Graduate Program Review
2001-2006
College of
Architecture
Michael Peters, Associate Dean of Academics
Andrew Vernooy, Dean
November 2008
PROGRAM REVIEW OUTLINE
Architecture
I.
Program Overview – A one to two-page summary of college’s vision and goals.
II.
Graduate Curricula and Degree Programs
A. Scope of programs within the college
B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart)
- Total Degrees Awarded – Academic Year (chart)
- Comparison of Degrees Awarded – Fall Data (Peer info table)
- Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours
- Semester Credit Hours – Academic Year (chart)
- SCH compared to Budget - Academic Year (chart)
D. Number of majors in the college
- Enrollment by Level – Fall Data (chart)
- Total Enrollment by Year – Fall Data (chart)
- Comparison of Enrollment – Fall Data (Peer info table)
- Program Enrollment (table)
E. Course offerings and their enrollments over the past six years (enrollment trends by course)
- Course Enrollments by Academic Year (table)
F. Courses cross listed
III.
Faculty
A. Number, rank and demographics of the faculty (tenured and tenure track), GPTI’s and TA’s
- Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart)
- Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table)
C. Summary of the number of refereed publications and creative activities (table)
D. Responsibilities and leadership in professional societies
- Professional Leadership (table)
- Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria
to determine)
- Faculty Workload (table)
- College SCH/FTE – Fall Data (chart)
- College SCH/FTE – Fall Data (chart)
IV.
Graduate Students
A. Demographics of applicants and enrolled students
- Graduate Student Summary by Category – AY (chart)
- Graduate Student Summary by Year – AY (chart)
- Graduate Applicants by Region – Fall/Summer Data (chart)
- Graduate Applicants - Fall Data (table)
- Admitted Graduate Students - Fall Data (table)
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
V.
- Enrolled New Graduate Students - Fall Data (table)
- Demographics of Enrolled Graduate Students - Fall Data (table)
- Demographics of Enrolled Undergraduate Students - Fall Data (table)
Test scores (GRE, GMAT or TOEFL) of enrolled students
- Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
GPA of new students
- New Graduate Students GPA by Level – Fall Data (chart)
Time to Degree in Years (chart)
Provide a breakdown of how many enrolled graduate students are RA’s. TA’s or GPTI’s
Initial position and place of employment of graduates over the past 6 years (table)
Type of financial support available for graduate students.
Number of students who have received national and university fellowships, scholarships and
other awards
- fellowships awarded (table)
Percentage (%) of full time students receiving financial support – percentage of FTS (≥ 18
SCH) with support / the number of FTS
Average financial support provided – the average financial support provided per full-time
graduate student (including tuition rebate) including research assistantships, teaching
assistantships, fellowships, tuition, benefits, etc. that is out-of-pocket. -Graduate Student Publications and Creative Activities (table) – rolling three year average of the
number of discipline-related refereed papers/publication, juried creative/performance
accomplishments, book chapters, books, and external presentations per year per student.
Programs for mentoring and professional preparation of graduate students.
College efforts to retain students and graduation rates
Percentage of Full Time students – Rolling three-year average of the FTS (≥ 9 SCH) / number
student enrolled – Fall data
Student–Core Faculty Ratio (rolling 3 YR average of full time student equivalent
(FTSE)/rolling) Fall Data
COLLEGE
A. College operating expenses
- College Operating Cost - Academic Year (chart)
- College Operating Cost as a Fraction of Employees - (table)
B. Summary of Proposals (Submitted)
- Summary of Number of Proposals Written and Accepted (table)
C. External Research expenditures
- Summary of Faculty Awards (table)
- Research Expenditures (chart)
- Peer Institution Info (if available) (table)
D. Internal funding
- Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments
F. College resources for research and teaching (i.e. classroom space, lab facilities) - (table)
G. HEAF expenditures (table)
H. External Program Accreditation – Name of body and date of last program accreditation review
including description of body and accreditation specifics.
VI.
Conclusions – a one- to two-page summary of the observed deficiencies and needs identified
by your review. Highlight areas of greatest need and areas of significant contributions.
VII.
Appendices – should include, but not be limited to, the following:
Table of Contents
A. Strategic plan
- Attachment from Strategic Planning website
B. Course Offerings (table)
C. Recruiting Materials
D. Graduate Student Handbook
E. Graduate Student Association(s) - Description and information
F. Graduate Faculty Information (current Confirmation/Reconfirmation forms for all tenured and
tenure-track faculty)
1
I.
Program Overview
Architecture is a culturally conditioned discipline that demands the acquisition and mastery
of aesthetic and technical knowledge. Architects operate in an intense, mutually contingent
problem-solving environment. They must be able to format problems and operate on them
in both a vertical and lateral manner. The larger goal of architecture education is to teach
young architects how to think critically and how to exercise aesthetic judgment, a skill that
is as exacting as the sizing of a beam and a column.
Design skills are built up, layer by layer through experience in hands-on, problem solving
teaching labs called studios. The studio is the heart of the architecture curriculum. The
undergraduate curriculum is divided into the general architecture and the pre-professional
programs. As students progress through the curriculum the studio receives more emphasis
and is given more semester credit hours in response to the introduction of more
sophisticated theory and more complex problems. During the undergraduate years
ancillary courses introduce technical knowledge that is integrated into the problem-solving
process in the design studio.
As students move into the graduate portion of their education, the sophistication of the
problems they encounter increases. At this point students possess enough knowledge of
form and form transformation strategies that the pedagogy moves from mastery to research.
Studio work can be characterized as “research based” design. Each project must develop
an aesthetic thesis and a technical thesis, which the graduate student integrates into the
form/solution of the project. Students can complete their work and still fail; like any
research project the value is as much an issue of methodology and theoretical prospect as it
is an issue of achieving programmed results. The five year MARCH degree is designed as
a seamless program that moves through a progression of undergraduate building design
studios and into a sequence of more specialized topical studios that culminate in two
semesters of research and design of a “capstone” project in the Master Design Studios l and
ll. This satisfies the requirement for “comprehensive design” by our accrediting agency, the
National Architectural Accrediting Board (NAAB).
Because architecture as a discipline is culturally conditioned, the formal characteristics
explored in the studios change with time. The exploration of this instability is an essential
aspect of post-professional design education – the Master of Science in Architecture, which
encourages those with a first professional degree to explore how culturally driven formal
prerogatives conspire with socially driven topical concerns such as historic preservation,
community development, and visualization. The College has structured a certificate
program in each of those areas of interest.
Doctoral level research at the college centers on land-use and requires consideration of
resources, policy and form – planning, management and design respectively. The Land-use
Planning, Management and Design (LPMD) program is an interdisciplinary Ph.D. degree
that was created to address critical land-use issues in arid and semiarid regions. Included
are studies of the complex factors influencing human use of resources, training in the
2
research and evaluative methods that can be applied to interdisciplinary studies, and
education in the institutional structures that shape policy and action regarding land
use. The program offers opportunities for academic work that draws upon expertise
from numerous fields of study at the university. Successful completion qualifies the
graduates to be leaders in their community and their organizations with enhanced
understanding of multidisciplinary endeavors, improved communication skills
between compartmentalized systems of knowledge and the ability of bringing
knowledge from one discipline to focus on problems and on-going projects in another.
The graduate program offered by the college can be seen as a logical and continuous
outgrowth of a design-based education, which is conditioned by a broad-scoped cultural
agenda. Recently design-based pedagogy has made its way into other curriculums
including computer science, planning and engineering, where design skills have proved to
be an effective strategy for resolving difficult problems with complex non-mutually
exclusive agenda. The pedagogy dates from almost two millennia before the contemporary
era and represents a significant contribution to university life. Architectural form is
knowledge in both a general and a specific sense. Sensitivity to form and form evolution is
an expertise that is as rigorous as sizing a reinforced concrete beam. And the theoretical
extension of contemporary, cultural formal procedures can be viewed as research. Further,
design and practice can be viewed as instrumental to research in terms of strategies of
inquiry and strategies of demonstration. Thus, form-research is the essential pedagogical
feature of the graduate design studio.
3
II. Graduate Curricula and Degree Programs
A. Scope of programs within the college
Scope of programs within the College
The College of Architecture offers three types of graduate degrees: 1. Masters of
Architecture (MArch – a first professional degree for qualified students from our
undergraduate program), 2. Master of Science in Architecture (MS – a post professional
degree for students who already have a professional degree in architecture), 3. Ph.D. in
Land-use Planning Management and Design (LPMD) (an interdisciplinary degree that is
managed by the College of Architecture). All three degrees can take advantage of areas of
concentration within the College, including: Historic Preservation, Visualization, and
Community Design, each of which offers a certificate.
4
B. Number and types of degrees awarded
5
6
7
Program Degrees Awarded
Source: Institutional Research Services
Name of Program
20012002
Architecture
20032004
20042005
20052006
20062007
71
123
171
197
207
174
1
1
1
2
3
1
Land Use Planning
Comparison of Degrees
Awarded - Fall Data (ARCH)
Cal State Poly UniversityPomona
Bachelor
Master
Doctoral
Texas Tech
Bachelor
Master
Doctoral
20022003
01/02
02/03
03/04
04/05
05/06
06/07
68
9
45
9
50
7
72
9
71
9
87
9
n/a
n/a
n/a
n/a
n/a
n/a
17
50
115
146
160
102
54
73
56
51
47
72
0
0
0
0
0
0
8
C. Undergraduate and graduate semester credit hours
9
10
11
D. Number of majors in the college for the fall semesters
12
13
14
Program Enrollment
Source: Institutional Research Services
Name of Program
Architecture
Land Use Planning
Comparison of Enrollment Fall Data (ARCH)
Cal State Poly UniversityPomona
Bachelor
Master
Doctoral
Texas Tech
Bachelor
Master
Doctoral
20012002
20022003
881
0
20032004
877
0
01/02
20042005
877
0
02/03
20052006
837
0
03/04
20062007
809
0
04/05
862
0
05/06
06/07
469
447
428
400
396
385
59
58
58
57
52
59
n/a
n/a
n/a
n/a
n/a
n/a
755
760
762
716
663
743
126
117
115
121
146
119
0
0
0
0
0
0
15
E. Course enrollments over the past six years (enrollment trends by course)
Figures are totals – classes may be offered more than once a year
Dept
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
Subject Course
ARCH
5091
ARCH
5102
ARCH
5301
ARCH
5302
ARCH
5311
ARCH
5313
ARCH
5314
ARCH
5315
ARCH
5319
ARCH
5320
ARCH
5321
ARCH
5322
ARCH
5323
ARCH
5324
ARCH
5325
ARCH
5331
ARCH
5333
ARCH
5340
ARCH
5341
ARCH
5342
ARCH
5343
ARCH
5344
ARCH
5345
ARCH
5347
ARCH
5352
ARCH
5353
ARCH
5362
ARCH
5363
ARCH
5365
ARCH
5373
ARCH
5382
ARCH
5383
ARCH
5384
ARCH
5391
200102
200203
200304
200405
200506
200607
46
25
19
0
0
0
0
0
0
0
10
17
61
19
21
29
22
9
5
21
30
18
26
22
15
13
10
16
1
5
4
8
0
0
0
0
0
0
0
0
0
0
0
0
3
7
7
9
0
0
0
0
17
29
0
0
5
11
14
14
7
11
17
18
0
8
11
5
0
0
0
0
0
0
0
0
0
0
10
9
5
14
9
12
7
0
10
0
20
16
0
0
0
0
0
0
0
0
0
13
44
7
0
0
5
0
0
0
0
0
18
17
14
9
17
20
8
5
8
15
0
0
10
22
11
9
0
0
7
0
3
6
0
0
7
1
4
6
0
0
0
0
5
11
28
71
11
8
0
0
4
7
0
0
0
0
105
64
68
72
76
72
29
4
7
0
0
0
78
62
46
61
82
70
1
0
0
0
0
0
7
6
4
5
2
0
0
0
0
15
0
0
0
0
0
0
0
22
0
0
0
16
14
22
Total
90
27
161
122
60
12
0
26
46
44
61
16
0
59
53
0
64
5
58
73
52
16
18
16
118
11
457
40
399
1
24
15
22
52
16
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
ARCH
5392
5395
5601
5602
5603
5604
5605
5622
5692
6000
7000
72
75
48
64
72
66
143
96
55
58
75
66
1
2
0
0
0
0
1
1
1
0
0
0
0
2
0
0
0
0
69
52
58
48
73
58
70
51
55
54
92
70
0
0
0
0
1
2
102
168
100
104
106
136
19
12
15
13
13
10
18
30
31
49
25
19
397
493
3
3
2
358
392
3
716
82
172
17
F. Courses cross listed – UG and Grad – need syllabus for both ug and grad
individual courses
There are no cross listed courses.
18
III. Faculty
A. Number, rank, and demographics of the graduate faculty
19
Comparison of Full-time
Faculty (ARCH)
Cal State Poly University
Pomona
Tenure/Tenure Track
Non-tenure track
TA's
Texas Tech
Tenure/Tenure Track
Non-tenure track
TA's
01/02
02/03
03/04
04/05
05/06
06/07
15
18
18
17
20
21
19
20
19
25
20
11
0
9
9
0
0
0
24
28
28
25
27
27
16
12
13
17
17
19
0
4
7
0
0
0
20
B. List of faculty members
List all faculty who were employed by your college during the six years of this review
FACULTY NAME
JOB TITLE
HIRE
DATE
END
DATE
Member
of Grad
Faculty?
Y or N
Al Ajlouni, Rima
Aranha, Joseph
Buelinckx, Hendrika
Dr.
Campbell, Dana
Chinn, John
Davis, James
Driskill, David
Ellis, Clifton Dr.
Fairbetter, LaGina
Faulk, Stephen
Flueckiger, Urs Peter
Gomez, Javier
Assistant Professor
Professor
Associate Professor
9/1/07
9/1/81
9/1/95
Y
Y
Y
Instructor
Instructor
Associate Professor
Assistant Dean
Associate Professor
Instructor
Instructor
Associate Professor
Assistant Professor
9/1/03
9/1/01
1/16/82
1/16/87
9/1/02
9/1/96
9/1/93
9/1/98
9/1/07
N
N
Y
Y
Y
N
Y
Y
Y
Gonzales, Manuel
Haq, Saif Dr.
Hill, Glenn
Jaddo, Lahib
Instructor
Associate Professor
Associate Professor
Assistant Dean
9/1/00
9/1/00
9/1/84
01/16/97
N
Y
Y
Y
Key, Brian
Louden, Elizabeth Dr.
Markovich, Nicholas
Dr.
Martin, Michael
Neiman, Bennett
Park, Kuhn
Perbellini, Maria
Perl, Robert
Peters, Michael
Pongratz, Christian
Rex, Brian
Schellhase, Walter
Shacklette, Ben
Smith, Gary
Torres-MacDonald,
MaryAlice
Tsubaki, Kentaro
Vernooy, Andrew
Instructor
Professor
Associate Professor
9/1/07
9/1/87
1/16/07
Y
Y
N
Instructor
Associate Professor
Assistant Professor
Associate Professor
Associate Professor
Associate Dean
Associate Professor
Chair of Instruction
Instructor
Associate Professor
Associate Dean
Associate Professor
9/1/80
1/16/04
9/1/06
9/1/07
6/1/79
8/1/79
1/16/07
9/1/02
9/1/04
9/1/94
9/1/01
9/1/03
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Assistant Professor
Dean
9/1/06
7/22/02
Y
Y
21
Watkins, James
White, James
White, John
Zugay, Brian Dr.
Horn Professor
Professor
Professor
Assistant Professor
7/16/83
9/1/71
9/1/73
9/1/07
Y
Y
Y
Y
Brandup, Melissa
Brown, Morris
Lewis, James
Moreno, Emmanuel
Pauls, Zach
Perea, Eric
Stephens, Gary
Stoll, Jill
Taylor, Chris
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Assistant Professor
9/1/08
9/1/08
9/1/08
9/1/08
9/1/08
9/1/08
1/16/06
9/1/07
9/1/08
N
N
N
N
N
N
N
N
Y
Anderson, Mark
Wright, Geoffrey
Harris, Kerenza
Vogler, Jesse
Gallegos, Matthew Dr.
Gottsch, Marti
Heath, Angela
Henry, Jane
McClain, Raymond
Powell, Raymond
Robertson, Stanley
Yu, Kristina
Zarazaga, Jessie
Barajas, Guillermo
Mussotter, Michael
Harrison, Darwin
Ibanez, Gregory
Bruno, Robert
Galley, Catherine
Kahera, Akel
Mross, Joanna
Giaccardo, Marc
Gorski, Kenneth
Moncivais, Emil
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Instructor
Assistant Professor
Instructor
Assistant Professor
Assistant Professor
Instructor
Instructor
Associate Professor
Instructor
Instructor
Instructor
Assistant Professor
Assistant Professor
Associate Professor
Assistant Professor
Instructor
Instructor
9/21/00
9/01/07
9/1/06
9/1/04
9/1/93
9/1/06
9/1/06
9/1/06
9/1/02
9/1/04
9/1/02
9/1/02
9/1/06
9/1/08
9/1/02
9/1/01
9/1/05
9/1/04
9/1/02
9/1/03
4/1/79
9/1/92
9/1/07
7/16/07
5/31/08
5/31/08
01/15/08
01/15/08
8/31/07
8/31/08
1/15/07
5/31/07
1/15/07
N
N
N
Y
Y
N
N
N
Y
Y
5/31/07 Y
1/15/07 Y
05/31/08 N
N
11/5/06 Y
8/31/06 Y
8/31/06 Y
5/31/05 Y
8/25/05 Y
8/31/05 Y
1/16/05 Y
8/31/04 Y
1/15/08 N
5/31/08 N
22
C. Summary of the number of all publications and creative activities.
2001
N=
F=35
7
Publication Type
Refereed Articles/Abstracts
Books/Book Chapters
Other Publications
Presentations/Posters
2
Juried Exhibits
3
Invited Lectures
12
Architectural Practice/Creative
Activities
33
Solo/Group Exhibits
1
Webinar
Architectural Awards
N = # of full time faculty contributing
2002
N=
F=36
28
2003
N=16
F=35
10
2005
N=18
F=33
9
1
12
9
7
28
2006
N= 21
F=37
16
12
3
7
12
2004
N=18
F=32
7
1
15
3
6
24
3
2
8
35
124
1
15
6
17
7
24
8
21
5
2
27
10
5
22
2
F = # of full time faculty in department
D. Responsibilities and leadership in professional societies
2001
N=
F=35
2002
N=
F=36
4
1
1
Professional Leadership
Editor/Editorial
Executive Board
1
Officer in National Org.
1
Committees
College of Architecture
27
University
12
Community
5
State
2
National
2
N = # of full time faculty contributing
32
16
3
2
3
2003
N=17
F=35
3
2
1
2004
N=18
F=32
3
5
2
2005
N=17
F=33
5
6
2
51
57
45
22
25
28
6
6
9
4
4
5
2
5
3
F = # of full time faculty in college
2006
N=22
F=37
16
9
2
56
27
12
6
6
23
Faculty Name
Gary W. Smith
Nicholas C. Markovich
Saif Haq
Urs Peter Flueckiger
Ben K. Shacklette
Lahib Jaddo
James E. White
MaryAlice Torres-Macdonald
Joseph Aranha
Javier Gomez
Glenn Hill
Scott Schellhase
John P. White
James Watkins
David Driskill
Clifton Ellis
Bennett Neiman
James T. Davis
Michael Peters
Elizabeth Louden
Committees Chaired
Masters
Doctoral
2
Committees Served
in college
Masters
Doctoral
28
Committees Served
outside college
Masters Doctoral
1
3
1
4
6
2
20
2
4
23
4
0
1
8
7
0
30
0
20
5
0
1
0
0
1
60
3
2
1
3
1
0
0
0
0
3
0
2
0
9
2
5
10
E. Assess average faculty productivity for Fall semesters only (use discipline
appropriate criteria to determine)
Our faculty‟s productivity in publications, articles, and posters has generally
shown increasing numbers between 2003 and 2006. Rather surprisingly, this
has accompanied an increase in committee, editorial, and executive board
service as shown in the charts above. Faculty workload (teaching
responsibilities) dropped in the years between 2001 and 2006, but the method of
calculation does not appear to take into account the length of our studio classes,
most of which result in weekly class contact hours of more than ten hours.
Another issue is that in that time period, we hired several new faculty who
received the requisite reduction of class time to jumpstart their research and
teaching.
In the past several years, we have made efforts to stress effective vetting of
research, scholarship, and creative work. Among the issues are a limited
number of appropriate venues for research publishing, limited research granting
agencies, and limited internal resources for assisting faculty with their
proposals, funding and vetting. Still, it is apparent that our efforts have
produced results.
24
FACULTY WORKLOAD
University
College
2001
2002
2003
2004
2005
2006
11.45
11.34
12.24
16.23
15.82
16.08
13.2
14.07
15.68
14.49
14.91
13.46
25
IV. Graduate Students
A. Demographics of applicants and enrolled students
26
27
28
29
30
31
Graduate Applicants - Fall Data
2002
2003
2004
2005
2006
2007
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
F
0
0
0
0
10
0
12
M
0
1
0
6
17
4
25
F
0
0
0
1
16
1
20
M
1
0
1
10
18
1
33
F
0
1
0
4
8
1
18
M
0
1
0
6
4
4
27
F
0
0
1
5
2
2
24
M
0
1
0
2
11
1
32
F
0
0
0
3
3
1
21
M
0
1
1
7
3
0
43
F
0
1
0
2
5
0
11
M
0
0
1
5
6
0
26
Gender Total
22
53
38
63
32
42
34
47
28
55
19
38
Total Applicants
75
101
Admitted Graduate Students - Fall Data
2002
2003
74
81
2004
83
2005
57
2006
2007
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
F
0
0
0
0
2
0
6
M
0
0
0
1
4
1
15
F
0
0
0
1
10
0
11
M
1
0
0
7
8
1
22
F
0
0
0
1
4
1
11
M
0
0
0
4
1
2
16
F
0
0
1
3
1
0
16
M
0
1
0
1
7
1
18
F
0
0
0
3
1
0
17
M
0
0
0
5
3
0
27
F
0
1
0
1
3
0
8
M
0
0
1
4
3
0
21
Gender Total
8
21
22
38
17
23
21
28
21
35
13
29
Total Admitted
29
60
40
Enrolled New Graduate Students - Fall Data
2002
2003
2004
49
56
42
2005
2006
2007
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
F
0
0
0
0
1
0
4
M
0
0
0
1
3
1
12
F
0
0
0
1
2
0
10
M
0
0
0
7
1
1
20
F
0
0
0
1
3
0
7
M
0
0
0
4
0
1
9
F
0
0
1
1
0
0
9
M
0
1
0
1
1
0
13
F
0
0
0
1
1
0
9
M
0
0
0
3
2
0
13
F
0
0
0
0
0
0
5
M
0
0
0
1
0
0
9
Gender Total
5
17
13
29
11
14
11
16
11
18
5
10
Total Enrolled
22
42
25
27
29
15
32
Demographics of Enrolled Graduate Students - Fall Data
2002
2003
2004
2005
F
M
F
M
F
M
F
M
2006
F
2007
M
F
M
Amer Ind
0
1
0
1
0
0
0
0
0
0
0
1
Asian
1
2
0
0
0
0
0
1
1
1
3
3
Black
1
1
1
0
0
1
1
0
1
1
0
1
Hispanic
2
14
1
14
4
14
7
13
7
16
5
9
Non-Resident
1
5
4
10
6
4
3
3
3
3
2
3
Unknown
0
3
0
4
0
4
0
2
1
0
1
0
White
22
73
21
61
27
55
30
61
41
71
30
61
Gender Total
27
98
27
89
37
78
41
80
54
92
41
77
125
146
118
Demographics of Enrolled Undergraduate Students - Fall Data
2002
2003
2004
2005
2006
2007
Graduate
F
116
M
F
115
M
F
121
M
F
M
F
M
F
M
Amer Ind
0
5
0
3
0
5
0
5
1
4
0
6
Asian
6
14
9
14
6
16
6
16
6
14
6
21
Black
8
12
10
10
8
13
7
13
7
14
8
17
Hispanic
26
86
30
76
41
90
34
95
32
94
39
123
Non-Resident
2
1
1
1
2
2
2
4
2
3
5
3
Unknown
0
1
1
0
2
0
3
0
3
3
2
3
White
180
414
184
421
172
405
151
380
122
358
130
380
Gender Total
222
528
235
522
231
526
203
508
172
486
190
547
Undergraduate
756
757
757
711
658
737
33
LAND USE PLANNING:
Graduate Applicants - Fall Data
2002
2003
2004
2005
2006
2007
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
F
0
0
0
0
1
0
0
M
0
0
0
0
0
0
0
F
0
0
0
0
3
0
0
M
0
0
0
0
2
0
1
F
0
0
0
0
2
0
0
M
0
0
0
0
5
0
1
F
0
0
0
0
0
0
0
M
0
0
0
0
1
0
1
F
0
0
0
0
3
0
1
M
0
0
0
0
2
0
1
F
0
0
0
0
0
0
0
M
0
0
1
0
2
0
0
Gender Total
1
0
3
3
2
6
0
2
4
3
0
3
1
Total Applicants
6
Admitted Graduate Students - Fall Data
2002 2003
8
2
7
3
2004
2005
2006
2007
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
F
0
0
0
0
0
0
0
M
0
0
0
0
0
0
0
F
0
0
0
0
1
0
0
M
0
0
0
0
1
0
0
F
0
0
0
0
0
0
0
M
0
0
0
0
4
0
0
F
0
0
0
0
0
0
0
M
0
0
0
0
0
0
1
F
0
0
0
0
2
0
0
M
0
0
0
0
1
0
1
F
0
0
0
0
0
0
0
M
0
0
1
0
1
0
0
Gender Total
0
0
1
1
0
4
0
1
2
2
0
2
0
Total Admitted
2
4
Enrolled New Graduate Students - Fall Data
2002 2003
1
4
2
2004
2005
2006
2007
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
F
0
0
0
0
0
0
0
M
0
0
0
0
0
0
0
F
0
0
0
0
0
0
0
M
0
0
0
0
0
0
0
F
0
0
0
0
0
0
0
M
0
0
0
0
1
0
0
F
0
0
0
0
0
0
0
M
0
0
0
0
0
0
1
F
0
0
0
0
1
0
0
M
0
0
0
0
1
0
0
F
0
0
0
0
0
0
0
M
0
0
0
0
0
0
0
Gender Total
0
0
0
0
0
1
0
1
1
1
0
0
Total Enrolled
0
0
1
1
2
0
34
LAND USE PLANNING (Cont’d):
Demographics of Enrolled Graduate Students - Fall Data
2002 2003 2004 2005
2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
0
0
0
0
0
0
0
Non-Resident
3
1
4
1
1
3
0
3
1
4
0
3
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
1
2
1
4
1
3
1
4
0
3
0
3
Gender Total
4
3
5
5
2
6
1
7
1
7
0
6
7
Graduate
10
8
8
8
6
Demographics of Enrolled Undergraduate Students - Fall Data
2002 2003 2004 2005 2006
2007
F
M
F
M
F
M
F
M
F
M
F
M
Amer Ind
0
0
0
0
0
0
0
0
0
0
0
0
Asian
0
0
0
0
0
0
0
0
0
0
0
0
Black
0
0
0
0
0
0
0
0
0
0
0
0
Hispanic
0
0
0
0
0
0
0
0
0
0
0
0
Non-Resident
0
0
0
0
0
0
0
0
0
0
0
0
Unknown
0
0
0
0
0
0
0
0
0
0
0
0
White
0
0
0
0
0
0
0
0
0
0
0
0
Gender Total
0
0
0
0
0
0
0
0
0
0
0
0
Undergraduate
0
0
0
0
0
0
35
B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students
36
C. GPA of new students
37
D. Time to Degree in Years – Average years to graduate for all students graduating
each year
38
E. Number of RA‟s, TA‟s or GPTI‟s, with total number of graduate students in the
program.
The College employed 27 graduate workers for the Spring 2007 semester and 18
graduate workers for the Fall 2007 semester.
There were 287 graduate students enrolled during that same period.
39
F. Initial position and place of employment of graduates over the past 6 years
Name
Initial Position
Initial Employer
Location
2001-2002
Ms. Dana A. Williams
Project Manager
Gregg Bliss Architect
Amarillo, TX
Dallas, TX
Project Coordinator
Kell Munoz Architects
Cornerstone Group
Architects
Darrick Wade, Architect
Dallas, TX
Johnson Architects, Inc.
Hardy, Holzman,
Pfeiffer and Associates
Kinslow, Keith & Todd
Architects
Jonathan Bailey
Associates, LLC
Parkhill, Smith and
Cooper
California
Ron Hobbs Architects
Dallas, Texas
Dallas, TX
Mr. Nicholas R. Jarke
Mr. Curt D. Raymond
Mr. Kevin W. Witt
Mr. William R. Duncan, II
Project Manager
Mr. Stephen L. Funk
Mr. Clayton N. Harstad
Intern
Mr. J. Kyle Coker
Project Designer
Mrs. Jamie L. Zavodny
Archtect
Mr. David M. Tobin
Dallas, TX
New York
Oklahoma
Dallas
Lubbock, TX
Ms. Theresa J. Wieck
Architect Intern
Mr. Miguel A. Ramirez
Graphic Designer
SHW Group
Southwest Museum
Services
Mr. Kristofer P. Spurgin
Intern
BGO Architects
Dallas, TX
Isbell Engineering
Cornerstone Group
Architecture
Dallas, TX
Architectural Intern
GSR Firm
Dallas, TX
Designer/Intern
Opsis Architecture
Oregon
DLR Group
Dallas, TX
Mr. Stephen C. Wall
Mr. Rodney A. Birck
Mr. Larry E. Magee, Jr.
Mr. Christopher M.
Hodney
Mr. Jarrod J. Sterzinger
Houston, TX
Dallas, TX
Mr. Jeremy C. Rumph
Architect
Sholar Design
Colorado
Mr. Yancey K. Powers
Ms. Shawna M.
McCormick
Architect
WMA Architects
Leach Mounce
Architects
Dallas, TX
Mr. Ruben M. DeLao
Project Manager
Dallas, TX
Mr. Jesus Navarro, Jr.
Staff Designer
SHW Group
Lionakis Beaumont
Design Group
WestMark Realtors
Roesling, Nakamura
Teraba Architects
Lubbock, TX
McCormick Architecture
Texas
KAI Architects
Houston, TX
BGO
Tobin Architects &
Associate
Dallas, TX
HKS, Inc.
Dallas, TX
Mr. J. Seth Parker
Ms. Lane M. Smith
Ms. Teresa Hernandez
Architectural Intern
Mr. Allan K. Cox
Mr. Will G. Quintanilla
Project Manager
Mr. Bryan H. Bailey
Architect
Mr. J. Wesley Bowen
California
Colorado
California
Dallas, TX
40
Mr. Ansley C. Fanning
Intern
Mr. Shane M. Bostick
Intern
Mr. Darren L. Dobbins
Ms. Jennifer L. Heitman
Intern
Ms. Shana N. Kelso
Rehler, Vaughn, and
Koone, Inc.
GSR Andrade
Architects, Inc.
Beeler Guest Owner
Architects, L.P.
San Antonio, TX
Dallas, TX
Dallas, TX
Corpus Christi, TX
Reviewer
Richter Architects
Indiana Deptartment of
Natural Resources
Mr. Ryan J. McGuire
Intern
Shawnburg Architect
Houston, TX
Mr. Ruel L. Mendoza
Mr. Christopher M.
Osborne
Architect Intern
HKS, Inc.
Dallas, TX
WJM Architects
New Jersey
Mrs. Rebecca K. Bowen
Architect
Dallas, TX
Mr. Jared E. Wright
Project Manager
HKS, Inc.
David Hertz AIA
Architects
Portland, Oregon
Mr. David Zurita
Skylab Design Group
Southern Land
Company
Mr. Daniel W. Finnell
SHW Group
Dallas, TX
Mr. Jay A. Winfrey
Indiana
California
Tennessee
2002-2003
Mr. Kyle B. Smith
Principal Architect
KBS
California
Mr. Garth E. Erickson
Architect
Dallas, TX
Mr. M. Barton Shaw
Designer
RKTL Associates
Hahnseld, Hoffer and
Stanford
Mr. Jeffrey S. Justice
Designer
Lionakis Beaumont
Design Group
California
Mr. Matthew L. Jasper
Mr. Nicholas A.
Kondejewski
Architect
Volz & Associates
Austin, TX
Plans Examiner
City League City
League City, TX
Huckabee & Associates
Brown and Gay
Engineers
Fort Worth, TX
ANPH Architects
Dallas, TX
El Paso, TX
Mr. Joshua C. Brown
Fort Worth, TX
Mrs. Tara J. Thornberry
Civil Engineer
Architectural
Draftsperson-Intern
Mr. Alejandro Mireles
Architect
Mr. Curt G. Campbell
E. I.
PSRBB Architects
Alan Gerwig and
Associates, Inc.
Ms. Jessica L. Garcia
Intern
Chamberlin Architects
Arizona
Mr. Aaron N. Benefiel
Mr. Christopher A.
Rutledge
Architect
Studio D Architects
New Mexico
Intern
LHG Incorporated
Kentucky
Mrs. Lindsey L. Bilhartz
Ms. Kathryn A.
McCorquodale
Intern Architect
United Supermarkets
Lubbock, TX
Project Coordinator
HDR Architecture, Inc.
Dallas, TX
Ms. Ann E. Hampton
Interior Architect
New York
Mr. Steven R. Zoerner
Architectural Associate
Tonychi and Associates
Polkinghorn Groups
Architects, Incorpora
Mr. Edward B. Schmaltz
Houston, TX
Florida
Austin, TX
41
Mr. Brian A. Hayes
Project Coordinator
Good, Fulton, & Farrell,
Inc.
Dallas, TX
Mr. Mark A. Nastoupil
Intern Architect
HKS, Inc.
Dallas, TX
Mr. Eric W. Gilleland
Intern
New York
Mr. Lucio J. De La Cruz
Francis, Cauffman
Lionakis Beaumont
Design Group
Mr. Steven P. Chandler
Ms. Elizabeth L.
Thompson
North Carolina
Intern
Urban Design Group
Jonathan Bailey
Associates
Mr. Andrew C. Chandler
Architect
MWM Architects, Inc.
Lubbock, TX
Mr. Miles L. Hardaway
Intern Architect
N.C. Sturgeon, L.P.
Midland, TX
Mr. Shane A. Harris
Architect
RGA Architects
New York
Mr. Timothy W. Curry
Architectural Intern
Law/Kingdon, Inc.
Dallas, TX
Mr. Brandon S. Blount
Intern
HKS, Inc.
Beaty and Partners
Architects, Inc.
Dallas, TX
Mr. Cory W. Hawkins
California
Dallas, TX
San Antonio, TX
Mr. C. Ryan Reynolds
Job Captain
Island Architects
California
Ms. Michelle K. Ward
Intern
Dallas, TX
Mr. Jeffrey R. Cook
Architect
Perkins & Will
Gromatzky, Dupree and
Associates
RTKL Associates, Inc.
Dallas, TX
Mr. Jorge L. Soto, III
Fort Worth, TX
Mr. Shelby M. Morris
Architect
Beck Architects
Dallas, TX
Mr. D. Scott Taylor
Project Manager
New York
Mr. Jeremy B. Pearce
Project Coordinator
Work Architecture
Ascension Group
Architects
Mr. Brian D. Lopez
Intern
Denver, CO
Mr. Derek C. Webb
Intern
OZ Architecture
Beaty and Partners
Architects
Mr. Kyle L. Bodine
Project Manager
Austin, TX
Mr. Kendall J. Macon
Intern
Chiles Architects
Tatchio & Associates
Architect
Mr. Steven A. Still
Intern
Corgan Associates, Inc.
Dallas, TX
RTKL Associates, Inc.
Dallas, TX
Mr. David W. Dymond
Dallas, TX
San Antonio, TX
Dennison, TX
Mr. Ryan Z. Dawson
Associate
RNL Design
Denver, CO
Mr. Bengie R. Daniels
Designer/Intern
SLS Partnership, Inc.
Lubbock, TX
Mrs. Kelly S. Garcia
Intern Architect
HKS, Inc.
Dallas, TX
Mr. Matthew L. Stevens
Intern
Urban Design Group
Dallas, TX
Peace Corps
Western Hemisphere
Pacific
Washington, DC
JMA Architecture
Houston, TX
Dallas, TX
Mr. John P. Garland
SHW Group
Wilson Architectural
Group
Ziegler, Cooper
Architects
Mr. Wei Xiong
Michael Brady, Inc.
Knoxville, TN
Ms. Rebecca C. Gilbert
Mr. Luis J. Guevara
Mr. Giovann J. Aguilar
Mr. Jonathan R. Oltmann
Mr. Dustin R. O'Brien
Intern
Brownsville, TX
Houston, TX
Houston, TX
42
2003-2004
Mrs. Jill A. Soto
Mr. David L. Wood
Attorney
Mrs. Trela R. Turnbough
Mr. George O. DeJohn
Job Captain
Assistant Project
Manager
Mr. Jason E. Best
Intern
Gromatzky, Dupree and
Associate
D. Lyle Wood,
Professional
Corporation
Humphreys & Partners
Architects, L.P.
Claycomb Associates,
Inc.
Dallas, TX
Las Cruces, NM
Dallas, TX
Dallas, TX
Mr. William R. Britten
Intern
JMA Architecture, Inc.
Cornerstone Group
Architects
Ankrom Moisan
Associated Architects
Mr. Javier F. Ponce
Project Architect
TPG Architecture
New York
Mr. Darren P. Hand
Greg Bliss Architects
Amarillo, TX
Mr. Dustin J. Nicholson
Intern Architect
Estimator/Project
Manager
Westfall Constructors
Houston, TX
Mrs. Elizabeth A. Ruggles
Architect
Self Employed
Texas
Ms. Jennifer M. Widmer
Intern
HKS, Inc.
Dallas, TX
Mr. Aaron P. Bailey
Mr. Jason A. Oliver
Dallas, TX
Austin, TX
Seattle, WA
Corgan
Dallas, TX
Mr. Scott A. Nelson
Architect
H H Architects
Dallas, TX
Mrs. Britni R. Ganze
Intern
Moman Architects
Round Rock, TX
Ms. Kelley L. Ogilvie
Intern
Knoxville, TN
Mr. Daniel L. Steirnagle
Job Captain
Michael Brady, Inc.
Mohseni, Gualda,
Pursifull Associates
Mr. Matthew D. Enslin
Designer
RTKL
Dallas, TX
Mr. John W. Driscoll
Intern Architect
Dekker Perich Sabatini
Albuquerque, NM
Mr. Bill S. Barnhill
Intern
W D Architects
Amarillo, TX
Mr. Zachary C. Garth
California
Overland Partners
San Antonio, TX
Mr. Todd M. Curry
Intern
Corgan Associates, Inc.
Dallas, TX
Murad I. Abu Salim, Ph.D.
Professor
Texas Tech University
Lubbock, TX
Mr. David W. Limmer
Architect
Dallas, TX
Mr. Brian H. Griggs
HKS, Inc.
Carrell, Poole & Yost
Architecture
Parkhill, Smith &
Cooper, Inc.
Mr. Yang-Chyi Lee
Aegis Advisers, Inc.
Fort Worth, TX
Mr. Jeffrey B. Palmer
Dallas, TX
Lubbock, TX
2004-2005
Ms. Allison W. Chambers
Child Care Worker
First Baptist of Lubbock
Lubbock, TX
Mr. Alan B. McClung
Intern
Corgan Associates, Inc.
Cox Dirks Architects,
P.C.
Dallas, TX
Mr. Jason R. Bush
Mr. Christopher R.
Davison
Lubbock, TX
Intern
RTKL Associates, Inc.
Dallas, TX
Mr. Bryce A. Hamels
Intern
RIM Architects
Alaska
43
Mr. Thomas K. Brown
Mr. Jonathan M. Morris
Intern
Ms. Amanda D. Schulte
Intern
Mr. Kevin M. Pauzer
Mr. Ryan N. Miller
Intern
Mr. Adrian Anaya
Michael Brady, Inc.
Charles R. Lynch, AIA
Architect, Inc.
Knoxville, TN
Gideon Toal
Stocker, Hoesterey,
Montenegro Architects
Dallas, TX
Lavin Architecture
New York
BGR
Lubbock, TX
Amarillo, TX
Dallas, TX
Mr. Peter A. Breninger
Intern
Michael Brady, Inc.
Knoxville, TN
Ms. Amanda G. Popham
Designer Intern
Lubbock, TX
Mr. Robert E. Overstreet
Intern
SLS Partnership
Brown, Reynolds,
Watford Architects
Mr. Brian A. Frels
Intern
RTKL Associates
Dallas, TX
Ms. Sze-Lyn Lim
Staff Engineer
Swenson Say Faget
Seattle, WA
Mr. Han N. Beh
Intern
Dallas, TX
Mr. Henry M. Garcia
Architect
FKP Architects, Inc.
Parkhill, Smith &
Cooper, Inc.
Mr. Timothy M. Lott
Intern
Sims Parge Architects
Amarillo, TX
Mr. Joshua L. Bradshaw
Project Manager
BGO Architects
Dallas, TX
Mr. Zachary D. Edwards
Architectural Technician
Gensler
Houston, TX
Design Edge
Austin, TX
Ms. Dawn Y. Burnley
Houston, TX
Lubbock, TX
Mrs. Morgan E. Penix
Associate Designer
Peter De Witt Architect
San Antonio, TX
Mr. Kyle F. Nix
Intern
Vandergriff Group
Fort Worth, TX
Mr. David B. Zabin
Intern
Lubbock, TX
Mr. Stephen Guzman
Mr. Muthukumar
Madaswamy
Insurance Architect
Parkhill, Smith, Cooper
Rehler Vaughn &
Koone, Inc
Architect
HKS, Inc.
Dallas, TX
Mr. Joseph S. Imamura
Teaching Assistant
Lubbock, TX
Mr. Joel B. Lowery
Architecture
Texas Tech University
Curtis & Windham
Architecture
Mr. Matthew D. Rogers
Intern
Michael Brady, Inc.
Knoxville, TN
Mr. Jason A. Darling
Project Designer
Streetsense, Inc.
Bethesda, MD
Mrs. Linden B. Urquieta
Intern
HKS, Inc.
Dallas, TX
Mr. Paul A. Urquieta
Mr. Kenneth J.
Heinzmann
Intern
HKS, Inc.
Dallas, TX
Architect Intern
Architexas
Curtis Group Architects
LLC
Dallas, TX
SHW Group
Dallas, TX
Marmon Mok, L.L.P.
San Antonio, TX
San Antonio, TX
2005-2006
Mr. Ben R. Keyworth
Mr. Matthew J.
Cadwallader
Intern
Ms. Adriana M. Moreno
Houston, TX
Dallas, TX
Ms. Theresa L. Halas
Architect
WKMC
Dallas, TX
Mr. Andrew B. Cummings
Architect Intern
O' Connell Robertson
Austin, TX
Gonzales Architects
San Francisco, CA
Ms. Antionette Trevino
44
Mr. Tyler V. Vigil
Architect
Mr. Nathan B. Schneider
Robert A. M. Stern
Architects
New York
NCA Architecture
Dallas, TX
Ms. Leticia B. Canon
Architect Intern
FKP Architects, Inc.
Dallas, TX
Mr. Weston L. Emmert
Mr. Christopher R.
Hellstern
Architect
WRA Architects, Inc.
Dallas, TX
KMD Architects
San Francisco, CA
City of Weatherford
Pacheco Koch
Consulting Engineers
Weatherford, TX
Dallas, TX
Mr. Brent M. Smith
Mr. Gregory A. Peters
Project Engineer
Mr. John L. Fitzgerald
Dallas, TX
Mr. Chase B. Parker
Intern
Mrs. Lorelei N. Mewhirter
Intern
HKS, Inc.
GSR Andrade
Architects
Gromatsky, Dupree &
Associates
Mr. Ryan A. Wilkens
Job Supervisor
Jim Seybert Homes
Perryton, TX
Mr. David J. Hasting
Designer
IDC Architects
Portland, Oregon
Ms. Alix L. Hill
Intern
RTKL Associates, Inc.
Dallas, TX
Mobile, Alabama
Mr. Mark M. Aldred
Architect Intern
WRI Architects
Watermark Design
Group
Ms. Sara C. Curry
Intern
Corgan Associates
Dallas, TX
Mr. Scott M. Armstrong
Intern
RTKL Associates, Inc.
Lubbock, TX
Mr. Micah K. Simecek
Project Manager
SLS Partnership, Inc.
Lubbock, TX
Ms. Danielle M. Boenker
Architect
Austin, TX
Dallas, TX
Fort Worth, TX
2006-2007
Mr. Christopher B.
Anderson
Dallas, TX
Mr. Sean S. Fuqua
Intern Architect
BGR Architects, Inc.
H.E.B. Grocery
Company
Dekker, Perich, &
Sabatini
Ms. Kayla N. Case
Architectural Intern
Corgin Associates
Dallas, TX
Mr. Jeremy J. Vincik
Project Intern
CGA
Katy, TX
Mr. Evan R. Wittig
Dekker Perich Sabatini
Albuquerque, NM
Mr. Richard M. Gilliland
Albuquerque, NM
Mr. Clay A. Weiland
Albuquerque, NM
Dallas, TX
Ms. Mary A. Murphy
Intern
Dekker Perich Sabatini
Shefelman-Nix
Architects/Nix Group
Architects
Ms. Eun M. Cho
Intern
GSO Architects
Dallas, TX
Mr. Brett A. Cox
Architect
Gideon Toal
Fort Worth, TX
Mrs. Tracy A. Thorne
Architect
SHW Group
Dallas, TX
Mr. Matthew A. Hart
Intern Architect
Dallas, TX
Mr. Allan J. Oster
Architect
Mr. Nolan C. Bradshaw
Intern
RTKL Associates, Inc.
Gromatzky Dupree &
Associates
Gromatzky Dupree &
Associates
Austin, TX
Fort Worth, TX
Fort Worth, TX
45
Mr. Bryan T. Liska
RAD Architecture, Inc.
South Perth,
Australia
Mr. Scott M. Gorenc
Corgan
Dallas, TX
G. Type of financial support available for graduate students
If they receive a working position within the College then salary is provided, and if
applicable, the students are eligible for fee waivers.
All students can apply for the variety of scholarships awarded annually.
46
H. Number of students who have received national and university fellowships,
scholarships and other awards
Graduate Scholarships Awarded
01/02
AWARD
AT&T
Chancellors
Cash
Fellowship
02/03
$
#
Stud
$6,000
2
$
$3,000
03/04
#
Stud
1
$
$6,000
04/05
#
Stud
2
$
$3,000
05/06
#
Stud
1
Hazlewood
Helen DeVitt
Jones
Health/Social
Svcs
Jones Parttime
$
06/07
#
Stud
$3,000
1
$3,000
1
$3,500
1
$18,000
1
$
#
Stud
$18,000
1
Junction
McNair
Smith
Summer
Dissertation
Urbanovsky
Water
Conservation
Waterman
$2,000
1
$18,000
1
$18,000
1
$18,000
1
$2,300
1
$18,000
1
47
I. Percentage of full time master and doctoral students who received financial
support - in the prior year, the percentage of full-time students with support
divided by the number of FTS.
The College does not track this type of information and the university was not
able to provide these statistics.
J. Average financial support provided to master and doctoral students - For those
receiving financial support, the average financial support provided per full-time
graduate students (≥ 9 hours), including tuition rebate, for the prior year, and
including RA‟s, TA‟s, fellowships, tuition, benefits, etc. that is „out-of-pocket‟.
This information was not available from the university specifically for MARCH
students in the College. The university provided the information for all
graduate students at Texas Tech which was $7,134.51 per student.
K. Graduate Student Publications and Creative Activities – Number of disciplinerelated refereed papers/publications, juried creative/performance
accomplishments, book chapters, books, and external presentations by Master
and Doctoral students in the college.
Publication:
Year
2006
2005
2004
2003
2002
2001
2000
Refereed
Thesis
Diss.
Non-Refereed
Thesis
Diss.
9
7
10
8
6
6
5
Poster
presentations
Thesis
Diss.
37
Other activities
Thesis
Diss.
48
L. Programs for mentoring and professional preparation of graduate students
The structure of architectural education is conducive to individual counseling and
mentoring. Graduate studios are small – around 10 students – with 12 or more
contact hours per week. Students and faculty are much closer than normal
classroom relationships allow.
Further, the curriculum is project oriented, which tends to focus faculty-student
interests in a manner that duplicates the type of relationships that are formed in
professional circumstances.
The College encourages internships and has a sophisticated intern program in
Dallas, Houston. San Antonio and El Paso that allow the students to gain work
experience as they progress through their degree plan. In architecture the
relationship with the profession is intense. We host a job fair each year and we
have a placement office, which guides students to employment opportunities before
and after graduation primarily through a powerful on-line tool-ARCHWAY- that is
an interactive interface between students and prospective employers.
Our Master of Science (post-professional) students are assigned a mentor who
works in their chosen area of specialization. This mentor is usually the chair of
their thesis committee.
To some extent the interdisciplinary nature of the LPMD program and a wide
variety of student backgrounds frustrate coordinated mentoring. However, they are
initially mentored by the coordinator and as they become more focused in their
research, this task is taken over by their dissertation advisor and committee
members. The LPMD Ph.D. program is also undergoing reorganization to provide
better support for its students. Recently, the graduate school, with the assistance of
the Urbanovsky Endowment has added two new Urbanovsky assistantship positions
in addition to increasing the Urbaanovsky Fellowship to $30,000.00 yearly.
49
M. College efforts to retain students and graduation rates.
The early years of the architecture program are so difficult that, by the time our
students enter the graduate (professional) phase of the curriculum, retention is very
good. Some students experience financial problems and the Dallas, El Paso, San
Antonio, and Houston internship programs allows them to work and make progress
on their degree at the same time. The COA also has an international study-abroad
program in which all students may participate. Students may look forward to study
opportunities in several different locations in Europe, Canada, Mexico and Central
America. Further, the Master Design Studio, which graduate students complete
during their final two semesters, is structured with multiple check points that
encourage guidance. The work is reviewed by several faculty at each check point
and students are notified if they are in trouble. As pointed out in IVG the nature of
an architecture curriculum supports a continuing advising relationship between
faculty and students.
50
N. Percentage of Full-Time Master and Doctoral students – Rolling three-year
average of the FTS (≥ 9 SCH) divided by the number of students enrolled
(headcount) for the last three fall semesters.
Student Type
Average
(2003—2005)
Average
(2004—2006)
Average
(2005—2007)
Masters
81%
83%
87%
Doctoral
62%
71%
73%
O. Student-Core Faculty Ratio – Include data for masters and doctoral students The rolling three-year average of full-time (≥ 9 hours) student equivalent
(FTSE) divided by rolling. „Core Faculty‟ is full-time tenured and tenure-track
faculty who teach 50 percent or more, (or other individuals integral to the
program) and, for doctoral programs, those who can direct dissertation research.
Student Type
Ratio
(2001—
2004)
Ratio
(2002—2005)
Ratio
(2003—2006)
Ratio
(2004—2007)
Masters
9.5
8.1
8.3
9.1
Doctoral
2.56
2.15
2.22
2.2
51
V. College
A. College operating expenses
College Operating Costs as a Fraction of Employees
COLLEGE COMPLETES
01/02
$339,594
02/03
03/04
$317,116
$328,413
04/05
$325,684
05/06
$385,230
06/07
$369,661
College Operating Cost
Faculty & Staff
College Op Cost /FS
51
53
55
55
58
57
$6,658.71
$5,983.32
$5,971.15
$5,921.53
$6,641.90
$6,485.28
52
B. Summary of Proposals (submitted)
Summary of Number of Proposals Written and Accepted
COLLEGE COMPLETES
Foundation
D
2006
2005
2004
2003
2002
2001
1
2
6
2
6
3
State
Federal
Successfully
funded
Others
M
D
M
D
M
D
M
D
M
1
2
3
3
2
2
2
1
7
9
5
5
9
7
1.3
1
2
2
1
1
2
1
1
2
1
1
1
6
3
D = proposals written by CO-PI’s from your department only
M = proposals written by CO-PI’s from multiple departments
C. External Research expenditures
SUMMARY OF FACULTY AWARDS BY COLLEGE
Source: Office of Research Services
Year
Number of Awards
Facilities &
Administrative
Award Amount
01/02
8.50
$29,114
$185,574
02/03
9.50
$30,031
$261,418
03/04
5.00
$6,432
$148,575
04/05
5.00
$6,745
$89,671
05/06
9.00
$36,846
$312,992
06/07
8.30
$11,786
$123,506
45.30
$120,954
$1,121,736
Totals:
.5
53
Comparison of
Research
Expenditures
Cal State Poly
University Pomona
Texas Tech
01/02
02/03
03/04
04/05
05/06
06/07
$0
$0
$0
$0
$0
$0
$185,574
$261,418
$148,575
$89,671
$312,992
$123,506
54
D. Internal Funding
Source of Internal Funds (TTU)
Source: Institutional Research Services
01/02
Research Enhancement
Research Incentive
Line Items
Interdisciplinary Seed Grants
New Faculty Start-ups
Matching from VP of Research
Special needs and opportunities
Research Promotion
$26,000
Graduate School Fellowships
HEAF
TOTALS: $26,000
02/03
$142
03/04
$846
04/05
$880
05/06
06/07
$1,428
$2,024
$21,000
$24,000 $23,300
$27,500 $18,000
$21,142
$24,846
$28,928
$24,180
E. Scholarships and endowments
College of Architecture Endowment
Number of
Amount of Total
Report Market Value of Endowment
Endowments
Endowments
Base
2007
65
$2,805,392**
2006
57
$1,810,168
2005
49
$1,598,591
2004
0
$1,214,445
2003
47
$1,035,531**
2002
43
$ 635,861**
**In addition to new endowments, several previously established endowments experienced
significant increases.
College of Architecture
Endowment Market Value
Year
2007
2006
2005
2004
2003
2002
Principal
$2,805,392
$1,810,168
$1,598,591
$1,214,445
$1,035,531
$ 635,861
Spendable Interest
$112,215
$ 71,406
$ 63,943
$ 48,577
$ 41,421
$ 25,434
$20,024
55
The College of Architecture has sixty-five endowments that support the educational
mission of the College. The H. Deane Pierce Chair is the only academic Chair for the
College. Scholarship endowments total forty-nine (49) and program support endowments
total sixteen (16).
56
F. College resources for research and teaching (i.e., classroom space, lab facilities)
Type of Space
Number of Rooms
Total Assignable Square Feet
Faculty & Administration
39
6887
Clerical
9
2845
Technician
4
333
LOUNGE & KITCHEN
3
1094
EXHIBITION:
2
2261
Special Instruction Labs
6
7745
Research Labs
4
4069
STORAGE:
15
4832
LIBRARY:
11
9245
STUDIOS:
36
34039
SEMINAR & CLASSROOMS:
11
1421
CONFERENCE
2
934
OFFICES:
LABS:
75705
TOTAL SQUARE FEET
G.
HEAF expenditures
COLLEGE COMPLETES
2006
2005
2004
2003
2002
2001
Computer
Labs
Studios
Shop
TOTAL
$117,211
$69,818
$400
$187,429
$86,635
$22,640
$3,039
$112,314
$78,343
$9,228
$5,112
$92,683
$51,440
$14,832
$11,341
$77,613
$51,526
$15,026
$5,793
$72,345
$40,636
$1,268
$3,919
$45,823
57
H. External Program Accreditation – Name of body and date of last program
accreditation review, if applicable. Include description of body and
accreditation specifics.
The National Architecture Accrediting Board(NAAB) is the accrediting agency for
the College of Architecture. Each visiting team is composed of six official members
plus an observer. Each of the organizations which impact architectural education
has a member – American Institute of Architects(AIA); American Institute of
Architecture Students(AIAS);Association of Collegiate Schools of
Architecture(ACSA); National Council of Architectural Registration
Boards(NCARB); and, of course the NAAB, plus a member selected by the
College. Each accredited architecture program in North America is reviewed once
every seven (7) years, the last occurring at Texas Tech in the spring of 2003. At
each review the College of Architecture must demonstrate how it meets a set of
thirty-four (34) teaching criteria by documenting these as „learning outcomes” and
linking them to “methods of assessment”. One of the primary ways this is done in
architecture programs is through a display of student work which graphically
illustrates the strengths of the program. The College must also demonstrate that it
meets thirteen (13) program conditions that assess the College resources and
learning environment, which are detailed through a series of reports and interviews
with students, faculty, and administrators of the College of Architecture.
58
VI.
Conclusion – a one- to two-page summary of the observed deficiencies and needs
identified by your review. Identify areas of greatest need and areas of significant
contributions.
The graduate program in architecture in its present form is a 5-year professional degree
which began in 1997. It was the first five year master‟s program in architecture on the
continent and was accredited in 2003. It continues to evolve as the program matures and is
currently undergoing a restructuring of the graduate studio sequence in the MARCH
program. In order to allow students and faculty the opportunity to focus on emerging
opportunities and concerns in the profession, the Master Design Studio Thesis project has
been replaced with a 9-hour Comprehensive Studio and three Topical Design Studios. We
feel this will optimize the teaching objectives in our strategic plan and more strongly
emphasize how we meet the teaching criteria that are reviewed in our accreditation report.
Faculty:
With several new faculty members that we have added in the past few years, we have been
able to reduce our average graduate studio students to faculty ratio to 13, which matches
the national average. This reduction is significant, and important to our national
accrediting agency (NAAB). We continue to be two faculty short of that which could be
expected to maintain 3 areas of concentration within certificate programs, and to expand
the research agenda in these and additional areas. The three areas of concentration that we
currently offer are Historic Preservation, Visualization, and Community Development.
Two of the recent faculty hires have given us the potential to open up a fourth area of
concentration in Digital Fabrication, but more resources are needed to nurture these and
other initiatives the COA is engaging.
Examples of nationally recognized work in Historic Preservation by our faculty are the
documentation of the Statue of Liberty in New York and the Mesa Verde Cliff Dwellings
in Colorado using cutting edge laser technology. In another area, Visualization faculty are
currently working to create a virtual campus for the TTU Independent School District.
Physical Facilities:
Through building renovations, we have added seminar and review space as called for in
previous accreditation reports. We have expanded our shop facilities by adding a state of
the art model shop and space for 2 digital laser cutters to keep us current with the evolving
developments in architectural education. This space was carved out of Gallery space that
was underutilized, but it has caused us to creatively explore options for replacing the lost
display space. In addition, we have set aside space to construct a distance learning
classroom that will eventually be state of the art.
Our post-professional programs, built on long-standing strength of the College, are
becoming more sophisticated and nationally recognized.
We have defined each area of concentration by three sub-interests that are sustained by
several of our faculty. For example, the concentration in historic preservation includes
documentation, economic development and architectural conservation. Similarly,
visualization includes virtual environments, industrial processes and architectural
geometrics. These concentrations are supported by a sequence of required specialized
courses in addition to the more general course offerings.
59
Facilities that support these programs include the Architectural Research Design Center
(ARDC) as well as designated lab space for research in each of the three concentrations in
the MS Program. Other support spaces recently created or currently under construction
include a distance classroom, student lounge, and gallery space.
As a result of creating these dedicated spaces in the Architecture building, the amount of
space available for design studios, the heart of our curriculum, has decreased substantially.
Embracing the idea that “necessity is the mother of invention” we have viewed this as an
opportunity rather than a liability. In order to address the shortage of studio space we have
moved all of our senior undergraduate design studios off-campus into summer studyabroad programs.
We are also currently looking for funding to locate studio space off campus. We have
submitted a grant for incentive funding in collaboration with the Art Department to
establish studio space in a warehouse facility in downtown Lubbock.
Outlook:
With the advent of the first 5-year Masters degree at TTU, other architecture schools are
abandoning their undergraduate first-professional degree programs in favor of the
professional degree at the Masters level. Concurrently the trend is for more sophisticated
skills from professionals in areas of cultural concern such as preservation, sustainability,
visualization, community design and fabrication. The expectation is that the postprofessional masters will evolve into a doctorate. To this end we intend to articulate and
expand our post-professional offerings.
60
VII. Appendices
A.
B.
C.
D.
E.
F.
Strategic Plan
Graduate Course Offerings
Recruiting Materials
Graduate Student Handbook
Graduate Student Association(s)
Graduate Faculty Information
61
APPENDIX A
Strategic Plan
Our strategic plan is located at the following website:
http://www.arch.ttu.edu/aboutus/strategicplan.asp
62
APPENDIX B
Graduate Course Offerings
Our graduate course offerings are located at the following website:
http://www.depts.ttu.edu/officialpublications/
63
APPENDIX C
Recruiting Materials
See Recruiting Material Attached.
64
APPENDIX D
Graduate Student Handbook
There is no Graduate Student Handbook for the College in place.
65
APPENDIX E
Graduate Student Association(s)
66
67
APPENDIX F
Graduate Faculty Information
See attached copies of entire Confirmation/Reappointment forms submitted for
Graduate Faculty Reviews for every faculty member employed during the six years
covered in this review (even tenure-track and non-tenured) in accompanying
notebook.