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Philadelphia University

Architecture Program, College of Architecture and the Built Environment Architecture Program Report for 2012 NAAB Visit for

Continuing Accreditation

Bachelor of Architecture (166-68 credit hours)

Year of the Previous Visit: 2006

Current Term of Accreditation: At the March 2007 meeting of the National Architectural Accrediting Board (NAAB), the board reviewed the Visiting Team Report of the Philadelphia University School of Architecture. "The board noted the concern of the visiting team regarding problems with in several areas. As a result, the professional architecture program - Bachelor of Architecture (166 credit hours) - was formally granted a six-year term of accreditation with the stipulation that a focused evaluation be scheduled in two years to look only at the following: Human Resources and Physical Resources and the progress that has been made in those areas. The accreditation term is effective January 1, 2006. The program is scheduled for its next full accreditation visit in 2012. The focused evaluations are scheduled for the calendar year 2009."

Response to 2009 Focused Visit

"After reviewing the Focused Evaluation Program Report submitted by the Philadelphia University Department of Architecture and Interiors as part of the focused evaluation of its Bachelor of Architecture program, in conjunction with the Focused Evaluation Team Report, the National Architectural Accrediting Board (NAAB) has found that the changes made or planned by the program to remove the identified deficiencies are satisfactory. "The program will not be required to report on these deficiencies as part of its Annual Report (AR) to the NAAB; however, the program should continue to include a response to any other deficiencies listed in the most recent Visiting Team Report, as well as report on any modifications made in the program that may affect its adherence to the conditions for accreditation. "The next comprehensive visit for the Philadelphia University Bachelor of Architecture program is scheduled for 2012 and will be subject to the 2009 Conditions for

Accreditation

iii Submitted to: The National Architectural Accrediting Board Date: 7 September 2011 (corrected 14 December 2011)

Name and contact information for the following:

Program Administrator:

David M. Breiner, PhD, Architecture Program Director

215.951.2505 breinerd@philau.edu

Chief administrator for the academic unit in which the program is located: Louis Padulo, PhD, Interim Executive Dean, College of Architecture and the Built Environment

215.951.2899 padulol@philau.edu

Chief Academic Officer of the Institution:

H. Randy Swearer, PhD, Provost and Dean of the Faculty

215.951.2796 swearerr@philau.edu

President of the Institution:

Stephen Spinelli, PhD, President

215.951.2727

Individual submitting the Architecture Program Report:

David M. Breiner

Name of individual to whom questions should be directed:

David M. Breiner

215.951.2505 breinerd@philau,edu

iv

Table of Contents

Section Page

Part One. Institutional Support and Commitment to Continuous Improvement

1. Identify & Self Assessment

1. History Mission ................................................................................................. 1

2. Learning Culture and Social Equity ................................................................. 4

3. Responses to the Five Perspectives ............................................................. 11

4. Long Range Planning .................................................................................... 16

5. Program Self Assessment ............................................................................. 20

2. Resources

1. Human Resources and Human Resource Development ............................... 31

2. Administrative Structure and Governance ..................................................... 62

3. Physical Resources ....................................................................................... 67

4. Financial Resources ...................................................................................... 81

5. Information Resources ................................................................................... 91

3. Institutional Characteristics

1. Statistical Reports .......................................................................................... 95

2. Annual Reports ............................................................................................ 100

3. Faculty Credentials ...................................................................................... 100

4. Policy Review ............................................................................................................ 102

Part Two. Educational Outcomes and Curriculum

1. Student Performance Criteria ................................................................................... 103

2. Curricular Framework

1. Regional Accreditation ................................................................................. 106

2. Professional Degrees and Curriculum ......................................................... 109

3. Curriculum Review and Development ......................................................... 116

3. Evaluation of Preparatory/Pre-professional Education ............................................. 117

4. Public Information

1. Statement on NAAB-Accredited Degrees .................................................... 117

2. Access to NAAB Conditions and Procedures .............................................. 117

3. Access to Career Development Information ................................................

117

4. Public Access to APRs and VTRs ............................................................... 117

5. ARE Pass Rates .......................................................................................... 117

Part Three. Progress Since Last Site Visit

1. Summary of Responses to the Team Findings ......................................................... 119

a. Responses to Conditions Not Met ............................................................... 119

b. Responses to Causes of Concern ............................................................... 124

v

2. Summary of Responses to Changes in the NAAB Conditions ................................. 125

Part Four. Supplemental Information .......................................................................................... 130

1. Course Description

2. Faculty Resumes

3. Visiting Team Report [insert year of report] (VTR)

4. Catalog (or URL)

vi

This page is left blank intentionally.

Philadelphia University

Architecture Program Report

September 2011

1Part One (I). Institutional Support and Commitment to Continuous Improvement

I.1. Identity & Self Assessment

I.1.1. History Mission

History and Mission of Philadelphia University

Philadelphia University was founded in 1884 as the Philadelphia Textile School in the wake of the

1876 Centennial Exposition. Led by Theodore Search, a group of textile manufacturers noticed a

sizable gap between the quality and variety of American textile products and those displayed by European mills. To address this, the group established the School to educate America's textile workers and managers. The Philadelphia Textile School entered a period of growth at the outset of World War II, when it was granted the right to award baccalaureate degrees and changed its name to the Philadelphia Textile Institute. Following the war, it moved to its present site in the East Falls section of Philadelphia. Continued growth led the institute to become the Philadelphia College of Textiles & Science (PCT&S) in 1961. Over the decades, the campus grew through the acquisition of adjacent properties, and academic offerings expanded to include programs in the arts and sciences, business administration, and architecture and design. Reflecting the institution's breadth and depth, in 1999 the College was granted university status by the Commonwealth of Pennsylvania and became Philadelphia University. The most recent academic reorganization of the University, in July 2011, resulted in the creation of three colleges: the College of Design, Engineering and Commerce (formerly the Schools of Design + Media, Engineering and Textiles, and Business Administration); the College of Architecture and the Built Environment (formerly the School of Architecture); and the College of Science, Health and the Liberal Arts (formerly the Schools of Science and Health and of Liberal Arts). Since this APR documents the progress of the Architecture Program during the last six years, throughout the report the old structure of the School of Architecture is used whenever possible. The University's niche in today's world of higher education continues to provide quality professional education based on a strong liberal arts foundation. Thoughout its existence, the institution has had as the core of its mission the service to industry and society. Outstanding teaching as well as research and professional practice are the avenues for faculty development, from which students benefit. Today, the 3,700 students gain professional skills combined with a broad education in the liberal arts and sciences that enables them to thrive in diverse and changing contexts and to maintain a global perspective. This attitude underpins the University's signature "Nexus Learning" approach, which is characterized by active and collaborative learning that is connected to the real world and infused by the liberal arts. The current University mission is presented in the Faculty Handbook (Fall 2009 edition): Philadelphia University is a student-centered institution that prepares graduates for successful careers in an evolving global marketplace. By blending the liberal arts and sciences, professional studies, interdisciplinary learning, and collaborations in and out of the classroom, students learn to thrive in diverse and challenging environments. Our students are encouraged to form supportive relationships with each other as well as faculty, staff, and alumni in an academically rigorous setting that is focused on intellectual and personal growth. Philadelphia University is an experiential learning community where integrity, creativity, curiosity, ethics, responsibility, and the free exchange of ideas are valued. (pp. 4-5) All faculty are evaluated annually on their contributions to the University's seven strategic initiatives, ensuring that the initiatives are integrated into the daily life of the University community. The strategic initiatives are: - Formalize the Philadelphia University "Signature Learning" (now called "Nexus Learning") to distinguish the university's educational experience.

Philadelphia University

Architecture Program Report

September 2011

2- Promulgate an academic learning community that will embrace the key elements of the

design, engineering, and commerce curricula where constant collaboration and teamwork are the keys to creating successful leaders. - Advance applied research to serve signature learning, industry, and societal needs. - Invest in academic strengths to create leaders in the professions. - Provide, increase, and enhance distinctive opportunities for graduate and professional students. - Develop innovative facilities to enhance 21st century learning. - Integrate student coursework with purposeful and intentional learning outside the classroom. The University is accredited by the Middle States Association of Colleges and Schools (MSACS) and other discipline-specific organizations such as the National Architectural Accrediting Board (NAAB), and is a member of the American Council on Education, the College Entrance Examination Board, and the Pennsylvania Association of Colleges and Universities.

History and Mission of the Architecture Program

Traditionally strong in textile engineering and science, PCT&S began expanding its design programs based on the technical foundations within those fields. The Architecture Program evolved from a single interior design course started in 1980 as a service to the textile-related programs. Eventually this led to the Interior Design Program as a full-time day program leading to a B.S. (1985). The College introduced the Bachelor of Architecture Program in 1991 under the leadership of Program Director Gary Crowell, AIA; Over the next 14 years, Prof. Crowell served as the chair of the Department of Architecture and Interior Design, then Dean of the School of Architecture + Design, and until 2007 Dean of the School of Architecture. With Prof. Crowell as Architecture Program Director, the program received its initial NAAB accreditation (1997) and subsequent renewals (2000, 2006). In 2007 the positions of Dean and Architecture PD were divided between two people; over the next four years additional administrative positions were created - Associate Dean, Assistant Dean for Graduate Programs, and Manager of Academic Operations. Those changes were partly in response to the NAAB self-study process and site visit team observations and reflect the growth in program size, the number of related programs, and the continued evolution of the institution and campus-wide strategic planning. The Interior Design and Architecture programs' immediate progeny are the undergraduate programs in Architectural Studies (recently renamed Historic Preservation and Visual Studies), Graphic Design Communication, Industrial Design, Digital Design, Landscape Architecture, and Construction Management, and graduate programs in Sustainable Design, Construction Management, and Interior Architecture. The School of Architecture was elevated to a College of Architecture and the Built Environment as part of an institutional restructuring in 2011, and is now headed by an interim Executive Dean. A national search aided by Auerbach Associates is underway to identify an Executive Dean to be installed in 2012.
Currently, the Architecture Program, with approximately 350 students, is the largest degree program on campus and is housed in multiple buildings. Aligned with the University's traditions, the Program focuses on providing a solid professional education for the next generation of architects aided by its associations with the Engineering and Design Institute, the Center for Teaching Innovation and Nexus Learning, study abroad programs, the internship program, service learning studios, and other opportunities, most notably the interdisciplinary opportunities provided by its context within in the new College. On 7 December 2010, the full-time faculty of the Program approved an updated mission statement, which is included in the 2011-12 academic catalogue: The Architecture Program at Philadelphia University prepares students to engage critically in the complex discourse of architectural practice and theory. In keeping with the University's

Philadelphia University

Architecture Program Report

September 2011

3legacy of craft, materials, and technology, the curriculum balances the creative and technical

aspects of making architecture. Through research, analysis, and exploration, students discover that design is found at the dynamic intersection of our social and physical environments. Faculty with diverse perspectives guide students in their investigations of contemporary issues that supersede trends. Encouraged by interdisciplinary study, they craft varied ideas for the environment, finding passion and delight in the consideration of architecture.

The University and the Program

As the degree program with the largest number of students enrolled on campus, the Architecture Program has a significant impact on the community. The studio-centered curriculum and attendant work habits of the passionate students has permanently affected the academic culture on campus. Today, due in part to the several design programs which grew out of Architecture and Interior Design, nearly one-half of the student population is studying design. The Architecture faculty has collaborated with colleagues across the University to foster interdisciplinary activities. Architecture faculty and students are among the leaders of the campus community. The Program benefits from the University's legacy of craft and technology. Our emphasis on exploring process and the making of architecture, and the potential to intersect with the Textile, Fashion, Industrial, Graphic, and other Design Programs, some of which are recognized internationally, as well as programs in Disaster Management, Sustainable Design, and Construction Management, place us in a unique situation. The Program also benefits from the University's strategic goal of nurturing thoughtful and creative citizens. The office of Student Development houses the First Year Experience, Community Service Learning, and Spiritual Development Programs. Those programs address issues of transitioning to college life, creating curricular and co-curricular links, honing leadership skills, and promoting community service, self awareness, and intercultural exchanges. This is an excellent environment in which to educate young architects who we are preparing to be creative and independent thinkers as members of a sustainable society.

Introduction to the Architecture Program

The Program's goal of preparing students to draw upon the University's legacy of craft, materials, and technology so they may aspire to be 21 st -century leaders in shaping a sustainable built environment is achieved through a thoughtful curriculum that unites specialized courses in the major with elective offerings and the College Studies core courses. Students start out in interdisciplinary foundation design studies and drawing courses their first semester. Subsequent design courses focus on architecture; however, the required support courses such as design history, visualization, and technology maintain the interdisciplinary mix of students through years two and three. From years three to five, opportunities to return to interdisciplinary courses resume in studio and electives allow students to broaden their horizons and, if they choose, develop a concentration in one of a variety of areas. Hands-on learning begins in the abstract assignments of the first semester, continues through intensive model building and occasional design-build opportunities, and climaxes in the collaborative comprehensive studio. In their final semester, students choose from studios that vary in focus and encourage more independent explorations, based in part on the professional support courses and elective courses they have completed. Overlaying the professional sequence is the University-wide College Studies Program, a carefully orchestrated sequence of courses geared to the University's professional majors and building communication skills and global awareness. Architecture students typically take one or two College Studies courses each semester for their entire education. Following a year-long assessment of the curriculum, in 2010-11 the Program began phasing in a new curriculum, starting with first- and second-year students, and ultimately impacting years two through five. The primary goals were to better integrate studio and support courses, and to expand independent work at year five (see sections I.1.4 and I.1.5). Each year another level of

Philadelphia University

Architecture Program Report

September 2011

4the old curriculum will be replaced by the new, until the old curriculum is retired in 2013. When

the NAAB team visits the Program in spring 2012, only the first two years of the new curriculum will have been completed; therefore, this report and the student work displayed in the evidence room focus on the old curriculum since the last visit, in 2006. For the first few new courses that have been introduced, explanations will be provided throughout. This report includes a Student Performance Criteria matrix, curriculum chart, and chronological diagram for both old and new

curricula, for the sake of clarity and to solicit the visiting team's responses (see sections II.1.1 and

II.2.2).

I.1.2. Learning Culture and Social Equity

Learning Culture and Access to Policies

The University prizes its intimate setting on the edge of Fairmount Park but within proximity to Center City Philadelphia, both of which are used as "living laboratories" for students' academic

growth. As a small teaching institution, the University highly values quality teaching. Class sizes

are kept small to encourage interaction between faculty and students and among students themselves. In the School of Architecture, lecture classes are almost always capped at 30, foundation studies courses at 15, and upper-level studios at 12. In addition, faculty are required to maintain a minimum of three office hours per week that are adequately posted, to ensure availability to students outside class time. Faculty serve as students' academic advisors and are encouraged to become acquainted with the students, learn their backgrounds, follow their academic performances, discuss their progress with them, and assist in charting their progress through the University by counseling them regarding the courses they are to take each semester, as they progress towards graduation. In 2008, the University established a Retention Task Force, leading to data-driven recommendations and actions that helped to increase both retention and persistence to graduation with retention and graduation rates across the University (79% and

62% respectively) being at their highest in 2010.

All University students participate in the College Studies Program, the institution's general educational common curriculum, designed to provide students with the global context in which to understand their major. Particularly important in supporting this agenda are the Writing Across the Curriculum and Information Literacy Programs, as well as the significant community service component that threads through all curricula. Within this context, the Architecture Program seeks to advance a pluralistic approach to design and nurture self-critical students. Learning culture policies can be found on the institution's website, and starting in 2011 the Studio Culture Policy is posted in studios and discussed in each studio section at the onset of the semester, in order to ensure that faculty and students have complete access to its content.

Implementation, Assessment, and Evolution

School of Architecture administrators, faculty, staff, and students are involved in the ongoing policy initiatives of the University. They populate the membership of groups from standing committees to task forces and the School Dean is part of the Provost's Council. Special undertakings follow a similar pattern, as indicated in the following examples: Lindsay Thomas, B. Arch student and Student Body President, and School of Architecture Dean Vini Nathan were on the Strategic Plan Executive Committee 2007-08; Prof. Carol Hermann on the Retention Task Force, 2008-10, and chair of the Studio/Lab Experience Sub-committee, 2007-08; Prof. Susan Frostén, chair of the Academic Excellence Sub-committee, 2007-08; Prof. and Program Director (PD) David Breiner on the University Budget Advisory Committee, 2009-11; and Interior Design Prof. Lisa Phillips on the University Assessment of Student Learning Committee, 2010-11. To focus on one particular example, there is the Studio Culture Policy Task Force. The School of Architecture had been operating with a Studio Culture Policy initiated in 2005, along with a list of Studio Rules that students were required to sign and return to their faculty at the beginning of each semester. Inspired partly by the routine need to revisit old policies and partly by the

Philadelphia University

Architecture Program Report

September 2011

5American Institute of Architecture Students' 2008 Toward an Evolution of Studio Culture

document, the School addressed this issue. The new (soon-to-be-voted-upon) Studio Culture Document, instigated by the leadership of our AIAS chapter, is the result of a student-faculty collaboration that extended over two semesters (included at the end of this section). From fall

2010 to spring 2011, a student-faculty committee was chaired by the Architecture PD and

included two students, three full-time faculty - representing Architecture, Interior Design, and Landscape Architecture - and one adjunct faculty. They prepared a first draft of the document, solicited input from all stakeholders through a fall 2010 open hearing and a poster situated in a public location for students to write on, presented a revised version at two spring 2011 open hearings, and incorporated additional changes. It is scheduled to be voted upon by all students and faculty in the School of Architecture (now College of ABE; see I.1.1) according to a proportional system of representation at the beginning of the Fall 2011 semester. Once approved, the document will be posted in studio locations and on the College's website. The Studio Culture Policy and Rules will be reviewed on a regular basis to assess their effectiveness and provide an opportunity for improvement. Through the Student Government Association and other co-curricular efforts, students have multiple ways of creating a larger sense of community and of impacting University policies and practices. Specific programs that build community, such as the annual Unity Week, also help. Unity Week is a campus-wide effort that affirms the diversity represented within the University community and affirms the value and vitality of pluralism to our experience. Committed students, faculty, and administrators coordinate a series of performances, speakers, dialogues, open classes, food, and musical events. During two weeks each spring, between 1,000 and 1,400 students engage in discussions and culturally relevant events. The Unity Week format connects to other themed monthly programming, including Black History, Hispanic Heritage, Women's History, and GLBT history, all within a broader context of social justice. Fig. 1 Studio Culture Document, draft 8.9.11, follows

Fig. 2 Studio Rules follows

6Philadelphia University DRAFT 8.19.11

College of Architecture and the Built Environment Studio Culture Document

This document is intended to create a current and clear description of student and professor expectations, requirements, and

responsibilities. Every studio must take a moment at the commencement of the class to review, discuss, sign, and return this

document to the Executive Dean's Office, ensuring clear and universal understanding. Copies will be posted in all studio

buildings. This is a dynamic document that must be evaluated annually by a committee of students and faculty, with the input of

the College Advisory Board. The Philadelphia University Studio Culture Document works in conjunction with Studio Policies, the

Philadelphia University Student Handbook, and the Philadelphia University Strategic Plan.quotesdbs_dbs27.pdfusesText_33

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