2013‐2014 COORDINATOR AND COMMITTEE REPORTS A. COORDINATOR ASSESSMENT ‐ BSAT COORDINATION School of Architecture and Design 1. Which NAAB/CIDA/Learning Objectives will be identified as the focus of students learning outcome assessment in the academic year? Coordinators are working toward an update of the Construction Management Concentration – improving technology taught, and integrating core curriculum assignments into the sequence. 2. What students work samples (projects? Homework assignment? Exams?) will be collected for the outcome assessment? Please give a brief description of the students work, and the performance criteria. (if you have rubric, please attach the rubric) ARCH 471 – FINAL PROJECT ARCH 475 – FINAL PROJECT ARCH 476 – FINAL PROJECT 3. What is your timeline for specific actions or interventions? [1] Interventions started over the summer – coordinators worked with course’s current adjunct professors to re‐write curriculum and assignments. [2] Fall interventions include assessment of new work produced, and incorporation of 3D printer when it arrives. [3] Spring interventions include follow‐through with lessons learned for ARCH‐475. 4. What is the conclusion after your evaluation of student work? 5. What actions or modifications will you make to improve student learning and assessment? (Redesign a performance task? Modify the performance criteria…)? NEW BAT DEGREE w/ FM, CM, SM, and PM concentrations sent to NY State COORDINATOR
JASON VAN NEST
B. COORDINATOR ASSESSMENT ‐ DESIGN 1 & 2 School of Architecture and Design 1. Which NAAB/CIDA/Learning Objectives will be identified as the focus of students learning outcome assessment in the academic year? The current D1 Course book has adjusted its terminal problem and site to address this concern. Review of this adjustment has taken place in spring 2012 and fall of 2013. 2. What students work samples (projects? Homework assignment? Exams?) will be collected for the outcome assessment? Please give a brief description of the students work, and the performance criteria. (if you have rubric, please attach the rubric) Examples of each problem will be presented or will be exhibited for review. 3. What is your timeline for specific actions or interventions? Design 1 revisions are in place for this Fall 2013. Revisions and or interventions are ongoing. 4. What is the conclusion after your evaluation of student work? Ongoing: Final project had been rewritten to remedy NAAB concern regarding our use of too many flat, urban sites. D1 Studio work did not meet all of our expectations. This was partly due to essential studio time lost to hurricane Sandy, partly because the site selected for Ft. Tryon project was too complex, partly the program brief was too complex, program spaces too soft or subjective. Other shortcomings may stem from the prior year's fundamentals program. Students arrived in 2nd year without model or craft skills and without basic design literacy jargon ‐ ie: solid/void, figure/field, datum plane, armature, etc. 5. What actions or modifications will you make to improve student learning and assessment? (Redesign a performance task? Modify the performance criteria…)? Ongoing: Foundation year committee is rewriting course briefs for all four studios in our purview: DF1, DF2, D1 and D2. Goal 1 (DF) ‐ boost fundamental compositional, design literacy and craft skills. Return to focused objective, more abstract exercises. Reinstate graphic exercises to introduce and reinforce concepts in 2‐d and 3‐d. Goal 2 ‐ strengthen teaching of tectonics and introduce tectonic systems to better prepare students for upper level studios and more mature design expression. Simplify programs and sites (use of abstract rather than real site), focus on tectonic development, introduce material systems in diagrammatic way ‐ frame, mass & membrane. COURSE:
ARCH 201 / 202
CO-COORDINATORS:
Angela Amoia, Frances Campani,
David Diamond, William Palmore
C. COORDINATOR ASSESSMENT – DESIGN 3 & 4 School of Architecture and Design Design3 + Design 4 [ARCH 301 + 302] CO‐COORDINATORS: Farzana Gandhi, William Rockwell Design 3 + Design 3 [ARCH 301 + 302] NAAB Learning Objectives: ARCH 301 REALM A: Critical Thinking and Representation A.2 Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well‐reasoned conclusions, and test them against relevant criteria and standards A.3 Visual Communication Skills: Ability to use appropriate representational media, such as traditional graphic and digital technology skills, to convey essential formal elements at each stage of the programming and design process. A.6 Fundamental Design Skills: Ability to effectively use basic architectural and environmental principles in design. A.8 Ordering Systems Skills: Understanding the fundamentals of both natural and formal ordering systems and the capacity of each to inform two and three dimensional design. REALM B: Integrated Building Practices, Technical Skills and Knowledge B.2 Accessibility: Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with mobility, sensory, physical and cognitive disabilities. B.5 Life Safety: Ability to apply the basic principles of life‐safety systems with an emphasis on egress. ARCH 302 REALM A: Critical Thinking and Representation A.5 Investigative Skills: Ability to gather, assess, record, apply, and comparatively evaluate relevant information within architectural coursework and design processes. A.7 Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects. REALM B: Integrated Building Practices, Technical Skills and Knowledge B.2 Accessibility: Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with mobility, sensory, physical and cognitive disabilities. B.5 Life Safety: Ability to apply the basic principles of life‐safety systems with an emphasis on egress. Objective Third year design studios, Design III and Design IV, emphasize the comprehensive nature of architectural design. Each semester focuses on the design of a single building of moderate program complexity located at a specific site in New York City. Design III concentrates on the design of a public institutional building and Design IV is a study of Housing. Both of these studios build from analysis to synthesis: requiring students to develop comprehensive design solutions that critically engage considerations of precedent, environmental, technical, social, and programmatic issues at hand. Projects to assess outcome: Design III is structured with a number of one‐week long charrette assignments that support this process and guide students to a comprehensive design solution. Each such assignment is paired with a short studio lecture that provides an overview of the topic’s respective content, design methodologies and intentions, historical precedents demonstrating a variety in implementation, and a sample of supporting analog/digital representation techniques. Topics will include Precedent, Site, Material + Atmosphere, Structure + Tectonics, and Environmental system + enclosure. Design projects will also be evaluated with consideration given to the originality, clarity and appropriateness of the design solution, as well as the quality, precision, and craft of the presentation. The completeness of the project’s execution includes the effectiveness of the presentation, both visual and verbal. Appropriate use of accessibility and life safety requirements will also be evaluated. Timeline for assessment: Coordinators will meet throughout the year to analyze student work and ongoing outcomes. At the close of each semester, faculty feedback and sample student work will be solicited to consider improvements to subsequent semester coursebooks as necessary. D. COORDINATOR ASSESSMENT ‐ EXHIBITION School of Architecture and Design ALEX DELAUNAY EXHIBITION COORDINATOR 2013‐2014 1. Which NAAB/CIDA/Learning Objectives will be identified as the focus of students learning outcome assessment in the academic year? STUDENT EXPOSURE TO A WIDE RANGE OF ARCHITECTURAL CULTURES. 2. What students work samples (projects? Homework assignment? Exams?) will be collected for the outcome assessment? Please give a brief description of the students work, and the performance criteria. (if you have rubric, please attach the rubric) THERE IS NO STUDENT WORK REQUIRED BY THE EXHIBITION COORDINATOR 3. What is your timeline for specific actions or interventions? THE 2013‐2014 ACADEMIC YEAR SECTION : EXHIBITION
COORDINATOR : ALEX DELAUNAY
E. COORDINATOR ASSESSMENT ‐ HISTORY THEORY School of Architecture and Design 1. Which NAAB/CIDA/Learning Objectives will be identified as the focus of students learning outcome assessment in the academic year? A solid knowledge of cultural diversity is one of the key student performance criteria and it is therefore our intention to focus ensuring that NYIT students have the opportunity to obtain this as thoroughly as possible in the coming year. 2. What students work samples (projects? Homework assignment? Exams?) will be collected for the outcome assessment? Please give a brief description of the students work, and the performance criteria. (if you have rubric, please attach the rubric) In the survey courses ARCH 161 & 162 we will tailor the written exercises , midterm and final exams in order to evaluate progress toward the abovementioned goal. 3. What is your timeline for specific actions or interventions? As cited above these are survey courses with periodic assessments during a semester. In the case of seminars (e.g. ARCH 362 & 361), we collect results of individual research projects, focusing upon improvement of written & verbal communication skills. SECTION HISTORY AND THEORY COORDINATOR Dr. Brian Brace Taylor
F. COORDINATOR ASSESSMENT ‐ MAURD School of Architecture and Design 1. Which NAAB/CIDA/Learning Objectives will be identified as the focus of students learning outcome assessment in the academic year? • A.2‐ Design Thinking Skills • A.3 ‐ Investigative Skills and Applied Research • B.6 – Environmental Systems • C.1 ‐ Stakeholder Roles in Architecture/Urban Design 2. What students work samples (projects? Homework assignment? Exams?) will be collected for the outcome assessment? Please give a brief description of the students work, and the performance criteria. (if you have rubric, please attach the rubric) • Design Studio submissions: A portfolio of the work of the semester including photocopy reductions, model photographs and development sketches 4. What is your timeline for specific actions or interventions? • Program Launch (September), Mid‐term and Final reviews SECTION: Master of Architecture in Urban + Regional Design COORDINATOR: Jeffrey Raven G. COORDINATOR ASSESSMENT ‐ STRUCTURES School of Architecture and Design Plans should address: 1. Which NAAB/CIDA/Learning Objectives will be identified as the focus of students learning outcome assessment in the academic year? B.9 ‐ Structural Systems Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems. 2. What students work samples (projects? Homework assignment? Exams?) will be collected for the outcome assessment? Please give a brief description of the students work, and the performance criteria. (if you have rubric, please attach the rubric) ARCH‐311: Final Project will be collected. Student work must demonstrate: 1. Understanding of loads that generate gravity and lateral forces. 2. Application of a contemporary structural steel structural system to resist loads. ARCH‐411: Assignments will be collected. Student work must demonstrate: 1. Gravity and lateral forces, and types of structural systems to resist those forces. 3. What is your timeline for specific actions or interventions? Following the completion of the semester and evaluation of student work, it will be determined if Learning Objectives are being met. If not, specific actions will be taken prior to the start of the following semester. SECTION ________________COORDINATOR _M. Ford H. COORDINATOR ASSESSMENT – TECHNOLOGY School of Architecture and Design 1. What are your Goals for the next academic year? (2013‐2014) The Tech Committee will look at the process of equipment requesting for model making and running the computer labs. The NYIT School of Architecture and Design Technology Committee needs to formulate a mission for the incorporation of new technology in the future curriculum of the school. 2. What NYIT Goals are you attempting to align with: A.1. Strengthen Profession‐based Curricula ←← A.2. Strengthen Links between University and Community B.1. Advance Opportunities for Interdisciplinary Learning & Research B.2 Obtain "Best in Class" Recognition C.1. Support Global Educational Opportunities D.1. Strengthen Support for Student Success E.1. Advance Core Values ←← E.2. Develop Supportive Environment for Faculty Scholarly Work F.1. Improve SOAD Infrastructure ←← F.2. Enhance Professional Connections Committee members: B. Karahan, M. Nolan, J Van Nest , student members: Anthony
Vasquez, Chairperson : B. Karahan**
Fall 2013 PLANS Each academic year we select a portion of the course content that has been lacking in the previous year and sought to refine exercises that would improve performance in these areas. This year the stress is on building envelopes in the sequence, tied specifically to NAAB Criteria B10 Building Envelope Systems and B12 Building Materials and Assemblies We will be looking at work produced by the inclusion of two different kinds of modeling into the course: physical modeling and digital (BIM) modeling. The physical models and the drawings extracted from the BIM model will form the evaluation criteria. We don’t have a rubric but it is pretty simple – is the wall properly constructed to protect against wind/water/thermal penetration? Are the sizes of elements efficient and correct? Timeline is the fall semester as all courses in the tech sequence run in the fall. Matthias Altwicker + Tobias Holler, Coordinators I. COORDINATOR ASSESSMENT ‐ VIZ 1 & 2 & 3 School of Architecture and Design Visualization 1 [AAID 140] CO‐COORDINATORS: Farzana Gandhi Visualization 2 + Visualization 3 [AAID 240 + ARCH 340] CO‐COORDINATORS: Farzana Gandhi, Michael Nolan Visualization 1 [AAID 140] Learning Objectives: [1] To introduce freehand drawing skills by enhancing awareness of the coordination of eye, mind, and hand. [2] To introduce basic principles of perspectival projection, on‐site observational drawing, and the rendering of light and shadow. [3] To introduce the basics of digital imaging techniques including scanning and photomontage and portfolio layout skills in Adobe Photoshop and Adobe InDesign, respectively. Project to assess outcome: [1] A series of initial observational, tactile drawing exercises introduce students to drawing tools and materials. These exercises practice contour drawing skills, gestural responses to close observation of patterns and textures, and the recording of surface using varying pressure of tone. [2] An anamorphic projection exercise that challenges students to install propositions within a site using blue tape. Students will use cameras, their eyes and analog projection methods to design, locate and construct a full scale installation. [2] A project that asks students to build a drawing from hybrid means: using photography, on‐site observations, and the underlying principles of perspectival projection. Students use these geometric armatures to render observations of measurable space, light and shadow. The results are partly observed and partly fiction: adjusted as per the student’s intentions. [3] The semester culminates with a portfolio making exercise that puts into practice basic Photoshop and InDesign skills. Timeline for assessment: Coordinators will meet throughout the year to analyze student work and ongoing outcomes. At the close of each semester, faculty feedback and sample student work will be solicited to consider improvements to subsequent semester coursebooks as necessary. Visualization 2 [AAID 240] Learning Objectives: [1] To offer a rigorous and comprehensive introduction to two – dimensional drafting in AutoCAD. [2] To introduce the use of Adobe Illustrator and Adobe Photoshop to make 2D presentation quality drawings starting with AutoCAD output. [3] To introduce a wide range of two‐dimensional diagramming techniques available using Adobe Illustrator. Project to assess outcome: [1] Project A serves as a basic introduction to the AutoCAD interface and a series of exercises asks students to engage 2D drawing commands, editing commands, and geometries. [2] Project B asks students to prepare plans, sections, and elevations of an assigned case study using a full range of 2D editing commands in AutoCAD as appropriate. Good drawing habits and file management in the 2D environment including the use of layers, blocks, polylines, x‐refs, and CTB files for plotting are emphasized. [3] Project C requires that students use color, tone, hatching, shadows, context, and scalar figures in order to make presentation quality plans, sections, and elevations from original 2D AutoCAD output. Adobe Illustrator and Adobe Photoshop skills are reinforced. [4] Project D diagrams, disassembles, and reassembles the 2D drawings that resulted from Project A. Students are challenged to develop a set of two‐dimensional analysis drawings using tone, dashed lines, and the like in Adobe Illustrator. Timeline for assessment: Coordinators will meet throughout the year to analyze student work and ongoing outcomes. At the close of each semester, faculty feedback and sample student work will be solicited to consider improvements to subsequent semester coursebooks as necessary. Visualization 3 [ARCH 340] Learning Objectives: [1] To offer a rigorous and comprehensive introduction to three – dimensional modeling in Rhinoceros. [2] To introduce a wide range of three‐dimensional diagramming techniques available using Adobe Illustrator and Rhinoceros. [3] To offer a basic introduction to digital rendering [lights, materials, and views] in Rhinoceros or 3D Studio Max in order to render a series of interior and exterior views. Project to assess outcome: [1] Following a review of 2D AutoCad in the first project, Project B asks students to prepare a 3D model of an assigned case study using a full range of basic solid and surface modeling commands in Rhinoceros, as appropriate. [2] Project C diagrams, disassembles, and reassembles the 3D constructed models by challenging students to develop a set of three‐dimensional analysis drawings of their case study. Rhino models are exported into Illustrator for appropriate tone, hatching, dashed lines, poche, and the like. Drawing types include exploded and other paraline projections. [3] Project D asks students to create a series of digitally rendered, eye‐level perspective views using 3D Studio Max or Rhinoceros. This will serve as a basic introduction to lights, materials, and views. Post‐production techniques will be introduced in Photoshop. Timeline for assessment: Coordinators will meet throughout the year to analyze student work and ongoing outcomes. At the close of each semester, faculty feedback and sample student work will be solicited to consider improvements to subsequent semester coursebooks as necessary. J. COMMITTEE – Alumni Relations Committee Chair: Robert Allen Faculty Members: John Di Dominico, Jason van Ness Student Members: Ashley Sarazan, Parisa Ooriel, Amanda Paccione , Amir Yoeli, Ana Ponce, Shaun Joseph, Elizabeth Weintraub, Somer Galal, Russell Frohberg, Steven Carbone ____________________________________________________________________________ Objective #1: Complete 2012 initiative aimed at reaching respondents not reached by 2010 Alumni Committee survey. Strategies: Investigate follow‐up to 2010 internet survey, with postal mailing or other options. Note last year's committee effort with Interior Design department to reach out to ID alumni; this effort could reach over to architecture and urban design alumni thru similar means. Specifics options and strategies will be identified at upcoming committee meeting. Objective #2: Investigate possible means of distributing information gathered by Alumni Committee efforts, to interested parties. Strategies: Develop/establish recommendations to dean, chairs and faculty regarding effective use and dissemination of data gathered by committee such as possible SLaB projects; respondents who would be interested in serving on school juries and reviews, etc. Respondents who could accommodate field trip visits, mentorship or internship possibilities. Procedural strategy will be identified at upcoming meeting. Objective #3: Continue our committees initiatives aimed at further developing Alumni Contact Lists to augment alumni participation in the school Strategies: Work with Associate Dean to investigate assistance from the Friends of SoAD and other sources to underwrite efforts directed at updating and enhancing Alumni contact list and assisting in related activity. Objective # 4: Encourage students especially those preparing to graduate, to remain connected to NYIT and the SoAD following graduation. Strategies: Arrange for meeting with graduating students to discuss the importance of Alumni involvement. K. COMMITTEE REPORTS – BIM COMMITTEE School of Architecture and Design 1. What are your Goals for the next academic year? (2013‐2014) To accommodate the business of the School of Architecture and Design in adding BIM tools where appropriate in the BSAT and BArch curriculums. 2. What NYIT Goals are you attempting to align with: A.1. Strengthen Profession‐based Curricula A.2. Strengthen Links between University and Community B.1. Advance Opportunities for Interdisciplinary Learning & Research B.2 Obtain "Best in Class" Recognition C.1. Support Global Educational Opportunities D.1. Strengthen Support for Student Success E.1. Advance Core Values E.2. Develop Supportive Environment for Faculty Scholarly Work F.1. Improve SOAD Infrastructure F.2. Enhance Professional Connections Chair: Jason Van Nest Secretary: Michael Nolan Members: Matthew Dockery; Tobias Holler «« «« «« L. COMMITTEE REPORTS – FACILITIES COMMITTEE School of Architecture and Design Members: Prof. Beyhan Karahan Prof. Anthony Di Santo (secty) Prof. Jeffrey Raven Prof. James Wiesenfeld The Committee met and has set the following goals for the coming year: Westbury Campus 1. Increase number of classrooms in Education Hall. 2. All classrooms to be “smart” classrooms. 3. Blackout drapes in Education Hall 1st floor rooms 134, 135, 136. 4. Develop supportive environment for Facjulty Scholarly Work. Manhattan Campus 1. More pin‐up space for juries. 2. Better lighting above all walls where presentations can be hung. 3. Basement Studio is in real need of better HVAC system. Current system is very loud and warm and cold air badly distributed. M. COMMITTEE REPORTS – CURRICULUM School of Architecture and Design Fall 2013 PLANS The CC has a number of tasks this year. Primarily we are looking at understanding the flows and overlaps between the various degree programs and concentrations that we have on record or plan to have on record by fall 2014. This review includes looking at mission statements, assessing ourselves competitively against other schools in the area, and anticipating ways in which work done on one curriculum can support all of the degree programs. What NYIT Goals are you attempting to align with: A.1. Strengthen Profession‐based Curricula A.2. Strengthen Links between University and Community B.1. Advance Opportunities for Interdisciplinary Learning & Research B.2 Obtain "Best in Class" Recognition C.1. Support Global Educational Opportunities D.1. Strengthen Support for Student Success E.1. Advance Core Values E.2. Develop Supportive Environment for Faculty Scholarly Work F.1. Improve SOAD Infrastructure F.2. Enhance Professional Connections Matthias Altwicker, Chair Michael Schwarting Jon Friedman Frances Campani Charles Matz Jason VanNest Farzana Gandhi Elizabeth Weintraub Dimitrios Stavros THESIS RETREAT HELD SPRING 2014 N. COMMITTEE REPORTS ‐ sLAB School of Architecture and Design Chair: Farzana Gandhi Secretary: Victor Deupi Other Members: Tobias Holler 1. What are your Goals for the next academic year? (2013‐2014) The SLAB Project process is currently an unstructured extra‐curricular activity that has included projects such as the Recycling Center in Costa Rica, a school in the DR, and the Long Island House. A design‐build project for Home2o (SodaBIB) is slated for Spring 2013. Our Goals for the upcoming year include:  Method for determining what is an Slab project (parameters)  Provide structure for submission, review, acceptance, procedures  Provide website tab for further research/details/information  Market the brand as a special distinct component of the school 
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Better incorporating alumni who are interested in it Formalized fund raising 2. What NYIT Goals are you attempting to align with: A.2. Strengthen Links between University and Community B.1. Advance Opportunities for Interdisciplinary Learning & Research CHAIR Farzana Gandhi O. COMMITTEE REPORTS ‐ RECRUITMENT School of Architecture and Design We have taken over control of the recruitment for the SoAD and this multi‐layered campaign to get the correct word out about our School includes: ‐
Recruitment publication ‐
New website ‐
Faculty and staff visits to college fairs and high schools ‐
Adjusted open house events What NYIT Goals are you attempting to align with: A.1. Strengthen Profession‐based Curricula A.2. Strengthen Links between University and Community C.1. Support Global Educational Opportunities D.1. Strengthen Support for Student Success F.1. Improve SOAD Infrastructure F.2. Enhance Professional Connections Matthias Altwicker, Chair Robert Allen William Palmore Mathew Ford Nicholas Defelice Robert Cody Jason VanNest Danielle Fortune Nicole Novack P. COMMITTEE REPORTS ‐ SUMMER ABROAD School of Architecture and Design We assist in the refinement of proposals made by the faculty for 2014 Summer Abroad Programs. These are in particular calibrated according to the NAAB Criteria for which the Summer Abroad Courses substitute: A5 Investigative Skills, A7 Use of Precedents, and C1 Collaboration. We are also investigating the potential of a semester abroad curriculum and a winter break curriculum. These are being studied in terms of primarily economic feasibility as we are sure that enough students would be interested in the proposal. We hope to make a presentation in the spring to the Dean and SoAD CC so we can move forward with one of these alternate international study models. Matthias Altwicker, Chair Farzana Gandhi and Brian Brace Taylor What NYIT Goals are you attempting to align with: A.2. Strengthen Links between University and Community B.1. Advance Opportunities for Interdisciplinary Learning & Research C.1. Support Global Educational Opportunities D.1. Strengthen Support for Student Success E.1. Advance Core Values F.2. Enhance Professional Connections