3 credits Course Description (limit 25 words): Design Theory is a seminar course that provides a theoretical and methodological basis upon which studio design courses are established. Course Goals: Theory informs practice and is defined as “looking beneath the surface of things.” It questions the self-evident and criticizes conventional givens. By the conclusion of the course and in a seminar format, students will have been exposed to theoretical structures which will allow them to solve problems with a foundation of theories from a wide set of disciplines. Course Objectives: By the conclusion of the course, the student will be able: 1. To demonstrate an understanding of theory and methods relative to design practice. 2. To provide evidence of a content-based, process-oriented approach to design. 3. To show evidence of a professional level of design literacy. 4. To demonstrate participation showing familiarity with program, faculty, philosophy. 5. To produce course essays that proves familiarity with differing learning styles. 6. To show through performance effectiveness in personal communication and in groups. 7. To demonstrate a professional level of commitment to course performance. 8. To evaluate benefits of a systematic approach to design problem-solving. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills A9 – Historical Traditions and Global Culture A10 – Cultural Diversity C2 – Human Behavior Topical Outline (include percentage of time in course spent in each subject area): Semiotics (5%) Rhetoric (5%) Whole Systems Theory (15%) Information Theory (10%) Problem Solving Methodologies (20%) Human Factors (15%) Communication Theory (10%) Critical Thinking (20%) Prerequisites: Completion of first year of program. Textbooks/Learning Resources: von Wodke, Mark. Mind Over Media. New York: McGraw-Hill, 1993. Zakia, Richard, Perception and Imaging. Boston: Focal Press. 2002. Koberg, James and Bagnall, James, Universal Traveler. Los Altos, CA, 1991 Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Urban and Regional Planning, 3 credits Course Description (limit 25 words): By!working!with!area!planning!organizations/and!or!agencies,!teams of students will provide community service in the design process for neighborhoods, small towns/villages, or regions. Course Goals: This!course!will!introduce!students!to!the!key!issues!(economic,!social,!environmental)!facing!the! architectural!and!planning!communities!as!well!as!the!constituencies!that!they!serve!by!providing! them!with!real!world!interaction!with!all!stakeholders!in!the!urban/regional!environment. Course Objectives: 1. Identify!and!explain!the!major!influences!on!present!day!planning. 2. Gather,!analyze,!and!synthesize!planning!data!from!governmental!and!community!agencies. 3. As!a!member!of!a!design!team,!create!alternative!concepts!for!an!urban!or!regional!design problems. 4. Identify!and!explain!the!steps!involved!in!the!approval!process!for!planning!projects. 5. Apply!contemporary!planning!theory!to!an!urban!or!regional!design!problem. Student Performance Criterion/a addressed (list number and title): A1!–!Communication!Skills"B1!–!Pre-Design A3!–!Visual!Communication!Skills"B3!–!Sustainability A5!–!Investigative!Skills"C1!–!Collaboration A7!–!Use!of!Precedents"C2!–!Human!Behavior A11–Applied!Research"C9!–!Community!and!Social!Responsibility Topical Outline (include percentage of time in course spent in each subject area): Introduction and history of planning (25%) The planning process (25%) Planning theory (50%) Prerequisites: Completion of first year of studies. Textbooks/Learning Resources: Rochester!Regional!Community!Design!Center Planners!from!the!region AIA!Rochester Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: 5002-703 Understanding Sustainability, 4 credits Course Description (limit 25 words): This course examines the interaction between industrial, environmental/ecological and social systems in the built environment with a sustainability perspective. Course Goals: The goal of the course is to motivate and prepare students to include sustainability principles into the design courses, particularly the Integrated Building Systems sequence. Course Objectives: 1. The ability to apply the principles of sustainable design to produce projects that conserve natural and built resources, provide healthy environments for occupants/users, and reduce the impacts of building construction and operations on future generations. 2. Understanding the principles of active and passive environmental systems, such as embodied energy, energy efficiency, indoor air quality, bioclimatic design, solar geometry, passive heating and cooling, day-lighting, carbon-neutral design, as well as the application of appropriate performance assessment tools. 3. Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse. 4. Understanding of the ethical issues involved in the formation of professional judgment regarding social, political and cultural issues in architectural design and practice. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills B3!–!Sustainability B8!–!Environmental Systems B12!–!Building Materials and Assemblies C8 – Ethics and Professional Judgement Topical Outline (include percentage of time in course spent in each subject area): Understanding Sustainability (10%) Introduction to Sustainable Sciences (20%) Assessing Sustainability (40%) Examples of Sustainable and Non-Sustainable Systems (15%) Sustainability Case Study (15%) Prerequisites: None Textbooks/Learning Resources: McDonough, D. and M. Braungart, Cradle to Cradle: Remaking the Way We Make Things, North Point Press. Williamson T. J., H. Bennets , A. Radford, Understanding Sustainable Architecture, Spon Press, 2004. Goerner, S.J., R.G. Dyck, D. Lagerroos, The New Science of Sustainability: Building a Foundation for Great Change, Triangle Center for Complex Systems, 2008. Seager T.P. “The science of sustainability.” Business Strategy and the Environment, 2007. Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: 5002-704 Industrial Ecology Fundamentals, 4 credits Course Description (limit 25 words): Students will learn to assess the impact and dependency of built environments on the natural environment by utilizing life-cycle assessment tools. Course Goals: The goal of this course is to enhance students" understanding of the interaction between the built environment and environmental/ecological systems. It will introduce them to analytical tools necessary to quantify material and energy exchanges and the adverse environmental consequences of those. Course Objectives: 1. The ability to apply the principles of sustainable design to produce projects that conserve natural and built resources, provide healthy environments for occupants/users, and reduce the impacts of building construction and operations on future generations. 2. Understanding the principles of active and passive environmental systems, such as embodied energy, energy efficiency, indoor air quality, bioclimatic design, solar geometry, passive heating and cooling, day-lighting, carbon-neutral design, as well as the application of appropriate performance assessment tools. 3. Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse. Student Performance Criterion/a addressed (list number and title): B3!–!Sustainability B8!–!Environmental Systems B12!–!Building Materials and Assemblies Topical Outline (include percentage of time in course spent in each subject area): Understanding Industrial Ecology (10%) Life Cycle Assessment Methods (35%) Software and Methods Study (35%) Industrial Ecology Examples and Case Studies (20%) Prerequisites: 5002-703 Understanding Sustainability Textbooks/Learning Resources: Williams, D.E. and D. W. Orr, Sustainable Design: Ecology, Architecture, and Planning, Wiley. McDonough, D. and M. Braungart, Cradle to Cradle: Remaking the Way We Make Things, North Point Press. Building for Environment and Economic Sustainability http://www.bfrl.nist.gov/oae/software/ bees.html Tool for the Reduction of Chemical and other environmental Impacts (TRACI) http://www.epa.gov/ nrmrl/std/sab/traci/ SimaPro 7 LCA software demo http://www.pre.nl/download/default.htm Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: 5002-711 Sustainable Building Metrics, 4 credits Course Description (limit 25 words): Addresses measurement science, performance metrics, assessment tools, and fundamental data critical for the development and implementation of sustainable building systems. Course Goals: The goal of this course is to introduce students to prevailing metrics and assessment tools pertaining to the built environment and to support the inclusion of these considerations into the Integrated Building Systems courses. Course Objectives: 1. The ability to apply the principles of sustainable design to produce projects that conserve natural and built resources, provide healthy environments for occupants/users, and reduce the impacts of building construction and operations on future generations. 2. Understanding the principles of active and passive environmental systems, such as embodied energy, energy efficiency, indoor air quality, bioclimatic design, solar geometry, passive heating and cooling, day-lighting, carbon-neutral design, as well as the application of appropriate performance assessment tools. 3. Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse. Student Performance Criterion/a addressed (list number and title): A5 – Investigative Skills B3!–!Sustainability B8!–!Environmental Systems B12!–!Building Materials and Assemblies Topical Outline (include percentage of time in course spent in each subject area): Measurement Science for the Built Environment (20%) Environmental and Energy Performance Metrics for the Built Environment (20%) Assessment Tools (20%) Certification Processes and Design Guides (40%) Prerequisites: None Textbooks/Learning Resources: Greensource, Emerald Architecture: Case Studies in Green Building, US Green Building Council Brandon, P., Evaluation of the Built Environment for Sustainability, Taylor and Francis. Leadership in Energy and Environmental Design (LEED) Green Building Rating System™, US Green Building Council Offered (semester and year): Spring quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Innovative Architecture, 3 credits Course Description (limit 25 words): Using!case!study!methodology,!students!will!research!and!report!on!innovative!architectural solutions that have recently been completed or are in the planning stages. Course Goals: This!course!will!provide!students!with!the!opportunity!to!explore,!research,!and!report!on!cutting- edge,!innovative!building!design!and!construction throughout the world. Course Objectives: 1. Gather,!analyze,!and!evaluate!the!materials,!technology,!architectural!components,!and related systems that comprise the building envelope for a selected project. 2. Identify!performance!characteristics!and!qualities!that!were/are important considerations during the building envelope design, specification, and construction. 3. Explain!how!risk!and!liability!were!minimized!during!the!design,!specification,!and!selection!of! building!envelope!products!and!systems. 4. Analyze!the!sustainability!benefits!and!attributes!of!the!building!envelope!products,!systems,! and!performance!criteria. 5. Explain!the!role!played!by!each!of!the!key!parties!involved!in!the!project. Student Performance Criterion/a addressed (list number and title): A1!–!Communication!Skills A5!–!Investigative!Skills A9!–!Historical!Traditions!&!Global!Culture A11!!Applied!Research C2!–!Human!Behavior Topical Outline (include percentage of time in course spent in each subject area): Designing and preparing a technical report (20%) Innovative building systems case study examples (10%) Weekly supervised research and documentation (70%) Prerequisites: Integrated Building Systems VI, Architectural Studio IV: Urban Textbooks/Learning Resources: Architectural!periodicals World!wide!web Offered (semester and year): Spring quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined Course Description Number & Title of Course: xxxx-xxx Professional Practice, 3 credits Course Description (limit 25 words): Students!will!study!the!role!and!responsibilities!of!architects!engaged!in!professional!practice. The course will focus on the players and the process of project delivery and management. Course Goals: This!course!will!introduce!students!to!the!key!issues!facing!the!architectural/engineering/ construction!industry!today!and!provide!them!with!the!opportunity!to!explore!areas!of!interest. Course Objectives: 1. List!roles!and!responsibilities!of!members!of!a!building!project!team. 2. Explain!the!various!types!of!firms,!common!sizes,!and!legal!organizational!formations. 3. Explain!the!various!project!delivery!methods!and!list!advantages!and!disadvantages!of!each. 4. Explain!the!various!stages!of!project!development!and!the!control!measures!used!in!each!to! successfully!manage!the!project. 5. Identify!the!various!components!of!management!(financial,!marketing,!operations,!personnel,! etc.) 6. Explain!the!process!for!achieving!licensure!and!professional!development!requirements!of!th e!architectural!profession. 7. Given!a!scenario!one!might!encounter!during!professional!practice,!explain!an!appropriate ethical and legal response by the architect. Student Performance Criterion/a addressed (list number and title): A1!–!Communication!Skills"C6!–!Leadership B7!–!Financial!Considerations"C7!–!Legal!Responsibility C3!–!Client!Role!in!Architecture"C8!–!Ethics!and!Professional!Judgement C4!–!Project!Management"C9!–!Community!and!Social!Responsibility C5!–!Practice!Management Topical Outline (include percentage of time in course spent in each subject area): The building team (15%) Firms types, sizes, and configurations (15%) Project delivery and management (20%) Licensure and professional development (25%) Legal and ethical responsibilities (25%) Prerequisites: Completion of first year of studies. Textbooks/Learning Resources: Rochester!Regional!Community!Design!Center Planners!from!the!region AIA!Rochester Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Thesis Preparation, 2 credits Course Description (limit 25 words): Students will engage—in a seminar format—research, through analysis of precedent, site investigation, critical readings and exploration of technique in preparation for Thesis. Course Goals: Research as a mode of inquiry is stressed in the third year, and this implies not only the gathering of factual information but also study of the implicit or explicit values, conventions and assumptions that make up the built environment. Course Objectives: 1. Create a management plan to follow in executing the thesis project. 2. Synthesize reading and application of knowledge to a research-driven project. Student Performance Criterion/a addressed (list number and title): A11!–!Applied Research!! C4!–!Project Management! Topical Outline (include percentage of time in course spent in each subject area): Student will work in conjunction with her/his advisor to plan scope of work and reasonable schedule. (10%) Student will perform preliminary research into project type selected for thesis work. (90%) Prerequisites: Completion of second year of the program. Textbooks/Learning Resources: Laurel, Brenda (ed.) Design Research: Methods and Perspectives. Cambridge, Mass.: MIT Press. 2003. Robson, Colin. Real World Research: A Resource For Social Scientists and Practitioner- Researchers. Oxford, UK ; Madden, Mass.: Blackwell Publishers. 2002. Lidwell, William, Kritina Holden, Jill Butler. Universal Principles of Design. Gloucester, Mass.: Rockport. 2003. Kilment, Stephen A. Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications for Architects, Engineers, and Interior Designers. New York: W.W. Norton. 1998. Databases and Digital Resources Offered (semester and year): Fall quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Thesis Studio I, 9 credits Course Description (limit 25 words): Students will propose, design, and defend an architectural design problem, while working closely with a selected faculty committee. Course Goals: 1. The master's thesis should be evidence of the graduate student"s ability to carry out independent investigation and to present the results in clear and systematic form. 2. Preparing a thesis assures students" expertise in a chosen area of architecture and reinforces a systematic, critical approach to architectural design. 3. The Department of Architecture offers two separate but equivalent ways for students to undertake their thesis investigations: the Design Option and the Research Option. Students should choose the option that best accommodates their goals and working methods. Course Objectives: Produce a comprehensive design or research solution for a select project that successfully integrates the architectural, structural, and services components of the design while satisfying the various legal, historical, social, economic, and technical constraints imposed on the project. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills# A2 – Design Thinking Skills A3 – Visual Communication Skills#A5 – Investigative Skills A7 – Use of Precedents#A8 – Ordering System Skills A9 – Historical Traditions and Global Culture#A10 Cultural Diversity B1 – Pre-Design# B2 – Accessibility B3 – Sustainability#B4 – Site Design B6 – Comprehensive Design#C2 – Human Behavior C9 – Community and Social Responsibility Topical Outline (include percentage of time in course spent in each subject area): A comprehensive architectural solution to given problem/project as selected by the student. (100%) Prerequisites: Third year M.Arch students. Textbooks/Learning Resources: Laurel, Brenda (ed.) Design Research: Methods and Perspectives. Cambridge, Mass.: MIT Press. 2003. Robson, Colin. Real World Research: A Resource For Social Scientists and Practitioner- Researchers. Oxford, UK ; Madden, Mass.: Blackwell Publishers. 2002. Lidwell, William, Kritina Holden, Jill Butler. Universal Principles of Design. Gloucester, Mass.: Rockport. 2003. Kilment, Stephen A. Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications for Architects, Engineers, and Interior Designers. New York: W.W. Norton. 1998. Databases and Digital Resources too numerous to list. Offered (semester and year): Winter quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. Course Description Number & Title of Course: xxxx-xxx Thesis Studio II, 9 credits Course Description (limit 25 words): Students will complete work on their selected architectural design problem, while working closely with a selected faculty committee. Course Goals: 1. The master's thesis should be evidence of the graduate student"s ability to carry out independent investigation and to present the results in clear and systematic form. 2. Preparing a thesis assures students" expertise in a chosen area of architecture and reinforces a systematic, critical approach to architectural design. 3. The Department of Architecture offers two separate but equivalent ways for students to undertake their thesis investigations: the Design Option and the Research Option. Students should choose the option that best accommodates their goals and working methods. Course Objectives: Produce a comprehensive design or research solution for a select project that successfully integrates the architectural, structural, and services components of the design while satisfying the various legal, historical, social, economic, and technical constraints imposed on the project. Student Performance Criterion/a addressed (list number and title): A1 – Communication Skills# A2 – Design Thinking Skills A3 – Visual Communication Skills#A5 – Investigative Skills A7 – Use of Precedents#A8 – Ordering System Skills A9 – Historical Traditions and Global Culture#A10 Cultural Diversity B1 – Pre-Design# B2 – Accessibility B3 – Sustainability#B4 – Site Design B6 – Comprehensive Design#C2 – Human Behavior C9 – Community and Social Responsibility Topical Outline (include percentage of time in course spent in each subject area): A comprehensive architectural solution to given problem/project as selected by the student. (100%) Prerequisites: Third year M.Arch students. Textbooks/Learning Resources: Laurel, Brenda (ed.) Design Research: Methods and Perspectives. Cambridge, Mass.: MIT Press. 2003. Robson, Colin. Real World Research: A Resource For Social Scientists and Practitioner- Researchers. Oxford, UK ; Madden, Mass.: Blackwell Publishers. 2002. Lidwell, William, Kritina Holden, Jill Butler. Universal Principles of Design. Gloucester, Mass.: Rockport. 2003. Kilment, Stephen A. Writing for Design Professionals: A Guide to Writing Successful Proposals, Letters, Brochures, Portfolios, Reports, Presentations, and Job Applications for Architects, Engineers, and Interior Designers. New York: W.W. Norton. 1998. Databases and Digital Resources too numerous to list. Offered (semester and year): Spring quarter; annually Faculty assigned (list all faculty assigned during the two academic years prior to the visit): To be determined. ALEX BITTERMAN Rochester Institute of Technology o: 585.475.5397 [email protected] Rochester, New York 14623 h: 716.713.5310 http://people.rit.edu/aebfaa 2008 PhD—American Studies University at Buffalo 2001 MArch University at Buffalo Current Associate Professor Rochester Institute of Technology, School of Design 2003–2005 Research Assistant Professor University at Buffalo, School of Architecture & Planning 2001–2003 Adjunct Assistant Professor Buffalo State College, Department of Design SELECT PRESENTATIONS October 2008 Keynote Speaker, Outside the Frame, Grand Rapids, Michigan “Part and Parcel: a critical evaluation of the role of public architecture and contemporary place branding in the creation of the city image.” July 2008 Invited Speaker, New Views 2, London, England “Defining Place Branding: a critical examination and the implications for graphic designers” July 2007 Paper Presentation , IIID International Conference, Schwarzenberg, Austria “Deconstructing the Measure of Disability” June 2007 Paper Presentation, Ourtopias, annual Design Exchange Conference, Toronto, Ontario “What is Place Branding?” SELECT EDITORIAL Current Editorial Board, Center Working Papers Press Current Founding Editor, Multi, ISSN: 1942-3527 2008 Book Designer, Pictures from a Drawer: the art of prison portraiture, ISBN-13: 978-1-59213-979-1 2007 Book Designer, Cummins Wide: photographs from the Arkansas prison, ISBN-13: 978-0-931627-25-5 SELECT PUBLICATIONS Bitterman, Alex. (2007) Design Survey: a Workbook Introduction to the Design Professions. New York, New York. Pearson Scott Foresman Custom Publishers. ISBN-10: 053-6517-363. Bitterman, Alex and Daniel B. Hess. (2008) “BRTud: Universal Design of Bus Rapid Transit Identity.” Disability & Society, 23(5): 445–459. DOI:10.1080/09687590802177015 Hess, Daniel B. and Alex Bitterman. (2006) "Inside Out: Reconstructing Lives in New Orleans." Journal of Interior Design. 31(4): 6-10. Bitterman, Alex. (2005) "What's Next for Broadway-Fillmore?" Intersight. No. 8. MEDIA REVIEWS Meyer, Brian. (2009) “Little Italy' proposed for stretch of Hertel Avenue.” Headline story, front page. The Buffalo News. February 4, 2009. Available online at: http://www.buffalonews.com/home/story/569302.html. Kalinkowski, Tess. (2008) “New Signs for the TTC: Can You Tell the Difference?” Toronto Star. May 30, 2008. Available online at: http://www.thestar.com/article/433911 REPORTS Bitterman, Alex, Ahmad Aloumi, Virgilio Guardado, Sarah Kirchoff, and Allsion Ucci. (2008) Rochester Public Market Signage Assessment and Wayfinding Design Proposals. Rochester, NY: Rochester Institute of Technology. Bitterman, Alex. (2006) Architectonic Trends in Specialty Retail. New York, New York: Arnold Worldwide. Bitterman, Alex, Kathryn Foster, and students. (2003) What's Next for the Broadway-Fillmore Community? Descriptive Report. Buffalo, New York: University at Buffalo, Department of Urban & Regional Planning. ISBN-10: 0-9714202-7-0. Foster, Kathryn, Alex Bitterman, Danis Gehl, et. al. (2003) What Is the University Community? Descriptive Report. Buffalo, New York: University at Buffalo, Department of Urban & Regional Planning. FUNDED RESEARCH Bitterman, Alex and Beth Tauke. (2004) National Endowment for the Arts Universal Design Leadership Grant, September, 2004 "Universal Design Awareness Campaign." Buffalo, New York: University at Buffalo, Center for Inclusive Design & Environmental Access. Proposal author and co-principal investigator. Funding Agency: National Endowment for the Arts. Award amount: $50,000. Resume Name: Stuart B. Chait Sr. AIA CSI NCARB Educational Credentials: Bachelor of Architecture (with high honors), University of Tennessee, 1979 Teaching Experience: ARE Instructor – AIA Rochester, 1985-6 Instructor – AIA Rochester Explorer’s Program, 1986-7 Professional Experience Intern, Giroux, Doran + Low Architects, 1977 Intern, Knutowicz Architects, 1979 - 1984 Associate, Fayko Architects, 1984 - 1989 Principal, Chait Studios, 1989-present Licenses/Registration: District of Columbia Massachusetts Maine New York State Pennsylvania Virginia NCARB Certified Selected Publications and Recent Research: “Western New York Projects” The Recent Past Preservation Network Bulletin, September 2007 “From the old downtown, a new downtown emerges” Rochester Democrat and Chronicle, September 2006 “Architects Learning ‘Green’ In Sustainable Designs” Rochester Business Journal, September 2004 AIA Committee for Historic Resources, 2003 to present “New York State: Past, Present and Future” AIA Architect, August 1999 “Looking Back (And Forward)” Architectural Record, August 1999 National Institute of Building Sciences – U. S. National CAD Standard Project Committee, 1997 to 1999 Professional Memberships: American Institute of Architects Construction Specification Institute Resume Name: Professor Jules Chiavaroli, AIA Courses Taught (two academic years prior to current visit): 2015-305 Architectural Graphics 2015-308 CADD Application 2015-408 Interior Design Internship 2015-413 AutoCAD Elective 2015-505 Building Codes and Regulations 2015-508 Interior Design Business Practices 2015-510 Working Drawings 0855-331 Desktop Publishing I 0855-831 Desktop Publishing II 0855-398 Graphics for CAD 0878-299 Coop Digital Imaging & Publishing Technology Educational Credentials: Bachelor of Architecture (with honors), University of Notre Dame, 1972 Master of Business Administration, Rochester Institute of Technology, 1983 Teaching Experience: Assistant Professor, Rochester Institute of Technology, 1978-1984 Associate Professor, Rochester Institute of Technology, 1984-2004 Professor, Rochester Institute of Technology, 2004-present Professional Experience Intern Architect, Northrup Kaelber and Kopf Architects Engineers, Rochester NY, 1972-1975 Intern Architect, Kohlstaedt and Fredrickson Architects and Planners, Canandaigua NY, 1975 Intern Architect, Earl J. DeRienzo Architect, Rochester NY, 1975 Project Architect, Northrup Kaelber and Kopf Architects Engineers, Rochester NY, 1976-1978 Principal, Julius J. Chiavaroli Architect, Pittsford NY, 1978-present Licenses/Registration: Registered Architect, New York NCARB Certified LEED AP Selected Publications and Recent Research: AEC!Drafting!Fundamentals.!Cengage!Learning.!1994 AEC!Drafting!Drawings.!Cengage!Learning.!1994 Graphics Software Packages as Instructional Tools. American Annals of the Deaf. 1985 Professional Memberships: American Institute of Architects New York State Association of Architects New York Upstate Chapter, U.S. Green Building Council Resume Name: Joni Lee Monroe, AIA Courses Taught (two academic years prior to current visit): NA Educational Credentials: Master of Architecture, Yale University, 1990 M.S. Historic Preservation, Columbia University, 1982 M.Ed., University of Rochester, 1976 B.S. Art Education, Nazareth College of Rochester, 1973 Teaching Experience: Instructor, Rochester City School District, Rochester NY, 1976-1979 Professional Experience Executive Director, Rochester Regional Community Design Center, Rochester NY, 2003- present Associate Architect, Monroe County Division of Engineering, Rochester, NY, 1990-2003 Assistant Designer, Cesar Pelli and Associates, New Haven Connecticut, 1988-1989 Assistant Designer, Allan Greenberg Architect, New Haven Connecticut, 1988 President, Mack Consulting Associates, Rochester NY, 1984-1987 Preservation Specialist, JP Associates, Rochester NY, 1982-1984 Research/Coordinator, National Trust for Historic Preservation-Restoration Workshop, Tarrytown NY, 1981-1982 Research Assistant, The Center for Building Conservation, New York NY, 1980-1981 Assistant Conservator, The Rambush Company, New York NY, 1980-1981 Project Coordinator, City of Rochester Department of Community Development, Rochester NY, 1980 Licenses/Registration: Registered Architect, New York Selected Publications and Recent Research: Historic Resources Survey for the City of Rochester. City of Rochester Department of Community Services. 1986 Professional Memberships: American Institute of Architects Landmark Society of Western New York Board Trustee, Pathstone Board Trustee, Association for Community Development Resume Name: Michelle Murnane, AIA Educational Credentials: Bachelor of Science, Magna Cum Laude, Kent State University, 1998 Bachelor of Architecture, Cum Laude, Kent State University, 1999 Professional Experience: Intern, Sullivan Gray Bruck, 1998 Project Coordinator, Moody/Nolan Ltd., Inc, 1999-2001 Project Coordinator, Karlsberger Companies, 2001-2004 Project Architect, Clark Patterson Lee, 2004-present Licenses/Registration: Registered Architect, New York LEED AP NCARB Certified Professional Memberships: American Institute of Architects RICHARD M. POSPULA, AIA, NCARB Professional Status Architectural Registration - New York, 15480; New Jersey, 21AI01657000 National Council of Architectural Registration Boards Certified Education Syracuse University - Bachelor of Architecture, May 1975 SUNY Delhi - AAS Construction Technology, June 1972 Professional Organizations American Institute of Architects, Member NYS Association of Architects, Member AIA Rochester (Past President 1992, 2005 & 2008) AIA Rochester – Director of Public Relations Society of College & University Planners, Member Professional Services Management Association, Upstate New York Chapter, 1995 – 1997 Civic Involvement Rochester Institute of Technology, School of Architecture Task Force, 2007- Present YMCA of Greater Rochester, Corporate Properties Committee, 2008 - Present Women’s Crisis Center, 2004-2005 Volunteers of America, WNY Board of Directors, 1986 – 2000 YMCA of Greater Rochester, Board of Managers 1992 - 1999 Nazareth Schools, Facilities Advisory Board, 1986 - 1990 Brown’s Race District Planning Committee, 1993 - 1995 City of Rochester Fire Chief Search and Selection Committee - 1991 Architecture Explorer Post 512, BSA Advisor, 1992 - 1994 NYS Building Rehabilitation Code Committee, 1987 - 1991 Rochester Institute of Technology, Lecturer (Adjunct), 1994 Career History Hunt Engineers and Architects; Sr. Architect/Associate, January 2007 - Present Stantec Architecture, Inc., Director of Architecture & Principal, April 2004 – November 2006 Sear Brown, Director of Architecture, April 2003 – April 2004 Pospula Associates Architects, PLLC, Senior Principal, March 1997 – April 2003 DeWolff Partnership Architects, Directing Associate, November 1994 - March 1997 Bergmann Associates, Senior Project Manager, December 1991 - November 1994 City of Rochester, Director of Buildings, September 1986 - December 1991 City of Rochester, Staff Architect, October 1983 - September 1986 DeWolff Partnership Architects, Staff Architect, March 1979 - October 1983 Conifer Development, Inc. Victor B. Mellen, Architect, PC Current Responsibilities Currently a Senior Architect and an Associate with the Rochester office of HUNT Engineers, Architects, and Surveyors, PC, Richard’s primary responsibilities include client and project management, developing strategies to strengthen and expand the HUNT’s presence in the upstate New York college and university markets. Additionally, he provides mentoring and management oversight for the professional design staff in the Rochester office. Resume Name: James Yarrington, Architect Courses Taught (two academic years prior to current visit): NA Educational Credentials: Master of Architecture, Harvard University, Cambridge, MA, 1981 Bachelor of Arts, Eisenhower College, Seneca Falls, NY, 1976 Teaching Experience: Harvard University - Career Discovery Program - design review guest critic Hobart/William Smith Design Studios - design review guest critic SUNY Alfred Design Studios - design review guest critic AIA Rochester - Explorer Scouts - Annual slide lecture to incoming students on the topic of Schematic Design drawings and personal project examples depicting various techniques Professional Experience Director Campus Planning Design Construction, Rochester Institute of Technology, 2001- present Principal, Doran•Yarrington & Moran Architects, Rochester, NY, 2000-2001 Principal, Doran•Yarrington Architects, Rochester, NY, 1995-2000 Principal, Bantel•Yarrington Architects, Rochester, NY, 1991-1994 Principal, Burwell, Bantel, Yarrington Architects, Rochester, NY, 1989-1991 Associate, Burwell & Bantel, Rochester, NY, 1988-1989 Intern Architect, Handler/Grosso Architects/Engineers, Rochester, NY, 1982-1988 Mark B. Mitchell Architectural Associates, Cambridge, MA, 1982 Licenses/Registration: New York 1984 - Active!Pennsylvania 1999 Connecticut 1999! Virginia 2000 Illinois 1999!Maryland 2000 Selected Publications and Recent Research: Sentinel: The Design, Fabrication, and Installation of the Monumental Sculpture by Albert Paley at Rochester Institute of Technology."Rochester, NY: The Carey Graphic Arts Press."2005 Wyoming County: An Architectural Tour. Canandaigua, NY: The Humphrey Press. 1985 “The American Right of History,” Preservation Magazine January-March, First Prize, National Essay Contest. 1976 Professional Memberships: Association of University Architects American Institute of Architects New York State Association of Architects AIA Rochester, Director of Practice and Design, 1992-1993 Landmark Society of Western New York, Former President, Trustee, now Hon. Trustee NCARB Certified Member Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation "##$%&'(!"! RIT Educational and Access Goals 1. Career Education: RIT students will receive career education responsive to the dynamics of emerging technologies and the global economy. Professional programs based on a distinctive combination of experiential and academic learning will give students opportunities for career discovery and will prepare them to assume leadership roles throughout their careers. 2. Liberal Learning: RIT students acquire those foundation skills essential for success in the professional fields for which RIT prepares graduates. These skills will include expressive and receptive communication (oral, written, and visual); intellectual inquiry; scientific, mathematical and technological literacy; ethical, social and global awareness; and creativity, innovation and artistic literacy. 3. Excellence: RIT students pursue their studies in an environment of high standards and expectations. The RIT community and curriculum provide students with concepts and examples of professional excellence, personal integrity, and ethical behavior. RIT students are expected to commit themselves to professional excellence, personal integrity, and ethical behavior and to demonstrate this commitment in their academic and personal conduct. 4. Community and Personal Growth: RIT students will be encouraged to develop an increased sense of the global community including empathy for others, civic awareness and responsibility, an understanding of the interaction between the global community and the natural environment, and an appreciation of human diversity. RIT students will be provided opportunities to participate I a range of activities and programs that will foster self-discovery and personal responsibility, enhance interpersonal skills, promote career awareness, and expand their intellectual, social, and cultural experiences. 5. Access: RIT students will be provided opportunities to participate meaningfully in the learning and living offerings of the university by appropriate accommodation for their learning and living needs. ! $(! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation "##$%&'(!)! *+,--.!-/!"01! *23456!+674382!"9:;;<;72! ,-./01!122.34526!07!4!38090:;<;!<845-;/!-1!7-./;5-7!=4>1805 "G ,-./;5-7!=.7-!215/.2-!-D;=7;:9;7!05!4!381C;770154:!=455;8!4-!4::!-0=;7!45/!7D1F!21570/;84-015! 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ANALYSIS OF CURRENT HOLDINGS Book Collection The proposed program will be well served by collection development activity currently supporting classes or programs in several related fields at the Rochester Institute of Technology: • Interior Design, BFA (College of Imaging Arts and Sciences) • Industrial Engineering, MS (Kate Gleason College of Engineering) • Environmental Science, MS (College of Science) • Environmental Health and Safety Management, MS (College of Applied Science and Technology) The book architecture collection (Library of Congress Classification NA) amounts to approximately 3,880 titles. This clearly needs to be developed as a priority and is addressed in the impact statement. The greater Rochester architectural community is the caretaker of numerous collections (books, drawings, and periodicals) and is currently working with the institute to transfer such collections to the architecture program. ConnectNY and Local Library Collections The strong architecture collections (principally RPI) found in ConnectNY libraries will support some current and retrospective and historical needs. ConnectNY is a consortium of Libraries within New York State which share the same library catalog system. An analysis of the core collection of essential titles in architecture found in the standard source Resources for College Libraries (2007) found that of the 222 titles listed, RIT has 82 and CNY has 217 at multiple locations. 39 titles were held by either none or only one participating CNY library and therefore these will be purchased during the first year. We are incredibly fortunate (and also saving substantial funds) by our participation in the ConnectNY system. In addition, the University of Rochester has offered a History of Architecture course and has a modest collection. Serials Collection RIT Libraries currently subscribes to (37%) 20 out of the 54 titles listed on the “Core list of periodical titles for a first-degree-program in architecture for architecture libraries in North America” (2009) complied by the Association of Architecture School Librarians. This is a solid foundation, but since RIT’s program is a Master’s level, it is critical that the collection be developed. Once again this area will be developed in accordance with the impact statement and funding it receives. ! $*! Candidacy Application: Rochester Institute of Technology Plan for Achieving Initial Accreditation Electronic Resources Examples of current Library Indexing and Abstracting and Database Services which will support the program in architecture include: Art Full-Text (via WilsonWeb) 1984 - present ArtBibliographies Modern 1974 - present Design and Applied Arts Index 1973 – present In addition, The Wallace Center subscribes to ARTstor which has over 264,891 images of architecture and city planning and has a growing collection which forms a strong basis for study of architecture. Digital images are also supplied by the Photographic Services Department. Avery Index to Architectural Periodicals will be a critical addition required and is identified in the impact statement. As stated in the beginning of this report, pending program approval by the RIT Board of Trustees and New York State as well as approval of budget funding requests, the Library would anticipate purchasing books, journals and databases and other resources identified in the impact statement to support the MA Architecture program at Rochester Institute of Technology. ! %+! APPENDIX D LIBRARY IMPACT STATEMENT To: Joan Stone and Jules Chiavaroli From: Kari Horowicz Date: December 11, 2009 Subject: Library Support Statement for proposed program of Masters in Architecture This report describes the existing library resources to support the proposed Masters of Architecture program, to be jointly offered by the College of Imaging Arts and Sciences (CIAS), and the Golisano Institute for Sustainability (GIS), and areas of the present library collections requiring further development to meet the anticipated needs of students enrolled in this program and proposes a five- year budget for collection development to improve weak areas and maintain a graduate-level library collection in this field. As you have stated in your report, projection enrollment figures are 20 for academic year 2011-2012, 36 for 2012-2013, 52 for 2013-2014, 52 for 2014-2015, 52 for 2014-2015. The proposed program will be well served by collection development activity currently supporting classes or programs in several related fields: • Interior Design, BFA (College of Imaging Arts and Sciences) • Industrial Engineering, MS (Kate Gleason College of Engineering) • Environmental Science, MS (College of Science) • Environmental Health and Safety Management, MS (College of Applied Science and Technology) All College Liaisons listed above stated that their courses listed are actively supported by the library. BOOK COLLECTION However, the new program added in architecture will add significant budgetary demands on the Library. The library does not currently collect actively in this area. Therefore, it is essential to have additional support for these areas. Given the specific focus of each new proposed course and the increased use of library materials resulting from a projected increase in the number of students and the addition of all new courses, particularly with its sustainability focus, it is recommended that the library collection be strengthened as follows: Sustainable architecture In reviewing the publishing trends of the last five years in sustainable architecture, titles appear at the approximate average rate of 226 per year. Comparing the benchmark schools, Pratt Institute and RISD holdings in sustainable architecture, purchased 43 titles per year (RIT average 5 titles per year). However, since this will be a special focus of RIT!s program, it is recommended that we add new book titles at the rate of 135 per year or 60% of the average rate. The average cost of a title in sustainable architecture is $74 based on figures from Yankee Books. Architecture (general) In addition, for NAAB accreditation we will need books in the general architecture discipline. We have been purchasing some architecture books for interior design, but not nearly the level that would be required for a M. Arch program. In reviewing the publishing trends of the last five years, in architecture and comparing the average yearly acquisitions of the benchmark institutions (273 titles/per year vs. RIT!s 67titles/per year), and taking into account our RPI!s holdings in ConnectNY and our ability to access those titles, we would need to add 136 titles/per year. The average cost of a title in this field is $68, based on figures from Yankee Books. Retrospective titles An analysis of the core collection of essential titles in architecture found in the standard source Resources for College Libraries (2007) found that of the of the 222 titles listed, RIT has 82 and CNY has 217 at multiple locations. 39 titles were held by either none or only one participating CNY library and therefore these will be purchased during the first year. We are incredibly fortunate (and also saving substantial funds) by our participation in the ConnectNY system. Assuming a 5 % inflation rate the projected costs to support the book collection for a 5-year period are as follows: BOOK and Media IMPACT Books 2011/12 2012/13 2013/14 2014/15 2015/16 Sustainable architecture $9,990 $10,490 $11,014 $11,564 $12,142 Architecture (general) $9,248 $ 9,710 $10,196 $10,706 $11,241 Retrospective $1,482 DVDs 300 $315 $331 $347 $364 Total $21,020 $20,515 $21,541 $22,617 $23,747 Media Titles DVDs are not loaned by institutions and publishing trends reveal that 21 new dvds are produced each year in sustainable architecture. Therefore a conservative estimate of 10 dvds will be added each year at an average cost of $30 each. ConnectNY and Local Library Collections The strong architecture collections (principally RPI) found in ConnectNY libraries will support some current and retrospective and historical needs. In addition, University of Rochester has offered a History of Architecture course and has a modest collection. SERIALS COLLECTION RIT Libraries currently subscribes to (37%) 20 out of the 54 titles listed on the “Core list of periodical titles for a first-degree-program in architecture for architecture libraries in North America” (2009) complied by the Association of Architecture School Librarians. This is a solid foundation, but since RIT!s program is a Master!s level, it is critical that the collection be developed. SERIALS IMPACT In examining the current serials collections of the two benchmarked schools, Pratt Institute and Rhode Island School of Design, 28 titles were held commonly between both schools and are not currently held by RIT Libraries. 17 titles are on the Core list and will need to be added to RIT Libraries over the next five years with the exception of the two landscape architecture titles, 10 will be added the first year, with the remaining 5 added the 2nd year. In addition, 6 titles unique to sustainable architecture will need to be added as a critical base in the 1st year. An 8% inflation rate is used. Sustainable Architecture Titles to be added the 1st year Journal of Green Building $636.00 Detail Green $ 37.00 SA & Bmag: Sustainable Architecture and Building $ 54.00 Sustainablebuilding $383.00 Green Building Magazine $ 75.00 GreenSource: the Magazine of Sustainable Design $ 32.00 Subtotal $1217.00 10 Core titles to be added the 1st year 306090: A Journal of Emergent Architecture and Design $ 32.00 Kenchiku to toshi = A + U $462.00 AA files $ 88.00 Architectural Design: A.D. $423.00 Casabella $269.00 Crit $ 40.00 El Croquis $592.00 Detail: Zeitschrift fur Architektur… $336.00 GA document $ 46.00 Grey Room $291.00 Subtotal $2579.00 1st year subtotal $3796.00 5 Core titles to be added the 2nd year Journal of Architectural Education:JAE $427.00 Journal of the Society of Architectural Historians $440.00 Perspecta $ 58.00 Praxis: Journal of Writing and Building $ 37.00 RIBA Journal $283.00 2nd year subtotal $1245 SERIALS IMPACT 2011/12 2012/13 2013/14 2014/15 2015/16 Sustainable architecture $1217 $1314 $1419 $1532 $1655 Core $2579 $2785 $3008 $3249 $3509 Core-2nd year $1245 $1345 $1453 $1569 Total $3796 $5344 $5772 $6234 $6733 ELECTRONIC RESOURCES Examples of Current Library Indexing and Abstracting and Database Services which will support the program in architecture include Art Full-Text (via WilsonWeb) 1984- ArtBibliographies Modern 1974- Design and Applied Arts Index 1973- ELECTRONIC RESOURCES IMPACT There are 3 critical databases to support the architecture program. In addition, leasing Sanborn Digital maps (NYC) will be essential and its yearly fee is included here. A 6% inflation rate is used. Avery Index ($2980/year) Building Green ($995/year) Material ConneXion ($1800/year) Sanborn Digital Maps ($3,000/year – NYC only) 2011/12 2012/13 2013/14 2014/15 2015/16 $8775 $9301 $9859 $10450 $11,077 INTERLIBRARY LOAN IMPACT Since we will not have all the architecture journals indexed in the Avery Index to Architecture periodicals, it will be essential to have funds for journal articles and books needed by students which we do not own. Based on the average cost of $30 per document (with a 5% inflation rate) and considering the enrollment figures and the estimated average need of document delivery of 2 documents per student, the following budge is required. 2011/12 2012/13 2013/14 2014/15 2015/16 $600 $1134 $1716 $1820 1924 LIBRARY STAFFING IMPACT The ordering, shipping, processing and cataloging of books and journals, along with document delivery require funds. The following figures are required to adequately support the staffing impact of the program. $30 per book volume. New print serials @ $35 (only for first year) and $12 per document. 2011/12 2012/13 2013/14 2014/15 2015/16 $10640 $9469 $9678 $9678 $9678 TOTAL ADDITIONAL FUNDING REQUIRED TO SUPPORT THE PROGRAM The following table shows the total impact required to adequately support the program. Total additional library funding requested per year: 1st Year 2nd Year 3rd Year 4th Year 5th Year Electronic Resources (1x) Electronic Resources $8775 $9301 $9859 $10450 $11077 (ongoing) Books $21020 $20515 $21541 $22617 $23747 Paper Serials $3796 $5344 $5772 $6234 $6733 Document Delivery $600 $1134 $1716 $1820 $1924 Staffing Impact $10640 $9469 $9678 $9678 $9678 Yearly total $44831 $45763 $48566 $50799 $53159