Andrews University School of Architecture & Interior Design 2011 apr by AU-Architecture and Interior Design

Andrews University School of Architecture Architecture Program Report for 2011 NAAB Visit for Continuing Accreditation

M.Arch. [Pre-professional degree + 30 credits] M.Arch. [Non-pre-professional degree + 102 credits] Year of the Previous Visit: 2006 Current Term of Accreditation: At the July 2006 meeting of the National Architectural Accrediting Board (NAAB), the board reviewed the Visiting Team Report for the Andrews University Division of Architecture. As a result, the professional architecture program: Master of Architecture Was formally granted a six-year term of accreditation. The accreditation term is effective January 1, 2006. The program is scheduled for its next accreditation visit in 2012.

Submitted to: The National Architectural Accrediting Board Date: September, 2011

Andrews University Architecture Program Report September 2011

Program Administrator: Carey C. Carscallen Phone: 269-471-6003 email: ccarey@andrews.edu Chief administrator for the academic unit in which the program is located: Carey C. Carscallen, Dean Chief Academic Officer of the Institution: Dr. Andrea Luxton, Provost President of the Institution: Dr. Neils-Eric Andreasen Individual submitting the Architecture Program Report: Carey C. Carscallen Name of individual to whom questions should be directed: Carey C. Carscallen or Paula L. Dronen

iii

Andrews University Architecture Program Report September 2011 Table of Contents Section Part One.

Institutional Support and Commitment to Continuous Improvement

Identify & Self Assessment 1. History Mission 2. Learning Culture and Social Equity 3. Response to the Five Perspectives 4. Long Range Planning 5. Program Self Assessment

1 1 5 21 26 38

Resources 1. Human Resources and Human Resource Development 2. Administrative Structure and Governance 3. Financial Resources 4. Physical Resources 5. Information Resources

47 47 79 83 86 90

Institutional Characteristics 1. Statistical Reports 2. Annual Reports 3. Faculty Credentials

94 94 97 98

Policy Review

103

Educational Outcomes and Curriculum

104

Student Performance Criteria

104

Curricular Framework 1. Regional Accreditation 2. Professional Degrees and Curriculum 3. Curriculum Review and Development

106 106 107 115

Evaluation of Preparatory/Pre-professional Education

116

Public Information 1. Statement on NAAB-Accredited Degrees 2. Access to NAAB Conditions and Procedures 3. Access to Career Development Information 4. Public Access to APRs and VTRs 5. ARE Pass Rates

119 119 119 119 119 120

Progress Since Last Site Visit

122

Summary of Responses to the Team Findings a. Responses to Conditions Not Met b. Responses to Causes of Concern

122 122 123

Summary of Responses to Changes in the NAAB Conditions

127

Part Two.

Part Three.

Page

Andrews University Architecture Program Report September 2011 Part Four.

Supplemental Information

130

Course Descriptions

130

Faculty Resumes

153

Visiting Team Report [1-5 April, 2006] (VTR)

170

Catalog (or URL)

207

Andrews University Architecture Program Report September 2011

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Andrews University Architecture Program Report September 2011 Part One (I).

Institutional Support and Commitment to Continuous Improvement

I.1.

Identity & Self Assessment

I.1.1.

History Mission

History and Description of the Institution Andrews University began in 1874 when the Seventh-day Adventist denomination founded Battle Creek College in Battle Creek, Michigan. In 1901 the school was moved to a site near the banks of the St. Joseph River in Berrien Springs and renamed Emmanuel Missionary College. In 1936 the General Conference of Seventh-day Adventists voted to locate a Theological Seminary in Washington, D.C. In 1957 the Seminary trustees voted to add other graduate programs and established a School of Graduate Studies. The combined institution became Potomac University. The search for a larger site to facilitate the growth of the expanded institution resulted in a move in 1959 to the campus of Emmanuel Missionary College. The following year, Emmanuel Missionary College, the Theological seminary, and the School of Graduate Studies were united under one charter bearing the name Andrews University--with an integrated board of trustees, administration, and faculty. The name was chosen in honor of John Nevins Andrews (1829-83), pioneer Adventist theologian, editor, administrator, and the denomination's first official missionary to serve outside North America. In 1974 the undergraduate division of Andrews was organized into two colleges--the College of Arts and Sciences and the College of Technology. The School of Business, which evolved from the Department of Business Administration and provides both undergraduate and graduate programs, was established in 1980. In a similar move, the Department of Education became the School of Education in 1983. The present organizational structure of the School of Graduate Studies was adopted in 1987. The Department of Architecture previously located in the College of Technology became a freestanding Division reporting directly to the Academic Vice President in 1994, and was renamed the School of Architecture in 2007. The College of Arts and Sciences, the School of Architecture, the School of Business, and the School of Education have both undergraduate and graduate programs. The Seventhday Adventist Theological Seminary maintains graduate programs only, and the College of Technology has only undergraduate programs. The present 1600 acre campus located between US 31 and the St. Joseph River provides a spacious setting for a modern university, and presently includes twenty-seven instructional buildings, three residence halls, and four apartment complexes, as well as service and support buildings. The University is currently embarked upon a $250 million Legacy of Leadership development campaign to fund programs and construction, including a new School of Architecture building, although this is not a current priority of the campaign. The Universityâ&#x20AC;&#x2122;s current mission statement was adopted by the Board of Trustees on February 23, 2008; is published in the current (2011-2012) bulletin; and reads as follows: Andrews University, a distinctive Seventh-day Adventist Christian institution, transforms its students by educating them to seek knowledge and affirm faith in order to change the world. The accompanying vision statement reads as follows: Andrews University, a distinctive Seventh-day Adventist Christian institution, stands at the center of Adventist intellectual life as it demonstrates the transformative power of faith and learning, excellence through diversity, collaborative scholarship, leadership development, and generous service. As such, Andrews University aspires to be a great university, which will be the Seventh-

Andrews University Architecture Program Report September 2011 day Adventist University of choice for students, parents, and employees alike, as it educates men and women who will demonstrate their faith by utilizing scholarly competencies and leadership skills to transform local and global communities. Program History and Mission The Andrews University School of Architecture is the only accredited architecture program in the worldwide network of Seventh-day Adventist colleges and universities, and one of only two accredited architecture programs in the United States set in a Protestant university. A program in architecture at Andrews University originated more than thirty-seven years ago in a desire to provide members of the Seventh-day Adventist Church interested in careers in architecture with an opportunity to study in a Christian setting. Over the course of these years, as our own understanding of architecture has expanded, so have the objectives of the School of Architecture. These are briefly articulated in our current Mission Statement (see below), and also include in addition to the programâ&#x20AC;&#x2122;s original intentions, a desire to more fully understand, engage, and be engaged by the history and practice of architecture, and to bring to bear upon our own understanding, teaching, and practice of architecture the spiritual and intellectual resources of the Christian tradition generally and the Seventh-day Adventist faith in particular. The beginning of architectural education at Andrews University was an associate degree program in architecture implemented in 1974 and offered in the College of Technology. As students expressed more interest in architecture, faculty were added. The curriculum developed into a four-year program in architecture, and a Bachelor of Architectural Technology degree was offered in 1979; also, a relationship was established with Lawrence Institute of Technology, whereby Andrews graduates would complete an additional year of study at Lawrence and receive a Bachelor of Architecture degree. Student numbers continued to increase and in 1980 the Department of Architecture was established. In addition to the twoyear and four-year programs, a five-year professional program was introduced; and in 1983 the first graduate of the professional program received the Bachelor of Architecture degree. A draft Educational Development Plan (EDP) was submitted to the NAAB in 1981, and an Advisory Visit took place in the Spring of 1982. The final Educational Development Plan was submitted in 1983, and a NAAB team visited Andrews University in February 1984. The team determined that the program needed more development and prepared a list of recommendations to be acted upon before the program could be accredited. A major recommendation was that the program be housed in a single building. A new 16,000 square foot building was constructed for the Department of Architecture, and has been in continuous use since the Winter Quarter of 1985. Full accreditation for the Bachelor of Architecture program was received in 1987 commencing with the 1987-88 academic year. In academic year 1993-94 it was approved by the University that the Department of Architecture be made independent of the College of Technology; and from 1994 to 2007 the program was known as the Division of Architecture. In 2007 the Division was renamed the School of Architecture to more fully represent its place among the other Schools and Colleges of the University. In the spring of 2000 the Division received a full five-year accreditation, and in July of 2002 the NAAB approved a nomenclature change from Bachelor of Architecture to Master of Architecture, retroactive to January 1, 2000. Also in 2002, the Division added a 3-1/2 year degree track leading to the Master of Architecture degree. In the spring of 2003 the NAAB rescheduled the 2005 accreditation visit to take place in 2006. Following the 2006 accreditation visit the School was given another 6-year term until the spring of 2012.

Andrews University Architecture Program Report September 2011 Andrews University is a Christian community where Christ is celebrated and reflected in the academic, social, physical and spiritual experience of its members. As a Seventh-day Adventist institution we seek to integrate faith, learning and living, while each of us matures in our relationships with God and each other. In this spirit the School of Architecture has adopted the following mission statement: The School of Architecture at Andrews University aspires to teach its students sound thinking, practical skills, and rigorous scholarship in the discipline of architecture. It promotes students who: Craft buildings that are dignified, durable and purposeful; Design communities that foster civility; Serve mankind in accord with their professional and Christian vocation; Seek the virtues of joy, beauty, wholeness and moderation in their lifelong pursuit of learning. All this, for Godâ&#x20AC;&#x2122;s honor and His glory until the risen Christ comes again. It is the goal of the School of Architecture to prepare students for lives of leadership, stewardship, and service, and is committed to providing high quality Christian education in the context of the Adventist faith. The School welcomes men and women from all nations and faiths who meet the qualifications established by the institution and who subscribe to the ideals of the University. Programâ&#x20AC;&#x2122;s Benefit to the Institution and Benefits Derived to the Program from the Institution Andrews University has benefitted from the School of Architecture through the Schoolâ&#x20AC;&#x2122;s initiation of a new master plan, concepts for a new lobby for the Science Complex, design of a new university entrance road, a charrette for the conceptual design for the recently completed Buller Hall, an AIAS charrette for dining services, and a dialog on many building projects over the years. Architecture faculty have served on many committees to assist with these design issues. There is a high demand for assistance from Seventh-day Adventist schools and churches around the world, and when the School of Architecture helps with these projects there is a good measure of good will generated towards the University. The School of Architecture has benefited from being at Andrews University because it is the flagship university of the Seventh-day Adventist church and has a high profile that attracts students from around the world. Being the only architecture program in the Seventh-day Adventist education system in North America at the flagship university gives the School the advantage of the recruitment of a certain number of students who will only study in an Adventist institution. The School also benefits from its institutional setting by having a ready supply of service projects available because of the wide recognition of the University, and some of these projects can be incorporated into the studio as learning environments for the students. Holistic Development of Young Professionals The curriculum at the School of Architecture is centered on principles that promote craft, civil communities, service and Christian values. All design studios and core courses are organized to build on each other to provide the student with a rich and coherent learning experience. The design studio lies at the heart of the curriculum and offers a venue for theoretical discussion, constructive critique, and application of skill and knowledge. Students are asked to integrate technical and aesthetic knowledge throughout the curriculum, where hand drawing serves as a primary medium for the training of

Andrews University Architecture Program Report September 2011 architectural thought, especially in the first three years. Professional review of student work, study tours to precedent-setting places and hands-on application are valued as indispensable parts of architectural education at Andrews University. Throughout the educational process, students are challenged to base architectural decisions on thoughtful and learned criteria, including the body of knowledge found within vernacular and classical traditions. Ultimately, the School of Architecture seeks to prepare students to serve as conscientious citizens and able professionals. Students are asked to consider architecture as a craft that can shape our material culture through the studied application of accumulated skill, knowledge and understanding. The program generally seeks to integrate technical and aesthetic knowledge in the making of artifacts, the decorative arts, buildings, cultivated landscapes, urban form and public art. Students are challenged to be guided by the principles of durability, purpose and beauty as they make choices in material, design and methods of workmanship. The emphasis on craftsmanship informs architectural design within the entire studio curriculum, but has also shaped a rich culture of drawing, rendering, model building and furniture making. The School of Architecture understands individual buildings and artifacts to be part of a greater whole. Architecture should contribute to the shaping of sound rural, urban and cultural landscapes. It can also positively contribute to the way we dwell as individuals, families, neighborhoods, regions and nations. This program promotes the shaping of places which foster civility, health and environmental stewardship. To prepare students for the building and preservation of such places, the studio curriculum is pursued within the context of traditional urban design principles and exposes students to a range of contexts, from rural landscapes to urban centers. The fifth-year urban design studio is conducted according to the principles of the New Urbanism and all students are usually engaged with real community design projects. Within the context of the mission of Andrews University, the School of Architecture seeks to prepare students to serve in accord with a professional and Christian vocation. The program fosters a healthy studio culture in which students and faculty are encouraged to serve and promote each other and their respective communities. The course curriculum provides a range of opportunities for students to gain experience in diverse fields of community service to learn how architecture can contribute to the good of mankind. Students can choose to participate in various service projects pursued by the Architecture Missions Group, including ongoing work in South America, Africa, the Philippines, and the United States. Architecture students at Andrews University are encouraged to seek the virtues of joy, beauty, wholeness and moderation in a lifelong pursuit of learning. Within the context of the Seventh-day Adventist faith, the program challenges students to examine how these virtues can be expressed in our material culture and in our social relationships as citizens and professionals. The School of Architecture promotes those who are motivated to be rigorous in scholarship and generous in service.

Andrews University Architecture Program Report September 2011 I.1.2.

Learning Culture and Social Equity

Learning Culture Statement of School Culture and Related Policy As a Christian institution within the Seventh-day Adventist Church, Andrews University seeks to cultivate active models of respect for self, neighbor, society, and the world. The Adventist Church cultivates specific patterns of lifestyle, work, and worship that are uncommon in popular Western culture. These patterns range from encouraging respect for all individuals and the whole of this religious community to the promotion of healthy habits in daily life. Among others, such practices include a vegetarian diet, the recognition of virtue rather than external beauty, and a Christian work ethic with the suspension of work on the Sabbath. Within this faith-based context of Andrews University, The School of Architecture advocates for spirited collaboration in a nurturing educational environment. Understanding that architectural education is time and labor intensive, the faculty, staff, and students promote healthy judgment in time management and social interactions to best prepare students for personal and professional lives beyond the School. To assure measures of excellence in the program, the policy items that follow illustrate the desire for willful adherence to these principles. For further reflections on the Adventist faith and doctrine visit www.adventist.org. *For other campus resources that promote student success see list at bottom of this policy. Policy Campus, Studio, and Class Decorum Each individual at the School should use ethical discernment in daily conduct and is encouraged to exercise an active sense of ownership toward the upkeep of morale and the environs of building and campus in general. Operating with a spirit of cooperation (as opposed to strictly self-promoting competition), providing constructive respectful critique, keeping desks and chairs in orderly arrangements, and picking up trash within individual reach, to name a few practices, are appreciated. No efforts in this regard are too small. The dignity and respect due each person in the School should be evident in communications therein. In communications inside and outside of class, students, staff, and faculty should address each other with proper names. Any shortened or colloquial version of a faculty or student name should be positive. Addressing professors with title and family name is best practice. Students are expected to be attentive in the classroom and studio. Sleeping, talking, disruptive entrance or exit, lewd or immature behaviors are inconsistent with the objectives of this school. Each person should be mindful that behavior choices can have negative consequences for others and for the whole class. In the unfortunate event of such occurrences, at the discretion of the individual faculty member, a verbal or written warning may be exercised. Repeated infractions may lead to further disciplinary action and recorded in the studentâ&#x20AC;&#x2122;s academic file. Out of respect for the learning environment of everyone, all personal sound producing devices, i.e., computers, music and movie players, etc. must not be audible or in any way distracting for others. Headphones are therefore required. Stricter policies may be applicable as described in class syllabi. Tolerance While the School of Architecture has a particular emphasis in its religious tenets, it encourages an open discussion of values, ethics, and worldviews. Out of respect for the values and points of view which are

Andrews University Architecture Program Report September 2011 normative to Andrews University, each student, staff, and faculty member should seek to understand and be in congruence with the Seventh-day Adventist cultural context. All students, staff, and faculty are expected to honor and respect one another. The School works to support the dignity of educational opportunity for all people. Prejudice in judgments, words, and actions are out of place in the School of Architecture and at Andrews University. We are reminded that Christ's final prayer was centered on oneness, (John 16 and 17). We see tolerance as a privilege for all people and will work to serve one another, to value initiative, diligence, perceptiveness, and excellence in the pursuit of knowledge and good works. Building Hours To promote principles of a healthy lifestyle, and the practice of good time management, the building closes for several hours every evening. In addition, the building is closed on the Sabbath. Evening closure: Each evening the building closes at 1:00 am and reopens at 5:00 am. Sabbath closure: For Sabbath the building will be closed up to one hour before sundown on Friday evening and will be reopened up to one hour after sundown on Saturday evening. Campus safety officers regularly walk through the building to close the building at these scheduled times. If they see students in the building, they often give 5-10 minutes for students to vacate the building. Anyone found in the building beyond this courtesy period will be considered in violation of the closure policies and may be subject to trespassing laws and reported to local law enforcement. Attire and Accessories Consistent with teachings of the church and in preparation for becoming professionals, choices in students’ attire should be guided by principles of neatness, cleanliness, modesty and appropriateness. These goals mean that: Students should avoid wearing clothing that is tight fitting or revealing. Students should exercise modesty in regards to jewelry and makeup. Students should wear shoes in all public places. This is especially applicable to studios, classrooms and the woodshop, as push pins, ‘x-acto’ blades, and tools can be hazardous. Roller blades, skateboards, and the like (e.g. “rip-sticks”) may not be used in the building. Bicycles are not allowed in the building. Studio Furnishings and Fees Studio drawing table registration: At the beginning of each semester studio students will be assigned a drawing table and its designated key. Each drawing table is furnished with a surface cover, lamp, stool, and a parallel bar. At the time of drawing table assignments, students are charged the following: $145 $15 $50 $30

deposit for the parallel bar deposit for the key deposit for drawing table surface cover. deposit for cleaning fees

Office staff and student workers make every effort to keep this equipment in good functioning order; please report any cases of non-functioning equipment directly to the appropriate office staff. At the end of each semester, drawing table keys must be returned to the architecture office and all of the above items must be confirmed to be in good condition in order to receive a full deposit refund.

Andrews University Architecture Program Report September 2011 Partition walls and all school furniture are arranged in studios for spatial clarity and safe circulation. Any installation of other furniture or equipment that affects floor space must be pre-approved by School administration. Defacing of School property cannot be tolerated. Fines will be assessed at the minimum of $100.00 excluding labor and materials needed for repairs and could result in possible expulsion from the architecture program. Unpaid fines will result in a hold on registration. Plagiarism, Vandalism, and Theft Honesty and integrity in personal, social, and academic matters are vital components in personal integrity which explains why breaches therein are taken seriously by the University. Understanding the importance of respect for personal ownership, physical and intellectual property should not be stolen or in any way diminished by otherâ&#x20AC;&#x2122;s actions. All intellectual property, such as quotes, ideas, inspiration, books, articles, works of art, illustrations, should be gratefully acknowledged and referenced in accord with standards of good scholarship. Further, software applications should not be copied unless expressly allowed by those who hold its rights of reproduction. Likewise, copies from books or articles should be within the bounds of legal precedent regarding type and length. For assistance with writing skills students may seek free assistance at the Campus Writing Center. Drugs, Alcohol, and Tobacco The policy of Andrews University and the tenets of faith that give primary support to this institution are deeply concerned with the relationship between personal health, the environment, and duty to humanity. This is, summarily, a consideration of the "wholeness of man" as a creative act from a benevolent and caring God. Tobacco, drugs and/or alcohol in any form diminish and alter the expectations of conduct that the sponsors of this institution hold. It is our individual and collective responsibility to respect and honor these beliefs and practices. Use of any of these substances is prohibited in any of the buildings and on the campus of Andrews University. Sexual Harassment and Pornography God has endowed every individual with dignity and honor. The School upholds and promotes this distinction and will actively work to disarm and discourage disrespect of anyone because of gender. Printed, drawn, audible, and electronic media and language that cheapens or disgraces the human body, make others feel uncomfortable, or actions which undermine this community's sense of value with regard to every person, are not acceptable. Witnesses to any such activities are encouraged to report them to a faculty member or administrator. Persons said to be engaging in any of these kinds of activities should be referred to the Dean for counsel and/or appropriate disciplinary action in accord with university policy. Physical Threats and Violence Physical threats, weapons, and/or the intent to do bodily harm are not tolerated by The School of Architecture. Actions, visual displays, commercial graphics, "artwork", or studio work that promote or make violent themes are outside commonly held values implicit in the beliefs of this community. The culture of Andrews University is one that seeks commitment to promote peace, resolution, and Christian love.

Andrews University Architecture Program Report September 2011 Conduct While on Extension Programs and Off-campus Activities Students, staff, and faculty who are participants in field trips, extension programs, and Andrews University funded or sponsored activities are responsible for representing the values and standards of Andrews University. They are expected to follow the policies and rules of Andrews University while on any academic or university sponsored activity. Additionally, The School asks that off campus social activities involving students, faculty, or staff be discreet and in keeping with University standards as they can easily be regarded as sponsored by Andrews University or The School of Architecture. We ask that individuals respect the interest of the University and those who sponsor it. Action by The School or University may result from the disregard of principles congruent with the institutions understanding of individual responsibility, cultural context, environment, and sensitivity to community values. Ownership of Student Work Ownership of all work produced by any student for any class at Andrews University is vested in the University. The School of Architecture requires that student works be retained for future use as exhibitions, evidence for accreditation visits and for the School archives. The work may be returned when it is no longer needed for these reasons. Students may coordinate with their professors to borrow the work to make copies for portfolio use as necessary. Egress Standards and Accessibility The following standards SHALL be maintained: Each classroom and studio shall have unobstructed exit access to the code required exit(s). Exit access aisles shall be a minimum of 28 inches wide and 84 inches high and kept completely clear at all times. Student arrangements of desks must be approved in advance by The School of Architecture administration and/or staff. Accommodations for persons with special needs for accessibility or egress, as well as other needs, must be requested by the individual or their personal representative for verification through the Universityâ&#x20AC;&#x2122;s appropriate service provider. No open flames, such as candles or matches shall be allowed in the classrooms or studio spaces. Each student is responsible to maintain the above standards in and near his or her work area. Inspections may be conducted at any time during the semester by the School Dean, the University Loss Control Director, the University's insurance representative, or other regulatory authorities. NOTE: Students shall abide by the regulations, policies and by-laws of Andrews University and the School of Architecture as stated in the University Bulletin, University Student Handbook, and The School of Architecture Student Handbook. The School of Architecture may require any student to withdraw from the program whose work fails to meet the School requirements or whose conduct does not comply with standards. *Campus Resources for Student Success Student Writing Center: for free assistance with college writing. Visit: http://www.andrews.edu/cas/english/resources/writing_center.html James White Library 133 Phone: 471-3358 E-mail: writery@andrews.edu Student Success Center: for counseling, tutoring, assistance with disabilities, etc. Visit: http://www.andrews.edu/academics/student_success.html Nethery Hall 204 Phone: 471-6096 E-mail: success@andrews.edu

Andrews University Architecture Program Report September 2011 Social Equity The Seventh-day Adventist Church is a Protestant Christian community of American origin. As a consequence of the work of the Holy Spirit and our efforts to be faithful to Christ’s great commission (Matthew 28: 16-20), indigenous Seventh-day Adventist communities with a membership of sixteen million, are not only present in North America, but are growing rapidly in South America, Europe, Africa, Asia, and Australia. Andrews University is one of 111 colleges and universities established world-wide as part of the mission of the Seventh-day Adventist Church, and has a long standing and enduring Christian commitment to ideals of equality and diversity. This commitment is reflected in part by the racial, ethnic, and sexual heterogeneity of the University, which (with a total student, faculty, and support population of approximately 6000) attracts students, faculty, administrators, and staff men and women from more than 100 countries throughout the world. As part of Andrews University and the larger Seventh-day Adventist community, the School of Architecture is likewise strongly committed to ideals of equality and diversity both in architectural education and in the practice of architecture. Page 31 of the 2011-2012 Andrews University Bulletin states in part that, Admission to Andrews University is available to any student who meets the academic and character requirements of the university and who expresses willingness to cooperate with its policies. Because Andrews University is operated by the Seventh-day Adventist Church, the majority of its students are Seventh-day Adventists. However, no particular religious commitment is required for admission. Any qualified student who will be comfortable within its religious, social, and cultural atmosphere may be admitted. The University does not discriminate on the grounds of race, color, creed, national or ethnic origin, gender, marital status, or handicap. In the scope of its general and specific curriculum, and in the make-up of its student body, faculty, administration, and staff, Andrews University and the School of Architecture aspire to understand, reflect, affirm and embrace the diversity of the world’s peoples, created and redeemed by God through Christ. However, in long-standing accordance with the will of the religious community that sponsors and supports it, it is the policy of Andrews University that only members of the Seventh-day Adventist Church are eligible for faculty positions with the possibility of continuous appointment (i.e. tenure). By way of historical background and explanation, this policy of “open discrimination” is of a type possessing long-standing protected legal status in American constitutional law under First Amendment guarantees of the free exercise of religion, freedom of speech, and freedom of association. In the spring of 1995, at the request of the Division of Architecture, the University Board of Trustees approved the hiring of full time, non-Seventh-day Adventist faculty members to renewable, multi-year contracts with full University privileges and benefits, excluding continuous appointment. Two such appointments were made in the Division of Architecture for the 1995-96 academic year; and two more for academic year 1996-97. Of the current faculty members three are non-Adventists. Nevertheless, the traditional policy of the University and the School of Architecture with respect to faculty eligibility for continuous appointment is a considered expression of the will of the University’s founders and sponsors; remains in effect; and is understood and accepted by all non-Adventist School of Architecture faculty members as a condition of their employment. Both the University and the School of Architecture politely but firmly contend that this policy reinforces rather than undermines the diversity objectives we share with the NAAB. The sole purpose of the policy is to help ensure the continuing Seventh-day Adventist character and mission of Andrews University. As the single example in the world of an accredited architectural program in a Seventh-day Adventist academic institution, we would understand this to be by definition a contribution to diversity in architectural education. The Andrews University Working Policy declares that educational environments at Andrews University are to be free from all forms of intimidation, hostility, offensive behavior and discrimination, including sexual harassment. Unwarranted verbal or physical conduct may affect decisions regarding status, promotion, raises, etc., and may result in disciplinary action including termination.

Andrews University Architecture Program Report September 2011 The School of Architecture recognizes that the ethnic diversity of the faculty does not match that of the student body, and also finds that there are very few applicants for teaching positions, of which fewer still are ethnic minorities. The School administration actively follows up on all possible candidates, and has hired one qualified minority teacher since the last accreditation visit. The solution to the problem of finding qualified teachers regardless of ethnicity adopted by the School and supported by the University administration is to form long-term relationships with young architects and mentor and support them as they become qualified to join the program, using contract and adjunct teachers in the interim. Learning Culture Policies The following policies are from the Andrews University Student Handbook: Right to Learn Andrews students are considered to be full members of the academic community. These rights include the right to be informed of the professor’s expectations for learners, the grading procedure and the schedule by which the course will be conducted. Students also have the right to reasonable assistance from the professor or course tutor under specified conditions of availability. Within the limitations of the academic freedom afforded to professors, students should expect that they will not be unreasonably penalized by changes in course expectations or grading policy from the course syllabus. A student should be evaluated academically on the basis of scholastic performance and other criteria relevant to the course being taught. Bias, or conduct in matters unrelated to the academic standards of the course, must not play a role in a professor’s academic evaluation. Certain programs, of course, do require evaluations of a student’s personality, character and lifestyle. Unless clearly indicated by a professor, however, these matters should not influence grades in individual courses. Because professors are responsible for creating an environment in which each student has an opportunity to learn, a professor may suspend—temporarily or long term—a student who fails to meet reasonable class expectations, disrupts the classroom or otherwise interferes with the educational environment. The professor should report any such class suspension to the relevant department chairperson, dean, the vice president for Student Life and/or designated intervention team. Right to be Free From Discrimination or Harassment Andrews University strives to maintain an environment for study and work that is free from unlawful discrimination or harassment. The University wants its members to enjoy an academic or work environment which is conducive to achieving the highest levels of learning, productivity, performance and satisfaction. Accordingly, it is the policy of Andrews University to prohibit unlawful discrimination against any student on the basis of race, color, sex, national origin, religion, age, disability or any other legally protected characteristic under state or federal law. Harassment that occurs because of a legally protected characteristic may be unlawful and/or violate the policies of the University. The student, therefore, has a right to enjoy a study, work and living environment that is free from conduct that could create a hostile, intimidating or offensive environment. Students and employees should report inappropriate, erratic and/or harassing behavior that may jeopardize the health or safety of an individual or the community or is a disruption to the mission and/or normal processes of the University in order that the University may address behavioral concerns. Sexual Harassment Like other forms of harassment that are based on an individual’s legally protected characteristic, sexual harassment is a form of discrimination and it is strictly prohibited. Unlawful sexual harassment takes one of two forms: 1) quid pro quo harassment or 2) hostile environment harassment. Quid pro quo

Andrews University Architecture Program Report September 2011 harassment typically involves an exchange of sexual favors for some benefit, and it most often occurs where there is a power differential (e.g., professor and student or boss and employee). Hostile environment harassment can occur when conduct is so severe and/or pervasive that it unreasonably interferes with an individual’s work or academic performance or creates an intimidating, hostile or offensive work or academic environment. Both kinds of harassment are prohibited. The following are types of behavior which may constitute sexual harassment: • Unwelcome sexual advances or requests for sexual favors • Unwelcome touching • Showing/displaying sexually suggestive or objectifying pictures or words • Sexually suggestive jokes Other unwanted verbal, visual or physical conduct of a sexual nature may constitute sexual harassment when: 1. Submission to such conduct is made either explicitly or implicitly as a term or condition of an individual’s employment, academic achievement or advancement. 2. Submission to or rejection of such conduct is used, threatened or insinuated as the basis for decisions affecting employment, wages, promotion, assigned duties or academic standing of an individual. 3. Such conduct has the purpose or effect of interfering with an individual’s ability to carry out his or her responsibilities. What to do about Harassment If you witness or experience behavior which you think is inappropriate, you should do something about it. The following steps are suggestions you may want to consider. Every circumstance is different, however, and the important thing is that you do take some steps to correct the behavior. 1. Indicate assertively to the alleged harasser that such conduct is offensive, unwelcome and should be stopped immediately (studies show that most harassers will stop if they know their behavior is offending someone). 2. Document a written report of the incident noting date, time, location; identifying alleged harasser and witnesses; and giving a detailed description of the unwanted behavior incident. 3. Submit the report to one of the following: academic advisor or dean (if classroom- related), work supervisor or human resources director (if work-related), residence hall dean or Student Life (if peer-related or you are unsure who to report to). 4. Contact a University ombudsperson. Andrews University takes seriously any reports it receives of sexual and other forms of unlawful harassment. A process is available for an investigation to be conducted and, where necessary, to take corrective action. Any student who makes, in good faith, a complaint/report of harassment will suffer no adverse action from the University because of that complaint/report. Right to Discuss, Inquire, and Express In the classroom, professors should encourage free and responsible discussion, inquiry and expression. Outside the classroom, free and responsible discussion, inquiry and expression are also encouraged. Each member of the University community is free to express, individually or collectively, his or her views on issues of University policy and procedures and on matters of general interest to students. Interchange of views between students and faculty, person-to-person, in discussion groups or meetings and by written documents presented personally is encouraged. It is the tradition of students and professors on this campus to speak freely and to listen courteously to the opinions of others. The emphasis is on rational persuasion rather than the techniques of mass psychology. Negative statements in public directed against the principles and purposes of the University, orally or in writing, are not suitable means of effecting improvements at Andrews University. Students who are dissatisfied with the purposes of the University and the practices of the Seventh-day Adventist Church must remember they enrolled

Andrews University Architecture Program Report September 2011 voluntarily and with knowledge of the mission and the nature of the program at Andrews and they are free to leave the University at any time. Student officers, committees and other regular student units should be free from undue intervention or pressure. Any duly elected student officer or standing committee may study any University issue within the area of the Andrews University Student Association jurisdiction and may present recommendations to any University officer or committee. Student organizations are free, in publicly called sessions, to examine and to discuss with University officers questions germane to the objectives of the University and to express opinions. Student organizations may invite any person or group when the purpose (as determined by the University president) of such an invitation is consistent with the purpose and objectives of the University. Invitations to persons external to the University shall be subject to review by the University president. This is to ensure that such occasions be conducted in harmony with the spiritual mission and values of the University. The right to discuss, inquire and express does not include the right to interfere with the regular activities of the University or to hinder or intimidate others in accomplishing the educational, scholarly and spiritual purposes of the University. Non-disruptive protest demonstrations, such as marches and picketing, with or without placards, are not typically appropriate because these methods symbolize divisiveness, which is contrary to the spirit espoused at Andrews University. Student communication media such as the Student Movement, Cardinal, etc. are aids in establishing and maintaining an atmosphere of responsible discussion and intellectual exploration on the Andrews campus. They communicate the activities and interests of Andrews students, as well as help form student opinion. Since the University has the ultimate responsibility for the content of student publications issued on the campus, the University president, through the Student Association, delegates editorial responsibility to the editor under the guidance of the faculty advisor or the Publications Board, who may suspend editorial decisions. University officers, faculty and staff members shall make their censorious or negative representation, if any, to the editor through the advisor. Right to Petition A student (or group of students) who wishes to express views with the goal of achieving constructive changes should discuss the matter directly with the University officer in whose area of responsibility the matter falls. Prior to any publication in the news media, petitions for action should first be presented directly to a University officer. At the discretion of the chairperson, officers of the Student Association or any other recognized student group may be invited to appear before the University officers or some other council or committee to present petitions or points of view. Joint meetings between University committees and student committees may be held regularly or at agreed times. Student Association officers may petition the faculty. At the discretion of the president or the provost, students may appear before faculty sessions. Public rallies, discussions and interviews held on the campus require approval of the vice president for Student Life two days prior to the occasion. The vice president for Student Life shall have the authority to determine the time and location of such meetings so as not to disrupt the regular school program and to approve or appoint chairpersons for such meetings. Participants in these meetings, other than faculty, staff and currently enrolled students, must be approved by the president or his designated representative before the invitation to participate is given. Right to Access to and Privacy in Educational Records Andrews University, in compliance with both state and federal law, both affords students with the opportunity to review their educational records and protects the privacy of those records.

Andrews University Architecture Program Report September 2011 A student has the right to inspect and review her/his educational records. A request to review these records should be made, in writing, to the appropriate University office (see table below). The student’s request will be granted within 45 days from the time the request is made. If a student believes that there is inaccurate or misleading information contained in one or more of her/his records, s/he has the right to request that the record be amended. If the record is not amended, the student has a right to submit a written response or explanation which will then become a permanent part of the record. Unless a student gives authorization, no individual inside the University is permitted to review a student’s educational records unless there is a “legitimate educational interest” in doing so or unless there is some other applicable exception to the privacy laws (e.g., in emergencies where access to the records may help protect health or safety). Also, absent student authorization, third parties outside the University generally will not have access to educational records. A student’s parent does not have a right to access the student’s educational records unless the student is a “dependent” of the parent for income tax purposes. A student may, of course, provide authorization for the release of records—for example, it is common to do this for parents or prospective employers. Whenever third-party access is granted, a record should be kept in the file that shows which persons have reviewed the records. The University has the right to disclose “directory information” without the written consent of the student, unless the student has informed the University Registrar in writing of her/his refusal to permit the dissemination of directory information. A form for refusing the disclosure of directory information, which must be filled out and submitted each semester, is available in the Office of the Registrar. The University has designated the following information as “directory information”: name, local address, local telephone number, e-mail address, gender, marital status, hometown, date and place of birth, school, academic program (degree, major and minor), enrollment status, class standing/ classification (i.e., freshman, sophomore, junior, senior or graduate), participation in officially recognized activities, dates of attendance, degree(s) received, honors and awards, and photographs. The student may be asked to care for the reproduction costs of copies of records requested by the student. The University is not obligated to keep and maintain educational records and thus some student records are destroyed. Location of Record Record Type Office of the Registrar Academic records (all schools) Office of Admissions (School of Graduate Studies and Theological Seminary) Admissions records Office of Human Resources Student employment records Student Financial Services Student account records Office of Student Life Student life records Achievement and Intelligence test scores Counseling & Testing Center Interest inventory and Personality test score Department of Instruction Official folder of records, if one is kept University Schools (Ruth Murdoch Elementary Academic records, Admissions records (except and Andrews Academy) medical records), Student life records Access to Learning Culture Policies The policies mentioned above are in the Andrews University Student Handbook and distributed to all students at the beginning of the year. They can also be found on the Andrews University website at http://www.andrews.edu/services/studentlife/handbook/index.html The School of Architecture student handbook is available to all students at: http://www.andrews.edu/arch/resources/program_bulletin.html

Andrews University Architecture Program Report September 2011 Implementation and Assessment of Policies The policies above have been developed over time and implemented by the University to ensure a campus-wide positive learning culture. Following is the narrative from the Division of Student Life concerning the development of these policies. Awareness of Learning Culture Policies With the policies and practices in place, and with a very low attrition in faculty membership (especially since the last few team visits), a general pattern of collegiality seems evident in how students, staff and faculty interact. The practices that make this evident are as follows: Faculty often begin classes and meetings with devotionals and/or prayer. It is trusted in this place that this sets a demeanor of respect and compassion for one another as members of one ‘family.’ The faculty meet weekly, with student representation, and work to conduct themselves in a respectful manner. Discussions about the spiritual and emotional health of the program, the students and their best interests are very often the focus of our standard meetings. With careful and collegial deliberations, balanced with trusting references to the mission statements and to our Christian context, it is generally believed to be so, that students follow this modeled behavior into the classroom and halls of the school. st

The Dean addresses the handbook and patterns of respected behavior in a 1 day of the year assembly, and per standing tradition, reads from scripture as a measure of setting a tone of compassion. “For by the grace given me I say to every one of you: Do not think of yourself more highly than you ought, but rather think of yourself with sober judgment, in accordance with the faith God has distributed to each of you. For just as each of us has one body with many members, and these members do not all have the same function, so in Christ we, though many, form one body, and each member belongs to all the others…” (Romans 12) Occasional recommendations are made from the Dean and University to standardize policy expectations to some degree. In the School it is generally accepted that professors set course expectations in their syllabi and add references to school policy and/or ‘pledges to honor’ at their discretion. Certain policies, procedures, and expectations show up in classes as professors introduce their syllabi. See Honor Code for Andrews University below on page 20. The social and academic life at Andrews seems to exhibit that the systems in place work quite well. Students and their organizations model respect for these principles by their actions and commitments. They organize tours, social and worship activities and students gather weekly for vespers often sponsored by the Dean, our librarian, and/or other faculty members. Development of Student Learning Culture Rights and Policies: Division of Student Life Perspective Introduction The administrative office of the Student Life Division supports the chief academic officer, academic deans, department heads and professors in the maintenance of a campus environment that is respectful of all and conducive to learning. We work with academic units in protecting students’ rights to learn, to be free from discrimination or harassment, to discuss, to inquire and express to petition, to have access to and privacy in educational records, to grievance and appeal, and to ombudspersons.

Andrews University Architecture Program Report September 2011 These rights and the policies that support them are published annually in the University’s Student Handbook. Policies may be formed, further clarified, or updated by the office of the Vice President of Student Life or other administrative body in response to one or more of the following: 1) regulatory changes from the government, University board or other regulating body, 2) incidents or conditions arising in the campus culture and/or the wider culture, and 3) input from students, faculty and staff. Within the University operational structure, the Student Life Committee, comprised of Student Life staff as well as faculty and students, is established to review to these policies and recommend changes. Students, parents, and employees are always welcomed to contact the Vice President of Student Life or her associates to offer feedback on any student policy or issue at any time. Examples of Student Participation in Policy Development 1. One recent example of policy development would be the addition of a sexual assault policy and procedure, developed in response to new higher education regulations as well as the need to formalize and publicize our response to such campus incidents. 2. Another example involved direct changes to the Student Code of Conduct related to emerging student behaviors and problematic incidents such as the increased use of social networking sites and the activities of unauthorized student organizations. 3. In 2007, students played a significant role on a task force that was charged with redesigning many aspects of the required co-curriculum. 4. A current example pertains to the transition to new management for Dining Services. Students have been encouraged to share their assessment in various venues of current services as well as their suggestions toward the goal of providing the best quality dining services to meet student needs. 5. A final example would be the overhaul of the University’s academic integrity policy and related judicial processes. The faculty sub-committee of the University Senate has consulted closely with the student government in the development of the new academic integrity policy. Additionally, in the new processes, student representatives will play a significant role in reviewing cases of honor code violation as well as in the determination of consequences. Examples of Student Life Professional’s Role in Creating a Learning Culture 1. The administrative office of Student Life Division often serves as a starting point for students who have grievances related to campus or academic life. Students are briefed on student rights, policies and procedures during orientation as well as at the time in which they seek counsel related to their particular situation. Students who are not able to resolve their issues within the standard academic channels outlined in the Student Handbook, or for whom it may be problematic, are directed to work with one of the University’s ombudspersons. 2. Student life deans, who serve both the residence hall and community students, are appointed and trained by their directors and the Vice President for Student Life as judicial officers. Their philosophical framework and disciplinary processes include opportunities to assess learning as well as engaging students in restorative plans to foster their holistic growth. 3. When necessary, auxiliary services such as University’s Public Safety Office or Counseling and Testing Office may be consulted in order to provide support services and to ensure the protection of student rights. In cases where there may be a developing physical threat, a University Student Intervention Team has been formed to evaluate, coordinate and respond to risk-related information. All students, as well as faculty and staff are encouraged to participate in the creation of caring campus culture by reporting observations which may pose a risk to an individual or the campus.

Andrews University Architecture Program Report September 2011 Examples of Assessment and Staff Development Processes that Help Shape the Learning Culture 1. The Division of Student Life has engaged the services of the University Assessment Director to develop a plan to evaluate, update, and where necessary create learning objectives and assessment processes for each of its ten departments. A 2011 Division-wide retreat held in conjunction with the Office of University Assessment launched the process of developing assessment plans for each department and entering them into the Universityâ&#x20AC;&#x2122;s centralized assessment system. This system enables departments to enter their learning objectives, record assessment data, and track improvements made in response to that data. Such an assessment loop ensures that student feedback on the Divisionâ&#x20AC;&#x2122;s learning climate, programs and policies is elicited, evaluated and acted upon in a process of continuous quality improvement. 2. Specific examples of ongoing assessment processes that generate pertinent data include the following. a.

On an annual basis students are given the opportunity to participate in a formal assessment of the required co-curriculum which provides data for Student Life professionals to utilize in continuing to improve the learning culture. b. On an annual basis students who reside in on campus housing are given the opportunity to assess the quality of the residence hall program and its role in supporting a learning culture. c. Every 5-6 years, over the past 2 decades, students have provided comprehensive data related to At-Risk Behaviors and the prevention factors that are the most helpful in helping students make healthy choices. Processes Related to Studentâ&#x20AC;&#x2122;s Right to Appeal As part of the 2009 North Central Association of Colleges and Schools accreditation visit, the Vice President for Student Life submitted an exhibit with documented cases from the past few years, related to student conduct outside of the classroom and the appeal processes utilized according to established protocols outlined in the Student Handbook. Cases related solely to academic integrity, professional codes of conduct, or professor-student relationships within academic units are often addressed and resolved at the level of the academic department or academic dean. As outlined in the Student Handbook, a final avenue of appeal, for serious academic and student life grievances, takes place at the office of the Provost. Participation and Development of Policies The Studio Culture policy was updated during the 2005-06 school year by a sub committee of the architecture faculty and student representatives from the AIAS. It was then presented to the full faculty and accepted. The committee consisted of: Mark Moreno, Chair, Assoc. Prof. Tom Lowing, Assoc. Prof. Kristin von Maur, Asst. Prof. Jennifer Hamilton, student Kenneth Garcia, student/AIAS president Julie Peter, student It was agreed in this committee that the general tenor of the policy was in good standing as it reflected the program and place and that all felt was a wholesome collaborative student and faculty body. For part of two semesters, the committee made many general revisions in joint discussion. The committee sought

Andrews University Architecture Program Report September 2011 and achieved consensus about any content changes and divided the policy into parts for each committee member to craft the revisions. Each team member submitted his/her revisions to the chair to compose as a whole. A draft was submitted for general faculty feedback, finalized, and implemented in 2007. In spring 2011, the faculty agreed that the policy needed no substantive changes, but Mark Moreno committed to reviewing the policy again. He collaborated informally with Professor’s Lowing and Seibold and sought input from Marcel Pean, AIAS president. The latest policy reflects approval by this representative group, as well as the Dean and Assistant Dean. Institutional Grievance Policies The Grievance Policies of Andrews University as outlined in the Student Handbook are as follows: Right to Appeal/Grievance The University seeks to provide an opportunity for the redress of student grievances, consistent with biblical guidance and sound practices. If a student feels his/her rights may have been violated, or that there may be something unique about the circumstances surrounding a matter, there is a grievance process or suggested courses of action which will be appropriate in most circumstances. The student should attempt to utilize the grievance process in the most appropriate and reasonable way (e.g., on a few occasions, it may be appropriate to “skip” a step). Academic Grievances If a student feels that his/her academic rights have been violated, the student should speak directly with that professor. If the student is unsatisfied with the professor’s response, the student may appeal to the department chairperson. Following a decision by the department chairperson, the student (or professor) may appeal to the appropriate academic dean, followed by an appeal to the Office of the Provost. University Family & Graduate Housing and Residence Hall Grievances If a student has a complaint concerning an issue in a University-operated housing facility, he/she should first deal directly with the individual(s) responsible for the behavior/action that is the subject of the complaint. If the student is not satisfied with the response, he/ she should go to their respective director of Family & Graduate Housing, men’s residence hall or women’s residence hall. If he/she is still not satisfied with the decision, he/she may appeal to the vice president for Student Life and then the provost. Work Grievances If a student has a work-related concern, he/she should deal directly with the related individual, followed in order by the direct supervisor or the department director. If the student is not satisfied with the decision, he/she may appeal to the Student Labor coordinator followed by the director of Human Resources and then to the Provost. Other Grievances If a student has a grievance that is not addressed in one of the categories described above, he/she should seek counsel from a trusted member of the University faculty or staff. Typically, the appropriate course of action is to communicate directly with the individual(s) whose decision/action is the source of the complaint. If the student is unsatisfied with that individual’s response, the student may appeal along a similar path described in the other sections. If the student is unsure of the best way to proceed, he/ she may start by consulting with the vice president for Student Life.

Andrews University Architecture Program Report September 2011 General Hints for Solving Problems In the heavy study/work/social program at a university, students will inevitably encounter stress and problems for which assistance would be helpful. Personnel in Student Life (471-6686), the Student Success Center (471-6096) or Counseling & Testing Center (471-3470) are available for counsel. Problems may be solved in consultation with the personnel listed on the following page in the order given (where appropriate). ACADEMIC

Teacher, Advisor, Student Success Center, Department Chairperson, Academic Dean, Provost FINANCIAL Statement Clerk, Financial Aid Officer, Manager for Student Finance, Director of Student Financial Services, Vice President for Financial Administration SOCIAL Counseling & Testing Center, Residence Hall/Student Life Dean, Vice President for Student Life EMOTIONAL Counseling & Testing Center, Residence Hall/Student Life Dean, Vice President for Student Life SPIRITUAL Campus Ministries, Pastor, Residence Hall Dean/Student Life Assistant to the President for Spiritual Life, Vice President for Student Life WORK Work Supervisor, Student Labor Coordinator, Director of Human Resources SUBSTANCE ABUSE Counseling & Testing Center, Residence Hall/Student Life Dean, Vice President for Student Life In rare cases when the student has exhausted normal University procedures for resolving issues and the difficulty is still unresolved, the student is advised to contact an ombudsperson. Purpose of the University Ombudspersons The University ombudspersons facilitates understanding, communication and resolution of conflict among students, faculty and staff. The office serves as an impartial and confidential means of facilitating dialogue between parties on campus and as a means, apart from formal grievance procedures, of resolving differences. The office was established as part of the University’s Christian commitment to foster a courteous and considerate climate conducive to productivity and well-being for the University community. The ombudspersons work independently from University administrative offices. Discussing a matter with an ombudsperson is confidential to the extent allowed by law and does not constitute notice to the University. What an Ombudsperson May Do • Help resolve problems and conflicts, especially those not being adequately addressed through other channels • Provide informal services outside the usual review and/or appeal procedures • Take a nonaligned role when hearing about a problem, remaining independent and impartial • Recommend changes in University policies or procedures How an Ombudsperson Can Help You

Andrews University Architecture Program Report September 2011 • By listening carefully to your concerns • By helping analyze the situation • By identifying and explaining relevant University policies, procedures and problem-solving channels • By helping you to explore options • By looking into a concern, including talking with involved parties with your permission • By identifying other University programs and resources that might be helpful • By providing a safe and confidential setting where individuals feel respected and where they can be candid and forthright When to Contact an Ombudsperson The ombudsperson should be contacted after you have exhausted normal University procedures for resolving issues and: • You want to discuss a sensitive issue in confidence • You want help and are unsure of where or what options are open to you • You have a situation requiring help with communication or negotiation • You are unsure which policies, procedures or regulations apply in your situation • You believe a policy, procedure or regulation has been applied unfairly or erroneously to you When an Ombudsperson Does Not Get Involved • You want legal advice or legal representation • You have a non-University related disagreement or problem • You want to file a grievance or make a formal complaint • You want someone to represent you in formal University procedures For information or to schedule a private appointment, contact the ombudspersons: James North, Jr.: jamesn@andrews.edu, 269-471-324 Ann Gibson: gibson@andrews.edu, 269-471-3214 Institutional Academic Integrity Policies Andrews University has the following statement on academic integrity on page 30 of the 2011-2012 bulletin: In harmony with the mission statement, Andrews University expects that students will demonstrate the ability to think clearly for themselves and exhibit personal and moral integrity in every sphere of life. Thus, students are expected to display honesty in all academic matters. Academic dishonesty includes (but is not limited to) the following acts: • Falsifying official documents; • Plagiarizing, which includes copying others’ published work, and/or failing to give credit properly to other authors and creators; • Misusing copyrighted material and/or violating licensing agreements (actions that may result in legal action in addition to disciplinary action taken by the University); • Using media from any source or medium, including the Internet (e.g., print, visual images, music) with the intent to mislead, deceive or defraud; • Presenting another’s work as one’s own (e.g., placement exams, homework assignments); • Using materials during a quiz or examination other than those specifically allowed by the teacher or program; • Stealing, accepting, or studying from stolen quizzes or examination materials; • Copying from another student during a regular or take-home test or quiz;

Andrews University Architecture Program Report September 2011 •

Assisting another in acts of academic dishonesty (e.g., falsifying attendance records, providing unauthorized course materials).

Andrews University takes seriously all acts of academic dishonesty. Such acts as described above are subject to incremental discipline for multiple offenses and severe penalties for some offenses. These acts are tracked in the office of the Provost. Repeated and/or flagrant offenses will be referred to the Committee on Academic Integrity for recommendations on further penalties. Consequences may include denial of admission, revocation of admission, warning from a teacher with or without formal documentation, warning from a chair or academic dean with formal documentation, receipt of a reduced or failing grade with or without notation of the reason on the transcript, suspension or dismissal from the course, suspension or dismissal from the program, expulsion from the university, or degree cancellation. Disciplinary action may be retroactive if academic dishonesty becomes apparent after the student leaves the course, program or university. Departments and faculty members may publish additional, perhaps more stringent, penalties for academic dishonesty in specific programs or courses. Honor Code for Andrews University The Andrews University Senate has embarked on the process of writing an honor code for the University that is in the process of public review in all of the Colleges and Schools. It is expected that this code will be adopted in the near future. Program Diversity Policy The School of Architecture does not have a diversity policy separate from the University. Andrews University is a Seventh-day Adventist institution that requires faculty be members in good standing in the church, and only in cases where there are no Seventh-day Adventist architect/teachers available is the School of Architecture permitted to hire non-Adventist faculty. This limits to some extent the pool of potential faculty. We are currently mentoring and directing promising Adventist architecture students to graduate schools and careers in academia. We hope that with this continued effort a talented pool of young Seventh-day Adventist architects, (both male and female) will wish to pursue careers in teaching as well as in practice. The student population in the School of Architecture is similar to that of the University as a whole. The School of Architecture student body is 47% white whereas the University white population is 43%. The School of Architecture students are 60% male, 40% female, while the University as a whole is 55% male and 45% female. The School of Architecture faculty are 30% female and 20% minority; the University faculty are 35 % female and 26% minority. The University seeks to embrace diversity and multiculturalism. The Institute for Diversity and Multiculturalism, located on campus, fosters understanding and inclusiveness in matters of race, ethnicity, culture, mental and physical abilities, age and gender in several ways. • Provides assistance and training through lectures, workshops and seminars for Andrews University administration, faculty, staff and students • Conducts workshops, seminars and conferences on diversity for a variety of other audiences • Provides consultation and training services to businesses, church organizations, law enforcement agencies, human resource professionals and educational entities • Is a resource for the world church in dealing with the increasing multicultural and diverse nature of its membership and its mission • The Faculty Research Forum, a unit within the Institute, researches issues of diversity and multiculturalism and disseminates its findings

Andrews University Architecture Program Report September 2011 I.1.3.

Responses to the Five Perspectives

A. Architectural Education and the Academic Community. The School of Architecture maintains a rigorous academic and design curriculum that enables students to demonstrate their artistic and practical knowledge in a meaningful way by using design problems that address craft, common civility, and service. Most design problems are chosen because of their merit in promoting these objectives by having a strong service or civic component that gives meaning to the project. The School of Architecture Mission Statement reads as follows: The School of Architecture at Andrews University aspires to teach its students sound thinking, practical skills, and rigorous scholarship in the discipline of architecture. It promotes students who: Craft buildings that are dignified, durable and purposeful; Design communities that foster civility; Serve mankind in accord with their professional and Christian vocation; Seek the virtues of joy, beauty, wholeness and moderation in their lifelong pursuit of learning. All this, for Godâ&#x20AC;&#x2122;s honor and His glory until the risen Christ comes again. With this mission statement and curriculum the School of Architecture fulfills in a tangible way the mission of Andrews University, to seek knowledge, affirm faith, and change the world. Architecture students leave Andrews with the skills to change the world in a meaningful way. Some examples of this are: 1. Bolivia Mission Project. An ongoing project of design and construction of CERENID, a center for the recovery and rehabilitation of street children. The School of Architecture has been involved with this project for 15 years, and there are presently about 40 boys living at the center. 2. Urban Design Studio. The fall semester Urban Design Studio has led a community project usually at the request of the citizens and local governmental officials in locations from Alaska to the Bahamas. Three of these projects have each received a national Award of Excellence from the Congress for the New Urbanism. Andrews is the only school in the nation to win this award three times consecutively. 3. Architecture Missions Group. Faculty, students, alumni, and friends have joined together to help design and build needed church and school facilities in places such as Mexico, Peru, and various locations throughout the United States. The most complete project in the United States is the recent construction of the first phase of the Carmel, Indiana, Seventh-day Adventist church. In the spring of 2012 the work of this group will be more integrated into the curriculum by bringing these projects into Topics Studio, the final studio of the fifth year. 4. Curriculum. The curriculum of the School of Architecture itself is designed to promote that which is appropriate rather than heroic architecture that elevates self-interests above those of the community. In doing this, many other service projects have been incorporated into the studio courses and have been a great benefit to the communities involved. Over the years architecture students and faculty have been engaged with the University community as a whole by proposing ideas for a new master plan, a new entrance to the University which was built in 2009, a plan for a cafĂŠ in the proposed learning commons in the main library, a proposal for the expansion of the Gazebo, and a refinement of the design for the new Undergraduate Learning Center building which was completed in June of 2011. All of these initiatives have had a positive impact for the entire University.

Andrews University Architecture Program Report September 2011 B. Architectural Education and Students. As stated above, the mission and curriculum of the School of Architecture fulfills in a tangible way the mission of Andrews University, to seek knowledge, affirm faith, and change the world. Architecture students leave Andrews with the skills to change the world in a meaningful way. The curriculum at the School of Architecture is centered on principles which promote craft, civil communities, service and Christian values. All design studios and core courses are organized to build on each other to provide the student with a rich and coherent learning experience. The design studio lies at the heart of the curriculum and offers a venue for theoretical discussion, constructive critique, and application of skill and knowledge. Students are asked to integrate technical and aesthetic knowledge throughout the curriculum, where hand drawing serves as a primary medium for the training of architectural thought. Professional review of student work, study tours to precedent-setting places and hands-on application are valued as indispensable parts of architectural education at Andrews University. Throughout the educational process, students are challenged to base architectural decisions on thoughtful and learned criteria, including the body of knowledge found within vernacular and classical traditions. Ultimately, the School of Architecture seeks to prepare students to serve as conscientious citizens and able professionals. Students at Andrews University are asked to consider architecture as a craft which can shape our material culture through the studied application of accumulated skill, knowledge and understanding. The program generally seeks to integrate technical and aesthetic knowledge in the making of artifacts, the decorative arts, buildings, cultivated landscapes, urban form and public art. Students are challenged to be guided by the principles of durability, purpose and beauty as they make choices in material, design and methods of workmanship. The emphasis on craftsmanship informs architectural design within the entire studio curriculum, but has also shaped a rich culture of drawing, rendering, model building and furniture making at Andrews University. C. Architectural Education and the Regulatory Environment. The appointed IDP Coordinator provides at least one IDP and ARE requirements assembly presentation open to students at all levels annually. The importance of verifying specific jurisdictional requirements is stressed in each presentation and illustrated by examples. The IDP Coordinator is identified as the contact person and is available for individual questions regarding the process throughout the year. In the core curriculum freshman students are introduced to the standard practice requirements for internship and licensure in the architecture profession in the required first year course ARCH150 Introduction to Architecture. In addition to the introductory course and annual assemblies, fifth year students review the internship, licensure, and continuing education requirements of the professional career in architecture in the core curriculum’s ARCH535 Professional Practice. Students are required to fill out the application for establishing an NCARB record for the IDP process as an assignment, although the actual submittal with payment is optional. D. Architectural Education and the Profession. The practice of architecture and the work of academia have been seen as separated and fragmented at times through its history. This is not a new phenomenon as the writer Marcus Vitruvius notes in a wellknown passage about the need for scholarship and the need for acquiring “manual” skill. Vitruvius’s dictum is an appeal to the necessity of both. The need to know theory/scholarship and on the other hand the imperative, not to rely upon this alone but to also know the “substance” of architecture. The substance from this passage is easily inferred as the practice of architecture in a material sense. In the end the “object” should be attained through an understanding of practical processes and materiality but it is also done with authority, when it is united with good scholarship. “But those who have a thorough knowledge of both, like men armed at all points, have the sooner attained their object and carried authority with them.” Morgan, Morris Hickey. Vitruvius The Ten Books on Architecture. Book 1.2.

Andrews University Architecture Program Report September 2011 Harvard University Press, 1914. The School of Architecture respects the dialogue between the purposes of the profession and its practitioners and the need to engage in the quest for knowledge. What is distinctive about the attitude in the quest for knowledge in this program is the deep respect for traditional knowledge and the historical basis for the practice of architecture today. The relevance of such a proclivity is not without question but we would point to the overall curricular trajectory as evidence in moving the student toward ever more pragmatic goals and ever increasing practical skills that are relevant to economic realities and societal expectations. We maintain that this is not a capitulation to the status quo but a real and necessary critique of the premises underlying â&#x20AC;&#x153;progressâ&#x20AC;? on a societal, technical, and spiritual level. In this sense the larger values are best served because of a careful analysis, or a healthy critique of stability and change in society. The School of Architecture at Andrews maintains that this serves an important role within the profession and by extension to society as well. Subsequent to the rudimentary training that students receive during the first three years of the program the curriculum asks students to use processes that are similar or analogous to processes that may be used in the professional world. The School of Architecture also recognizes that professional offices are not uniformly similar in the way that they engage their own work or their clientele. The School also recognizes that many and varied types of skills are necessary within the professional environment as well, since our graduates work in a variety of settings from large offices to small non-governmental agencies in remote corners of the world. In fact, the program emphasizes this kind of service in the fabric of its culture. Therefore the need to be balanced and inclusive in our approach is very important to the mission and purpose of the Andrews University program. The deliberate movement of the curriculum from traditional individual processes and drawing techniques to heavy use of the computer Building Information Modeling (B.I.M.) in the fourth year Integrative Design to collaborative urban design processes in the fifth year Urban Design Studio provides the opportunity in the backbone of the curriculum to develop and experience a wide variety of skills. So if a student is working in the foothills of the Andes of rural Bolivia or is engaged with a team of inter-disciplinary people for an urban plan in Los Angeles they are serving the greater profession in a way that is sensitive to the process and to the tools that are also a part of that culture. It is the intent of the curriculum to prepare the students for the variety of venues and project situations that they may encounter. The venues and opportunities that the student may have to engage work on a professional and building trades level range from AMG (Architecture Missions Group) to urban design work in a community or neighborhood. Specifically the programs under the auspices of the School of Architecture that promote the notion of leadership, facilitation and advocacy are as follows: 1. Architecture Missions Group (AMG): This entity holds interests in and has executed a number of service related projects. These range from schools, to churches and institutional buildings, stateside and globally. Of note is the on-going project to design a Visitorâ&#x20AC;&#x2122;s Center at an archeological site in Hisban, Jordan. Students are working with local people, governmental agencies and archeologists on this particular project. 2. Fifth Year Urban Design Studio: This course is part of the core curriculum and each year the students work collaboratively with one another and with local practitioners, notable architects, elected officials, civic leaders, and ordinary citizens to improve the fabric of existing neighborhoods or in the establishment of new communities and towns. Because this is done insitu in a charrette/workshop process the students work closely with the clients interests and concerns. 3. Fifth Year Practicum Option: Students in the fifth year of study may apply to spend a semester working in a professional office or non-profit design/build organization under the supervision of a licensed architect. These work environments are chosen and offered by The School of

Andrews University Architecture Program Report September 2011 Architecture and are monitored by faculty visits for congruence with the professional development ideals of the practicum program within the curricular regime. 4. Visiting Reviewers and Guest Lecturers: The program offers a modest but vibrant guest lecturer series. The lecturers are practicing architects or urban designers who are varied in their viewpoints and practice preferences. Occasionally the lectures have also been given by philosophers, historians and theologians with architectural interests. Studio reviewers are invited to participate, at various times, in the review of student work. This provides the opportunity for students to discuss professional matters related to leadership and advocacy. E. Architectural Education and the Public Good. The School of Architecture understands individual buildings and artifacts to be part of a greater whole. Architecture should contribute to the shaping of sound rural, urban and cultural landscapes. It can also positively contribute to the way we dwell as individuals, families, neighborhoods, regions and nations. This program promotes the shaping of places which foster civility, health and environmental stewardship. To prepare students for the building and preservation of such places, the studio curriculum is pursued within the context of traditional urban design principles and exposes students to a range of contexts, from rural landscapes to urban centers. Within the context of the mission of Andrews University, the School of Architecture seeks to prepare students to serve in accord with a professional and Christian vocation. The program fosters a healthy studio culture in which students and faculty are encouraged to serve and promote each other and their respective communities. The course curriculum provides a range of opportunities for students to gain experience in diverse fields of community service to learn how architecture can contribute to the good of mankind. Students can choose to participate in various service projects pursued by the Architecture Missions Group, including ongoing work in South America, Africa, the Philippines, and the United States. All fifth-year students participate in the annual urban design studio, which serves real communities in their efforts to shape the public realm. Architecture students at Andrews University are encouraged to seek the virtues of joy, beauty, wholeness and moderation in a lifelong pursuit of learning. Within the context of the Seventh-day Adventist faith, the program challenges students to examine how these virtues can be expressed in our material culture and in our social relationships as citizens and professionals. The School of Architecture promotes those who are motivated to be rigorous in scholarship and generous in service. Student Learning Opportunities and the Five Perspectives: Andrews students have the opportunity to apply their skills by participating in many different campus initiatives that have had a positive impact on the University. These include participating in a new master plan, new entrance road, design ideas for the library, cafeteria, science complex, and the new Undergraduate Learning Center. Students in the Urban Design Studio are engaged with communities each year and have produced award-winning work for three of their projects. Service is a required component of all studentâ&#x20AC;&#x2122;s education at Andrews University and the School of Architecture. Liberal artsbased education at Andrews University promotes the development of the whole person â&#x20AC;&#x201C; body, mind, and spirit. Students are prepared to live and work in a global world through opportunities to work and study in a rich culture of international diversity, through required study abroad, and various opportunities to volunteer for service abroad in project such as CERENID, the childrenâ&#x20AC;&#x2122;s home in Bolivia that the School of Architecture has been involved with for the past 16 years. Andrews University is a very diverse learning community, ranking in the top tier of national universities of its size and classification. The student body of the School of Architecture is also quite diverse. 60% of the students are male, 40% are female. 49% of the students are from minority ethnicities, and 51% are white. 15% are international students. Here students are taught

Andrews University Architecture Program Report September 2011 to value their distinctiveness, dignity, and self-worth as they work side by side with students from around the world. Our mission statement encourages students to engage in a habit of lifelong learning. Students are prepared to recognize the international, national, and state regulatory environments they work in as they participate in their professional practice courses, Urban Design Studio, and other hands on work mentioned above. These experiences help them to understand the role of the registration board and students are encouraged to enroll in the IDP program in Professional Practice class and professional assemblies. The diversity of the student body, the nature of the varying projects, the content of the Professional Practice course, and mentoring made available while in school, students recognize the need to be prepared to practice in a global economy, and understand the diverse roles assumed by the architect. The Urban Design Studio gives students first-hand experience in understanding the collaborative roles of related disciplines. Collectively, these experiences offer a rich learning experience and helps to contribute to the growth of the profession. Because of the many opportunities listed previously our students are prepared to be active, engaged citizens, responsive to the needs of a changing world. As they acquire knowledge and apply it in different situations they will learn that there are ethical implications of their decisions and that it takes considerable effort to reconcile the differences between the obligation to the client and the public. Cross-Reference to the Five Perspectives in Long-term Planning: The following outline is a cross-reference to the five perspectives and the role they play in long-term planning indicated in Section I.1.4. A. Architectural Education and the Academic Community. A. Faculty Meetings B. Faculty Peer Review of Courses C. Architecture Academic Policies and Curriculum Committee Meetings D. Student Course Evaluations F. University Program Development and Review G. Surveys H. Meetings with University Leaders J. The SOA Strategic Plan B. Architectural Education and Students. A. Faculty Meetings B. Faculty Peer Review of Courses C. Architecture Academic Policies and Curriculum Committee Meetings D. Student Course Evaluations F. University Program Development and Review G. Surveys H. Meetings with University Leaders J. The SOA Strategic Plan C. Architectural Education and the Regulatory Environment. A. Faculty Meetings B. Faculty Peer Review of Courses E. Coordination with the Profession G. Surveys I. NAAB visits D. Architectural Education and the Profession. A. Faculty Meetings

Andrews University Architecture Program Report September 2011 B. E. G. I.

Faculty Peer Review of Courses Coordination with the Profession Surveys NAAB visits

E. Architectural Education and the Public Good. A. Faculty Meetings B. Faculty Peer Review of Courses C. Architecture Academic Policies and Curriculum Committee Meetings E. Coordination with the Profession F. University Program Development and Review G. Surveys H. Meetings with University Leaders I. NAAB visits J. The SOA Strategic Plan I.1.4.

Long Range Planning

A description of the process by which the program identifies its objectives for continuous improvement. and A description of the data and information sources used to inform the development of these objectives. The School of Architecture utilizes several methods to identify objectives for continuous improvement. Most of these methods include some type of data and information collection that assists the formation of objectives; therefore, these two points are addressed jointly. In order to broaden our perspective, the School often gathers input from faculty, staff, administration, students, alumni, employers of current students and alumni, University administration and outside professionals. The following are some of the ways in which the School of Architecture identifies its objectives for continuous improvement, including the data and information sources used to inform the development of these objectives: A. B. C. D. E. F. G. H. I. J.

Faculty Meetings Faculty Peer Review of Courses Architecture Academic Policies and Curriculum Committee Meetings Student Course Evaluations Coordination with the Profession University Program Development and Review Surveys Meetings with University Leaders NAAB visits The SOA Strategic Plan

A. Faculty Meetings: The School of Architecture conducts regular faculty meetings (not less than biweekly). These meetings include faculty and administration, a student representative (usually the AIAS President), and occasionally outside guests. The objectives of the faculty meetings, with respect to continuous improvement, are to identify areas of need or concern, and implement action plans. Most faculty meetings

Andrews University Architecture Program Report September 2011 run from two to four hours, giving time for in-depth discussion and planning. Being a small School with a collegial faculty and staff, faculty meetings continue to be the ideal forum for the sharing of ideas, concerns, affirmation of our strengths, and gathered information. The data utilized by this method is documented through Meeting Minutes. Minutes are approved at the following meeting, votes are taken and recorded, and general announcements and new and old business are discussed. Meeting Minutes are available for review upon request. B. Faculty Peer Review of Courses (Critique A Course): During the 2009-2010 school year, the School of Architecture began a formal procedure for faculty peer review of the core curriculum. The results of this peer review are intended to be used by individual faculty for improvement to their courses as well as serve as an informational tool for all faculty to better comprehend the overall curriculum, their role within it, and where students ought to be once they arrive in a particular studio. At the end of each course presentation, which includes a review of syllabi, schedules, assignments and high and low student work, Peer Review Forms are used to evaluate various issues and give general feedback and comments. Results are given to the appropriate faculty members, and are available for review. Please refer to Section II.2.3 Curriculum Review and Development for more information. C. Architecture Academic Policies and Curriculum Committee Meetings: As needed (typically once or twice per year), the School of Architecture holds Architecture Academic Policies and Curriculum Committee Meetings. These meetings provide a forum for discussions of substantive curricular issues. University members from outside the School of Architecture are a valuable resource at these meetings. Please refer to II.2.3 Curriculum Review and Development for more information. D. Student Course Evaluations: At the completion of each course, students provide an evaluation of the course using the Andrews University Course Survey. Faculty and administrators then use the survey information to make improvements to the course as appropriate. This ongoing evaluation, both statistically and through commentary, give faculty direct response to a wide-range of issues concerning the course itself, the teacherâ&#x20AC;&#x2122;s effectiveness, social and Christian aspects of the course, as well as comments offering suggestions for improvement and areas that seem to be working well. Results are presented alongside the average scores for the School of Architecture and the University as a whole. E. Coordination with the Profession: Regular contact is made with Professionals in order to pull together useful observations of our students and their abilities in the field. Dialogue happens through organized meetings with local professionals focused on improving student learning, discussions with host offices regarding practicum program students, and meetings and general feedback concerning various community projects that students are involved in. Below you will find specific examples of these three types of coordination with the profession: 1. In 2009 a meeting was held at the School of Architecture between faculty members and several local architects in order to discuss the perceived strengths and weaknesses of the curriculum. The discussion and comments shared at this meeting were brought to subsequent faculty meetings for discussion and focused on improvement of student learning and general

Andrews University Architecture Program Report September 2011 preparedness for entering the profession. 2. Since Spring 2009 fifth year architecture students have had the opportunity to apply for a position within a practicum program; currently either in Habersham, South Carolina or Pass Christian, Mississippi. These practica have been closely monitored by a practicum coordinator. Regular contact with students and host offices, including phone conversations, email and office visits, have heightened the School’s awareness of students’ abilities. Reports are made at faculty meetings and include general comments made by host offices and students, and some include PowerPoint presentations showing the host offices, work being done by our students, and other conditions impacting the students’ experiences. In addition to the faculty reports, the students upon return present their experience and observations to the School. 3. Architecture Missions Group and the fifth year Urban Design Studio routinely engage the public and other professionals. This ongoing interaction between faculty, administration, students, alumni, the general public, civic leaders, and other professional consultants, often reveals how prepared students are to enter the profession. Feedback is frequently shared with the School from those that have had the opportunity to work with these programs, both voluntarily and at our request. The faculty directing these projects give regular updates at faculty meetings, and periodically give presentations to students, faculty, and the administration. F. University Program Development and Review: In 2009, the University, through the Undergraduate and Graduate Councils implemented a procedure for Program Development and Review. The School of Architecture was one of the first programs at Andrews University to go through the process, completing its review cycle in 2010. The School is scheduled for a Supplementary Review during the 2016-2017 school year. As a result of this process, a thorough report was completed by the School of Architecture administration and the University, and an Administrator’s Response was submitted. This process helped to clarify some of the School’s strengths and weakness, and the courses of action needed for improvement. These reports will be made available in the team room. Refer to I.1.4 A description of the role of long-range planning in other programmatic and institutional planning initiatives for a description of the Program Development and Review Process. G. Surveys: A comprehensive survey was developed during the 2009-2010 school year. The survey focuses on the skills that students have acquired while at the School of Architecture and the fulfillment of the mission of the School. It is the intention of the School to have faculty, staff, students, alumni and employers of our students complete the survey. In the Spring of 2011 faculty and staff were requested to take the survey. Tabulated and printed results of the first run were shared during the following faculty meeting, including comments. The results and effectiveness of the survey were discussed, as well as ways the survey could be improved. H. Meetings with University Leaders: Regular meetings, not less than once per year, are held between the faculty and administration of the School of Architecture and the President of the University, the Office of Development or the Vice President of University Advancement, and the Office of Institutional Assessment. These meetings help to clarify the ways in which the School of Architecture and the institution can work together to continually improve student learning, faculty advancement, and physical resources, while keeping the School of Architecture and the University’s objectives in alignment. Most often these meetings occur during regular faculty meetings, and therefore are documented by the Meeting Minutes as described in (A) above.

Andrews University Architecture Program Report September 2011 I. Annual Reports and NAAB visits: The preparation of annual reports to NAAB ensure that issues of concern from previous visits are dealt with adequately. NAAB visits and the preparation leading up to the visit, are viewed as a constructive process that identifies additional areas of need and/or improvement. The entire faculty, staff and administrative body are involved in the preparation process. J. School of Architecture Strategic Plan: Periodically, but not less than once per year, the School of Architecture faculty review and update the School of Architecture Strategic Plan. Please refer to Section I.1.4 Description of the role of long-range planning in other programmatic and institutional planning initiatives and A description of the role of the five perspectives in long-range planning for more information on the role of the School of Architecture Strategic Plan. Please refer to the Strategic Plan on page 32. The Role of Long-range Planning in Other Programmatic and Institutional Planning Initiatives A. School of Architecture Strategic Plan: The SOA Strategic Plan is organized to align with the University 2007-2012 Strategic Plan. This allows departmental and institutional planning objectives to be integrated, implemented and monitored with respect to each other. B. University Program Development and Review: The review of degree programs is a systematic process with a goal of continuous program improvement. It follows a 7-year cycle. However, the review process of accredited programs follows their accreditation cycle. Additionally, accredited programs are allowed to use the self-study developed for their accreditation as part of this review process, with additional information to bolster their case. Program review has several purposes: 1. To ensure academic quality and innovation. 2. To document the processes by which the program establishes, implements, and measures its objectives, focusing on student learning outcomes. 3. To review the market and mission relevance of programs and review their contribution to the portfolio of programs offered. 4. To review the relevant departmental/program strategic goals, progress in meeting these goals, and the ways in which the unmet goals can be reached. 5. To educate the rest of the Andrews University community about the contributions of the programs to the University and the Seventh-day Adventist Church. The Graduate and Undergraduate Councils oversee the program review process; the Program development and Review Committee (PDRC) manages the details of the process, reports findings and submits recommendations to the councils. The PDRC, the Office of Institutional Assessment and the Office of the Provost will consult with each scheduled program throughout the process. In 2010, the School of Architecture completed a Self-Study for the University Program Development and Review process. The result of that process highlighted several long-standing concerns of the School and has helped the University administration work towards a resolution of these concerns. See page 126 for the Panel Report and the Administrationâ&#x20AC;&#x2122;s Response. The Program Review Self Study document will be available in the team room.

Andrews University Architecture Program Report September 2011 The Role of the Five Perspectives in Long-range Planning: The five perspectives play an important role in the development of long-range planning objectives. A. Architectural Education and the Academic Community As noted in the Response on page 21, the School of Architecture maintains a rigorous academic and design curriculum that meets or exceeds University academic standards, has a mission statement that supports the mission of the University, and has a strategic plan that is aligned with the University strategic plan. The processes described above in items A through J are used extensively to ensure that the School will succeed in its long-term goals. B. Architectural Education and Students As noted in the Response on page 22, the mission and curriculum of the School of Architecture fulfills in a tangible way the mission of Andrews University, to seek knowledge, affirm faith, and change the world. The purpose of long-range planning in the School is to ensure that the students have accumulated adequate skill, understanding, and knowledge to be successful in the profession. C. Architectural Education and the Regulatory Environment As noted in the Response on page 22, the School of Architecture provides IDP and ARE information presentations as well as specific study of regulatory issues in the Professional Practice class. Also, in 2010, the school began a Student Internship Program, which has as one of its objectives to prepare students to enter the IDP. D. Architectural Education and the Profession As noted in the Response on page 22, the School of Architecture provides a number of venues and opportunities for students to engage in work on a professional and building trades level. The long-range planning supports these opportunities and regularly considers other ideas and proposals that could possibly enhance the studentâ&#x20AC;&#x2122;s learning. The most recent examples of this are the Student Internship Program and the Practicum Program. E. Architectural Education and the Public Good As noted in the Response on page 24, the School of Architecture, within the context of the mission of Andrews University, the School of Architecture seeks to prepare students to serve in accord with a professional and Christian vocation. The program mission statement supports this as well, and the perspective of the public good is practiced in the studio culture policy as well and in Strategic Plan Goal 1.5 and Goal 4.4. The Architectural Missions Group was also established in part to fulfill this perspective. Strategic Plan The strategic plan is updated yearly by the faculty of the School of Architecture and is seen as a valuable tool in the Schoolâ&#x20AC;&#x2122;s long-range planning and program development. It is written in a format that responds to the University strategic plan. The University is presently engaged in re-writing the strategic plan and the School of Architecture will follow with a re-write that responds to the University plan.

3. Continue to refine the architecture curriculum to promote craft, civil communities, service, and Christian values. Increase the integration professional and techincal knowledge as well as mission projects into the curriculum.

3. Develop an undergraduate experience and general education curriculum, as well as a curriculum in each major that emphasizes the transforming experience of faculty mentoring through research, creativity, and other faculty/student opportunities that provide for spiritual, intellectual, and emotional development.

5. Promote active civic engagement which requires students to connect with on-campus, local, and global communities by participating in service learning as a part of the general education experience.

5. Continue to provide opportunities for students to be engaged in community and mission service through the Urban Design studio, Bolivia mission project, and the Architecture Missions Group.

4. As the only Adventist School of Architecture in North America, continue to provide archtitecture graduates that can be leaders in their local communities and churches as well as the world church.

2. Make the School of Architecture the architectural center of the World Seventh-day Adventist Church through faculty, staff, and student involvement in community, church, and institutional design.

2. Make Andrews University the intellectual center of the World Seventh-day Adventist Church through faculty, staff, and student involvement in major Church strategic research and initiatives, as well as hosting major research and policy conferences.

4. Continue Andrews Universityâ&#x20AC;&#x2122;s leadership role in providing graduate education for the world church in order to provide outstanding graduates who will fill leadership position in Adventist organizations and institutions.

1. Develop a highly qualified professional faculty, with a track record and commitment to transforming students through excellent teaching and advising, research, scholarly endeavors and creative activity, as well as strong spritual commitment to integrating faith and learning.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Develop a highly qualified faculty, in the teacher-scholar model, with a track record and commitment to transforming students through exellent teaching and advising, research, scholarly endeavors and creative activity, as well as strong spritual commitment to integrating faith and learning.

Forge a unique Andrews educational experience where our international and diverse student body is exposed to the best of current knowledge and creative endeavors and actively participate in the discovery and learning of new knowledge and creativity with faculty mentors. Our goal is nothing less than a life-changing experience through faculty mentoring, excellent teaching, and advising for every Andrews student in keeping with the highest ideals of the Seventh-day Adventist philosophy of education. Students who enrich their study through applied learning graduate better equipped to live, learn, and serve in the world.

Engender transformational learning

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

5. A. Develop academic incentives for students to increase their participation in mission projects through independent study opportunities and financial sponsors. B. Develop finacial incentives for students to increase their participation in mission projects.

4. A. Make additional opportunities for students to take leadeship roles in community design projects, church designs, mission projects, and internships. B. Promote the leadership certificate program through academic advising.

3. A. Develop emphases for students to study such as urban design, real estate, interior architecture, landscape architecture, construction management, and architectural engineering, as well as existing on-campus programs such as business, environmental studies, and digital multimedia. B. Bring mission projects to faculty on a regular basis for inclusion into studios or other courses.

2. A. Continue the Urban Design community development projects with adequate staff and financial resources. B. Evaluate mission projects to build on the success of the Bolivia project. C. Promote the Architecture Missions Group projects in the School and University.

1. A. Develop a plan for sabbaticals and proctected time to give faculty time for professional development and research. Obtain budget resources to allow for sabbaticals and protected time. B. Develop relationships with young professionals who have an interest in teaching and assist them with strategies to obtain advanced degrees. C. Search for qualified professionals to join the faculty.

ARCHITECTURE IMPLEMENTATION PLAN

Andrews University Architecture Program Report September 2011

32 1. Create an environment in the School of Architecture that encourages a personal relationship with Jesus Christ as well as respect for, and commitment to, the Seventh-day Adventist church, its values, and its mission. 2. Promote integration of faith and learning in the curriculum.

3. Educate for spiritual formation, character development, biblical and religious literacy, as well as professional ethics. 4. Encourage students and employees to grow together spiritually through experiential activities that engage the whole person. 5. Develop a School Spiritual Master Plan, which identifies the spiritual goals of the school and outlines how to meet them, based on the Andrews University Spiritual Master Plan.

2. Promote integration of faith and learning in the curriculum through the Center for College Faith and other such initiatives.

3. Educate for spiritual formation, character development, biblical and religious literacy, as well as ethics.

4. Encourage students and employees to grow together spiritually through experiential activities that engage the whole person.

5. Update the Universityâ&#x20AC;&#x2122;s Spiritual Master Plan, which identifies the spiritual goals of the institution and outlines how to meet them.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Create a spiritual environment that encourages a personal relationship with Jesus Christ as well as respect for, and commitment to, the Seventh-day Adventist church, its values, and its mission.

Andrews University, as a Seventh-day Adventist university, is committed to spiritual growth for students and employees through a transformational faith and learning environment. The University holds as its distinctive purpose the goal to provide a transformational faith-driven environment that seeks to restore the image of God in the human soul. Providing students and employees with opportunities to integrate faith, scholarship, service, leadership and servant-hood into actions that benefit the church, families, and the educational community are the Universityâ&#x20AC;&#x2122;s core values for spiritual growth.

Deepen the connections between faith and learning

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

5. Identify additional appropriate opportunities to enhance spiritual and ethical formation. Waldensian class, AIAS worship.

4. Provide venues for students and faculty to participate in service and mission projects that allow them to grow spiritually as well as professionally.

3. Underscore at every opportunity the importance of character, spiritual influence, and ethical practices in personal, academic, and professional life.

2. Promote integration of faith and learning in the curriculum, as it relates to professional practice and civic engagement.

1. Encourage through the guidance of the Studio Culture Policy open and frank discussions of a spiritual nature in all classes, studios, and extracurriclar activities.

ARCHITECTURE IMPLEMENTATION PLAN

Andrews University Architecture Program Report September 2011

4. Establish succession planning in accord with Andrews University policy, which promotes inclusion and cultural competence as a core expectation.

4. Establish succession planning in accord with Andrews University policy, which promotes inclusion in regards to cultural competence as a core expectation.

4. Establish succession planning, which promotes inclusion and cultural competence as a core expectation.

5. NA.

3. Participate in University diversity training.

3. Facilitate diversity and intercultural competence training for all faculty members.

3. Include diversity and intercultural competence training as part of training for all Andrews University employees.

5. NA.

2. Develop additional opportunities for all students to participate in a service project.

2. Provide opportunities for international experience and service for all students.

2. Further refine the general education requirements to include cross-cultural skills within each major and an expectation of international experience and service for all students.

5. Create an Office of Diversity to provide oversight and visibility to initiatives that improve, promote, and showcase the importance of diversity and inclusion on the Andrews University campus.

1. Increase opportunities for the understanding of diversity to include not only age, gender, race, and ethnic diversity but also disabilities such as deafness, blindness, and physical handicaps. Support Freedom by Design efforts.

ARCHITECTURE IMPLEMENTATION PLAN

1. Promote school-wide compassion and empathy for diversity, including not only age, gender, race, and ethnic diversity but also disabilities such as deafness, blindness, and physical handicaps.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Enhance campus-wide understanding of diversity to include not only age, gender, race, and ethnic diversity but also disabilities such as deafness, blindness, and physical handicaps.

Andrews University has the distinction of being ranked nationally as the fifth most international and the 13th most domestically diverse national university in the United States. It has a diverse faculty and staff with significant international experience. The campus has significant representational diversity but must now focus on transformational diversity in terms of articulating and maximizing the educational and spiritual benefits of diversity in order to serve as a national model in higher education and within the world church.

Promote inclusion and excellence by cultivating cultural competence

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

Andrews University Architecture Program Report September 2011

34 3. Promote the AIAS mentoring program. Use introductory courses such as Introduction to Architecture and Drawing and Graphics Studio to prepare students for the rigors of architectural education.

3. Build a model new-student orientation that provides a strong foundation for an array of ongoing first-year supports and experiences.

5. Design an integrated wellness strategy that strengthens the protective factors of faith and positive relationships and promotes a balanced lifestyle through healthy social, spiritual, and recreational opportunities, thus hghlighting the Adventist focus on health and wellness.

5. Promote participation in an integrated wellness strategy that strengthens the protective factors of faith and positive relationships and promotes a balanced lifestyle through healthy social, spiritual, and recreational opportunities, thus highlighting the Adventist focus on health and wellness.

4. Participate in the Andrews University co-curricular program.

2. Promote leadership in the context of the profession and the Universities goals.

2. Create distinctive leadership development initiatives that leverage our multi-cultural, faith based campus environment to pruduce graduates who are competent to lead ethically and collaboratively within a diverse, global context.

4. Develop a comprehensive co-curriculum that gives students, faculty, and staff an opportunity to explore interdisciplinary connections, share their knowledge and experience, be exposed to influential thought leaders, develop a sense of community, and deepen their faith.

1. NA.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Promote a residential program that nurtures the growth of students through well-rounded programming, effecctive relationships, and a wholesome lifestyle within safe, comfortable, and attractive residential accomodations.

Whole-person education is the framework for the integrated development of critical thinking and Christian character at Andrews University. Whole-person development is the product of whole-institution endeavor, marked by shared mission and values, targeted student outcomes, and collaborative institutional practices. In this cohesive context, students are encouraged to develop well-connected, faith-centered lives. Student Life educators complement the work of their academic partners by fostering relationships among the physical, mental, social, and spiritual domains.

Model whole-person education by promoting collaborative studentdevelopment initiatives

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

5. Maintain building closure hours to promote rest. Work with AIAS to promote a healthy diet. Continue to develp the Studio Culture Policy.

4. Expand on the existing mission and service opportunities within the School, and encourage interdisciplinary participation. Encourage interdisciplinary participation in existing classes.

3. Promote the AIAS mentoring program. Use introductory courses such as Introduction to Architecture and Drawing and Graphics Studio to prepare students for the rigors of architectural education.

2. Make students aware of the undergraduate leadership certificate program.

1. NA.

ARCHITECTURE IMPLEMENTATION PLAN

Andrews University Architecture Program Report September 2011

4. Maintain a disciplined budget process.

4. Streamline administrative functions and business processes in order to enhance institutional productivity, responsiveness, and effectiveness as good stewards of resources.

5. Create a campus environment that respects and practices the values and processes inherent in shared governance among administration, facuty, and staff.

5. Continue collaborative school development with faculty, staff, student, and student leader input.

3. Continue excellent student advising and service.

3. Model exceptional service to students, colleagues, and the larger university community in order promote Christian leadership.

3. Model exceptional, five-star, customer service to students, colleagues, and the larger community in order to become the industry leader in this area.

5. Create a campus environment that respects and practices the values and processes inherent in shared governance among administration, faculty, staff, students, and student leaders.

2. Develop a plan for sabbatical and protected time for architecture faculty development.

2. Provide faculty and staff development and training to promote an outstanding Christian work environment that promotes professional growth and opportunities for upward mobility and servant leadership.

4. Streamline administrative functions and business processes in order to enhance institutional productivity, responsiveness, and effectiveness.

1. Work with administration on equitable salary rates and work loads in order to retain faculty and recruit new faculty. Build relationships with young graduates and other professionals as possible future faculty.

ARCHITECTURE IMPLEMENTATION PLAN

1. Hire and retain outstanding faculty, staff, and administration through salary improvement, a fair and equitable workplace environment, performance rewards, and overall improved job satisfaction.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Hire and retain outstanding faculty, staff, and administration through salary improvement, a fair and equitable workplace environment, performance rewards, and overall improved job satisfaction.

Andrews University possesses a dedicated and loyal administration, faculty, and staff who work collaboratively to ensure student success and who are committed to the ethic of generous service. The University aims to be the employer of choice for Seventh-day Adventist professionals who desire to work in a Christian environment, which promotes and values collegiality, civility, and continuous improvement.

Enhance capital investments in terms of human resources

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

Andrews University Architecture Program Report September 2011

36 1. NA.

2. Develop a plan for faculty to help prioritize the capital investment needs. 3. Continue to dialog with principle donors on their intentions. Develop a plan with the Development Office to complement the School of Architecture campaign. 4. Develop an enrollment plan that deals with open enrollment in a limited capacity program. Develop additional academic options for students who do not continue in the professional track. 5. Work with Integrated Marketing and Communication to develop the School of Architecture part of the marketing plan.

2. Implement a School capital prioritization budgeting process to integrate the capital needs of the school with strategic planning. 3. Continue the Architecture campaign to raise 30 million dollars to fund the construction of the new building and to enhance compensation, to provide student scholarships, and fund the School’s mission projects. 4. Continue an enrollment strategy that emphasizes increased enrollment, retention, and graduation rates, for 150 undergraduates and graduate students in the professional degree track. 5. Continue a regional, national, and international branding and marketing plan in order to increase the School of Architecture’s visibility in higher education markets.

2. Implement a University-wide capital prioritization budgeting process to integrate the capital needs of the institution with strategic planning.

3. Meet the goals of The Legacy of Leadership Campaign to fundraise 250 million dollars in order to enable the University to have financial resources to enhance compensation, to provide student scholarships, as well as to build its endowments.

4. Implement an innovative and cost-effective enrollment strategy that emphasizes increased enrollment, retention, and graduation rates, for undergraduates and graduate students, during the next 5 years in order to build financial strength and stability.

5. Develop and implement a regional, national, and international branding and marketing plan in order to increase Andrews University’s visibility in higher education markets and to showcase the distinctive achievements of the institution.

ARCHITECTURE IMPLEMENTATION PLAN

1. NA.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Restore financial stability and vitality by allocating adequate financial resources to meet the University’s financial goals, which include having 30 days cash on hand, 4 percent of operating gain, adequate resources for capital needs, and the restructuring of debt to improve cash flow.

Building financial strength and long-term economic stability are important objectives in securing a successful future for Andrews University. As Andrews exercises it fiduciary responsibility in developing multiple revenue streams and effectively managing its assests, the principles of good stewardship must be practiced in order to ensure fiscal integrity. In this context, the University is committed to creating an organizational culture, which supports and rewards strategic thinking, innovation, and entrepreneurship.

Enhance financial performance and resources

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

Andrews University Architecture Program Report September 2011

5. Develop and promote information technology in order to enhance effective teaching and learning environments that promote academic excellence and transformative learning.

5. Update computer lab hardware and software. Acquire adequate printers and scanners.

4. Continue to streamline the registration and advising process using iView and preView.

3. Work with JWL on adequately staffing the ARC. Study expansion of ARC into south studio. Consider looking for an endowment for the ARC directorâ&#x20AC;&#x2122;s salary.

3. Continue to develop and expand the Architecture Resource Center with adequate resources for student and faculty research and development, and provide comfortable spaces for students to learn.

3. Transform the James White Library from a storage center for printed materials to an attractive gateway to knowledge by creating a contemporary information commons, continuing to update the automated retrieval system to enable continued growth, and providing comfortable spaces for students to learn in community.

4. Continue to streamline the registration and advising process using iVue and preVue.

2. Continue to develop the plan for the new architecture building in HVAC, daylighting, and alternate energy sources. Where possible integrate energy-saving practices in the existing building.

2. Continue to develop the plan for the new architecture building using sustainable and environmental-friendly design, energy independence, and design that is architecturally compatible with campus standards.

2. Place emphasis on sustainable and environmental-friendly design, energy independence, and design that is architecturally compatible with campus standards.

4. Continue to upgrade the registration systems, iView and preVue, in order to enhance both the undergraduate and graduate registration and advising experiences on campus.

1. Provide relevant materials to inform the Master Planning Committee on appropriate design at Andrews University.

ARCHITECTURE IMPLEMENTATION PLAN

1. Participate and give leadership to the Master Planning process.

SCHOOL OF ARCHITECTURE STRATEGIC GOALS

1. Through an updated and active Campus Master Plan, develop and maintain facilities and grounds that complement and enhance the learning and working experiences of the University community, and eliminate physical barriers on campus for people with disabilities.

Andrews University recognizes the important linkages between mission and place. Therefore, the campus community is committed to strengthening living and learning through campus design and attending to central infrastructure needs in order to provide a physical environment, which supports excellence in the academic program and efficiency in key technological processes.

Enhance physical facilities and support services

GOAL

ANDREWS UNIVERSITY STRATEGIC GOALS

Andrews University Architecture Program Report September 2011

Andrews University Architecture Program Report September 2011 I.1.5.

Program Self Assessment

Progress Toward the Mission Statement The mission statement of the School of Architecture expresses the essence of what the program should strive to be and it is the cornerstone for how the program has developed over time. The School of Architecture at Andrews University aspires to teach its students sound thinking, practical skills, and rigorous scholarship in the discipline of architecture. It promotes those who: • Craft buildings that are dignified, durable, and purposeful; • Design communities that foster civility; • Serve mankind in accord with their professional and Christian vocation; • Seek the virtues of joy, beauty, wholeness and moderation in their lifelong pursuit of learning. All this for God’s honor and His glory until the risen Christ comes again. The mission statement is reviewed in annual faculty retreats and regular faculty meetings with revisions made as voted upon by the faculty. The most recent revision of the mission statement was published in the 2008-2009 Andrews University Bulletin and is the mission statement utilized today (as written above). It is the hope of the faculty and administration that the mission statement drives decision making in regard to the curriculum, outreach services, and permeates the thought process of the students as they enter the profession. To this end, continually engaging open discussion about the direction of the program in relation to the mission emphasizes the important role it has in the curriculum. At the time of the revision, a review of the curriculum and individual course syllabi was done to evaluate content in relationship to the revision. Evidence of these changes in the mission statement can be found in the minutes of the faculty meetings. Progress Toward the Multi-year Objectives Please refer to Section I.1.4 Long Range Planning for a full description of the current strategic plan of the University and the School of Architecture’s response to complement that plan. As noted previously, the University is currently in the process of revising the strategic plan and the School of Architecture will respond accordingly. To summarize, the current strategic plan aspires to: 1. Engender Transformational Learning 2. Deepen the Connections Between Faith and Learning 3. Promote Inclusion and Excellence by Cultivating Cultural Competence 4. Model Whole-person Education by Promoting Collaborative – Development Initiatives 5. Enhance Capital Investments in Terms of Human Resources 6. Enhance Financial Performance and Resources 7. Enhance Physical Facilities and Support Services We address the 7 strategic goals and update the implementation plan as needed during our faculty retreats and regular faculty meetings. Section I.1.4 lists each goal and how implementation has occurred (or not occurred) up to the writing of this report. Progress Toward the Five Perspectives The School of Architecture responds to the Five Perspectives in the following ways: 1) Architectural Education and the Academic Community This is accomplished primarily through the curriculum where we design problems that address craft, common civility and service; service projects; and mission projects. 2) Architectural Education and Students This is also addressed primarily in the curriculum through design problems that address craft, common civility, service, and Christian values; architecture as craft; and student performance in the program. 3) Architectural Education and the Regulatory Environment IDP and ARE information is regularly made available in the program.

Andrews University Architecture Program Report September 2011 4) Architectural Education and the Profession The program maintains a respectful dialogue between academia and the profession; recognizes and helps the students see the need to engage the quest for knowledge; maintains a deep respect for traditional knowledge and the historical basis for the practice of architecture today; gives students the varied types of skills that are necessary within the professional environment, most recently with the inclusion in the curriculum of B.I.M.; and finally it promotes the notion of leadership, facilitation and advocacy. 5) Architectural Education and the Public Good The program understands individual buildings and artifacts to be part of a greater whole; it promotes the shaping of places which foster civility, health and environmental stewardship; recognizes the importance of design context of traditional urban design principles and exposes students to a range of contexts, from rural landscapes to urban centers; leads students in service in accord with a professional and Christian vocation; inspires them to seek the virtues of joy, beauty, wholeness and moderation in a lifelong pursuit of learning; and promotes those who are motivated to be rigorous in scholarship and generous in service. Assessment of our progress in the five perspectives is described below in the Self Assessment section. Evidence of the response to the five perspectives can be found in the minutes of the faculty meetings, curriculum committee meetings, and WeaveOnline for individual courses. Strengths, Challenges and Opportunities One of the greatest strengths of the program is the collegial way faculty conduct themselves with one another. The faculty does not always agree on all issues and at times lively discussion occurs but almost always in a supportive, productive manner. The University administration (President, Provost, and Vice Presidents) is highly supportive of the School and recognizes the contribution the study of architecture makes in Adventist education. The program is blessed by having students who are generally eager to learn and desire to become critical thinkers. Some challenges the School currently faces are a downturn in enrollment caused by a fragile economy that in turn, threatens the health of the program. Even with the downturn in enrollment, physical space continues to be a challenge with some lecture-based courses that fill our classrooms to capacity and studio space that is not adequate. The incorporation of formal assessment processes (from individual classes to the whole curriculum) pose challenges at this time as the faculty become familiar with the assessment tool WeaveOnline that the University has adopted. While the School faces challenges, especially as to enrollment and the economic downturn, it may offer an opportunity to focus on potential new programs within the School of Architecture. Programs currently under investigation, with support of the Provost, are Interior Design, Landscape Architecture and Construction Management. Diversifying our School offerings offers new opportunities for the talents and abilities of our students and may draw prospective students who wish to study these design/management professions to Andrews University and the School of Architecture. If approved, these additional degree offerings will compliment and enhance our elective offerings within the professional degree program. Please also see Section I.1.3 Responses to the Five Perspectives that also address our strengths, challenges and opportunities. Self-Assessment Procedures Program Self-Assessment In 2009-2010 the School went through a University Program Review process. This process assists the Provost in defining future needs and directions of programs across campus. The self-study that was prepared for this review as required by the University, has 4 criteria that must be addressed by programs as follows: 1. Mission, History, Impact & Demand 2. Program Quality

Andrews University Architecture Program Report September 2011 a. Inputs and Processes b. Human and Physical Resources c. Curriculum and Technology d. Productivity and Enrollment Trends 3. Financial Analysis a. Cost and Income b. Overall Financial Health 4. Strategic Analysis Upon completion of the self-study by the School, a self-study report was submitted to a Program Review Committee who evaluated the content and made recommendations to the Provost. Please see the Program Review Committee comments and the response from the Provost and the Dean of the School of Architecture on page 126. The Self-Study Report will be available in the team room. Faculty Input Please see Section II.2.3 Curriculum Review and Development for a description of the Critique A Course process. The assessment of individual studio courses helps to actualize the mission of the program. These sessions bring the content of the course(s) into focus and better prepares faculty to make adjustments to the content in order to better fulfill the mission. Additionally, it is intended that projects chosen for studio reflect the intention of the mission whether it be a well-crafted residence or a local community church. Please see Section I.3.3 Faculty Credentials for a description of faculty credentials and scholarship. The faculty support the idea that teaching, learning, and achievement opportunities are very broad, based on the present curriculum. Faculty assignments have been given by the administration in order to develop the strengths of each faculty member. Careful consideration is given to the selection of faculty to team teach to help create a positive learning environment. The cross section of scholarly research/practice that is offered by the faculty contributes to the classroom experience and to the discipline of architecture. These endeavors support the varying areas of expertise and in turn, support the mission of the program. Each faculty member is evaluated during a â&#x20AC;&#x153;January Reportâ&#x20AC;? process in which they discuss their goals for the following year and an assessment is done regarding the goals that were accomplished during the past year. Faculty report that in addition to the formal processes as outlined above, informal or formal discussions with other faculty on an individual basis or in small groups is very helpful in improving their courses. Some faculty seeks input from senior professors and asks their advice on individual assignments or to review the entire outline of a course. Feedback from studio professors about how their students have used the content of a lecture course and seeing the project results in the students studio work is extremely useful. Student Input Students are given the opportunity to evaluate individual courses (See below, Individual Course Evaluations) at the end of each semester. This assessment tool offers students the ability to give constructive criticism regarding the content of a given course. Academic advisors are evaluated in survey form that are sent out by the Student Success Office, these surveys are sent via e-mail to students who have the option to complete. All University seniors complete a Senior Exit Survey with opportunity to provide feedback for their degree program. In spring, 2011 the School began developing a survey (utilizing Survey Monkey) that will be sent to current architecture students. This survey is intended to have students respond specifically to NAAB criteria within the curriculum. The faculty reviewed (and in some cases took the survey) to test the usefulness prior to disseminating it to students. Results of the survey are distributed to faculty and discussed in faculty meetings to evaluate the results and make changes in the curriculum if needed. These surveys will be available in the team room for evaluation by the visiting team.

Andrews University Architecture Program Report September 2011 Alumni Input In spring, 2011 the School began developing a survey (utilizing Survey Monkey) that has been sent to alumni and employers of our alumni. This survey is intended to have alumni respond specifically to NAAB criteria within the curriculum. Results of the survey are to be distributed to faculty and discussed in faculty meetings to evaluate the results and make changes in the curriculum if needed. These surveys will be available in the team room for evaluation by the visiting team. Since these surveys have been only recently implemented and our small program has a small alumni base, there will be limited feedback at this time. Individual Course Evaluation Course evaluations are done each time a class is taught. The survey includes 25 questions (10 questions covering the course, 9 questions covering the instruction, 4 questions covering the student’s performance, and 2 questions for overall rating, and there is an area for open-ended responses, such as “what do you appreciate about this course” and “what could be done to improve the course”). Most of the faculty find these evaluations extremely helpful and use them on a regular basis to gauge the delivery and overall quality of their courses. Especially helpful are the open-ended comments by students, where they address issues that are not part of the typical survey questions. Teachers report that they regularly revise course content, course syllabi, course schedule, testing methods, and grading methods based on these course evaluations by students. Faculty utilize evaluations in a comparative way between years as most core courses are taught by the same faculty each year. A comparative analysis is useful to gauge strength and weaknesses over a period of time. It is intended that these evaluations be distributed back to professors in a timely way so that changes, if needed, can be implemented prior to teaching the course again. Program Requirements for Individual Course Evaluation Since 2009 the administration of the School of Architecture has required faculty to include a selfassessment of the course at the end of each semester, outlining the strengths and weaknesses of the course and then outline proposed changes in the course for the following year as a response to their assessment. This assessment may be informed by direct feedback from students, student course evaluations, rubrics designed for assignments and courses, lower than expected performance in certain areas of the course, lower than expected grades in the course, or from faculty peers through the Critique a Course process implemented in the fall of 2010. Please refer to a description of this process on page 115. Please refer to individual course notebooks in the team room for evidence of this complete assessment process. Grading Scale The Faculty have created and adopted a grading scale that has provided a more uniform grading system that both faculty and students have found to be very useful: A Excellent work that exceeds the highest expectations and course standards A- Excellent work that meets the highest standards of the course B+ Good work that meets the expectations of the course B Good work that meets most of the expectations of the course B- Work that meets the expectations of the course with some deficiencies C+ Work that falls below the expectations of the course w/ some deficiencies C Work that falls below the expectations of the course w/ several deficiencies C- Work that falls below the expectations of the course w/ major deficiencies D Unacceptable work F Unacceptable and seemingly careless work By providing a uniform grading scale that is accepted by each faculty member it is hoped that clarity is given to the student regarding grading expectations. Studio Courses In studio courses, team teaching is valued by many professors as a venue for self-assessment. Discussions outside of class and interchange during class provide opportunities for reflection and

Andrews University Architecture Program Report September 2011 evaluation. Some of these team teaching experiences allow for very frequent assessment (sometimes daily or weekly) while a course is being taught, with adjustments being made during studio. Reviewing student work gives information about the course, consistently poor work reflects assignments or teaching that needs to be improved. Adjustments to assignments or studio content are made if there appears to be a lack of certain skills or a problematic trend as students progress in the program. Final studio reviews are seen as a positive assessment tool, all faculty and administration are invited to the final reviews where multiple projects are presented. General discussions that follow reviews are helpful in evaluating the content and direction of each studio. Review and Assessment of the Focus and Pedagogy of the Program The NAAB criteria for each course is included in the course syllabi and serves as a reminder and measuring tool for both professor and student as to what that particular course is to focus on. Teachers use evaluation tools such as quizzes, exams, research papers, and grading against program norms, to assure that the desired learner outcome is achieved. Please refer above for additional review and assessment processes. Institutional Requirements for Self-Assessment Andrews University, as an institution, assesses academic programs. The review of degree programs is a systematic process with a goal of continuous program improvement. The review follows a 7-year cycle, however, the review process of accredited programs follows their accreditation cycle. Additionally, accredited programs are allowed to use the self-study developed for their accreditation as part of this review process, with additional information to bolster their case. Andrews Universityâ&#x20AC;&#x2122;s Office of Institutional Assessment has been available to programs since 2009. Its role is to serve the university community in development of student learner outcomes and assessment of their accomplishment. They are available to consult with faculty, departments, and programs as they seek to measure the success of their students. Dr. Lynn Merklin is the Director. Evidence of Assessment Results Following are a few selected evidences of the results of the different types of assessment taking place in the School of Architecture. These, among others, can be found in the individual course notebooks in the team room. ARCH126 Drawing & Graphics Studio General faculty discussions: An ongoing desire among faculty has been for students to have the ability to draw more quickly in the studio environment. A few years back Professors Root, Moreno and Kristin von Maur introduced a quick â&#x20AC;&#x2DC;10 minute sketchâ&#x20AC;&#x2122; exercise (focusing on different types of drawings) at the beginning of most studio periods. This helped get students to class on time, warm them up for an afternoon of drawing, and develop their drawing skills. During this 10-minute period we often discuss the image and give pointers, sometimes even showing sketches that we have done of the same image. Critique a Course (Faculty Peer Review): After presenting ARCH126 to the faculty and administration, several helpful suggestions were made leading to further development of the course. 1. Nowhere in the program were students formally introduced to the standard method of constructing new elevations, plans or section by projecting guidelines down/across from existing drawings. This seemed to be the appropriate class, so a project that was already in place that looked at multiple drawing types (plan oblique and perspective) added the projected elevation. 2. Students no longer were using markers in the following studios, so a project that focused on line weights and marker rendering was removed. This loss seemed reasonable due to the ease that

Andrews University Architecture Program Report September 2011 marker rendering is learned. Line weights are now covered more thoroughly in the other assignments, and particularly in the new elevation drawing mentioned above. 3. It was rightly noted that in the students’ attempt to render presentations in full color the focus too often was on the colors themselves rather than the more subtle but important issues of contrast, texture, tone, shade and shadow, etc. A project in which the students measure and reconstruct an elevation and then design a fairly complex analytique had previously been rendered in a full range of colored pencils. This palate was limited to something more akin to a duo-tone or tri-tone presentation, forcing the students to focus on something other than colors to indicate materials, depth, etc. Discussion with co-teacher Root: Based on the changes that were made to our Analytique project noted above, we decided it would be best to move this project to the end of the semester. More basic color introduction and rendering techniques are introduced in the Watercolor project that previously had been the final project. This new location is a better fit and the students are now better prepared when they get to this project. As an added bonus, this later date typically will give us better weather in which to go on site to document building facades. ARCH201 & ARCH202 Construction I & II Discussion with ARCH247 (Architecture as Craft Studio) faculty: In an effort to ease a heavy spring semester work load and to cross reference courses, Construction II and Architecture as Craft Studio work together for a model building assignment. The students produce a corner model of their studio design that meets both the wide-range studio criteria and the more functional criteria of the construction class. General Observations by Professor: 1. A group research project on various building materials often resulted in a ‘salesman’ type presentation approach by the students. The project was recently adjusted so students must present a range of materials in a comparative fashion so that they are encouraged to more critically research the materials. 2. The majority of students who read the assigned readings continuously struggle to do well on quizzes. The reason for this varies of course, but one new solution that seems to be working is to give the students a chance to eliminate a question or two from each quiz (answer only 5 of the 7 questions for instance). This allows the quizzes to stay rigorous while also understanding that most second year students who are, for the most part, reading new and quite technical information are going to have a hard time retaining everything they have read. Faculty Learning Group: In a faculty learning group led by an assistant from the assessment office there was a discussion on how to encourage reading of the text, preparedness, alertness and participation in class discussions. In response, questions are asked of individual students such as the quiz questions that are reviewed directly following the quiz. Students are chosen at ‘random’ although more often visiting those who are not paying as close of attention or who otherwise may not speak up. Many students seem to be motivated by this method. Student input from Course Evaluations: Students have always appreciated the amount of photos, products and materials that have been presented and brought into the classroom. More materials have been gathered over the years and just recently have been better organized to facilitate this. ARCH315 History of Architecture I and ARCH316 History of Architecture II Student input:

Andrews University Architecture Program Report September 2011 This input is provided by the Individual Course Evaluation filled out by students at the end of each course. There is one issue with online testing as it does not allow students to go back and review their answers and grades. I now offer to go over the tests for students, if they want, but they have to come and see me individually. University colleague input: The greatest change came two years ago when a colleague in the English department (Bruce Closser) mentioned the length of the short research paper I require for the course. He also supervises the Writing Center, which helps students prepare their research papers. I had been requiring a 6 page paper and he suggested that 4 pages would work better for the type of assignment I was giving. He added that 4 pages is all he requires in his own courses. Since then, I have only required 4 pages and the papers have improved. ARCH320 Placemaking Studio Faculty input on curricular content: Since before the last accreditation visit, the faculty charged Placemaking Studio with doing Church design projects. The greater faculty conducted a ‘critique a course’ in October 2009, providing comments that helped to channel the weights of these areas of interests. Per subsequent faculty meeting discussions, and for the fact that Professor Lowing would be the secondary professor in 2010, it was decided that ARCH 335 Environmental Technology I would conduct a site design and climate focused assignment to be directly related to Placemaking Studio project (see course notebooks). Co-teacher input: Professor Kristin von Maur and Moreno co-taught Placemaking Studio in 2009, and together coordinated to structure the course into more coherent conceptual parts (urban, building/garden, small compelling space). This would help students to better understand the course structure, which was reflected in some previous evaluations to be unclear. Co-teacher and student input: Placemaking Studio, per discussions with Professor Lowing and with students, is altering 2011 quiz questions to assure that they focus on design type concepts that would more directly translate into their studio projects rather than some that merely indicate if student read the assigned readings (see course notebooks). Assessment: Since the institution of our internal “Critique a Course” process and Andrews University’s greater attention to assessment, Professor Moreno has embarked on a more structured assessment of the course. He has itemized responses to NAAB student performance criteria for this course, citing assessment and action items as necessary for each student performance criteria stated in the syllabus. ARCH370 Person Environment Theory Student input: ARCH370 has been cited in previous accrediting team responses as a good foundation for person/environment concepts. Professor Moreno has often tweaked the course content and delivery in response to some student evaluations that indicate confusion about the course structure/clarity. So, in some regards, Professor Moreno accepts this critique, but also challenges students and the School to accept that this course is aptly suited for students to explore ideas, to agree and to disagree and to challenge one another to see that the learning comes not always from a professorial answer, but by the questioning itself. He also hired (with the School’s financial support) Brandon Clear to engage in a deliberative assessment of ARCH370 from a student’s perspective, and is seeking more experiential type exercises to convey course content. See course notebook.

Andrews University Architecture Program Report September 2011 Assessment: Since the institution of our internal “Critique a Course” process and Andrews University’s greater attention to assessment, Professor Moreno has embarked on a more structured assessment of the course. He has itemized responses to NAAB student performance criteria for this course, citing assessment and action items as necessary for each student performance criteria stated in the syllabus. Like for Placemaking Studio, he is assessing ARCH 370 Person Environment Theory’s syllabus stated student performance criteria to identify action items. ARCH485 Special Topics: Legal Issues in Architecture (Elective) Student input: Via the Individual Course Evaluation by students, the professor responded to the student critique that the professor may assume that the students have an understanding of the United States structure of government and how judicial decisions are reached which some may not have. In response to this critique, the professor added an introductory lecture that spoke to the system of government and how constitutional issues find their way to the United States Supreme Court. Assessment Resources The Office of Institutional Assessment provides resources for reporting department and program assessment practices. WeaveOnline is the University’s Assessment Management System. Data is entered by all faculty and various staff personal. Data can include university wide information, degree program information all the way down to individual course information. Data collected can them be used at all levels from the administration down to the individual department and professor. Andrews University Philosophy of Assessment Andrews University believes that assessment is an integral part of good educational practice. Assessment occurs at admission, in the classroom, in departments, in schools, and at the administrative level. Routine assessments are made of faculty and staff effectiveness, and quality of services offered across the university. Assessment is also conducted within non-academic programming and residence halls. The ultimate goal of assessment at Andrews University is the improvement of student learning. This includes not only competence and skills in one’s field, but also goals relating to spiritual and ethical development, service, and the ability to work with people of diverse backgrounds. Results from a well thought-out assessment plan provide evidence of how well students are learning what is expected of them. They also identify areas where students may not have learned as well as intended. This information provides a starting place for useful discussions among faculty to inform teaching and improve learning. Assessment results also assist administrators as they develop strategies and policies to help ensure an institutional culture and environment that facilitates improvement and change. Effective assessment is cyclical in nature. Assessment of student learning is an ongoing process of: · Establishing clear, measurable, expected outcomes · Ensuring that students have sufficient opportunities to achieve those outcomes · Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches . . . expectations · Using the resulting information to understand and improve student learning (Suskie, 2009, p. 4) Effective assessment utilizes a variety of methods. These methods may be quantitative or qualitative, direct or indirect, objective or subjective, embedded within courses or add-on assessments, and may be formative or summative. There is a place for standardized tests and for the informed professional judgment of faculty.

Andrews University Architecture Program Report September 2011 Assessment at Andrews is integrated across all levels. Assessment in courses includes routine measures such as assignments, quizzes, and tests. The aggregation and examination of these measures provides comprehensive information about students’ progress towards mastery of key points of instruction. At the program level, assessments indicate not only students’ mastery of knowledge and skills learned in courses, but also the ability to apply what they’ve learned to the broader context. Program assessment, the assessment of co-curricular programs and campus environment, and university-wide assessments, such as major field tests and student surveys, inform the institution how well it is achieving its mission that students will Seek Knowledge, Affirm Faith, and be prepared to Change the World. Andrews University believes that assessment information should be shared at several levels. Student learning outcomes are shared with students in course outlines, program handbooks, and in program descriptions in the bulletin. Assessment results are shared with program faculty to facilitate discussions on program improvement. Program goals, outcomes, and results are evaluated during regular program reviews by external reviewers. Assessment results that span entire schools are shared with school faculty, who discuss what improvements may be needed. Institutional assessments are shared in committees, general faculty meetings, and board meetings, as well as electronically with all faculty. Through an electronic recording system, all assessment information is available for review by the Office of Institutional Assessment, the deans, the provost, and our external accreditors. Highlights of assessment results and improvement initiatives are shared on the university’s assessment website, and more details are available on request. At Andrews University, the systematic collection and analysis of data on student learning in order to improve the instructional experience is part of our routine practice. Andrews believes that assessment is an important part of good teaching and learning. Assessment results substantiate the quality of an Andrews education so that students, parents, employers, and other stakeholders can feel assured that their investment in the institution is of value. Bibliography Suskie, L. (2009). Assessing student learning (2nd ed.) San Francisco: Jossey-Bass. Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass. Approved by Assessment Committee 4-14-11 Use of Self-Assessment in Long Range Planning 1) The administration uses self-assessment data to gauge success of the 7 Strategic Goals and the implementation of those goals by, a. speaking with the University Administration in aligning our goals with the University’s goals that are connected to budgetary issues, academic issues, faculty issues, and fulfilling the mission of the University. b. working with the faculty to focus the goals of our curriculum, student academic needs, learning environment, physical issues, and fulfilling the mission of the School. 2) The administration uses it to guide curriculum development as it addresses needs of academia and the changes in the profession, it becomes faculty agenda items, 3) Assessment data is used by professors in individual courses to keep on track with the overall curriculum and focus of the program; and to meet the criteria of the NAAB. 4) SOA administration uses assessment tools when writing the Program Review (Andrews University’s Self-Assessment tools for academic programs); please refer above for a description of our latest Program Review process. 5) The external pressures or challenges are, presently, in the US economy and its impact on enrollment of new students and the hiring of our graduates; here it is being used to add new programs to our curriculum, to broaden our offerings to students and address needs in the profession.

Andrews University Architecture Program Report September 2011 I.2.

Resources

I.2.1.

Human Resources & Human Resource Development

Below please find a matrix for the two academic years prior to the preparation of this APR. This matrix identifies each faculty member, the courses he/she was assigned during that time and the specific credentials, experience, and research that supports these assignments.

Andrews University Architecture Program Report September 2011

Davidson, William Resume page 154 Credentials page 98 Demsky, Kathy

Resume page 155 Credentials page 98 Dronen, Paula

Resume page 156 Credentials page 98 Homenchuk, Troy Resume page 157 Credentials page 99 Johnson, Robin

Resume page 158 Credentials page 99 Lowing, Thomas

Licensed professional engineer doing structural consulting with a number of architecture and design firms in southern Michigan and northern Indiana.

ARCH 521

ARCH 485

ARCH 480

ARCH 459

ARCH 450

ARCH 449

ARCH 445

ARCH 442

ARCH 441

ARCH 434

ARCH 424

ARCH 395/595

ARCH 370

ARCH 336

ARCH 335

ARCH 330/530

Architecture librarian; member, Board of Directors of the Environmental Design Research Association and book collection curator; recent research and writing on the faith and history of the Waldensians. J.D. Recent research on land use and the US Constitution and coding implementation and zoning. Contribution in the Urban Design Studio as to coding and zoning issues.

CNU Charter Awards of Excellence in 2008, 2009, officer for Michigan Design Educators Association, and holds a practice in Architectural 3D visualization.

Ecologically sensitive design work; minimally processed wood in small, energy saving timber frame buildings oriented to sun, landscape and weather; master gardener; forest plantings; colorist.

Experienced educator and practitioner; a licensed architect with LEED-AP credentials and building sciences expertise.

Resume page 159

ARCH 320

ARCH 318

ARCH 316

ARCH 315

ARCH 305

ARCH 247

ARCH 215

ARCH 535

Credentials page 98

ARCH 522

Resume page 153

ARCH 205

Experienced third-world builder and educator; accomplished woodworker, and furniture designer; successful architectural administrator; thesis on small house design.

ARCH 202

Carscallen, Carey

ARCH 201

Summary of expertise ARCH 126

Faculty Member

ARCH 150

2009-2011

Credentials page 100 Moreno, Mark

Teaches person environment, placemaking theory, civically engaged, founded and directs childrenâ&#x20AC;&#x2122;s architecture camp, promotes architecture facilitating positive human interaction, writing Resume page 160 Credentials page 100 childrenâ&#x20AC;&#x2122;s book. Root, Rhonda

Resume page 161 Credentials page 100 Seibold, Llewellyn

Resume page 162 101

Recognized scholar in illustrating archaeological reconstructions and rendering excavated objects, teaching focus on specialized architectural histories and drawing & graphics studios. Generalist who is interested in design, building systems integration, architectural history/theory and anything associated with common culture.

Practicing architect; supervises Community Service projects and student interns. Recent research on developing building heritage Resume page 163 restoration guidelines for an Credentials page 101 archaeology site

Smith, Martin

Local practitioner with expertise in building information modeling, construction technology, and building design; research in the use Resume page 164 of digital technology in architectural Credentials page 101 education.

Solis, Ariel

Andrews University Architecture Program Report September 2011

ARCH 535

ARCH 522

ARCH 521

ARCH 480

ARCH 459

ARCH 450

ARCH 449

ARCH 445

ARCH 442

ARCH 441

ARCH 434

ARCH 424

ARCH 395/595

ARCH 370

ARCH 336

ARCH 335

ARCH 330/530

ARCH 320

ARCH 318

ARCH 316

ARCH 315

ARCH 305

ARCH 247

ARCH 215

ARCH 485

Experienced builder and Practices as athird-world design consultant for educator; accomplished professional architectural projects woodworker, and furniture designer; and New Urbanist town planning successful architectural work; four CNU Charter Awards in Resume page 165 administrator; thesis on2010. small house 2007, 2008, 2009, and Credentials page 102 design.

ARCH 205

ARCH 202

ARCH 201

ARCH 150

Summary of expertise ARCH 126

Faculty Member

von Maur, Andrew

von Maur, Kristin

Resume page 166 Credentials page 102 Acevedo, Daniel Contract

M.ADU Thesis on the revitalization of an industrial neighborhood, proficiency in hand rendering techniques and construction systems, four teaching awards. Local designer with expertise in building design and the use of digital technology in architectural education.

Resume page 167 Crockett, Vanessa Contract

Experience in design and teaching; AIA & Arch. Foundation awards. X

Resume page 168 Hibler, Jesse Contract Resume page 169

Local designer with expertise in building information modeling, construction technology, and building design; research in the use of digital technology in architectural education.

Andrews University Architecture Program Report September 2011 Faculty The School of Architecture has a small but dedicated faculty with a wide range of professional interests and expertise. The administrative leadership of the program includes a full-time dean and an assistant dean (who are also instructional faculty). Instructional faculty includes nine full-time regular faculty positions and two part-time regular faculty positions. Included in the architecture faculty but not part of the architecture budget or a teaching faculty (in the program) is the Director of the Architecture Resource Center. The program utilizes contract faculty when appropriate to do so. Faculty degrees have been earned at a representative cross section of institutions of higher learning, including Harvard, Michigan, Michigan State, Oregon, Idaho, Notre Dame, Andrews, and Pennsylvania. Following is a list of the administration and faculty nomenclature and course load. Faculty resumes are included in Part 4, Section 2, page 153. 2011-2012 Permanent Faculty Position Nomenclature

Yearly Course Load

Dean & Associate Professor of Architecture (tenured)

1 Lecture

Assistant Dean & Associate Professor (tenure track)

1 Lecture/1 Studio

Associate Professor of Library Science (tenure track)

Non-teaching

Assistant Professor of Architecture (tenure track)

2 Lecture/2 Studio

Associate Professor of Architecture (non-tenure track)

5 Lecture

Associate Professor of Architecture (non-tenure track)

2 Lecture/2 Studio

Professor of Art (tenured) (holds joint appointment in the College of Arts & Sciences)

2 Lecture/1 Studio

Professor of Architecture (tenure track)

1 Lecture/2 Studio + Practicum Coordinator

Assistant Professor of Architecture (tenure track)

1 Lecture/2 Studio + AMG Coordinator

Assistant Professor of Architecture (tenure track)

2 Lecture/2 Studio

Associate Professor of Architecture (tenure track)

2 Lecture/2 Studio

Assistant Professor of Architecture (tenure track)

2 Lecture/2 Studio

Professor Emeritus

2 Studio (Consultant)

Assistant Professor of Architecture (non-tenure track)

1 Lecture/1 Studio

Staff While the School has an excellent support staff, the administration of the School has requested an additional staff position to care for the areas of recruitment and job placement coordination. Presently,

Andrews University Architecture Program Report September 2011 we have been able to hire one person part-time for recruitment but have been unable to receive funding for a job placement coordinator. The current staff positions and responsibilities are as follows: Assistant to the Dean: Full-time position assisting the Dean in daily administrative tasks, budget, and management of student workers. Front Office Administrative Assistant: Full-time position assisting with daily administrative tasks. Woodshop Supervisor: Part-time hourly position for overseeing the woodshop, stocking materials, and maintaining equipment. Supervises student workers and coordinates shop hours. Recruitment: Part-time hourly position assisting the Assistant Dean with recruitment. Technical Support: Part-time contract staff person responsible for Technical Support. Student Positions: Computer Lab Assistant, Woodshop Assistant, Archive Assistant, and general duties as needed. Equal Employment Opportunity/Affirmative Action Policies The following policy is from the Andrews University Working Policy: EQUAL RIGHTS FOR HIRED PERSONNEL 2:110 The basic teachings and international nature of the Seventh-day Adventist Church require of its employing entities a commitment in philosophy and practice to the doctrine of equal human rights. The governing body of Andrews University abides by the following practices and policies in the treatment of hired personnel: 1. Decisions for the promotion of employees will be based upon the qualifications of the individual as related to the requirements of the position for which the employee is being considered, and shall be done with the input of peers as outlined in policies #1:818 and 2:307. 2. Equal employment conditions with no discrimination against any employee because of race, color, creed, ethnic background, country of origin, age, sex, height, weight, physical handicap, marital status, political or gender preference, or past military service, except where a bona fide occupational qualification exists. (See also Section 1, Appendix I) 3. Compensation and benefits will be administered without discrimination as noted in (2) above. Faculty Workloads Faculty teaching loads consist of one studio course and one lecture course per semester, typically 9 semester credits, or 18 semester credits per year. Faculty also have various committee responsibilities and other assignments for the School and University. University policy is for faculty workload to be 70% teaching, 20% research, and 10% service. It is understood that the tutorial exchange between students and faculty is included in the 70%, committees and other assignments are included in the 10% service time, and faculty have the summers free for research and practice, which covers the 20% portion of their time. Those who teach in the summer are compensated with an overload contract. IDP Education Coordinator Thomas Lowing, AIA, LEED-AP is the appointed IDP Education Coordinator. His training spans over a decade, beginning with his original participation in a workshop at the AIA headquarters in Washington D.C. to the most recent IDP Coordinatorsâ&#x20AC;&#x2122; Conference in Chicago. His yearly responsibilities include annual assembly presentations to the student body, being the direct contact person for individual students, and participating in student sponsored seminars on IDP and A.R.E. requirements. These presentations include communication and collaboration with NCARB representatives, the State IDP Coordinator, the schools AIAS Chapter, and the local, state and national AIA components and resources.

Andrews University Architecture Program Report September 2011 Diversity Initiatives Diversity and Multiculturalism According to the 2009 Best Colleges edition of U.S. News & World Report, Andrews University ranks seventh in the nation for its multicultural student population and sixth in the nation for its international student enrollment among national universities. Only one other national university has the distinction of appearing in the top ten universities on both lists, which demonstrates a convergence of inclusive excellence and global education. Thus, it is appropriate that in the past half-decade the University has become more intentional than ever in assessing the needs of its diverse student body, and the ways in which the institution responds to these needs. Throughout this time, the University has moved from the construct of representational diversity to one of transformational diversity—preparing students to be culturally competent and proactive in their interactions with others as they go forth to serve the world. Several initiatives demonstrate Andrews University’s new level of engagement and commitment to its growing diversity. Former Vice President for Academic Administration Patricia Mutch, in 2000, set in motion the Minority Faculty/Student Success Initiative, bringing together minority faculty members (as leaders and mentors) with focus groups of students sharing their ethnic backgrounds to discuss their campus experiences and make recommendations to the University’s Academic Administration Council. In 2001, the Andrews University Board of Trustees established the Institute for Diversity and Multiculturalism with Walter Douglas, Seminary professor from Grenada, as director. Stella Greig became the director upon his retirement. At inception, the main purpose of the Institute was to provide diversity training to on-campus groups such as Student Life personnel and residence hall student assistants. However, the Institute has expanded its role, activating a Diversity Faculty Research Unit to assess campus needs and the results of the diversity initiatives enacted by the University. Douglas and Greig also generated a succession planning document for the Office of Human Resources and search committee use, “Diversity with Inclusion,” partly in response to Board of Trustees concerns about a lack of diversity in the top levels of administrative leadership of the University. The document was presented to the Board of Trustees and approved in school year 2004–2005. In the context of this heightened awareness about diversity issues, Daniel Agnetta, director of Human Resources, began to give the Board of Trustees an annual report on the diversity of the faculty, staff and student body at Andrews to facilitate Board discussion and review of this important topic. The University Diversity Committee was upgraded to Council status in 2001, reporting directly to and advising the President. Beginning in fall 2005, upon the recommendation of the Council and through the efforts of the General Education Committee, five courses taught in the freshman year were required to add a diversity component to the material taught. Additionally, academic departments have been asked either to identify the upper division courses for majors and minors that address diversity and multicultural issues or add courses or course material that expose the students to such concerns. Until accepting her new position at Pacific Union College, Provost Heather Knight chaired the Diversity Council; she added new members to continue to revitalize the Council as the country underwent a watershed moment in the areas of diversity theory and action. Minority Access Recognition Andrews University has been recognized for its commitment to diversity by Minority Access, Inc., a nonprofit educational organization. During the 11th Annual Role Model Conference, held Sept. 10–12, 2010, in Las Vegas, Nev., Andrews University was given special recognition during the Diversity Awards Dinner. Andrea D. Mickle, president of Minority Access, Inc., presented the recognition to Pedro Navia, chair of the Andrews University Diversity Council. The Minority Access National Role Model Conference, which assembles high achieving innovators, recruiters, researchers, faculty, administrators, students, mentors and alumni, as well as institutions that

Andrews University Architecture Program Report September 2011 have been exemplary in producing minority researchers, has been held annually since it was first initiated in 2000. At the event, Andrews University was one of several higher education institutions recognized, including California State University–San Bernardino, Clemson University, Georgia State University, Indiana University–Bloomington, North Carolina State University, Northern Illinois University, University of New Mexico, University of California at Los Angeles, University of California at Santa Barbara, and Virginia State University. “Diversity is one of the most significant strengths of Andrews University. We want to be known as a University that is inviting to minorities and an institution that celebrates the richness diversity brings to our campus,” says Andrea Luxton, current provost of Andrews University. “Our participations in conferences focused on diversity help us do our job better and allow us to share our strengths in this area with others.” Minority Access, Inc. is a non-profit educational organization that provides support to individuals, colleges and universities, Federal State and local governments, private agencies and corporations of all kinds to diversify their campuses and work sites by improving the recruitment, retention and enhancement of minorities. Through a cooperative agreement with the U.S. Department of Health and Human Services and National Institutes of Health (NIH), Minority Access has forged a partnership among 170 diverse institutions. Human Resource Development Following is the Andrews University policy for faculty development. In addition to university policy, faculty may request protected time from teaching for one semester. The School administration makes efforts to accommodate requests that are submitted. There is a small budget each year for conventions and travel, faculty are encouraged to apply to attend conferences. One goal of the strategic plan is to put in place a regular sabbatical program for the faculty to use for development. Opportunities for faculty development are outlined in section two of the working policy of Andrews University. The university grants the following kinds of leaves for faculty self-improvement: advanced study leave, sabbatical leave, research leave and personal leave of absence. The policy states: A faculty member may receive paid time off from the university in order to pursue studies leading to an advanced degree. Faculty are eligible if: 1. they are full-time faculty members holding regular rank in the university; 2. they are recommended by the relevant department chair and; 3. they sign a contract committing the person to return to the university for a minimum specified period of service; 4. they have been admitted to the study program proposed. While currently employed, a faculty member with the rank of assistant professor or higher may not earn a doctoral degree at Andrews University within the school in which he/she holds a primary appointment. Sabbatical leave may be granted a full-time faculty member for a specific purpose such as research, writing, postdoctoral study, curriculum development, or other related creative endeavors. Such leaves are granted for a specific period of time. During the sabbatical the faculty member does not carry the usual full-time university responsibilities. The general intent of a sabbatical leave is professional development for greater usefulness, effectiveness and productivity. Sabbatical leave is periodic in contrast with annual (or equivalent) protected periods of time free of class teaching responsibilities in the regular academic year for scholarly work and other professional activities

Andrews University Architecture Program Report September 2011 An eligible faculty member or administrator may apply for a one-semester sabbatical leave after seven semesters of service to the university. Time off for advanced study is not counted towards eligibility for sabbatical leave purposes. A sabbatical leave is available for a qualified full-time faculty member or administrator/officer from any constituent school of the university who meets the following eligibility criteria: 1. The candidate is employed full-time by Andrews University either as a faculty member or as an administrator and holds the rank of associate professor or higher; 2. The candidate holds an earned doctoral degree or terminal professional degree.; 3. He/she has been employed by Andrews University for at least seven semesters as an associate professor or higher prior to commencement of the first sabbatical leave, or seven semesters since the last sabbatical leave; 4. He/she presents a proposal that is recommended by the chair and the dean of the respective school and approved by the provost or, where appropriate for administrators, the president. The university may grant a research leave for up to two years without salary but with negotiated benefits to a faculty member who wishes to engage in research with government, private organizations, or foundations. Application and approval processes are the same as those outlined above for sabbatical leave. A personal leave of absence, which is authorized time off without salary within the parameters of university appointment, is granted a full-time faculty member for personal reasons such as the following: to teach at another institution, to pursue non-Andrews University sponsored advanced study, to pursue non-Andrews University sponsored post-doctoral studies at another university or for other personal reasons. A leave of absence may be from one semester to three years in length depending on the circumstances. A request for a leave of absence for one year or longer requires approval by the Andrews University Board of Trustees. Such long leaves of absence are usually granted without obligation to renew a faculty member's employment relationship on his/her return. Leaves of absence will not normally be granted for longer than three years. After a faculty member has worked as a full-time employee for at least two years, he/she is eligible to apply for a personal leave of absence. Ordinarily, such applications should be made twelve months in advance. Faculty members are encouraged to join associations of professional interest and attend their meetings. The university provides a stipend towards reimbursement of these costs. Administrators are also eligible for reimbursement under this policy. Faculty members are encouraged to attend scholarly meetings or workshops and to cultivate professional contacts. Professional travel funds are allocated in the university budget for each school. Authorization for reimbursement of such travel is made by the chair with consultation, if appropriate, with the dean. Priority may be given to travel to present papers at such meetings. International travel should be planned well in advance and funded from travel allocations saved for such purposes. Andrews University annually funds an internal research grant competition to assist faculty with seed funds for well-designed research projects. Proposals submitted by faculty are read by a panel of peer referees; who then make recommendations on funding to the Office of Scholarly Research. Trips for research or other professional purposes to nearby libraries, universities, or other centers each year; may be financed from internal research grants received from the office of scholarly research and publication. Andrews University may provide postdoctoral fellowships to persons seeking to participate in

Andrews University Architecture Program Report September 2011 postdoctoral research studies at Andrews University. Such postdoctoral positions carry the rank of Research Associate and are awarded for one year at a time for research projects proposed to the Office of Scholarly Research. Financial arrangements for postdoctoral fellows usually include a stipend and housing allowance, and may include partial or complete participation in the faculty benefit package plan. Approval of a specific financial plan and the number of fellowships per year are determined by the Director of the Office of Scholarly Research in consultation with the Dean of the School of Graduate Studies, the Provost, and the President. The recipient of a postdoctoral scholarship is selected by a department chair in consultation with the department faculty, school dean, Dean of the School of Graduate Studies and the office of the Provost. Appointments of postdoctoral fellows are made by the Provost. Faculty Engagement in the Profession Faculty remain current in the profession by practicing architecture on the side, consulting in various capacities, attending AIA meetings, and reading extensively. Resources Available for Faculty Development Faculty Research Grants The University, through the Office of Research and Creative Scholarship, awards grants on a yearly basis to university faculty for the purpose of advancing knowledge within their academic areas. Individuals from all disciplines are encouraged to apply during an application cycle which happens once each fiscal year. Annual support of up to $5,500 for the research/creative scholarly activities of faculty is available upon successful competitive application. This support can cover expenses (except for equipment) associated with the faculty personâ&#x20AC;&#x2122;s scholarly growth activities (preferably peer reviewable). In addition, up to $1500 can be requested in matching funds for graduate research assistantships. In order to enhance the quality of research proposals and especially to provide development and growth for faculty in conceptualizing-planning effective programs in scholarly productivity/research, the Office of Research and Creative Scholarship, through the anonymous, peer review process, provides an early date for proposal submission. The peer review team will evaluate a proposal, make recommendations for its improvement (or if it is in good shape, retain it for the competitive funding review) and return it to the faculty proposer/s for resubmission by the final due date. This opportunity also raises the bar on the expected quality of proposals necessary to achieve funding. Faculty who elect not to take advantage of pre-review may be at some competitive disadvantage. Upon completion of the review process, notification is sent out to all applicants. Unspent balances from internal research grants can be carried over to the next fiscal year provided that a) justification for why the funds was not utilized within the approved year is submitted and approved and (b) no new internal faculty research grant for the year in which the unused funds is being extended to will be received. Evidence of Schoolâ&#x20AC;&#x2122;s Facilitation of Faculty Development As a general rule instructional faculty have the summer months for research and/or critical practice. If teaching loads are assigned during the summer, additional monetary compensation is made. Following are examples of how the faculty have benefitted from the opportunities made available for faculty development.

Andrews University Architecture Program Report September 2011 Dr. William W. Davidson 2008

International Building Code Conference, University of Wisconsin.

Kathy Demsky Referred Journal - Guest Editor Theme Issue: Journal of Architectural and Planning Research: Volume 25, Number 4, Winter, 2008. Theme Issue: “Environmental Design Research (EDR): The Field of Study and Guide to the Literature” Guest Editor Kathleen Demsky. 95 pages Book Review - Academic Publication: Andrews University Seminary Studies Volume 46, Number 2, Autumn 2008. Titled “Audisio, Gabriel. Preachers by Night: The Waldensian Barbs (15th to 16th Centuries).” 3 Pages. Academic Professional Books Published: Environmental Design Research Association Bibliographic Publication #19-#42 (2011). 35 pages. Produced annually for the Environmental Design Research Associations Publication Display. With full support of the university I have produced the annual Publication Display for the EDRA Conference. This display is held in different locations each year, mostly in the US. However, every few years it is held offshore - logistically it has been a challenge to take the Display to Scotland, Veracruz, Mexico, Oaxtepec, Mexico, and Vancouver, BC. Currently I hold the position within the organization as EDRA Board Liaison – Publications & and Public Relations. Protected Time Granted by the University: In 1997 I began to teach the class, “Special Topics in Waldensian Beliefs” in the School of Architecture. At that time I began to do research on this topic. Over the years I have had the opportunity to gather a great deal of material including world history within the same time frame; basically the 1260 years. It has been my privilege to work with numerous ancient sources, many of which I have purchased at my own expense, or have found in my travels throughout Europe. It has been my intention to compile this research, along with some students’ sketches and excerpts from their journaling (a class requirement), to create a book which will be appealing in a different way from other books that have been published on this subject. Per my request and with the support of the Dean of the School of Architecture the University granted me “Protected Time” to further my research in the area of Waldensian history. For this purpose I applied to Tyndale House in Cambridge, England as a reader and was accepted with full accommodations. This opportunity provided access to all the libraries in Cambridge England. My intent is to use this research in a book I am currently working on. Attendance at Professional Conferences: The School of Architecture and James White Library have at times shared the cost for attendance at the Annual ACSA/AASL Conferences. The School of Architecture Sponsored Gift Exhibitions: Art/Photo Exhibit: Brief Activity Description:: Display of student sketches and photographs from the Waldensian Faith and History Class summer 2008 tour for the Waldensian Museum in Torre Pellice, Italy Name/Title of Event:: Walking in the Footsteps of the Waldenses, Summer 2008 Tour Sponsor: School of Architecture Andrews University Location of Event:: Museo Valdese, Torre Pellice, Italy Date of Activity:: June 2009 - Present Art/Photo Exhibit: Brief Activity Description:: Display of student sketches and photographs of the Waldensian Faith and History Class summer 2009 tour for the North Carolina Waldensian Museum Name/Title of Event:: Walking in the Footsteps of the Waldenses, Summer 2009 Tour Sponsor: School of Architecture Andrews University Location of Event:: Architecture Resource Center, Andrews University Date of Activity:: August 2009 - Present

Andrews University Architecture Program Report September 2011 Type of Audience:: Andrews University Students, Faculty, Alumni, and Guests Art/Photo Exhibit: Brief Activity Description:: Display of student sketches and photographs of the Waldensian Faith and History Class summer study tour. Name/Title of Event:: Walking in the Footsteps of the Waldenses, Summer 2008 Study Tour Sponsor: School of Architecture Andrews University Location of Event:: Gift donated to the Waldensian Heritage Museum, Valdese, North Carolina Date of Activity:: Permanente Display Type of Audience:: Museum Patrons Paula L. Dronen, Assistant Dean & Associate Professor of Architecture 2009

Smart Growth School “The Situation – Smart Growth Basics” San Francisco, CA Smart Growth School “The Remedy – Smart Growth Codes” San Francisco, CA Professional Conference Andres Duany and the SmartCode Workshop Birmingham, MI Audio Conference Critical Issues in Eminent Domain: Property Rights, Valuation, Experts, & More.

2010

Professional Conference FBC301: Completing, Adopting, and Administering the Code Portsmouth, New Hampshire Rubric Training Seminar Andrews University Presented by: Dr. Faith-Ann McGarrell

Troy Homenchuk 2010

Michigan Design Educators Association Conference, Kalamazoo, Michigan

Tom Lowing 2006 2007 2008 2009 2010

2011

Travel Abroad Analytical Studies: Italy, France, Belgium Critical Thinking Seminar Andrews University LEED-AP Examination Costs Grand Rapids, Michigan Travel Abroad Analytical Studies: Italy, France, Belgium ADA Universal Design Forum Kalamazoo, Michigan ACSA National Annual Conference Houston, Texas AIA MI Small Firm Roundtable Kalamazoo, Michigan Studio & Faculty Travel to Ft. Peck: Poplar, Montana IDP Coordinators Conference Chicago, Illinois “Assessment Matters” Seminars Andrews University Michigan’s Great Southwest Sustainable Business Forum Classical Traditions Colloquium University of Notre Dame Small Wind Turbine Seminar Traverse City, Michigan

Andrews University Architecture Program Report September 2011 Revit Software & Applications School of Architecture AIA National, State & Chapter: Membership dues Mark Moreno 2006

2007 2008

2008 to present

2009 to present

2010 March 2011 June 2011

School of Architecture offered ‘protected time’ (paid leave spring and Summer) Cotaught course called, Metropolitan Zones and Urban Planning at Universidad IberoAmericana, Leon, Mexico Spring. Per this offering, also began writing a book and took a Spanish Language course. Attended the International Masonry Institute conference. School of Architecture paid for all expenses. This conference influenced writing and publishing of Story Pole Article. The School of Architecture supported and sponsored the first Renaissance Kids build project, a sitting space in front of the School of Architecture. Many materials and much labor was donated. The school spent approximately $3,500 on some contracted expenses by “Exquisite Homes.” The Dean and The School of Architecture’s administration office staff are very SM supportive of Renaissance Kids . The school provides studio space, classroom space, utilities, drawing tables, and flier printing privileges. The wood shop is also a great and available resource. All financial transactions are run through the university via a dedicated account which the office staff generously supports. Andrews University’s Integrated Marketing Communications group (IMC) supports Renaissance Kids. Keri Suarez, the main contact is great with offering advice when asked and sends unsolicited ideas and reminders about potential places to promote SM the program. Press releases are made about Renaissance Kids events often without prompting. Flyers are distributed electronically to varied interest groups, i.e., homeschool and church networks, and area schools. Professor Moreno utilized the independent study option to further his book writing effort and has plans to pursue more such collaborations with students. Attended “Transportation & the Environment workshop” conducted by the Southwest Michigan Planning Commission and hosted by Andrews University. Attended “Complete Streets Workshop” conducted by the Southwest Michigan Planning Commission and hosted by Andrews University.

Rhonda Root, Professor of Art Faculty research grants, 2006 – 2009 Published work, multiple books and journals, 2006-2009 Conference presentations and chairpersonships, 2006 – 20007 Conferences attended, 2008 – 2009 Exhibitions, 2006 – 2009 Llewellyn Seibold 2007 Michigan Masonry Institute Masonry Certification Seminar, Daniel S. Zechmeister, PE Michigan Masonry Institute Masonry Certification Seminar, Anthony D. Darkangelo Online Courses 2009 Quality Management Introduction Green Design: Introduction to Integral Sustainable Design Theory Green Design: Introduction to Sustainable Design Materials and Resources Green Design: Introduction to Indoor Environmental Quality 2011

Building Information Modeling (BIM) - An Introduction Building Pathology: An Introduction Building Systems for Designers: Heating and Cooling Systems Building Pathology: Walls and Thermodynamics

Andrews University Architecture Program Report September 2011 Andrew von Maur 2006

URBAN DESIGN CHARRETTE (leave granted for 7 days during the Fall Semester) Schooner Bay, Great Abaco Island, The Bahamas Participated as independent sub-consultant for Duany Plater-Zyberk & Company. Professional responsibilities included lead design on project masterplan for a mixed-use resort community. This project is under construction.

2006

TRADITIONAL BUILDING EXHIBITION AND CONFERENCE (paid conference fees and travel) Chicago, Illinois Participated in one-day architecture conference and exhibition.

2007

URBAN DESIGN CHARRETTE (leave granted for 10 days during the Spring Semester) Dardenne Prairie, Missouri Participated as independent sub-consultant for Duany Plater-Zyberk & Company. Professional contributions included design on project masterplan and illustration for a suburban retrofit project. The urban code for this project was adopted by the city and the project is under development.

2008

PROFESSIONAL CHARRETTE ADMINISTRATION (teaching load reduced and extra teaching contract granted for extensive ARCH521 project administration) Great Abaco Island, The Bahamas Administered ARCH521 studio charrette project, field trip, preparation of comprehensive urban design proposals, and publication of a planning document sponsored by the Bahamian Ministry of the Environment.

2008

CNU ILLINOIS SEMINAR: “THE VALUE OF DESIGN” (paid conference fees and travel) Elgin, Illinois Participated in one-day town planning and architecture conference hosted by the Congress for the New Urbanism Illinois Chapter.

2008

CNU XVI: “NEW URBANISM AND THE BOOMING METROPOLIS” (paid conference fees and travel) Austin, Texas Participated in three-day town planning conference hosted by the Congress for the New Urbanism. Also benefited from independent travel to Austin, San Marcos, and Fredericksburg, Texas, to study local architecture and urbanism.

2008

URBAN DESIGN CHARRETTE (leave granted for 5 days during the Fall Semester) Fisher Station, Kentwood Township and Wyoming Township, Michigan Participated as independent sub-consultant for Grand Valley Metropolitan Council. Professional responsibilities included lead design on project masterplan and illustration for a transit-oriented town planning process. The School of Architecture also facilitated leave for three graduate students to assist the same charrette.

2009

SMART GROWTH SCHOOL “THE SITUATION” (paid seminar fees and travel expenses) San Francisco, California Participated in three-day town planning seminar hosted by Hall Alminana, Inc. Also benefited from independent travel throughout San Francisco and to Bolinas and Sonoma, California to study local architecture and urbanism.

2009

FACULTY DEVELOPMENT THROUGH TRAVEL (co-sponsored travel for a 4 day trip) Boston and Nantucket, Massachusetts Co-sponsored by private funds, the primary purpose included curriculum development for ARCH521 Urban Design Studio. A secondary purpose includes general faculty development in the area of architectural and urban history and design.

Andrews University Architecture Program Report September 2011 2009

CNU-ACCREDITATION (paid exam fees) Congress for the New Urbanism Passed online accrediting exam administered by the University of Miami School of Architecture.

2009

FACULTY DEVELOPMENT THROUGH TRAVEL (sponsored travel for a 4 day trip) Bath and various Cotswold villages, United Kingdom The primary purpose included curriculum development for ARCH330 Analytical Summer Abroad. A secondary purpose includes general faculty development in the area of architectural and urban history and design. The 2010 ARCH330 tour was designed in response to this trip.

2010

RELEASE TIME (paid leave granted for Spring Semester) Andrews University Activities included participation during a one-week town planning charrette in Fitchburg, Wisconsin with PlaceMakers, LLC; successful completion of Barrio Capital planning document for Santa Fe, New Mexico; submission for and award of 2010 CNU Charter Award of Excellence for the Barrio Capital project; preparation of a comprehensive Course Notebook (including reading, images, and maps) for the annual ARCH330 Analytical Summer Abroad; and various other creative activities and workshops, as well as speaking engagements at Andrews University, the University of Notre Dame, and the Indiana University South Bend.

2010

DESIGN CHALLENGE COMPETITION (paid application fee and granted one day leave) Traditional Building Exhibition and Conference, Chicago, Illinois Participated in and won first place in national on-site competition hosted by the American Institute of Building Design. The winning entry will be featured in New Old House magazine.

2011

FACULTY DEVELOPMENT THROUGH TRAVEL (co-sponsored travel for a 7 day trip) London and various English towns and villages, United Kingdom Co-sponsored by earned Andrews University Faculty Activity Report (FAR) Award funds, the primary purpose included curriculum development for ARCH330 Analytical Summer Abroad. A secondary purpose includes general faculty development in the area of architectural and urban history and design.

Kristin von Maur 2006 2008 2009 2009 2011

University Professors' Masonry Workshop - Portland, Oregon ACSA Central Regional Conference - Milwaukee, Wisconsin Traditional Building Show - Chicago, Illinois 2008-2010 Schematic design and design review of Buller Hall, Andrews University Traditional Building Show - Boston, Massachusetts The development of the Analytical Summer abroad by visiting possible venues The development of the Analytical Summer abroad by visiting possible venues

Policies for Faculty Appointment, Promotion, and Tenure The following is from the Andrews University working policy: PROCEDURES FOR APPOINTMENT OF FACULTY MEMBERS AUTHORITY FOR APPOINTMENT OF A FACULTY MEMBER 2:130 The Board of Trustees of the university officially makes all faculty, salaried staff and administrative appointments at the recommendation of the president after appropriate consultation. NOTICE OF APPOINTMENTS OR REAPPOINTMENTS 2:131 The appointment or reappointment of a faculty member to a teaching, library, or research position is official (pending confirmation by the Board of Trustees) when such a faculty member has received a

Andrews University Architecture Program Report September 2011 written job offer from the president and accepted the same in writing. Initial Faculty Appointments 2:131:1 Notice of appointment as a faculty member to an academic position is the culminating event of a search to fill a particular vacancy in the university (see policy #2:142 for details). Several preliminary steps are usual when a preferred candidate has been identified. Pre-employment Negotiations (Step 1) 2:131:1:1 During the period of pre-employment negotiations interested candidates for a job vacancy shall receive in writing from the office of the provost a full job description of the proposed position, a listing of employment conditions, whether the employment track is for continuous appointment eligibility or not, and the period of appointment involved. An interview with and follow-up materials from the Office of Human Resources provides detailed information on remuneration and benefits. Certain information should be obtained in this step from the prospective employee: 1. Amount of unamortized expenses, which would be owed to the current employer by the university. This should be verified in writing. 2. Visa status, if not a citizen of the United States. 3. Service credit established in a different world division of the Seventh-day Adventist church. Interviews and negotiations may be required. In such cases, travel and housing expenses are reimbursed to prospective teacher. Normally prior to departure from the Andrews University campus during or after the interview visit. Written Employment Offer (Step 2) 2:131:1:2 Upon the advice of the provost, the president of the university shall make the prospective faculty member a written employment offer requiring a written response and containing at least the following: 1. Rank status offered (e.g. Professor of Mathematics) 2. Name of constituent school(s) or faculty to which appointed, and whether the appointment is primary, secondary or dual (see policy #2:124). 3. Information on eligibility for continuous appointment and conditions for the same (see policy #2:135:2:3). 4. Salary rate for the specific appointment for the ensuing year or fraction of the year involved as well as the percentage of salary rate (e.g. 90%). 5. Job responsibilities 6. Conditions of reimbursement of advanced training costs to individual or previous employer, if appropriate. 7. Ethical and moral expectations with respect to the prospective employee 8. Effective dates for employment commencement and termination (see also policies #2:131:2 and 2:135:1) 9. Room for a signature indicating acceptance of the employment offer by the prospective faculty member.

Andrews University Architecture Program Report September 2011 10. A stipulation that a signed employment offer acceptance letter be returned to the president by an appropriate date indicated. Written Response by Prospective Faculty Member (Step 3) 2:131:1:3 Once the prospective faculty member has signed the employment offer in acceptance, the official employment of such a person is recommended by the president to the Board of Trustees. Faculty Handbook Distribution (Step 4) 2:131:1:4 When the appointment of a faculty member becomes official, the new faculty member is provided access to the Andrews University Working Policy on the university website. Reappointments 2:131:2 Employment appointments may be renewed repeatedly (see policies #2:135:1 and 2:135:2). For a reappointment of a faculty member to become official, a written reappointment offer by the president of the university shall have been accepted in writing by the teacher. The offer for reappointment shall contain all the relevant information as contained in the initial appointment letter referred to in policy #2:131:1 above. Letters of offer of reappointment for faculty not on continuous appointment are sent out annually by the president. Appointed faculty shall receive such a letter of reappointment by March 30 of the academic year for which they are appointed. (For more details on appointment periods see policy #2:135:1). Non-Renewal 2:131:3 Under certain circumstances an employee may not receive a letter of reappointment but will instead receive notice that the employment appointment will not be renewed (see policy #2:135:1). When a decision not to renew an appointment has been reached, the faculty member involved will be informed of that recommendation or decision in person by the department or dean making the recommendation or decision, and, if he/she so requests, he/she will be advised in writing of the reasons contributing to that decision. Notification of Non-Renewal 2:131:4 Regardless of the stated term or other provisions of a particular faculty appointment, written notice that a full-time appointment is not to be renewed will be given in advance of the expiration of the appointment as follows: 1. Not later than March 15 of the normal academic year of service, if the person has served less than five years, or 2. Not later than December 15 of the normal academic year of service, if the person has served at Andrews University beyond five years but is not on continuous appointment. Appeal of Non-Renewal 2:131:5 In the event that an appeal for adequate consideration is lodged by the faculty member concerned, the president shall refer the matter to the Grievance Committee of the school in question (see policy #2:160), which shall report in writing to the president on their findings in the case. The report shall serve as a guide to the president in making his/her final decision. Adequate consideration means that all the relevant facts were available and considered. REGULAR FACULTY APPOINTMENTS 2:135 Regular faculty appointments are made to individuals who fulfill the complete range of employment expectations for a faculty member (see policy #2:143). Faculty appointments to any school of the university or the library are made according to the procedures

Andrews University Architecture Program Report September 2011 for assignment of rank (see policy #2:305). These appointments fall into two categories: continuous appointment track and non-continuous appointment track. Annual appointments (usually for the academic year July 1 to June 30) are renewable if performance expectations are met. Faculty who are given the status of continuous appointment (see policy #2:136) are deemed to be under continuous appointment until retirement except if terminated for adequate cause (see policy #2:175). Initial Appointments to the Continuous Appointment Track 2:135:1 Initial appointment to the continuous appointment track means that the person may be considered for continuous appointment when he or she becomes eligible (see policies #2:136 and 2:320). Prior to achieving the continuous appointment status, appointments to the continuous appointment track may be renewed annually. Faculty who are employed on a part-time basis may have an appointment to the continuous appointment track, but will not be eligible for such continuous appointment unless they become employed on a full-time basis (see policy #2:136). Only Seventh-day Adventist faculty (see policy #2:101) are offered employment in the continuous appointment track. Appointments to the Non-Continuous Appointment Track 2:135:2 Faculty, who are not eligible for consideration for continuous appointment are given appointments in the non-continuous appointment track. Such faculty include those whose part-time work is more than quartertime; faculty not of the Seventh-day Adventist faith and faculty who choose or who are recruited to fulfill a more limited range of expectations than are regular faculty (see policy #2:310:2). CONTINUOUS APPOINTMENT 2:136 Definition 2:136:1 Continuous appointment is an employment status assigned by vote of the Board of Trustees to a full-time faculty member on the recommendation of the president after a peer review process establishes that the person has met the criteria for continuous appointment (see policies #2:307 and 2:320). Such appointment indicates the university’s satisfaction with, and approval of, the faculty member’s philosophy, teaching, research, contribution to the mission of the university, citizenship and public service, and professional collegiality. Continuous appointment, although subject to periodic evaluation, is not renewed annually. It is deemed to be continuous until retirement or as terminated under conditions outlined in policy #2:172. Continuous appointment status is granted for teaching, research, and professional librarianship purposes only, and not for administrative positions or duties. Generally, cancellation of the continuous appointment status, except when a faculty member's employment status is reduced to less than full time, terminates a faculty member’s assignment at the university. Note: Persons on a 90% appointment are considered full-time employees. Eligibility 2:136:2 Eligibility to apply for continuous appointment is available only to the following: 1.

Persons teaching in the university or its K-12 system on a full-time basis who: Hold the rank of associate professor or professor and have taught, and conducted research, or acted as professional librarian on the post-secondary school level, at Andrews University for at least 6 (six) consecutive years; and hold a doctorate or terminal degree in their area of appointment.

Andrews University Architecture Program Report September 2011 OR Hold the rank of Supervising Instructor in Education in the universityâ&#x20AC;&#x2122;s K-12 system and have successfully taught, or acted as a professional librarian on the pre-college level, at Andrews University for at least six (6) consecutive years during which at least three (3) years of teaching were with the rank of Supervising Instructor in Education; and hold a masters degree in their area of appointment. 2.

Persons who held continuous appointment at Andrews University prior to taking administrative responsibilities.

Since continuous appointment is an academic appointment, the continuous appointment status of a faculty member who accepts full-time administrative responsibilities is placed on an inactive basis while the person serves as an administrator. Such faculty retain the prerogative to return to continuous appointment if they return to full-time teaching as described in policy #2:136:4:1. 3.

Persons who held continuous appointment at Andrews University before serving at another institution, or who have attained or who were eligible to attain continuous appointment at another institution prior to accepting employment at Andrews University (see policy #2:136:6:4:2).

Additional details on continuous appointment criteria are found in policy #2:320. Nothing said or implied above should be construed to mean that continuous appointment occurs automatically when eligibility conditions are met. As already noted, continuous appointment is acquired only by vote of the Board of Trustees. Assignment of Continuous Appointment Status 2:136:3 Continuous appointment is assigned by the Board of Trustees and normally follows a recommendation of the University Rank and Continuous Appointment Committee that has been endorsed by the president (See policy #2:307 and #2:320). Timing for Eligibility 2:136:4 Eligibility for consideration by the Rank and Continuous Appointment Committee normally occurs after six years of service as a full-time faculty member in the university (see policy #2:136:1). However, persons meeting all other eligibility requirements may be considered after fewer years under certain conditions as described below. In such cases, the recommendations of the dean and the vicepresident for academic administration to the president shall form the basis for consideration by the Trustees. 1.

Reinstatement of continuous appointment (see policy #2:136:4:1 below).

Early Review for continuous appointment (see policy #2:136:4:2 below).

While considering an individual for continuous appointment status after at least 6 (six) years of consecutive service, the university is not obligated to grant such status on the basis of years of service and eligibility qualification alone. Reinstatement of Continuous Appointment 2:136:4:1 Reinstatement of continuous appointment may be granted without further peer review, if a vacancy exists, to a person who previously held such a status but who (a) had moved to less than full-time employment but now resumes full-time status, or who (b) having left Andrews University returns to a full-time faculty position in the same department as previously continuously appointed, or who (c) as an administrator has

Andrews University Architecture Program Report September 2011 an inactive continuous appointment and wishes to return to full-time teaching. Reinstatement shall require Section 2 â&#x20AC;&#x201C; Page 12 January 28, 2009 the recommendation of the department, the dean of the school, and the provost and shall be at the recommendation of the president to the Board of Trustees. Early Review for Continuous Appointment Status 2:136:4:2 Persons who have held continuous appointment status at another institution as professor or associate professor prior to coming to Andrews University and have since served Andrews University to its satisfaction in good standing for at least two (2) consecutive years in a full-time faculty appointment teaching, research, or professional librarianship capacity may be given early review upon the recommendation of the department and the dean of the school to the provost. Refusal of Continuous Appointment 2:136:5 Where an application for continuous appointment is denied an eligible person, he/she shall be informed by the provost in writing of the reasons. For employment to continue, a specific agreement (which may include remedies of the reasons for denial or change to a non-continuous appointment track) between the faculty member and the institution shall be required. (See also policy #2:135:2). Notification of Continuous Appointment Status 2:136:6 Continuous appointment is made by a vote of the Board of Trustees. A faculty member is recommended for continuous appointment to the Board of Trustees by the president after consultation with the provost, the relevant dean/principal or Dean of the James White Library, the faculty on continuous appointment in the relevant department and the Rank and Continuous Appointment Committee of the university. When a faculty member receives continuous appointment status or the status is reinstated the president notifies him/her of such appointment and of the conditions that govern continuous appointments. A faculty member on continuous appointment does not receive the annual letter of reappointment (see policy #2:131:2). Where the continuous appointment status of a faculty member is cancelled for cause (see policy #2:175:3) the president shall convey in writing such a decision of the Andrews University Board of Trustees. RESEARCH APPOINTMENTS 2:137 Purpose 2:137:1 Research appointments are made by Andrews University to recognize members of its faculty who are highly productive in their disciplines as evidenced by scientific and professional publications or artistic/creative activities. A Research appointment provides time and environment to expand their research/creative activity. (See policy #2:137:6 below). Eligibility 2:137:2 To be eligible for a special research appointment, a faculty member must hold the rank of assistant professor, associate professor, or professor either at Andrews University or at another institution. Process of Appointment 2:137:3 The faculty member seeking a Research appointment will first consult with the chair of the department, the dean of the school, and the dean of scholarly research regarding feasibility and resources. If they support the proposal, the faculty member will develop a portfolio and submit it to the University Rank and Continuous Appointment Committee (see policy #1:610:14). Research Appointment Designation 2:137:4 The research rank is defined as a temporary faculty rank (see policies #2:306:1 and 2:310:2:1). When a faculty member is approved for a research appointment the faculty member shall receive an official designation in his/her rank title such as Associate Research Professor of ______________, or Research

Andrews University Architecture Program Report September 2011 Professor of ____________ or the usual rank title in conjunction with Artist or Composer in Residence. A research appointment does not affect the faculty member's continuous appointment status. Term of Appointment 2:137:5 An appointment is for three years and is renewable. Progress toward the annual research goals will be reviewed by the dean of scholarly research, based on submission of an annual report. Research faculty seeking renewal of the appointment will follow the same process as used for the initial appointment (see policy #2:137:3). A faculty member may be appointed to any number of terms. If a faculty member chooses to resign from the position or not seek renewal, he/she resumes normal functioning as a regular member of the faculty of Andrews University. Remuneration and University Expectations of Research Appointees 2:137:6 Research appointees receive the same regular salary from Andrews University that he/she would receive if not on a special appointment. The percentage of time devoted to research would be negotiated with the department chair, dean of the school, and the dean of scholarly research. Up to 50 percent of the appointee's time may be devoted to scholarly efforts. Regular university-assigned faculty work will be reduced in a corresponding manner to reflect the proportion devoted to scholarly work. Additional salary derived from external funds may be provided up to the amount received by faculty with comparable similar ranks in Research Universities. Research faculty are considered as full-time regular employees of Andrews University and are eligible to receive the benefits, rights and privileges of all full-time faculty. CONTRACT APPOINTMENTS 2:139 Short-term faculty appointments are given on a contract basis to faculty whose teaching or other academic assignments last for a limited period, usually less than one year. Remuneration is provided without regular employee benefits. Such contract appointments specify precisely the tasks and responsibilities to be performed. Contracts are reviewed each term and may be terminated on one month's paid notice. Appointments to the non-continuous appointment track may be renewed annually.

Andrews University Architecture Program Report September 2011 Visiting Lecturers and Critics Visiting Lecturers

Geoffrey Mouen Architects Celebration, FL

2006-07 September 28, 2006 Jim Nicolow, AIA LEED Lord Aeck & Sargent Architecture Atlanta, GA (Special lecture sponsored by AIA Southwest Michigan) October 16, 2006 David Tomes, Town Founder Norton Commons Louisville, KY October 30, 2006 Mike Watkins, AIA CNU Duany, Plater-Zyberk and Company Gaithersburg, MD November 1, 2006 John Francis Torti, FAIA, CNU + President Torti Gallas and Partners Silver Spring, MD (Special lecture sponsored by the Students for New Urbanism) January 24, 2007 Jim Baney, IALD, IESNA, LC Lighting Designers Schuler Shook Chicago, IL February 7, 2007 Jim Winter-Troutwine, RA Winter-Troutwine Associates Grand Rapids, MI March 29, 2007 David M. Schwarz, AIA + President David M. Schwarz Architectural Services, Inc. Washington, DC April 17, 2007 Wayne Visbeen, AIA, IIDA Visbeen Associates, Inc. Grand Rapids, MI 2007-08 October 4, 2007 Geoffrey Mouen, CNU, Principal/Owner

November 1, 2007 Dhiru A. Thadani, AIA, CNU + Principal Ayers/Saint/Gross Architecture + Planners Washington, DC February 20, 2008 Jacques Doukhan, DHL, ThD Andrews University Berrien Springs, MI March 12, 2008 Eric Moser, CNU, President Moser Design Group, Inc. Habersham, SC April 10, 2008 Elizabeth Moule, AIA, CNU + Principal Moule & Polyzoides, Architecture + Urbanists Pasadena, CA (Special lecture sponsored by the Students for New Urbanism) 2008-09 October 6, 2008 Mark A. Torgerson, PhD Associate Professor Judson University Elgin, IL February 25, 2009 Howard Davis, Architect & Professor University of Oregon Eugene, Oregon Author of “The Culture of Building” March 11, 2009 Daniel Bollman, AIA, East Arbor Former Manager of Architecture/Design, Hammond’s Ferry, SC East Lansing, MI April 13, 2009 Eric Osth, AIA, Principal, Urban Design Associates Co-Author of “Louisiana Speaks Planning Toolkit” Pittsburgh, PA

Andrews University Architecture Program Report September 2011 2009-10 October 19, 2009 Marcus de la Fleur, Dip. Hort. Kew, MLA, ASLA, RLA Landscape Architect Marcus de la fleur LLC Chicago, IL November 5, 2009 Susan Henderson, CNU LEED Architect and Urbanist Placemakers LLC Albuquerque, NM January 21, 2010 Sally Augustin, PhD Environmental Psychologist Haworth / Ideation Group Holland, MI February 17, 2010 Roger Scruton, PhD Writer and Philosopher Institute for the Psychological Sciences Wiltshire, England March 10, 2010 Gary Justiss, CNU ICA Architect Gary Justiss Architect Chelsea, Alabama 2010-11 October 25, 2010 Stephen A. Mouzon, AIA CNU LEED-AP Author of “The Original Green” The Build Foundation Miami Beach, FL November 8, 2010 Robert Alminana, AICP LEED-AP CNU-A Co-Author of “New Civic Art” Hall Alminana, Inc. San Francisco, CA January 27, 2011 Paul A. Rahe, PhD Author of “Soft Despotism, Democracy’s Drift” Hillsdale College Hillsdale, MI

February 10, 2011 Ruthzaly and Michael Weich, CNU Alumni Lecture sponsored by AIAS and SNU Duany Plater-Zyberk & Company Gaithersburg, MD March 3, 2011 Thomas C. Hubka, Professor Author of “Big House, Little House, Back House, Barn” University of Wisconsin-Milwaukee Milwaukee, WI

Andrews University Architecture Program Report September 2011 Visiting Critics Architecture as Craft Studio William J. Allison, Architect, Allison Ramsay Arch., Asheville, North Carolina Sam Marts, Architect, Sam Marts Architects, Chicago, Illinois Mark Miller, Architect, Nederveld Associates, Grand Rapids, Michigan Jim Winter-Troutwine, Architect, Winter-Troutwine Assoc., Grand Rapids, Michigan Jesse Hibler, Designer, Hibler Design Studio, Berrien Springs, Michigan Wayne Visbeen, Architect, Visbeen Associates Inc., Grand Rapids, Michigan Eric Moser, Architect, Moser Design Group, Habersham, South Carolina Daniel Bollman, Architect, Historic District Com., East Lansing, Michigan Robert Foulkes, Timber Framer, White Oak Timber Fr., Suttons Bay, Michigan Placemaking Studio Sam Marts, Architect and Planner, Chicago, Illinois Loren Seibold, Pastor, Worthington Adventist Church, Author, A God We Can Trust Juan Ganum, City Planner, Niles, MI Stan Hickerson, Pastor, Stevensville Adventist Church, Stevensville, MI Bryce Buckley, Alumnus and current grad student at Notre Dame Timothy Zork, Alumnus and intern in Washington firm. Norman Crowe, Architect, Architect/Professor, Notre Dame Rev. Richard S. Bullene, C.S.C. Architect/Professor, Notre Dame David Hirschman, Architect, Benton Harbor, MI Evan Williams, Architect from IN Architects, Chesterton, IL John Hodgson, Community Development Director, Saint Joseph Mary Jo Schnell, Senior Consultant at MJS Consulting Background Building Studio Evan Leduc, Architect Benton Harbor, MI Howard Davis, Architect Eugene, Oregon and Author The Culture of Building Phillip Bess, Professor, Director of Graduate Studies, Notre Dame School of Architecture Aaron Valentin, Sam Marts Architects and Planners, Chicago, IL Elizabeth McNicholas, MGLM Architects, Chicago, IL Matthew McNicholas, MGLM Architects, Chicago, IL Ed Keegan, Chicago, Illinois Jesse Hibler, Hibler Design Studio, Berrien Springs, Michigan Kurt West Garner, KW Garner Consulting & Design, Plymouth, Indiana Sam Marts, Sam Marts Architects and Planners, Chicago, Illinois Foreground Building Studio Tannys Langdon, Architect, Langdon Associates LLC Architects Richard Economakis, Associate Professor, Notre Dame School of Architecture Dan Acevedo, Designer, Hibler Design Studio, Berrien Springs, Michigan Jesse Hibler, Designer, Hibler Design Studio, Berrien Springs, Michigan Timothy Zork, Staff Planner, Torti Gallas and Partners, Silver Spring, Maryland Phil Bess, Professor, Director of Graduate Studies, Notre Dame School of Architecture John Mosele, Architect, John Mosele Architect, Carmel, Indiana Arvin Delacruz, Partner, Arkos Design, Niles, Michigan Jeff Anglemyer, Partner and Architect, Arkos Design, Niles, Michigan Sally Anglemyer, Interior Designer, Arkos Design, Niles, Michigan Pastor Obdulio SeguĂ, Church Design Committee Myrna Constantine, Church Design Committee Integrative Design Studio

Andrews University Architecture Program Report September 2011 Jim Hippler, Building Contractor, Berrien Springs, John Hodgson, Community Development Director, Saint Joseph Jim Winter-Troutwine, Architect, Winter-Troutwine Assoc., Grand Rapids, Michigan Jesse Hibler, Designer, Hibler Design Studio, Berrien Springs, Michigan Dr. Andrea Luxton, Provost, Andrews University David Jardine, Student Recreation Director, Andrews University Urban Design Studio Rob Cumming, Jr., Developer, FortĂŠ, LLC, Ada, Michigan David Tomes, Developer, Norton Commons, Louisville, Kentucky John Torti, Architect & Planner, Torti Gallas & Partners, Silver Spring, Maryland Dihru Thadani, Town Planner, Ayres Saint Gross, Washington, DC Eric Zaddock, Designer, Ayres Saint Gross, Washington, DC Thomas E. Low, Town Planner, Duany Plater-Zyberk, Charlotte, North Carolina Sam Marts, Architect, Sam Marts Architects, Chicago, Illinois Marcus de la Fleur, Landscape A., de la Fleur, LCC, Chicago, Illinois Douglas Duany, Landscape Arch., Univ. of Notre Dame, Notre Dame, Indiana Susan Henderson, Architect, PlaceMakers, LLC, Albuquerque, New Mexico Robert Alminana, Town Planner, Hall Alminana, Inc., San Francisco, California Jennifer Garcia, Designer, Correa & Associates, Miami, Florida Kenneth Garcia, Designer, Dover Kohl & Partners, Coral Gables, Florida Stephen A. Mouzon, Architect, Mouzon Design, Inc., Miami Beach, Florida Topics Studio Michael Weich, CNU-A, DPZ, Architecture and Town Planning, Gaithersburg, Maryland Ruthzaly Weich, CNU-A, DPZ Architecture and Town Planning, Gaithersburg, Maryland Jesse Hibler, Designer, Hibler Design Studios, Berrien Springs, Michigan Melody Johnson, Designer, Teaching Assistant/Critic, St Joseph, Michigan Louis Hoekstra, President, Missions for Haiti Critics via Live Streaming Video Conference: Kenny Smoker, Client Rep., Ft. Peck Assiniboine and Sioux Reservation, Poplar, MT Richard Marsh, Client Representative, General Contractor, Poplar, Montana Tarik El-Naggar, Architect, IN Architects & Planners, Inc., Crown Point, Indiana Stuart Sirota, AICP, CNU, Principal, TND Planning Group, Baltimore, Maryland Phillip Bess, Professor, Director of Graduate Studies, Notre Dame School of Architecture Person Environment Theory Sally Augustin, PhD, author, Place Advantage, Applied Psychology for Interior Architecture Dr. Bill Schnell, Psychologist, Saint Joseph, MI Lynn Kellogg, CEO Region IV Area Agency on Aging Linda McClane, Field Representative for Leader Dogs for the Blind Tim Walls, local friend, reflections about architecture and about being deaf Public Exhibitions Hosted Yearly exhibit of the Southwest Michigan AIA Honor Awards, 2006 - 2010 Pottery exhibitions curated by Anthony Schaller, local artist, 2006 - 2008 Students Evaluation of Applicants to the Accredited Degree Program

Andrews University Architecture Program Report September 2011 Please see Section II.3. Evaluation of Preparatory / Pre-Professional Education. Student Support Services The following support services are available to Andrews University students. A more comprehensive list of campus resources may be found at: http://www.andrews.edu/academics/bulletin/2011-2012/03university/01-02-campus-resources.pdf. Andrews Community Counseling Center Bell Hall, Room 159 471-6238 The Andrews Community Counseling Center (ACCC) consists of five counseling rooms, a waiting room and receptionist area. The ACCC provides professional counseling and psychological services to children, adolescents, adults, couples and families in the University community and the residents of Michiana at no cost. The center was established as a training facility for master and doctoral level students working toward graduate degrees in counseling and counseling psychology at Andrews University. Graduate-student counselors are supervised by faculty who are professional counselors and/or licensed psychologists. Services are provided to individuals regardless of race, gender, age, religious affiliation or culture. To make an appointment to receive these services, call 269-471-6238. Center for Distance Learning & Instructional Technology James White Library, Room 304 471-3960 The Center for Distance Learning & Instructional Technology (DLIT), offers assistance to students who want to take correspondence, on-line, video-based and audio-based courses and/or work towards a distance degree. The DLIT also has a lab for faculty and staff to assist with their technology needs. More info: www.andrews.edu/dlit/. Employment Administration Building, Main Floor 471-3570 The Office of Employment assists students with their on-campus employment needs. The office provides information regarding employment opportunities, assistance with necessary paperwork, administers employment tests and is responsible for updating employment files. Institute for Diversity and Multiculturalism Nethery Hall 471-3174 The Institute for Diversity and Multiculturalism (IDM) fosters understanding and inclusiveness in matters of race, ethnicity, culture, mental and physical abilities, age and gender in several ways. • Provides assistance and training through lectures, workshops and seminars for Andrews University administration, faculty, staff and students • Conducts workshops, seminars and conferences on diversity for a variety of other audiences • Provides consultation and training services to businesses, church organizations, law enforcement agencies, human resource professionals and educational entities • Is a resource for the world church in dealing with the increasing multicultural and diverse nature of its membership and its mission • The Faculty Research Forum, a unit within the Institute, researches issues of diversity and multiculturalism and disseminates its findings Student Success Center Nethery Hall, Room 135 471-6096 The Student Success Center (SSC) exists for the sole purpose of helping students succeed. This center supplements the educational process by providing academic guidance, support and developmental instruction. The SSC collaborates to identify students' needs; to facilitate their physical, emotional, social, intellectual and spiritual development through support and leadership; and to provide resources for faculty, staff, and parents who share their concerns for student success.

Andrews University Architecture Program Report September 2011 The Student Success Center serves as a resource for all students—from freshmen to doctoral candidates—in all schools of the University. The SSC also networks with all other campus support centers and functions as a referral base for students and advisors. The Student Success Center • Facilitates academic advising for undergraduates • Provides guidance and advising for undergraduate students who are undecided as to major • Maintains on-campus referral and academic support information for all students • Effects major and advisor changes for undergraduate students • Manages the Academic Skills Program, a campus-wide tutoring service • Manages a peer-to-peer tutoring class for undergraduate students • Facilitates accommodations for any student with documented disabilities • Provides guidance for students who need to have a disability documented • Coordinates student interventions, providing follow-up as needed • Oversees the General Studies degree program (an undergraduate degree) • Facilitates Prior Learning Assessment • Serves as a central referral service to forward placement opportunities to academic advisors ADA Services for Students with Disabilities 471-6096 Andrews University accepts and appreciates diversity in its students, including students with disabilities. Accordingly, students are encouraged to inform the University of any disability by contacting the Student Success Center. Students who are otherwise qualified for college may receive reasonable accommodations for disabilities if they have provided documentation by a qualified, licensed professional. Arrangements for accommodations should be made as early as possible after acceptance, and each semester. Students who suspect that they may have disabilities may also contact Student Success to inquire about the documentation process. More information about disabilities accommodations in college can be found at the government website: www.ed.gov/about/offices/list/ocr/transition.html. University Center for Reading, Learning & Assessment Bell Hall, Suite 200 471-3480 The University Center for Reading, Learning and Assessment addresses learning and reading-skill needs through classes and tutoring. It helps students to strengthen their God-given abilities and natural gifts. Academic assessment and tutoring services of the center are available to Andrews students, faculty, staff and community for a fee. Students with learning problems are nurtured towards the goal of successful course work. The Center also offers Orton-Gillingham based, multisensory intervention for those who have dyslexia. Reading skills developed in the center include speed-reading, study reading, vocabulary, word recognition or decoding skills, spelling and handwriting. Students, faculty and staff may use equipment and materials for personal reading improvement on a self-help basis for a fee. Average to excellent readers as well as those having difficulty with reading are served. The center offers a class that covers memory, learning styles, time management, temperament, mind style and emotional condition. A follow-up class includes coordination with advisors, teachers and staff to help the student and provide individualized and small-group support. North America. All credits earned in Andrews extension programs are valid on the Andrews campus or any accredited extension campus. Once accepted into an Andrews program, students may transfer between home and extension campuses. Writing Center Nethery Hall, Room 101 471-3358 The Writing Center provides students with individualized instruction by fellow students on basic writing

Andrews University Architecture Program Report September 2011 skills and strategies. Services of the center include computer-assisted tutorial sessions, drop-in help and a library of rhetoric and usage texts. The Writing Center also offers occasional review sessions on general writing problems. Student Advising As outlined above, under Student Success Center, the SSC facilitates the assignment of academic advisors within the University. Generally, academic advisors are assigned by the SCC according to major and each faculty member within that major is assigned a percentage of students to be advised. The School of Architecture however, utilizes a centralized advising system whereby all students within the program are assigned to one academic advisor. This change came about in the mid 1990â&#x20AC;&#x2122;s and has been the model used since that time. The architecture academic advisor (who is currently the Assistant Dean) works with each architecture student to develop an academic plan that best fits individual needs and meets the expectations of the program. This model of advising has worked well in terms of consistency of advising and clarity of program requirements, however; the program acknowledges that as student numbers have increased it has become more challenging to have one advisor assigned to all students. Ideally, the Assistant Dean would have an assistant but funding for such a position has not been approved. Student Opportunities for Off-campus Activities Class Field Trips ARCH201 Construction I visits construction sites ARCH 247 Architecture as Craft visits Baroda, St. Joseph, Chicago and Leelanau ARCH 320 Placemaking Studio visits Cranbrook and Niles ARCH 434 Urban Studies visits Chicago and South Bend ARCH 521 Urban Design Studio does a field trip to their project site each year Required Trip Abroad ARCH330 is the summer analytical studies course taught in Europe. Optional Off-campus Opportunities For more detailed information also see Section II.2. Off-campus Programs. Bolivia Mission Trip Peru Mission Trip Jordan Tour Waldensian Tour Student Opportunities to Participate in Professional Societies: American Institute of Architecture Students Tau Sigma Delta Students for the New Urbanism Andrews University J.N. Andrews Honor Society Student Research and Acquisition of Knowledge Outside the Classroom Undergraduate Research Scholarships The Office of Scholarly Research & Creative Scholarship awards up to $1,000 in undergraduate research scholarships per semester to undergraduates involved in an independent research project under the guidance of a faculty mentor, in the mentorâ&#x20AC;&#x2122;s area of expertise.

Andrews University Architecture Program Report September 2011 Usually, students may contact a faculty in whose area of research s/he is interested or a faculty member may choose a student. An application is submitted by the student's research advisor/mentor to the research office. If approved, the mentor will be expected to submit an undergraduate progress report at the end of the semester. A student may work on a single research project for two or more semesters. The same student and faculty member may collaborate under a new scholarship after the first two semesters have been completed, however, a new application must be submitted and approved in order for this to happen. Students are advised to speak to the school dean, department chair, academic advisor or faculty directly as well as visit department websites to learn about on-going research projects and what they may be interested in. Faculty Sponsored Research Paula L. Dronen 2009

Land Use Analysis (ARCH485-006) In Spring, 2009 advised four graduate students in researching and documenting an analysis of the Andrews University owned parcels on Shaker Farm Road located in Berrien Springs, Michigan. Each student provided a document summarizing legal descriptions, jurisdiction, easement types (dominant vs. servient, etc.), and riparian rights.

Tom Lowing 2011 2010 2009 2008

2007 2007

Sustainable Design Topic Scholarly Study and Project Application, UNAH Campus Projects, PortAu-Prince, Haiti Sustainable Design Topic Scholarly Study and Project Application, Ft. Peck Reservation Community Center Project, Poplar, Montana Sustainable Design Topic Scholarly Study and Project Application, T.O.D. Project Intermodal Station Proposals for the cities of Dyer and Michigan City, Indiana ARCH 522 Topics/Visiting Critics Studio: Spring 2008 Emerging Green Builders Design Competition Chanski and O’Leary - Grand Rapids Public Schools, Brookside Elementary School LEED-EB Platinum Design Competition Submittal ARCH 485 Special Topics in Sustainable Design Principles continues to present rd Emerging Green Builders Design Competition 3 Place Award

Mark Moreno SM

2009

Renaissance Kids Summer Architecture Camp th rd Leah Smith, (5 year student), Jessica Perez and Chandra Williams, (3 year students), served SM as paid assistants for Renaissance Kids . The assistants’ immediate responsibilities include prepping and maintaining the space and materials, helping manage the children, and being generally aware and available to receive direction during camp sessions. Assistants are instructed to practice a professional manner of customer service with children and parents. As architecture students, the assistants are invited to share in curricular ideas, delivery, and assessment. They are often asked to guide children one-on-one and in small groups. A Children’s Book A personal goal in conjunction with continuing to develop and deliver a curriculum for rd Renaissance KidsSM is to write a children’s book. Marcel Pean (3 year student) could not take ARCH 485, Analytical Studies so he initiated an independent study to become better prepared for ARCH 330, Analytical Summer Abroad. The agreed upon goal for his study was to meet weekly

Andrews University Architecture Program Report September 2011 to brainstorm, in sketch and discussion sessions, ideas for the book, and to concentrate on developing his sketch and analytical skills. The end result was a solid foundation for the book’s content and Marcel’s abilities and confidence in sketching improved. 2009

Placemaking rd Divya Mathew (3 year student) initiated an independent study to become better prepared for ARCH 320, Placemaking Studio. We agreed her study’s goal would also be to help prepare other students that take the course. Her project was to more fully illustrate the book that serves as the course’s main text, Chambers for a Memory Palace, by Donlyn Lyndon and Charles Moore. The book illustrates only a portion of the places it references, so Divya researched them and developed a Powerpoint to more fully illustrate all referenced places and concepts presented in the book. She also drafted textual explanation of each concept. This document is made available on the school’s server for all Placemaking students. Person Environment Theory th Brandon Clear, a student at the top of his 5 year class, was hired to participate in an assessment of ARCH 370 Person Environment Theory, which he had taken the year before. Brandon was asked to participate in a critical process of assessment to rate, first from memory, each of the course readings and assignments. For course readings that Brandon rated with a low score, he would re-read and rate them again. Brandon and I met periodically to discuss his assessments and to develop possible action items and quiz questions for improving the course content and delivery methods. Advanced Analytical Studies th Jesse Tennison (4 year student) initiated an independent study to investigate/assess ideas about buildings and urban patterns in Saint Joseph, MI. His efforts included gathering and scanning Herald Palladium newspaper articles (from 1980 to today) about Saint Joseph, Michigan’s development as a physical and social place. His investigation was prompted in part by the fact that he is a Saint Joseph resident and concerned about how decisions are made regarding its buildings, streets, and sense of place. The ideas of Jesse’s efforts were incorporated into a concurrent class group project of the ARCH 485 Advanced Analytical studies. The project was a collaborative analysis and illustration of ways of looking at Saint Joseph (a city publicized as, “The most romantic city in Michigan”). The project took a thematic and experiential approach. Each student took ownership of individual place related concepts such as: walkability, authentic materials, character, comparisons of the traditional vs contemporary elements, and comparisons between urban and suburban realms. The process was shaped as if the ideas could develop into a coffee table book, titled, Alternative ways of looking at Saint Joseph, “The most romantic city in Michigan.” It would likely take another class or two to realize this hope.

2007

Freedom by Design th Andrew Rellora (4 year student), while in Arch 370 Person Environment Theory 2007 did a project called the Civic Minded Project. His proposal was to start a chapter for Freedom by Design for Andrews University. Even though the class generated and completed several service projects for local citizens, the FBD chapter was not launched. Other students have attempted in nd following years to do the same. 2010’s efforts led by Josh Sanabria (2 year student) and other committed individuals have come closest to realizing a chapter at Andrews University. I am committed to support this grounds-up effort.

Tom Lowing Independent Study and Independent Research 2008 Babineau: Neighborhood Sustainable Development

Andrews University Architecture Program Report September 2011 Monique Reid: First Place in the "House of Freedom" National Student Design Competition sponsored by AARP and AIAS O’Leary: Natural Ventilation Applied Research Spring 2008 Chanski: Daylighting Applied Research Spring 2008 Martin Smith 2010

In the summer of 2010, the School of Architecture began a formal student internship program under the direction of Martin Smith. The student interns are paid, the projects are professional and comprehensive in nature, and with the supervision of Assistant Professor Martin D. Smith, a registered architect, the Program qualifies as Work Setting A under NCARB Intern Development Program Guidelines. Students are required to apply with their professional qualifications. Upon selection, students then are required to establish an IDP record prior to starting work. Project types vary and include the following: • Documentation of existing buildings with BIM software • Design proposal for a town center in Michigan • Renovation and expansions plans for a church in Indiana • Designing a prototype school in the Congo • Design of a visitor’s center for an archaeological park in Jordan

Andrew von Maur 2006

Saucier Town Urban Design Charrette Engaged 19 students (ARCH521) in a 10 day urban design and planning charrette conducted in Saucier, Mississippi. This creative activity facilitated intense collaborative work with the public, the Harrison County Board of Supervisors, the Saucier Improvement Association, the Harrison County zoning office, and various stakeholders, property owners, and agency officials. Saucier Town Plan Advised two students (ARCH485-006) in the production and publication of The Saucier Town Plan, a document summarizing the findings and recommendations of the concurrent ARCH521 charrette project. Student work included preparation, writing, image manipulation, graphic design, and text editing. Independent Research: Caribbean Architecture Advised a group of seven students (ARCH499-108 and ARCH599-108) of Caribbean descent in an effort to study, categorize, and explain the architectural patterns common to their respective home nations. Places represented included The Bahamas, Belize, Haiti, Nevis, Puerto Rico, and Trinidad. Also advised in the preparation of a visual summary report, which was displayed at the School of Architecture. Independent Travel Study: Europe Advised a group of six students (ARCH599-102, ARCH599-041, and ARCH599-108) in their efforts to study architecture and urbanism abroad. Venues included places in Belgium, Italy, and Switzerland. Creative activity included the preparation of travel sketches and the production of a summary video which was presented to a selected audience at the School of Architecture.

2007

Senior Honors Research Advised one student (HONS 497H-105) in an effort to prepare an Honors research project. The proposed project focused on an urban analysis and design proposal for the town of Jacmel in Haiti. Although the student began the work and even traveled to Jacmel in preparation for the work, the project was eventually abandoned due to medical reasons.

Andrews University Architecture Program Report September 2011 Michigan City Urban Design Charrette Engaged 26 students (ARCH521) in a 10 day urban design and planning charrette conducted in Michigan City, Indiana. This creative activity facilitated intense collaborative work with the public, the Mayorâ&#x20AC;&#x2122;s Office, the Michigan City North End Advocacy Team, the Michigan City Department of Planning and Development, the Michigan City Area Chamber of Commerce, and various stakeholders, property owners, and agency officials. The North End Plan Advised three students (ARCH485-006) in the production and publication of The North End Plan, a document summarizing the findings and recommendations of the concurrent ARCH521 charrette project. Student work included preparation, writing, image manipulation, graphic design, and text editing. Special Topics: Campus Planning at Andrews University Led a group of seven students (ARCH485-006) in an effort to study the campus planning history and formal patterns of the Andrews University campus. Work included the study of the existing and historical campus and the preparation of design guidelines and principles. Student work was produced collaboratively, including input from architecture faculty and a representative of the Arboretum Council. This work was summarized as a preliminary draft of design proposals and later presented to the Andrews University Campus Masterplan Committee at the University Provostâ&#x20AC;&#x2122;s request. 2008

Independent Research: Urban Design Advised one student (ARCH599-103) in an effort to pursue travel studies and urban design practice. Travel studies included precedent-setting urban venues in Cyprus as well as Southern California. Urban design practice included collaborative work with a Southern California developer and the City of Redlands Planning Department. Great Abaco Island Urban Design Charrette Engaged 26 students (ARCH521) in a 10-day urban design and planning charrette conducted on Great Abaco Island, The Bahamas. This creative activity facilitated intense collaborative work with the public, the Bahamas National Trust, Abaco Friends of the Environment, Islands by Design Engineering, and various stakeholders, property owners, and agency officials. Planning Abaco Advised three students (ARCH485-006) in the production and publication of Planning Abaco: A Proposal to Restore a Sustainable Settlement Tradition on Great Abaco Island, The Bahamas, a document summarizing the findings and recommendations of the concurrent ARCH521 charrette project. Student work included preparation, writing, image manipulation, graphic design, and text editing.

2009

Independent Research: Writing on Architectural Theory Advised one student (ARCH299-109) in an effort to pursue theoretical reading and writing on architecture and urbanism. Work included regular meetings to discuss agreed-upon texts, written responses by the student, and the respective subject at hand. Barrio Capital de Analco Advised three students (ARCH485-006) in the production and publication of Barrio Capital de Analco: A Living Capitol Neighborhood for Santa Fe, New Mexico, a document summarizing the findings and recommendations of the concurrent ARCH521 studio project. Student work included preparation, writing, image manipulation, graphic design, and text editing.

Andrews University Architecture Program Report September 2011 2010

Guachama Linda Advised three students (ARCH485-006) in the production and publication of Guachama Linda, a document summarizing the findings and recommendations of the concurrent ARCH521 studio project based in Loma Linda, California. Student work included preparation, image manipulation, and graphic design. This work has yet to be completed.

2011

Independent Research: Architecture and Urbanism in Taiwan Advised two students (ARCH599-112) in an effort to study, categorize and describe architectural and urban patterns in Taiwan (one student is a native of Taiwan). Work included the study of relevant history, an extensive independent travel experience to Taiwan, as well as the preparation of a summary presentation of their research. Independent Travel Study Advised twelve students (ARCH485-004) in the pursuit of independent travel studies to various places in the United States. This is a pilot course to establish an organized and effective means by which to promote learned and substantive travel for the study of architecture and urbanism.

Support for Students to Attend Student Meetings and Honorary Societies Students regularly attend AIAS functions, including Forum, Quad and National events. Although these are student led and student funded events, the office staff of the School regularly helps the officers with logistics and financial arrangements to facilitate student participation.

Andrews University Architecture Program Report September 2011 I.2.2.

Administrative Structure & Governance

University Administrative Structure The architecture program is situated in the School of Architecture, one of the five schools and colleges of Andrews University. The University administrative structure is described in the following chart. ORGANIZATIONAL FLOW CHART . Board of Trustees

President (Dr. Niels-Erik Andreasen)

Vice President Financial Administration

Vice President Advancement

General Counsel

Director Human Resources

(Dr. David Faehner)

(Mr. Brent Geraty)

(Mr. Dan Agnetta)

(Mr. Larry Schalk)

Provost Chief Operating Officer and Chief Academic Officer (Dr. Andrea Luxton)

Vice President Student Life (Dr. Frances Faehner)

Vice President Enrollment Management & Integrated Marketing & Communication (Mr. Stephen Payne)

Andrews University Architecture Program Report September 2011 Provost Chief Operating Officer & Chief Academic Officer (Dr. Andrea Luxton)

• • • •

• • • • • • • • •

VP of Student Life – Frances Faehner VP of IMC and Enrollment Management – Stephen Payne Associate Provost/Registrar – Emilio Garcia-Marenko Deans: - School of Architecture – Carey Carscallen - College of Arts & Sciences – Keith Mattingly - School of Business – Allen Stembridge - School of Education – Jim Jeffrey - SDA Theological Seminary – Denis Fortin - College of Technology – Verlyn Benson Dean, Distance Education – Alayne Thorpe Dean, James White Library – Larry Onsager Dean, Graduate Studies and Research – Christon Arthur Assoc. Dean of the College of Arts & Sciences – Don May Director, Honors – Monique Pittman Director, Institutional Assessment – Lynn Merklin Director, Student Success – Kristine Knutson Principal, Andrews Academy – Robert Overstreet Principal, Ruth Murdoch Elementary – David Waller Vice President of Financial Administration (Mr. Larry Schalk)

• • •

• • • • •

Controller – Glenn (Chip) Meekma - Chief Accountant – Sharyl Turon Director, Student Financial Services – Elynda Bedney Plant Administration – Dick Scott - Manager, Custodial and Transportation – Martin Bradfield - Manager, Grounds – Michael Villwock - Manager, Plant Services – Paul Elder Manager, Bookstore – Cheryl Kean Manager, Dining Services – Mark Daniels Manager, Farm & Dairy – Tom Chittick Manager, Post Office – Ruth Gardener Director, Campus Safety – Dale Hodges Vice President of Student Life (Dr. Frances Faehner)

• • •

Associate Dean – Paul Buckley Assistant Dean – Steve Yeagley Director, Counseling & Testing – Judith Fisher

Andrews University Architecture Program Report September 2011 • • •

• •

Director, Campus Ministries – Ron Whitehead Director, Graduate and Family Housing – Alfredo Ruiz Deans of Residence Halls: - Lamson Hall, Women’s Dorm – Jennifer Burrill - Meier and Burman Halls, Men’s Dorms – Spencer Carter Director, International Student Life – Najeeb Nakhle Director, Social Recreation & Athletics – Dave Jardine Vice President of University Advancement (Dr. David Faehner)

• • • • •

Associate VP for Development – Audrey Castelbuono Manager, Howard Performing Arts Center – Debbie Weithers Director, Alumni Services – Tami Condon Director, Planned Giving and Trust Services – Tari Popp Coordinator, Annual Giving – Jacqueline Spencer Vice President of Enrollment Management and Integrated Marketing & Communication (Mr. Stephen Payne)

• • • • • • • •

Associate VP for Enrollment Management - Randy Graves Director, Enrollment Services – William Navalon Director, University Relations – Rebecca May Director, Undergraduate Admissions – Shanna Leak Coordinator, Strategic Marketing – Jason Webster Coordinator, Graduate Admissions – Angelica Munoz International Recruitment: - Finance – Juan Alvarez Admissions – Aaron Moushon

School of Architecture Administrative Structure The Dean represents the mission of the School of Architecture to the University and to the public, and reports directly to the Provost. The Dean represents the School at meetings of the Board of Trustees and is a member of the Dean’s Council. In addition, the Dean teaches one course each year, prepares and monitors the budget; has the right and responsibility of approval of matters concerning hiring, promotion and advancement, determines committee assignments; has input into and responsibility for policy making issues, and presides at faculty meetings. The Assistant Dean is responsible for the day-to-day operation of the School of Architecture, with input into and responsibility for both policy and administrative issues. The Assistant Dean (in conjunction with the Dean and the faculty) structures the curriculum, determines faculty course loads and assignments, advises students, assesses transfer and admission policies, and oversees the area of recruitment. The Assistant Dean presides at Architecture Academic Policies and Curriculum Committee meetings, and is a member of the Graduate Council and other University Committees as needed.

Andrews University Architecture Program Report September 2011 Governance The Dean and Assistant Dean work in close association with the faculty in the administration of the program, which because of our comparatively small size allows us to conduct School business in a manner more democratic than bureaucratic. Both the faculty and administration work together with the staff and student body to fulfill the mission of the School creating an academic program that embodies and advances that mission. As previously discussed, faculty meetings occur at least bi-weekly (sometimes weekly) and include a student representative. These meetings are important to the overall governance of the program and as such, are reflected in the minutes. Administrative Flow Chart Provost

Dean

Assistant to the Dean

Woodshop Supervisor Assistant Dean

Admissions Assistant

Administrative Assistant

Faculty

Student Workers

Other Degree Programs Bachelor of Science in Architecture Bachelor of Science in Architectural Studies

Student Workers

Andrews University Architecture Program Report September 2011 I.2.3.

Financial Resources

Faculty Salaries In July 2008 the University started a discipline-sensitive pay scale system in an effort to bring faculty salaries closer to the 50th percentile of their discipline. This initiative amounted to a 2.5% increase amounting $600,000 overall for the University. In 2009 this was repeated. In 2010 the plan was put on hold due to overall budgetary constraints, and the faculty receive a 2% overall merit increase. In 2011 the faculty received a 1.5% overall merit increase. Following a long-lasting discussion of salaries for the faculty in the School of Architecture, the University administration has agreed to move the architecture faculty with a terminal Master of Architecture degree to the PhD pay scale of the University. This has been incorporated into the 2012 budget at a cost of $45,000, which gives approximately a 10% raise to those faculty who qualify. Program Budget The following financial information has been supplied by the office of the University Controller. It includes comparisons of each yearâ&#x20AC;&#x2122;s revenue and expense, including the budget information for the 2011-2012 fiscal year. It also contains per-student data for the School of Architecture and other professional programs at Andrews University. It does not include forecasts. At the present time the University does not forecast or budget beyond one year out.

Andrews University Architecture Program Report September 2011

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Andrews University Architecture Program Report September 2011 Institutional Financial Issues Due to the recent economic downturn that has seriously affected the architecture profession and consequently enrollment in the architecture program, the University administration recognizes the decrease in enrollment but has compensated institution wide by increases in enrollment in other areas. Enrollment Management continues to promote the architecture program in all of its recruitment events, and the School of Architecture diligently responds to all inquiries directed to the School by Enrollment Management. Enrollment Management recognizes that the School of Architecture has been especially effective in relationship building and follow-through with students in a way that has set the pace/example for other departments, schools and colleges on campus. There are no pending reductions or increases in funding for the School of Architecture or any of the other Schools or Colleges other than changes in individual budget lines as needed in each cost center. Andrews University is heavily tuition driven, but also receives some subsidies from higher church organizations. There are no changes in funding models for any of the University entities since the last visit, or any other financial issues of significance that will affect the School of Architecture in the upcoming term of accreditation. The University has seen increases in tuition revenue each year that has enabled it to maintain a stable financial situation. I.2.4 Physical Resources Since its construction in 1985 the building that houses most School of Architecture functions has accommodated the majority of its needs. This building and its nearby ancillary architecture spaces – the South Trailer Studio, and the woodshop located in the Art and Design Center – are located on East Campus Circle Drive and are part of a larger group of structures that form a ring of academic and service buildings around the north-east portion of the campus. The total architecture facilities include five studios, two classrooms, the Architecture Resource Center (ARC), a seventy-seat amphitheater, two computer labs, administrative offices, eleven faculty offices, a model shop, a photo studio, exhibition and jury space, and a two storage rooms. In 1994 the main Architecture building was extensively renovated to enlarge the Architecture Resource Center (library) and the computer lab. In 2008, a 5,600 sq.ft. addition was made to the building to replace the North Trailer Studio. A plan of the architecture building is included in this section, and a summary of existing School gross square footages are indicated below: Architecture Building (studios, libraries, offices, classrooms, exhibition) Art and Design Center (model shop) The South Trailer (studio, archives) Grounds Building Storage TOTAL

20,600 sf 2,500 sf 2,600 sf 1,000 sf 26,700 sf

The School has three large studio spaces: the North Studio, which comprises two studios, the South Studio, which comprises two studios, and the South Trailer Studio. Combined, the large spaces accommodate all five levels of students and a total of 140 drawing tables, 36 tables 30"x 42", and 104 tables 37”x60”. The School furnishes each table with a drawing surface, parallel rule, stool, and lamp. Cutting boards and light tables are located throughout each studio for the students' convenience. Below: Andrews University Campus map showing location of School of Architecture physical plant.

Andrews University Architecture Program Report September 2011

The School of Architecture woodshop is located across the street from the main architecture building and is located in in the Art and Design Center. The woodshop houses an adequate collection of power tools, including table saws, band saws, jigsaws, sanders, planers, lathes, various drills, drill-presses, and other equipment. The shop is heavily used by students and is managed by a faculty member as woodshop coordinator, a part-time shop supervisor employed by the School, and by student assistants. Changes to Physical Resources Since the last accreditation visit in 2006, the architecture building has had a 5,600 square foot addition on the north end replacing the mobile studio trailers and the space formerly occupied in Harrigan Hall. This was a replacement of space with a very small increase in net space. There is currently a $500,000 line in the 5-year capital budget for the University for another addition to the

Andrews University Architecture Program Report September 2011 Architecture building, presently proposed to be built in the 2015 fiscal year. Computer Resources The computer labs continue to evolve. A virtual Windows 2008 R2 Server provides general files storage (5 TB capacity) and home directory space for faculty and students. A second virtual Windows 2008 R2 Server provides printing services to faculty and students. The fourth-year Studio Lab contains six (6) OptiPlex 745 workstations running Intel Core 2 (2.4GHz) processors and 2 GB of memory. The lab also has two (2) high-end Dell and Boxx workstations with Intel Xeon (3.33 GHz) processors used primarily for rendering 3D models. All systems have Windows 7 Enterprise operating system installed and provides access to such applications as: Autodesk 2011 Suite (AutoCAD, Revit Architecture, Revit Structure, Revit MEP), Adobe Creative Design Suite 4 (Photoshop, InDesign) and Microsoft Office 2010. There are three (3) Canon flatbed color scanners available for student use. In the main lab are twelve (12) Dell Precision T3500 workstations running Intel Xeon (3.07GHz) processors and 6 GB of memory. All systems have Windows 7 Enterprise operating system installed and provide access to such applications as: Autodesk 2011 Suite (AutoCAD, Revit Architecture, Revit Structure, Revit MEP), Adobe Creative Design Suite 4 (Photoshop, InDesign) and Microsoft Office 2010. There is an Epson Expression 10000XL color photo scanner, an HP Color LaserJet 5500 printer (11x17), an HP LaserJet 5000 printer (11x17), an HP DesignJet 800 24” plotter and an HP DesignJet T1120ps 24” plotter. Also, in the main lab is a Canon imageRunner 2880i color copier that students use for photocopying and scanning. Every computer lab system is connected to the Internet through the on-campus Ethernet, which is running at 100Mb/1Gb. Both faculty and students may connect to a wireless network (802.11agn), which is available throughout the building and in many places around campus. The fifth-year Urban Design studio contains a Dell OptiPlex GX620 system, an HP DeskJet 1220C printer, an HP OfficeJet Pro K8600 printer and an Epson 1640XL 11x17 scanner for their large urban design projects. The School of Architecture has a Canon imageRunner 2020 copier, a Graphtec CS600 42” color scanner, and also maintains a photo studio equipped with a copy stand and lights for photographing projects, and a Canon Digital Rebel camera for student and faculty use. The Architecture Resource Center (ARC) is located in the main Architecture building, and conveniently situated to allow students and faculty easy access. There is a Ricoh Aficio MP C3001 color photocopy machine/printer in the ARC for faculty and student use. More detailed descriptions of the ARC can be found in the section Information Resources. Problems that Impact Operation and Proposed Resolutions A need that is continually pressing the School of Architecture is that of studio space. In the summer of 2008 construction was started on a 4,600 square foot addition to the north end of the architecture building. This space simply replaced the mobile classroom space that was previously located there as well as space that Architecture was using in the basement of Harrigan Hall. Consequently space remains tight in the studios, and growth in student numbers is limited. Possible funding from donors contacted by the School of Architecture is still a strong possibility but the donors have not indicated when they might be providing this funding. Expansion funded by the University is currently slated for budget year 2015. Enrollment might need to stay flat or nearly flat until this time unless the University administration decides to let enrollment increase and move the expansion to an earlier date. We currently provide an average of 72 gross square feet of studio space per student. Ideally we should be providing 80 square feet per student in the first year, and 100 square feet per student in the remaining years. This also allows for

Andrews University Architecture Program Report September 2011 adequate aisles between the student desks, light tables for general use, and a small gathering space with comfortable relaxation. The School of Architecture continues to use a four-wide mobile classroom unit for a studio. This was placed in the school parking lot in 2002 as a temporary measure while waiting for funding for the new building. This continues to pose a problem for the students because of poor air quality in the winter, and students have to go to the main building to use restrooms, library, and computer lab. This is a daily inconvenience for the students and faculty, and a problem when the weather is bad. Having one studio away from the rest of the studios does not help promote good integration and cohesiveness in the program and among the students. The addition of 2008 was a big help in reducing this problem by bringing two studios under one roof, and we look forward to replacing the final mobile classrooms with a permanent structure. As mentioned above, the University has budgeted $500,000 in its 5-year capital plan for another addition to the architecture building. This will only be enough to replace studio space, and not address the other space issues that the school faces. To take care of all of the needs it would take about $4,100,000. At that point one has to consider the cost effectiveness of continuing to make additions to the present building or press for funding for a new facility costing about $9,500,000. I.2.5.

Information Resources

Institutional Context The Architecture Resource Center is a part of the Andrews University Library system and is physically located within the School of Architecture. The University Library system consists of the James White Library, the Architecture Resource Center, The Music Materials Center, and The Center for Adventist Research, the Ellen G. White Estate Branch Office, The Mary Jane Multimedia Center, the Seventh-day Adventist Theological Seminary Library and the University Archives. The strongest collections are in religion, education, architecture and Adventist publications and resources. The libraryâ&#x20AC;&#x2122;s automated catalog, JeWel, can be accessed through the campus computer network as well as globally through the internet. Through the library website 155 major electronic databases can be accessed through the Internet and from any of the 70 public computer stations located in the main library and its branches. Linking software provides links from the database search results to the libraryâ&#x20AC;&#x2122;s 44,000 print and electronic periodical titles. Through the Michigan Library Consortium, the library provides access to MeLCat, a statewide union catalog, patron-initiated interlibrary loan service and book delivery system. Students, faculty and staff can access over 7.8 million unique books and other materials through MeLCat. In the four years since implementation, MeLCat has provided students and faculty with materials valued at over a million dollars. The Library also has access to the OCLC Online Computer Library Center for cataloging and interlibrary loan information based on data from 69,000 libraries in 112 countries representing over 470 languages and dialects. Administrative Structure The operation of the Architecture Resource Center (ARC) is the responsibility of the ARC Director in consultation with the Dean of Libraries and holds a faculty position and is a voting member of the James White Library (JWL) Faculty. The Director reports to and is evaluated by the Dean of Libraries for Andrews University. She holds joint appointments in the College of Arts and Sciences and the School of Architecture. She also sits as a member on various administrative committees in JWL and in the School of Architecture. The Director is committed to proactive service to the School of Architecture while at the

Andrews University Architecture Program Report September 2011 same time maintaining a working relationship with JWL. These ties are maintained through working on committees and other projects in both JWL and the School of Architecture. The Director of the ARC is a professional librarian with a Master’s degree in Library Science. She has 24 years’ experience with subject expertise in architecture and its related fields. She is a past president of the Association of Architecture School Librarians (AASL) an international group which meets annually concurrent with the Association of Collegiate Schools of Architecture (ACSA). For the past 10 years she has been a sponsor for the Student Chapter, AIAS. Collections The ARC provides a collection which is current and retrospective in breadth and scope. According to the “Guidelines for Collection Development” (Chicago: American Library Association: 3-5, 1979.) the collection may be assessed at an advanced study level. It also maintains adequate materials supporting an advanced master’s degree program on a research level. It is the mission of the ARC to encourage and facilitate study serving the needs of the School of Architecture. In support of the architecture curriculum, the ARC provides an extensive and up-to-date range of materials including relevant books related to the subjects of history, theory, criticism, professional practice, new urbanism, and all other aspects necessary to the pursuit of the study of architecture. The collection ranges from A through Z in the Library of Congress Classification system. English is the primary language of acquisition. Because of the heavy emphasis on pictorial and graphic presentation, materials in other languages such as German, Italian, and Latin may be acquired. Diversity of geographical and cultural materials is encouraged due to the nature of architecture and the prominent international diversity at Andrews. An added dimension to our resource materials are three special collections: The Environmental Design Research Association Collection, Senseman Rare Book Collection, and the Vernon Watson Collection. In addition the ARC has become the official Archive for the EDRA Organization. This collection consists of donations from retiring EDRA Members. Since 1987 the ARC has developed a special relationship with the Environmental Design Research Association (EDRA) as the official repository of its worldwide publications in the field of environmental behavior/design. The holdings in this collection reflect 42 years of accumulation and are the most comprehensive in the world. EDRA is an international, interdisciplinary organization, founded in 1968 by design professionals, social and behavioral scientists, students, educators, and environmental managers. The purpose of EDRA is to improve the understanding of the interrelationships between people and their built environment along with the natural surroundings, and to help create environments responsive to human needs. This research cuts across all disciplinary lines. The director is a permanent member of the Board of Directors of EDRA. She is the board liaison for the annual EDRA book and publication display. The Senseman Rare Book Collection was donated to the Architecture Resource Center in 1986 by Ronald S. Senseman, FAIA, an accomplished career architect. The collection contains rare and valuable books, old photos mounted on linen of high renaissance architecture, along with many of his original drawings and sketches. The Vernon Watson Collection was donated in 1950 and includes rare and valuable books. Mr. Watson was an architect from the Chicago Prairie School of Architects. While little is known of his life, we know that he studied at the Chicago Art and Armour Institutes. Later he worked as a designer in the firm of Tallmadge and Watson. In 1936 he retired to the Berrien Springs, Michigan area. While living there he designed and built three Prairie Style homes and an early library on the campus of Andrews University.

Andrews University Architecture Program Report September 2011 Services The ARC is located in the South end of the architecture building giving students and faculty convenient access to the collection. The atmosphere is inviting scholastically, aesthetically, and socially. The faculty is encouraged to bring their classes into the ARC without prior notice to access the materials. The ARC has become the social and academic heart of the program, doing much to lessen the burdens and cares of the students and faculty in a labor intensive, professional curriculum. Within the limitations of the ARC, compensation has been made to provide for activities, staff, services, and the collection. Spatial provision for barrier free access has been addressed in the ARC. The ARC makes available a wide range of books and periodicals, as well as appropriate non-book formats, supporting the planning, curriculum, and research planning of the School of Architecture. Audiovisual and multimedia materials are acquired and housed in the ARC which meets the needs of architecture students and professionals. An open reference collection is maintained and students are encouraged to consult with the librarian in its use; ARC personnel are also trained to provide reference services. Library access to the online catalog, the World Wide Web, web-based databases, and computer support is provided through the JWL Systems Department. Students are instructed in the use of the numerous databases subscribed to by the library system. Written guidelines are prepared to aid the library user to access the web databases. Circulation policies are written and made available in writing to all students and faculty in the School of Architecture. These policies are provided for all users on the ARC’s web page. Bibliographic instruction is provided in the ARC by request of the faculty. An orientation program is presented to freshmen in the fall semester of their first year. Handouts which are updated on an annual basis are provided to students. Guides, listings, and signage are provided for the purpose of aiding the user in the location of materials in the ARC. New acquisitions of books and audio-visual materials are showcased in highly visible areas designated for this purpose. Exhibitions are regularly held in the ARC. Architecture students are permitted to display their work upon the approval of the Director of the ARC. Architecture materials are fully cataloged and accessible through the library’s technical services department of the JWL. All materials are cataloged using MARC and AACR2 national standards. The cataloging department subscribes to and networks with OCLC. Turnaround time for cataloging is adequate. The ARC is open for service 54 hours per week and seeks to accommodate the students and faculty in every way. The ARC has limited hours due to lack of funds for student assistant budget (partly due to minimum pay raises). In the past the ARC stayed open 70 hours per week. At that time we had a student body of approximately 80 students. We now have a student body of 125 and are extremely limited in the hours we are able to open.) In addition, the ARC has limited inter-session hours. Inter-library loan requests are processed from the main library (JWL). The library subscribes to a wide variety of web-based indexes and databases; OCLC FirstSearch, EBSCOHost, OCLC’s Worldcat, etc which are available on the central library’s web site. In addition, the library participates in a resource sharing program i.e. MeLCat, a Michigan library consortium, providing additional resources for the research needs of our students and faculty. Assessment of the Collections The main criteria for selection are (1) to provide information resources that support the curriculum of the School of Architecture, (2) to develop a broad collection of resources covering the field of architecture, and (3) to build upon the ARC’s special strength in environmental design. Some continuation series are

Andrews University Architecture Program Report September 2011 significant and important in the field of architecture. Because of the nature of architectural study and the resources that support it, most print materials do not become obsolete. The ARC maintains a Resources Development Policy which describes the mission, goals, and objectives of the library collections and services. The director solicits and encourages faculty and students to request books and materials. The director has input and authority in all decisions regarding any of the materials located within the ARC. Other non-book formats collected include boxed plates and product catalogs (“materials”) – but excluding product samples. Of the forty-seven recommended periodicals from The Association of Architecture School Librarians “Core List”, the ARC subscribes to thirty-six titles. In addition from the “Supplementary List” of twenty-six titles the ARC subscribes to twenty-one. Available architecture indices include the print version of Architectural Index. The on-line indexes include Architectural Periodicals Index, Art Index, and Avery Index. The ARC’s periodicals collection is covered by these indices. Visual resources and non-book resources are part of the ARC’s collection. The School of Architecture maintains a separate slide collection. Models, photos, drawings materials and samples are separately administered and are readily available upon request from the School as well. Staff The operation of the ARC is the sole responsibility of the ARC director. The Director reports to and is evaluated by the Dean of Libraries for Andrews University and is a voting member and holds a faculty position in JWL. She also sits as a member on various administrative committees in JWL, and holds a faculty position and is a voting member of the School of Architecture. She is directly involved in the governance and development of the architecture program. The Director is committed to proactive service to the School of Architecture while at the same time maintaining a working relationship with JWL. These ties are maintained through working on committees and other projects in both JWL and the School of Architecture. The Director of the ARC provides an extensive training/orientation program for its employees. There are written job descriptions for all staff positions. Most student assistants have an architecture background and varying additional skills which contribute to providing high quality library service directly to patrons. All employees are trained in the circulation functions of the library system, providing reference service, and various other technical duties, binding, preparing reserves, shelving, shelf-reading, and aiding the director in the coordination of the annual EDRA Publication Display. There are however, constant issues due to erratic schedules of student assistants and lack of budget from the university. Provision has been made through the use of organization, policies, handbooks, staff training, manuals, hiring procedures, and communication between the staff and director, for the smooth running of all functions in the ARC. Awareness has been developed to expedite changes and reorganization as necessary. The ARC’s policies are commensurate with the policies of the main campus library and are under regular review. In addition, the ARC has developed policies and procedures with which to carry out its own goals and functions. Circulation policies have been developed and are made available to all students and faculty in the School of Architecture. Student staff handbooks are prepared and updated on a yearly basis. There is a library advisory committee in place which is comprised of the Director of the ARC, Dean of Libraries, Dean of the School of Architecture, a representative from the College of Arts and Sciences, Academic Vice-President, Architecture Faculty, and two student representatives from the School of Architecture. The Director of the ARC has full responsibility for the selection of resources; however the Director encourages suggestions from the faculty and students for purchases, and solicits their advice on selection of materials. This helps to ensure a balanced and useful collection.

Andrews University Architecture Program Report September 2011 Budget The budget for the ARC is dependent upon University allocation each fiscal year. The book budget is $17,000, student labor is $18,000 plus 10 hours per week from the School student labor budget, and the periodical budget is $13,824. The ARC Director is responsible for the selection decisions and expenditure of the materials budget. Because of the connection with the EDRA organization the ARC receives books and materials the value of which is in excess of $25,000 per year. This addition to the ARCâ&#x20AC;&#x2122;s budget allowance is adequate for the acquisitions of other appropriate materials to be added to the collection. Significant Problems Staff The director of the ARC has the full support of the Dean of Libraries and the Dean of the School of Architecture, however, the director relies heavily on student staff for the administration of the ARC. Ideally, the director needs the assistance of at least a half time paraprofessional or at best secretarial support. This support would significantly benefit the director and have a trickle down effect in all aspects of work in the ARC. Student Labor The ARC is open for service 54 hours per week and seeks to accommodate the students and faculty in every way. The ARC has limited hours due to lack of funds for student assistant budget (partly due to minimum pay raises). In the past the ARC stayed open 70 hours per week. At that time we had a student body of approximately 80 students. We now have a student body of 125 and are extremely limited in the hours we are able to open.) In addition, the ARC has limited inter-session hours. I.3.

Institutional Characteristics

I.3.1.

Statistical Reports

The following two pages contain the Program Student Characteristics and the Program Faculty Characteristics.

Comparative Data for Students

Percentage of students who completed in 150% of normal time.

III. Time to Graduation Normal Time to Completion: (number of quarters or semesters in which students are expected to complete all requirements for the NAAB-accredited degree Percentage of students who completed in normal time

Graduate Record Examiniation Verbal (200-800) Quantitative (200-800) Analytical (0.0-6.0)

ACT: 25th percentile ACT score 75th percentile ACT score

II. Qualifications of Students Admitted SAT: Critical Reading 25th percentile SAT score 75th percentile SAT score Mathematics 25th percentile SAT score 75th percentile SAT score Writing 25th percentile SAT score 75th percentile SAT score

American Indian or Alaska Native Asian Native Hawaiian or other Pacific Islander Black or African American Hispanic/Latino White Two or more races Nonresident alien Race and ethnicity unknown TOTAL

Ethnicity 0 0 0 2 1 3 0 2 0 8

0 0 0 3 1 7 0 3 0 14

0 3 1 20 28 60 4 27 0 143

3 0 0 12 19 38 0 8 0 80

64.29

11 64.29

N/A

0 0 0 1 0 2 0 0 0 3

0 0 0 0 0 0 0 0 0 0

0 0 0 1 0 2 0 0 0 3

3 0 0 13 19 40 0 8 0 83

As reported for the academic year in which the last visit took place

452 506 3.9

20 26

64.29

453 515 3.8

20 26

3 0 0 19 26 56 0 15 0 119

0 0 0 7 7 18 0 7 0 39

Female Total

As reported for the academic year in which the last visit took place

0 0 0 7 7 18 0 7 0 39

460 590

0 1 1 9 18 16 1 14 0 60

460 580

0 2 0 11 10 44 3 13 0 83

440 610

As reported in the 2011 ARS

0 0 0 1 0 4 0 1 0 6

Grand Total

460 590

0 3 1 17 27 53 4 24 0 129

Female Total

As reported for the academic year in which the last visit took place Full Time Part Time Full Time Female Full Time Part Time Female Part Time Male Total Total Total Male Total Total Total Male Total

470 600

0 1 1 7 17 13 1 12 0 52

As Reported in the 2011 ARS Part Time Part Time Part Male Female Time Male Total Total Total Total

460 590

0 2 0 10 10 40 3 12 0 77

Full Time Full Time Full Male Female Time Total Total Total

I. Total Enrollment Compared to the Time of the Last Visit (full academic year)

3 0 0 20 26 58 0 15 0 122

Grand Total

Andrews University Architecture Program Report September 2011

96 Professor Female

Professor Male

7 2

2007-2008

4 7

2006-2007 0 3

2006-2007

III. Faculty Receiving Tenure Faculty in the accredited program Faculty in the institution

IV. Registration in U.S. Jurisdictions Faculty receiving 1st time licenses Faculty receiving reciprocal licenses Faculty renewing licenses Faculty receiving NCARB Certificates Foreign-educated Foreign-licensed Broadly Experienced Architects

2007-2008 0 5

2007-2008

2006-2007

Professor Female

Professor Male

II. Faculty Promotions Faculty in the accredited program Assistant to Associate Professor Associate to Full Professor Faculty in the institution Assistant to Associate Professor Associate to Full Professor

Ethnicity American Indian or Alaska Native Asian Native Hawaiian or other Pacific Islander Black or African American Hispanic/Latino White Two or more races Nonresident alien Race and ethnicity unknown

As reported for the academic year in which the last visit took place

As reported in the 2011 ARS

2008-2009

2008-2009 0 7

9 7

2008-2009

Professor TOTAL

I. Full-time Instructional Faculty Compared to the Time of the Last Visit (full academic year)

2009-2010

2009-2010 0 4

6 5

2009-2010

2010-2011

2010-2011 0 2

4 5

2010-2011

Assoc. Professor Female

1 2

Assoc. Professor Male

Assoc. Professor Female

Assoc. Professor Male

Assoc. Professor TOTAL

1 3

Assoc. Professor TOTAL

Assis. Professor Female

1 2

Assis. Professor Female

Assis. Professor Male

1 3

Assis. Professor TOTAL

Instructor Male

Instructor Female

Instructor TOTAL

1 8

GRAND TOTAL

1 11

GRAND TOTAL

Andrews University Architecture Program Report September 2011

Andrews University Architecture Program Report September 2011 I.3.2. Annual Reports The following page, signed by James R. Massena, Director of Institutional Research certifies that the data for this APR and all data submitted to the NAAB through the Annual Report Submission System since the last site visit is accurate and consistent with reports sent to other national and regional agencies including the National center for Education Statistics.

Andrews University Architecture Program Report September 2011 I.3.3 Faculty Credentials Carey Carscallen, Dean & Associate Professor See resume on page 153, and matrix on page 48. Carey Carscallen holds an undergraduate degree in Industrial Technology from Walla Walla University and a Master of Architecture degree from the University of Idaho. Carey has ten years of experience as a full time missionary in Zaire and Rwanda that included teaching and construction, this experience provides a strong foundation to administer the program and the mission it espouses. Carey accepted the position of Dean of the School in 2001. Since then, the size of the program has increased from about 70 students to 125. Faculty size has increased by 50%, the building has had two temporary trailer studios added, one permanent addition, and a second addition slated for 2013. A plan has been put in place for a $13,000,000 building for the School to be built on the north end of the campus quad, however, funding for this has not yet been secured. In addition, the School recently received support from University administration for pay scale equivalency between the M. Arch. Degree and the PhD. Research and application on the design and construction of well-crafted furniture informs the Introduction to Furniture Design and Advanced Furniture Design courses taught each year. Personal and professional projects have included a complete bedroom set, dining room set, and library shelves, as well as the design for the lecture room podium. In an effort to promote the mission of the School and support the ongoing 14-year relationship with CERENID (a center for street boys located in Lajas, Bolivia), the furniture design students design and construct birdhouses to be publicly auctioned with the proceeds going CERENID. To date, over $8,000 has been raised for this effort. Wiliam W. Davidson, Professor Emeritus See resume on page 154, and matrix on page 48. With 50 years of teaching experience and 40 years of professional consulting, Dr. Davidson is eminently qualified to teach the structures sequence for the School of Architecture. Kathleen Demsky, Associate Professor See resume on page 155, and matrix on page 48. Kathleen Demsky holds a B.A. in Organizational Management/Human Resources from Bethel College, Mishawaka, Indiana, and a Masters in Library Science from Indiana University. For the past 20 years she has been the Publication Display Coordinator for the annual Environmental Design Research Association (EDRA) Conference. She received the Service Award from that organization in 1996 and holds a permanent position on the EDRA Board of Directors as Liaison of Publications and Public Relations. Currently, she is also on the EDRA Web Committee. Demsky publishes an annual Bibliography of the publications on display and coordinates the annual EDRA Book Auction that raises funds for student scholarships. She is past president of the Association of Architecture School Librarians and served on its executive board. In the late 1990’s she became professor of an annual religion class and European tour, “Special Topics in Waldensian Beliefs.” This class is taught primarily for the students in the School of Architecture. In October 2003, she edited The Faith and History of the Waldensians: Sketches and Journal Entries by the Students of the Division of Architecture 1998-2001. She currently prepares an annual “Waldensian Tour Guide.” She was guest editor for the Winter 2008 issue of the Journal of Architectural and Planning Research titled “Environmental Design Research (EDR): The Field of Study and Guide to the Literature.” In 2009 she published a peer reviewed book review in the Andrews University Seminary Studies Journal. Preachers by Night: The Waldensian Barbs (15th to 16th Centuries). Audisio, Gabriel. Paula L. Dronen, Assistant Dean & Associate Professor See resume on page 156, and matrix on page 48. Paula Dronen holds undergraduate degrees in Architectural Studies (BS) and Interior Design (BSI) from Andrews University and a Juris Doctorate degree from Michigan State University. The study of architecture combined with the study of law has

Andrews University Architecture Program Report September 2011 contributed to certain aspects of the architecture curriculum, especially as to regulatory land use issues as explored in the Urban Design Studio. Recent research has focused on SmartCode development and implementation, case law involving substantive land use decisions, and the United States Constitution and property rights. Education and continued research has allowed for the opportunity to engage students in the design studio to thoughtfully consider legal implications of design decisions. Elective offerings (such as Legal Issues in Architecture, Land Use and the Constitution, as well as Land use Analysis) seek to encourage students to critically analyze the role of the law in architecture and planning. Troy Homenchuk, Assistant Professor See resume on page 157, and matrix on page 48. Troy Homenchuk holds a professional Bachelor of Architecture degree from Andrews University and a Master of Architectural Design and Urbanism from the University of Notre Dame. In graduate school Troy served as a teaching assistant for an undergraduate second year studio and for an elective in computer graphics. Prior to attending graduate school, professional experience was gained working in two architectural offices in Chicago; Tannys Langdon Associates, LLC and CTE Engineers. Professional work continued while in graduate school at Urban Design Associates in Pittsburgh, PA, and Thomas Gordon Smith Architects in South Bend, Indiana. To help facilitate the continued development of computer graphics in the field of architecture, Troy serves as an officer for the Michigan Design Educators Association of which he has been a member for two years. Throughout the year Troy engages the architecture profession through 3d modeling and rendering activities. As a co-professor, Troy helped organize and execute two urban design studios in Michigan City, Indiana, and Abaco, Bahamas. Competing with professional entries, both academic projects won the Congress for New Urbanism annual award. Regular faculty meetings and team teaching studios are of great value in supporting student achievement. The high level of collegiality among faculty facilitates an open exchange of ideas and healthy critique of how best to achieve the best student performance. The on-going act of preparing and executing classes, evaluation and re-evaluation by peers, students, and outside organizations such as the NAAB have contributed to the content of courses taught in studio, theory, and computer graphics. Robin Johnson, Assistant Professor See resume on page 158, and matrix on page 48. Robin Johnson holds an undergraduate degree in architecture and a Master of Architecture degree from the University of Michigan, an institution broadly emphasizing environmental technology in practical and research oriented applications, balanced with a personal focus in design theory and participation in selective design charrettes, competitions, and discussions lead by visiting architectural luminaries, in addition to assistant teaching in design and graphic studios. Robin continues to participate in reviews of student architectural work at University levels in TN, IL, WI, AU and most recently at the "Rural Studio" in AL, in addition to conferences and workshops that further sustainable forestry practices, timber frame construction in Ireland and the US, and the promotion of sustainable land use in residential development practice in Ireland. Professional qualifications stem from 28 years of professional architectural practice as a licensed, registered professional in Illinois and Michigan, working on a wide range of award winning projects for a handful of small firms, each focusing on finely crafted, well resolved design solutions using different personal stylistic vocabularies from high tech steel and glass modern to arts and craft residential to monumental traditional public buildings. Solo architectural practice has focused recently on locally harvested timber frame construction, recycled components, passive solar and highly efficient envelopes and now simple-tech bustling systems like cob construction. Robin works to promote sustainable life style choices through the management of a mixed-use PUD extending the "walkable" neighborhood feel and original street/alley pattern of a village in northern Michigan by promoting community gardening, denser small scale development than the surrounding

Andrews University Architecture Program Report September 2011 suburban sprawl of nearby communities and actively participating in "transition town" and "slow" educational projects within her Quaker community. Thomas Lowing, Associate Professor See resume on page 159, and matrix on page 48. Tom Lowing holds an undergraduate degree in architecture and a Master of Architecture degree from the University of Michigan. Tom brings over fifteen years of experience in professional practice and continues in consulting roles as a licensed architect, LEED-AP, and member of the AIA. In addition, Tom has over fifteen years of teaching experience integrating technology and design in numerous courses and independent study at all levels in the program. These combined experiences serve as a bridge to the educator’s role to the profession and practice of architecture. A graduate school concentration in building sciences and a thesis project in energy conscious design formed the basis for continued applications of sustainable design principles. Applied research with student independent studies and student competition entries for ACSA and USGBC sponsored sustainable design projects has continued to develop expertise in energy conservation strategies for building design. Mark Moreno, Associate Professor See resume on page 160, and matrix on page 48. Mark Moreno holds a Bachelor of Science degree in architecture from the University of Texas at Arlington and a Master of Architecture degree from the Harvard Graduate School of Design. With over 17 years of teaching experience at 4 universities Mark is well prepared to teach design and lecture courses. Mark’s teaching interests center on Placemaking and Person/Environment relationships with methodologies involving hands-on experiential activities. Mark received the Daniel Augsberger Excellence in Teaching Award in 2011. Since 1985 Mark has worked for many firms and on his own, as Stockton Moreno Designs in the capacity as lead designer on residential projects, a bank, and most recently, a dental office, an addition to a Montessori School, and a private dwelling. Current commissions include assessing the existing conditions and facilities utilization of Buchanan Public Library and guide the organization through a schematic design process intended to generate local interest and funding. As a long-term board member and long range planning committee member at Curious Kids Museum, Saint Joseph, MI, Mark has extensive professional and volunteer service hours and was instrumental in assuring success with the most urban addition called, Silver Beach Center. Often as a volunteer, Mark conducts special architecture curricular units for Brookview Montessori School, Benton Harbor, MI and generates professional graphics to raise funds. With a passion to teach about and promote the discipline and importance of Architecture, Mark developed and directs the summer architecture camp, Renaissance SM Kids, and visits local schools. Teaching and service have inspired research focused on developing architecture curricula for elementary age children and writing a children’s book. Students have been involved in each of these endeavors. Rhonda Root, Professor See resume on page 161, and matrix on page 48. Rhonda Root holds an undergraduate degree in Art & History and a Master of Arts in Teaching from Andrews University, and a Master of Fine Art from the University of Notre Dame. Exposure to Art History in depth in the Art degree and learned research and writing with the History degree provides for a solid foundation used in the preparation of teaching architectural history courses. Accomplished drawing and painting skills are used in the Drawing and Graphics Studio. A teaching certification degree (MAT) provided educational tools and methods to be a better teacher and the MFA matured artistic skills and abilities and added graduate level history courses to provide a well-rounded educational experience. Extensive travel and personal research of over 35 years in the US, Europe and the Near East, has added to Rhonda’s knowledge of art and architectural history. Rhonda has been involved in faculty research

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Andrews University Architecture Program Report September 2011 projects through Andrews University since 1985, focusing on drawing and painting abilities with art exhibitions in New York, Chicago and regional art centers; archaeological digs in the Near East resulting in publications and exhibitions; popular book illustrations for publication; and other types of creative exhibitions and publications. Llewellyn Seibold, Professor See resume on page 162, and matrix on page 48. Lew Seibold holds an undergraduate degree in architecture from the University of Nebraska and a Master of Architecture degree from the University of Oregon School of Architecture and Allied Arts. Lew has over 30 years of practice, construction, and teaching experience and has been a licensed architect in the state of Kansas for over 20 years. During the middle to late 1990’s Lew spent five years as program Director, re-organizing with his colleagues, the program at Andrews University. Within the last decade Lew has worked on the design of the new School of Architecture building and initiated a practicum program for students in the final semester of their professional degree program. Lew’s interest and expertise is in general architectural practice ranging from design theory and ethics to design, building pathologies and system’s integration. Lew has been involved with construction, business organization, and “real world” application of knowledge all his life. Most recent research includes testing the application of Building Information Modeling to preemptively simulate the consequences of design decisions. Particular focus is given to buildings that are institutional/commercial in scale and constitute a genre of building methods most common to heavy commercial grade construction as this seems to be a challenging transition for students to make in regard to design thinking, i.e. standards, systems, legal constraints, assemblies, conservation, finishes, best practices, etc. Martin Smith, Assistant Professor See resume on page 163, and matrix on page 48. Martin Smith holds a professional Bachelor of Architecture degree from Andrews University and holds licensure in the State of Michigan. Over fifteen years of professional practice experience in multi-disciplined design firms provides the basis for delivering technical courses such as Integrative Design. Experience with both the project architect and project management roles inform course content that deals with professional services, technical systems, and the regulatory environment. This practice experience also provides the foundation for directing the community service and student internship programs, which have a professional component. Recent scholarly activity in the areas of vernacular architecture, the rural landscape, and heritage restoration inform the direction of Martin’s design studio course. Students are asked to investigate the role of architecture in the rural landscape, and to consider how vernacular and classical patterns inform current architectural design. Ariel Solis, Assistant Professor See resume on page 164, and matrix on page 48. Ariel Solis holds an undergraduate degree in architecture and a Master of Architecture degree from Andrews University. With 4 years of office experience using BIM (Building Information Modeling) and 5 years of construction experience, Ariel has developed expertise in design and the use of computer technology in architectural education. While at ALDS Architecture & Design, and ADL Architecture, Ariel was involved in projects raging from high-end residential, restaurants, hotels and religious buildings where proficiency was gained utilizing Autodesk Revit Architecture for design development and construction documents. Ariel shares the values of the School of Architecture and is involved in community projects assisting the Architecture Mission Group (AMG), Berrien Springs, MI in overseeing the design development and construction documents on projects using Revit Architecture. Ariel has been a co-professor for second, third and forth year studios and has made valuable contributions to the School of Architecture curriculum by the introduction of Autodesk Revit Architecture as an elective class that has since become a required course. Ariel also teaches the CAD Computing Aid Drafting AutoCAD where students gain a foundation in architectural computer technology. Ariel is an

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Andrews University Architecture Program Report September 2011 associate member of the AIA (American Institute of Architects) and also attends conferences of the Council of Educational Facility Planners International (CEFPI) which help to develop an understanding of how technology is being use to educate the new generation. In the summer Ariel works as a consultant for design development, and construction documents using Revit Architecture. Andrew von Maur, Associate Professor See resume on page 165, and matrix on page 49. Andrew von Maur holds a professional Bachelor of Architecture degree from Andrews University and a Master of Architectural Design and Urbanism from the University of Notre Dame. Both of these programs generally promoted sensibilities, methods, and an architectural culture that can be described as complimentary to the existing mission of The School of Architecture. This includes a particular interest in craft cultures, historical precedent, civil communities, familiar typologies, placemaking, pedestrian-centered urbanism, and traditional understandings of stewardship and beauty in architecture. Recent scholarship has included various award-winning participatory town planning projects conducted through the School of Architecture's Urban Design Studio. Andrew’s professional qualifications include extensive experience in urban design and town planning, practiced in collaboration with leading international offices such as Duany Plater-Zyberk and Company. This includes a diverse range of projects, including infill, suburban retrofit, resort communities, and transit-oriented development. Other professional work includes significant experience with residential and mixed-use building design in Chicago, traditional heavy timber frame design and construction in northern Michigan, and freelance building design consultation for custom homes. Teaching qualifications, particularly regarding studies abroad, are also shaped by an international personal background, having lived, studied, and worked in Europe extensively. Kristin von Maur, Assistant Professor See resume on page 166, and matrix on page 49. Kristin von Maur holds a professional Bachelor of Architecture degree from Andrews University and a Master of Architectural Design and Urbanism from the University of Notre Dame. Kristin’s educational background is a good match for the focus and mission of the School of Architecture at Andrews University. During her time at Notre Dame Kristin was chosen as a teaching assistant for design studios and a construction technology course; receiving the one teaching award that was given to the graduate students. Kristin’s professional experience includes work for both a construction management company and an architecture firm, where she developed abilities in design, drawing and construction. In 2007 Kristin designed and oversaw the complex renovation of several rooms of her 1909 house. Since she began teaching, Kristin has stayed active in design at various levels. She was involved in the schematic design and design development of the new Buller Hall located on Andrews’ main quad. She was also involved in the design of the new signage on campus, and is currently in the process of designing various new signs that are of a more substantial nature. Within the School of Architecture, Kristin has led many seminars and independent study courses that focus on portfolio design.

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Andrews University Architecture Program Report September 2011 I.4.

Policy Review

The following documents are available in the team room for review by the visiting team. • • •

• • • • •

• • • •

Studio Culture Policy Self-Assessment Policies and Objectives Personnel Policies including: o Position descriptions for all faculty and staff o Rank, Tenure, & Promotion o Reappointment o EEO/AA o Diversity (including special hiring initiatives) o Faculty Development, including but not limited to; research, scholarship, creative activity, or sabbatical. Student-to-Faculty ratios for all components of the curriculum (i.e., studio, classroom/lecture, seminar) Square feet per student for space designated for studio-based learning Square feet per faculty member for space designated for support of all faculty activities and responsibilities Admissions Requirements Advising Policies; including policies for evaluation of students admitted from preparatory or pre-professional programs where SPC are expected to have been met in educational experiences in non-accredited programs Policies on use and integration of digital media in architecture curriculum Policies on academic integrity for students (e.g., cheating and plagiarism) Policies on library and information resources collection development A description of the information literacy program and how it is integrated with the curriculum

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Andrews University Architecture Program Report September 2011 Part Two (II). II.1.1.

Educational Outcomes and Curriculum

Student Performance Criteria

Student Performance Criteria (SPC) expected to have been met in preparatory/pre-professional education at Andrews University may be found in the matrix on the following page. To date, the School has no formal relationship with other institutions in which SPC are expected to have been met. Transfer students seeking already earned credit toward the professional degree must submit course description(s), syllabi, and portfolio (where applicable) to the School. The academic advisor, (in conjunction with individual faculty) determine if the course content of the transferring institution is adequate for articulation. If comparable, a petition is written indicating what course credit is being granted. Please also see Section II.2.2 Professional Degrees and Curriculum.

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Construction I

Construction II

Structures I

Intro to Design Studio

Architecture as Craft Studio

Structures II

History of Architecture I

History of Architecture II

Background Building Studio

Placemaking Studio

Analytical Summer Abroad

Environmental Technology I

Environmental Technology II

Person-Environment Theory

Urban Studies

Foreground Building Studio

Integrative Design Studio

Integrative Design

Design Theory

ARCH201

ARCH202

ARCH205

ARCH215

ARCH247

ARCH305

ARCH315

ARCH316

ARCH318

ARCH320

ARCH330

ARCH335

ARCH336

ARCH370

ARCH434

ARCH441

ARCH442

ARCH449

ARCH459

Urban Design Studio

Topic Studio

Professional Practice

ARCH521

ARCH522

ARCH535

SPC met in NAAB-accredited program

SPC met in pre-professional program

Intro to Architecture

ARCH150

Student Performance Criteria

Drawing & Graphics Studio

Realm A: Critical Thinking and Representation

ARCH126

Applied Research

Cultural Diversity

Historical Traditions and Global Culture

Ordering Systems Skills

Use of Precedents

Fundamental Design Skills

Investigative Skills

Technical Documentation

Visual Communication Skills

Design Thinking Skills

Communication Skills

A.1. A.2. A.3. A.4. A.5. A.6. A.7. A.8. A.9. A.10. A.11.

Building Materials and Assemblies

Building Service Systems

Building Envelope Systems

Structural Systems

Environmental Systems

Financial Considerations

Comprehensive Design

Life Safety

Site Design

Sustainability

Accessibility

Pre-Design

X X

B.1. B.2. B.3. B.4. B.5. B.6. B.7. B.8. B.9. B.10. B.11. B.12.

Community and Social Responsibility Ethics and Professional Judgement Legal Responisbilities Leadership

Practice Management Project Management

Client Role in Architecture Human Behavior Collaboration

X X

C.1. C.2. C.3. C.4. C.5. C.6. C.7. C.8. C.9.

Andrews University Architecture Program Report September 2011

105

Realm C: Leadership and Practice

Realm B: Integrated Building Practices, Technical Skills, and Knowledge

Andrews University Architecture Program Report September 2011 II.2 Curricular Framework II.2.1. Regional Accreditation Andrews University is accredited by the Higher Learning Commission (A Commission of the North Central Association of Colleges and Schools). Below please find formal notification of this effect form the Higher Learning Commission dated December 16, 2009.

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Andrews University Architecture Program Report September 2011 II.2.2. Professional Degrees and Curriculum Title of Degree Master of Architecture. Andrews University offers the Master of Architecture degree under two scenarios. The 5½ year Master of Architecture degree and the 3½ year Master of Architecture degree. The 5½ year M. Arch. is designed for those who do not have an undergraduate degree and are seeking a professional degree in architecture. This program consists of a pre-professional Bachelor of Science in Architecture degree and then a Master of Architecture degree that when earned sequentially results in an accredited professional degree. The 3½ year M. Arch. is designed for those who already hold an undergraduate degree in an unrelated area of study and are seeking a professional degree in architecture. As part of this program, graduate students take approximately 2½ years completing undergraduate prerequisite courses. The final year is similar to the 5½ year Master of Architecture degree which results in an accredited professional degree. The 5½ year Master of Architecture degree requires completion of 168 credits, distributed as follows: Bachelor of Science in Architecture: 138 credits Master of Architecture: 30 credits Total: 168 credits The 3½ year Master of Architecture degree requires completion of 102 credits, distributed as follows: Prerequisite to Admission into 3½ year program: Undergraduate degree Undergraduate Coursework: 88 credits Graduate Coursework: 30 credits Total: 102 credits Outline of Degree Structures The following two pages include typical curriculum plans that outline both degree structures. The 5½ year Master of Architecture Typical Curriculum Plan shows the distribution of Architecture Core Requirements, Architecture Electives, General Electives, and General Education. The 3½ year Master of Architecture Typical Curriculum Plan shows the distribution of Architecture Core Requirements and Architecture Elective Requirements (as the only General Education Requirements are at the discretion of the Admissions Committee upon acceptance to the program).

107

108

Term

ARCH 150 Intro.to Arch. 3

GENERAL EDUCATION

Feb. 7, 2011

Service (In Core)

PE/Wellness

Social Science

Mathematics

Life/Physical Sciences

History

Language/ Communication

Religion

Fine Arts/ Humanities

Students

ARCH 215

MINIMUM CUM GPA 2.5

PHYS141 Gen. Physics I 4

MATH 168 Precalculus 4

RELT 100 God & Human Life 3 COMM 104 Comm. Skills 3 HIST118 Civ. & Ideas II 3

PE Choice

ARCH 247

ARCH 202 Construction II 3 ARCH 316 History of Arch II 3

as Craft Studio

Architecture

Religion Elective

Choice Elective

(may be fulfilled during any summer or scheduled break prior to M. Arch. year)

ARCH 201 Construction I 3 ARCH 315 History of Arch I 3

Design Studio

Introduction to

Spring Semester

Pre-Professional Year Two Fall Semester

Choice SS (See Bulletin) 3 PE Choice

ENGL 115 English Comp. I 3 HIST 117 Civ & Ideas I 3

ART 104 Intro. to Drawing 3

Transfer

Graphics Studio

Drawing &

ARCH126 for

Summer

ARCH 126

Spring Semester

Pre-Professional Year One

Fall Semester

ARCHITECTURE Community Service Project Elective ELECTiVES Architecture Electives GENERAL General ELECTIVES Electives

Professional Practice

History/Theory

Construction/ Technology

Structures

ARCHITECTURE CORE Design REQUIREMENTS

2011-2012 Bulletin

T R A C K

D E G R E E

P R O F E S S I O N A L

T O

A P P L I C A T I O N

Summer

Religion Elective

5 ARCH305 Structures II 4 ARCH 336 Enviro. Tech. II 4

Building Studio

Background

ARCH 318

Spring Semester

T e c h

2 Arch. Elect. 2

ARCH 330 An. Abroad 6

Summer

Arch. Elective 2

5 ARCH435 Intro. To BIM 3 ARCH 449 Integrative Design 3 ARCH 370 Person-Env. Th. 3

Building Studio

Foreground

ARCH 441

3 ENGL215 English Comp. II 3

Religion Elective

Arch. Elective 1

ARCH 459 Design Theory 3

Design Studio

Integrative

ARCH 442

Spring Semester

Professional Year Two Fall Semester

*Note: Of the 21 credits of architecture electives (7 UG + 14 Gr), 2 must be in Community Service

5 ARCH205 Structures I 4 ARCH 335 Enviro. Tech. I 4 ARCH434 Urban Studies 3

Studio

Placemaking

ARCH 320

Fall Semester

Professional Year One

Typical Curriculum Plan 2011-2012

5 1/2 Year Track

MASTER OF ARCHITECTURE

The School of Architecture

ANDREWS UNIVERSITY

Summer

45 138

7 93

D E G R E E

B S A

ARCH 521

Arch. Elective 9

Studio

Topic

ARCH 522

Total credits for NAAB accredited degree

Arch. Elective 5

ARCH 535 Pro. Pract. 4

Studio

Urban Design

Spring Semester

Professional Year Three Fall Semester

168

14 30

D E G R E E

M. A R C H

Andrews University Architecture Program Report September 2011

Summer Optional

Abroad

Feb. 7, 2011

MATH168

Math/Physics

Precalculus

Spring Semester

ART104

Fall Semester

Intro. To Drawing

Graphics Studio

of the Admissions

Freehand Drawing

at the discretion

ARCH126 Drawing &

may be required

Graphic Skills

Summer

Gen. Phys. I

PHYS141

Intro. To Arch.

ARCH150

ARCH315 History of Arch. I

ARCH 316 History of Arch. II

*Note: Of the 14 architecture elective credits, 2 must be in Community Project (ARCH595).

Graduate

History/Theory

Urban Studies

ARCH434

ARCH459

Summer Optional

Abroad

Analytical Summer

Optional

&/or

Abroad

Service

Community 6

Studio

Urban Design

ARCH521

Fall Semester

5 14

Arch. Elect.

Design Theory

30 72 102

102

Total Credits for NAAB accredited degree

Undergraduate Credits

6 12

Arch. Elect.

Studio

Topic

ARCH522

Spring Semester

Graduate Credits

3 16

Arch. Elect

Person-Env. Theory

ARCH370

ARCH535

Integrative Design

Design Studio

Integrative

ARCH442

Spring Semester

Pro. Pract.

4 ARCH 449

Enviro. Tech. I

ARCH335

Intro. To BIM

ARCH435

Building Studio

Enviro. Tech. II

Abroad

Study

Analytical

Optional

&/or

Abroad

Service

Foreground

ARCH441

Fall Semester

Practice

Summer Optional Community

Professional

ARCH201

Structures II

Structures I ARCH 336

ARCH305

Building Studio

Background

ARCH318

Spring Semester

ARCH205

Studio

Placemaking

ARCH320

Fall Semester

Construction I

Summer

Service

Studio

Community

Construction II

ELECTIVES

Committee

ARCH247

Spring Semester Architecture as Craft

Technology

Fall Semester

ARCH 202

Swing Level or

Courses that

Summer See Below.

Construction

Technology

Environmental

Structures

Technology

Design

ARCHITECTURE

REQUIREMENTS

CORE

ARCHITECTURE

Typical Curriculum Plan 2011-2012

3 1/2 Year Track

MASTER OF ARCHITECTURE

The School of Architecture

ANDREWS UNIVERSITY

Andrews University Architecture Program Report September 2011

109

Andrews University Architecture Program Report September 2011 Minors and/or Concentrations Faculty discussions continue to ensue regarding the ability for students to take minors and/or concentrations. At present, students may take any minor offered within the University and apply that minor toward the architecture elective line at the undergraduate level. Most minors require a minimum of 21 credits for completion, therefore, if a student chooses to take a minor, 7 credits can come from the architecture elective line and 2 credits can come from the general elective line. The remaining 12 credits are usually distributed as overload credits and/or summer credits. The most common minors pursued are Spanish Language Studies and Business Administration. At present, the School does not offer concentrations although students are encouraged to develop their own concentrations, as coursework outside of the School of Architecture may be petitioned to count as architecture elective credit. This is true at the graduate level as well, presuming the courses being petitioned are at the graduate level. The offering of concentrations remains an important topic and as enrollment increases and more resources become available, it is hoped that implementation of concentrations can be achieved. Minimum Number of Semester Credit Hours For detailed courses and credits by term, please refer to Typical Curriculum Plans on pages 108 and 109.

Pre- Prof. Year One Fall Spring 16 16

5 Â˝ Year Master of Architecture Degree Track Pre-Prof. Year Two Prof. Year One Prof. Year Two Fall Spring Fall Spring Summer Fall Spring 16 16 16 16 10 16 16

M. Arch. Year Fall Spring 15 15

Total Credits: 168

Professional Year One Fall Spring 0 11 Total Credits: 102

110

3 Â˝ Year Master of Architecture Degree Track Professional Year Two Professional Year Three Fall Spring Fall Spring 18 13 18 14

Professional Year Four Fall Spring 16 12

Andrews University Architecture Program Report September 2011 Courses and Credit Hours 5 ½ Year Master of Architecture Degree Track Architecture Core Requirements Course Acronym ARCH126 ARCH150 ARCH201 ARCH202 ARCH205 ARCH215 ARCH247 ARCH305 ARCH315 ARCH316 ARCH318 ARCH320 ARCH330 ARCH335 ARCH336 ARCH370 ARCH434 ARCH435 ARCH441 ARCH442 ARCH449 ARCH459 *ARCH521 *ARCH522 *ARCH535

Course Title Drawing & Graphics Studio Introduction to Architecture Construction I Construction II Structures I Introduction to Design Studio Architecture as Craft Studio Structures II History of Architecture I History of Architecture II Background Building Studio Placemaking Studio Analytical Summer Abroad Environmental Technology I Environmental Technology II Person-Environment Theory Urban Studies Introduction to Building Information Modeling Foreground Building Studio Integrative Design Studio Integrative Design Design Theory Urban Design Studio Topic Studio Professional Practice Architecture Core Requirements - Total Credits *Graduate Level Architecture Core Requirements (Of the 96 core credits, 16 are graduate level)

Credits 3 3 3 3 4 5 5 4 3 3 5 5 6 4 4 3 3 3 5 6 3 3 6 6 4 96

Architecture Elective Requirements Undergraduate Architecture Elective Requirements Graduate Architecture Elective Requirements Architecture Elective Requirement – Total Credits

7 14 21

General Education Requirements General Elective ART104 COMM104 ENGL115 ENGL215 HIST117 HIST118 MATH168 Physical Education PHYS141 Social Science RELT100 Religion

Introduction to Drawing Communication Skills English Composition I English Composition II Civilization & Ideas I Civilization & Ideas II Precalculus Choice (2 courses – 1+1) General Physics I Choice God & Human Life Choice (3 courses – 3+3+3) General Education Requirements – Total Credits

Total Credits for BSA Total Credits for M. Arch. TOTAL CREDITS REQUIRED FOR ACCREDITED MASTER OF ARCHITECTURE DEGREE

2 3 3 3 3 3 3 4 2 4 3 3 9 45 138 30 168

111

Andrews University Architecture Program Report September 2011

3 ½ Year Master of Architecture Degree Track Architecture Core Requirements Course Acronym ARCH150 ARCH201 ARCH202 ARCH205 ARCH247 ARCH305 ARCH315 ARCH316 ARCH318 ARCH320 ARCH335 ARCH336 ARCH370 ARCH434 ARCH435 ARCH441 ARCH442 ARCH449 ARCH459 *ARCH521 *ARCH522 *ARCH535

Course Title Introduction to Architecture Construction I Construction II Structures I Architecture as Craft Studio Structures II History of Architecture I History of Architecture II Background Building Studio Placemaking Studio Environmental Technology I Environmental Technology II Person-Environment Theory Urban Studies Introduction to Building Information Modeling Foreground Building Studio Integrative Design Studio Integrative Design Design Theory Urban Design Studio Topic Studio Professional Practice Architecture Core Requirements - Total Credits *Graduate Level Architecture Core Requirements (Of the 88 core credits, 16 are graduate level)

Credits 3 3 3 4 5 4 3 3 5 5 4 4 3 3 3 5 6 3 3 6 6 4 88

Architecture Elective Requirements Graduate Architecture Elective Requirement – Total Credits

TOTAL CREDITS REQUIRED FOR ACCREDITED MASTER OF ARCHITECTURE DEGREE

102

Courses Required at Discretion of Admissions Committee ARCH126 ART104 MATH168 PHYS141

112

Drawing & Graphics Studio Introduction to Drawing Precalculus General Physics I

3 3 4 4

Andrews University Architecture Program Report September 2011 Off-campus Programs The School of Architecture values off-campus programs that contribute to the mission of the program and University. At the present time, the School requires students pursuing the professional degree track (with the exception of 3Â˝ year students) to attend the Analytical Summer Abroad. In addition to the required abroad component, students have multiple optional off-campus programs in which they can choose to participate. A more inclusive descriptor of each program follows in the tables below. Required Off-campus Programs Resources Course Requirements

Program

Facilities

Analytical Summer Abroad

Hotels, etc.

Program

Facilities

Waldensian Tour

Hotels, etc.

Tuition + Fee (3 credits required)

RELG360 (3 credits) Top: History of the Waldenses

2 weeks +/-

Bolivia Mission Trip

On site

Tuition (4 credits required)

ARCH395/595 (4 credits) Community Project in Arch.

2-3 weeks +/-

Jordan Field School

On site

Tuition (6 credits required)

ARCH395/595 Community Project in Arch.

4 weeks +/-

Tuition + Fee

ARCH330 (6 credits)

Current Optional Off-campus Programs Resources Course Requirements

Duration 5 weeks +/-

Duration

ARCH480 Architectural Com. Service ARCH485 Top: Vernacular Patterns Practicum Program (Accepted by application only)

Brown Design Studio Beaufort, SC

Tuition (6-16 credits)

ARCH522 Topic Studio

Moser Design Group Beaufort, SC

($1,800 Additional for Pass Christian participants)

ARCH450 Applied Structures (10/11 last year)

SouthCoast Design/Build Pass Christian, MS Program

Facilities

Peru Mission Trip

On site

1 semester

Architecture Electives

Past Optional Off-campus Programs Resources Course Requirements Tuition (4 credits)

ARCH395/595 Community Project

Duration 2 weeks +/-

RELG360 Top: Survival of Two Faiths

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Andrews University Architecture Program Report September 2011 Required Off-campus Program Analytical Summer Abroad The Analytical Summer Abroad is a core requirement taught by full-time faculty members and occurs after Professional Year One of the 5½ Year Master of Architecture degree program. (Students in the 3½ Year M. Arch. program are encouraged but not required to attend.) This course is 6 credits and requires the student to be abroad for approximately 5 weeks. The venue(s) for this study program change from year to year but have recently focused on Tuscany, Rome, England, Paris, and Stockholm. Students visit multiple rural and urban places over the course of the experience with architectural knowledge gained through the process of analytical drawing and documentation and reinforced by required on-site lectures and critical discussions on history and theory. Students are charged 6 credits of tuition and a fee in order to cover the costs of the program. The University allows tuition dollars to be utilized to cover the costs of the program. Optional Off-campus Programs Waldensian Tour The Waldensian Tour began in 1998 and has been taught each summer (except in 2001 & 2002) since that time. This architecture tour is open to architecture students as well as students outside of the School of Architecture. The tour has a spiritual emphasis that contrasts the belief system of living a Christcentered lifestyle versus the belief system that comes from living based on human traditions and doctrines. The physical representation of this difference is evident in the simplicity of the Waldensian homes and villages compared with the display and grandeur of other architectural developments of the same time period. Participants receive 3 credits toward the religion elective line (general education) and travel for approximately 10 days. Students are charged 3 credits of tuition and a fee in order to cover the costs of the program. The University allows tuition dollars to be utilized to cover the costs of the tour. Bolivia Mission Trip The School has been engaged in mission trips to Bolivia for over 15 years and continues that relationship with CERENID, an orphanage for boys. This trip allows students unique opportunities to engage in construction in a third world context as well as the opportunity to minister to dozens of “street boys” from the city of Santa Cruz. Also included are travel experiences to El Fuerte, a pre-Columbian World Heritage site located in the Andes foothills and visits to colonial urban venues of Samiapata and Santa Cruz. Students take ARCH395/595 Community Project in Architecture. This course requires “Hands-on involvement in humanitarian and/or service oriented projects.” Students may choose to take this trip for academic credit (4 credits required) or for non-academic credit (and pay a fee). The trip is approximately 2-3 weeks in duration. The University allows tuition dollars to be utilized to cover the costs of the trip. Jordan Field School The Jordan Field School is a new initiative co-sponsored by the School of Architecture and the College of Arts & Sciences. Faculty from the School of Architecture, along with the departments of Behavioral Science, Communications, History, and Religion in the College of Arts & Sciences collaborate to offer the students a rich experience of cross disciplinary application on site in the Madaba Plains near Amman, Jordan. Students have multiple courses from a range of disciplines to choose from. Examples include architecture, anthropology, behavioral science, communications, history, and religion. Courses specific to the School are, ARCH395/595 Community Project in Architecture, ARCH480 Architectural Community Service and ARCH485 Topics: Vernacular Patterns. The field school is approximately 4 weeks in duration and occurs during the summer. Students are required to take 6 credits in order to participate. The University allows tuition dollars to be utilized to cover the costs of the program. Practicum Program Three years ago the School began a pilot practicum program that would provide a limited number of graduate students, in their final semester, with practical experience in selected architecture offices for academic credit. This has proven to be a rich experience for our graduate students. Initially, the pilot

114

Andrews University Architecture Program Report September 2011 program began with two student participants and two host offices in Beaufort, South Carolina. In year two, four students participated at the same venue. At the present time, we added a venue in Pass Christian, Mississippi and have 4 students participating as well as 2 on-campus participants working with our Architecture Missions Group (AMG). The faculty of the School approved protocol for student participation and currently one full-time faculty member serves as the Practicum Coordinator. Students receive academic credit varying from 6-16 credits and the practicum is one semester in duration. Past Optional Off-Campus Program(s) Peru Mission Trip The students at the School of Architecture have had a chance to participate in mission trips to Peru since 2005. The first project involved construction of a multi-purpose building at the Universidad Peruana Union, annex in Juliaca, Puno. The next two trips, students helped in the construction of the Palpa Adventist Elementary School. These trips not only allowed students to utilize their skills in different cultural settings but also allowed them travel to Lake Titicaca and many other famous archaeological sites including the City of Cuzco and Machu Picchu. Students took course, ARCH395 Community Project in Architecture and ARCH485-042 Topic: Architecture of Peru. This trip was offered for academic credit and non-academic credit (and pay a fee). The trips were approximately 4 weeks in duration. The University allows tuition dollars to be utilized to cover the costs of the trip. II.2.3 Curriculum Review and Development The Architecture Academic Policies and Curriculum Committee is the primary body for developing, structuring, reviewing, and approving courses, course content, and curriculum structure for programs offered by the School. This committee is composed of the Dean, Assistant Dean and entire architecture faculty (of which four are licensed architects); three full-time University faculty members from other academic departments in the University (including one from another professionally accredited program); the Assistant Registrar; the Director of the Architecture Resource Center; plus one student representative from the Andrews chapter of the American Institute of Architecture Students (AIAS). This committee meets as required (at least once a year but oftentimes, multiple times a year) to consider and act upon concerns brought before them by the School, or to review course and curriculum issues of interest. The Assistant Dean takes primary responsibility for curriculum issues, and with the Dean works closely with the faculty and the entire Architecture Curriculum Committee. Curriculum content and coordination are also major topics of discussion at weekly faculty meetings prior to and throughout the academic year. While curriculum review is ongoing and faculty discussions regarding content happen regularly during weekly faculty meetings, the faculty proactively engaged in a peer review process of studio course content during the 2009-2010 academic year. This review, dubbed â&#x20AC;&#x153;Critique-a-Courseâ&#x20AC;? involved presentations by each faculty member(s) as to their studio courses that included pin-ups of student work, chronological presentation of assignments, course syllabi and schedule, and overall teaching/grading methodology. These sessions lasted approximately 2-3 hours and ended with each faculty member offering a written critique of the course as it was presented. This process was fruitful, in that, it allowed faculty to pose questions, raise issues, and develop a clearer understanding of the courses and content covered in each studio. It is hoped that by having periodic exercises such as this we can more readily identify where specific content is being covered in each studio year. In the future, this same methodology will be utilized with lecture courses as well. Issues identified at faculty meetings and/or critique a course sessions that require substantive changes to the curriculum (such as (but not limited to) addition of courses, change in course credits, admission standards, policy changes, etc.) are brought before the Academic Policies and Curriculum Committee for further discussion and action. Upon action on the issues, the Assistant Dean follows through on implementation of those changes as to bulletin copy, policy updates, and/or academic advising.

115

Andrews University Architecture Program Report September 2011 II.3 Evaluation of Preparatory/Pre-Professional Education In light of the explanatory note from the NAAB dated January 18, 2010 regarding the evaluation of preparatory/pre-professional education, the School considers itself to be a Category II. If your institution offers a NAAB-accredited M. Arch. Degree or track for completing a NAAB-accredited degree that requires a pre-professional degree in architecture or a related field for admission and is awarded after completion of at least 30-or-more graduate credits for a total of at least 168 credits AND your institution also offers a nonaccredited pre-professional degree in architecture AND SPC are expected to have been met in certain undergraduate courses offered by your institution. Requirements for Admission Admission Procedure for 5Â˝ Year Professional Degree Track Students seeking to pursue architecture at Andrews University must first submit an Andrews University undergraduate application for acceptance to the pre-architecture years. Enrollment in the School of Architecture is limited. Upon completion of the pre-architecture years, students must apply for acceptance into the professional degree track. This application packet is submitted directly to the School of Architecture and may be obtained from the School office. Please note that acceptance to the university for the pre-architecture years does not guarantee acceptance to the professional degree track. Upon acceptance to the professional degree track, academic standards must be maintained in order to move from the Bachelor of Science degree to the final year of study, resulting in the Master of Architecture degree. The School does not accept applications to the M. Arch. year only. Transfer Students Transfer applicants who have no previous work in architectural design must complete the foundation (prearchitecture) years and then make formal application to the professional degree track. Transfer students from another architecture program may apply for advanced standing (third or fourth year) in the professional degree track. The School of Architecture does not accept applications to the Master of Architecture Year only. Transfer students applying for advanced standing are required to submit both the university application and the School of Architecture application. Tentative placement in the design sequence is made after the Admissions Committee has evaluated the studentâ&#x20AC;&#x2122;s submissions. After one term, the student is given final placement in the design studio sequence and, on the basis of transfer-course evaluations, receives credit for previous academic work toward the Andrews University degree. Summer Studio Option In some cases, completion of the Summer Studio program is best for transfer students. Prior to application, students must have a transcript analysis done by the School of Architecture to determine eligibility for the program. It is expected that students pursuing the summer studio option will have completed the majority of general education courses normally required in Pre-Architecture Year One. A more detailed analysis regarding requirements for admission is outlined in the table below.

116

Andrews University Architecture Program Report September 2011

5½ Year Master of Architecture Degree Track Requirements

Category First Time in Any College (FTIAC)

Transfer Students General

Acceptance to Andrews University on *regular standing *Students on provisional standing may list architecture as their major but will be advised by the Student Success office in coordination with the academic advisor in the School of Architecture • FTIAC students must successfully complete PreArchitecture Year One with a minimum cumulative GPA of 2.5 in order to continue into PreArchitecture Year Two. • Upon completion of Pre-Architecture Year Two students must submit an **Application to the Professional Degree Track (see below) • Andrews University Undergraduate Application • Acceptance to Andrews University on regular standing • Transfer credit course evaluation (General education courses are articulated by the Articulation Specialist in the Records office) • As to general education, same as above • Architecture courses are evaluated on an individual basis. Submission of course description(s) and syllabi is required for all courses where credit is being sought. In addition, a portfolio of work is required for studio-based courses and, where applicable lecture based courses. • **Application to Professional Degree Track Please note: In addition to the application information listed below under “Applying to Professional Degree Track,” transfer students applying for advanced standing may be required to submit course descriptions and syllabi for any course for which they wish to receive transfer credit. • The School of Architecture does not accept th applications to the 5 year of study only •

•

Transferring Courses Only

Education

•

Transferring General Education Courses and Some Architecture Courses (but not applying for advanced standing)

•

Applying for Advanced Standing in rd th program (3 or 4 year)

•

Application to M. Arch. Year

**Application to Professional Degree Track The process for applying to the Professional Degree Track is as follows: 1. Application and $40 Fee 2. Cumulative GPA of 2.75 3. Portfolio 4. Three letters of recommendation (two must be from academic sources) 5. Letter of Intent 6. Official Transcripts (transfer students only) In addition to meeting the General Minimum Admission Graduate Year Enrollment (M. Arch. Year) Requirements for graduate degree programs at Andrews University those seeking the M. Arch. must: • Complete the baccalaureate degree – BSA: Architecture • Show successful completion of all undergraduate coursework with a minimum cumulative GPA of 2.75

117

Andrews University Architecture Program Report September 2011 Admission Procedure for 3½ Year Professional Degree Track The 3½ year professional degree track is designed for students who have previously earned an undergraduate degree that may be in an unrelated area of study. Acceptance is required to both the University School of Graduate Studies and the School of Architecture 3½ Year program. Graduate standards of scholarship apply to all coursework. Under this track, the student completes 102 credits of study, 72 credits that are undergraduate prerequisite coursework and 30 credits of graduate level coursework. 3½ Year Master of Architecture Degree Track Category Applicant with Undergraduate Degree in Unrelated Area of Study

*Applicant with Undergraduate Degree in Related Area of Study

118

Requirements • Acceptance to Andrews University School of Graduate Studies The following general admission requirements apply: 1. Application for Graduate Admission & Fee 2. 500 Word Statement of Purpose 3. Professional Experience Form 4. Two Recommendations 5. Official Transcript 6. GRE • Acceptance to Andrews University School of Architecture The following requirements apply: 1. Portfolio of creative works (may include but is not limited to: drawing, photography, creative writing, etc.) 2. Letter of Intent 3. Personal Interview may be required at the discretion of the admissions committee • Acceptance to Andrews University School of Graduate Studies The following general admission requirements apply: 1. Application for Graduate Admission & Fee 2. 500 Word Statement of Purpose 3. Professional Experience Form 4. Two Recommendations 5. Official Transcript 6. GRE • Acceptance to the Andrews University School of Architecture The following requirements apply: 1. Architecture courses are evaluated on an individual basis. Submission of course description(s) and syllabi is required for all courses where credit is being sought. A portfolio of work is required for studio-based courses. 2. Letter of Intent 3. Personal Interview may be required at the discretion of the admissions committee

Andrews University Architecture Program Report September 2011 II.4

Public Information

Statement on NAAB-Accredited Degrees In the United States, most state registration boards require a degree from an accredited professional degree program as a prerequisite for licensure. The National Architectural Accrediting Board (NAAB), which is the sole agency authorized to accredit U.S. professional degree programs in architecture, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted a 6-year, 3-year, or 2-year term of accreditation, depending on the extent of its conformance with established educational standards. Doctor of Architecture and Master of Architecture 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. Andrews University School of Architecture offers the following NAAB-accredited degree programs: M. Arch. (pre-professional degree + 30 graduate credits) M. Arch. (non-pre-professional degree + 102 credits) Next accreditation visit for all programs: 2012 II.4.2 Access to NAAB Conditions and Procedures As required by the NAAB, the following documents are available to students, parents, staff, and faculty in the Architecture Resource Center in the Architecture Building at Andrews University: The 2009 NAAB Conditions for Accreditation The NAAB Procedures for Accreditation (current edition) II.4.3 Access to Career Development Information The following career development resources are linked from the School of Architecture web site at the following URL: http://www.andrews.edu/arch/resources/career-development.html www.ARCHCareers.org The NCARB Handbook for Interns and Architects Toward an Evolution of Studio Culture The Emerging Professionalâ&#x20AC;&#x2122;s Companion www.NCARB.org www.aia.org www.aias.org www.acsa-arch.org II.4.4 Public Access to APRs and VTRs As required by the NAAB, the following documents are available to students, parents, staff, and faculty in the Architecture Resource Center in the Architecture Building at Andrews University: All Annual Reports, including the narrative All NAAB responses to the Annual Report The final decision letter from the NAAB The most recent APR The final edition of the most recent Visiting Team Report, including attachments and addenda.

119

Andrews University Architecture Program Report September 2011 II.4.5 ARE Pass Rates Annually, the National Council of Architectural Registration Boards publishes pass rates for each section of the Architect Registration Examination by institution. This information is available to the public from the School of Architecture website at the following URL: http://www.andrews.edu/arch/resources/career-development.html

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Andrews University Architecture Program Report September 2011

This page is left blank intentionally.

121

Andrews University Architecture Program Report September 2011 Part Three.

Progress Since Last Site Visit

Summary of Responses to the Team Findings 2006

Responses to Conditions Not Met

13.9 Non-Western Traditions Understanding of parallel and divergent canons and traditions of architecture and urban design in the non-Western world. Comment from 2006 VTR Andrewâ&#x20AC;&#x2122;s required courses provide only cursory exposure to non-Western building traditions and patterns of habitation. Although elective courses afford additional opportunities to explore Islamic architecture, the architecture and urbanism of Asia and Africa are not addressed in either the required or elective courses. The university mission and the number of international students in the program make this omission all the more striking. The team encourages the program to utilize newly available resources as a first step to expand the teaching of non-Western traditions into existing history course offerings and seek other opportunities to develop and integrate the teaching of non-Western traditions throughout the curriculum. Response from Program 2011 APR The History of Architecture sequence has added readings and lectures on the architecture of ancient India and South-west Asia, traditional architecture of China and Japan, and indigenous architecture in the pre-Columbian Americas. We have added courses in Islamic Architecture, Far Eastern Architecture, and Architecture of the Ancient Americas. A number of other courses have readings and assignments that address non-western traditions. The Architecture Resource Center has made numerous additions to the collection on non-western traditions. Courses where non-Western traditions are addressed: ARCH 370 Person Environment Theory Readings from Amor Rapoport, House Form and Culture Readings from Frances Violich, Person Environment Theory ARCH 150 Introduction to Architecture Readings from Howard Davis, The Culture of Building Readings from Witold Rybczynski, Home ARCH 521 Urban Design Studio Field trip to New Mexico, Taos Pueblo analysis It must be noted that the faculty of the School of Architecture at Andrews University believe that the nature and mission of the program suggest that it is purposely rooted in western history and tradition. Because of this focus there will likely always be a minimal treatment of non-western traditions, however, we recognize the significant contribution non-western traditions make to the world of architecture.

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Responses to Causes of Concern

1. Physical Resources Comment from 2006 VTR Ongoing: Since 2000, the division has gained the trusteesâ&#x20AC;&#x2122; approval of a prominent site for a new building, completed the schematic design of an architecture building adequate to house 180 students (current enrollment is 125); and gained approval to independently solicit funding for the project. To resolve concern over the size of the architecture building and its use of modular buildings to house the third- and fourth-year studios, the team found general support from the faculty and students for a new building. While the main portion of the existing building is functional, bright, and pleasant, the team found shortcomings in the amount of studio, classroom, and library space. Whether the question of adequate space is resolved with a new building, an addition to the existing building, or more space in another building, it is important that the division and the university not rely entirely on a new building, but also consider alternative plans. Comment from Program 2011 APR The School of Architecture continues to seek funding for a new 65,000 square foot building on the academic quad, and several donors have expressed a strong interest in helping to fund this project, but to this date no donations have been received. The administration of Andrews University has recognized the critical lack of permanent and adequate space in the studios and has completed a 4,600 square food addition on the north end of the architecture building. This replaces one of the 2,600 square foot mobile classroom studios and a 2,000 square foot studio in Harrigan Hall. The university spent approximately $430,000 on this addition. The university has also installed chilled water for the HVAC in the architecture building and replaced five of the air handlers so that a large part of the building now has adequate heating and cooling. Two classrooms, the south studio, and the library remain to be upgraded. There is no commitment to date by the university administration for a timetable for this to be done. The School of Architecture went through the Andrews University program review process in the spring and summer of 2010, and one of the recommendations of the review panel was to address the space issues indicated above. See Appendix 1 for the response from the Provost of Andrews University. There is currently $500,000 in the five-year capital plan for the University to build another addition to the architecture building. This is slated to take place in the 2013 fiscal year. 2. Autonomy Comment from 2006 VTR To comply with one of the conditions for NAAB accreditation, the Division of Architecture was made autonomous in 1995. Based on conversations with the university administration, it does not appear that this autonomy is in jeopardy. However, to further reinforce the growth and maturity the program has experienced, the division has requested that its name be changed to the School of Architecture to make it equal to other units in the university and to reinforce its stature in the broader architecture education arena. For the reasons stated in Director Carscallenâ&#x20AC;&#x2122;s request to the university, the visiting team supports this request.

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Andrews University Architecture Program Report September 2011 Comment from Program 2011 APR In the fall of 2007 the administration of Andrews University approved the request to change the name from Division of Architecture to School of Architecture. This puts us on par with the other Schools and Colleges in the University, and takes away the lingering threat of losing our autonomy by being merged into the College of Arts and Sciences. This transition has full support by the other Schools and Colleges, and is greatly appreciated by the students and faculty of the School of Architecture. 3. Faculty recruitment and retention Comment from 2006 VTR The future of the Division of Architecture depends on its ability to recruit both full-time and contract faculty who can inspire succeeding generations of students. In a small department, there are inevitably few hires and many constraints. The division understands this problem and is doing what it can to cultivate potential faculty one on one. While the pay structure relative to those of other parts of Andrews University is equitable, it is below national academic standards and well below standards within the architecture profession. This makes the recruitment and retention of faculty especially difficult. Comment from Program 2011 APR The School of Architecture has added two full-time faculty members, and one half-time faculty. We have negotiated a raise in salary for all faculty members holding the M.Arch. degree, ranging from $5,100 to $6,500, implemented in the 2011-12 budget. This puts those holding the terminal M.Arch. degree on the university PhD pay scale. These new salary levels approach the bottom of the national averages of architecture faculty salaries published by the NAAB. 4. Integration of Electronic Representation Comment from 2006 VTR Development of the skills necessary to graphically communicate architectural concepts and information is a fundamental requirement of any program in architecture education. Andrews has a tradition of developing student skills in preparing well-crafted hand drawings, which extends a valued tradition within the profession. However, the program appears reluctant to embrace computer technology, computer assisted drawing (CAD), three-dimensional visualization, photographic images, and the video and animation tools widely used by practitioners to communicate their ideas. The program is encouraged to increase its understanding of how these tools are used in the profession as an aid to determining when and how they can best be introduced within the curriculum. As a result, it may be required to provide additional support in terms of training and computer software and hardware. The goal should be to strike a balance in the use of all representational and documentary tools to effectively prepare students to enter the profession.

Comment from Program 2011 APR It is the intention of the studio curriculum to develop the rudiments of architectural representation by hand, and then integrate electronic representation into the studio courses. The School continues to require all students to have laptop computers after the second year, has tripled the number of computers in the lab,

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Andrews University Architecture Program Report September 2011 provides upgrades of software in the lab as they become available, and purchased a large format scanner for students to use to scan their work for electronic manipulation. The School of Architecture has also hired two faculty members with considerable expertise in computer technology to teach computer related courses, and they are helping our program evaluate our technology needs. The School of Architecture has implemented the use of Building Information Modeling (BIM) software (Revit) into ARCH442 Integrative Design Studio, and has made a three-credit core course in BIM part of the required curriculum beginning the 2011-12 school year. We continue to offer a course in CAD and a course in 3-D modeling each year. These have typically been taught using Architectural Desktop’s AutoCAD and Google’s SketchUp. These courses are not required. In addition students are required to submit work using various computer applications. Some examples are as follows: 1. Urban Design Studio - Uses CAD, PhotoShop, SketchUp and InDesign to produce the final summary document for the course. 2. Urban Studies - Various assignments require the use of PhotoShop or similar tool to produce figure-ground maps and photographic image presentations. 3. Craft Studio - Precedent study assignments require the use of PhotoShop or similar tool to produce photographic image presentations. In addition there are numerous elective courses that also use computer technology for presentations and submissions. The computer lab has been enlarged from six to eighteen computers, two of which are powerful work stations for rendering. Output of student work has been enhanced by adding two new wide-format printers, bringing the total to four. The computer lab is equipped with an LCD projector for instructional purposes, and the lecture hall now has a high-definition projector. 5. ARCH522 Visiting Critic/Topic Studio Comment from 2006 VTR The visiting team observed, and the faculty concurred, that the work of the final semester visiting critic/topic studio has not achieved the overall level of quality expected, given the work produced in previous semesters. Whatever may have been the reason for this—the similarity of the final project to previous projects, diminished student enthusiasm, or some other factor—the visiting team believes this semester is an opportunity to create a final design studio the results of which establish an internal schoolwide standard of scholarly and design excellence equal to the impact the students get from seeing the results of the fall semester’s Urban Design Studio. Comment from Program 2011 APR This course has typically been taught by a visiting professor, but now has a full-time faculty member as a primary teacher who team-teaches with a visiting professor to assure that the course follows closely the mission of the program. This studio did a service project designing a wellness center and a community center for the Fort Peck Indian Reservation in eastern Montana in the spring semester of 2010, and a classroom and technical school for the Adventist University of Haiti in Spring, 2011. These projects were very successful, and it is our intention to continue to have this studio focus on service projects in the future.

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Andrews University Architecture Program Report September 2011 Changes in Program since last NAAB visit: Assistant Dean Martin Smith returned to full-time teaching and Paula Dronen was hired in July of 2008 as assistant dean and to teach courses in land use planning and legal issues in architecture. Her resume is found in on page 156. Practicum This was our Third year to offer a practicum in a professional office. This pilot program was highly regarded by the two firms and two students who participated last year, and it was increased to four students in the same two firms this year. We will continue to monitor the success of this program and expand it as resources and participating firms allow. See page 28 for the Practicum procedures. Building Information Modeling The School of Architecture has made a three-credit course in BIM part of the required core curriculum beginning the 2011-12 school year. See page 125. RESPONSE TO THE PROGRAM REVIEW OF THE SCHOOL OF ARCHITECTURE November, 2010 We would thank the program review team for their careful analysis of the architecture program and their recommendations for the future of the program. Our responses are indicated after each recommendation: Recommendation One: Space. Enrollment growth may have to be capped in the near future due to lack of studio space. An increase in space is necessary to ensure continued growth and the quality of the current programs. The challenge of space is an ongoing concern. Administration has shown its commitment to Architecture by expansion of its present space (see Deanâ&#x20AC;&#x2122;s response to the committee report) and recognizes that there is currently a need for more space to meet standards, and that the trailers need to be replaced to meet quality expectations. The University is committed to continue to see this need in the context of the master plans for the University campus, and will request the School of Architecture to propose an alternative plan that will meet the needs of the program in light of the lengthy delay in the Schoolâ&#x20AC;&#x2122;s fundraising initiative for a new architecture building. More reflection will need to take place on the optimum numbers for the program as longer term plans are finalized. Administration will then ask the Office of University Advancement to place fund-raising for the School of Architecture as a priority. Recommendation Two: Program Assessment. There are many wonderful things happening in the School of Architecture but more assessment needs to be done so that the school has evidence of the great outcomes that are likely taking place. The school has already taken the first steps in putting together a plan for systematic assessment. This plan, once implemented, should help Architecture to better tell its story and will likely assist them in their next accreditation cycle. The School of Architecture is actively involved in the assessment processes of the University. They are using WEAVE to identify outcomes, measurements, evidence of success and planning. As this process is refined, recommendation two will be met.

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Andrews University Architecture Program Report September 2011 Recommendation Three: Faculty Salaries. As stated earlier, recruitment and retention of quality faculty is hampered by salaries that are low compared with those in the profession and faculty at other schools. One remedy may be to make licensure equivalent to a Ph.D. when determining pay scale. Since licensure represents the highest level of achievement and expertise in the field of architecture it could be viewed as the terminal professional degree. Becoming a licensed architect involves three years of internship prior to taking a series of 9 exams within a 5-year period. In addition, the School of Architecture could work with the University administration to develop a White Paper or clear policy that delineates the activities that constitute scholarly achievement in architecture that should be considered for promotion and tenure. Finally, the University administration should take a close look at the financial productivity of the School of Architecture to see if salary augmentation is feasible. The University has agreed in principle to consider the terminal M.Arch degree as equivalent to a PhD when determining pay scale. This action was taken after consideration of practices in other institutions. Implementation of this plan will be dependent on availability of funding. However, the University hopes to begin implementation in May, 2011. More work remains on delineating activities that constitute scholarly achievement in architecture. The calculation of research points is being reevaluated at present and this should open more dialogue amongst faculty on appropriate achievements to report for promotion and tenure. Administration welcomes specific suggestions from the School of Architecture to help refine faculty promotion policies. The School of Architecture has a long-standing White Paper that can be used as a starting point for these discussions. The Dean and Provost are seeking benchmark figures to evaluate more effectively the financial productivity of the School of Architecture in relation to similar Schools. An initial analysis suggests the School is operating within expected parameters for the discipline, although there is growth capacity in the program, which would improve the comparative figures. Recommendation Four: The CERENID Bolivia mission project has been a vital component in achieving the mission objectives of the architecture programs and in fulfilling the service goals that the school has for its students for the past 15 years. This essential program should be reinstated in future summers. In addition, the University administration should design a systematic set of criteria for determining which tours and trips receive funding and give priority to those that are vital components of their hosting programs and/or have a strong mission or service emphasis. The Bolivia mission project will take place in the summer of 2011. Administration does recognize this as an important mission-driven initiative that will assist in meeting the intended outcomes of the program. ______________________ Andrea Luxton, Provost

________________________ Carey Carscallen, Dean

Summary of Responses to Changes in the NAAB Conditions The Administration of the School of Architecture at Andrews University find the changes in the NAAB Conditions to be reasonable, but find the instructions for responding to the Conditions to contain many redundancies. For example in the Response to the Five Perspectives we must include a narrative description of the programâ&#x20AC;&#x2122;s response to the five perspectives, as well as a narrative description of the opportunities for student learning and development within the accredited degree program that are responsive to the five perspectives. It seems intuitive to us that one must use the latter to describe the former, so when one gets to the latter requirement it is

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Andrews University Architecture Program Report September 2011 a redundancy. Cross refrencing is an appropriate strategy to employ, but it eventually becomes quite cumbersome. The advice given by the explanatory note from the NAAB dated January 18, 2010 regarding the evaluation of prepatory/professional education clearly categorizes program types. The School is concerned with the NAAB decision to categorize programs with such specificity. The explanatory note seems to reach beyond the scope of Part Two: Section 3 – Evaluation of Prepatory/Preprofessional Education as written in the 2009 NAAB Conditions for Accreditation. Over time the NAAB has become more and more prescriptive in its requirements for accreditation, while this may bring clarity and perhaps continuity, it may also lead to an overly legalistic approach to architectural education. The current Conditions for Accreditation emphasize the need to provide evidentiary support that proper assessment tools are being utilized in the program. Andrews University, and the School of Architecture recognize this as important and continue to work toward consistent methodologies for assessment. When guidance was requested regarding the “Summary of Responses to Changes in the NAAB Conditions” it was indicated that this summary should speak to the program’s feedback in the changes that have occurred in the Conditions and Procedures. It might be helpful to rename this section “Program Feedback to Changes in the NAAB Conditions” or the like, to help clarify what is expected.

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Andrews University Architecture Program Report September 2011 Part Four:

Supplemental Information

1. Course Descriptions ARCH126 Drawing and Graphics Studio (3 credits) Course Description Introduction to freehand drawing and architectural drawing graphic conventions. Exercises include freehand and drafted drawings of building plans, sections, and elevations, and an introduction to three-dimensional representation. Course Goals & Objectives Students will gain a broad vocabulary of architectural conventions for representing architecture through a combination of reading assignments, studio lectures and instruction, and assignments. Student Performance Criteria Addressed A.1 Communication Skills A.3 Visual Communication Skills A.5 Investigative Skills A.7 Use of Precedents Topical Outline Freehand drawing (17%) Lettering, sketching, diagramming Drafted drawing (48%) Lettering, plans, elevations, sections, plan oblique, perspective Layout (15%) Rendering (13%) On-site documentation and reconstruction of building (7%) Prerequisites None Textbooks/Learning Resources th Ching, Francis. Architectural Graphics. 4 Ed. John Wiley & Sons, 2002. Ware, William. The American Vignola: A Guide to the Making of Classical Architecture. Dover Publications, 1994. Offered Spring and summer; annually Faculty Assigned Kristin von Maur (F/T) Rhonda Root (F/T)

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Andrews University Architecture Program Report September 2011 ARCH150 Introduction to Architecture (3 credits) Course Description Emphasis on design concepts, professional vocabulary, historical appreciation, contemporary issues, and values that are important to the Mission of the School of Architecture. Open to all students. Course Goals and Objectives • To familiarize the student with the concepts necessary to evaluate and think about the qualities of a place. • To see Architecture as a disciplined body of thought and practice that has significant historical basis and cultural value. • To develop a vocabulary of words, images, concepts, and ideas rooted in the study of architectural precedents and form. • To understand the values, goals, and objectives, i.e. the mission, of the School of Architecture at Andrews University.

Student Performance Criteria Addressed A. 8. Ordering Systems Skills A. 9. Historical Traditions and Global Culture A.10. Cultural Diversity C. 8. Ethics and Professional Judgment Topical Outline Architecture: Place as Collective Memory – Concepts and Vocabulary Architecture: Place as Collective Experience – Social and Spatial Patterns Architecture: Place as a Collective Values – Ethical Frameworks and Issues

50% 30% 20%

Prerequisites None Textbooks and Readings* rd Ching, Francis D.K. Architecture: Form, Space, and Order. 3 ed. Wiley, 2007. Alexander, Christopher. The Timeless Way of Building. Oxford University Press, 1979. Davis, Howard. The Culture of Building. Oxford University Press, 1999. King, Ross. Brunelleschi’s Dome. Walker Publishing, 2000. Rybczynski, Witold. Home. Viking Penguin Inc., 1986. Copied Handouts *It is also necessary to have a good English Language Dictionary available to use in your readings and most importantly to help in understanding the architectural terms I will assign to you during the semester. Offered Fall only; annually Faculty Assigned Llewellyn Seibold (F/T)

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Andrews University Architecture Program Report September 2011 ARCH201 Construction I (3 credits) Course Description An overview of site work, foundation and structural systems. Investigation into the structural and material properties, assembly methods and detailing primarily for wood and masonry construction systems. Course Goals & Objectives • Students will gain an understanding of basic construction methods and material properties. • Students will be introduced to basic construction vocabulary. • Students will be able to communicate intelligently with others in the field of architecture and building. Student Performance Criteria Addressed A.1. Communication Skills A.4. Technical Documentation A.5. Investigative Skills B.9. Structural Systems B.10. Building Envelope Systems B.11. Building Service Systems B.12. Building Materials and Assemblies Topical Outline General building information (9%) Foundations (13%) Wood (35%) Exterior and interior finishes (21%) Masonry (22%) Prerequisites None Textbooks/Learning Resources Allen, Edward, Fundamentals of Building Construction: Materials and Methods. Wiley & Sons, 2009. Offered Fall only; annually Faculty Assigned Kristin von Maur (F/T)

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ed. John

Andrews University Architecture Program Report September 2011 ARCH202 Construction II (3 credits) Course Description An investigation into the structural and material properties, assembly methods and detailing primarily for steel and concrete construction systems as well as an introduction to cost estimating. Course Goals & Objectives Students will gain an understanding of construction principles, systems, materials, and components including building envelope systems, framing systems, construction assemblies and finishing systems. Student Performance Criteria Addressed A.1. Communication Skills A.4. Technical Documentation A.5. Investigative Skills B.9. Structural Systems B.10. Building Envelope Systems B.11. Building Service Systems B.12. Building Materials and Assemblies Topical Outline Steel (21%) Concrete (26%) Roofing (11%) Glass, glazing, windows and doors (10%) Exterior wall systems (16%) Interior walls and finishes (16%) Prerequisites ARCH201 Construction I (3 credits) Textbooks/Learning Resources Allen, Edward. Fundamentals of Building Construction: Materials and Methods. Wiley & Sons, 2009.

ed. John

Offered Spring only; annually Faculty Assigned Kristin von Maur (F/T)

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Andrews University Architecture Program Report September 2011 ARCH205 Structures I (4 credits) Course Description Structural theory: statics by analytical and graphical solutions. Determination of loads, resolution of force systems, and equilibrium analysis. Structural properties of shape (centroids, moment of inertia) and materials (stress, stiffness, modulus of elasticity). Shear and bending moments, deflection, column theory, introductory awareness of structural system behavior. Analysis and design of wood structures (joists, girders, columns). Introduction to the structural design process. Course Goals & Objectives • To develop an understanding of and proficiency working with forces, force systems, components, resultants and reactions; both analytically and graphically. • To develop an understanding of the structural properties of areas. • To develop an understanding and elementary proficiency in working with stress and deformations in structural members. • To become familiar with and gain a basic proficiency in the analysis and design of structural members using wood and steel. Student Performance Criterion Addressed B.9. Structural Systems Topical Outline Lectures (15%) Problem solving (75%) Critical readings (10%) Prerequisites MATH168 Precalculus (4 credits) PHYS141 General Physics I (4 credits) Textbooks/Learning Resources Onouye, Barry S. Statics and Strengths of Materials. Pearson Prentice Hall, 2005. Offered Fall only: annually Faculty Assigned William W. Davidson (P/T)

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Andrews University Architecture Program Report September 2011 ARCH215 Introduction to Design Studio (5 credits) Course Description Introduction to formal composition, architectural typology and principles of building context in the design of buildings and artifacts with simple program elements. Course Goals & Objectives • To understand the relationship between buildings and landscape. • To understand the concept of designing within cultural and environmental context. • To be able to identify and develop patterns as a means to design buildings. • To develop technical skills in handcrafted drawings and verbal presentations. • To gain introductory knowledge of conventional building systems. • To reaffirm the values and mission of the School of Architecture at Andrews University. Student Performance Criteria Addressed A.2. Design Thinking Skills A.3. Visual Communication Skills A.6. Fundamental Design Skills A.7. Use of Precedents A.8. Ordering Systems Skills A.9. Historical Traditions and Global Culture B.3. Sustainability B.4. Site Design Topical Outline Design analysis (15%) Site Design (15%) Building design (45%) Presentation drawings (25%) Prerequisites ARCH126 Drawing & Graphics Studio (3 Credits) Textbooks/Learning Resources rd Ching, Francis D.K. Architecture Form, Space, and Order. 3 ed. Wiley, 2007. Offered Fall only; annually Faculty Assigned Martin D. Smith (F/T) Troy Homenchuk (F/T)

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Andrews University Architecture Program Report September 2011 ARCH247 Architecture as Craft Studio (5 credits) Course Description Introduction to formal composition, architectural typology and principles of building context in the design of buildings and artifacts with simple program elements. Course Goals & Objectives • To introduce the idea of craft, ethics and appropriateness into design consideration. • To be able to manipulate and transform basic constructional ideas. • To gain basic understandings of the loads, forces, materials, and characteristic of structural systems. • To communicate design process and design intentions in appropriate and compelling ways, particularly through modeling, drawing and drafting. • To understand architecture as more of a professional responsibility and less as a personal experience. Student Performance Criteria Addressed A.2. Design Thinking Skills A.3. Visual Communication Skills A.4. Technical Documentation A.6. Fundamental Design Skills A.7. Use of Precedents

B.2. B.4. B.9. B.10. C.1.

Accessibility Site Design Structural Systems Envelope Systems Collaboration

Topical Outline Schematic Design (15%) Preliminary House Design (5%) Structural/Final Design (15%) Interior Development (5%) Envelope & Construction Details (5%) Eave Model & Final Drawings (40%) Preliminary & Final Site Plans (5%) Quizzes (5%) Exercises/Precedent Study/Project Swap (5%) Prerequisites ARCH215 Introduction to Design Studio (5 credits) Textbooks/Learning Resources Cusato, Marianne. Get Your House Right: Architectural Elements to Use and Avoid. Sterling, 2008. Mouzon, Stephen. Traditional Construction Patterns. McGraw-Hill, 2004. Sobon, Jack and Roger Schroder. Timber Frame Construction. Storey Publishing, 1984. Offered Spring only; annually Faculty Assigned Robin Johnson (P/T) Andrew von Maur (F/T) Daniel Acevedo (Contract)

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Andrews University Architecture Program Report September 2011 ARCH305 Structures II (4 credits) Course Description Structural problems in steel analysis and principles of concrete and masonry, lateral loads due to wind and seismic forces. Course Goals & Objectives • To review the basic concepts of structural analysis and design as related to the Architectural Registration Examination. • Apply the design of wood, manufactured wood, steel and concrete members to complete structures with both vertical and lateral loads. • To develop an understanding of snow, wind and seismic loading. • To become familiar with and gain a basic proficiency in the use of codes and manuals prepared by A.S.C.E 7, I.B.C., A.C.I. 318, S.D.I. and C.R.S.I.. Student Performance Criterion Addressed B.9. Structural Systems Topical Outline Lectures (15%) Problem solving (75%) Critical readings (10%) Prerequisites ARCH205 Structures I (4 credits) Textbooks/Learning Resources Taher, R. Structural Systems. PPI, 2008. Offered Spring only; annually Faculty Assigned William W. Davidson (P/T)

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Andrews University Architecture Program Report September 2011 ARCH315 History of Architecture I (3 credits) Course Description th Chronological overview of the history of architecture from pre-history through the 14 century (Gothic). Emphasis is on the vocabulary and design of buildings, their symbolic relationships, and their meaning in a cultural and human context. Course Goals & Objectives Each student will have gained a broad reading and visual knowledge and vocabulary of architectural elements, building types, architects, cultural periods and styles throughout the world. Student Performance Criteria Addressed A.1. Communication Skills A.9. Historic Traditions and Global Culture A.10. Cultural Diversity A.11. Applied Research Topical Outline Lecture/class time: (35%) Reading: (45%) Research/writing paper: (20%) Prerequisites ENGL115 English Composition I HIST117 Civilizations & Ideas I HIST118 Civilizations & Ideas II

(3 credits) (3 credits) (3 credits)

Textbooks Fazio, Michael, Marian Moffett, and Lawrence Wodehouse. Buildings Across Time: An Introduction to World Architecture. New York: McGraw-Hill, Inc., 2009. Burden, Ernest. Illustrated Dictionary of Architecture. New York:â&#x20AC;&#x2C6;McGraw-Hill Companies, Inc., 2002. Offered Fall only; annually Faculty Assigned Rhonda Root (F/T)

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Andrews University Architecture Program Report September 2011 ARCH316 History of Architecture II (3 credits) Course Description th Chronological overview of the history of architecture from the 15 century (Renaissance) to today. Emphasis is on the vocabulary and design of buildings, their symbolic relationships, and their meaning in a cultural and human context. Course Goals & Objectives Each student will have gained a broad reading and visual knowledge and vocabulary of architectural elements, building types, architects, cultural periods and styles throughout the world. Student Performance Criteria A.1. Communication Skills A.9. Historic Traditions and Global Culture A.10. Cultural Diversity A.11. Applied Research Topical Outline Lecture/class time: (35%) Reading: (45%) Research/writing paper: (20%) Prerequisites ENGL115 English Composition I (3 credits) HIST117 Civilization & Ideas I (3 credits) HIST118 Civilization & Ideas II (3 credits) Textbooks Fazio, Michael, Marian Moffett, and Lawrence Wodehouse. Buildings Across Time: An Introduction to World Architecture. New York: McGraw-Hill, Inc., 2009. Burden, Ernest. Illustrated Dictionary of Architecture. New York:â&#x20AC;&#x2C6;McGraw-Hill Companies, Inc., 2002. Offered Spring only; annually Faculty Assigned Rhonda Root (F/T)

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Andrews University Architecture Program Report September 2011 ARCH318 Background Building Studio (5 credits) Course Description Design of commercial and/or residential building(s) of increased programmatic complexity, in the physical and cultural setting of a traditional small town or urban neighborhood. Course Goals & Objectives The course is intended to cultivate in each student: • • • •

•

Ability to recognize and design a Background Building type. Ability to analyze, manipulate and transform selected formal urban typologies. Understand fundamental masonry construction as utilized in both bearing wall and with frame structural systems. Ability to communicate design process and design intentions in appropriate and compelling ways particularly through traditional drawing methods, i.e. good draftsmanship techniques and the use of shade and shadows. Understand architecture as a professional responsibility and not a means of personal expression.

Student Performance Criteria Addressed A.1. A.2. A.3. A.5. A.6. A.7. A.8. A.9. A.10. B.1.

Communication Skills Design Thinking Skills Visual Communication Skills Investigative Skills Fundamental Design Skills Use of Precedents Ordering Systems Skills Historic Traditions and Global Culture Cultural Diversity Pre-Design

B.2. B.5. B.9. B.10. B.12. C.7. C.8. C.9.

Accessibility Life Safety Structural Systems Building Envelope Systems Building Materials and Assemblies Legal Responsibilities Ethics and Professional Judgment Community and Social Responsibilities

Topical Outline Lectures and critical class discussion (5%) Study of precedent through critical observation and drawing (25%) Design skills (70%) Prerequisites ARCH320 Placemaking Studio (5 credits) Textbooks/Learning Resources Allen, Edward and Joseph Iano. The Architects Studio Companion. John Wiley and Sons, Inc., 2007. Various course handouts in digital form (see course notebook) Offered Spring only; annually Faculty Assigned Troy Homenchuk (F/T) Mark Moreno (F/T) Vanessa Crockett (Contract)

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Andrews University Architecture Program Report September 2011 ARCH320 Placemaking Studio (5 credits) Course Description The design of buildings as they relate to landscape and to human experience with increased complexity of program and form. Course Goals & Objectives • Placemaking Studio builds upon lessons of previous studios. • Students will work with design concepts that relate to the human experience and that connect us to our world tangibly, experientially, and spiritually. They will be asking questions like: “What makes a place inviting, safe, comfortable, and memorable?” and “Can architecture help facilitate social interaction?” • Students will design in a range of scales from Urban Public, to medium scale buildings and semi-public gardens, to building with space interior space (especially a chapel) and at the scale of a single or few people in an intimate compelling place. Student Performance Criteria Addressed A.1. Communication Skills A.2. Design Thinking Skills A.3. Visual Communication Skills A.6. Fundamental Design Skills A.7. Use of Precedents A.10. Cultural Diversity B.1. Pre-Design B.2. Accessibility C.2. Human Behavior C.8. Ethics and Professional Judgment Topical Outline Quizzes (10%) Introduction to Concepts (10%) Design Urban Scale (15%) Chapel and Garden Scale (20%) Small Compelling Place (20%) Final Synthesis (25%) Prerequisites ARCH247 Architecture as Craft Studio (5 credits) Admission to the Professional Degree Track Textbooks/Learning Resources Alexander, Christopher. A Pattern Language. Oxford University Press, 1977. Offered Fall only; annually Faculty Assigned Mark Moreno (F/T) Kristin von Maur (F/T) Tom Lowing (F/T)

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Andrews University Architecture Program Report September 2011 ARCH330 Analytical Summer Abroad (6 credits) Course Description A course focusing upon study, analysis, and documentation of buildings, spaces, and/or gardens in another country. Venues may change from year to year. Course Goals & Objectives • Critical Study: To enable students to study precedent with a learned and critical mind as a means to study architectural decisions, their value, and their consequences. • Literacy: To cultivate in students a basic literacy in the built heritage of historical design solutions found within western architecture. • Drawing: To cultivate students’ drawing skills as a responsive and judicious tool that can support the objectives listed above. Student Performance Criteria Addressed A.3. Visual Communication Skills A.5. Investigative Skills A.8. Ordering Systems Skills A.9. Historical Traditions and Global Culture A.10. Cultural Diversity C.2. Human Behavior Topical Outline On-site lectures and critical discussion (25%) Reading (5%) Study of precedent through critical observation and drawing (70%) Prerequisites ARCH318 Background Building Studio (5 credits) Textbooks/Learning Resources Course Notebook, compiled/authored and provided by the instructor Course Drawing Guide, compiled/authored and provided by the instructor Offered Summer only; annually Faculty Assigned Andrew von Maur (F/T) Robin Johnson (P/T) Rhonda Root (F/T)

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Andrews University Architecture Program Report September 2011 ARCH335 Environmental Technology I (4 credits) Course Description Introduction to environmentally, energy-conscious design concepts with the primary focus on climate and site analysis. An overview of standard evaluation methods for thermal performance in both design development and qualitative building evaluations covers heat loss/gain, thermal and solar envelope, HBAC system selection and layout. Principles of water conservation, collection and supply, and the treatment and disposal of liquid and solid wastes. Course Goals & Objectives â&#x20AC;˘ Students learn fundamental principles of environmental technology and architectural design considerations. â&#x20AC;˘ Students learn fundamental building industry standards for mechanical systems and LEED categorical standards for environmental sustainability. Student Performance Criteria A.2. Design Thinking Skills A.5. Investigative Skills A.6. Fundamental Design Skills B.3. Sustainability B.4. Site Design B.7. Financial Considerations B.8. Environmental Systems B.10. Building Envelope Systems B.11. Building Service Systems C.2. Human Behavior C.3. Client Role in Architecture C.6. Leadership Topical Outline Climate and Site Investigation (25%) Psychrometrics and Occupancy Requirements (15%) Building Thermal Dynamics (25%) HVAC and Building Integration (20%) Water Use and Sustainability (15%) Prerequisites None Textbooks/Learning Resources nd Michael Montoya. Green Building Fundamentals. 2 ed. Prentice Hall, 2010. rd Norbert Lechner. Heating, Cooling, Lighting: Sustainable Design Methods for Architects. 3 ed. John Wiley & Sons, Inc., 2008. Offered Fall only; annually Faculty Assigned Thomas Lowing (F/T)

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Andrews University Architecture Program Report September 2011 ARCH336 Environmental Technology II (4 credits) Course Description Principles of design for fire safety and code compliance. Principles of electricity and a brief survey of electrical systems and wiring design. The design and location requirements of elevators and moving stairways and walks. A qualitative overview of lighting and acoustics and their integration into the design of buildings with introductory quantitative methods. Course Goals & Objectives • To develop an awareness of how the technologies listed above are integrated in building design and green building design. • To develop an understanding and working knowledge of the design, equipment options and operations of these subsystems in common use today. • To anticipate technical challenges common to buildings and know how to approach solutions either alone or with the assistance of a consultant. • To develop a fluency in building technology that will facilitate intelligent verbal and graphic communication with others. Student Performance Criteria Addressed A.2. Design Thinking Skills A.5. Investigative Skills A.6. Fundamental Design Skills B.3. Sustainability B.5. Life Safety

B.8. B.10. B.11. B.12. C.8.

Environmental Systems Building Envelope Systems Building Service Systems Building Materials and Assemblies Ethics and Professional Judgment

Topical Outline Daylighting and lighting (30%) Electricity and energy sources (30%) Fire safety (15%) Elevators, moving stairways and walkways (5%) Qualitative analysis and design integration of acoustics (20%) Prerequisites PHYS141 General Physics I (4 credits) Textbooks/Learning Resources rd Lechner, Norbert. Heating, Cooling, Lighting Design Methods for Architects, 3 ed. John Wiley & Sons, Inc., 2008. Trout, J. & I. Choudhury. Design of Mechanical and Electrical Systems in Buildings. Prentice Hall, 2003. On Reserve ‘Environmental Building News, The Leading Newsletter on Environmentally Responsible Design & Construction’, A Publication of BuildingGreen, LLC www.BuildingGreen.com, 2008. Egan, M. David. Architectural Acoustics. McGraw-Hill, 1988. Daylighting Design, AIA Architect’s handbook on Energy Practice. 1982. Albers, Josef. Interaction of Color. Yale University Press, 1963. th Stein & Reynolds. Mechanical and Electrical Equipment in Buildings, 9 ed. John Wiley & Sons, 2000. Itten, Johannes. The Art of Color. John Wiley & Sons, 1961. Offered Spring only; annually Faculty Assigned Robin Johnson (P/T)

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Andrews University Architecture Program Report September 2011 ARCH 370 Person Environment Theory (3 credits) Course Description Studies in the relationship between people and the environment including towns, cities, gardens, buildings, and artifacts, as well as cultural and natural landscape. Course Goals & Objectives This course hopes to challenge students to widen perceptions of architecture as regards experiential type issues: social, psychological, and cultural. With a premise, of curiosity and wonderment, the class will study architecture and its relationship to the human experience by way of varied readings, writing, drawing, analytical and intuitive exercises, discussions, and a term civic-minded project. The chronology of the course content looks broadly at the scale of humanity and the universe and progresses toward a closer look at ideas of settlement and cities, landscape, building, and the idea of dwelling; and then it focuses on the human scale, the body, and its senses. Visitors occasionally invited for topical discussions. Students are encouraged to articulate and share their experiences, and perceptions, emphasizing processes of inquiry above the idea of concluding a right or wrong answer. Student Performance Criteria Addressed A.1. Communication Skills A.5. Investigative Skills A.9. Historical Traditions and Global Culture A.10. Cultural Diversity

A.11. B.2. B.3.

Applied Research Accessibility Sustainability

Topical Outline Readings / and responses in D2L Discussion board Posts: (40%) Wheelchair exercise and paper: (15%) Civic Minded project: (35%) Course notebook: (10%) Prerequisites ARCH320 Placemaking Studio (5 credits) Textbooks/Learning Resources Books: Hiss, Anthony. Experience of Place. Vintage Books, 1990. Seamon, David. Dwelling, Place, and Environment. Krieger Pub. Co., 1985, 2000. Marx, Leo. Machine in the Garden, Sleepy Hollow, pp.3-33. Oxford Univ. Press, 1964,2000. Jackson, J.B. Necessity for Ruins, Discovery of the Street, pp. 55-66. U of Mass Press, Amherst, 1980. Rapoport, Amos. House, Form, and Culture, The Nature and Definition of the Field pp. 1-17 & Alternative Theories of House Form pp. 18-45. Clapp, Rodney. Border Crossings, The not-so-naked new public square, pp.164-168. Brazos Press, 2000. Articles / Films / Videos: Seamon, David. Market Place as Place Ballet, A Swedish Experiment, pp. 35-41. "Landscape" v.24, 1980. Godfrey, Reggio. film director. Koyaanisqatsi, Life out of Balance. MGM/UA Home Entertainment & New Cinema, 1983. Rose, Charlie. TV show host, Charlie Rose: Panel On Architecture. www.charlierose.com/view/content/5865. 1996. Offered Fall only; annually

Faculty assigned Mark Moreno (F/T)

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Andrews University Architecture Program Report September 2011 ARCH434 Urban Studies (3 credits) Course Description A broad survey, both typological and historical, of the physical characteristics of cities and their development, with an emphasis upon urban form as a cooperative human artifact embodying particular cultural values and ideas. Course Goals & Objectives The course is intended to cultivate in each student: • An appreciation of urban life and urban form from the ancient world to the present. • A knowledge of both the types of formal configurations historically common to cities, and of specific examples of such configurations as found in numerous particular cities. • A sense of how both urban and architectural form express and embody cultural ideals and different forms of economic and political organization. • A sense of the city, town and village as a trans-generational artifact, and of the students’ own potential to help make cities of tomorrow conducive to human well being. • A knowledge of basic principles and practices of the New Urbanism. Student Performance Criteria Addressed A. 1. Communication Skills A. 2. Design Thinking Skills A. 5. Investigative Skills A. 8. Ordering Systems Skills A. 9. Historical Traditions and Global Culture

A. 10. C. 2. C. 7. C. 9.

Cultural Diversity Human Behavior Legal Responsibilities Community and Social Responsibility

Topical Outline Lectures and critical class discussion (30%) Critical reading (50%) Critical analysis and writing (20%) Prerequisites ENGL115 English Composition I (3 credits) HIST117 Civilizations and Ideas I (3 credits) HIST118 Civilizations and Ideas II (3 credits) Textbooks/Learning Resources Duany, Andrés et al. Suburban Nation: The Rise of Sprawl and the Decline of the American Dream. New York: North Point Press, 2000. Jacobs, Jane. The Death and Life of Great American Cities. New York: Vintage Books, 1961. Krier, Léon. The Architecture of Community. Washington: Island Press, 2009. rd Morris, A. E. J. History of Urban Form before the Industrial Revolutions. 3 ed. New York: John Wiley & Sons, 1994. Mouzon, Stephen A. The Original Green: Unlocking the Mystery of True Sustainability. Miami Beach: The Guild Foundation Press, 2010. Various course handouts in digital form (see course notebook) Offered Fall only; annually Faculty Assigned Andrew von Maur (F/T)

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Andrews University Architecture Program Report September 2011 ARCH441 Foreground Building Studio (5 credits) Course Description Design of a public and/or civic building in the physical and cultural setting of a traditional small town or urban neighborhood. Course Goals & Objectives • To be able to conceptualize and organize a well integrated design. • To be able to selectively and appropriately analyze, manipulate and transform the design idea. • To gain comparative understandings of construction, structural, mechanical and electrical systems in building design. • To use both hand drawn and digital techniques to manage the conceptual design process. • To design conserving and resourceful buildings that meet the purposes of the building program. • To understand architecture as a professional responsibility with obligations, and not just a means of personal expression. Student Performance Criteria Addressed A.2. A.5. A.8. B.1. B.2.

Design Thinking Skills Investigative Skills Ordering Systems Skills Pre-Design Accessibility

Topical Outline Pre-Design 20% Ideation 20% Concept Design 40% Concept Development & Presentation

B.3. B.4. B.5. B.6.

Sustainability Site Design Life Safety Comprehensive Design

10%

Prerequisites ARCH205 Structures I (4 credits) ARCH318 Background Building Studio (5 credits) ARCH330 Analytical Summer Abroad (6 credits) Corequisites ARCH435 Introduction to Building Information Modeling (3 credits) ARCH449 Integrative Design (3 credits) Textbooks/Learning Resources Allen, Edward and Joseph Iano. The Architects Studio Companion. John Wiley and Sons, Inc., 2007. Allen, Edward and Joseph Iano. Fundamentals of Building Construction. John Wiley and Sons, Inc., 2004. Allen, Edward. Architectural Detailing. John Wiley and Sons, Inc., 1993. Brown, G.Z., and Mark DeKay. Sun, Wind and Light. John Wiley and Sons, Inc., 2001.

Ching, Francis D.K. Building Structures Illustrated. New York: McGraw-Hill, 2004. Guthrie, Pat. The Architect’s Portable Handbook. New York: McGraw-Hill, 2003. Online and Manufacturers Catalogues Offered Fall only; annually Faculty Assigned Llewellyn Seibold (F/T), Ariel Solis (F/T), Thomas Lowing (F/T)

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Andrews University Architecture Program Report September 2011 ARCH442 Integrative Design Studio (6 credits) Course Description Comprehensive building design project: site design, building design, and development of architectural detail (including integration of materials, structural and environmental systems). Course Goals & Objectives • To be able to develop a design using a systems approach. • To be able to selectively and appropriately analyze, manipulate and transform the design idea. • To gain comparative understandings of construction, structural, mechanical and electrical systems in building design and development. • To use BIM digital techniques to manage the design development process. • To design conserving and resourceful buildings that meet the purposes of the building program. • To understand Architecture as a professional responsibility with obligations, and not just a means of personal expression. Student Performance Criteria Addressed A. 4. Technical Documentation B. 4 Site Design B. 6 Comprehensive Design B. 8. Environmental Systems B. 9. Structural Systems B.10. Building Envelope Systems B.11. Building Service Systems B.12. Building Materials and Assemblies C.4 Project Management C.7 Legal Responsibilities Topical Outline Pre-Design 20% Ideation 20% Concept Design 40% Concept Development and Presentation 10% Prerequisite ARCH441 Foreground Building Studio (5 credits) Textbooks and Readings Allen, Edward and Joseph Iano. The Architects Studio Companion. John Wiley and Sons, Inc., 2007. Allen, Edward and Joseph Iano. Fundamentals of Building Construction. John Wiley and Sons, Inc., 2004. Allen, Edward. Architectural Detailing. John Wiley and Sons, Inc., 1993. Brown, G.Z., and Mark DeKay. Sun, Wind and Light. John Wiley and Sons, Inc., 2001.

Ching, Francis D.K. Building Structures Illustrated. New York: McGraw-Hill, 2004. Guthrie, Pat. The Architect’s Portable Handbook. New York: McGraw-Hill, 2003. Online and Manufacturers Catalogues Technical Journals Offered Spring only; annually Faculty Assigned Llewellyn Seibold (F/T), Ariel Solis (F/T)

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Andrews University Architecture Program Report September 2011 ARCH449 Integrative Design (3 credits) Course Description Preliminary design of the structure and environmental control systems for a concurrent studio project. Building codes, accessibility standards, and zoning ordinances are reviewed for design implications. Course Goals & Objectives • To understand how technical systems relate to architectural design and practice. • To become familiar with the regulatory issues necessary to achieve the practical and aesthetic intent of architectural design. • To understand the manner in which materials and assemblies can be combined into systems that are mutually dependent and technically competent. • To reaffirm the values and mission of the School of Architecture at Andrews University. Student Performance Criteria Addressed A.4. Technical Documentation A.5. Investigative Skills A.7. Use of Precedents B.1. Pre-Design B.2. Accessibility B.5. Life Safety B.7. Financial Considerations B.9. Structural Systems B.10. Building Envelope Systems B.11. Building Service Systems B.12. Building Materials and Assemblies C.7. Legal Responsibilities Topical Outline Predesign (10%) Building Systems (40%) Regulatory issues (25%) Technical drawing (25%) Prerequisites ARCH205 Structures I (4 credits) Co-requisites ARCH 441 Foreground Building Studio (5 credits) ARCH435 Introduction to Building Information Modeling (3 credits) Textbooks/Learning Resources: nd Allen, Edward and Patrick Rand. Architectural Detailing: Function – Constructability – Aesthetics. 2 ed. Wiley, 2006. Allen, Edward and Joseph Iano. The Architect’s Studio Companion. John Wiley and Sons, Inc., 2007. rd Ching, Francis. Building Codes Illustrated. 3 ed. Wiley, 2009. Offered Fall only; annually Faculty Assigned Martin D. Smith (F/T)

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Andrews University Architecture Program Report September 2011 ARCH521 Urban Design Studio (6 credits) Course Description Urban design proposal for a small town (or parts thereof), urban neighborhood, or college campus. Course Goals & Objectives â&#x20AC;˘ The primary objective of this course is to further develop in each student a holistic view of the relationship between architecture, urban design, stewardship, health and civic life. This will be pursued through a combination of readings, assignments, critique, a field trip to precedent-setting places, a charrette, and a subsequent design project. â&#x20AC;˘ A further objective is the preparation of a useful urban design proposal for a given urban area. Towards this end, this course seeks to promote professional excellence and teamwork in order to best serve the students and the client community. Student Performance Criterion Addressed A.1. Communication Skills A.2. Design Thinking Skills A.3. Visual Communication Skills A.5. Investigative Skills A.6. Fundamental Design Skills A.7. Use of Precedents A.8. Ordering Systems Skills A.9. Historical Traditions and Global Culture A.10. Cultural Diversity B.1. Pre-Design B.3. Sustainability B.4. Site Design

C.1. C.2. C.3. C.6. C.7. C.9.

Collaboration Human Behavior Client Role in Architecture Leadership Legal Responsibilities Community and Social Responsibility

Topical Outline Lectures and critical class discussion (15%) Critical assessment, reading, and writing (15%) Field trip to precedent-setting places (10%) Collaborative charrette (10%) Design skills (30%) Presentation skills (20%) Prerequisites Graduate standing Textbooks/Learning Resources Mouzon, Stephen A. The Original Green: Unlocking the Mystery of True Sustainability. Miami Beach: The Guild Foundation Press, 2010. th Steuteville, Robert, Philip Langdon and Special Contributors. New Urbanism: Best Practices Guide, 4 ed. Ithaca, NY: New Urban News Publications, 2009. Various course handouts in digital form (see course notebook) Other required textbooks vary from year to year depending on the specific class project. Offered Fall only; annually Faculty Assigned Andrew von Maur (F/T) Paula Dronen (F/T) Daniel Acevedo (Contract)

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Andrews University Architecture Program Report September 2011 ARCH522 Visiting Critic/Topic Studio (6 credits) Course Description Design project(s) to be determined by Visiting Critic and regular faculty. Topic of studio varies. Course Goals & Objectives â&#x20AC;˘ Students exhibit their comprehensive understanding of the design process and design intentions for the construction of a building project within a studied context. â&#x20AC;˘ Students develop their ability to appropriately apply the curricular principles addressed in previous studios to the context of the final studio project. Student Performance Criteria Addressed A.1. Communication Skills A.2. Design Thinking Skills A.5. Investigative Skills A.6. Fundamental Design Skills A.7. Use of Precedents A.10. Cultural Diversity A.11. Applied Research B.1. Pre-Design B.2. Accessibility B.3. Sustainability B.4. Site Design B.7. Financial Considerations B.12. Building Materials and Assemblies C.2. Human Behavior C.3. Client Role in Architecture C.8. Ethics and Professional Judgment C.9. Community and Social Responsibility Topical Outline Topic, Program and Precedent Studies (15%) Site and Climate Analysis (15%) Schematic Design (20%) Topic Application and Design Development (20%) Design and Study Completion & Presentation (30%) Prerequisites ARCH521 Urban Design Studio (6 credits) Textbooks/Learning Resources Selected Readings and References Offered Spring only; annually Faculty Assigned Thomas Lowing (F/T) Jesse Hibler (Contract)

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Andrews University Architecture Program Report September 2011 ARCH535 Professional Practice (4 credits) Course Description Lectures and seminars focusing on Judeo-Christian values, and social responsibilities in the profession. Studies introduce conventional practice methods and career planning for present and future. Topical areas include the role of the architect, organization and management of the firm, and project administration. Course Goals & Objectives • Students learn fundamental principles of environmental technology and architectural design considerations. • Students learn fundamental building industry standards and LEED categorical standards for environmental sustainability. Student Performance Criteria Addressed A.1. Communication Skills C.3. Client Role in Architecture C.4. Project Management C.5. Practice Management C.6. Leadership C.7. Legal Responsibilities C.8. Ethics and Professional Judgment Topical Outline The Profession and Career Development (30%) Professional Standards and Interpersonal Relations (20%) Office Management Studies (25%) Community Service Project (5%) Project Management Studies (20%) Prerequisites Graduate standing Textbooks/Learning Resources Required Text nd Pressman, Andrew. Professional Practice 101: Business Strategies and Case Studies in Architecture. 2 ed. John Wiley & Sons, 2006. Recommended Warren, Rick. The Purpose Driven Life. Zondervan, 2002. or a personal devotional venue of the individual’s preference Reference Books The Architect’s Handbook of Professional Practice. (AIA Press, Professional or Student Edition) The Bible, Version of student’s preference Offered Fall only; annually Faculty Assigned Thomas Lowing (F/T)

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Andrews University Architecture Program Report September 2011 2. Faculty Resumes Carey C. Carscallen, Dean Courses Taught: ARCH445 Furniture Design ARCH390/485 Special Topics: Furniture Design Education Credentials: B.A. Industrial Education, Walla Walla College, 1976 M.S. Industrial Education, University of Idaho, 1986 B. Arch, University of Idaho, 1995 M. Arch, University of Idaho, 1996 Teaching Experience: Teacher, Industrial Arts, Sandia View Academy, Corrales, New Mexico 1977-1978 Principal, Lukanga Technical Institute, Butembo, Zaire 1980-1984 Assistant Professor, Adventist University of Central Africa 1984-1990 Teaching Assistant, University of Idaho, 1994-1996 Assistant Professor, Andrews University, 1997-2005 Associate Professor, Andrews University, 2005-Present Professional Experience: Design and construction, Adventist University of Central Africa, Gisenyi, Rwanda, 1984-1990 Self-employed Design-Build, 1990-1997 Director, The Division of Architecture, Andrews University, 2001- 2007 Dean, The School of Architecture, Andrews University, 2007-Present Licenses/Registration: None Selected Publications and Recent Research: None Professional Memberships: None

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Andrews University Architecture Program Report September 2011 William W. Davidson Courses Taught at Andrews University: ARCH205 Structures I ARCH305 Structures II ARCH450 Applied Structures ARCH510 Advanced Structures Seminar Education Credentials: B.S.C.E., Civil Engineering, Ohio University, 1961 M.S., Structures, Ohio University, 1963 Ph.D., Civil Engineering, Pennsylvania State University, 1969 Teaching Experience: Teaching Assistant, Ohio University, 1961-1962 Acting Instructor, Ohio University, 1962-1963 Instructor, Pennsylvania State University, 1963-1968 Assistant Professor, Ohio University, 1968-1970 Associate Professor, Andrews University, 1970-1973 Professor, Andrews University, 1973-1997 Professor Emeritus, Andrews University, 1997-Present Professional Experience: Engineering Consulting 1970-Present Licenses/Registration: Prof. Engineer – State of Michigan P.E. – State of Pennsylvania (Inactive) P.E. – State of Colorado (Inactive) S.E.C.B. – Structural Engineering Certification Board (Inactive) Selected Publications and Recent Research: International Work-Study; A Possible Solution to the Humanities/Social Science Requirement, A Paper Presented to the 1983 Annual Conference, American Society for Engineering Education. Let’s Talk About S.D.A. Vocational Education, The Journal of Adventist Education, Vol. 42, No. 5, Summer 1980. Torsional Stiffness of Composite Structural Members, Doctoral Dissertation, 1968. Properties of Compression-Cured Concrete, Master’s Thesis, 1963. Professional Memberships: The American Society of Civil Engineers Structural Engineering Institute

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Andrews University Architecture Program Report September 2011 Kathleen Demsky Courses Taught: RELG360-041 Special Topics: Waldensian Beliefs Education Credentials: B.A. Organizational Management, Bethel College, IN, 1992 Master of Library Science, Indiana State University, 1994 Teaching Experience: Instructor, Andrews University, 1995-1998 Assistant Professor, Andrews University, 1998-2005 Associate Professor, Andrews University, 2005-Present Professional Experience: Vice President, Board of Directors, AASL, 1997 EDRA Board of Directors Subcommittees, 2000-Present Member EDRA Executive Board of Directors, 2001-Present EDRA Board Liaison, Publications & Relations, 2004-Present Licenses/Registration: None Selected Publications and Recent Research: Research Scholar, Tyndale House Cambridge, England. Subject: Waldensian History. Environmental Design Research Association Bibliographic Publication #18 – 1987 to present. Waldensian Tour Guide 2011. Paper and Poster Presentation, “Integration of Faith and Simplicity in Waldensian Architecture and Life Style.” – Michigan Academy of Science, Arts, & Letters Conference – 2010. Manuscript with bibliography including three supporting articles. One written by a Distinguished Professor Emeritus, University of Wisconsin Milwaukee and the other by a Full Professor at Polytechnic University City college of New York . This manuscript has been peer reviewed and published as a special issue in the “Journal of Architectural and Planning Research” – “Environmental Design Research: The Discipline and a Guide to the Literature.” Volume 25, Number 4, Winter, 2008 Article in ASDAL Action (Professional Journal for the Association of the Seventh-day Adventist Librarians) “Peruvian Adventure” (Vol. 25 No. 2 Fall 2005) Article in Design Research News (DRN) – “Call for Books”. (Vol. 35, Vol. 1, Spring 2004) Article in Design Research News (DRN) – “The Faith and History of the Waldensians. Sketches & Journal Entries by the Students of the Division of Architecture 1998 – 2001”. (Vol. 34, No. 4, Winter 2004) Professional Memberships: Michigan Academy of Science, Arts, & Letters Association American Institute of Architecture Students (Sponsor) Association of Architecture School Librarians Association of Seventh-day Adventist Librarians Environmental Design Research Association

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Andrews University Architecture Program Report September 2011 Paula L. Dronen, Assistant Dean Courses Taught: ARCH485 Special Topics: Land Use and the Constitution ARCH485 Special Topics: Land Use Analysis ARCH521 Urban Design Studio Education Credentials: BS, Andrews University, 1993, Architectural Studies BSI, Andrews University, 1999, Interior Design Juris Doctor, Michigan State University College of Law, 2007 Concentration: Criminal Law Teaching Experience: Adjunct Professor, Andrews University, 2003, 2005, 2007 Associate Professor, Andrews University, 2008-Present Professional Experience: Architecture Design Group, Inc. 1993-1994 Andrews University School of Architecture Recruitment, 1994–1995 Program Development, 1995–1997 Director of Program Development, 1997–1999 Program Administrator, 1999–2001 Assistant Director, 2001-2003 University of Notre Dame School of Architecture, Consultant, 2005-2006 Andrews University, Assistant Dean, 2008-Present Licenses/Registration: None Selected Publications and Recent Research: Land Use and the Constitution Professional Memberships: American Bar Association

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Andrews University Architecture Program Report September 2011 Troy Homenchuk Courses Taught: ARCH318 Background Building Studio ARCH215 Introduction to Design Studio ARCH459 Design Theory ARCH485 Special Topics: Digital Lineaments Education Credentials: B. Arch., Andrews University, 1999 Master of Arch. Design and Urbanism, University of Notre Dame, 2007 Teaching Experience: Teaching Assistant, University of Notre Dame, 2007 Assistant Professor, Andrews University, 2007-Present Professional Experience: Architectural Illustration, 2000-present Professional Designs and Consultations: Residential Design and Illustration, Scott Residential Design (2010-present) Residential and Industrial projects, Splinter Architects Design (2006-2009) Design and Illustrations, Pak Heydt & Associates, LLC (2008) Architectural Intern, Thomas Gordon Smith Architects (2008) Architectural Intern, Urban Design Associates (2006) Architectural Intern, CTE (2000-2005) Architectural Intern, Langdon Associates, LLC (1999-2000) Academic Design Charrette, Abaco, Bahamas (2009) Academic Design Charrette, Michigan City, Indiana (2008) Licenses/Registration: None Selected Publications and Recent Research: Published Planning Abaco, 2009 Published Pattern Book for Michigan City, 2008 Published Pattern Book for Pittsburg: Urban Design Associates, 2006 Professional Journal Periodical Articles (not refereed): Midwest Construction: Best of 2004 Award Winners â&#x20AC;&#x153;South Lake Shore Drive Reconstruction: Projects of the Year- Transportationâ&#x20AC;?, pp. 99, 101, 12/2004. Chapters Contributed to Book: Architectural Drawing: A Visual Compendium of Types and Methods, Rendow Yee, 1997. Currently researching a book on computer generated architectural illustration Professional Memberships: Michigan Design Educators Association Congress for the New Urbanism

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Andrews University Architecture Program Report September 2011 Robin Johnson Courses Taught: ARCH336 Environmental Technology II ARCH247 Architecture as Craft Studio Education Credentials: B. S. in Architecture, University of Michigan, 1981 M. Arch., University of Michigan, 1983 Teaching Experience: Teaching Assistant, University of Michigan, 1981-1982 Visiting Design Critic, University of Illinois, Chicago, 1988-1989 Visiting Lecturer, University of Tennessee, 1992 Visiting Design Critic, University of Wisconsin, 1994-1995 Adjunct Professor, Andrews University, 2004 Assistant Professor, Andrews University, 2005-Present Professional Experience: Krueck & Olsen Architects, Chicago, IL, 1984-1987 Hammond, Beeby Babka, Chicago, IL, 1987-1992 Stuart Cohen & Julie Hacker, Chicago, IL, 1992-1993 Fergus Garber Group, Chicago, IL, 1993-1994 Robin Johnson, Architect, Chicago, IL, 1994-1997 Krueck & Sexton Architects, Chicago, IL, 1997-2000 Heavy Timber Design Resource at Irish Natural Forest Foundation, 2005-Present Robin Johnson, Architect, Empire, MI / Chicago, IL, 2000-Present Licenses/Registration: Registered Architect States of Illinois and Michigan Selected Publications and Recent Research: Aghaturbrid Woods on Aghaturbrid More near Leap, County Cork, Transforming 20 acres of mature sitka spruce plantation (by Coillte) into mixed species continuous-cover forest 2005-Present Timber harvest and natural drying experiments, Manch Project 2005-Present Reforestation of Ireland, collecting and planting seed from limited indigenous tree stock throughout Ireland 2002-Present Studio-House: Flexible-Use, Low-Energy hybrid timberframe Michigan 2008 Participant in des/IRE Housing Conference for Contemp. Ireland, Cork 2007 Trees in Public Art: finalist in South Dublin County Council Competition 2007 Cycle-ring of 12 indigenous oak trees tethered to central tiled earth mound configured for efficient seed collection and creation of exterior â&#x20AC;&#x2DC;roomâ&#x20AC;&#x2122; Urban Planning/Development Charette, Ballinamore, County Leitrim 2005 Participant in Crann/Coillte/Co-Ford Forestry Conference, Co. Leitrim 2002 Professional Memberships: Masonry Institute

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Andrews University Architecture Program Report September 2011 Thomas B. Lowing Courses Taught: ARCH320 Placemaking Studio ARCH441 Foreground Building Studio ARCH335 Environmental Technology I ARCH535 Professional Practice ARCH522 Visiting Critic/Topics Studio ARCH485 Special Topics: Sustainable Design Education Credentials: Bachelor of Science in Architecture, University of Michigan, 1979 M. Arch., University of Michigan, 1981 Teaching Experience: Adjunct Assistant Professor, Andrews University, 1995-1996 Assistant Professor, Andrews University, 1996-2003 Adjunct Assistant Professor, University of Notre Dame, 1998-2006 Visiting Assistant Professor, University of Notre Dame, 2006-Present Associate Professor, Andrews University, 2003-Present Professional Experience: Project Captain, Chase Black Associates, Battle Creek, MI, 1981-1986 Project Architect, Diekema/Hamann Architects, 1986-1988 Project Manager, Diekema/Hamann Architects, 1988-1992 Associate, Diekema/Hamann Architects, Inc., Kalamazoo, MI, 1992-1994 Sole Proprietor, Thomas Lowing, Architect, Portage, MI, 1994-1998 Sole Proprietor, Thomas Lowing, Architect, Holland, MI, 1998-2007 © LEED -AP Consultant / Thomas Lowing, Architect, Holland, MI 2007-present Licenses/Registration: Michigan © LEED -AP Selected Publications and Recent Research: Independent Study/Elective Course Development, and Student Design Competitions: Fall 2004, Summer 2005, and Spring 2006, 2007, 2008, 2009, 2010, 2011 Investigations in Applications Based Teaching for Structures Curriculum – Independent Research, Spring 2005 Sustainable Design and Professional Practice Integration with Independent Studies Using the Campus Ministries Improvement Plans, Spring 2005 Proposed Modified Masonry Cavity Wall Design*, Thermal Performance Wall Development for Sustainable Design Competition Submission 2004 Zero Energy Home Design Research, Accepted Speaker ECO-WAVE 2003, a Global Interdisciplinary Conference sponsored by The San Francisco Institute of Architecture Professional Memberships: The American Institute of Architects

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Andrews University Architecture Program Report September 2011 Mark Moreno Courses Taught: ARCH318 Background Building Studio ARCH126 Drawing & Graphics Studio ARCH320 Place-Making Studio ARCH370 Person-Environment Theory ARCh485 Special Topics: Analytical Studies Architecture ARCH485 Special Topics: Advanced Analytical Studies in Architecture Education Credentials: B. S. in Architecture, University of Texas at Arlington, 1985 M. Arch., Harvard School of Design, 1991 Teaching Experience: Visiting Assistant Professor, Texas A&M University, 1994-1995 Assistant Professor, Hampton University, 1995-1996 Assistant Professor, Andrews University, 1996-2003 Iberoamericana Universidad, Leon, Mexico, Spring, 2006 Associate Professor, Andrews University, 2003-Present Professional Experience: Renaissance Kids Summer Architecture Camp, 1997-present Professional Design Consultations: Barfield/Shambarger residence, 2008; Bartz residential addition, 2008; S.O.F.A. Expo, Chicago, 2005-Present; Lemon Family residence, 2004; Prof. Design Charrettes Chesterton, IN and Wassila, AK; Stockton residence, 2002; Brookview Montessori School addition, 2001 Smith Family Dental, Bridgman, MI, 2000; Hosbein Residence addition, 1999 Licenses/Registration: None Selected Publications and Recent Research: Published Article in â&#x20AC;&#x153;The Story Poleâ&#x20AC;?, vol. 39 no.2 2008 Professional Journal Periodical Articles (not refereed) published by Masonry Institute of Michigan Book review co-published in Reviews in Religion and Theology V.11 Issue 4 Sept 2004. (Book reviewed: Sidewalks in the Kingdom: New Urbanism and the Christian Faith, Eric O. Jacobsen Brazos Press 2003) Renaissance Kids Summer Camp curriculum development Professional Memberships: The Masonry Society Congress for the New Urbanism

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Andrews University Architecture Program Report September 2011 Rhonda Root Courses Taught: ARCH315 History of Architecture I ARCH316 History of Architecture II ARCH126 Drawing & Graphics Studio ARCH424 Islamic Architecture ARCH485 Architecture of Ancient Americas ARCH485 Far Eastern Architecture Education Credentials: Bachelor of Arts, Andrews University, 1977 Master of Arts in Teaching, Andrews University, 1979 Master of Fine Art, University of Notre Dame, 1982 Teaching Experience: Adjunct Professor of Art, Andrews University, 1979-2006 Assistant Professor, Andrews University, 1995-1999 Associate Professor, Andrews University, 1999-2005 Professor, Andrews University, 2005-Present Professional Experience: Director, Art & Architecture Tour, Andrews University, 1985 Core staff artist, Madaba Plains Project, Jordan, 1992-2001 Co-director, Art & Architecture Tour, Andrews University, 1997-2008 Member of Board of Directors, Consortium Representative, Madaba Plains Project, 2003-Present Co-director, Summer Abroad Studio Tour, (Europe), 2009 Licenses/Registration: None Selected Publications and Recent Research: 1. Director, NEH Summer Institute “Daily Life in Ancient Times: Archaeology in Israel and Jordan. (2009) 2. “Tracing Great and Little Traditions in the Art, Artisanry and Architecture of Jordan.” Researching the aesthetic traditions and creating illustrations that show the periods of art and architecture. (2009) 3. Madaba Plains Project - Tall al-’Umayri, Director of Art & Architecture for the archaeological dig in Jordan - responsible for drawing objects excavated, and preparing drawings and paintings for publication in various venues. Professional Memberships: American Schools of Oriental Research (ASOR)

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Andrews University Architecture Program Report September 2011 Llewellyn Seibold Courses Taught: ARCH150 Introduction to Architecture ARCH441 Foreground Building Studio ARCH442 Integrative Design Studio ARCH450 Applied Structures ARCH485 Special Topics: Practicum ARCH522 Visiting Critic/Topic Studio Education Credentials: B. S. in Architecture, University of Nebraska, 1977 M. Arch., University of Oregon, 1981 Teaching Experience: Teaching Fellow & Instructor, University of Oregon, 1980-1981 Assistant Professor, North Dakota State University, 1981-1983 Assistant Professor, Kansas State University, 1983-1989 Visiting Professor, Andrews University, 1989 Associate Professor, Andrews University, 1995-2003 Professor, Andrews University, 2003-Present Professional Experience: Al Kosir, Architect, Bismark, ND 1977-1978 Tvenge-Larson, Architects & Planners, Bismark, ND, 1978-1979 Threshold, A Group of Architects, P.C., Eugene, OR, 1979 The Dykeman Architects, Everett, WA 1987 Precedent Group Architects, Manhattan, KS, 1988-1989 Design & Construction, Llewellyn Seibold, Manhattan, KS, 1987-1989 Otak Architets, Lake Oswego, OR, 1990-1991 Design Partnership, Portland, OR, 1990 Director, The Division of Architecture, Andrews University, 1996-2001 Arch. Consultant, Berrien Springs & Traverse City, MI, 1992-Present Licenses/Registration: Kansas #3068 Selected Publications and Recent Research: Joint Presentation with Pastor David Yeagley to the SDA Theological Seminary 2000 Assembly “A Place to Call Home,” 2000 Presentation and Discussion with the Board of Elders at the Lansing SDA Church, “Architecture and Community,” 2001 “Formal Geometries in American Towns” “ Exploring the Relationship between New Urbanism and Social Capital in Three Communities” with VanderWall, Stockton-Chilson, Smith, A. VonMaur, K. VonMaur, and McBride, 2004 “Teaching B.I.M. as Construction Simulation in the Design Studio” co-authored with Ariel Solis. Professional Memberships: None

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Andrews University Architecture Program Report September 2011 Martin Smith Courses Taught: ARCH215 Introduction to Design Studio ARCH395/595 Community Project in Architecture ARCH449 Integrative Design ARCH480 Architectural Community Service Education Credentials: B. Arch., Andrews University, 1988 Teaching Experience: Assistant Professor, Andrews University, 2003-Present Professional Experience: The Troyer Group, Mishawaka, IN, 1986-1996 Kingscott Associates, Inc., South Bend, IN, 1996-2000 DLZ Indiana, South Bend, IN, 2000-2002 Shelton Construction, Benton Harbor, MI, 2002-2003 Assistant Dean, Andrews University, 2002-2008 Licenses/Registration: Michigan Selected Publications and Recent Research: International Conference on the History and Archaeology of Jordan XI; Proceedings of the workshop "Museums and Public Education: Rethinking Local Practice" "Building guidelines for a restoration project to promote public awareness: the Nabulsiâ&#x20AC;&#x2122;s farmhouse in Hesban â&#x20AC;&#x201C; Jordan"; (co-written with Ronza, M.E., 2010) Professional Memberships: The American Institute of Architects

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Andrews University Architecture Program Report September 2011 Ariel Solis Courses Taught: ARCH441 Foreground Building Studio ARCH442 Integrative Design Studio ARCH485 Special Topics: Revit Architecture ARCH485 Special Topics: Intro to Revit Architecture ARCH485 Special Topics: Intro to CAD Education Credentials: B.S. Architecture, Andrews University, 2006 M. Arch., Andrews University, 2007 Teaching Experience: Contract Professor, Andrews University, 2007 â&#x20AC;&#x201C; 2010 Assistant Professor, Andrews University, 2010 â&#x20AC;&#x201C; Present Professional Experience: ADL Architecture, Berrien Springs, MI, 2007-Present ALDS Architecture and Design, Benton Harbor, MI, 2007-Present Licenses/Registration: None Selected Publications and Recent Research: None Professional Memberships: None

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Andrews University Architecture Program Report September 2011 Andrew von Maur Courses Taught: ARCH521 Urban Design Studio ARCH434 Urban Studies ARCH330/530 Analytical Summer Abroad ARCH247 Architecture as Craft Studio ARCH485 Special Topics: Design Publishing ARCH485 Special Topics: Independent Travel Study Education Credentials: B.Arch., Andrews University, 1999 Master of Arch. Design and Urbanism, University of Notre Dame, 2003 Teaching Experience: Assistant Professor, Andrews University, 2003 â&#x20AC;&#x201C; 2009 Associate Professor, Andrews University, 2009 â&#x20AC;&#x201C; Present Professional Experience: Intern, Kleihues+Kleihues Architekten, 1998 Dave & Chris Zilke Construction, 1998-1999 Graphic Design, Andrews University School of Architecture, 1996-2000 Intern, Sam Marts Architects & Planners, 1999-2003 Intern, White Oak Timber Frames, 1999-2003 Freelance Design & Illustration, 2003-Present Licenses/Registration: None Selected Publications and Recent Research: The Andrews University Plan for Downtown Plymouth, IN The Wayne Project, Wayne, MI The Saucier Town Plan, Saucier, MS The North End Plan, Michigan City, IN Planning Abaco, Great Abaco Island, Bahamas Professional Memberships: Congress for the New Urbanism

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Andrews University Architecture Program Report September 2011 Kristin von Maur Courses Taught: ARCH126 Drawing and Graphics Studio ARCH201 Construction I ARCH202 Construction II ARCH320 Placemaking Studio Education Credentials: Bachelor of Architecture, Andrews University, 1999 Master of Architectural Design and Urbanism, University of Notre Dame, 2003 Teaching Experience: Teaching Assistant, University of Notre Dame, 2001-2003 Assistant Professor, Andrews University, 2003-Present Professional Experience: Todd Engineering, Elkhart, IN, 1996 Unisource, South Bend, IN, 1997 Construction Management Group, Goshen, IN, 1992-1995 & 1998-1999 Intern, The Troyer Group, Inc., Mishawaka, IN, 1999-2001 Licenses/Registration: None Selected Publications and Recent Research: Social Capital / New Urbanism Research, 2004-2006 Professional Memberships: None

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Andrews University Architecture Program Report September 2011 Daniel Acevedo Courses Taught: ARCH247 Architecture as Craft Studio ARCH521 Urban Design Studio Education Credentials: B.S. Architecture, Andrews University, 2006 M. Arch., Andrews University, 2007 Teaching Experience: Contract Professor, Andrews University, 2007-2010 Professional Experience: Hibler Design Studio, Berrien Springs, MI, 2006-2010 Licenses/Registration: None Selected Publications and Recent Research: None Professional Memberships: CNU (Congress for the New Urbanism)

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Andrews University Architecture Program Report September 2011 Vanessa Crockett Courses Taught: ARCH318 Background Building Studio Education Credentials: Bachelors of Science in Architecture, Florida A&M, 2003 M. Arch., Florida A&M University, 2005 Teaching Experience: Graduate Teachersâ&#x20AC;&#x2122; Assistant, Florida A&M University School of Architecture, 2004-05 Adjunct Instructor, Florida A&M University School of Architecture, 2005-06 Adjunct Instructor, Tallahassee Community College Engineering Dept., 2005-06 Contract Professor, Andrews University, Spring, 2010 Professional Experience: None

Licenses/Registration: None Selected Publications and Recent Research: None Professional Memberships: Golden Key Honor Society Tau Sigma Delta Honor Society

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Andrews University Architecture Program Report September 2011 Jesse C. Hibler Courses Taught: ARCH485 Special Topics: Computer-Aided 3D Modeling ARCH485 Special Topics: Introduction to AutoCad ARCH422 Topic Studio/Topic Studio Education Credentials: B. Arch., Andrews University, 2000 M. Arch., Andrews University, 2003 Teaching Experience: Contract Professor, Andrews University, 2006-Present Professional Experience: Artekna, Indianapolis, IN, 1994, 1995, 1996 Zimmer Gunsul Frasca Partnership, Portland, OR, 1997 & 1998 STUDIOS Architecture, New York City, NY, 1999 Keystone Designs, St. Joseph, MI, 1997-2005 Hibler Design Studio, Berrien Springs, MI, 2005-Present Licenses/Registration: None Selected Publications and Recent Research: Shore Magazine, April 2011 New Old House Magazine, Spring/Summer 2011 Professional Memberships: None

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Visiting Team Report (VTR) from the previous visit and Focused Evaluation Team Reports from any subsequent Focused Evaluations.

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Andrews University Division of Architecture

Visiting Team Report Master of Architecture (5!-year preprofessional degree track: preprofessional B.S. in architecture [135 undergraduate credit hours] plus 31 graduate credit hours) (3!- year preprofessional degree track: previous undergraduate degree in or outside architecture [69 undergraduate credit hours] plus 31 graduate credit hours)

The National Architectural Accrediting Board 5 April 2006

The National Architectural Accrediting Board (NAAB), established in 1940, is the sole agency authorized to accredit U.S. professional degree programs in architecture. Because most state registration boards in the United States require any applicant for licensure to have graduated from an NAAB-accredited program, obtaining such a degree is an essential aspect of preparing for the professional practice of architecture.

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Table of Contents Section I.

Page

Summary of Team Findings

Team Comments

Progress Since the Previous Site Visit

Conditions Well Met

Conditions Not Met

Causes of Concern

II.

Compliance with the Conditions for Accreditation

III.

Appendices:

IV.

Program Information

History and Description of the Institution

Institutional Mission

Program History

Program Mission

Program Strategic Plan

The Visiting Team

The Visit Agenda

Report Signatures

iii

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I. 1.

Summary of Team Findings Team Comments The work of the teachers and students in the Division of Architecture faithfully adheres to the Andrews University mission of preparing students for a life of leadership, stewardship and service. While some might think the program’s mission of providing a high-quality Christian education in the context of the Adventist faith could compromise the professional requirements of the curriculum, we find the opposite to be true. The Division of Architecture’s emphasis on community service and its application throughout the curriculum and specifically in the Urban Design Studio is a positive application of architectural principles that support and are strengthened by the university mission of service to church and society. The team found the value of the Urban Design Studio strengthened because of its timely relationship to the content of the Professional Practice course. Here the students’ learning experience is enhanced because issues related to the client’s and the architect’s administrative roles are presented before the students meet their “client” in the Urban Design charrette. Perhaps there are other unrealized opportunities for increased connection with other courses both within the program and the university as a whole. The team recognized that the division is uniquely blessed as the repository for the worldwide publications of the Environmental Design Research Association (EDRA) and we encourage the regular and active dissemination of this resource in course- and studio work. The team agreed that Andrews University adheres to several guiding principles that provide coherence to the division’s studio sequence. These principles include a preference for traditional urbanism, traditional building, highly structured studios, and hand-drawn and handcrafted presentations. This approach provides real advantages: •

It is teachable. Andrews’ students can create well-organized, full-color presentation boards early in the program.

•

It provides design discipline for students who have not yet formed their own approach to design.

•

It connects with the school’s mission of fostering purposeful architecture in support of community.

•

It gives students a predictable studio experience with clear expectations.

But a highly focused design curriculum has potential disadvantages as well: •

It can discourage students from considering other ways of thinking about architecture and design.

•

It can encourage students to think that all design within the “right” tradition is good design, which may inhibit rather than promote student creativity.

•

If unleavened by a consistent regard for patient intellectual and artistic inquiry, it can harden into a lack of respect toward those who approach design in other ways.

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Andrews University Visiting Team Report 1–5 April 2006 To avoid these potential disadvantages, the Visiting Team suggests that the division remain respectful as well as critical in presenting alternative points of view in its various design, history, and theory courses. In its studio courses, we urge the division to continue to reflect upon the tension between “vernacular simplicity” and “baroque complexity;” to actively promote exploration in the design studio that is “intelligently conceived and seriously pursued;” and to consider hiring faculty that is committed to the overall mission of the division, but more rather than less experimental in their approach to architectural design. As a final comment, the team found the program’s view of aesthetics ambivalent. On the one hand the Architecture Program Report APR explains that the Adventist culture is historically suspicious of aesthetics insofar as the term might connote mere fashion or personal expression. On the other hand, the program promotes traditional building and urban design concepts that may arguably be viewed as fashionable or stylistic. Because the program reveres honesty, we encourage consideration of the team’s observation as may be relevant to its design philosophy.

Progress Since the Previous Site Visit Previous Team Report: The program met all Conditions and Student Performance Criteria. Response to 2000 VTR - Causes of Concern “Physical resources remain a concern. Now, with the master plan process in place, is the time to proceed with building plans.” Ongoing: Since 2000, the division has gained the trustees’ approval of a prominent site for a new building, completed the schematic design of an architecture building adequate to house 180 students (current enrollment is 125); and gained approval to independently solicit funding for the project. To resolve concern over the size of the architecture building and its use of modular buildings to house the third- and fourth-year studios, the team found general support from the faculty and students for a new building. While the main portion of the existing building is functional, bright, and pleasant, the team found shortcomings in the amount of studio, classroom, and library space. Whether the question of adequate space is resolved with a new building, an addition to the existing building, or more space in another building, it is important that the division and the university not rely entirely on a new building, but also consider alternative plans. “Efforts to date have not resulted in a faculty gender and ethnic diversity equal to the make-up of the student body.” MET: The team found greater gender diversity – 4 of 11 voting members of the faculty, including 3 professors and the architecture librarian, are women -- than existed at the 2000 accreditation visit. But note that gender and ethnic diversity of the faculty continue to lag behind the make-up of the student body and society. “Student recruitment to achieve the necessary critical mass must be accomplished.” MET: The team found that the enrollment in the Division of Architecture is increasing, and has surpassed the division’s goals. The division’s reputation within the university, the worldwide Seventh-day Adventist community, and the southwestern Michigan region is providing all the students the division can accommodate. “Practice of architecture as an equivalent to ‘scholarship’ must be established as the accepted university norm.”

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Andrews University Visiting Team Report 1–5 April 2006 Ongoing: The team found the division’s 2003 white paper to be an excellent statement of the criteria by which the university should evaluate professional practice as equivalent to scholarship for consideration of promotion and continuous appointment. The team agrees that each new candidate must prepare his or her credentials and identify the professional standards by which his or her work is to be evaluated and also be accountable for meeting the standards of excellence enumerated in the white paper. The team urges the university to endorse the 2003 white paper and its standards for promotion. 3.

Conditions Well Met 9. 13.7 13.8 13.12 13.13 13.27 13.28

Conditions Not Met 13.9

Information Resources Collaborative Skills Western Traditions Human Behavior Human Diversity Client Role in Architecture Architectʼs Administrative Roles

Non-Western Traditions

Causes of Concern Physical Resources: See above. Autonomy: To comply with one of the conditions for NAAB accreditation, the Division of Architecture was made autonomous in 1995. Based on conversations with the university administration, it does not appear that this autonomy is in jeopardy. However, to further reinforce the growth and maturity the program has experienced, the division has requested that its name be changed to the School of Architecture to make it equal to other units in the university and to reinforce its stature in the broader architecture education arena. For the reasons stated in Director Carscallen’s request to the university, the visiting team supports this request. Faculty Recruitment and Retention: The future of the Division of Architecture depends on its ability to recruit both full-time and contract faculty who can inspire succeeding generations of students. In a small department there are inevitably few hires and many constraints. The division understands this problem and is doing what it can to cultivate potential faculty one on one. While the pay structure relative to those of other parts of Andrews University is equitable, it is below national academic standards and well below standards within the architecture profession. This makes the recruitment and retention of faculty especially difficult. Integration of Electronic Representation: Development of the skills necessary to graphically communicate architectural concepts and information is a fundamental requirement of any program in architecture education. Andrews has a tradition of developing student skills in preparing well-crafted hand drawings, which extends a valued tradition within the profession. However, the program appears reluctant to embrace computer technology, computer assisted drawing (CAD), three-dimensional visualization, photographic images, and the video and animation tools widely used by practitioners to communicate their ideas. The program is encouraged to increase its understanding of how these tools are used in the profession as an aid to determining when and how they can best be introduced within the

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curriculum. As a result, it may be required to provide additional support in terms of training, and computer software and hardware. The goal should be to strike a balance in the use of all representational and documentary tools to effectively prepare students to enter the profession. ARCH 522 - Visiting Critic / Topic Studio: The visiting team observed, and the faculty concurred, that the work of the final semester visiting critic / topic studio has not achieved the overall level of quality expected, given the work produced in previous semesters. Whatever may have been the reason for this—the similarity of the final project to previous projects, diminished student enthusiasm, or some other factor—the visiting team believes this semester is an opportunity to create a final studio that will become the high point of the student’s career. Our hope is that the division can create a final design studio the results of which establish an internal school-wide standard of scholarly and design excellence equal to the impact the students get from seeing the results of the fall semester’s Urban Design Studio.

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II.

Compliance with the Conditions for Accreditation

Program Response to the NAAB Perspectives Schools must respond to the interests of the collateral organizations that make up the NAAB as set forth by this edition of the NAAB Conditions for Accreditation. Each school is expected to address these interests consistent with its scholastic identity and mission.

1.1

Architecture Education and the Academic Context The accredited degree program must demonstrate that it benefits from and contributes to its institution. In the APR, the accredited degree program may explain its academic and professional standards for faculty and students; its interaction with other programs in the institution; the contribution of the students, faculty, and administrators to the governance and the intellectual and social lives of the institution; and the contribution of the institution to the accredited degree program in terms of intellectual resources and personnel. Met Not Met

[X] 1.2

[ ]

Architecture Education and Students The accredited degree program must demonstrate that it provides support and encouragement for students to assume leadership roles in school and later in the profession and that it provides an environment that embraces cultural differences. Given the program’s mission, the APR may explain how students participate in setting their individual and collective learning agendas; how they are encouraged to cooperate with, assist, share decision making with, and respect students who may be different from themselves; their access to the information needed to shape their future; their exposure to the national and international context of practice and the work of the allied design disciplines; and how students’ diversity, distinctiveness, self-worth, and dignity are nurtured. Met Not Met

[X] 1.3

[ ]

Architecture Education and Registration The accredited degree program must demonstrate that it provides students with a sound preparation for the transition to internship and licensure. The school may choose to explain in the APR the accredited degree program’s relationship with the state registration boards, the exposure of students to internship requirements including knowledge of the national Intern Development Program (IDP) and continuing education beyond graduation, the students’ understanding of their responsibility for professional conduct, and the proportion of graduates who have sought and achieved licensure since the previous visit. Met Not Met

[X] 1.4

[ ]

Architecture Education and the Profession The accredited degree program must demonstrate how it prepares students to practice and assume new roles and responsibilities in a context of increasing cultural diversity, changing client and regulatory demands, and an expanding knowledge base. Given the program’s particular

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Andrews University Visiting Team Report 1–5 April 2006 mission, the APR may include an explanation of how the accredited degree program is engaged with the professional community in the life of the school; how students gain an awareness of the need to advance their knowledge of architecture through a lifetime of practice and research; how they develop an appreciation of the diverse and collaborative roles assumed by architects in practice; how they develop an understanding of and respect for the roles and responsibilities of the associated disciplines; how they learn to reconcile the conflicts between architects’ obligations to their clients and the public and the demands of the creative enterprise; and how students acquire the ethics for upholding the integrity of the profession. Met Not Met [X] [ ] 1.5

Architecture Education and Society The program must demonstrate that it equips students with an informed understanding of social and environmental problems and develops their capacity to address these problems with sound architecture and urban design decisions. In the APR, the accredited degree program may cover such issues as how students gain an understanding of architecture as a social art, including the complex processes carried out by the multiple stakeholders who shape built environments; the emphasis given to generating the knowledge that can mitigate social and environmental problems; how students gain an understanding of the ethical implications of decisions involving the built environment; and how a climate of civic engagement is nurtured, including a commitment to professional and public services. Met Not Met

[X] 2.

[ ]

Program Self-Assessment Procedures The accredited degree program must show how it is making progress in achieving the NAAB Perspectives and how it assesses the extent to which it is fulfilling its mission. The assessment procedures must include solicitation of the faculty’s, students’, and graduates’ views on the program’s curriculum and learning. Individual course evaluations are not sufficient to provide insight into the program’s focus and pedagogy. Met Not Met

[X] 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. Met Not Met

[X] 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

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 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 programâ&#x20AC;&#x2122;s human, physical, and financial resources. Faculty, staff, and students must also have equitable opportunities to participate in program governance. Met Not Met

[X] 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. Met Not Met

[X] 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. Met Not Met

[X] 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. Met Not Met

[X] 8.

[ ]

Physical Resources The accredited degree program must provide the physical resources appropriate for a professional degree program in architecture, including design studio space for the exclusive use of each student in a studio class; lecture and seminar space to accommodate both didactic and interactive learning; office space for the exclusive use of each full-time faculty member; and related instructional support space. The facilities must also be in compliance with the Americans with Disabilities Act (ADA) and applicable building codes. Met Not Met

[X]

[ ]

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Andrews University Visiting Team Report 1–5 April 2006 9.

Information Resources Readily accessible library and visual resource collections are essential for architectural study, teaching, and research. Library collections must include at least 5,000 different cataloged titles, with an appropriate mix of Library of Congress NA, Dewey 720–29, and other related call numbers to serve the needs of individual programs. There must be adequate visual resources as well. Access to other architectural collections may supplement, but not substitute for, adequate resources at the home institution. In addition to developing and managing collections, architectural librarians and visual resources professionals should provide information services that promote the research skills and critical thinking necessary for professional practice and lifelong learning. Well Met Not

Met

[X]

[ ]

The quantity and quality of the library resources, the majority of which are housed in the architecture building, coupled with the skill and passion of the librarian make this an especially strong resource for the program. This is the first school the team has experienced in which the librarian invited the students to consider it as their “living room”. An exceptional element of the Architectural Resource Center (library) is its designation as the repository of worldwide publications of the EDRA.

10.

Financial Resources An accredited degree program must have access to sufficient institutional support and financial resources to meet its needs and be comparable in scope to those available to meet the needs of other professional programs within the institution. Met Not Met

[X] 11.

[ ]

Administrative Structure The accredited degree program must be, or be part of, an institution accredited by one of the following regional institutional accrediting agencies for higher education: the Southern Association of Colleges and Schools (SACS); the Middle States Association of Colleges and Schools (MSACS); the New England Association of Schools and Colleges (NEASC); the North Central Association of Colleges and Schools (NCACS); the Northwest Commission on Colleges and Universities (NWCCU); and the Western Association of Schools and Colleges (WASC). The accredited degree program must have a measure of autonomy that is both comparable to that afforded other professional degree programs in the institution and sufficient to ensure conformance with the conditions for accreditation. Met Not Met

[X]

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12.

Professional Degrees and Curriculum The NAAB accredits the following professional degree programs: the Bachelor of Architecture (B. Arch.), the Master of Architecture (M. Arch.), and the Doctor of Architecture (D. Arch.). The curricular requirements for awarding these degrees must include professional studies, general studies, and electives. Schools offering the degrees B. Arch., M. Arch., and/or D. Arch. are strongly encouraged to use these degree titles exclusively with NAAB-accredited professional degree programs. Met Not Met

[X] 13.

[ ]

Student Performance Criteria The accredited degree program must ensure that each graduate possesses the knowledge and skills defined by the criteria set out below. The knowledge and skills are the minimum for meeting the demands of an internship leading to registration for practice. 13.1

Speaking and Writing Skills Ability to read, write, listen, and speak effectively

13.2

Met

Not Met

[X]

[ ]

Critical Thinking Skills Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test them against relevant criteria and standards Met Not Met

[X] 13.3

[ ]

Graphic Skills Ability to use appropriate representational media, including freehand drawing and computer technology, to convey essential formal elements at each stage of the programming and design process Met Not Met

[X] 13.4

[ ]

Research Skills Ability to gather, assess, record, and apply relevant information in architectural coursework Met Not Met

[X]

[ ]

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13.5

Formal Ordering Skills Understanding of the fundamentals of visual perception and the principles and systems of order that inform two- and three-dimensional design, architectural composition, and urban design Met Not Met

[X] 13.6

[ ]

Fundamental Skills Ability to use basic architectural principles in the design of buildings, interior spaces, and sites Met Not Met

[X] 13.7

[ ]

Collaborative Skills Ability to recognize the varied talent found in interdisciplinary design project teams in professional practice and work in collaboration with other students as members of a design team Well Met Not

Met

[X]

[ ]

The team found an impressive demonstration of collaborative skills through a variety of methods within the curriculum. Those methods ranged from group assignments in coursework to the real-world application of design and building in the service projects in Bolivia and Peru. Of particular collaborative value is the required participation in the Urban Design Studio in which students actively manage and execute an urban design project.

13.8

Western Traditions Understanding of the Western architectural canons and traditions in architecture, landscape and urban design, as well as the climatic, technological, socioeconomic, and other cultural factors that have shaped and sustained them Well Met Not Met

[X]

[ ]

Western traditions are covered throughout the curriculum in a variety of venues. In addition to the history courses, the Analytical Studies Abroad course provides students with a hands-on experience in the architectural history and traditions of Europe. The Urban Studies course incorporates further study of the evolution of Western cities.

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13.9

Non-Western Traditions Understanding of parallel and divergent canons and traditions of architecture and urban design in the non-Western world Met Not Met

[ ]

[X]

Andrews's required courses provide only cursory exposure to non-Western building traditions and patterns of habitation. Although elective courses afford additional opportunities to explore Islamic architecture, the architecture and urbanism of Asia and Africa are not addressed in either the required or elective courses. The university mission and the number of international students in the program make this omission all the more striking. The team encourages the program to utilize newly available resources as a first-step to expand the teaching of non-Western traditions into existing history course offerings and seek other opportunities to develop and integrate the teaching of non-western traditions throughout the curriculum.

13.10 National and Regional Traditions Understanding of national traditions and the local regional heritage in architecture, landscape design and urban design, including the vernacular tradition Met Not Met

[X]

[ ]

13.11 Use of Precedents Ability to incorporate relevant precedents into architecture and urban design projects Met Not Met

[X]

[ ]

13.12 Human Behavior Understanding of the theories and methods of inquiry that seek to clarify the relationship between human behavior and the physical environment Well Met Not Met

[X]

[ ]

The divisionâ&#x20AC;&#x2122;s fourth-year course, Person-Environment Theory, is a well-conceived survey of the connection between human behavior and the built environment. This course is followed by a full semester of hands-on exploration of these connections at the urban scale in the Urban Design Studio. Here the students apply their understanding of this connection by championing the divisionâ&#x20AC;&#x2122;s traditional urbanist idea that the design of towns and neighborhoods directly affects our quality of life.

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13.13 Human Diversity Understanding of the diverse needs, values, behavioral norms, physical ability, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity for the societal roles and responsibilities of architects Well

Met

Not

Met

[X]

[ ]

Because of its international missionary commitment, Seventh-day Adventism is a richly diverse community. The team observed an easygoing rapport within a diverse student body conscious of its diverse cultural background but united by mutual respect. Many students experience human diversity through involvement in international service projects such as those in Bolivia, Jordan, and the Virgin Islands. The team commends the divisionâ&#x20AC;&#x2122;s efforts to formalize this aspect of the program by providing academic credit for the studentâ&#x20AC;&#x2122;s participation in the design and construction of such projects. 13.14 Accessibility Ability to design both site and building to accommodate individuals with varying physical abilities Met Not Met

[X]

[ ]

13.15 Sustainable Design Understanding of the principles of sustainability in making architecture and urban design decisions that conserve natural and built resources, including culturally important buildings and sites, and in the creation of healthful buildings and communities Met Not Met

[X]

[ ]

13.16 Program Preparation Ability to prepare a comprehensive program for an architectural project, including assessment of client and user needs, a critical review of appropriate precedents, an inventory of space and equipment requirements, an analysis of site conditions, a review of the relevant laws and standards and assessment of their implication for the project, and a definition of site selection and design assessment criteria Met Not Met

[X]

[ ]

13.17 Site Conditions Ability to respond to natural and built site characteristics in the development of a program and the design of a project Met Not Met

[X]

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13.18 Structural Systems Understanding of principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems Met Not Met

[X]

[ ]

13.19 Environmental Systems Understanding of the basic principles and appropriate application and performance of environmental systems, including acoustical, lighting, and climate modification systems, and energy use, integrated with the building envelope Met Not Met

[X]

[ ]

13.20 Life-Safety Understanding of the basic principles of life-safety systems with an emphasis on egress Met Not Met

[X]

[ ]

13.21 Building Envelope Systems Understanding of the basic principles and appropriate application and performance of building envelope materials and assemblies Met Not Met

[X]

[ ]

13.22 Building Service Systems Understanding of the basic principles and appropriate application and performance of plumbing, electrical, vertical transportation, communication, security, and fire protection systems Met Not Met

[X]

[ ]

13.23 Building Systems Integration Ability to assess, select, and conceptually integrate structural systems, building envelope systems, environmental systems, life-safety systems, and building service systems into building design Met Not Met

[X]

[ ]

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13.24 Building Materials and Assemblies Understanding of the basic principles and appropriate application and performance of construction materials, products, components, and assemblies, including their environmental impact and reuse Met Not Met

[X]

[ ]

13.25 Construction Cost Control Understanding of the fundamentals of building cost, life-cycle cost, and construction estimating Met Not Met

[X] 13.26

[ ]

Technical Documentation Ability to make technically precise drawings and write outline specifications for a proposed design Met Not Met

[X]

[ ]

13.27 Client Role in Architecture Understanding of the responsibility of the architect to elicit, understand, and resolve the needs of the client, owner, and user Well Met Not Met

[X]

[ ]

The Urban Design Studio’s charrette by its very nature requires student interaction with elected officials, public employees, community leaders, project supporters and concerned citizens. The team found the value of this interaction strengthened by its timely relationship to the content of the Professional Practice course, in which issues relating to the client’s and architect’s administrative roles are presented to the students before the urban design charrette takes place. 13.28 Comprehensive Design Ability to produce a comprehensive architectural project based on a building program and site that includes development of programmed spaces demonstrating an understanding of structural and environmental systems, building envelope systems, life-safety provisions, wall sections and building assemblies and the principles of sustainability Met Not Met

[X]

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 The Professional Practice course effectively demonstrates student understanding of the various administrative roles of the profession. The team found coordination of the Professional Practice course with the Urban Design Studio to be an exemplary method of delivering information that has an immediate and practical application, thus reinforcing its value to the student. 13.29 Architectâ&#x20AC;&#x2122;s Administrative Roles Understanding of obtaining commissions and negotiating contracts, managing personnel and selecting consultants, recommending project delivery methods, and forms of service contracts Met Not Met

[X]

[ ]

13.30 Architectural Practice Understanding of the basic principles and legal aspects of practice organization, financial management, business planning, time and project management, risk mitigation, and mediation and arbitration as well as an understanding of trends that affect practice, such as globalization, outsourcing, project delivery, expanding practice settings, diversity, and others Met Not Met

[X]

[ ]

13.31 Professional Development Understanding of the role of internship in obtaining licensure and registration and the mutual rights and responsibilities of interns and employers Met Not Met

[X]

[ ]

13.32 Leadership Understanding of the need for architects to provide leadership in the building design and construction process and on issues of growth, development, and aesthetics in their communities Met Not Met

[X]

[ ]

13.33 Legal Responsibilities Understanding of the architectâ&#x20AC;&#x2122;s responsibility as determined by registration law, building codes and regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, historic preservation laws, and accessibility laws Met Not Met

[X]

[ ]

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13.34 Ethics and Professional Judgment Understanding of the ethical issues involved in the formation of professional judgment in architectural design and practice Met Not Met

[X]

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III.

Appendices

Appendix A: Program Information 1.

History and Description of the Institution The following text is taken from the 2005 Andrews University Architecture Program Report. Andrews University began in 1874 when the Seventh-day Adventist denomination founded Battle Creek College in Battle Creek, Michigan. In 1901 the school was moved to a site near the banks of the St. Joseph River in Berrien Springs and renamed Emmanuel Missionary College. In 1936 the General Conference of Seventh-day Adventists voted to locate a Theological Seminary in Washington, D.C. In 1957 the Seminary trustees voted to add other graduate programs and established a School of Graduate Studies. The combined institution became Potomac University. The search for a larger site to facilitate the growth of the expanded institution resulted in a move in 1959 to the campus of Emmanuel Missionary College. The following year, Emmanuel Missionary College, the Theological seminary, and the School of Graduate Studies were united under one charter bearing the name Andrews University--with an integrated board of trustees, administration, and faculty. The name was chosen in honor of John Nevins Andrews (1829-83), pioneer Adventist theologian, editor, administrator, and the denomination's first official missionary to serve outside North America. In 1974 the undergraduate division of Andrews was organized into two colleges-the College of Arts and Sciences and the College of Technology. The School of Business, which evolved from the Department of Business Administration and provides both undergraduate and graduate programs, was established in 1980. In a similar move, the Department of Education became the School of Education in 1983. The present organizational structure of the School of Graduate Studies was adopted in 1987. The Department of Architecture previously located in the College of Technology became a freestanding Division reporting directly to the Academic Vice President in 1994. The College of Arts and Sciences, the Division of Architecture, the School of Business, and the School of Education have both undergraduate and graduate programs. The SDA Theological Seminary maintains graduate programs only, and the College of Technology has only undergraduate programs. The present 1600 acre campus located between US 31 and the St. Joseph River provides a spacious setting for a modern university, and presently includes twentyseven instructional buildings, three residence halls, and four apartment complexes, as well as service and support buildings. The University is currently embarked upon a $250 million Legacy of Leadership development campaign to fund programs and construction, including a new Division of Architecture building.

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Institutional Mission The following text is taken from the 2005 Andrews University Architecture Program Report. The University's current mission statement was adopted by the Board of Trustees on February 23,1998; is published in the current (2005-2006) bulletin; and reads as follows: Andrews University educates its students for generous service to the church and society in keeping with a faithful witness to Christ and to the worldwide mission of the Seventh-day Adventist Church. Accordingly, students are challenged: to be inquisitive to think clearly and communicate effectively to explore the arts, letters, and sciences within the context of a Christian point of view to develop competencies in their chosen fields of study to prepare for a meaningful position in the work place to embrace a wholesome way of life to heed God's call to personal and moral integrity to nurture life in the Spirit, and to affirm their faith commitment

Program History The following text is taken from the 2005 Andrews University Architecture Program Report. The Andrews University Division of Architecture is the only accredited architecture program in the world-wide network of Seventh-day Adventist colleges and universities, and one of only two accredited architecture programs in the United States set in a Protestant university. A program in architecture at Andrews University originated more than twenty-five years ago in a desire to provide members of the Seventh-day Adventist Church interested in careers in architecture with an opportunity to study in a Christian setting. Over the course of these years, as our own understanding of architecture has expanded, so have the objectives of the Division of Architecture. These are briefly articulated in our current Mission Statement (see below); and include in addition to the program's original intentions a desire to more fully understand, engage, and be engaged by the history and practice of architecture, and to bring to bear upon our own understanding, teaching, and practice of architecture the spiritual and intellectual resources of the Christian tradition generally and the Seventh-day Adventist faith in particular. The beginning of architectural education at Andrews University was an associate degree program in architecture implemented in 1974 and offered in the College of Technology. As students expressed more interest in architecture, faculty were added. The curriculum developed into a four-year program in architecture, and a Bachelor of Architectural Technology degree was offered in 1979; also, a relationship was established with Lawrence Institute of Technology, whereby Andrews graduates would complete an additional year of study at Lawrence and receive a Bachelor of Architecture degree. Student numbers continued to increase

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 and in 1980 the Department of Architecture was established. in addition to the two-year and four-year programs, a five-year professional program was introduced; and in 1983 the first graduate of the professional program received the Bachelor of Architecture degree. A draft Educational Development Plan (EDP) was submitted to the NAAB in 1981, and an Advisory Visit took place in the Spring of 1982. The final Educational Development Plan was submitted in 1983, and a NAAB team visited Andrews University in February 1984. The team determined that the program needed more development and prepared a list of recommendations to be acted upon before the program could be accredited. A major recommendation was that the program be housed in a single building. A new 16,000 square foot building was constructed for the Department of Architecture, and has been in continuous use since the Winter Quarter of 1985. Full accreditation for the Bachelor of Architecture program was received in 1987 commencing with the 1987-88 academic year. In academic year 1993-94 it was approved by the University that the Department of Architecture be made independent of the College of Technology; and since academic year 1994-95 the program has been known as the Division of Architecture. In the spring of 2000 the Division received a full five-year accreditation, and in July of 2002 the NAAB approved a nomenclature change from Bachelor of Architecture to Master of Architecture, retroactive to January 1, 2000. Also in 2002, the Division added a 3-1/2 year degree track leading to the Master of Architecture degree. In the spring of 2003 the NAAB rescheduled the 2005 accreditation visit to take place in 2006. 4.

Program Mission The following text is taken from the 2005 Andrews University Architecture Program Report. The Division of Architecture Mission Statement follows below, and briefly summarizes the nature and purposes of the Division in relation to both the larger Andrews University and Seventh-day Adventist communities, and the history and practice of architecture. A thorough reevaluation of the Division's mission was undertaken in October, 1995; and the current Mission Statement that follows below was adopted in January 1996, with University endorsement at the same time. Andrews University, established by the Seventh-day-Adventist Church in order to prepare persons for lives of leadership, stewardship, and service, is committed to providing high quality Christian education in the context of the Adventist faith. Andrews welcomes men and women from all nations and faiths who meet the qualifications established by the institution and who subscribe to the ideals of the University. in this context, the Division of Architecture seeks to identify and understand the nature and practice of architecture. In the millennia-long history of architecture in which we would take our place, architecture commonly has been understood as the art of building. This art manifests specific architectural concerns (e.g., durability, convenience, beauty, and decorum), in ways that satisfy both the

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 practical needs and the intellectual, aesthetic, and spiritual sensibilities of human beings. We desire our faculty and aspire to educate our students â&#x20AC;&#x201D; whether as practitioners or simply as citizens â&#x20AC;&#x201D; to pursue excellence in the lifelong vocation of architecture. The foremost purpose of this pursuit is the creation of a physical environment for the glory of God and the good of human beings. Toward this end, we structure both the substance and the manner of our curriculum, hoping with increasing knowledge and care to engage and promote those students and faculty members whose interest and calling is architecture. 5.

Program Strategic Plan The following text is taken from the 2005 Andrews University Architecture Program Report. The Division of Architecture considers strategic planning with reference to its mission and with respect to the requirements of its accrediting agencies, and regards this process as ongoing and subject to regular review. In accordance with the mission statement, the Division of Architecture has devoted considerable attention to designing a curriculum that represents and promotes our spiritual, intellectual and professional ambitions; and believes that the curriculum now in place is if not perfected at least operative with respect to achieving our pedagogical goals. At the same time, The Division of Architecture has been and is continuing to identify and work upon other tasks essential to achieving our mission. The following issues loom large in our short and long- term futures: Student recruitment and enrollment. Faculty recruitment and development. The architecture building. Fund raising. Outreach. Computer technology The following paragraphs briefly describe our sense of where The Division of Architecture and the University presently stand with respect to these issues, how we are measuring our success in addressing them, and our time line objectives for their implementation. Student Recruitment and Enrollment This is a critical issue for the Division of Architecture, because the finances for our program are driven by tuition income. Architecture courses begin in the freshman ("first") year; and since our "gate" into the professional program occurs at the end of the second year, our target goal is for 25-30 freshmen, every year. Freshmen in this number, along with summer transfer students between the first and second years, will enable us both to be selective in who we admit to the professional program, and allow us to reach our enrollment goal. At the moment we regard the optimum size of the program to be 120-125 students, which will require a discussion with the university administration the need to expand the faculty and the size of our facilities. Goals 1. Reinstate one half-time position for recruitment. Increase degree offerings. Increase awareness of the program throughout the SDA church and the region.

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 Faculty Recruitment We have been directed by the NAAB to increase where possible and in particular our number of women faculty members; and by the University to give preference where possible in our faculty hiring to Seventh-day Adventists; all within, or at least including, the Division's own internal sense of the qualifications needed to fill faculty positions in the kind of mission-oriented program we have become. Because of the current lack of qualified Seventh-day Adventist architect/teachers - let alone qualified women Seventh-day Adventist architect/teachers - the satisfaction of all of these directives is necessarily a long-term objective. This has been partially met by hiring one qualified female architect for the fall of 2003. Our short-term response to the qualified female faculty issue has been hire women for our annual Visiting Critic position. There is no short-term response possible with respect to the qualified Seventh-day Adventist issue; but we are currently discussing how we wish to mentor and direct promising Adventist architecture students to graduate schools and careers in academia. We hope within five years (and expect within ten) to have begun developing a talented pool of young Seventh-day Adventist architects-male and female. Some will wish to pursue careers in teaching as well as practice. In addition to finding qualified faculty we recognize the need to seed out and provide continued opportunities for research and practice that can lead to advancement in rank and licensure for those who have not attained it. We are in the third year of a program offering protected time for one semester a year for each faculty member, one per year. This program is more aggressive than the normal University sabbatical program. Goals 1 . Hire qualified SDA, minority, and women faculty. Nurture recent alumni and young architects to teach. Improve research, practice, and advancement opportunities for faculty. The Architecture Building The state of the Architecture Building has been a major stumbling block for the University, the Division of Architecture, and the NAAB for more than twelve years. The bad news is that our physical facilities remain essentially unchanged from our last two accreditation visits. The good news is that 1) because of smaller enrollment in recent years the practical needs of the Division of Architecture are almost accommodated by our existing building (n.b.: our "temporary" trailer studio space is inadequate under any circumstances); 2) the University is raising and has allocated funds for an addition to the current Architecture Building; 3) the delay in the construction of an addition has been due largely to the Division of Architecture's reticence to start a building project without a prior larger discussion of the physical and symbolic place of architecture within the University community; and 4) the Division of Architecture has been successful in engaging the University at large in that discussion, largely through a spring 1999 university-wide design charrette that focused upon issues of campus planning and the relationship of the Architecture Building to the rest of the University. Based upon the quality of the pedagogical and administrative work that has recently been coming out of the Division of Architecture, our internal conversations in and subsequent to the charrette, and conversations with the University administration, we believe that the Division of Architecture's standing within the University is high; and we anticipate that this will sometime soon translate into a new Architecture Building. Schematic plans have been proposed by the Division and approval for a new building has been granted by the Board of Trustees subject to complete funding of the project.

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 Goals 1. Continue design development and organize fundraising for building project. Raise funds for building project. Build new architecture building. Fund Raising Fund raising is an issue vital to the long-term stability of both Andrews University and the Division of Architecture. Because there is no historic "culture of architecture" within Seventh-day Adventism, it is part of the pedagogical mission of the Division of Architecture to articulate to its own university and church communities both the potential importance of architecture within said communities, and the ordering of the physical environment as itself a mission. This pedagogical mission is a long term cultural project; and as it succeeds as an idea within the Seventh-day Adventist university and church communities, we anticipate that it will generate increased financial support for the Division of Architecture not only for its building campaign but also in such areas as scholarships, faculty support, mission projects, and supplemental equipment funding. In the meantime, given the other high priority issues with which the Division of Architecture has recently had to deal, a disciplined approach to fund raising is not something we have yet achieved. We look forward to working on this issue more closely with the Office of the President and the Office of the Vice-President for Development. Goals 1. 2. 3.

Identify projects for fundraising. Organize fundraising strategy. Raise funds.

Outreach The Division of Architecture has an ongoing outreach program in Bolivia that allows student to gain construction and design skills while working in a third-world environment. We also work on a regular basis with small towns and communities preparing for them comprehensive town plans, and many of our studio projects encompass a variety of services, helping schools, senior centers, homes for unwed mothers, among others. A recent project was with the Institute for Healing Racism and Calling All Colors. Goals 1. 2. 3.

Promote voluntary outreach programs to increase participation. Increase public awareness of outreach programs by publication. Develop long-lasting links with off-campus service organizations.

Computer Technology The Division of Architecture now requires all students to have their own laptop computer after the first semester of year two. We need to continue to develop the integration of the computer in practical terms into the studios and classrooms. Other challenges are to maintain the wireless network system, keep the small computer lab current, and the output devices reliable as well as current. There are also continual needs to keep the faculty computers up-to-date and the faculty themselves proficient with the various software programs in use by the students. Goals 1. Complete wireless network coverage in all areas of our buildings. Upgrade computers, printers, and scanners in computer lab. Develop regular upgrade program for faculty computers. Offer software instruction to faculty.

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 Self-Assessment: Strengths The current strengths of the Division of Architecture are several. These include: a. A program which in day-to-day practice reflects a commitment to its mission. Specifically: Architectural education within the context of a Christian institution. An emphasis in the "art of building", or the "craft of architecture" â&#x20AC;&#x201D; e.g. the materiality of how buildings are made. Architecture is designed within the context of community a close knit and collegial faculty and staff, accountable to each other and committed to the mission of the Division and the care and progress of their students; an enthusiastic international student body, that is committed to the purposes of the Division; an excellent architecture library; a growing reputation that our graduates are good citizens who understand town planning and how to put buildings together. Self-Assessment: Challenges The immediate challenges the Division faces are: CURRICULUM CHALLENGES To bring the Master of Architecture degree into compliance with NAAB requirements for minimum number of credits. Currently, we require fewer than 168 credits for the accredited M.Arch degree. Our Academic Policies and Curriculum Committee typically meets in the spring of each year. In the spring of 2006, this issue will be on the Committee's agenda. See also Section 2.2 To improve computer applications in the curriculum. Refer to Sections 2.1.(6) and 3.13.7. To develop better opportunities for concentrations within the architecture curriculum. Our programmatic objectives include expanding our exploration of architecture as a craft, a profession, and an intellectual activity; extending our studio and research considerations of architecture in relationship to the urbanism of both city neighborhoods and small towns; and continuing to emphasize and develop both international and domestic service projects. FACULTY CHALLENGES To nurture more Adventist women and minority faculty members, In the 2004-2005 school-year, our Faculty Search Committee interviewed female and minority candidates. At that time, these candidates did not possess the qualifications necessary for employment. We will however, maintain contact with these candidates, and identify new candidates that may develop the necessary qualifications. Create better opportunities for faculty research and creative scholarship. See also Section 2.1 .(5) and 3.6(b) FACILITIES CHALLENGES To satisfactorily resolve our Architecture Building situation. See also Sections 2.1 and 3.8

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 FUNDING CHALLENGES To increase non-tuition revenue for Division of Architecture programs. ENROLLMENT CHALLENGES To maintain our student enrollment at capacity, while improving the quality of applicants See also Section 2.1.(4)

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Andrews University Visiting Team Report 1â&#x20AC;&#x201C;5 April 2006 Appendix B: The Visiting Team Team Chair, Representing the NCARB Joseph P. Giattina, Jr., FAIA Giattina Fisher Aycock Architects, Inc. 1827 First Avenue North Suite 100 Birmingham, AL 35203 205 933-9060 205 939-1096 fax jgiattina@gfainc.com

Observer Philip Bess, Graduate Director School of Architecture University of Notre Dame 110 Bond Hall Notre Dame, IN 46556 574 631-7739 574 631-8486 fax pbess@nd.edu

Representing the AIA RK Stewart, FAIA Gensler 2 Harrison Street, Suite 400 San Francisco, CA 94105 415 836-4215 415 836-4599 fax Representing the AIAS Danielle Dicharry 37171 John Street Geismar, LA 70734 225 955-3753 ddicha2@lsu.edu Representing the ACSA Curt Lamb, Ph.D., M.Arch. Vice President of Education Boston Architectural Center 320 Newbury Street Boston, MA 02115 617 585-0224 617 965-3727 fax Observer Sam Marts Sam Marts Architects and Planners Ltd. 2016 West Concord Place Chicago, IL 60647 773 862-0123 773 862-0173 fax sam@timbersmart.com

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Appendix C: The Visit Agenda Saturday, April 1 Afternoon (Sunset 7:08 pm)

Team Arrival and Check-In - Campus Center Team Members to provide AU with travel plans AU to meet Team Members at airport and transport to and from AU Campus Note! Time Change – Spring Forward 1-hour at 2:00 am Sunday to DST

Afternoon

Preview Team Room Team Chair and any Team Members available; coordinate on site

6:00 - 7:30 pm

Sandwich Supper – Campus Center - Faculty Lounge Team introduction and Review of APR Identify issues from review of APR; make team assignments

7:45 - 8:30 pm

Meet Director and Assistant Director – Faculty Lounge Carey and Martin - join team for introductions and questions

8:30 – 9:30 pm

Visit Team Room – Architecture Building Provide overview of room organization and resources Carey and Martin

9:30 - 10:00 pm

Team Room Team Only - assess exhibits and assignments in preparation for review

Sunday, April 2 7:30 – 8:30 am

Team Breakfast - Architecture Conference Room

8:45 – 10:00 am

Tour Campus and Architecture Facilities Carey and Martin

10:00 – Noon

Team Room Team Only – Review Exhibits

Noon – 1:15 pm

Lunch - Architecture Resource Center Team joined by Carey and Martin Identify items, if any, requiring more information

1:15 – 4:30 pm

Team Room Team Only – Review Exhibits

4:45 – 5:45 pm

Entrance Meeting - Faculty - Architecture Resource Center

6:00 – 8:30 pm

Dinner – Bistro on the Boulevard Team and Faculty

8:45 – 10:00 pm

Team Room Team Only - Continue Review Assess progress

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Monday, April 3 7:00 – 8:15 am

Breakfast - Lincoln Room - Campus Center Carey and Martin

8:30 – 9:00 am

Entrance Meeting - President – President’s Office – Administration Building Dr. Andreasen, President and Dr. Mutch, VPAA

9:00 – Noon

Team Room Team Only – Continue Review

11:30 am

Classroom Lectures – Structures I and Design Theory Team Members may attend

Noon

Lunch Meeting – Lincoln Room Campus Center Non-Administrative Faculty and Staff

1:30 – 5:00 pm

Team Room Team Only – Continue Review Team Members may randomly visit studios

5:00 pm

Entrance Meeting – Students - Architecture Amphitheater

6:00 pm

Reception – Architecture Resource Center Faculty, Administrators, Alumni, and Local Practitioners

7:00 pm

Dinner (food available during reception)

8:00 – 10:00 pm

Team Room Assess Progress – Continue Review

Tuesday, April 4

202

7:30 – 8:30 am

Breakfast - Architecture Conference Room Carey and Martin

9:00 – Noon

Team Room Team Only - Continue Review

Noon

Lunch with Student Representatives – Beijin Palace Michael Mabaquiao, AIAS President; Brenda Fuste, Tau Sigma Delta President

1:30 – 3:00 pm

Team Room Meeting with Faculty

3:00 – 5:30 pm

Continued review of exhibits and records

6:00 pm

Dinner - Architecture Conference Room Team Only

Andrews University Architecture Program Report September 2011

Andrews University Visiting Team Report 1–5 April 2006 7:30 – 10:00 pm

Team Room Team Only – Deliberation and Final Draft of VTR

Wednesday, April 5 8:00 – 9:00 am

Breakfast – Lincoln Room - Campus Center Carey and Martin

9:00 am

Check Out

9:30 – 10:30 am

Exit Meeting with President – Administration Building Dr. Andreasen, President and Dr. Mutch, VPAA

11:00 am

School-Wide Exit Meeting – Architecture Amphitheater Faculty and Students

12:30 pm

Lunch - Architecture Resource Center Team departures * * *

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Catalog (or URL for retrieving online catalogs and related materials) Andrews University 2011-2012 Bulletin

http://www.andrews.edu/academics/bulletin/2011-2012 School of Architecture section specific http://www.andrews.edu/academics/bulletin/2011-2012/11arch//09-01-school-of-architecture.pdf School of Architecture Website http://andrews.edu/arch/index.html 5.

Response to the Offsite Program Questionnaire (See 2010 Procedures, Section 8) Not applicable.

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