ARCHITECTURE PROGRAM
REPORT
Volume 1
University of Massachusetts-Amherst
Architecture+Design Program
Department of Art, Architecture, and Art History
College of Humanities and Fine Arts
457 Fine Arts Center
Tel
413-577-1575
Fax
413-545-3929
John Lombardi, Chancellor
Charlena Seymour, Provost and Vice Chancellor for Academic
Affairs
Joel Martin, Dean, College of Humanities and Fine
Arts
Ron Michaud, Chair, Department of Art, Architecture and Art
History
Stephen Schreiber, Director, Architecture+Design
Program
September
2006
Table of
Contents
VOLUME I
1.
Introduction to the Program
1.1 History and
Description of the Institution
1.2
Institutional
1.3 Program
History
1.4 Program
1.5 Program
Self Assessment
2.
Progress since last Site Visit
2.1 Summary of
Responses to Team Findings
2.2 Summary of
Responses to Changes in the NAAB Conditions
3.
Compliance with Conditions for
3.1 Program
response to NAAB perspectives
3.1.1 Architecture Education and
Academic Context
3.1.2 Architecture Education and
the Students
3.1.3 Architecture Education and
Registration
3.1.4 Architecture Education and
the Profession
3.1.5 Architecture Education and
Society
3.2 Program
Self-assessment
3.3 Public
Information
3.4 Social
Equity
3.5 Studio
Culture
3.6 Human
Resources
3.7 Human
Resource Development
3.8 Physical
Resources
3.9 Information
Resources
3.10 Financial
Resource
3.11 Administrative
Structure
3.12 Professional Degrees
and Curriculum
3.13 Student Performance
Criteria
4.
SUPPLEMENTAL INFORMATION
VOLUME 2
1. Introduction to the
Program
1.1 History and Description of
the Institution
This section should
include a brief history and description of the
institution.
One of today's leading centers of
public higher education in the Northeast, the
Within its 10 schools and colleges
the University offers bachelor's degrees in 90 areas, master's 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
The
Activities at the five University
campuses are complemented by outreach education, research, and service programs
at sites throughout the Commonwealth, ranging from the
From “UMass Overview”,
2002
1.2
Institutional
This section should
include the institution’s mission statement and the date of its adoption or last
revision.
As the system's flagship campus,
·
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.
From
1.3
Program
History
This section should
contain a brief history of the existing accredited degree program or, in the
case of a candidacy visit, a history of the planning for the proposed
program.
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-Design), 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
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 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 its FIDER accreditation of the BFA program).
In 2004, the Massachusetts Board of
Higher Education approved the Master of Architecture as a UMass degree program.
It is
In 2005, the
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’ 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
UMass is part of the Five Colleges
--the country’s oldest and most effective consortium of colleges. The group
includes Smith,
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.
1.4
Program
This section should include the
accredited degree program’s mission statement, the date of its adoption or
revision, and the date of its endorsement by the institution.
UMass Architecture+Design provides
an accessible, intellectually rigorous design education that firmly grounds
students in the art and science of the built environment The interdisciplinary,
collaborative program embraces spirited, socially progressive, and
environmentally responsive design.
As
1.5
Program
Self-Assessment
This section should
briefly outline the program’s strengths and challenges and include a plan to
address those challenges.
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
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 DesignIntelligence
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
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
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.
2. Progress Since the
Previous Site Visit
2.1
Summary of Responses to the
Team Findings
This section must
include the school’s response to the previous Visiting Team Report (VTR) for
conditions “not met” and to the “causes of concern.”
The 2004 team found numerous
conditions and criteria “not yet met”, mainly because courses had not yet been
offered. The program responded aggressively to address these deficiencies. The
program has now offered all courses and graduated its first MArch students in
2006.
2004
Visiting Team Report—Conditions “Not Yet Met”
4. Social Equity
Not
Yet Met
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 conditions “not yet met” as there
are not yet any students in the professional M. Arch.)
About two thirds of the students in
the BFA-Design and M. Arch. Programs are women. Large percentages are Latina/o or Asian/Pacific Islander. Most students admitted to the M. Arch.
in 2005-06 (its initial year) were from underrepresented
groups.
6. Human Resources
Not Yet
Met
The program benefits from a
talented, collegial, enthusiastic faculty at UMass and at the other nearby
colleges (
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.
In 2006 the department hired a full
time the department hired a full-time Director of the Architecture & Design
Program, and a full-time staff support.
Teaching loads for faculty have been reduced to 2 courses in the Fall and
2 courses in Spring. Graduate
studios are now 6 credit hours.
8. Physical Resources
Not Yet Met
The program provides studio space
for current students; office space for full time faculty; and access to other
instructional spaces. There
is significant need for 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.
The new home for Architecture Design
is on the fourth floor of the Fine Arts Center in close proximity to faculty
offices and design studios.
10. Financial Resources
Not Yet Met
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.
Architecture + Design now has a
separate budget within the Department budget. The department will continue to pay for
many resources centrally (e.g., bookkeeping) nonetheless, calculations indicate
that expenditures per student in the Architecture & Design are
favorable.
13.9 Non-Western Traditions
Not Yet Met
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.
Non-Western traditions are taught in
required classes, 20th Century Architecture and Philosophy of
Architecture & Design.
13.14 Accessibility
Not Yet Met
While the team did not find evidence
in the team room, this will be a focus of studios not yet
implemented.
Graduate Studios III-V emphasizes
accessibility.
13.16 Program Preparation
Not Yet Met
While the team did not find evidence
in the team room, this will be a focus of studios not yet implemented. The team did find evidence of
“understanding”, but not “ability”.
Programs are prepared in Research
Forum.
13.17 Site Conditions
Not Yet Met
While the team did not find evidence
in the team room, this will be a focus of studios not yet implemented. The
intention pf this criterion is to demonstrate an understanding (not with copied
material, but with student-generated drawings and writing) of the existing
conditions of the site including soil conditions, utilities, property lines,
zoning requirements, traffic patterns, solar orientation, etc.
Site conditions are emphasized in
Graduate Studio III.
13.18 Structural Systems
Not Yet Met
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. Evidence in the area of light frame
structures was in the team room.
New required classes- Tectonics I,
II, III and Integration- focus on structural systems.
13.20 Life Safety
Not Yet Met
While the team did not find evidence
in the team room, this will be a focus of studios not yet
implemented.
Life Safety is a major component of
upper level Graduate Studios and Integration.
13.23 Building System Integration
Not Yet Met
While the team did not find evidence
in the team room, this will be a focus of studios not yet
implemented.
This is emphasized in the Graduate
Studio V and Integration combination.
13.25 Construction Cost Control
Not Yet Met
The team met with several faculty
members with expertise and interests in this area. The team expects that necessary
adjustments can be made to address this issue.
Cost control is taught in Business
of Building.
13.26 Technical Documentation
Not Yet Met
The team did not find evidence of
outline specs (a new criterion).
Outline Specs are generated in
Business of Building, Integration, and Tectonics.
13.28 Comprehensive
Design
Not Yet Met
While the team did not find evidence
in the team room, this will be a focus of studios not yet
implemented.
Comprehensive Design is a focus of
Graduate Studio V plus Integration.
2.2
Responses to Changes in the
NAAB Conditions
If applicable, summarize
the school’s response to changes in the NAAB Conditions for Accreditation
adopted since the previous visit.
The Visiting Team evaluated the
UMass Architecture+Design Program under the current (2004)
Conditions.
Natatorium, Cheryl Leger, BFA-Design,
2006
3 The Conditions of
Accreditation
3.1
Program Response to the NAAB
Perspectives
3.1.1 Architectural 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.
The UMass program benefits from the
wealth of educational resources available at a
The Architecture + Design program
interacts with other UMass programs in numerous ways. Numerous classes involve
cross disciplinary collaborations. The Department’s general education offerings
expose large numbers students at UMass to architecture and design. The program
shares critical facilities and equipment with studio art, art history and other
programs.
Students in other disciplines take
Architecture+Design courses as required courses. For example, architecture courses
satisfy requirements in landscape architecture, regional planning, and building
materials and wood technology.
Program faculty meetings are open to all
full-time, part-time faculty, and to student representatives. Most Department
and Program committees have student representation. Students and faculty play an
active role in campus wide organizations.
The faculty has representatives on several UMass committees and the
Faculty Senate. The current
president of the Massachusetts Society of Professors (the faculty union) is an
Architecture+Design faculty
member
3.1.2 Architectural Education and the
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
The Architecture + Design Program
has a responsibility to prepare students for a rapidly evolving and complex
profession and to nurture creative/critical technology skills in general.
Students are introduced to a variety of ideas and contemporary issues through
the diversity of the faculty, guest critics and lecturers, and are prepared for
the professional world through courses in professional practice, contact with
practicing professionals, work experience and the final year of directed study.
The project/thesis preparation and master’s project/thesis instill personal
initiative, provocative thinking, and professionalism. The nature of design
studio instruction challenges students to resolve conflicting issues through a
creative process of reflection, imagination and personal commitment. While each instructor administers his or
her own studio, the Program is committed to the belief that students should have
freedom to examine, explore and express issues in accord with their personal
understanding and beliefs. Students
are expected to utilize the knowledge and principles gained in their other
classes in defining, clarifying and solving problems in the studio.
The student body is composed of
intelligent, motivated and articulate students of significant diversity. Our students consistently demonstrate a
high level of energy, participation, and camaraderie which perseveres over
facilities constraints. In the past year, these students have formed an AIAS
chapter (the first at a public university in
In
response to the AIAS report on The
Redesign of Studio Culture, the faculty has adopted a policy on Studio Environment.
Gallery reviews, invited desk crits and public juries are designed to respect
students’ diversity, distinctiveness, self worth and dignity. The faculty of the
school are careful to invite guest critics, jurors, and lecturers who represent
a diversity of viewpoints, who will help enhance a nurturing yet critically
rigorous environment.
Architects, planners, and landscape
architects are frequently invited to studios to give desk crits, sit on studio
reviews and participate on final project/thesis reviews. Studio review dates and topics are often
sent to the Western Massachusetts AIA and Boston Society of Architects
newsletters.
The Program has taken specific
measures to expose students to the national and international context of
practice. There is a strong commitment in the Program to provide students with
the opportunity to visit and, therefore, begin to understand other cultures.
Student participants disseminated
the work of their semester abroad through an exhibit. Also, trips to important
cities are organized as part of studios and during breaks.
The Architecture + Design Program
has also sponsored several significant conferences since the last visit. At each conference practitioners and
academics from around the
3.1.3
Architectural 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.
Preparation for registration is an
important part of the curriculum. Course work in design, history, technology,
planning, and practice prepare students to meet requirements for registration.
Studio sequence is predicated on the idea that skill and proficiency in a
profession are achieved through repeated exercises of continually increased
complexity and scale. Parallel to
and linked with this development of creative problem solving skills are the
courses in technical systems, materials and construction, structures and
professional practice.
One faculty sits on the
Massachusetts Architecture Registration Board. The Board will meet at the School
in May 2007. He also serves as the boards IDP liaison and as the Program’s IDP
coordinator. (In that capacity, he makes an annual presentation to students).
Faculty members are also active in NCARB and have served on the Broadly
Experienced Architect and Architect Registration
committees.
Issues of internship, registration,
and continuing education are an integral part of required professional practice
courses. Professional conduct is discussed
throughout the curriculum, particularly in design studios and in professional
practice classes. Professional conduct is a particular emphasis of the required
graduate community studio. Furthermore, the UMass student handbook sets
principles for academic and professional conduct.
3.1.4
Architectural 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.
The architecture curriculum
establishes a solid foundation in the physical, psychological, social and
aesthetic dimensions of practice, and the architect’s ethical responsibilities
to society, clients, users, and colleagues. Creative problem solving and
learning how to learn are core principles of education in the program at
UMass. As students advance through
the curriculum they are asked to accept greater personal responsibility for
their work, ultimately to pursue an independent exploration of research,
programming and design under the guidance of faculty and advisors.
The program maintains close
relationships with the architecture community of the community, state, and
region. Professionals regularly
come to the School to participate in reviews, to guest lecture in different
courses, to conduct workshops, to participate in School events, and to interview
students. The presence of
practicing architects reinforces the professional issues which are addressed in
the curriculum. The program regularly publicizes schedules of design juries and
“calls for critics” in the AIA newsletter.
Local professionals also regularly come to the Program’s lecture series.
The AIA sponsors numerous joint
activities with the Program, including lectures, scholarships, and special
workshops. A faculty member and
student sit on the Western Massachusetts AIA board, and another sits on the
Boston Society of Architecture board. Faculty and students collaborated on with
the Western Massachusetts AIA on two recent Sustainable Design Assessment Teams
(SDAT): one in
Collaboration is a strength of the
architecture program. Numerous courses require team projects. Architecture
students collaborate with students from other disciplines in some studios. Students in most studios, often consult
with architects, planners, engineers, and other consultants. Professional
practice courses expose students to the diverse and collaborative roles assumed
by architects in practice.
Moreover, opportunities for architects in nontraditional careers are
discussed.
Ethics and professional standards
are stressed throughout the curriculum. Many of the lessons are taught by
example and these are some of the most critical responsibilities carried by our
faculty as role models. The studio experience is one of the great educational
crucibles, which helps to forge those aspects of strong character, good judgment
and personal integrity, necessary for making wise professional judgments. The
professional practice course underscores these responsibilities through case
examples. The master’s project which typically combines a semester of planning
with a semester of design, allows students to see the interconnectedness of
their own research with a design problem. In addition, public thesis reviews
provide an opportunity to introduce the breadth of what we do to the rest of the
university and local community.
3.1.5
Architectural 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.
The educational opportunities at the
UMass pay particular attention to the needs of the regional and global society.
Opportunities to study specific ecological, political and urban issues are also
provided elsewhere in the core and in the architecture curriculum. The professional practice course
dedicates time to explore the architect’s social responsibilities.
The architectural projects presented
to our students have a wide range of users and social contexts. Students are
expected to develop an understanding of their obligations to the client, user
and society and a measure of the success of their work is judged
accordingly. These experiences give
them many opportunities to examine their own perspectives and potential for
prejudice in light of their peers, their social environment of both the
university and the studio, and the appropriate nature of unprejudiced and
unbiased professional judgment.
Professional and public service is discussed in professional practice
case studies involving pro bona work exemplify the point.
The design studios present the best
of opportunities for shared learning, gaining from the experiences of others,
inspiring and being inspired, and challenging and being challenged.
Simultaneously, the studio presents students with the conflicts of shared space,
the tension of differences of opinions, and competitive challenges. Balancing these issues provides
excellent training to develop integrity and dignity, as well as in respecting
the rights and ambitions of others.
Community design studios regularly
emphasize social and environmental issues.
These issues are implicit and explicit in many of our studio projects and
associated courses, particularly those courses dealing with environmental
controls, site and environment, human factors, programming, materials and
methods, and architectural history.
In Spring 2006, for example, two integrated vertical studios
(undergraduate and graduate students in architecture and interior design) worked
on community based projects that will be built—one focused on designs for an
attainable house in Amherst, and the other developed schemes for a farm building
for Nuestras Raices, a grass-roots organization that promotes
economic, human and community development in Holyoke through projects relating
to food, agriculture and the environment.
The development of a sense of
ethical responsibility to society, colleagues and clients is essential to our
architecture program. Questions of personal and professional ethics occur within
the curriculum and are fundamental to the mission of the school and
university. Several classes examine
the role of architecture in a world of increasingly limited resources, while
professional practice and design development examine the legal and ethical
implications of the practice of architecture with respect to clients and
users.
3.2
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. The APR must include the
following:
• A description of the
school’s self-assessment process, specifically with regard to ongoing evaluation
of the program’s mission statement and how it relates to the NAAB
Perspectives
The process of self-assessment is
both continual and well developed within Architecture. A number of methods are used for
self-evaluation and reflection on future directions. Among these are University reviews;
school committees; ad-hoc committees and task forces; group and individual
meetings between administrators, faculty and students; the school's advisory
council; regular feedback from professionals, alumni/ae, and recent graduates;
meetings with administrators and faculty of other accredited programs; previous
accreditation reports; and the current generation of the Architecture Program
Report.
Committees: The Department and the Program aim
to institute the most appropriate and effective faculty assignments and
committee responsibilities. The guiding principles are to develop the minimum
number of committees to accomplish the necessary tasks.
The Program faculty as a whole
approves new courses and course revisions.
When proposing a new course, faculty are required to submit a syllabus,
an explanation of how the proposed
new course relates to school mission and goals, and an explanation of the impact
on teaching loads.
Concerns and proposals may come from
any individual or group, and find their best route for evaluation, be that a
standing committees or special task force. An issue may ultimately come before
the full faculty in Program for open discussion and resolution.
Student Participation:
Course evaluations
are conducted for each class every semester through a standardized
questionnaire. These evaluations of
faculty performance are used to improve faculty teaching effectiveness and play
a major role in part-time re-hiring decisions.
The student body is small enough
that issues needing discussion and action can be handled either within the
studios of a particular year, or by individual conversations with faculty and
administrators.
The AIAS chapter is active student
organization that participates in policy-making issues as well as social and
organizational events.
Faculty Evaluation of Student Work:
The Program seeks
to develop within students a wide range of capabilities that will prepare them
for leadership roles. Students are asked to think critically, to gather and
examine large amounts of information, to define problems, to analyze, to explore
alternatives, to synthesize, and to then communicate those ideas and solutions
in a clear and professional manner.
Evaluations are based on the above criteria in accordance with our “core
principles,” and therefore include both process and
outcome.
University:
The following groups in the
University are involved to some degree in assessment of the Program:
Faculty Senate: The Faculty Senate has the right
of review and action with regard to
formulation of institutional aims; creation of new colleges, schools, and
departments and divisions; major
curricular changes and other matters which in the opinion of the President of
the University or his delegate affect the institution as a whole; requirements
for admission and graduation and for honors and scholastic performance in
general; approval of candidates for degrees; policies of appointment, dismissal,
and promotion in academic rank.
Heads and Chairs: The chair sits on the heads and
chairs council of the College. The council addresses management and
administration issues of the College as well as broader perspectives regarding
the direction of the University.
Graduate and Undergraduate
Councils: The
Senate Graduate Council, in consultation with college and the Dean of Graduate
Studies is responsible for maintaining and enhancing the quality of graduate
education in the University and its graduate centers. The Undergraduate Council
is responsible for maintaining and enhancing the quality of undergraduate
education in the University and its campuses.
External:
Other outside organizations which
are influential in our assessment include:
local and regional chapters of the AIA and who regularly assess our
successes and opportunities; the
Faculty peer review is a function of
the tenure process, and the more informal collegial interaction of the faculty
within the Program, Department and University. Faculty also regularly and successfully
submits papers and creative work for juried review, and enjoys close interaction
with practicing professionals and alumni/ae through juries and
lectures.
Alumni/ae often participate in the
student assessment process within the Program. They come for reviews in design classes
at many levels, and give invited lectures.
They assist students with projects that involve professional
consultations.
The emerging Program Advisory
Council assists the School in community, professional and university liaisons
and fund raising. The Council
participates in the assessment process by advising and assisting the director
and faculty on these matters but particularly in the area of fund
raising.
• Faculty, students’,
and graduates’ assessments of the accredited degree program’s curriculum and
learning context as outlined in the NAAB
Perspectives
GRADUATING
SENIORS
UMass
annually conducts surveys of graduating seniors, by major. The surveys profile useful information
on program strengths and challenges.
In the 3 year period, 2003-05, 16 (out of 29) BFA Design students
responded.
Of
those:
• 62% were satisfied with accessibility of the
facility
• 75% were satisfied with the “quality of teaching”
• 38% were satisfied with “advising”
• 69% were satisfied with “faculty concern for
progress”
• 75% were satisfied with “writing preparation”
• 81% were satisfied with “access to classes”
• 100% were satisfied with “effort put into major”
• 81% were satisfied “overall experience”
The
Program is concerned with any responses that are less than 75% and are working
ways to improve the major. The
faculty is particularly concerned about the low response in academic
advising.
The
study also indicated that 37% participated in an internship, 31% participated in
community service, 28% studied abroad, and 81% completed a “culminating senior
experience”. All respondents plan
to attend graduate school.
ALUMNI/AE
AND STUDENTS
In 2004, the Program surveyed its
alumni/ae and students regarding the potential M. Arch. Program. The survey asked opened ended questions
regarding the program’s impact on the five NAAB perspectives; academics,
students, registration, profession, and society.
The strengths
included:
Academic
- “The interdisciplinary, yet
completely focused relationship between these departments has only been
getting stronger since I’ve been a student here, and to take these classes
offers not only a good range of expertise, but a good range of perspectives.
The core faculty appears committed to a long-term view of where our program
came from and is headed, and hold high, yet realistic, goals for its further
development.”
- “The professors appear to see
their role during crits as that of educator rather than an abominable force,
and criticism is constructive and inquires into the student motives, without
mincing words.”
- “The integrated approach you
describe in your mission statement and curriculum will, I believe, thrive in
this area. I see great potential
collaboration between the many artisans, artists and craftsmen we have in our
unique region.”
- “Congruent to the professional
environment, the study of architecture is a meeting point for a variety of
related fields, a synthetic discipline dependent as much on the strength of
these interdisciplinary fields as on the strength of the practitioner.”
- “With many nationally recognized
programs in technology and the humanities, the
- “The program supports these ideals
by providing a well-rounded educational experience that draws from the various
inter-related programs at the University and from surrounding
colleges.”
Students
·
“I believe that the students, on the
whole, thrive in this program. This fact can be seen in the way the students
take advantage of the interdepartmental curriculum by using recent lessons from
supplemental classes to inspire and shape our projects, and in so doing, appear
to be learning actively and remaining passionate about architecture and design.
The fact that many students feel emboldened to try these new methods speaks not
only to their confidence in the studio but, again, to a level of self-motivation
that they wouldn’t have if the program were failing them.”
·
“I have found the students and the
student’s work to be exciting innovating and a desperate breath of fresh air
into our architectural community here in western
·
“Despite the lack of updated
studios, the students and professors work with their surroundings and even use
them to their advantage. For
example, we designed a bus stop to go outside the Fine Arts Center to bring our
ideas to the campus community where even the chancellor of the school became
involved.”
Registration
- “I am impressed by the
department’s commitment to teaching us to be designers and architects rather
than cogs. Presentation skills
and the understanding of structure are keenly focused upon in our course of
study, but addressed as means to the end of design, not the goals in
themselves.”
- “Though
Profession
- “Because most of our faculty are
practicing architects and interior designers, we have had the pleasure of
seeing what they do first hand.
Site visits of the buildings that they have been lead architects on
have been made and case studies have been done.”
Society
- “With accreditation, other schools
and firms will recognize UMass as an architectural school and hopefully form
strong ties to the University for students seeking jobs or internships after
graduation.”
- “There is a strong emphasis in the
studio program, as well as in the other classes, on the ramifications of
architecture to society. The students’ involvement in society has been a large
part of many projects. We have worked with the engineering department to
design a monument for their money donors.”
- “We also worked with the town of
The perceived weaknesses
included:
Academic
- “Materials and engineering are
taught but need to be more emphasized.”
- “The facilities are somewhat
poor.”
Registration
- “Some students find architectural
internships on their own, but I do think that there needs to be a stronger
support system in leaving the University.”
- “I think that the most important
issues to address are getting the students more education on the technical
aspects of the profession. “
• A description, if
applicable, of institutional requirements for
self-assessment
Benchmarking
In 2005, the UMass administration
began requiring all departments to benchmark the research/creative work of
faculty. Departments are required to discipline specific productivity measures,
and to compare the work of UMass faculty to that of selected peers. The
Architecture+Design Program is using the four types of scholarship described in
the Boyer Report to benchmark the productivity of its faculty: discovery,
integration, application, and teaching. Measures include:
Amount of external funding Number Books/articles/projects published Number of awards for the books/articles/projects Number of interdisciplinary research/creative projects Number of interdisciplinary courses developed/taught Number of architecture/design commissions Number of professional/community boards served Number of student projects externally published Number of Avery Index citations Peers (and aspirational peers)
include:
Academic
Quality Assessment and Development
The UMass Board of Trustees requires
a periodic review of all departments and programs through the Academic Quality
Assessment and Development (AQAD) process. The process is similar to
accreditation reviews. The
pertinent sections of the 2005 Art Department AQAD report is included
below:
Architecture
Comments on Its
1. Faculty: The existing faculties are excellent and
have a strong and dedicated commitment to the program. They are devoted to their teaching and
to their students. They have spent
the majority of their time over the past several years putting in place the
Masters of Architectural Studies.
The cost has been high for this very small faculty. Their own professional and creative work
has suffered, and in time the campus will loose the currency of their
intellectual capital if change is not forthcoming soon. The campus must acknowledge their
excellent work and provide the administrative framework and additional faculty
time to implement the new programs.
2. Undergraduate Program:
From our brief visit, it appears that the undergraduate program in
architectural studies has been restructured and is in excellent shape. The Foundations program of the
department has been strengthened by the participation of the architecture
program. This Foundation program is
a significant and special element of the department and must be protected and
developed to ensure that all three of the degree programs (architecture, fine
arts and art history) have access and voices in the teaching and administration
of the program. The additional
requirements for the major in architectural studies provide a strong foundation
for students to pursue a number of academic and professional options. This major also provides an opportunity
for the campus to provide access to the larger community of students, the issues
of the discipline of architecture as a part of their liberal arts
education.
3. Graduate Program: The Master of Architecture program has
just completed a NAAB Accreditation Site Visit. It appears that this visit confirms the
strength of the program and its importance not only to the state of
4. Faculties and Staff: With the new building online in the near
future, the architecture program is programmed to have access to the vacated
space from the existing Fine Arts building. It appears that if the appropriate
renovation resources are provided, there will be no facility problems, assuming
the spaces provided are equipped with the appropriate technologies to enable
architectural education in the 21st Century, (i.e. smart classrooms
in the broadest sense of the words).
One of the major challenges is staffing. This comes in three forms: First, there is still 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. The number is unclear, but the existing
faculty appears to have a working plan to articulate these plans more
formally. The second need is
technical support staff. The
primary need is to provide electronic technical support to help integrate media
technologies into the instructional agenda of the department and college. This is not only a concern of the
architecture program, but should be addressed throughout the college and
probably in the university context to determine the potential for sharing
resources. The third major staffing
issue is a structural situation.
The college must make within the department of art a clear and visible
articulation that an architecture program is present. There needs to be formalization of the
name to include architecture. In
addition, formal faculty time must be given to the individual who is responsible
for the administration of the program, i.e., a chair, a head, a director,
etc. This person must be given one
full-time staff person to assist with the direct administration of the program,
i.e., admissions, governance, advising, external affairs,
etc.
Recommendations:
1. Curriculum: It appears that all is in order
regarding the curriculum. The
components are is place, and now it is a matter of continuing the implementation
process. It is important, however,
as the architecture program goes forward that clear metrics 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.
2. Faculty: As noted, this is a major area of
strength for the program. The
existing faculty is excellent, the only issues are numbers. At the present time, the teaching
workload of the regular faculty consumes the majority of their time. They need opportunities to renew their
knowledge and skill base-meaning time to practice, undertake creative work, or
establish a research agenda. To
make this happen, more faculty FTE are required. The faculty has a plan to make this
happen, but it needs to be implemented and monitored closely to assure that
“burnout” does not take its toll on the existing faculty.
3. Facilities: This is not a problem. As noted above, the issues here is to
have the resources appropriately renovate the existing space once the new
building is completed so the space assigned to the architecture program will
adequately enable the instructional and creative agenda of the program, the
faculty, and the students.
4. Staffing: As noted above, it is our judgment this
is the most critical area needing to be addressed in terms of the architecture
program. It takes three forms: the identity of the program within the
university, the professional community, and the general population. Its identity
needs to be made transparent at a minimum by including it in the department
name; the administrative framework must be formalized establishing an
administrative leader; and, finally, giving the administrative framework
dedicated staff support.
5. It is crucial for the architecture
program to seek its place in the department, college, university, and
professional community as a major contributor to the education of all students
at the
AIAS table at Daniel Libeskind lecture, 2006
3.3
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
APR must include both of the
following:
• A description of the
degree program as it appears in university catalogs and other institutionally
authorized material
2005/06 Graduate School
Architecture and Design
Program | Faculty
| Master's
| Courses
At the graduate level, the Architecture and Design
program offers Master of Architecture and Master of Science in Design degrees.
The Master of Science degree was established in 1976. The Master of Architecture
degree program is in candidacy for full accreditation with the National
Architectural Accreditation Board (NAAB).
In the
Master's degree programs may consist of a
pre-professional undergraduate degree and a professional graduate degree that,
when earned sequentially, constitute an accredited professional education.
However, the pre-professional degree is not, by itself, recognized as an
accredited degree.
The NAAB grants candidacy status to new programs that
have developed viable plans for achieving initial accreditation. Candidacy
status indicates that a program should be accredited within six years of
achieving candidacy, if its plan is properly implemented. The Master of
Architecture degree at the
The Architecture and Design program does not espouse an
overriding stylistic philosophy but rather works to create a learning
environment in which all students can discover and develop their own design
process and professional potential. Students in the Design program are
encouraged to critique the work of fellow students as a way to develop their
analytic skills and establish ongoing working
relationships.
Financial
Assistance
The Master of Architecture and Master of Science in
Design degree programs offer to selected qualified students teaching and
research assistance that carries a semester stipend and a waiver of tuition, the
Curriculum Fee, and most of the Health Fee in accordance with University
guidelines (see the Fellowships and Assistantships section elsewhere in
this Bulletin).
Admission
In addition to the University graduate application
requirements, applicants to the Master of Architecture and Master of Science in
Design degree programs must submit a portfolio or representations of their work
with a maximum of 20 pages illustrating the ability to see and think in two and
three dimensions, to compose, and to experiment. Applicants without a portfolio
may submit evidence of research or other scholarly activity. Applicants to the
Master of Architecture degree program are required to submit GRE scores and
three letters of recommendation. All application materials must be received by
January 1 for fall admission only.
The Master of Architecture degree, the first to be
offered at a public institution in
The course of study consists of four main components:
Core Requirements, Area of Knowledge concentration, Professional Experience, and
a culminating degree project. Course offerings are organized around an
interdisciplinary curriculum involving faculty and students from architecture,
interior design, studio art, art history, public history, landscape architecture
and regional planning, building materials and wood technology, civil
engineering, environmental engineering, environmental sciences, computer
science, and management. Students may also take classes through the
Requirements
Prerequisites for admission to the three-year program
are college physics, calculus, and an introduction to architectural history.
Applicants who hold a bachelor of architecture degree from another institution
or who have graduated from the
Core
Requirements
Students who enter the three-year program are required
to satisfactorily complete a 51- credit core sequence in three areas: Studio,
Technical, and History and Theory. Students who enter with advanced standing
must satisfactorily complete the three-area core of 27 credits. All students
must also complete a Professional/Off Campus semester and a 9- credit Master's
Project.
Studio Sequence
Studio, Analysis, and Representation courses are
required. A total of 21 credits can be earned in this
area.
Technical
Sequence
Technical courses in Building Physics, Tectonics, and
Architectural Integration are required. A total of 21 credits can be earned in
this area.
History and Theory
Sequence
A minimum of 6 credits is required in the Architectural
History sequence.
Professional/Off Campus
Semester
One professional practicum or off-campus semester is
required. The practicum is coordinated as a component of the Internship
Development Program required for professional licensure. Students receive a
minimum of 3 credits for this experience.
Areas of
Knowledge
Each student in the Master of Architecture program is
also required to assemble a coherent, faculty-approved study plan in an Area of
Knowledge. The study plan comprises three electives for a total of at least 9
credits, the Research Forum, and the Master's Project Architecture in which this
knowledge is developed and integrated. The following interdependent groupings
contribute to each Area, which is defined by a viewpoint of interiority and/or
architecture.
Agency: Anthropology and Cultural Studies, Archeology,
Assistive Technology, Economics, Gender Studies, Legal Studies, Resource
Economics.
Inhabitation: Anthropology and Cultural Studies, Assistive
Technology, Economics, Gender Studies, History, Mechanical Engineering,
Performance Arts, Physics of Sound, Planning, Psychology,
Sociology.
Legacy: Archeology, Art/Architectural History, History, Legal
Studies, Public History, Politics, Religion.
Material: Visual Arts, Construction, Building Materials and Wood
Technology, Materials Science, Structural Engineering, Resource
Economics.
Sustainability: Anthropology and Cultural Studies, Building Materials
and Wood Technology, Environmental History, Environmental Engineering,
Environmental Sciences, Geosciences, Landscape Architecture, Legal Studies,
Resource Economics.
Terrain: Landscape Architecture, Environmental Engineering,
Environmental Sciences, Geosciences, Urban and Regional
Planning.
Students have access to rich and diverse course
selections to design their Area of Knowledge through a network of courses and
resources across the University and the
Master of Science (in Design)
This master's degree program, emphasizing interior and
environmental design, provides a professional education to candidates with
strong backgrounds in art, architecture and/or design who wish to develop
special interests and research in building interiors. The interdisciplinary
program requires each student to develop a research focus that draws from
disciplines and departments across the University and
Additionally, Master of Science students address the
ways in which interior architecture relates to social issues. These include the
relation of the formation of a space to the nature of human relations within it
and how design and building provide opportunities to consider such issues as
individuality, human diversity, social density, and handicapped accessibility.
Students are encouraged to develop an understanding of the potential that comes
through analysis and problem solving, firmly grounded in social ethics, as the
basis for design.
Requirements
The Master of Science is primarily a two-year program
for applicants who hold a prior degree in design. Applicants without a design
background may apply for provisional status and take designated undergraduate
courses as preparation for graduate studies. Minimum graduation requirements are
45 credits.
Core Requirements include a three-semester Studio
Sequence that may include a practicum; a two-course Technical Sequence, a
Research Forum, and Master's Project in Design.
In addition to core requirements, all students in the
Master Science degree program are required to assemble a coherent research plan
to further their individual development. The courses that form the basis of
individual research are selected from a list of approved courses offered on
campus or by other members of the
For more information on course offerings for
Architecture and Design, visit www.umass.edu/art/design.
• Evidence that faculty members and incoming
students have been informed of how to access the NAAB Conditions for Accreditation
(including the Student Performance Criteria) on the NAAB Web site.
Faculty members have copies of the
2004 NAAB Conditions and Procedures.
The address of NAAB web site has been sent to all students via the
school’s listserv.
3.4
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. The APR must include the
following:
• The criteria and
procedures used to achieve equity and diversity in faculty appointments,
reappointments, compensation, and promotions
The Program and University are
committed to equality and diversity in all areas of its operations. The
following policy was approved in 2005:
Affirmative Action and
Nondiscrimination Policy
The University of Massachusetts
Amherst prohibits discrimination on the basis of race, color, religion, creed,
sex, age, marital status, national origin, mental or physical disability,
political belief or affiliation, veteran status, sexual orientation and any
other class of individuals protected from discrimination under state or federal
law in any aspect of the access to, admission, or treatment of students in its
programs and activities, or in employment and application for employment.
Furthermore, University policy includes prohibitions of harassment of
students and employees, i.e., racial harassment, sexual harassment, and
retaliation for filing complaints of discrimination. Affirmative action in employment is
required for women; racial and ethnic minorities; special disabled veterans,
veterans of the Vietnam-era, and any other veterans who served on active duty
during a war or in a campaign or expedition for which a campaign badge had been
authorized; and individuals with disabilities in order to address
under-representation in the workforce.
Detailed university policy governing
academic appointment, rank, promotion and tenure are described in the UMass web
site. The Equal Opportunity Affairs guides faculty searches. The Program is
making conscious efforts to diversify its faculty. Two thirds of the regular
Architecture+Design Program are members of underrepresented
groups.
• The criteria and
procedures used to achieve equity and diversity in student admissions,
advancement, retention, and graduation
The Program and UMass are committed
to the goals and objectives of affirmative action and strive to maintain
diversity with its student population.
The University is an equal opportunity educational institution and
students are admitted and treated without regard to race, sex, color, age,
religion, national origin, sexual preference or handicap. In addition, admission into the Program
is made on the basis of ranking and according to enrollment limitations. These criteria focus only on the quality
of the student and their potential to succeed in the Program. The enrollment limitations are a
function of our ability to deliver quality instruction within the constraints of
limited resources and space.
Students are recruited through
active counseling with prospective students and parents, and participation in
career days programs. The Program has made aggressive efforts to recruit
students from underrepresented groups. Every effort is made to point out the
specific opportunities for success, availability of financial aid and
scholarship funding. The Program has been somewhat successful in making
connections with community colleges in attracting diverse transfer students.
Faculty members have worked in
In order to increase and enhance the
overall diversity of the graduate student body and provide access for those
graduate students who have been disadvantaged for financial reasons, the
• A description of the
means by which faculty, students, and staff are given access to the formulation
of policies and procedures, including curriculum review and program
development
The interdisciplinary Architecture
& Design faculty meets frequently to discuss program issues of concern to
the program. This group generally acts as “committee of the whole” in approving
courses and curricula, program standards, admissions policies, etc. Students
play an active role in shaping the new program.
• Identification of any
significant problem, with recommendations for
improvement.
The Architecture+Design Program
is diverse in gender and in ALANA
representation. The Program will be more aggressive in recruiting African
American students by developing strategic alliances with key feeder
schools.
3.5
Studio
Culture
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 APR
must demonstrate that the school has adopted a written studio culture
policy with a plan for its implementation and maintenance and provide evidence
of abiding by that policy. The plan should specifically address issues of time
management on the part of both the faculty and students.
Many studio and classroom
assignments are team-based, though the value of individual learning is also
stressed. The program stresses that
design, research and implementation is a collaborative process not only with
professional colleagues, but with owners, builders, regulatory authorities, and
fabricators—and often more successful because of it. The curriculum emphasize that design is
not just “creative”, but an analytical, synthetic process that is strengthened
by dialogue and questioning.
Fostering design discussions among the students generally also
contributes to a sense of openness and teamwork in the studio. The Program’s studio guidelines, adopted
in 2004, are included in the appendix.
3.6
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.
·
Description of the students’ educational
backgrounds and the degree program’s selectivity, retention, and
time-to-graduation rates since the last accreditation
sequence
The professional program has two
tracks. The 4+3 track requires a bachelor’s degree in any field plus a 3 year
Master of Architecture. The 4+2 track requires a BFA-Design from UMass (or
equivalent from another school) plus the final four semesters of the 3 year
Master of Architecture.
The four year BFA-Design program is
designed as a “2+2” program.
Students typically enter the university and department as art majors,
complete two years of art and architecture foundations, and apply to the
Architecture +Design program at the end of the sophomore year. In exceptional
cases, students are admitted to the Architecture+Design program as freshmen
(although the curriculum does not change). Applicants to the department and
program must submit design portfolios which are reviewed by faculty committees.
Transfer students are reviewed upon
their arrival to the campus, if not prior to arrival, for acceptance and
placement into design curriculum of study.
Students who decide on our major without having gone through the
Foundations process are evaluated much like the transfers, and based on ability
may be allowed to fulfill foundations requirements contiguously or may be
required to take their Foundation requirements prior to applying to the
Architecture + Design Program — often adding up to a year to their
matriculation. For both transfers
and late majors, the extra year can be an inhibiting factor in entering the
program at all.
Prospective graduate students apply
directly to the Office of Graduate Studies. Applications, including portfolios, are
reviewed directly by an Architecture+Design faculty
committee.
Currently, each spring,
approximately 15 students are admitted to the undergraduate program. The program has also traditionally
accepted candidates from the transfer population over the summer for the
following fall; the resulting in‑coming class size has ranged from 15-20
students. In addition, the programs accept 10-15 new graduate
students per year. Because
undergraduate students undergo review for program admissions and will have
experience with design curriculum, retention is relatively high with attrition
at approximately 10-15%. No information is available for the Master of
Architecture program, because it is new.
• Description of the
distribution of effort between teaching and other responsibilities of each
faculty member and evidence that students evaluate individual courses for both
teaching effectiveness and course content
Six regular faculty members in the
Department of Art, Architecture, and Art History have full time responsibilities
in the Architecture+Design Program. That group is augmented by seven additional
regular faculty members from three UMass colleges. All regular faculty members
have teaching, research/creative work and service responsibilities. A typical
distribution of effort is 40-50% teaching, 30-40% research/creative work, and
20% service.
Architecture+Design
Faculty 2005-07
|
Name |
Title |
FTE |
Courses |
|
Art, Architecture, Art
History (Architecture+Design Program) | |||
|
Joseph
Krupczynski |
Asst.
Professor |
1.0 |
Design,
Furniture, Graphics |
|
Kathleen
Lugosch |
Assoc.
Professor |
1.0 |
Design,
Lighting, Graphics |
|
Ray Kinoshita
Mann |
Assoc.
Professor |
1.0 |
Design,
Lighting, Graphics |
|
Sigrid Miller
Pollin |
Professor |
1.0 |
Design,
theory, materials |
|
Max
Page |
Assoc.
Professor, Art
Graduate
Director |
1.0 |
History,
theory |
|
Stephen
Schreiber |
Professor,
Director |
1.0 |
Design |
|
Art, Architecture, Art
History (Art History Program) | |||
|
Timothy
Rohan |
Asst.
Professor |
.25* |
Architecture
History |
|
Building Materials and Wood
Technology | |||
|
David
Damery |
Asst.
Professor |
.25* |
Business of
Building |
|
Peggi
Clouston |
Asst.
Professor |
.25* |
Structures |
|
Paul
Fisette |
Professor |
.25* |
Construction
Technology |
|
Alexander
Schreyer |
Lecturer |
.25** |
Structures,
Materials |
|
Engineering | |||
|
Charlie
Curjia |
Asst.
Professor |
.25* |
Building
Physics |
|
Scott
Civjan |
Assoc.
Professor |
.25* |
Structures |
*Full time faculty--remaining part of assignment is in home
department
**Half time faculty--remaining part
of assignment is in home department
Two new faculty position—one in the UMass College of Engineering
and one shared by the Five
Colleges—will also benefit the program. In Fall 2006, Sanjay Arwade joined UMass
as a full time professor in civil engineering. His specialties include
structural mechanics and behavior; with a particular interest in the evolution
of structures. Also in Fall 2006, the Five Colleges began a search for a full
time professor in architectural design—the successful candidate will be based at
Hampshire, but will have responsibilities with the four other
colleges.
• Student/faculty ratios
in design studios
Upper level and graduate studio
enrollments are limited to 15 students per faculty member.
• For each
administrative position, a description of the distribution of effort between
administrative and other responsibilities
The Architecture+Design Program is
led by a full-time Director. The
Program faculty meets once a month – meetings are chaired by the Director. While the program and department
maintain some standing committees and special task forces, the faculty often
acts as a committee of the whole.
Committees
include:
- Admissions Committees (department
and program)
- Search Committees
(program)
- Personnel committee
(department)
Students participate in some
committees, but principally maintain their own organizations. These groups have
organized forums on issues of particular interest.
• For each staff
position, a description of the distribution of effort between administration and
other responsibilities
STAFF
The Program is supported by
excellent, dedicated staff members at the program, department, college, and
university levels. The staff includes:
Program
Program secretary (Clerical III)
Department
Department secretary (also supports grad director)
Assistant to Chair (also supports undergrad
director)
Bookkeeper
Shop manager
College
Development officers
Marketing director
University
Information technology support staff
In addition, there are several
student employees (including work studies, graduate assistants) who assist in
the operations and maintenance of the woodshop, computing (including
website).
• Identification of any significant problem,
with recommendations for improvement.
The line of communication from
development officer(s) to the program has been unclear. The College is aware of
the problem and is taking steps to improve it.
3.7
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 APR must include the following major
points:
• The school’s policy
regarding human resource development opportunities
Faculty are encouraged to pursue
research, scholarly activity and professional/creative endeavors outside the
classroom. The University sponsors
teaching grants-in-aid, and coordinates special funds designed to provide
support for faculty activities.
Efforts are made to facilitate applications for grants, matching funds..
Active participation in scholarly and professional conferences is encouraged.
Faculty research/creative work activities include: critical practices,
presentation of papers at scholarly meetings and ACSA conferences; books or scholarly papers in
preparation.
Internal budgets for faculty travel
provide partial funding for regular
faculty who are presenting papers at conferences. In the past year funding has been
provided for faculty research, projects and for faculty development.
Regular faculty members are eligible
to apply for sabbaticals under the procedures described here. Full-time tenured
faculty members with at least six years of full-time service within the
University shall be eligible to apply for one semester, and two semesters,
sabbaticals. A report of accomplishments is required once sabbatical has
ended.
The tuition program authorizes full
time UMass employees to enroll in UMass credit courses, up to six credit hours
per semester. The Division of Human Resources provides leadership,
guidance, and support to the University in the administration and management of
its human resources. This is accomplished through promoting and
maintaining an environment of harmonious and cooperative relationships and by
delivering services such as appointment processing, benefits, classification,
collective bargaining, compensation, employee relations, payroll and recruiting.
Each year, the Chair conducts
evaluations with individual faculty. Faculty members write self-evaluation which
is distributed to department personnel committee review. Copies are given to the Dean’s who
writes a summary of comments.. In
addition, faculty members are evaluated by students each semester in each
class. The Chair receives a summary
of these evaluations.
At the present, most of our faculty
is engaged in funded research projects and/or professional practices. Most
full-time faculty members hold professional licenses.
• A list of visiting
lecturers and critics brought to the school since the previous site
visit
Five
College Lecture Series –
2004-05
Agency
& Action: Architecture &
Art
in
the Public Realm
Bryan
Bell, Design
Corps, “ Designing for the 98% without Architects”
Tom
Dutton, Center
for Community Engagement in Over-the-Rhine,
Gretchen
Schneider, Assoc.
AIA, Urban Works Studio. “Look before Crossing: Public Art Projects That Engage
the Evolving City”
Stih
& Shnock,
“Public Art and Social Sculpture”
Dan
Pitera,
Bertrand
Ivanoff, “Site
Alteration: Non-object art production reflecting society, politics and
cultures”
.
John
Cary, Assoc.
AIA, Public Architecture,
Frances
Bronet,
Rensselaer Polytechnic Institute, “Interdisciplinary
Projects”
Chuck
Schultz,
BluePrint Productions, “The Filming of "The Rural Studio"
Rem
Koolhaas,
Recent work
Five
College Lecture Series –
2005-06
Joel
Kotkin,
Author and Futurist, “Can Cities Remain Relevant/”
Lawrence
Allen
Wexler,
Artist/Architect, “Work”
Michael
Sorkin,
Architect/Author
Andrew
Ross,
Professor, “Celebration Revisited”
Stephen
Schreiber,
Architect/Professor,” Innovations in Architecture
Education”
Robert
Irwin,
Artist. “Work”
“Housing Within Reach:
Innovations in Affordable Housing Design”
First Annual
Michael Pyatok, David Brown, Tim Rohan, Paul Fisette, Constance
Kruger
Eleanor White, Marc
Sternick , Peter
Jessop, Mary Kraus, Niels La
Cour,
Geoffrey
Wooding, Sam
Grawe,
Ben Marcionek, Bob Hodgkinson. Charlie Curcija, Larry Sass
Sarah Whiting, Assistant Professor,
Gans and Jelacic
Architects
"Returning:
Reconstructing Homelands"
A panel discussion with Deborah
Gans and Matthew Jelacic (Pratt Institute), Justin Cammy (Smith College), Aaron
Berman (Hampshire College) and Rachel Rubinstein (Hampshire College).
"The
National Historic Preservation Act of 1966: A Symposium on Forty Years of
Federal Preservation Policy"
Roger Kennedy, former director of the
National Park Service, David
Lowenthal, author of The Past Is a Foreign Country and The
Heritage Crusade, Randall
Mason, Assistant Professor of Historic Preservation, University
of Pennsylvania, Jonathan
Kemper, Chairman of the Board of the National Trust for Historic
Preservation
Michael Singer, “Creative Process: Environment,
Infrastructure and Aesthetics”
Daniel Libeskind, Recent work
“Open
Door” Lunchtime Lectures - Spring 2006
The "open door" lecture series is a
lunchtime series for local
architects and
Susan Cardogan: “Air
Barriers and Moisture Management in Commercial Buildings”
Patrick Farley: “Residential Building
Envelope and the T-Wall System”
Peter Yost 3-d
Building Solutions: “Systems Thinking for Optimizing the Building Enclosure”.
John Rogers from
Centria: “Performance of Metal Siding and Roofing”
Brian Trimble, Masonry
Institute: “Brick and the Building Envelope”
Tammy Forner, Curtain
Wall Design & Consulting Inc: “Design Principles of Building Façade Systems”
Susan Cadogan:
“Laminated Glazing Systems”
Charles Curcjica,
UMass:“Glazing and the Building Envelope”
Wayne Seale of the
Copper Development Association “Applications for Architectural Copper”
Peter Lowitt: “Green Roof Seminar”
Bruce Coldham of Coldham Architects,
Northeast Sustainable Energy Association Chair: “Sustainable Residential
Building Envelopes”
Other 2006 guest
lectures
Mark O’Malley, Lighting
Artist
Milena Simeonova, Lighting
Affiliates, “Healthy
Lighting for the Visual, Circadian and Perceptual
Systems”
Peter Volpe, Lighting
Engineer
• A list of public
exhibitions brought to the school since the previous site
visit
Our primary exhibition space is
the nearby 3000 sq. ft. Herter Gallery, which hosts an annual two-week show of
Architecture+ Design student work
The University Gallery is the visual
arts showcase of the Fine Arts Center on the campus of the
The
Intimate Expanse: Landscape Architecture
Sheila
Pepe:
Mind
the gap
The
Miraculous In The Everyday: Tom Friedman, Felix Gonzalez-Torres, Gabriel
Orozco
• A description of
student support services, including academic and personal advising, career
guidance, and internship placement where applicable
The
University’s Strategic Action plan presented the following vision
statement for the institution:
As
the flagship…. the University will continue its historic commitment to
removing barriers: barriers to
access; barriers between liberal and professional education and between the
different areas of knowledge; between the University and society; between
different cultures; between different groups – faculty, students, staff,
administrators; between administrative structures; the administrative structure
of the University and the physical structures. The University is integrative in
all that it strives to do.
Students meet with Architecture +
Design faculty advisors upon entry into the program; often pre‑entry students
begin to discuss program directions with the faculty prior to being
admitted. Faculty are available to
meet with graduate and undergraduate students both informally and on formal
advising days — Pre-Registration Counseling, for example. The
The Program has established a
network of advising including:
Director : Stephen Schreiber
Undergraduate director (department
wide): Frank Ozereko
Graduate director (department wide):
Max Page
Faculty advisors: All
faculty
Professional mentorship program:
Local professionals
The
Bilingual
Collegiate Program
Career
Services
Committee
for the Collegiate Education of Black and other Minority
Students
Dean
of Students Office
Dr.
Josephine White Eagle Cultural Center
ESL
Program
Everywoman's
Center
Financial
Aid Services
Housing
Services
International
Programs Office
Jewish
Affairs
Latin
American Cultural Center
Malcolm
X Cultural Center
Mental
Health Services
Multi-Cultural
Greek Council
National
Pan-Hellenic Council
Native
American Student Support Services
New
Students Program
Office
of ALANA Affairs
Parent
Services
Public
Safety
Spiritual
Life
Stonewall
Center
Student
Activities Center
Undergraduate
Admissions
United
Asian Learning Resource Center
University
Health Services
Yuri
Kochiyama Cultural Center
• Evidence of the
school’s facilitation of student opportunities to participate in field trips and
other off-campus activities
Students are encouraged to travel
whenever possible. Field trips are
frequently organized in association with courses. Field trips over the past four
years have visited
The Program encourages students to
participate in international study programs run by UMass or other universities.
The Program is beginning an exchange program with the Technical University of Berlin in 2006-07.
Initially, it is expected that a small number of students from TUB will attend UMass in
the Fall, and a small number of students from UMass will attend TUB in the
Spring.
• Evidence of
opportunities for students to participate in professional societies and
organizations, honor societies, and other campus-wide
activities
In May 2006, the Student
Architecture Society was approved as a registered student organization,
qualifying it for student support. This organization is open to all students
from the Five Colleges.
Students also launched an AIAS
chapter in 2006. This, too is open to students from the Five Colleges. A faculty
member is treasurer of the national Tau Sigma Delta honor society, but UMass
does not yet have a chapter because it is not yet
accredited.
• A description of the
policies, procedures, and criteria for faculty appointment, promotion, and
tenure and access to faculty development opportunities
There are four types of staffing
activities which can involve the program and they include searches for full‑time
tenure track faculty, part‑time contractual arrangements, Adjunct Faculty
appointments/activities and Teaching Assistants. For faculty hiring, the Department Chair
appoints a Search Committee that has representation from the program and
departmental faculty and students and as appropriate, faculty outside the
Department. The committee conducts
the search within the guidelines established by the university and upon
completion of its task -- to identify a candidate, presents its recommendations
to the Chair for acceptance. The
Chair then meets with the Dean to establish the final details of an offer to be
issued by the Department Chair.
Part‑time and adjunct faculty are recommended by the Program Director,
with consensus of the design faculty, to the Chair of the Department. The Chair reviews details of the offer
with the Dean; for Adjunct appointment, letters of support and a recommendation
by the program is presented to the Departmental Personnel Committee for review
and acceptance. Teaching Assistants
are identified by the Program Director through a faculty ranking of design
graduate students within the program by design studio performance and teaching
skills; a list of courses requiring support is also identified and submitted to
the Department Chair.
Document T76‑08 1, Section 4.6, page
7 of the Academic Personnel Policy of the
ARTICLE
IV. Standards and Criteria for Personnel Reviews, Recommendations and
Decisions
Section
4.2
For
personnel recommendations and decisions, consideration must also be given to the
relationship of the recommended personnel action to the
following:
a)
program plans at the department, college, campus, and University
level;
b)
flexibility as affected by rank and tenure distributions and anticipated
retirement dates;
c)
departmental affirmative action goals, considering the nature of the positive
contribution that affirmative action is able to make to the diversity of
perspective that is essential to the well-being of the department and the
University community.
Section
4.4
Regular
academic appointments at the University are made for full-time service at the
ranks of Instructor, Assistant Professor, Associate Professor, and
Professor. The following general
criteria shall apply to all candidates for such
appointments:
a) For
an appointment as an Instructor, a candidate must have made substantial progress
toward the completion of all requirements for the terminal degree in his or her
field of academic specialization, or possess equivalent professional experience
that is appropriate to the position to be filled. The candidate must also give
promise of academic or professional development and
achievement.
b) For
an appointment as an Assistant Professor, a candidate must possess the
appropriate terminal degree, or equivalent professional experience. If the
candidate has held a faculty appointment at another college or university, he or
she must also have a record of achievement in the field of academic
specialization. In addition, the
candidate must show promise of continuing professional development and
achievement.
c) For
an appointment as an Associate Professor, a candidate must possess the
appropriate terminal degree, or equivalent professional experience, and must
have had considerable academic or professional experience beyond the level which
would warrant an appointment as
Assistant
Professor; must have a record of achievement sufficient to have gained
recognition on and off campus from scholars or professionals in his or her
field; and must show promise of continuing professional development and
achievement.
d) For
an appointment as a Professor, a candidate must possess the appropriate terminal
degree, or equivalent professional experience; and must have a record of
achievement sufficient to have gained substantial recognition on and off campus
from scholars or professionals in his or her field; and must show significant
potential for continuing professional achievement.
Section
4.6
Recommendations
for promotion shall be based on qualifications and contributions in the areas of
teaching; of research, creative, or professional activity; and of service; and
on the following considerations:
a) For
promotion to Assistant Professor, the faculty member must possess the
appropriate terminal degree, or equivalent professional experience, and have a
record of achievement in the field of academic specialization. In addition, the
candidate must show promise of continuing professional development and
achievement.
b) For
promotion to Associate Professor, the faculty member must have a record of
achievement sufficient to have gained recognition on and off campus among
scholars or professionals in his or her field; and must show promise of
continuing professional development and achievement.
c) For
promotion to Professor, the faculty member must have a record of achievement
sufficient to have gained substantial recognition on and off campus from
scholars or professionals in his or her field; and must show significant
potential for continuing professional achievement.
Section
4.9
The
award of tenure can be made only by the President with the concurrence of the
Board of Trustees. Consideration of a candidate for tenure shall be based on the
following:
a)
Convincing evidence of excellence in at least two, and strength in the third, of
the areas of teaching; of research, creative or professional activity; and of
service, such as to demonstrate the possession of qualities appropriate to a
member of the faculty occupying a permanent position.
b)
Reasonable assurance of continuing development and achievement leading to
further contributions to the University.
All personnel policies are outlined
in the document referenced above and are proposed to encompass all faculty. In addition, the Faculty Guide and the
Massachusetts Society of Professors handbooks provide additional information
concerning policies and procedures affecting faculty. UMass has a generous
sabbatical policy:
1. The purpose of the
sabbatical leave is to provide uninterrupted opportunity at regular intervals
for the professional staff for teaching improvement, writing, research,
professional improvement, scholarly pursuits, or to gain new information and
experience in order to remain current in one’s field.
2. All members of the
professional staff who hold the rank of Instructor or above, and who have given
the University at least six years
of service, shall be considered eligible for sabbatical leave and may apply.
Sabbatical leaves will be awarded after thorough review and evaluation of the
merits of the individual leave proposal.
3. Full-time faculty
previously on part-time appointments will be given equivalent credit for
part-time service (e.g., eight
years at ˝ time and two years at full time = six years) and will be eligible for
sabbatical leave based on current full-time salary. Part-time faculty will be
eligible for sabbatical leave based on part-time salary after six years of
part-time service.
4. Faculty members
with at least six years of full-time service may be granted sabbatical leave as
follows. For those on academic year appointments: a)two consecutive semesters at
half salary, or b) one semester at full salary, or c) two non-consecutive
semesters at half salary. For those on calendar year (or “A”) appointments: a)
eleven consecutive months at half salary, or b) five-and-one-half months at full
salary, or c) two non-consecutive five-and-one-half month periods at half
salary. For teachers, the leave shall coincide with the semesters of the
academic calendar.
• Evidence of the
school’s facilitation of faculty research, scholarship, and creative activities
since the previous site visit, including the granting of sabbatical leaves and
unpaid leaves of absence, opportunities for the acquisition of new skills and
knowledge, and support of attendance at professional
meetings
Sabbaticals/leaves
Max
Page
Sigrid
Miller Pollin
UMass
Lilly grants to support teaching
Tim
Rohan, Peggi Clouston, Joe Krupczynski
Support
of Attendance at Professional Meetings
ACSA
meetings
Kathleen
Lugosch, Ray Mann, Stephen Schreiber, Joseph Krupczynski, Sigrid Miller
Pollin
AIA
National, State, Regional Meetings
Kathleen
Lugosch, Ray Mann, Stephen Schreiber,
Joseph Krupczynski, Max Page, Dave Damery, Sigrid Miller Pollin, Paul
Fisette
Building Technology Educators Symposium
Ray Mann
• Evidence of how
faculty members remain current in their knowledge of the changing demands of
practice and licensure.
The core studio faculty is composed
of individuals with notable cross-disciplinary skills, in studio arts, interior
design, engineering, and millwork fabrication and detailing. All studio faculty are licensed (or
certified) in their discipline and maintain practices.
3.8
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
(
• A general description,
together with labeled 8-1/2" x 11" plans of the physical plant, including
seminar rooms, lecture halls, studios, offices, project review and exhibition
areas, libraries, computer facilities, workshops, and research areas, with
accessibility clearly indicated.
The Architecture+Design Program is
primarily housed in the 30 year old UMass Fine Arts Center, designed by Roche
Dinkeloo. The facility houses all
faculty and administrative offices, design studios, small seminar rooms, and a
computer lab. Support functions
(gallery, woodshop) and lecture halls are housed in other buildings on campus.
The following spaces are utilized
solely by the Architecture+ Design Program:
Studios
Fine Arts Center
441,442,443
Architecture+Design office Fine Arts Center
457
Faculty
Fine Arts Center 360,
362, 364, 452, 459, 461
Gallery/Jury
Fine Arts Center
Bridge gallery
The following spaces are shared with
other programs in the Department :
Foundations Studios
Computer Lab
Slide Lecture Room
Seminar
Lecture Hall
Herter Hall 227
Slide Library
Administrative Support
Copy Room
Mail Room
Wood/Sculp. Shop
Annex
Metal Work
The Foundry
Exhibition Space
Herter Gallery
The following additional classroom
and lab spaces are used to teach some of our cross-campus
program:
BMAWT
Holdsworth Hall 104,105,202
Engineering
Marston Hall 15,132,211,220
Gunness Laboratory 18B
History
Herter Hall 640
LARP
Hills North 105
In addition, the Program has regular
access to lecture spaces in nearby Gordon Hall (designed by Sigrid Miller
Pollin).
|
|
Architecture+Design |
Shared with
Art |
|
Offices/Admin |
1200
SF |
2500
SF |
|
Studios—cold
seat |
3300
SF |
|
|
Studios—hot
seat |
|
2200
SF |
|
Conference
rooms |
|
1200
SF |
|
Computer
Lab |
|
1100
SF |
|
Storage |
100
SF |
|
|
Jury/Exhibition |
120 linear feet
(hall
gallery) |
120 linear feet
|
Studios: Main studios consist of three rooms
with 1100 SF each. All students enrolled in design studios in the professional
curricula have 24 hour access to their own workstation with desk, stool. The program is continually trying to
upgrade and maintain this equipment. Additional studio space, for students in
Foundations, is shared with Art.
Conference rooms: The Department maintains two
seminar rooms in the Fine Arts Center.
Exhibition: The exhibition space for the program
is located outside of the studios in a hall/gallery. Herter gallery and the
student union gallery have been used for recent architecture
exhibits.
Faculty offices: All continuing faculty have private
offices.
Shop: Students also have access to the
Department woodshop, currently located in a temporary building on
campus.
Sketchup model of Fine Arts
Center,
UMass student
|
Room |
Function |
|
370 |
Dept storage |
|
365 |
Dept Chair |
|
368 |
Seminar |
|
366 |
Dept Asst. Chair |
|
363 |
Chair’s assistant |
|
364 |
Adjunct faculty |
|
361 |
Bookkeeper |
|
362 |
A+D faculty Graduate Director |
|
359 |
Lounge |
|
360 |
A+D faculty |
|
357 |
Undergrad Director |
|
358 |
A+D faculty |
|
355 |
Dept secretary |
|
356 |
Workroom |
|
353 |
Workroom |
|
351 |
Dept
archives |
Area of detail
1”=30’
|
Room |
Function |
|
462 |
Program Storage |
|
465/463 |
Seminar room |
|
460 |
Art faculty |
|
458 |
Art faculty |
|
461 |
A+D faculty Director |
|
456 |
Art faculty |
|
459 |
A+D faculty |
|
457 |
A+D Office Program secretary |
|
454 |
Art faculty |
|
455 |