Feb 9, 2009

Motion Passed by Curriculum Committee : Core Math Requirements

The committee passed the following motion, which is now open to your comment and review:

Recommend math sequence, Math 1321 (Trigonometry) and Phil 2310 (Formal Logic) or Math 1550 (Pre-Calculus) and Phil 2310 (Formal Logic).

Justification for this is three-fold:
a) Analytic Geometry, which was our highest level math course required is no longer offered in the Math Department, so a reconsideration was required.
b) Committee members felt that Calculus 1 was too much to ask but Trig was not advanced enough.
c) Logic is a core math course and delivers critical reasoning, simple functions, and an introduction to simple parameters of programming and scripting that is a growing concern in architectural practice..

Your questions, concerns, and affirmations are welcome as comments to this post or you can talk to any one of the curriculum committee members present for this motion: Kuhn Park, Kentaro Tsubaki, Patricia Perkins, Michael Peters, Saif Haq, or myself.

This motion will be considered for implementation by the Dean's Council on Tuesday, February 16th. I will take any comments and questions raised by you to the Dean's Council and will present them with the motion for deliberation.

Motion Passed by Curriculum Committee : The Place of Physics 1

The committee passed the following motion, which is now open to your comment and review:

Require Phys 1403 (Physics 1) in the first year of the program prior to the Comprehensive Review.

Justification for this is three-fold:
a) The "Gate" into second year currently has no science or math component in its metier.
b) This will send a signal that this aspect of our student's education is as important as design, writing, and graphic representation.
c) This will create a de facto necessity that Physics 1 will be a prerequisite to starting the building technology sequence.

Your questions, concerns, and affirmations are welcome as comments to this post or you can talk to any one of the curriculum committee members present for this motion: Kuhn Park, Kentaro Tsubaki, Patricia Perkins, Michael Peters, Saif Haq, or myself.

This motion will be considered for implementation by the Dean's Council on Tuesday, February 16th. I will take any comments and questions raised by you to the Dean's Council and will present them with the motion for deliberation.

Feb 5, 2009

BUILDING a Strawman: a proposal for the technology sequence in the professional curriculum

This is purely my own attempt at formulating a method of working within a context (the curriculum), on a site (the students), with resources (the available faculty). It is designed as a strawman to entice discussion and serves only as a starting point.

I think material culture, in general, has changed far more in the last ten years than this curriculum reflects. I think there are two veins of construction that a student needs to learn today. This bifurcated nature has always been there and always is intertwined but our necessary professional expertise is more and more split between building in bits and building in atoms. Vito Aconci said, "Architects don't make shelter, they make drawings and models of shelter." We can agree that such models need to be informed and knowledge based speculations so knowing both building construction and building representation is necessary, symbiotic, and not exclusive but set into a definable difference.

The duality I propose is this:
There is a BUILDING Sequence. There is no construction sequence. There is no media sequence. Media, like materials or structures, is in the service of BUILDING. The two parts of the BUILDING sequence are:
The Technology of Building Information (Representation)
The Technology of Building Material (Construction).
They start in first year together in a general course that enframes the intellectual nature of technological thinking, diverge for a time, and they end in an integrative course and two subsequent electives.
I think a lot of current "floating" coursework should be brought into this stream to support the teaching you two are already doing. We should get to the point- if we're we're not teaching something that leads to better core professional skills then we're wasting an undergraduate's time in professional education. We should present our curriculum as the practice of architecture as manifest in the representation and construction of buildings.

In this outline I imagine that DES is redirected, the required math and physics courses are integrated into the larger picture (and become logical prereqs), the media sequence is dissolved so that the two drawing courses become more directly connected to the studio sequence (and the individual instructors in drawing have more autonomy), the bar for what is an appropriate media elective is raised to relate to "building information", and the rest of that coursework is shaped to form a Building Representation sub-sequence intertwined with the Building Construction sub-sequence. This is less course curriculum change than comprehensive course sequencing and association across the curriculum.

Fall, Year One:
"Thinking Through Technology" (formerly "DES")
Drawing 1
Physics 1
Math 1

Spring, Year One:
Studio 1
Building Information 1 (Intro to Digital Media)
Math 2
History 1

Fall, Year Two:
Studio 2 (Form)
Building Material 1 (Materials and Assemblies) (Prereq: Math 1 and Physics 1)
Physics 2
History 2

Spring, Year Two:
Studio 3 (Program)
Building Material 2 (Structures 1)
Building Material 3 (Site, Surroundings, and Ecology) (Prereq: Science 2)
Drawing 2

Fall, Year Three:
Studio 4 (Structures)
Building Information 2 (Digital Modeling)
Building Material 4 (Structures 2)

Spring, Year Three:
Studio 5 (Envelope)
Building Material 5 (Environmental Systems)
Building Information 3 (BIT)

Year Four:
Studio 6 (Urbanism)
Information Building Material 1 (Integration of Informational and Material Construction)
Building Theory
History 3 (Topical)

Graduate:
Comprehensive Studio
Three Topical Studios
Information Building Material 2 (Topical Building Information) (formerly "Media Elective")
Information Building Material 3 (Topical Building Construction)
Building Research (formerly research methods)
Professional Practice

Feb 2, 2009

Summer 2010 Study Abroad Proposals

It is time to start thinking about potential summer study abroad programs for 2010. Each summer the college send off approximately 12 faculty and 100 students out of country for Studio 6 (Urban Design Studies) and an associated elective course of the attending faculty's design for a total of 8-9 possible credit hours per student across the summer. To date the programs have all centered on North and Central America and European destinations.

Faculty participation in study abroad programs entails a significant amount of planning, recruiting, and advising in the semesters leading up to the trip, including some participation in a one hour teaching assignment in the spring before travel that is done as an overload on your teaching schedule. Faculty teaching in summer study abroad programs are expected to mamage some personal interface with various university offices such as the ICC, OIA, SBS, and the Travel Office in the form of arranging budgets, attending orientation and safety meetings, and reconciling budgets and affairs upon return. It is a job that some find incredibly rewarding and rich. It is a job that some wouldn't touch with a ten foot pole. If you are interested in participating in or initiating one of these programs it is highly recommended that you speak to a colleague who has been a regular participant (Aranha, Buelinckx, Driskill, Gomez, Hill, Peters, and myself--to name a few) to hear about the rewards and pitfalls in this choice of summer teaching.

Each study abroad program is attended by two teaching faculty, one of whom is designated the program coordinator and acts as the logistical point person in the academic year leading up to the travel. The attending faculty determine the exact program schedule (somewhere between 5 and 10 weeks), number and type of excursions beyond the base, method of course delivery, accommodations, means of local travel, etc. The expenses of participating faculty are covered, within reason and university protocol. Compensation questions should be addressed directly to Beth for best guidance.

If you might be interested in participating there are two ways you can join in:
A) The college has three "standing programs" for study abroad: Puebla, Montréal, and Sevilla. The faculty participating in these programs are assigned on a rotating basis and according to budgetary matters. 12 month college administrators often participate because their salaries are already allocated in other lines so their inclusion has no impact on an already stretched and limited summer faculty payroll and budget. It is expected that new faculty will commit into these programs for a minimum of two years and be willing to move into the role of program coordinator in their second year, if called to do so. We are working towards a four or five year cap on participation in these program, broad based faculty interest willing.
If you are interested in participating in one of these programs please contact me at b.rex@ttu.edu before Monday, February 23rd at 5:00PM. with a notification and explanation of your interest.

B) The college has a need for three or four more programs beyond the "standing programs". Each year the college accepts proposals for both continuing programs and new proposals. Each of these proposals should come from two interested faculty, one of which must be identified as the coordinating member. Proposals are evaluated based on merits such as the comprehensiveness and plausibility of the proposal, novelty (diverse locations) and perceived relevance of the location as a setting for an urban studies education, familiarity and relevance of the faculty member's knowledge of the location and urbanism, safety of the location, cost per student, and apparent student interest.
The initial proposals for continuing and new program locations need not be elaborate. If you wish to propose a program for Summer 2010 please forward an email listing:
- the location proposed
- the two participating faculty
- a one paragraph description and academic justification of the proposed location
- the available on site educational facilities
- potential excursions from the base site (if applicable)
- the accommodations that will be provided for the students
- a rough estimate budget (cost per student)
to me at b.rex@ttu.edu before Monday, February 23rd at 5:00PM. This proposal need not exceed one page and one hour of your time.

As some of us begin to cycle out of our longstanding positions in these programs we hope that new faces and new locations will come to the table. If faculty interest is strong enough, personally, I would like to build a "wheel" for interested faculty to move in and out of these programs in a scheduled, equitable, and regular manner. Proposals for viable locations around the world are highly encouraged- especially from Asia, Africa, and South America. The decision to approve programs (both existing and new) and to distribute faculty within "standing programs" is made in the Dean's Council.