architecture program report - University of Massachusetts Amherst
architecture program report - University of Massachusetts Amherst
architecture program report - University of Massachusetts Amherst
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ARCHITECTURE PROGRAM REPORT<br />
Volume II<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong><br />
Architecture+Design Program<br />
September 2009
ARCHITECTURE PROGRAM REPORT<br />
Volume II<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong><br />
Architecture+Design Program<br />
Department <strong>of</strong> Art, Architecture, and Art History<br />
College <strong>of</strong> Humanities and Fine Arts<br />
457 Fine Arts Center<br />
<strong>Amherst</strong>, MA 01003<br />
Tel 413-577-1575<br />
Fax 413-545-3929<br />
schreiber@art.umass.edu<br />
Robert Holub, Chancellor<br />
James Staros, Provost and Vice Chancellor for Academic Affairs<br />
Joel Martin, Dean, College <strong>of</strong> Humanities and Fine Arts<br />
William Oedel, Chair, Department <strong>of</strong> Art, Architecture and Art History<br />
Stephen Schreiber, Director, Architecture+Design Program<br />
7 September 2009
TABLE OF CONTENTS<br />
1. INTRODUCTION TO THE PROGRAM VOLUME I<br />
2. PROGRESS SINCE LAST SITE VISIT VOLUME I<br />
3. CONDITIONS FOR ACCREDITATION VOLUME I<br />
VOLUME II<br />
4. SUPPLEMENTAL INFORMATION<br />
4.1 Student Progress Evaluation Procedures 1<br />
4.2 Studio Culture Policy 3<br />
4.3 Course Descriptions 5<br />
4.4 Faculty Résumés 40<br />
4.5 Visiting Team Report from the Previous Visit 92<br />
4.6 Annual Reports<br />
2
4. SUPPLEMENTAL INFORMATION<br />
4.1 STUDENT PROGRESS EVALUATION PROCEDURES<br />
Supplemental information to the APR must include the following:<br />
• A description <strong>of</strong> the procedures for evaluating student transfer credits and advanced placement<br />
BFA-Design<br />
Undergraduate application to the Architecture+Design Program at the <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> at<br />
<strong>Amherst</strong> is a two-part process. Prospective students apply concurrently to the <strong>University</strong> and to the<br />
Program. Students can enter the BFA-Design <strong>program</strong> one <strong>of</strong> three ways:<br />
• By applying directly to the BFA-Design major as a high school senior. This process requires a<br />
portfolio that is reviewed by Architecture+ Design faculty.<br />
• By applying directly to the BFA-Art major as a high school senior. This process requires a<br />
portfolio that is reviewed by Studio Art faculty. The student then applies to the BFA-Design<br />
major at the end <strong>of</strong> the freshman year after completing the Foundations sequence. (Typically,<br />
no portfolio is required to move from the Art to Design major, if a GPA <strong>of</strong> 3.25 or higher has<br />
been maintained in Foundations classes)<br />
• By applying to BFA-Design major from another major at UMass, or as a transfer from another<br />
institution. This process also requires a portfolio. Transfer credits from appropriately accredited<br />
institutions are evaluated by the UMass through the transcript review process; credits<br />
recognized by the university are then evaluated against Department and Program<br />
requirements. Questions and evaluations concerning Architecture+Design course work<br />
completed at other institutions are resolved by the Program Director through portfolio and<br />
syllabus review. Content is also compared to NAAB student performance criteria for<br />
appropriate courses.<br />
MASTER OF ARCHITECTURE<br />
All applicants to the Master <strong>of</strong> Architecture <strong>program</strong>, who have completed prior undergraduate or<br />
graduate coursework in <strong>architecture</strong>, must submit design portfolios and transcripts from all previous<br />
colleges/universities they attended (regardless <strong>of</strong> whether or not they graduated) in order to be<br />
considered for course waivers and advanced standing. In addition to this, students with foreign<br />
degrees must provide transcript evaluations that translates course grades and credits to U.S.-based<br />
grading standards.<br />
After admissions decisions are made, the director conducts a formal review <strong>of</strong> transcripts and<br />
portfolios from all successful applicants who have earned pre-pr<strong>of</strong>essional <strong>architecture</strong> degrees from<br />
schools with NAAB <strong>program</strong>s, or equivalent, to determine the number <strong>of</strong> course waivers given and<br />
placement within the design studio sequence<br />
Waivers (with reduction in credit hours) can be given for coursework equivalent to introductory<br />
courses (500 level) in the 3 year Master <strong>of</strong> Architecture curriculum. The <strong>program</strong> may ask the student<br />
for more information— e.g., course syllabi--if questions arise relative to the content <strong>of</strong> certain courses<br />
that are being considered as the basis for graduate-level course waivers. In order for a course to be<br />
waived it must achieve parity in content, credit hours, and in relevant NAAB criteria. (For example,<br />
history courses must cover the same time periods and geographic emphases—non-western and<br />
western traditions—as UMass courses). In order for courses to be waived, students must have earned<br />
a “B” or better grade.<br />
3
In addition to grade reviews, portfolios are assessed to determine studio waivers and placement.<br />
Studio waivers and placement are based on the comparable quality and level <strong>of</strong> development <strong>of</strong><br />
previous design projects to the master’s core studio sequence. If a student is placed in the advanced<br />
design sequence, previous work must be deemed exceptional and the appropriate credit hours <strong>of</strong> core<br />
design studios are waived.<br />
All students who are issued course waivers are then issued a form which specifies all courses waived<br />
(and all remaining courses to be taken at UMass).<br />
Students who have completed graduate-level coursework elsewhere are eligible to receive up to 12<br />
credit hours <strong>of</strong> course waivers at UMass, if those courses were completed with a “B” or better grade.<br />
This course must have been completed as part <strong>of</strong> an accredited <strong>program</strong> at another institution, or<br />
graduate courses at UMass taken under a non-degree seeking status.<br />
• A description <strong>of</strong> the procedures for evaluating student progress, including the institutional and<br />
<strong>program</strong> policies and standards for evaluation, advancement, graduation, and remediation.<br />
BFA-DESIGN<br />
All students are updated regarding the status <strong>of</strong> their credit distributions prior to advising periods<br />
through a categorized audit sheet <strong>of</strong> all courses taken (in residence and transfer); this audit sheet is<br />
also available electronically via the UMass website (SPIRE).<br />
There is a major checkpoint at the end <strong>of</strong> the sophomore year. At this point, in order to continue in the<br />
<strong>program</strong>, students must have maintained a 3.25 in all required department Foundations classes<br />
(including Arch-Des, Art and Art-Hist) and completed most general education requirements. Students<br />
with less than a GPA between 3.0 and 3.25 must submit a portfolio which is reviewed by the faculty.<br />
(The faculty may require additional coursework). Students with less than a 3.0 GPA cannot continue<br />
as BFA-Architecture majors. (They can, however, retake core course to improve GPA).<br />
MASTER OF ARCHITECTURE<br />
Student progress in the Master <strong>of</strong> Architecture <strong>program</strong> is evaluated at regular intervals. The first<br />
major check occurs after the first year. The second one occurs prior to Research Forum (masters<br />
project planning).<br />
Students also meet with faculty advisors each semester before signing up for the next semester’s<br />
classes. Graduate students must maintain an overall average <strong>of</strong> 3.0 (“B”) in the courses which a<br />
student is <strong>of</strong>fering to satisfy degree requirements, a minimum standard for satisfactory work is a 3.0<br />
average. A student who in any two semesters, consecutive or otherwise, has semester averages <strong>of</strong><br />
below 2.8 is subject to academic dismissal. A student must make satisfactory and reasonable<br />
progress toward completion <strong>of</strong> a degree <strong>program</strong> within the Statute <strong>of</strong> Limitations for that degree. A<br />
student who is not making satisfactory or reasonable progress is subject to termination.<br />
4
4.2 STUDIO CULTURE POLICY<br />
Supplemental information to the APR must include the school’s current studio culture policy.<br />
STUDIO GUIDELINES<br />
THE STUDIO<br />
The studio is a learning environment that is directly affected by its qualities as a physical place. Each<br />
studio should maintain a well ordered and constructive working environment by keeping trash picked up,<br />
neatly storing projects, and looking out for the security <strong>of</strong> the studio. Recycling <strong>of</strong> paper, cardboard and<br />
chipboard is mandatory - use the appropriate containers.<br />
Each individual studio class is responsible for the condition <strong>of</strong> the studio. If you come into the room and<br />
it needs some straightening up, please act in the interest <strong>of</strong> the collective good and clean up. At the end<br />
<strong>of</strong> the Fall semester the studios must be cleaned and work stored and/or well organized. At the end <strong>of</strong><br />
the Spring semester all work must be removed, the studios must be broom cleaned and prepared for the<br />
Junior/Senior show.<br />
Students must use caution when using all materials. Read all safety and health literature supplied with<br />
materials. Aerosol sprays and solvents should only be used with adequate ventilation and not be used in<br />
the studios. Exercise caution when cutting materials with sharp blades. Recycling and the proper<br />
disposal <strong>of</strong> hazardous waste is mandatory.<br />
Keys for the studio can be ordered and are available through Jean in the Program’s main <strong>of</strong>fice.<br />
ATTENDANCE<br />
The general university rules and regulations regarding attendance, withdrawals, add / drops,<br />
incompletes and grading are followed by this <strong>program</strong>. The Program encourages sensible time<br />
management practices for students and faculty. Attendance to all studios, lectures and reviews is<br />
mandatory. You must be in studio on time and you must work in studio during class time. More than two<br />
absences from class will affect your grade and may lead to failure; two lates are equal to one absence. If<br />
you are ill or have an emergency leave a message for your instructor via email or with the Art<br />
department’s main <strong>of</strong>fice. You should also contact a classmate to find out the material you have missed.<br />
It is your responsibility to obtain any assignments and make up any missed work. If you feel your<br />
absence qualifies as an excused absence, please provide a note from a doctor to your studio instructor.<br />
PARTICIPATION<br />
Your participation and progress is important. The material presented and projects assigned in all<br />
courses is cumulative. The assignments will be graded not only on the concept and ideas in your<br />
project, but also on the quality <strong>of</strong> drawings, models, verbal / written presentation and how well your<br />
project’s concept and ideas have been expressed in your design. You are required to pin-up your work<br />
at the time when a project is due and participate in discussion <strong>of</strong> all the projects in the class.<br />
DOCUMENTATION and COLLECTION OF WORK<br />
At the end <strong>of</strong> each semester, each student is required to submit a Compact Disk with documentation <strong>of</strong><br />
ALL WORK from the semester. Work for Studio classes may include, but not limited to: photos <strong>of</strong> all<br />
models and 3-D work and high resolution scans or digital copies <strong>of</strong> all process sketches and finished<br />
drawings.<br />
Your documentation should cover the project's evolution as well as its final representation. Grades will<br />
not be issued until the CD is submitted.<br />
In addition, selected projects will be collected and retained by the <strong>University</strong>, you will have<br />
limited access to your the projects once they are collected, so be sure they are thoroughly<br />
documented. These projects are a required part <strong>of</strong> the accreditation process for our <strong>program</strong>.<br />
Work from lecture and seminar classes should include hard copies <strong>of</strong> all written assignments, papers<br />
and exams.<br />
GRADING<br />
5
Your grades will be determined using the criteria described below. Projects will be evaluated according<br />
to the concept, development, craft, and degree <strong>of</strong> difficulty and completeness. Your evaluation will take<br />
into account both the tangible things which are evident in the work, but also those things which are not<br />
so evident and are <strong>of</strong>ten ephemeral such as, passion, dedication, determination and persistence. The<br />
following standards will be used in assigning grades:<br />
A<br />
Truly extraordinary work, which has gone far beyond the description <strong>of</strong> the stated problem. Work that<br />
makes evident a significant understanding <strong>of</strong> the problem, shows exceptional competence in the<br />
required skills, extraordinary craft and exhibits an advanced conceptual clarity and depth. The student<br />
exhibits an attitude <strong>of</strong> exploration, <strong>of</strong> open-mindedness, and a willingness to benefit from criticism.<br />
A- or B+<br />
Exemplary work, which is attended with initiative beyond the description <strong>of</strong> the stated problem. The<br />
problem is well understood and the work shows competence, excellent craft and conceptual clarity and<br />
depth. The student exhibits an attitude <strong>of</strong> exploration, <strong>of</strong> open-mindedness, and benefits from criticism.<br />
B<br />
Good work that shows an understanding <strong>of</strong> the problem, displays a conceptual foundation and is well<br />
crafted. Shows overall competency, as well as, mastery in some areas. Is attended with an open and<br />
inquisitive attitude.<br />
B- or C+<br />
Acceptable work but with some deficiencies. Shows an understanding <strong>of</strong> the problem, but there is a<br />
need for some improvement to be at the appropriate level for the class / assignment.<br />
C<br />
Work which meets the minimum requirements <strong>of</strong> the problem and course. The problem is only partially<br />
understood and there is a clear need for improvement to be at the appropriate level for the class /<br />
assignment. Students should make every effort to meet with their instructor to identify their strengths<br />
and weaknesses.<br />
C- or D+<br />
Work which does not show an understanding <strong>of</strong> the problem, and demonstrates deficiencies in the<br />
mastery <strong>of</strong> skills, self-motivation and respect for criticism. Students should meet with the pr<strong>of</strong>essor and<br />
discuss their course <strong>of</strong> study.<br />
D<br />
Unacceptable work which does not meet the requirements <strong>of</strong> the problem or course, shows a serious<br />
deficiency in the mastery <strong>of</strong> skills, and suggests that this course <strong>of</strong> study may be inappropriate for the<br />
student.<br />
F<br />
A grade <strong>of</strong> “F” is obvious<br />
LATE / INCOMPLETE WORK<br />
Students may be given an extension in the event <strong>of</strong> medical or emergency circumstances only. Late<br />
work will only be accepted at the discretion <strong>of</strong> the instructor. Incompletes will only be considered if a<br />
request is made in writing, the extenuating circumstances are explained and are consistent with<br />
<strong>University</strong> policies.<br />
6
4.3 COURSE DESCRIPTIONS<br />
Supplemental information to the APR must include for each required and elective course in the accredited<br />
degree <strong>program</strong> a one-page description with an overview, learning objectives, course requirements,<br />
prerequisites, date(s) <strong>of</strong>fered, and faculty member teaching it.<br />
7
ARCH-DES 211 The City 3 credits<br />
Instructor: Page<br />
Catalogue Description:<br />
This seminar investigates the history <strong>of</strong> American cities, with an emphasis on the 20th century. Using readings in<br />
history, <strong>architecture</strong>, urban ethnography, and literature, this course seeks to uncover the largely invisible forces<br />
that have created the physical shape and social experience <strong>of</strong> the modem American city.<br />
Learning Objectives:<br />
Following the Shaker proverb -- "Every force evolves a form" -- we will pay special attention to the ways in which<br />
urban change has been reflected and refracted in the forms and spaces <strong>of</strong> the city. We will also be charting the<br />
reverse <strong>of</strong> the Shaker proverb by asking how the physical structures <strong>of</strong> American urban life - not simply<br />
buildings, but highways, suburbs, natural landscapes - become themselves forces in shaping individual and<br />
communal lives in the city.<br />
Course Requirements:<br />
This course will require extensive readings and a series <strong>of</strong> short writing assignments culminating in a longer<br />
research paper.<br />
Texts:<br />
LeGates and Stout, The City Reader, 2nd edition.<br />
Conn and Page, Building the Nation, selected chapters to be distributed via email<br />
Lisa Tolbert, Constructing Townscapes: Space and Society in Antebellum Tennessee<br />
David Scobey, Empire City<br />
Arnold Hirsch, Making the Second Ghetto: Race and Housing in Chicago, 1940 to 1960<br />
Richard W. Longstreth, City Center to Regional Mall: Architecture, the Automobile, and Retailing in Los Angeles,<br />
1920-1950<br />
Andres Duany, Suburban Nation: The Rise <strong>of</strong> Sprawl and the Decline <strong>of</strong> the American Dream<br />
Prerequisites:<br />
None<br />
8
ARCH-DES 300 Design I 4 credits<br />
Instructors: Brause, Krupczynski, Miller Pollin<br />
Course description:<br />
This course <strong>of</strong>fers an exploratory introduction to strategies and concepts <strong>of</strong> design. Design is presented as an<br />
experimental practice where invention and investigation play essential roles. Students examine design as a<br />
discipline that does not produce answers or solutions to problems, but instead creates imaginative and open<br />
responses to the question <strong>of</strong> how form and space are organized and understood.<br />
While this class presents basic concepts and themes that will familiarize the student with <strong>architecture</strong> and<br />
design, it also acts to question and contextualize many <strong>of</strong> the cultural assumptions about design. Links across<br />
the divisive discussions <strong>of</strong> form/function, theory/practice and beauty/utility will be sought.<br />
Learning objectives:<br />
• Engagement with a process-oriented approach to design.<br />
• Investigate a variety <strong>of</strong> design methodologies for the resolution <strong>of</strong> abstract problems.<br />
• Learn abstract and critical thinking skills and link them to concrete realization.<br />
• Understand the visual and verbal vocabulary <strong>of</strong> <strong>architecture</strong> and design.<br />
• Understand and use the process <strong>of</strong> critique through desk crits, informal pin-ups and formal<br />
presentations.<br />
• Gain practical drawing, digital representation and model making skills.<br />
• Develop an awareness <strong>of</strong> the importance <strong>of</strong> visual, verbal and writing skills for design communication.<br />
• Break down pre-conceived ideas <strong>of</strong> the nature <strong>of</strong> <strong>architecture</strong> and design.<br />
• De-familiarize the familiar through analysis and root projects in a re-visioning <strong>of</strong> everyday<br />
experience.<br />
• Value qualitative as well as quantitative approaches to design<br />
Course requirements:<br />
In a studio setting, a series <strong>of</strong> themed workshops allow students to work on a range <strong>of</strong> projects. Through the<br />
making <strong>of</strong> drawings, collages, photographs, digital images and models students investigate design issues. Guest<br />
lecturers, extensive readings, writing and class discussions supplement the studio work.<br />
1. PROJECTS<br />
There will be several projects throughout the semester. Some projects will be divided into two to three<br />
assignments. Some projects begin with an assigned reading(s) and/or a presentation as well as an outline <strong>of</strong><br />
assignments and due dates.<br />
Project development will occur both in the studio and at home. In an introductory class such as this, it is<br />
anticipated that students skills may vary, so the required responses to assignments will have some flexibility--yet<br />
this is a design studio and there is a strong emphasis on clear and intentional expression <strong>of</strong> your ideas.<br />
2. WRITING ASSIGNMENTS<br />
Students will write responses to any assigned readings. Your response should be at least a half page wordprocessed<br />
(no hand written responses). Bring in two copies, one to hand in and one for use in class. The<br />
response must do both <strong>of</strong> the following: Summarize the themes and ideas in the reading. For longer readings<br />
and those with multiple parts, you may focus on a particular idea and not the entire piece. Reflect on the ideas in<br />
the reading. Agreeing or disagreeing is fine, but give concrete reasons for your positions.<br />
In a sense, you are writing a discussion topic/question that would be appropriate for the reading and which we<br />
will use for class discussion. You must hand in the writing assignment at the start <strong>of</strong> the class and I will pick two<br />
or three at random and ask those students to present their ideas and start the class discussion.<br />
Prerequisites:<br />
Restricted to Design major and minors, and Five College exchange students.<br />
9
ARCH-DES 301 Design II 4 credits<br />
Instructors: Brause, Krupczynski, Schreiber<br />
Course description:<br />
This studio’s central focus is to introduce skills and thought processes required for the study <strong>of</strong> architectural and<br />
interior design. Students explore the interrelationship <strong>of</strong> composition, form, space, light and use. Projects<br />
provide a creative framework for investigating and understanding the fundamental elements and ideas<br />
necessary to produce meaningful spaces.<br />
Skills in hand drafting, free-hand drawing and model making are continually developed, and digital<br />
representational techniques are introduced and integrated as analytical and representational tools. Design<br />
methodologies stress process, inventive analysis, transformation, interpretation and discovery. Students develop<br />
a visual language that allows for communication <strong>of</strong> spatial ideas while comprehending the constraints and<br />
possibilities inherent in the act <strong>of</strong> making. Links between craft and imagination are developed and strengthened.<br />
Texts and other mediums are incorporated as a way <strong>of</strong> introducing other “spaces” - narrative, critical, cinematic,<br />
speculative - thus expanding our field <strong>of</strong> sources and ideas.<br />
Learning objectives:<br />
• Continue to explore process-oriented approaches to design.<br />
• Explore the relationship between form/space making and <strong>program</strong><br />
• Analyze architectural precedents and examine the spatial and formal principles inherent in <strong>architecture</strong>.<br />
• Investigate a variety <strong>of</strong> design methodologies for the resolution <strong>of</strong> spatial problems.<br />
• Develop increased abstract and critical thinking skills and link it to concrete realization.<br />
• Continue to develop hand drafting, freehand drawing and model making skills.<br />
• Continue to develop visual, verbal and writing skills for design communication.<br />
• Apply digital representation skills.<br />
• Understand and use the process <strong>of</strong> critique through desk crits, informal pin-ups and formal presentations.<br />
• Break down pre-conceived ideas <strong>of</strong> the nature <strong>of</strong> <strong>architecture</strong> and design.<br />
Course requirements:<br />
In a studio setting, a series <strong>of</strong> themed focuses allow students to work on a range <strong>of</strong> projects. Through the<br />
making <strong>of</strong> drawings, collages, photographs and models students investigate design issues. Guest lecturers,<br />
extensive readings, writing and class discussions supplement the studio work.<br />
1. PROJECTS<br />
There will be several projects throughout the semester. Some projects will be divided into two to three<br />
assignments. Each project will begin with an assigned reading(s) and/or a presentation as well as an outline <strong>of</strong><br />
assignments and due dates. Project development will occur both in the studio and at home. In this design studio<br />
there is a strong emphasis on good craft and clear/intentional expression <strong>of</strong> your ideas.<br />
2. WRITING ASSIGNMENTS<br />
Students will write a variety <strong>of</strong> written response papers during the semester. The length <strong>of</strong> your response will be<br />
discussed in class (no hand written responses). Bring in two copies, one to hand in and one for use in class. Do<br />
not only summarize the contents, but also find the comparative links and develop new reflections that grow out<br />
<strong>of</strong> these texts. Agreeing or disagreeing is fine, but you must give concrete reasons for your positions.<br />
In a sense, you are writing a discussion topic / question that would be appropriate for the reading and which we<br />
will use for class discussion. You must hand in the writing assignment at the start <strong>of</strong> the class and I will pick two<br />
or three at random and ask those students to present their ideas and start the class discussion.<br />
Prerequisites:<br />
ARCH-DES 300<br />
10
ARCH-DES 397G/697G Great Spaces 3 credits<br />
Instructor: Miller Pollin<br />
Course Description:<br />
This course investigates identifiable characteristics <strong>of</strong> a wide variety <strong>of</strong> remarkable architectural spaces. These<br />
spaces range from classic examples such as the Pantheon in Rome to twenty first century spaces designed by<br />
contemporary architects such as Rem Koolhaas and Herzog & De Meuron. Lectures will include a descriptive<br />
survey <strong>of</strong> these spaces selected from a broad spectrum <strong>of</strong> historic periods and cultures. The case studies<br />
presented provide the basis for class discussion and analysis <strong>of</strong> what comprises memorable space-most<br />
particularly interior space. Lectures address not only the specific attributes <strong>of</strong> the case studies shown in digital<br />
format but also the more general social and cultural forces out <strong>of</strong> which these spaces have evolved.<br />
Discussions and presentations are intended to stimulate critical thinking about social, religious, economic and<br />
technical contextual influences on the formation <strong>of</strong> architectural space. Sources <strong>of</strong> inspiration and provocation<br />
for designers are drawn from both the constructed environment as well as the natural environment. Space types<br />
ranging from public to very private and from vernacular or indigenous to “high art” are mined for their informative<br />
qualities for the emerging architect or interior designer.<br />
Learning Objectives:<br />
•To broaden the student’s general perspective on a wide variety <strong>of</strong> effective spaces and encourage critical<br />
thinking about the spaces we encounter both routinely and occasionally<br />
•To provide research references for developing approaches to architectural and interior design<br />
•To challenge preconceived notions <strong>of</strong> the relationship between <strong>program</strong>matic space, space planning, and<br />
meaningful space making<br />
•To heighten awareness <strong>of</strong> evolving attitudes about habitable space over time and in various cultures<br />
•To begin to assess the designer’s role as well as the user’s role in spatial perception, use and interpretation<br />
All classes with the exception <strong>of</strong> student presentation days will be in lecture format integrated with visual images<br />
<strong>of</strong> projects. Case studies will be shown in order to magnify a particular point or more general issues. Historic<br />
examples will not be shown in chronological order but rather shown as they reinforce certain design<br />
characteristics. Lectures will be interspersed with class discussion sessions.<br />
Course requirements:<br />
Student participation in class is encouraged. Students must maintain a well-organized notebook <strong>of</strong> information<br />
taken from the lectures. Student notes as well as material from reading assignments will provide study material<br />
for 3 quizzes given during the semester. A final exam will be given at the semester’s end.<br />
During the semester teams <strong>of</strong> four (4) students will be required to present a well-researched project selected<br />
from a list provided by the instructor. As part <strong>of</strong> this group assignment, students will be required to visit the site,<br />
photograph the building’s interior, exterior and its surroundings. Students will also be required to conduct in<br />
depth research on the selected structure and its architect. These research projects will be documented on a CD<br />
in Powerpoint and turned in to the instructor near the end <strong>of</strong> the semester. The instructor will select several for<br />
in-class presentation. These will be selected on the basis <strong>of</strong> research content and clarity <strong>of</strong> presentation. Those<br />
that are not shown in class will be made available for other students in the course to view independently.<br />
Texts:<br />
Class handouts<br />
Recommended Books:<br />
Glancy, Jonathan, The Story <strong>of</strong> Architecture, DK Publishing, London, England<br />
Leach, Neil (ed), Rethinking Architecture, Routledge Press New York New York (selected chapters)<br />
Gideon, Sigfried, Time, Space & Architecture<br />
Bachelard, Gaston, Poetics <strong>of</strong> Space<br />
Curtis, William, Modern Architecture<br />
Prerequisites: none<br />
11
ARCH-DES 400 Design III 4 credits<br />
Instructors: Brause, Miller Pollin, Schreiber<br />
Catalogue Description:<br />
Development <strong>of</strong> a conceptual basis for design and planning. Basic spatial concepts, design skill development<br />
and communications skills applied to presentation <strong>of</strong> design solutions. Model-making, 2-D presentations <strong>of</strong><br />
abstract and simple spaces. Enriched by an historic overview <strong>of</strong> 20th-century <strong>architecture</strong> and design, including<br />
products, furniture and major trends. Students must successfully complete this studio in order to enroll in any<br />
subsequent design courses.<br />
Learning Objectives:<br />
We will start by undertaking primary research into existing precedents. We will develop, share and use a<br />
vocabulary <strong>of</strong> existing designs in a manner intimately relevant to our own design process. In doing so, we will<br />
gain critical insights into other architects’ design and problem-solving processes. This may reveal differences in<br />
ways <strong>of</strong> thinking and making; <strong>of</strong> conceiving, composing, and assembling. Through this process we will deepen<br />
our awareness <strong>of</strong> the development <strong>of</strong> our own architectural intentions.<br />
In these studies, we will also investigate ergonomics to understand the human body as a generator <strong>of</strong><br />
architectural form and scale.<br />
We will continue to clarify the meaning <strong>of</strong> “<strong>program</strong>.” We will continue to explore notions <strong>of</strong> site and context,<br />
both found and constructed, and at its different scales - from that <strong>of</strong> the detail to that <strong>of</strong> the landscape.<br />
Students will be encouraged to take advantage <strong>of</strong> the studio environment for expanding collective inquiry and to<br />
use their presentations as a means to clarify their own intentions and build a shared body <strong>of</strong> knowledge.<br />
Course Requirements:<br />
The studio will be a series <strong>of</strong> projects <strong>of</strong> varying lengths designed to take students through architectural<br />
problems <strong>of</strong> differing scales. The projects will be developed through making drawings, models, photographs,<br />
and presentation boards with some writing. Presentation requirements will be coordinated with A+R1 so<br />
students should expect and benefit from the overlap between these courses. Research assignments and<br />
reading are integral to the studio work. Graphic and verbal presentation should be both expressive and precise.<br />
There will be preliminary and final reviews <strong>of</strong> most projects. Some will be “in-house” and some will have outside<br />
critics. Presentations should feature convincing evidence <strong>of</strong> design process as well as final drawings and<br />
models.<br />
Students should plan to develop their projects between studio sessions and to be prepared to meet during studio<br />
hours. Individual desk critiques will <strong>of</strong>fer the opportunity to engage in direct discussion with the faculty member<br />
about their work in progress. Students should also expect to work on some group projects.<br />
Text:<br />
All readings will be distributed in class or available on the class SPARK website.<br />
Prerequisite:<br />
ARCH-DES 301<br />
12
ARCH-DES 401 Design IV 4 credits<br />
Instructors: Brause, Chao, Lugosch, Mann, Miller Pollin, Schreiber<br />
Course Description:<br />
Design IV builds on areas <strong>of</strong> inquiry pursued in earlier studios. We will start by undertaking a group research<br />
project that will set the course for the in-depth exploration <strong>of</strong> a complex building type: a small elementary school.<br />
This semester-long project will proceed by moving between pragmatic and poetic methodologies as we interpret<br />
both the functional and meaningful criteria <strong>of</strong> this rich <strong>program</strong>.<br />
From our group research, we will expand our inquiry through individual conceptual experimentation, returning to<br />
ground ourselves in real-world parameters. Our investigations will move between analytic and synthetic<br />
modalities as we explore local sites with both empirical and theoretical lenses. Precedent studies will emphasize<br />
conceptual, spatial, organizational and material strategies.<br />
We will investigate different scales from the individual experiential realm <strong>of</strong> the classroom to the communal<br />
realm <strong>of</strong> the complex. The length <strong>of</strong> this project will stress iteration, multiple modes <strong>of</strong> exploration and integration<br />
<strong>of</strong> prior knowledge. It is intended that a disciplined and thorough three-dimensional investigation will result in a<br />
carefully prepared, beautifully crafted and graphically sophisticated final presentation.<br />
Learning Objectives:<br />
• Develop an individual design process through iteration in sketching, drawing and modeling.<br />
• Understand diagramming as an analytical and generative tool.<br />
• Understand precedent research as a conceptual tool.<br />
• Investigate different methodologies for design.<br />
• Develop an awareness <strong>of</strong> the importance <strong>of</strong> reading and writing in the design process.<br />
• Develop multi-scalar thinking to expand the range <strong>of</strong> scales and level <strong>of</strong> detail at which one designs.<br />
• Gain experience working with a real client and real sites.<br />
• Gain practical documentation and presentation skills.<br />
• Study and apply relevant codes.<br />
• Understand the role <strong>of</strong> the studio environment for expanding collective inquiry<br />
• Understand the role <strong>of</strong> presentations as a means to clarify one’s own intentions and build a shared body<br />
<strong>of</strong> knowledge.<br />
Course Requirements:<br />
This studio will be one semester long project divided into a series <strong>of</strong> exercises <strong>of</strong> varying lengths designed to<br />
take students through a large architectural project from different angles <strong>of</strong> inquiry. The project will be developed<br />
through making drawings, models, photographs, and presentation boards.<br />
RESEARCH<br />
There will be one group presentation and publication. Fieldwork, research assignments and reading are integral<br />
to the studio work. Graphic and verbal presentation should be both expressive and precise. Students should be<br />
particularly prepared during this studio course to work in groups. The first part <strong>of</strong> the semester will be team<br />
directed. Each student will have a specific assignment but full and supportive participation in the group project is<br />
required. Class participation is particularly important to sustain this group process.<br />
REVIEW/CRITIQUE<br />
Students should plan to develop their projects between studio sessions and to be prepared to meet during studio<br />
hours. Individual desk critiques will <strong>of</strong>fer the opportunity to engage in direct discussion with the faculty member<br />
about their work in progress. There will be preliminary and final reviews at each stage <strong>of</strong> this project. Some will<br />
be “in-house” and some will have outside critics. Presentations should feature convincing evidence <strong>of</strong> design<br />
process as well as final drawings and models.<br />
Analysis and Representation II will proceed concurrently with this course. There may be opportunities to work on<br />
studio projects during A+R labs and to build digital, analytical and presentation skills in A+R that will enrich<br />
presentation <strong>of</strong> studio projects.<br />
Text:<br />
Prerequisites:<br />
Arch-Des 400<br />
13
ARCH-DES 403 Design V 3 credits<br />
Instructors: Chao, Williams, Luarasi<br />
Catalogue Description:<br />
In-depth exploration <strong>of</strong> increasingly complex planning with significant emphasis on cost, special detailing,<br />
behavioral and architectural <strong>program</strong>ming, social context <strong>of</strong> design and planning and opportunities to work with<br />
actual clients. Problem-solving for mass housing, entertainment, commercial, and institutional environments<br />
includes a focus on code analysis, <strong>program</strong> definition and development, cost and construction issues, creativity<br />
and communication and an integration <strong>of</strong> presentation with construction documentation. Continued exploration<br />
<strong>of</strong> design through written, visual, and dimensional opportunities. Extensive out <strong>of</strong> class work, portfolio<br />
development, advanced presentation techniques, and class participation/attendance required.<br />
Learning Objectives:<br />
Design V builds on skills and areas <strong>of</strong> knowledge gained from previous studios. Analysis and design through the<br />
iterative use <strong>of</strong> drawings, models and the exchange with your instructors will expose you to the process <strong>of</strong><br />
creating <strong>architecture</strong>. The initial assignment will take you through a small-scale <strong>program</strong> at a local site that will<br />
allow you to focus on tectonic development. During the bulk <strong>of</strong> the course you will have the opportunity to<br />
perform an in-depth exploration <strong>of</strong> a complex planning project with significant emphasis on multiple scales,<br />
spatial development, behavioral and architectural <strong>program</strong>ming, social influences on design and a review with<br />
actual clients.<br />
Projects in this studio explore more complex architectural structures and problem solving with attention to the<br />
interrelationship <strong>of</strong> concept and realization. Context (urban, suburban, and/or rural) is critically considered and<br />
analyzed as an important part <strong>of</strong> the design process. Practical integrations <strong>of</strong> material, structure, building<br />
systems and detail will be explored.<br />
• Continuation <strong>of</strong> all aspects <strong>of</strong> design introduced or developed in previous design studios<br />
• Further development <strong>of</strong> individual design processes and individual methods <strong>of</strong> expression<br />
• Study <strong>of</strong> the role <strong>of</strong> social responsibility and ethics in design<br />
• Introduction to the impact <strong>of</strong> structure on both interior <strong>architecture</strong> and <strong>architecture</strong><br />
• Introduction to the importance <strong>of</strong> various building systems such as heating and cooling systems on<br />
design<br />
• Introduction to more complex building <strong>program</strong>s<br />
• Development <strong>of</strong> sensibilities about lighting both natural and artificial in the built environment<br />
• Investigation <strong>of</strong> existing prominent built environments through selected case studies<br />
• Emphasis on the importance <strong>of</strong> research in all stages <strong>of</strong> the design process<br />
Course Requirements:<br />
The studio will be a series <strong>of</strong> assignments <strong>of</strong> varying lengths designed to propel students through architectural<br />
problems <strong>of</strong> differing scales. The projects will be developed through making drawings, models, diagrams, and<br />
presentation boards with some writing. Reading assignments are integral to the studio work and will be<br />
discussed in class. Graphic and verbal presentation should express your original ideas through precise means in<br />
order to provoke meaningful discussion. Extensive out <strong>of</strong> class work, advanced presentation techniques, and<br />
class participation/attendance is required. There will be preliminary and final reviews <strong>of</strong> the assignments. Some<br />
will be “in-house” and some will have guest critics. Presentations should feature convincing evidence <strong>of</strong> design<br />
process through carefully crafted final drawings and models. Students should plan to develop their projects<br />
between studio sessions and to be prepared to meet during studio hours. Individual desk critiques will <strong>of</strong>fer the<br />
opportunity to engage in direct discussion with the faculty member about their work in progress. Students should<br />
also expect to work on a group project.<br />
Text:<br />
Prerequisites:<br />
ARCH-DES 401<br />
14
ARCH-DES 404 Design VI 3 credits<br />
Instructors: Krupczynski, Zekos<br />
Course Description:<br />
The studio’s central focus is to develop strategies related to effective and innovative community-based design<br />
practices and projects. Students engage in critical and reflective research with local community based<br />
organizations in order to clarify, envision and realize their design needs. Projects and proposals that emerge<br />
from this process promote the community’s cultural, social and economic advancement through innovative<br />
design.<br />
Through a series <strong>of</strong> projects and assignments that allow students to meet, interact and collaborate with<br />
community members, students develop methods for engaging and responding to community needs. The studio<br />
supports progressive university-community partnerships, promotes reciprocal learning and teaches the value <strong>of</strong><br />
collaborative design practices through sustained and valued partnerships with community-based organizations.<br />
Project realization will include graphic/information design strategies as well as a small-scale design intervention<br />
that will be developed in detail.<br />
Learning Objectives:<br />
• Link the community, social and cultural contexts <strong>of</strong> <strong>architecture</strong> through process-oriented approaches to<br />
design.<br />
• Negotiate and support dialogue between political/educational/social/historic/cultural/constructional<br />
territories and forces<br />
• Engage and use cultural critique/investigative research/inventive analysis in the production <strong>of</strong> alternative<br />
design projects<br />
• Catalyze the material, symbolic and cultural capital that is present in any community<br />
• Evolve critical practices that work to create spaces that reveal, instigate and challenge dominant social and<br />
political structures and within those spaces acknowledge the fluid and multiple characteristics that make up our<br />
public sphere in the support <strong>of</strong> a process <strong>of</strong> social transformation and change<br />
• Make explicit issues <strong>of</strong> political, cultural and social relationships<br />
• Construct community identity in authentic and transformative ways—rather than through idealized and<br />
traditional images, and spaces that predominate much <strong>of</strong> today’s community-based work.<br />
• Move beyond models <strong>of</strong> consensus—to models <strong>of</strong> tactical collaboration, reciprocal cooperation and<br />
creative conflict<br />
• Recognize that the “community” is intrinsically linked to the production <strong>of</strong> its space, and that critical<br />
architectural practices contribute as dynamic partners in that production.<br />
• Continue to develop design communication abilities through effective and integrated visual, digital, verbal<br />
and writing skills.<br />
• Breakdown pre-conceived ideas <strong>of</strong> the nature <strong>of</strong> <strong>architecture</strong> and design.<br />
• Measure your work as architects and designers not by the forms that we create, but through social<br />
formations we provoke and support as cultural agents<br />
Course Requirements:<br />
The primary activity <strong>of</strong> the studio is a series <strong>of</strong> focused projects/assignments that allow students to develop an<br />
architectural project through the making <strong>of</strong> drawings, photographs and models. There will be both preliminary<br />
and final reviews <strong>of</strong> most assignments. All presented work must be well crafted and hung with care. Process<br />
development as well as final drawings are expected at all reviews. Extensive class discussions, readings and<br />
written responses supplement the studio work.<br />
Text:<br />
All readings will be distributed in class or available on the course web/blog.<br />
Prerequisite:<br />
ARCH-DES 403 or permission <strong>of</strong> the instructor<br />
15
ARCH-DES 500 Graduate Design Studio I 6 credits<br />
Instructors: Krupczynski, Mann, Schreiber<br />
Course Description:<br />
Design is <strong>of</strong>ten presented as a means <strong>of</strong> providing “solutions” to the “problems” <strong>of</strong> living. This purely pragmatic<br />
approach frequently overlooks the rich qualitative research and reflection that is possible through design. In this<br />
introductory graduate studio we will explore design as an experimental practice where invention and<br />
investigation play essential roles. Design is considered as a discipline that does not only produce answers or<br />
solutions to “problems”, but also creates imaginative and open responses to the question <strong>of</strong> how space is<br />
conceived <strong>of</strong>, structured, inhabited and understood.<br />
While this class presents basic concepts, methodologies and themes that will familiarize the student with the<br />
language <strong>of</strong> <strong>architecture</strong> and design, it also acts to question and contextualize many <strong>of</strong> the cultural assumptions<br />
about design. Links across the divisive discussions <strong>of</strong> will/intuition, abstraction/perception, form/function,<br />
craft/imagination, theory/practice and beauty/utility will be sought.<br />
Texts, films, contemporary art practices and other non-architectural mediums are discussed as a way <strong>of</strong><br />
introducing other “spaces” - narrative, critical, speculative - thus expanding our field <strong>of</strong> sources and ideas.<br />
Learning Objectives:<br />
• Engagement with a process-oriented approach to design.<br />
• Investigate a variety <strong>of</strong> design methodologies for the resolution <strong>of</strong> abstract problems.<br />
• Learn abstract and critical thinking skills and link it to concrete realization.<br />
• Understand the visual and verbal vocabulary <strong>of</strong> <strong>architecture</strong> and design.<br />
• Understand and use the process <strong>of</strong> critique through desk crits, informal pin-ups and formal presentations.<br />
• Gain practical drawing, digital imaging and model making skills.<br />
• Develop an awareness <strong>of</strong> the importance <strong>of</strong> visual, verbal and writing skills for design communication.<br />
• Breakdown pre-conceived ideas <strong>of</strong> the nature <strong>of</strong> <strong>architecture</strong> and design.<br />
• De-familiarize the familiar through analysis and root projects in a re-visioning <strong>of</strong> everyday experience.<br />
• Value qualitative as well as quantitative approaches to design.<br />
Course Requirements:<br />
The primary activity <strong>of</strong> the studio is a series <strong>of</strong> focused projects/assignments that allow students to develop work<br />
through the making <strong>of</strong> drawings, photographs and models. Extensive class discussions, readings and written<br />
responses supplement the studio work. There will be some research papers/presentations required (related to<br />
the studio projects). Working individually and collaboratively, students continue to develop iterative design<br />
processes that draw from investigative research, individual experiences and a growing design vocabulary.<br />
Text:<br />
All required readings will be distributed in class, made available on-line or available through the 5-College library<br />
system.<br />
Prerequisite:<br />
Restricted to Architecture + Design graduate students or permission <strong>of</strong> instructor.<br />
16
ARCH-DES 501 Graduate Design Studio II 6 credits<br />
Instructors: Lugosch, Mann, Krupczynski, Miller Pollin<br />
Catalogue Description:<br />
Studio projects emphasize the evolution <strong>of</strong> an interior design project through careful attention to <strong>program</strong> and<br />
site. Students analyze the physical spaces that surround them, paying careful attention to issues <strong>of</strong> materiality,<br />
dimension, color, and light. A series <strong>of</strong> exercises, including analysis <strong>of</strong> built projects, encourages understanding<br />
<strong>of</strong> the history <strong>of</strong> the discipline and the importance <strong>of</strong> creative thinking. Emphasis is on acquiring the skills<br />
necessary to communicate design intention.<br />
Learning Objectives:<br />
Gain practical hand drafting, freehand drawing and model making skills.<br />
Engage with a process-oriented approach to design.<br />
Learn abstract and critical thinking skills and link it to concrete realization.<br />
Understand the visual and verbal vocabulary <strong>of</strong> <strong>architecture</strong> and design.<br />
Breakdown pre-conceived ideas <strong>of</strong> the nature <strong>of</strong> <strong>architecture</strong> and design.<br />
Root design in the study and understanding <strong>of</strong> human scale and inhabitation.<br />
De-familiarize the familiar through analysis and root projects in a re-visioning <strong>of</strong> everyday experience.<br />
Understand and use the process <strong>of</strong> critique through desk crits, informal pin-ups and formal presentations.<br />
Develop an awareness <strong>of</strong> the importance <strong>of</strong> visual, verbal and writing skills for design communication.<br />
Introduce the role <strong>of</strong> research in design.<br />
Value qualitative as well as quantitative approaches to design.<br />
Course Requirements:<br />
Arch-Des 501 is a studio class which will meet twice weekly. The normal studio day will consist <strong>of</strong> desk critiques<br />
for each student or group pin-ups or reviews. Final project reviews for all studios will be held during the last<br />
week <strong>of</strong> the semester, to which all students should try to attend.<br />
PROJECTS:<br />
There will be several projects throughout the semester. Some projects will be divided into two to three<br />
assignments. Each project will begin with an assigned reading(s) and/or a presentation as well as an outline <strong>of</strong><br />
assignments and due dates. Project development will occur both in the studio and at home. In an introductory<br />
class such as this, it is anticipated that students skills may vary, so the required responses to assignments will<br />
have some flexibility—nonetheless a high level <strong>of</strong> performance within one’s abilities is expected.<br />
SKETCHBOOK:<br />
Students should purchase a 5x9 (or larger) sketchbook and complete out-<strong>of</strong>-class exercises throughout the<br />
semester. Some assignments will be taken from the book Design Drawing by Francis D.K. Ching.<br />
You are expected to use your sketchbook as a daily tool for seeing and/or imagining. You will be required to do<br />
additional drawings during the course <strong>of</strong> the semester. These may be sketches for your design projects or<br />
sketches from life: exterior views, people, still lives, interiors....a schedule <strong>of</strong> sketchbook assignments will be<br />
given out separately.<br />
DIGITAL SKILLS AND PRESENTATION:<br />
One <strong>of</strong> the assigned projects will be a research project involving a digital presentation. Digital skills introduced<br />
in Analysis and Representation, including Photoshop and PowerPoint will be applied.<br />
Text:<br />
Handouts <strong>of</strong> required readings will be provided on SPARK.<br />
Prerequisite:<br />
ARCH-DES 500<br />
17
ARCH-DES 510 Furniture Technology & Design 3 credits<br />
Instructors: Mann<br />
Course Description:<br />
This course provides a broad-based introduction to furniture design. We will explore furniture as a response to<br />
fundamental human needs, furniture as a bearer <strong>of</strong> the body, furniture as a material expression and construct,<br />
furniture as it shapes space, and furniture as an emblem <strong>of</strong> material culture. There will be a particular focus on<br />
issues <strong>of</strong> Universal Design. Design and design research will be done through sketches, models, full-scale<br />
mock-ups, measured drawings and other graphical media. Writing, field trips, and independent research will be<br />
components <strong>of</strong> the class.<br />
Learning Objectives:<br />
• Development <strong>of</strong> individual design process<br />
• Development <strong>of</strong> analytical and verbal presentation skills<br />
• Introduction to social, cultural, material and technical aspects <strong>of</strong> furniture design<br />
• Introduce Proxemics, Ergonomics and Anthropometrics<br />
• Incorporate Universal Design and Eco-Design principles<br />
• Introduce design detailing, materials and terminology<br />
• Create a context for understanding the legacy <strong>of</strong> furniture technology & design<br />
Course Requirements:<br />
Arch-Des 510 is a lecture/workshop class which will meet twice weekly. The normal class day will consist <strong>of</strong> a<br />
lecture or <strong>of</strong> a discussion <strong>of</strong> readings with in-class work sessions, or <strong>of</strong> a pin up <strong>of</strong> design projects.<br />
Grades will be based on the following:<br />
1. Class attendance and participation<br />
2. Timely completion <strong>of</strong> assignments<br />
3. Quality <strong>of</strong> work<br />
4. Quality <strong>of</strong> presentation and final projects<br />
5. Attendance at classes and field trips<br />
Text:<br />
All required readings will be provided as pdf’s on the SPARK course website. In addition, you are required to<br />
subscribe to Metropolis Magazine for this course, which will also give you access to their excellent website.<br />
Key books:<br />
Cranz, Galen, The Chair, W.W. Norton & Co., New York City, New York, 1998.<br />
Fuad-Luke, Alastair, The Eco-Design Handbook, Thames and Hudson, London, 2002.<br />
McDonough, William, Braungart, Michael, Cradle to Cradle: Remaking the Way We Make Things, North Point<br />
Press, 2002.<br />
Postell, Jim. Furniture Design, John Wiley & Sons, New York City, New York, 2007.<br />
Saville, Laurel, Design Secrets: Furniture, Rockport Publishers, Gloucester, <strong>Massachusetts</strong>, 2006.<br />
Prerequisites:<br />
Required Undergrad, elective Grad (Prerequisites: Admission to M.S. Design or M. Arch or by permission <strong>of</strong><br />
instructor)<br />
18
ARCH-DES 520 Building Physics I 3 credits<br />
Instructor: Marsden, Fisette<br />
Catalogue Description:<br />
Energy conservation in contemporary residential construction. Emphasis on: energy efficient building materials,<br />
products and construction technology; alternative energy sources; passive solar design; environmental<br />
concerns, regulatory issues and building codes.<br />
Learning Objectives:<br />
"Energy Efficient Housing" presents residential energy conservation as a primary energy resource. Energy<br />
conservation is the most cost-effective, environmentally safe method for lowering energy costs and reducing<br />
dependence on a finite supply <strong>of</strong> fossil fuel. Conservation must not be confused with personal sacrifice or going<br />
without. It means being smarter and using better, more efficient technology. Students explore alternative<br />
sources <strong>of</strong> energy, but primary discussion in Energy Efficient Housing involves technical issues, dealing with<br />
building methods and materials used to save energy while at the same time improving comfort and performance.<br />
Political, economical and environmental issues are inextricably connected to conservation and enter into<br />
classroom dialogue. Classroom lectures focus on the fundamentals <strong>of</strong> residential energy use involving: energysaving<br />
materials and products; energy-efficient technology and design; sustainable construction; alternative<br />
energy sources; affordable housing, political impact and regulatory developments.<br />
Course Requirements:<br />
1) Students are expected to play an active role in classroom learning by participating in group discussions. This<br />
means that students must research discussion topics prior to class and be prepared to participate.<br />
2) Regular class attendance is expected. Guest lecturers may be invited to present an overview <strong>of</strong> projects<br />
they are currently involved with. Attendance is mandatory for these presentations.<br />
Texts:<br />
Energy Crafted Home Builders Guide, West River Communications, Inc., 1991. Sponsored and written by<br />
Northeast Utilities.<br />
Insulate and Weatherize by Bruce Harley, The Taunton Press, 2002<br />
Prerequisites:<br />
19
ARCH-DES 540 Analysis & Representation I 3 credits<br />
Instructors: Luarasi, McKee, Nobre<br />
Course Description:<br />
The intention <strong>of</strong> this lab is to strengthen a student's ability to represent and present their ideas visually. The lab<br />
will build upon the drafting and representation skills students already possess and introduce new s<strong>of</strong>tware<br />
<strong>program</strong>s and techniques. Students will develop design skills by conceptualizing and representing architectural<br />
ideas and making aesthetic judgments about presentation design.<br />
Learning Objectives:<br />
The aim <strong>of</strong> this class is to introduce students to a variety <strong>of</strong> representational and visualization techniques.<br />
Through an array <strong>of</strong> material studies the students will be exposed to graphite, linear and planar elements, paper,<br />
plaster, scanning and other digital/pixel processes.<br />
Course Objectives:<br />
Undergraduate: The early weeks <strong>of</strong> the class will center around the idea <strong>of</strong> images and representation; how we<br />
perceive an image and the strength <strong>of</strong> perception. Students will critique a variety <strong>of</strong> posters, ads, and projects on<br />
their successful representation <strong>of</strong> an idea. Students will read about the process these designers went through<br />
and form their own opinions about why something is effective or not. This will create an arena for discussions<br />
about thinking and creating; <strong>of</strong> theory and process. These discussions and exercises will help students to<br />
become mindful <strong>of</strong> their own processes and their own design.<br />
Concomitantly, students will advance their knowledge in a number <strong>of</strong> <strong>program</strong>s through instructor-led tutorials<br />
and working labs. These <strong>program</strong>s include modeling <strong>program</strong>s such as Google Sketch-up and Autodesk's<br />
Autocad and graphics <strong>program</strong>s such as Adobe Photoshop; Adobe Illustrator and Adobe InDesign. Students will<br />
learn from each other through mini critiques and group discussions throughout the semester.<br />
Graduate:<br />
The first part <strong>of</strong> this class will be virtually blended with the first three weeks <strong>of</strong> your studio class. The<br />
assignments will cover three techniques: Photographic analysis and representations, Rule-Based Drawing and<br />
Modeling with Linear and Planar Elements. In the second part <strong>of</strong> the class, you will produce five assignments<br />
that represent five different analysis and representation techniques: Analog Drafting, Paper Modeling,<br />
Photoshop Filtering and Scanning, Collage composition and Digital Modeling. The emphasis in learning these<br />
techniques will be on Information-Based Design, parametric design and modeling, repetition, variation and<br />
generative form-finding. These techniques will be related to particular (con)-texts that will be part <strong>of</strong> your design<br />
studio thematic later on in the semester. The third part <strong>of</strong> the class will be channeled again with your studio<br />
work. It will continue with the digital modeling technique. You will learn Rhino by using the material <strong>of</strong> your<br />
design studio project. Illustrator will also be introduced in order to provide you the necessary skills to organize,<br />
(re)present and document your design information. The assignment <strong>of</strong> this part <strong>of</strong> the class will consist in the<br />
digital modeling and the presentation (aspect) <strong>of</strong> your studio project.<br />
Course Requirements:<br />
Undergraduate: Presentation: Each student will be assigned a grade each time they pin-up. There will be two<br />
grades given, one for the progress the student made on the quality <strong>of</strong> the drawing and one for the presentation.<br />
The total <strong>of</strong> those grades will make up the final grade for the pin-up.<br />
Sketch Book: A sketchbook/notebook that is used for both Design Studio III and Analysis and Representation<br />
will be required. This book should be used as a tool to help students document thoughts and synthesize studio<br />
design ideas with Analysis & Representation presentation tools and processes. Sketchbooks will be collected<br />
and reviewed periodically throughout the semester.<br />
Graduate: Pin-Ups and Reviews will happen on a weekly basis. You will (re)present your production at the end<br />
<strong>of</strong> each week. You should have a specific agenda for discussions and a clear graphic and textual record <strong>of</strong> work<br />
done since your last critique. The transition from one stage <strong>of</strong> the process to the other and its documentation is<br />
crucial in developing your analytical, representational and design skills. You ought to organize your<br />
presentations <strong>of</strong> Pin-Ups very rigorously, since they are part <strong>of</strong> your design ideas and sensibility.<br />
Text:<br />
Co-requisite:<br />
ARCH-DES 400 or ARCH-DES 500<br />
20
ARCH-DES 541 Analysis & Representation II 3 credits<br />
Instructors: Luarasi, McKee, Nobre<br />
Course Description:<br />
Visual communication skills necessary and related to interior/architectural design presentation. Black and white<br />
and color presentations. Techniques include perspective, axonometric, and medium exploration.<br />
Learning Objectives:<br />
Undergraduate: The intention <strong>of</strong> this lab is to strengthen a student's ability to represent and present their ideas<br />
visually. The lab will build upon the drafting, modeling and representation skills students already possess and<br />
introduce new s<strong>of</strong>tware <strong>program</strong>s and techniques. Students will develop design skills by conceptualizing and<br />
representing architectural ideas and making aesthetic judgments about presentation design.<br />
This lab will be taught in conjunction with Design Studio 2. While throughout the semester the skills and<br />
techniques taught in this lab will be used in reference to the studio 2 projects many times there will be a clear<br />
distinction between assignments given in lab and assignments given in studio.<br />
Graduate: A lot <strong>of</strong> advances have taken place in design technology in the last decade. The digital technology<br />
has <strong>of</strong>fered new horizons on how to rethink architectural production. This technology is not bound anymore in<br />
the ready-made s<strong>of</strong>tware technology, which is simply a digitalized version <strong>of</strong> the traditional drafting board, but is<br />
<strong>of</strong>fering new customized parametric tools and methods that make possible a parametric, performance and<br />
information-based approach to design. This class will tap on this open source digital intelligence and deploy in<br />
different aspects <strong>of</strong> the studio project, such as conceptual diagramming, <strong>program</strong>ming, form-making, structure,<br />
skin and tectonics.<br />
Course Requirements:<br />
Undergraduate: This class provides a cooperative learning environment for students to learn techniques and<br />
share opinions. Presentation requirements will be coordinated with Design Studio III so students should expect<br />
and benefit from the overlap between these courses. As inspiration from outside projects, media and reading<br />
are integral to the studio work, students will be required to bring in outside materials multiple times throughout<br />
the semester.<br />
Since this lab is a cooperative learning environment, students are also expected to participate in discussions<br />
regularly. Along with group conversations, individual desk critiques will <strong>of</strong>fer the opportunity to engage in direct<br />
discussion with the faculty member about their work in progress.<br />
Graduate: Pin-Ups and Reviews will happen on a weekly basis. You will (re)present your production at the end<br />
<strong>of</strong> each week. You should have a specific agenda for discussions and a clear graphic and textual record <strong>of</strong> work<br />
done since your last critique. The transition from one stage <strong>of</strong> the process to the other and its documentation is<br />
crucial in developing your analytical, representational and design skills. You ought to organize your<br />
presentations <strong>of</strong> Pin-Ups very rigorously, since they are part <strong>of</strong> your design ideas and sensibility.<br />
Text:<br />
Prerequisite:<br />
ARCH-DES 540<br />
21
ARCH-DES 550 Tectonics I 3 credits<br />
Instructor: Fisette<br />
Course Description:<br />
Analysis and review <strong>of</strong> the entire light-frame construction process, from regulation and design through site<br />
preparation, project management, and ultimate delivery <strong>of</strong> a completed structure.<br />
Learning Objectives:<br />
Principles <strong>of</strong> Light-Frame Structure Technology provides students with an understanding <strong>of</strong> the construction<br />
industry, processes and building materials used in contemporary residential and light-frame construction. The<br />
entire residential construction process is reviewed: from regulation and design through site preparation, project<br />
management, and ultimate delivery <strong>of</strong> a completed structure. Close attention is paid to the sequence <strong>of</strong> events<br />
as they occur in most construction projects. Leading-edge products and technologies are analyzed and<br />
compared to more familiar ones. Students investigate basic structural loading, recognize load paths and use<br />
span tables to size structural elements for a variety <strong>of</strong> basic applications.<br />
Throughout the semester, focus is drawn to the structural performance <strong>of</strong> various building elements, materials,<br />
systems, and strategies used to construct enduring and sensible homes. Coursework is tied closely to the<br />
arrival <strong>of</strong> new products, technologies and regulatory issues affecting the construction industry. This course<br />
investigates the products, systems and participants that shape the building-materials and construction industry.<br />
Course Requirements:<br />
Grading 20% Exam #1<br />
20% Exam #2<br />
25% Final Exam<br />
15% Homework, <strong>report</strong>s and class contribution<br />
20% 4 quizzes<br />
Text:<br />
Fundamentals <strong>of</strong> Residential Construction, by Edward Allen and Rob Thallon, John Wiley and Sons, Inc., 2006.<br />
Supplemental readings will be distributed in class and posted on the web page,<br />
http://courses.umass.edu/bmat313<br />
22
ARCH-DES 600 Graduate Design Studio III 6 credits<br />
Instructor: Lugosch, Miller Pollin<br />
Course Description:<br />
Principles and process <strong>of</strong> <strong>architecture</strong> and site. Projects developed and presented by student with individual<br />
attention from instructor. Each project reviewed by open jury system with visiting critics. Readings from texts and<br />
journals. Design projects, sketch problems.<br />
Learning Objectives:<br />
This studio is a collaboration with the graduate students in landscape <strong>architecture</strong>. The emphasis during the<br />
first portion <strong>of</strong> the semester will be on site planning. Continuous linkages will be made among the disciplines <strong>of</strong><br />
<strong>architecture</strong>, landscape <strong>architecture</strong> and planning. Landscape <strong>architecture</strong> and planning graduate students will<br />
team up with graduate <strong>architecture</strong> students to inventory and research a specific site in the region. Research<br />
will include site history, history <strong>of</strong> the surrounding context, demographics, regional employment, local codes and<br />
planning efforts, natural features, critical cultural phenomena and sensory factors. Based on this research<br />
students will learn to evaluate the site in terms <strong>of</strong> its assets and deficits.<br />
Simultaneously, a series <strong>of</strong> short studio design exercises will be given. These exercises will focus on spatial<br />
typologies in planning that are the result <strong>of</strong> direct relationships between built form and open space within<br />
communities. Special topics within the studio will be Transit Oriented Design (TOD), Smart Growth<br />
Communities and sustainability.<br />
The second portion <strong>of</strong> the site will allow a finer grain collaboration between students in landscape <strong>architecture</strong><br />
and <strong>architecture</strong> students. Students will be asked to select a portion <strong>of</strong> team-generated master plans. They will<br />
examine this smaller portion at a larger scale and generate schematic designs that weave together exterior and<br />
interior space.<br />
The studio will also be a continuation <strong>of</strong> the design methodologies studied in ARCH-DES 501--design<br />
methodologies that stress; process, inventive analysis, media transformation, interpretation and discovery.<br />
The importance <strong>of</strong> clear visual and verbal communication in the design process will also be emphasized.<br />
Carefully crafted presentations will be an integral part <strong>of</strong> the studio work in this course.<br />
Students will learn site research methodologies; site analysis; interdisciplinary team dynamics and importance <strong>of</strong><br />
the collaborative; process; <strong>program</strong>ming; continued development <strong>of</strong> the individual design process; the role <strong>of</strong><br />
precedents and case studies in <strong>architecture</strong>, planning and landscape <strong>architecture</strong>; key considerations in<br />
involvement with local, municipal and regional; planning groups/governing bodies; incorporation <strong>of</strong> health and<br />
safety factors in the design development process; and further development <strong>of</strong> methods <strong>of</strong> communicating design<br />
ideas through verbal, graphic/digital and three dimensional means.<br />
Course Requirements:<br />
The primary activity <strong>of</strong> the studio will be collaborating with landscape <strong>architecture</strong> graduate students as well as<br />
planning students to produce a series <strong>of</strong> site planning design options for a complex <strong>program</strong> on a high impact<br />
regional site. Studio time will be used to share research and analysis and to work with instructors and peers to<br />
continue the design process from site planning through selected individual building design.<br />
Work will be reviewed and discussed in individual desk critiques, informal pin-up sessions and more formal final<br />
reviews in the studio.<br />
Class discussions, readings and written responses will supplement the studio work.<br />
Prerequisites:<br />
ARCH-DES 501<br />
23
ARCH-DES 601 Graduate Design Studio IV 6 credits<br />
Instructors: Lugosch, Miller Pollin, Schreiber<br />
Course Description:<br />
The intentions <strong>of</strong> the studio are to build on areas <strong>of</strong> inquiry pursued in earlier studios, adding a layer <strong>of</strong> study that<br />
explores the potential for materials and construction to enrich, embody, and communicate the meanings <strong>of</strong><br />
space, form, and <strong>program</strong>. The focus is integrated sustainable systems.<br />
Learning Objectives:<br />
Graduate Design IV is a special topics studio.. Iteration in drawing, modeling and diagramming will be<br />
emphasized as a tool to pursue this goal. Multi-scalar thinking will be stressed to expand the range <strong>of</strong> scales and<br />
level <strong>of</strong> detail with which students design. Relevant codes will be studied and applied. Precedents and readings<br />
will be reviewed critically.<br />
Course Requirements:<br />
The studio will consist <strong>of</strong> projects <strong>of</strong> varying lengths designed to take students through architectural problems <strong>of</strong><br />
differing scales. The projects will be developed through making drawings, models, photographs, and<br />
presentation boards with some writing. Research assignments and reading are integral to the studio work.<br />
Graphic and verbal presentation should be both expressive and precise.<br />
The students will be accountable for producing a building that draws together concerns for:<br />
• sensitive site treatment (both experientially and environmentally)<br />
• a critical theoretical position about architectural design and its broader cultural role<br />
• an awareness <strong>of</strong> the building’s role in enhancing and nurturing the everyday life and functions that<br />
occur within it<br />
• creation <strong>of</strong> sophisticated architectural form<br />
• use <strong>of</strong> appropriate experiential character to reinforce moods and feelings<br />
• responsible use <strong>of</strong> material resources, at best in a sustainable sense<br />
• sensitive reaction to climatic conditions<br />
• clear definition <strong>of</strong> structural, technical and circulation systems<br />
• awareness <strong>of</strong> safety and regulatory compliance<br />
• <strong>architecture</strong> which makes a clear contribution to its culture and the future<br />
Text:<br />
Prerequisite:<br />
ARCH-DES 600<br />
24
ARCH-DES 602 Graduate Design Studio V 6 credits<br />
Instructors: Luarasi, Lugosch, Miller Pollin, Mann, Krupczynski<br />
Course Description: This studio is advanced and comprehensive in all the aspects and complexities that<br />
comprise contemporary architectural practice today. It is also integrative in integrating both these aspects and<br />
the various degrees <strong>of</strong> design knowledge and intelligence you have acquired so far in your design studio<br />
development.<br />
Learning Objectives:<br />
This studio will focus on the notion <strong>of</strong> information based design and the design <strong>of</strong> diagram/ideogram as an<br />
informational placeholder and generative form-finding tool.<br />
Research: Research will be an imminent attribute <strong>of</strong> this studio. It will consist <strong>of</strong> reading specific texts, precedent<br />
studies and gathering informational data. However, this studio will focus on a particular form <strong>of</strong> research, that is,<br />
on Design as a form <strong>of</strong> research. The primary goal <strong>of</strong> this form <strong>of</strong> research is not simply to gather data, but<br />
rather design this gathering and interpolate/manipulate the data in order to create a design intelligence that<br />
could and should be used in the architectural design. In other words the goal <strong>of</strong> Design as a Form <strong>of</strong> Research is<br />
to set the cognition forth, to release it, initiate it, and let it happen…. Evidently there is a strong affinity between<br />
this form <strong>of</strong> research and the aspect <strong>of</strong> analysis and representation.<br />
Site/Context/Program/Typologies: Specific urban/rural sites/landscapes will be given to the students. However,<br />
each student will approach the questions <strong>of</strong> context, <strong>program</strong> and typology vis-à-vis his/her design research.<br />
The design research phase will lead each student choose a context, <strong>program</strong> and typology that will be<br />
materialized into a building form.<br />
Building systems/Tectonics/Fabrication Strategies/Prototyping: The studio will address the aspects <strong>of</strong> materiality,<br />
building systems, tectonics, fabrication, circulation, egress circulation system, life safety protocols and<br />
handicapped accessibility.<br />
Sustainability: This studio will engage with the practices <strong>of</strong> sustainability in <strong>architecture</strong> today. However the<br />
challenge will be to see the notion <strong>of</strong> sustainability not only as a technical aspect <strong>of</strong> architectural design, but an<br />
organizational, cultural and aesthetic one as well.<br />
Course Requirements:<br />
The first part <strong>of</strong> the course will include diagramming and mapping exercises that may operate geologically,<br />
biologically or linguistically. Whether they are analogue or digital, they should operate parametrically, capable <strong>of</strong><br />
producing not a single result, but series, repetition, multiplicity and variation. Simultaneously, students will work<br />
with a series <strong>of</strong> precedent studies <strong>of</strong> contemporary ideas and typologies. This phase will lead to the formulation<br />
<strong>of</strong> a particular context, <strong>program</strong> and typology in a particular site. The second part <strong>of</strong> the studio will consist in<br />
building design and development.<br />
Texts:<br />
“A Thousand Plateaus – Capitalism and Schizophrenia”, Chapter 10, “Becoming Intense, Becoming Animal,<br />
Becoming Imperceptible…” by Gilles Deleuze and Felix Guattari,* “A Thousand Years <strong>of</strong> Nonlinear History” by<br />
Manuel De Landa, “Earth Moves” by Bernard Cache*, “Folds, Bodies & Blobs – Collected Essays” by Greg<br />
Lynn* “the metapolis dictionary <strong>of</strong> advanced <strong>architecture</strong>”, “European Cities, the Informational Society, and the<br />
Global Economy,” by Manuel Castells and “Praxis” magazine<br />
Prerequisites:<br />
ARCH-DES 601<br />
25
ARCH-DES 620 Building Physics II 3 credits<br />
Instructors: Mann<br />
Course Description:<br />
This course is an introduction to architectural lighting from both sunlight and artificial sources. The course also<br />
introduces basic concepts <strong>of</strong> architectural acoustics. Physical fundamentals <strong>of</strong> light, environment, materials,<br />
vision and perception and electricity are discussed and expanded through problems <strong>of</strong> building and building<br />
component design. Design solutions will be explored through case studies and field trips, accompanied by<br />
technical calculations and specifications for energy consumption and light behavior using standard industry<br />
methods. Students will also do research on various aspects <strong>of</strong> lighting, including cultural, psychological and<br />
physiological conditions and impacts <strong>of</strong> this essential component <strong>of</strong> our environment.<br />
Learning Objectives:<br />
Using a highly integrated approach, you will learn quantitative and qualitative aspects <strong>of</strong> light and acoustics and<br />
be able to apply this knowledge towards the design <strong>of</strong> buildings and environments that are responsive to<br />
environmental and human needs.<br />
This course is both technical and creative. The course is taught primarily through lectures, assigned readings<br />
and field trips, with designed, researched, or calculated assignments. Website modules will be accessed for<br />
some assignments. Students are expected to make significant progress from class to class and to have the<br />
appropriate documentation <strong>of</strong> the assigned work to show the instructor during the assigned class time and at<br />
pin-ups. You will be expected to produce models, sketches, drafted and dimensional drawings, and even fullsize<br />
mock-ups for design problems, depending on the assignment. Modest purchases <strong>of</strong> lighting equipment will<br />
be required on an as-needed basis. From time to time, group projects and activities may require coordinated<br />
activity in and out or the classroom. Your contribution to such activities will also be assessed in your grading.<br />
The final project will be integrated with an assignment from studio.<br />
Field trips and guest lectures will be components <strong>of</strong> the class. In addition, attendance at a minimum <strong>of</strong> two A+D<br />
<strong>program</strong> lectures accompanied by written summaries will be required as part <strong>of</strong> this class, unless they are<br />
already required elsewhere.<br />
Course Requirements:<br />
Projects and assignments will be individually graded according to the quality <strong>of</strong> research, thought process and<br />
problem solving, design process, execution and presentation. Assignments and reading, quizzes 20% <strong>of</strong> grade,<br />
projects 50% <strong>of</strong> grade, final project 15% <strong>of</strong> grade, class and trip attendance, notes and sketches and<br />
participation 15% <strong>of</strong> grade.<br />
Texts:<br />
Lechner, Norbert, Heating, Cooling, Lighting: Design Methods for Architects, 2nd edition, Wiley, 2000.<br />
All readings will be available on the class website for downloading.<br />
Prerequisites:<br />
Building Physics I or permission <strong>of</strong> instructor<br />
26
ARCH-DES 630 Philosophy <strong>of</strong> Architecture & Design 3 credits<br />
Instructor: Page, Dillon<br />
Course Description<br />
This course is an intensive reading and writing course on the central theories and philosophies shaping<br />
architectural discourse in the 20 th century, with an emphasis on the past forty years.<br />
Learning Objectives<br />
The course will look at some <strong>of</strong> the key thinkers and theoretical approaches that have shaped 20 th century<br />
<strong>architecture</strong> (phenomenology, structuralism, postmodernism) and then move to a chronological focus on the<br />
past few decades <strong>of</strong> architectural culture. The goal <strong>of</strong> the course is tw<strong>of</strong>old: to gain some mastery over the<br />
foundations <strong>of</strong> contemporary architectural theory, and, equally, to understand how architects and designers can<br />
put these theoretical explorations to work in their own practice.<br />
Course Requirements<br />
1. Readings -- The heart <strong>of</strong> the course is an intense engagement with the readings<br />
2 Weekly journal - To augment your reading, and to develop your capabilities as writers on <strong>architecture</strong>, for each<br />
class you will write a 2-3 page essay in which you engage with the readings for the week. I will<br />
sometimes insist on a focused critique <strong>of</strong> one <strong>of</strong> the readings, or ask you to go to visit a particular<br />
building and write about it. But in other weeks, I will leave it open, and encourage you to write on<br />
whatever was inspired by the readings. We will spend some class time most weeks discussing<br />
approaches to architectural writing. You may skip two weeks.<br />
2. Group project -- The concept <strong>of</strong> beauty, which largely fell out <strong>of</strong> favor as a way <strong>of</strong> talking about <strong>architecture</strong> for<br />
the past two decades, is returning in new guises. The class project will be to examine the key writings<br />
on beauty, the central intellectual problems around the idea, and to put together a one-day symposium<br />
in the spring <strong>of</strong> 2007 which will bring together scholars and practitioners together to wrestle with these<br />
ideas.<br />
Text<br />
K. Michael Hays, ed., Architecture Theory since 1968<br />
Neil Leach, ed., Rethinking Architecture (“L” in the syllabus)<br />
Elaine Scarry, On Beauty and Being Just<br />
Strunk and White, Elements <strong>of</strong> Style<br />
Prerequisites:<br />
Admission to MArch or MS<br />
27
ARCH-DES 650 Tectonics II 3 credits<br />
Instructor: Clouston<br />
Course Description<br />
Introduction to the mechanical behavior <strong>of</strong> building materials for students <strong>of</strong> construction technology and<br />
<strong>architecture</strong>. Basic structural concepts, including statics and strength <strong>of</strong> materials, are addressed in a practical<br />
hands-on manner.<br />
Learning Objectives:<br />
Mechanics <strong>of</strong> Building Materials for Construction introduces students <strong>of</strong> Architecture and Construction<br />
Technology to the mechanical behavior <strong>of</strong> building materials. Fundamental structural concepts <strong>of</strong> Statics and<br />
Equilibrium are addressed and applied to statically determinate systems. Force and moment analysis is followed<br />
by Strength <strong>of</strong> Materials, where students learn to determine stress and strain in simply supported beams. Next,<br />
students are introduced to beam design with deflection, shear and bending stress evaluation. Finally, the<br />
concepts <strong>of</strong> column design, lateral buckling and stability are discussed. Case studies and practical applications<br />
are employed throughout the course through in-class examples and illustrations, homework assignments and 2<br />
hour/week problem solving sessions.<br />
Upon completion <strong>of</strong> the course, students will be able to:<br />
1. analyze external and internal forces in statically determinate plane structures<br />
2. calculate stresses and strains in axial members<br />
3. determine bending and shear stresses in simple beams<br />
4. understand the concept <strong>of</strong> stability with slender columns<br />
5. be able to solve simple beam design equations<br />
Course Requirements:<br />
Lectures: Class will meet for a 50 minute session on Wednesday and Friday mornings to introduce and discuss<br />
new topics and to go through sample problems.<br />
Labs/problem solving sessions: Class will meet for 115 minutes on Monday mornings for a problem solving<br />
tutorial. Working in interdisciplinary groups, students will solve questions that are similar to the homework<br />
questions to be completed the following week.<br />
Assignments: Homework will be assigned every Monday during the lab. Due dates will be 5pm the following<br />
Monday. Assignments must be submitted on time. Late submittal (without PRIOR Pr<strong>of</strong>essor approval) will result<br />
in a 5% penalty for each day that it is late (including weekends). NO assignments will be accepted after<br />
homework solutions have been handed out.<br />
Exams: There will be two mid-term exams and one final exam. All exams will be closed book but cheat sheets<br />
and calculators will be allowed.<br />
Grading and Evaluation<br />
Exam #1: 20%<br />
Exam #2: 20%<br />
Final exam: 25%<br />
Weekly assignments: 30%<br />
Lecture and lab participation: 5%<br />
Text:<br />
B. Onouye and K. Kane, Statics and Strength <strong>of</strong> Materials for Architecture and Building Construction. Upper<br />
Saddle River, New Jersey, Prentice Hall, 3 rd ed., 2007<br />
Prerequisite:<br />
MATH 104 or equivalent and Physics 131<br />
28
ARCH-DES 652 Building Physics III 3 credits<br />
Instructor: Curcija<br />
Course Description:<br />
Introductory course in the science <strong>of</strong> energy and moisture transfer performance <strong>of</strong> commercial and residential<br />
buildings. Today’s architectural students don’t learn enough about basic physics principles <strong>of</strong> modern buildings,<br />
which results in some poor decisions during the building design process. In addition to form and appearance,<br />
architects need to be cognizant <strong>of</strong> the effects <strong>of</strong> their buildings on human comfort, health, and energy use. This<br />
course <strong>of</strong>fers basic concepts and principles <strong>of</strong> building physics in a non-intimidating way so that non-science<br />
student can easily grasp these concepts and adopt them in their future practice.<br />
Learning Objectives:<br />
The objective <strong>of</strong> the course is to teach basic principles <strong>of</strong> thermal and moisture performance <strong>of</strong> building<br />
structures and systems and to provide insight into the effects that these phenomena may have in the design <strong>of</strong><br />
the building. After completing this course, architect should have fairly good idea about the consequences <strong>of</strong> the<br />
design decisions on energy performance <strong>of</strong> a building, possible health hazards, and human comfort implications.<br />
Introductory computer simulation methods and tools will also be covered. The course will also include project,<br />
which will consist in using computer tool in early stages <strong>of</strong> design <strong>of</strong> a building. The project is planned to be a<br />
group effort with divided responsibilities between group members. The result <strong>of</strong> the project will be documented in<br />
the Term Project Report.<br />
Course content includes:<br />
� Fundamentals <strong>of</strong> heat transfer and moisture transfer (introduction)<br />
� Heat and moisture transfer in building structures<br />
� Thermo-physical properties <strong>of</strong> materials<br />
� Weather data and climatic conditions<br />
� Performance <strong>of</strong> building envelopes<br />
� Performance <strong>of</strong> windows and other fenestration<br />
� Performance <strong>of</strong> building foundations<br />
� Performance <strong>of</strong> ro<strong>of</strong> and attic spaces<br />
� Insulation<br />
� Air infiltration<br />
� Moisture control in building structures<br />
� Daylighting<br />
� Energy use in buildings<br />
� Cooling and heating load calculation basics<br />
� Overview <strong>of</strong> mechanical systems<br />
� Integrated performance <strong>of</strong> a building<br />
� Term project<br />
Course requirements:<br />
Active participation in the classroom and regular attendance are strongly encouraged. Grades will be assigned<br />
based on the following percentages:<br />
� Attendance: 10%<br />
� Homework: 20%<br />
� Exams: 40%<br />
� Term Project: 30%<br />
Text:<br />
Handout materials<br />
Prerequisites:<br />
Physics, calculus<br />
29
ARCH-DES 653 Tectonics III 3 credits<br />
Instructor: Civjan, Schreyer<br />
Course Description:<br />
In this course we will explore the interrelations between loads, structural systems, materials and construction<br />
methods. Topics addressed are building layout, design, structural detailing, and documentation <strong>of</strong> predominantly<br />
large-scale buildings and structures made <strong>of</strong> steel, aluminum, concrete, masonry and wood (glulam and heavytimber).<br />
Students will be exposed to a wide range <strong>of</strong> topics and will be encouraged to develop an integrated approach to<br />
planning that considers efficient structural solutions. Concept-based design projects and assignments will<br />
provide an opportunity to practice this. An emphasis is placed on research, s<strong>of</strong>tware-based structural design,<br />
detailing, and project documentation.<br />
Learning Objectives:<br />
Structural Components<br />
Resisting loads<br />
Seeking equilibrium<br />
Designing using s<strong>of</strong>tware, optimal design<br />
Materials: Properties, uses and detailing<br />
Design <strong>of</strong> structural systems and members<br />
Axial members<br />
Beams and trusses<br />
Preliminary sizing<br />
Optimal shapes<br />
Arches and domes<br />
Tensile structures<br />
Lateral bracing systems<br />
Introduction to the principles <strong>of</strong> structural systems, design and behavior as they relate to large-scale construction<br />
projects. The course includes detailing, documentation issues relating to structural and cladding systems. Students<br />
will gain an understanding in transferring loads to foundations through a variety <strong>of</strong> structural systems, basic design <strong>of</strong><br />
structural elements, and material selection. These issues will be addresses relating to the building envelope as well<br />
as the structural components.<br />
Course Requirements:<br />
Your course grade will consist <strong>of</strong> these components (some are group work):<br />
45% - approx. 6 Assignments<br />
50% - 2 Design Projects<br />
5% - Participation<br />
Text:<br />
Wayne Place, Architectural Structures. 2007, J. Wiley & Sons<br />
Prerequisites:<br />
Tectonics II<br />
30
ARCH-DES 660 Business <strong>of</strong> Building 3 credits<br />
Instructor: Damery, Dietz<br />
Course Description<br />
Introduction to issues affecting the operation <strong>of</strong> a pr<strong>of</strong>essional interior design/<strong>architecture</strong> <strong>of</strong>fice: <strong>program</strong>ming,<br />
<strong>of</strong>fice structures, liability insurance, project scheduling, IDP and RE orientation, code search, cost estimating,<br />
portfolio and interviewing procedures. Includes field trips.<br />
Learning Objectives<br />
Students interested in design and construction <strong>of</strong> structures will develop an understanding <strong>of</strong> the pr<strong>of</strong>essional<br />
practice <strong>of</strong> <strong>architecture</strong>. Managing a project, contracts, marketing, scheduling, personnel, leadership,<br />
interpersonal communication, human behavior, finance, budgeting, ethical and legal considerations.<br />
Students will gain understanding <strong>of</strong> and will hone verbal, writing, and research and collaborative skills. They will<br />
also be exposed to and gain awareness in the areas <strong>of</strong>:<br />
• Critical Thinking Skills • Contracts and Specifications<br />
• Human Behavior • The Legal Context <strong>of</strong> Architectural •Legal<br />
Responsibilities Practice<br />
• Building Economics and • Firm Organization and Management<br />
Costing • Leadership<br />
• Technical Documentation • Ethics and Pr<strong>of</strong>essional Judgment<br />
1. Client Role in Architecture - Understanding <strong>of</strong> the responsibility <strong>of</strong> the architect to elicit, understand, and<br />
resolve the needs <strong>of</strong> the client, owner, and user.<br />
2. Architect’s Administrative Roles - Understanding <strong>of</strong> obtaining commissions and negotiating contracts,<br />
managing personnel and selecting consultants, recommending project delivery methods, and forms <strong>of</strong> service<br />
contracts.<br />
3. Architectural Practice - Understanding <strong>of</strong> the basic principles and legal aspects <strong>of</strong> practice organization,<br />
financial management, business planning, time and project management, risk mitigation, and mediation and<br />
arbitration as well as an understanding <strong>of</strong> trends that affect practice, such as globalization, outsourcing, project<br />
delivery, expanding practice settings, diversity, and others.<br />
4. Pr<strong>of</strong>essional Development - Understanding <strong>of</strong> the role <strong>of</strong> internship in obtaining licensure and registration and<br />
the mutual rights and responsibilities <strong>of</strong> interns and employers.<br />
5. Leadership - Understanding <strong>of</strong> the need for architects to provide leadership in the building design and<br />
construction process and on issues <strong>of</strong> growth, development, and aesthetics in their communities.<br />
6. Legal Responsibilities - Understanding <strong>of</strong> the architect’s responsibility as determined by registration law,<br />
building codes and regulations, pr<strong>of</strong>essional service contracts, zoning and subdivision ordinances,<br />
environmental regulation, historic preservation laws, and accessibility laws.<br />
7. Ethics and Pr<strong>of</strong>essional Judgment - Understanding <strong>of</strong> the ethical issues involved in the formation <strong>of</strong><br />
pr<strong>of</strong>essional judgement in architectural design and practice.<br />
Course Requirements<br />
Students are expected to have read the text and course packet material prior to each class lecture. The lectures<br />
are designed to reinforce and expand on the readings. Students are encouraged and will be called on to<br />
participate and contribute in class discussions, in-class exercises, group work and case presentations. Case<br />
presentations are graded on a group basis.<br />
Homework Assignments (23@ 2% each ) 46%<br />
Case Studies (2 @ 10% each ) 20%<br />
Exams (2 @ 10% each ) 20%<br />
Final Exam 14%<br />
Total 100%<br />
Texts:<br />
The Architecture Student’s Handbook <strong>of</strong> Pr<strong>of</strong>essional Practice, John Wiley and Sons Inc.<br />
Ebert, Ronald J. and Ricky W. Griffin, Business Essentials, 5th Edition, Prentice-Hall<br />
Prerequisites:<br />
31
ARCH-DES 670 Research Forum 3 credits<br />
Instructors: Lugosch, Page, Dillon<br />
Catalogue Description:<br />
Design criticism, current design literature, man/environment problems, design education, sociology <strong>of</strong> design,<br />
energy conservation through design, etc. Guest speakers, possibly one or two field trips; each participant<br />
prepares a class presentation on a chosen topic.<br />
Learning Objectives:<br />
A Masters Project is a year long, self initiated major research and design project which reflects your area <strong>of</strong><br />
interest. The expectations for Masters Projects are for a truly significant project, though large size and<br />
<strong>program</strong>matic complexity are not necessarily the primary determinant. The significance <strong>of</strong> the project may<br />
emerge from the types <strong>of</strong> research themes that accompany and are implemented through the design phase <strong>of</strong><br />
the project.<br />
This course is a research seminar designed to help students in the Architecture and Design <strong>program</strong> identify<br />
topics and pursue research that will support the spring Master’s thesis project semester. Through readings, site<br />
visits, and intensive sharing and critiquing <strong>of</strong> topics and research proposals, the class aims to have each student<br />
be fully prepared to produce outstanding, innovative thesis projects.<br />
Course Requirements:<br />
The central assignment <strong>of</strong> the course is to produce a research paper on your topic. The paper will have two<br />
parts: a serious examination, conducted through scholarly journal and books, <strong>of</strong> an important design issue and<br />
a detailed description <strong>of</strong> a specific site, building, or landscape that will serve as the focus <strong>of</strong> the spring design<br />
semester. There will be several short writing assignments throughout the semester.<br />
Project Binder The main product <strong>of</strong> the workshop is a Workshop Project Binder in which you will compile the<br />
research completed during the semester. I suggest lightweight plastic sleeves in a roomy binder that can hold a<br />
variety <strong>of</strong> research items from clippings to material samples to code research, to your writings and graphics.<br />
The Project Binder that you develop during this semester’s workshop will evolve into your Degree Project Book<br />
as you supplement the Workshop Binder with additional writing/analysis/documentation <strong>of</strong> your design process<br />
and completed design over the course <strong>of</strong> your Degree Project Design semester. Two copies <strong>of</strong> the Degree<br />
Project Book must be handed in at the end <strong>of</strong> your Degree Project Design semester in the week following your<br />
oral presentation.<br />
Weekly discussion will focus on the nature <strong>of</strong> thesis concepts and how research and writing can help to hone<br />
interests. In addition, practical issues <strong>of</strong> how to assemble <strong>program</strong> and site material will be reviewed.<br />
You are required to complete the following and submit your work at the start <strong>of</strong> the Masters Project Research<br />
Seminar fall semester. Minimum requirements: a summary <strong>of</strong> a minimum <strong>of</strong> 5 influential readings related to your<br />
project proposal; a bibliography <strong>of</strong> additional proposed readings; an analysis <strong>of</strong><br />
art/<strong>architecture</strong>/poetry/dance/joinery in tribal cultures … expressions that you find inspirational; initial site<br />
proposal(s); and a statement <strong>of</strong> the focus <strong>of</strong> your Masters project; your thesis.<br />
The Masters Project Research Forum Fall Semester is to provide you with the opportunity to further the predesign<br />
explorations begun over the summer; to discuss ideas, shape the scope <strong>of</strong> your project, elaborate and<br />
complete design preparations, continue initial concept and design explorations. Successful completion <strong>of</strong><br />
minimum requirements outlined below is required to continue into Master Project Design. The pre-design<br />
preparations completed during the fall will be handed in at the end <strong>of</strong> the fall semester in the ongoing<br />
development <strong>of</strong> the Master Project Binder. Minimum Requirements: Expanded research with written summaries;<br />
continued concept development; refined thesis, completed “Letter <strong>of</strong> Intent”; site documentation in CAD; site<br />
analysis; completed building <strong>program</strong> based on an analysis <strong>of</strong> the use and users for your building; and<br />
regulatory research.<br />
Texts:<br />
Alain de Botton, Architecture <strong>of</strong> Happiness (Vintage paperback)<br />
Wayne C. Booth, The Craft <strong>of</strong> Research (<strong>University</strong> <strong>of</strong> Chicago Press), 3 rd edition<br />
Strunk and White, Elements <strong>of</strong> Style<br />
Prerequisite: Admission to final year <strong>of</strong> MArch or MS Design <strong>program</strong><br />
32
ARCH-DES 799 [formerly 699] Masters Project 9 credits<br />
Instructors: Luarasi, Lugosch [coordinators]<br />
Course Description<br />
Coursework under the direction <strong>of</strong> faculty for the completion <strong>of</strong> project by candidates for the degree <strong>of</strong> Master <strong>of</strong><br />
Architecture and Master <strong>of</strong> Science in Design.<br />
Learning Objectives<br />
The final studio in the Graduate Design sequence encourages students to engage in increasingly independent<br />
work that will be presented in both a review and a final book outlining their process over the course <strong>of</strong> the<br />
semester and their final designs. The Masters Project should address questions, as appropriate, related to the<br />
changing character <strong>of</strong> the city, the nature <strong>of</strong> social/cultural institutions, and the context in which their project is<br />
situated. The area <strong>of</strong> research must be developed into highly articulated projects. These must express a<br />
substantial degree <strong>of</strong> resolution and be presented with attention to all aspects <strong>of</strong> design from technical details to<br />
overall planning. The projects should advance all areas covered in the comprehensive studio (including building<br />
systems, ADA, and safety). They should also consider issues <strong>of</strong> sustainability, ethics, cost analysis, and<br />
materiality.<br />
Course Requirements<br />
Each student has an assigned committee, comprised <strong>of</strong> three members <strong>of</strong> the graduate faculty. Four formal<br />
committee review meetings, each with a set <strong>of</strong> required submissions, are scheduled at appropriate intervals<br />
during the semester. These meeting agendas are:<br />
1. Alternative Partis -- site & building strategies are to be studied, documented and presented;<br />
2. Schematics -- in-depth development and refinement <strong>of</strong> a chosen parti is presented;<br />
3. Design Development -- presentation makes clear that all major design decisions have been made, including<br />
wall sections illustrating materials and the integration <strong>of</strong> all building technologies;<br />
4. Final Committee Review -- determination is made at this review as to whether the project is acceptable and<br />
can be presented to the full faculty and invited guests<br />
Text<br />
The Blind Watchmaker – Why the Evidence <strong>of</strong> Evolution Reveals a Universe without Design, Richard Dawkins,<br />
W. W. Norton & Company, New York, London, 1996<br />
Earth Moves – The Furnishing <strong>of</strong> Territories, Bernard Cache, MIT Press, 1995<br />
the metapolis dictionary <strong>of</strong> advanced <strong>architecture</strong> – city, technology and society in the information age<br />
Specific readings, related to students’ topics, are assigned.<br />
Prerequisites:<br />
Graduate Design V, Research Forum<br />
33
ARCH-DES 700 Integration 3 credits<br />
Instructors: Miller Pollin, Williams<br />
Course Description:<br />
Pr<strong>of</strong>essional design procedures consisting <strong>of</strong> complete design solutions from inception to completion <strong>of</strong> project.<br />
Theory and practice seminar discussions to enlarge knowledge and understanding <strong>of</strong> the practice <strong>of</strong> designing<br />
interiors in <strong>architecture</strong>.<br />
Course Objectives:<br />
The intent <strong>of</strong> this course is to teach the skills necessary to proceed from a Schematic Design Phase, consisting<br />
<strong>of</strong> those drawings illustrating a project’s scale and relationship <strong>of</strong> components, to the Design Development<br />
Phase, consisting <strong>of</strong> those drawings and other documents necessary to fix and describe the size and character<br />
<strong>of</strong> the project as to architectural, structural, mechanical and electrical systems and materials. Primary emphasis<br />
will be placed on the selection and dimensional interrelationship between building systems and their<br />
appropriateness, cost and code requirements. Further emphasis will be placed on the historical comparisons<br />
and precedents for similar design elements. This ability to understand the “how to” <strong>of</strong> construction is critical to<br />
the future practitioners place in the pr<strong>of</strong>ession.<br />
The central focus <strong>of</strong> this course is to integrate architectural design with site conditions, structural systems,<br />
construction details, environmental systems, life-safety systems, building envelope systems, code analysis,<br />
<strong>program</strong> definition and development and the social context <strong>of</strong> design. The coursework will be complex; including<br />
both a mixed-use <strong>program</strong>matic aspect as well as a hybrid structural system. Students will be guided through a<br />
complex design process into the production <strong>of</strong> a set <strong>of</strong> integrated design development drawings and an outline<br />
specification. These documents highlight the pr<strong>of</strong>essional design procedures and documentation that takes<br />
place in architectural practice. During the semester various links will be made to course content in the following<br />
A + D <strong>program</strong> courses:<br />
Tectonics I, II, III<br />
Business <strong>of</strong> Building<br />
Building Physics<br />
Methods for resolving design issues in a complex <strong>program</strong><br />
Examining environmental implications for architectural design and development strategies<br />
Understanding the criteria used for selecting structural, mechanical and building envelope systems and<br />
materials<br />
Examine critical regional phenomena in the natural and built environment<br />
Organization <strong>of</strong> design development drawings as precursor to developing construction documents<br />
Review the process <strong>of</strong> creating specifications<br />
Awareness <strong>of</strong> accessing the Uniform Building Code, energy codes and local building codes<br />
Preparation <strong>of</strong> a preliminary budget using contractors estimating methods<br />
Course Requirements:<br />
Projects: You will be developing a design project previously completed in another studio. Initial class sessions<br />
will assess the project and discuss strategies for moving it into design development.<br />
Design Development will be the second phase <strong>of</strong> the project. In this phase students will work in conjunction with<br />
the principal pr<strong>of</strong>essor as well as pr<strong>of</strong>essors from collaborating departments on campus. The product <strong>of</strong> this<br />
process will yield an integrated set <strong>of</strong> digital drawings that include the following: site plan, dimensioned floor<br />
plans, ro<strong>of</strong> plan, elevations, building sections, wall sections, details, and window and door schedules. Students<br />
will be required to select mechanical systems and produce schematic HVAC layouts and preliminary electrical<br />
plans.<br />
Students will assemble an outline specification and have the opportunity to discuss their decisions with a<br />
building contractor.<br />
Students will prepare a preliminary budget for the project.<br />
Texts:<br />
The Studio Companion: Rules <strong>of</strong> Thumb for Preliminary Design, by Edward Allen & Joseph Iano, 4th Edition<br />
Fundamentals <strong>of</strong> Building Construction, by Edward Allen & Joseph Iano, 5th edition<br />
Prerequisite:<br />
ARCH-DES 602<br />
34
ART-HIST 191A Introduction to Architecture and the Built Environment 3 credits<br />
Instructor: Rohan, Vickery<br />
Course Description:<br />
This is an introductory lecture course that is a foundation both for those who have a general interest in<br />
<strong>architecture</strong> and for those who will pursue <strong>architecture</strong>, design, preservation and planning as a career.<br />
Learning Objectives:<br />
The class covers the history <strong>of</strong> <strong>architecture</strong> from antiquity to the present in a fashion that is both thematic and<br />
chronological. Lectures and discussions examine significant examples <strong>of</strong> western and non-western buildings,<br />
complexes and cities from Europe, the Middle East, the Americas, China, Japan and India. Exemplary<br />
structures, such as the Parthenon in Greece and the Ise Shrine in Japan, will be compared in order to<br />
understand how different cultures approach similar architectural problems. In addition to an awareness <strong>of</strong> the<br />
broader issues that contribute to the formation <strong>of</strong> the built environment (materials, technology, patronage, power,<br />
labor), students will develop research skills, learn to read architectural plans and acquire a working vocabulary<br />
<strong>of</strong> architectural terms. These skills will be useful for taking upper level courses in architectural history and can<br />
be called upon throughout life. Students will also be encouraged to think about issues <strong>of</strong> sustainability and the<br />
built environment throughout the course, in order to better understand humankind’s relationship between<br />
buildings and the environment and subsequently to have a better understanding <strong>of</strong> the issues we face today.<br />
Course Requirements:<br />
Papers: The first 3-5 page assignment is a comparison <strong>of</strong> the Acropolis, Athens with the Ise Shrine, Japan, due<br />
Friday feb. 23. The second 5 page assignment is a descriptive exercise <strong>of</strong> Pennsylvania Station, New York<br />
designed to help your skills in reading and analyzing plans and images, due Friday April 10. The final 6-7 page<br />
paper is an analysis <strong>of</strong> an actual building on campus that can be visited and described in light <strong>of</strong> issues addressed in<br />
the class and in the readings (due Monday May 4).These assignments will be explained in greater detail on separate<br />
handouts and dates may change. Plagarism, especially from internet sources such as Wikipedia, will result in lower<br />
grades or failure.<br />
Exams: All exams use slides. There is a quiz (Wed. February 11), midterm (Wed. March 11) and a cumulative final<br />
(date and time to be announced). For the mid-term and final you will be asked to identify and compare images <strong>of</strong><br />
structures discussed in class and found in the textbook. There will be review sheets for these exams listing these<br />
structures. For each building you will have to know its name, location, architect, dates and why it is significant. You<br />
will be expected to interpret and cite the readings for the exam. The final is a cumulative exam using material from<br />
the entire course. Exams must be taken as scheduled, or else a legitimate excuse from the dean’s <strong>of</strong>fice must be<br />
presented. This means you should not book a flight that conflicts with quizzes or exams!!<br />
Final grades will be determined by the grades that are received on the following: a quiz (5%), a mid-term exam<br />
(20%), a final exam(25%), written assignment #1, (15%), written assignment #2 (15%) and a seven page final<br />
paper (20%). Late assignments will be penalized unless the student reaches an agreement with their teaching<br />
assistant.<br />
Texts:<br />
Marian M<strong>of</strong>fett, Michael Fazion, Lawrence Wodehouse. Buildings Across Time: An Introduction to World Architecture<br />
(McGraw Hill, 2009, 3 rd edition) and The Penguin Dictionary <strong>of</strong> Architecture and Landscape Architecture are the required text<br />
for the course. Both are available at <strong>Amherst</strong> Books.<br />
Prerequisites:<br />
None<br />
35
ART-HIST 342/642 19th Century Architecture 3 credits<br />
Instructor: Rohan<br />
Course Description:<br />
Architecture as art, proper architectural terms, <strong>architecture</strong> as tool <strong>of</strong> society. Flow <strong>of</strong> architectural style from<br />
1750 to 1900 in Europe and America; attempts to account for frequent changes in style, beginning with<br />
Romanticism, continuing through variety <strong>of</strong> tastes <strong>of</strong> the mid-century, concluding with rise <strong>of</strong> the skyscraper and<br />
early Frank Lloyd Wright. Architecture as humanistic study; basic for architects, regional planning, landscape<br />
and town planning, and preservation.<br />
Learning Objectives:<br />
This lecture class surveys the practice <strong>of</strong> <strong>architecture</strong> in Europe and America from the mid-eighteenth-century to<br />
the early 1900s. It looks at the economic, social and political forces that led to the creation <strong>of</strong> new building<br />
types, institutions and technologies peculiar to the nineteenth century. In a chronological fashion, the course<br />
focuses on seminal figures, monuments, urban environments and movements- such as Schinkel, Ruskin, Violletle-Duc,<br />
Frank Lloyd Wright, Hausmann’s Paris, Olmstead’s Central Park, Gothic Revival, Arts and Crafts, and<br />
Art Nouveau. A particular emphasis will be placed upon <strong>architecture</strong>’s relationship to history and labor. The<br />
architect’s role as a critic seeking social reform will also be stressed, Students will develop a working vocabulary<br />
<strong>of</strong> germs that will be used on quizzes and exams. It is helpful for those taking 343, 20 th Century Architecture in<br />
the Spring.<br />
Course Requirements:<br />
A quiz (5%) Sept. 17, mid-term exam (15%) Oct 20, final exam (20%), short 5-page paper (20%) due Oct. 15 in<br />
class, a 10-12 page research paper (40%) due Friday, Dec.3 in class. Graduate student requirements are<br />
different.<br />
Texts:<br />
Barry Bergdoll’s European Architecture 1750-1900 and Henry-Russell Hitchcock’s Architecture: Nineteenth and<br />
Twentieth Centuries are required. Both are available at the textbook annex. Other readings will be on reserve<br />
and there may be some supplements.<br />
Prerequisite:<br />
ART-HIST 110 or 115.<br />
36
ART-HIST 343/643 20th Century Architecture 3 credits<br />
Instructor: Rohan, Dillon<br />
Course Description:<br />
Recognition and explanation <strong>of</strong> stylistic trends <strong>of</strong> our era, beginning with Frank Lloyd Wright and other 20th<br />
century innovators, ending with contemporary developments. Changing theories <strong>of</strong> modern <strong>architecture</strong> and<br />
their historical sources; views <strong>of</strong> modern architects through reading and critiquing. Preparation for careers in<br />
<strong>architecture</strong>, environmental design, interior decoration and art history.<br />
Learning Objectives:<br />
This lecture course uses the primary ideologies <strong>of</strong> the 20th century—socialism, capitalism, and globalism—to<br />
examine the <strong>architecture</strong>, design and theory <strong>of</strong> the Modernist movement from 194 to the present. It considers<br />
the work <strong>of</strong> the founding figures—Wright, Mies, Gropius, and Le Corbusier—and significant themes such as the<br />
individual vs. the collective; European vs. American ideals; the contributions <strong>of</strong> non-western cultures, such as<br />
Japan; and the impact <strong>of</strong> war, mass-culture and new technologies. Graduate students have their own discussion<br />
section.<br />
Course Requirements:<br />
Quiz - 5%<br />
Midterm - 20%<br />
2 short assignments - 15% each<br />
Final paper–20%<br />
Final exam–25%<br />
Other papers or quizzes might be assigned as the instructor sees fit.<br />
Text:<br />
Kenneth Frampton, Modern Architecture: A Critical History (Thames & Hudson, 4th edition)<br />
Other articles on reserve indicated on syllabus.<br />
Prerequisites:<br />
ART-HIST 110, 115 or 191A<br />
37
BMATWT 597E Building Energy and Environmental Systems 3 credits<br />
Instructor: Hoque<br />
Course Description:<br />
The purpose <strong>of</strong> this course is to provide an overview <strong>of</strong> building environmental systems from an energy<br />
efficient perspective.<br />
Learning Objectives:<br />
There are three phases <strong>of</strong> learning objects in this course. The first phase, building science principles, will cover<br />
an overview <strong>of</strong> thermodynamics, energy auditing and accounting, and heat transfer calculations. Content <strong>of</strong> this<br />
phase includes thermal comfort, moisture and humidity, air quality, sensible and latent flows through opaque<br />
building elements, heat flow through air movement and radiation, and heat flow through glazing elements.<br />
The thermal control systems phase will address climate responsive systems, the design <strong>of</strong> active heating<br />
systems, the design <strong>of</strong> active cooling systems, and air supply (including ventilation and exhaust systems).<br />
Content <strong>of</strong> this phase includes passive heating and cooling strategies, hydronic heating, hot-air systems, heat<br />
recovery, refrigeration cycles and dehumidification, heat pumps, and ventilation and exhaust systems.<br />
The final phase looks at plumbing (water and waste systems) and fire protection. Content <strong>of</strong> this phase includes<br />
water supply, liquid waste, solid waste, and fire alarm systems.<br />
Course Requirements:<br />
ASSIGNMENTS AND EXERCISES: 5 exercises, 20% <strong>of</strong> grade<br />
QUIZZES: 3 quizzes, 30% <strong>of</strong> grade<br />
FINAL PROJECT and FINAL PRESENTATION: Group project, 50% <strong>of</strong> final grade<br />
Text:<br />
Richard Janis and William Tao: Mechanical and Electrical Systems for Buildings<br />
Prerequisites:<br />
ARCH-DES 520/BMATWT 211 or permission <strong>of</strong> instructor<br />
38
BMATWT 597P Project Management for Design and Construction 3 credits<br />
Instructor: Pavlova-Gillham<br />
Course Description:<br />
This class introduces the fundamental concepts <strong>of</strong> project management for design and construction and is<br />
suitable for students in various disciplines, particularly <strong>architecture</strong>, engineering, construction, information<br />
technology and management. Topics to be discussed include project initiation, planning, implementation,<br />
monitoring, control and closeout; effective documentation, scope/quality, budget and schedule definition; team<br />
organization, contracts and negotiation, risk management, legal, environmental and other issues throughout the<br />
project life cycle.<br />
Learning Objectives:<br />
To understand the scope <strong>of</strong> projects in contemporary organizations, including the phases <strong>of</strong> a project life cycle<br />
To identify the characteristics <strong>of</strong> different project types and organizational structures<br />
To gain experience with techniques <strong>of</strong> design and construction project management for balancing the three<br />
primary objectives <strong>of</strong> scope, budget and schedule<br />
To enhance the following attributes <strong>of</strong> future pr<strong>of</strong>essionals through individual and group assignments, case<br />
studies, in-class discussions, presentations and exercises:<br />
• Technical skills<br />
• Communication skills<br />
• Decision-making skills<br />
• Problem-solving skills<br />
• Interpersonal skills<br />
• Leadership skills<br />
Course Requirements:<br />
Lectures and Readings: 1 weekly 3 hr. class with lecture and practice/discussion will provide a platform for<br />
introducing and reviewing key concepts, case-studies, and examples for review <strong>of</strong> current issues. Students are<br />
expected to have completed assigned readings before class in order to participate effectively in class discussion<br />
and practice assignments.<br />
Assignments: individual assignments will be handed out in class and posted on the course web page. These<br />
expand on the practiced work and may have “research components” where students need to gather information<br />
needed to complete a task.<br />
Team Project: at the beginning <strong>of</strong> the semester the class will be split into small groups. Each group will study<br />
two existing projects, will develop a case study for each one in terms <strong>of</strong> stakeholders, individual responsibilities,<br />
technical breakdown, budget, and schedule, and will analyze the projects from a management perspective. The<br />
groups will also manage their own teamwork as a project. Teams will make final oral and written presentations<br />
to the class. Individuals will evaluate team dynamics and project outcomes according to the concepts learned.<br />
Text:<br />
Lock, Dennis: Project Management, 9 th Edition, Gower Publishing Company, Burlington, VT, 2007 ISBN:<br />
978056608772-1<br />
Class Handouts and E-Reserves<br />
Prerequisites:<br />
Juniors, Senior and Graduate Students Only<br />
Dates Offered:<br />
Spring 2009<br />
39
CEE 211 Perspectives on the Evolution <strong>of</strong> Structures 3 credits<br />
Instructor: Arwade<br />
Catalogue Description:<br />
Learn how to interpret and understand the built environment through technical, visual, and social analysis and<br />
critique <strong>of</strong> bridges, buildings, and designers.<br />
Learning Objectives:<br />
Students should leave this course with an ability to interpret the built environment from the perspective <strong>of</strong> the<br />
structural engineer.<br />
Topics Covered:<br />
• The development <strong>of</strong> long span bridge forms<br />
• Development <strong>of</strong> high rise building forms<br />
• Development <strong>of</strong> reinforced concrete bridge and shell forms<br />
• The role <strong>of</strong> structural considerations in determining structural forms<br />
• The rise <strong>of</strong> sustainability in the design <strong>of</strong> high rise buildings<br />
Upon completion <strong>of</strong> the course students should be able to:<br />
For the structures discussed in class you should be able to:<br />
1. identify from an image a structure’s designer and location<br />
2. explain how form relates to forces in the structure<br />
3. explain the social, symbolic, and scientific significance <strong>of</strong> the structure (GWB, Eiffel Tower, Hancock, and<br />
Salg. at least)<br />
4. explain qualitatively how the loads are transferred by the structural system to the ground<br />
5. perform simple calculations to determine the forces in the main structural members<br />
For structures which you encounter in the world around you, you should be able to:<br />
1. explain qualitatively the means by which loads are transferred to the ground<br />
2. evaluate the qualifications <strong>of</strong> the structure as a work <strong>of</strong> structural art<br />
3. research the social, symbolic and scientific aspects <strong>of</strong> the structure and express your findings clearly in<br />
written, graphical, and spoken form<br />
Course Requirements:<br />
Students’ performance in the class will be assessed through a midterm exam, homework assignments and a<br />
final project based on the following weighting:<br />
Homework 1/3<br />
Midterm 1/3<br />
Final Project 1/3<br />
Text:<br />
Billington, DP (1983) The Tower and the Bridge. Princeton Architectural Press, Princeton, NJ.<br />
Prerequisites:<br />
R1 math.<br />
40
HACU 293 Architectural Theory: Structure + Culture + Text 4 credits<br />
Instructor: Koehler (Hampshire College)<br />
Catalogue Description:<br />
This course is a focused examination <strong>of</strong> architectural theories, ranging from the canonical writings <strong>of</strong> Vitruvius to<br />
the ideas <strong>of</strong> contemporary architects like Koolhaas, Libeskind, and Diller & Sc<strong>of</strong>ido, with an emphasis on<br />
twentieth-century architects (Le Corbusier, Gropius, Venturi, Tschumi, etc.) and philosophers (Benjamin,<br />
Heidigger, Bachelard, etc.).<br />
Learning Objectives:<br />
Concepts <strong>of</strong> space, experience, and technology will be discussed as well as the social, cultural, economic and<br />
political issues that are raised in writing about and for the built environment. Students will be responsible for<br />
serious weekly readings <strong>of</strong> treatises, essays, and books, as well as the visual analysis <strong>of</strong> plans, pictures and<br />
structures. Each student will develop a substantial research project that reflects an awareness <strong>of</strong> art historical<br />
methodologies, as well as keep a journal <strong>of</strong> reading and looking responses.<br />
Course Requirements:<br />
This course is based upon our shared discussion <strong>of</strong> architectural texts. We meet once a week. Attendance is<br />
mandatory, participation in discussion is essential, as is preparation for class. Each student will be required to<br />
lead class discussion at one point in the semester—by preparing questions about and critical analyses <strong>of</strong> a<br />
specific reading.<br />
You should keep a journal that is composed <strong>of</strong> your reading responses, your analysis <strong>of</strong> buildings that we will<br />
visit throughout the term, and your response to current issues in and writings about <strong>architecture</strong> and the built<br />
environment.<br />
Each student will also be responsible for a final “state <strong>of</strong> the research” presentation and annotated bibliography.<br />
This project will be a serious and critical reading <strong>of</strong> selected texts (books, essays, and articles) about a particular<br />
theme in contemporary architectural debates.<br />
Texts:<br />
Rethinking Architecture: A Reader in Cultural Theory, edited by Neil Leach (London and New York: Routledge,<br />
1997)<br />
Rethinking Technology: A Reader in Architectural Theory, edited by William W. Braham, Johnathan Hale (London<br />
and New York: Routledge, 2006)<br />
Recommended: Architecture/Theory since 1968, edited by K. Michael Hays (Cambridge: MIT Press, 1998)<br />
Prerequisites:<br />
Dates Offered:<br />
Spring 2009<br />
41
4.4 FACULTY RÉSUMÉS<br />
Supplemental information to the APR must include a maximum two-page résumé for each faculty member<br />
teaching in the accredited degree <strong>program</strong>.<br />
Art, Architecture, Art History (Architecture+Design Program)<br />
Caryn Brause Lecturer<br />
Maria Chao Lecturer<br />
Charlie Curcjia Lecturer<br />
Kerry Dietz Lecturer<br />
David Dillon Lecturer<br />
Joseph Krupczynski Associate Pr<strong>of</strong>essor<br />
Skender Luarasi Assistant Pr<strong>of</strong>essor<br />
Kathleen Lugosch Pr<strong>of</strong>essor<br />
Ray Kinoshita Mann Associate Pr<strong>of</strong>essor, Graduate Director<br />
Caitlin McKee Teaching Assistant<br />
Sigrid Miller Pollin Pr<strong>of</strong>essor<br />
Max Page Pr<strong>of</strong>essor<br />
Stephen Schreiber Pr<strong>of</strong>essor, Program Director<br />
Blake Williams Lecturer<br />
Erika Zekos Lecturer<br />
Art, Architecture, Art History (Art History Program)<br />
Timothy Rohan Associate Pr<strong>of</strong>essor<br />
Meg VIckery Lecturer<br />
Building Materials and Wood Technology<br />
Peggi Clouston Assistant Pr<strong>of</strong>essor<br />
David Damery Associate Pr<strong>of</strong>essor<br />
Paul Fisette Pr<strong>of</strong>essor<br />
Simi Hoque Assistant Pr<strong>of</strong>essor<br />
Ludmilla Pavlova-Gillham Lecturer<br />
Alexander Schreyer Lecturer<br />
Engineering<br />
Sanjay Arwade Assistant Pr<strong>of</strong>essor<br />
Scott Civjan Associate Pr<strong>of</strong>essor<br />
Hampshire College: Humanities, Arts, and Cultural Studies<br />
Karen Koehler Associate Pr<strong>of</strong>essor <strong>of</strong> Art and Architectural<br />
History<br />
42
CARYN BRAUSE Instructor<br />
TEACHING<br />
EDUCATION<br />
May 1996<br />
May 1988<br />
1988<br />
Design studios<br />
UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE Charlottesville, VA<br />
Master <strong>of</strong> Architecture<br />
AIA CERTIFICATE OF MERIT from the Henry Adams Fund<br />
WEEDON EAST ASIA TRAVEL FELLOWSHIP for study and travel in China,<br />
1994<br />
GOVERNOR’S FELLOWSHIP IN ARCHITECTURE 1993-1996<br />
ELLA AND MILTON GRIGG ENDOWED SCHOLARSHIP 1995-1996<br />
UNIVERSITY OF PENNSYLVANIA Philadelphia, PA<br />
Bachelor <strong>of</strong> Arts, magna cum laude<br />
major: design <strong>of</strong> the environment<br />
PENNSYLVANIA ACADEMY OF FINE ARTS Philadelphia, PA<br />
studies in drawing, painting, sculpture, etching, art history<br />
1986–1987 HEBREW UNIVERSITY SCHOOL FOR OVERSEAS STUDENTS Jerusalem,<br />
Israel<br />
studies in archeology, <strong>architecture</strong>, history<br />
ACADEMIC APPOINTMENTS<br />
2008–2009<br />
UNIVERSITY OF MASSACHUSETTS DEPT OF ART, ARCHITECTURE & ART<br />
HISTORY <strong>Amherst</strong><br />
Instructor, Coordination <strong>of</strong> Analysis and Representation laboratory<br />
1993–1996 UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE Charlottesville, VA<br />
Teaching Assistant, Seminar Leader, Research Assistant<br />
PROFESSIONAL EXPERIENCE<br />
2006–2008<br />
1997–2004<br />
1996–1997<br />
1992<br />
1989–1991<br />
1990–1991<br />
1989<br />
1987–1988<br />
1986–1987<br />
C BRAUSE ARCHITECTURE Northampton, MA<br />
principal: registered architect in <strong>Massachusetts</strong> and New York State, NCARB<br />
certified<br />
THOMAS DOUGLAS ARCHITECTS Northampton, MA<br />
project architect for commercial and residential projects<br />
CR STUDIO ARCHITECTS, PC New York, NY<br />
ASSOCIATE 2002<br />
project management and marketing responsibilities, real estate research and<br />
product development<br />
SMITH-MILLER + HAWKINSON ARCHITECTS New York, NY<br />
architectural intern<br />
NATIONAL PARK SERVICE Virginia<br />
interpretive ranger<br />
HUBBELL STUDIO Santa Ysabel, CA<br />
apprentice to sculptor: work in stone, metal, wood, glass, and tile, community<br />
design – build projects<br />
JULIAN COMMUNITY PLANNING GROUP<br />
land use subcommittee, scenic highway subcommittee<br />
US FOREST SERVICE Arizona, California<br />
wilderness ranger<br />
RAHENKAMP ASSOCIATES Philadelphia, PA<br />
landscape <strong>architecture</strong> and land planning<br />
DICKSON DEMARCHE & ASSOCIATES Westport, CT<br />
landscape <strong>architecture</strong> and land planning<br />
43
RESEARCH AND CREATIVE WORK<br />
2005<br />
Winter 2005<br />
Winter<br />
2004/2005<br />
Jan./Feb. 2005<br />
July 2003<br />
June 2003<br />
2003<br />
SERVICE<br />
REGISTRATION<br />
Published Projects<br />
INTERIORS FOR UNDER 5s Melissa Jones<br />
projects featured project: Discovery Center at the American Museum <strong>of</strong> Natural<br />
History<br />
“Interior Sights” URBAN LAND Magazine<br />
featured project: Discovery Center at the American Museum <strong>of</strong> Natural History<br />
“Two 9/11 Competitions – One Winner” COMPETITIONS Magazine<br />
featured project: Memorial Cove, New Jersey 9/11 Memorial Competition<br />
“L<strong>of</strong>ty Thinking” BREATHE Magazine<br />
featured project: Collector’s L<strong>of</strong>t<br />
“The Wonder Years” CONTRACT Magazine<br />
featured project: Discovery Center at the American Museum <strong>of</strong> Natural History<br />
“Admission: Possible” CONSULTING-SPECIFYING ENGINEER Magazine<br />
featured project: Discovery Center at the American Museum <strong>of</strong> Natural History<br />
ELEMENTS, ARCHITECTURE IN DETAIL Oscar Riera Ojeda and Mark Pasnik<br />
featured project: Eileen Fisher Showroom<br />
<strong>Massachusetts</strong>, New York<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
NCARB<br />
2004<br />
COMMUNITY COVE NEW JERSEY 9/11 MEMORIAL COMPETITION<br />
second stage finalist<br />
2002<br />
PEEP SHOW COMPETITION<br />
third place winner<br />
1998<br />
AFRICAN BURIAL GROUND MEMORIAL PROJECT COMPETITION<br />
AIA New York City Chapter Project Design Award<br />
1998<br />
EILEEN FISHER SHOWROOM<br />
AIA New York City Chapter Interior Design Award<br />
1998<br />
EILEEN FISHER STORE<br />
AIA New York City Chapter Architectural Design Citation<br />
1994<br />
VIRGINIA AIA STUDENT DESIGN COMPETITION<br />
certificate <strong>of</strong> honor<br />
RECENT AND CURRENT PROJECTS<br />
2009<br />
2008<br />
2008–present<br />
2006–present<br />
2000–2009<br />
C BRAUSE ARCHITECTURE<br />
FIDDLE LAKE BOATHOUSE<br />
design services: rebuilding a family cabin to optimize boats, beds and breezes<br />
BRICKHOUSE COMMUNITY RESOURCE CENTER<br />
pro bono services: new facade, entry sequence and interior design for a teen<br />
center in an historic firehouse<br />
ROCKVILLE RESIDENCE<br />
design services: landscape and architectural additions to knit a mid-century<br />
house into its suburban site<br />
ROE HOUSE<br />
design and construction: ongoing renovations and energy retr<strong>of</strong>its for an intown<br />
1920’s residence<br />
WESTPORT BUNGALOW<br />
design services: additions, renovations and cabinetry designs for a craftsman<br />
bungalow<br />
44
MARIA CHAO Lecturer<br />
TEACHING<br />
EDUCATION<br />
May 1999<br />
Design studios<br />
Syracuse <strong>University</strong>, Syracuse, NY<br />
Masters <strong>of</strong> Architecture<br />
Thesis: Creating Community: a study <strong>of</strong> merging adaptive reuse and community<br />
outreach through integrating a children’s foster home in an urban infill setting<br />
December 1995 North Carolina State <strong>University</strong>, Raleigh, NC<br />
Bachelors <strong>of</strong> Environmental Design in Architecture<br />
ACADEMIC APPOINTMENTS<br />
2008–2009 Adjunct Pr<strong>of</strong>essor for undergraduate level studio courses<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
1997–1999 Teaching Assistant for Structures I, II, III undergraduate level courses<br />
Syracuse <strong>University</strong><br />
PROFESSIONAL EXPERIENCE<br />
2007–present<br />
1999–2006<br />
1996<br />
PROFESSIONAL AFFILIATIONS<br />
Owner/designer, CHAOdesigns LLC, <strong>Amherst</strong>, MA<br />
Designer, William McDonough + Partners, Charlottesville, VA<br />
Architectural Intern, Holmes.King.Kallquist & Associates, Architects, Syracuse,<br />
NY<br />
LEED 2.0 Accredited pr<strong>of</strong>essional<br />
Associate AIA member<br />
RECENT AND CURRENT PROJECTS<br />
2010 exhibit<br />
April 2009<br />
Ongoing<br />
Ongoing<br />
November 2008<br />
October 2008<br />
Fall 2008<br />
Spring 2008<br />
Spring 2008<br />
UMass potential exhibitor in ‘Greening the Valley’<br />
RDC, speaker <strong>of</strong> ‘Modern + Green: a case study in <strong>Amherst</strong>’<br />
Marvin/Integrity windows Case Study candidate<br />
Center for Ecological Technology, case study participant<br />
<strong>Amherst</strong> History Museum House Tour<br />
NESEA, Green home tour<br />
LEED house tours, four to be scheduled for early fall 2008<br />
Daily Hampshire Gazette, interviewed for article in ‘Home’ section<br />
New York Times, interviewed for article<br />
45
DRAGAN CURCIJA Lecturer<br />
TEACHING<br />
EDUCATION<br />
Building Physics III<br />
1992<br />
Ph.D., Mechanical Engineering, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> at <strong>Amherst</strong><br />
1982<br />
B.Sc., Mechanical Engineering, <strong>University</strong> <strong>of</strong> Belgrade, Yugoslavia<br />
ACADEMIC APPOINTMENTS<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, Graduate Student Advisor and Chair <strong>of</strong> M.S.<br />
Thesis and Ph.D. dissertation committees<br />
1989–1995 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, Instructor<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, Senior Research Fellow<br />
Center for Energy Efficiency and Renewable Energy<br />
Department <strong>of</strong> Mechanical and Industrial Engineering<br />
PROFESSIONAL EXPERIENCE<br />
2005–present<br />
2005–present<br />
2005–present<br />
2004–present<br />
2003–2005<br />
2002–present<br />
2001–present<br />
1999–2003<br />
1998–2004<br />
1996–present<br />
RESEARCH AND CREATIVE WORK<br />
April 2005<br />
February 2005<br />
Advanced Framing Systems for Commercial Windows. Subcontract to<br />
TRACO Windows. Principal Investigator.<br />
Development <strong>of</strong> a Procedure for U-Factor Rating <strong>of</strong> Domed Skylights.<br />
National Fenestration Rating Council. Principal Investigator.<br />
Consultant to AAMA Skylight Council. Energy Performance <strong>of</strong> Skylights.<br />
Investigation <strong>of</strong> Heat Transfer Effects <strong>of</strong> Sloped and Ventilated Internal<br />
Cavities <strong>of</strong> Fenestration Systems. National Fenestration Rating Council.<br />
Principal Investigator.<br />
IGU Durability Knowledge Database, Phase II. Subcontract to Aspen<br />
Research. Principal Investigator.<br />
Fenestration Energy Efficiency in Transitional economy Countries, Phase I<br />
and II. Oak Ridge Nation al Laboratory. Principal Investigator.<br />
Technical Support to NFRC. National Fenestration Rating Council. Principal<br />
Investigator.<br />
Consultant to Guardian Industries Corp., Research and Development<br />
Center. Computer modeling <strong>of</strong> fenestration and glazing products.<br />
Fenestration Thermal Performance Research, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>,<br />
Center for Energy Efficiency and Renewable Energy. Principal Investigator<br />
and Leader <strong>of</strong> Building Energy Efficiency Program (BEEP).<br />
Consultant to Lawrence Berkeley National Laboratory, Windows and<br />
Daylighting group, Berkeley, CA. Development <strong>of</strong> computer <strong>program</strong> tools<br />
THERM and WINDOW.<br />
”Real-time simulations <strong>of</strong> the durability <strong>of</strong> Insulating Glass Units”. 10DBMC<br />
International Conference on Durability <strong>of</strong> Building Materials and<br />
Components. Lyon, France. (with I. Dukovski, H. Velthuis, J. Fairman, M.<br />
Doll)<br />
“Two-Dimensional Conduction and CFD Simulations <strong>of</strong> Heat Transfer in<br />
Horizontal Window Frame Cavities”. ASHRAE Transactions, Vol. 111, Pt. 1.<br />
(with A. Gustavsen, D. Arasteh, C. Kohler)<br />
46
December 2004<br />
September 2004<br />
January 2004<br />
SERVICE<br />
1985–present<br />
1996–present<br />
1995–present<br />
1999–present<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
1985–present<br />
1989–present<br />
1996–present<br />
1999–present<br />
1995–present<br />
AWARDS<br />
1993<br />
1989<br />
1985<br />
1985<br />
”Component Modeling Methodology for Predicting Thermal Performance <strong>of</strong><br />
Non-Residential Fenestration Systems”. Thermal Performance <strong>of</strong> Building<br />
Envelopes IX, Clearwater, FL. (with M.S. Bhandari, M. Manteghi, and B.V.<br />
Shah)<br />
“New Rating System for Non-Residential Fenestration Products”. Energy<br />
Efficient Windows - 4 Conference. Krasnoyarsk, Russia.<br />
“Two-Dimensional Computational Fluid Dynamics and Conduction<br />
Simulations <strong>of</strong> Heat Transfer in Window Frames with Internal Cavities - Part<br />
1: Cavities Only”. ASHRAE Transactions, Vol. 110, Pt. 1. (with A.<br />
Gustavsen, C. Kohler, D. Arasteh)<br />
ASHRAE, American Society for Heating, Refrigerating, and Air Conditioning<br />
Engineers, Inc., Member<br />
TC 4.5 Fenestration - Handbook Subcommittee Chairman<br />
ASTM, American Society for Testing and Materials, Member<br />
Chairman <strong>of</strong> the Condensation Resistance Task Group<br />
NFRC, National Fenestration Rating Council, Associate Member,<br />
Chairman <strong>of</strong> the Thermo-Physical Properties Subcommittee<br />
ISO, International Standards Organization<br />
Member <strong>of</strong> TC 163/WG2 and WG14<br />
IEA, International Energy Agency<br />
U.S.A. representative and co-leader <strong>of</strong> project A1 for the Task 27.<br />
ASHRAE, American Society for Heating, Refrigerating, and Air Conditioning<br />
Engineers, Inc., Member<br />
ASME, American Society <strong>of</strong> Mechanical Engineers, Associate Member<br />
ASTM, American Society for Testing and Materials, Member, Chairman <strong>of</strong><br />
the Condensation Resistance Task Group<br />
ISO, International Standards Organization, Member <strong>of</strong> TC 163/WG2 and<br />
WG9<br />
NFRC, National Fenestration Rating Council, Associate Member, Chairman<br />
<strong>of</strong> the Thermo-Physical Properties Subcommittee<br />
Distinguished Teaching Award - Honorable Mention, Mechanical<br />
Engineering Department, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong><br />
ASHRAE Grant-in-Aid, American Society <strong>of</strong> Heating, Refrigerating, and Air<br />
Conditioning Engineers, Inc.<br />
ASHRAE Best Paper Award for 1984, American Society <strong>of</strong> Heating,<br />
Refrigerating, and Air-Conditioning Engineers, Inc., 1985.<br />
Annual October Award for scientific work in 1984, Parliament <strong>of</strong> the City <strong>of</strong><br />
Belgrade<br />
47
KERRY L. DIETZ Lecturer<br />
TEACHING Business <strong>of</strong> Building<br />
EDUCATION<br />
<strong>University</strong> <strong>of</strong> Michigan<br />
1977<br />
Master <strong>of</strong> Architecture<br />
Kent State <strong>University</strong><br />
1975<br />
Bachelor <strong>of</strong> Science in Architecture<br />
Continuing Education Courses in Real Estate, Business Management, Risk<br />
Reduction, Building Science and Technology, NFPA Life Safety Code,<br />
Arbitration<br />
and Mediation<br />
ACADEMIC APPOINTMENTS<br />
PROFESSIONAL EXPERIENCE<br />
Dietz & Company Architects was founded in 1985 by Kerry Dietz as a general<br />
practice architectural firm specializing in multifamily and elderly housing,<br />
educational institutions, healthcare, and historic renovation. Ms. Dietz provides<br />
overall management for the company and serves as principal-in-charge for all<br />
projects.<br />
RESEARCH AND CREATIVE WORK<br />
Publications<br />
“Battered Women's Shelter” in More Than Housing, Lifeboats for Women and<br />
Children by Joan Sprague<br />
“Scattered Site Housing in Holyoke” in The Affordable Housing Challenge by<br />
Anne Gelbspan<br />
SERVICE and PROFESSIONAL AFFILIATIONS<br />
American Institute <strong>of</strong> Architects, Communities by Design, Sustainable Design<br />
Assessment Team (SDAT), Affordable Housing Advisor for Kaua’i, Hawai’i<br />
American Institute <strong>of</strong> Architects’ 2006 Housing and Residential Design<br />
Knowledge<br />
Community Housing Awards, Advisory Group Chair<br />
American Arbitration Association, Construction Panel Member<br />
Capital Funds Review Subcommittee <strong>of</strong> the Corporate Support Scheduling<br />
Committee, Member<br />
Citizens Housing Advocacy and Planning Association, Board Member<br />
Connecticut Construction Advisory Council <strong>of</strong> the American Arbitration<br />
Association, Member<br />
Pioneer Valley Planning Commission, City <strong>of</strong> Springfield Representative<br />
Springfield Planning Board, Chair<br />
Sumner Avenue Elementary School, Business Partner<br />
Society for College and <strong>University</strong> Planning, Member<br />
Community Advisory Committee <strong>of</strong> the Springfield Zoning Ordinance Revision<br />
Project, Member<br />
48
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> –<strong>Amherst</strong>, Department <strong>of</strong> Architecture and Design,<br />
Advisory Council, Member<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> –<strong>Amherst</strong>, Department <strong>of</strong> Architecture and Design,<br />
National Accreditation Team 2007, Member<br />
Springfield Technical Community College, Architectural Technology Program,<br />
Advisory Council, Member<br />
WFCR, NPR Radio for the Pioneer Valley, Capital Campaign Co-Chair, 2008-<br />
2011<br />
REGISTRATION<br />
<strong>Massachusetts</strong>, Connecticut, Maine, Vermont, North Carolina, Rhode Island, New Hampshire<br />
NCARB certified<br />
LEED AP<br />
RECENT PROJECTS<br />
HOUSING<br />
Village at Hospital Hill<br />
Northampton, MA<br />
Principal<br />
Dietz & Company Architects was charged with designing the affordable housing<br />
component <strong>of</strong> this planned mixed-use community located at the former site <strong>of</strong><br />
the historical Northampton State Hospital.<br />
Village at Hospital Hill: Ice Pond Drive<br />
Northampton, MA<br />
Principal<br />
Ice Pond Drive represents the first <strong>of</strong>f-site phase <strong>of</strong> this mixed-used<br />
development which will eventually contain over 200 units <strong>of</strong> housing. This<br />
project consists <strong>of</strong> 6 new homes on a wooded rural site; 2 <strong>of</strong> the homes have<br />
attached barrier-free one-bedroom apartments. All homes on the site were<br />
designed to blend with the styles typical to this area and have exceeded<br />
EnergyStar® specifications for energy efficiency.<br />
Village at Hospital Hill Phase II<br />
Northampton, MA<br />
Principal<br />
Schematic design <strong>of</strong> 33 affordable housing units located in two new apartment<br />
buildings and several townhouse buildings as part <strong>of</strong> the new mixed-use<br />
community at the Village at Hospital Hill.<br />
Dutch Point Homeownership<br />
Hartford, CT,<br />
Principal<br />
HOPE VI project design for a mix <strong>of</strong> 2 and 3 story townhouses for 65 units <strong>of</strong><br />
market rate housing in this historic neighborhood.<br />
Burts Pit Road Housing<br />
Northampton, MA<br />
Principal<br />
Providing design and construction administration services for 10 new units <strong>of</strong><br />
green, fully accessible special needs housing contained in 2 group homes.<br />
YWCA – Phase II<br />
Springfield, MA<br />
Principal<br />
Currently in the construction document phase, this 32,000 square foot two-story<br />
building for transitional living will be LEED Silver certified. The two-story building<br />
will host 21 housing units.<br />
49
MB Properties for Preservation <strong>of</strong> Affordable Housing, Inc.<br />
Various Locations<br />
Principal<br />
Renovations to four distinctly different properties:<br />
Dom Narodowy Apartments in Chicopee, MA – A 50-unit elderly housing<br />
project<br />
Bay Meadow Apartments in Springfield, MA – 148 units <strong>of</strong> family housing<br />
Chestnut Gardens Apartments in Lynn, MA – 65 units <strong>of</strong> elderly housing<br />
Bridle Path Apartments in Randolph, MA – A 104-unit elderly housing complex<br />
50
DAVID DILLON Lecturer<br />
TEACHING Junior Year Writing, Philosophy, 20 th C. Architecture<br />
EDUCATION<br />
ACADEMIC APPOINTMENTS<br />
PROFESSIONAL EXPERIENCE<br />
RESEARCH AND CREATIVE WORK<br />
Boston College, B.A. Literature, magna cum laude<br />
Harvard <strong>University</strong>, MA. Literature<br />
Harvard <strong>University</strong>, Ph.D Literature and Art History (Renaissance Studies)<br />
Harvard <strong>University</strong>, GSD, Loeb Fellow<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, Lecturer<br />
Southern Methodist <strong>University</strong>, Assistant Pr<strong>of</strong>essor <strong>of</strong> English<br />
The Dallas Morning News, Architecture Critic, 1983- present<br />
D Magazine (Dallas), Senior Editor<br />
Visiting Critic and Lecturer at Harvard, <strong>University</strong> <strong>of</strong> Texas, Rice <strong>University</strong>,<br />
<strong>University</strong> <strong>of</strong> Arkansas, the <strong>University</strong> <strong>of</strong> New Mexico and other institutions.<br />
Peer Reviewer for the GSA’s Design Excellence Program. Juror for ATF<br />
Headquarters, Washington, DC, Austin Federal Courthouse and Tuscaloosa<br />
Federal Courthouse.<br />
Juror for AIA National Design Awards, Presidential Design Awards and<br />
American Society <strong>of</strong> Landscape Architects Design Awards Jury.<br />
Member <strong>of</strong> the FDR Memorial Advisory Committee and advisor to the World<br />
War II Memorial in Washington DC.<br />
Commentator for NPR<br />
Advisor to and participant in Architecture at the Crossroads (BBC Television)<br />
and Divided Highways (PBS).<br />
Contributing editor to Architectural Record, Landscape Architecture and other<br />
publications.<br />
Writing: Experience and Expression (D.C.Heath)<br />
Dallas Architecture: 1936-1986 (Texas Monthly Press)<br />
The Architecture <strong>of</strong> O’Neil Ford (<strong>University</strong> <strong>of</strong> Texas Press)<br />
The FDR Memorial (Spacemaker Press)<br />
The Miller Garden: Icon <strong>of</strong> Modernism (Spacemaker Press)<br />
Extending the Legacy: Planning the Nation’s Capital for the 21 st Century<br />
(NCPC)<br />
America’s House: The Plan for the White House and President’s Park (White<br />
House Architectural Foundation)<br />
Kallmann McKinnell & Wood (Edizioni Press)<br />
More than 200 articles in national and international design publications including<br />
Architectural Record, Domus, Landscape Architecture, Planning, Preservation<br />
and Urban Land<br />
REGISTRATION and PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
51
Rotary International Fellow, <strong>University</strong> College, London and the British Museum<br />
Loeb Fellow, Graduate School <strong>of</strong> Design, Harvard<br />
Associated Press Managing Editors Award for Criticism<br />
Art World/Manufacturer’s Hanover Award for Criticism (three times)<br />
Association <strong>of</strong> Sunday and Features Editors Award<br />
Flowers Award for Criticism, Texas Society <strong>of</strong> Architects (three times)<br />
Texas Society <strong>of</strong> Architects Honorary Membership<br />
Five-time Pulitzer Prize nominee for Criticism<br />
52
JOSEPH KRUPCZYNSKI Associate Pr<strong>of</strong>essor<br />
TEACHING Design studios<br />
EDUCATION<br />
1999–2001<br />
1982–1987<br />
1978–1982<br />
ACADEMIC APPOINTMENTS<br />
2002–present<br />
2001–2002<br />
1999–2001<br />
1997–1999<br />
1988–1990<br />
1985, 1986<br />
1983–1985<br />
PROFESSIONAL EXPERIENCE<br />
2001–present<br />
1995–2001<br />
1992–1994<br />
1992<br />
1988–1991<br />
1986<br />
1985<br />
1985–1987<br />
1983–1984<br />
SERVICE<br />
Master <strong>of</strong> Science in Design, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong><br />
The Cooper Union, Irwin S. Chanin School <strong>of</strong> Architecture<br />
Parsons School <strong>of</strong> Design, Department <strong>of</strong> Environmental Design,<br />
BFA with Honors<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, Asst/Assoc Pr<strong>of</strong>essor<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, Visiting Assistant Pr<strong>of</strong>essor<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, Teaching Associate<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, Lecturer<br />
Parsons School <strong>of</strong> Design, Department <strong>of</strong> Continuing Education, Instructor<br />
Parsons School <strong>of</strong> Design, Department <strong>of</strong> Environmental Design, Instructor<br />
Parsons School <strong>of</strong> Design, Department <strong>of</strong> Environmental Design, Teaching<br />
Assistant<br />
studio projects, Principal Designer, Northampton, MA<br />
Thomas Douglas Architects, Project Designer/Detailer, Northampton, MA<br />
Wormser and Associates Architects, Project Designer/Detailer, New York<br />
Architrope Architects, Project Designer/Detailer, New York, New York<br />
Averitt Associates Architects & Planners, Project Designer/Detailer, New<br />
York<br />
Tod Williams/Billie Tsien Associates, Designer/Draftsman, New York<br />
Kutnicki / Architect, Designer/Draftsman, New York, New York<br />
Interiors Magazine, New York, New York, 1985-1987<br />
Daniel Brown and Associates, Draftsman, New York, New York<br />
2006<br />
Public Art Committee <strong>of</strong> the Northampton Arts Council, Chair<br />
2005<br />
Five College Lecture Series coordinator<br />
REGISTRATION and PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
May 2008<br />
2007<br />
2005–2006<br />
2003–2004<br />
2003<br />
RECENT AND CURRENT PROJECTS<br />
Antonia Pantoja Award (Award for Service to the Latino community in Western<br />
<strong>Massachusetts</strong>)<br />
Latino Scholarship Association, Holyoke MA<br />
Award for “Faculty Making a Difference in the Community”<br />
The Five College Committee for Community-Based Learning, Five College<br />
Inc.<br />
College Outstanding Teaching Award, College <strong>of</strong> Humanities and Fine Arts<br />
Lilly Teaching Fellowship, UMASS <strong>Amherst</strong><br />
Historic Northampton Award, for Cafe Casablanca<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> Chancellor’s Show, <strong>Amherst</strong>, MA<br />
53
2008<br />
2007<br />
2006<br />
2006<br />
2005<br />
2005<br />
2005<br />
2005<br />
2005<br />
2005–2007<br />
VCA Offices. Northampton, MA. Principal Designer<br />
Design <strong>of</strong> Offices for Woodworking Firm.<br />
Lechonera and Farm Store. Holyoke, MA. Principal Designer<br />
Schematic design for Restaurant on an urban farm.<br />
Stockholm Public Library Competition. Stockholm, Sweden. Principal Designer<br />
Competition entry for addition to historic library.<br />
Skinner Building Study. Holyoke, MA. Principal Designer/Team Leader<br />
Development <strong>report</strong> and analysis.<br />
Sunderland Memorial Competition. Sunderland, MA. Principal Designer<br />
Design <strong>of</strong> a memorial park<br />
Urban Habitat Competition. Charlottesville, VA. 2005. Principal Designer<br />
Competition entry for the design multi-family housing on the site <strong>of</strong> Trailer Park.<br />
Alvarez Residence. Northampton, MA. 2005. Principal Designer<br />
Design for Kitchen and dining room in an existing home.<br />
Ice Pond House. Northampton, MA. 2005. Principal Designer<br />
Design for a three-bedroom house in new residential development area.<br />
Hein/Hemment House. <strong>Amherst</strong>, MA. 2005. Principal Designer<br />
Design <strong>of</strong> a small house.<br />
One West Street. Hadley, MA. Principal Designer<br />
Design for renovations <strong>of</strong> an historic house on the Connecticut River.<br />
Selected Grants:<br />
Pioneer Valley Planning Commission (PVPC) subcontract for “Re-Thinking<br />
Downtown Westfield”:<br />
This project is a collaboration with PVPC, who has sub-contracted the "Center<br />
for Design Engagement" to organize community engagement, a six day<br />
charette, and to develop design recommendations for a re-vitalization<br />
project for downtown Westfield, MA. Funding comes from a $75,000 grant<br />
from the <strong>Massachusetts</strong> Department <strong>of</strong> Housing and Community<br />
Development, to develop both a needs assessment and a downtown<br />
action plan for Westfield.<br />
Principal Investigators: Joseph Krupczynski<br />
Period <strong>of</strong> Grant: February 2009 – August 2009<br />
Amount Awarded: $10,000<br />
CHFA Visioning Grant<br />
Support for the development <strong>of</strong> a “Center for Design Engagement” within the<br />
Architecture + Design Program at UMass<br />
Principal Investigator: Joseph Krupczynski, Kathleen Lugosch, Max Page<br />
Period <strong>of</strong> Grant: Fall 2008/Spring 2009<br />
Amount Awarded: $10,000<br />
AIA 150 Grant (with Erica Gees)<br />
In support <strong>of</strong> a “Sustainable Design Assessment Team” review <strong>of</strong> downtown<br />
Holyoke, MA. Work includes community charettes and youth<br />
<strong>program</strong>ming to examine the community’s needs within the built<br />
environment.<br />
Principal Investigator: Erica Gees and Joseph Krupczynski<br />
Period <strong>of</strong> Grant: Spring/Fall 2007<br />
Amount Awarded: $15,000<br />
54
SKENDER LUARASI Assistant Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
2002–2004<br />
Analysis and Representation I & II<br />
Master’s Project<br />
MASTER OF ARCHITECTURE<br />
MASSACHUSETTS INSTITUTE OF TECHNOLOGY<br />
1995–2000 BACHELOR OF ARCHITECTURE<br />
WENTWORTH INSTITUTE OF TECHNOLOGY<br />
ACADEMIC APPOINTMENTS<br />
2007–present<br />
2005–2007<br />
2004<br />
PROFESSIONAL EXPERIENCE<br />
2006<br />
2005<br />
2000–2005<br />
1999–2000<br />
RESEARCH AND CREATIVE WORK<br />
2008–<br />
construction to<br />
start in 2009<br />
2007–<br />
construction to<br />
start in 2009<br />
2000–2003<br />
2003<br />
Spring 2009<br />
SERVICE<br />
REGISTRATION<br />
Assistant Pr<strong>of</strong>essor <strong>of</strong> Architecture, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Assistant Pr<strong>of</strong>essor <strong>of</strong> Architecture, Washington State <strong>University</strong><br />
Teacher Assistant at <strong>Massachusetts</strong> Institute <strong>of</strong> Technology<br />
Design Studio, Level III. Instructor: Mark Goulthorpe<br />
KENNEDY & VIOLICH ARCHITECTS, Boston <strong>Massachusetts</strong><br />
Mark Goulthorpe - DeCoi ARCHITECTS, MIT Digital Design Group<br />
FINEGOLD ALEXANDER + ASSOCIATES INC., Boston <strong>Massachusetts</strong><br />
WELDON PRIES ARCHITECT, Cambridge, <strong>Massachusetts</strong><br />
Built projects<br />
Mid-rise Residential Project<br />
Tirana, Albania<br />
“Kamiak” Hotel<br />
Tirana, Albania<br />
Chin-Feman Residence<br />
Concord, <strong>Massachusetts</strong><br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
Competitions<br />
Participated in the International Competition for World Trade Center Memorial in<br />
New York.<br />
Conferences<br />
ACSA: 97th Annual Meeting<br />
Housing Hybridity in Tirana, Albania: prototyping dwelling, social capital, and<br />
emergent local-global relations (in collaboration with John Abell)<br />
<strong>Massachusetts</strong>, architect, 2009 (pending)<br />
55
2002<br />
Exhibition at MIT: Of the sixty students submitting their Studio II projects,<br />
my work and five other students’ work were considered the best and became<br />
part <strong>of</strong> NAAB exhibit for the year 2002<br />
2000<br />
AIA Award: CERTIFICATE OF MERIT from the HENRY ADAMS FUND<br />
For Excellence in the Study <strong>of</strong> Architecture<br />
2000<br />
First Prize for Architectural Proposal <strong>of</strong> the City <strong>of</strong> North Adams, MA:<br />
Undergraduate Thesis<br />
1994<br />
First Prize in ARCHITECTURAL COMPETITION for entry to POLYTECHNIC<br />
UNIVERSITY OF ALBANIA.<br />
RECENT AND CURRENT PROJECTS<br />
January 2009<br />
January 2008<br />
Spring 2007<br />
Spring 2006<br />
Fall 2005<br />
Lectures<br />
Lecture at Polis <strong>University</strong>, Tirana, Albania:<br />
“Ideogramming – Geological Materialities, Vectorial Fields and Parametric<br />
Design”<br />
Lecture at UFO <strong>University</strong>, Tirana, Albania:<br />
“Algorithmic and Parametric Design”<br />
Lecture at the Interdisciplinary Design Institute at Washington State <strong>University</strong> in<br />
Spokane: “Architectural Composition, Algorithmic Thinking and Ideogramming”<br />
Lecture at the Department <strong>of</strong> Architecture at Washington State <strong>University</strong> in<br />
Pullman: “Design Operators”<br />
Lecture at the Department <strong>of</strong> Architecture at Washington State <strong>University</strong> in<br />
Pullman: “Urban Ideograms”<br />
56
KATHLEEN LUGOSCH Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
1983<br />
1974<br />
1972–1973<br />
ACADEMIC APPOINTMENTS<br />
2006–present<br />
2001–2006<br />
2002–2005<br />
2001-2005<br />
1995–2001<br />
1988–1994<br />
1984–1986<br />
1981–1983<br />
PROFESSIONAL EXPERIENCE<br />
1986–present<br />
1983–1986<br />
1982–1983<br />
1981–1983<br />
RESEARCH AND CREATIVE WORK<br />
2006–present<br />
Summer–Fall<br />
2006<br />
REGISTRATION<br />
Design Studios<br />
MS, M.Arch Degree Project Research Forum<br />
MS, M.Arch Degree Project Design<br />
Independent Study, Practicum<br />
Harvard <strong>University</strong> Graduate School <strong>of</strong> Design, Master <strong>of</strong> Architecture<br />
St. Lawrence <strong>University</strong>, Canton, NY, Bachelors <strong>of</strong> Arts, Fine Arts<br />
Universidad de Madrid, Madrid, Spain<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, Department <strong>of</strong> Art, Architecture and Art History<br />
Full Pr<strong>of</strong>essor<br />
Associate Pr<strong>of</strong>essor<br />
Assistant Pr<strong>of</strong>essor<br />
Director, Architecture + Design<br />
Director, Interior Design/Architectural Studies<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, I. D./A. S., Visiting Instructor and Guest Critic<br />
Boston Architectural Center, Boston, MA, Instructor and Guest Critic<br />
Harvard <strong>University</strong> Graduate School <strong>of</strong> Design, Teaching Assistant<br />
Lugosch Architects, <strong>Amherst</strong>, MA, Principal<br />
Graham Gund Architects, Cambridge, MA, Project Architect<br />
Leers Weinzapfel Associates, Boston, MA, Architectural Designer<br />
David Handlin, Cambridge, MA, Architectural Designer<br />
Henry Street Attainable Housing, Multi-phase studio / project exploring<br />
issues relative to the design and construction <strong>of</strong> “attainable” housing.<br />
Phase 1: Symposium exploring housing options<br />
Phase 2: Vertical Design Studio<br />
Phase 3: complete a set <strong>of</strong> construction documents for the prototypical<br />
house and to bring the design through the <strong>Amherst</strong> Town regulatory<br />
bodies.<br />
Phase 4: Construction Studio: Spring 2007.<br />
Phase 5: Site and duplex documentation<br />
Phase 6: Town <strong>of</strong> <strong>Amherst</strong> Zoning Board, 2007-2008.<br />
Phase 7: Fall 2008-2010. Land Transfer Completed. House redesigned<br />
to reduce costs and approach Zero Net Energy.<br />
Salamander Crossing Studio: Collaborative Studio Project (in<br />
development). Partnership team: Pr<strong>of</strong>essor Mark Lindhult,<br />
Landscape Architecture and Regional Planning and Niels LaCour,<br />
<strong>Amherst</strong> Town Planning, Cinda Jones, Cowls Lumber. Project<br />
definition: to have Landscape Architecture/Architecture Student<br />
Teams explore non-traditional, small town multiple housing options<br />
for a 500 acre parcel <strong>of</strong> land owned by Cowls Lumber, with the<br />
intention <strong>of</strong> contributing to the Town <strong>of</strong> <strong>Amherst</strong> redesign <strong>of</strong> Zoning<br />
Regulations.<br />
1986<br />
Registered Architect, Commonwealth <strong>of</strong> <strong>Massachusetts</strong> #6682<br />
1993<br />
Energy Crafted Home Certified<br />
PROFESSIONAL AFFILIATIONS<br />
1986–present<br />
2002–2005<br />
Member, American Institute <strong>of</strong> Architects<br />
Member, Illuminating Engineering Society <strong>of</strong> North America<br />
57
AWARDS<br />
2003<br />
2002<br />
2002<br />
2001–2003<br />
2002<br />
RECENT AND CURRENT PROJECTS<br />
2008-2009<br />
2007-2009<br />
2008<br />
2006–present<br />
2009-present<br />
2009-present<br />
2006–present<br />
2005–2006<br />
2005–2006<br />
2004–2006<br />
2006<br />
2003–2005<br />
2003–2005<br />
2005<br />
2005<br />
2004<br />
Lighting for Tomorrow, Energy Efficient Luminaire Design<br />
Honorable mention: Lugosch + Licis Portable<br />
Phase 2 Invitational Competition 2004<br />
WM AIA Honor Award: Private Residence Renovation and Addition<br />
WM AIA Awards Traveling Show<br />
Healey Travel Grant, The phenomena <strong>of</strong> light in <strong>architecture</strong><br />
St. Lawrence <strong>University</strong> Invitational Retrospective Print Show<br />
Center for Design Engagement: Incorporation and application for nonpr<strong>of</strong>it<br />
status with Pr<strong>of</strong>essors Joseph Krypczynski and Max Page.<br />
Founding Member <strong>of</strong> PeaPod Homes LLC, assembled housing<br />
designed to approach zero net energy. Project design team included<br />
Hernan Barufaldi, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> Architecture + Design<br />
Alumna; Dr. Charlie Curcija, Design Builder S<strong>of</strong>tware; Erik Wight,<br />
Keystone Code.<br />
Lecture: “Pre-Fab” at the Third Annual <strong>Massachusetts</strong> Architecture<br />
Symposium (and ACSA Northeast Conference, and 2 nd Annual Wood<br />
Symposium).<br />
"Built Architecture". Exploration <strong>of</strong> the design, construction and delivery<br />
processes to be employed in the in environmentally responsible<br />
residential <strong>architecture</strong>. Research includes: reduction in building<br />
footprint and environmental impact, <strong>program</strong>matic preferences in<br />
"small" homes, alternative materials, methods <strong>of</strong> manufacture, and<br />
BIM technology.<br />
Proposal: Feasibility Study for Spear Memorial Library. With map-lab<br />
and UMass alumna Stephen Moore.<br />
Feick renovation – design considerations including material and<br />
processes for a client with extreme chemical sensitivities.<br />
Rodgers Lakeside Home, Belchertown, MA. design <strong>of</strong> 1800 s.f. summer<br />
home.<br />
Miller House Addition, Heath, MA. Addition <strong>of</strong> garage, Entry, Master<br />
Bedroom to a house designed by LugoschArchitect in 1989.<br />
Mottern, Northampton, MA. Apartment Build-out exploring low cost design<br />
features.<br />
Fishman Vacation Home, Tolland, MA. 2,000 s.f. new construction lakeside<br />
vacation home to replace a house destroyed in fire. Regulatory issues:<br />
Conservation Commission, Neighborhood Approval Committee.<br />
Perlman Renovation, Northampton, MA.<br />
Western Mass Residence, Shutesbury, MA. Passive solar design featuring<br />
energy conserving materials and detailing<br />
Kane/Levit "Flying Porch" Shutesbury, MA. Detached 2nd floor Screen<br />
Room with storage below.<br />
Murphy Renovation/Addition. <strong>Amherst</strong>, MA. Harmonizing a<br />
contemporary renovation/addition with a 70’s house. Integration <strong>of</strong><br />
natural and artificial lighting into new and existing structures.<br />
Competitions<br />
Sunderland Vietnam Memorial Competition and Exhibit, Sunderland, MA<br />
Designers Lighting Forum, New York. Invitational Exhibit: The Flowering <strong>of</strong><br />
Fluorescent.<br />
58
RAY KINOSHITA MANN Associate Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
1988<br />
1983<br />
ACADEMIC APPOINTMENTS<br />
2001–present<br />
Spring 2002<br />
1998–2001<br />
1995–1998<br />
1987–1988<br />
1987<br />
PROFESSIONAL EXPERIENCE<br />
Constructed Space, Design Investigation<br />
Design I , Design II, Design III, Design IV (undergraduate and graduate)<br />
Construction Methods + Materials<br />
Architectural Lighting (Building Physics II)<br />
Furniture Design & Technology<br />
Design Theory Seminar<br />
Advanced digital design<br />
BFA, MS, MArch Thesis supervision<br />
Independent Study, Practicum<br />
Research forum<br />
Harvard Graduate School <strong>of</strong> Design, Master <strong>of</strong> Architecture, with distinction<br />
Harvard-Radcliffe College, Bachelor <strong>of</strong> Arts in Visual and Environmental<br />
Studies (minor in Structural Engineering), magna cum laude<br />
UMass. Associate Pr<strong>of</strong>essor <strong>of</strong> Architecture+Design<br />
Acting Area Coordinator<br />
UMass. Assistant Pr<strong>of</strong>essor <strong>of</strong> Interior Design and Architectural Studies.<br />
UMass. Lecturer in Interior Design and Architectural Studies.<br />
Harvard Graduate School <strong>of</strong> Design, Studio Assistant.<br />
Harvard Graduate School <strong>of</strong> Design, Career Discovery Program, Instructor<br />
1990–present R K Studio, <strong>Amherst</strong>, <strong>Massachusetts</strong>. Principal Architect<br />
Residential, commercial, cultural, and institutional projects.<br />
1988–1992 The Stein Partnership, New York City, New York, Design Associate,<br />
Women's Rights National Historical Park.<br />
1988–1990 The Marshall Kinoshita Partnership, Cambridge, <strong>Massachusetts</strong>.<br />
Design Partner, residential projects.<br />
1987–1988 Rafael Moneo, Architect, Cambridge, <strong>Massachusetts</strong>. Design Assistant,<br />
Cultural and ecclesiastical projects (Joan Miro Museum, Dominican<br />
monastery).<br />
1986<br />
Office for Metropolitan Architecture, Rotterdam, Netherlands. Design<br />
Assistant, Civic projects (The Hague City Hall competition).<br />
1984–1985 Jeremiah Eck, Architect, Boston, <strong>Massachusetts</strong>. Design Assistant,<br />
Residential projects (Waxman Residence, BSA Award).<br />
1980–1982 Harvard <strong>University</strong> Office for Energy Management, Cambridge,<br />
<strong>Massachusetts</strong>. Energy Auditor, Lighting Designer.<br />
RESEARCH AND CREATIVE WORK<br />
2003–present<br />
2002–present<br />
2001<br />
2001<br />
SERVICE<br />
1997–2003<br />
1997–1999<br />
REGISTRATION<br />
Woman Building –the life and work <strong>of</strong> architect Itsuko Hasegawa<br />
Memory, Culture, Care –responsive design for Alzheimer’s care<br />
environments<br />
“From the Gecko,” Boston Magazine, Best <strong>of</strong> Boston Issue, August.<br />
“Elegant Setting for a High-Wire Act,” Boston Globe.<br />
American Association <strong>of</strong> <strong>University</strong> Women, Selected Pr<strong>of</strong>essions<br />
Fellowships (Chair 2001-2003).<br />
Town <strong>of</strong> <strong>Amherst</strong> Planning Board, member.<br />
Registered Architect: <strong>Massachusetts</strong> #8921, New York #021912, Vermont<br />
#003-0002118, Arizona #30377, NCARB Certification #43,058<br />
59
PROFESSIONAL AFFILIATIONS<br />
2004–2005 ACADIA member<br />
1996–2003 American Institute <strong>of</strong> Architects, Western <strong>Massachusetts</strong> Chapter<br />
AWARDS<br />
2001–2002<br />
2001<br />
2001<br />
1999–2000<br />
RECENT AND CURRENT PROJECTS<br />
2006–present<br />
2006–present<br />
2006–present<br />
2006–present<br />
2005–present<br />
2005–present<br />
2005–present<br />
completed 2006<br />
completed 2005<br />
completed 2004<br />
completed 2001<br />
completed 2001<br />
1998–2001<br />
completed 2000<br />
Five College/Graham Foundation grant($10k) for curriculum development.<br />
Best <strong>of</strong> City Search 2001, Best Restaurant Design (editorial & audience<br />
winner)<br />
Conde Nast Traveler, Salamander Restaurant named Top 100 Tables in the<br />
US<br />
Faculty Grant for Teaching, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, $1,500.<br />
Evaluation <strong>of</strong> Terrazzo Cracking in Elevated Walkways<br />
Annie Oakley Center, Greenville, Ohio, new construction, schematic design.<br />
Mann Residence, Hadley, <strong>Massachusetts</strong>, new construction.<br />
Women’s Rights National Historical Park, consultation.<br />
Firestone Weiss Residence, Longmeadow, <strong>Massachusetts</strong>, new<br />
construction.<br />
Thompson Cardasis Residence, Leverett, <strong>Massachusetts</strong>, new construction.<br />
The Ark, phase II: fountain, altar and signage, <strong>Amherst</strong>, <strong>Massachusetts</strong>.<br />
Welsch Residence, North Andover, <strong>Massachusetts</strong>, new construction.<br />
The Ark Five College Episcopal Center, <strong>Amherst</strong>, <strong>Massachusetts</strong>, addition.<br />
Machover/Kinoshita bath suite and studio barn, renovation.<br />
Vilar Center Temporary Offices, MIT Media Lab, Cambridge,<br />
<strong>Massachusetts</strong>, renovation,.<br />
Salamander Restaurant, Boston, <strong>Massachusetts</strong>, new construction,.<br />
M.N. Spear Memorial Library, Shutesbury, <strong>Massachusetts</strong>, schematic<br />
design.<br />
“Brain Opera,” with MIT Media Lab, House <strong>of</strong> Music, Vienna, permanent<br />
installation<br />
60
CAITLIN MCKEE Teaching Assistant<br />
TEACHING<br />
EDUCATION<br />
Analysis and Representation I & II<br />
2005–2009 UNIVERSITY OF MASSACHUSETTS AMHERST<br />
Masters <strong>of</strong> Architecture Degree – Concentration: Sustainability<br />
1998–2002 LEHIGH UNIVERSITY<br />
Bachelor <strong>of</strong> Arts Degree in Architecture - Minor: Studio Art<br />
Graphics Lab Technician - Media Productions Teaching Assistant - Design<br />
Studio II & Painting I<br />
ACADEMIC APPOINTMENTS<br />
2007–2009 UMass <strong>Amherst</strong><br />
Teaching Assistant<br />
Assisted teaching two Building Materials & Wood Technology Classes<br />
Co-taught a graphics lab in the Architecture Department for two semesters,<br />
created curriculum and syllabi.<br />
PROFESSIONAL EXPERIENCE<br />
2006–2007<br />
2006–2007<br />
2005–2006<br />
November 2005<br />
2004–2005<br />
2003–2004<br />
<strong>Amherst</strong> College Physical Plant<br />
Designer<br />
Consulting<br />
Designer<br />
Haley Design<br />
Drafter/Designer/Builder<br />
World Hands Project<br />
Volunteer Builder<br />
HCA Partners, Inc.<br />
Jr. Draftsperson<br />
BRYAN BOWEN ARCHITECTS<br />
Architectural Intern<br />
61
SIGRID MILLER POLLIN Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
Undergraduate Design Studios<br />
Graduate Design Studios<br />
Constructed Space<br />
Great Spaces<br />
1972–1975 M. Arch, Columbia <strong>University</strong><br />
1967–1971 BA, Vassar College Art History<br />
ACADEMIC APPOINTMENTS<br />
1998–present<br />
1985–1998<br />
PROFESSIONAL EXPERIENCE<br />
1998–present<br />
1995–1998<br />
1984–1995<br />
RESEARCH AND CREATIVE WORK<br />
2009<br />
2008<br />
2008<br />
2005<br />
2004<br />
2003<br />
2003<br />
2003<br />
2008<br />
2008<br />
2008<br />
2008<br />
2007<br />
2007<br />
2007<br />
2005<br />
2003<br />
SERVICE<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
Full Pr<strong>of</strong>essor- Architecture + Design <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong><br />
Asst. Pr<strong>of</strong>, Assoc. Pr<strong>of</strong>, Full Pr<strong>of</strong>essor, Dept Chair–Dept. <strong>of</strong> Architecture<br />
California State Polytechnic <strong>University</strong> Pomona<br />
Miller Pollin AIA Architects , <strong>Amherst</strong>, MA<br />
Principal/Partner Siteworks Architecture, Venice, CA and Riverside, CA<br />
Principal Miller Pollin AIA Architects , Riverside, CA<br />
Mitchell Giurgola Associates, New York NY<br />
Johnson & Burgee, New York, NY<br />
Prentice, Chan, Olhausen Architects New York, NY<br />
Project Publications:<br />
Architect’s Residence and Studio New England Cable News<br />
Architects and Their Gardens by Lucy Rosenfeld<br />
Hampshire Gazette, “Designer <strong>of</strong> South <strong>Amherst</strong> Home Is Inspired by New<br />
England Traditions”<br />
Contract Magazine Multi-tasking Gordon Hall UMass <strong>Amherst</strong><br />
LA Architect Fashion as Inspiration<br />
Gordon Hall “Outdoor Classrooms” citation Architecture Magazine<br />
Western <strong>Massachusetts</strong> AIA News Landscape Of Learning<br />
World Trade Center Competition Entry with historian Max Page<br />
Lectures/Exhibitions<br />
Recent Architecture: Lecture Herter Gallery UMass <strong>Amherst</strong><br />
Recent Architecture Solo Exhibit Herter Gallery UMass <strong>Amherst</strong><br />
The Architect’s Garden by Lucy Rosenfeld<br />
The Future <strong>of</strong> Architecture Commonwealth College UMass <strong>Amherst</strong><br />
Feature Article Hampshire Gazette Sept 21 2007<br />
Titles Invited Exhibit sponsored by <strong>University</strong> Gallery UMass <strong>Amherst</strong><br />
Matereality Exhibit Boston Society <strong>of</strong> Architects<br />
Exhibit <strong>of</strong> Unbuilt Work Boston Society <strong>of</strong> Architects<br />
Designing in New England: Gordon Hall at UMass <strong>Amherst</strong><br />
By Sigrid Miller Pollin in Four Centuries <strong>of</strong> Architecture in New England<br />
Current Member Western <strong>Massachusetts</strong> AIA Executive Board<br />
Registered architect: MA, CA, NV, NY<br />
62
1979–present<br />
1998–present<br />
1998–present<br />
2003–present<br />
1992–1995<br />
AWARDS<br />
2009<br />
2009<br />
2004<br />
RECENT AND CURRENT PROJECTS<br />
Member AIA<br />
NCARB<br />
Western <strong>Massachusetts</strong> AIA<br />
Executive Board <strong>of</strong> Western Mass. AIA<br />
Past Memberships:<br />
Editorial Board Architecture California<br />
Elected to American Institute <strong>of</strong> Architects College <strong>of</strong> Fellows (FAIA)<br />
Western <strong>Massachusetts</strong> AIA Award <strong>of</strong> Merit for 1290 Residence and Studio<br />
Nominated for UMass <strong>Amherst</strong> Distinguished Teaching Award<br />
Finalist National AIA Award Mt. Vernon Ave Residences, Riverside CA<br />
AIA Inland California Award <strong>of</strong> Excellence for Interior Design<br />
Award <strong>of</strong> Honor Inland Design Institute Loring Building<br />
First Award <strong>of</strong> Honor Colton Sr. Housing International Design Competition<br />
Travel & Design Fellowship Curtin <strong>University</strong>, Perth Australia<br />
AIAIC Award <strong>of</strong> Excellence 3.5 Houses Riverside CA<br />
Architectural Design:<br />
Residential Projects<br />
Wicks-Lim Residence Affordable Compact Residence <strong>Amherst</strong>, MA<br />
Sun Rock Master Plan for 4 Affordable Residences <strong>Amherst</strong> MA<br />
Pollin-Galay Residence Tel Aviv, Israel<br />
Millington Residence, Pelham, MA<br />
1290 House, <strong>Amherst</strong>, MA<br />
The Octagon House, Monson, MA<br />
Barkley Residence Laguna Beach CA<br />
House I, House II,& House III Riverside CA<br />
Teller Residence House for a Magician Las Vegas,NV<br />
South East Green Mixed Use Project, <strong>Amherst</strong>, MA<br />
Avalon/El Segundo Sr. Housing Watts, CA<br />
Commercial Projects<br />
All Fired Up! Restaurant, Hadley MA<br />
World Savings & Loan Bank Sun City, CA<br />
World Savings & Loan Bank Lake Elsinore CA<br />
Educational Projects<br />
M5 Digital Commons Interior Design Electrical and Computer Engineering<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong><br />
A new 7 acre campus for Dance, Theater, Fine Arts and Media Arts-150,000<br />
square feet <strong>of</strong> performing, visual, and media arts space in collaboration with<br />
Riverside Community College<br />
Gordon Hall UMass <strong>Amherst</strong> MA<br />
Telecommunications Offices UMass <strong>Amherst</strong>, <strong>Amherst</strong>, MA<br />
Master Plan & Schematic Design Riverside School for the Arts Riverside CA<br />
Community Projects<br />
Fais-One Performing Arts Center, Harlem New York<br />
63
MAX PAGE Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
United States urban and architectural history, historic preservation, United<br />
States social and cultural history, the place <strong>of</strong> memory<br />
1995<br />
<strong>University</strong> <strong>of</strong> Pennsylvania, Ph.D. in History.<br />
Dissertation: "The Creative Destruction <strong>of</strong> New York City: Landscape, Memory,<br />
and the Politics <strong>of</strong> Place, 1900-1930.”<br />
1988<br />
Yale <strong>University</strong>, B.A. magna cum laude in History<br />
Summer 1991 Harvard <strong>University</strong> GSD, summer architectural <strong>program</strong><br />
ACADEMIC APPOINTMENTS<br />
2009–present Pr<strong>of</strong>essor <strong>of</strong> Architecture and History, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong><br />
2009<br />
Fulbright Fellow in Buenos Aires<br />
2003–2004 John Simon Guggenheim Memorial Foundation Fellow<br />
2001–2009 Associate Pr<strong>of</strong>essor, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, Department <strong>of</strong> Art<br />
1999–2001 Visiting Pr<strong>of</strong>essor, Department <strong>of</strong> History, Yale <strong>University</strong><br />
1998–1999 Leverhulme Visiting Research Pr<strong>of</strong>essor, <strong>University</strong> <strong>of</strong> Nottingham<br />
1996–1999 Assistant Pr<strong>of</strong>essor <strong>of</strong> History and Director, Heritage Preservation Georgia<br />
State <strong>University</strong><br />
1995–1996 Lecturer, Department <strong>of</strong> History, <strong>University</strong> <strong>of</strong> Pennsylvania<br />
PROFESSIONAL EXPERIENCE<br />
RESEARCH AND CREATIVE WORK<br />
2008<br />
2003<br />
2003<br />
2005<br />
2003<br />
2003<br />
2005<br />
2004<br />
Books<br />
The City’s End: Two Centuries <strong>of</strong> Fantasies, Fears, and Premonitions <strong>of</strong><br />
New York’s Destruction (Yale <strong>University</strong> Press).<br />
Building the Nation: Americans Write About Their Architecture, Their Cities,<br />
and Their Landscape, 1789 to the Present (<strong>University</strong> <strong>of</strong> Pennsylvania<br />
Press), co-edited with Steven Conn.<br />
Giving Preservation a History: Essays on the History <strong>of</strong> Historic<br />
Preservation in the United States (Routledge Press), co-edited with<br />
Randall Mason.<br />
Articles in Academic Journals<br />
“Alexander Hamilton: The Man Who Made Modern America,” review essay in<br />
Journal <strong>of</strong> American History (June 2005).<br />
“The Unnatural History <strong>of</strong> Natural Disaster,” review essay in Journal <strong>of</strong> Planning<br />
History (November 2003).<br />
“The Future <strong>of</strong> the Past: New York History after 9/11,” inaugural issue <strong>of</strong> the<br />
new New-York Journal <strong>of</strong> American History (May 2003).<br />
Articles in Books<br />
“The Heights and Depths <strong>of</strong> Urbanism : Fifth Avenue and the Creative<br />
Destruction <strong>of</strong> Manhattan," in Roberta Moudry, ed, The American<br />
Skyscraper : Cultural Histories (Cambridge: Cambridge <strong>University</strong> Press,<br />
2005).<br />
“The City's End: Past and Present Narratives <strong>of</strong> New York's Destruction,” in<br />
Lawrence Vale and Thomas Campanella, eds., The Resilient City: Trauma,<br />
Recovery, Remembrance (New York: Oxford <strong>University</strong> Press, 2004).<br />
64
2009<br />
2008<br />
2007<br />
2006<br />
2006<br />
2006<br />
2006<br />
2005<br />
2005<br />
2005<br />
2005<br />
2004<br />
2004<br />
2003<br />
2003<br />
2003<br />
2003<br />
2003<br />
2003<br />
SERVICE<br />
2006-present<br />
2007-present<br />
2003-present<br />
2003-present<br />
2001-2003<br />
1999 -<br />
2000-2001<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
2008<br />
2003<br />
2001<br />
RECENT AND CURRENT PROJECTS<br />
Articles in Magazines and Newspapers<br />
“The Houston Pavilions: Towards a Mixed Use Downtown?” Cite, Spring 2009.<br />
“Designing for God: The Reemergence <strong>of</strong> Tradition at the new Co-Cathedral <strong>of</strong><br />
the Sacred Heart in Houston,” Cite, Spring 2008.<br />
“The Urban Ear: Sounds <strong>of</strong> the City,” New York Times (July 22, 2007)<br />
“Sprawled Out,” Architecture (October 2006). Public Realm columnist for<br />
Architecture in 2006.<br />
“Shifting the Memorial Paradigm,” Architecture (August 2006)<br />
“The Preservation Act at 40,” Architecture (June 2006)<br />
“Crashing to Earth, Again and Again,” on the 75 th Anniversary <strong>of</strong> the Empire<br />
State Building, New York Times (April 23, 2006)<br />
“Welcome Back, King Kong,” Op-Ed in the Boston Globe (December 17, 2005).<br />
Reprinted in the Philadelphia Inquirer and International Herald-Tribune.<br />
“The Kindness <strong>of</strong> Strangers: Rebuilding New Orleans,” Architecture (December<br />
2005)<br />
"Germany’s Memorial to the Murdered Jews <strong>of</strong> Europe," Architecture (June<br />
2005).<br />
“Careful Urban Renewal Twenty-Five Years Later: How the International<br />
Building Exhibition Berlin Has Stood the Test <strong>of</strong> Time,” Metropolis (March<br />
2005).<br />
“New Architecture in Berlin,” Architecture (September 2004).<br />
“The Otis Elevator: The ‘Hoisting Apparatus’ That Changed America,” Hartford<br />
Courant (February 22, 2004).<br />
“Education By Design: New Architecture at the Five Colleges,” Architecture<br />
(October, 2003).<br />
“Boxed In: The Galante Architecture Studio’s Falmouth, MA Recreation Center,”<br />
Architecture (July, 2003).<br />
"Minuteman Athletics Logo Makeover Reveals Skewed Priorities at UMass,"<br />
with Eve Weinbaum, Worcester Telegram and Gazette (July 29, 2003).<br />
“River <strong>of</strong> Innovation: Returning to the Tradition <strong>of</strong> Contemporary Architecture on<br />
the Charles River,” Architecture Boston (Summer, 2003).<br />
“Takin’ It To the Streets: The Geography <strong>of</strong> Public Protest,” Architecture Boston<br />
(Spring, 2003).<br />
“Trent Lott and the Color Line,” Valley Advocate (January 2, 2003).<br />
<strong>Massachusetts</strong> Society <strong>of</strong> Pr<strong>of</strong>essors (faculty union at UMass), President<br />
Urban History, North American Editorial Board<br />
Society <strong>of</strong> American City and Regional Planning Historians, Board <strong>of</strong><br />
Directors<br />
Urban History Association, Board <strong>of</strong> Directors<br />
Radical History Review Editorial Collective Member<br />
Referee: American Studies, The Public Historian & Journal <strong>of</strong> American<br />
History<br />
Board <strong>of</strong> Advisers, The Gotham Center, NY<br />
Fulbright Fellowship<br />
John Simon Guggenheim Memorial Fellowship<br />
Spiro Kost<strong>of</strong> Award, Society <strong>of</strong> Architectural Historians<br />
65
STEPHEN SCHREIBER Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
1984<br />
1979<br />
1977<br />
Design studios<br />
ACADEMIC APPOINTMENTS<br />
2005–present<br />
2005–2006<br />
2000–2004<br />
2000–2005<br />
1997–2000<br />
1989–2000<br />
1987–1989<br />
1984–1986<br />
PROFESSIONAL EXPERIENCE<br />
1990–present<br />
1986–1987<br />
1985–1986<br />
1984–1985<br />
1982–1983<br />
RESEARCH AND CREATIVE WORK<br />
2008<br />
2006<br />
2005<br />
2002<br />
SERVICE<br />
1999–present<br />
1997–present<br />
2005–2006<br />
2000–2004<br />
2006<br />
1996–2000<br />
2003–2006<br />
2006–present<br />
REGISTRATION<br />
1985<br />
1991<br />
2001<br />
1991<br />
Master in Architecture Harvard <strong>University</strong><br />
Bachelor <strong>of</strong> Arts Dartmouth College<br />
Foreign study <strong>program</strong> <strong>University</strong> <strong>of</strong> Salamanca. Spain<br />
Director and Pr<strong>of</strong>essor<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong> Architecture+Design Program<br />
Visiting Associate Pr<strong>of</strong>essor, UMass <strong>Amherst</strong><br />
Dean and Director, <strong>University</strong> <strong>of</strong> South Florida School <strong>of</strong> Architecture<br />
Associate Pr<strong>of</strong>essor, <strong>University</strong> <strong>of</strong> South Florida School <strong>of</strong> Architecture<br />
Associate Pr<strong>of</strong>essor and Director<br />
Architecture Program, <strong>University</strong> <strong>of</strong> New Mexico<br />
Faculty positions, <strong>University</strong> <strong>of</strong> New Mexico<br />
Visiting Pr<strong>of</strong>essor, <strong>University</strong> <strong>of</strong> Miami<br />
Instructor, Boston Architectural Center<br />
Stephen Schreiber, Architect<br />
Daniel/Mulliken Associates, North Easton, MA<br />
Notter, Finegold, Alexander, Boston, MA<br />
Moshe Safdie and Associates, Boston, MA<br />
Moore, Grover, Harper, Centerbrook, CT<br />
Selected Publications<br />
“Education <strong>of</strong> Architects”, International Encyclopedia <strong>of</strong> Education, Elsivier<br />
“Minor Setbacks”, in Pr<strong>of</strong>essional Practice 10—2 nd Ed., Wiley.<br />
“Mitigating the Effects <strong>of</strong> Hurricanes on Residences in Florida”, in AIA Report<br />
on <strong>University</strong> Research, American Institute <strong>of</strong> Architects.<br />
“Fountain <strong>of</strong> Youth”, in BA Architect, vol. 6, ,AIA Tampa Bay,<br />
National Architectural Accrediting Board Visiting Teams (chair—7 visits,<br />
member -4 visits)<br />
National Council <strong>of</strong> Architectural Registration Boards (NCARB): national<br />
committees<br />
Association <strong>of</strong> Collegiate Schools <strong>of</strong> Architecture (ACSA): President<br />
American Institute <strong>of</strong> Architects (AIA):<br />
Florida Board Member<br />
Boston Society <strong>of</strong> Architects Board Member<br />
New Mexico Board <strong>of</strong> Examiners for Architects<br />
Florida Board <strong>of</strong> Architecture and Interior Design<br />
<strong>Massachusetts</strong> Architect Registration Board<br />
Architect:<br />
<strong>Massachusetts</strong><br />
New Mexico (expired)<br />
Florida<br />
NCARB<br />
PROFESSIONAL AFFILIATIONS<br />
66
AWARDS<br />
2004<br />
2004<br />
2003<br />
2001<br />
2000<br />
American Institute <strong>of</strong> Architects (AIA)<br />
Exemplary university research, national AIA (with others)<br />
Elected to College <strong>of</strong> Fellows, AIA<br />
American Institute <strong>of</strong> Architects (Tampa Bay), Award <strong>of</strong> Excellence<br />
Clearwater Roundabout Design Competition, Honorable mention<br />
Landscape Architecture, "Excellence in Communication" (with others)<br />
67
BLAKE WILLIAMS Lecturer<br />
TEACHING<br />
EDUCATION<br />
1990–1992 <strong>University</strong> <strong>of</strong> Pennsylvania<br />
Master <strong>of</strong> Architecture with Advanced Standing<br />
Thesis: “Canonical Grafts: An Experimental Music Center for Seattle”<br />
1983–1987 <strong>University</strong> <strong>of</strong> Washington<br />
Bachelor <strong>of</strong> Arts in Architecture<br />
1982–1983 Manhattan School <strong>of</strong> Music<br />
ACADEMIC APPOINTMENTS<br />
2008–2009<br />
Spring 2007<br />
Fall 2006–<br />
present<br />
1999–2000<br />
PROFESSIONAL EXPERIENCE<br />
1995–present<br />
2006–present<br />
2003–2005<br />
2001–2003<br />
1998–2000,<br />
2005–2006<br />
1987–1998<br />
1991–1992<br />
1989–1991<br />
RESEARCH AND CREATIVE WORK<br />
Fall 2008<br />
May 2005<br />
2004<br />
2004<br />
SERVICE<br />
REGISTRATION<br />
Architecture+Design, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Lecturer in Architecture.<br />
Hampshire College, Humanities and Cultural Studies<br />
Adjunct Assistant Pr<strong>of</strong>essor <strong>of</strong> Architecture. Architecture Studies Program,<br />
affiliated with Five Colleges, Inc.<br />
Mt Holyoke College, Department <strong>of</strong> Art and Art History<br />
Visiting Assistant Pr<strong>of</strong>essor <strong>of</strong> Architecture. Architecture Studies Program,<br />
affiliated with Five Colleges, Inc.<br />
<strong>University</strong> <strong>of</strong> Michigan, Taubman College <strong>of</strong> Architecture And Urban Planning<br />
Lecturer Graduate Design Studio Courses: Arcades and Canopies (Fall 1999)<br />
Detroit Design Studio (Winter 2000) with David Miller, FAIA<br />
BW.AR–(self)<br />
Dietz and Company Architects, Springfield, MA<br />
Hamilton Anderson Associates, Detroit<br />
Weinstein A|U, Seattle<br />
A3C, Ann Arbor<br />
Hoshide Williams Architects, Seattle<br />
Mithun, Seattle<br />
Olson Sundberg Kundig Allen, Seattle<br />
ACSA Northeast Chapter Publication, “Cypress Shelter”<br />
Seattle Homes and Lifestyles, “Alhadeff Condominium”, responsibility at<br />
Weinstein A|U: designer and project architect<br />
Jill Herbers, editor, “Prefab Modern”, New York: Harper Design International,<br />
Colin House<br />
<strong>University</strong> <strong>of</strong> Michigan Taubman College <strong>of</strong> Architecture, Detroit Design<br />
Charette: West Riverfront<br />
Washington, Michigan, <strong>Massachusetts</strong><br />
PROFESSIONAL AFFILIATIONS<br />
AIA, American Institute <strong>of</strong> Architects<br />
NCARB, National Council <strong>of</strong> Architectural Registration Boards<br />
ACSA, Association <strong>of</strong> Collegiate Schools <strong>of</strong> Architecture<br />
CDT, Construction Specifications Institute<br />
68
AWARDS<br />
1991<br />
Schneidman AIA Award, <strong>University</strong> <strong>of</strong> Pennsylvania<br />
1991<br />
Dales Traveling Fellowship, <strong>University</strong> <strong>of</strong> Pennsylvania, Travel in Japan: Tokyo,<br />
Kobe & Takayama. Studied Japanese <strong>architecture</strong> with master carpenters and<br />
contemporary Japanese architects<br />
1991<br />
Newberry Grant, <strong>University</strong> <strong>of</strong> Pennsylvania<br />
1987<br />
Distinguished Project Award, “An Architect’s Office” <strong>University</strong> <strong>of</strong> Washington<br />
RECENT AND CURRENT PROJECTS<br />
69
ERIKA ZEKOS Lecturer<br />
TEACHING Design studios<br />
EDUCATION<br />
1994<br />
1993<br />
ACADEMIC APPOINTMENTS<br />
2009<br />
2004–present<br />
2005<br />
1999-04<br />
1999-04<br />
PROFESSIONAL EXPERIENCE<br />
1998-present<br />
1997-98<br />
1995-97<br />
1995<br />
1993-94<br />
SERVICE<br />
2004-present<br />
ongoing<br />
2007<br />
Rensselaer Polytechnic Institute, School <strong>of</strong> Architecture, Troy, NY<br />
Bachelor <strong>of</strong> Architecture<br />
Bachelor <strong>of</strong> Building Sciences<br />
UMass Architecture+Design Program<br />
Program Coordinator, western Mass, Learning By Design in <strong>Massachusetts</strong>,<br />
Studio Instructor, Mount Holyoke College, Art Department<br />
Adjunct Assistant Pr<strong>of</strong>essor <strong>of</strong> Architecture, School <strong>of</strong> Architecture, Art and<br />
Historic Preservation, Roger Williams <strong>University</strong>,<br />
Studio Instructor, Department <strong>of</strong> Continuing Education, Young Artists Program,<br />
Pre-College, Summer Studies, Rhode Island School <strong>of</strong> Design<br />
Adjunct Assistant Pr<strong>of</strong>essor, Boston Architectural Center<br />
Principal, studiozed, design, <strong>Amherst</strong>, MA,<br />
Bruner/Cott & Associates, Cambridge, MA,<br />
Rothman Partners Architects, Boston, MA,<br />
Kallmann, McKinnell and Wood Architects, Boston, MA,<br />
Architecture Plus, Troy, NY<br />
Board Member, Western <strong>Massachusetts</strong> American Institute <strong>of</strong> Architects,<br />
Guest Critic, Smith College, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong>, Hampshire<br />
College, Roger Williams <strong>University</strong>, ongoing<br />
Guest Judge, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong>, Department <strong>of</strong> Art Senior<br />
REGISTRATION and PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
1999<br />
2000<br />
2000<br />
1997<br />
1995<br />
1995<br />
1994<br />
1993<br />
RECENT AND CURRENT PROJECTS<br />
Performance Award, Build <strong>Massachusetts</strong> w/ Bruner/Cott, for Dean College<br />
Residence Hall<br />
Special Design Citation, Boston Society <strong>of</strong> Architects/Healthcare Assembly w/<br />
Rothman Partners Architects, for MGH Cox Cancer Center<br />
Honor Award, Boston Society <strong>of</strong> Architects/Healthcare Assembly W/ Rothman ,<br />
for MEEI Cosmetics Plastics Surgery Center<br />
Exhibitor: Ideas Afloat - David’s Island Competition,<br />
Alpha Rho Chi Medal, Rensselaer Polytechnic Institute,<br />
American Institute <strong>of</strong> Architects Excellence Award, Rensselaer Polytechnic Inst.<br />
Peck Prize: Best Thesis Award, Rensselaer Polytechnic Institute<br />
Second Prize: Crypta Balbi International Student Competition<br />
70
Public Art since 2002<br />
Greetings From MY City,” postcards project, various cities, ongoing<br />
Greetings From MY Boston<br />
Greetings From MY Holyoke, ongoing<br />
“Look Up,” site-specific temporary installation, Easthampton, MA,<br />
Windows Project <strong>of</strong> the Easthampton Cultural Council<br />
“Sea the City,” site-specific temporary installation, Boston, MA,<br />
part <strong>of</strong> the Boston Arts Festival, Mayor’s Office <strong>of</strong> Cultural Affairs<br />
“Making Time Visible,” site-specific temporary installation, City Hall Plaza, Boston,<br />
MA, sponsored by the Boston Cultural Agenda Fund and the Boston Foundation<br />
for Architecture<br />
Design Work since 2002<br />
Bennet – Gray residence (new home), Sunderland, MA<br />
Sweeting residence (renovation/addition), <strong>Amherst</strong>, MA<br />
Wunderarts Gallery (renovation), <strong>Amherst</strong>, MA,<br />
Graham Brown – Dellert residence (renovation/ addition), Deerfield, MA,<br />
Dolan Residence (renovation / addition), Missoula, MT,<br />
Haynes/Watts residence (renovation/ addition/master plan), Milton, MA<br />
Long Dimensions Workshop (new construction), Hopedale, MA,<br />
Moses residence (new three family home), Jamaica Plain, MA,<br />
Mastandrea residence (renovation/ addition), Milton, MA<br />
Moses residence (renovation), Jamaica Plain, MA,<br />
Brownell residence (addition/renovation), Belmont, MA<br />
71
TIMOTHY ROHAN Associate Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
History <strong>of</strong> Architecture and the Built Environment<br />
Introduction to the History <strong>of</strong> Art/Renaissance to the Present<br />
Nineteenth-Century Architecture<br />
Twentieth-Century Architecture<br />
Graduate Seminar: Themes in Postwar Architecture<br />
May 2001<br />
PhD, Department <strong>of</strong> the History <strong>of</strong> Art and Architecture, Harvard <strong>University</strong><br />
• Field <strong>of</strong> Concentration: history and theory <strong>of</strong> modern <strong>architecture</strong>,<br />
particularly post-WW II <strong>architecture</strong> and urbanism.<br />
• Master's Thesis: "Dressing New Delhi: Lutyens’s Viceroy’s House,"<br />
Spring 1997.<br />
• Dissertation: “Architecture in the Age <strong>of</strong> Alienation: Paul Rudolph’s<br />
Postwar Academic Buildings,” completed May 2001.<br />
1991<br />
BA, Yale <strong>University</strong><br />
Majors: History <strong>of</strong> Art and English, Graduated cum laude, with distinction in<br />
art history<br />
ACADEMIC APPOINTMENTS<br />
2001–present<br />
2000–2001<br />
1998–2001<br />
1996–1997<br />
PROFESSIONAL EXPERIENCE<br />
1991–1992<br />
1993–1995<br />
RESEARCH AND CREATIVE WORK<br />
Forthcoming<br />
2011<br />
2008<br />
2007<br />
2003<br />
2005<br />
SERVICE<br />
Associate Pr<strong>of</strong>essor, Art History Program, Department <strong>of</strong> Art<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Tenure awarded Spring 2008.<br />
Visiting Lecturer, Art Department, Vassar College, Poughkeepsie, New York<br />
Lecturer, The Whitney Museum <strong>of</strong> American Art, New York, NY<br />
Teaching Fellow, Department <strong>of</strong> Fine Arts/Harvard Core, Harvard <strong>University</strong><br />
The Museum <strong>of</strong> Modern Art, New York, NY<br />
Assistant, Department <strong>of</strong> Public Information.<br />
Department Secretary, Architecture and Design. Assistant for the<br />
exhibition “Frank Lloyd Wright: Architect”, (Fall 1994 to Spring 1995) curated<br />
by Terence Riley with Peter Reed in the Department <strong>of</strong> Architecture and<br />
Design, The Museum <strong>of</strong> Modern Art.<br />
Book Project<br />
Working title: Enriching Modernism: Paul Rudolph, Buildings and<br />
Projects,1945-1997. Yale <strong>University</strong> Press.<br />
Catalog<br />
Model City: Buildings and Projects for Yale and New Haven by Paul<br />
Rudolph, Yale School <strong>of</strong> Architecture, Nov. 3, 2008 – Feb. 6, 2009. Curated<br />
exhibition featuring thirteen projects by Rudolph. Wrote essay and compiled<br />
checklist <strong>of</strong> over one hundred works.<br />
Articles in journals<br />
“Challenging the Curtain Wall: Paul Rudolph’s Blue Cross and Blue Shield<br />
Building”, The Journal <strong>of</strong> the Society <strong>of</strong> Architectural Historians, vol. 66, no.<br />
1, March 2007, p. 84-109 (refereed).<br />
“From Microcosm to Macrocosm: The Surface <strong>of</strong> Buckminster Fuller’s<br />
United States Pavilion for Expo ’67,” Architectural Design,<br />
Book Review<br />
Charles Waldheim. Hilberseimer/Mies van der Rohe: Lafayette Park Detroit<br />
(New York: Prestel and Harvard Design School, 2004).<br />
72
2004–2007<br />
2004–2007<br />
2005<br />
REGISTRATION<br />
Director <strong>of</strong> Undergraduate Studies (Art History).<br />
Faculty advisor to the Art History Club<br />
Art History Program: Search Committee for Modernist Art Historian<br />
Not applicable<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
Society <strong>of</strong> Architectural Historians (SAH)<br />
College Art Association (CAA)<br />
DOCOMOMO, USA chapter (Documentation and Conservation <strong>of</strong> Buildings,<br />
Sites and Neighborhoods <strong>of</strong> the Modern Movement)<br />
Teaching Awards<br />
2006–2007 Winner, Lilly Teaching Fellowship, U. Mass., <strong>Amherst</strong> (Fall 2006–Spring<br />
2007)<br />
2006<br />
Winner, College <strong>of</strong> Humanities and Fine Arts Teaching Award (CHFA)<br />
2001-2003 Nominated three times by students for the Distinguished Teaching Award,<br />
UMass<br />
Grants and Awards<br />
The Society <strong>of</strong> Architectural Historians’ Scott Opler Fellowship for New<br />
Scholars awarded for the article, “Challenging the Curtain Wall: Paul<br />
Rudoph’s Blue Cross and Blue Shield Building,” JSAH, vol. 66, no. 1, March<br />
2007, p. 84-109.<br />
2007–2008 Kluge Research Fellowship. The Library <strong>of</strong> Congress, Washington D.C. (8<br />
months- Summer 2007 and Summer/Fall 2008).<br />
2006<br />
Faculty Research Grant, UMass<br />
2004<br />
Research fellowship. Canadian Centre for Architecture, Montreal (Spring<br />
2004).<br />
2003<br />
Research Grant. Graham Foundation for Advanced Studies in the Fine Arts<br />
RECENT AND CURRENT PROJECTS<br />
2008–2009<br />
2006<br />
2009<br />
2005<br />
Exhibitions<br />
Curator for “’Model City’: Buildings and Projects for Yale and New Haven by<br />
Paul Rudolph”, the Yale School <strong>of</strong> Architecture, November 3, 2008 to<br />
February 6, 2009. The exhibition examines thirteen projects by Rudolph for<br />
the city and the university with images from the Rudolph Archive at the<br />
Library <strong>of</strong> Congress. It will coincide with the rededication <strong>of</strong> the restored Art<br />
and Architecture Building by Paul Rudolph. For catalog see publications.<br />
Wall text on Paul Rudolph for “Beyond the Harvard Box”, curated by Michael<br />
Meredith, Harvard Graduate School <strong>of</strong> Design, October 5- November 15,<br />
2006.<br />
Symposia, Panels, Responses<br />
Organizer <strong>of</strong> the symposium, “Reassessing Rudolph: Architecture and<br />
Reputation”, Jan 23-24, 2009. Yale School <strong>of</strong> Architecture. In conjunction<br />
with the exhibition “Model City”, see above. This symposium will bring<br />
together a group <strong>of</strong> international historians, critics and architects to<br />
reconsider Rudolph’s <strong>architecture</strong> and the discipline’s assessment <strong>of</strong> him.<br />
Collection <strong>of</strong> essays by the participants edited by Rohan under discussion<br />
with Yale <strong>University</strong> Press.<br />
Organized and chaired the panel: “Other Ethics and Aesthetics: the<br />
International Scope <strong>of</strong> Brutalism,” Society <strong>of</strong> Architectural Historians Annual<br />
Meeting, Vancouver, British Columbia. April 7, 2005.<br />
73
MARGARET BIRNEY VICKERY Lecturer<br />
TEACHING<br />
EDUCATION<br />
1993<br />
1993<br />
1990<br />
1985<br />
ACADEMIC APPOINTMENTS<br />
2009<br />
1994-95<br />
1987-9<br />
PROFESSIONAL EXPERIENCE<br />
2008-present<br />
1992-3<br />
1987<br />
1986<br />
Introduction to Architecture<br />
RESEARCH AND CREATIVE WORK<br />
2007<br />
1999<br />
199<br />
SERVICE<br />
2005<br />
2007<br />
AWARDS and REVIEWS<br />
1992<br />
1990<br />
1989<br />
2000<br />
2001<br />
Stanford <strong>University</strong>, Stanford CA, Ph.D. <strong>program</strong> in Art History 1986 to June<br />
1993. M.A. Art History, 1988. Ph.D. Architectural History<br />
Attingham Summer School, intensive course on the preservation <strong>of</strong> English<br />
country houses..<br />
Victorian Society Summer School, London<br />
Oberlin College, Oberlin Ohio, B.A. Art History<br />
Lecturer, Art History Program<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Lecturer, in architectural history, <strong>University</strong> <strong>of</strong> Bristol, adult<br />
education <strong>program</strong>.<br />
Teaching Assistant, architectural history courses, Stanford <strong>University</strong>.<br />
Guest Curator, <strong>University</strong> Gallery, Fine Arts Center, <strong>University</strong> <strong>of</strong><br />
<strong>Massachusetts</strong>, “Greening the Valley: Sustainable Architecture in the Pioneer<br />
Valley” opens, February 2010,.<br />
Secretary, Victorian Society Summer School, London. (1992-93).<br />
Curatorial Intern, Stanford <strong>University</strong> Art Museum, Prints and<br />
Drawings Collection, Summer.<br />
Curatorial Assistant, DeCordova Museum, Lincoln MA.<br />
Smith College : The Campus Guide ,Princeton Architectural Press, 2007<br />
Buildings for Bluestockings: The Architecture and Social History <strong>of</strong> Women's<br />
Colleges in Late Victorian England, <strong>University</strong> <strong>of</strong> Delaware Press, 1999.<br />
“Lady Margaret Hall and Somerville College, Oxford: Their Architectural and<br />
Social Context.” Victorian Society Annual<br />
Solid Waste Committee, <strong>Amherst</strong><br />
<strong>Amherst</strong> Ballet Board <strong>of</strong> Directors<br />
Pevsner Memorial Award, for the paper, “Lady Margaret Hall and<br />
Somerville College, Oxford: Their Architectural and Social Context.”<br />
Victorian Society Annual<br />
Samuel Kress Travel Grant, for travel to England for dissertation<br />
research in 1991.<br />
Mellon Foundation Pre-Dissertation Grant, from the Center for<br />
European Studies, Stanford <strong>University</strong>.<br />
William Whyte reviewed Buildings for Bluestockings, in the English<br />
Historical Review, September 2000, pp. 1011-1012.<br />
Elizabeth Edwards Harris reviewed Buildings for Bluestockings, in the<br />
Journal <strong>of</strong> the Society <strong>of</strong> Architectural Historians, vol. 60, #4, Dec. 2001<br />
74
PEGGI CLOUSTON Assistant Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
Tectonics 2/Mechanics <strong>of</strong> Building Materials for Construction<br />
Design <strong>of</strong> Wood Structures<br />
Design and Construction <strong>of</strong> a Timber Bridge<br />
1996–2001 Ph.D. Department <strong>of</strong> Wood Science, Faculty <strong>of</strong> Forestry, <strong>University</strong> <strong>of</strong><br />
British Columbia. Vancouver, British Columbia, Canada<br />
Thesis: Computational Modeling <strong>of</strong> Strand-based Wood Composites<br />
1993–1996 M.A.Sc. Department <strong>of</strong> Wood Science, Faculty <strong>of</strong> Forestry, <strong>University</strong> <strong>of</strong><br />
British Columbia. Vancouver, British Columbia, Canada<br />
Thesis: The Tsai-Wu Strength Theory for Douglas-fir Laminated Veneer<br />
1985–1989 B.A.Sc. Department <strong>of</strong> Civil Engineering, <strong>University</strong> <strong>of</strong> British Columbia.<br />
Vancouver, British Columbia, Canada<br />
ACADEMIC APPOINTMENTS<br />
09/2005–present Faculty, Architecture+Design Program, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>,<br />
<strong>Amherst</strong>, MA<br />
09/2003–present Adjunct Faculty. Department <strong>of</strong> Civil and Environmental Engineering.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
09/2001–present Assistant Pr<strong>of</strong>essor. Department <strong>of</strong> Natural Resources Conservation,<br />
Building Materials and Wood Technology Program, <strong>University</strong> <strong>of</strong><br />
<strong>Massachusetts</strong>, <strong>Amherst</strong>, MA, USA<br />
05/1988 –<br />
Timber Engineering Research Assistant, Department <strong>of</strong> Civil Engineering,<br />
02/1989<br />
<strong>University</strong> <strong>of</strong> British Columbia, Vancouver, B.C., Canada<br />
PROFESSIONAL EXPERIENCE<br />
1989–1994 Trus Joist Macmillan, Structural Engineer, Vancouver, B.C.,<br />
RESEARCH AND CREATIVE WORK<br />
Submitted<br />
In preparation<br />
In preparation<br />
In preparation<br />
In press<br />
In press<br />
2008<br />
2008<br />
2007<br />
2007<br />
Refereed Publications:<br />
Peters, J.; Damery, D.; Clouston, P.: “A Geography <strong>of</strong> Eastern Log Building<br />
Based on Tree Species Use”. Journal <strong>of</strong> Forestry.<br />
Oberholzer, M.; Clouston, P.; Benson, T. “Increasing the Quality and<br />
Aesthetical<br />
Value <strong>of</strong> Undervalued Wood Species in North America by Creating Glued<br />
Laminated Timbers”. ASTM Journal <strong>of</strong> Testing and Evaluation.<br />
Clouston, P.; Michalski, J. “An Experimental Comparison <strong>of</strong> Wood-Concrete<br />
Composite Connectors”. ASTM Journal <strong>of</strong> Testing and Evaluation.<br />
Michalski, J.; Clouston, P. “New England Mill Renovation using Wood-Concrete<br />
Composites: A Case Study”. ASCE Journal <strong>of</strong> Architectural Engineering.<br />
ARWADE, S; CLOUSTON, P.; WINANS, R. “Measurement and stochastic<br />
computational modeling <strong>of</strong> the elastic properties <strong>of</strong> parallel strand lumber.”<br />
Journal <strong>of</strong> Engineering Mechanics.<br />
ARWADE, S; WINANS, R.; CLOUSTON, P. “Variability <strong>of</strong> the strength <strong>of</strong><br />
Parallel<br />
Strand Lumber” Journal <strong>of</strong> Engineering Mechanics.<br />
CLOUSTON, P.; SCHREYER, A. “Design and Use <strong>of</strong> Wood-Concrete<br />
Composites”. ASCE Practice Periodical on Structural Design and Construction,<br />
13(4), pp. 167-175.<br />
KANE, B; CLOUSTON, P. “Tree Pulling Tests <strong>of</strong> Large Shade Trees in the<br />
Genus Acer”. Journal <strong>of</strong> Arboriculture and Urban Forestry, 34(2), 2008, pp. 101-<br />
109.<br />
CLOUSTON, P. “Characterization and Strength Modeling <strong>of</strong> Parallel Strand<br />
Lumber”. Journal Holzforschung, Vol. 61, pp. 394-399.<br />
75
2006<br />
2006<br />
2005<br />
2004<br />
2003<br />
Sept. 2009<br />
July 2009<br />
2008<br />
2006<br />
2006<br />
2004<br />
SERVICE<br />
REGISTRATION<br />
DAMERY, D; CLOUSTON, P.; FISETTE, P. “Wood science education in a<br />
changing world: A case study <strong>of</strong> the UMASS-<strong>Amherst</strong> building materials & wood<br />
technology <strong>program</strong>, 1965-2005”. Forest Products Journal. 57(5) pp. 19-24.<br />
PETERS, J.; DAMERY, D; CLOUSTON, P. “A Decade <strong>of</strong> Innovation in<br />
Particleboard and Composite Materials: a Content analysis <strong>of</strong> Washington<br />
State <strong>University</strong>’s International Particleboard/Composite Materials<br />
Symposium Proceedings.” Journal <strong>of</strong> Forest Products Business Research.<br />
CLOUSTON, P.; SCHREYER, A. “Wood Concrete Composites: A Structurally<br />
Efficient Material Option.” Civil Engineering Practice. Boston Society <strong>of</strong> Civil<br />
Engineers (BSCE) Section / American Society <strong>of</strong> Civil Engineers (ASCE).<br />
Spring/Summer<br />
CLOUSTON, P.; BATHON, L.; SCHREYER, A. Shear and Bending<br />
Performance <strong>of</strong> a Novel Wood-Concrete Composite System. ASCE Journal<br />
<strong>of</strong> Structural Engineering. 131(9), pp.1404-1412.<br />
CLOUSTON, P.; CIVJAN, S; BATHON, L. “Experimental Behavior <strong>of</strong> a<br />
Continuous Metal Connector for a Wood-Concrete Composite System.”<br />
Forest Products Journal. 54(6) pp. 76-84.<br />
BURNETT, D. T.; CLOUSTON, P.; DAMERY, D.; FISETTE, P. “Structural Properties<br />
<strong>of</strong> Pegged Timber Connections as Affected by End Distance.” Forest<br />
Products Journal. 53(2) pp. 50-57<br />
Conference Papers and Presentations:<br />
Arwade S.; Winans R.; Clouston, P. “Modeling strength variability in Parallel<br />
Strand Lumber.” International Conference on Structural Safety and Reliability,<br />
Osaka, Japan.<br />
Arwade S.; Winans R.; Clouston, P. “Measurement and modeling <strong>of</strong> spatially<br />
varying strength in Parallel Strand Lumber.” 10th U.S. National Congress for<br />
Computational Mechanics, Columbus, Ohio.<br />
CLOUSTON, P. “Pedagogic Strategies for Wood Engineering in an<br />
Interdisciplinary Setting”. 2008 Structures Congress, Vancouver BC Canada<br />
CLOUSTON, P. “Characterization and Strength Modeling <strong>of</strong> Parallel Strand<br />
Lumber”, World Congress on Computational Mechanics, Los Angeles, CA<br />
CLOUSTON, P. ; LIU, S. “Prediction <strong>of</strong> Influence <strong>of</strong> MacroVoid Distribution<br />
on Parallel Wood Strand Composites.” World Conference <strong>of</strong> Timber<br />
Engineering, Portland, Oregon<br />
CLOUSTON, P. “Numerical Simulation <strong>of</strong> Mechanical Behavior <strong>of</strong> Parallel<br />
Strand Lumber.” World Conference <strong>of</strong> Timber Engineering, Lahti, Finland<br />
Membership Chair and Section Correspondent, Forest Products Society,<br />
Northeast Section<br />
Representative NE Region, National Planning Committee <strong>of</strong> the National<br />
Association <strong>of</strong> Pr<strong>of</strong>essional Forestry Schools and Colleges<br />
P. Eng. (Assoc. <strong>of</strong> Pr<strong>of</strong>essional Engineers and Geoscientists <strong>of</strong> British<br />
Columbia)<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
Boston Society <strong>of</strong> Civil Engineers<br />
Associate Member, American Society <strong>of</strong> Civil Engineers<br />
Member, Canadian Society for Civil Engineering<br />
Forest Products Society<br />
Member, Association <strong>of</strong> Pr<strong>of</strong>essional Engineers and Geoscientists <strong>of</strong> British<br />
Columbia<br />
76
Research Leadership in Action Award, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> - $17,000<br />
Lilly Fellowship, Center for Teaching, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong><br />
College <strong>of</strong> Food and Natural Resources Instructional Development - $1000<br />
Weyerhaeuser Fellowship in Wood Design - $30,000<br />
VanDusen Graduate Fellowship in Forestry - $3,000<br />
Forintek Canada Corporation Fellowship in Wood Science and Wood<br />
Products - $30,000<br />
ENCON Endowment / National Scholarship - $5,000<br />
Weyerhaeuser Fellowship in Wood Design - $15,000<br />
MAS - Agricultural Experimental Station, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>,<br />
McIntire-Stennis Grant, 5 year duration - $ 75,000<br />
77
DAVID T. DAMERY Associate Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
Business <strong>of</strong> Building<br />
Building Materials and Forest Products Marketing<br />
The Built Environment<br />
1997–2006 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong><br />
PhD. Department <strong>of</strong> Resource Economics<br />
Dissertation: “Factors Influencing Forest Management Planning by Private<br />
Forest Landowners”<br />
1986–1988 Carnegie Mellon <strong>University</strong><br />
MS Industrial Administration (MBA) Graduated With Distinction<br />
1976–1980 <strong>Massachusetts</strong> Institute Of Technology<br />
BS Naval Architecture and Marine Engineering<br />
ACADEMIC APPOINTMENTS<br />
1996–Present <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong><br />
Assoc. Pr<strong>of</strong>essor, Director, Building Materials and Wood Technology<br />
1994 - 1996 Greenfield Community College Greenfield, MA<br />
Adjunct Faculty, Business Department<br />
PROFESSIONAL EXPERIENCE<br />
1989–1993 Rugg Manufacturing Company Greenfield, MA<br />
Vice President, Division Manager Responsible for pr<strong>of</strong>it/loss <strong>of</strong><br />
manufacturing and architectural millwork divisions in a $12 Million family<br />
business.<br />
1988–1989 Data General Corporation Westboro, MA<br />
Manufacturing Management<br />
1981–1986 Earl and Wright, Consulting Engineers San Francisco, CA<br />
Naval Architect<br />
RESEARCH AND CREATIVE WORK<br />
2008<br />
2007<br />
2007<br />
2007<br />
2006<br />
Refereed<br />
Damery, David T. and Jeff Benjamin. “The Northeast Forest Bio-products<br />
Puzzle” Forest Prod.J. 57(11): 14-15.<br />
Damery, David T. and Susan Campbell. From Trees to Flooring: Value-Added<br />
Processing from a Non-Industrial Private Forest Improvement Harvest. Wood<br />
Structure and Properties ’06, Arbora Publishers, Zvolen, Slovakia pp. 439-444.<br />
Damery, David T. “Landowner-Driven Sustainable Forest Management and<br />
Value-Added Processing A Case Study in <strong>Massachusetts</strong>, USA” Journal <strong>of</strong><br />
Sustainable Forestry 24 (2/3): 229-243.<br />
Damery, David T., Peggi Clouston and Paul R. Fisette. “Wood science<br />
education in a changing world: A case study <strong>of</strong> the UMASS-<strong>Amherst</strong> building<br />
materials and wood technology <strong>program</strong>, 1965-2005” Forest Prod. J. 57(5):19-<br />
24.<br />
Peters, James S., David T. Damery, and Peggi Clouston. “A Decade <strong>of</strong><br />
Innovation in Particleboard and Composite Materials: a content analysis <strong>of</strong><br />
Washington State <strong>University</strong>’s International Particleboard/Composite<br />
Materials Symposium Proceedings” Journal <strong>of</strong> Forest Products Business<br />
Research 3(1), viewed at: http://www.forestprod.org/jfpbr/jfpbr-a9.asp<br />
viewed on February 2, 2006.<br />
78
2004<br />
2003<br />
J. Peters, D. Damery, and Clouston, P. “Residential timber framing as a<br />
“value–added” approach to private non-industrial forest ownership”,<br />
Proceedings 8 th World Conference on Timber Engineering, June 14-17,<br />
2004, Lahti, Finland, pp. 167-170<br />
Burnett, David T., Peggi Clouston, David T. Damery, Paul Fisette.<br />
“Structural properties <strong>of</strong> pegged timber connections as affected by end<br />
distance”. Forest Products Journal 53(2) 50-57<br />
Reviewed<br />
2008<br />
Catanzaro, Paul, David T. Damery, Anthony D'Amato and Kristina Ferrare.<br />
"Economic Viability <strong>of</strong> Ownerships in the Deerfield River Watershed", UMass<br />
Extension, <strong>Amherst</strong>, MA, 31p.<br />
2007<br />
Timmons, David, David Damery, Ge<strong>of</strong>f Allen, and Lisa Petraglia. Energy from<br />
Forest Biomass: Potential Economic Impacts in <strong>Massachusetts</strong>. Mass. Division<br />
<strong>of</strong> Energy Resources, Boston, MA. 36p.<br />
2007<br />
Damery, David T. and Jeff Benjamin. “The Northeast Forest Bio-products<br />
Puzzle”, Forest Prod. J. 57(11): 14-15<br />
2006<br />
Damery, David T. “Aquaculture Marketing Handbook: Book Review”, Fisheries,<br />
31 (10): 516<br />
2006<br />
Damery, David T. “Engineered Wood Products: Building the Future” Forest<br />
Products Journal. 56(7/8): 14-15<br />
2006<br />
Damery, David T. “Housing Within Reach: Innovations in Affordable Housing”<br />
Forest Products Journal. 56(6): 9-10<br />
2006<br />
Damery, David T., Curt Bellemer, and Gordon Boyce. <strong>Massachusetts</strong> Directory<br />
<strong>of</strong> Sawmills and Dry Kilns, 2006. Dept. <strong>of</strong> Conservation and Recreation, Boston,<br />
MA. 52 p<br />
2005<br />
Damery, David T. and Brian C.P. Kane. “Urban Wood Waste: Maximizing<br />
Log Value for the Sawmill Market”. Arborist News, 14(3): 44-46<br />
2004<br />
Damery, David. “Northeast Section Discussed Opportunities in Wood<br />
Thermoplastic Composites”, Forest Products Journal, 54(7/8): 4-5<br />
2004<br />
Damery, David. “ Why OSB Prices Went Over the Top”, Journal <strong>of</strong> Light<br />
Construction, 22(4): 19,24<br />
SERVICE and PROFESSIONAL AFFILIATIONS<br />
2006-09<br />
2006-07<br />
AWARDS<br />
2006-07<br />
2004-05, 05-06<br />
2003-04<br />
RECENT AND CURRENT PROJECTS<br />
International Forest Products Society, Board <strong>of</strong> Directors<br />
Forest Products Society , Northeast Section, Chair, Secretary<br />
Northeastern Retail Lumber Association - Northeast Young Lumber<br />
Executives Liaison<br />
<strong>Massachusetts</strong> Woodlands Coop - Treasurer, Board <strong>of</strong> Directors<br />
Greenfield Savings Bank, Trustee<br />
Forest Products Society - Excellent Student Chapter Performance (Faculty<br />
Advisor)<br />
Forest Products Society–Outstanding Student Section (Faculty Advisor)<br />
Forest Products Society–Excellent Section Performance, Northeast<br />
Jeffrey Blanchard, P.I., David T. Damery (Co-PI), Paul Catanzaro (Co-PI,<br />
Sustainable use <strong>of</strong> woody biomass as a renewable alternative to gasoline,<br />
Mass. Agricultural Exp. Station, 2009-2011, $150,000<br />
Paul Catanzaro, P.I., David T. Damery co-investigator, Economic Viability <strong>of</strong><br />
Land Ownership in the Deerfield Watershed <strong>of</strong> western <strong>Massachusetts</strong>, New<br />
England Forestry Foundation, 2007, $44,000<br />
David T. Damery, P.I. Finding and Removing Barriers to sustainable harvest<br />
and primary processing <strong>of</strong> <strong>Massachusetts</strong> native woods, MA Dept. <strong>of</strong><br />
Agricultural Resources, 2007, $36,634<br />
79
PAUL FISETTE Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
Energy Efficient Housing (Building Physics I)<br />
Principles <strong>of</strong> Light-Frame Structure Technology (Tectonics I)<br />
Architectural Blueprint Reading and Estimating<br />
1986<br />
MS, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
Wood Science and Technology<br />
1984<br />
BS, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
(Wood Science and Technology (cum laude)<br />
1971<br />
AS, Johnson and Wales <strong>University</strong><br />
Business Administration (cum laude)<br />
ACADEMIC APPOINTMENTS<br />
2007–present<br />
1988–2007<br />
2006–present<br />
2006–present<br />
2000–2006<br />
2004–2006<br />
1997–2000<br />
1988–1997<br />
PROFESSIONAL EXPERIENCE<br />
Pr<strong>of</strong>essor and Department Head, Department <strong>of</strong> Natural Resources<br />
Conservation<br />
Director <strong>of</strong> the Building Materials & Wood Technology Program<br />
Pr<strong>of</strong>essor, Building Materials and Wood Technology<br />
Pr<strong>of</strong>essor, Architecture & Design<br />
Associate Pr<strong>of</strong>essor, Building Materials & Wood Technology<br />
Associate Pr<strong>of</strong>essor, Architecture & Design<br />
Assistant Pr<strong>of</strong>essor, Building Materials & Wood Technology<br />
Lecturer, Building Materials & Wood Technology<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong>, MA<br />
1986–1988 Custom Builder Magazine, Senior Editor.<br />
1973–1986 Building Contractor<br />
RESEARCH AND CREATIVE WORK<br />
2008<br />
2007<br />
2007<br />
2006<br />
2006<br />
2005<br />
2005<br />
2005<br />
2005<br />
2004<br />
2003<br />
2003<br />
2003<br />
Articles<br />
Fisette, Paul. "Rero<strong>of</strong>ing and Residing to Save Energy." NAHI Journal, 22-26.<br />
Damery, David T., Peggi Clouston, and Paul Fisette. “Wood science education<br />
in a changing world: A case study <strong>of</strong> the UMASS-<strong>Amherst</strong> building materials &<br />
wood technology <strong>program</strong>, 1965-2005.” Forest Products Journal, 19-24.<br />
National Research Council <strong>of</strong> The National Academies. Green Schools:<br />
Attributes for Health and Learning. National Academy Press. Washington, D.C.<br />
180pp. (co-authored with 12 other panel members).<br />
"Test Your Building-Code IQ." Fine Homebuilding<br />
National Research Council. Review and Assessment <strong>of</strong> the Health and<br />
Productivity Benefits <strong>of</strong> Green Schools. - National Academy Press.<br />
“Celulose Gets in the Groove." Smart HomeOwner<br />
"Leaky Housewraps" National Association <strong>of</strong> Home Inspectors Forum<br />
"Callback Cures." LBM Journal<br />
"Evaluating OSB for Coastal Ro<strong>of</strong>s." Coastal Contractor<br />
"Insulating on the Outside." Smart HomeOwner<br />
National Research Council. Promoting Innovation: 2002 Assessment <strong>of</strong> the<br />
PATH. National Academy Press.<br />
Fisette, Paul and David Damery. “Getting Contractors Discounts.” Journal <strong>of</strong><br />
Light Construction,<br />
Burnett, David T., Peggi Clouston, David T. Damery, and Paul Fisette.<br />
“Structural Properties <strong>of</strong> Pegged Timber Connections as Affected by End<br />
Distance.” Forest Products Journal.<br />
80
2006<br />
2005<br />
SERVICE<br />
2007–2008<br />
2005–2006<br />
2003–2006<br />
2002–2008<br />
2002–2005<br />
2001–2006<br />
2000–2004<br />
2000–2003<br />
1992–present<br />
1990–present<br />
REGISTRATION<br />
Book Chapters<br />
Fisette, Paul. Contributing Editor for Journal <strong>of</strong> Light Construction book JLC’s<br />
Construction Tips & Techniques. Hanley Wood, 348pp.<br />
Fisette, Paul. "Preventing Ice Dams." in the book Ro<strong>of</strong>ing, Flashing &<br />
Waterpro<strong>of</strong>ing, The Taunton Press, 51-57.<br />
National Academy <strong>of</strong> Sciences, Center on Economics, Governance, and<br />
International Studies (CEGIS) <strong>of</strong> the National Research Council - Committee to<br />
Evaluate the Research Plan <strong>of</strong> the Department <strong>of</strong> Housing and Urban<br />
Development.<br />
National Academy <strong>of</strong> Sciences, National Research Council Committee to<br />
conduct a Review and Assessment <strong>of</strong> the Health and Productivity Benefits<br />
<strong>of</strong> Green Schools.<br />
Underwriters Laboratories, UL Standards Technical Panel for Fabricated<br />
Scaffold Planks and Stages, STP 1322 pursued as National Standard<br />
National Academy <strong>of</strong> Sciences, Board on Infrastructure and the Constructed<br />
Environment (BICE), addressing questions <strong>of</strong> technology, science, and<br />
public policy applied to the relationship between the constructed & natural<br />
environments & interaction with human activities<br />
Appointed by the National Academies to a National Research Council<br />
Committee to Review and Assess the Partnership for Advancing<br />
Technology in Housing (PATH).<br />
Editorial Board, Smart HomeOwner Magazine<br />
Board <strong>of</strong> Directors, Lumber and Building Material Dealers Foundation<br />
National Academy <strong>of</strong> Sciences, National Research Council - Committee to<br />
provide Oversight and assessment <strong>of</strong> the Department <strong>of</strong> Housing and Urban<br />
Development’s Partnership for Advancing Technology in Housing in the USA.<br />
National Research Initiative Competitive Grants Program. Peer reviewer.<br />
Journal <strong>of</strong> Light Construction Contributing Editor<br />
<strong>Massachusetts</strong> State Construction Supervisor's License<br />
Commonwealth <strong>of</strong> <strong>Massachusetts</strong> Real Estate Brokers License<br />
PROFESSIONAL AFFILIATIONS<br />
1994–present<br />
1993–present<br />
1993–present<br />
1993–present<br />
1983–present<br />
AWARDS<br />
Northeast Retail Lumber Association.<br />
Member <strong>of</strong> National Institute <strong>of</strong> Building Sciences.<br />
<strong>University</strong> Coordinator for relations with Habitat for Humanity<br />
Northeast Sustainable Energy Association (NESEA)<br />
Forest Products Research Society<br />
2002<br />
Certificate <strong>of</strong> Achievement for Excellence in Service, Department <strong>of</strong> Natural<br />
Resources Conservation<br />
1999–2000 Certificate <strong>of</strong> Achievement for Outstanding Outreach Contributions, College<br />
<strong>of</strong> Food and Natural Resources<br />
RECENT AND CURRENT PROJECTS<br />
Performance <strong>of</strong> building systems<br />
Energy-efficient construction<br />
Sustainable development and resource efficiency<br />
Influence <strong>of</strong> moisture on wood and buildings<br />
81
SIMI HOQUE Assistant Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
2006<br />
2003<br />
1997<br />
1996<br />
ACADEMIC APPOINTMENTS<br />
Permaculture and Sustainable Living (faculty sponsor, Living Routes)<br />
Building Energy and Environmental Systems<br />
Building Energy Performance Analysis<br />
Faded Green–Green Homes Energy Audits<br />
Ph.D. in Architecture Design Theories and Methods<br />
Master <strong>of</strong> Architecture (first pr<strong>of</strong>essional degree)<br />
<strong>University</strong> <strong>of</strong> California, Berkeley Dept. <strong>of</strong> Architecture<br />
Master <strong>of</strong> Science in Computer Aided Engineering<br />
Carnegie Mellon <strong>University</strong>, Department <strong>of</strong> Civil Engineering<br />
Bachelor <strong>of</strong> Arts in Design Engineering<br />
Johns Hopkins <strong>University</strong> Whiting School <strong>of</strong> Engineering<br />
2008–present Assistant Pr<strong>of</strong>essor, Green Building Program<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
2006–2008 Lecturer, Department <strong>of</strong> Architecture<br />
<strong>Massachusetts</strong> Institute <strong>of</strong> Technology, Cambridge, MA<br />
PROFESSIONAL EXPERIENCE<br />
2005–2008 Mechanical Engineer<br />
Norian-Siani Engineering, Waltham, MA<br />
2004–present Principal<br />
Simile Engineering and Architectural Design<br />
2005<br />
Intern Architect<br />
Neshamkin French Architects, Charlestown, MA<br />
2005<br />
Intern Architect<br />
Ruhl Walker Architects, Boston, MA<br />
2000<br />
Design Architect<br />
Endresware Architects and Engineers, Berkeley, CA<br />
1997–1999 Mechanical Engineer<br />
ANSYS, Inc., Canonsburg, PA<br />
RESEARCH AND CREATIVE WORK<br />
2009<br />
2009<br />
2009<br />
2009<br />
2009<br />
2008<br />
2007<br />
Publications<br />
“Creativity and Rule-based Design”<br />
Journal <strong>of</strong> Learning Design (refereed journal, in preparation)<br />
“The Spaces <strong>of</strong> Gesture”<br />
The Gesture Journal (refereed journal, in preparation)<br />
“New Zero Energy Buildings in New England”<br />
The American Society <strong>of</strong> Heating Refrigeration and Air Conditioning<br />
Engineers Journal (refereed journal, in preparation)<br />
“Case Studies in Flood Adaptation in Bangladesh”<br />
International Journal <strong>of</strong> Climate Change Impacts and Responses<br />
(refereed journal, accepted for publication)<br />
“The NESEA Zero Energy Award Winner”<br />
Northeast Sun (accepted for publication)<br />
“LEED certifiable vs. LEED certified”<br />
in www.greenerbuildings.com<br />
“Transculturation and Translation”<br />
in Conversations about the Design Process, MIT<br />
82
2009<br />
2009<br />
2007<br />
2007<br />
2006<br />
2006<br />
SERVICE<br />
2009<br />
2008<br />
2008<br />
2008–present<br />
2008–present<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
2008–present<br />
2008–present<br />
2008–present<br />
2007<br />
2007–present<br />
1999<br />
AWARDS<br />
2008<br />
2008<br />
2008<br />
2008<br />
RECENT AND CURRENT PROJECTS<br />
Conference papers<br />
Energy and Sustainability Conference, Bologna Italy<br />
“Tools for Sustainable Development: A comparison <strong>of</strong> building performance<br />
simulation tools”<br />
25th Annual ACSA Beginning Design Student, Baton Rouge, LA<br />
“Borrowers, Bricoleurs and Builders <strong>of</strong> Architectural Education”<br />
ConnectED Architectural Education, Sydney Australia<br />
“Computational Methods in Architectural Design”<br />
Architecture and Phenomenology, Haifa, Israel<br />
“Phenomenology and pedagogy”<br />
Global Forum III: Architectural Education, Istanbul, Turkey<br />
“Learning by Seeing” : An analysis <strong>of</strong> the Veneto Experience<br />
CSAAR 06: Architectural Design Education, Rabat, Morocco<br />
“Playing with Rules” : An analysis <strong>of</strong> digital design studio<br />
Associate Editor<br />
International Journal <strong>of</strong> Climate Change Impacts and Responses<br />
Executive Board, NESEA (Northeast Sustainable Energy Association)<br />
Zero Energy Challenge<br />
Ad-hoc Reviewer<br />
NSF Career Grant Proposals<br />
Program Director<br />
YouthBuild Building Energy Training Program, Holyoke MA<br />
Holdsworth 2.0 Building Enhancement Committee member<br />
Associate member, ASHRAE<br />
Member, Association <strong>of</strong> Energy Engineers<br />
Member, Northeast Sustainable Energy Association<br />
LEED Accredited Pr<strong>of</strong>essional<br />
Engineers without Borders, Member<br />
Engineer-in-training License<br />
The Healey Endowment Grant ($15,000)<br />
Ever Green Research<br />
The Graham Foundation (semi-finalist)<br />
Floodspace documentary<br />
<strong>Massachusetts</strong> Institute <strong>of</strong> Technology Alumni Class Fund ($30,000)<br />
Floodspace design studio in Bangladesh for undergraduate students<br />
The Echoing Green Foundation for social entrepreneurs (semi-finalists)<br />
Floodspace Research and Design Collaborative<br />
Wicks-Lim Residence, Sustainable Design Analysis, <strong>Amherst</strong>, MA<br />
Washington Beech Condominiums, Systems Design, Roslindale, MA<br />
Cocobol Yoga Resort, Playa Venao, Panama<br />
The Panama House, Eco Venao, Panama (2300 sf)<br />
Maher’s House, Pennsylvania (2000 sf)<br />
Amma’s House, Pennsylvania (2400 sf)<br />
83
LUDMILLA PAVLOVA-GILLHAM Lecturer<br />
TEACHING<br />
EDUCATION<br />
Project Management for Design and Construction<br />
1986<br />
Master <strong>of</strong> Architecture, Columbia <strong>University</strong><br />
1984<br />
Columbia <strong>University</strong>, Summer Program in France<br />
1982<br />
Bachelor <strong>of</strong> Architecture and Program in European Cultural Studies, Princeton<br />
<strong>University</strong><br />
1981<br />
Fall Semester, Syracuse <strong>University</strong> School <strong>of</strong> Architecture in Florence, Italy<br />
1980<br />
Summer Design Program, Columbia <strong>University</strong><br />
ACADEMIC APPOINTMENTS<br />
1985–1986 Teacher’s Assistant, Columbia <strong>University</strong>, A4410 Design Attitudes in European<br />
and American Urbanism, 1750-1930; Pr<strong>of</strong>essor Richard Plunz<br />
1984–1986 Research Assistant, Columbia <strong>University</strong>, Pr<strong>of</strong>essor Richard Plunz,<br />
contributions to A History <strong>of</strong> Housing in New York City, Columbia <strong>University</strong><br />
Press, 1990<br />
PROFESSIONAL EXPERIENCE<br />
2005–present Senior Facilities Planner, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
2002–2005 Facilities Planner, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
1998–2002 Project Manager, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA<br />
1996–1998 Architect, John M.Y. Lee/Michael Timchula, Architects, New York, NY<br />
1995–1996 Senior Associate, Canadian Imperial Bank <strong>of</strong> Commerce, Trade Finance, New<br />
York, NY<br />
1992–1995 Executive Secretary, Canadian Imperial Bank <strong>of</strong> Commerce, New York, NY<br />
1990–1992 Executive Secretary, Dai Ichi Kangyo Bank, Ltd., New York, NY<br />
1989–1990 Junior Architect, Mitchell Kurtz, Architect, P.C., New York, NY<br />
1986–1989 Junior Architect, Timchula Creative Limited, In., New York, NY<br />
1983–1984 Student Employee, Columbia <strong>University</strong> School <strong>of</strong> International and Political<br />
Affairs<br />
1982–1983 Junior Architect, Potomac Group, Washington, DC<br />
RESEARCH AND CREATIVE WORK<br />
Fall 2007<br />
March 2008<br />
August 2007<br />
April 2005<br />
March 2005<br />
April 2004<br />
SERVICE<br />
2007–present<br />
2005–present<br />
2001–2007<br />
REGISTRATION<br />
Pr<strong>of</strong>essional and Public Lectures and Panels<br />
“<strong>Amherst</strong> Downtown Redesign Project”: Mark Lindhult and Kathleen Lugosch<br />
joint LARP and Architecture studio project; panel member discussion and<br />
presentation on sustainable design principles and opportunities in town<br />
planning, design and form-based code development<br />
“Green Living”<br />
SPIRALS Student Organization, UMass <strong>Amherst</strong><br />
Annual Meeting and Conference, Covenant <strong>of</strong> the Goddess<br />
“Sustainability and LEED Overview”<br />
LARP Studio: Jack Ahern, presentation with Bruce Thomas and Cynthia<br />
Arbour<br />
Architecture Studio: Ray Kinoshita<br />
LARP 614: William Cone, presentation with Bruce Thomas<br />
Town <strong>of</strong> <strong>Amherst</strong> Planning Board<br />
Town <strong>of</strong> <strong>Amherst</strong> Energy Conservation Committee<br />
Town <strong>of</strong> <strong>Amherst</strong> Design Review Board<br />
84
Registered Architect, New York, License #028439<br />
LEED® (Leadership in Energy and Environmental Design) Accredited<br />
Pr<strong>of</strong>essional<br />
<strong>Massachusetts</strong> Public Purchasing Official, certification pending (Design and<br />
Construction <strong>program</strong> successfully completed January 2008)<br />
PROFESSIONAL AFFILIATIONS<br />
1999–present<br />
2002–present<br />
2007–present<br />
2006–present<br />
AWARDS<br />
Society <strong>of</strong> College and <strong>University</strong> Planners, Convener for the Annual<br />
Conference in 2000 and 2007, reviewer for Annual Conferences from 2003 -<br />
Present<br />
Member, US Green Building Council, Convener at the Green Build Annual<br />
Conference in 2006, Program Reviewer for the Annual Conference in 2007<br />
and 2008<br />
Member, USGBC <strong>Massachusetts</strong> Membership Forum (formerly USGBC<br />
Affiliate) and member <strong>of</strong> Regional Subcommittee<br />
North East Sustainable Energy Association<br />
1986 William Kinney Fellows Memorial Traveling Fellowship<br />
RECENT AND CURRENT PROJECTS<br />
Managed Projects<br />
As Senior Facilities Planner for <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Project manager and architect <strong>of</strong> building feasibility studies for complex, multimillion-dollar<br />
projects, including research and academic facilities, financial<br />
analyses and forecasts, development <strong>of</strong> alternatives, and recommendation <strong>of</strong><br />
solutions. Responsible for development <strong>of</strong> facilities planning design<br />
standards to ensure efficient and high-quality planning projects; development<br />
<strong>of</strong> facility <strong>program</strong>s, goals and objectives, technical requirements and cost<br />
estimates; management <strong>of</strong> campus planning studies including land use<br />
planning, capital project analysis and forecasts, landscape improvements,<br />
pedestrian and vehicular circulation and transportation and infrastructure<br />
systems. Responsible for: i) coordination <strong>of</strong> capital projects planning<br />
activities utilizing both in-house staff and outside consultants, ii) development<br />
<strong>of</strong> facility <strong>program</strong>s, goals and objectives, technical requirements, and cost<br />
estimates; iii) leasing <strong>of</strong> <strong>of</strong>f-campus real estate for the <strong>University</strong>, including<br />
user <strong>program</strong> development, development <strong>of</strong> RFP’s, analysis <strong>of</strong> potential sites,<br />
and lease administration and iv) coordination/collaboration with state and<br />
federal <strong>of</strong>fices which are impacted by or regulate the work <strong>of</strong> F&CP. As the<br />
division’s Sustainable Design Coordinator, is responsible for the division’s<br />
pr<strong>of</strong>essional development training on green building and participates in<br />
sustainability charettes on large projects. Major projects include:<br />
SW Residential Complex Feasibility Study – existing utility and concourse<br />
conditions analysis, master plan and conceptual design study for a 4 acre<br />
area housing 5,000 students<br />
Police Building Study – a feasibility study for a 30,000 gsf new police building,<br />
including multiple alternatives for construction delivery, siting, <strong>program</strong> and<br />
budget.<br />
Off-Campus Leased Space – <strong>program</strong>ming, planning, fiber optic utility<br />
development and procurement <strong>of</strong> <strong>of</strong>f-campus leased space for <strong>University</strong><br />
Outreach and Extension, <strong>University</strong> Without Walls, and Office <strong>of</strong> Information<br />
Technologies, totaling 15,800sf<br />
Physical Plant Building Energy Efficiency Project – full building energy audit,<br />
design and implementation <strong>of</strong> energy saving measures, as well as<br />
development <strong>of</strong> tools for tracking building energy performance metrics and<br />
maintaining an on-going monitoring <strong>program</strong><br />
85
ALEXANDER C. SCHREYER Lecturer<br />
TEACHING<br />
EDUCATION<br />
2003–present<br />
1999–2003<br />
1993–1998<br />
ACADEMIC APPOINTMENTS<br />
2006–present<br />
2003–2006<br />
2003–present<br />
1999<br />
1996–1997<br />
PROFESSIONAL EXPERIENCE<br />
2003<br />
1998<br />
1997<br />
1994<br />
RESEARCH AND CREATIVE WORK<br />
In press<br />
Tectonics 3<br />
Construction Materials & Methods<br />
Properties <strong>of</strong> Wood<br />
Introduction to CAD for Construction and Architecture<br />
Advanced Topics in CAD<br />
Student, Doctor <strong>of</strong> Philosophy (Ph.D.), Forestry and Wood Technology,<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Topic: CAD-s<strong>of</strong>tware integrated optimization <strong>of</strong> digitally created parametric<br />
building models<br />
Master <strong>of</strong> Applied Sciences (M.A.Sc.), Wood Science, <strong>University</strong> <strong>of</strong> British<br />
Columbia<br />
Thesis: Monotonic and Cyclic Behavior <strong>of</strong> Slender Dowel-Type Fasteners<br />
in Wood-Steel-Wood Connections<br />
Diplom-Ingenieur, FH (Dipl.-Ing. FH), Undergraduate Degree in Civil<br />
Engineering <strong>University</strong> <strong>of</strong> Applied Sciences (Fachhochschule)<br />
Wiesbaden, Germany Thesis: Determination <strong>of</strong> the Capacities <strong>of</strong> a New<br />
Composite Timber-Steel Connector System<br />
Lecturer (graduate teaching faculty level)<br />
Adjunct Faculty, Department <strong>of</strong> Natural Resources Conservation, Building<br />
Materials and Wood Technology Program, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>,<br />
<strong>Amherst</strong>, MA<br />
Instructor and Graduate Research Assistant, Department <strong>of</strong> Natural<br />
Resources Conservation, Building Materials and Wood Technology<br />
Program, UMass<br />
Teaching Assistantships–<strong>University</strong> <strong>of</strong> British-Columbia:<br />
Mechanics <strong>of</strong> Wood Products<br />
Teaching Assistantships–<strong>University</strong> <strong>of</strong> Applied Sciences Wiesbaden,<br />
Germany.<br />
Lecturer<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA, USA<br />
Research Assistant<br />
<strong>University</strong> <strong>of</strong> British Columbia, Vancouver, BC, Canada<br />
Engineering Assistant<br />
Ingenieurbüro Wasser und Landschaft, Wiesbaden, Germany<br />
(engineering firm)<br />
Architectural Assistant INFRA Gesellschaft für Umweltplanung mbH,<br />
Mainz, Germany (<strong>architecture</strong> firm)<br />
Clouston, P., Schreyer, A. “Design and Use <strong>of</strong> Wood-Concrete Composites”.<br />
American Society <strong>of</strong> Civil Engineers (ASCE) Practice Periodical on Structural<br />
Design and Construction.<br />
86
2006<br />
2005<br />
2004<br />
SERVICE<br />
2005–present<br />
2007–present<br />
2008–2009<br />
2005<br />
2003, 2006–<br />
present<br />
REGISTRATION<br />
Not registered<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
Clouston, P., Schreyer, A. Wood-Concrete Composites: A Structurally<br />
Efficient Material Option. Paper, Boston Society <strong>of</strong> Civil Engineers<br />
(BSCE), Civil Engineering Practice<br />
Clouston, P., Bathon, L.A., Schreyer, A. Shear and Bending Performance <strong>of</strong><br />
a novel Wood Concrete Composite System. Paper, American Society <strong>of</strong><br />
Civil Engineers (ASCE), Journal <strong>of</strong> Structural Engineering, 131 (9), pp.<br />
1404-1412<br />
Schreyer, A., Lam, F., Prion, H.G.L. Comparison <strong>of</strong> Slender Dowel-Type<br />
Fasteners for Slotted-in Steel Plate Connections under Monotonic and<br />
Cyclic Loading. Paper, Proceedings, World Conference on Timber<br />
Engineering 2004, Lahti, Finland<br />
Served as faculty member for a new interdisciplinary NAAB-accredited<br />
Architecture+Design <strong>program</strong> (specifically as member <strong>of</strong> curriculum, website,<br />
admissions and digital fabrication committees)<br />
Served as chair <strong>of</strong> NRC computer committee (2007-present), as member <strong>of</strong><br />
BMATWT faculty search committee (2008) and as member on UMass Facilities<br />
Management committee (2008).<br />
Designed and supervised implementation <strong>of</strong> new CMS-based Natural<br />
Resources Conservation department website (2008) and Building Materials and<br />
Wood technology website (2009)<br />
See http://nrc.umass.edu / and http://bct.nrc.umass.edu / for website<br />
Designed and supervised implementation <strong>of</strong> new Architecture+Design <strong>program</strong><br />
website<br />
See http://www.umass.edu/<strong>architecture</strong>/ for website<br />
Maintained Building Materials and Wood Technology <strong>program</strong> website as<br />
webmaster<br />
See http://www.umass.edu/bmatwt/ for website<br />
Member, American Society <strong>of</strong> Civil Engineers<br />
Member, Forest Products Society<br />
Member, National Institute <strong>of</strong> Building Sciences (NIBS)<br />
Member, Bund Deutscher Baumeister, Architekten und Ingenieure (BDB),<br />
Germany<br />
Member, Verein Deutscher Ingenieure (VDI), Germany<br />
Weyerhaeuser Fellowship in Wood Design - $15,000<br />
RECENT AND CURRENT PROJECTS<br />
Long-term exterior testing <strong>of</strong> a wood-concrete slab. <strong>University</strong> <strong>of</strong><br />
<strong>Massachusetts</strong>, <strong>Amherst</strong>, MA, USA (ongoing since 09/2005)<br />
Preliminary Structural Evaluation and Presentation <strong>of</strong> Refurbishment<br />
Options for the Usher Mill in Erving, MA. For Donahue Institute, <strong>University</strong><br />
<strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, MA, USA (08/2003)<br />
Strength Testing <strong>of</strong> Small I-Joists for Stressed-Skin Panels. For<br />
Bensonwood Homes, Walpole, NH, USA (06/2003)<br />
Strength Testing <strong>of</strong> Lag-Screw End-Grain Connection for Space-Truss<br />
made from Peeler Cores. For StructureCraft Builders, Vancouver, BC,<br />
Canada (06/2003)<br />
87
SANJAY ARWADE Assistant Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
Perspectives on the Evolution <strong>of</strong> Structures<br />
Structural Analysis<br />
Advanced Solid Mechanics<br />
Finite Element Analysis<br />
2002<br />
Ph.D., Civil & Environmental Engineering<br />
Cornell <strong>University</strong><br />
Dissertation: Stochastic Characterization and Simulation <strong>of</strong> Material<br />
Microstructures with Application to Aluminum.<br />
1999<br />
M.S., Civil & Environmental Engineering<br />
Cornell <strong>University</strong><br />
Major Field: Structural Engineering. Minor Field: Structural Mechanics<br />
Thesis: Probabilistic Models for Aluminum Microstructure and Intergranular<br />
Fracture Analysis.<br />
1996<br />
B.S.E., Civil Engineering & Operations Research, summa cum laude<br />
Princeton <strong>University</strong><br />
Thesis: Analysis <strong>of</strong> the E ect <strong>of</strong> Di erential Support Motion on a Typical<br />
Reinforced Concrete Highway Bridge<br />
ACADEMIC APPOINTMENTS<br />
2006–present Assistant Pr<strong>of</strong>essor<br />
Civil & Environmental Engineering <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
2006–2008 Visiting Assistant Pr<strong>of</strong>essor<br />
Civil Engineering Johns Hopkins <strong>University</strong><br />
2002–2006 Assistant Pr<strong>of</strong>essor<br />
Civil Engineering Johns Hopkins <strong>University</strong><br />
PROFESSIONAL EXPERIENCE<br />
2008–present<br />
2007<br />
2006–2008<br />
2004<br />
1996<br />
1997<br />
RESEARCH AND CREATIVE WORK<br />
Submitted<br />
Submitted<br />
Submitted<br />
Accepted<br />
Flodesign Inc.<br />
Daedalus Cycles<br />
STX Lacrosse<br />
Engineering Society <strong>of</strong> Baltimore<br />
Intern Engineer, Robert Silman Associates, New York City<br />
EIT, New York State<br />
Journal articles:<br />
Arwade, S. R., Winans, R., & Clouston, P. L. “Variability <strong>of</strong> the strength <strong>of</strong><br />
Parallel Strand Lumber.” Journal <strong>of</strong> Engineering Mechanics.<br />
Arwade, S. R., & Schafer, B. W. “Cell wall sti ness, geometric uncertainty, and<br />
the elastic properties <strong>of</strong> cellular networks.” Modeling and Simulation in Materials<br />
Science and Engineering.<br />
Arwade, S. R., Moradi, M., & Louhghalam, A. “Variance decomposition and<br />
global sensitivity for structural systems.” Engineering Structures.<br />
Arwade, S. R., Winans, R., & Clouston, P. L. “Spatial variation <strong>of</strong> parallel strand<br />
lumber elastic modulus,” Journal <strong>of</strong> Engineering Mechanics.<br />
88
2008<br />
2009<br />
Accepted<br />
2008<br />
2007<br />
2007<br />
2006<br />
2005<br />
2005<br />
2004<br />
2003<br />
2003<br />
SERVICE<br />
2002–2006<br />
2003–present<br />
2003–present<br />
2003–present<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
2008–2009<br />
2002<br />
1997, 1998<br />
1996<br />
1996<br />
1996<br />
1996<br />
Dorgan, K. M., Arwade, S. R., & Jumars, P. A. “Worms as wedges: E ects <strong>of</strong><br />
sediment mechanics on burrowing behavior.” Journal <strong>of</strong> Marine Research<br />
66:219-254<br />
Arwade, S. R. & Popat, M. “Statistics <strong>of</strong> simulated intergranular cracks.”<br />
Probabilistic Engineering Mechanics. 24:117-127<br />
Louhghalam, A, & Arwade, S. R. “Prediction <strong>of</strong> incipient damage sites in<br />
composites using classifiers.” International Journal <strong>of</strong> Damage Mechanics<br />
Tan, L. & Arwade, S. R. “Response classification <strong>of</strong> simple polycrystalline<br />
microstructures.” Computer Methods in Applied Mechanics and Engineering.<br />
197:1397-1409<br />
Dorgan, K. M., Arwade, S. R., & Jumars, P. A. “Burrowing in marine muds by<br />
crack propagation: kinematics and forces.” Journal <strong>of</strong> Experimental Biology.<br />
210(23):4198-4212<br />
Liu, H., Arwade, S. R., & Igusa, T. “Random composites classification and<br />
damage estimation using Bayesian classifiers.” ASCE Journal <strong>of</strong> Engineering<br />
Mechanics. 133(2):129-140<br />
Arwade, S. R., Ariston, L., & Lydigsen, T. “Structural behavior <strong>of</strong> the Bollman<br />
truss bridge at Savage, Maryland.” Association for Preservation Technology Bul<br />
letin. 37(1):27-36<br />
Ferrante, F., Arwade, S. R., & Graham-Brady, L. “A non-stationary translation<br />
field model for composite microstructure.” Probabilistic Engineering Mechanics.<br />
20(3):215-228<br />
Arwade, S. R. “Translation vectors with non-identically distributed components.”<br />
Probabilistic Engineering Mechanics. 20(2):158-167<br />
Arwade, S. R., & Grigoriu, M “Characterization and modelling <strong>of</strong> random<br />
polycrystalline microstructrues with application to intergranular fracture.” ASCE<br />
Journal <strong>of</strong> Engineering Mechanics. 130(9):997-1006<br />
Arwade, S. R. & Grigoriu, M. “The ODF <strong>of</strong> kinematically determined planar<br />
polycrystals subject to random deformation.” Probabilistic Engineering<br />
Mechanics. 18(4):289-299<br />
Grigoriu, M, Ditlevsen, O. & Arwade, S. R. “A Monte Carlo simulation model for<br />
stationary non-Gaussian processes.” Probabilistic Engineering Mechanics.<br />
18(1): 87-95<br />
Committee membership:<br />
ASCE Dynamics<br />
ASCE Probabilistic Methods<br />
IASSAR Computational Mechanics<br />
IASSAR Material Modeling<br />
RECENT AND CURRENT PROJECTS<br />
Lilly Teaching Fellow, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong><br />
New Century Scholar, selected for NSF workshop participation<br />
John E. Perry Teaching Assistant Prize. Cornell <strong>University</strong><br />
ACI (NJ Section) award for outstanding research in concrete structures<br />
Phi Beta Kappa<br />
Sigma Xi<br />
Tau Beta Pi<br />
89
SCOTT A. CIVJAN, P.E. Associate Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
Tectonics III<br />
Structural Steel Design<br />
Advanced Topics in Steel Design<br />
Seismic Design <strong>of</strong> Structures<br />
1998<br />
Ph.D. Civil and Environmental Engineering (Structural), The <strong>University</strong> <strong>of</strong><br />
Texas at Austin<br />
1995<br />
M.S.C.E Civil and Environmental Engineering (Structural), The <strong>University</strong> <strong>of</strong><br />
Texas at Austin<br />
1989<br />
B.S.C.E, Civil and Environmental Engineering, Washington <strong>University</strong>, St.<br />
Louis<br />
ACADEMIC APPOINTMENTS<br />
2005-Present<br />
2005-Present<br />
2004-Present<br />
1998-2004<br />
PROFESSIONAL EXPERIENCE<br />
1993-1998<br />
1989-1993<br />
RESEARCH AND CREATIVE WORK<br />
SERVICE<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
Adjunct Faculty–Architecture and Design<br />
Structural Engineering/Mechanics Group Coordinator - CEE Dept.<br />
Associate Pr<strong>of</strong>essor–CEE Dept.<br />
Assistant Pr<strong>of</strong>essor - CEE Dept.<br />
Graduate Research Assistant, <strong>University</strong> <strong>of</strong> Texas, Austin<br />
Civil Engineer (Level 03) , Black and Veatch Architects and<br />
Engineers, Overland Park, KS.<br />
Structural Engineering with an emphasis on experimental research, though<br />
analytical research and field monitoring/implementation is also pursued.<br />
Specific areas <strong>of</strong> interests include design and behavior <strong>of</strong> steel structures,<br />
seismic design <strong>of</strong> structures, composite structures, and structural<br />
applications <strong>of</strong> new materials.<br />
Over 30 Journal/Conference Proceeding Publications<br />
Associate Editor–Journal <strong>of</strong> Structural Engineering - ASCE<br />
Associate Member - Partners in Education Committee–AISC<br />
BSCE Structures Committee<br />
Associate Member, Paper Awards Committee - ACI<br />
Chair - Construction Award Paper Committee - ACI<br />
Associate Member Composite and Hybrid Structures - ACI<br />
Corresponding Member - BSSC Technical Subcommittee TS11–<br />
Composite Structures<br />
Paper and Grant Reviewer for several Journals and Federal Agencies<br />
Pr<strong>of</strong>. Engineer Texas (#81440) and <strong>Massachusetts</strong> (#42419)<br />
American Society <strong>of</strong> Civil Engineers<br />
American Institute <strong>of</strong> Steel Construction<br />
Earthquake Engineering Research Institute<br />
National Steel Bridge Alliance<br />
Structural Engineering Institute<br />
American Concrete Institute<br />
90
2006<br />
Student nominated COE Commencement Speaker<br />
2006<br />
ASCE Student Chapter Teacher <strong>of</strong> the Year<br />
RECENT AND CURRENT PROJECTS<br />
Evaluation <strong>of</strong> Terrazzo Cracking in Elevated Walkways<br />
Performance <strong>of</strong> Historic Steel Connections/Components<br />
Reduced Beam Section Moment Connection Behavior<br />
Tuned Strut for Support <strong>of</strong> Large Excavations<br />
Integral Abutment Bridge Behavior (Field Data and Modeling)<br />
Implementation <strong>of</strong> New Corrosion Inhibiting Concrete Admixture<br />
91
KAREN KOEHLER Associate Pr<strong>of</strong>essor<br />
TEACHING<br />
EDUCATION<br />
1986<br />
June 1993<br />
1987–1988<br />
1981–1984<br />
1973–1976<br />
May 1976<br />
1980<br />
ACADEMIC APPOINTMENTS<br />
2003–present<br />
1998–2003<br />
1998–2001<br />
1990–1997<br />
1988–1990<br />
1983–1984<br />
1978–1981<br />
Architectural Theory<br />
PROFESSIONAL EXPERIENCE<br />
RESEARCH AND CREATIVE WORK<br />
In progress<br />
In preparation<br />
for 2010<br />
2008<br />
Princeton <strong>University</strong>, Department <strong>of</strong> Art and Archaeology.<br />
MFA 1986<br />
PhD, June 1993.<br />
Dissertation: "Great Utopias and Small Worlds: Architectural Visions and<br />
Political Realities in the Prints <strong>of</strong> the Weimar Bauhaus, 1919-1925."<br />
Harvard <strong>University</strong>, Fine Arts, Exchange Scholar.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, Art History Program.<br />
MA, with Distinction, June 1984.<br />
Masters' Paper: "Kazimir Malevich, Russian Formalism, and the Return to<br />
Figurative Painting."<br />
<strong>University</strong> <strong>of</strong> Illinois, Urbana-Champaign. Program in English Literature.<br />
BA, with Distinction, Phi Beta Kappa, Phi Kappa Phi; May 1976<br />
Library and Information Science, MLS, 1980<br />
Hampshire College, <strong>Amherst</strong> MA; Associate Pr<strong>of</strong>essor <strong>of</strong> Art and Architectural<br />
History<br />
Co-coordinator, Five College Architectural Studies<br />
Five College Associate and Visiting Associate Pr<strong>of</strong>essor, <strong>Amherst</strong> MA<br />
<strong>Amherst</strong>, Hampshire, Mount Holyoke and Smith Colleges and the <strong>University</strong><br />
<strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>.<br />
Yale <strong>University</strong>, New Haven, CT; History <strong>of</strong> Art and the School <strong>of</strong> Architecture;<br />
Lecturer<br />
Skidmore College, Saratoga Springs, NY, Art and Art History, Assistant<br />
Pr<strong>of</strong>essor, 1993-97; Instructor, 1990-93<br />
Mount Holyoke College, South Hadley, MA, Department <strong>of</strong> Art, Instructor<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong>, <strong>University</strong> Gallery, Curatorial Assistant<br />
<strong>University</strong> <strong>of</strong> Illinois, Urbana-Champaign, <strong>University</strong> Library, Research<br />
Assistant/Associate<br />
Books and Exhibition Catalogues<br />
Gropius in Exile and the Fear <strong>of</strong> Reception.<br />
The Bauhaus (Phaidon Press, "Art & Ideas" series; contract signed.<br />
Bauhaus Modern; (sole author) exhibition catalogue (Northampton, MA: SCMA).<br />
92
Forthcoming<br />
2011<br />
Forthcoming<br />
2009<br />
March 2009<br />
2004<br />
January 2003<br />
October 2008<br />
March 2008<br />
2005<br />
2003<br />
SERVICE<br />
REGISTRATION<br />
PROFESSIONAL AFFILIATIONS<br />
AWARDS<br />
August 2005<br />
2004<br />
2003–2009<br />
2002–2003<br />
2000–2001<br />
1997–1998<br />
1986<br />
1988<br />
1984–1988<br />
RECENT AND CURRENT PROJECTS<br />
Articles, Essays, Reviews<br />
“Retelling Objects” in The Mad Square: Modernity in German Art 1910-1938 (Art<br />
Gallery <strong>of</strong> New South Wales and National Gallery <strong>of</strong> Victoria, Australia)<br />
exhibition catalogue essay<br />
“The Bauhaus Manifesto Postwar to Postwar: From the Street to the Wall to the<br />
Radio to the Memoir” in Bauhaus Construct, edited by Jeffrey Saletnik and<br />
Robin Schuldenfrei, (NY: Routledge).<br />
[Review] Jill Pearlman, Inventing American Modernism (Charlottesville:<br />
<strong>University</strong> <strong>of</strong> Virginia Press, 2007) and Meredith Clausen, The Pan Am Building<br />
and the Shattering <strong>of</strong> the Modernist Dream (Cambridge: MIT Press, 2005)<br />
for Journal <strong>of</strong> the Society <strong>of</strong> Architectural Historians (JSAH)<br />
"Angels <strong>of</strong> History Carrying Bricks: Gropius House and Historical Montage," in<br />
The Anatomy <strong>of</strong> Exile, ed. by Peter Rose, (<strong>Amherst</strong>: <strong>University</strong> <strong>of</strong><br />
<strong>Massachusetts</strong> Press).<br />
"Which Bauhaus?" (Review <strong>of</strong> Anja Baumh<strong>of</strong>f, The Gendered World <strong>of</strong> the<br />
Bauhaus and Margret Kentgens-Craig, The Bauhaus and American: First<br />
Contacts) Centropa, 3:1<br />
Selected Papers and Lectures<br />
“Bauhaus Modes and Modernities” Smith College Museum <strong>of</strong> Art, Northampton<br />
“The Bauhaus Manifesto Postwar to Postwar: From the Street to the Wall to the<br />
Radio to the Memoir” “Bauhaus Palimpsest” Leventritt Symposium Harvard<br />
<strong>University</strong> Art Museums Cambridge<br />
Respondent, “Surviving to Rebuilding, 1914-1945,” Northeast Conference British<br />
Studies Association, <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong><br />
"Translation and Perception: Gropius, Photography, Building," College Art<br />
Association, New York<br />
Whiting Foundation, Summer Faculty Fellowship<br />
National Endowment for the Humanities Fellowship, Summer Stipend<br />
Hampshire College, Faculty Development Grant [NEH, Mellon and MacArthur<br />
Foundations]<br />
Graham Foundation, Principal Investigator, “Five College Architectural Studies<br />
Project”<br />
Fellowship, Louise and Edmund Kahn Institute, Smith College, Northampton,<br />
<strong>Massachusetts</strong><br />
The Graham Foundation, Chicago, Illinois, "Bauhaus Historiography"<br />
Princeton <strong>University</strong>, Hencken Fellowship<br />
Lee Dissertation Grant<br />
<strong>University</strong> Fellowship<br />
93
4.5 VISITING TEAM REPORT FROM THE PREVIOUS VISIT<br />
Supplemental information to the APR must include a complete copy <strong>of</strong> the previous<br />
VTR.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Department <strong>of</strong> Art, Architecture, and Art History<br />
Visiting Team Report<br />
Master <strong>of</strong> Architecture<br />
Track One: (undergraduate credit hours plus 87 graduate credit hours)<br />
Track Two: (undergraduate credit hours plus 57 graduate credit hours)<br />
The National Architectural Accrediting Board<br />
28 February 2007<br />
The National Architectural Accrediting Board (NAAB), established in 1940, is the sole agency authorized<br />
to accredit U.S. pr<strong>of</strong>essional degree <strong>program</strong>s in <strong>architecture</strong>. Because most state registration boards in<br />
the United States require any applicant for licensure to have graduated from an NAAB-accredited<br />
<strong>program</strong>, obtaining such a degree is an essential aspect <strong>of</strong> preparing for the pr<strong>of</strong>essional practice <strong>of</strong><br />
<strong>architecture</strong>.<br />
94
Section<br />
I. Summary <strong>of</strong> Team Findings<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
Team Comments<br />
Progress Since the Previous Site Visit<br />
Conditions Well Met<br />
Conditions Not Met<br />
Causes <strong>of</strong> Concern<br />
Table <strong>of</strong> Contents<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
II. Compliance with the Conditions for Accreditation 10<br />
III. Appendices<br />
A. Program Information<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
History and Description <strong>of</strong> the Institution<br />
Institutional Mission<br />
Program History<br />
Program Mission<br />
Program Self Assessment<br />
B. The Visiting Team 35<br />
C. The Visit Agenda 37<br />
IV. Report Signatures 41<br />
Page<br />
1<br />
1<br />
4<br />
8<br />
9<br />
9<br />
29<br />
29<br />
29<br />
29<br />
30<br />
31<br />
32<br />
iii<br />
95
iv<br />
This page is left blank intentionally.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
96
I.<br />
1.<br />
Summary <strong>of</strong> Team Findings<br />
Team Comments: Executive Summary<br />
From the point <strong>of</strong> view <strong>of</strong> the visiting team, the UMass <strong>architecture</strong> <strong>program</strong> has students and<br />
faculty who are working hard to create a successful pr<strong>of</strong>essional degree <strong>program</strong>. As is to be<br />
expected in a new <strong>program</strong>, the visiting team identified a number <strong>of</strong> areas where improvement will<br />
be necessary. The decision for initial accreditation will be made in July 2007 by the directors <strong>of</strong><br />
the National Architectural Accrediting Board.<br />
Due to the fact that this is a new <strong>program</strong>, the number <strong>of</strong> students enrolled is relatively small. At<br />
the time <strong>of</strong> the visit, two students had already graduated and a group <strong>of</strong> about ten students were<br />
in their last semester.<br />
Three Great Strengths<br />
A. UMass will have the first public <strong>architecture</strong> <strong>program</strong> in New England.<br />
This will significantly improve accessibility to architectural education and give the <strong>University</strong><br />
<strong>of</strong> <strong>Massachusetts</strong> a significant competitive edge in recruiting students. The institutional<br />
support <strong>of</strong> the flagship land grant university is an ideal context for an <strong>architecture</strong> <strong>program</strong>,<br />
thus, great potential exists. This fills a long-standing vacuum in the pr<strong>of</strong>essional and<br />
academic community.<br />
B. The <strong>architecture</strong> faculty at UMass is talented, committed, and collegial.<br />
Given the high teaching loads and demands <strong>of</strong> a new <strong>program</strong>, the faculty is productively<br />
engaged in a range <strong>of</strong> creative work. The faculty is dedicated to working with students, and<br />
students in return are appreciative. The <strong>program</strong> has successfully recruited new faculty and<br />
a <strong>program</strong> director. The level <strong>of</strong> collegiality and mutual respect seems very high, and serves<br />
as an important role model for the students. It is impressive to see how the faculty has<br />
balanced teaching, creative activity, and service.<br />
C. Interdisciplinary collaboration is genuinely valued within the university and within the<br />
<strong>architecture</strong> <strong>program</strong>.<br />
The <strong>architecture</strong> <strong>program</strong>, students, and faculty participate in a full spectrum <strong>of</strong><br />
interdisciplinary interconnections: courses, <strong>program</strong>s, events, activities, research grants,<br />
among others were regularly cited as examples <strong>of</strong> interdisciplinary collaboration. Faculty<br />
from many disciplines on the campus contribute to the mission <strong>of</strong> the <strong>architecture</strong> <strong>program</strong>:<br />
engineering, studio art, building science, landscape <strong>architecture</strong>, art history. Appreciation for<br />
interdisciplinary activity is a part <strong>of</strong> the culture <strong>of</strong> UMass, not just lip service.<br />
Other strengths:<br />
Students are articulate and thoughtful.<br />
The students represent an economic and geographic diversity. The team is confident that<br />
future recruiting efforts will increase diversity.<br />
The leadership, at all levels, is committed to the <strong>architecture</strong> <strong>program</strong>.<br />
The provost, the dean <strong>of</strong> the College <strong>of</strong> Humanities and Fine Arts, and the director <strong>of</strong> the<br />
<strong>architecture</strong> <strong>program</strong> see the potential for the <strong>architecture</strong> <strong>program</strong> and are committed to<br />
helping the <strong>program</strong> thrive within the competing priorities <strong>of</strong> the campus. Ideally, the new<br />
department chair for art, <strong>architecture</strong>, and art history will continue to assist the fledging<br />
<strong>program</strong>.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
1<br />
97
2<br />
The regional pr<strong>of</strong>ession has long supported development <strong>of</strong> a pr<strong>of</strong>essional<br />
<strong>architecture</strong> <strong>program</strong> at UMass.<br />
These efforts include the sponsorship <strong>of</strong> <strong>program</strong> activities, involvement in course activities,<br />
financial commitment, and participation in department activities. The new advisory council is<br />
well positioned to assist the <strong>program</strong>.<br />
The five college consortium <strong>of</strong>fers many opportunities for a unique collaboration <strong>of</strong><br />
public and private university entities.<br />
It should be noted that enrollment in architectural studies at the private colleges has recently<br />
increased significantly<br />
Faculty and students have established a strong sense <strong>of</strong> community within the<br />
<strong>program</strong>.<br />
Overall, the technical courses enrich the design experience <strong>of</strong> the <strong>architecture</strong><br />
students.<br />
Major Concerns<br />
A. Short term and long term plans for the <strong>program</strong> are ambiguous.<br />
After repeated requests, a written strategic plan was provided on the third day <strong>of</strong> the visit.<br />
The visiting team felt frustrated as it tried to understand the true goals <strong>of</strong> this <strong>program</strong>, its<br />
future plans and priorities. It was difficult to receive a clear answer about plans for future<br />
growth. The written strategic plan seemed vague and not related to discussions.<br />
Comprehensive planning is needed to project faculty, financial, and facility needs.<br />
B. The curriculum structure, and particularly the design studio structure, is ambiguous.<br />
While individual design studio assignments are intriguing and student work is good, the<br />
underlying consistency, or predictability, in the exposure to various architectural issues is not<br />
apparent. The student's experience in the design studio sequence could be a rather random<br />
collection <strong>of</strong> projects, rather than a coordinated learning experience.<br />
In December 2006, the faculty made important progress in trying to identify key, recurring<br />
design issues and related skills, within the sequence <strong>of</strong> the studio courses. Nevertheless,<br />
this is not yet implemented in the course descriptions as provided and in the course work that<br />
the team reviewed.<br />
As a new <strong>program</strong>, it is to be expected that curriculum would be developing and "in<br />
transition." The 2006 faculty study is a good step in providing a coherent curriculum that<br />
would be predictable from year to year, no matter which individual faculty member is actually<br />
assigned to a given course.<br />
C. The <strong>architecture</strong> <strong>program</strong> suffers from a lack <strong>of</strong> visibility and autonomy.<br />
While all administrators met by the visiting team were supportive <strong>of</strong> the <strong>architecture</strong> <strong>program</strong>,<br />
the team is concerned that the <strong>architecture</strong> <strong>program</strong> is "administratively buried" below a<br />
provost, dean, and department chair. It is unclear how much autonomy the <strong>program</strong> director<br />
actually has in controlling budget, in seeking university funds, and in hiring.<br />
As the <strong>program</strong> grows, the current administrative structure is neither comparable to the<br />
administrative structure <strong>of</strong> other pr<strong>of</strong>essional <strong>program</strong>s on the campus, nor to other<br />
<strong>architecture</strong> <strong>program</strong>s at large flagship research universities.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
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24-28 February 2007<br />
98
Other concerns<br />
The advising system is not sustainable.<br />
The current advising system is too dependent on the <strong>program</strong> director, and is not sustainable as<br />
the <strong>program</strong> grows. (The <strong>program</strong> director's efforts are very much appreciated by students.)<br />
Space needs exist. Planning for expansion should occur.<br />
Plans for the projected expansion <strong>of</strong> the <strong>architecture</strong> <strong>program</strong> into vacated art department space<br />
should be underway. (This vacated space is adjacent to the <strong>architecture</strong> studios and is available<br />
because <strong>of</strong> the relocation <strong>of</strong> the studio arts <strong>program</strong> into a new building scheduled for completion<br />
in 2008.)<br />
In comparison to typical design <strong>program</strong>s at research universities, shortcomings in facilities<br />
include;<br />
dedicated design studio presentation areas or classroom spaces for project presentations<br />
satellite reference library space for current periodicals and reserve readings<br />
shop for use by <strong>architecture</strong> students<br />
social space to promote <strong>program</strong> collegiality.<br />
in its current location, the <strong>program</strong> has no physical identity on campus.<br />
Digital resources are inadequate.<br />
Many students use <strong>of</strong>f-campus sources for basic digital services (especially large format printing),<br />
which could be interpreted as a form <strong>of</strong> social inequity. The computer lab in the building has very<br />
limited hours.<br />
In comparison to other <strong>architecture</strong> <strong>program</strong>s, digital needs for the <strong>architecture</strong> <strong>program</strong> include:<br />
computer lab available 24/7<br />
up-to-date hardware (although students <strong>report</strong>ed up-to-date s<strong>of</strong>tware)<br />
output facilities, such as printers, scanners, plotters, etc.<br />
cutting edge digital fabrication technology, such as CNC mills, laser cutters and 3D printers<br />
In the design studios, students <strong>of</strong> varying skill levels are combined in the same course:<br />
the differentiation in expectations and evaluations for beginning and advanced students in<br />
the same course are unclear.<br />
As the <strong>program</strong> grows, it may no longer be necessary to "blend" students <strong>of</strong> different skill levels in<br />
one course.<br />
The Business <strong>of</strong> Building class does not focus on <strong>architecture</strong>'s needs.<br />
While the Business <strong>of</strong> Building course is a valuable interdisciplinary course, it lacks the requisite<br />
specificity to meet specific accreditation criteria for a pr<strong>of</strong>essional <strong>program</strong> in <strong>architecture</strong><br />
Recommendations<br />
The visiting team is confident that UMass can address concerns listed above, as well as<br />
shortcomings identified in the team's review <strong>of</strong> specific conditions <strong>of</strong> accreditation.<br />
Additional recommendations include:<br />
Although the 4+2 and the three year graduate degree <strong>program</strong> overlap in many areas, there<br />
is clearly a 4+2 degree path which should be recognized in the next accreditation process<br />
with a separate NAAB matrix.<br />
The <strong>program</strong> should take advantage <strong>of</strong> the <strong>Amherst</strong> 250 university initiative to recruit 250 new<br />
faculty in five years. The <strong>architecture</strong> <strong>program</strong> could benefit with a clear outline <strong>of</strong> future<br />
faculty needs and "cluster hires" across discipline lines to reinforce the interdisciplinary nature<br />
<strong>of</strong> the <strong>program</strong>. Faculty start-up funds can enhance the <strong>program</strong>'s mission.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
3<br />
99
The <strong>architecture</strong> <strong>program</strong> should address the confusion and ambiguity about the current and<br />
future role <strong>of</strong> interior design.<br />
Some streamlining <strong>of</strong> technology courses might be possible, and more emphasis on non-<br />
residential construction would be helpful for students.<br />
2. Progress Since the Previous Site Visit<br />
4<br />
Condition 4, Social Equity<br />
The <strong>program</strong> must provide all faculty, students, and staff—irrespective <strong>of</strong> race, ethnicity, creed,<br />
national origin, gender, age, physical ability, or sexual orientation—with equitable access to a<br />
caring and supportive educational environment in which to learn, teach, and work.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Previous Team Report: Policies are in place to ensure that faculty, students, and staff will have<br />
equitable access to the <strong>program</strong>. The team encourages the <strong>program</strong> to develop specific<br />
mechanisms to ensure a diverse student body. (The condition is ―not yet met� as there are not yet<br />
any students in the pr<strong>of</strong>essional M. Arch.)<br />
This criterion is now met: see comments in Section II: Compliance with the Conditions for<br />
Accreditation.<br />
Condition 6, Human Resources<br />
The <strong>program</strong> must demonstrate that it provides adequate human resources for a pr<strong>of</strong>essional<br />
degree <strong>program</strong> in <strong>architecture</strong>, including a sufficient faculty complement, an administrative head<br />
with enough time for effective administration, administrative and technical support staff, and<br />
faculty support staff.<br />
Previous Team Report: The <strong>program</strong> benefits from a talented, collegial, enthusiastic faculty at<br />
UMass and at the other nearby colleges (Five College consortium). The team is concerned about<br />
the absence <strong>of</strong> dedicated support staff for the <strong>program</strong>, the lack <strong>of</strong> <strong>of</strong>ficial recognition <strong>of</strong> <strong>program</strong><br />
administration, and the small number <strong>of</strong> core full time faculty who are assigned to the pr<strong>of</strong>essional<br />
<strong>program</strong>. The extraordinary, multidisciplinary <strong>program</strong> will require a significant amount <strong>of</strong> faculty<br />
and staff time for coordination, shared governance, advising, travel, etc. While the team<br />
recognizes the limits <strong>of</strong> resources at UMass, the team urges upper administration to allocate a<br />
critical mass <strong>of</strong> faculty and administration to appropriately launch the Master <strong>of</strong> Architecture<br />
<strong>program</strong>.<br />
Teaching loads are high, partly because <strong>of</strong> the way studio credit hours are counted. All current<br />
and proposed <strong>architecture</strong> studios are valued at 3 credits (similar to art studios) rather than 6<br />
credits (typical <strong>of</strong> <strong>architecture</strong> studios at peer institutions and in the UMass landscape<br />
<strong>architecture</strong> <strong>program</strong>). With an appropriate adjustment in credit hours, <strong>architecture</strong> faculty loads<br />
(and productivity) will be reflected more accurately.<br />
Progress has been made in this area:<br />
A new director and staff support have been hired.<br />
Undergraduate studio courses have had an increase in credit hours from 3 to 4.<br />
10<br />
0
Condition 8, Physical Resources<br />
The <strong>program</strong> must provide physical resources that are appropriate for a pr<strong>of</strong>essional degree<br />
<strong>program</strong> in <strong>architecture</strong>, including design studio space for the exclusive use <strong>of</strong> each full-time<br />
student; lecture and seminar spaces that accommodate both didactic and interactive learning:<br />
<strong>of</strong>fice space for the exclusive use <strong>of</strong> each full-time faculty member; and related instructional<br />
support space.<br />
Previous Team Report: The <strong>program</strong> provides studio space for current students; <strong>of</strong>fice space<br />
for full time faculty; and access to other instructional spaces. There is a significant need for a<br />
state <strong>of</strong> the art lecture hall in close proximity to the <strong>architecture</strong>/art studios. With the expected<br />
construction <strong>of</strong> the new visual arts building (occupancy is anticipated for 2007), <strong>architecture</strong> will<br />
be allocated more space in the fine arts center. Currently, though, the <strong>architecture</strong> <strong>program</strong> has<br />
no physical identity on campus—there is no ―<strong>architecture</strong> <strong>of</strong>fice�, for example.<br />
Even though the new studio arts building will liberate space in the fine arts building to be<br />
used by the <strong>architecture</strong> <strong>program</strong>, the team was concerned about inadequate facilities<br />
and the lack <strong>of</strong> clear planning regarding facilities. See comments in Section II:<br />
Compliance with the Conditions for Accreditation.<br />
Condition 10, Financial Resources<br />
Programs must have access to institutional support and financial resources comparable to those<br />
made available to the other relevant pr<strong>of</strong>essional <strong>program</strong>s within the institution.<br />
Previous Team Report: Expenditures per student are similar in the home department (Art and<br />
Art History) to other comparable <strong>program</strong>s at UMass. It is difficult to calculate the expenditures<br />
per student in Architecture/Design because the <strong>program</strong> does not have a separate budget.<br />
Though strained, the <strong>program</strong> appears to have had sufficient institutional support and<br />
resources to start the <strong>program</strong>. See comments in Section II: Compliance with the<br />
Conditions for Accreditation.<br />
Criterion 13.9, Non-Western Traditions<br />
Understanding <strong>of</strong> parallel and divergent canons and traditions <strong>of</strong> <strong>architecture</strong> and urban design in<br />
the non-Western world<br />
Previous Team Report: The team met several faculty members with expertise and interests in<br />
this area. The team expects that necessary minor adjustments can be made to address this<br />
issue.<br />
This is no longer a concern.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
10<br />
1<br />
5
6<br />
Criterion 13.14, Accessibility<br />
Ability to design both site and building to accommodate individuals with varying physical abilities<br />
Previous Team Report: While the team did not find evidence in the team room, this will be a<br />
focus <strong>of</strong> studios not yet implemented.<br />
This is no longer a concern.<br />
Criterion 13.16, Program Preparation<br />
Ability to prepare a comprehensive <strong>program</strong> for an architectural project, including assessment <strong>of</strong><br />
client and user needs, a critical review <strong>of</strong> appropriate precedents, an inventory <strong>of</strong> space and<br />
equipment requirements, an analysis <strong>of</strong> site conditions, a review <strong>of</strong> the relevant laws and<br />
standards and assessment <strong>of</strong> their implication for the project, and a definition <strong>of</strong> site selection and<br />
design assessment criteria<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Previous Team Report: While the team did not find evidence in the team room, this will be a<br />
focus <strong>of</strong> studios not yet implemented. The team did find evidence <strong>of</strong> ―understanding�, but not<br />
―ability�.<br />
This remains a concern: see comments in Section II: Compliance with the Conditions for<br />
Accreditation.<br />
Criterion 13.17, Site Conditions<br />
Ability to respond to natural and built site characteristics in the development <strong>of</strong> a <strong>program</strong> and the<br />
design <strong>of</strong> a project<br />
Previous Team Report: While the team did not find evidence in the team room, this will be a<br />
focus <strong>of</strong> studios not yet implemented.<br />
This remains a concern: see comments in Section II: Compliance with the Conditions for<br />
Accreditation.<br />
Criterion 13.18, Structural Systems<br />
Understanding <strong>of</strong> principles <strong>of</strong> structural behavior in withstanding gravity and lateral forces and<br />
the evolution, range, and appropriate application <strong>of</strong> contemporary structural systems<br />
Previous Team Report: The team met several faculty members with expertise and interests in<br />
this area. The team expects that necessary minor adjustments can be made to address this<br />
issue. Evidence in the area <strong>of</strong> light frame structures was in the team room.<br />
This is no longer a concern.<br />
Criterion 13.20, Life Safety<br />
Understanding <strong>of</strong> the basic principles <strong>of</strong> life-safety systems with an emphasis on egress<br />
10<br />
2
Previous Team Report: While the team did not find evidence in the team room, this will be a<br />
focus <strong>of</strong> studios not yet implemented.<br />
This is no longer a concern.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
10<br />
3<br />
7
Criterion 13.23, Building Systems Integration<br />
Ability to assess, select, and conceptually integrate structural systems, building envelope<br />
systems, environmental systems, life-safety systems, and building service systems into building<br />
design.<br />
Previous Team Report: While the team did not find evidence in the team room, this will be a<br />
focus <strong>of</strong> studios not yet implemented.<br />
This is no longer a concern.<br />
Criterion 13.25, Construction Cost Control<br />
Understanding <strong>of</strong> the fundamentals <strong>of</strong> building cost, life-cycle cost, and construction estimating<br />
Previous Team Report: The team met several faculty members with expertise and interests in<br />
this area. The team expects that necessary minor adjustments can be made to address this<br />
issue.<br />
This remains a concern: see comments in Section II: Compliance with the Conditions for<br />
Accreditation.<br />
Criterion 13.26, Technical Documentation<br />
Ability to make technically precise drawings and write outline specifications for a proposed design<br />
Previous Team Report: The team did not find evidence <strong>of</strong> outline specs (a new criterion)<br />
This remains a concern: see comments in Section II: Compliance with the Conditions for<br />
Accreditation.<br />
Criterion 13.28, Comprehensive Design<br />
Ability to produce a comprehensive architectural project based on a building <strong>program</strong> and site<br />
that includes development <strong>of</strong> <strong>program</strong>med spaces demonstrating an understanding <strong>of</strong> structural<br />
and environmental systems, building envelope systems, life-safety provisions, wall sections and<br />
building assemblies and the principles <strong>of</strong> sustainability<br />
Previous Team Report: While the team did not find evidence in the team room, this will be a<br />
focus <strong>of</strong> studios not yet implemented.<br />
3. Conditions Well Met<br />
8<br />
1.1<br />
1.3<br />
1.4<br />
13.1<br />
13.7<br />
13.9<br />
This is no longer a concern.<br />
Architectural Education and the Academic Context<br />
Architectural Education and Registration<br />
Architectural Education and the Pr<strong>of</strong>ession<br />
Speaking and Writing Skills<br />
Collaborative Skills<br />
Non-Western Traditions<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
10<br />
4
13.18 Structural Systems<br />
4. Conditions Not Met<br />
2<br />
8<br />
13.8<br />
13.10<br />
13.11<br />
13.15<br />
13.16<br />
13.17<br />
13.25<br />
13.26<br />
Program Self-Assessment Procedures<br />
Physical Resources<br />
Western Traditions<br />
National and Regional Traditions<br />
Use <strong>of</strong> Precedents<br />
Sustainable Design<br />
Program Preparation<br />
Site Conditions<br />
Construction Cost Control<br />
Technical Documentation<br />
13.29 Architect's Administrative Roles<br />
13.30 Architectural Practice<br />
13.32 Leadership<br />
13.33 Legal Responsibilities<br />
5. Causes <strong>of</strong> Concern<br />
See executive summary<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
10<br />
5<br />
9
II.<br />
1.<br />
10<br />
Compliance with the Conditions for Accreditation<br />
Program Response to the NAAB Perspectives<br />
Schools must respond to the interests <strong>of</strong> the collateral organizations that make up the NAAB as<br />
set forth by this edition <strong>of</strong> the NAAB Conditions for Accreditation. Each school is expected to<br />
address these interests consistent with its scholastic identity and mission.<br />
1.1 Architecture Education and the Academic Context<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
The accredited degree <strong>program</strong> must demonstrate that it benefits from and contributes to<br />
its institution. In the APR, the accredited degree <strong>program</strong> may explain its academic and<br />
pr<strong>of</strong>essional standards for faculty and students; its interaction with other <strong>program</strong>s in the<br />
institution; the contribution <strong>of</strong> the students, faculty, and administrators to the governance<br />
and the intellectual and social lives <strong>of</strong> the institution; and the contribution <strong>of</strong> the institution<br />
to the accredited degree <strong>program</strong> in terms <strong>of</strong> intellectual resources and personnel.<br />
Met<br />
[ X ]<br />
WELL MET<br />
UMass will have the first publicly funded <strong>architecture</strong> <strong>program</strong> in New England, thus<br />
making architectural education more accessible.<br />
In a commendable way, the <strong>architecture</strong> <strong>program</strong> is an active collaborator with other<br />
disciplines on the campus, in courses and in research: landscape <strong>architecture</strong>, building<br />
science, engineering, and studio art. Faculty from these disciplines are regularly invited<br />
for reviews and the spirit <strong>of</strong> cooperation was consistently apparent.<br />
The five college consortium increases the sense <strong>of</strong> intellectual exchange with nearby<br />
colleges <strong>of</strong> Smith, Mount Holyoke, Hampshire, and <strong>Amherst</strong>.<br />
1.2 Architecture Education and Students<br />
The accredited degree <strong>program</strong> must demonstrate that it provides support and<br />
encouragement for students to assume leadership roles in school and later in the<br />
pr<strong>of</strong>ession and that it provides an environment that embraces cultural differences. Given<br />
the <strong>program</strong>'s mission, the APR may explain how students participate in setting their<br />
individual and collective learning agendas; how they are encouraged to cooperate with,<br />
assist, share decision making with, and respect students who may be different from<br />
themselves; their access to the information needed to shape their future; their exposure<br />
to the national and international context <strong>of</strong> practice and the work <strong>of</strong> the allied design<br />
disciplines; and how students' diversity, distinctiveness, self-worth, and dignity are<br />
nurtured.<br />
Met<br />
[ X ]<br />
The UMass <strong>architecture</strong> <strong>program</strong> succeeds in creating a nurturing learning environment<br />
for the students. Students are enthusiastic and committed to this <strong>program</strong>, and are<br />
articulate and effusive in expressing this. Students appreciate the intimate nature <strong>of</strong> the<br />
current <strong>program</strong> and cite this as a strong point <strong>of</strong> their academic experience. Another<br />
strong point cited by students is the interdisciplinary nature <strong>of</strong> the <strong>program</strong> which allows<br />
students to tailor the <strong>program</strong> based on their individual learning agendas. However, this<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
10<br />
6
was also seen as a potential <strong>program</strong> weakness because students received inconsistent<br />
counsel pertaining to which classes they need to take, in what sequence, in order to<br />
satisfy <strong>program</strong> requisites.<br />
The faculty <strong>of</strong> the <strong>program</strong> is very supportive <strong>of</strong> students pursuing leadership roles both<br />
inside and outside the school. The recent establishment <strong>of</strong> the Student Architecture<br />
Society (SAS) within the UMass <strong>Amherst</strong> <strong>architecture</strong> <strong>program</strong> is a demonstration by the<br />
students <strong>of</strong> their sincere interest in creating a unified voice amongst themselves. The SAS<br />
is still in an embryonic phase, and needs to better define its goals and aspirations. The<br />
mission and vision <strong>of</strong> this organization is vague and in need <strong>of</strong> clarification/ focus. The<br />
founding <strong>of</strong> the SAS helps to give the <strong>architecture</strong> students an identity in the university<br />
student population. Once fully established, the students hope to initiate a communal<br />
chapter <strong>of</strong> the American Institute <strong>of</strong> Architecture Students (AIAS) with students from the<br />
five college consortium.<br />
The students found the faculty responsive to their concerns about workloads and course<br />
content. Students found the <strong>program</strong> flexible enough to allow them to participate in extra-<br />
curricular activities and employment without conflicting with their course workloads.<br />
Vertical studios and collaborative studios with students from other <strong>program</strong>s give the<br />
<strong>architecture</strong> students exposure to working on diverse teams. However, in the case <strong>of</strong><br />
vertical studios, it was unclear how students at different levels were adequately evaluated<br />
based on the amount and level <strong>of</strong> work they produced.<br />
The <strong>program</strong> is touted as being very diverse, but based on the students with whom the<br />
visiting team interacted, this was not evident. The demographics <strong>of</strong> the student population<br />
demonstrated economic diversity, but fell short in the area <strong>of</strong> the ethnic diversity that was<br />
evident in the general university student population.<br />
1.3 Architecture Education and Registration<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
The accredited degree <strong>program</strong> must demonstrate that it provides students with a sound<br />
preparation for the transition to internship and licensure. The school may choose to<br />
explain in the APR the accredited degree <strong>program</strong>'s relationship with the state<br />
registration boards, the exposure <strong>of</strong> students to internship requirements including<br />
knowledge <strong>of</strong> the national Intern Development Program (IDP) and continuing education<br />
beyond graduation, the students' understanding <strong>of</strong> their responsibility for pr<strong>of</strong>essional<br />
conduct, and the proportion <strong>of</strong> graduates who have sought and achieved licensure since<br />
the previous visit.<br />
WELL MET<br />
Within the coursework, the visiting team found evidence that students are receiving<br />
preparatory information on the career path connecting education with licensure. The<br />
appointment <strong>of</strong> a faculty member to the <strong>Massachusetts</strong> Architecture Registration Board<br />
provides a strong link between the <strong>program</strong> and pr<strong>of</strong>essional regulation, assuring good<br />
communication on current regulatory standards. This link recently provided a <strong>program</strong><br />
that introduced students to IDP standards and procedures. The visiting team also viewed<br />
coursework that introduced students to the elements <strong>of</strong> the Architectural Registration<br />
Examination, creating an awareness <strong>of</strong> the NCARB testing standard.<br />
Students benefit from exposure to practicing pr<strong>of</strong>essionals in the classroom, through<br />
faculty members with private practice and membership in pr<strong>of</strong>essional organizations.<br />
Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
11<br />
10<br />
7
12<br />
Internship opportunities in community and regional firms, while limited, do provide<br />
exposure to pr<strong>of</strong>essional practice. The visiting team found strong support for the UMass<br />
<strong>Amherst</strong> <strong>program</strong> among local firms and pr<strong>of</strong>essional organizations.<br />
1.4 Architecture Education and the Pr<strong>of</strong>ession<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
The accredited degree <strong>program</strong> must demonstrate how it prepares students to practice<br />
and assume new roles and responsibilities in a context <strong>of</strong> increasing cultural diversity,<br />
changing client and regulatory demands, and an expanding knowledge base. Given the<br />
<strong>program</strong>'s particular mission, the APR may include an explanation <strong>of</strong> how the accredited<br />
degree <strong>program</strong> is engaged with the pr<strong>of</strong>essional community in the life <strong>of</strong> the school; how<br />
students gain an awareness <strong>of</strong> the need to advance their knowledge <strong>of</strong> <strong>architecture</strong><br />
through a lifetime <strong>of</strong> practice and research; how they develop an appreciation <strong>of</strong> the<br />
diverse and collaborative roles assumed by architects in practice; how they develop an<br />
understanding <strong>of</strong> and respect for the roles and responsibilities <strong>of</strong> the associated<br />
disciplines; how they learn to reconcile the conflicts between architects' obligations to<br />
their clients and the public and the demands <strong>of</strong> the creative enterprise; and how students<br />
acquire the ethics for upholding the integrity <strong>of</strong> the pr<strong>of</strong>ession.<br />
Met<br />
[ X ]<br />
WELL MET<br />
The visiting team was encouraged to find that a significant relationship between the<br />
<strong>program</strong> and the pr<strong>of</strong>essional community <strong>of</strong> western <strong>Massachusetts</strong> is clearly developing.<br />
The local AIA chapter was an important advocate for this <strong>program</strong>'s foundation, and local<br />
pr<strong>of</strong>essionals are regular design jury critics. Most <strong>of</strong> the faculty members are licensed<br />
architects and the majority are members <strong>of</strong> the American Institute <strong>of</strong> Architects. Faculty<br />
participation in the local and state pr<strong>of</strong>essional organizations and the <strong>program</strong> director's<br />
position on the state regulatory board further enhances the evolving positive relationship<br />
between the UMass <strong>Amherst</strong> Program and the pr<strong>of</strong>essional community.<br />
This open communication and shared sense <strong>of</strong> purpose enhances the student's academic<br />
experience, fosters opportunity for student internships, and encourages a dialogue on<br />
career development opportunities between students and pr<strong>of</strong>essionals.<br />
There is ample evidence that the UMass <strong>Amherst</strong> <strong>architecture</strong> <strong>program</strong> provides students<br />
with an adequate understanding <strong>of</strong> their future roles and opportunities in the pr<strong>of</strong>ession.<br />
1.5 Architecture Education and Society<br />
The <strong>program</strong> must demonstrate that it equips students with an informed understanding <strong>of</strong><br />
social and environmental problems and develops their capacity to address these<br />
problems with sound <strong>architecture</strong> and urban design decisions. In the APR, the<br />
accredited degree <strong>program</strong> may cover such issues as how students gain an<br />
understanding <strong>of</strong> <strong>architecture</strong> as a social art, including the complex processes carried out<br />
by the multiple stakeholders who shape built environments; the emphasis given to<br />
generating the knowledge that can mitigate social and environmental problems; how<br />
students gain an understanding <strong>of</strong> the ethical implications <strong>of</strong> decisions involving the built<br />
environment; and how a climate <strong>of</strong> civic engagement is nurtured, including a commitment<br />
to pr<strong>of</strong>essional and public services.<br />
Met<br />
[X]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
10<br />
8
In the required student coursework, seminars, and design studios, the visiting team found<br />
several meaningful efforts to inform UMass <strong>Amherst</strong> students <strong>of</strong> the social and<br />
environmental issues in modern architectural practice.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
The student understanding <strong>of</strong> the complex social and environmental context in which<br />
today's architect must function is gained largely through exploration <strong>of</strong> the immediate<br />
setting <strong>of</strong> the campus in western <strong>Massachusetts</strong>. The visiting team felt that student<br />
appreciation <strong>of</strong> social and environmental problems would be further enhanced by<br />
exposure to a broader range <strong>of</strong> physical and urban contexts <strong>of</strong> modern life and practice.<br />
The visiting team felt there were ample opportunities for students to be exposed to and<br />
participate in community service that could strengthen the <strong>program</strong>.<br />
2. Program Self-Assessment Procedures<br />
The accredited degree <strong>program</strong> must show how it is making progress in achieving the NAAB<br />
Perspectives and how it assesses the extent to which it is fulfilling its mission. The assessment<br />
procedures must include solicitation <strong>of</strong> the faculty's, students', and graduates' views on the<br />
<strong>program</strong>'s curriculum and learning. Individual course evaluations are not sufficient to provide<br />
insight into the <strong>program</strong>'s focus and pedagogy.<br />
Met<br />
[ ]<br />
During the 2004 visit, the <strong>program</strong> was encouraged to develop "a concise document with<br />
measurable strategies, objectives, and goals." This has not happened.<br />
Faculty members regularly discuss their goals, and after repeated requests, a written strategic<br />
plan was provided on the third day <strong>of</strong> the visit. The visiting team felt frustrated as it tried to<br />
understand the true goals, future plans, and priorities <strong>of</strong> this <strong>program</strong>. It was difficult to receive a<br />
clear answer about the plan for future growth. The written strategic plan seemed vague and not<br />
related to discussions.<br />
See executive summary.<br />
3. Public Information<br />
To ensure an understanding <strong>of</strong> the accredited pr<strong>of</strong>essional degree by the public, all schools<br />
<strong>of</strong>fering an accredited degree <strong>program</strong> or any candidacy <strong>program</strong> must include in their catalogs<br />
and promotional media the exact language found in the NAAB Conditions for Accreditation,<br />
Appendix A. To ensure an understanding <strong>of</strong> the body <strong>of</strong> knowledge and skills that constitute a<br />
pr<strong>of</strong>essional education in <strong>architecture</strong>, the school must inform faculty and incoming students <strong>of</strong><br />
how to access the NAAB Conditions for Accreditation.<br />
The <strong>program</strong>'s website and printed materials have the required NAAB language. Additionally, the<br />
FAQ section <strong>of</strong> the website addresses these issues.<br />
As a member <strong>of</strong> the five college consortium, the UMass <strong>architecture</strong> <strong>program</strong> would be better<br />
served by more clarity regarding pr<strong>of</strong>essional <strong>program</strong>s and accreditation on the five college web<br />
site.<br />
Met<br />
[ X ]<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
13<br />
10<br />
9
4.<br />
Social Equity<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
The accredited degree <strong>program</strong> must provide faculty, students, and staff—irrespective <strong>of</strong> race,<br />
ethnicity, creed, national origin, gender, age, physical ability, or sexual orientation—with an<br />
educational environment in which each person is equitably able to learn, teach, and work. The<br />
school must have a clear policy on diversity that is communicated to current and prospective<br />
faculty, students, and staff and that is reflected in the distribution <strong>of</strong> the <strong>program</strong>'s human,<br />
physical, and financial resources. Faculty, staff, and students must also have equitable<br />
opportunities to participate in <strong>program</strong> governance.<br />
Met<br />
[ X ]<br />
UMass <strong>Amherst</strong>'s "Blueprint for Diversity" outlines the university's strategies relative to diversity at<br />
all levels. The <strong>program</strong> itself does not appear to have a written policy regarding recruitment <strong>of</strong> a<br />
diverse student body. The student body is generally reflective <strong>of</strong> the diversity <strong>of</strong> the overall<br />
student body at UMass, but is not diverse, except for gender.<br />
Faculty and staff meet on a regular basis to discuss <strong>program</strong> issues, however it is not clear that<br />
students, other than teaching assistants, are actively involved in the process.<br />
The <strong>program</strong> is touted as being very diverse, but based on the students with whom the visiting<br />
team interacted, this was not evident. The demographics <strong>of</strong> the student population demonstrated<br />
economic diversity, but fell short in the area <strong>of</strong> the ethnic diversity that was evident by the general<br />
university student population.<br />
5. Studio Culture<br />
14<br />
The school is expected to demonstrate a positive and respectful learning environment through the<br />
encouragement <strong>of</strong> the fundamental values <strong>of</strong> optimism, respect, sharing, engagement, and<br />
innovation between and among the members <strong>of</strong> its faculty, student body, administration, and<br />
staff. The school should encourage students and faculty to appreciate these values as guiding<br />
principles <strong>of</strong> pr<strong>of</strong>essional conduct throughout their careers.<br />
The impression <strong>of</strong> the visiting team was that faculty and students have established a strong sense<br />
<strong>of</strong> community within the <strong>program</strong>. The <strong>program</strong> is relatively small and faculty seems to value the<br />
personal scale. Both students and faculty expressed a strong sense <strong>of</strong> respect for each other.<br />
Faculty seemed willing to accommodate student schedules and was responsive to student<br />
concerns.<br />
The provided "studio guidelines" relate more to studio logistics than to more cultural issues. The<br />
policy, which addresses attendance, the condition <strong>of</strong> the studio spaces, the collection <strong>of</strong> student<br />
work, and grading, appears to have been written by the faculty, as more <strong>of</strong> a top-down type <strong>of</strong><br />
document.<br />
The guidelines do not address work load for the faculty or the students. Nevertheless, students<br />
<strong>report</strong>ed that faculty members were responsive to students' concerns about workload. Overall,<br />
students seemed to feel that the workload was challenging but not excessive.<br />
Workload expectations for students at different levels within the same studio were not clear.<br />
Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
11<br />
0
6.<br />
Human Resources<br />
The accredited degree <strong>program</strong> must demonstrate that it provides adequate human resources for<br />
a pr<strong>of</strong>essional degree <strong>program</strong> in <strong>architecture</strong>, including a sufficient faculty complement, an<br />
administrative head with enough time for effective administration, and adequate administrative,<br />
technical, and faculty support staff. Student enrollment in and scheduling <strong>of</strong> design studios must<br />
ensure adequate time for an effective tutorial exchange between the teacher and the student. The<br />
total teaching load should allow faculty members adequate time to pursue research, scholarship,<br />
and practice to enhance their pr<strong>of</strong>essional development.<br />
The <strong>program</strong> has provided adequate faculty to commence. The <strong>program</strong> director was an<br />
important new hire. The current search for a digital studio instructor is significant. Faculty<br />
members seem productive outside <strong>of</strong> the classroom.<br />
As the <strong>program</strong> grows, the human resources should expand: plans for expansion are unclear.<br />
7. Human Resource Development<br />
Schools must have a clear policy outlining both individual and collective opportunities for faculty<br />
and student growth inside and outside the <strong>program</strong>.<br />
The <strong>program</strong> does provide support and opportunities for student and faculty development. Clear<br />
written policies could be helpful, especially in advising.<br />
The current advising system is too dependent on the <strong>program</strong> director, and is not sustainable as<br />
the <strong>program</strong> grows. (The <strong>program</strong> director's efforts are very much appreciated by students.)<br />
8. Physical Resources<br />
The accredited degree <strong>program</strong> must provide the physical resources appropriate for a<br />
pr<strong>of</strong>essional degree <strong>program</strong> in <strong>architecture</strong>, including design studio space for the exclusive use<br />
<strong>of</strong> each student in a studio class; lecture and seminar space to accommodate both didactic and<br />
interactive learning; <strong>of</strong>fice space for the exclusive use <strong>of</strong> each full-time faculty member; and<br />
related instructional support space. The facilities must also be in compliance with the Americans<br />
with Disabilities Act (ADA) and applicable building codes.<br />
See comments in the executive summary<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Met<br />
[ x ]<br />
Met<br />
[ x ]<br />
The <strong>program</strong> is currently housed on the bridge level <strong>of</strong> the fine arts building. This highly distinctive<br />
building, completed in 1975, provides shared studio space for the undergraduate foundation<br />
studio courses, studio space for the <strong>program</strong> in <strong>architecture</strong> (including individual desks for each<br />
M. Arch. student), <strong>of</strong>fice space for the <strong>program</strong>'s administrative staff, the director, and the full time<br />
faculty. Classroom and other instructional space are shared with other departments and colleges<br />
<strong>of</strong> the university.<br />
Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[X]<br />
15<br />
11<br />
1
There is currently no shop for use by <strong>architecture</strong> students, no social space to promote <strong>program</strong><br />
collegiality, and no area suitable for project reviews. A computer lab, shared with other academic<br />
<strong>program</strong>s within the department, is located adjacent to the <strong>architecture</strong> studio space. Access to<br />
the lab is limited.<br />
In its current location, the <strong>program</strong> has no physical identity on campus, and no signage to direct<br />
visitors and students to the <strong>program</strong>.<br />
A new studio arts building for the university is under construction and expected to be complete in<br />
early 2008. When this construction is finished, additional space adjacent to the current<br />
<strong>architecture</strong> studios will become available, most likely by fall 2008.<br />
The <strong>program</strong> has been lead to believe they will receive this freed-up space, created by the move<br />
<strong>of</strong> studio arts to a new building. Plans for the projected expansion <strong>of</strong> the <strong>architecture</strong> <strong>program</strong><br />
into this space should be underway.<br />
Funds for a renovation are not currently budgeted. Both the current and new facilities for the<br />
<strong>program</strong> on the fourth floor bridge <strong>of</strong> the existing fine arts building are in need <strong>of</strong> upgrade,<br />
including increased electrical power distribution, electronic communications networking,<br />
mechanical system rehabilitation, and other renovations to address building code and access<br />
issues.<br />
Computer Lab:<br />
As mentioned above, the <strong>program</strong> has access to a conveniently located computer lab that<br />
provides a worthwhile resource for the <strong>program</strong>. Access to the lab is limited because classes are<br />
conducted in the lab and the lab closes at 9:00 p.m.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Unfortunately the hardware is inadequate for many <strong>of</strong> the <strong>program</strong>s regularly used by the<br />
<strong>architecture</strong> <strong>program</strong>. The <strong>program</strong> recently gained access to a color 11"X17" printer. Students<br />
can only print large format documents at the facilities <strong>of</strong> the landscape <strong>architecture</strong> department.<br />
Many students <strong>report</strong> relying <strong>of</strong> commercial printing houses for the bulk <strong>of</strong> their reproduction<br />
needs.<br />
In addition to a lack <strong>of</strong> adequate output devices for student use, there is no <strong>program</strong> <strong>of</strong> regular<br />
replacement <strong>of</strong> faculty computers.<br />
9. Information Resources<br />
16<br />
Readily accessible library and visual resource collections are essential for architectural study,<br />
teaching, and research. Library collections must include at least 5,000 different cataloged titles,<br />
with an appropriate mix <strong>of</strong> Library <strong>of</strong> Congress NA, Dewey 720-29, and other related call<br />
numbers to serve the needs <strong>of</strong> individual <strong>program</strong>s. There must be adequate visual resources as<br />
well. Access to other architectural collections may supplement, but not substitute for, adequate<br />
resources at the home institution. In addition to developing and managing collections,<br />
architectural librarians and visual resources pr<strong>of</strong>essionals should provide information services<br />
that promote the research skills and critical thinking necessary for pr<strong>of</strong>essional practice and<br />
lifelong learning.<br />
Met<br />
[X]<br />
The <strong>program</strong> is supported by the university's central library. The UMass <strong>Amherst</strong> Du Bois library<br />
collection has over 28,000 volumes classified in the NA and NK categories directly pertaining to<br />
Not Met<br />
[ ]<br />
11<br />
2
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
<strong>architecture</strong>. The <strong>program</strong>'s faculty and students have complete access to the five college library<br />
system, as well as other regional, national and international interlibrary loan <strong>program</strong>s.<br />
The library is located near the space occupied by the <strong>program</strong>. This close proximity facilitates<br />
use by the students in <strong>architecture</strong>. Further the library is open twenty-four hours a day for student<br />
use.<br />
The slide library is currently housed in the history <strong>of</strong> art department. The university is in the<br />
process <strong>of</strong> centralizing all visual resources and has recently undertaken an extensive <strong>program</strong> to<br />
digitize the art history slide collections, as well as material that supports architectural education.<br />
10. Financial Resources<br />
An accredited degree <strong>program</strong> must have access to sufficient institutional support and financial<br />
resources to meet its needs and be comparable in scope to those available to meet the needs <strong>of</strong><br />
other pr<strong>of</strong>essional <strong>program</strong>s within the institution.<br />
Though strained, the <strong>program</strong> appears to have had sufficient institutional support and resources<br />
to start the <strong>program</strong>.<br />
The <strong>architecture</strong> <strong>program</strong> and the department <strong>of</strong> art, <strong>architecture</strong> and art history have used their<br />
limited funds effectively and leveraged outside resources well. The <strong>architecture</strong> <strong>program</strong> has<br />
been creative in seeking grants and gifts from regional sources. Interdisciplinary grants have<br />
helped the <strong>architecture</strong> <strong>program</strong>. The current search for a faculty member with digital expertise<br />
could be an opportunity for faculty start-up funds to support expanded digital facilities.<br />
As the <strong>program</strong> grows, the financial resources should expand. The <strong>program</strong> would greatly benefit<br />
from a more autonomous budget, which may be related to its administrative structure.<br />
11. Administrative Structure<br />
The accredited degree <strong>program</strong> must be, or be part <strong>of</strong>, an institution accredited by one <strong>of</strong> the<br />
following regional institutional accrediting agencies for higher education: the Southern Association<br />
<strong>of</strong> Colleges and Schools (SACS); the Middle States Association <strong>of</strong> Colleges and Schools<br />
(MSACS); the New England Association <strong>of</strong> Schools and Colleges (NEASC); the North Central<br />
Association <strong>of</strong> Colleges and Schools (NCACS); the Northwest Commission on Colleges and<br />
Universities (NWCCU); and the Western Association <strong>of</strong> Schools and Colleges (WASC). The<br />
accredited degree <strong>program</strong> must have a measure <strong>of</strong> autonomy that is both comparable to that<br />
afforded other pr<strong>of</strong>essional degree <strong>program</strong>s in the institution and sufficient to ensure<br />
conformance with the conditions for accreditation.<br />
The <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> is a fully accredited institution. (NEASC)<br />
The team is concerned that the <strong>architecture</strong> <strong>program</strong> is "administratively buried." The <strong>program</strong><br />
director <strong>report</strong>s to a department chair, who <strong>report</strong>s to the dean <strong>of</strong> the College <strong>of</strong> Humanities and<br />
Fine Arts, who <strong>report</strong>s to the provost. With this many layers <strong>of</strong> administrative structure, the<br />
Met<br />
[ X ]<br />
Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
17<br />
11<br />
3
material provided to the visiting team was unclear regarding how much autonomy the <strong>program</strong><br />
director actually has in controlling budget, in seeking university funds, and in hiring.<br />
All administrators that the visiting team met were supportive <strong>of</strong> the <strong>architecture</strong> <strong>program</strong>.<br />
As the <strong>program</strong> grows, the current administrative structure is neither comparable to the<br />
administrative structure <strong>of</strong> other pr<strong>of</strong>essional <strong>program</strong>s on the campus, nor to other <strong>architecture</strong><br />
<strong>program</strong>s at large flagship research universities.<br />
12. Pr<strong>of</strong>essional Degrees and Curriculum<br />
The NAAB accredits the following pr<strong>of</strong>essional degree <strong>program</strong>s: the Bachelor <strong>of</strong> Architecture<br />
(B. Arch.), the Master <strong>of</strong> Architecture (M. Arch.), and the Doctor <strong>of</strong> Architecture (D. Arch.). The<br />
curricular requirements for awarding these degrees must include pr<strong>of</strong>essional studies, general<br />
studies, and electives. Schools <strong>of</strong>fering the degrees B. Arch., M. Arch., and/or D. Arch. are<br />
strongly encouraged to use these degree titles exclusively with NAAB-accredited pr<strong>of</strong>essional<br />
degree <strong>program</strong>s.<br />
The UMass <strong>program</strong> provided a NAAB criteria matrix for a three year M. Arch. <strong>program</strong>. By<br />
definition, students entering such a <strong>program</strong> (with little or no previous background in <strong>architecture</strong>)<br />
have a broad background <strong>of</strong> electives with other than architectural content.<br />
The UMass <strong>program</strong> did not provide an NAAB criteria matrix for its 4+2 path, and the visiting<br />
team would encourage that the 4+2 M. Arch. track be considered separately in future<br />
accreditation visits. The majority <strong>of</strong> courses that met NAAB criteria were included in both the<br />
three year and 4+2 M. Arch. track. In general, it seemed that the 4+2 track includes more<br />
courses in design and architectural history.<br />
The amount <strong>of</strong> electives "with other than architectural content" in the four year B. F. A. appears<br />
relatively limited.<br />
13. Student Performance Criteria<br />
18<br />
The accredited degree <strong>program</strong> must ensure that each graduate possesses the knowledge and<br />
skills defined by the criteria set out below. The knowledge and skills are the minimum for meeting<br />
the demands <strong>of</strong> an internship leading to registration for practice.<br />
13.1 Speaking and Writing Skills<br />
Ability to read, write, listen, and speak effectively<br />
WELL MET<br />
All <strong>of</strong> the student work from ARC 630 included writing that was articulate, thoughtful and<br />
well written.<br />
At the student meeting, students were consistently articulate in expressing their thoughts.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
Met Not Met<br />
[ X ] [ ]<br />
11<br />
4
13.2<br />
Critical Thinking Skills<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Ability to raise clear and precise questions, use abstract ideas to interpret information,<br />
consider diverse points <strong>of</strong> view, reach well-reasoned conclusions, and test them against<br />
relevant criteria and standards<br />
Met<br />
[ X ]<br />
Assignments from Arch 643 promote critical thinking in addressing interpretations <strong>of</strong><br />
buildings from the past and in local buildings.<br />
In Arch 630, students take basic concepts and apply them to different cultures.<br />
The degree projects require in-depth research and analysis that promote critical thinking.<br />
13.3 Graphic Skills<br />
Ability to use appropriate representational media, including freehand drawing and<br />
computer technology, to convey essential formal elements at each stage <strong>of</strong> the<br />
<strong>program</strong>ming and design process<br />
More freehand drawing would enrich the student design skills.<br />
The foundation <strong>program</strong> and undergrad sequence is very good in this area.<br />
13.4 Research Skills<br />
Ability to gather, assess, record, and apply relevant information in architectural<br />
coursework<br />
The degree projects (Arch 699) require in-depth research and analysis that provide an<br />
underlying rationale for the final design project.<br />
While the student course notebooks contained extensive information collected from a<br />
variety <strong>of</strong> sources, the synthesis <strong>of</strong> this information could be expanded.<br />
13.5 Formal Ordering Skills<br />
Met<br />
[ X ]<br />
Met<br />
[ X ]<br />
Understanding <strong>of</strong> the fundamentals <strong>of</strong> visual perception and the principles and systems <strong>of</strong><br />
order that inform two- and three-dimensional design, architectural composition, and urban<br />
design<br />
Met<br />
[ X ]<br />
The development <strong>of</strong> formal ordering systems was well developed in the undergraduate<br />
studio series for the 4+2 degree path.<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
19<br />
11<br />
5
20<br />
The development <strong>of</strong> basic skills seemed to be inconsistent in the three year graduate<br />
degree path and was considered marginally met. The team was also concerned about the<br />
lack <strong>of</strong> a consistent approach to communicating principles <strong>of</strong> urban design within the<br />
curriculum.<br />
13.6 Fundamental Skills<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Ability to use basic architectural principles in the design <strong>of</strong> buildings, interior spaces, and<br />
sites<br />
Met<br />
[ X ]<br />
Because <strong>of</strong> its historical founding as an interior design degree, the <strong>program</strong> is successful<br />
in instilling architectural principles for interior spaces.<br />
The team felt that fundamental skills in addressing site issues would benefit from a more<br />
consistent approach in the required studio courses.<br />
The development <strong>of</strong> basic architectural principles was well developed in the<br />
undergraduate studio series for the 4+2 degree path. The development <strong>of</strong> these<br />
principles seemed to be inconsistent in the three year graduate degree path.<br />
13.7 Collaborative Skills<br />
Ability to recognize the varied talent found in interdisciplinary design project teams in<br />
pr<strong>of</strong>essional practice and work in collaboration with other students as members <strong>of</strong> a<br />
design team<br />
WELL MET<br />
An appreciation for interdisciplinary collaboration seems to be an important part <strong>of</strong> the<br />
UMass institutional culture, both within the university and regional colleges. Students and<br />
faculty alike were committed to collaboration in coursework and in research efforts.<br />
This is a strength <strong>of</strong> the <strong>program</strong>.<br />
13.8 Western Traditions<br />
Understanding <strong>of</strong> the Western architectural canons and traditions in <strong>architecture</strong>,<br />
landscape and urban design, as well as the climatic, technological, socioeconomic, and<br />
other cultural factors that have shaped and sustained them<br />
In the four year B. F. A., ArtHist 191 covers this material well, but not all students<br />
accepted into the M. Arch. <strong>program</strong> have taken this course.<br />
In the M. Arch. <strong>program</strong>, evaluation <strong>of</strong> the graduate admissions requirement for an<br />
introduction to architectural history is inconsistently handled in the admissions process.<br />
Met<br />
[ X ]<br />
Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ x ]<br />
11<br />
6
The team was concerned that this requirement was not included in the graduate advising<br />
checklist for individual students. Absent this kind <strong>of</strong> survey course, the material in ArtHist<br />
643 is too limited to meet this criterion.<br />
13.9 Non-Western Traditions<br />
Understanding <strong>of</strong> parallel and divergent canons and traditions <strong>of</strong> <strong>architecture</strong> and urban<br />
design in the non-Western world<br />
WELL MET<br />
In the assignments given in Arch 630, students thoughtfully investigate theoretical<br />
concepts related to non-western cultures.<br />
13.10 National and Regional Traditions<br />
Understanding <strong>of</strong> national traditions and the local regional heritage in <strong>architecture</strong>,<br />
landscape design and urban design, including the vernacular tradition<br />
National traditions are treated well within the history courses. However, there is<br />
insufficient evidence that regional heritage and the vernacular is being consistently<br />
addressed for all students in the <strong>program</strong>. A more consistent approach to an<br />
understanding <strong>of</strong> the vernacular <strong>of</strong> New England is a missed opportunity.<br />
13.11 Use <strong>of</strong> Precedents<br />
Ability to incorporate relevant precedents into <strong>architecture</strong> and urban design projects<br />
While Arch 670 requires the study <strong>of</strong> precedents, there is insufficient evidence that all<br />
students in the <strong>program</strong> have consistently been required to demonstrate the ability to<br />
incorporate relevant precedents into their design work.<br />
13.12 Human Behavior<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Met<br />
[ X ]<br />
Met<br />
[ ]<br />
Met<br />
[ ]<br />
Understanding <strong>of</strong> the theories and methods <strong>of</strong> inquiry that seek to clarify the relationship<br />
between human behavior and the physical environment<br />
Met<br />
[ X ]<br />
This criterion is consistently addressed in Arch 670.<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
21<br />
11<br />
7
22<br />
13.13 Human Diversity<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Understanding <strong>of</strong> the diverse needs, values, behavioral norms, physical ability, and social<br />
and spatial patterns that characterize different cultures and individuals and the implication<br />
<strong>of</strong> this diversity for the societal roles and responsibilities <strong>of</strong> architects<br />
Met<br />
[ X ]<br />
Both Arch 670 and 630 address these issues.<br />
13.14 Accessibility<br />
Ability to design both site and building to accommodate individuals with varying physical<br />
abilities<br />
Met<br />
[ X ]<br />
This is considered marginally met. While students include elevators in multi-story<br />
buildings, efforts to provide accessibility in site design are not consistently evident. The<br />
visiting team believes that students would benefit from a more holistic view <strong>of</strong> accessibility<br />
13.15 Sustainable Design<br />
Understanding <strong>of</strong> the principles <strong>of</strong> sustainability in making <strong>architecture</strong> and urban design<br />
decisions that conserve natural and built resources, including culturally important<br />
buildings and sites, and in the creation <strong>of</strong> healthful buildings and communities<br />
Met<br />
[ ]<br />
The faculty seems to be sensitive to environmental issues. However, a consistent<br />
presentation <strong>of</strong> the principles <strong>of</strong> sustainability is not present. After a review <strong>of</strong> the<br />
materials referenced in the APR, the team was unconvinced that all students graduating<br />
from the <strong>program</strong> consistently gained an understanding <strong>of</strong> sustainability.<br />
13.16 Program Preparation<br />
Ability to prepare a comprehensive <strong>program</strong> for an architectural project, including<br />
assessment <strong>of</strong> client and user needs, a critical review <strong>of</strong> appropriate precedents, an<br />
inventory <strong>of</strong> space and equipment requirements, an analysis <strong>of</strong> site conditions, a review<br />
<strong>of</strong> the relevant laws and standards and assessment <strong>of</strong> their implication for the project,<br />
and a definition <strong>of</strong> site selection and design assessment criteria<br />
Met<br />
[ ]<br />
Arch 670 challenges students to research and prepare a <strong>program</strong> for the degree project,<br />
as well as to research relevant codes. However the team could not find sufficient<br />
evidence that students produced a <strong>program</strong> satisfying the requirements as listed in this<br />
criterion.<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ x ]<br />
11<br />
8
13.17 Site Conditions<br />
Ability to respond to natural and built site characteristics in the development <strong>of</strong> a <strong>program</strong><br />
and the design <strong>of</strong> a project<br />
While there are indications that site issues are being considered in studio work, the<br />
visiting team felt that the studio projects fell short <strong>of</strong> demonstrating basic site design and<br />
analysis skills. Furthermore, this issue is not present at a predictable location in the<br />
studio sequence and it is unclear if all students will be exposed to these issues.<br />
13.18 Structural Systems<br />
Understanding <strong>of</strong> principles <strong>of</strong> structural behavior in withstanding gravity and lateral<br />
forces and the evolution, range, and appropriate application <strong>of</strong> contemporary structural<br />
systems<br />
WELL MET<br />
This criterion is met in Tectonics II and III. In addition, work in Tectonics III is integrated<br />
with design studio projects in a meaningful way.<br />
13.19 Environmental Systems<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Met<br />
[ ]<br />
Met<br />
[ X ]<br />
Understanding <strong>of</strong> the basic principles and appropriate application and performance <strong>of</strong><br />
environmental systems, including acoustical, lighting, and climate modification systems,<br />
and energy use, integrated with the building envelope<br />
Met<br />
[ X ]<br />
Evidence <strong>of</strong> this criterion is found in Building Physics I, II and III, as well as in Integration<br />
700.<br />
13.20 Life-Safety<br />
Understanding <strong>of</strong> the basic principles <strong>of</strong> life-safety systems with an emphasis on egress<br />
In G 3-5, student work demonstrated an ability level to provide for life safety by providing<br />
two exits to grade in projects reviewed by the visiting team<br />
13.21 Building Envelope Systems<br />
Understanding <strong>of</strong> the basic principles and appropriate application and performance <strong>of</strong><br />
building envelope materials and assemblies<br />
Met<br />
[ X ]<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
23<br />
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24<br />
This content is being communicated in the building physics classes and some studio class<br />
projects. The visiting team felt that this was an area that could be strengthened across a<br />
number <strong>of</strong> classes.<br />
13.22 Building Service Systems<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Met<br />
[ X ]<br />
Understanding <strong>of</strong> the basic principles and appropriate application and performance <strong>of</strong><br />
plumbing, electrical, vertical transportation, communication, security, and fire protection<br />
systems<br />
Met<br />
[ X ]<br />
G5 and Arch 700, hold the students accountable for this information.<br />
13.23 Building Systems Integration<br />
Ability to assess, select, and conceptually integrate structural systems, building envelope<br />
systems, environmental systems, life-safety systems, and building service systems into<br />
building design<br />
Met<br />
[ X ]<br />
Arch 700, hold the students accountable for the conceptual integration <strong>of</strong> this information.<br />
13.24 Building Materials and Assemblies<br />
Understanding <strong>of</strong> the basic principles and appropriate application and performance <strong>of</strong><br />
construction materials, products, components, and assemblies, including their<br />
environmental impact and reuse<br />
Tectonics II and III, as well as Arch 700, require students to demonstrate an<br />
understanding <strong>of</strong> these basic principles.<br />
13.25 Construction Cost Control<br />
Understanding <strong>of</strong> the fundamentals <strong>of</strong> building cost, life-cycle cost, and construction<br />
estimating<br />
While the Business <strong>of</strong> Building course includes aspects <strong>of</strong> construction cost control in the<br />
syllabus, the team feels that there was insufficient evidence existed to demonstrate that<br />
students acquire an understanding <strong>of</strong> this material.<br />
Met<br />
[ X ]<br />
Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ X ]<br />
12<br />
0
13.26 Technical Documentation<br />
Ability to make technically precise drawings and write outline specifications for a<br />
proposed design<br />
The work from Arch 700 revealed numerous technically precise drawings. However, the<br />
visiting team did not find evidence that students were required to write an outline<br />
specification in required course material.<br />
13.27 Client Role in Architecture<br />
Understanding <strong>of</strong> the responsibility <strong>of</strong> the architect to elicit, understand, and resolve the<br />
needs <strong>of</strong> the client, owner, and user<br />
In Arch 670, the requirement for field surveys help students to understand needs and<br />
input from users and clients.<br />
13.28 Comprehensive Design<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Met<br />
[ ]<br />
Met<br />
[ X ]<br />
Ability to produce a comprehensive architectural project based on a building <strong>program</strong> and<br />
site that includes development <strong>of</strong> <strong>program</strong>med spaces demonstrating an understanding<br />
<strong>of</strong> structural and environmental systems, building envelope systems, life-safety<br />
provisions, wall sections and building assemblies, and the principles <strong>of</strong> sustainability<br />
Met<br />
[ X ]<br />
In the combination <strong>of</strong> the G5 Studio and Arch 700, students develop projects in a way that<br />
demonstrates a pr<strong>of</strong>iciency in understanding the requirements for comprehensive design.<br />
However, the team feltthat the development <strong>of</strong> wall sections could receive more attention.<br />
13.29 Architect's Administrative Roles<br />
Understanding <strong>of</strong> obtaining commissions and negotiating contracts, managing personnel<br />
and selecting consultants, recommending project delivery methods, and forms <strong>of</strong> service<br />
contracts<br />
Met<br />
[ ]<br />
While the Business <strong>of</strong> Building course is a valuable interdisciplinary course, it lacks the<br />
requisite specificity to meet the needs <strong>of</strong> an accredited <strong>program</strong> in <strong>architecture</strong>. Further,<br />
work in G4 did not address these issues. Therefore this criterion is not met.<br />
13.30 Architectural Practice<br />
Understanding <strong>of</strong> the basic principles and legal aspects <strong>of</strong> practice organization, financial<br />
management, business planning, time and project management, risk mitigation, and<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ x ]<br />
25<br />
12<br />
1
26<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
mediation and arbitration as well as an understanding <strong>of</strong> trends that affect practice, such<br />
as globalization, outsourcing, project delivery, expanding practice settings, diversity, and<br />
others<br />
Met<br />
[ ]<br />
While the Business <strong>of</strong> Building course is a valuable interdisciplinary course, it lacks the<br />
requisite specificity to meet the needs <strong>of</strong> an accredited <strong>program</strong> in <strong>architecture</strong>. Further,<br />
work in G4 did not address these issues. Therefore this criterion is not met.<br />
13.31 Pr<strong>of</strong>essional Development<br />
Understanding <strong>of</strong> the role <strong>of</strong> internship in obtaining licensure and registration and the<br />
mutual rights and responsibilities <strong>of</strong> interns and employers<br />
Evidence <strong>of</strong> this criterion was found in the Business <strong>of</strong> Building course. In the team's<br />
discussion with students, it was apparent that students had broad knowledge <strong>of</strong><br />
internship issues.<br />
13.32 Leadership<br />
Met<br />
[ X ]<br />
Understanding <strong>of</strong> the need for architects to provide leadership in the building design and<br />
construction process and on issues <strong>of</strong> growth, development, and aesthetics in their<br />
communities<br />
Met<br />
[ ]<br />
While the Business <strong>of</strong> Building course is a valuable interdisciplinary course, it lacks the<br />
requisite focus on the architect's specific leadership roles. Further, the work in the<br />
graduate design studios does not consistently address these issues. Therefore this<br />
criterion is not met.<br />
13.33 Legal Responsibilities<br />
Understanding <strong>of</strong> the architect's responsibility as determined by registration law, building<br />
codes and regulations, pr<strong>of</strong>essional service contracts, zoning and subdivision<br />
ordinances, environmental regulation, historic preservation laws, and accessibility laws<br />
While the Business <strong>of</strong> Building course is a valuable interdisciplinary course, it lacks the<br />
requisite specificity to meet the needs <strong>of</strong> an accredited <strong>program</strong> in <strong>architecture</strong>. Further,<br />
work in the graduate design studios does not consistently address all <strong>of</strong> these issues.<br />
Specifically, the team found no evidence that pr<strong>of</strong>essional service contracts were<br />
understood by students. Therefore this criterion is not met.<br />
Met<br />
[ ]<br />
Not Met<br />
[ x ]<br />
Not Met<br />
[ ]<br />
Not Met<br />
[ X ]<br />
Not Met<br />
[ X ]<br />
12<br />
2
13.34 Ethics and Pr<strong>of</strong>essional Judgment<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Visiting Team Report<br />
24-28 February 2007<br />
Understanding <strong>of</strong> the ethical issues involved in the formation <strong>of</strong> pr<strong>of</strong>essional judgment in<br />
architectural design and practice<br />
Met<br />
[ X ]<br />
The Business <strong>of</strong> Building course addressed ethics and pr<strong>of</strong>essional judgment in a<br />
convincing fashion.<br />
Not Met<br />
[ ]<br />
27<br />
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28<br />
This page is left blank intentionally.<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
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24-28 February 2007<br />
12<br />
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III. Appendices<br />
Appendix A:<br />
1.<br />
Program Information<br />
History and Description <strong>of</strong> the Institution<br />
The following text is taken from the 2007 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Architecture Program Report.<br />
One <strong>of</strong> today's leading centers <strong>of</strong> public higher education in the Northeast, the <strong>University</strong><br />
<strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong> was established in 1863 under the original Land Grant Act. In<br />
recent decades it has achieved a growing reputation for excellence in an increasing<br />
number <strong>of</strong> disciplines, for the breadth <strong>of</strong> its academic <strong>of</strong>ferings, and for the expansion <strong>of</strong><br />
its historic roles in education, research, and outreach. A large number <strong>of</strong> faculty,<br />
especially in the physical sciences and engineering, actively engage in sponsored<br />
activities. Research expenditures in the past year totaled more than $100 million. An<br />
increase in applications has made enrollment more selective.<br />
Within its 10 schools and colleges the <strong>University</strong> <strong>of</strong>fers bachelor's degrees in 90 areas,<br />
masters degrees in 68, and the doctorate in 49. Ninety-four percent <strong>of</strong> the approximately<br />
1,063 full-time faculty hold the highest degree in their fields. There are approximately<br />
24,000 students, made up <strong>of</strong> nearly 18,000 undergraduates and 6,000 graduates,<br />
including part-time. The <strong>University</strong> prides itself on the diversity <strong>of</strong> its student body, and is<br />
committed to the principles <strong>of</strong> affirmative action, civility, equal opportunity, and the free<br />
exchange <strong>of</strong> ideas.<br />
Located in the historic Pioneer Valley <strong>of</strong> Western <strong>Massachusetts</strong>, the 1,450-acre<br />
campus provides a rich cultural environment in a rural setting. The <strong>University</strong> is one <strong>of</strong><br />
the founding members <strong>of</strong> the Five College cooperative <strong>program</strong>, <strong>of</strong>fering reciprocal<br />
student access among the <strong>University</strong>, and <strong>Amherst</strong>, Hampshire, Mount Holyoke and<br />
Smith colleges.<br />
The <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong> <strong>Amherst</strong> is the flagship campus <strong>of</strong> the<br />
Commonwealth's university system. There are three other undergraduate campuses, at<br />
Boston, Dartmouth and Lowell. The <strong>University</strong>'s Worcester Medical School includes the<br />
medical school and associated teaching hospital.<br />
Activities at the five <strong>University</strong> campuses are complemented by outreach education,<br />
research, and service <strong>program</strong>s at sites throughout the Commonwealth, ranging from<br />
the Southeastern <strong>Massachusetts</strong> Agricultural Center in East Wareham to the Berkshire<br />
Medical Center in Pittsfield and the Small Business Development Center in Springfield.<br />
From "UMass Overview', 2002<br />
2. Institutional Mission<br />
The following text is taken from the 2007 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Architecture Program Report.<br />
As the system's flagship campus, <strong>Amherst</strong> draws students from throughout the<br />
Commonwealth, the nation and the world, providing a broad undergraduate curriculum<br />
with nearly 100 majors and approximately 50 doctoral <strong>program</strong>s. It will continue as a<br />
Carnegie Research I university and maintain its presence in Division I intercollegiate<br />
sports; it will continue its efforts to achieve a median ranking among the American<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
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24-28 February 2007<br />
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Association <strong>of</strong> Research Libraries and obtain membership in the Association <strong>of</strong><br />
American Universities.<br />
Access: Providing undergraduate education for all qualified students (meeting their<br />
full financial need) in a broad range <strong>of</strong> areas found in leading public Research I<br />
universities, as well as in graduate <strong>program</strong>s leading to doctoral or other appropriate<br />
terminal degrees in most <strong>of</strong> these fields.<br />
Excellence: Maintaining a range <strong>of</strong> academic <strong>of</strong>ferings comparable in quality to<br />
those <strong>of</strong>fered at AAU universities; maintaining national leadership in such areas as<br />
creative writing, computer science, engineering, polymer science, linguistics,<br />
astronomy, sport studies, and hotel management and striving for national leadership<br />
in other academic areas.<br />
Innovation: Creating new knowledge with a broad <strong>program</strong> <strong>of</strong> distinctive research;<br />
and disseminating this knowledge through publications, public presentation and<br />
pr<strong>of</strong>essional conferences.<br />
Economic Development and Global Competitiveness: Supporting the economic<br />
development <strong>of</strong> the Commonwealth by providing assistance to small business and<br />
industry; encouraging technology transfer, undertaking research in areas <strong>of</strong><br />
economic importance; and providing the language instruction and other tools<br />
necessary for participation in the global economy.<br />
Public Service: Providing public service by meeting formal land-grant<br />
responsibilities; serving agriculture, <strong>of</strong>fering assistance to regional cities and towns;<br />
and engaging in research and outreach in such areas as public health,<br />
environmental safety, transportation, public finance and education.<br />
Quality <strong>of</strong> Life: Developing the human and cultural quality <strong>of</strong> life for the region<br />
through a comprehensive arts <strong>program</strong>; assisting the public social agencies to<br />
provide improved services to the citizens <strong>of</strong> the Commonwealth; and promoting the<br />
multicultural awareness and tolerance <strong>of</strong> diversity essential to a pluralistic,<br />
transnational society.<br />
3. Program History<br />
From <strong>Amherst</strong> Campus Vision Statement (2002)<br />
The following text is taken from the 2007 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Architecture Program Report.<br />
Architecture+Design is one <strong>of</strong> three <strong>program</strong>s in the Department <strong>of</strong> Art, Architecture, and<br />
Art History (part <strong>of</strong> the College <strong>of</strong> Humanities and Fine Arts.) The Architecture+Design<br />
<strong>program</strong> is responsible for an undergraduate pre-pr<strong>of</strong>essional degree (BFA-<br />
Architecture), a graduate pr<strong>of</strong>essional degree (Master <strong>of</strong> Architecture), and a graduate<br />
post-pr<strong>of</strong>essional degree (Master <strong>of</strong> Science).<br />
The Architecture+ Design Program has evolved from a strong interior design area. In<br />
1972, UMass founded one <strong>of</strong> the first pr<strong>of</strong>essional interior design <strong>program</strong>s in the United<br />
States, under the leadership <strong>of</strong> Pr<strong>of</strong>essor Arnold Friedmann. The fledgling <strong>program</strong><br />
developed a rigorous interior design curriculum based on the principles <strong>of</strong> the Bauhaus.<br />
After being accredited in 1976 the interior design <strong>program</strong> merged Art Department in the<br />
College <strong>of</strong> Humanities and Fine Arts in the belief that design should be based on a<br />
foundation <strong>of</strong> visual arts. In 1987 the Faculty Senate and Trustees authorized the design<br />
<strong>program</strong> to <strong>of</strong>fer a concentration in Architectural Studies.<br />
In the mid 1990's, the design <strong>program</strong> underwent a substantial re-organization, with the<br />
hiring <strong>of</strong> several new full time faculty—all registered architects. With the support <strong>of</strong> Dean<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
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Le Edwards and Chair Ron Michaud, the <strong>program</strong> began developing a pr<strong>of</strong>essional<br />
<strong>program</strong> in <strong>architecture</strong>. In 2002, UMass was granted NAAB candidacy status for a<br />
proposed 4+2 Master <strong>of</strong> Architecture <strong>program</strong>s, and a 3 year Master <strong>of</strong> Architecture. (In<br />
the same year, the <strong>program</strong> gave up FIDER accreditation <strong>of</strong> the BFA Design <strong>program</strong>).<br />
In 2004, the <strong>Massachusetts</strong> Board <strong>of</strong> Higher Education approved the Master <strong>of</strong><br />
Architecture as a UMass degree <strong>program</strong>. It is New England's first and only public<br />
pr<strong>of</strong>essional <strong>architecture</strong> degree. Various faculty members have served in the informal<br />
role <strong>of</strong> area coordinator (or <strong>program</strong> director) as part <strong>of</strong> other assignments. Kathleen<br />
Lugosch served as area coordinator/ <strong>program</strong> director from 1995 to 2001 and 2002 to<br />
2005, and Ray Kinoshita Mann served as area coordinator from 2001-2002. The NAAB<br />
granted candidacy in 2002.<br />
In 2005, the Art Department was reorganized into three distinct <strong>program</strong>s. Also in 2005,<br />
UMass created a new senior position <strong>of</strong> Director, and conducted a national search.<br />
Stephen Schreiber, who served as a interim director since 2005, accepted the position<br />
as Director <strong>of</strong> the Architecture+Design <strong>program</strong> in 2006.<br />
UMass <strong>Amherst</strong> already has several strong <strong>program</strong>s in fields closely associated with<br />
<strong>architecture</strong>. The Department <strong>of</strong> Landscape Architecture and Regional Planning, for<br />
instance, <strong>of</strong>fers eight degree <strong>program</strong>s, ranging from an undergraduate <strong>program</strong> in<br />
Environmental Design to a dual Master's degree in Landscape Architecture (MLA) and<br />
Regional Planning (MRP). The Building Materials and Wood Technology <strong>program</strong> has<br />
strong emphasis on innovative construction technology in the building industry. The<br />
Department <strong>of</strong> Engineering <strong>of</strong>fers a pr<strong>of</strong>essional practice graduate degree geared<br />
towards pr<strong>of</strong>essions like architectural engineering. It is also the base for the building<br />
science based Center for Energy Efficiency and Renewable Energy. The Art History<br />
<strong>program</strong> <strong>of</strong>fers the only publicly funded M.A. in New England, and the History<br />
Department has established a historic preservation concentration in their Public History<br />
<strong>program</strong>. UMass is also home to an innovative interdisciplinary Environmental Sciences<br />
<strong>program</strong>.<br />
UMass is part <strong>of</strong> the Five Colleges -the country's oldest and most effective consortium<br />
<strong>of</strong> colleges. The group includes Smith, <strong>Amherst</strong>, Mt. Holyoke, and Hampshire Colleges,<br />
in addition to the university. The four colleges have initiated architectural <strong>program</strong>s<br />
within the context <strong>of</strong> liberal arts education. The <strong>program</strong> in studio <strong>architecture</strong> at Smith<br />
College is the longest-running <strong>program</strong> in <strong>architecture</strong> for women in the country. The<br />
Five Colleges have developed a unique interdisciplinary Architectural Studies <strong>program</strong><br />
that capitalizes on each college's unique approach to liberal and pr<strong>of</strong>essional education.<br />
Because the UMass Master <strong>of</strong> Architecture <strong>program</strong> is the only state-funded<br />
pr<strong>of</strong>essional <strong>architecture</strong> <strong>program</strong> in New England, the regional student <strong>program</strong><br />
enables students throughout New England to participate in the both the undergraduate<br />
pre-pr<strong>of</strong>essional <strong>program</strong> and the graduate pr<strong>of</strong>essional <strong>program</strong> for a little over in-state<br />
tuition rates.<br />
4. Program Mission<br />
The following text is taken from the 2007 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Architecture Program Report.<br />
UMass Architecture+Design provides an accessible, intellectually rigorous design<br />
education that firmly grounds students in the art and science <strong>of</strong> the built environment<br />
<strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
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The interdisciplinary, collaborative <strong>program</strong> embraces spirited, socially progressive, and<br />
environmentally responsive design. As New England's first and only public <strong>architecture</strong><br />
<strong>program</strong>, the faculty and students use the region as a laboratory for integrated teaching,<br />
research, and outreach.<br />
5. Program Self Assessment<br />
The following text is taken from the 2007 <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>-<strong>Amherst</strong><br />
Architecture Program Report.<br />
PROGRAM STRENGTHS<br />
Some strengths <strong>of</strong> the Architecture+Design Program are outlined as follows:<br />
Curriculum<br />
The Architecture+Design Program <strong>of</strong>fers the first and only pr<strong>of</strong>essional <strong>architecture</strong><br />
degree in New England. The curricula- graduate and undergraduate- <strong>of</strong>fer students a<br />
comprehensive education in architectural design built on collaboration <strong>of</strong> pr<strong>of</strong>essional<br />
and educational disciplines spanning three colleges. The Five College Architectural<br />
Studies <strong>program</strong> adds richness to the <strong>program</strong>.<br />
The new Master <strong>of</strong> Architecture capitalizes on the expertise <strong>of</strong> numerous established<br />
<strong>program</strong>s, including interior design, studio art, landscape <strong>architecture</strong>, building materials,<br />
history and engineering. This represents a new model in architectural education, one<br />
that has been talked about by a number <strong>of</strong> <strong>program</strong>s, but no <strong>program</strong> has had the<br />
opportunity to implement it in the way this <strong>program</strong> has begun.<br />
The home department facilitates interdisciplinary activities for students and faculty<br />
through its three <strong>program</strong>s: Architecture+Design, Studio Art, and Art History.<br />
The Foundations <strong>program</strong>, a significant and special element <strong>of</strong> the department, has<br />
been strengthened by the participation <strong>of</strong> the <strong>architecture</strong> <strong>program</strong>. The major in<br />
architectural studies provides a strong foundation for students to pursue a number <strong>of</strong><br />
academic and pr<strong>of</strong>essional options. The <strong>program</strong>s undergraduate courses expose non-<br />
majors to the issues <strong>of</strong> <strong>architecture</strong> and design.<br />
Faculty<br />
The faculty is committed to providing students an intelligent and challenging<br />
teaching/learning experience, and is invested in advancing the discipline and pr<strong>of</strong>ession<br />
<strong>of</strong> <strong>architecture</strong> through teaching and their creative, scholarly, and pr<strong>of</strong>essional work. The<br />
<strong>program</strong> strives to promote interdisciplinary teaching and research.<br />
Students/Alums<br />
The student body is diverse, motivated and capable <strong>of</strong> meeting the challenges and<br />
demands inherent in a studio based architectural education. Despite its youth and small<br />
size the <strong>program</strong> has a distinguished history <strong>of</strong> excellence in <strong>architecture</strong> and interior<br />
design. Since 1999 three graduate students have been among the finalists and winners<br />
<strong>of</strong> the prestigious Skidmore Owings and Merrill Foundation Traveling Fellowship in the<br />
newly created Interior Architecture category. The interior design <strong>program</strong> was very highly<br />
ranked by Design/ntelligence in 2000. An alumnus won both the AIA Young Architects<br />
award and the Rome Prize in <strong>architecture</strong> in 2006. Several alumni/ae hold prominent<br />
positions in academia and the pr<strong>of</strong>ession.<br />
Place<br />
The <strong>program</strong> located in the center <strong>of</strong> gravity <strong>of</strong> New England. The area imparts a sense<br />
<strong>of</strong> place and inspiration to students and faculty. Western <strong>Massachusetts</strong> <strong>of</strong>fers a great<br />
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laboratory for studying the challenges <strong>of</strong> design pr<strong>of</strong>essionals today: there are rural<br />
planning boards confronting sprawl, urban areas trying to revitalize, and a resonant<br />
historical setting that brings its own challenges. The region is at the forefront <strong>of</strong> socially<br />
progressive and environmentally responsive design. The <strong>program</strong> is based in the<br />
extraordinary Fine Arts Center, a significant project designed by Kevin Roche<br />
PROGRAM CHALLENGES<br />
The Program faces a number <strong>of</strong> important challenges, including:<br />
Curricula<br />
Curricular revisions have been slowed by a lengthy university approval process. Class<br />
scheduling and coordination, across three UMass colleges, is difficult. Clear metrics<br />
need to be put in place to assure the goals and objectives are being accomplished, and<br />
if not, strategic adjustments can then be made from an informed position. Because this<br />
is an experimental <strong>program</strong>, it is critical that it be documented so that the success can<br />
be celebrated and shared; or in the case <strong>of</strong> failures, change can be implemented so the<br />
recovery can take place. The <strong>program</strong> will develop electives and interdisciplinary<br />
research focused on sustainable practices intended to address the challenge <strong>of</strong><br />
designing and planning buildings and communities.<br />
Faculty<br />
In order for the <strong>program</strong> to grow significantly, there will be a need to add core faculty to<br />
the <strong>architecture</strong> <strong>program</strong> to give it the critical mass to govern and oversee the day-to-<br />
day curricular and departmental welfare. There is also a need for technical support staff<br />
to help integrate media technologies into the instructional agenda <strong>of</strong> the department and<br />
college. Predictable faculty support for pr<strong>of</strong>essional development will help increase<br />
productivity in research and creative work.<br />
Students<br />
The <strong>program</strong> is developing a comprehensive recruitment strategy for graduate and<br />
undergraduate students that include an early admissions <strong>program</strong> for high school<br />
graduates <strong>of</strong> exceptional merit. There is a need for an increased number <strong>of</strong><br />
scholarships, assistantships and work opportunities for graduate students as well as<br />
additional financial assistance for undergraduate students. The <strong>program</strong> needs to<br />
integrate digital technology -including building information modeling-more fully into the<br />
studio sequence and other courses. There is an opportunity to increase the number <strong>of</strong><br />
articulation agreements between the Architecture+Design Program, and strategic feeder<br />
<strong>program</strong>s.<br />
Resources<br />
Support for a proposed Center for Engaged Design is a high priority. Resources need to<br />
be committed for renovation <strong>of</strong> the Fine Arts Center (fourth floor) immediately after the<br />
relocation <strong>of</strong> Studio Art functions. It is important that the <strong>program</strong> develop resources to<br />
highlight the accomplishments <strong>of</strong> the students, faculty, and staff.<br />
ADDRESSING CHALLENGES<br />
The faculty <strong>of</strong> the Architecture+Design Program uses several instruments for<br />
documenting <strong>program</strong> strengths and challenges as well as developing ways for<br />
addressing the challenges. These instruments primarily include faculty retreats and<br />
special focus meetings conducted since the previous accreditation visit, the VTR from<br />
the last accreditation visit, and standing and ad hoc committees.<br />
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Appendix B: The Visiting Team<br />
Team Chair, Representing the ACSA<br />
Marleen K. Davis, FAIA<br />
<strong>University</strong> <strong>of</strong> Tennessee, Knoxville<br />
College <strong>of</strong> Architecture and Design<br />
Knoxville, TN 37996-2400<br />
(865) 974-5265<br />
(865) 974-0656 fax<br />
mkdavis@utk.edu<br />
Representing the AIA<br />
Michael Stanton, FAIA<br />
Michael Stanton Architecture<br />
444 De Haro Street<br />
Suite #202<br />
San Francisco, CA 94107-2351<br />
(415) 865-9600<br />
(415) 865-9608 fax<br />
mstanton@stanton<strong>architecture</strong>.com<br />
Representing the AIAS<br />
Kristal Peters<br />
1700 Shepard Street, NW<br />
Washington, DC 20011<br />
(202) 250-9318<br />
kristalpeters@hotmail.com<br />
Representing the NCARB<br />
James R. Lev, AIA<br />
Hagney Architects<br />
4615 E. State Street<br />
Suite 206<br />
Rockford, IL 61108<br />
(815) 397-3330<br />
(815) 397-0243 fax<br />
jrlevaia@aol.com<br />
Observer<br />
Erica Gees, AIA<br />
Kuhn Riddle Architects<br />
28 Amity Street, Suite 2B<br />
<strong>Amherst</strong>, <strong>Massachusetts</strong> 01002<br />
(413) 259-1630<br />
(413) 259-1621 fax<br />
egees@kuhnriddle.com<br />
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Observer<br />
Kerry Dietz, AIA<br />
Dietz & Company Architects, Inc.<br />
17 Hampden Street<br />
Springfield, MA 01103<br />
(413) 733-6798<br />
(413) 732-4385<br />
kerryd@dietzarch.com<br />
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Appendix C: The Visit Agenda<br />
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IV. Report Signatures<br />
Respectfully submitted,<br />
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Program Response to the Final Draft Visiting Team Report<br />
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4.6 ANNUAL REPORTS<br />
Supplemental information to the APR must include the following documentation:<br />
• Copies <strong>of</strong> all Annual Reports submitted to the NAAB since the previous site visit
2008<br />
PART I - ANNUAL STATISTICAL REPORT SECTION A. INSTITUTIONAL<br />
CHARACTERISTICS<br />
This section captures aggregated information about the home institution for each <strong>architecture</strong><br />
<strong>program</strong>. Wherever possible, this information should be the same as that <strong>report</strong>ed by the<br />
institution to IPEDS in its most recent Institutional Characteristics, Completion and 12month<br />
Enrollment <strong>report</strong>.<br />
(for inclusion on the NAAB website)<br />
Institution Name: <strong>University</strong> <strong>of</strong> <strong>Massachusetts</strong>, <strong>Amherst</strong><br />
Academic Unit Name: Architecture + Design Program<br />
Address 1: 457 Fine Arts Center<br />
Address 2: 151 Presidents Drive, OFC1<br />
City: <strong>Amherst</strong><br />
State: MA<br />
Zip: 01003<br />
Architecture Program Tel. No: 413.577.1575<br />
Architecture Program School Fax No: 413.545.3929<br />
Architecture Program School URL: www.umass.edu/<strong>architecture</strong><br />
Email address for general inquiries: <strong>architecture</strong>@art.umass.edu<br />
ACSA Region: Northeast<br />
In order to modify your organization information please visit the ACSA Guide site.<br />
Public<br />
Explain:<br />
Doctoral/Research Universities - Extensive<br />
New England Association <strong>of</strong> Schools and Colleges (NEASC)<br />
Explain:<br />
5. Who has direct administrative responsibility for the <strong>architecture</strong> <strong>program</strong>?<br />
Name Stephen Schreiber<br />
Title Director, Pr<strong>of</strong>essor<br />
Office Tel. No 413-577-1575<br />
Fax No 413.545.3929Email Address schreiber@art.umass.edu<br />
6. To whom should inquiries regarding this questionnaire to be addressed?<br />
Name Stephen Schreiber<br />
Title Director, Pr<strong>of</strong>essor<br />
Office Tel. No 413-577-1575Fax No 413.545.3929Email Address schreiber@art.umass.edu<br />
7. Who is the administrator responsible for verifying data (and completing IPEDS <strong>report</strong>s) at<br />
your institution?<br />
Name Marilyn Hecht BlausteinTitle Director, Institutional Research<br />
Office Tel. No 413 545 0941Fax No 413-545-3010<br />
91
Email Address blaustein@oirp.umass.edu<br />
(Aggregated for the Institution; this information should be the same as that <strong>report</strong>ed to<br />
IPEDS for the last fiscal year) Total undergraduate enrollment:20114Total graduate<br />
enrollment:575925th percentile ACT score for undergraduates<br />
enrolling on the last fiscal year2275th percentile ACT score for undergraduates<br />
enrolling on the last fiscal year2725th percentile SAT score for undergraduates<br />
enrolling on the last fiscal year113075th percentile SAT score for undergraduates<br />
enrolling on the last fiscal year1240 Average GRE score for graduates enrolling<br />
in the last fiscal year<br />
(not including specialized <strong>program</strong>s like law,<br />
medicine, business or other <strong>program</strong>s for<br />
which a specialized entrance examination<br />
is required):1825<br />
Male Female<br />
Total 10090 10024<br />
American Indian/Alaska Native 25 41<br />
Asian or Pacific Islander 820 706<br />
Black, Non-Hispanic 441 502<br />
Hispanic 349 377<br />
White, Non-Hispanic 7429 7296<br />
Other 120 116<br />
Declined to or Did Not Supply 906 986<br />
Male Female<br />
Total 2823 2936<br />
American Indian/Alaska Native 5 12<br />
Asian or Pacific Islander 108 96<br />
Black, Non-Hispanic 97 135<br />
Hispanic 80 114<br />
White, Non-Hispanic 1402 1630<br />
Other 728 540<br />
Declined to or Did Not Supply 403 409<br />
SECTION B. NAAB-ACCREDITED ARCHITECTURE PROGRAMS<br />
This section captures information about the specific NAAB-accredited degree <strong>program</strong>s<br />
<strong>of</strong>fered by the institution, unless otherwise noted in the instructions.<br />
B. Arch. M. Arch. X D. Arch.<br />
Discipline Degree Guide Display<br />
Architecture M. Arch Master <strong>of</strong> Architecture<br />
Architecture M. Arch Master <strong>of</strong> Architecture<br />
92
Interior Design/Interior<br />
Architecture<br />
Architecture<br />
Other<br />
B.F.A. Architectural<br />
Design<br />
Master <strong>of</strong> Science in<br />
Design<br />
BFA Design<br />
No If yes, a <strong>report</strong> is required in PART II – Narrative Report that outlines the plans and<br />
planning for the new <strong>program</strong>. No If yes, a <strong>report</strong> is required in PART II – Narrative Report<br />
that outlines the plans and planning for the new <strong>program</strong>. 2 Semesters or Trimester<br />
Please Explain:<br />
The <strong>program</strong>(s) in this section are dependent on your selection in Section B, Question 1.<br />
B. Arch.:<br />
M. Arch.: 140<br />
D. Arch.:<br />
The <strong>program</strong>(s) in this section are dependent on your selection in Section B, Question 1.<br />
a. Indicate the total number <strong>of</strong> credit hours taken at your institution to earn each NAAB<br />
accredited degree <strong>of</strong>fered by your institution.<br />
B. Arch.:<br />
M. Arch. Pre-Pr<strong>of</strong>essional: 57<br />
M. Arch. Non Pre-Pr<strong>of</strong>essional: 87<br />
D. Arch.:<br />
b. By degree, how many <strong>of</strong> those credit hours are assigned to general education?<br />
B. Arch.:<br />
M. Arch. Pre-Pr<strong>of</strong>essional: 0<br />
M. Arch. Non Pre-Pr<strong>of</strong>essional: 0<br />
D. Arch.:<br />
c. By degree, what is the average number <strong>of</strong> credits each full time student completes per<br />
academic term?<br />
B. Arch.:<br />
M. Arch. Pre-Pr<strong>of</strong>essional: 57<br />
M. Arch. Non Pre-Pr<strong>of</strong>essional: 87<br />
D. Arch.:<br />
No<br />
Location 1:<br />
Location 2:<br />
Location 3:<br />
SECTION C. TUITION, FEES AND FINANCIAL SUPPORT FOR STUDENTS IN<br />
NAAB-ACCREDITED PROGRAMS<br />
B Arch.<br />
If this section is not applicable, please enter all zero's (0).<br />
Full-Time<br />
Annual Tuition Annual Fees Per Hour/Term/Year<br />
In-State 0 0 Per Credit Hour<br />
Out-<strong>of</strong>-State 0 0 Per Credit Hour<br />
Part-Time<br />
93
In-State 0 0 Per Credit Hour<br />
Out-<strong>of</strong>-State 0 0 Per Credit Hour<br />
a. Does the institution <strong>of</strong>fer discounted or differential tuition for a NAAB-accredited degree<br />
<strong>program</strong>?<br />
If yes, please explain No<br />
Explain:<br />
b. Is a summer session required for any portion <strong>of</strong> your accredited degree <strong>program</strong>(s)?No If<br />
yes, what is the additional tuition and fees for the summer <strong>program</strong>?<br />
(If no fill this section with 0s)<br />
Full-Time<br />
Summer Tuition Summer Fees Per Hour/Term/Year<br />
In-State 0 0 Per Credit Hour<br />
Out-<strong>of</strong>-State 0 0 Per Credit Hour<br />
Part-Time<br />
In-State 0 0 Per Credit Hour<br />
Out-<strong>of</strong>-State 0 0 Per Credit Hour<br />
Does the institution <strong>of</strong>fer discounted or differential tuition for summer courses for a NAABaccredited<br />
degree <strong>program</strong>?<br />
If yes, please explain No<br />
Explain:<br />
What is the average per student expenditure for students enrolled in NAAB accredited degree<br />
<strong>program</strong>s? This is the total amount <strong>of</strong> goods and services, per student, used to produce the<br />
educational services provided by the NAAB-accredited <strong>program</strong>.<br />
The <strong>program</strong>(s) in this section are dependent on your selection in Section B, Question 1.<br />
M. Arch. Student Exp 5400<br />
What was the total amount <strong>of</strong> financial aid (Grants, loans, assistantships, scholarships,<br />
fellowships, tuition waivers, tuition discounts, veteran’s benefits, employer aid [tuition<br />
reimbursement] and other monies [other than from relatives/friends] provided to students to<br />
meet expenses. This includes Title IV subsidized and unsubsidized loans provided directly to<br />
student) provided by the institution to students enrolled in each <strong>program</strong>(s) leading to a<br />
NAAB accredited degree during the last fiscal year?<br />
The <strong>program</strong>(s) in this section are dependent on your selection in Section B, Question 1.<br />
Financial Aid provided to graduate students in NAAB-accredited <strong>program</strong>s: Total Graduate<br />
Financial Aid for last fiscal year781504Average Graduate Financial Aid per student19061<br />
What was the total number <strong>of</strong> graduate-level students employed on a part-time basis for the<br />
primary purpose <strong>of</strong> assisting in classroom or laboratory instruction or in the conduct <strong>of</strong><br />
94
esearch during the last fiscal year within the NAAB-accredited <strong>program</strong>s <strong>of</strong>fered by your<br />
institution? Please include: graduate assistant, teaching assistant, teaching associate, teaching<br />
fellow or research assistant in your calculation.<br />
12 SECTION D. STUDENT CHARACTERITICS FOR NAAB-ACCREDITED DEGREE<br />
PROGRAMS<br />
(If your institution <strong>of</strong>fers more than one <strong>program</strong>, please provide the information for each<br />
<strong>program</strong> separately)<br />
Indicate the number <strong>of</strong> individuals who fulfilled the institution’s requirements to be<br />
considered for admission (including payment or waiving <strong>of</strong> the application fee, if any) and<br />
who had been notified <strong>of</strong> one <strong>of</strong> the following actions during the last fiscal year: admission,<br />
nonadmission, placement on a waiting list, or application withdrawn by applicant or<br />
institution. Information about ethnicity must be based on self-identification information<br />
provided by the applicant.<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
B. Arch.<br />
Total<br />
American Indian/Alaska Native<br />
Asian or Pacific Islander<br />
Black, Non-Hispanic<br />
Hispanic<br />
White, Non-Hispanic<br />
Other<br />
Declined to or Did Not Supply<br />
M. Arch.<br />
Male Female<br />
Male Female<br />
Total 30 41<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 8 18<br />
Black, Non-Hispanic 0 0<br />
Hispanic 2 4<br />
White, Non-Hispanic 20 19<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Indicate the total number <strong>of</strong> individuals who were notified <strong>of</strong> admission or placement on a<br />
waiting list for the last fiscal year. Information about ethnicity must be based on selfidentification<br />
information provided by the admitted applicants.<br />
95
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
B. Arch.<br />
Total<br />
American Indian/Alaska Native<br />
Asian or Pacific Islander<br />
Black, Non-Hispanic<br />
Hispanic<br />
White, Non-Hispanic<br />
Other<br />
Declined to or Did Not Supply<br />
M. Arch.<br />
Male Female<br />
Male Female<br />
Total 24 31<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 6 14<br />
Black, Non-Hispanic 0 0<br />
Hispanic 2 2<br />
White, Non-Hispanic 16 15<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
Indicate the number <strong>of</strong> individuals who enrolled during the last fiscal year. Exclude<br />
readmitted students who were counted as enrolled in a prior year). Information about<br />
ethnicity must be based on self-identification information provided by the individual.<br />
B. Arch. Full-Time<br />
Total<br />
American Indian/Alaska Native<br />
Male Female<br />
Part-Time<br />
Male Female<br />
96
Asian or Pacific Islander<br />
Black, Non-Hispanic<br />
Hispanic<br />
White, Non-Hispanic<br />
Other<br />
Declined to or Did Not Supply<br />
M. Arch. Full-Time<br />
Male Female<br />
Total 8 12<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 3<br />
Black, Non-Hispanic 0 0<br />
Hispanic 1 0<br />
White, Non-Hispanic 7 9<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Part-Time<br />
Male Female<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
B. Arch. Full-Time<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Part-Time<br />
Male Female<br />
97
Total<br />
American Indian/Alaska Native<br />
Asian or Pacific Islander<br />
Black, Non-Hispanic<br />
Hispanic<br />
White, Non-Hispanic<br />
Other<br />
Declined to or Did Not Supply<br />
M. Arch. Full-Time<br />
Male Female<br />
Male Female<br />
Total 23 18<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 7 5<br />
Black, Non-Hispanic 1 1<br />
Hispanic 4 3<br />
White, Non-Hispanic 11 9<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Part-Time<br />
Male Female<br />
a. Total number <strong>of</strong> credits in pr<strong>of</strong>essional architectural studies taken by full time students for<br />
the last fiscal year: 1116b. Total number <strong>of</strong> credits in pr<strong>of</strong>essional architectural studies taken<br />
by part-time students in the last fiscal year: 0 SECTION E. DEGREES AWARDED<br />
(The information requested in this section should be provided by the unit within the<br />
institution responsible for submitting the annual Completion Report to the National Center<br />
for Education Statistics and IPEDS.)<br />
B. Arch. M. Arch. D. Arch.<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
98
Male Female<br />
Total 0 0<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 0 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Male Female<br />
1<br />
0<br />
0<br />
0<br />
1<br />
0<br />
0<br />
0<br />
6<br />
0<br />
2<br />
0<br />
1<br />
3<br />
0<br />
0<br />
Male Female<br />
SECTION F. RESOURCES FOR STUDENTS AND LEARNING IN NAAB-<br />
ACCREDITED PROGRAMS (all forms <strong>of</strong> media) Catalogued Titles on Main campus:<br />
29209 Catalogued Titles on Other locations: 0 (all forms <strong>of</strong> media) Library <strong>of</strong> Congress NA<br />
or Dewey 720-729 Catalogued Titles on Main campus: 23110 Library <strong>of</strong> Congress NA or<br />
Dewey 720-729 Catalogued Titles on Other locations: 0 Permanent Workstations on Main<br />
Campus: 89 Permanent Workstations at Other locations: 0<br />
Resource Type Available?<br />
Shop Yes<br />
Computer Facilities (Lab) Yes<br />
Computer Output Facilities (Plotters, Specialized plotting) Yes<br />
Digital Fabrication Facilities No<br />
Wireless Network Yes<br />
Image Collection (Slide Library) Yes<br />
Photo Studio/Darkroom No<br />
Lecture Series Yes<br />
Gallery/Exhibits Yes<br />
Other No<br />
If Other Resources, Please describe:<br />
SECTION G. HUMAN RESOURCE SUMMARY (Architecture Program)<br />
Faculty are defined as follows: Persons identified by the institution as such and typically<br />
those whose initial assignments are made for the purpose <strong>of</strong> conducting instruction, research<br />
or public service as a principal activity (or activities). They may hold academic rank titles <strong>of</strong><br />
pr<strong>of</strong>essor, associate pr<strong>of</strong>essor, assistant pr<strong>of</strong>essor, instructor, lecturer or the equivalent <strong>of</strong> any<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
99
<strong>of</strong> those academic ranks. Faculty may also include the chancellor/president, provost, vice<br />
provosts, deans, directors or the equivalent, as well as associate deans, assistant deans and<br />
executive <strong>of</strong>ficers <strong>of</strong> academic departments (chairpersons, heads or the equivalent) if their<br />
principal activity is instruction combined with research and/or public service. The<br />
designation as "faculty" is separate from the activities to which they may be currently<br />
assigned. For example, a newly appointed president <strong>of</strong> an institution may also be appointed<br />
as a faculty member. Graduate, instruction, and research assistants are not included in this<br />
category.<br />
Those members <strong>of</strong> the instructional/research staff who are employed full time and whose<br />
major assignment is instruction, including those with release time for research. Includes fulltime<br />
faculty for whom it is not possible to differentiate between reaching, research, and<br />
public service because each <strong>of</strong> these functions is an integral component <strong>of</strong> his/her regular<br />
assignment:<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
Pr<strong>of</strong>essor<br />
Tenured<br />
Male Female<br />
Total 1 2<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 1 2<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Associate Pr<strong>of</strong>essor<br />
Tenured<br />
Male Female<br />
Total 2 1<br />
American Indian/Alaska Native 0 0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
0<br />
10<br />
0
Asian or Pacific Islander 0 1<br />
Black, Non-Hispanic 0 0<br />
Hispanic 1 0<br />
White, Non-Hispanic 1 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Assistant Pr<strong>of</strong>essor<br />
Tenured<br />
Male Female<br />
Total 0 0<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 0 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Instructor<br />
Tenured<br />
Male Female<br />
Total 0 0<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
1<br />
0<br />
0<br />
0<br />
0<br />
1<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
0<br />
0<br />
10<br />
1
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 0 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Total credit hours taught by full time faculty: 9<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
Pr<strong>of</strong>essor<br />
Tenured<br />
Male Female<br />
Total 0 0<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 0 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Associate Pr<strong>of</strong>essor<br />
Tenured<br />
Male Female<br />
Total 2 1<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
1<br />
0<br />
0<br />
0<br />
0<br />
1<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
10<br />
2
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 2 1<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Assistant Pr<strong>of</strong>essor<br />
Tenured<br />
Male Female<br />
Total 0 0<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
Hispanic 0 0<br />
White, Non-Hispanic 0 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Instructor<br />
Tenured<br />
Male Female<br />
Total 0 0<br />
American Indian/Alaska Native 0 0<br />
Asian or Pacific Islander 0 0<br />
Black, Non-Hispanic 0 0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
1<br />
0<br />
0<br />
0<br />
0<br />
1<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
1<br />
0<br />
1<br />
0<br />
0<br />
0<br />
0<br />
0<br />
1<br />
0<br />
1<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Tenure-Track Non-Tenure-Track<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
1<br />
0<br />
0<br />
0<br />
10<br />
3
Hispanic 0 0<br />
White, Non-Hispanic 0 0<br />
Other 0 0<br />
Declined to or Did Not Supply 0 0<br />
Total credit hours taught by part-time faculty: 3<br />
Non-tenure track faculty service in a temporary or auxiliary capacity to teach specific courses<br />
on a course-by-course basis. Includes both faculty who are hired to teach an academic<br />
degree-credit course and those hired to teach a remedial, developmental or ESL course;<br />
whether the later three categories earn college credit is immaterial. Excludes regular parttime<br />
faculty, graduate assistants, full-time pr<strong>of</strong>essional staff who may teach individual<br />
courses (such as the dean or academic advisor) and appointees who teach non-credit courses<br />
exclusively).<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
Pr<strong>of</strong>essor<br />
Male Female<br />
Total 0 0<br />
American<br />
Indian/Alaska<br />
Native<br />
Asian or Pacific<br />
Islander<br />
Black, Non-<br />
Hispanic<br />
0 0<br />
0 0<br />
0 0<br />
Hispanic 0 0<br />
White, Non-<br />
Hispanic<br />
0 0<br />
Other 0 0<br />
Declined to or<br />
Did Not Supply<br />
0 0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Assoc. Pr<strong>of</strong>. Assist. Pr<strong>of</strong>. Instructor<br />
0<br />
0<br />
0<br />
1<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
10<br />
4
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
Male Female<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
Full<br />
Time<br />
Male<br />
Female<br />
Part<br />
Time<br />
Male<br />
Female<br />
2<br />
0<br />
0<br />
0<br />
0<br />
2<br />
0<br />
0<br />
Adjunct<br />
Male<br />
D. Arch. 0 0 0 0 0 0<br />
M. Arch. 1 3 0 0 2 3<br />
B. Arch. 0 0 0 0 0 0<br />
Ph.D. in <strong>architecture</strong> 1 0 0 1 0 0<br />
Ph.D. in other discipline 0 0 0 0 0 0<br />
Post-pr<strong>of</strong>essional master's in<br />
<strong>architecture</strong><br />
1 0 0 0 0 0<br />
Other degrees 0 0 4 1 0 0<br />
Registered in U.S. Jurisdiction 2 3 0 0 0 0<br />
Please fill out these tables completely, entering 0 for blanks. Please use whole, positive<br />
integers and do not include '$' or ','" A person can only be counted in one group.<br />
Number Minimum Avg. Max. Univ. Avg.<br />
3<br />
0<br />
1<br />
0<br />
0<br />
2<br />
0<br />
0<br />
Female<br />
10<br />
5
Pr<strong>of</strong>essor 3 96662 101729 110826 112900<br />
Assoc. Pr<strong>of</strong>. 3 79886 80833 81555 87700<br />
Assist. Pr<strong>of</strong>. 1 55240 55241 55242 66800<br />
Instructor 0 1 2 3 56100<br />
• The NAAB responses to the Annual Reports.<br />
NAAB RESPONSE TO UNIVERSITY OF MASSACHUSETTS-AMHERST<br />
2008 ANNUAL REPORT<br />
Rec’d Date: November 18, 2008<br />
Year <strong>of</strong> Next Visit: 2010<br />
Section One:<br />
Checklist <strong>of</strong> required elements<br />
Part I Statistical Report √Included<br />
Part II Narrative Report √Included<br />
Section Two:<br />
Assessment <strong>of</strong> Narrative Report<br />
DEFICIENCIES<br />
Condition 2: Program Self-Assessment Procedures<br />
Although the faculty and student leaders have developed a strategic plan, no evidence has been<br />
presented to support that this condition has been met. Continue to <strong>report</strong>, and include the outcomes<br />
<strong>of</strong> strategic planning in future annual <strong>report</strong>s and the next APR.<br />
Condition 8: Physical Resources<br />
With respect to physical resources, progress has been made but further evidence is needed; given<br />
that there is new space available for the Architecture + Design <strong>program</strong> in the new Studio Art<br />
Building, please provide updated floor plans and stated plans for future renovations. The <strong>program</strong> is<br />
to be commended for now having its own computer lab, but again please provide floor plans along<br />
with requirements for the laptop computers. The <strong>program</strong> states that signage has been approved, but<br />
has it been installed?<br />
Criterion 13.8: Western Traditions<br />
Should the statement, “Initial advising has been “approved” be “improved?” Regardless, no evidence<br />
(syllabus, curriculum changes) has been presented to support that this criterion has been met.<br />
Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> your advising and the introductory course.<br />
Criterion 13.10: National and Regional Traditions<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> the Graduate Design III studio.<br />
Criterion 13.11: Use <strong>of</strong> Precedents<br />
Although you state that all graduate studios are addressing this deficiency, no supporting evidence<br />
has been presented (syllabus, curriculum changes, etc.). Continue <strong>report</strong>ing with evidence.<br />
Criterion 13.15: Sustainable Design<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> the Graduate Design III studio.<br />
Criterion 13.16: Program Preparation<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 670 Research Forum.<br />
Criterion 13.17: Site Conditions<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> the Graduate Design III studio.<br />
Criterion 13.25: Construction Cost Control<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 700 Integration.<br />
Criterion 13.26: Technical Documentation<br />
10<br />
6
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 700 Integration.<br />
Criterion 13.29: Architect’s Administrative Roles<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 660 Business <strong>of</strong> Building.<br />
Criterion 13.30: Architectural Practice<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 660 Business <strong>of</strong> Building.<br />
Criterion 13.32: Leadership<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 660 Business <strong>of</strong> Building.<br />
Criterion 13.33: Legal Responsibilities<br />
No evidence (syllabus, curriculum changes) has been presented to support that this criterion has<br />
been met. Continue to <strong>report</strong>, and include the outcomes <strong>of</strong> Arch-Des 660 Business <strong>of</strong> Building.<br />
CAUSES OF CONCERN<br />
As identified in the executive summary <strong>of</strong> the VTR<br />
A. Short term and long term plans for the <strong>program</strong> are ambiguous<br />
B. The curriculum structure and particularly the design studio structure is ambiguous.<br />
C. The <strong>architecture</strong> <strong>program</strong> suffers from a lack <strong>of</strong> visibility and autonomy.<br />
Other concerns<br />
The advising system is not sustainable.<br />
Space needs exist. Planning for expansion should occur.<br />
Digital resources are inadequate.<br />
In the design studio, students <strong>of</strong> varying skill levels are combined in the same course: the<br />
differentiation in expectations and evaluations for beginning and advanced students in the<br />
same course are unclear.<br />
The Business <strong>of</strong> Building class does not focus on <strong>architecture</strong>’s needs.<br />
Part II – The narrative did not specifically address the causes <strong>of</strong> concern as identified in the VTR.<br />
Future Annual Reports must respond to the causes <strong>of</strong> concerns as well as the specific criterion and<br />
conditions. The next NAAB Team will want to see how the <strong>program</strong> has addressed these causes <strong>of</strong><br />
concerns in the next APR.<br />
CHANGES TO THE ACCREDITED PROGRAM<br />
No changes to the accredited <strong>program</strong> <strong>report</strong>ed<br />
10<br />
7