2014-15
Truckee Meadows
Community College
Technical Sciences
ARCHITECTURE
PROGRAM/UNIT REVIEW SELF STUDY
ARCHITECTURE
2014-15
Architecture
DESCRIPTION OF PROGRAM/UNIT
Currently the architectural programs provide technical, transfer, and general education courses leading to a two year
associates of arts transfer degree in Architecture and a terminal Architectural Design Technology degree – Associate
of Applied Science in Residential Design. The program also offers community and continuing education courses and
workshops. The faculty members are dedicated to providing lifelong learning opportunities that help students achieve
their goals, aspirations, and dreams. Emphasizing responsible social interaction utilizing the resources of the local
community, the programs seek to improve the quality of life for our diverse community by emphasizing designs with
environmental sustainability.
Future plans will seek to merge the architectural program with the department of construction technologies. This
decision was supported by the architectural advisory board. The architectural advisory board realized the mutual
benefits of this synergistic relationship. As a by-product of the merger, a strategic goal will address the renaming and
a rebranding of the program. As discussed in the curriculum section, and with the advice and direction of the
architectural advisory board, the architectural program will offer a variety of educational tracks. Four tracks are
currently being proposed. They include:
Track 1: AA degree in architecture transferring to the University of Nevada in Las Vegas (UNLV)
Track 2: AA degree in architecture transferring to the New School of Architecture located in San Diego, CA.
Track 3: Residential Design
Track 4: AA degree in landscape architecture transferring to UNLV
Tracks one and two reflect the current student transfer trends and are also supported by articulation agreements.
Track 3 is widely supported by the Nevada State Board of Architects. The residential design program is unique
because Nevada is the only state in the union that regulates the profession through licensure. While the fourth track,
landscape architecture was removed from TMCC due to low yield, it has been re-introduced for two reasons. They
include recent support by the American Society of Landscape Architects and the Nevada State Board of Landscape
Architects.
Mission Statement
The Truckee Meadows Community College (TMCC) Architecture programs provide high-quality instruction that
promotes leadership, vision, social responsibility and sustainability to prepare students for entry level and professional
positions, continued and advanced studies, and lifelong learning in Architecture.
Degrees, Certificates, and/or Non-Credit Courses offered
Currently Architecture supports:
1) Architecture Degree – Associate of Arts. A transfer degree aligned with an articulation agreement with UNLV
2) Residential Design Emphasis – Architectural Design Technology Degree – Associate of Applied Science
Program/Unit Review Self Study | Description of Program/Unit
1.1
ARCHITECTURE
2014-15
Primary Goals and Objectives
The primary goal of the Architecture programs is to prepare a diverse group of students with the necessary skills to
begin or enhance their careers in the design and construction industries. The programs integrate academic and
technical training and adapt to current industry trends. To achieve the program goals, the students are challenged
with a balance of traditional and modern technologies for incorporation into realistic community-based projects.
Unique characteristics:
The architectural design programs at TMCC blend traditional methods with current technology. The classes
emphasize creative problem solving in a modern learning environment that uses industry-standard equipment and
software.
Using the communities of northern Nevada as learning laboratories, the programs emphasize a commitment to
community service and activism while offering diverse, real world learning experiences. Students gain a
comprehensive understanding of theory and practice emulating professional standards and working with actual clients.
The programs emphasize sustainability design reflective of industry trends toward green developments and
energy efficient buildings. The training includes an environmental focus in land-use and site development. This is
consistent with the goals of TMCC and the Nevada System of Higher Education (NSHE) to create a more sustainable
education system and enhancing professional opportunities in green industries.
The early focus on sustainability and alternative energy sources forms a unique foundation for programs.
Increasingly, renewable energy systems are a fundamental element of the built environments of the future. The
students investigate these systems on a regional level and underscore the importance of their integration into
architectural designs. The students also become familiar with the conceptual aspects of how these systems work and
their fundamental necessity.
The abilities to accurately present ideas, communicate solutions to problems, and develop leadership skills are
instilled in students and an early stage of the programs. This is part of a very deliberate learning process which is
repeated through many exercises. The presentation process gives the student an opportunity to apply their graphic and
communication skills, and to receive immediate feedback from professionals practicing in the region. Through this
process.
Factors Expected to Affect Future
Expected factors include:
1. The Economy: As proven by “The Great Recession” the entire building industry experienced negative
growth. This resulted in high un-employment in architecture and the related fields. Consequently, student
enrollment in the architectural programs also demonstrated negative enrollment patterns.
2. Technology: As technology becomes more accessible and advanced, the field of architecture also be shaped.
For example, architectural firms in Northern Nevada are taking advantage of integrated design software
programs that facilitate a collaborative approach with the architect, owner, general contractor, and the allied
professions.
3. Sustainability: Environmental awareness and stewardship is now a part of fundamental design. Architects are
expected to be leaders and innovators. It is anticipated that sustainability efforts will continue to affect the
future of architecture.
4. Merger with Construction Technologies: Housing both architecture and construction technologies in the
same building will affect current space allocations and curriculum strategies.
Program/Unit Review Self Study | Description of Program/Unit
1.2
ARCHITECTURE
5.
2014-15
2014 TMCC Master Plan: Resulting from the master plan, the architectural program will lose the computer
lab located in Sierra 212. The current proposal is to share resources with the drafting department’s class
room, Sierra 210. As of this PUR, no dates have been identified for the proposed resource sharing of class
room 210.
Program/Unit Review Self Study | Description of Program/Unit
1.3
ARCHITECTURE
2014-2015
CURRICULUM
1.
Degree/Emphasis Assessment Reports
2016-17
2015-16
2014-15
2013-14
X
2012-13
X
2011-12
SS
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
Title(s) of past Program/Unit Reviews;
include programs (degrees, emphases,
and certificates) and disciplines.
Degree/Emphasis:
Associate of Arts: Architecture Degree
Associate of Applied ScienceArchitectural Design Technology Degree:
Residential Design Emphasis
Program/Discipline Report: Architecture
Program/Discipline Report: Architectural
Design
Program/Discipline Report: Architectural
Design Tech
APR
X
X
Analyze the results of the previous PUR report and describe any modifications that were implemented as a result of the
previous PUR.
SS=Self Study APR=Annual Progress Report
PROGRAM DISCIPLINE REPORT – ARCHITECTURE 2006-07:
Three goals were assessed. They include:
(1) Adequately prepare the students for employment at architectural firms located in Northern Nevada (refer to
summary point #2, listed on page 2.3). The assessment is measured through student portfolios and by local
architects jurying student work. Entry level positions were targeted towards Northern Nevada employers.
(2) Adequately prepare students for junior standing at transfer schools (refer to summary point #3, listed on
page 2.3). The assessment was only measured through a survey of UNLV transfer students. No documentation
existed for transfer students to the New School of Architecture. In closing, there is strong importance in
maintaining a good standing with any articulation agreements. As a side note, verbal articulation agreements
between TMCC and the New School of Architecture exist but are undocumented (refer to summary points #4
and #5 listed on page 2.3).
PROGRAM DISCIPLINE REPORT – ARCHITECTURE 2007-08:
Only one outcome was measured. Students were to demonstrate their ability to complete a community based
project.
Report Findings: Develop and maintain the positive effects of community based projects (refer to summary
point #6, listed on page 2.3). Projects of this nature bring recognition to the program and students obtain
authentic real world experience.
SELF STUDY REPORT 2008-09:
Background: Since the report was published, the following degree programs were eliminated due to lack of
enrollment and as per the architectural advisory board: Golf Course Management, Horticulture, Landscape
Management, and Landscape Architecture. The landscape architectural classes are still being offered with
students finishing up their degree program.
Program/Unit Review Self Study | Curriculum
2.1
ARCHITECTURE
2014-2015
Other significant events since the 08-09 Self Study Report:
2012: Architectural Professor Ric Licata passed away.
2014: Full time tenure track for Architecture is filled by Kreg Mebust
2014: Results from the TMCC Campus Master Plan. Due to the synergistic relationship between the departments
of Construction Technologies and Architecture, it was planned to move the architectural program to the Edison
Campus and share resources with Construction Technologies. However, due to budget over-runs, the
architectural department remains up on the Dandini campus. Continue to explore locating the programs of
architecture and construction technologies in the same building/campus (refer to summary point #7, listed on
page 2.3).
2014: Architecture and Residential Design programs are listed on the Board of Regents low yield list. This is the
first occurrence for Architecture and the third year in a row of Residential Design.
The following strengths were made to the President: (a) The architectural program stays current with industry
trends, (b) there are very good relationships with the architectural advisory board, (c) there is good community
involvement, and (d) there is a consistent effort to support transfer students to four colleges and universities.
The following weaknesses were discussed: (a) the course sequencing is unclear and is not conducive for a two
year graduation cycle (refer to curriculum strategies I.1 page 2.9 & 2.10), (b) the report lacked specific
supportive data on student graduation rates, and (c) lack of student diversity (particularly the Hispanic
population). Refer to summary point #8, listed on page 2.3
Recommendations: With filtering out the references to eliminated programs the following recommendations
were made: (a) create a dedicated studio space, refer to summary point #9 listed on page 2.3. (b) analyze the 60
credit course compliance for the Architecture degree and the Residential Designer Degree as per NSHE (refer
to summary point#10, listed on page 2.3).
___________________________________________________________________________________________
Annual Progress Report (APR) 2012-13: With filtering out the references to eliminated programs the following
recommendations were made:
(a) Increase student diversity by incorporating multi-cultural projects and participating in TMCC outreach
programs that targets diversified populations.
(b) Modify the course sequencing to comply with the 60 credit compliance as per NSHE. was addressed in 20122013 with an effort that modified the Architectural AA and the Residential Design programs to NSHE policies.
(c) Explore the need for a dedicated studio space.
__________________________________________________________________________________________
PROGRAM DISCIPLINE REPORT – ARCHITECTURE 2009-10: Only one outcome was measured.
Students transferring to UNLV or other accredited institutions will receive a junior status. The assessment was
over a three year period.
Report Findings: Of the 21 students surveyed, the majority of the students transferred to UNLV, followed by
the New School of Architecture in California. The balance of the students transferred to either: the University of
Idaho, Cal-Poly San Luis Obispo, Arizona State, and Tennessee. The data supported a junior level status at
UNLV. The data was inconclusive regarding the remaining institutions.
___________________________________________________________________________________________
Program/Unit Review Self Study | Curriculum
2.2
ARCHITECTURE
2014-2015
SUMMARY OF THE DEGREE/EMPHASIS ASSESSMENT REPORTS:
Of the reports listed above the following points are listed and moved to the section of Assessment Findings and
Strategies (except for item #10, as noted below):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Develop strategies for the low yield status of both the architectural degree and the residential
design degree.
Adequately prepare the students for employment at architectural firms located in Northern
Nevada.
Adequately prepare students for a junior standing at transfer schools.
Develop a written articulation agreement with the New School of Architecture.
Maintain a good standing with the existing articulation agreements.
Develop and maintain the positive effects of community based projects.
Explore the possibility of locating the programs of architecture and construction technologies in
the same building/campus.
Develop and maintain student diversity.
Create a dedicated studio space for the architectural students.
Analyze the 60 credit course compliance for the Architecture degree and the Residential Designer
Degree as per NSHE.
Of the summary points listed above, it is important to note the following:
Summary point #4, during the Fall semester of 2014, a draft articulation agreement between the New
School of Architecture and TMCC was preliminarily drafted.
Summary point #8, according to Demographics and Enrollment, section III, the architectural department
has met and exceeded goal. However, it will remain as a strategic goal.
Summary point #10, in 2012-13 the architectural advisory board made recommendations for the 60 credit
compliance for the Architectural Degree. It was subsequently revised and adopted. As for the Residential
Design Degree, it was determined by the State Board of Architects that the excessive credits were vital to
the success of the program.
B. Course Assessment Report Summaries
SLO Review
Course
Modifications
Prefix
Number
Title
Last Term
Course had
Enrollments
Most
Recent
Date of
Approved
CAR
Established
CAR
Assessment
Cycle
Date(s)
(if course was
revised as a result
of assessment,
provide a brief
summary of the
results and the
modifications)
(The date listed
is the last
recorded update
to learning
outcomes and
measures.
Please review
the ones in bold
and submit
update to CAP)
Program/Unit Review Self Study | Curriculum
2.3
ARCHITECTURE
Introduction to
Architectural Design
AAD
100
AAD
101
AAD
125
AAD
180
Design With Nature
Construction
Drawings and
Detailing
Fundamentals of
Design I
AAD
181
Fundamentals of
Design I Discussion
AAD
182
AAD
183
AAD
198
AAD/
HUM
201
Fundamentals of
Design II
Fundamentals of
Design Discussion II
Special Topics in
AAD
223
AAD
230
AAD
257
AAD
265
AAD
280
AAD
282
ADT
105
Architectural
Drafting I
ADT
120
ADT
168
ADT
170
ADT
Introduction to
LEED and
Sustainable Building
Landscape
Management I
12/16/2013
F'13, S'14
5/30/2014
F'14, S'15
12/6/2010
F'14, S'15
12/6/2010
F'13, S'14
2/14/2013
F'13, S'14
5/30/2014
As Taught
F'11, S'12,
F'13, F'16,
S'17
12/6/2010
F'14, S'15
5/30/2014
F'13, S'14
12/16/2013
F'15, S'16
2/14/2013
F'13, S'14
12/16/2013
2013-14
S'14
1/3/2008
2011-12
F'11, S'12,
F'13, S'14
12/16/2013
2013-2014
F'12, S'13
12/6/2010
2011-12
F'11, S'12,
F'16, S'17
6/8/2009
F'13, S'14
5/30/2014
F'14, S'15
6/9/2009
F'11, S'12,
F'16, S'17
6/8/2009
F'14, S'15
6/9/2009
F'11, S'12,
F'16, S'17
6/8/2009
Fall 2014
Spring 2014
2013-14
Spring 2014
Fall 1992
Spring 2014
AAD
F'12, S'13
Fall 2014
Analysis of the Built
Environment
Graphic Software
for Arch/Constr,
Dsgnrs, Planners
Design With
Climate
Plant Materials
Computer
Applications In
Architecture I
Fundamentals of
Architecture Design
I
Fundamentals of
Architecture Design
II
5/30/2014
Fall 2014
Fall 2014
202
F'11, S'12,
S'13, F'16
2011-12
Fall 2014
History of the Built
Environment
AAD
ADT
Fall 2014
2011-12
Fall 2014
Spring 2014
Fall 2014
Spring 2014
Fall 2014
Spring 2014
Fall 2012
Fall 2014
Fall 2012
Soil Management
Spring 2011
174
Urban Tree Care I
Fall 2012
178
Fundamentals of
Horticulture
Fall 2011
2014-2015
2011-12
2011-12
5/30/2014
Program/Unit Review Self Study | Curriculum
2.4
ARCHITECTURE
ADT
198
ADT
230
Special Topics In
ADT
Mechanical and
Electrical Equip for
Buildings
245
Statics and Strength
of Materials
Spring 2014
ADT
256
Introduction to Land
Use Planning
Fall 2014
ADT
270
Greenhouse
Management
Fall 1992
290
Intern In Arch
Design Technology
Spring 2014
ADT
ADT
Fall 1992
Fall 2014
2011-12
2014-2015
As Taught
10/17/2012
F'13, S'14
6/8/2009
F'14, S'15
3/27/2013
F'11, S'12,
F'16, S'17
6/8/2009
F'13, S'14
5/4/2010
As Taught
12/6/2010
In reference to the table above, note that the following classes have been cancelled: AAD 257, ADT 168, ADT
170, ADT 174, ADT 178, & ADT 270.
Of the sections from above, the summary of findings include:
AAD 180/181 Fundamentals of Design I
The overarching theme behind the first year design problems is to equip the students with a variety of design
methodologies and to have them be applied with just freehand solutions.
Course assessment reports do not exist. They are scheduled to be evaluated F’14/S’15
AAD 182/183 Fundamentals of Design II
The overarching theme behind the first year design problems is to equip the students with a variety of design
methodologies and to have them be applied with just freehand solutions.
The results of the Course Assessment Report for F’13-S’14 indicated that: a) 70% of the students demonstrated
their ability to produce one and two point perspectives. b) 95% of the students demonstrated their understanding
of proportionality of the human body and how it relates to the built environment and c) 85% of the students
demonstrated their ability to apply design theories and sustainable principles. The use of the results suggest that
more time shall be applied to perspective drawings and the application of design theories and sustainable
principles.
AAD 280 Fundamentals of Architectural Design I / AAD 223 Graphic Software for
Architects
The overarching theme behind the second year design problems is for the students to apply the learned design
concepts from their first year studies and to apply them to more challenging community base projects and to
convey their solutions via computer aided drafting software. Note that while AAD 280 and AAD 223 are separate
classes, they function together. For example, a design problem is introduced in AAD 280 and while design
solutions are being sketched by hand, the students are learning how to be proficient with computer aided drafting
software.
The results of the Course Assessment Reports for AAD 280 reinforce the importance of process driven solutions.
Computer aided software includes AutoCAD and the Adobe Suite.
Program/Unit Review Self Study | Curriculum
2.5
ARCHITECTURE
2014-2015
AAD 282 Fundamentals of Architectural Design II / AAD 265 Computer
Applications in Architecture
The overarching theme behind the second year design problems is for the students to apply the learned design
concepts from their first year studies and to apply them to more challenging community base projects and to
convey their solutions via computer aided drafting software. Note that while AAD 280 and AAD 223 are separate
classes, they function together. For example, a design problem is introduced in AAD 280 and while design
solutions are being sketched by hand, the students are learning how to be proficient with computer aided drafting
software.
The results of the AAD 282 Course Assessment Report for F’12-S’13 indicated that: a) 95% of the students
demonstrated proficient skills in solving project types encountered in the realm of professional practices. b) 90%
of the students demonstrated proficiency in solving comprehensive architectural design problems. c) 90% of the
students demonstrated proficiency in creating a portfolio encompassing their body of work.
The results of the AAD 265 Course Assessment Report for F’13-S’14 indicated that: a) 90% of the students were
able to communicate design solutions through orthographic projections by utilizing computer aided drafting
programs, b) 85% were proficient in managing the computer program and were able to assemble a logical set of
drawings. Computerized drafting programs are relevant to the architectural profession. However the findings did
indicate: a) that computerized drafting programs are relevant to the industry standards and the teaching curriculum
will be augmented with blue prints of architectural construction drawings, b) Students will be challenged with
more complex project types, classroom exercises will incorporate more repetitive concepts, and aspects of 3D
modeling will be discussed and aspects of Building Information Modeling will be added, c) Student evaluations
performed by practicing architects will be continued because it provides immediate and relevant comments.
Computer aided software includes REVIT.
ADT 105 Architectural Drafting 1
The results of the Course Assessment Report for F’11-S’12 indicated that over 80% of the students understood the
application of standard drafting standards as it applies to residential design. Thus, the course will be modified to
include representative examples from the industry to serve as case studies. The report also indicated that 70% of
the students were proficient with perspective drawings. Thus, the course will be modified to include the use of
industry standard perspective charts and problem types that start with the platonic solids and advance to more
complicated systems.
ADT 168 Landscape Management 1, ADT 170 Soil Management, ADT 174 Urban Tree Care I, and ADT 178
Fundamentals of Horticulture, were not evaluated because they have been discontinued.
ADT 230 Mechanical and Electrical Equipment for Buildings, the CAR report has not been found.
Program/Unit Review Self Study | Curriculum
2.6
ARCHITECTURE
2014-2015
Of the CAR reports relevant to the architectural degree, commonality can be found in: (a) Jury based critiques are
essential in student/project based evaluations, (b) an increase the diversity of project types, (c) portfolios, because
they are still the standard industry, and (d) computer aided drafting software programs, they are still relevant to
the students learning.
C. Assessment Driven Improvements
Due to the assessment reports the following improvements were made: (a) Revit, a computer based drafting
program is now being taught for a full semester versus three weeks, (b) portfolios are now due at the end of the
Fall semester of the second year, as to compliment the student’s transfer process. (c) Student projects strive for
diversity and many are community based. (d) Further development with building information modeling will be
explored.
D. Evaluating Relevancy of Curriculum
Course Content
COURSE CONTENT: The course content is monitored by the full-time faculty members. By attending
national conferences offered by the American Institute of Architects, relevant lectures and workshops offered
by the Nevada Museum of Art and the Black Rock Design Institute, as recognized and affirmed by the Nevada
State Board of Architects and through community based projects.
The program is also monitored by the Architectural Advisory Committee, which meets once in the Fall and
once in the Spring, and by periodic discussions with the Dean.
The full-time faculty member disseminates information to the part-time faculty members with a meeting at the
beginning of the semester and at the end of each semester. Through-out the semester the full-time faculty
member will sit in each of the part-time faculty class rooms and will evaluate their abilities.
In more detail, AAD 201 History of the Built of Environment was revised in the Fall of 2014. As previously
stated, there is an articulation agreement between TMCC and UNLV. AAD 201 is also offered at UNLV. The
course content was revised for a closer pairing with the course description offered at UNLV. AAD 202, The
Analysis of the Built Environment is currently under review for the same reasons.
Degree/Certificate Requirements
DEGREE/CERTIFICATE REQUIREMENTS: As per NSHE and as advised by the Architectural Advisory
Committee, the architectural degree was restructured from 74 credits down to 60. The restructuring factored in
the class sequencing at UNLV along with providing students options to transfer to out-of-state institutions.
The Residential Design degree, as previously stated, remains at 65 credits.
Program/Unit Review Self Study | Curriculum
2.7
ARCHITECTURE
2014-2015
Methods of Instruction
The methods of instruction include both lecture style and the Design Classes are structured to simulate an
office environment. In regards to the design classes, two years of instruction, each student is taught the
architectural design vocabulary and tasked with creating solutions for a variety of project types. The first year
student solutions are hand drawn and typically accompanied by either a built model or through a series of
orthographic projections. The first year students learn to apply industry standard design theories and the
principles behind color theory. The second year builds upon the first year knowledge base. The students are
challenged with more complex problems and their solutions are drawn via computer aided drafting programs.
The design problems are then presented in front a jury of their peers and to professional architects in the
community. Individual critiques are specific to their design solution and are relevant to current industry
standards.
Faculty Qualifications
Full-time faculty member qualifications:
Currently there is one full-time faculty member in the architecture department. The selection was based
upon a nation-wide search. Qualifications included: (a) Master’s degree in Architecture, Engineering, or
related field from a regionally accredited institution, (b) ability to teach all levels of architecture and
residential design, and (c) three years full-time work experience as a professional in architecture and/or
residential design.
Part-time faculty member qualifications:
Currently there are four part-time faculty members. Each are selected to compliment the course subject
matter. At a minimum, qualifications include: (a) a master’s degree for History of the Built environment
which doubles as a humanities credit, (b) a LEED (Leadership in Environmental and Energy Design)
accredited credential is required for the LEED class and (c) 2 years full-time work experience as a
professional in architecture and/or residential design.
E. Post Completion Objectives (transfer, job placement, university transfer, graduate survey
outcomes)
There is a formal transfer agreement with the UNLV.
TMCC is currently working on an agreement with the New School of Architecture. Transfer pathways to other
schools should be explored.
F. Secondary Student Preparation Efforts
Currently TMCC has Tech Prep articulation agreements with
•
Academy for Career Education Charter School
•
Albert Lowry High School in Humboldt County
•
Carson High School
Program/Unit Review Self Study | Curriculum
2.8
ARCHITECTURE
•
2014-2015
Dayton High School in Lyon County
In 2014, the Board of Regents and the State Board of Education approved a new joint policy statement for CTE
articulated credit to replace earlier Tech Prep agreements. Effective fall 2015, the new articulation agreements
will be developed at the state level and the program will be re-branded as CTE College Credit. High school
students earning a State Certificate of Skill Attainment for the Architectural Drafting and Design Secondary CTE
Program will be eligible to earn TMCC credit (ADT 105 and CE 201) applicable to the Associate of Applied
Science Architectural Design Technology Degree – Residential Design Emphasis.
G. External Review
A Self Study report was conducted in 2008-09, within the report, an outside consultant evaluated the program and
realized the following: Major findings and conclusions of the review found a strong student foundation skill set
in architecture. An excellent opportunity for transfer to UNLV. A dedicated and skilled faculty in the areas of
instructional content and career guidance. Positive and highly effective relationships between the Program
Director, faculty, students and administration. Motivated and positive students. Administrators and specialized
staff that are knowledgeable of the program.
Weaknesses of the program consisted of the need to Hire full-time faculty member. The need for a dedicated
studio space.
H. Non-credit Training Offered
NA
I. Curriculum Strategies
The following section summarizes the findings above related to curriculum and outlines the self-study
committee’s recommended targets for improvement to be implemented over the next five year period.
1.
Assessment Findings and Strategies
Based upon the above referenced findings, the following goals have are stated:
(1) DEVELOP STRATEGIES FOR THE LOW YIELD STATUS OF BOTH THE ARCHITECTURAL
DEGREE AND THE RESIDENTIAL DESIGNER DEGREE.
As an overview, currently TMCC and UNLV have documented articulation agreement in the field of architecture.
Over the past years, TMCC has sent many students there. The primary reason is due to the lower tuition rates as
compared to the schools in California; whereupon a student may obtain either a bachelor’s or a master’s degree in
the field of architecture. However, UNLV’s bachelor’s program is not accredited by the state board of architects.
It is a requirement for a student to become a licensed architect in the state of Nevada to graduate with the
minimum of a bachelor’s degree. The student is faced with either applying for the master’s degree in architecture
at UNLV, which is accredited, or to transfer to another accredited institution out of state.
With this dilemma facing the students was brought to TMCC’s architectural advisory board whereupon
the recommendation was twofold: maintain the articulation at UNLV and to look at alternative transfer paths.
The result of this can be demonstrated in Tracks 2 & 3 listed below.
In closing, the following strategies will be explored:
Program/Unit Review Self Study | Curriculum
2.9
ARCHITECTURE
1.
2.
2014-2015
Merging the Architecture Department with the Construction Technologies Department. Explore
renaming the “merged” departments.
Propose different educational tracks to suit the varying student needs:
DEGREE EMPHASES / TRACKS:
ARCHITECTURE RESIDENTIAL
TRACK 1
DESIGN
TRACK 2
INTERIOR
DESIGN
TRACK 3
LANDSCAPE
ARCHITECTURE
TRACK 4
EXAMPLE OF PROPOSED TRANSFER PATHWAYS UNDER THE ARCHITECTURAL TRACK:
UNLV: 60 CREDITS
a.
b.
c.
NEW SCHOOL OF ARCH.
60+ CREDITS
EXPLORE NEW
PATHWAYS
Track 1: Architectural Degree
a. Pathways under the architectural track: UNLV, New School of Architecture (as of
Spring of 2015 a tentative proposal has been entertained by both parties), and explore
new pathways.
Track 3: Interior Design Degree (refer to #10 below).
Track 4: Landscape Architectural Degree articulating with UNLV
The “Track” approach solves the two problems of an unclear course sequencing and the excessive
credits making it impossible for a two year graduation cycle as identified in the 2008-2009 Self Study
Report (pg. 2.2)
3.
4.
Procure letters of support from the State Board of Architects for the Residential Design Degree
Procure letters of support from the State Board of Architects echoing how devastating the
recession has been to architectural community in Reno, NV
(2) ADEQUATELY PREPARE THE STUDENTS FOR EMPLOYMENT AT ARCHITECTURAL
FIRMS LOCATED IN NORTHERN NEVADA.
1.
Portfolios are the current industry standard for gauging student performance
2.
Explore the possible certificate programs: Building Information Modeling and /or a Manager of
the Building Information Modeling.
(3) STUDENTS SHOULD BE ADEQUATELY PREPARED FOR A JUNIOR STANDING AT
TRANSFER SCHOOL. The Transfer schools have been identified as UNLV and the New School of
Architecture.
1.
Students will demonstrate their abilities through personal portfolios showcasing two years of
learning.
Program/Unit Review Self Study | Curriculum
2.10
ARCHITECTURE
2.
3.
4.
2014-2015
Continue to receive input from the architectural advisory board. The board continues to direct
and guide the architectural program in current trends and computer aided software programs. An
example, Revit is now being taught for an entire semester rather than just a two or three week
period.
Fundamental design skills are embedded in both the first and second as witnessed by a jury panel
comprised of local architects.
Create feedback loops from students at the transfer schools.
(4) DEVELOP A WRITTEN ARTICULATION AGREEMENT WITH THE NEW SCHOOL OF
ARCHITECTURE.
(5) MAINTAIN A GOOD STANDING WITH THE EXISTING ARTICULATION AGREEMENTS
BETWEEN TRANSFER SCHOOLS AND TMCC. The following steps will be used to achieve this goal.
1.
Yearly trips schools with articulation agreements should be scheduled for feedback on student
success, curriculum content and to maintain relationships.
Note that as of 2014, UNLV’s baccalaureate program is not accredited; only their master’s program is
accredited by NCARB. Students will have to pursue their master’s degree in order to be eligible for a
candidate for licensure. The New School of Architecture currently has a bachelor’s program that is
accredited by NCARB.
2.
Research additional transfer paths. Research indicates the following students are transferring to:
Cal-Poly in San Luis Obispo, University of Idaho, and Arizona State University.
(6) DEVELOP AND MAINTAIN THE POSITIVE EFFECTS OF COMMUNITY BASED PROJECTS.
(7) EXPLORE THE POSSIBILITY OF LOCATING THE PROGRAMS OF ARCHITECTURE AND
CONSTRUCTION TECHNOLOGIES IN THE SAME BUILDING/CAMPUS.
(8) DEVELOP AND MAINTAIN STUDENT DIVERSITY.
(9) CREATE A DEDICATED STUDIO SPACE FOR THE ARCHITECTURAL STUDENTS.
(10) INVESTIGATE THE POSSIBILITY OF A FOUR DEGREE OFFERING IN INTERIOR DESIGN.
Outcome Review Plan
Courses to
Review
AAD 100
AAD 101
AAD 125
AAD 180
Evaluation of Existing Outcomes
INTRO TO ARCH. DESIGN
DESIGN WITH NATURE
CONSTRUCTION DRAWING &
DETAILING
FUNDAMENTALS OF DESIGN I
Timeline
SPRING 2017
SPRING 2017
CAR Assessment
Cycle
FALL 2016
FALL 2016
FALL 2019
SPRING 2020
FALL 2019
SPRING 2020
Program/Unit Review Self Study | Curriculum
2.11
ARCHITECTURE
AAD 181
AAD 182
AAD 201
AAD 202
AAD 223
AAD 230
AAD 265
AAD 280
AAD 282
ADT 105
ADT 120
ADT 230
ADT 245
ADT 256
FUNDAMENTALS OF DESIGN
DISCUSSION I
FUNDAMENTALS OF DESIGN II
HISTORY OF THE BUILT ENVIRONMENT
ANALYSIS OF THE BUILT
ENVIRONMENT
GRAPHIC SOFTWARE FOR ARC, CONST,
DSGNR, PLANNERS
DESIGN WITH CLIMATE
COMPUTER APPLICATIONS IN
ARCHITECTURE 1
FUNDAMENTALS OF ARCHITECTURE
DESIGN I
FUNDAMENTALS OF ARCHITECTURE
DESIGN II
ARCHITECTURAL DRAFTING I
INTRODUCTION TO LEED AND
SUSTAINABLE BUILDING
MECHANICAL AND ELECTRICAL EQUIP
FOR BUILDINGS
STATICS AND STRENGTH OF
MATERIALS
INRODUCTION TO LAND USE PLANNING
2014-2015
FALL 2018
SPRING 2019
FALL 2018
SPRING 2019
FALL 2017
SPRING 2018
FALL 2017
SPRING 2018
SPRING 2016
SPRING 2015
SPRING 2016
SPRING 2015
SPRING 2016
SPRING 2015
SPRING 2018
FALL 2017
FALL 2018
SPRING 2019
SPRING 2016
FALL 2016
FALL 2019
SPRING 2020
SPRING 2016
FALL 2015
SPRING 2015
SPRING 2015
SPRING 2017
FALL 2016
Note that the following classes have been discontinued: AAD 257, ADT 168, ADT 170, ADT 174, ADT 178, AND
ADT 270. Please also refer to the attached link:
http://www.tmcc.edu/media/tmcc/departments/assessment/documents/ASMTCourseAssessCycles.pdf
2.
External Resource Recommendations and Implementation Plans
Based upon the feedback form the architectural advisory board, the following recommendations were made:
1) Merge the architecture with construction technologies
2) Provide educational tracks as described in the Curriculum Strategies
3.
Anticipated Factors Affecting Curriculum and Strategies
Anticipated factors include: 1.
The Economy: As proven by “The Great Recession” the economy has a
direct affect upon student enrollment. Due to this economic downturn and collapse of the construction and
home building there is a steady decline in enrollment from 2009 to present. This current trend has translated to
high unemployment rate amongst architecture majors; however, the anticipated economic recovery is expected
to mitigate this trend. 2.
Technology: As computer aided systems advance, instruction must keep pace. 3.
Sustainability: Architectural students must keep pace with the current sustainability trends. 4. Merger
with Construction Technologies: Housing both architecture and construction technologies in the same building
2014 TMCC Master Plan: Resulting
will affect current space allocations and curriculum strategies. 5.
Program/Unit Review Self Study | Curriculum
2.12
ARCHITECTURE
2014-2015
from the master plan, the architectural program will lose the computer lab located in Sierra 212. The current
proposal is to share resources with the drafting department’s class room, Sierra 210.
Program/Unit Review Self Study | Curriculum
2.13
ARCHITECTURE
2014-2015
III. DEMOGRAPHICS AND ENROLLMENT
A. General Student Demographics
Age
5 -year Average Headcount
Architecture
TMCC
66%
54%
23% 25%
9%
0%
13%
2%
2%
Under
18 yrs.
18-24 yrs.
25-34 yrs.
Unde r
18 yrs.
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
Architecture Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
1
1%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
2%
18-24 yrs.
97
70%
96
67%
92
70%
88
75%
62
68%
65
61%
68
61%
67
63%
57
61%
39
55%
66%
54%
35-49 yrs.
25-34 yrs.
30
22%
35
24%
30
23%
21
18%
17
19%
28
26%
31
28%
25
23%
21
23%
18
25%
23%
25%
35-49 yrs.
10
7%
11
8%
8
6%
7
6%
10
11%
11
10%
9
8%
11
10%
11
12%
9
13%
9%
13%
6%
50+ yrs.
50+ yrs.
1
1%
1
1%
2
2%
2
2%
2
2%
2
2%
3
3%
4
4%
4
4%
5
7%
2%
6%
Total
139
100%
143
100%
132
100%
118
100%
91
100%
106
100%
111
100%
107
100%
93
100%
71
100%
100%
100%
In becoming an architect, There are typically three main steps to becoming a licensed architect: completing a
professional degree in architecture (4-6 years of schooling), gaining relevant experience through a paid
Program/Unit Review Self Study | III. Demographics and Enrollment
3.1
ARCHITECTURE
2014-2015
internship (3 years as managed through the Intern Development Program), and passing the Architect
Registration Exam. In light of this, it is not unusual to see a spike in the 18-24 age brackets.
Gender
5-year Average Headcount
Architecture
TMCC
66%
56%
44%
34%
15
17
Female
Female
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
Architecture Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
Male
Male
49
35%
55
38%
46
35%
33
28%
29
32%
33
31%
38
34%
39
36%
34
37%
27
38%
34%
56%
Unreported
90
65%
88
62%
86
65%
85
72%
62
68%
73
69%
73
66%
68
64%
59
63%
44
62%
66%
44%
Total
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
0%
139
100%
143
100%
132
100%
118
100%
91
100%
106
100%
111
100%
107
100%
93
100%
71
100%
100%
100%
Architecture has been a traditionally male dominated field. However according to the AIA (2014) gender
diversity continues to grow. The AIA (2014) realizes a 17% growth in female AIA members as compared to
9% in 2000.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.2
ARCHITECTURE
2014-2015
Based on this trend, the numbers of female students are expected to rise. Retrieved from:
http://www.aia.org/press/AIAS077761.
Ethnicity
5-year Average Headcount
Architecture
TMCC
65%
53%
30%
20%
3% 3%
African
American
6% 5%
Asian
Hawaiian or
Pacific
Islander
African
American
Fall
N
09
%
Spr
N
10
%
Fall
N
10
%
Spr
N
11
%
Fall
N
11
%
Spr
N
12
%
Fall
N
%
12
Spr
N
13
%
Fall
N
13
%
Spr
N
%
14
Architecture Avg
TMCC Avg
2
1%
4
3%
3
2%
3
3%
4
4%
5
5%
3
3%
3
3%
3
3%
0
0%
3%
3%
Asian
7
5%
8
6%
5
4%
8
7%
5
5%
10
9%
8
7%
8
7%
3
3%
3
4%
6%
5%
3% 3%
1% 1%
1% 1%
Two or more
races
International
Students
Unreported
2% 2%
1% 1%
Hispanic
Hawaiian
or Pacific
Islander
0
0%
0
0%
1
1%
1
1%
1
1%
1
1%
1
1%
1
1%
0
0%
0
0%
1%
1%
Native
American
Hispanic
38
27%
37
26%
34
26%
38
32%
29
32%
34
32%
41
37%
35
33%
28
30%
20
28%
30%
20%
White
Native
American
3
2%
2
1%
5
4%
4
3%
2
2%
2
2%
2
2%
0
0%
1
1%
1
1%
2%
2%
White
82
59%
85
59%
80
61%
59
50%
41
45%
48
45%
49
44%
53
50%
51
55%
44
62%
53%
65%
Two or
more
races
5
4%
5
3%
4
3%
3
3%
6
7%
3
3%
4
4%
4
4%
4
4%
0
0%
3%
3%
International
Students
1
1%
1
1%
0
0%
0
0%
0
0%
0
0%
2
2%
2
2%
1
1%
1
1%
1%
1%
Unreported
1
1%
1
1%
0
0%
2
2%
3
3%
3
3%
1
1%
1
1%
2
2%
2
3%
1%
1%
Total
139
100%
143
100%
132
100%
118
100%
91
100%
106
100%
111
100%
107
100%
93
100%
71
100%
100%
100%
In analyzing the data:
Program/Unit Review Self Study | III. Demographics and Enrollment
3.3
ARCHITECTURE
2014-2015
TMCC Asian architectural students at 6% (1% over the TMCC aggregate) is 1% over both the national trend and
the TMCC aggregate (AIA, 2014).
TMCC Hispanic architectural students are 10% above the overall community college average. Comparing
TMCC’s percentage to the national average, TMCC is double the national trend of 3% Hispanic practicing
architects.
TMCC White architectural students at 53% is below the TMCC aggregate and almost 20% below the national
average of 72%)
Summary/Conclusions: in regards to ethnicity, the architectural department is meeting or exceeding expectations.
Contributing factors include: (a) student enrollment mirroring the population and demographics of Reno
(Diversity Data 2014)., and (b) international architects are receiving national recognition.
REFERENCES: Retrieved from: http://www.aia.org/press/AIAS077761,
http://diversitydata-archive.org/Data/Profiles/Show.aspx?loc=1037, and "Racial and Ethnic Residential
Segregation in the United States: 1980-2000," U.S. Census Bureau, Series CENSR-3, and 2000 Census,
Summary File 1.
POPULATION DEMOGRAPHICS AND DIVERSITY: Percent Change in Population by
Race/Ethnicity
1990-2000
1980-1990
Hispanic
145.2%
145.5%
Non-Hispanic Black
51.0%
54.8%
Asian/Pacific Islander
100.4%
158.3%
Non-Hispanic White
16.7%
22.8%
Program/Unit Review Self Study | III. Demographics and Enrollment
3.4
ARCHITECTURE
2014-2015
B. Student Status
Educational Goals
5-year Average Headcount
Architecture
TMCC
89%
80%
2%
Earn a Degree
4%
Earn a Certificate Improve Job Skills
Earn a
Degree
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
Architecture Avg
TMCC Avg
4%
2%
1%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
180
83%
164
80%
174
90%
178
92%
188
91%
149
94%
136
95%
115
91%
108
92%
115
95%
89%
80%
Earn a
Certificate
8
4%
5
2%
5
3%
9
5%
4
2%
3
2%
1
1%
1
1%
1
1%
1
1%
2%
4%
7%
2%
Personal
Enrichment
Improve
Job Skills
3
1%
4
2%
2
1%
1
1%
5
2%
2
1%
0
0%
1
1%
2
2%
0
0%
1%
2%
5%
Transfer
Personal
Enrichment
16
7%
21
10%
8
4%
2
1%
4
2%
1
1%
4
3%
3
2%
2
2%
2
2%
4%
7%
Transfer
5
2%
9
4%
4
2%
3
2%
5
2%
3
2%
2
1%
1
1%
3
3%
3
2%
2%
5%
1%
1%
Undecided
Undecided
Total
6
3%
3
1%
1
1%
1
1%
0
0%
0
0%
0
0%
6
5%
1
1%
0
0%
1%
1%
218
100%
206
100%
194
100%
194
100%
206
100%
158
100%
143
100%
127
100%
117
100%
121
100%
100%
100%
According to TMCC’s guidance counselor, Staci Miller, architectural students demonstrate a high level of
certainty when enrolling.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.5
ARCHITECTURE
2014-2015
Enrollment Status
Student Credit Load - Credits Attempted (Declared Majors)
5-year Average Headcount
Architecture
TMCC
42%
29%
27%
19%
12+
26%
22%
19%
17%
9-11.9
6-8.9
Less than 6 credits
Credits Attempted
12+
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
Architecture Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
9-11.9
75
54%
62
43%
63
48%
49
42%
36
40%
38
36%
45
41%
43
40%
28
30%
23
32%
42%
29%
18
13%
27
19%
26
20%
25
21%
19
21%
31
29%
16
14%
19
18%
19
20%
15
21%
19%
19%
Le ss than 6
cre dits
6-8.9
28
20%
35
24%
25
19%
26
22%
21
23%
23
22%
23
21%
23
21%
25
27%
17
24%
22%
27%
18
13%
19
13%
18
14%
18
15%
15
16%
14
13%
27
24%
22
21%
21
23%
16
23%
17%
26%
Total
139
100%
143
100%
132
100%
118
100%
91
100%
106
100%
111
100%
107
100%
93
100%
71
100%
100%
100%
Program/Unit Review Self Study | III. Demographics and Enrollment
3.6
ARCHITECTURE
2014-2015
Click here to enter text.
Student Credit Load - Credits Earned (Declared Majors)
5-year Average Headcount
Architecture
TMCC
44%
36%
23%
17%
24%
21%
19%
15%
12+
9-11.9
6-8.9
Less than 6 credits
Credits Earned
12+
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
Architecture Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
9-11.9
31
22%
32
22%
33
25%
21
18%
25
27%
21
20%
29
26%
31
29%
19
20%
14
20%
23%
17%
30
22%
29
20%
27
20%
24
20%
21
23%
22
21%
11
10%
21
20%
16
17%
15
21%
19%
15%
Le ss than 6
cre dits
6-8.9
27
19%
39
27%
24
18%
28
24%
15
16%
22
21%
23
21%
14
13%
23
25%
19
27%
21%
24%
51
37%
43
30%
48
36%
45
38%
30
33%
41
39%
48
43%
41
38%
35
38%
23
32%
36%
44%
Total
139
100%
143
100%
132
100%
118
100%
91
100%
106
100%
111
100%
107
100%
93
100%
71
100%
100%
100%
The student credit load of architectural students at 42% exceeds the TMCC aggregate by 13%. This demonstrates
that students are focused and determined to complete the degree programs.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.7
ARCHITECTURE
2014-2015
C. Student Recruitment Activities
According to the United States Department of Labor, Bureau of Labor Statistics (2014), Employment of architects
is projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations. Competition for
jobs will be strong as the number of applicants continues to outnumber available positions.
RETRIEVED FROM: http://www.bls.gov/ooh/architecture-and-engineering/architects.htm
Underserved Student Populations
In regards to the underserved student populations, TMCC architectural students exceed the TMCC aggregate
and the AIA national trends.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.8
ARCHITECTURE
2014-2015
D. Enrollment Patterns
Number of Sections Offered
Number of Sections: Fall Semesters
30.0
25.0
20.0
22.0
21.0
18.0
15.0
18.0
10.0
11.0
5.0
0.0
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Number of Sections: Spring Semesters
30.0
25.0
20.0
22.0
21.0
15.0
16.0
16.0
10.0
13.0
5.0
0.0
Spr 10
Academic Years
2009-10
2010-11
2011-12
2012-13
2013-14
Architecture (5 yr Avg)
Div of Tech Sci (5 yr Avg)
TMCC (5 yr Avg)
Spr 11
Fall
22.0
21.0
18.0
18.0
11.0
17.0
234
1519
Spr 12
Number of Sections
% Change
--5%
-14%
0%
-39%
-14%
-3%
-4%
Spr 13
Spring
22.0
16.0
21.0
16.0
13.0
16.5
247
1532
Spr 14
% Change
--27%
31%
-24%
-19%
-10%
-4%
-4%
The decline in the number of sections can be attributed to efforts made to comply with the NSHE standard of
60 credits for the degree offerings.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.9
ARCHITECTURE
2014-2015
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
20.0
18.0
16.0
14.0
16.2
16.1
16.1
14.6
12.0
11.4
10.0
8.0
6.0
4.0
2.0
0.0
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Student to Faculty Ratio: Spring Semesters
20.0
18.0
16.0
14.0
12.0
17.3
15.0
13.6
10.0
10.8
8.0
11.9
6.0
4.0
2.0
0.0
Spr 10
Academic Years
2009-10
2010-11
2011-12
2012-13
2013-14
Architecture (5 yr Avg)
Div of Tech Sci (5 yr Avg)
TMCC (5 yr Avg)
Spr 11
Fall
16.1
14.6
16.2
11.4
16.1
14.9
15.1
22.2
Spr 12
Student to Faculty Ratio
% Change
--9%
11%
-30%
41%
3%
-3%
0%
Spr 13
Spring
15.0
17.3
10.8
11.9
13.6
13.7
14.6
21.6
Spr 14
% Change
-15%
-38%
10%
14%
1%
-5%
0%
Due to the nature of the studio based projects, in order to keep an effective level of instruction the above
referenced diagrams illustrate a proper ration between the instructor and the students.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.10
ARCHITECTURE
2014-2015
Full Time Equivalent Enrollment
FTE: Fall Semesters
100.0
73.7
62.9
50.0
58.4
* The data presented on pages 3 - 5 represent data for GRC sections.
42.2
35.4
0.0
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
38.2
35.4
Spr 13
Spr 14
FTE: Spring Semesters
100.0
68.9
50.0
57.8
46.1
0.0
Spr 10
Academic Years
2009-10
2010-11
2011-12
2012-13
2013-14
Architecture (5 yr Avg)
Div of Tech Sci (5 yr Avg)
TMCC (5 yr Avg)
Spr 11
Fall
73.7
62.9
58.4
42.2
35.4
54.5
764
6691
Spr 12
FTE
% Change
--15%
-7%
-28%
-16%
-16%
-6%
-4%
Spring
68.9
57.8
46.1
38.2
35.4
49.3
800
6593
% Change
--16%
-20%
-17%
-7%
-15%
-9%
-4%
The declining trend in student enrollment can be attributed to the collapse of the construction and homebuilding in the recession that started in 2008. Among recent college grads, architecture majors by far have the
highest unemployment rate at 13.9% (CNN Money, 2014).
Program/Unit Review Self Study | III. Demographics and Enrollment
3.11
ARCHITECTURE
2014-2015
CNN Money (2014). Retrieved from:
http://money.cnn.com/2012/01/04/news/economy/unemployment_college_major/
Retention Rates
5 year Average Retention Rates
Architecture
82%
Division of Technical Sciences
TMCC
82%
75%
Retention Rate
Term
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
Architecture (5 year Avg)
Div of Tech Sci (5 year Avg)
TMCC (5 year Avg)
Retention by Semester - Fall 09 to Spring 14
Total Enrollments
Number Retained
353
291
330
287
306
240
277
237
292
236
227
183
205
167
191
166
177
138
177
138
254
208
35,843
29,555
334,338
251,423
Retention Rate
82%
87%
78%
86%
81%
81%
81%
87%
78%
78%
82%
82%
75%
The retention rates of architectural students are 7% above the TMCC aggregate. This can be attributed to the
student relationships that are built through the studio environment.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.12
ARCHITECTURE
2014-2015
Number of Declared Degree/Emphasis Seekers
Degree
ARCH-AA
RESDES-AAS
ARCHDT-CT
LANDARC-AA
LANDMGT-CT
Total
Fall 2010 - Spring 2014
Number of Students
242
57
10
39
5
353
# of Grads
22
4
26
Student Success Rates
Number of Students Earning a Degree
2010 - 2014
9
7
6
4
2010-11
2011-12
2012-13
2013-14
Number of Graduates by Academic Year
2010 - 2014
Year
# of Graduates
2010-11
7
2011-12
4
2012-13
6
2013-14
9
Total
26
* Academic years include degrees awarded during the leading summer. Ex. 2010-11 includes
The decline in students earning a degree in 2012 can be attributed to: the recession and due to the death of
Professor Ric Licata.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.13
ARCHITECTURE
2014-2015
Transfer Status
Transfer Students from the Architecture Program
Declared ARCH-AA, RESDES-AAS, ARCHDT-CT, LANDARC-AA, and
LANDMGT-CT Students enrolled between fall 09 and fall 13 who
transferrred following their last term at TMCC
Transfers
27%
Non Transfers
73%
# De clare d
Majors*
# Transfe rs
% Transfe rre d
Transfe rs to
UNR
To O the r
4 yr
Institution
To O the r
2 yr
Institution
415
113
27%
53
46
14
* Declared ARCH-AA, RESDES-AAS, ARCHDT-CT, LANDARC-AA, and LANDMGT-CT
More data needs to be catalogued in regards to the target transfer schools. Data should include age, race and
gender. The proposed track programs will help facilitate cataloguing and monitoring data.
More detailed tracking may reveal additional transfer paths/tracks
E. Enrollment Strategies
The following section summarizes the findings above and outlines the self-study committee’s
recommended targets for enrollment improvement to be implemented over the next five year period.
Demographic Findings and Strategies
Maintain and encourage ethnic diversity. This can be accomplished in offering multi-cultural project types and
marketing efforts at “At Risk Schools”.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.14
ARCHITECTURE
2014-2015
Student Status Findings and Strategies
TMCC architectural students are typically very certain of their career path. However, the level of dedication
and work load can dissuade students. It is not uncommon to see an increase in the student drop-out rate.
Enrollment Patterns and Strategies
Continued efforts need to be made to market area High School and Charter Schools. Efforts should include
the current outreach model exhibited by TMCC’s GRC program.
Student Success Rates and Strategies
Strategies include:
1. Modifying the Architectural degree to comply with the 60 credit criteria
2. Multiple educational “Track” offerings. Designed to suit the varying student demands.
3. Building advocacy with State Board of Architects. The board is dedicated to promote the Residential
Designer program.
4. Combing the architectural program with construction technologies will create positive collaboration and
synergy.
5. Explore rebranding opportunities with combined departments.
6. Develop and maintaining relationships with articulation schools.
Program/Unit Review Self Study | III. Demographics and Enrollment
3.15
ARCHITECTURE
2014-2015
RESOURCES
Faculty and Staff
Required Faculty Credentials
Minimum qualifications: A Bachelor’s degree in architecture, landscape architecture, engineering, or from a
related field from a regionally accredited institution.
Additional post-professional credentials or licensure in architecture, residential design, engineering, landscape
architecture or closely related field that reflect depth and breadth of education and practice.
Two years experience working as a full-time professional in landscape architecture, architecture, and/or
residential design
Name
Degree(s), Certificates
FTE List conferring institutions
Professional Certification
List agency/organization
Years at
TMCC
Kreg Mebust
x
Licensed Landscape
Architect: NV & CA
Member: AIA
LEED AP
6
Bachelor’s in Landscape
Architecture from Kansas
State University
Total
Years
Past President of the
Nevada State Board of
Landscape Architects
Mike Holmes
x
MBA, Finance
BS, Construction
Management
Past Board of Director’s
for the Council of
Landscape Architects
Registration Board
Licensed, General
Contractor, State of NV
Licensed Residential
Designer, State of NV
9
Program/Unit Review Self Study | Resources
4.1
ARCHITECTURE
2014-2015
Full-Time to Part-Time Faculty Ratio
Full-time vs. Part-time Faculty FTE
Fall Semesters
100%
Full-time
90%
Part-time
80%
70%
50%
77%
74%
71%
60%
57%
56%
40%
44%
43%
30%
20%
29%
26%
23%
10%
0%
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Full-time vs. Part-time Faculty FTE
Spring Semesters
100%
Full-time
90%
Part-time
80%
70%
60%
50%
40%
30%
77%
73%
67%
56%
55%
45%
44%
33%
20%
27%
10%
23%
0%
Spr 10
Spr 11
Spr 12
Spr 13
Part-time
71%
44%
26%
43%
23%
41%
Full-time
56%
67%
55%
73%
77%
65%
Spring
Fall
Academic Years
2009-10
2010-01
2011-12
2012-13
2013-14
Architecture (5 yr Avg)
Full-time
29%
56%
74%
57%
77%
59%
Spr 14
Part-time
44%
33%
45%
27%
23%
35%
With the passing of Ric Licata and with the closure of several degree programs, the graphs will reflect a flip.
The architecture department is currently being staffed by two full-time employees and up to four part-time
instructors.
Required Classified Credentials
NA
Program/Unit Review Self Study | Resources
4.2
ARCHITECTURE
2014-2015
Classified FTE
NA
Facilities
Current facilities: Sierra 211 currently has approximately 25 drafting tables, approximately 12 book shelves for
the resource library, and 1 metal storage cabinet. Sierra 212 currently has 19 computer stations, 1 metal storage
cabinet, 1 large format foam board cutter, 1 large format light table, 3 desktop printers, 1 30x42 ink jet plotter,
one 11x17 scanner (non-functioning), and 1 large format photo copier. Of the equipment listed, the drafting table
surfaces in Sierra 211 are aging. Several have been cut into rendering them impossible to draft on and many have
been stained with ink pens. To keep up with and lead the field of architecture, it would be essential to re-surface
the drafting tables, have a working 11x17 scanner and a 3-D printer.
As for a dedicated studio space: There are two aspects to this topic: #1 the studio culture and #2 producing work.
As for the studio culture, the practice of architecture in the contemporary office setting is a collaborative
approach. This means that problems and ideas are shared and worked out in a community and not in isolation.
Every effort should be made to recreate or model the architectural office environment. As for producing work,
currently the students work on large format drawings and to build models. As a result they carry around
oversized portfolios and “tackle boxes” full of drafting supplies. 75% of the students work in the classroom after
scheduled class times. The assignments are intensive and require efforts outside of the regularly scheduled class
times. Many students do not have the “work space” are needed at home. Therefore I will unlock the classroom,
during “off hours” so that they can meet their deadlines. A simple solution maybe to leave the door unlocked as
is currently being practiced with neighboring classrooms or to provide the students with a key card entry system.
Technology
1. Appropriate monies towards: 1) a maintenance agreement for the HP plotter – it is aging, 2) Service or replace
the 11x17 scanner (color required), 3) a 3-D printer.
Funding Sources
Currently lab fees are adequate to keep the department running. However, purchases such as a 3-D printer would
need a Perkin’s Grant.
Resource Strategies
The following section summarizes the findings above and outlines the self-study committee’s
recommended targets for resource allocations to be implemented over the next five year period.
Staffing Issues and Strategies
Maintain a pool of part-time teachers
Facilities and Desired Capital Improvements
Create a dedicated studio space, resurface the drafting tables, provide or fix the 11x17 scanner, provide a 3-D
printer.
Program/Unit Review Self Study | Resources
4.3
ARCHITECTURE
2014-2015
Funding Allocations and Development Strategies
Perkin’s Grant for the 3-D printer. Other funding allocations could include an offering of the REVIT drafting
program to the Reno/Sparks community professionals. An assessed fee could offset the instructor costs and
excess towards additional REVIT licenses, repairs to drafting tables, and to fix the scanner.
Program/Unit Review Self Study | Resources
4.4