architecture program report - University of Massachusetts Amherst

ARCHITECTURE PROGRAM REPORT 

Volume II 

University of Massachusetts Amherst 

Architecture+Design Program 

September 2009

ARCHITECTURE PROGRAM REPORT 

Volume II 


Architecture+Design Program 

Department of Art, Architecture, and Art History 

College of Humanities and Fine Arts 

457 Fine Arts Center 

Amherst, MA 01003 

Tel 413-577-1575 

Fax 413-545-3929 

schreiber@art.umass.edu 

Robert Holub, Chancellor 

James Staros, Provost and Vice Chancellor for Academic Affairs 

Joel Martin, Dean, College of Humanities and Fine Arts 

William Oedel, Chair, Department of Art, Architecture and Art History 

Stephen Schreiber, Director, Architecture+Design Program 

7 September 2009

TABLE OF CONTENTS 

1. INTRODUCTION TO THE PROGRAM VOLUME I 

2. PROGRESS SINCE LAST SITE VISIT VOLUME I 

3. CONDITIONS FOR ACCREDITATION VOLUME I 

VOLUME II 

4. SUPPLEMENTAL INFORMATION 

4.1 Student Progress Evaluation Procedures 1 

4.2 Studio Culture Policy 3 

4.3 Course Descriptions 5 

4.4 Faculty Résumés 40 

4.5 Visiting Team Report from the Previous Visit 92 

4.6 Annual Reports 

2

4. SUPPLEMENTAL INFORMATION 

4.1 STUDENT PROGRESS EVALUATION PROCEDURES 

Supplemental information to the APR must include the following: 

• A description of the procedures for evaluating student transfer credits and advanced placement 

BFA-Design 

Undergraduate application to the Architecture+Design Program at the University of Massachusetts at 

Amherst is a two-part process. Prospective students apply concurrently to the University and to the 

Program. Students can enter the BFA-Design program one of three ways: 

• By applying directly to the BFA-Design major as a high school senior. This process requires a 

portfolio that is reviewed by Architecture+ Design faculty. 

• By applying directly to the BFA-Art major as a high school senior. This process requires a 

portfolio that is reviewed by Studio Art faculty. The student then applies to the BFA-Design 

major at the end of the freshman year after completing the Foundations sequence. (Typically, 

no portfolio is required to move from the Art to Design major, if a GPA of 3.25 or higher has 

been maintained in Foundations classes) 

• By applying to BFA-Design major from another major at UMass, or as a transfer from another 

institution. This process also requires a portfolio. Transfer credits from appropriately accredited 

institutions are evaluated by the UMass through the transcript review process; credits 

recognized by the university are then evaluated against Department and Program 

requirements. Questions and evaluations concerning Architecture+Design course work 

completed at other institutions are resolved by the Program Director through portfolio and 

syllabus review. Content is also compared to NAAB student performance criteria for 

appropriate courses. 

MASTER OF ARCHITECTURE 

All applicants to the Master of Architecture program, who have completed prior undergraduate or 

graduate coursework in architecture, must submit design portfolios and transcripts from all previous 

colleges/universities they attended (regardless of whether or not they graduated) in order to be 

considered for course waivers and advanced standing. In addition to this, students with foreign 

degrees must provide transcript evaluations that translates course grades and credits to U.S.-based 

grading standards. 

After admissions decisions are made, the director conducts a formal review of transcripts and 

portfolios from all successful applicants who have earned pre-professional architecture degrees from 

schools with NAAB programs, or equivalent, to determine the number of course waivers given and 

placement within the design studio sequence 

Waivers (with reduction in credit hours) can be given for coursework equivalent to introductory 

courses (500 level) in the 3 year Master of Architecture curriculum. The program may ask the student 

for more information— e.g., course syllabi--if questions arise relative to the content of certain courses 

that are being considered as the basis for graduate-level course waivers. In order for a course to be 

waived it must achieve parity in content, credit hours, and in relevant NAAB criteria. (For example, 

history courses must cover the same time periods and geographic emphases—non-western and 

western traditions—as UMass courses). In order for courses to be waived, students must have earned 

a “B” or better grade. 

3

In addition to grade reviews, portfolios are assessed to determine studio waivers and placement. 

Studio waivers and placement are based on the comparable quality and level of development of 

previous design projects to the master’s core studio sequence. If a student is placed in the advanced 

design sequence, previous work must be deemed exceptional and the appropriate credit hours of core 

design studios are waived. 

All students who are issued course waivers are then issued a form which specifies all courses waived 

(and all remaining courses to be taken at UMass). 

Students who have completed graduate-level coursework elsewhere are eligible to receive up to 12 

credit hours of course waivers at UMass, if those courses were completed with a “B” or better grade. 

This course must have been completed as part of an accredited program at another institution, or 

graduate courses at UMass taken under a non-degree seeking status. 

• A description of the procedures for evaluating student progress, including the institutional and 

program policies and standards for evaluation, advancement, graduation, and remediation. 

BFA-DESIGN 

All students are updated regarding the status of their credit distributions prior to advising periods 

through a categorized audit sheet of all courses taken (in residence and transfer); this audit sheet is 

also available electronically via the UMass website (SPIRE). 

There is a major checkpoint at the end of the sophomore year. At this point, in order to continue in the 

program, students must have maintained a 3.25 in all required department Foundations classes 

(including Arch-Des, Art and Art-Hist) and completed most general education requirements. Students 

with less than a GPA between 3.0 and 3.25 must submit a portfolio which is reviewed by the faculty. 

(The faculty may require additional coursework). Students with less than a 3.0 GPA cannot continue 

as BFA-Architecture majors. (They can, however, retake core course to improve GPA). 


Student progress in the Master of Architecture program is evaluated at regular intervals. The first 

major check occurs after the first year. The second one occurs prior to Research Forum (masters 

project planning). 

Students also meet with faculty advisors each semester before signing up for the next semester’s 

classes. Graduate students must maintain an overall average of 3.0 (“B”) in the courses which a 

student is offering to satisfy degree requirements, a minimum standard for satisfactory work is a 3.0 

average. A student who in any two semesters, consecutive or otherwise, has semester averages of 

below 2.8 is subject to academic dismissal. A student must make satisfactory and reasonable 

progress toward completion of a degree program within the Statute of Limitations for that degree. A 

student who is not making satisfactory or reasonable progress is subject to termination. 

4

4.2 STUDIO CULTURE POLICY 

Supplemental information to the APR must include the school’s current studio culture policy. 

STUDIO GUIDELINES 

THE STUDIO 

The studio is a learning environment that is directly affected by its qualities as a physical place. Each 

studio should maintain a well ordered and constructive working environment by keeping trash picked up, 

neatly storing projects, and looking out for the security of the studio. Recycling of paper, cardboard and 

chipboard is mandatory - use the appropriate containers. 

Each individual studio class is responsible for the condition of the studio. If you come into the room and 

it needs some straightening up, please act in the interest of the collective good and clean up. At the end 

of the Fall semester the studios must be cleaned and work stored and/or well organized. At the end of 

the Spring semester all work must be removed, the studios must be broom cleaned and prepared for the 

Junior/Senior show. 

Students must use caution when using all materials. Read all safety and health literature supplied with 

materials. Aerosol sprays and solvents should only be used with adequate ventilation and not be used in 

the studios. Exercise caution when cutting materials with sharp blades. Recycling and the proper 

disposal of hazardous waste is mandatory. 

Keys for the studio can be ordered and are available through Jean in the Program’s main office. 

ATTENDANCE 

The general university rules and regulations regarding attendance, withdrawals, add / drops, 

incompletes and grading are followed by this program. The Program encourages sensible time 

management practices for students and faculty. Attendance to all studios, lectures and reviews is 

mandatory. You must be in studio on time and you must work in studio during class time. More than two 

absences from class will affect your grade and may lead to failure; two lates are equal to one absence. If 

you are ill or have an emergency leave a message for your instructor via email or with the Art 

department’s main office. You should also contact a classmate to find out the material you have missed. 

It is your responsibility to obtain any assignments and make up any missed work. If you feel your 

absence qualifies as an excused absence, please provide a note from a doctor to your studio instructor. 

PARTICIPATION 

Your participation and progress is important. The material presented and projects assigned in all 

courses is cumulative. The assignments will be graded not only on the concept and ideas in your 

project, but also on the quality of drawings, models, verbal / written presentation and how well your 

project’s concept and ideas have been expressed in your design. You are required to pin-up your work 

at the time when a project is due and participate in discussion of all the projects in the class. 

DOCUMENTATION and COLLECTION OF WORK 

At the end of each semester, each student is required to submit a Compact Disk with documentation of 

ALL WORK from the semester. Work for Studio classes may include, but not limited to: photos of all 

models and 3-D work and high resolution scans or digital copies of all process sketches and finished 

drawings. 

Your documentation should cover the project's evolution as well as its final representation. Grades will 

not be issued until the CD is submitted. 

In addition, selected projects will be collected and retained by the University, you will have 

limited access to your the projects once they are collected, so be sure they are thoroughly 

documented. These projects are a required part of the accreditation process for our program. 

Work from lecture and seminar classes should include hard copies of all written assignments, papers 

and exams. 

GRADING 

5

Your grades will be determined using the criteria described below. Projects will be evaluated according 

to the concept, development, craft, and degree of difficulty and completeness. Your evaluation will take 

into account both the tangible things which are evident in the work, but also those things which are not 

so evident and are often ephemeral such as, passion, dedication, determination and persistence. The 

following standards will be used in assigning grades: 

A 

Truly extraordinary work, which has gone far beyond the description of the stated problem. Work that 

makes evident a significant understanding of the problem, shows exceptional competence in the 

required skills, extraordinary craft and exhibits an advanced conceptual clarity and depth. The student 

exhibits an attitude of exploration, of open-mindedness, and a willingness to benefit from criticism. 

A- or B+ 

Exemplary work, which is attended with initiative beyond the description of the stated problem. The 

problem is well understood and the work shows competence, excellent craft and conceptual clarity and 

depth. The student exhibits an attitude of exploration, of open-mindedness, and benefits from criticism. 

B 

Good work that shows an understanding of the problem, displays a conceptual foundation and is well 

crafted. Shows overall competency, as well as, mastery in some areas. Is attended with an open and 

inquisitive attitude. 

B- or C+ 

Acceptable work but with some deficiencies. Shows an understanding of the problem, but there is a 

need for some improvement to be at the appropriate level for the class / assignment. 

C 

Work which meets the minimum requirements of the problem and course. The problem is only partially 

understood and there is a clear need for improvement to be at the appropriate level for the class / 

assignment. Students should make every effort to meet with their instructor to identify their strengths 

and weaknesses. 

C- or D+ 

Work which does not show an understanding of the problem, and demonstrates deficiencies in the 

mastery of skills, self-motivation and respect for criticism. Students should meet with the professor and 

discuss their course of study. 

D 

Unacceptable work which does not meet the requirements of the problem or course, shows a serious 

deficiency in the mastery of skills, and suggests that this course of study may be inappropriate for the 

student. 

F 

A grade of “F” is obvious 

LATE / INCOMPLETE WORK 

Students may be given an extension in the event of medical or emergency circumstances only. Late 

work will only be accepted at the discretion of the instructor. Incompletes will only be considered if a 

request is made in writing, the extenuating circumstances are explained and are consistent with 

University policies. 

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4.3 COURSE DESCRIPTIONS 

Supplemental information to the APR must include for each required and elective course in the accredited 

degree program a one-page description with an overview, learning objectives, course requirements, 

prerequisites, date(s) offered, and faculty member teaching it. 

7

ARCH-DES 211 The City 3 credits 

Instructor: Page 

Catalogue Description: 

This seminar investigates the history of American cities, with an emphasis on the 20th century. Using readings in 

history, architecture, urban ethnography, and literature, this course seeks to uncover the largely invisible forces 

that have created the physical shape and social experience of the modem American city. 

Learning Objectives: 

Following the Shaker proverb -- "Every force evolves a form" -- we will pay special attention to the ways in which 

urban change has been reflected and refracted in the forms and spaces of the city. We will also be charting the 

reverse of the Shaker proverb by asking how the physical structures of American urban life - not simply 

buildings, but highways, suburbs, natural landscapes - become themselves forces in shaping individual and 

communal lives in the city. 

Course Requirements: 

This course will require extensive readings and a series of short writing assignments culminating in a longer 

research paper. 

Texts: 

LeGates and Stout, The City Reader, 2nd edition. 

Conn and Page, Building the Nation, selected chapters to be distributed via email 

Lisa Tolbert, Constructing Townscapes: Space and Society in Antebellum Tennessee 

David Scobey, Empire City 

Arnold Hirsch, Making the Second Ghetto: Race and Housing in Chicago, 1940 to 1960 

Richard W. Longstreth, City Center to Regional Mall: Architecture, the Automobile, and Retailing in Los Angeles, 

1920-1950 

Andres Duany, Suburban Nation: The Rise of Sprawl and the Decline of the American Dream 

Prerequisites: 

None 

8

ARCH-DES 300 Design I 4 credits 

Instructors: Brause, Krupczynski, Miller Pollin 

Course description: 

This course offers an exploratory introduction to strategies and concepts of design. Design is presented as an 

experimental practice where invention and investigation play essential roles. Students examine design as a 

discipline that does not produce answers or solutions to problems, but instead creates imaginative and open 

responses to the question of how form and space are organized and understood. 

While this class presents basic concepts and themes that will familiarize the student with architecture and 

design, it also acts to question and contextualize many of the cultural assumptions about design. Links across 

the divisive discussions of form/function, theory/practice and beauty/utility will be sought. 

Learning objectives: 

• Engagement with a process-oriented approach to design. 

• Investigate a variety of design methodologies for the resolution of abstract problems. 

• Learn abstract and critical thinking skills and link them to concrete realization. 

• Understand the visual and verbal vocabulary of architecture and design. 

• Understand and use the process of critique through desk crits, informal pin-ups and formal 

presentations. 

• Gain practical drawing, digital representation and model making skills. 

• Develop an awareness of the importance of visual, verbal and writing skills for design communication. 

• Break down pre-conceived ideas of the nature of architecture and design. 

• De-familiarize the familiar through analysis and root projects in a re-visioning of everyday 

experience. 

• Value qualitative as well as quantitative approaches to design 

Course requirements: 

In a studio setting, a series of themed workshops allow students to work on a range of projects. Through the 

making of drawings, collages, photographs, digital images and models students investigate design issues. Guest 

lecturers, extensive readings, writing and class discussions supplement the studio work. 

1. PROJECTS 

There will be several projects throughout the semester. Some projects will be divided into two to three 

assignments. Some projects begin with an assigned reading(s) and/or a presentation as well as an outline of 

assignments and due dates. 

Project development will occur both in the studio and at home. In an introductory class such as this, it is 

anticipated that students skills may vary, so the required responses to assignments will have some flexibility--yet 

this is a design studio and there is a strong emphasis on clear and intentional expression of your ideas. 

2. WRITING ASSIGNMENTS 

Students will write responses to any assigned readings. Your response should be at least a half page wordprocessed 

(no hand written responses). Bring in two copies, one to hand in and one for use in class. The 

response must do both of the following: Summarize the themes and ideas in the reading. For longer readings 

and those with multiple parts, you may focus on a particular idea and not the entire piece. Reflect on the ideas in 

the reading. Agreeing or disagreeing is fine, but give concrete reasons for your positions. 

In a sense, you are writing a discussion topic/question that would be appropriate for the reading and which we 

will use for class discussion. You must hand in the writing assignment at the start of the class and I will pick two 

or three at random and ask those students to present their ideas and start the class discussion. 


Restricted to Design major and minors, and Five College exchange students. 

9

ARCH-DES 301 Design II 4 credits 

Instructors: Brause, Krupczynski, Schreiber 

Course description: 

This studio’s central focus is to introduce skills and thought processes required for the study of architectural and 

interior design. Students explore the interrelationship of composition, form, space, light and use. Projects 

provide a creative framework for investigating and understanding the fundamental elements and ideas 

necessary to produce meaningful spaces. 

Skills in hand drafting, free-hand drawing and model making are continually developed, and digital 

representational techniques are introduced and integrated as analytical and representational tools. Design 

methodologies stress process, inventive analysis, transformation, interpretation and discovery. Students develop 

a visual language that allows for communication of spatial ideas while comprehending the constraints and 

possibilities inherent in the act of making. Links between craft and imagination are developed and strengthened. 

Texts and other mediums are incorporated as a way of introducing other “spaces” - narrative, critical, cinematic, 

speculative - thus expanding our field of sources and ideas. 

Learning objectives: 

• Continue to explore process-oriented approaches to design. 

• Explore the relationship between form/space making and program 

• Analyze architectural precedents and examine the spatial and formal principles inherent in architecture. 

• Investigate a variety of design methodologies for the resolution of spatial problems. 

• Develop increased abstract and critical thinking skills and link it to concrete realization. 

• Continue to develop hand drafting, freehand drawing and model making skills. 

• Continue to develop visual, verbal and writing skills for design communication. 

• Apply digital representation skills. 

• Understand and use the process of critique through desk crits, informal pin-ups and formal presentations. 

• Break down pre-conceived ideas of the nature of architecture and design. 


In a studio setting, a series of themed focuses allow students to work on a range of projects. Through the 

making of drawings, collages, photographs and models students investigate design issues. Guest lecturers, 

extensive readings, writing and class discussions supplement the studio work. 

1. PROJECTS 


assignments. Each project will begin with an assigned reading(s) and/or a presentation as well as an outline of 

assignments and due dates. Project development will occur both in the studio and at home. In this design studio 

there is a strong emphasis on good craft and clear/intentional expression of your ideas. 

2. WRITING ASSIGNMENTS 

Students will write a variety of written response papers during the semester. The length of your response will be 

discussed in class (no hand written responses). Bring in two copies, one to hand in and one for use in class. Do 

not only summarize the contents, but also find the comparative links and develop new reflections that grow out 

of these texts. Agreeing or disagreeing is fine, but you must give concrete reasons for your positions. 

In a sense, you are writing a discussion topic / question that would be appropriate for the reading and which we 

will use for class discussion. You must hand in the writing assignment at the start of the class and I will pick two 

or three at random and ask those students to present their ideas and start the class discussion. 


ARCH-DES 300 

10

ARCH-DES 397G/697G Great Spaces 3 credits 

Instructor: Miller Pollin 

Course Description: 

This course investigates identifiable characteristics of a wide variety of remarkable architectural spaces. These 

spaces range from classic examples such as the Pantheon in Rome to twenty first century spaces designed by 

contemporary architects such as Rem Koolhaas and Herzog & De Meuron. Lectures will include a descriptive 

survey of these spaces selected from a broad spectrum of historic periods and cultures. The case studies 

presented provide the basis for class discussion and analysis of what comprises memorable space-most 

particularly interior space. Lectures address not only the specific attributes of the case studies shown in digital 

format but also the more general social and cultural forces out of which these spaces have evolved. 

Discussions and presentations are intended to stimulate critical thinking about social, religious, economic and 

technical contextual influences on the formation of architectural space. Sources of inspiration and provocation 

for designers are drawn from both the constructed environment as well as the natural environment. Space types 

ranging from public to very private and from vernacular or indigenous to “high art” are mined for their informative 

qualities for the emerging architect or interior designer. 


•To broaden the student’s general perspective on a wide variety of effective spaces and encourage critical 

thinking about the spaces we encounter both routinely and occasionally 

•To provide research references for developing approaches to architectural and interior design 

•To challenge preconceived notions of the relationship between programmatic space, space planning, and 

meaningful space making 

•To heighten awareness of evolving attitudes about habitable space over time and in various cultures 

•To begin to assess the designer’s role as well as the user’s role in spatial perception, use and interpretation 

All classes with the exception of student presentation days will be in lecture format integrated with visual images 

of projects. Case studies will be shown in order to magnify a particular point or more general issues. Historic 

examples will not be shown in chronological order but rather shown as they reinforce certain design 

characteristics. Lectures will be interspersed with class discussion sessions. 


Student participation in class is encouraged. Students must maintain a well-organized notebook of information 

taken from the lectures. Student notes as well as material from reading assignments will provide study material 

for 3 quizzes given during the semester. A final exam will be given at the semester’s end. 

During the semester teams of four (4) students will be required to present a well-researched project selected 

from a list provided by the instructor. As part of this group assignment, students will be required to visit the site, 

photograph the building’s interior, exterior and its surroundings. Students will also be required to conduct in 

depth research on the selected structure and its architect. These research projects will be documented on a CD 

in Powerpoint and turned in to the instructor near the end of the semester. The instructor will select several for 

in-class presentation. These will be selected on the basis of research content and clarity of presentation. Those 

that are not shown in class will be made available for other students in the course to view independently. 

Texts: 

Class handouts 

Recommended Books: 

Glancy, Jonathan, The Story of Architecture, DK Publishing, London, England 

Leach, Neil (ed), Rethinking Architecture, Routledge Press New York New York (selected chapters) 

Gideon, Sigfried, Time, Space & Architecture 

Bachelard, Gaston, Poetics of Space 

Curtis, William, Modern Architecture 

Prerequisites: none 

11

ARCH-DES 400 Design III 4 credits 

Instructors: Brause, Miller Pollin, Schreiber 


Development of a conceptual basis for design and planning. Basic spatial concepts, design skill development 

and communications skills applied to presentation of design solutions. Model-making, 2-D presentations of 

abstract and simple spaces. Enriched by an historic overview of 20th-century architecture and design, including 

products, furniture and major trends. Students must successfully complete this studio in order to enroll in any 

subsequent design courses. 


We will start by undertaking primary research into existing precedents. We will develop, share and use a 

vocabulary of existing designs in a manner intimately relevant to our own design process. In doing so, we will 

gain critical insights into other architects’ design and problem-solving processes. This may reveal differences in 

ways of thinking and making; of conceiving, composing, and assembling. Through this process we will deepen 

our awareness of the development of our own architectural intentions. 

In these studies, we will also investigate ergonomics to understand the human body as a generator of 

architectural form and scale. 

We will continue to clarify the meaning of “program.” We will continue to explore notions of site and context, 

both found and constructed, and at its different scales - from that of the detail to that of the landscape. 

Students will be encouraged to take advantage of the studio environment for expanding collective inquiry and to 

use their presentations as a means to clarify their own intentions and build a shared body of knowledge. 


The studio will be a series of projects of varying lengths designed to take students through architectural 

problems of differing scales. The projects will be developed through making drawings, models, photographs, 

and presentation boards with some writing. Presentation requirements will be coordinated with A+R1 so 

students should expect and benefit from the overlap between these courses. Research assignments and 

reading are integral to the studio work. Graphic and verbal presentation should be both expressive and precise. 

There will be preliminary and final reviews of most projects. Some will be “in-house” and some will have outside 

critics. Presentations should feature convincing evidence of design process as well as final drawings and 

models. 

Students should plan to develop their projects between studio sessions and to be prepared to meet during studio 

hours. Individual desk critiques will offer the opportunity to engage in direct discussion with the faculty member 

about their work in progress. Students should also expect to work on some group projects. 

Text: 

All readings will be distributed in class or available on the class SPARK website. 

Prerequisite: 

ARCH-DES 301 

12

ARCH-DES 401 Design IV 4 credits 

Instructors: Brause, Chao, Lugosch, Mann, Miller Pollin, Schreiber 


Design IV builds on areas of inquiry pursued in earlier studios. We will start by undertaking a group research 

project that will set the course for the in-depth exploration of a complex building type: a small elementary school. 

This semester-long project will proceed by moving between pragmatic and poetic methodologies as we interpret 

both the functional and meaningful criteria of this rich program. 

From our group research, we will expand our inquiry through individual conceptual experimentation, returning to 

ground ourselves in real-world parameters. Our investigations will move between analytic and synthetic 

modalities as we explore local sites with both empirical and theoretical lenses. Precedent studies will emphasize 

conceptual, spatial, organizational and material strategies. 

We will investigate different scales from the individual experiential realm of the classroom to the communal 

realm of the complex. The length of this project will stress iteration, multiple modes of exploration and integration 

of prior knowledge. It is intended that a disciplined and thorough three-dimensional investigation will result in a 

carefully prepared, beautifully crafted and graphically sophisticated final presentation. 


• Develop an individual design process through iteration in sketching, drawing and modeling. 

• Understand diagramming as an analytical and generative tool. 

• Understand precedent research as a conceptual tool. 

• Investigate different methodologies for design. 

• Develop an awareness of the importance of reading and writing in the design process. 

• Develop multi-scalar thinking to expand the range of scales and level of detail at which one designs. 

• Gain experience working with a real client and real sites. 

• Gain practical documentation and presentation skills. 

• Study and apply relevant codes. 

• Understand the role of the studio environment for expanding collective inquiry 

• Understand the role of presentations as a means to clarify one’s own intentions and build a shared body 

of knowledge. 


This studio will be one semester long project divided into a series of exercises of varying lengths designed to 

take students through a large architectural project from different angles of inquiry. The project will be developed 

through making drawings, models, photographs, and presentation boards. 

RESEARCH 

There will be one group presentation and publication. Fieldwork, research assignments and reading are integral 

to the studio work. Graphic and verbal presentation should be both expressive and precise. Students should be 

particularly prepared during this studio course to work in groups. The first part of the semester will be team 

directed. Each student will have a specific assignment but full and supportive participation in the group project is 

required. Class participation is particularly important to sustain this group process. 

REVIEW/CRITIQUE 

Students should plan to develop their projects between studio sessions and to be prepared to meet during studio 

hours. Individual desk critiques will offer the opportunity to engage in direct discussion with the faculty member 

about their work in progress. There will be preliminary and final reviews at each stage of this project. Some will 

be “in-house” and some will have outside critics. Presentations should feature convincing evidence of design 

process as well as final drawings and models. 

Analysis and Representation II will proceed concurrently with this course. There may be opportunities to work on 

studio projects during A+R labs and to build digital, analytical and presentation skills in A+R that will enrich 

presentation of studio projects. 

Text: 


Arch-Des 400 

13

ARCH-DES 403 Design V 3 credits 

Instructors: Chao, Williams, Luarasi 


In-depth exploration of increasingly complex planning with significant emphasis on cost, special detailing, 

behavioral and architectural programming, social context of design and planning and opportunities to work with 

actual clients. Problem-solving for mass housing, entertainment, commercial, and institutional environments 

includes a focus on code analysis, program definition and development, cost and construction issues, creativity 

and communication and an integration of presentation with construction documentation. Continued exploration 

of design through written, visual, and dimensional opportunities. Extensive out of class work, portfolio 

development, advanced presentation techniques, and class participation/attendance required. 


Design V builds on skills and areas of knowledge gained from previous studios. Analysis and design through the 

iterative use of drawings, models and the exchange with your instructors will expose you to the process of 

creating architecture. The initial assignment will take you through a small-scale program at a local site that will 

allow you to focus on tectonic development. During the bulk of the course you will have the opportunity to 

perform an in-depth exploration of a complex planning project with significant emphasis on multiple scales, 

spatial development, behavioral and architectural programming, social influences on design and a review with 

actual clients. 

Projects in this studio explore more complex architectural structures and problem solving with attention to the 

interrelationship of concept and realization. Context (urban, suburban, and/or rural) is critically considered and 

analyzed as an important part of the design process. Practical integrations of material, structure, building 

systems and detail will be explored. 

• Continuation of all aspects of design introduced or developed in previous design studios 

• Further development of individual design processes and individual methods of expression 

• Study of the role of social responsibility and ethics in design 

• Introduction to the impact of structure on both interior architecture and architecture 

• Introduction to the importance of various building systems such as heating and cooling systems on 

design 

• Introduction to more complex building programs 

• Development of sensibilities about lighting both natural and artificial in the built environment 

• Investigation of existing prominent built environments through selected case studies 

• Emphasis on the importance of research in all stages of the design process 


The studio will be a series of assignments of varying lengths designed to propel students through architectural 

problems of differing scales. The projects will be developed through making drawings, models, diagrams, and 

presentation boards with some writing. Reading assignments are integral to the studio work and will be 

discussed in class. Graphic and verbal presentation should express your original ideas through precise means in 

order to provoke meaningful discussion. Extensive out of class work, advanced presentation techniques, and 

class participation/attendance is required. There will be preliminary and final reviews of the assignments. Some 

will be “in-house” and some will have guest critics. Presentations should feature convincing evidence of design 

process through carefully crafted final drawings and models. Students should plan to develop their projects 

between studio sessions and to be prepared to meet during studio hours. Individual desk critiques will offer the 

opportunity to engage in direct discussion with the faculty member about their work in progress. Students should 

also expect to work on a group project. 

Text: 


ARCH-DES 401 

14

ARCH-DES 404 Design VI 3 credits 

Instructors: Krupczynski, Zekos 


The studio’s central focus is to develop strategies related to effective and innovative community-based design 

practices and projects. Students engage in critical and reflective research with local community based 

organizations in order to clarify, envision and realize their design needs. Projects and proposals that emerge 

from this process promote the community’s cultural, social and economic advancement through innovative 

design. 

Through a series of projects and assignments that allow students to meet, interact and collaborate with 

community members, students develop methods for engaging and responding to community needs. The studio 

supports progressive university-community partnerships, promotes reciprocal learning and teaches the value of 

collaborative design practices through sustained and valued partnerships with community-based organizations. 

Project realization will include graphic/information design strategies as well as a small-scale design intervention 

that will be developed in detail. 


• Link the community, social and cultural contexts of architecture through process-oriented approaches to 

design. 

• Negotiate and support dialogue between political/educational/social/historic/cultural/constructional 

territories and forces 

• Engage and use cultural critique/investigative research/inventive analysis in the production of alternative 

design projects 

• Catalyze the material, symbolic and cultural capital that is present in any community 

• Evolve critical practices that work to create spaces that reveal, instigate and challenge dominant social and 

political structures and within those spaces acknowledge the fluid and multiple characteristics that make up our 

public sphere in the support of a process of social transformation and change 

• Make explicit issues of political, cultural and social relationships 

• Construct community identity in authentic and transformative ways—rather than through idealized and 

traditional images, and spaces that predominate much of today’s community-based work. 

• Move beyond models of consensus—to models of tactical collaboration, reciprocal cooperation and 

creative conflict 

• Recognize that the “community” is intrinsically linked to the production of its space, and that critical 

architectural practices contribute as dynamic partners in that production. 

• Continue to develop design communication abilities through effective and integrated visual, digital, verbal 

and writing skills. 

• Breakdown pre-conceived ideas of the nature of architecture and design. 

• Measure your work as architects and designers not by the forms that we create, but through social 

formations we provoke and support as cultural agents 


The primary activity of the studio is a series of focused projects/assignments that allow students to develop an 

architectural project through the making of drawings, photographs and models. There will be both preliminary 

and final reviews of most assignments. All presented work must be well crafted and hung with care. Process 

development as well as final drawings are expected at all reviews. Extensive class discussions, readings and 

written responses supplement the studio work. 

Text: 

All readings will be distributed in class or available on the course web/blog. 

Prerequisite: 

ARCH-DES 403 or permission of the instructor 

15

ARCH-DES 500 Graduate Design Studio I 6 credits 

Instructors: Krupczynski, Mann, Schreiber 


Design is often presented as a means of providing “solutions” to the “problems” of living. This purely pragmatic 

approach frequently overlooks the rich qualitative research and reflection that is possible through design. In this 

introductory graduate studio we will explore design as an experimental practice where invention and 

investigation play essential roles. Design is considered as a discipline that does not only produce answers or 

solutions to “problems”, but also creates imaginative and open responses to the question of how space is 

conceived of, structured, inhabited and understood. 

While this class presents basic concepts, methodologies and themes that will familiarize the student with the 

language of architecture and design, it also acts to question and contextualize many of the cultural assumptions 

about design. Links across the divisive discussions of will/intuition, abstraction/perception, form/function, 

craft/imagination, theory/practice and beauty/utility will be sought. 

Texts, films, contemporary art practices and other non-architectural mediums are discussed as a way of 

introducing other “spaces” - narrative, critical, speculative - thus expanding our field of sources and ideas. 


• Engagement with a process-oriented approach to design. 

• Investigate a variety of design methodologies for the resolution of abstract problems. 

• Learn abstract and critical thinking skills and link it to concrete realization. 

• Understand the visual and verbal vocabulary of architecture and design. 

• Understand and use the process of critique through desk crits, informal pin-ups and formal presentations. 

• Gain practical drawing, digital imaging and model making skills. 

• Develop an awareness of the importance of visual, verbal and writing skills for design communication. 

• Breakdown pre-conceived ideas of the nature of architecture and design. 

• De-familiarize the familiar through analysis and root projects in a re-visioning of everyday experience. 

• Value qualitative as well as quantitative approaches to design. 


The primary activity of the studio is a series of focused projects/assignments that allow students to develop work 

through the making of drawings, photographs and models. Extensive class discussions, readings and written 

responses supplement the studio work. There will be some research papers/presentations required (related to 

the studio projects). Working individually and collaboratively, students continue to develop iterative design 

processes that draw from investigative research, individual experiences and a growing design vocabulary. 

Text: 

All required readings will be distributed in class, made available on-line or available through the 5-College library 

system. 

Prerequisite: 

Restricted to Architecture + Design graduate students or permission of instructor. 

16

ARCH-DES 501 Graduate Design Studio II 6 credits 

Instructors: Lugosch, Mann, Krupczynski, Miller Pollin 


Studio projects emphasize the evolution of an interior design project through careful attention to program and 

site. Students analyze the physical spaces that surround them, paying careful attention to issues of materiality, 

dimension, color, and light. A series of exercises, including analysis of built projects, encourages understanding 

of the history of the discipline and the importance of creative thinking. Emphasis is on acquiring the skills 

necessary to communicate design intention. 


Gain practical hand drafting, freehand drawing and model making skills. 

Engage with a process-oriented approach to design. 

Learn abstract and critical thinking skills and link it to concrete realization. 

Understand the visual and verbal vocabulary of architecture and design. 

Breakdown pre-conceived ideas of the nature of architecture and design. 

Root design in the study and understanding of human scale and inhabitation. 

De-familiarize the familiar through analysis and root projects in a re-visioning of everyday experience. 

Understand and use the process of critique through desk crits, informal pin-ups and formal presentations. 

Develop an awareness of the importance of visual, verbal and writing skills for design communication. 

Introduce the role of research in design. 

Value qualitative as well as quantitative approaches to design. 


Arch-Des 501 is a studio class which will meet twice weekly. The normal studio day will consist of desk critiques 

for each student or group pin-ups or reviews. Final project reviews for all studios will be held during the last 

week of the semester, to which all students should try to attend. 

PROJECTS: 


assignments. Each project will begin with an assigned reading(s) and/or a presentation as well as an outline of 

assignments and due dates. Project development will occur both in the studio and at home. In an introductory 

class such as this, it is anticipated that students skills may vary, so the required responses to assignments will 

have some flexibility—nonetheless a high level of performance within one’s abilities is expected. 

SKETCHBOOK: 

Students should purchase a 5x9 (or larger) sketchbook and complete out-of-class exercises throughout the 

semester. Some assignments will be taken from the book Design Drawing by Francis D.K. Ching. 

You are expected to use your sketchbook as a daily tool for seeing and/or imagining. You will be required to do 

additional drawings during the course of the semester. These may be sketches for your design projects or 

sketches from life: exterior views, people, still lives, interiors....a schedule of sketchbook assignments will be 

given out separately. 

DIGITAL SKILLS AND PRESENTATION: 

One of the assigned projects will be a research project involving a digital presentation. Digital skills introduced 

in Analysis and Representation, including Photoshop and PowerPoint will be applied. 

Text: 

Handouts of required readings will be provided on SPARK. 

Prerequisite: 

ARCH-DES 500 

17

ARCH-DES 510 Furniture Technology & Design 3 credits 

Instructors: Mann 


This course provides a broad-based introduction to furniture design. We will explore furniture as a response to 

fundamental human needs, furniture as a bearer of the body, furniture as a material expression and construct, 

furniture as it shapes space, and furniture as an emblem of material culture. There will be a particular focus on 

issues of Universal Design. Design and design research will be done through sketches, models, full-scale 

mock-ups, measured drawings and other graphical media. Writing, field trips, and independent research will be 

components of the class. 


• Development of individual design process 

• Development of analytical and verbal presentation skills 

• Introduction to social, cultural, material and technical aspects of furniture design 

• Introduce Proxemics, Ergonomics and Anthropometrics 

• Incorporate Universal Design and Eco-Design principles 

• Introduce design detailing, materials and terminology 

• Create a context for understanding the legacy of furniture technology & design 


Arch-Des 510 is a lecture/workshop class which will meet twice weekly. The normal class day will consist of a 

lecture or of a discussion of readings with in-class work sessions, or of a pin up of design projects. 

Grades will be based on the following: 

1. Class attendance and participation 

2. Timely completion of assignments 

3. Quality of work 

4. Quality of presentation and final projects 

5. Attendance at classes and field trips 

Text: 

All required readings will be provided as pdf’s on the SPARK course website. In addition, you are required to 

subscribe to Metropolis Magazine for this course, which will also give you access to their excellent website. 

Key books: 

Cranz, Galen, The Chair, W.W. Norton & Co., New York City, New York, 1998. 

Fuad-Luke, Alastair, The Eco-Design Handbook, Thames and Hudson, London, 2002. 

McDonough, William, Braungart, Michael, Cradle to Cradle: Remaking the Way We Make Things, North Point 

Press, 2002. 

Postell, Jim. Furniture Design, John Wiley & Sons, New York City, New York, 2007. 

Saville, Laurel, Design Secrets: Furniture, Rockport Publishers, Gloucester, Massachusetts, 2006. 


Required Undergrad, elective Grad (Prerequisites: Admission to M.S. Design or M. Arch or by permission of 

instructor) 

18

ARCH-DES 520 Building Physics I 3 credits 

Instructor: Marsden, Fisette 


Energy conservation in contemporary residential construction. Emphasis on: energy efficient building materials, 

products and construction technology; alternative energy sources; passive solar design; environmental 

concerns, regulatory issues and building codes. 


"Energy Efficient Housing" presents residential energy conservation as a primary energy resource. Energy 

conservation is the most cost-effective, environmentally safe method for lowering energy costs and reducing 

dependence on a finite supply of fossil fuel. Conservation must not be confused with personal sacrifice or going 

without. It means being smarter and using better, more efficient technology. Students explore alternative 

sources of energy, but primary discussion in Energy Efficient Housing involves technical issues, dealing with 

building methods and materials used to save energy while at the same time improving comfort and performance. 

Political, economical and environmental issues are inextricably connected to conservation and enter into 

classroom dialogue. Classroom lectures focus on the fundamentals of residential energy use involving: energysaving 

materials and products; energy-efficient technology and design; sustainable construction; alternative 

energy sources; affordable housing, political impact and regulatory developments. 


1) Students are expected to play an active role in classroom learning by participating in group discussions. This 

means that students must research discussion topics prior to class and be prepared to participate. 

2) Regular class attendance is expected. Guest lecturers may be invited to present an overview of projects 

they are currently involved with. Attendance is mandatory for these presentations. 

Texts: 

Energy Crafted Home Builders Guide, West River Communications, Inc., 1991. Sponsored and written by 

Northeast Utilities. 

Insulate and Weatherize by Bruce Harley, The Taunton Press, 2002 


19

ARCH-DES 540 Analysis & Representation I 3 credits 

Instructors: Luarasi, McKee, Nobre 


The intention of this lab is to strengthen a student's ability to represent and present their ideas visually. The lab 

will build upon the drafting and representation skills students already possess and introduce new software 

programs and techniques. Students will develop design skills by conceptualizing and representing architectural 

ideas and making aesthetic judgments about presentation design. 


The aim of this class is to introduce students to a variety of representational and visualization techniques. 

Through an array of material studies the students will be exposed to graphite, linear and planar elements, paper, 

plaster, scanning and other digital/pixel processes. 

Course Objectives: 

Undergraduate: The early weeks of the class will center around the idea of images and representation; how we 

perceive an image and the strength of perception. Students will critique a variety of posters, ads, and projects on 

their successful representation of an idea. Students will read about the process these designers went through 

and form their own opinions about why something is effective or not. This will create an arena for discussions 

about thinking and creating; of theory and process. These discussions and exercises will help students to 

become mindful of their own processes and their own design. 

Concomitantly, students will advance their knowledge in a number of programs through instructor-led tutorials 

and working labs. These programs include modeling programs such as Google Sketch-up and Autodesk's 

Autocad and graphics programs such as Adobe Photoshop; Adobe Illustrator and Adobe InDesign. Students will 

learn from each other through mini critiques and group discussions throughout the semester. 

Graduate: 

The first part of this class will be virtually blended with the first three weeks of your studio class. The 

assignments will cover three techniques: Photographic analysis and representations, Rule-Based Drawing and 

Modeling with Linear and Planar Elements. In the second part of the class, you will produce five assignments 

that represent five different analysis and representation techniques: Analog Drafting, Paper Modeling, 

Photoshop Filtering and Scanning, Collage composition and Digital Modeling. The emphasis in learning these 

techniques will be on Information-Based Design, parametric design and modeling, repetition, variation and 

generative form-finding. These techniques will be related to particular (con)-texts that will be part of your design 

studio thematic later on in the semester. The third part of the class will be channeled again with your studio 

work. It will continue with the digital modeling technique. You will learn Rhino by using the material of your 

design studio project. Illustrator will also be introduced in order to provide you the necessary skills to organize, 

(re)present and document your design information. The assignment of this part of the class will consist in the 

digital modeling and the presentation (aspect) of your studio project. 


Undergraduate: Presentation: Each student will be assigned a grade each time they pin-up. There will be two 

grades given, one for the progress the student made on the quality of the drawing and one for the presentation. 

The total of those grades will make up the final grade for the pin-up. 

Sketch Book: A sketchbook/notebook that is used for both Design Studio III and Analysis and Representation 

will be required. This book should be used as a tool to help students document thoughts and synthesize studio 

design ideas with Analysis & Representation presentation tools and processes. Sketchbooks will be collected 

and reviewed periodically throughout the semester. 

Graduate: Pin-Ups and Reviews will happen on a weekly basis. You will (re)present your production at the end 

of each week. You should have a specific agenda for discussions and a clear graphic and textual record of work 

done since your last critique. The transition from one stage of the process to the other and its documentation is 

crucial in developing your analytical, representational and design skills. You ought to organize your 

presentations of Pin-Ups very rigorously, since they are part of your design ideas and sensibility. 

Text: 

Co-requisite: 

ARCH-DES 400 or ARCH-DES 500 

20

ARCH-DES 541 Analysis & Representation II 3 credits 

Instructors: Luarasi, McKee, Nobre 


Visual communication skills necessary and related to interior/architectural design presentation. Black and white 

and color presentations. Techniques include perspective, axonometric, and medium exploration. 


Undergraduate: The intention of this lab is to strengthen a student's ability to represent and present their ideas 

visually. The lab will build upon the drafting, modeling and representation skills students already possess and 

introduce new software programs and techniques. Students will develop design skills by conceptualizing and 

representing architectural ideas and making aesthetic judgments about presentation design. 

This lab will be taught in conjunction with Design Studio 2. While throughout the semester the skills and 

techniques taught in this lab will be used in reference to the studio 2 projects many times there will be a clear 

distinction between assignments given in lab and assignments given in studio. 

Graduate: A lot of advances have taken place in design technology in the last decade. The digital technology 

has offered new horizons on how to rethink architectural production. This technology is not bound anymore in 

the ready-made software technology, which is simply a digitalized version of the traditional drafting board, but is 

offering new customized parametric tools and methods that make possible a parametric, performance and 

information-based approach to design. This class will tap on this open source digital intelligence and deploy in 

different aspects of the studio project, such as conceptual diagramming, programming, form-making, structure, 

skin and tectonics. 


Undergraduate: This class provides a cooperative learning environment for students to learn techniques and 

share opinions. Presentation requirements will be coordinated with Design Studio III so students should expect 

and benefit from the overlap between these courses. As inspiration from outside projects, media and reading 

are integral to the studio work, students will be required to bring in outside materials multiple times throughout 

the semester. 

Since this lab is a cooperative learning environment, students are also expected to participate in discussions 

regularly. Along with group conversations, individual desk critiques will offer the opportunity to engage in direct 

discussion with the faculty member about their work in progress. 

Graduate: Pin-Ups and Reviews will happen on a weekly basis. You will (re)present your production at the end 

of each week. You should have a specific agenda for discussions and a clear graphic and textual record of work 

done since your last critique. The transition from one stage of the process to the other and its documentation is 

crucial in developing your analytical, representational and design skills. You ought to organize your 

presentations of Pin-Ups very rigorously, since they are part of your design ideas and sensibility. 

Text: 

Prerequisite: 

ARCH-DES 540 

21

ARCH-DES 550 Tectonics I 3 credits 

Instructor: Fisette 


Analysis and review of the entire light-frame construction process, from regulation and design through site 

preparation, project management, and ultimate delivery of a completed structure. 


Principles of Light-Frame Structure Technology provides students with an understanding of the construction 

industry, processes and building materials used in contemporary residential and light-frame construction. The 

entire residential construction process is reviewed: from regulation and design through site preparation, project 

management, and ultimate delivery of a completed structure. Close attention is paid to the sequence of events 

as they occur in most construction projects. Leading-edge products and technologies are analyzed and 

compared to more familiar ones. Students investigate basic structural loading, recognize load paths and use 

span tables to size structural elements for a variety of basic applications. 

Throughout the semester, focus is drawn to the structural performance of various building elements, materials, 

systems, and strategies used to construct enduring and sensible homes. Coursework is tied closely to the 

arrival of new products, technologies and regulatory issues affecting the construction industry. This course 

investigates the products, systems and participants that shape the building-materials and construction industry. 


Grading 20% Exam #1 

20% Exam #2 

25% Final Exam 

15% Homework, reports and class contribution 

20% 4 quizzes 

Text: 

Fundamentals of Residential Construction, by Edward Allen and Rob Thallon, John Wiley and Sons, Inc., 2006. 

Supplemental readings will be distributed in class and posted on the web page, 

http://courses.umass.edu/bmat313 

22

ARCH-DES 600 Graduate Design Studio III 6 credits 

Instructor: Lugosch, Miller Pollin 


Principles and process of architecture and site. Projects developed and presented by student with individual 

attention from instructor. Each project reviewed by open jury system with visiting critics. Readings from texts and 

journals. Design projects, sketch problems. 


This studio is a collaboration with the graduate students in landscape architecture. The emphasis during the 

first portion of the semester will be on site planning. Continuous linkages will be made among the disciplines of 

architecture, landscape architecture and planning. Landscape architecture and planning graduate students will 

team up with graduate architecture students to inventory and research a specific site in the region. Research 

will include site history, history of the surrounding context, demographics, regional employment, local codes and 

planning efforts, natural features, critical cultural phenomena and sensory factors. Based on this research 

students will learn to evaluate the site in terms of its assets and deficits. 

Simultaneously, a series of short studio design exercises will be given. These exercises will focus on spatial 

typologies in planning that are the result of direct relationships between built form and open space within 

communities. Special topics within the studio will be Transit Oriented Design (TOD), Smart Growth 

Communities and sustainability. 

The second portion of the site will allow a finer grain collaboration between students in landscape architecture 

and architecture students. Students will be asked to select a portion of team-generated master plans. They will 

examine this smaller portion at a larger scale and generate schematic designs that weave together exterior and 

interior space. 

The studio will also be a continuation of the design methodologies studied in ARCH-DES 501--design 

methodologies that stress; process, inventive analysis, media transformation, interpretation and discovery. 

The importance of clear visual and verbal communication in the design process will also be emphasized. 

Carefully crafted presentations will be an integral part of the studio work in this course. 

Students will learn site research methodologies; site analysis; interdisciplinary team dynamics and importance of 

the collaborative; process; programming; continued development of the individual design process; the role of 

precedents and case studies in architecture, planning and landscape architecture; key considerations in 

involvement with local, municipal and regional; planning groups/governing bodies; incorporation of health and 

safety factors in the design development process; and further development of methods of communicating design 

ideas through verbal, graphic/digital and three dimensional means. 


The primary activity of the studio will be collaborating with landscape architecture graduate students as well as 

planning students to produce a series of site planning design options for a complex program on a high impact 

regional site. Studio time will be used to share research and analysis and to work with instructors and peers to 

continue the design process from site planning through selected individual building design. 

Work will be reviewed and discussed in individual desk critiques, informal pin-up sessions and more formal final 

reviews in the studio. 

Class discussions, readings and written responses will supplement the studio work. 


ARCH-DES 501 

23

ARCH-DES 601 Graduate Design Studio IV 6 credits 

Instructors: Lugosch, Miller Pollin, Schreiber 


The intentions of the studio are to build on areas of inquiry pursued in earlier studios, adding a layer of study that 

explores the potential for materials and construction to enrich, embody, and communicate the meanings of 

space, form, and program. The focus is integrated sustainable systems. 


Graduate Design IV is a special topics studio.. Iteration in drawing, modeling and diagramming will be 

emphasized as a tool to pursue this goal. Multi-scalar thinking will be stressed to expand the range of scales and 

level of detail with which students design. Relevant codes will be studied and applied. Precedents and readings 

will be reviewed critically. 


The studio will consist of projects of varying lengths designed to take students through architectural problems of 

differing scales. The projects will be developed through making drawings, models, photographs, and 

presentation boards with some writing. Research assignments and reading are integral to the studio work. 

Graphic and verbal presentation should be both expressive and precise. 

The students will be accountable for producing a building that draws together concerns for: 

• sensitive site treatment (both experientially and environmentally) 

• a critical theoretical position about architectural design and its broader cultural role 

• an awareness of the building’s role in enhancing and nurturing the everyday life and functions that 

occur within it 

• creation of sophisticated architectural form 

• use of appropriate experiential character to reinforce moods and feelings 

• responsible use of material resources, at best in a sustainable sense 

• sensitive reaction to climatic conditions 

• clear definition of structural, technical and circulation systems 

• awareness of safety and regulatory compliance 

• architecture which makes a clear contribution to its culture and the future 

Text: 

Prerequisite: 

ARCH-DES 600 

24

ARCH-DES 602 Graduate Design Studio V 6 credits 

Instructors: Luarasi, Lugosch, Miller Pollin, Mann, Krupczynski 

Course Description: This studio is advanced and comprehensive in all the aspects and complexities that 

comprise contemporary architectural practice today. It is also integrative in integrating both these aspects and 

the various degrees of design knowledge and intelligence you have acquired so far in your design studio 

development. 


This studio will focus on the notion of information based design and the design of diagram/ideogram as an 

informational placeholder and generative form-finding tool. 

Research: Research will be an imminent attribute of this studio. It will consist of reading specific texts, precedent 

studies and gathering informational data. However, this studio will focus on a particular form of research, that is, 

on Design as a form of research. The primary goal of this form of research is not simply to gather data, but 

rather design this gathering and interpolate/manipulate the data in order to create a design intelligence that 

could and should be used in the architectural design. In other words the goal of Design as a Form of Research is 

to set the cognition forth, to release it, initiate it, and let it happen…. Evidently there is a strong affinity between 

this form of research and the aspect of analysis and representation. 

Site/Context/Program/Typologies: Specific urban/rural sites/landscapes will be given to the students. However, 

each student will approach the questions of context, program and typology vis-à-vis his/her design research. 

The design research phase will lead each student choose a context, program and typology that will be 

materialized into a building form. 

Building systems/Tectonics/Fabrication Strategies/Prototyping: The studio will address the aspects of materiality, 

building systems, tectonics, fabrication, circulation, egress circulation system, life safety protocols and 

handicapped accessibility. 

Sustainability: This studio will engage with the practices of sustainability in architecture today. However the 

challenge will be to see the notion of sustainability not only as a technical aspect of architectural design, but an 

organizational, cultural and aesthetic one as well. 


The first part of the course will include diagramming and mapping exercises that may operate geologically, 

biologically or linguistically. Whether they are analogue or digital, they should operate parametrically, capable of 

producing not a single result, but series, repetition, multiplicity and variation. Simultaneously, students will work 

with a series of precedent studies of contemporary ideas and typologies. This phase will lead to the formulation 

of a particular context, program and typology in a particular site. The second part of the studio will consist in 

building design and development. 

Texts: 

“A Thousand Plateaus – Capitalism and Schizophrenia”, Chapter 10, “Becoming Intense, Becoming Animal, 

Becoming Imperceptible…” by Gilles Deleuze and Felix Guattari,* “A Thousand Years of Nonlinear History” by 

Manuel De Landa, “Earth Moves” by Bernard Cache*, “Folds, Bodies & Blobs – Collected Essays” by Greg 

Lynn* “the metapolis dictionary of advanced architecture”, “European Cities, the Informational Society, and the 

Global Economy,” by Manuel Castells and “Praxis” magazine 


ARCH-DES 601 

25

ARCH-DES 620 Building Physics II 3 credits 

Instructors: Mann 


This course is an introduction to architectural lighting from both sunlight and artificial sources. The course also 

introduces basic concepts of architectural acoustics. Physical fundamentals of light, environment, materials, 

vision and perception and electricity are discussed and expanded through problems of building and building 

component design. Design solutions will be explored through case studies and field trips, accompanied by 

technical calculations and specifications for energy consumption and light behavior using standard industry 

methods. Students will also do research on various aspects of lighting, including cultural, psychological and 

physiological conditions and impacts of this essential component of our environment. 


Using a highly integrated approach, you will learn quantitative and qualitative aspects of light and acoustics and 

be able to apply this knowledge towards the design of buildings and environments that are responsive to 

environmental and human needs. 

This course is both technical and creative. The course is taught primarily through lectures, assigned readings 

and field trips, with designed, researched, or calculated assignments. Website modules will be accessed for 

some assignments. Students are expected to make significant progress from class to class and to have the 

appropriate documentation of the assigned work to show the instructor during the assigned class time and at 

pin-ups. You will be expected to produce models, sketches, drafted and dimensional drawings, and even fullsize 

mock-ups for design problems, depending on the assignment. Modest purchases of lighting equipment will 

be required on an as-needed basis. From time to time, group projects and activities may require coordinated 

activity in and out or the classroom. Your contribution to such activities will also be assessed in your grading. 

The final project will be integrated with an assignment from studio. 

Field trips and guest lectures will be components of the class. In addition, attendance at a minimum of two A+D 

program lectures accompanied by written summaries will be required as part of this class, unless they are 

already required elsewhere. 


Projects and assignments will be individually graded according to the quality of research, thought process and 

problem solving, design process, execution and presentation. Assignments and reading, quizzes 20% of grade, 

projects 50% of grade, final project 15% of grade, class and trip attendance, notes and sketches and 

participation 15% of grade. 

Texts: 

Lechner, Norbert, Heating, Cooling, Lighting: Design Methods for Architects, 2nd edition, Wiley, 2000. 

All readings will be available on the class website for downloading. 


Building Physics I or permission of instructor 

26

ARCH-DES 630 Philosophy of Architecture & Design 3 credits 

Instructor: Page, Dillon 

Course Description 

This course is an intensive reading and writing course on the central theories and philosophies shaping 

architectural discourse in the 20 th century, with an emphasis on the past forty years. 

Learning Objectives 

The course will look at some of the key thinkers and theoretical approaches that have shaped 20 th century 

architecture (phenomenology, structuralism, postmodernism) and then move to a chronological focus on the 

past few decades of architectural culture. The goal of the course is twofold: to gain some mastery over the 

foundations of contemporary architectural theory, and, equally, to understand how architects and designers can 

put these theoretical explorations to work in their own practice. 

Course Requirements 

1. Readings -- The heart of the course is an intense engagement with the readings 

2 Weekly journal - To augment your reading, and to develop your capabilities as writers on architecture, for each 

class you will write a 2-3 page essay in which you engage with the readings for the week. I will 

sometimes insist on a focused critique of one of the readings, or ask you to go to visit a particular 

building and write about it. But in other weeks, I will leave it open, and encourage you to write on 

whatever was inspired by the readings. We will spend some class time most weeks discussing 

approaches to architectural writing. You may skip two weeks. 

2. Group project -- The concept of beauty, which largely fell out of favor as a way of talking about architecture for 

the past two decades, is returning in new guises. The class project will be to examine the key writings 

on beauty, the central intellectual problems around the idea, and to put together a one-day symposium 

in the spring of 2007 which will bring together scholars and practitioners together to wrestle with these 

ideas. 

Text 

K. Michael Hays, ed., Architecture Theory since 1968 

Neil Leach, ed., Rethinking Architecture (“L” in the syllabus) 

Elaine Scarry, On Beauty and Being Just 

Strunk and White, Elements of Style 


Admission to MArch or MS 

27

ARCH-DES 650 Tectonics II 3 credits 

Instructor: Clouston 


Introduction to the mechanical behavior of building materials for students of construction technology and 

architecture. Basic structural concepts, including statics and strength of materials, are addressed in a practical 

hands-on manner. 


Mechanics of Building Materials for Construction introduces students of Architecture and Construction 

Technology to the mechanical behavior of building materials. Fundamental structural concepts of Statics and 

Equilibrium are addressed and applied to statically determinate systems. Force and moment analysis is followed 

by Strength of Materials, where students learn to determine stress and strain in simply supported beams. Next, 

students are introduced to beam design with deflection, shear and bending stress evaluation. Finally, the 

concepts of column design, lateral buckling and stability are discussed. Case studies and practical applications 

are employed throughout the course through in-class examples and illustrations, homework assignments and 2 

hour/week problem solving sessions. 

Upon completion of the course, students will be able to: 

1. analyze external and internal forces in statically determinate plane structures 

2. calculate stresses and strains in axial members 

3. determine bending and shear stresses in simple beams 

4. understand the concept of stability with slender columns 

5. be able to solve simple beam design equations 


Lectures: Class will meet for a 50 minute session on Wednesday and Friday mornings to introduce and discuss 

new topics and to go through sample problems. 

Labs/problem solving sessions: Class will meet for 115 minutes on Monday mornings for a problem solving 

tutorial. Working in interdisciplinary groups, students will solve questions that are similar to the homework 

questions to be completed the following week. 

Assignments: Homework will be assigned every Monday during the lab. Due dates will be 5pm the following 

Monday. Assignments must be submitted on time. Late submittal (without PRIOR Professor approval) will result 

in a 5% penalty for each day that it is late (including weekends). NO assignments will be accepted after 

homework solutions have been handed out. 

Exams: There will be two mid-term exams and one final exam. All exams will be closed book but cheat sheets 

and calculators will be allowed. 

Grading and Evaluation 

Exam #1: 20% 

Exam #2: 20% 

Final exam: 25% 

Weekly assignments: 30% 

Lecture and lab participation: 5% 

Text: 

B. Onouye and K. Kane, Statics and Strength of Materials for Architecture and Building Construction. Upper 

Saddle River, New Jersey, Prentice Hall, 3 rd ed., 2007 

Prerequisite: 

MATH 104 or equivalent and Physics 131 

28

ARCH-DES 652 Building Physics III 3 credits 

Instructor: Curcija 


Introductory course in the science of energy and moisture transfer performance of commercial and residential 

buildings. Today’s architectural students don’t learn enough about basic physics principles of modern buildings, 

which results in some poor decisions during the building design process. In addition to form and appearance, 

architects need to be cognizant of the effects of their buildings on human comfort, health, and energy use. This 

course offers basic concepts and principles of building physics in a non-intimidating way so that non-science 

student can easily grasp these concepts and adopt them in their future practice. 


The objective of the course is to teach basic principles of thermal and moisture performance of building 

structures and systems and to provide insight into the effects that these phenomena may have in the design of 

the building. After completing this course, architect should have fairly good idea about the consequences of the 

design decisions on energy performance of a building, possible health hazards, and human comfort implications. 

Introductory computer simulation methods and tools will also be covered. The course will also include project, 

which will consist in using computer tool in early stages of design of a building. The project is planned to be a 

group effort with divided responsibilities between group members. The result of the project will be documented in 

the Term Project Report. 

Course content includes: 

� Fundamentals of heat transfer and moisture transfer (introduction) 

� Heat and moisture transfer in building structures 

� Thermo-physical properties of materials 

� Weather data and climatic conditions 

� Performance of building envelopes 

� Performance of windows and other fenestration 

� Performance of building foundations 

� Performance of roof and attic spaces 

� Insulation 

� Air infiltration 

� Moisture control in building structures 

� Daylighting 

� Energy use in buildings 

� Cooling and heating load calculation basics 

� Overview of mechanical systems 

� Integrated performance of a building 

� Term project 


Active participation in the classroom and regular attendance are strongly encouraged. Grades will be assigned 

based on the following percentages: 

� Attendance: 10% 

� Homework: 20% 

� Exams: 40% 

� Term Project: 30% 

Text: 

Handout materials 


Physics, calculus 

29

ARCH-DES 653 Tectonics III 3 credits 

Instructor: Civjan, Schreyer 


In this course we will explore the interrelations between loads, structural systems, materials and construction 

methods. Topics addressed are building layout, design, structural detailing, and documentation of predominantly 

large-scale buildings and structures made of steel, aluminum, concrete, masonry and wood (glulam and heavytimber). 

Students will be exposed to a wide range of topics and will be encouraged to develop an integrated approach to 

planning that considers efficient structural solutions. Concept-based design projects and assignments will 

provide an opportunity to practice this. An emphasis is placed on research, software-based structural design, 

detailing, and project documentation. 


Structural Components 

Resisting loads 

Seeking equilibrium 

Designing using software, optimal design 

Materials: Properties, uses and detailing 

Design of structural systems and members 

Axial members 

Beams and trusses 

Preliminary sizing 

Optimal shapes 

Arches and domes 

Tensile structures 

Lateral bracing systems 

Introduction to the principles of structural systems, design and behavior as they relate to large-scale construction 

projects. The course includes detailing, documentation issues relating to structural and cladding systems. Students 

will gain an understanding in transferring loads to foundations through a variety of structural systems, basic design of 

structural elements, and material selection. These issues will be addresses relating to the building envelope as well 

as the structural components. 


Your course grade will consist of these components (some are group work): 

45% - approx. 6 Assignments 

50% - 2 Design Projects 

5% - Participation 

Text: 

Wayne Place, Architectural Structures. 2007, J. Wiley & Sons 


Tectonics II 

30

ARCH-DES 660 Business of Building 3 credits 

Instructor: Damery, Dietz 


Introduction to issues affecting the operation of a professional interior design/architecture office: programming, 

office structures, liability insurance, project scheduling, IDP and RE orientation, code search, cost estimating, 

portfolio and interviewing procedures. Includes field trips. 


Students interested in design and construction of structures will develop an understanding of the professional 

practice of architecture. Managing a project, contracts, marketing, scheduling, personnel, leadership, 

interpersonal communication, human behavior, finance, budgeting, ethical and legal considerations. 

Students will gain understanding of and will hone verbal, writing, and research and collaborative skills. They will 

also be exposed to and gain awareness in the areas of: 

• Critical Thinking Skills • Contracts and Specifications 

• Human Behavior • The Legal Context of Architectural •Legal 

Responsibilities Practice 

• Building Economics and • Firm Organization and Management 

Costing • Leadership 

• Technical Documentation • Ethics and Professional Judgment 

1. Client Role in Architecture - Understanding of the responsibility of the architect to elicit, understand, and 

resolve the needs of the client, owner, and user. 

2. Architect’s Administrative Roles - Understanding of obtaining commissions and negotiating contracts, 

managing personnel and selecting consultants, recommending project delivery methods, and forms of service 

contracts. 

3. Architectural Practice - Understanding of the basic principles and legal aspects of practice organization, 

financial management, business planning, time and project management, risk mitigation, and mediation and 

arbitration as well as an understanding of trends that affect practice, such as globalization, outsourcing, project 

delivery, expanding practice settings, diversity, and others. 

4. Professional Development - Understanding of the role of internship in obtaining licensure and registration and 

the mutual rights and responsibilities of interns and employers. 

5. Leadership - Understanding of the need for architects to provide leadership in the building design and 

construction process and on issues of growth, development, and aesthetics in their communities. 

6. Legal Responsibilities - Understanding of the architect’s responsibility as determined by registration law, 

building codes and regulations, professional service contracts, zoning and subdivision ordinances, 

environmental regulation, historic preservation laws, and accessibility laws. 

7. Ethics and Professional Judgment - Understanding of the ethical issues involved in the formation of 

professional judgement in architectural design and practice. 


Students are expected to have read the text and course packet material prior to each class lecture. The lectures 

are designed to reinforce and expand on the readings. Students are encouraged and will be called on to 

participate and contribute in class discussions, in-class exercises, group work and case presentations. Case 

presentations are graded on a group basis. 

Homework Assignments (23@ 2% each ) 46% 

Case Studies (2 @ 10% each ) 20% 

Exams (2 @ 10% each ) 20% 

Final Exam 14% 

Total 100% 

Texts: 

The Architecture Student’s Handbook of Professional Practice, John Wiley and Sons Inc. 

Ebert, Ronald J. and Ricky W. Griffin, Business Essentials, 5th Edition, Prentice-Hall 


31

ARCH-DES 670 Research Forum 3 credits 

Instructors: Lugosch, Page, Dillon 


Design criticism, current design literature, man/environment problems, design education, sociology of design, 

energy conservation through design, etc. Guest speakers, possibly one or two field trips; each participant 

prepares a class presentation on a chosen topic. 


A Masters Project is a year long, self initiated major research and design project which reflects your area of 

interest. The expectations for Masters Projects are for a truly significant project, though large size and 

programmatic complexity are not necessarily the primary determinant. The significance of the project may 

emerge from the types of research themes that accompany and are implemented through the design phase of 

the project. 

This course is a research seminar designed to help students in the Architecture and Design program identify 

topics and pursue research that will support the spring Master’s thesis project semester. Through readings, site 

visits, and intensive sharing and critiquing of topics and research proposals, the class aims to have each student 

be fully prepared to produce outstanding, innovative thesis projects. 


The central assignment of the course is to produce a research paper on your topic. The paper will have two 

parts: a serious examination, conducted through scholarly journal and books, of an important design issue and 

a detailed description of a specific site, building, or landscape that will serve as the focus of the spring design 

semester. There will be several short writing assignments throughout the semester. 

Project Binder The main product of the workshop is a Workshop Project Binder in which you will compile the 

research completed during the semester. I suggest lightweight plastic sleeves in a roomy binder that can hold a 

variety of research items from clippings to material samples to code research, to your writings and graphics. 

The Project Binder that you develop during this semester’s workshop will evolve into your Degree Project Book 

as you supplement the Workshop Binder with additional writing/analysis/documentation of your design process 

and completed design over the course of your Degree Project Design semester. Two copies of the Degree 

Project Book must be handed in at the end of your Degree Project Design semester in the week following your 

oral presentation. 

Weekly discussion will focus on the nature of thesis concepts and how research and writing can help to hone 

interests. In addition, practical issues of how to assemble program and site material will be reviewed. 

You are required to complete the following and submit your work at the start of the Masters Project Research 

Seminar fall semester. Minimum requirements: a summary of a minimum of 5 influential readings related to your 

project proposal; a bibliography of additional proposed readings; an analysis of 

art/architecture/poetry/dance/joinery in tribal cultures … expressions that you find inspirational; initial site 

proposal(s); and a statement of the focus of your Masters project; your thesis. 

The Masters Project Research Forum Fall Semester is to provide you with the opportunity to further the predesign 

explorations begun over the summer; to discuss ideas, shape the scope of your project, elaborate and 

complete design preparations, continue initial concept and design explorations. Successful completion of 

minimum requirements outlined below is required to continue into Master Project Design. The pre-design 

preparations completed during the fall will be handed in at the end of the fall semester in the ongoing 

development of the Master Project Binder. Minimum Requirements: Expanded research with written summaries; 

continued concept development; refined thesis, completed “Letter of Intent”; site documentation in CAD; site 

analysis; completed building program based on an analysis of the use and users for your building; and 

regulatory research. 

Texts: 

Alain de Botton, Architecture of Happiness (Vintage paperback) 

Wayne C. Booth, The Craft of Research (University of Chicago Press), 3 rd edition 

Strunk and White, Elements of Style 

Prerequisite: Admission to final year of MArch or MS Design program 

32

ARCH-DES 799 [formerly 699] Masters Project 9 credits 

Instructors: Luarasi, Lugosch [coordinators] 


Coursework under the direction of faculty for the completion of project by candidates for the degree of Master of 

Architecture and Master of Science in Design. 


The final studio in the Graduate Design sequence encourages students to engage in increasingly independent 

work that will be presented in both a review and a final book outlining their process over the course of the 

semester and their final designs. The Masters Project should address questions, as appropriate, related to the 

changing character of the city, the nature of social/cultural institutions, and the context in which their project is 

situated. The area of research must be developed into highly articulated projects. These must express a 

substantial degree of resolution and be presented with attention to all aspects of design from technical details to 

overall planning. The projects should advance all areas covered in the comprehensive studio (including building 

systems, ADA, and safety). They should also consider issues of sustainability, ethics, cost analysis, and 

materiality. 


Each student has an assigned committee, comprised of three members of the graduate faculty. Four formal 

committee review meetings, each with a set of required submissions, are scheduled at appropriate intervals 

during the semester. These meeting agendas are: 

1. Alternative Partis -- site & building strategies are to be studied, documented and presented; 

2. Schematics -- in-depth development and refinement of a chosen parti is presented; 

3. Design Development -- presentation makes clear that all major design decisions have been made, including 

wall sections illustrating materials and the integration of all building technologies; 

4. Final Committee Review -- determination is made at this review as to whether the project is acceptable and 

can be presented to the full faculty and invited guests 

Text 

The Blind Watchmaker – Why the Evidence of Evolution Reveals a Universe without Design, Richard Dawkins, 

W. W. Norton & Company, New York, London, 1996 

Earth Moves – The Furnishing of Territories, Bernard Cache, MIT Press, 1995 

the metapolis dictionary of advanced architecture – city, technology and society in the information age 

Specific readings, related to students’ topics, are assigned. 


Graduate Design V, Research Forum 

33

ARCH-DES 700 Integration 3 credits 

Instructors: Miller Pollin, Williams 


Professional design procedures consisting of complete design solutions from inception to completion of project. 

Theory and practice seminar discussions to enlarge knowledge and understanding of the practice of designing 

interiors in architecture. 

Course Objectives: 

The intent of this course is to teach the skills necessary to proceed from a Schematic Design Phase, consisting 

of those drawings illustrating a project’s scale and relationship of components, to the Design Development 

Phase, consisting of those drawings and other documents necessary to fix and describe the size and character 

of the project as to architectural, structural, mechanical and electrical systems and materials. Primary emphasis 

will be placed on the selection and dimensional interrelationship between building systems and their 

appropriateness, cost and code requirements. Further emphasis will be placed on the historical comparisons 

and precedents for similar design elements. This ability to understand the “how to” of construction is critical to 

the future practitioners place in the profession. 

The central focus of this course is to integrate architectural design with site conditions, structural systems, 

construction details, environmental systems, life-safety systems, building envelope systems, code analysis, 

program definition and development and the social context of design. The coursework will be complex; including 

both a mixed-use programmatic aspect as well as a hybrid structural system. Students will be guided through a 

complex design process into the production of a set of integrated design development drawings and an outline 

specification. These documents highlight the professional design procedures and documentation that takes 

place in architectural practice. During the semester various links will be made to course content in the following 

A + D program courses: 

Tectonics I, II, III 

Business of Building 

Building Physics 

Methods for resolving design issues in a complex program 

Examining environmental implications for architectural design and development strategies 

Understanding the criteria used for selecting structural, mechanical and building envelope systems and 

materials 

Examine critical regional phenomena in the natural and built environment 

Organization of design development drawings as precursor to developing construction documents 

Review the process of creating specifications 

Awareness of accessing the Uniform Building Code, energy codes and local building codes 

Preparation of a preliminary budget using contractors estimating methods 


Projects: You will be developing a design project previously completed in another studio. Initial class sessions 

will assess the project and discuss strategies for moving it into design development. 

Design Development will be the second phase of the project. In this phase students will work in conjunction with 

the principal professor as well as professors from collaborating departments on campus. The product of this 

process will yield an integrated set of digital drawings that include the following: site plan, dimensioned floor 

plans, roof plan, elevations, building sections, wall sections, details, and window and door schedules. Students 

will be required to select mechanical systems and produce schematic HVAC layouts and preliminary electrical 

plans. 

Students will assemble an outline specification and have the opportunity to discuss their decisions with a 

building contractor. 

Students will prepare a preliminary budget for the project. 

Texts: 

The Studio Companion: Rules of Thumb for Preliminary Design, by Edward Allen & Joseph Iano, 4th Edition 

Fundamentals of Building Construction, by Edward Allen & Joseph Iano, 5th edition 

Prerequisite: 

ARCH-DES 602 

34

ART-HIST 191A Introduction to Architecture and the Built Environment 3 credits 

Instructor: Rohan, Vickery 


This is an introductory lecture course that is a foundation both for those who have a general interest in 

architecture and for those who will pursue architecture, design, preservation and planning as a career. 


The class covers the history of architecture from antiquity to the present in a fashion that is both thematic and 

chronological. Lectures and discussions examine significant examples of western and non-western buildings, 

complexes and cities from Europe, the Middle East, the Americas, China, Japan and India. Exemplary 

structures, such as the Parthenon in Greece and the Ise Shrine in Japan, will be compared in order to 

understand how different cultures approach similar architectural problems. In addition to an awareness of the 

broader issues that contribute to the formation of the built environment (materials, technology, patronage, power, 

labor), students will develop research skills, learn to read architectural plans and acquire a working vocabulary 

of architectural terms. These skills will be useful for taking upper level courses in architectural history and can 

be called upon throughout life. Students will also be encouraged to think about issues of sustainability and the 

built environment throughout the course, in order to better understand humankind’s relationship between 

buildings and the environment and subsequently to have a better understanding of the issues we face today. 


Papers: The first 3-5 page assignment is a comparison of the Acropolis, Athens with the Ise Shrine, Japan, due 

Friday feb. 23. The second 5 page assignment is a descriptive exercise of Pennsylvania Station, New York 

designed to help your skills in reading and analyzing plans and images, due Friday April 10. The final 6-7 page 

paper is an analysis of an actual building on campus that can be visited and described in light of issues addressed in 

the class and in the readings (due Monday May 4).These assignments will be explained in greater detail on separate 

handouts and dates may change. Plagarism, especially from internet sources such as Wikipedia, will result in lower 

grades or failure. 

Exams: All exams use slides. There is a quiz (Wed. February 11), midterm (Wed. March 11) and a cumulative final 

(date and time to be announced). For the mid-term and final you will be asked to identify and compare images of 

structures discussed in class and found in the textbook. There will be review sheets for these exams listing these 

structures. For each building you will have to know its name, location, architect, dates and why it is significant. You 

will be expected to interpret and cite the readings for the exam. The final is a cumulative exam using material from 

the entire course. Exams must be taken as scheduled, or else a legitimate excuse from the dean’s office must be 

presented. This means you should not book a flight that conflicts with quizzes or exams!! 

Final grades will be determined by the grades that are received on the following: a quiz (5%), a mid-term exam 

(20%), a final exam(25%), written assignment #1, (15%), written assignment #2 (15%) and a seven page final 

paper (20%). Late assignments will be penalized unless the student reaches an agreement with their teaching 

assistant. 

Texts: 

Marian Moffett, Michael Fazion, Lawrence Wodehouse. Buildings Across Time: An Introduction to World Architecture 

(McGraw Hill, 2009, 3 rd edition) and The Penguin Dictionary of Architecture and Landscape Architecture are the required text 

for the course. Both are available at Amherst Books. 


None 

35

ART-HIST 342/642 19th Century Architecture 3 credits 

Instructor: Rohan 


Architecture as art, proper architectural terms, architecture as tool of society. Flow of architectural style from 

1750 to 1900 in Europe and America; attempts to account for frequent changes in style, beginning with 

Romanticism, continuing through variety of tastes of the mid-century, concluding with rise of the skyscraper and 

early Frank Lloyd Wright. Architecture as humanistic study; basic for architects, regional planning, landscape 

and town planning, and preservation. 


This lecture class surveys the practice of architecture in Europe and America from the mid-eighteenth-century to 

the early 1900s. It looks at the economic, social and political forces that led to the creation of new building 

types, institutions and technologies peculiar to the nineteenth century. In a chronological fashion, the course 

focuses on seminal figures, monuments, urban environments and movements- such as Schinkel, Ruskin, Violletle-Duc, 

Frank Lloyd Wright, Hausmann’s Paris, Olmstead’s Central Park, Gothic Revival, Arts and Crafts, and 

Art Nouveau. A particular emphasis will be placed upon architecture’s relationship to history and labor. The 

architect’s role as a critic seeking social reform will also be stressed, Students will develop a working vocabulary 

of germs that will be used on quizzes and exams. It is helpful for those taking 343, 20 th Century Architecture in 

the Spring. 


A quiz (5%) Sept. 17, mid-term exam (15%) Oct 20, final exam (20%), short 5-page paper (20%) due Oct. 15 in 

class, a 10-12 page research paper (40%) due Friday, Dec.3 in class. Graduate student requirements are 

different. 

Texts: 

Barry Bergdoll’s European Architecture 1750-1900 and Henry-Russell Hitchcock’s Architecture: Nineteenth and 

Twentieth Centuries are required. Both are available at the textbook annex. Other readings will be on reserve 

and there may be some supplements. 

Prerequisite: 

ART-HIST 110 or 115. 

36

ART-HIST 343/643 20th Century Architecture 3 credits 

Instructor: Rohan, Dillon 


Recognition and explanation of stylistic trends of our era, beginning with Frank Lloyd Wright and other 20th 

century innovators, ending with contemporary developments. Changing theories of modern architecture and 

their historical sources; views of modern architects through reading and critiquing. Preparation for careers in 

architecture, environmental design, interior decoration and art history. 


This lecture course uses the primary ideologies of the 20th century—socialism, capitalism, and globalism—to 

examine the architecture, design and theory of the Modernist movement from 194 to the present. It considers 

the work of the founding figures—Wright, Mies, Gropius, and Le Corbusier—and significant themes such as the 

individual vs. the collective; European vs. American ideals; the contributions of non-western cultures, such as 

Japan; and the impact of war, mass-culture and new technologies. Graduate students have their own discussion 

section. 


Quiz - 5% 

Midterm - 20% 

2 short assignments - 15% each 

Final paper–20% 

Final exam–25% 

Other papers or quizzes might be assigned as the instructor sees fit. 

Text: 

Kenneth Frampton, Modern Architecture: A Critical History (Thames & Hudson, 4th edition) 

Other articles on reserve indicated on syllabus. 


ART-HIST 110, 115 or 191A 

37

BMATWT 597E Building Energy and Environmental Systems 3 credits 

Instructor: Hoque 


The purpose of this course is to provide an overview of building environmental systems from an energy 

efficient perspective. 


There are three phases of learning objects in this course. The first phase, building science principles, will cover 

an overview of thermodynamics, energy auditing and accounting, and heat transfer calculations. Content of this 

phase includes thermal comfort, moisture and humidity, air quality, sensible and latent flows through opaque 

building elements, heat flow through air movement and radiation, and heat flow through glazing elements. 

The thermal control systems phase will address climate responsive systems, the design of active heating 

systems, the design of active cooling systems, and air supply (including ventilation and exhaust systems). 

Content of this phase includes passive heating and cooling strategies, hydronic heating, hot-air systems, heat 

recovery, refrigeration cycles and dehumidification, heat pumps, and ventilation and exhaust systems. 

The final phase looks at plumbing (water and waste systems) and fire protection. Content of this phase includes 

water supply, liquid waste, solid waste, and fire alarm systems. 


ASSIGNMENTS AND EXERCISES: 5 exercises, 20% of grade 

QUIZZES: 3 quizzes, 30% of grade 

FINAL PROJECT and FINAL PRESENTATION: Group project, 50% of final grade 

Text: 

Richard Janis and William Tao: Mechanical and Electrical Systems for Buildings 


ARCH-DES 520/BMATWT 211 or permission of instructor 

38

BMATWT 597P Project Management for Design and Construction 3 credits 

Instructor: Pavlova-Gillham 


This class introduces the fundamental concepts of project management for design and construction and is 

suitable for students in various disciplines, particularly architecture, engineering, construction, information 

technology and management. Topics to be discussed include project initiation, planning, implementation, 

monitoring, control and closeout; effective documentation, scope/quality, budget and schedule definition; team 

organization, contracts and negotiation, risk management, legal, environmental and other issues throughout the 

project life cycle. 


To understand the scope of projects in contemporary organizations, including the phases of a project life cycle 

To identify the characteristics of different project types and organizational structures 

To gain experience with techniques of design and construction project management for balancing the three 

primary objectives of scope, budget and schedule 

To enhance the following attributes of future professionals through individual and group assignments, case 

studies, in-class discussions, presentations and exercises: 

• Technical skills 

• Communication skills 

• Decision-making skills 

• Problem-solving skills 

• Interpersonal skills 

• Leadership skills 


Lectures and Readings: 1 weekly 3 hr. class with lecture and practice/discussion will provide a platform for 

introducing and reviewing key concepts, case-studies, and examples for review of current issues. Students are 

expected to have completed assigned readings before class in order to participate effectively in class discussion 

and practice assignments. 

Assignments: individual assignments will be handed out in class and posted on the course web page. These 

expand on the practiced work and may have “research components” where students need to gather information 

needed to complete a task. 

Team Project: at the beginning of the semester the class will be split into small groups. Each group will study 

two existing projects, will develop a case study for each one in terms of stakeholders, individual responsibilities, 

technical breakdown, budget, and schedule, and will analyze the projects from a management perspective. The 

groups will also manage their own teamwork as a project. Teams will make final oral and written presentations 

to the class. Individuals will evaluate team dynamics and project outcomes according to the concepts learned. 

Text: 

Lock, Dennis: Project Management, 9 th Edition, Gower Publishing Company, Burlington, VT, 2007 ISBN: 

978056608772-1 

Class Handouts and E-Reserves 


Juniors, Senior and Graduate Students Only 

Dates Offered: 

Spring 2009 

39

CEE 211 Perspectives on the Evolution of Structures 3 credits 

Instructor: Arwade 


Learn how to interpret and understand the built environment through technical, visual, and social analysis and 

critique of bridges, buildings, and designers. 


Students should leave this course with an ability to interpret the built environment from the perspective of the 

structural engineer. 

Topics Covered: 

• The development of long span bridge forms 

• Development of high rise building forms 

• Development of reinforced concrete bridge and shell forms 

• The role of structural considerations in determining structural forms 

• The rise of sustainability in the design of high rise buildings 

Upon completion of the course students should be able to: 

For the structures discussed in class you should be able to: 

1. identify from an image a structure’s designer and location 

2. explain how form relates to forces in the structure 

3. explain the social, symbolic, and scientific significance of the structure (GWB, Eiffel Tower, Hancock, and 

Salg. at least) 

4. explain qualitatively how the loads are transferred by the structural system to the ground 

5. perform simple calculations to determine the forces in the main structural members 

For structures which you encounter in the world around you, you should be able to: 

1. explain qualitatively the means by which loads are transferred to the ground 

2. evaluate the qualifications of the structure as a work of structural art 

3. research the social, symbolic and scientific aspects of the structure and express your findings clearly in 

written, graphical, and spoken form 


Students’ performance in the class will be assessed through a midterm exam, homework assignments and a 

final project based on the following weighting: 

Homework 1/3 

Midterm 1/3 

Final Project 1/3 

Text: 

Billington, DP (1983) The Tower and the Bridge. Princeton Architectural Press, Princeton, NJ. 


R1 math. 

40

HACU 293 Architectural Theory: Structure + Culture + Text 4 credits 

Instructor: Koehler (Hampshire College) 


This course is a focused examination of architectural theories, ranging from the canonical writings of Vitruvius to 

the ideas of contemporary architects like Koolhaas, Libeskind, and Diller & Scofido, with an emphasis on 

twentieth-century architects (Le Corbusier, Gropius, Venturi, Tschumi, etc.) and philosophers (Benjamin, 

Heidigger, Bachelard, etc.). 


Concepts of space, experience, and technology will be discussed as well as the social, cultural, economic and 

political issues that are raised in writing about and for the built environment. Students will be responsible for 

serious weekly readings of treatises, essays, and books, as well as the visual analysis of plans, pictures and 

structures. Each student will develop a substantial research project that reflects an awareness of art historical 

methodologies, as well as keep a journal of reading and looking responses. 


This course is based upon our shared discussion of architectural texts. We meet once a week. Attendance is 

mandatory, participation in discussion is essential, as is preparation for class. Each student will be required to 

lead class discussion at one point in the semester—by preparing questions about and critical analyses of a 

specific reading. 

You should keep a journal that is composed of your reading responses, your analysis of buildings that we will 

visit throughout the term, and your response to current issues in and writings about architecture and the built 

environment. 

Each student will also be responsible for a final “state of the research” presentation and annotated bibliography. 

This project will be a serious and critical reading of selected texts (books, essays, and articles) about a particular 

theme in contemporary architectural debates. 

Texts: 

Rethinking Architecture: A Reader in Cultural Theory, edited by Neil Leach (London and New York: Routledge, 

1997) 

Rethinking Technology: A Reader in Architectural Theory, edited by William W. Braham, Johnathan Hale (London 

and New York: Routledge, 2006) 

Recommended: Architecture/Theory since 1968, edited by K. Michael Hays (Cambridge: MIT Press, 1998) 


Dates Offered: 

Spring 2009 

41

4.4 FACULTY RÉSUMÉS 

Supplemental information to the APR must include a maximum two-page résumé for each faculty member 

teaching in the accredited degree program. 

Art, Architecture, Art History (Architecture+Design Program) 

Caryn Brause Lecturer 

Maria Chao Lecturer 

Charlie Curcjia Lecturer 

Kerry Dietz Lecturer 

David Dillon Lecturer 

Joseph Krupczynski Associate Professor 

Skender Luarasi Assistant Professor 

Kathleen Lugosch Professor 

Ray Kinoshita Mann Associate Professor, Graduate Director 

Caitlin McKee Teaching Assistant 

Sigrid Miller Pollin Professor 

Max Page Professor 

Stephen Schreiber Professor, Program Director 

Blake Williams Lecturer 

Erika Zekos Lecturer 

Art, Architecture, Art History (Art History Program) 

Timothy Rohan Associate Professor 

Meg VIckery Lecturer 

Building Materials and Wood Technology 

Peggi Clouston Assistant Professor 

David Damery Associate Professor 

Paul Fisette Professor 

Simi Hoque Assistant Professor 

Ludmilla Pavlova-Gillham Lecturer 

Alexander Schreyer Lecturer 

Engineering 

Sanjay Arwade Assistant Professor 

Scott Civjan Associate Professor 

Hampshire College: Humanities, Arts, and Cultural Studies 

Karen Koehler Associate Professor of Art and Architectural 

History 

42

CARYN BRAUSE Instructor 

TEACHING 

EDUCATION 

May 1996 

May 1988 

1988 

Design studios 

UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE Charlottesville, VA 

Master of Architecture 

AIA CERTIFICATE OF MERIT from the Henry Adams Fund 

WEEDON EAST ASIA TRAVEL FELLOWSHIP for study and travel in China, 

1994 

GOVERNOR’S FELLOWSHIP IN ARCHITECTURE 1993-1996 

ELLA AND MILTON GRIGG ENDOWED SCHOLARSHIP 1995-1996 

UNIVERSITY OF PENNSYLVANIA Philadelphia, PA 

Bachelor of Arts, magna cum laude 

major: design of the environment 

PENNSYLVANIA ACADEMY OF FINE ARTS Philadelphia, PA 

studies in drawing, painting, sculpture, etching, art history 

1986–1987 HEBREW UNIVERSITY SCHOOL FOR OVERSEAS STUDENTS Jerusalem, 

Israel 

studies in archeology, architecture, history 

ACADEMIC APPOINTMENTS 

2008–2009 

UNIVERSITY OF MASSACHUSETTS DEPT OF ART, ARCHITECTURE & ART 

HISTORY Amherst 

Instructor, Coordination of Analysis and Representation laboratory 

1993–1996 UNIVERSITY OF VIRGINIA SCHOOL OF ARCHITECTURE Charlottesville, VA 

Teaching Assistant, Seminar Leader, Research Assistant 

PROFESSIONAL EXPERIENCE 

2006–2008 

1997–2004 

1996–1997 

1992 

1989–1991 

1990–1991 

1989 

1987–1988 

1986–1987 

C BRAUSE ARCHITECTURE Northampton, MA 

principal: registered architect in Massachusetts and New York State, NCARB 

certified 

THOMAS DOUGLAS ARCHITECTS Northampton, MA 

project architect for commercial and residential projects 

CR STUDIO ARCHITECTS, PC New York, NY 

ASSOCIATE 2002 

project management and marketing responsibilities, real estate research and 

product development 

SMITH-MILLER + HAWKINSON ARCHITECTS New York, NY 

architectural intern 

NATIONAL PARK SERVICE Virginia 

interpretive ranger 

HUBBELL STUDIO Santa Ysabel, CA 

apprentice to sculptor: work in stone, metal, wood, glass, and tile, community 

design – build projects 

JULIAN COMMUNITY PLANNING GROUP 

land use subcommittee, scenic highway subcommittee 

US FOREST SERVICE Arizona, California 

wilderness ranger 

RAHENKAMP ASSOCIATES Philadelphia, PA 

landscape architecture and land planning 

DICKSON DEMARCHE & ASSOCIATES Westport, CT 

landscape architecture and land planning 

43

RESEARCH AND CREATIVE WORK 

2005 

Winter 2005 

Winter 

2004/2005 

Jan./Feb. 2005 

July 2003 

June 2003 

2003 

SERVICE 

REGISTRATION 

Published Projects 

INTERIORS FOR UNDER 5s Melissa Jones 

projects featured project: Discovery Center at the American Museum of Natural 

History 

“Interior Sights” URBAN LAND Magazine 

featured project: Discovery Center at the American Museum of Natural History 

“Two 9/11 Competitions – One Winner” COMPETITIONS Magazine 

featured project: Memorial Cove, New Jersey 9/11 Memorial Competition 

“Lofty Thinking” BREATHE Magazine 

featured project: Collector’s Loft 

“The Wonder Years” CONTRACT Magazine 


“Admission: Possible” CONSULTING-SPECIFYING ENGINEER Magazine 


ELEMENTS, ARCHITECTURE IN DETAIL Oscar Riera Ojeda and Mark Pasnik 

featured project: Eileen Fisher Showroom 

Massachusetts, New York 

PROFESSIONAL AFFILIATIONS 

AWARDS 

NCARB 

2004 

COMMUNITY COVE NEW JERSEY 9/11 MEMORIAL COMPETITION 

second stage finalist 

2002 

PEEP SHOW COMPETITION 

third place winner 

1998 

AFRICAN BURIAL GROUND MEMORIAL PROJECT COMPETITION 

AIA New York City Chapter Project Design Award 

1998 

EILEEN FISHER SHOWROOM 

AIA New York City Chapter Interior Design Award 

1998 

EILEEN FISHER STORE 

AIA New York City Chapter Architectural Design Citation 

1994 

VIRGINIA AIA STUDENT DESIGN COMPETITION 

certificate of honor 

RECENT AND CURRENT PROJECTS 

2009 

2008 

2008–present 


2000–2009 

C BRAUSE ARCHITECTURE 

FIDDLE LAKE BOATHOUSE 

design services: rebuilding a family cabin to optimize boats, beds and breezes 

BRICKHOUSE COMMUNITY RESOURCE CENTER 

pro bono services: new facade, entry sequence and interior design for a teen 

center in an historic firehouse 

ROCKVILLE RESIDENCE 

design services: landscape and architectural additions to knit a mid-century 

house into its suburban site 

ROE HOUSE 

design and construction: ongoing renovations and energy retrofits for an intown 

1920’s residence 

WESTPORT BUNGALOW 

design services: additions, renovations and cabinetry designs for a craftsman 

bungalow 

44

MARIA CHAO Lecturer 

TEACHING 

EDUCATION 

May 1999 


Syracuse University, Syracuse, NY 

Masters of Architecture 

Thesis: Creating Community: a study of merging adaptive reuse and community 

outreach through integrating a children’s foster home in an urban infill setting 

December 1995 North Carolina State University, Raleigh, NC 

Bachelors of Environmental Design in Architecture 


2008–2009 Adjunct Professor for undergraduate level studio courses 

University of Massachusetts, Amherst 

1997–1999 Teaching Assistant for Structures I, II, III undergraduate level courses 

Syracuse University 



1999–2006 

1996 


Owner/designer, CHAOdesigns LLC, Amherst, MA 

Designer, William McDonough + Partners, Charlottesville, VA 

Architectural Intern, Holmes.King.Kallquist & Associates, Architects, Syracuse, 

NY 

LEED 2.0 Accredited professional 

Associate AIA member 


2010 exhibit 

April 2009 

Ongoing 

Ongoing 

November 2008 

October 2008 

Fall 2008 

Spring 2008 

Spring 2008 

UMass potential exhibitor in ‘Greening the Valley’ 

RDC, speaker of ‘Modern + Green: a case study in Amherst’ 

Marvin/Integrity windows Case Study candidate 

Center for Ecological Technology, case study participant 

Amherst History Museum House Tour 

NESEA, Green home tour 

LEED house tours, four to be scheduled for early fall 2008 

Daily Hampshire Gazette, interviewed for article in ‘Home’ section 

New York Times, interviewed for article 

45

DRAGAN CURCIJA Lecturer 

TEACHING 

EDUCATION 

Building Physics III 

1992 

Ph.D., Mechanical Engineering, University of Massachusetts at Amherst 

1982 

B.Sc., Mechanical Engineering, University of Belgrade, Yugoslavia 


University of Massachusetts, Graduate Student Advisor and Chair of M.S. 

Thesis and Ph.D. dissertation committees 

1989–1995 University of Massachusetts, Instructor 

University of Massachusetts, Senior Research Fellow 

Center for Energy Efficiency and Renewable Energy 

Department of Mechanical and Industrial Engineering 






2003–2005 



1999–2003 

1998–2004 



April 2005 

February 2005 

Advanced Framing Systems for Commercial Windows. Subcontract to 

TRACO Windows. Principal Investigator. 

Development of a Procedure for U-Factor Rating of Domed Skylights. 

National Fenestration Rating Council. Principal Investigator. 

Consultant to AAMA Skylight Council. Energy Performance of Skylights. 

Investigation of Heat Transfer Effects of Sloped and Ventilated Internal 

Cavities of Fenestration Systems. National Fenestration Rating Council. 

Principal Investigator. 

IGU Durability Knowledge Database, Phase II. Subcontract to Aspen 

Research. Principal Investigator. 

Fenestration Energy Efficiency in Transitional economy Countries, Phase I 

and II. Oak Ridge Nation al Laboratory. Principal Investigator. 

Technical Support to NFRC. National Fenestration Rating Council. Principal 

Investigator. 

Consultant to Guardian Industries Corp., Research and Development 

Center. Computer modeling of fenestration and glazing products. 

Fenestration Thermal Performance Research, University of Massachusetts, 

Center for Energy Efficiency and Renewable Energy. Principal Investigator 

and Leader of Building Energy Efficiency Program (BEEP). 

Consultant to Lawrence Berkeley National Laboratory, Windows and 

Daylighting group, Berkeley, CA. Development of computer program tools 

THERM and WINDOW. 

”Real-time simulations of the durability of Insulating Glass Units”. 10DBMC 

International Conference on Durability of Building Materials and 

Components. Lyon, France. (with I. Dukovski, H. Velthuis, J. Fairman, M. 

Doll) 

“Two-Dimensional Conduction and CFD Simulations of Heat Transfer in 

Horizontal Window Frame Cavities”. ASHRAE Transactions, Vol. 111, Pt. 1. 

(with A. Gustavsen, D. Arasteh, C. Kohler) 

46

December 2004 

September 2004 

January 2004 

SERVICE 





REGISTRATION 







AWARDS 

1993 

1989 

1985 

1985 

”Component Modeling Methodology for Predicting Thermal Performance of 

Non-Residential Fenestration Systems”. Thermal Performance of Building 

Envelopes IX, Clearwater, FL. (with M.S. Bhandari, M. Manteghi, and B.V. 

Shah) 

“New Rating System for Non-Residential Fenestration Products”. Energy 

Efficient Windows - 4 Conference. Krasnoyarsk, Russia. 

“Two-Dimensional Computational Fluid Dynamics and Conduction 

Simulations of Heat Transfer in Window Frames with Internal Cavities - Part 

1: Cavities Only”. ASHRAE Transactions, Vol. 110, Pt. 1. (with A. 

Gustavsen, C. Kohler, D. Arasteh) 

ASHRAE, American Society for Heating, Refrigerating, and Air Conditioning 

Engineers, Inc., Member 

TC 4.5 Fenestration - Handbook Subcommittee Chairman 

ASTM, American Society for Testing and Materials, Member 

Chairman of the Condensation Resistance Task Group 

NFRC, National Fenestration Rating Council, Associate Member, 

Chairman of the Thermo-Physical Properties Subcommittee 

ISO, International Standards Organization 

Member of TC 163/WG2 and WG14 

IEA, International Energy Agency 

U.S.A. representative and co-leader of project A1 for the Task 27. 

ASHRAE, American Society for Heating, Refrigerating, and Air Conditioning 

Engineers, Inc., Member 

ASME, American Society of Mechanical Engineers, Associate Member 

ASTM, American Society for Testing and Materials, Member, Chairman of 

the Condensation Resistance Task Group 

ISO, International Standards Organization, Member of TC 163/WG2 and 

WG9 

NFRC, National Fenestration Rating Council, Associate Member, Chairman 

of the Thermo-Physical Properties Subcommittee 

Distinguished Teaching Award - Honorable Mention, Mechanical 

Engineering Department, University of Massachusetts 

ASHRAE Grant-in-Aid, American Society of Heating, Refrigerating, and Air 

Conditioning Engineers, Inc. 

ASHRAE Best Paper Award for 1984, American Society of Heating, 

Refrigerating, and Air-Conditioning Engineers, Inc., 1985. 

Annual October Award for scientific work in 1984, Parliament of the City of 

Belgrade 

47

KERRY L. DIETZ Lecturer 

TEACHING Business of Building 

EDUCATION 

University of Michigan 

1977 


Kent State University 

1975 

Bachelor of Science in Architecture 

Continuing Education Courses in Real Estate, Business Management, Risk 

Reduction, Building Science and Technology, NFPA Life Safety Code, 

Arbitration 

and Mediation 



Dietz & Company Architects was founded in 1985 by Kerry Dietz as a general 

practice architectural firm specializing in multifamily and elderly housing, 

educational institutions, healthcare, and historic renovation. Ms. Dietz provides 

overall management for the company and serves as principal-in-charge for all 

projects. 


Publications 

“Battered Women's Shelter” in More Than Housing, Lifeboats for Women and 

Children by Joan Sprague 

“Scattered Site Housing in Holyoke” in The Affordable Housing Challenge by 

Anne Gelbspan 

SERVICE and PROFESSIONAL AFFILIATIONS 

American Institute of Architects, Communities by Design, Sustainable Design 

Assessment Team (SDAT), Affordable Housing Advisor for Kaua’i, Hawai’i 

American Institute of Architects’ 2006 Housing and Residential Design 

Knowledge 

Community Housing Awards, Advisory Group Chair 

American Arbitration Association, Construction Panel Member 

Capital Funds Review Subcommittee of the Corporate Support Scheduling 

Committee, Member 

Citizens Housing Advocacy and Planning Association, Board Member 

Connecticut Construction Advisory Council of the American Arbitration 

Association, Member 

Pioneer Valley Planning Commission, City of Springfield Representative 

Springfield Planning Board, Chair 

Sumner Avenue Elementary School, Business Partner 

Society for College and University Planning, Member 

Community Advisory Committee of the Springfield Zoning Ordinance Revision 

Project, Member 

48

University of Massachusetts –Amherst, Department of Architecture and Design, 

Advisory Council, Member 

University of Massachusetts –Amherst, Department of Architecture and Design, 

National Accreditation Team 2007, Member 

Springfield Technical Community College, Architectural Technology Program, 

Advisory Council, Member 

WFCR, NPR Radio for the Pioneer Valley, Capital Campaign Co-Chair, 2008- 

2011 

REGISTRATION 

Massachusetts, Connecticut, Maine, Vermont, North Carolina, Rhode Island, New Hampshire 

NCARB certified 

LEED AP 

RECENT PROJECTS 

HOUSING 

Village at Hospital Hill 

Northampton, MA 

Principal 

Dietz & Company Architects was charged with designing the affordable housing 

component of this planned mixed-use community located at the former site of 

the historical Northampton State Hospital. 

Village at Hospital Hill: Ice Pond Drive 


Principal 

Ice Pond Drive represents the first off-site phase of this mixed-used 

development which will eventually contain over 200 units of housing. This 

project consists of 6 new homes on a wooded rural site; 2 of the homes have 

attached barrier-free one-bedroom apartments. All homes on the site were 

designed to blend with the styles typical to this area and have exceeded 

EnergyStar® specifications for energy efficiency. 

Village at Hospital Hill Phase II 


Principal 

Schematic design of 33 affordable housing units located in two new apartment 

buildings and several townhouse buildings as part of the new mixed-use 

community at the Village at Hospital Hill. 

Dutch Point Homeownership 

Hartford, CT, 

Principal 

HOPE VI project design for a mix of 2 and 3 story townhouses for 65 units of 

market rate housing in this historic neighborhood. 

Burts Pit Road Housing 


Principal 

Providing design and construction administration services for 10 new units of 

green, fully accessible special needs housing contained in 2 group homes. 

YWCA – Phase II 

Springfield, MA 

Principal 

Currently in the construction document phase, this 32,000 square foot two-story 

building for transitional living will be LEED Silver certified. The two-story building 

will host 21 housing units. 

49

MB Properties for Preservation of Affordable Housing, Inc. 

Various Locations 

Principal 

Renovations to four distinctly different properties: 

Dom Narodowy Apartments in Chicopee, MA – A 50-unit elderly housing 

project 

Bay Meadow Apartments in Springfield, MA – 148 units of family housing 

Chestnut Gardens Apartments in Lynn, MA – 65 units of elderly housing 

Bridle Path Apartments in Randolph, MA – A 104-unit elderly housing complex 

50

DAVID DILLON Lecturer 

TEACHING Junior Year Writing, Philosophy, 20 th C. Architecture 

EDUCATION 




Boston College, B.A. Literature, magna cum laude 

Harvard University, MA. Literature 

Harvard University, Ph.D Literature and Art History (Renaissance Studies) 

Harvard University, GSD, Loeb Fellow 

University of Massachusetts, Amherst, Lecturer 

Southern Methodist University, Assistant Professor of English 

The Dallas Morning News, Architecture Critic, 1983- present 

D Magazine (Dallas), Senior Editor 

Visiting Critic and Lecturer at Harvard, University of Texas, Rice University, 

University of Arkansas, the University of New Mexico and other institutions. 

Peer Reviewer for the GSA’s Design Excellence Program. Juror for ATF 

Headquarters, Washington, DC, Austin Federal Courthouse and Tuscaloosa 

Federal Courthouse. 

Juror for AIA National Design Awards, Presidential Design Awards and 

American Society of Landscape Architects Design Awards Jury. 

Member of the FDR Memorial Advisory Committee and advisor to the World 

War II Memorial in Washington DC. 

Commentator for NPR 

Advisor to and participant in Architecture at the Crossroads (BBC Television) 

and Divided Highways (PBS). 

Contributing editor to Architectural Record, Landscape Architecture and other 

publications. 

Writing: Experience and Expression (D.C.Heath) 

Dallas Architecture: 1936-1986 (Texas Monthly Press) 

The Architecture of O’Neil Ford (University of Texas Press) 

The FDR Memorial (Spacemaker Press) 

The Miller Garden: Icon of Modernism (Spacemaker Press) 

Extending the Legacy: Planning the Nation’s Capital for the 21 st Century 

(NCPC) 

America’s House: The Plan for the White House and President’s Park (White 

House Architectural Foundation) 

Kallmann McKinnell & Wood (Edizioni Press) 

More than 200 articles in national and international design publications including 

Architectural Record, Domus, Landscape Architecture, Planning, Preservation 

and Urban Land 

REGISTRATION and PROFESSIONAL AFFILIATIONS 

AWARDS 

51

Rotary International Fellow, University College, London and the British Museum 

Loeb Fellow, Graduate School of Design, Harvard 

Associated Press Managing Editors Award for Criticism 

Art World/Manufacturer’s Hanover Award for Criticism (three times) 

Association of Sunday and Features Editors Award 

Flowers Award for Criticism, Texas Society of Architects (three times) 

Texas Society of Architects Honorary Membership 

Five-time Pulitzer Prize nominee for Criticism 

52

JOSEPH KRUPCZYNSKI Associate Professor 

TEACHING Design studios 

EDUCATION 

1999–2001 

1982–1987 

1978–1982 



2001–2002 

1999–2001 

1997–1999 

1988–1990 

1985, 1986 

1983–1985 



1995–2001 

1992–1994 

1992 

1988–1991 

1986 

1985 

1985–1987 

1983–1984 

SERVICE 

Master of Science in Design, University of Massachusetts 

The Cooper Union, Irwin S. Chanin School of Architecture 

Parsons School of Design, Department of Environmental Design, 

BFA with Honors 

University of Massachusetts, Amherst, Asst/Assoc Professor 

University of Massachusetts, Amherst, Visiting Assistant Professor 

University of Massachusetts, Amherst, Teaching Associate 

University of Massachusetts, Amherst, Lecturer 

Parsons School of Design, Department of Continuing Education, Instructor 

Parsons School of Design, Department of Environmental Design, Instructor 

Parsons School of Design, Department of Environmental Design, Teaching 

Assistant 

studio projects, Principal Designer, Northampton, MA 

Thomas Douglas Architects, Project Designer/Detailer, Northampton, MA 

Wormser and Associates Architects, Project Designer/Detailer, New York 

Architrope Architects, Project Designer/Detailer, New York, New York 

Averitt Associates Architects & Planners, Project Designer/Detailer, New 

York 

Tod Williams/Billie Tsien Associates, Designer/Draftsman, New York 

Kutnicki / Architect, Designer/Draftsman, New York, New York 

Interiors Magazine, New York, New York, 1985-1987 

Daniel Brown and Associates, Draftsman, New York, New York 

2006 

Public Art Committee of the Northampton Arts Council, Chair 

2005 

Five College Lecture Series coordinator 


AWARDS 

May 2008 

2007 

2005–2006 

2003–2004 

2003 


Antonia Pantoja Award (Award for Service to the Latino community in Western 

Massachusetts) 

Latino Scholarship Association, Holyoke MA 

Award for “Faculty Making a Difference in the Community” 

The Five College Committee for Community-Based Learning, Five College 

Inc. 

College Outstanding Teaching Award, College of Humanities and Fine Arts 

Lilly Teaching Fellowship, UMASS Amherst 

Historic Northampton Award, for Cafe Casablanca 

University of Massachusetts Chancellor’s Show, Amherst, MA 

53

2008 

2007 

2006 

2006 

2005 

2005 

2005 

2005 

2005 

2005–2007 

VCA Offices. Northampton, MA. Principal Designer 

Design of Offices for Woodworking Firm. 

Lechonera and Farm Store. Holyoke, MA. Principal Designer 

Schematic design for Restaurant on an urban farm. 

Stockholm Public Library Competition. Stockholm, Sweden. Principal Designer 

Competition entry for addition to historic library. 

Skinner Building Study. Holyoke, MA. Principal Designer/Team Leader 

Development report and analysis. 

Sunderland Memorial Competition. Sunderland, MA. Principal Designer 

Design of a memorial park 

Urban Habitat Competition. Charlottesville, VA. 2005. Principal Designer 

Competition entry for the design multi-family housing on the site of Trailer Park. 

Alvarez Residence. Northampton, MA. 2005. Principal Designer 

Design for Kitchen and dining room in an existing home. 

Ice Pond House. Northampton, MA. 2005. Principal Designer 

Design for a three-bedroom house in new residential development area. 

Hein/Hemment House. Amherst, MA. 2005. Principal Designer 

Design of a small house. 

One West Street. Hadley, MA. Principal Designer 

Design for renovations of an historic house on the Connecticut River. 

Selected Grants: 

Pioneer Valley Planning Commission (PVPC) subcontract for “Re-Thinking 

Downtown Westfield”: 

This project is a collaboration with PVPC, who has sub-contracted the "Center 

for Design Engagement" to organize community engagement, a six day 

charette, and to develop design recommendations for a re-vitalization 

project for downtown Westfield, MA. Funding comes from a $75,000 grant 

from the Massachusetts Department of Housing and Community 

Development, to develop both a needs assessment and a downtown 

action plan for Westfield. 

Principal Investigators: Joseph Krupczynski 

Period of Grant: February 2009 – August 2009 

Amount Awarded: $10,000 

CHFA Visioning Grant 

Support for the development of a “Center for Design Engagement” within the 

Architecture + Design Program at UMass 

Principal Investigator: Joseph Krupczynski, Kathleen Lugosch, Max Page 

Period of Grant: Fall 2008/Spring 2009 


AIA 150 Grant (with Erica Gees) 

In support of a “Sustainable Design Assessment Team” review of downtown 

Holyoke, MA. Work includes community charettes and youth 

programming to examine the community’s needs within the built 

environment. 

Principal Investigator: Erica Gees and Joseph Krupczynski 

Period of Grant: Spring/Fall 2007 


54

SKENDER LUARASI Assistant Professor 

TEACHING 

EDUCATION 

2002–2004 

Analysis and Representation I & II 

Master’s Project 


MASSACHUSETTS INSTITUTE OF TECHNOLOGY 

1995–2000 BACHELOR OF ARCHITECTURE 

WENTWORTH INSTITUTE OF TECHNOLOGY 



2005–2007 

2004 


2006 

2005 

2000–2005 

1999–2000 


2008– 

construction to 

start in 2009 

2007– 

construction to 

start in 2009 

2000–2003 

2003 

Spring 2009 

SERVICE 

REGISTRATION 

Assistant Professor of Architecture, University of Massachusetts, Amherst 

Assistant Professor of Architecture, Washington State University 

Teacher Assistant at Massachusetts Institute of Technology 

Design Studio, Level III. Instructor: Mark Goulthorpe 

KENNEDY & VIOLICH ARCHITECTS, Boston Massachusetts 

Mark Goulthorpe - DeCoi ARCHITECTS, MIT Digital Design Group 

FINEGOLD ALEXANDER + ASSOCIATES INC., Boston Massachusetts 

WELDON PRIES ARCHITECT, Cambridge, Massachusetts 

Built projects 

Mid-rise Residential Project 

Tirana, Albania 

“Kamiak” Hotel 

Tirana, Albania 

Chin-Feman Residence 

Concord, Massachusetts 


AWARDS 

Competitions 

Participated in the International Competition for World Trade Center Memorial in 

New York. 

Conferences 

ACSA: 97th Annual Meeting 

Housing Hybridity in Tirana, Albania: prototyping dwelling, social capital, and 

emergent local-global relations (in collaboration with John Abell) 

Massachusetts, architect, 2009 (pending) 

55

2002 

Exhibition at MIT: Of the sixty students submitting their Studio II projects, 

my work and five other students’ work were considered the best and became 

part of NAAB exhibit for the year 2002 

2000 

AIA Award: CERTIFICATE OF MERIT from the HENRY ADAMS FUND 

For Excellence in the Study of Architecture 

2000 

First Prize for Architectural Proposal of the City of North Adams, MA: 

Undergraduate Thesis 

1994 

First Prize in ARCHITECTURAL COMPETITION for entry to POLYTECHNIC 

UNIVERSITY OF ALBANIA. 


January 2009 

January 2008 

Spring 2007 

Spring 2006 

Fall 2005 

Lectures 

Lecture at Polis University, Tirana, Albania: 

“Ideogramming – Geological Materialities, Vectorial Fields and Parametric 

Design” 

Lecture at UFO University, Tirana, Albania: 

“Algorithmic and Parametric Design” 

Lecture at the Interdisciplinary Design Institute at Washington State University in 

Spokane: “Architectural Composition, Algorithmic Thinking and Ideogramming” 

Lecture at the Department of Architecture at Washington State University in 

Pullman: “Design Operators” 

Lecture at the Department of Architecture at Washington State University in 

Pullman: “Urban Ideograms” 

56

KATHLEEN LUGOSCH Professor 

TEACHING 

EDUCATION 

1983 

1974 

1972–1973 



2001–2006 

2002–2005 

2001-2005 

1995–2001 

1988–1994 

1984–1986 

1981–1983 



1983–1986 

1982–1983 

1981–1983 



Summer–Fall 

2006 

REGISTRATION 

Design Studios 

MS, M.Arch Degree Project Research Forum 

MS, M.Arch Degree Project Design 

Independent Study, Practicum 

Harvard University Graduate School of Design, Master of Architecture 

St. Lawrence University, Canton, NY, Bachelors of Arts, Fine Arts 

Universidad de Madrid, Madrid, Spain 

University of Massachusetts, Department of Art, Architecture and Art History 

Full Professor 

Associate Professor 

Assistant Professor 

Director, Architecture + Design 

Director, Interior Design/Architectural Studies 

University of Massachusetts, I. D./A. S., Visiting Instructor and Guest Critic 

Boston Architectural Center, Boston, MA, Instructor and Guest Critic 

Harvard University Graduate School of Design, Teaching Assistant 

Lugosch Architects, Amherst, MA, Principal 

Graham Gund Architects, Cambridge, MA, Project Architect 

Leers Weinzapfel Associates, Boston, MA, Architectural Designer 

David Handlin, Cambridge, MA, Architectural Designer 

Henry Street Attainable Housing, Multi-phase studio / project exploring 

issues relative to the design and construction of “attainable” housing. 

Phase 1: Symposium exploring housing options 

Phase 2: Vertical Design Studio 

Phase 3: complete a set of construction documents for the prototypical 

house and to bring the design through the Amherst Town regulatory 

bodies. 

Phase 4: Construction Studio: Spring 2007. 

Phase 5: Site and duplex documentation 

Phase 6: Town of Amherst Zoning Board, 2007-2008. 

Phase 7: Fall 2008-2010. Land Transfer Completed. House redesigned 

to reduce costs and approach Zero Net Energy. 

Salamander Crossing Studio: Collaborative Studio Project (in 

development). Partnership team: Professor Mark Lindhult, 

Landscape Architecture and Regional Planning and Niels LaCour, 

Amherst Town Planning, Cinda Jones, Cowls Lumber. Project 

definition: to have Landscape Architecture/Architecture Student 

Teams explore non-traditional, small town multiple housing options 

for a 500 acre parcel of land owned by Cowls Lumber, with the 

intention of contributing to the Town of Amherst redesign of Zoning 

Regulations. 

1986 

Registered Architect, Commonwealth of Massachusetts #6682 

1993 

Energy Crafted Home Certified 



2002–2005 

Member, American Institute of Architects 

Member, Illuminating Engineering Society of North America 

57

AWARDS 

2003 

2002 

2002 

2001–2003 

2002 


2008-2009 

2007-2009 

2008 


2009-present 

2009-present 


2005–2006 

2005–2006 

2004–2006 

2006 

2003–2005 

2003–2005 

2005 

2005 

2004 

Lighting for Tomorrow, Energy Efficient Luminaire Design 

Honorable mention: Lugosch + Licis Portable 

Phase 2 Invitational Competition 2004 

WM AIA Honor Award: Private Residence Renovation and Addition 

WM AIA Awards Traveling Show 

Healey Travel Grant, The phenomena of light in architecture 

St. Lawrence University Invitational Retrospective Print Show 

Center for Design Engagement: Incorporation and application for nonprofit 

status with Professors Joseph Krypczynski and Max Page. 

Founding Member of PeaPod Homes LLC, assembled housing 

designed to approach zero net energy. Project design team included 

Hernan Barufaldi, University of Massachusetts Architecture + Design 

Alumna; Dr. Charlie Curcija, Design Builder Software; Erik Wight, 

Keystone Code. 

Lecture: “Pre-Fab” at the Third Annual Massachusetts Architecture 

Symposium (and ACSA Northeast Conference, and 2 nd Annual Wood 

Symposium). 

"Built Architecture". Exploration of the design, construction and delivery 

processes to be employed in the in environmentally responsible 

residential architecture. Research includes: reduction in building 

footprint and environmental impact, programmatic preferences in 

"small" homes, alternative materials, methods of manufacture, and 

BIM technology. 

Proposal: Feasibility Study for Spear Memorial Library. With map-lab 

and UMass alumna Stephen Moore. 

Feick renovation – design considerations including material and 

processes for a client with extreme chemical sensitivities. 

Rodgers Lakeside Home, Belchertown, MA. design of 1800 s.f. summer 

home. 

Miller House Addition, Heath, MA. Addition of garage, Entry, Master 

Bedroom to a house designed by LugoschArchitect in 1989. 

Mottern, Northampton, MA. Apartment Build-out exploring low cost design 

features. 

Fishman Vacation Home, Tolland, MA. 2,000 s.f. new construction lakeside 

vacation home to replace a house destroyed in fire. Regulatory issues: 

Conservation Commission, Neighborhood Approval Committee. 

Perlman Renovation, Northampton, MA. 

Western Mass Residence, Shutesbury, MA. Passive solar design featuring 

energy conserving materials and detailing 

Kane/Levit "Flying Porch" Shutesbury, MA. Detached 2nd floor Screen 

Room with storage below. 

Murphy Renovation/Addition. Amherst, MA. Harmonizing a 

contemporary renovation/addition with a 70’s house. Integration of 

natural and artificial lighting into new and existing structures. 

Competitions 

Sunderland Vietnam Memorial Competition and Exhibit, Sunderland, MA 

Designers Lighting Forum, New York. Invitational Exhibit: The Flowering of 

Fluorescent. 

58

RAY KINOSHITA MANN Associate Professor 

TEACHING 

EDUCATION 

1988 

1983 



Spring 2002 

1998–2001 

1995–1998 

1987–1988 

1987 


Constructed Space, Design Investigation 

Design I , Design II, Design III, Design IV (undergraduate and graduate) 

Construction Methods + Materials 

Architectural Lighting (Building Physics II) 

Furniture Design & Technology 

Design Theory Seminar 

Advanced digital design 

BFA, MS, MArch Thesis supervision 

Independent Study, Practicum 

Research forum 

Harvard Graduate School of Design, Master of Architecture, with distinction 

Harvard-Radcliffe College, Bachelor of Arts in Visual and Environmental 

Studies (minor in Structural Engineering), magna cum laude 

UMass. Associate Professor of Architecture+Design 

Acting Area Coordinator 

UMass. Assistant Professor of Interior Design and Architectural Studies. 

UMass. Lecturer in Interior Design and Architectural Studies. 

Harvard Graduate School of Design, Studio Assistant. 

Harvard Graduate School of Design, Career Discovery Program, Instructor 

1990–present R K Studio, Amherst, Massachusetts. Principal Architect 

Residential, commercial, cultural, and institutional projects. 

1988–1992 The Stein Partnership, New York City, New York, Design Associate, 

Women's Rights National Historical Park. 

1988–1990 The Marshall Kinoshita Partnership, Cambridge, Massachusetts. 

Design Partner, residential projects. 

1987–1988 Rafael Moneo, Architect, Cambridge, Massachusetts. Design Assistant, 

Cultural and ecclesiastical projects (Joan Miro Museum, Dominican 

monastery). 

1986 

Office for Metropolitan Architecture, Rotterdam, Netherlands. Design 

Assistant, Civic projects (The Hague City Hall competition). 

1984–1985 Jeremiah Eck, Architect, Boston, Massachusetts. Design Assistant, 

Residential projects (Waxman Residence, BSA Award). 

1980–1982 Harvard University Office for Energy Management, Cambridge, 

Massachusetts. Energy Auditor, Lighting Designer. 




2001 

2001 

SERVICE 

1997–2003 

1997–1999 

REGISTRATION 

Woman Building –the life and work of architect Itsuko Hasegawa 

Memory, Culture, Care –responsive design for Alzheimer’s care 

environments 

“From the Gecko,” Boston Magazine, Best of Boston Issue, August. 

“Elegant Setting for a High-Wire Act,” Boston Globe. 

American Association of University Women, Selected Professions 

Fellowships (Chair 2001-2003). 

Town of Amherst Planning Board, member. 

Registered Architect: Massachusetts #8921, New York #021912, Vermont 

#003-0002118, Arizona #30377, NCARB Certification #43,058 

59


2004–2005 ACADIA member 

1996–2003 American Institute of Architects, Western Massachusetts Chapter 

AWARDS 

2001–2002 

2001 

2001 

1999–2000 









completed 2006 





1998–2001 


Five College/Graham Foundation grant($10k) for curriculum development. 

Best of City Search 2001, Best Restaurant Design (editorial & audience 

winner) 

Conde Nast Traveler, Salamander Restaurant named Top 100 Tables in the 

US 

Faculty Grant for Teaching, University of Massachusetts, $1,500. 

Evaluation of Terrazzo Cracking in Elevated Walkways 

Annie Oakley Center, Greenville, Ohio, new construction, schematic design. 

Mann Residence, Hadley, Massachusetts, new construction. 

Women’s Rights National Historical Park, consultation. 

Firestone Weiss Residence, Longmeadow, Massachusetts, new 

construction. 

Thompson Cardasis Residence, Leverett, Massachusetts, new construction. 

The Ark, phase II: fountain, altar and signage, Amherst, Massachusetts. 

Welsch Residence, North Andover, Massachusetts, new construction. 

The Ark Five College Episcopal Center, Amherst, Massachusetts, addition. 

Machover/Kinoshita bath suite and studio barn, renovation. 

Vilar Center Temporary Offices, MIT Media Lab, Cambridge, 

Massachusetts, renovation,. 

Salamander Restaurant, Boston, Massachusetts, new construction,. 

M.N. Spear Memorial Library, Shutesbury, Massachusetts, schematic 

design. 

“Brain Opera,” with MIT Media Lab, House of Music, Vienna, permanent 

installation 

60

CAITLIN MCKEE Teaching Assistant 

TEACHING 

EDUCATION 

Analysis and Representation I & II 

2005–2009 UNIVERSITY OF MASSACHUSETTS AMHERST 

Masters of Architecture Degree – Concentration: Sustainability 

1998–2002 LEHIGH UNIVERSITY 

Bachelor of Arts Degree in Architecture - Minor: Studio Art 

Graphics Lab Technician - Media Productions Teaching Assistant - Design 

Studio II & Painting I 


2007–2009 UMass Amherst 

Teaching Assistant 

Assisted teaching two Building Materials & Wood Technology Classes 

Co-taught a graphics lab in the Architecture Department for two semesters, 

created curriculum and syllabi. 


2006–2007 

2006–2007 

2005–2006 

November 2005 

2004–2005 

2003–2004 

Amherst College Physical Plant 

Designer 

Consulting 

Designer 

Haley Design 

Drafter/Designer/Builder 

World Hands Project 

Volunteer Builder 

HCA Partners, Inc. 

Jr. Draftsperson 

BRYAN BOWEN ARCHITECTS 

Architectural Intern 

61

SIGRID MILLER POLLIN Professor 

TEACHING 

EDUCATION 

Undergraduate Design Studios 

Graduate Design Studios 

Constructed Space 

Great Spaces 

1972–1975 M. Arch, Columbia University 

1967–1971 BA, Vassar College Art History 



1985–1998 



1995–1998 

1984–1995 


2009 

2008 

2008 

2005 

2004 

2003 

2003 

2003 

2008 

2008 

2008 

2008 

2007 

2007 

2007 

2005 

2003 

SERVICE 

REGISTRATION 


Full Professor- Architecture + Design University of Massachusetts Amherst 

Asst. Prof, Assoc. Prof, Full Professor, Dept Chair–Dept. of Architecture 

California State Polytechnic University Pomona 

Miller Pollin AIA Architects , Amherst, MA 

Principal/Partner Siteworks Architecture, Venice, CA and Riverside, CA 

Principal Miller Pollin AIA Architects , Riverside, CA 

Mitchell Giurgola Associates, New York NY 

Johnson & Burgee, New York, NY 

Prentice, Chan, Olhausen Architects New York, NY 

Project Publications: 

Architect’s Residence and Studio New England Cable News 

Architects and Their Gardens by Lucy Rosenfeld 

Hampshire Gazette, “Designer of South Amherst Home Is Inspired by New 

England Traditions” 

Contract Magazine Multi-tasking Gordon Hall UMass Amherst 

LA Architect Fashion as Inspiration 

Gordon Hall “Outdoor Classrooms” citation Architecture Magazine 

Western Massachusetts AIA News Landscape Of Learning 

World Trade Center Competition Entry with historian Max Page 

Lectures/Exhibitions 

Recent Architecture: Lecture Herter Gallery UMass Amherst 

Recent Architecture Solo Exhibit Herter Gallery UMass Amherst 

The Architect’s Garden by Lucy Rosenfeld 

The Future of Architecture Commonwealth College UMass Amherst 

Feature Article Hampshire Gazette Sept 21 2007 

Titles Invited Exhibit sponsored by University Gallery UMass Amherst 

Matereality Exhibit Boston Society of Architects 

Exhibit of Unbuilt Work Boston Society of Architects 

Designing in New England: Gordon Hall at UMass Amherst 

By Sigrid Miller Pollin in Four Centuries of Architecture in New England 

Current Member Western Massachusetts AIA Executive Board 

Registered architect: MA, CA, NV, NY 

62





1992–1995 

AWARDS 

2009 

2009 

2004 


Member AIA 

NCARB 

Western Massachusetts AIA 

Executive Board of Western Mass. AIA 

Past Memberships: 

Editorial Board Architecture California 

Elected to American Institute of Architects College of Fellows (FAIA) 

Western Massachusetts AIA Award of Merit for 1290 Residence and Studio 

Nominated for UMass Amherst Distinguished Teaching Award 

Finalist National AIA Award Mt. Vernon Ave Residences, Riverside CA 

AIA Inland California Award of Excellence for Interior Design 

Award of Honor Inland Design Institute Loring Building 

First Award of Honor Colton Sr. Housing International Design Competition 

Travel & Design Fellowship Curtin University, Perth Australia 

AIAIC Award of Excellence 3.5 Houses Riverside CA 

Architectural Design: 

Residential Projects 

Wicks-Lim Residence Affordable Compact Residence Amherst, MA 

Sun Rock Master Plan for 4 Affordable Residences Amherst MA 

Pollin-Galay Residence Tel Aviv, Israel 

Millington Residence, Pelham, MA 

1290 House, Amherst, MA 

The Octagon House, Monson, MA 

Barkley Residence Laguna Beach CA 

House I, House II,& House III Riverside CA 

Teller Residence House for a Magician Las Vegas,NV 

South East Green Mixed Use Project, Amherst, MA 

Avalon/El Segundo Sr. Housing Watts, CA 

Commercial Projects 

All Fired Up! Restaurant, Hadley MA 

World Savings & Loan Bank Sun City, CA 

World Savings & Loan Bank Lake Elsinore CA 

Educational Projects 

M5 Digital Commons Interior Design Electrical and Computer Engineering 


A new 7 acre campus for Dance, Theater, Fine Arts and Media Arts-150,000 

square feet of performing, visual, and media arts space in collaboration with 

Riverside Community College 

Gordon Hall UMass Amherst MA 

Telecommunications Offices UMass Amherst, Amherst, MA 

Master Plan & Schematic Design Riverside School for the Arts Riverside CA 

Community Projects 

Fais-One Performing Arts Center, Harlem New York 

63

MAX PAGE Professor 

TEACHING 

EDUCATION 

United States urban and architectural history, historic preservation, United 

States social and cultural history, the place of memory 

1995 

University of Pennsylvania, Ph.D. in History. 

Dissertation: "The Creative Destruction of New York City: Landscape, Memory, 

and the Politics of Place, 1900-1930.” 

1988 

Yale University, B.A. magna cum laude in History 

Summer 1991 Harvard University GSD, summer architectural program 


2009–present Professor of Architecture and History, University of Massachusetts 

2009 

Fulbright Fellow in Buenos Aires 

2003–2004 John Simon Guggenheim Memorial Foundation Fellow 

2001–2009 Associate Professor, University of Massachusetts, Department of Art 

1999–2001 Visiting Professor, Department of History, Yale University 

1998–1999 Leverhulme Visiting Research Professor, University of Nottingham 

1996–1999 Assistant Professor of History and Director, Heritage Preservation Georgia 

State University 

1995–1996 Lecturer, Department of History, University of Pennsylvania 



2008 

2003 

2003 

2005 

2003 

2003 

2005 

2004 

Books 

The City’s End: Two Centuries of Fantasies, Fears, and Premonitions of 

New York’s Destruction (Yale University Press). 

Building the Nation: Americans Write About Their Architecture, Their Cities, 

and Their Landscape, 1789 to the Present (University of Pennsylvania 

Press), co-edited with Steven Conn. 

Giving Preservation a History: Essays on the History of Historic 

Preservation in the United States (Routledge Press), co-edited with 

Randall Mason. 

Articles in Academic Journals 

“Alexander Hamilton: The Man Who Made Modern America,” review essay in 

Journal of American History (June 2005). 

“The Unnatural History of Natural Disaster,” review essay in Journal of Planning 

History (November 2003). 

“The Future of the Past: New York History after 9/11,” inaugural issue of the 

new New-York Journal of American History (May 2003). 

Articles in Books 

“The Heights and Depths of Urbanism : Fifth Avenue and the Creative 

Destruction of Manhattan," in Roberta Moudry, ed, The American 

Skyscraper : Cultural Histories (Cambridge: Cambridge University Press, 

2005). 

“The City's End: Past and Present Narratives of New York's Destruction,” in 

Lawrence Vale and Thomas Campanella, eds., The Resilient City: Trauma, 

Recovery, Remembrance (New York: Oxford University Press, 2004). 

64

2009 

2008 

2007 

2006 

2006 

2006 

2006 

2005 

2005 

2005 

2005 

2004 

2004 

2003 

2003 

2003 

2003 

2003 

2003 

SERVICE 

2006-present 

2007-present 

2003-present 

2003-present 

2001-2003 

1999 - 

2000-2001 

REGISTRATION 


AWARDS 

2008 

2003 

2001 


Articles in Magazines and Newspapers 

“The Houston Pavilions: Towards a Mixed Use Downtown?” Cite, Spring 2009. 

“Designing for God: The Reemergence of Tradition at the new Co-Cathedral of 

the Sacred Heart in Houston,” Cite, Spring 2008. 

“The Urban Ear: Sounds of the City,” New York Times (July 22, 2007) 

“Sprawled Out,” Architecture (October 2006). Public Realm columnist for 

Architecture in 2006. 

“Shifting the Memorial Paradigm,” Architecture (August 2006) 

“The Preservation Act at 40,” Architecture (June 2006) 

“Crashing to Earth, Again and Again,” on the 75 th Anniversary of the Empire 

State Building, New York Times (April 23, 2006) 

“Welcome Back, King Kong,” Op-Ed in the Boston Globe (December 17, 2005). 

Reprinted in the Philadelphia Inquirer and International Herald-Tribune. 

“The Kindness of Strangers: Rebuilding New Orleans,” Architecture (December 

2005) 

"Germany’s Memorial to the Murdered Jews of Europe," Architecture (June 

2005). 

“Careful Urban Renewal Twenty-Five Years Later: How the International 

Building Exhibition Berlin Has Stood the Test of Time,” Metropolis (March 

2005). 

“New Architecture in Berlin,” Architecture (September 2004). 

“The Otis Elevator: The ‘Hoisting Apparatus’ That Changed America,” Hartford 

Courant (February 22, 2004). 

“Education By Design: New Architecture at the Five Colleges,” Architecture 

(October, 2003). 

“Boxed In: The Galante Architecture Studio’s Falmouth, MA Recreation Center,” 

Architecture (July, 2003). 

"Minuteman Athletics Logo Makeover Reveals Skewed Priorities at UMass," 

with Eve Weinbaum, Worcester Telegram and Gazette (July 29, 2003). 

“River of Innovation: Returning to the Tradition of Contemporary Architecture on 

the Charles River,” Architecture Boston (Summer, 2003). 

“Takin’ It To the Streets: The Geography of Public Protest,” Architecture Boston 

(Spring, 2003). 

“Trent Lott and the Color Line,” Valley Advocate (January 2, 2003). 

Massachusetts Society of Professors (faculty union at UMass), President 

Urban History, North American Editorial Board 

Society of American City and Regional Planning Historians, Board of 

Directors 

Urban History Association, Board of Directors 

Radical History Review Editorial Collective Member 

Referee: American Studies, The Public Historian & Journal of American 

History 

Board of Advisers, The Gotham Center, NY 

Fulbright Fellowship 

John Simon Guggenheim Memorial Fellowship 

Spiro Kostof Award, Society of Architectural Historians 

65

STEPHEN SCHREIBER Professor 

TEACHING 

EDUCATION 

1984 

1979 

1977 




2005–2006 

2000–2004 

2000–2005 

1997–2000 

1989–2000 

1987–1989 

1984–1986 



1986–1987 

1985–1986 

1984–1985 

1982–1983 


2008 

2006 

2005 

2002 

SERVICE 



2005–2006 

2000–2004 

2006 

1996–2000 

2003–2006 


REGISTRATION 

1985 

1991 

2001 

1991 

Master in Architecture Harvard University 

Bachelor of Arts Dartmouth College 

Foreign study program University of Salamanca. Spain 

Director and Professor 

University of Massachusetts Amherst Architecture+Design Program 

Visiting Associate Professor, UMass Amherst 

Dean and Director, University of South Florida School of Architecture 

Associate Professor, University of South Florida School of Architecture 

Associate Professor and Director 

Architecture Program, University of New Mexico 

Faculty positions, University of New Mexico 

Visiting Professor, University of Miami 

Instructor, Boston Architectural Center 

Stephen Schreiber, Architect 

Daniel/Mulliken Associates, North Easton, MA 

Notter, Finegold, Alexander, Boston, MA 

Moshe Safdie and Associates, Boston, MA 

Moore, Grover, Harper, Centerbrook, CT 

Selected Publications 

“Education of Architects”, International Encyclopedia of Education, Elsivier 

“Minor Setbacks”, in Professional Practice 10—2 nd Ed., Wiley. 

“Mitigating the Effects of Hurricanes on Residences in Florida”, in AIA Report 

on University Research, American Institute of Architects. 

“Fountain of Youth”, in BA Architect, vol. 6, ,AIA Tampa Bay, 

National Architectural Accrediting Board Visiting Teams (chair—7 visits, 

member -4 visits) 

National Council of Architectural Registration Boards (NCARB): national 

committees 

Association of Collegiate Schools of Architecture (ACSA): President 

American Institute of Architects (AIA): 

Florida Board Member 

Boston Society of Architects Board Member 

New Mexico Board of Examiners for Architects 

Florida Board of Architecture and Interior Design 

Massachusetts Architect Registration Board 

Architect: 

Massachusetts 

New Mexico (expired) 

Florida 

NCARB 


66

AWARDS 

2004 

2004 

2003 

2001 

2000 

American Institute of Architects (AIA) 

Exemplary university research, national AIA (with others) 

Elected to College of Fellows, AIA 

American Institute of Architects (Tampa Bay), Award of Excellence 

Clearwater Roundabout Design Competition, Honorable mention 

Landscape Architecture, "Excellence in Communication" (with others) 

67

BLAKE WILLIAMS Lecturer 

TEACHING 

EDUCATION 

1990–1992 University of Pennsylvania 

Master of Architecture with Advanced Standing 

Thesis: “Canonical Grafts: An Experimental Music Center for Seattle” 

1983–1987 University of Washington 

Bachelor of Arts in Architecture 

1982–1983 Manhattan School of Music 


2008–2009 

Spring 2007 

Fall 2006– 

present 

1999–2000 




2003–2005 

2001–2003 

1998–2000, 

2005–2006 

1987–1998 

1991–1992 

1989–1991 


Fall 2008 

May 2005 

2004 

2004 

SERVICE 

REGISTRATION 

Architecture+Design, University of Massachusetts, Amherst 

Lecturer in Architecture. 

Hampshire College, Humanities and Cultural Studies 

Adjunct Assistant Professor of Architecture. Architecture Studies Program, 

affiliated with Five Colleges, Inc. 

Mt Holyoke College, Department of Art and Art History 

Visiting Assistant Professor of Architecture. Architecture Studies Program, 

affiliated with Five Colleges, Inc. 

University of Michigan, Taubman College of Architecture And Urban Planning 

Lecturer Graduate Design Studio Courses: Arcades and Canopies (Fall 1999) 

Detroit Design Studio (Winter 2000) with David Miller, FAIA 

BW.AR–(self) 

Dietz and Company Architects, Springfield, MA 

Hamilton Anderson Associates, Detroit 

Weinstein A|U, Seattle 

A3C, Ann Arbor 

Hoshide Williams Architects, Seattle 

Mithun, Seattle 

Olson Sundberg Kundig Allen, Seattle 

ACSA Northeast Chapter Publication, “Cypress Shelter” 

Seattle Homes and Lifestyles, “Alhadeff Condominium”, responsibility at 

Weinstein A|U: designer and project architect 

Jill Herbers, editor, “Prefab Modern”, New York: Harper Design International, 

Colin House 

University of Michigan Taubman College of Architecture, Detroit Design 

Charette: West Riverfront 

Washington, Michigan, Massachusetts 


AIA, American Institute of Architects 

NCARB, National Council of Architectural Registration Boards 

ACSA, Association of Collegiate Schools of Architecture 

CDT, Construction Specifications Institute 

68

AWARDS 

1991 

Schneidman AIA Award, University of Pennsylvania 

1991 

Dales Traveling Fellowship, University of Pennsylvania, Travel in Japan: Tokyo, 

Kobe & Takayama. Studied Japanese architecture with master carpenters and 

contemporary Japanese architects 

1991 

Newberry Grant, University of Pennsylvania 

1987 

Distinguished Project Award, “An Architect’s Office” University of Washington 


69

ERIKA ZEKOS Lecturer 

TEACHING Design studios 

EDUCATION 

1994 

1993 


2009 


2005 

1999-04 

1999-04 


1998-present 

1997-98 

1995-97 

1995 

1993-94 

SERVICE 

2004-present 

ongoing 

2007 

Rensselaer Polytechnic Institute, School of Architecture, Troy, NY 

Bachelor of Architecture 

Bachelor of Building Sciences 

UMass Architecture+Design Program 

Program Coordinator, western Mass, Learning By Design in Massachusetts, 

Studio Instructor, Mount Holyoke College, Art Department 

Adjunct Assistant Professor of Architecture, School of Architecture, Art and 

Historic Preservation, Roger Williams University, 

Studio Instructor, Department of Continuing Education, Young Artists Program, 

Pre-College, Summer Studies, Rhode Island School of Design 

Adjunct Assistant Professor, Boston Architectural Center 

Principal, studiozed, design, Amherst, MA, 

Bruner/Cott & Associates, Cambridge, MA, 

Rothman Partners Architects, Boston, MA, 

Kallmann, McKinnell and Wood Architects, Boston, MA, 

Architecture Plus, Troy, NY 

Board Member, Western Massachusetts American Institute of Architects, 

Guest Critic, Smith College, University of Massachusetts Amherst, Hampshire 

College, Roger Williams University, ongoing 

Guest Judge, University of Massachusetts Amherst, Department of Art Senior 


AWARDS 

1999 

2000 

2000 

1997 

1995 

1995 

1994 

1993 


Performance Award, Build Massachusetts w/ Bruner/Cott, for Dean College 

Residence Hall 

Special Design Citation, Boston Society of Architects/Healthcare Assembly w/ 

Rothman Partners Architects, for MGH Cox Cancer Center 

Honor Award, Boston Society of Architects/Healthcare Assembly W/ Rothman , 

for MEEI Cosmetics Plastics Surgery Center 

Exhibitor: Ideas Afloat - David’s Island Competition, 

Alpha Rho Chi Medal, Rensselaer Polytechnic Institute, 

American Institute of Architects Excellence Award, Rensselaer Polytechnic Inst. 

Peck Prize: Best Thesis Award, Rensselaer Polytechnic Institute 

Second Prize: Crypta Balbi International Student Competition 

70

Public Art since 2002 

Greetings From MY City,” postcards project, various cities, ongoing 

Greetings From MY Boston 

Greetings From MY Holyoke, ongoing 

“Look Up,” site-specific temporary installation, Easthampton, MA, 

Windows Project of the Easthampton Cultural Council 

“Sea the City,” site-specific temporary installation, Boston, MA, 

part of the Boston Arts Festival, Mayor’s Office of Cultural Affairs 

“Making Time Visible,” site-specific temporary installation, City Hall Plaza, Boston, 

MA, sponsored by the Boston Cultural Agenda Fund and the Boston Foundation 

for Architecture 

Design Work since 2002 

Bennet – Gray residence (new home), Sunderland, MA 

Sweeting residence (renovation/addition), Amherst, MA 

Wunderarts Gallery (renovation), Amherst, MA, 

Graham Brown – Dellert residence (renovation/ addition), Deerfield, MA, 

Dolan Residence (renovation / addition), Missoula, MT, 

Haynes/Watts residence (renovation/ addition/master plan), Milton, MA 

Long Dimensions Workshop (new construction), Hopedale, MA, 

Moses residence (new three family home), Jamaica Plain, MA, 

Mastandrea residence (renovation/ addition), Milton, MA 

Moses residence (renovation), Jamaica Plain, MA, 

Brownell residence (addition/renovation), Belmont, MA 

71

TIMOTHY ROHAN Associate Professor 

TEACHING 

EDUCATION 

History of Architecture and the Built Environment 

Introduction to the History of Art/Renaissance to the Present 

Nineteenth-Century Architecture 

Twentieth-Century Architecture 

Graduate Seminar: Themes in Postwar Architecture 

May 2001 

PhD, Department of the History of Art and Architecture, Harvard University 

• Field of Concentration: history and theory of modern architecture, 

particularly post-WW II architecture and urbanism. 

• Master's Thesis: "Dressing New Delhi: Lutyens’s Viceroy’s House," 

Spring 1997. 

• Dissertation: “Architecture in the Age of Alienation: Paul Rudolph’s 

Postwar Academic Buildings,” completed May 2001. 

1991 

BA, Yale University 

Majors: History of Art and English, Graduated cum laude, with distinction in 

art history 



2000–2001 

1998–2001 

1996–1997 


1991–1992 

1993–1995 


Forthcoming 

2011 

2008 

2007 

2003 

2005 

SERVICE 

Associate Professor, Art History Program, Department of Art 


Tenure awarded Spring 2008. 

Visiting Lecturer, Art Department, Vassar College, Poughkeepsie, New York 

Lecturer, The Whitney Museum of American Art, New York, NY 

Teaching Fellow, Department of Fine Arts/Harvard Core, Harvard University 

The Museum of Modern Art, New York, NY 

Assistant, Department of Public Information. 

Department Secretary, Architecture and Design. Assistant for the 

exhibition “Frank Lloyd Wright: Architect”, (Fall 1994 to Spring 1995) curated 

by Terence Riley with Peter Reed in the Department of Architecture and 

Design, The Museum of Modern Art. 

Book Project 

Working title: Enriching Modernism: Paul Rudolph, Buildings and 

Projects,1945-1997. Yale University Press. 

Catalog 

Model City: Buildings and Projects for Yale and New Haven by Paul 

Rudolph, Yale School of Architecture, Nov. 3, 2008 – Feb. 6, 2009. Curated 

exhibition featuring thirteen projects by Rudolph. Wrote essay and compiled 

checklist of over one hundred works. 

Articles in journals 

“Challenging the Curtain Wall: Paul Rudolph’s Blue Cross and Blue Shield 

Building”, The Journal of the Society of Architectural Historians, vol. 66, no. 

1, March 2007, p. 84-109 (refereed). 

“From Microcosm to Macrocosm: The Surface of Buckminster Fuller’s 

United States Pavilion for Expo ’67,” Architectural Design, 

Book Review 

Charles Waldheim. Hilberseimer/Mies van der Rohe: Lafayette Park Detroit 

(New York: Prestel and Harvard Design School, 2004). 

72

2004–2007 

2004–2007 

2005 

REGISTRATION 

Director of Undergraduate Studies (Art History). 

Faculty advisor to the Art History Club 

Art History Program: Search Committee for Modernist Art Historian 

Not applicable 


AWARDS 

Society of Architectural Historians (SAH) 

College Art Association (CAA) 

DOCOMOMO, USA chapter (Documentation and Conservation of Buildings, 

Sites and Neighborhoods of the Modern Movement) 

Teaching Awards 

2006–2007 Winner, Lilly Teaching Fellowship, U. Mass., Amherst (Fall 2006–Spring 

2007) 

2006 

Winner, College of Humanities and Fine Arts Teaching Award (CHFA) 

2001-2003 Nominated three times by students for the Distinguished Teaching Award, 

UMass 

Grants and Awards 

The Society of Architectural Historians’ Scott Opler Fellowship for New 

Scholars awarded for the article, “Challenging the Curtain Wall: Paul 

Rudoph’s Blue Cross and Blue Shield Building,” JSAH, vol. 66, no. 1, March 

2007, p. 84-109. 

2007–2008 Kluge Research Fellowship. The Library of Congress, Washington D.C. (8 

months- Summer 2007 and Summer/Fall 2008). 

2006 

Faculty Research Grant, UMass 

2004 

Research fellowship. Canadian Centre for Architecture, Montreal (Spring 

2004). 

2003 

Research Grant. Graham Foundation for Advanced Studies in the Fine Arts 


2008–2009 

2006 

2009 

2005 

Exhibitions 

Curator for “’Model City’: Buildings and Projects for Yale and New Haven by 

Paul Rudolph”, the Yale School of Architecture, November 3, 2008 to 

February 6, 2009. The exhibition examines thirteen projects by Rudolph for 

the city and the university with images from the Rudolph Archive at the 

Library of Congress. It will coincide with the rededication of the restored Art 

and Architecture Building by Paul Rudolph. For catalog see publications. 

Wall text on Paul Rudolph for “Beyond the Harvard Box”, curated by Michael 

Meredith, Harvard Graduate School of Design, October 5- November 15, 

2006. 

Symposia, Panels, Responses 

Organizer of the symposium, “Reassessing Rudolph: Architecture and 

Reputation”, Jan 23-24, 2009. Yale School of Architecture. In conjunction 

with the exhibition “Model City”, see above. This symposium will bring 

together a group of international historians, critics and architects to 

reconsider Rudolph’s architecture and the discipline’s assessment of him. 

Collection of essays by the participants edited by Rohan under discussion 

with Yale University Press. 

Organized and chaired the panel: “Other Ethics and Aesthetics: the 

International Scope of Brutalism,” Society of Architectural Historians Annual 

Meeting, Vancouver, British Columbia. April 7, 2005. 

73

MARGARET BIRNEY VICKERY Lecturer 

TEACHING 

EDUCATION 

1993 

1993 

1990 

1985 


2009 

1994-95 

1987-9 


2008-present 

1992-3 

1987 

1986 

Introduction to Architecture 


2007 

1999 

199 

SERVICE 

2005 

2007 

AWARDS and REVIEWS 

1992 

1990 

1989 

2000 

2001 

Stanford University, Stanford CA, Ph.D. program in Art History 1986 to June 

1993. M.A. Art History, 1988. Ph.D. Architectural History 

Attingham Summer School, intensive course on the preservation of English 

country houses.. 

Victorian Society Summer School, London 

Oberlin College, Oberlin Ohio, B.A. Art History 

Lecturer, Art History Program 


Lecturer, in architectural history, University of Bristol, adult 

education program. 

Teaching Assistant, architectural history courses, Stanford University. 

Guest Curator, University Gallery, Fine Arts Center, University of 

Massachusetts, “Greening the Valley: Sustainable Architecture in the Pioneer 

Valley” opens, February 2010,. 

Secretary, Victorian Society Summer School, London. (1992-93). 

Curatorial Intern, Stanford University Art Museum, Prints and 

Drawings Collection, Summer. 

Curatorial Assistant, DeCordova Museum, Lincoln MA. 

Smith College : The Campus Guide ,Princeton Architectural Press, 2007 

Buildings for Bluestockings: The Architecture and Social History of Women's 

Colleges in Late Victorian England, University of Delaware Press, 1999. 

“Lady Margaret Hall and Somerville College, Oxford: Their Architectural and 

Social Context.” Victorian Society Annual 

Solid Waste Committee, Amherst 

Amherst Ballet Board of Directors 

Pevsner Memorial Award, for the paper, “Lady Margaret Hall and 

Somerville College, Oxford: Their Architectural and Social Context.” 

Victorian Society Annual 

Samuel Kress Travel Grant, for travel to England for dissertation 

research in 1991. 

Mellon Foundation Pre-Dissertation Grant, from the Center for 

European Studies, Stanford University. 

William Whyte reviewed Buildings for Bluestockings, in the English 

Historical Review, September 2000, pp. 1011-1012. 

Elizabeth Edwards Harris reviewed Buildings for Bluestockings, in the 

Journal of the Society of Architectural Historians, vol. 60, #4, Dec. 2001 

74

PEGGI CLOUSTON Assistant Professor 

TEACHING 

EDUCATION 

Tectonics 2/Mechanics of Building Materials for Construction 

Design of Wood Structures 

Design and Construction of a Timber Bridge 

1996–2001 Ph.D. Department of Wood Science, Faculty of Forestry, University of 

British Columbia. Vancouver, British Columbia, Canada 

Thesis: Computational Modeling of Strand-based Wood Composites 

1993–1996 M.A.Sc. Department of Wood Science, Faculty of Forestry, University of 

British Columbia. Vancouver, British Columbia, Canada 

Thesis: The Tsai-Wu Strength Theory for Douglas-fir Laminated Veneer 

1985–1989 B.A.Sc. Department of Civil Engineering, University of British Columbia. 

Vancouver, British Columbia, Canada 


09/2005–present Faculty, Architecture+Design Program, University of Massachusetts, 

Amherst, MA 

09/2003–present Adjunct Faculty. Department of Civil and Environmental Engineering. 

University of Massachusetts, Amherst, MA 

09/2001–present Assistant Professor. Department of Natural Resources Conservation, 

Building Materials and Wood Technology Program, University of 

Massachusetts, Amherst, MA, USA 

05/1988 – 

Timber Engineering Research Assistant, Department of Civil Engineering, 

02/1989 

University of British Columbia, Vancouver, B.C., Canada 


1989–1994 Trus Joist Macmillan, Structural Engineer, Vancouver, B.C., 


Submitted 

In preparation 



In press 

In press 

2008 

2008 

2007 

2007 

Refereed Publications: 

Peters, J.; Damery, D.; Clouston, P.: “A Geography of Eastern Log Building 

Based on Tree Species Use”. Journal of Forestry. 

Oberholzer, M.; Clouston, P.; Benson, T. “Increasing the Quality and 

Aesthetical 

Value of Undervalued Wood Species in North America by Creating Glued 

Laminated Timbers”. ASTM Journal of Testing and Evaluation. 

Clouston, P.; Michalski, J. “An Experimental Comparison of Wood-Concrete 

Composite Connectors”. ASTM Journal of Testing and Evaluation. 

Michalski, J.; Clouston, P. “New England Mill Renovation using Wood-Concrete 

Composites: A Case Study”. ASCE Journal of Architectural Engineering. 

ARWADE, S; CLOUSTON, P.; WINANS, R. “Measurement and stochastic 

computational modeling of the elastic properties of parallel strand lumber.” 

Journal of Engineering Mechanics. 

ARWADE, S; WINANS, R.; CLOUSTON, P. “Variability of the strength of 

Parallel 

Strand Lumber” Journal of Engineering Mechanics. 

CLOUSTON, P.; SCHREYER, A. “Design and Use of Wood-Concrete 

Composites”. ASCE Practice Periodical on Structural Design and Construction, 

13(4), pp. 167-175. 

KANE, B; CLOUSTON, P. “Tree Pulling Tests of Large Shade Trees in the 

Genus Acer”. Journal of Arboriculture and Urban Forestry, 34(2), 2008, pp. 101- 

109. 

CLOUSTON, P. “Characterization and Strength Modeling of Parallel Strand 

Lumber”. Journal Holzforschung, Vol. 61, pp. 394-399. 

75

2006 

2006 

2005 

2004 

2003 

Sept. 2009 

July 2009 

2008 

2006 

2006 

2004 

SERVICE 

REGISTRATION 

DAMERY, D; CLOUSTON, P.; FISETTE, P. “Wood science education in a 

changing world: A case study of the UMASS-Amherst building materials & wood 

technology program, 1965-2005”. Forest Products Journal. 57(5) pp. 19-24. 

PETERS, J.; DAMERY, D; CLOUSTON, P. “A Decade of Innovation in 

Particleboard and Composite Materials: a Content analysis of Washington 

State University’s International Particleboard/Composite Materials 

Symposium Proceedings.” Journal of Forest Products Business Research. 

CLOUSTON, P.; SCHREYER, A. “Wood Concrete Composites: A Structurally 

Efficient Material Option.” Civil Engineering Practice. Boston Society of Civil 

Engineers (BSCE) Section / American Society of Civil Engineers (ASCE). 

Spring/Summer 

CLOUSTON, P.; BATHON, L.; SCHREYER, A. Shear and Bending 

Performance of a Novel Wood-Concrete Composite System. ASCE Journal 

of Structural Engineering. 131(9), pp.1404-1412. 

CLOUSTON, P.; CIVJAN, S; BATHON, L. “Experimental Behavior of a 

Continuous Metal Connector for a Wood-Concrete Composite System.” 

Forest Products Journal. 54(6) pp. 76-84. 

BURNETT, D. T.; CLOUSTON, P.; DAMERY, D.; FISETTE, P. “Structural Properties 

of Pegged Timber Connections as Affected by End Distance.” Forest 

Products Journal. 53(2) pp. 50-57 

Conference Papers and Presentations: 

Arwade S.; Winans R.; Clouston, P. “Modeling strength variability in Parallel 

Strand Lumber.” International Conference on Structural Safety and Reliability, 

Osaka, Japan. 

Arwade S.; Winans R.; Clouston, P. “Measurement and modeling of spatially 

varying strength in Parallel Strand Lumber.” 10th U.S. National Congress for 

Computational Mechanics, Columbus, Ohio. 

CLOUSTON, P. “Pedagogic Strategies for Wood Engineering in an 

Interdisciplinary Setting”. 2008 Structures Congress, Vancouver BC Canada 

CLOUSTON, P. “Characterization and Strength Modeling of Parallel Strand 

Lumber”, World Congress on Computational Mechanics, Los Angeles, CA 

CLOUSTON, P. ; LIU, S. “Prediction of Influence of MacroVoid Distribution 

on Parallel Wood Strand Composites.” World Conference of Timber 

Engineering, Portland, Oregon 

CLOUSTON, P. “Numerical Simulation of Mechanical Behavior of Parallel 

Strand Lumber.” World Conference of Timber Engineering, Lahti, Finland 

Membership Chair and Section Correspondent, Forest Products Society, 

Northeast Section 

Representative NE Region, National Planning Committee of the National 

Association of Professional Forestry Schools and Colleges 

P. Eng. (Assoc. of Professional Engineers and Geoscientists of British 

Columbia) 


AWARDS 

Boston Society of Civil Engineers 

Associate Member, American Society of Civil Engineers 

Member, Canadian Society for Civil Engineering 

Forest Products Society 

Member, Association of Professional Engineers and Geoscientists of British 

Columbia 

76

Research Leadership in Action Award, University of Massachusetts - $17,000 

Lilly Fellowship, Center for Teaching, University of Massachusetts 

College of Food and Natural Resources Instructional Development - $1000 

Weyerhaeuser Fellowship in Wood Design - $30,000 

VanDusen Graduate Fellowship in Forestry - $3,000 

Forintek Canada Corporation Fellowship in Wood Science and Wood 

Products - $30,000 

ENCON Endowment / National Scholarship - $5,000 


MAS - Agricultural Experimental Station, University of Massachusetts, 

McIntire-Stennis Grant, 5 year duration - $ 75,000 

77

DAVID T. DAMERY Associate Professor 

TEACHING 

EDUCATION 

Business of Building 

Building Materials and Forest Products Marketing 

The Built Environment 

1997–2006 University of Massachusetts Amherst 

PhD. Department of Resource Economics 

Dissertation: “Factors Influencing Forest Management Planning by Private 

Forest Landowners” 

1986–1988 Carnegie Mellon University 

MS Industrial Administration (MBA) Graduated With Distinction 

1976–1980 Massachusetts Institute Of Technology 

BS Naval Architecture and Marine Engineering 


1996–Present University of Massachusetts Amherst 

Assoc. Professor, Director, Building Materials and Wood Technology 

1994 - 1996 Greenfield Community College Greenfield, MA 

Adjunct Faculty, Business Department 


1989–1993 Rugg Manufacturing Company Greenfield, MA 

Vice President, Division Manager Responsible for profit/loss of 

manufacturing and architectural millwork divisions in a $12 Million family 

business. 

1988–1989 Data General Corporation Westboro, MA 

Manufacturing Management 

1981–1986 Earl and Wright, Consulting Engineers San Francisco, CA 

Naval Architect 


2008 

2007 

2007 

2007 

2006 

Refereed 

Damery, David T. and Jeff Benjamin. “The Northeast Forest Bio-products 

Puzzle” Forest Prod.J. 57(11): 14-15. 

Damery, David T. and Susan Campbell. From Trees to Flooring: Value-Added 

Processing from a Non-Industrial Private Forest Improvement Harvest. Wood 

Structure and Properties ’06, Arbora Publishers, Zvolen, Slovakia pp. 439-444. 

Damery, David T. “Landowner-Driven Sustainable Forest Management and 

Value-Added Processing A Case Study in Massachusetts, USA” Journal of 

Sustainable Forestry 24 (2/3): 229-243. 

Damery, David T., Peggi Clouston and Paul R. Fisette. “Wood science 

education in a changing world: A case study of the UMASS-Amherst building 

materials and wood technology program, 1965-2005” Forest Prod. J. 57(5):19- 

24. 

Peters, James S., David T. Damery, and Peggi Clouston. “A Decade of 

Innovation in Particleboard and Composite Materials: a content analysis of 

Washington State University’s International Particleboard/Composite 

Materials Symposium Proceedings” Journal of Forest Products Business 

Research 3(1), viewed at: http://www.forestprod.org/jfpbr/jfpbr-a9.asp 

viewed on February 2, 2006. 

78

2004 

2003 

J. Peters, D. Damery, and Clouston, P. “Residential timber framing as a 

“value–added” approach to private non-industrial forest ownership”, 

Proceedings 8 th World Conference on Timber Engineering, June 14-17, 

2004, Lahti, Finland, pp. 167-170 

Burnett, David T., Peggi Clouston, David T. Damery, Paul Fisette. 

“Structural properties of pegged timber connections as affected by end 

distance”. Forest Products Journal 53(2) 50-57 

Reviewed 

2008 

Catanzaro, Paul, David T. Damery, Anthony D'Amato and Kristina Ferrare. 

"Economic Viability of Ownerships in the Deerfield River Watershed", UMass 

Extension, Amherst, MA, 31p. 

2007 

Timmons, David, David Damery, Geoff Allen, and Lisa Petraglia. Energy from 

Forest Biomass: Potential Economic Impacts in Massachusetts. Mass. Division 

of Energy Resources, Boston, MA. 36p. 

2007 

Damery, David T. and Jeff Benjamin. “The Northeast Forest Bio-products 

Puzzle”, Forest Prod. J. 57(11): 14-15 

2006 

Damery, David T. “Aquaculture Marketing Handbook: Book Review”, Fisheries, 

31 (10): 516 

2006 

Damery, David T. “Engineered Wood Products: Building the Future” Forest 

Products Journal. 56(7/8): 14-15 

2006 

Damery, David T. “Housing Within Reach: Innovations in Affordable Housing” 

Forest Products Journal. 56(6): 9-10 

2006 

Damery, David T., Curt Bellemer, and Gordon Boyce. Massachusetts Directory 

of Sawmills and Dry Kilns, 2006. Dept. of Conservation and Recreation, Boston, 

MA. 52 p 

2005 

Damery, David T. and Brian C.P. Kane. “Urban Wood Waste: Maximizing 

Log Value for the Sawmill Market”. Arborist News, 14(3): 44-46 

2004 

Damery, David. “Northeast Section Discussed Opportunities in Wood 

Thermoplastic Composites”, Forest Products Journal, 54(7/8): 4-5 

2004 

Damery, David. “ Why OSB Prices Went Over the Top”, Journal of Light 

Construction, 22(4): 19,24 

SERVICE and PROFESSIONAL AFFILIATIONS 

2006-09 

2006-07 

AWARDS 

2006-07 

2004-05, 05-06 

2003-04 


International Forest Products Society, Board of Directors 

Forest Products Society , Northeast Section, Chair, Secretary 

Northeastern Retail Lumber Association - Northeast Young Lumber 

Executives Liaison 

Massachusetts Woodlands Coop - Treasurer, Board of Directors 

Greenfield Savings Bank, Trustee 

Forest Products Society - Excellent Student Chapter Performance (Faculty 

Advisor) 

Forest Products Society–Outstanding Student Section (Faculty Advisor) 

Forest Products Society–Excellent Section Performance, Northeast 

Jeffrey Blanchard, P.I., David T. Damery (Co-PI), Paul Catanzaro (Co-PI, 

Sustainable use of woody biomass as a renewable alternative to gasoline, 

Mass. Agricultural Exp. Station, 2009-2011, $150,000 

Paul Catanzaro, P.I., David T. Damery co-investigator, Economic Viability of 

Land Ownership in the Deerfield Watershed of western Massachusetts, New 

England Forestry Foundation, 2007, $44,000 

David T. Damery, P.I. Finding and Removing Barriers to sustainable harvest 

and primary processing of Massachusetts native woods, MA Dept. of 

Agricultural Resources, 2007, $36,634 

79

PAUL FISETTE Professor 

TEACHING 

EDUCATION 

Energy Efficient Housing (Building Physics I) 

Principles of Light-Frame Structure Technology (Tectonics I) 

Architectural Blueprint Reading and Estimating 

1986 

MS, University of Massachusetts, Amherst, MA 

Wood Science and Technology 

1984 

BS, University of Massachusetts, Amherst, MA 

(Wood Science and Technology (cum laude) 

1971 

AS, Johnson and Wales University 

Business Administration (cum laude) 



1988–2007 



2000–2006 

2004–2006 

1997–2000 

1988–1997 


Professor and Department Head, Department of Natural Resources 

Conservation 

Director of the Building Materials & Wood Technology Program 

Professor, Building Materials and Wood Technology 

Professor, Architecture & Design 

Associate Professor, Building Materials & Wood Technology 

Associate Professor, Architecture & Design 

Assistant Professor, Building Materials & Wood Technology 

Lecturer, Building Materials & Wood Technology 

University of Massachusetts Amherst, MA 

1986–1988 Custom Builder Magazine, Senior Editor. 

1973–1986 Building Contractor 


2008 

2007 

2007 

2006 

2006 

2005 

2005 

2005 

2005 

2004 

2003 

2003 

2003 

Articles 

Fisette, Paul. "Reroofing and Residing to Save Energy." NAHI Journal, 22-26. 

Damery, David T., Peggi Clouston, and Paul Fisette. “Wood science education 

in a changing world: A case study of the UMASS-Amherst building materials & 

wood technology program, 1965-2005.” Forest Products Journal, 19-24. 

National Research Council of The National Academies. Green Schools: 

Attributes for Health and Learning. National Academy Press. Washington, D.C. 

180pp. (co-authored with 12 other panel members). 

"Test Your Building-Code IQ." Fine Homebuilding 

National Research Council. Review and Assessment of the Health and 

Productivity Benefits of Green Schools. - National Academy Press. 

“Celulose Gets in the Groove." Smart HomeOwner 

"Leaky Housewraps" National Association of Home Inspectors Forum 

"Callback Cures." LBM Journal 

"Evaluating OSB for Coastal Roofs." Coastal Contractor 

"Insulating on the Outside." Smart HomeOwner 

National Research Council. Promoting Innovation: 2002 Assessment of the 

PATH. National Academy Press. 

Fisette, Paul and David Damery. “Getting Contractors Discounts.” Journal of 

Light Construction, 

Burnett, David T., Peggi Clouston, David T. Damery, and Paul Fisette. 

“Structural Properties of Pegged Timber Connections as Affected by End 

Distance.” Forest Products Journal. 

80

2006 

2005 

SERVICE 

2007–2008 

2005–2006 

2003–2006 

2002–2008 

2002–2005 

2001–2006 

2000–2004 

2000–2003 



REGISTRATION 

Book Chapters 

Fisette, Paul. Contributing Editor for Journal of Light Construction book JLC’s 

Construction Tips & Techniques. Hanley Wood, 348pp. 

Fisette, Paul. "Preventing Ice Dams." in the book Roofing, Flashing & 

Waterproofing, The Taunton Press, 51-57. 

National Academy of Sciences, Center on Economics, Governance, and 

International Studies (CEGIS) of the National Research Council - Committee to 

Evaluate the Research Plan of the Department of Housing and Urban 

Development. 

National Academy of Sciences, National Research Council Committee to 

conduct a Review and Assessment of the Health and Productivity Benefits 

of Green Schools. 

Underwriters Laboratories, UL Standards Technical Panel for Fabricated 

Scaffold Planks and Stages, STP 1322 pursued as National Standard 

National Academy of Sciences, Board on Infrastructure and the Constructed 

Environment (BICE), addressing questions of technology, science, and 

public policy applied to the relationship between the constructed & natural 

environments & interaction with human activities 

Appointed by the National Academies to a National Research Council 

Committee to Review and Assess the Partnership for Advancing 

Technology in Housing (PATH). 

Editorial Board, Smart HomeOwner Magazine 

Board of Directors, Lumber and Building Material Dealers Foundation 

National Academy of Sciences, National Research Council - Committee to 

provide Oversight and assessment of the Department of Housing and Urban 

Development’s Partnership for Advancing Technology in Housing in the USA. 

National Research Initiative Competitive Grants Program. Peer reviewer. 

Journal of Light Construction Contributing Editor 

Massachusetts State Construction Supervisor's License 

Commonwealth of Massachusetts Real Estate Brokers License 







AWARDS 

Northeast Retail Lumber Association. 

Member of National Institute of Building Sciences. 

University Coordinator for relations with Habitat for Humanity 

Northeast Sustainable Energy Association (NESEA) 

Forest Products Research Society 

2002 

Certificate of Achievement for Excellence in Service, Department of Natural 

Resources Conservation 

1999–2000 Certificate of Achievement for Outstanding Outreach Contributions, College 

of Food and Natural Resources 


Performance of building systems 

Energy-efficient construction 

Sustainable development and resource efficiency 

Influence of moisture on wood and buildings 

81

SIMI HOQUE Assistant Professor 

TEACHING 

EDUCATION 

2006 

2003 

1997 

1996 


Permaculture and Sustainable Living (faculty sponsor, Living Routes) 

Building Energy and Environmental Systems 

Building Energy Performance Analysis 

Faded Green–Green Homes Energy Audits 

Ph.D. in Architecture Design Theories and Methods 

Master of Architecture (first professional degree) 

University of California, Berkeley Dept. of Architecture 

Master of Science in Computer Aided Engineering 

Carnegie Mellon University, Department of Civil Engineering 

Bachelor of Arts in Design Engineering 

Johns Hopkins University Whiting School of Engineering 

2008–present Assistant Professor, Green Building Program 

University of Massachusetts, Amherst, MA 

2006–2008 Lecturer, Department of Architecture 

Massachusetts Institute of Technology, Cambridge, MA 


2005–2008 Mechanical Engineer 

Norian-Siani Engineering, Waltham, MA 

2004–present Principal 

Simile Engineering and Architectural Design 

2005 

Intern Architect 

Neshamkin French Architects, Charlestown, MA 

2005 

Intern Architect 

Ruhl Walker Architects, Boston, MA 

2000 

Design Architect 

Endresware Architects and Engineers, Berkeley, CA 

1997–1999 Mechanical Engineer 

ANSYS, Inc., Canonsburg, PA 


2009 

2009 

2009 

2009 

2009 

2008 

2007 

Publications 

“Creativity and Rule-based Design” 

Journal of Learning Design (refereed journal, in preparation) 

“The Spaces of Gesture” 

The Gesture Journal (refereed journal, in preparation) 

“New Zero Energy Buildings in New England” 

The American Society of Heating Refrigeration and Air Conditioning 

Engineers Journal (refereed journal, in preparation) 

“Case Studies in Flood Adaptation in Bangladesh” 

International Journal of Climate Change Impacts and Responses 

(refereed journal, accepted for publication) 

“The NESEA Zero Energy Award Winner” 

Northeast Sun (accepted for publication) 

“LEED certifiable vs. LEED certified” 

in www.greenerbuildings.com 

“Transculturation and Translation” 

in Conversations about the Design Process, MIT 

82

2009 

2009 

2007 

2007 

2006 

2006 

SERVICE 

2009 

2008 

2008 



REGISTRATION 





2007 


1999 

AWARDS 

2008 

2008 

2008 

2008 


Conference papers 

Energy and Sustainability Conference, Bologna Italy 

“Tools for Sustainable Development: A comparison of building performance 

simulation tools” 

25th Annual ACSA Beginning Design Student, Baton Rouge, LA 

“Borrowers, Bricoleurs and Builders of Architectural Education” 

ConnectED Architectural Education, Sydney Australia 

“Computational Methods in Architectural Design” 

Architecture and Phenomenology, Haifa, Israel 

“Phenomenology and pedagogy” 

Global Forum III: Architectural Education, Istanbul, Turkey 

“Learning by Seeing” : An analysis of the Veneto Experience 

CSAAR 06: Architectural Design Education, Rabat, Morocco 

“Playing with Rules” : An analysis of digital design studio 

Associate Editor 

International Journal of Climate Change Impacts and Responses 

Executive Board, NESEA (Northeast Sustainable Energy Association) 

Zero Energy Challenge 

Ad-hoc Reviewer 

NSF Career Grant Proposals 

Program Director 

YouthBuild Building Energy Training Program, Holyoke MA 

Holdsworth 2.0 Building Enhancement Committee member 

Associate member, ASHRAE 

Member, Association of Energy Engineers 

Member, Northeast Sustainable Energy Association 

LEED Accredited Professional 

Engineers without Borders, Member 

Engineer-in-training License 

The Healey Endowment Grant ($15,000) 

Ever Green Research 

The Graham Foundation (semi-finalist) 

Floodspace documentary 

Massachusetts Institute of Technology Alumni Class Fund ($30,000) 

Floodspace design studio in Bangladesh for undergraduate students 

The Echoing Green Foundation for social entrepreneurs (semi-finalists) 

Floodspace Research and Design Collaborative 

Wicks-Lim Residence, Sustainable Design Analysis, Amherst, MA 

Washington Beech Condominiums, Systems Design, Roslindale, MA 

Cocobol Yoga Resort, Playa Venao, Panama 

The Panama House, Eco Venao, Panama (2300 sf) 

Maher’s House, Pennsylvania (2000 sf) 

Amma’s House, Pennsylvania (2400 sf) 

83

LUDMILLA PAVLOVA-GILLHAM Lecturer 

TEACHING 

EDUCATION 

Project Management for Design and Construction 

1986 

Master of Architecture, Columbia University 

1984 

Columbia University, Summer Program in France 

1982 

Bachelor of Architecture and Program in European Cultural Studies, Princeton 

University 

1981 

Fall Semester, Syracuse University School of Architecture in Florence, Italy 

1980 

Summer Design Program, Columbia University 


1985–1986 Teacher’s Assistant, Columbia University, A4410 Design Attitudes in European 

and American Urbanism, 1750-1930; Professor Richard Plunz 

1984–1986 Research Assistant, Columbia University, Professor Richard Plunz, 

contributions to A History of Housing in New York City, Columbia University 

Press, 1990 


2005–present Senior Facilities Planner, University of Massachusetts, Amherst, MA 

2002–2005 Facilities Planner, University of Massachusetts, Amherst, MA 

1998–2002 Project Manager, University of Massachusetts, Amherst, MA 

1996–1998 Architect, John M.Y. Lee/Michael Timchula, Architects, New York, NY 

1995–1996 Senior Associate, Canadian Imperial Bank of Commerce, Trade Finance, New 

York, NY 

1992–1995 Executive Secretary, Canadian Imperial Bank of Commerce, New York, NY 

1990–1992 Executive Secretary, Dai Ichi Kangyo Bank, Ltd., New York, NY 

1989–1990 Junior Architect, Mitchell Kurtz, Architect, P.C., New York, NY 

1986–1989 Junior Architect, Timchula Creative Limited, In., New York, NY 

1983–1984 Student Employee, Columbia University School of International and Political 

Affairs 

1982–1983 Junior Architect, Potomac Group, Washington, DC 


Fall 2007 

March 2008 

August 2007 

April 2005 

March 2005 

April 2004 

SERVICE 



2001–2007 

REGISTRATION 

Professional and Public Lectures and Panels 

“Amherst Downtown Redesign Project”: Mark Lindhult and Kathleen Lugosch 

joint LARP and Architecture studio project; panel member discussion and 

presentation on sustainable design principles and opportunities in town 

planning, design and form-based code development 

“Green Living” 

SPIRALS Student Organization, UMass Amherst 

Annual Meeting and Conference, Covenant of the Goddess 

“Sustainability and LEED Overview” 

LARP Studio: Jack Ahern, presentation with Bruce Thomas and Cynthia 

Arbour 

Architecture Studio: Ray Kinoshita 

LARP 614: William Cone, presentation with Bruce Thomas 

Town of Amherst Planning Board 

Town of Amherst Energy Conservation Committee 

Town of Amherst Design Review Board 

84

Registered Architect, New York, License #028439 

LEED® (Leadership in Energy and Environmental Design) Accredited 

Professional 

Massachusetts Public Purchasing Official, certification pending (Design and 

Construction program successfully completed January 2008) 






AWARDS 

Society of College and University Planners, Convener for the Annual 

Conference in 2000 and 2007, reviewer for Annual Conferences from 2003 - 

Present 

Member, US Green Building Council, Convener at the Green Build Annual 

Conference in 2006, Program Reviewer for the Annual Conference in 2007 

and 2008 

Member, USGBC Massachusetts Membership Forum (formerly USGBC 

Affiliate) and member of Regional Subcommittee 

North East Sustainable Energy Association 

1986 William Kinney Fellows Memorial Traveling Fellowship 


Managed Projects 

As Senior Facilities Planner for University of Massachusetts, Amherst 

Project manager and architect of building feasibility studies for complex, multimillion-dollar 

projects, including research and academic facilities, financial 

analyses and forecasts, development of alternatives, and recommendation of 

solutions. Responsible for development of facilities planning design 

standards to ensure efficient and high-quality planning projects; development 

of facility programs, goals and objectives, technical requirements and cost 

estimates; management of campus planning studies including land use 

planning, capital project analysis and forecasts, landscape improvements, 

pedestrian and vehicular circulation and transportation and infrastructure 

systems. Responsible for: i) coordination of capital projects planning 

activities utilizing both in-house staff and outside consultants, ii) development 

of facility programs, goals and objectives, technical requirements, and cost 

estimates; iii) leasing of off-campus real estate for the University, including 

user program development, development of RFP’s, analysis of potential sites, 

and lease administration and iv) coordination/collaboration with state and 

federal offices which are impacted by or regulate the work of F&CP. As the 

division’s Sustainable Design Coordinator, is responsible for the division’s 

professional development training on green building and participates in 

sustainability charettes on large projects. Major projects include: 

SW Residential Complex Feasibility Study – existing utility and concourse 

conditions analysis, master plan and conceptual design study for a 4 acre 

area housing 5,000 students 

Police Building Study – a feasibility study for a 30,000 gsf new police building, 

including multiple alternatives for construction delivery, siting, program and 

budget. 

Off-Campus Leased Space – programming, planning, fiber optic utility 

development and procurement of off-campus leased space for University 

Outreach and Extension, University Without Walls, and Office of Information 

Technologies, totaling 15,800sf 

Physical Plant Building Energy Efficiency Project – full building energy audit, 

design and implementation of energy saving measures, as well as 

development of tools for tracking building energy performance metrics and 

maintaining an on-going monitoring program 

85

ALEXANDER C. SCHREYER Lecturer 

TEACHING 

EDUCATION 


1999–2003 

1993–1998 



2003–2006 


1999 

1996–1997 


2003 

1998 

1997 

1994 


In press 

Tectonics 3 

Construction Materials & Methods 

Properties of Wood 

Introduction to CAD for Construction and Architecture 

Advanced Topics in CAD 

Student, Doctor of Philosophy (Ph.D.), Forestry and Wood Technology, 


Topic: CAD-software integrated optimization of digitally created parametric 

building models 

Master of Applied Sciences (M.A.Sc.), Wood Science, University of British 

Columbia 

Thesis: Monotonic and Cyclic Behavior of Slender Dowel-Type Fasteners 

in Wood-Steel-Wood Connections 

Diplom-Ingenieur, FH (Dipl.-Ing. FH), Undergraduate Degree in Civil 

Engineering University of Applied Sciences (Fachhochschule) 

Wiesbaden, Germany Thesis: Determination of the Capacities of a New 

Composite Timber-Steel Connector System 

Lecturer (graduate teaching faculty level) 

Adjunct Faculty, Department of Natural Resources Conservation, Building 

Materials and Wood Technology Program, University of Massachusetts, 

Amherst, MA 

Instructor and Graduate Research Assistant, Department of Natural 

Resources Conservation, Building Materials and Wood Technology 

Program, UMass 

Teaching Assistantships–University of British-Columbia: 

Mechanics of Wood Products 

Teaching Assistantships–University of Applied Sciences Wiesbaden, 

Germany. 

Lecturer 

University of Massachusetts, Amherst, MA, USA 

Research Assistant 

University of British Columbia, Vancouver, BC, Canada 

Engineering Assistant 

Ingenieurbüro Wasser und Landschaft, Wiesbaden, Germany 

(engineering firm) 

Architectural Assistant INFRA Gesellschaft für Umweltplanung mbH, 

Mainz, Germany (architecture firm) 

Clouston, P., Schreyer, A. “Design and Use of Wood-Concrete Composites”. 

American Society of Civil Engineers (ASCE) Practice Periodical on Structural 

Design and Construction. 

86

2006 

2005 

2004 

SERVICE 



2008–2009 

2005 

2003, 2006– 

present 

REGISTRATION 

Not registered 


AWARDS 

Clouston, P., Schreyer, A. Wood-Concrete Composites: A Structurally 

Efficient Material Option. Paper, Boston Society of Civil Engineers 

(BSCE), Civil Engineering Practice 

Clouston, P., Bathon, L.A., Schreyer, A. Shear and Bending Performance of 

a novel Wood Concrete Composite System. Paper, American Society of 

Civil Engineers (ASCE), Journal of Structural Engineering, 131 (9), pp. 

1404-1412 

Schreyer, A., Lam, F., Prion, H.G.L. Comparison of Slender Dowel-Type 

Fasteners for Slotted-in Steel Plate Connections under Monotonic and 

Cyclic Loading. Paper, Proceedings, World Conference on Timber 

Engineering 2004, Lahti, Finland 

Served as faculty member for a new interdisciplinary NAAB-accredited 

Architecture+Design program (specifically as member of curriculum, website, 

admissions and digital fabrication committees) 

Served as chair of NRC computer committee (2007-present), as member of 

BMATWT faculty search committee (2008) and as member on UMass Facilities 

Management committee (2008). 

Designed and supervised implementation of new CMS-based Natural 

Resources Conservation department website (2008) and Building Materials and 

Wood technology website (2009) 

See http://nrc.umass.edu / and http://bct.nrc.umass.edu / for website 

Designed and supervised implementation of new Architecture+Design program 

website 

See http://www.umass.edu/architecture/ for website 

Maintained Building Materials and Wood Technology program website as 

webmaster 

See http://www.umass.edu/bmatwt/ for website 

Member, American Society of Civil Engineers 

Member, Forest Products Society 

Member, National Institute of Building Sciences (NIBS) 

Member, Bund Deutscher Baumeister, Architekten und Ingenieure (BDB), 

Germany 

Member, Verein Deutscher Ingenieure (VDI), Germany 



Long-term exterior testing of a wood-concrete slab. University of 

Massachusetts, Amherst, MA, USA (ongoing since 09/2005) 

Preliminary Structural Evaluation and Presentation of Refurbishment 

Options for the Usher Mill in Erving, MA. For Donahue Institute, University 

of Massachusetts, Amherst, MA, USA (08/2003) 

Strength Testing of Small I-Joists for Stressed-Skin Panels. For 

Bensonwood Homes, Walpole, NH, USA (06/2003) 

Strength Testing of Lag-Screw End-Grain Connection for Space-Truss 

made from Peeler Cores. For StructureCraft Builders, Vancouver, BC, 

Canada (06/2003) 

87

SANJAY ARWADE Assistant Professor 

TEACHING 

EDUCATION 

Perspectives on the Evolution of Structures 

Structural Analysis 

Advanced Solid Mechanics 

Finite Element Analysis 

2002 

Ph.D., Civil & Environmental Engineering 

Cornell University 

Dissertation: Stochastic Characterization and Simulation of Material 

Microstructures with Application to Aluminum. 

1999 

M.S., Civil & Environmental Engineering 

Cornell University 

Major Field: Structural Engineering. Minor Field: Structural Mechanics 

Thesis: Probabilistic Models for Aluminum Microstructure and Intergranular 

Fracture Analysis. 

1996 

B.S.E., Civil Engineering & Operations Research, summa cum laude 

Princeton University 

Thesis: Analysis of the E ect of Di erential Support Motion on a Typical 

Reinforced Concrete Highway Bridge 


2006–present Assistant Professor 

Civil & Environmental Engineering University of Massachusetts, Amherst 

2006–2008 Visiting Assistant Professor 

Civil Engineering Johns Hopkins University 

2002–2006 Assistant Professor 

Civil Engineering Johns Hopkins University 



2007 

2006–2008 

2004 

1996 

1997 


Submitted 

Submitted 

Submitted 

Accepted 

Flodesign Inc. 

Daedalus Cycles 

STX Lacrosse 

Engineering Society of Baltimore 

Intern Engineer, Robert Silman Associates, New York City 

EIT, New York State 

Journal articles: 

Arwade, S. R., Winans, R., & Clouston, P. L. “Variability of the strength of 

Parallel Strand Lumber.” Journal of Engineering Mechanics. 

Arwade, S. R., & Schafer, B. W. “Cell wall sti ness, geometric uncertainty, and 

the elastic properties of cellular networks.” Modeling and Simulation in Materials 

Science and Engineering. 

Arwade, S. R., Moradi, M., & Louhghalam, A. “Variance decomposition and 

global sensitivity for structural systems.” Engineering Structures. 

Arwade, S. R., Winans, R., & Clouston, P. L. “Spatial variation of parallel strand 

lumber elastic modulus,” Journal of Engineering Mechanics. 

88

2008 

2009 

Accepted 

2008 

2007 

2007 

2006 

2005 

2005 

2004 

2003 

2003 

SERVICE 

2002–2006 




REGISTRATION 


AWARDS 

2008–2009 

2002 

1997, 1998 

1996 

1996 

1996 

1996 

Dorgan, K. M., Arwade, S. R., & Jumars, P. A. “Worms as wedges: E ects of 

sediment mechanics on burrowing behavior.” Journal of Marine Research 

66:219-254 

Arwade, S. R. & Popat, M. “Statistics of simulated intergranular cracks.” 

Probabilistic Engineering Mechanics. 24:117-127 

Louhghalam, A, & Arwade, S. R. “Prediction of incipient damage sites in 

composites using classifiers.” International Journal of Damage Mechanics 

Tan, L. & Arwade, S. R. “Response classification of simple polycrystalline 

microstructures.” Computer Methods in Applied Mechanics and Engineering. 

197:1397-1409 

Dorgan, K. M., Arwade, S. R., & Jumars, P. A. “Burrowing in marine muds by 

crack propagation: kinematics and forces.” Journal of Experimental Biology. 

210(23):4198-4212 

Liu, H., Arwade, S. R., & Igusa, T. “Random composites classification and 

damage estimation using Bayesian classifiers.” ASCE Journal of Engineering 

Mechanics. 133(2):129-140 

Arwade, S. R., Ariston, L., & Lydigsen, T. “Structural behavior of the Bollman 

truss bridge at Savage, Maryland.” Association for Preservation Technology Bul 

letin. 37(1):27-36 

Ferrante, F., Arwade, S. R., & Graham-Brady, L. “A non-stationary translation 

field model for composite microstructure.” Probabilistic Engineering Mechanics. 

20(3):215-228 

Arwade, S. R. “Translation vectors with non-identically distributed components.” 

Probabilistic Engineering Mechanics. 20(2):158-167 

Arwade, S. R., & Grigoriu, M “Characterization and modelling of random 

polycrystalline microstructrues with application to intergranular fracture.” ASCE 

Journal of Engineering Mechanics. 130(9):997-1006 

Arwade, S. R. & Grigoriu, M. “The ODF of kinematically determined planar 

polycrystals subject to random deformation.” Probabilistic Engineering 

Mechanics. 18(4):289-299 

Grigoriu, M, Ditlevsen, O. & Arwade, S. R. “A Monte Carlo simulation model for 

stationary non-Gaussian processes.” Probabilistic Engineering Mechanics. 

18(1): 87-95 

Committee membership: 

ASCE Dynamics 

ASCE Probabilistic Methods 

IASSAR Computational Mechanics 

IASSAR Material Modeling 


Lilly Teaching Fellow, University of Massachusetts 

New Century Scholar, selected for NSF workshop participation 

John E. Perry Teaching Assistant Prize. Cornell University 

ACI (NJ Section) award for outstanding research in concrete structures 

Phi Beta Kappa 

Sigma Xi 

Tau Beta Pi 

89

SCOTT A. CIVJAN, P.E. Associate Professor 

TEACHING 

EDUCATION 

Tectonics III 

Structural Steel Design 

Advanced Topics in Steel Design 

Seismic Design of Structures 

1998 

Ph.D. Civil and Environmental Engineering (Structural), The University of 

Texas at Austin 

1995 

M.S.C.E Civil and Environmental Engineering (Structural), The University of 

Texas at Austin 

1989 

B.S.C.E, Civil and Environmental Engineering, Washington University, St. 

Louis 


2005-Present 

2005-Present 

2004-Present 

1998-2004 


1993-1998 

1989-1993 


SERVICE 

REGISTRATION 


AWARDS 

Adjunct Faculty–Architecture and Design 

Structural Engineering/Mechanics Group Coordinator - CEE Dept. 

Associate Professor–CEE Dept. 

Assistant Professor - CEE Dept. 

Graduate Research Assistant, University of Texas, Austin 

Civil Engineer (Level 03) , Black and Veatch Architects and 

Engineers, Overland Park, KS. 

Structural Engineering with an emphasis on experimental research, though 

analytical research and field monitoring/implementation is also pursued. 

Specific areas of interests include design and behavior of steel structures, 

seismic design of structures, composite structures, and structural 

applications of new materials. 

Over 30 Journal/Conference Proceeding Publications 

Associate Editor–Journal of Structural Engineering - ASCE 

Associate Member - Partners in Education Committee–AISC 

BSCE Structures Committee 

Associate Member, Paper Awards Committee - ACI 

Chair - Construction Award Paper Committee - ACI 

Associate Member Composite and Hybrid Structures - ACI 

Corresponding Member - BSSC Technical Subcommittee TS11– 

Composite Structures 

Paper and Grant Reviewer for several Journals and Federal Agencies 

Prof. Engineer Texas (#81440) and Massachusetts (#42419) 

American Society of Civil Engineers 

American Institute of Steel Construction 

Earthquake Engineering Research Institute 

National Steel Bridge Alliance 

Structural Engineering Institute 

American Concrete Institute 

90

2006 

Student nominated COE Commencement Speaker 

2006 

ASCE Student Chapter Teacher of the Year 


Evaluation of Terrazzo Cracking in Elevated Walkways 

Performance of Historic Steel Connections/Components 

Reduced Beam Section Moment Connection Behavior 

Tuned Strut for Support of Large Excavations 

Integral Abutment Bridge Behavior (Field Data and Modeling) 

Implementation of New Corrosion Inhibiting Concrete Admixture 

91

KAREN KOEHLER Associate Professor 

TEACHING 

EDUCATION 

1986 

June 1993 

1987–1988 

1981–1984 

1973–1976 

May 1976 

1980 



1998–2003 

1998–2001 

1990–1997 

1988–1990 

1983–1984 

1978–1981 

Architectural Theory 



In progress 


for 2010 

2008 

Princeton University, Department of Art and Archaeology. 

MFA 1986 

PhD, June 1993. 

Dissertation: "Great Utopias and Small Worlds: Architectural Visions and 

Political Realities in the Prints of the Weimar Bauhaus, 1919-1925." 

Harvard University, Fine Arts, Exchange Scholar. 

University of Massachusetts, Amherst, Art History Program. 

MA, with Distinction, June 1984. 

Masters' Paper: "Kazimir Malevich, Russian Formalism, and the Return to 

Figurative Painting." 

University of Illinois, Urbana-Champaign. Program in English Literature. 

BA, with Distinction, Phi Beta Kappa, Phi Kappa Phi; May 1976 

Library and Information Science, MLS, 1980 

Hampshire College, Amherst MA; Associate Professor of Art and Architectural 

History 

Co-coordinator, Five College Architectural Studies 

Five College Associate and Visiting Associate Professor, Amherst MA 

Amherst, Hampshire, Mount Holyoke and Smith Colleges and the University 

of Massachusetts, Amherst. 

Yale University, New Haven, CT; History of Art and the School of Architecture; 

Lecturer 

Skidmore College, Saratoga Springs, NY, Art and Art History, Assistant 

Professor, 1993-97; Instructor, 1990-93 

Mount Holyoke College, South Hadley, MA, Department of Art, Instructor 

University of Massachusetts, Amherst, University Gallery, Curatorial Assistant 

University of Illinois, Urbana-Champaign, University Library, Research 

Assistant/Associate 

Books and Exhibition Catalogues 

Gropius in Exile and the Fear of Reception. 

The Bauhaus (Phaidon Press, "Art & Ideas" series; contract signed. 

Bauhaus Modern; (sole author) exhibition catalogue (Northampton, MA: SCMA). 

92

Forthcoming 

2011 

Forthcoming 

2009 

March 2009 

2004 

January 2003 

October 2008 

March 2008 

2005 

2003 

SERVICE 

REGISTRATION 


AWARDS 

August 2005 

2004 

2003–2009 

2002–2003 

2000–2001 

1997–1998 

1986 

1988 

1984–1988 


Articles, Essays, Reviews 

“Retelling Objects” in The Mad Square: Modernity in German Art 1910-1938 (Art 

Gallery of New South Wales and National Gallery of Victoria, Australia) 

exhibition catalogue essay 

“The Bauhaus Manifesto Postwar to Postwar: From the Street to the Wall to the 

Radio to the Memoir” in Bauhaus Construct, edited by Jeffrey Saletnik and 

Robin Schuldenfrei, (NY: Routledge). 

[Review] Jill Pearlman, Inventing American Modernism (Charlottesville: 

University of Virginia Press, 2007) and Meredith Clausen, The Pan Am Building 

and the Shattering of the Modernist Dream (Cambridge: MIT Press, 2005) 

for Journal of the Society of Architectural Historians (JSAH) 

"Angels of History Carrying Bricks: Gropius House and Historical Montage," in 

The Anatomy of Exile, ed. by Peter Rose, (Amherst: University of 

Massachusetts Press). 

"Which Bauhaus?" (Review of Anja Baumhoff, The Gendered World of the 

Bauhaus and Margret Kentgens-Craig, The Bauhaus and American: First 

Contacts) Centropa, 3:1 

Selected Papers and Lectures 

“Bauhaus Modes and Modernities” Smith College Museum of Art, Northampton 

“The Bauhaus Manifesto Postwar to Postwar: From the Street to the Wall to the 

Radio to the Memoir” “Bauhaus Palimpsest” Leventritt Symposium Harvard 

University Art Museums Cambridge 

Respondent, “Surviving to Rebuilding, 1914-1945,” Northeast Conference British 

Studies Association, University of Massachusetts 

"Translation and Perception: Gropius, Photography, Building," College Art 

Association, New York 

Whiting Foundation, Summer Faculty Fellowship 

National Endowment for the Humanities Fellowship, Summer Stipend 

Hampshire College, Faculty Development Grant [NEH, Mellon and MacArthur 

Foundations] 

Graham Foundation, Principal Investigator, “Five College Architectural Studies 

Project” 

Fellowship, Louise and Edmund Kahn Institute, Smith College, Northampton, 

Massachusetts 

The Graham Foundation, Chicago, Illinois, "Bauhaus Historiography" 

Princeton University, Hencken Fellowship 

Lee Dissertation Grant 

University Fellowship 

93

4.5 VISITING TEAM REPORT FROM THE PREVIOUS VISIT 

Supplemental information to the APR must include a complete copy of the previous 

VTR. 

University of Massachusetts-Amherst 

Department of Art, Architecture, and Art History 

Visiting Team Report 


Track One: (undergraduate credit hours plus 87 graduate credit hours) 

Track Two: (undergraduate credit hours plus 57 graduate credit hours) 

The National Architectural Accrediting Board 

28 February 2007 

The National Architectural Accrediting Board (NAAB), established in 1940, is the sole agency authorized 

to accredit U.S. professional degree programs in architecture. Because most state registration boards in 

the United States require any applicant for licensure to have graduated from an NAAB-accredited 

program, obtaining such a degree is an essential aspect of preparing for the professional practice of 

architecture. 

94

Section 

I. Summary of Team Findings 

1. 

2. 

3. 

4. 

5. 

Team Comments 

Progress Since the Previous Site Visit 

Conditions Well Met 

Conditions Not Met 

Causes of Concern 

Table of Contents 



24-28 February 2007 

II. Compliance with the Conditions for Accreditation 10 

III. Appendices 

A. Program Information 

1. 

2. 

3. 

4. 

5. 

History and Description of the Institution 

Institutional Mission 

Program History 

Program Mission 

Program Self Assessment 

B. The Visiting Team 35 

C. The Visit Agenda 37 

IV. Report Signatures 41 

Page 

1 

1 

4 

8 

9 

9 

29 

29 

29 

29 

30 

31 

32 

iii 

95

iv 

This page is left blank intentionally. 




96

I. 

1. 

Summary of Team Findings 

Team Comments: Executive Summary 

From the point of view of the visiting team, the UMass architecture program has students and 

faculty who are working hard to create a successful professional degree program. As is to be 

expected in a new program, the visiting team identified a number of areas where improvement will 

be necessary. The decision for initial accreditation will be made in July 2007 by the directors of 

the National Architectural Accrediting Board. 

Due to the fact that this is a new program, the number of students enrolled is relatively small. At 

the time of the visit, two students had already graduated and a group of about ten students were 

in their last semester. 

Three Great Strengths 

A. UMass will have the first public architecture program in New England. 

This will significantly improve accessibility to architectural education and give the University 

of Massachusetts a significant competitive edge in recruiting students. The institutional 

support of the flagship land grant university is an ideal context for an architecture program, 

thus, great potential exists. This fills a long-standing vacuum in the professional and 

academic community. 

B. The architecture faculty at UMass is talented, committed, and collegial. 

Given the high teaching loads and demands of a new program, the faculty is productively 

engaged in a range of creative work. The faculty is dedicated to working with students, and 

students in return are appreciative. The program has successfully recruited new faculty and 

a program director. The level of collegiality and mutual respect seems very high, and serves 

as an important role model for the students. It is impressive to see how the faculty has 

balanced teaching, creative activity, and service. 

C. Interdisciplinary collaboration is genuinely valued within the university and within the 

architecture program. 

The architecture program, students, and faculty participate in a full spectrum of 

interdisciplinary interconnections: courses, programs, events, activities, research grants, 

among others were regularly cited as examples of interdisciplinary collaboration. Faculty 

from many disciplines on the campus contribute to the mission of the architecture program: 

engineering, studio art, building science, landscape architecture, art history. Appreciation for 

interdisciplinary activity is a part of the culture of UMass, not just lip service. 

Other strengths: 

Students are articulate and thoughtful. 

The students represent an economic and geographic diversity. The team is confident that 

future recruiting efforts will increase diversity. 

The leadership, at all levels, is committed to the architecture program. 

The provost, the dean of the College of Humanities and Fine Arts, and the director of the 

architecture program see the potential for the architecture program and are committed to 

helping the program thrive within the competing priorities of the campus. Ideally, the new 

department chair for art, architecture, and art history will continue to assist the fledging 

program. 




1 

97

2 

The regional profession has long supported development of a professional 

architecture program at UMass. 

These efforts include the sponsorship of program activities, involvement in course activities, 

financial commitment, and participation in department activities. The new advisory council is 

well positioned to assist the program. 

The five college consortium offers many opportunities for a unique collaboration of 

public and private university entities. 

It should be noted that enrollment in architectural studies at the private colleges has recently 

increased significantly 

Faculty and students have established a strong sense of community within the 


Overall, the technical courses enrich the design experience of the architecture 

students. 

Major Concerns 

A. Short term and long term plans for the program are ambiguous. 

After repeated requests, a written strategic plan was provided on the third day of the visit. 

The visiting team felt frustrated as it tried to understand the true goals of this program, its 

future plans and priorities. It was difficult to receive a clear answer about plans for future 

growth. The written strategic plan seemed vague and not related to discussions. 

Comprehensive planning is needed to project faculty, financial, and facility needs. 

B. The curriculum structure, and particularly the design studio structure, is ambiguous. 

While individual design studio assignments are intriguing and student work is good, the 

underlying consistency, or predictability, in the exposure to various architectural issues is not 

apparent. The student's experience in the design studio sequence could be a rather random 

collection of projects, rather than a coordinated learning experience. 

In December 2006, the faculty made important progress in trying to identify key, recurring 

design issues and related skills, within the sequence of the studio courses. Nevertheless, 

this is not yet implemented in the course descriptions as provided and in the course work that 

the team reviewed. 

As a new program, it is to be expected that curriculum would be developing and "in 

transition." The 2006 faculty study is a good step in providing a coherent curriculum that 

would be predictable from year to year, no matter which individual faculty member is actually 

assigned to a given course. 

C. The architecture program suffers from a lack of visibility and autonomy. 

While all administrators met by the visiting team were supportive of the architecture program, 

the team is concerned that the architecture program is "administratively buried" below a 

provost, dean, and department chair. It is unclear how much autonomy the program director 

actually has in controlling budget, in seeking university funds, and in hiring. 

As the program grows, the current administrative structure is neither comparable to the 

administrative structure of other professional programs on the campus, nor to other 

architecture programs at large flagship research universities. 




98

Other concerns 

The advising system is not sustainable. 

The current advising system is too dependent on the program director, and is not sustainable as 

the program grows. (The program director's efforts are very much appreciated by students.) 

Space needs exist. Planning for expansion should occur. 

Plans for the projected expansion of the architecture program into vacated art department space 

should be underway. (This vacated space is adjacent to the architecture studios and is available 

because of the relocation of the studio arts program into a new building scheduled for completion 

in 2008.) 

In comparison to typical design programs at research universities, shortcomings in facilities 

include; 

dedicated design studio presentation areas or classroom spaces for project presentations 

satellite reference library space for current periodicals and reserve readings 

shop for use by architecture students 

social space to promote program collegiality. 

in its current location, the program has no physical identity on campus. 

Digital resources are inadequate. 

Many students use off-campus sources for basic digital services (especially large format printing), 

which could be interpreted as a form of social inequity. The computer lab in the building has very 

limited hours. 

In comparison to other architecture programs, digital needs for the architecture program include: 

computer lab available 24/7 

up-to-date hardware (although students reported up-to-date software) 

output facilities, such as printers, scanners, plotters, etc. 

cutting edge digital fabrication technology, such as CNC mills, laser cutters and 3D printers 

In the design studios, students of varying skill levels are combined in the same course: 

the differentiation in expectations and evaluations for beginning and advanced students in 

the same course are unclear. 

As the program grows, it may no longer be necessary to "blend" students of different skill levels in 

one course. 

The Business of Building class does not focus on architecture's needs. 

While the Business of Building course is a valuable interdisciplinary course, it lacks the requisite 

specificity to meet specific accreditation criteria for a professional program in architecture 

Recommendations 

The visiting team is confident that UMass can address concerns listed above, as well as 

shortcomings identified in the team's review of specific conditions of accreditation. 

Additional recommendations include: 

Although the 4+2 and the three year graduate degree program overlap in many areas, there 

is clearly a 4+2 degree path which should be recognized in the next accreditation process 

with a separate NAAB matrix. 

The program should take advantage of the Amherst 250 university initiative to recruit 250 new 

faculty in five years. The architecture program could benefit with a clear outline of future 

faculty needs and "cluster hires" across discipline lines to reinforce the interdisciplinary nature 

of the program. Faculty start-up funds can enhance the program's mission. 




3 

99

The architecture program should address the confusion and ambiguity about the current and 

future role of interior design. 

Some streamlining of technology courses might be possible, and more emphasis on non- 

residential construction would be helpful for students. 

2. Progress Since the Previous Site Visit 

4 

Condition 4, Social Equity 

The program must provide all faculty, students, and staff—irrespective of race, ethnicity, creed, 

national origin, gender, age, physical ability, or sexual orientation—with equitable access to a 

caring and supportive educational environment in which to learn, teach, and work. 




Previous Team Report: Policies are in place to ensure that faculty, students, and staff will have 

equitable access to the program. The team encourages the program to develop specific 

mechanisms to ensure a diverse student body. (The condition is ―not yet met� as there are not yet 

any students in the professional M. Arch.) 

This criterion is now met: see comments in Section II: Compliance with the Conditions for 

Accreditation. 

Condition 6, Human Resources 

The program must demonstrate that it provides adequate human resources for a professional 

degree program in architecture, including a sufficient faculty complement, an administrative head 

with enough time for effective administration, administrative and technical support staff, and 

faculty support staff. 

Previous Team Report: The program benefits from a talented, collegial, enthusiastic faculty at 

UMass and at the other nearby colleges (Five College consortium). The team is concerned about 

the absence of dedicated support staff for the program, the lack of official recognition of program 

administration, and the small number of core full time faculty who are assigned to the professional 

program. The extraordinary, multidisciplinary program will require a significant amount of faculty 

and staff time for coordination, shared governance, advising, travel, etc. While the team 

recognizes the limits of resources at UMass, the team urges upper administration to allocate a 

critical mass of faculty and administration to appropriately launch the Master of Architecture 


Teaching loads are high, partly because of the way studio credit hours are counted. All current 

and proposed architecture studios are valued at 3 credits (similar to art studios) rather than 6 

credits (typical of architecture studios at peer institutions and in the UMass landscape 

architecture program). With an appropriate adjustment in credit hours, architecture faculty loads 

(and productivity) will be reflected more accurately. 

Progress has been made in this area: 

A new director and staff support have been hired. 

Undergraduate studio courses have had an increase in credit hours from 3 to 4. 

10 

0

Condition 8, Physical Resources 

The program must provide physical resources that are appropriate for a professional degree 

program in architecture, including design studio space for the exclusive use of each full-time 

student; lecture and seminar spaces that accommodate both didactic and interactive learning: 

office space for the exclusive use of each full-time faculty member; and related instructional 

support space. 

Previous Team Report: The program provides studio space for current students; office space 

for full time faculty; and access to other instructional spaces. There is a significant need for a 

state of the art lecture hall in close proximity to the architecture/art studios. With the expected 

construction of the new visual arts building (occupancy is anticipated for 2007), architecture will 

be allocated more space in the fine arts center. Currently, though, the architecture program has 

no physical identity on campus—there is no ―architecture office�, for example. 

Even though the new studio arts building will liberate space in the fine arts building to be 

used by the architecture program, the team was concerned about inadequate facilities 

and the lack of clear planning regarding facilities. See comments in Section II: 

Compliance with the Conditions for Accreditation. 

Condition 10, Financial Resources 

Programs must have access to institutional support and financial resources comparable to those 

made available to the other relevant professional programs within the institution. 

Previous Team Report: Expenditures per student are similar in the home department (Art and 

Art History) to other comparable programs at UMass. It is difficult to calculate the expenditures 

per student in Architecture/Design because the program does not have a separate budget. 

Though strained, the program appears to have had sufficient institutional support and 

resources to start the program. See comments in Section II: Compliance with the 

Conditions for Accreditation. 

Criterion 13.9, Non-Western Traditions 

Understanding of parallel and divergent canons and traditions of architecture and urban design in 

the non-Western world 

Previous Team Report: The team met several faculty members with expertise and interests in 

this area. The team expects that necessary minor adjustments can be made to address this 

issue. 

This is no longer a concern. 




10 

1 

5

6 

Criterion 13.14, Accessibility 

Ability to design both site and building to accommodate individuals with varying physical abilities 

Previous Team Report: While the team did not find evidence in the team room, this will be a 

focus of studios not yet implemented. 


Criterion 13.16, Program Preparation 

Ability to prepare a comprehensive program for an architectural project, including assessment of 

client and user needs, a critical review of appropriate precedents, an inventory of space and 

equipment requirements, an analysis of site conditions, a review of the relevant laws and 

standards and assessment of their implication for the project, and a definition of site selection and 

design assessment criteria 





focus of studios not yet implemented. The team did find evidence of ―understanding�, but not 

―ability�. 

This remains a concern: see comments in Section II: Compliance with the Conditions for 


Criterion 13.17, Site Conditions 

Ability to respond to natural and built site characteristics in the development of a program and the 

design of a project 





Criterion 13.18, Structural Systems 

Understanding of principles of structural behavior in withstanding gravity and lateral forces and 

the evolution, range, and appropriate application of contemporary structural systems 



issue. Evidence in the area of light frame structures was in the team room. 


Criterion 13.20, Life Safety 

Understanding of the basic principles of life-safety systems with an emphasis on egress 

10 

2







10 

3 

7

Criterion 13.23, Building Systems Integration 

Ability to assess, select, and conceptually integrate structural systems, building envelope 

systems, environmental systems, life-safety systems, and building service systems into building 

design. 




Criterion 13.25, Construction Cost Control 

Understanding of the fundamentals of building cost, life-cycle cost, and construction estimating 



issue. 



Criterion 13.26, Technical Documentation 

Ability to make technically precise drawings and write outline specifications for a proposed design 

Previous Team Report: The team did not find evidence of outline specs (a new criterion) 



Criterion 13.28, Comprehensive Design 

Ability to produce a comprehensive architectural project based on a building program and site 

that includes development of programmed spaces demonstrating an understanding of structural 

and environmental systems, building envelope systems, life-safety provisions, wall sections and 

building assemblies and the principles of sustainability 



3. Conditions Well Met 

8 

1.1 

1.3 

1.4 

13.1 

13.7 

13.9 


Architectural Education and the Academic Context 

Architectural Education and Registration 

Architectural Education and the Profession 

Speaking and Writing Skills 

Collaborative Skills 

Non-Western Traditions 




10 

4

13.18 Structural Systems 

4. Conditions Not Met 

2 

8 

13.8 

13.10 

13.11 

13.15 

13.16 

13.17 

13.25 

13.26 

Program Self-Assessment Procedures 

Physical Resources 

Western Traditions 

National and Regional Traditions 

Use of Precedents 

Sustainable Design 

Program Preparation 

Site Conditions 

Construction Cost Control 

Technical Documentation 

13.29 Architect's Administrative Roles 

13.30 Architectural Practice 

13.32 Leadership 

13.33 Legal Responsibilities 

5. Causes of Concern 

See executive summary 




10 

5 

9

II. 

1. 

10 

Compliance with the Conditions for Accreditation 

Program Response to the NAAB Perspectives 

Schools must respond to the interests of the collateral organizations that make up the NAAB as 

set forth by this edition of the NAAB Conditions for Accreditation. Each school is expected to 

address these interests consistent with its scholastic identity and mission. 

1.1 Architecture Education and the Academic Context 




The accredited degree program must demonstrate that it benefits from and contributes to 

its institution. In the APR, the accredited degree program may explain its academic and 

professional standards for faculty and students; its interaction with other programs in the 

institution; the contribution of the students, faculty, and administrators to the governance 

and the intellectual and social lives of the institution; and the contribution of the institution 

to the accredited degree program in terms of intellectual resources and personnel. 

Met 

[ X ] 

WELL MET 

UMass will have the first publicly funded architecture program in New England, thus 

making architectural education more accessible. 

In a commendable way, the architecture program is an active collaborator with other 

disciplines on the campus, in courses and in research: landscape architecture, building 

science, engineering, and studio art. Faculty from these disciplines are regularly invited 

for reviews and the spirit of cooperation was consistently apparent. 

The five college consortium increases the sense of intellectual exchange with nearby 

colleges of Smith, Mount Holyoke, Hampshire, and Amherst. 

1.2 Architecture Education and Students 

The accredited degree program must demonstrate that it provides support and 

encouragement for students to assume leadership roles in school and later in the 

profession and that it provides an environment that embraces cultural differences. Given 

the program's mission, the APR may explain how students participate in setting their 

individual and collective learning agendas; how they are encouraged to cooperate with, 

assist, share decision making with, and respect students who may be different from 

themselves; their access to the information needed to shape their future; their exposure 

to the national and international context of practice and the work of the allied design 

disciplines; and how students' diversity, distinctiveness, self-worth, and dignity are 

nurtured. 

Met 

[ X ] 

The UMass architecture program succeeds in creating a nurturing learning environment 

for the students. Students are enthusiastic and committed to this program, and are 

articulate and effusive in expressing this. Students appreciate the intimate nature of the 

current program and cite this as a strong point of their academic experience. Another 

strong point cited by students is the interdisciplinary nature of the program which allows 

students to tailor the program based on their individual learning agendas. However, this 

Not Met 

[ ] 

Not Met 

[ ] 

10 

6

was also seen as a potential program weakness because students received inconsistent 

counsel pertaining to which classes they need to take, in what sequence, in order to 

satisfy program requisites. 

The faculty of the program is very supportive of students pursuing leadership roles both 

inside and outside the school. The recent establishment of the Student Architecture 

Society (SAS) within the UMass Amherst architecture program is a demonstration by the 

students of their sincere interest in creating a unified voice amongst themselves. The SAS 

is still in an embryonic phase, and needs to better define its goals and aspirations. The 

mission and vision of this organization is vague and in need of clarification/ focus. The 

founding of the SAS helps to give the architecture students an identity in the university 

student population. Once fully established, the students hope to initiate a communal 

chapter of the American Institute of Architecture Students (AIAS) with students from the 

five college consortium. 

The students found the faculty responsive to their concerns about workloads and course 

content. Students found the program flexible enough to allow them to participate in extra- 

curricular activities and employment without conflicting with their course workloads. 

Vertical studios and collaborative studios with students from other programs give the 

architecture students exposure to working on diverse teams. However, in the case of 

vertical studios, it was unclear how students at different levels were adequately evaluated 

based on the amount and level of work they produced. 

The program is touted as being very diverse, but based on the students with whom the 

visiting team interacted, this was not evident. The demographics of the student population 

demonstrated economic diversity, but fell short in the area of the ethnic diversity that was 

evident in the general university student population. 

1.3 Architecture Education and Registration 




The accredited degree program must demonstrate that it provides students with a sound 

preparation for the transition to internship and licensure. The school may choose to 

explain in the APR the accredited degree program's relationship with the state 

registration boards, the exposure of students to internship requirements including 

knowledge of the national Intern Development Program (IDP) and continuing education 

beyond graduation, the students' understanding of their responsibility for professional 

conduct, and the proportion of graduates who have sought and achieved licensure since 

the previous visit. 

WELL MET 

Within the coursework, the visiting team found evidence that students are receiving 

preparatory information on the career path connecting education with licensure. The 

appointment of a faculty member to the Massachusetts Architecture Registration Board 

provides a strong link between the program and professional regulation, assuring good 

communication on current regulatory standards. This link recently provided a program 

that introduced students to IDP standards and procedures. The visiting team also viewed 

coursework that introduced students to the elements of the Architectural Registration 

Examination, creating an awareness of the NCARB testing standard. 

Students benefit from exposure to practicing professionals in the classroom, through 

faculty members with private practice and membership in professional organizations. 

Met 

[ X ] 

Not Met 

[ ] 

11 

10 

7

12 

Internship opportunities in community and regional firms, while limited, do provide 

exposure to professional practice. The visiting team found strong support for the UMass 

Amherst program among local firms and professional organizations. 

1.4 Architecture Education and the Profession 




The accredited degree program must demonstrate how it prepares students to practice 

and assume new roles and responsibilities in a context of increasing cultural diversity, 

changing client and regulatory demands, and an expanding knowledge base. Given the 

program's particular mission, the APR may include an explanation of how the accredited 

degree program is engaged with the professional community in the life of the school; how 

students gain an awareness of the need to advance their knowledge of architecture 

through a lifetime of practice and research; how they develop an appreciation of the 

diverse and collaborative roles assumed by architects in practice; how they develop an 

understanding of and respect for the roles and responsibilities of the associated 

disciplines; how they learn to reconcile the conflicts between architects' obligations to 

their clients and the public and the demands of the creative enterprise; and how students 

acquire the ethics for upholding the integrity of the profession. 

Met 

[ X ] 

WELL MET 

The visiting team was encouraged to find that a significant relationship between the 

program and the professional community of western Massachusetts is clearly developing. 

The local AIA chapter was an important advocate for this program's foundation, and local 

professionals are regular design jury critics. Most of the faculty members are licensed 

architects and the majority are members of the American Institute of Architects. Faculty 

participation in the local and state professional organizations and the program director's 

position on the state regulatory board further enhances the evolving positive relationship 

between the UMass Amherst Program and the professional community. 

This open communication and shared sense of purpose enhances the student's academic 

experience, fosters opportunity for student internships, and encourages a dialogue on 

career development opportunities between students and professionals. 

There is ample evidence that the UMass Amherst architecture program provides students 

with an adequate understanding of their future roles and opportunities in the profession. 

1.5 Architecture Education and Society 

The program must demonstrate that it equips students with an informed understanding of 

social and environmental problems and develops their capacity to address these 

problems with sound architecture and urban design decisions. In the APR, the 

accredited degree program may cover such issues as how students gain an 

understanding of architecture as a social art, including the complex processes carried out 

by the multiple stakeholders who shape built environments; the emphasis given to 

generating the knowledge that can mitigate social and environmental problems; how 

students gain an understanding of the ethical implications of decisions involving the built 

environment; and how a climate of civic engagement is nurtured, including a commitment 

to professional and public services. 

Met 

[X] 

Not Met 

[ ] 

Not Met 

[ ] 

10 

8

In the required student coursework, seminars, and design studios, the visiting team found 

several meaningful efforts to inform UMass Amherst students of the social and 

environmental issues in modern architectural practice. 




The student understanding of the complex social and environmental context in which 

today's architect must function is gained largely through exploration of the immediate 

setting of the campus in western Massachusetts. The visiting team felt that student 

appreciation of social and environmental problems would be further enhanced by 

exposure to a broader range of physical and urban contexts of modern life and practice. 

The visiting team felt there were ample opportunities for students to be exposed to and 

participate in community service that could strengthen the program. 

2. Program Self-Assessment Procedures 

The accredited degree program must show how it is making progress in achieving the NAAB 

Perspectives and how it assesses the extent to which it is fulfilling its mission. The assessment 

procedures must include solicitation of the faculty's, students', and graduates' views on the 

program's curriculum and learning. Individual course evaluations are not sufficient to provide 

insight into the program's focus and pedagogy. 

Met 

[ ] 

During the 2004 visit, the program was encouraged to develop "a concise document with 

measurable strategies, objectives, and goals." This has not happened. 

Faculty members regularly discuss their goals, and after repeated requests, a written strategic 

plan was provided on the third day of the visit. The visiting team felt frustrated as it tried to 

understand the true goals, future plans, and priorities of this program. It was difficult to receive a 

clear answer about the plan for future growth. The written strategic plan seemed vague and not 

related to discussions. 

See executive summary. 

3. Public Information 

To ensure an understanding of the accredited professional degree by the public, all schools 

offering an accredited degree program or any candidacy program must include in their catalogs 

and promotional media the exact language found in the NAAB Conditions for Accreditation, 

Appendix A. To ensure an understanding of the body of knowledge and skills that constitute a 

professional education in architecture, the school must inform faculty and incoming students of 

how to access the NAAB Conditions for Accreditation. 

The program's website and printed materials have the required NAAB language. Additionally, the 

FAQ section of the website addresses these issues. 

As a member of the five college consortium, the UMass architecture program would be better 

served by more clarity regarding professional programs and accreditation on the five college web 

site. 

Met 

[ X ] 

Not Met 

[ X ] 

Not Met 

[ ] 

13 

10 

9

4. 

Social Equity 




The accredited degree program must provide faculty, students, and staff—irrespective of race, 

ethnicity, creed, national origin, gender, age, physical ability, or sexual orientation—with an 

educational environment in which each person is equitably able to learn, teach, and work. The 

school must have a clear policy on diversity that is communicated to current and prospective 

faculty, students, and staff and that is reflected in the distribution of the program's human, 

physical, and financial resources. Faculty, staff, and students must also have equitable 

opportunities to participate in program governance. 

Met 

[ X ] 

UMass Amherst's "Blueprint for Diversity" outlines the university's strategies relative to diversity at 

all levels. The program itself does not appear to have a written policy regarding recruitment of a 

diverse student body. The student body is generally reflective of the diversity of the overall 

student body at UMass, but is not diverse, except for gender. 

Faculty and staff meet on a regular basis to discuss program issues, however it is not clear that 

students, other than teaching assistants, are actively involved in the process. 

The program is touted as being very diverse, but based on the students with whom the visiting 

team interacted, this was not evident. The demographics of the student population demonstrated 

economic diversity, but fell short in the area of the ethnic diversity that was evident by the general 

university student population. 

5. Studio Culture 

14 

The school is expected to demonstrate a positive and respectful learning environment through the 

encouragement of the fundamental values of optimism, respect, sharing, engagement, and 

innovation between and among the members of its faculty, student body, administration, and 

staff. The school should encourage students and faculty to appreciate these values as guiding 

principles of professional conduct throughout their careers. 

The impression of the visiting team was that faculty and students have established a strong sense 

of community within the program. The program is relatively small and faculty seems to value the 

personal scale. Both students and faculty expressed a strong sense of respect for each other. 

Faculty seemed willing to accommodate student schedules and was responsive to student 

concerns. 

The provided "studio guidelines" relate more to studio logistics than to more cultural issues. The 

policy, which addresses attendance, the condition of the studio spaces, the collection of student 

work, and grading, appears to have been written by the faculty, as more of a top-down type of 

document. 

The guidelines do not address work load for the faculty or the students. Nevertheless, students 

reported that faculty members were responsive to students' concerns about workload. Overall, 

students seemed to feel that the workload was challenging but not excessive. 

Workload expectations for students at different levels within the same studio were not clear. 

Met 

[ X ] 

Not Met 

[ ] 

Not Met 

[ ] 

11 

0

6. 

Human Resources 

The accredited degree program must demonstrate that it provides adequate human resources for 

a professional degree program in architecture, including a sufficient faculty complement, an 

administrative head with enough time for effective administration, and adequate administrative, 

technical, and faculty support staff. Student enrollment in and scheduling of design studios must 

ensure adequate time for an effective tutorial exchange between the teacher and the student. The 

total teaching load should allow faculty members adequate time to pursue research, scholarship, 

and practice to enhance their professional development. 

The program has provided adequate faculty to commence. The program director was an 

important new hire. The current search for a digital studio instructor is significant. Faculty 

members seem productive outside of the classroom. 

As the program grows, the human resources should expand: plans for expansion are unclear. 

7. Human Resource Development 

Schools must have a clear policy outlining both individual and collective opportunities for faculty 

and student growth inside and outside the program. 

The program does provide support and opportunities for student and faculty development. Clear 

written policies could be helpful, especially in advising. 

The current advising system is too dependent on the program director, and is not sustainable as 

the program grows. (The program director's efforts are very much appreciated by students.) 

8. Physical Resources 

The accredited degree program must provide the physical resources appropriate for a 

professional degree program in architecture, including design studio space for the exclusive use 

of each student in a studio class; lecture and seminar space to accommodate both didactic and 

interactive learning; office space for the exclusive use of each full-time faculty member; and 

related instructional support space. The facilities must also be in compliance with the Americans 

with Disabilities Act (ADA) and applicable building codes. 

See comments in the executive summary 




Met 

[ x ] 

Met 

[ x ] 

The program is currently housed on the bridge level of the fine arts building. This highly distinctive 

building, completed in 1975, provides shared studio space for the undergraduate foundation 

studio courses, studio space for the program in architecture (including individual desks for each 

M. Arch. student), office space for the program's administrative staff, the director, and the full time 

faculty. Classroom and other instructional space are shared with other departments and colleges 

of the university. 

Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[X] 

15 

11 

1

There is currently no shop for use by architecture students, no social space to promote program 

collegiality, and no area suitable for project reviews. A computer lab, shared with other academic 

programs within the department, is located adjacent to the architecture studio space. Access to 

the lab is limited. 

In its current location, the program has no physical identity on campus, and no signage to direct 

visitors and students to the program. 

A new studio arts building for the university is under construction and expected to be complete in 

early 2008. When this construction is finished, additional space adjacent to the current 

architecture studios will become available, most likely by fall 2008. 

The program has been lead to believe they will receive this freed-up space, created by the move 

of studio arts to a new building. Plans for the projected expansion of the architecture program 

into this space should be underway. 

Funds for a renovation are not currently budgeted. Both the current and new facilities for the 

program on the fourth floor bridge of the existing fine arts building are in need of upgrade, 

including increased electrical power distribution, electronic communications networking, 

mechanical system rehabilitation, and other renovations to address building code and access 

issues. 

Computer Lab: 

As mentioned above, the program has access to a conveniently located computer lab that 

provides a worthwhile resource for the program. Access to the lab is limited because classes are 

conducted in the lab and the lab closes at 9:00 p.m. 




Unfortunately the hardware is inadequate for many of the programs regularly used by the 

architecture program. The program recently gained access to a color 11"X17" printer. Students 

can only print large format documents at the facilities of the landscape architecture department. 

Many students report relying of commercial printing houses for the bulk of their reproduction 

needs. 

In addition to a lack of adequate output devices for student use, there is no program of regular 

replacement of faculty computers. 

9. Information Resources 

16 

Readily accessible library and visual resource collections are essential for architectural study, 

teaching, and research. Library collections must include at least 5,000 different cataloged titles, 

with an appropriate mix of Library of Congress NA, Dewey 720-29, and other related call 

numbers to serve the needs of individual programs. There must be adequate visual resources as 

well. Access to other architectural collections may supplement, but not substitute for, adequate 

resources at the home institution. In addition to developing and managing collections, 

architectural librarians and visual resources professionals should provide information services 

that promote the research skills and critical thinking necessary for professional practice and 

lifelong learning. 

Met 

[X] 

The program is supported by the university's central library. The UMass Amherst Du Bois library 

collection has over 28,000 volumes classified in the NA and NK categories directly pertaining to 

Not Met 

[ ] 

11 

2




architecture. The program's faculty and students have complete access to the five college library 

system, as well as other regional, national and international interlibrary loan programs. 

The library is located near the space occupied by the program. This close proximity facilitates 

use by the students in architecture. Further the library is open twenty-four hours a day for student 

use. 

The slide library is currently housed in the history of art department. The university is in the 

process of centralizing all visual resources and has recently undertaken an extensive program to 

digitize the art history slide collections, as well as material that supports architectural education. 

10. Financial Resources 

An accredited degree program must have access to sufficient institutional support and financial 

resources to meet its needs and be comparable in scope to those available to meet the needs of 

other professional programs within the institution. 

Though strained, the program appears to have had sufficient institutional support and resources 

to start the program. 

The architecture program and the department of art, architecture and art history have used their 

limited funds effectively and leveraged outside resources well. The architecture program has 

been creative in seeking grants and gifts from regional sources. Interdisciplinary grants have 

helped the architecture program. The current search for a faculty member with digital expertise 

could be an opportunity for faculty start-up funds to support expanded digital facilities. 

As the program grows, the financial resources should expand. The program would greatly benefit 

from a more autonomous budget, which may be related to its administrative structure. 

11. Administrative Structure 

The accredited degree program must be, or be part of, an institution accredited by one of the 

following regional institutional accrediting agencies for higher education: the Southern Association 

of Colleges and Schools (SACS); the Middle States Association of Colleges and Schools 

(MSACS); the New England Association of Schools and Colleges (NEASC); the North Central 

Association of Colleges and Schools (NCACS); the Northwest Commission on Colleges and 

Universities (NWCCU); and the Western Association of Schools and Colleges (WASC). The 

accredited degree program must have a measure of autonomy that is both comparable to that 

afforded other professional degree programs in the institution and sufficient to ensure 

conformance with the conditions for accreditation. 

The University of Massachusetts is a fully accredited institution. (NEASC) 

The team is concerned that the architecture program is "administratively buried." The program 

director reports to a department chair, who reports to the dean of the College of Humanities and 

Fine Arts, who reports to the provost. With this many layers of administrative structure, the 

Met 

[ X ] 

Met 

[ X ] 

Not Met 

[ ] 

Not Met 

[ ] 

17 

11 

3

material provided to the visiting team was unclear regarding how much autonomy the program 

director actually has in controlling budget, in seeking university funds, and in hiring. 

All administrators that the visiting team met were supportive of the architecture program. 

As the program grows, the current administrative structure is neither comparable to the 

administrative structure of other professional programs on the campus, nor to other architecture 

programs at large flagship research universities. 

12. Professional Degrees and Curriculum 

The NAAB accredits the following professional degree programs: the Bachelor of Architecture 

(B. Arch.), the Master of Architecture (M. Arch.), and the Doctor of Architecture (D. Arch.). The 

curricular requirements for awarding these degrees must include professional studies, general 

studies, and electives. Schools offering the degrees B. Arch., M. Arch., and/or D. Arch. are 

strongly encouraged to use these degree titles exclusively with NAAB-accredited professional 

degree programs. 

The UMass program provided a NAAB criteria matrix for a three year M. Arch. program. By 

definition, students entering such a program (with little or no previous background in architecture) 

have a broad background of electives with other than architectural content. 

The UMass program did not provide an NAAB criteria matrix for its 4+2 path, and the visiting 

team would encourage that the 4+2 M. Arch. track be considered separately in future 

accreditation visits. The majority of courses that met NAAB criteria were included in both the 

three year and 4+2 M. Arch. track. In general, it seemed that the 4+2 track includes more 

courses in design and architectural history. 

The amount of electives "with other than architectural content" in the four year B. F. A. appears 

relatively limited. 

13. Student Performance Criteria 

18 

The accredited degree program must ensure that each graduate possesses the knowledge and 

skills defined by the criteria set out below. The knowledge and skills are the minimum for meeting 

the demands of an internship leading to registration for practice. 

13.1 Speaking and Writing Skills 

Ability to read, write, listen, and speak effectively 

WELL MET 

All of the student work from ARC 630 included writing that was articulate, thoughtful and 

well written. 

At the student meeting, students were consistently articulate in expressing their thoughts. 




Met 

[ X ] 

Not Met 

[ ] 

Met Not Met 

[ X ] [ ] 

11 

4

13.2 

Critical Thinking Skills 




Ability to raise clear and precise questions, use abstract ideas to interpret information, 

consider diverse points of view, reach well-reasoned conclusions, and test them against 

relevant criteria and standards 

Met 

[ X ] 

Assignments from Arch 643 promote critical thinking in addressing interpretations of 

buildings from the past and in local buildings. 

In Arch 630, students take basic concepts and apply them to different cultures. 

The degree projects require in-depth research and analysis that promote critical thinking. 

13.3 Graphic Skills 

Ability to use appropriate representational media, including freehand drawing and 

computer technology, to convey essential formal elements at each stage of the 

programming and design process 

More freehand drawing would enrich the student design skills. 

The foundation program and undergrad sequence is very good in this area. 

13.4 Research Skills 

Ability to gather, assess, record, and apply relevant information in architectural 

coursework 

The degree projects (Arch 699) require in-depth research and analysis that provide an 

underlying rationale for the final design project. 

While the student course notebooks contained extensive information collected from a 

variety of sources, the synthesis of this information could be expanded. 

13.5 Formal Ordering Skills 

Met 

[ X ] 

Met 

[ X ] 

Understanding of the fundamentals of visual perception and the principles and systems of 

order that inform two- and three-dimensional design, architectural composition, and urban 

design 

Met 

[ X ] 

The development of formal ordering systems was well developed in the undergraduate 

studio series for the 4+2 degree path. 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

19 

11 

5

20 

The development of basic skills seemed to be inconsistent in the three year graduate 

degree path and was considered marginally met. The team was also concerned about the 

lack of a consistent approach to communicating principles of urban design within the 

curriculum. 

13.6 Fundamental Skills 




Ability to use basic architectural principles in the design of buildings, interior spaces, and 

sites 

Met 

[ X ] 

Because of its historical founding as an interior design degree, the program is successful 

in instilling architectural principles for interior spaces. 

The team felt that fundamental skills in addressing site issues would benefit from a more 

consistent approach in the required studio courses. 

The development of basic architectural principles was well developed in the 

undergraduate studio series for the 4+2 degree path. The development of these 

principles seemed to be inconsistent in the three year graduate degree path. 

13.7 Collaborative Skills 

Ability to recognize the varied talent found in interdisciplinary design project teams in 

professional practice and work in collaboration with other students as members of a 

design team 

WELL MET 

An appreciation for interdisciplinary collaboration seems to be an important part of the 

UMass institutional culture, both within the university and regional colleges. Students and 

faculty alike were committed to collaboration in coursework and in research efforts. 

This is a strength of the program. 

13.8 Western Traditions 

Understanding of the Western architectural canons and traditions in architecture, 

landscape and urban design, as well as the climatic, technological, socioeconomic, and 

other cultural factors that have shaped and sustained them 

In the four year B. F. A., ArtHist 191 covers this material well, but not all students 

accepted into the M. Arch. program have taken this course. 

In the M. Arch. program, evaluation of the graduate admissions requirement for an 

introduction to architectural history is inconsistently handled in the admissions process. 

Met 

[ X ] 

Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ x ] 

11 

6

The team was concerned that this requirement was not included in the graduate advising 

checklist for individual students. Absent this kind of survey course, the material in ArtHist 

643 is too limited to meet this criterion. 

13.9 Non-Western Traditions 

Understanding of parallel and divergent canons and traditions of architecture and urban 

design in the non-Western world 

WELL MET 

In the assignments given in Arch 630, students thoughtfully investigate theoretical 

concepts related to non-western cultures. 

13.10 National and Regional Traditions 

Understanding of national traditions and the local regional heritage in architecture, 

landscape design and urban design, including the vernacular tradition 

National traditions are treated well within the history courses. However, there is 

insufficient evidence that regional heritage and the vernacular is being consistently 

addressed for all students in the program. A more consistent approach to an 

understanding of the vernacular of New England is a missed opportunity. 

13.11 Use of Precedents 

Ability to incorporate relevant precedents into architecture and urban design projects 

While Arch 670 requires the study of precedents, there is insufficient evidence that all 

students in the program have consistently been required to demonstrate the ability to 

incorporate relevant precedents into their design work. 

13.12 Human Behavior 




Met 

[ X ] 

Met 

[ ] 

Met 

[ ] 

Understanding of the theories and methods of inquiry that seek to clarify the relationship 

between human behavior and the physical environment 

Met 

[ X ] 

This criterion is consistently addressed in Arch 670. 

Not Met 

[ ] 

Not Met 

[ X ] 

Not Met 

[ X ] 

Not Met 

[ ] 

21 

11 

7

22 

13.13 Human Diversity 




Understanding of the diverse needs, values, behavioral norms, physical ability, and social 

and spatial patterns that characterize different cultures and individuals and the implication 

of this diversity for the societal roles and responsibilities of architects 

Met 

[ X ] 

Both Arch 670 and 630 address these issues. 

13.14 Accessibility 

Ability to design both site and building to accommodate individuals with varying physical 

abilities 

Met 

[ X ] 

This is considered marginally met. While students include elevators in multi-story 

buildings, efforts to provide accessibility in site design are not consistently evident. The 

visiting team believes that students would benefit from a more holistic view of accessibility 

13.15 Sustainable Design 

Understanding of the principles of sustainability in making architecture and urban design 

decisions that conserve natural and built resources, including culturally important 

buildings and sites, and in the creation of healthful buildings and communities 

Met 

[ ] 

The faculty seems to be sensitive to environmental issues. However, a consistent 

presentation of the principles of sustainability is not present. After a review of the 

materials referenced in the APR, the team was unconvinced that all students graduating 

from the program consistently gained an understanding of sustainability. 

13.16 Program Preparation 

Ability to prepare a comprehensive program for an architectural project, including 

assessment of client and user needs, a critical review of appropriate precedents, an 

inventory of space and equipment requirements, an analysis of site conditions, a review 

of the relevant laws and standards and assessment of their implication for the project, 

and a definition of site selection and design assessment criteria 

Met 

[ ] 

Arch 670 challenges students to research and prepare a program for the degree project, 

as well as to research relevant codes. However the team could not find sufficient 

evidence that students produced a program satisfying the requirements as listed in this 

criterion. 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ X ] 

Not Met 

[ x ] 

11 

8

13.17 Site Conditions 

Ability to respond to natural and built site characteristics in the development of a program 

and the design of a project 

While there are indications that site issues are being considered in studio work, the 

visiting team felt that the studio projects fell short of demonstrating basic site design and 

analysis skills. Furthermore, this issue is not present at a predictable location in the 

studio sequence and it is unclear if all students will be exposed to these issues. 

13.18 Structural Systems 

Understanding of principles of structural behavior in withstanding gravity and lateral 

forces and the evolution, range, and appropriate application of contemporary structural 

systems 

WELL MET 

This criterion is met in Tectonics II and III. In addition, work in Tectonics III is integrated 

with design studio projects in a meaningful way. 

13.19 Environmental Systems 




Met 

[ ] 

Met 

[ X ] 

Understanding of the basic principles and appropriate application and performance of 

environmental systems, including acoustical, lighting, and climate modification systems, 

and energy use, integrated with the building envelope 

Met 

[ X ] 

Evidence of this criterion is found in Building Physics I, II and III, as well as in Integration 

700. 

13.20 Life-Safety 

Understanding of the basic principles of life-safety systems with an emphasis on egress 

In G 3-5, student work demonstrated an ability level to provide for life safety by providing 

two exits to grade in projects reviewed by the visiting team 

13.21 Building Envelope Systems 


building envelope materials and assemblies 

Met 

[ X ] 

Not Met 

[ X ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

23 

11 

9

24 

This content is being communicated in the building physics classes and some studio class 

projects. The visiting team felt that this was an area that could be strengthened across a 

number of classes. 

13.22 Building Service Systems 




Met 

[ X ] 


plumbing, electrical, vertical transportation, communication, security, and fire protection 

systems 

Met 

[ X ] 

G5 and Arch 700, hold the students accountable for this information. 

13.23 Building Systems Integration 

Ability to assess, select, and conceptually integrate structural systems, building envelope 

systems, environmental systems, life-safety systems, and building service systems into 

building design 

Met 

[ X ] 

Arch 700, hold the students accountable for the conceptual integration of this information. 

13.24 Building Materials and Assemblies 


construction materials, products, components, and assemblies, including their 

environmental impact and reuse 

Tectonics II and III, as well as Arch 700, require students to demonstrate an 

understanding of these basic principles. 

13.25 Construction Cost Control 

Understanding of the fundamentals of building cost, life-cycle cost, and construction 

estimating 

While the Business of Building course includes aspects of construction cost control in the 

syllabus, the team feels that there was insufficient evidence existed to demonstrate that 

students acquire an understanding of this material. 

Met 

[ X ] 

Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ X ] 

12 

0

13.26 Technical Documentation 

Ability to make technically precise drawings and write outline specifications for a 

proposed design 

The work from Arch 700 revealed numerous technically precise drawings. However, the 

visiting team did not find evidence that students were required to write an outline 

specification in required course material. 

13.27 Client Role in Architecture 

Understanding of the responsibility of the architect to elicit, understand, and resolve the 

needs of the client, owner, and user 

In Arch 670, the requirement for field surveys help students to understand needs and 

input from users and clients. 

13.28 Comprehensive Design 




Met 

[ ] 

Met 

[ X ] 

Ability to produce a comprehensive architectural project based on a building program and 

site that includes development of programmed spaces demonstrating an understanding 

of structural and environmental systems, building envelope systems, life-safety 

provisions, wall sections and building assemblies, and the principles of sustainability 

Met 

[ X ] 

In the combination of the G5 Studio and Arch 700, students develop projects in a way that 

demonstrates a proficiency in understanding the requirements for comprehensive design. 

However, the team feltthat the development of wall sections could receive more attention. 

13.29 Architect's Administrative Roles 

Understanding of obtaining commissions and negotiating contracts, managing personnel 

and selecting consultants, recommending project delivery methods, and forms of service 

contracts 

Met 

[ ] 

While the Business of Building course is a valuable interdisciplinary course, it lacks the 

requisite specificity to meet the needs of an accredited program in architecture. Further, 

work in G4 did not address these issues. Therefore this criterion is not met. 

13.30 Architectural Practice 

Understanding of the basic principles and legal aspects of practice organization, financial 

management, business planning, time and project management, risk mitigation, and 

Not Met 

[ X ] 

Not Met 

[ ] 

Not Met 

[ ] 

Not Met 

[ x ] 

25 

12 

1

26 




mediation and arbitration as well as an understanding of trends that affect practice, such 

as globalization, outsourcing, project delivery, expanding practice settings, diversity, and 

others 

Met 

[ ] 



work in G4 did not address these issues. Therefore this criterion is not met. 

13.31 Professional Development 

Understanding of the role of internship in obtaining licensure and registration and the 

mutual rights and responsibilities of interns and employers 

Evidence of this criterion was found in the Business of Building course. In the team's 

discussion with students, it was apparent that students had broad knowledge of 

internship issues. 

13.32 Leadership 

Met 

[ X ] 

Understanding of the need for architects to provide leadership in the building design and 

construction process and on issues of growth, development, and aesthetics in their 

communities 

Met 

[ ] 


requisite focus on the architect's specific leadership roles. Further, the work in the 

graduate design studios does not consistently address these issues. Therefore this 

criterion is not met. 

13.33 Legal Responsibilities 

Understanding of the architect's responsibility as determined by registration law, building 

codes and regulations, professional service contracts, zoning and subdivision 

ordinances, environmental regulation, historic preservation laws, and accessibility laws 



work in the graduate design studios does not consistently address all of these issues. 

Specifically, the team found no evidence that professional service contracts were 

understood by students. Therefore this criterion is not met. 

Met 

[ ] 

Not Met 

[ x ] 

Not Met 

[ ] 

Not Met 

[ X ] 

Not Met 

[ X ] 

12 

2

13.34 Ethics and Professional Judgment 




Understanding of the ethical issues involved in the formation of professional judgment in 

architectural design and practice 

Met 

[ X ] 

The Business of Building course addressed ethics and professional judgment in a 

convincing fashion. 

Not Met 

[ ] 

27 

12 

3

28 





12 

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III. Appendices 

Appendix A: 

1. 

Program Information 

History and Description of the Institution 

The following text is taken from the 2007 University of Massachusetts-Amherst 

Architecture Program Report. 

One of today's leading centers of public higher education in the Northeast, the University 

of Massachusetts Amherst was established in 1863 under the original Land Grant Act. In 

recent decades it has achieved a growing reputation for excellence in an increasing 

number of disciplines, for the breadth of its academic offerings, and for the expansion of 

its historic roles in education, research, and outreach. A large number of faculty, 

especially in the physical sciences and engineering, actively engage in sponsored 

activities. Research expenditures in the past year totaled more than $100 million. An 

increase in applications has made enrollment more selective. 

Within its 10 schools and colleges the University offers bachelor's degrees in 90 areas, 

masters degrees in 68, and the doctorate in 49. Ninety-four percent of the approximately 

1,063 full-time faculty hold the highest degree in their fields. There are approximately 

24,000 students, made up of nearly 18,000 undergraduates and 6,000 graduates, 

including part-time. The University prides itself on the diversity of its student body, and is 

committed to the principles of affirmative action, civility, equal opportunity, and the free 

exchange of ideas. 

Located in the historic Pioneer Valley of Western Massachusetts, the 1,450-acre 

campus provides a rich cultural environment in a rural setting. The University is one of 

the founding members of the Five College cooperative program, offering reciprocal 

student access among the University, and Amherst, Hampshire, Mount Holyoke and 

Smith colleges. 

The University of Massachusetts Amherst is the flagship campus of the 

Commonwealth's university system. There are three other undergraduate campuses, at 

Boston, Dartmouth and Lowell. The University's Worcester Medical School includes the 

medical school and associated teaching hospital. 

Activities at the five University campuses are complemented by outreach education, 

research, and service programs at sites throughout the Commonwealth, ranging from 

the Southeastern Massachusetts Agricultural Center in East Wareham to the Berkshire 

Medical Center in Pittsfield and the Small Business Development Center in Springfield. 

From "UMass Overview', 2002 

2. Institutional Mission 



As the system's flagship campus, Amherst draws students from throughout the 

Commonwealth, the nation and the world, providing a broad undergraduate curriculum 

with nearly 100 majors and approximately 50 doctoral programs. It will continue as a 

Carnegie Research I university and maintain its presence in Division I intercollegiate 

sports; it will continue its efforts to achieve a median ranking among the American 




29 

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5

30 

Association of Research Libraries and obtain membership in the Association of 

American Universities. 

Access: Providing undergraduate education for all qualified students (meeting their 

full financial need) in a broad range of areas found in leading public Research I 

universities, as well as in graduate programs leading to doctoral or other appropriate 

terminal degrees in most of these fields. 

Excellence: Maintaining a range of academic offerings comparable in quality to 

those offered at AAU universities; maintaining national leadership in such areas as 

creative writing, computer science, engineering, polymer science, linguistics, 

astronomy, sport studies, and hotel management and striving for national leadership 

in other academic areas. 

Innovation: Creating new knowledge with a broad program of distinctive research; 

and disseminating this knowledge through publications, public presentation and 

professional conferences. 

Economic Development and Global Competitiveness: Supporting the economic 

development of the Commonwealth by providing assistance to small business and 

industry; encouraging technology transfer, undertaking research in areas of 

economic importance; and providing the language instruction and other tools 

necessary for participation in the global economy. 

Public Service: Providing public service by meeting formal land-grant 

responsibilities; serving agriculture, offering assistance to regional cities and towns; 

and engaging in research and outreach in such areas as public health, 

environmental safety, transportation, public finance and education. 

Quality of Life: Developing the human and cultural quality of life for the region 

through a comprehensive arts program; assisting the public social agencies to 

provide improved services to the citizens of the Commonwealth; and promoting the 

multicultural awareness and tolerance of diversity essential to a pluralistic, 

transnational society. 

3. Program History 

From Amherst Campus Vision Statement (2002) 



Architecture+Design is one of three programs in the Department of Art, Architecture, and 

Art History (part of the College of Humanities and Fine Arts.) The Architecture+Design 

program is responsible for an undergraduate pre-professional degree (BFA- 

Architecture), a graduate professional degree (Master of Architecture), and a graduate 

post-professional degree (Master of Science). 

The Architecture+ Design Program has evolved from a strong interior design area. In 

1972, UMass founded one of the first professional interior design programs in the United 

States, under the leadership of Professor Arnold Friedmann. The fledgling program 

developed a rigorous interior design curriculum based on the principles of the Bauhaus. 

After being accredited in 1976 the interior design program merged Art Department in the 

College of Humanities and Fine Arts in the belief that design should be based on a 

foundation of visual arts. In 1987 the Faculty Senate and Trustees authorized the design 

program to offer a concentration in Architectural Studies. 

In the mid 1990's, the design program underwent a substantial re-organization, with the 

hiring of several new full time faculty—all registered architects. With the support of Dean 




12 

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Le Edwards and Chair Ron Michaud, the program began developing a professional 

program in architecture. In 2002, UMass was granted NAAB candidacy status for a 

proposed 4+2 Master of Architecture programs, and a 3 year Master of Architecture. (In 

the same year, the program gave up FIDER accreditation of the BFA Design program). 

In 2004, the Massachusetts Board of Higher Education approved the Master of 

Architecture as a UMass degree program. It is New England's first and only public 

professional architecture degree. Various faculty members have served in the informal 

role of area coordinator (or program director) as part of other assignments. Kathleen 

Lugosch served as area coordinator/ program director from 1995 to 2001 and 2002 to 

2005, and Ray Kinoshita Mann served as area coordinator from 2001-2002. The NAAB 

granted candidacy in 2002. 

In 2005, the Art Department was reorganized into three distinct programs. Also in 2005, 

UMass created a new senior position of Director, and conducted a national search. 

Stephen Schreiber, who served as a interim director since 2005, accepted the position 

as Director of the Architecture+Design program in 2006. 

UMass Amherst already has several strong programs in fields closely associated with 

architecture. The Department of Landscape Architecture and Regional Planning, for 

instance, offers eight degree programs, ranging from an undergraduate program in 

Environmental Design to a dual Master's degree in Landscape Architecture (MLA) and 

Regional Planning (MRP). The Building Materials and Wood Technology program has 

strong emphasis on innovative construction technology in the building industry. The 

Department of Engineering offers a professional practice graduate degree geared 

towards professions like architectural engineering. It is also the base for the building 

science based Center for Energy Efficiency and Renewable Energy. The Art History 

program offers the only publicly funded M.A. in New England, and the History 

Department has established a historic preservation concentration in their Public History 

program. UMass is also home to an innovative interdisciplinary Environmental Sciences 


UMass is part of the Five Colleges -the country's oldest and most effective consortium 

of colleges. The group includes Smith, Amherst, Mt. Holyoke, and Hampshire Colleges, 

in addition to the university. The four colleges have initiated architectural programs 

within the context of liberal arts education. The program in studio architecture at Smith 

College is the longest-running program in architecture for women in the country. The 

Five Colleges have developed a unique interdisciplinary Architectural Studies program 

that capitalizes on each college's unique approach to liberal and professional education. 

Because the UMass Master of Architecture program is the only state-funded 

professional architecture program in New England, the regional student program 

enables students throughout New England to participate in the both the undergraduate 

pre-professional program and the graduate professional program for a little over in-state 

tuition rates. 

4. Program Mission 



UMass Architecture+Design provides an accessible, intellectually rigorous design 

education that firmly grounds students in the art and science of the built environment 




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The interdisciplinary, collaborative program embraces spirited, socially progressive, and 

environmentally responsive design. As New England's first and only public architecture 

program, the faculty and students use the region as a laboratory for integrated teaching, 

research, and outreach. 

5. Program Self Assessment 



PROGRAM STRENGTHS 

Some strengths of the Architecture+Design Program are outlined as follows: 

Curriculum 

The Architecture+Design Program offers the first and only professional architecture 

degree in New England. The curricula- graduate and undergraduate- offer students a 

comprehensive education in architectural design built on collaboration of professional 

and educational disciplines spanning three colleges. The Five College Architectural 

Studies program adds richness to the program. 

The new Master of Architecture capitalizes on the expertise of numerous established 

programs, including interior design, studio art, landscape architecture, building materials, 

history and engineering. This represents a new model in architectural education, one 

that has been talked about by a number of programs, but no program has had the 

opportunity to implement it in the way this program has begun. 

The home department facilitates interdisciplinary activities for students and faculty 

through its three programs: Architecture+Design, Studio Art, and Art History. 

The Foundations program, a significant and special element of the department, has 

been strengthened by the participation of the architecture program. The major in 

architectural studies provides a strong foundation for students to pursue a number of 

academic and professional options. The programs undergraduate courses expose non- 

majors to the issues of architecture and design. 

Faculty 

The faculty is committed to providing students an intelligent and challenging 

teaching/learning experience, and is invested in advancing the discipline and profession 

of architecture through teaching and their creative, scholarly, and professional work. The 

program strives to promote interdisciplinary teaching and research. 

Students/Alums 

The student body is diverse, motivated and capable of meeting the challenges and 

demands inherent in a studio based architectural education. Despite its youth and small 

size the program has a distinguished history of excellence in architecture and interior 

design. Since 1999 three graduate students have been among the finalists and winners 

of the prestigious Skidmore Owings and Merrill Foundation Traveling Fellowship in the 

newly created Interior Architecture category. The interior design program was very highly 

ranked by Design/ntelligence in 2000. An alumnus won both the AIA Young Architects 

award and the Rome Prize in architecture in 2006. Several alumni/ae hold prominent 

positions in academia and the profession. 

Place 

The program located in the center of gravity of New England. The area imparts a sense 

of place and inspiration to students and faculty. Western Massachusetts offers a great 




12 

8

laboratory for studying the challenges of design professionals today: there are rural 

planning boards confronting sprawl, urban areas trying to revitalize, and a resonant 

historical setting that brings its own challenges. The region is at the forefront of socially 

progressive and environmentally responsive design. The program is based in the 

extraordinary Fine Arts Center, a significant project designed by Kevin Roche 

PROGRAM CHALLENGES 

The Program faces a number of important challenges, including: 

Curricula 

Curricular revisions have been slowed by a lengthy university approval process. Class 

scheduling and coordination, across three UMass colleges, is difficult. Clear metrics 

need to be put in place to assure the goals and objectives are being accomplished, and 

if not, strategic adjustments can then be made from an informed position. Because this 

is an experimental program, it is critical that it be documented so that the success can 

be celebrated and shared; or in the case of failures, change can be implemented so the 

recovery can take place. The program will develop electives and interdisciplinary 

research focused on sustainable practices intended to address the challenge of 

designing and planning buildings and communities. 

Faculty 

In order for the program to grow significantly, there will be a need to add core faculty to 

the architecture program to give it the critical mass to govern and oversee the day-to- 

day curricular and departmental welfare. There is also a need for technical support staff 

to help integrate media technologies into the instructional agenda of the department and 

college. Predictable faculty support for professional development will help increase 

productivity in research and creative work. 

Students 

The program is developing a comprehensive recruitment strategy for graduate and 

undergraduate students that include an early admissions program for high school 

graduates of exceptional merit. There is a need for an increased number of 

scholarships, assistantships and work opportunities for graduate students as well as 

additional financial assistance for undergraduate students. The program needs to 

integrate digital technology -including building information modeling-more fully into the 

studio sequence and other courses. There is an opportunity to increase the number of 

articulation agreements between the Architecture+Design Program, and strategic feeder 

programs. 

Resources 

Support for a proposed Center for Engaged Design is a high priority. Resources need to 

be committed for renovation of the Fine Arts Center (fourth floor) immediately after the 

relocation of Studio Art functions. It is important that the program develop resources to 

highlight the accomplishments of the students, faculty, and staff. 

ADDRESSING CHALLENGES 

The faculty of the Architecture+Design Program uses several instruments for 

documenting program strengths and challenges as well as developing ways for 

addressing the challenges. These instruments primarily include faculty retreats and 

special focus meetings conducted since the previous accreditation visit, the VTR from 

the last accreditation visit, and standing and ad hoc committees. 




33 

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9

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13 

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Appendix B: The Visiting Team 

Team Chair, Representing the ACSA 

Marleen K. Davis, FAIA 

University of Tennessee, Knoxville 

College of Architecture and Design 

Knoxville, TN 37996-2400 

(865) 974-5265 

(865) 974-0656 fax 

mkdavis@utk.edu 

Representing the AIA 

Michael Stanton, FAIA 

Michael Stanton Architecture 

444 De Haro Street 

Suite #202 

San Francisco, CA 94107-2351 

(415) 865-9600 

(415) 865-9608 fax 

mstanton@stantonarchitecture.com 

Representing the AIAS 

Kristal Peters 

1700 Shepard Street, NW 

Washington, DC 20011 

(202) 250-9318 

kristalpeters@hotmail.com 

Representing the NCARB 

James R. Lev, AIA 

Hagney Architects 

4615 E. State Street 

Suite 206 

Rockford, IL 61108 

(815) 397-3330 

(815) 397-0243 fax 

jrlevaia@aol.com 

Observer 

Erica Gees, AIA 

Kuhn Riddle Architects 

28 Amity Street, Suite 2B 

Amherst, Massachusetts 01002 

(413) 259-1630 

(413) 259-1621 fax 

egees@kuhnriddle.com 




Observer 

Kerry Dietz, AIA 

Dietz & Company Architects, Inc. 

17 Hampden Street 

Springfield, MA 01103 

(413) 733-6798 

(413) 732-4385 

kerryd@dietzarch.com 

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13 

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Appendix C: The Visit Agenda 




37 

13 

3

38 




13 

4




39 

13 

5

40 

This pages left blank intentionally. 




13 

6

IV. Report Signatures 

Respectfully submitted, 




41 

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42 





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Program Response to the Final Draft Visiting Team Report 




43

4.6 ANNUAL REPORTS 

Supplemental information to the APR must include the following documentation: 

• Copies of all Annual Reports submitted to the NAAB since the previous site visit

2008 

PART I - ANNUAL STATISTICAL REPORT SECTION A. INSTITUTIONAL 

CHARACTERISTICS 

This section captures aggregated information about the home institution for each architecture 

program. Wherever possible, this information should be the same as that reported by the 

institution to IPEDS in its most recent Institutional Characteristics, Completion and 12month 

Enrollment report. 

(for inclusion on the NAAB website) 

Institution Name: University of Massachusetts, Amherst 

Academic Unit Name: Architecture + Design Program 

Address 1: 457 Fine Arts Center 

Address 2: 151 Presidents Drive, OFC1 

City: Amherst 

State: MA 

Zip: 01003 

Architecture Program Tel. No: 413.577.1575 

Architecture Program School Fax No: 413.545.3929 

Architecture Program School URL: www.umass.edu/architecture 

Email address for general inquiries: architecture@art.umass.edu 

ACSA Region: Northeast 

In order to modify your organization information please visit the ACSA Guide site. 

Public 

Explain: 

Doctoral/Research Universities - Extensive 

New England Association of Schools and Colleges (NEASC) 

Explain: 

5. Who has direct administrative responsibility for the architecture program? 

Name Stephen Schreiber 

Title Director, Professor 

Office Tel. No 413-577-1575 

Fax No 413.545.3929Email Address schreiber@art.umass.edu 

6. To whom should inquiries regarding this questionnaire to be addressed? 

Name Stephen Schreiber 

Title Director, Professor 

Office Tel. No 413-577-1575Fax No 413.545.3929Email Address schreiber@art.umass.edu 

7. Who is the administrator responsible for verifying data (and completing IPEDS reports) at 

your institution? 

Name Marilyn Hecht BlausteinTitle Director, Institutional Research 

Office Tel. No 413 545 0941Fax No 413-545-3010 

91

Email Address blaustein@oirp.umass.edu 

(Aggregated for the Institution; this information should be the same as that reported to 

IPEDS for the last fiscal year) Total undergraduate enrollment:20114Total graduate 

enrollment:575925th percentile ACT score for undergraduates 

enrolling on the last fiscal year2275th percentile ACT score for undergraduates 

enrolling on the last fiscal year2725th percentile SAT score for undergraduates 

enrolling on the last fiscal year113075th percentile SAT score for undergraduates 

enrolling on the last fiscal year1240 Average GRE score for graduates enrolling 

in the last fiscal year 

(not including specialized programs like law, 

medicine, business or other programs for 

which a specialized entrance examination 

is required):1825 

Male Female 

Total 10090 10024 

American Indian/Alaska Native 25 41 

Asian or Pacific Islander 820 706 

Black, Non-Hispanic 441 502 

Hispanic 349 377 

White, Non-Hispanic 7429 7296 

Other 120 116 

Declined to or Did Not Supply 906 986 

Male Female 

Total 2823 2936 




Hispanic 80 114 


Other 728 540 


SECTION B. NAAB-ACCREDITED ARCHITECTURE PROGRAMS 

This section captures information about the specific NAAB-accredited degree programs 

offered by the institution, unless otherwise noted in the instructions. 

B. Arch. M. Arch. X D. Arch. 

Discipline Degree Guide Display 

Architecture M. Arch Master of Architecture 

Architecture M. Arch Master of Architecture 

92

Interior Design/Interior 

Architecture 

Architecture 

Other 

B.F.A. Architectural 

Design 

Master of Science in 

Design 

BFA Design 

No If yes, a report is required in PART II – Narrative Report that outlines the plans and 

planning for the new program. No If yes, a report is required in PART II – Narrative Report 

that outlines the plans and planning for the new program. 2 Semesters or Trimester 

Please Explain: 

The program(s) in this section are dependent on your selection in Section B, Question 1. 

B. Arch.: 

M. Arch.: 140 

D. Arch.: 


a. Indicate the total number of credit hours taken at your institution to earn each NAAB 

accredited degree offered by your institution. 

B. Arch.: 

M. Arch. Pre-Professional: 57 

M. Arch. Non Pre-Professional: 87 

D. Arch.: 

b. By degree, how many of those credit hours are assigned to general education? 

B. Arch.: 



D. Arch.: 

c. By degree, what is the average number of credits each full time student completes per 

academic term? 

B. Arch.: 



D. Arch.: 

No 

Location 1: 

Location 2: 

Location 3: 

SECTION C. TUITION, FEES AND FINANCIAL SUPPORT FOR STUDENTS IN 

NAAB-ACCREDITED PROGRAMS 

B Arch. 

If this section is not applicable, please enter all zero's (0). 

Full-Time 

Annual Tuition Annual Fees Per Hour/Term/Year 

In-State 0 0 Per Credit Hour 

Out-of-State 0 0 Per Credit Hour 

Part-Time 

93



a. Does the institution offer discounted or differential tuition for a NAAB-accredited degree 

program? 

If yes, please explain No 

Explain: 

b. Is a summer session required for any portion of your accredited degree program(s)?No If 

yes, what is the additional tuition and fees for the summer program? 

(If no fill this section with 0s) 

Full-Time 

Summer Tuition Summer Fees Per Hour/Term/Year 



Part-Time 



Does the institution offer discounted or differential tuition for summer courses for a NAABaccredited 

degree program? 

If yes, please explain No 

Explain: 

What is the average per student expenditure for students enrolled in NAAB accredited degree 

programs? This is the total amount of goods and services, per student, used to produce the 

educational services provided by the NAAB-accredited program. 


M. Arch. Student Exp 5400 

What was the total amount of financial aid (Grants, loans, assistantships, scholarships, 

fellowships, tuition waivers, tuition discounts, veteran’s benefits, employer aid [tuition 

reimbursement] and other monies [other than from relatives/friends] provided to students to 

meet expenses. This includes Title IV subsidized and unsubsidized loans provided directly to 

student) provided by the institution to students enrolled in each program(s) leading to a 

NAAB accredited degree during the last fiscal year? 


Financial Aid provided to graduate students in NAAB-accredited programs: Total Graduate 

Financial Aid for last fiscal year781504Average Graduate Financial Aid per student19061 

What was the total number of graduate-level students employed on a part-time basis for the 

primary purpose of assisting in classroom or laboratory instruction or in the conduct of 

94

esearch during the last fiscal year within the NAAB-accredited programs offered by your 

institution? Please include: graduate assistant, teaching assistant, teaching associate, teaching 

fellow or research assistant in your calculation. 

12 SECTION D. STUDENT CHARACTERITICS FOR NAAB-ACCREDITED DEGREE 

PROGRAMS 

(If your institution offers more than one program, please provide the information for each 

program separately) 

Indicate the number of individuals who fulfilled the institution’s requirements to be 

considered for admission (including payment or waiving of the application fee, if any) and 

who had been notified of one of the following actions during the last fiscal year: admission, 

nonadmission, placement on a waiting list, or application withdrawn by applicant or 

institution. Information about ethnicity must be based on self-identification information 

provided by the applicant. 

Please fill out these tables completely, entering 0 for blanks. Please use whole, positive 

integers and do not include '$' or ','" A person can only be counted in one group. 

B. Arch. 

Total 

American Indian/Alaska Native 

Asian or Pacific Islander 

Black, Non-Hispanic 

Hispanic 

White, Non-Hispanic 

Other 

Declined to or Did Not Supply 

M. Arch. 

Male Female 

Male Female 

Total 30 41 




Hispanic 2 4 


Other 0 0 


Indicate the total number of individuals who were notified of admission or placement on a 

waiting list for the last fiscal year. Information about ethnicity must be based on selfidentification 

information provided by the admitted applicants. 

95



B. Arch. 

Total 




Hispanic 


Other 


M. Arch. 

Male Female 

Male Female 

Total 24 31 




Hispanic 2 2 


Other 0 0 




Indicate the number of individuals who enrolled during the last fiscal year. Exclude 

readmitted students who were counted as enrolled in a prior year). Information about 

ethnicity must be based on self-identification information provided by the individual. 

B. Arch. Full-Time 

Total 


Male Female 

Part-Time 

Male Female 

96



Hispanic 


Other 


M. Arch. Full-Time 

Male Female 

Total 8 12 




Hispanic 1 0 


Other 0 0 


Part-Time 

Male Female 



B. Arch. Full-Time 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Part-Time 

Male Female 

97

Total 




Hispanic 


Other 


M. Arch. Full-Time 

Male Female 

Male Female 

Total 23 18 




Hispanic 4 3 


Other 0 0 


Part-Time 

Male Female 

a. Total number of credits in professional architectural studies taken by full time students for 

the last fiscal year: 1116b. Total number of credits in professional architectural studies taken 

by part-time students in the last fiscal year: 0 SECTION E. DEGREES AWARDED 

(The information requested in this section should be provided by the unit within the 

institution responsible for submitting the annual Completion Report to the National Center 

for Education Statistics and IPEDS.) 

B. Arch. M. Arch. D. Arch. 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

98

Male Female 

Total 0 0 




Hispanic 0 0 


Other 0 0 


Male Female 

1 

0 

0 

0 

1 

0 

0 

0 

6 

0 

2 

0 

1 

3 

0 

0 

Male Female 

SECTION F. RESOURCES FOR STUDENTS AND LEARNING IN NAAB- 

ACCREDITED PROGRAMS (all forms of media) Catalogued Titles on Main campus: 

29209 Catalogued Titles on Other locations: 0 (all forms of media) Library of Congress NA 

or Dewey 720-729 Catalogued Titles on Main campus: 23110 Library of Congress NA or 

Dewey 720-729 Catalogued Titles on Other locations: 0 Permanent Workstations on Main 

Campus: 89 Permanent Workstations at Other locations: 0 

Resource Type Available? 

Shop Yes 

Computer Facilities (Lab) Yes 

Computer Output Facilities (Plotters, Specialized plotting) Yes 

Digital Fabrication Facilities No 

Wireless Network Yes 

Image Collection (Slide Library) Yes 

Photo Studio/Darkroom No 

Lecture Series Yes 

Gallery/Exhibits Yes 

Other No 

If Other Resources, Please describe: 

SECTION G. HUMAN RESOURCE SUMMARY (Architecture Program) 

Faculty are defined as follows: Persons identified by the institution as such and typically 

those whose initial assignments are made for the purpose of conducting instruction, research 

or public service as a principal activity (or activities). They may hold academic rank titles of 

professor, associate professor, assistant professor, instructor, lecturer or the equivalent of any 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

99

of those academic ranks. Faculty may also include the chancellor/president, provost, vice 

provosts, deans, directors or the equivalent, as well as associate deans, assistant deans and 

executive officers of academic departments (chairpersons, heads or the equivalent) if their 

principal activity is instruction combined with research and/or public service. The 

designation as "faculty" is separate from the activities to which they may be currently 

assigned. For example, a newly appointed president of an institution may also be appointed 

as a faculty member. Graduate, instruction, and research assistants are not included in this 

category. 

Those members of the instructional/research staff who are employed full time and whose 

major assignment is instruction, including those with release time for research. Includes fulltime 

faculty for whom it is not possible to differentiate between reaching, research, and 

public service because each of these functions is an integral component of his/her regular 

assignment: 



Professor 

Tenured 

Male Female 

Total 1 2 




Hispanic 0 0 


Other 0 0 



Tenured 

Male Female 

Total 2 1 


Tenure-Track Non-Tenure-Track 

Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

0 

0 

0 

0 

0 

0 

0 


Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

0 

10 

0



Hispanic 1 0 


Other 0 0 



Tenured 

Male Female 

Total 0 0 




Hispanic 0 0 


Other 0 0 


Instructor 

Tenured 

Male Female 

Total 0 0 



0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 


Male Female 

1 

0 

0 

0 

0 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

0 

0 

0 

0 

0 

0 

0 


Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

0 

0 

10 

1


Hispanic 0 0 


Other 0 0 


Total credit hours taught by full time faculty: 9 




Tenured 

Male Female 

Total 0 0 




Hispanic 0 0 


Other 0 0 



Tenured 

Male Female 

Total 2 1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 


Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

1 

0 

0 

0 

0 

1 

0 

0 


Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

10 

2




Hispanic 0 0 


Other 0 0 



Tenured 

Male Female 

Total 0 0 




Hispanic 0 0 


Other 0 0 


Instructor 

Tenured 

Male Female 

Total 0 0 




0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

0 

0 

0 

0 

1 

0 

0 


Male Female 

1 

0 

1 

0 

0 

0 

0 

0 

1 

0 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

0 

0 

0 

0 

0 

0 

0 


Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

1 

0 

0 

0 

10 

3

Hispanic 0 0 


Other 0 0 


Total credit hours taught by part-time faculty: 3 

Non-tenure track faculty service in a temporary or auxiliary capacity to teach specific courses 

on a course-by-course basis. Includes both faculty who are hired to teach an academic 

degree-credit course and those hired to teach a remedial, developmental or ESL course; 

whether the later three categories earn college credit is immaterial. Excludes regular parttime 

faculty, graduate assistants, full-time professional staff who may teach individual 

courses (such as the dean or academic advisor) and appointees who teach non-credit courses 

exclusively). 




Male Female 

Total 0 0 

American 

Indian/Alaska 

Native 

Asian or Pacific 

Islander 

Black, Non- 

Hispanic 

0 0 

0 0 

0 0 

Hispanic 0 0 

White, Non- 

Hispanic 

0 0 

Other 0 0 

Declined to or 

Did Not Supply 

0 0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Assoc. Prof. Assist. Prof. Instructor 

0 

0 

0 

1 

0 

0 

0 

0 

0 

0 

0 

0 

10 

4

Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Male Female 



Full 

Time 

Male 

Female 

Part 

Time 

Male 

Female 

2 

0 

0 

0 

0 

2 

0 

0 

Adjunct 

Male 

D. Arch. 0 0 0 0 0 0 

M. Arch. 1 3 0 0 2 3 

B. Arch. 0 0 0 0 0 0 

Ph.D. in architecture 1 0 0 1 0 0 

Ph.D. in other discipline 0 0 0 0 0 0 

Post-professional master's in 

architecture 

1 0 0 0 0 0 

Other degrees 0 0 4 1 0 0 

Registered in U.S. Jurisdiction 2 3 0 0 0 0 



Number Minimum Avg. Max. Univ. Avg. 

3 

0 

1 

0 

0 

2 

0 

0 

Female 

10 

5

Professor 3 96662 101729 110826 112900 

Assoc. Prof. 3 79886 80833 81555 87700 

Assist. Prof. 1 55240 55241 55242 66800 

Instructor 0 1 2 3 56100 

• The NAAB responses to the Annual Reports. 

NAAB RESPONSE TO UNIVERSITY OF MASSACHUSETTS-AMHERST 

2008 ANNUAL REPORT 

Rec’d Date: November 18, 2008 

Year of Next Visit: 2010 

Section One: 

Checklist of required elements 

Part I Statistical Report √Included 

Part II Narrative Report √Included 

Section Two: 

Assessment of Narrative Report 

DEFICIENCIES 

Condition 2: Program Self-Assessment Procedures 

Although the faculty and student leaders have developed a strategic plan, no evidence has been 

presented to support that this condition has been met. Continue to report, and include the outcomes 

of strategic planning in future annual reports and the next APR. 

Condition 8: Physical Resources 

With respect to physical resources, progress has been made but further evidence is needed; given 

that there is new space available for the Architecture + Design program in the new Studio Art 

Building, please provide updated floor plans and stated plans for future renovations. The program is 

to be commended for now having its own computer lab, but again please provide floor plans along 

with requirements for the laptop computers. The program states that signage has been approved, but 

has it been installed? 

Criterion 13.8: Western Traditions 

Should the statement, “Initial advising has been “approved” be “improved?” Regardless, no evidence 

(syllabus, curriculum changes) has been presented to support that this criterion has been met. 

Continue to report, and include the outcomes of your advising and the introductory course. 

Criterion 13.10: National and Regional Traditions 

No evidence (syllabus, curriculum changes) has been presented to support that this criterion has 

been met. Continue to report, and include the outcomes of the Graduate Design III studio. 

Criterion 13.11: Use of Precedents 

Although you state that all graduate studios are addressing this deficiency, no supporting evidence 

has been presented (syllabus, curriculum changes, etc.). Continue reporting with evidence. 

Criterion 13.15: Sustainable Design 



Criterion 13.16: Program Preparation 


been met. Continue to report, and include the outcomes of Arch-Des 670 Research Forum. 

Criterion 13.17: Site Conditions 



Criterion 13.25: Construction Cost Control 


been met. Continue to report, and include the outcomes of Arch-Des 700 Integration. 

Criterion 13.26: Technical Documentation 

10 

6


been met. Continue to report, and include the outcomes of Arch-Des 700 Integration. 

Criterion 13.29: Architect’s Administrative Roles 


been met. Continue to report, and include the outcomes of Arch-Des 660 Business of Building. 

Criterion 13.30: Architectural Practice 



Criterion 13.32: Leadership 



Criterion 13.33: Legal Responsibilities 



CAUSES OF CONCERN 

As identified in the executive summary of the VTR 

A. Short term and long term plans for the program are ambiguous 

B. The curriculum structure and particularly the design studio structure is ambiguous. 

C. The architecture program suffers from a lack of visibility and autonomy. 

Other concerns 

The advising system is not sustainable. 

Space needs exist. Planning for expansion should occur. 

Digital resources are inadequate. 

In the design studio, students of varying skill levels are combined in the same course: the 

differentiation in expectations and evaluations for beginning and advanced students in the 

same course are unclear. 

The Business of Building class does not focus on architecture’s needs. 

Part II – The narrative did not specifically address the causes of concern as identified in the VTR. 

Future Annual Reports must respond to the causes of concerns as well as the specific criterion and 

conditions. The next NAAB Team will want to see how the program has addressed these causes of 

concerns in the next APR. 

CHANGES TO THE ACCREDITED PROGRAM 

No changes to the accredited program reported 

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architecture program report - University of Massachusetts Amherst

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