DRAFT FOR REVIEW ONLY APR 8.0 August 26, 2010 ARCHITECTURE PROGRAM REPORT Bachelor of Architecture Professional Degree Program School of Architecture and Design SUBMITTED SEPTEMBER 3, 2010 Dr. Edward Guiliano President Richard Pizer Vice President for Academic Affairs and Provost Judith DiMaio, AIA Dean of School of Architecture and Design Frank Mruk AIA, RIBA Associate Dean [email protected] 212.261.1676 516.686.1436 TABLE OF CONTENTS . I. Institutional Support and Commitment to Continuous Improvement PAGE NUMBER Part One: Section 1 Identity & Self-Assessment 4 I.1.1 History and Mission 4 I.1.2 Learning Culture and Social Equity 11 I.1.3 Response to the Five Perspectives 13 I.1.4 Long-Range Planning 21 I.1.5 Self-Assessment Procedures 23 Part One: Section 2 Resources 30 I.2.1 Human Resources and Human Resource Development 30 I.2.2 Administrative Structure and Governance 45 I.2.3 Physical Resources 50 I.2.4 Financial Resources 59 I.2.5 Information Resources 64 Part One: Section 3 Institutional and Program Characteristics 69 I.3.1 Statistical Reports 69 I.3.2 Annual Reports 70 I.3.3 Faculty Credentials 71 Part One: Section 4 Policy Review 78 II. Educational Outcomes and Curriculum Part Two: Section 1 Student Performance Criteria 80 II.1.a Realm A: Critical Thinking and Representation 80 II.1.a.1 Communication Skills 80 II.1.a.2 Design Thinking Skills 80 II.1.a.3 Visual Communication Skills 81 II.1.a.4 Technical Documentation 81 II.1.a.5 Investigative Skills 81 II.1.a.6 Fundamental Design Skills 81 II.1.a.7 Use of Precedents 81 II.1.a.8 Ordering Systems Skills 82 II.1.a.9 Historical Traditions and Global Culture 82 II.1.a.10 Cultural Diversity 82 II.1.a.11 Applied Research 82 II.1.b Realm B: Integrated Bldg. Practices, Tech. Skills and Knowledge 83 II.1.b.1 Pre-Design 83 II.1.b.2 Accessibility 83 II.1.b.3 Sustainability 83 II.1.b.4 Site Design 83 II.1.b.5 Life Safety 84 II.1.b.6 Comprehensive Design 84 II.1.b.7 Financial Considerations 84 II.1.b.8 Environmental Systems 84 II.1.b.9 Structural Systems 84 II.1.b.10 Building Envelope Systems 84 II.1.b.11 Building Service Systems 85 II.1.b.12 Building Materials and Assemblies 85 II.1.c Realm C: Leadership and Practice 85 II.1.c.1 Collaboration 85 II.1.c.2 Human Behavior 85 II.1.c.3 Client Role in Architecture 86 II.1.c.4 Project Management 86 II.1.c.5 Practice Management 86 II.1.c.6 Leadership 86 II.1.c.7 Legal Responsibilities 86 II.1.c.8 Ethics and Professional Judgment 86 II.1.c.9 Community and Social Responsibility 87 II.1.d Student Performance Criteria Matrix 87 Part Two: Section 2 Curricular Framework 88 II.2.1 Regional Accreditation 88 II.2.2 Professional Degrees and Curriculum 88 II.2.3 Curriculum Review and Development 93 Part Two: Section 3 Evaluation of Preparatory / Preprofessional Education 97 Part Two: Section 4 Public Information 98 II.4.1 Statement on NAAB-Accredited Degrees 98 II.4.2 Access to NAAB Conditions and Procedures 98 II.4.3 Access to Career Development Information 98 II.4.4 Public Access to APR’s and VTR’s 98 II.4.5 ARE Pass Rates 99 III. Progress Since Last Site Visit 100 III.1.1 Summary of Responses to the Team Findings 100 III.1.2 Responses to Conditions Not Met and Causes of Concern 100 III.1.3 Summary of Responses to Changes in NAAB Conditions 100 IV. Supplemental Information 101 IV.1 Course Descriptions 101 IV.2 Faculty Resumes 134 IV.3 Visiting Team Report from Previous Visit 282 IV.4 Catalog 282 IV.5 Response to Offsite Questionnaire 282 I. Institutional Support and Commitment to Continuous Improvement PART ONE (I): SECTION 1 – IDENTITY & SELF-ASSESSMENT I.1.1 HISTORY AND MISSION I.1.1.a Institution Mission and Founding Principles New York Institute of Technology (NYIT), a non-profit, independent, private institution of higher education founded in 1955, offers undergraduate, graduate, and professional degrees in more than 90 fields of study, including architecture and design; arts and sciences; education; engineering and computing sciences; health professions; management; and osteopathic medicine. From just nine students attending classes in one New York City building in 1955, NYIT now enrolls more than 15,000 students in seven academic schools at its Old Westbury, N.Y., and Manhattan campuses and at a variety of other domestic and international locations. To date, 85,000 students have graduated from NYIT. For the most part, NYIT’s growth has been mission-related and responsive to changes in the region’s demographics and the demand for new expertise in the work force. NYIT’s mission is: • To provide career-oriented, professional education; • To offer access to opportunity to all qualified students; and • To support applications-oriented research that benefits the larger world. NYIT’s current leadership is committed to continuing transformation of NYIT into a 21st-century university, a concept that will undoubtedly take on different meanings in the decades ahead. To guide future growth and change, in 2005-2006 NYIT conducted a comprehensive strategic planning process called NYIT 2030, articulating its vision for the long-term future. NYIT 2030 places the New York campuses as the hub in NYIT’s drive to become a leading 21st-century global university. NYIT has made a conscious choice to simultaneously invest in domestic programs and facilities and strengthen its presence abroad as the way to transform the university into an organization that will continue to attract quality students, faculty and staff. Rolling five-year plans chart near-term objectives, a “2030 Scorecard” sets targets and reports outcomes, and annual operating and capital budgets support agreed-upon strategic priorities Strategic Planning: www.nyit.edu/planning/strategic_planning A distinctive feature of NYIT is a focus on technology, in part, because of its name and the fact that many of its programs relate to technology or employ technology in innovative ways in other fields. NYIT played a key role in the development of 3-D computer animation. In the 1980s, the NYIT Computer Graphics Lab was one of the top computer graphics research and development groups in the world. Many of the original CGL team now form the elite of the computer graphics and technology world with members going on to Silicon Graphics, Microsoft, Cisco, NVIDIA, and others, including Pixar President Ed Catmull, Pixar co-founder and Microsoft Graphics Fellow Alvy Ray Smith, Pixar co-founder Ralph Guggenheim, Walt Disney Feature Animation Chief Scientist Lance Williams, Dreamworks animator Hank Grebe, Netscape and Silicon Graphics founder Jim Clark (James H. Clark), Microsoft Graphics Fellow Jim Blinn, Thad Beier, Andrew Glassner, and Tom Brigham. Systems programmer Bruce Perens went on to co-found the Open Source initiative. Another distinctive feature of NYIT is its global presence — currently offering programs at international locations in Canada, China, and the Middle East. NYIT’s global presence is not simply a series of auxiliary activities, but rather a vital and integral aspect of its overall structure. These programs are central to NYIT’s mission, by providing broader access to opportunity for many more students. As NYIT reinvents itself into a 21st-century university, it strives to become a truly global institution, with ideas, research, and academic discourse flowing both from New York to its international locations and from the rest of the world to New York through both virtual and physical exchanges. There is a strong commitment to quality reflected in both the academic programs and administrative functions— as well as in the people (students, faculty, and staff) who make up the NYIT community. Providing students with a high-quality education is not simply an idealized goal, but is essential for an institution that provides professional and career-oriented programs. I.1.1.b Program Mission and Founding Principles School of Architecture and Design Mission The Mission of the School of Architecture and Design is to provide a design and technology based 21st century professional education that enables leadership in the profession and within the community. The School of Architecture and Design established what is defined as three Core Values, or specific educational aspirations, that guide the approach of the School. The Core Values are Design Intelligence, Building Technology, and Leadership. Design Intelligence refers to broad based skill and intellectual rigor earned by completing a challenging curriculum in design that emphasizes individual creativity, an appreciation of history, culture, and the contributions made by architects to the art and science of building. Building Technology establishes the importance placed by the School on technology as a part of education in architecture and is made manifest in a well-developed curriculum in structures, environmental systems, sustainability and building construction. Course work is often carried out with hands-on exercises. Leadership is an attribute of character that the School aspires to instill in students and is cultivated in many aspects of their education, including the inclusion of program-wide team projects that demand cohesive interaction and establishment of clear organizational structures to achieve project goals. Leadership is also developed through the holistic and ethical foundations of the NYIT education experience. The School actively participates in international initiatives where student self confidence is acquired by working in collaboration with other institutions. Program History The history of the School of Architecture and Design has been closely associated with the development of the university since its inception.