i. institutional support and commitment to continuous improvement

School of the Art Institute of Chicago
Department of Architecture, Interior Architecture, and Designed Objects
Master of Architecture
Master of Architecture with emphasis in Interior Architecture
2) Response to student concerns
Program responses to student concerns can be discussed by looking at student evaluations,
students representations and governance, and the role of students in departmental self-assessments.
Student representations and governance
In their first semester, students in the MArch program elect two representatives for
each of the two Option II tracks. Those elected representatives remain in place for
the rest of the degree program. With the full implementation of all three years of the
MArch curriculum in Fall 2008, this produced a group of twelve (12) elected student
representatives. These elected representatives from each curricular level are encouraged
to bring their class’s concerns to the Administrative Director and the Program Director.
They do so regularly because they know this direct, purposeful contact is legitimated,
expected, and common at SAIC. This is a quick, effective, and primary way for the
institution to listen to student concerns and make appropriate responses. It is the most
common procedure at the School, and is used at all administrative levels. Recent examples
of concerns resolved in this way include:
o A concern that some first semester MArch students were at risk of falling seriously
behind the rest of their classmates was reported to the program director and taken
directly to the Dean’s Cabinet. A decision was made to provide a limited number of
specially selected personal tutors for students. This service was offered to students
who privately and individually identified themselves as being at risk and in need of the
tutoring. This tutoring is provided free by the Deans’ Office to each student during the
first semester for up to 30 hours per student. The program has also added a pre-requisite
of algebra and physics to the MArch programs.
o A concern that students studying structures in the ARCH/INARC 5113 Construction
Systems and Structures 1 and ARCH/INARC 5123 Matter and Structures 2 classes were
spread too widely along the learning curve, because some were not adequately prepared
in the use of algebra at the time of admission, and some were not learning structural
concepts as quickly as the rest of the members of the class. This was reported to the
Program Director who consulted with the structural engineers in those classes. A second,
shorter class session was offered on Friday afternoon, increasing contact time to enable
more advice and personal guidance to any student who needed it.
As of the 2009–10 academic year many student governance and communication procedures have
fallen under the purview of the newly re-formed and recognized AIAS chapter. With help from the
AIADO administrative office, the chapter organizes two meetings per term with the AIADO program
directors, the AIAS officers, and student representatives from the MArch program. Of the two
meetings, one is reserved for a discussion and feedback on curricula; the other for a discussion and
feedback on the AIADO learning environment. Other department supported AIAS events for the
2010–2011 academic year include:
Scheduled events
o The Second Beaux Arts Ball to be held this spring in SAIC Ballroom. The Beaux Arts
Ball is a time-honored celebration, originating at the École Nationale Supérieure des
Beaux Arts in Paris.
o Professional Dinners: A series of dinners, to be held over the course of the year,
with members of the Chicago architecture community. Topics of discussion may include
portfolio reviews, technology and environmental impacts.
o Design Competitions: Pulling from national and local competitions, the chapter
announced and proposes competitions, such as: Delta Faucet Designers of Tomorrow
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