Graduate Program Review 2001-2006

College of

Architecture Michael Peters, Associate Dean of Academics

Andrew Vernooy, Dean

November 2008

PROGRAM REVIEW OUTLINE Architecture

I. Program Overview – A one to two-page summary of college’s vision and goals.

II. Graduate Curricula and Degree Programs A. Scope of programs within the college B. Number and types of degrees awarded

- Degrees Awarded – Academic Year (chart) - Total Degrees Awarded – Academic Year (chart) - Comparison of Degrees Awarded – Fall Data (Peer info table) - Program Degrees Awarded (table)

C. Undergraduate and Graduate semester credit hours - Semester Credit Hours – Academic Year (chart) - SCH compared to Budget - Academic Year (chart)

D. Number of majors in the college - Enrollment by Level – Fall Data (chart) - Total Enrollment by Year – Fall Data (chart) - Comparison of Enrollment – Fall Data (Peer info table) - Program Enrollment (table)

E. Course offerings and their enrollments over the past six years (enrollment trends by course) - Course Enrollments by Academic Year (table)

F. Courses cross listed

III. Faculty A. Number, rank and demographics of the faculty (tenured and tenure track), GPTI’s and TA’s - Teaching Resources (chart)

- Tenured and Tenure-Track by Rank - Fall Data (chart) - Comparison of Full-time Faculty (Peer info table)

B. List of faculty members (graduate and non-graduate) (table) C. Summary of the number of refereed publications and creative activities (table) D. Responsibilities and leadership in professional societies

- Professional Leadership (table) - Committee service (table)

E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria to determine)

- Faculty Workload (table) - College SCH/FTE – Fall Data (chart) - College SCH/FTE – Fall Data (chart)

IV. Graduate Students A. Demographics of applicants and enrolled students

- Graduate Student Summary by Category – AY (chart) - Graduate Student Summary by Year – AY (chart) - Graduate Applicants by Region – Fall/Summer Data (chart) - Graduate Applicants - Fall Data (table) - Admitted Graduate Students - Fall Data (table)

- Enrolled New Graduate Students - Fall Data (table) - Demographics of Enrolled Graduate Students - Fall Data (table) - Demographics of Enrolled Undergraduate Students - Fall Data (table)

B. Test scores (GRE, GMAT or TOEFL) of enrolled students - Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)

C. GPA of new students - New Graduate Students GPA by Level – Fall Data (chart)

D. Time to Degree in Years (chart) E. Provide a breakdown of how many enrolled graduate students are RA’s. TA’s or GPTI’s F. Initial position and place of employment of graduates over the past 6 years (table) G. Type of financial support available for graduate students. H. Number of students who have received national and university fellowships, scholarships and other awards - fellowships awarded (table)

I. Percentage (%) of full time students receiving financial support – percentage of FTS (≥ 18 SCH) with support / the number of FTS

J. Average financial support provided – the average financial support provided per full-time graduate student (including tuition rebate) including research assistantships, teaching assistantships, fellowships, tuition, benefits, etc. that is out-of-pocket. -- K. Graduate Student Publications and Creative Activities (table) – rolling three year average of the number of discipline-related refereed papers/publication, juried creative/performance accomplishments, book chapters, books, and external presentations per year per student. L. Programs for mentoring and professional preparation of graduate students.

M. College efforts to retain students and graduation rates N. Percentage of Full Time students – Rolling three-year average of the FTS (≥ 9 SCH) / number

student enrolled – Fall data O. Student–Core Faculty Ratio (rolling 3 YR average of full time student equivalent (FTSE)/rolling) Fall Data

V. COLLEGE

A. College operating expenses - College Operating Cost - Academic Year (chart)

- College Operating Cost as a Fraction of Employees - (table) B. Summary of Proposals (Submitted)

- Summary of Number of Proposals Written and Accepted (table) C. External Research expenditures

- Summary of Faculty Awards (table) - Research Expenditures (chart) - Peer Institution Info (if available) (table)

D. Internal funding - Source of Internal Funds (TTU) - (table)

E. Scholarships and endowments F. College resources for research and teaching (i.e. classroom space, lab facilities) - (table) G. HEAF expenditures (table) H. External Program Accreditation – Name of body and date of last program accreditation review

including description of body and accreditation specifics.

VI. Conclusions – a one- to two-page summary of the observed deficiencies and needs identified

by your review. Highlight areas of greatest need and areas of significant contributions.

VII. Appendices – should include, but not be limited to, the following:

Table of Contents A. Strategic plan

- Attachment from Strategic Planning website B. Course Offerings (table) C. Recruiting Materials D. Graduate Student Handbook E. Graduate Student Association(s) - Description and information F. Graduate Faculty Information (current Confirmation/Reconfirmation forms for all tenured and

tenure-track faculty)

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I. Program Overview

Architecture is a culturally conditioned discipline that demands the acquisition and mastery

of aesthetic and technical knowledge. Architects operate in an intense, mutually contingent

problem-solving environment. They must be able to format problems and operate on them

in both a vertical and lateral manner. The larger goal of architecture education is to teach

young architects how to think critically and how to exercise aesthetic judgment, a skill that

is as exacting as the sizing of a beam and a column.

Design skills are built up, layer by layer through experience in hands-on, problem solving

teaching labs called studios. The studio is the heart of the architecture curriculum. The

undergraduate curriculum is divided into the general architecture and the pre-professional

programs. As students progress through the curriculum the studio receives more emphasis

and is given more semester credit hours in response to the introduction of more

sophisticated theory and more complex problems. During the undergraduate years

ancillary courses introduce technical knowledge that is integrated into the problem-solving

process in the design studio.

As students move into the graduate portion of their education, the sophistication of the

problems they encounter increases. At this point students possess enough knowledge of

form and form transformation strategies that the pedagogy moves from mastery to research.

Studio work can be characterized as “research based” design. Each project must develop

an aesthetic thesis and a technical thesis, which the graduate student integrates into the

form/solution of the project. Students can complete their work and still fail; like any

research project the value is as much an issue of methodology and theoretical prospect as it

is an issue of achieving programmed results. The five year MARCH degree is designed as

a seamless program that moves through a progression of undergraduate building design

studios and into a sequence of more specialized topical studios that culminate in two

semesters of research and design of a “capstone” project in the Master Design Studios l and

ll. This satisfies the requirement for “comprehensive design” by our accrediting agency, the

National Architectural Accrediting Board (NAAB).

Because architecture as a discipline is culturally conditioned, the formal characteristics

explored in the studios change with time. The exploration of this instability is an essential

aspect of post-professional design education – the Master of Science in Architecture, which

encourages those with a first professional degree to explore how culturally driven formal

prerogatives conspire with socially driven topical concerns such as historic preservation,

community development, and visualization. The College has structured a certificate

program in each of those areas of interest.

Doctoral level research at the college centers on land-use and requires consideration of

resources, policy and form – planning, management and design respectively. The Land-use

Planning, Management and Design (LPMD) program is an interdisciplinary Ph.D. degree

that was created to address critical land-use issues in arid and semiarid regions. Included are studies of the complex factors influencing human use of resources, training in the

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research and evaluative methods that can be applied to interdisciplinary studies, and education in the institutional structures that shape policy and action regarding land use. The program offers opportunities for academic work that draws upon expertise from numerous fields of study at the university. Successful completion qualifies the graduates to be leaders in their community and their organizations with enhanced understanding of multidisciplinary endeavors, improved communication skills between compartmentalized systems of knowledge and the ability of bringing knowledge from one discipline to focus on problems and on-going projects in another.

The graduate program offered by the college can be seen as a logical and continuous

outgrowth of a design-based education, which is conditioned by a broad-scoped cultural

agenda. Recently design-based pedagogy has made its way into other curriculums

including computer science, planning and engineering, where design skills have proved to

be an effective strategy for resolving difficult problems with complex non-mutually

exclusive agenda. The pedagogy dates from almost two millennia before the contemporary

era and represents a significant contribution to university life. Architectural form is

knowledge in both a general and a specific sense. Sensitivity to form and form evolution is

an expertise that is as rigorous as sizing a reinforced concrete beam. And the theoretical

extension of contemporary, cultural formal procedures can be viewed as research. Further,

design and practice can be viewed as instrumental to research in terms of strategies of

inquiry and strategies of demonstration. Thus, form-research is the essential pedagogical

feature of the graduate design studio.

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II. Graduate Curricula and Degree Programs

A. Scope of programs within the college

Scope of programs within the College

The College of Architecture offers three types of graduate degrees: 1. Masters of

Architecture (MArch – a first professional degree for qualified students from our

undergraduate program), 2. Master of Science in Architecture (MS – a post professional

degree for students who already have a professional degree in architecture), 3. Ph.D. in

Land-use Planning Management and Design (LPMD) (an interdisciplinary degree that is

managed by the College of Architecture). All three degrees can take advantage of areas of

concentration within the College, including: Historic Preservation, Visualization, and

Community Design, each of which offers a certificate.

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B. Number and types of degrees awarded

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Program Degrees Awarded

Source: Institutional Research Services

Name of Program 2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

Architecture 71 123 171 197 207 174

Land Use Planning 1 1 1 2 3 1

Comparison of Degrees Awarded - Fall Data (ARCH) 01/02 02/03 03/04 04/05 05/06 06/07

Cal State Poly University-Pomona

Bachelor 68 45 50 72 71 87

Master 9 9 7 9 9 9

Doctoral n/a n/a n/a n/a n/a n/a

Texas Tech

Bachelor 17 50 115 146 160 102

Master 54 73 56 51 47 72

Doctoral 0 0 0 0 0 0

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C. Undergraduate and graduate semester credit hours

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D. Number of majors in the college for the fall semesters

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Program Enrollment

Source: Institutional Research Services

Name of Program 2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

Architecture 881 877 877 837 809 862

Land Use Planning 0 0 0 0 0 0

Comparison of Enrollment - Fall Data (ARCH) 01/02 02/03 03/04 04/05 05/06 06/07

Cal State Poly University-Pomona

Bachelor 469 447 428 400 396 385

Master 59 58 58 57 52 59

Doctoral n/a n/a n/a n/a n/a n/a

Texas Tech

Bachelor 755 760 762 716 663 743

Master 126 117 115 121 146 119

Doctoral 0 0 0 0 0 0

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E. Course enrollments over the past six years (enrollment trends by course)

Figures are totals – classes may be offered more than once a year

Dept Subject Course 2001-

02 2002-

03 2003-

04 2004-

05 2005-

06 2006-

07 Total

ARCH ARCH 5091 46 25 19 0 0 0 90

ARCH ARCH 5102 0 0 0 0 10 17 27

ARCH ARCH 5301 61 19 21 29 22 9 161

ARCH ARCH 5302 5 21 30 18 26 22 122

ARCH ARCH 5311 15 13 10 16 1 5 60

ARCH ARCH 5313 4 8 0 0 0 0 12

ARCH ARCH 5314 0 0 0 0 0 0 0

ARCH ARCH 5315 0 0 3 7 7 9 26

ARCH ARCH 5319 0 0 0 0 17 29 46

ARCH ARCH 5320 0 0 5 11 14 14 44

ARCH ARCH 5321 7 11 17 18 0 8 61

ARCH ARCH 5322 11 5 0 0 0 0 16

ARCH ARCH 5323 0 0 0 0 0 0 0

ARCH ARCH 5324 10 9 5 14 9 12 59

ARCH ARCH 5325 7 0 10 0 20 16 53

ARCH ARCH 5331 0 0 0 0 0 0 0

ARCH ARCH 5333 0 0 0 13 44 7 64

ARCH ARCH 5340 0 0 5 0 0 0 5

ARCH ARCH 5341 0 0 18 17 14 9 58

ARCH ARCH 5342 17 20 8 5 8 15 73

ARCH ARCH 5343 0 0 10 22 11 9 52

ARCH ARCH 5344 0 0 7 0 3 6 16

ARCH ARCH 5345 0 0 7 1 4 6 18

ARCH ARCH 5347 0 0 0 0 5 11 16

ARCH ARCH 5352 28 71 11 8 0 0 118

ARCH ARCH 5353 4 7 0 0 0 0 11

ARCH ARCH 5362 105 64 68 72 76 72 457

ARCH ARCH 5363 29 4 7 0 0 0 40

ARCH ARCH 5365 78 62 46 61 82 70 399

ARCH ARCH 5373 1 0 0 0 0 0 1

ARCH ARCH 5382 7 6 4 5 2 0 24

ARCH ARCH 5383 0 0 0 15 0 0 15

ARCH ARCH 5384 0 0 0 0 0 22 22

ARCH ARCH 5391 0 0 0 16 14 22 52

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ARCH ARCH 5392 72 75 48 64 72 66 397

ARCH ARCH 5395 143 96 55 58 75 66 493

ARCH ARCH 5601 1 2 0 0 0 0 3

ARCH ARCH 5602 1 1 1 0 0 0 3

ARCH ARCH 5603 0 2 0 0 0 0 2

ARCH ARCH 5604 69 52 58 48 73 58 358

ARCH ARCH 5605 70 51 55 54 92 70 392

ARCH ARCH 5622 0 0 0 0 1 2 3

ARCH ARCH 5692 102 168 100 104 106 136 716

ARCH ARCH 6000 19 12 15 13 13 10 82

ARCH ARCH 7000 18 30 31 49 25 19 172

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F. Courses cross listed – UG and Grad – need syllabus for both ug and grad

individual courses

There are no cross listed courses.

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III. Faculty

A. Number, rank, and demographics of the graduate faculty

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Comparison of Full-time Faculty (ARCH) 01/02 02/03 03/04 04/05 05/06 06/07

Cal State Poly University Pomona

Tenure/Tenure Track 15 18 18 17 20 21

Non-tenure track 19 20 19 25 20 11

TA's 0 9 9 0 0 0

Texas Tech

Tenure/Tenure Track 24 28 28 25 27 27

Non-tenure track 16 12 13 17 17 19

TA's 0 4 7 0 0 0

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B. List of faculty members List all faculty who were employed by your college during the six years of this review

FACULTY NAME

JOB TITLE

HIRE DATE

END

DATE

Member of Grad Faculty?

Y or N

Al Ajlouni, Rima Assistant Professor 9/1/07 Y

Aranha, Joseph Professor 9/1/81 Y

Buelinckx, Hendrika Dr.

Associate Professor 9/1/95 Y

Campbell, Dana Instructor 9/1/03 N

Chinn, John Instructor 9/1/01 N

Davis, James Associate Professor 1/16/82 Y

Driskill, David Assistant Dean 1/16/87 Y

Ellis, Clifton Dr. Associate Professor 9/1/02 Y

Fairbetter, LaGina Instructor 9/1/96 N

Faulk, Stephen Instructor 9/1/93 Y

Flueckiger, Urs Peter Associate Professor 9/1/98 Y

Gomez, Javier Assistant Professor 9/1/07 Y

Gonzales, Manuel Instructor 9/1/00 N

Haq, Saif Dr. Associate Professor 9/1/00 Y

Hill, Glenn Associate Professor 9/1/84 Y

Jaddo, Lahib Assistant Dean 01/16/97 Y

Key, Brian Instructor 9/1/07 Y

Louden, Elizabeth Dr. Professor 9/1/87 Y

Markovich, Nicholas Dr.

Associate Professor 1/16/07 N

Martin, Michael Instructor 9/1/80 Y

Neiman, Bennett Associate Professor 1/16/04 Y

Park, Kuhn Assistant Professor 9/1/06 Y

Perbellini, Maria Associate Professor 9/1/07 Y

Perl, Robert Associate Professor 6/1/79 Y

Peters, Michael Associate Dean 8/1/79 Y

Pongratz, Christian Associate Professor 1/16/07 Y

Rex, Brian Chair of Instruction 9/1/02 Y

Schellhase, Walter Instructor 9/1/04 Y

Shacklette, Ben Associate Professor 9/1/94 Y

Smith, Gary Associate Dean 9/1/01 Y

Torres-MacDonald, MaryAlice

Associate Professor 9/1/03 Y

Tsubaki, Kentaro Assistant Professor 9/1/06 Y

Vernooy, Andrew Dean 7/22/02 Y

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Watkins, James Horn Professor 7/16/83 Y

White, James Professor 9/1/71 Y

White, John Professor 9/1/73 Y

Zugay, Brian Dr. Assistant Professor 9/1/07 Y

Brandup, Melissa Instructor 9/1/08 N

Brown, Morris Instructor 9/1/08 N

Lewis, James Instructor 9/1/08 N

Moreno, Emmanuel Instructor 9/1/08 N

Pauls, Zach Instructor 9/1/08 N

Perea, Eric Instructor 9/1/08 N

Stephens, Gary Instructor 1/16/06 N

Stoll, Jill Instructor 9/1/07 N

Taylor, Chris Assistant Professor 9/1/08 Y

Anderson, Mark Instructor 9/21/00 5/31/08 N

Wright, Geoffrey Instructor 9/01/07 5/31/08 N

Harris, Kerenza Instructor 9/1/06 01/15/08 N

Vogler, Jesse Instructor 9/1/04 01/15/08 Y

Gallegos, Matthew Dr. Instructor 9/1/93 8/31/07 Y

Gottsch, Marti Instructor 9/1/06 8/31/08 N

Heath, Angela Instructor 9/1/06 1/15/07 N

Henry, Jane Instructor 9/1/06 5/31/07 N

McClain, Raymond Assistant Professor 9/1/02 1/15/07 Y

Powell, Raymond Instructor 9/1/04 Y

Robertson, Stanley Assistant Professor 9/1/02 5/31/07 Y

Yu, Kristina Assistant Professor 9/1/02 1/15/07 Y

Zarazaga, Jessie Instructor 9/1/06 05/31/08 N

Barajas, Guillermo Instructor 9/1/08 N

Mussotter, Michael Associate Professor 9/1/02 11/5/06 Y

Harrison, Darwin Instructor 9/1/01 8/31/06 Y

Ibanez, Gregory Instructor 9/1/05 8/31/06 Y

Bruno, Robert Instructor 9/1/04 5/31/05 Y

Galley, Catherine Assistant Professor 9/1/02 8/25/05 Y

Kahera, Akel Assistant Professor 9/1/03 8/31/05 Y

Mross, Joanna Associate Professor 4/1/79 1/16/05 Y

Giaccardo, Marc Assistant Professor 9/1/92 8/31/04 Y

Gorski, Kenneth Instructor 9/1/07 1/15/08 N

Moncivais, Emil Instructor 7/16/07 5/31/08 N

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C. Summary of the number of all publications and creative activities.

D. Responsibilities and leadership in professional societies

Professional Leadership

2001 N=

F=35

2002 N=

F=36

2003 N=17 F=35

2004 N=18 F=32

2005 N=17 F=33

2006 N=22 F=37

Editor/Editorial 4 3 3 5 16

Executive Board 1 1 2 5 6 9

Officer in National Org. 1 1 1 2 2 2

Committees

College of Architecture 27 32 51 57 45 56

University 12 16 22 25 28 27

Community 5 3 6 6 9 12

State 2 2 4 4 5 6

National 2 3 2 5 3 6

N = # of full time faculty contributing F = # of full time faculty in college

Publication Type

2001 N=

F=35

2002 N=

F=36

2003 N=16 F=35

2004 N=18 F=32

2005 N=18 F=33

2006 N= 21 F=37

Refereed Articles/Abstracts 7 28 10 7 9 16

Books/Book Chapters 1 1

Other Publications 3 12 15 12 27

Presentations/Posters 2 2 3 3 9 10

Juried Exhibits 3 8 7 6 7 5

Invited Lectures 12 35 12 24 28 22

Architectural Practice/Creative Activities 33 124 15 17 24 21

Solo/Group Exhibits 1 1 6 7 8 5

Webinar 2

Architectural Awards 2

N = # of full time faculty contributing F = # of full time faculty in department

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E. Assess average faculty productivity for Fall semesters only (use discipline

appropriate criteria to determine)

Our faculty‟s productivity in publications, articles, and posters has generally

shown increasing numbers between 2003 and 2006. Rather surprisingly, this

has accompanied an increase in committee, editorial, and executive board

service as shown in the charts above. Faculty workload (teaching

responsibilities) dropped in the years between 2001 and 2006, but the method of

calculation does not appear to take into account the length of our studio classes,

most of which result in weekly class contact hours of more than ten hours.

Another issue is that in that time period, we hired several new faculty who

received the requisite reduction of class time to jumpstart their research and

teaching.

In the past several years, we have made efforts to stress effective vetting of

research, scholarship, and creative work. Among the issues are a limited

number of appropriate venues for research publishing, limited research granting

agencies, and limited internal resources for assisting faculty with their

proposals, funding and vetting. Still, it is apparent that our efforts have

produced results.

Committees Chaired

Committees Served in college

Committees Served outside college

Faculty Name Masters Doctoral Masters Doctoral Masters Doctoral

Gary W. Smith 2 28

Nicholas C. Markovich 1 1

Saif Haq 3 1 2 2 3

Urs Peter Flueckiger 1 20

Ben K. Shacklette 4 2

Lahib Jaddo 4 1

James E. White 20 23

MaryAlice Torres-Macdonald 5 4

Joseph Aranha 0 0 0 0 0 0

Javier Gomez 1

Glenn Hill 6 8

Scott Schellhase

John P. White 7 30 3 2

James Watkins 0 0 0 0 0 0

David Driskill

Clifton Ellis 1 9

Bennett Neiman 2

James T. Davis 5

Michael Peters 60

Elizabeth Louden 3 10

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FACULTY WORKLOAD

2001 2002 2003 2004 2005 2006

University 11.45 11.34 12.24 16.23 15.82 16.08

College 13.2 14.07 15.68 14.49 14.91 13.46

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IV. Graduate Students

A. Demographics of applicants and enrolled students

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Graduate Applicants - Fall Data

2002 2003 2004 2005 2006 2007 F M F M F M F M F M F M

Amer Ind 0 0 0 1 0 0 0 0 0 0 0 0

Asian 0 1 0 0 1 1 0 1 0 1 1 0

Black 0 0 0 1 0 0 1 0 0 1 0 1

Hispanic 0 6 1 10 4 6 5 2 3 7 2 5

Non-Resident 10 17 16 18 8 4 2 11 3 3 5 6

Unknown 0 4 1 1 1 4 2 1 1 0 0 0

White 12 25 20 33 18 27 24 32 21 43 11 26

Gender Total 22 53 38 63 32 42 34 47 28 55 19 38

Total Applicants 75 101 74 81 83 57

Admitted Graduate Students - Fall Data

2002 2003 2004 2005 2006 2007 F M F M F M F M F M F M

Amer Ind 0 0 0 1 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 1 0 0 1 0

Black 0 0 0 0 0 0 1 0 0 0 0 1

Hispanic 0 1 1 7 1 4 3 1 3 5 1 4

Non-Resident 2 4 10 8 4 1 1 7 1 3 3 3

Unknown 0 1 0 1 1 2 0 1 0 0 0 0

White 6 15 11 22 11 16 16 18 17 27 8 21

Gender Total 8 21 22 38 17 23 21 28 21 35 13 29

Total Admitted 29 60 40 49 56 42

Enrolled New Graduate Students - Fall Data

2002 2003 2004 2005 2006 2007 F M F M F M F M F M F M

Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 1 0 0 0 0

Black 0 0 0 0 0 0 1 0 0 0 0 0

Hispanic 0 1 1 7 1 4 1 1 1 3 0 1

Non-Resident 1 3 2 1 3 0 0 1 1 2 0 0

Unknown 0 1 0 1 0 1 0 0 0 0 0 0

White 4 12 10 20 7 9 9 13 9 13 5 9

Gender Total 5 17 13 29 11 14 11 16 11 18 5 10

Total Enrolled 22 42 25 27 29 15

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Demographics of Enrolled Graduate Students - Fall Data

2002 2003 2004 2005 2006 2007

F M F M F M F M F M F M

Amer Ind 0 1 0 1 0 0 0 0 0 0 0 1

Asian 1 2 0 0 0 0 0 1 1 1 3 3

Black 1 1 1 0 0 1 1 0 1 1 0 1

Hispanic 2 14 1 14 4 14 7 13 7 16 5 9

Non-Resident 1 5 4 10 6 4 3 3 3 3 2 3

Unknown 0 3 0 4 0 4 0 2 1 0 1 0

White 22 73 21 61 27 55 30 61 41 71 30 61

Gender Total 27 98 27 89 37 78 41 80 54 92 41 77

Graduate 125 116 115 121 146 118

Demographics of Enrolled Undergraduate Students - Fall Data

2002 2003 2004 2005 2006 2007

F M F M F M F M F M F M

Amer Ind 0 5 0 3 0 5 0 5 1 4 0 6

Asian 6 14 9 14 6 16 6 16 6 14 6 21

Black 8 12 10 10 8 13 7 13 7 14 8 17

Hispanic 26 86 30 76 41 90 34 95 32 94 39 123

Non-Resident 2 1 1 1 2 2 2 4 2 3 5 3

Unknown 0 1 1 0 2 0 3 0 3 3 2 3

White 180 414 184 421 172 405 151 380 122 358 130 380

Gender Total 222 528 235 522 231 526 203 508 172 486 190 547

Undergraduate 756 757 757 711 658 737

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LAND USE PLANNING:

Graduate Applicants - Fall Data

2002 2003 2004 2005 2006 2007 F M F M F M F M F M F M

Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 0 0 0 0 0

Black 0 0 0 0 0 0 0 0 0 0 0 1

Hispanic 0 0 0 0 0 0 0 0 0 0 0 0

Non-Resident 1 0 3 2 2 5 0 1 3 2 0 2

Unknown 0 0 0 0 0 0 0 0 0 0 0 0

White 0 0 0 1 0 1 0 1 1 1 0 0

Gender Total 1 0 3 3 2 6 0 2 4 3 0 3

Total Applicants 1 6 8 2 7 3

Admitted Graduate Students - Fall Data

2002 2003 2004 2005 2006 2007 F M F M F M F M F M F M

Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 0 0 0 0 0

Black 0 0 0 0 0 0 0 0 0 0 0 1

Hispanic 0 0 0 0 0 0 0 0 0 0 0 0

Non-Resident 0 0 1 1 0 4 0 0 2 1 0 1

Unknown 0 0 0 0 0 0 0 0 0 0 0 0

White 0 0 0 0 0 0 0 1 0 1 0 0

Gender Total 0 0 1 1 0 4 0 1 2 2 0 2

Total Admitted 0 2 4 1 4 2

Enrolled New Graduate Students - Fall Data

2002 2003 2004 2005 2006 2007 F M F M F M F M F M F M

Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 0 0 0 0 0

Black 0 0 0 0 0 0 0 0 0 0 0 0

Hispanic 0 0 0 0 0 0 0 0 0 0 0 0

Non-Resident 0 0 0 0 0 1 0 0 1 1 0 0

Unknown 0 0 0 0 0 0 0 0 0 0 0 0

White 0 0 0 0 0 0 0 1 0 0 0 0

Gender Total 0 0 0 0 0 1 0 1 1 1 0 0

Total Enrolled 0 0 1 1 2 0

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LAND USE PLANNING (Cont’d):

Demographics of Enrolled Graduate Students - Fall Data

2002 2003 2004 2005 2006 2007

F M F M F M F M F M F M

Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 0 0 0 0 0

Black 0 0 0 0 0 0 0 0 0 0 0 0

Hispanic 0 0 0 0 0 0 0 0 0 0 0 0

Non-Resident 3 1 4 1 1 3 0 3 1 4 0 3

Unknown 0 0 0 0 0 0 0 0 0 0 0 0

White 1 2 1 4 1 3 1 4 0 3 0 3

Gender Total 4 3 5 5 2 6 1 7 1 7 0 6

Graduate 7 10 8 8 8 6

Demographics of Enrolled Undergraduate Students - Fall Data

2002 2003 2004 2005 2006 2007

F M F M F M F M F M F M

Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0

Asian 0 0 0 0 0 0 0 0 0 0 0 0

Black 0 0 0 0 0 0 0 0 0 0 0 0

Hispanic 0 0 0 0 0 0 0 0 0 0 0 0

Non-Resident 0 0 0 0 0 0 0 0 0 0 0 0

Unknown 0 0 0 0 0 0 0 0 0 0 0 0

White 0 0 0 0 0 0 0 0 0 0 0 0

Gender Total 0 0 0 0 0 0 0 0 0 0 0 0

Undergraduate 0 0 0 0 0 0

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B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students

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C. GPA of new students

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D. Time to Degree in Years – Average years to graduate for all students graduating

each year

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E. Number of RA‟s, TA‟s or GPTI‟s, with total number of graduate students in the

program.

The College employed 27 graduate workers for the Spring 2007 semester and 18

graduate workers for the Fall 2007 semester.

There were 287 graduate students enrolled during that same period.

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F. Initial position and place of employment of graduates over the past 6 years

Name Initial Position Initial Employer Location

2001-2002

Ms. Dana A. Williams Project Manager Gregg Bliss Architect Amarillo, TX

Mr. Nicholas R. Jarke Kell Munoz Architects Dallas, TX

Mr. Curt D. Raymond Project Coordinator Cornerstone Group Architects Dallas, TX

Mr. Kevin W. Witt Darrick Wade, Architect Dallas, TX

Mr. William R. Duncan, II Project Manager Johnson Architects, Inc. California

Mr. Stephen L. Funk Hardy, Holzman, Pfeiffer and Associates New York

Mr. Clayton N. Harstad Intern Kinslow, Keith & Todd Architects Oklahoma

Mr. J. Kyle Coker Project Designer Jonathan Bailey Associates, LLC Dallas

Mrs. Jamie L. Zavodny Archtect Parkhill, Smith and Cooper Lubbock, TX

Mr. David M. Tobin Ron Hobbs Architects Dallas, Texas

Ms. Theresa J. Wieck Architect Intern SHW Group Dallas, TX

Mr. Miguel A. Ramirez Graphic Designer Southwest Museum Services Houston, TX

Mr. Kristofer P. Spurgin Intern BGO Architects Dallas, TX

Mr. Stephen C. Wall Isbell Engineering Dallas, TX

Mr. Rodney A. Birck Cornerstone Group Architecture Dallas, TX

Mr. Larry E. Magee, Jr. Architectural Intern GSR Firm Dallas, TX

Mr. Christopher M. Hodney Designer/Intern Opsis Architecture Oregon

Mr. Jarrod J. Sterzinger DLR Group Dallas, TX

Mr. Jeremy C. Rumph Architect Sholar Design Colorado

Mr. Yancey K. Powers Architect WMA Architects Dallas, TX

Ms. Shawna M. McCormick

Leach Mounce Architects California

Mr. Ruben M. DeLao Project Manager SHW Group Dallas, TX

Mr. Jesus Navarro, Jr. Staff Designer Lionakis Beaumont Design Group Colorado

Mr. J. Seth Parker WestMark Realtors Lubbock, TX

Ms. Lane M. Smith Roesling, Nakamura Teraba Architects California

Ms. Teresa Hernandez Architectural Intern McCormick Architecture Texas

Mr. Allan K. Cox KAI Architects Houston, TX

Mr. Will G. Quintanilla Project Manager BGO Dallas, TX

Mr. Bryan H. Bailey Architect Tobin Architects & Associate Dallas, TX

Mr. J. Wesley Bowen HKS, Inc. Dallas, TX

40

Mr. Ansley C. Fanning Intern Rehler, Vaughn, and Koone, Inc. San Antonio, TX

Mr. Shane M. Bostick Intern GSR Andrade Architects, Inc. Dallas, TX

Mr. Darren L. Dobbins Beeler Guest Owner Architects, L.P. Dallas, TX

Ms. Jennifer L. Heitman Intern Richter Architects Corpus Christi, TX

Ms. Shana N. Kelso Reviewer Indiana Deptartment of Natural Resources Indiana

Mr. Ryan J. McGuire Intern Shawnburg Architect Houston, TX

Mr. Ruel L. Mendoza Architect Intern HKS, Inc. Dallas, TX

Mr. Christopher M. Osborne WJM Architects New Jersey

Mrs. Rebecca K. Bowen Architect HKS, Inc. Dallas, TX

Mr. Jared E. Wright Project Manager David Hertz AIA Architects California

Mr. Jay A. Winfrey Skylab Design Group Portland, Oregon

Mr. David Zurita Southern Land Company Tennessee

Mr. Daniel W. Finnell SHW Group Dallas, TX

2002-2003

Mr. Kyle B. Smith Principal Architect KBS California

Mr. Garth E. Erickson Architect RKTL Associates Dallas, TX

Mr. M. Barton Shaw Designer Hahnseld, Hoffer and Stanford Fort Worth, TX

Mr. Jeffrey S. Justice Designer Lionakis Beaumont Design Group California

Mr. Matthew L. Jasper Architect Volz & Associates Austin, TX

Mr. Nicholas A. Kondejewski Plans Examiner City League City League City, TX

Mr. Joshua C. Brown Huckabee & Associates Fort Worth, TX

Mr. Edward B. Schmaltz Civil Engineer Brown and Gay Engineers Houston, TX

Mrs. Tara J. Thornberry Architectural Draftsperson-Intern ANPH Architects Dallas, TX

Mr. Alejandro Mireles Architect PSRBB Architects El Paso, TX

Mr. Curt G. Campbell E. I. Alan Gerwig and Associates, Inc. Florida

Ms. Jessica L. Garcia Intern Chamberlin Architects Arizona

Mr. Aaron N. Benefiel Architect Studio D Architects New Mexico

Mr. Christopher A. Rutledge Intern LHG Incorporated Kentucky

Mrs. Lindsey L. Bilhartz Intern Architect United Supermarkets Lubbock, TX

Ms. Kathryn A. McCorquodale Project Coordinator HDR Architecture, Inc. Dallas, TX

Ms. Ann E. Hampton Interior Architect Tonychi and Associates New York

Mr. Steven R. Zoerner Architectural Associate Polkinghorn Groups Architects, Incorpora Austin, TX

41

Mr. Brian A. Hayes Project Coordinator Good, Fulton, & Farrell, Inc. Dallas, TX

Mr. Mark A. Nastoupil Intern Architect HKS, Inc. Dallas, TX

Mr. Eric W. Gilleland Intern Francis, Cauffman New York

Mr. Lucio J. De La Cruz Lionakis Beaumont Design Group California

Mr. Steven P. Chandler Urban Design Group North Carolina

Ms. Elizabeth L. Thompson Intern

Jonathan Bailey Associates Dallas, TX

Mr. Andrew C. Chandler Architect MWM Architects, Inc. Lubbock, TX

Mr. Miles L. Hardaway Intern Architect N.C. Sturgeon, L.P. Midland, TX

Mr. Shane A. Harris Architect RGA Architects New York

Mr. Timothy W. Curry Architectural Intern Law/Kingdon, Inc. Dallas, TX

Mr. Brandon S. Blount Intern HKS, Inc. Dallas, TX

Mr. Cory W. Hawkins Beaty and Partners Architects, Inc. San Antonio, TX

Mr. C. Ryan Reynolds Job Captain Island Architects California

Ms. Michelle K. Ward Intern Perkins & Will Dallas, TX

Mr. Jeffrey R. Cook Architect Gromatzky, Dupree and Associates Fort Worth, TX

Mr. Jorge L. Soto, III RTKL Associates, Inc. Dallas, TX

Mr. Shelby M. Morris Architect Beck Architects Dallas, TX

Mr. D. Scott Taylor Project Manager Work Architecture New York

Mr. Jeremy B. Pearce Project Coordinator Ascension Group Architects Dallas, TX

Mr. Brian D. Lopez Intern OZ Architecture Denver, CO

Mr. Derek C. Webb Intern Beaty and Partners Architects San Antonio, TX

Mr. Kyle L. Bodine Project Manager Chiles Architects Austin, TX

Mr. Kendall J. Macon Intern Tatchio & Associates Architect Dennison, TX

Mr. Steven A. Still Intern Corgan Associates, Inc. Dallas, TX

Mr. David W. Dymond RTKL Associates, Inc. Dallas, TX

Mr. Ryan Z. Dawson Associate RNL Design Denver, CO

Mr. Bengie R. Daniels Designer/Intern SLS Partnership, Inc. Lubbock, TX

Mrs. Kelly S. Garcia Intern Architect HKS, Inc. Dallas, TX

Mr. Matthew L. Stevens Intern Urban Design Group Dallas, TX

Ms. Rebecca C. Gilbert Peace Corps Washington, DC

Mr. Luis J. Guevara Western Hemisphere Pacific Brownsville, TX

Mr. Giovann J. Aguilar Intern JMA Architecture Houston, TX

Mr. Jonathan R. Oltmann SHW Group Dallas, TX

Mr. Dustin R. O'Brien Wilson Architectural Group Houston, TX

Mr. John P. Garland Ziegler, Cooper Architects Houston, TX

Mr. Wei Xiong Michael Brady, Inc. Knoxville, TN

42

2003-2004

Mrs. Jill A. Soto Gromatzky, Dupree and Associate Dallas, TX

Mr. David L. Wood Attorney

D. Lyle Wood, Professional Corporation Las Cruces, NM

Mrs. Trela R. Turnbough Job Captain Humphreys & Partners Architects, L.P. Dallas, TX

Mr. George O. DeJohn Assistant Project Manager

Claycomb Associates, Inc. Dallas, TX

Mr. Jason E. Best Intern JMA Architecture, Inc. Dallas, TX

Mr. Aaron P. Bailey Cornerstone Group Architects Austin, TX

Mr. William R. Britten Intern Ankrom Moisan Associated Architects Seattle, WA

Mr. Javier F. Ponce Project Architect TPG Architecture New York

Mr. Darren P. Hand Intern Architect Greg Bliss Architects Amarillo, TX

Mr. Dustin J. Nicholson Estimator/Project Manager Westfall Constructors Houston, TX

Mrs. Elizabeth A. Ruggles Architect Self Employed Texas

Ms. Jennifer M. Widmer Intern HKS, Inc. Dallas, TX

Mr. Jason A. Oliver Corgan Dallas, TX

Mr. Scott A. Nelson Architect H H Architects Dallas, TX

Mrs. Britni R. Ganze Intern Moman Architects Round Rock, TX

Ms. Kelley L. Ogilvie Intern Michael Brady, Inc. Knoxville, TN

Mr. Daniel L. Steirnagle Job Captain Mohseni, Gualda, Pursifull Associates California

Mr. Matthew D. Enslin Designer RTKL Dallas, TX

Mr. John W. Driscoll Intern Architect Dekker Perich Sabatini Albuquerque, NM

Mr. Bill S. Barnhill Intern W D Architects Amarillo, TX

Mr. Zachary C. Garth Overland Partners San Antonio, TX

Mr. Todd M. Curry Intern Corgan Associates, Inc. Dallas, TX

Murad I. Abu Salim, Ph.D. Professor Texas Tech University Lubbock, TX

Mr. David W. Limmer Architect HKS, Inc. Dallas, TX

Mr. Jeffrey B. Palmer Carrell, Poole & Yost Architecture Dallas, TX

Mr. Brian H. Griggs Parkhill, Smith & Cooper, Inc. Lubbock, TX

Mr. Yang-Chyi Lee Aegis Advisers, Inc. Fort Worth, TX

2004-2005

Ms. Allison W. Chambers Child Care Worker First Baptist of Lubbock Lubbock, TX

Mr. Alan B. McClung Intern Corgan Associates, Inc. Dallas, TX

Mr. Jason R. Bush Cox Dirks Architects, P.C. Lubbock, TX

Mr. Christopher R. Davison Intern RTKL Associates, Inc. Dallas, TX

Mr. Bryce A. Hamels Intern RIM Architects Alaska

43

Mr. Thomas K. Brown Michael Brady, Inc. Knoxville, TN

Mr. Jonathan M. Morris Intern Charles R. Lynch, AIA Architect, Inc. Amarillo, TX

Ms. Amanda D. Schulte Intern Gideon Toal Dallas, TX

Mr. Kevin M. Pauzer Stocker, Hoesterey, Montenegro Architects Dallas, TX

Mr. Ryan N. Miller Intern Lavin Architecture New York

Mr. Adrian Anaya BGR Lubbock, TX

Mr. Peter A. Breninger Intern Michael Brady, Inc. Knoxville, TN

Ms. Amanda G. Popham Designer Intern SLS Partnership Lubbock, TX

Mr. Robert E. Overstreet Intern Brown, Reynolds, Watford Architects Houston, TX

Mr. Brian A. Frels Intern RTKL Associates Dallas, TX

Ms. Sze-Lyn Lim Staff Engineer Swenson Say Faget Seattle, WA

Mr. Han N. Beh Intern FKP Architects, Inc. Dallas, TX

Mr. Henry M. Garcia Architect Parkhill, Smith & Cooper, Inc. Lubbock, TX

Mr. Timothy M. Lott Intern Sims Parge Architects Amarillo, TX

Mr. Joshua L. Bradshaw Project Manager BGO Architects Dallas, TX

Mr. Zachary D. Edwards Architectural Technician Gensler Houston, TX

Ms. Dawn Y. Burnley Design Edge Austin, TX

Mrs. Morgan E. Penix Associate Designer Peter De Witt Architect San Antonio, TX

Mr. Kyle F. Nix Intern Vandergriff Group Fort Worth, TX

Mr. David B. Zabin Intern Parkhill, Smith, Cooper Lubbock, TX

Mr. Stephen Guzman Insurance Architect Rehler Vaughn & Koone, Inc San Antonio, TX

Mr. Muthukumar Madaswamy Architect HKS, Inc. Dallas, TX

2005-2006

Mr. Joseph S. Imamura Teaching Assistant Texas Tech University Lubbock, TX

Mr. Joel B. Lowery Architecture Curtis & Windham Architecture Houston, TX

Mr. Matthew D. Rogers Intern Michael Brady, Inc. Knoxville, TN

Mr. Jason A. Darling Project Designer Streetsense, Inc. Bethesda, MD

Mrs. Linden B. Urquieta Intern HKS, Inc. Dallas, TX

Mr. Paul A. Urquieta Intern HKS, Inc. Dallas, TX

Mr. Kenneth J. Heinzmann Architect Intern Architexas Dallas, TX

Mr. Ben R. Keyworth Curtis Group Architects LLC Dallas, TX

Mr. Matthew J. Cadwallader Intern SHW Group Dallas, TX

Ms. Adriana M. Moreno Marmon Mok, L.L.P. San Antonio, TX

Ms. Theresa L. Halas Architect WKMC Dallas, TX

Mr. Andrew B. Cummings Architect Intern O' Connell Robertson Austin, TX

Ms. Antionette Trevino Gonzales Architects San Francisco, CA

44

Mr. Tyler V. Vigil Architect Robert A. M. Stern Architects New York

Mr. Nathan B. Schneider NCA Architecture Dallas, TX

Ms. Leticia B. Canon Architect Intern FKP Architects, Inc. Dallas, TX

Mr. Weston L. Emmert Architect WRA Architects, Inc. Dallas, TX

Mr. Christopher R. Hellstern KMD Architects San Francisco, CA

Mr. Brent M. Smith City of Weatherford Weatherford, TX

Mr. Gregory A. Peters Project Engineer Pacheco Koch Consulting Engineers Dallas, TX

Mr. John L. Fitzgerald HKS, Inc. Dallas, TX

Mr. Chase B. Parker Intern GSR Andrade Architects Dallas, TX

Mrs. Lorelei N. Mewhirter Intern Gromatsky, Dupree & Associates Fort Worth, TX

Mr. Ryan A. Wilkens Job Supervisor Jim Seybert Homes Perryton, TX

Mr. David J. Hasting Designer IDC Architects Portland, Oregon

Ms. Alix L. Hill Intern RTKL Associates, Inc. Dallas, TX

2006-2007

Mr. Christopher B. Anderson WRI Architects Mobile, Alabama

Mr. Mark M. Aldred Architect Intern Watermark Design Group Dallas, TX

Ms. Sara C. Curry Intern Corgan Associates Dallas, TX

Mr. Scott M. Armstrong Intern RTKL Associates, Inc. Lubbock, TX

Mr. Micah K. Simecek Project Manager SLS Partnership, Inc. Lubbock, TX

Ms. Danielle M. Boenker Architect BGR Architects, Inc. Austin, TX

Mr. Clay A. Weiland H.E.B. Grocery Company Albuquerque, NM

Mr. Sean S. Fuqua Intern Architect Dekker, Perich, & Sabatini Dallas, TX

Ms. Kayla N. Case Architectural Intern Corgin Associates Dallas, TX

Mr. Jeremy J. Vincik Project Intern CGA Katy, TX

Mr. Evan R. Wittig Dekker Perich Sabatini Albuquerque, NM

Mr. Richard M. Gilliland Dekker Perich Sabatini Albuquerque, NM

Ms. Mary A. Murphy Intern

Shefelman-Nix Architects/Nix Group Architects Austin, TX

Ms. Eun M. Cho Intern GSO Architects Dallas, TX

Mr. Brett A. Cox Architect Gideon Toal Fort Worth, TX

Mrs. Tracy A. Thorne Architect SHW Group Dallas, TX

Mr. Matthew A. Hart Intern Architect RTKL Associates, Inc. Dallas, TX

Mr. Allan J. Oster Architect Gromatzky Dupree & Associates Fort Worth, TX

Mr. Nolan C. Bradshaw Intern Gromatzky Dupree & Associates Fort Worth, TX

45

Mr. Bryan T. Liska RAD Architecture, Inc. South Perth, Australia

Mr. Scott M. Gorenc Corgan Dallas, TX

G. Type of financial support available for graduate students

If they receive a working position within the College then salary is provided, and if

applicable, the students are eligible for fee waivers.

All students can apply for the variety of scholarships awarded annually.

46

H. Number of students who have received national and university fellowships,

scholarships and other awards

Graduate Scholarships Awarded

AWARD

01/02 02/03 03/04 04/05 05/06 06/07

$ #

Stud $ #

Stud $ #

Stud $ #

Stud $ #

Stud $ #

Stud

AT&T Chancellors $6,000 2 $3,000 1 $6,000 2 $3,000 1 $3,000 1

Cash

Fellowship

Hazlewood $3,000 1

Helen DeVitt

Jones $3,500 1

Health/Social

Svcs

Jones Part-

time

Junction

McNair

Smith

Summer Dissertation $2,000 1 $2,300 1

Urbanovsky $18,000 1 $18,000 1 $18,000 1 $18,000 1 $18,000 1 $18,000 1

Water Conservation

Waterman

47

I. Percentage of full time master and doctoral students who received financial

support - in the prior year, the percentage of full-time students with support

divided by the number of FTS.

The College does not track this type of information and the university was not

able to provide these statistics.

J. Average financial support provided to master and doctoral students - For those

receiving financial support, the average financial support provided per full-time

graduate students (≥ 9 hours), including tuition rebate, for the prior year, and

including RA‟s, TA‟s, fellowships, tuition, benefits, etc. that is „out-of-pocket‟.

This information was not available from the university specifically for MARCH

students in the College. The university provided the information for all

graduate students at Texas Tech which was $7,134.51 per student.

K. Graduate Student Publications and Creative Activities – Number of discipline-

related refereed papers/publications, juried creative/performance

accomplishments, book chapters, books, and external presentations by Master

and Doctoral students in the college.

Publication: Refereed Non-Refereed Poster

presentations Other activities

Year Thesis Diss. Thesis Diss. Thesis Diss. Thesis Diss.

2006 9 37

2005 7

2004 10

2003 8

2002 6

2001 6

2000 5

48

L. Programs for mentoring and professional preparation of graduate students

The structure of architectural education is conducive to individual counseling and

mentoring. Graduate studios are small – around 10 students – with 12 or more

contact hours per week. Students and faculty are much closer than normal

classroom relationships allow.

Further, the curriculum is project oriented, which tends to focus faculty-student

interests in a manner that duplicates the type of relationships that are formed in

professional circumstances.

The College encourages internships and has a sophisticated intern program in

Dallas, Houston. San Antonio and El Paso that allow the students to gain work

experience as they progress through their degree plan. In architecture the

relationship with the profession is intense. We host a job fair each year and we

have a placement office, which guides students to employment opportunities before

and after graduation primarily through a powerful on-line tool-ARCHWAY- that is

an interactive interface between students and prospective employers.

Our Master of Science (post-professional) students are assigned a mentor who

works in their chosen area of specialization. This mentor is usually the chair of

their thesis committee.

To some extent the interdisciplinary nature of the LPMD program and a wide

variety of student backgrounds frustrate coordinated mentoring. However, they are

initially mentored by the coordinator and as they become more focused in their

research, this task is taken over by their dissertation advisor and committee

members. The LPMD Ph.D. program is also undergoing reorganization to provide

better support for its students. Recently, the graduate school, with the assistance of

the Urbanovsky Endowment has added two new Urbanovsky assistantship positions

in addition to increasing the Urbaanovsky Fellowship to $30,000.00 yearly.

49

M. College efforts to retain students and graduation rates.

The early years of the architecture program are so difficult that, by the time our

students enter the graduate (professional) phase of the curriculum, retention is very

good. Some students experience financial problems and the Dallas, El Paso, San

Antonio, and Houston internship programs allows them to work and make progress

on their degree at the same time. The COA also has an international study-abroad

program in which all students may participate. Students may look forward to study

opportunities in several different locations in Europe, Canada, Mexico and Central

America. Further, the Master Design Studio, which graduate students complete

during their final two semesters, is structured with multiple check points that

encourage guidance. The work is reviewed by several faculty at each check point

and students are notified if they are in trouble. As pointed out in IVG the nature of

an architecture curriculum supports a continuing advising relationship between

faculty and students.

50

N. Percentage of Full-Time Master and Doctoral students – Rolling three-year

average of the FTS (≥ 9 SCH) divided by the number of students enrolled

(headcount) for the last three fall semesters.

Student Type Average

(2003—2005) Average

(2004—2006) Average

(2005—2007)

Masters

81%

83%

87%

Doctoral

62%

71%

73%

O. Student-Core Faculty Ratio – Include data for masters and doctoral students -

The rolling three-year average of full-time (≥ 9 hours) student equivalent

(FTSE) divided by rolling. „Core Faculty‟ is full-time tenured and tenure-track

faculty who teach 50 percent or more, (or other individuals integral to the

program) and, for doctoral programs, those who can direct dissertation research.

Student Type

Ratio (2001—2004)

Ratio (2002—2005)

Ratio (2003—2006)

Ratio (2004—2007)

Masters

9.5

8.1

8.3

9.1

Doctoral

2.56

2.15

2.22

2.2

51

V. College

A. College operating expenses

College Operating Costs as a Fraction of Employees

COLLEGE COMPLETES

01/02 02/03 03/04 04/05 05/06 06/07

College Operating Cost $339,594

$317,116

$328,413

$325,684

$385,230

$369,661

Faculty & Staff 51 53 55 55 58 57

College Op Cost /FS $6,658.71 $5,983.32 $5,971.15 $5,921.53 $6,641.90 $6,485.28

52

B. Summary of Proposals (submitted)

Summary of Number of Proposals Written and Accepted

COLLEGE COMPLETES

Foundation State Federal Others Successfully

funded

D M D M D M D M D M

2006 1 2 1 2 3 2 2 7 1.3

2005 2 2 3 2 1 9

2004 6 1 1 5

2003 2 1 1 1 5

2002 6 2 2 1 1 1 9 .5

2001 3 6 3 7

D = proposals written by CO-PI’s from your department only

M = proposals written by CO-PI’s from multiple departments

C. External Research expenditures

SUMMARY OF FACULTY AWARDS BY COLLEGE Source: Office of Research Services

Year Number of Awards Facilities &

Administrative Award Amount

01/02 8.50 $29,114 $185,574

02/03 9.50 $30,031 $261,418

03/04 5.00 $6,432 $148,575

04/05 5.00 $6,745 $89,671

05/06 9.00 $36,846 $312,992

06/07 8.30 $11,786 $123,506

Totals: 45.30 $120,954 $1,121,736

53

Comparison of Research Expenditures 01/02 02/03 03/04 04/05 05/06 06/07

Cal State Poly University Pomona

$0 $0 $0 $0 $0 $0

Texas Tech $185,574 $261,418 $148,575 $89,671 $312,992 $123,506

54

D. Internal Funding

Source of Internal Funds (TTU) Source: Institutional Research Services

01/02 02/03 03/04 04/05 05/06 06/07

Research Enhancement

Research Incentive $142 $846 $880 $1,428 $2,024

Line Items

Interdisciplinary Seed Grants

New Faculty Start-ups

Matching from VP of Research

Special needs and opportunities

Research Promotion

Graduate School Fellowships $26,000 $21,000 $24,000 $23,300 $27,500 $18,000

HEAF

TOTALS: $26,000 $21,142 $24,846 $24,180 $28,928 $20,024

E. Scholarships and endowments

College of Architecture Endowment

Report Market Value of Endowment

Base

Number of

Endowments

Amount of Total

Endowments

2007 65 $2,805,392**

2006 57 $1,810,168

2005 49 $1,598,591

2004 0 $1,214,445

2003 47 $1,035,531**

2002 43 $ 635,861**

**In addition to new endowments, several previously established endowments experienced

significant increases.

College of Architecture

Endowment Market Value

Year Principal Spendable Interest

2007 $2,805,392 $112,215

2006 $1,810,168 $ 71,406

2005 $1,598,591 $ 63,943

2004 $1,214,445 $ 48,577

2003 $1,035,531 $ 41,421

2002 $ 635,861 $ 25,434

55

The College of Architecture has sixty-five endowments that support the educational

mission of the College. The H. Deane Pierce Chair is the only academic Chair for the

College. Scholarship endowments total forty-nine (49) and program support endowments

total sixteen (16).

56

F. College resources for research and teaching (i.e., classroom space, lab facilities)

Type of Space Number of Rooms Total Assignable Square Feet

OFFICES:

Faculty & Administration 39 6887

Clerical 9 2845

Technician 4 333

LOUNGE & KITCHEN 3 1094

EXHIBITION: 2 2261

LABS:

Special Instruction Labs 6 7745

Research Labs 4 4069

STORAGE: 15 4832

LIBRARY: 11 9245

STUDIOS: 36 34039

SEMINAR & CLASSROOMS: 11 1421 CONFERENCE 2 934

TOTAL SQUARE FEET 75705

G. HEAF expenditures

COLLEGE COMPLETES

Computer

Labs Studios Shop TOTAL

2006 $117,211 $69,818 $400 $187,429

2005 $86,635 $22,640 $3,039 $112,314

2004 $78,343 $9,228 $5,112 $92,683

2003 $51,440 $14,832 $11,341 $77,613

2002 $51,526 $15,026 $5,793 $72,345

2001 $40,636 $1,268 $3,919 $45,823

57

H. External Program Accreditation – Name of body and date of last program

accreditation review, if applicable. Include description of body and

accreditation specifics.

The National Architecture Accrediting Board(NAAB) is the accrediting agency for

the College of Architecture. Each visiting team is composed of six official members

plus an observer. Each of the organizations which impact architectural education

has a member – American Institute of Architects(AIA); American Institute of

Architecture Students(AIAS);Association of Collegiate Schools of

Architecture(ACSA); National Council of Architectural Registration

Boards(NCARB); and, of course the NAAB, plus a member selected by the

College. Each accredited architecture program in North America is reviewed once

every seven (7) years, the last occurring at Texas Tech in the spring of 2003. At

each review the College of Architecture must demonstrate how it meets a set of

thirty-four (34) teaching criteria by documenting these as „learning outcomes” and

linking them to “methods of assessment”. One of the primary ways this is done in

architecture programs is through a display of student work which graphically

illustrates the strengths of the program. The College must also demonstrate that it

meets thirteen (13) program conditions that assess the College resources and

learning environment, which are detailed through a series of reports and interviews

with students, faculty, and administrators of the College of Architecture.

58

VI. Conclusion – a one- to two-page summary of the observed deficiencies and needs

identified by your review. Identify areas of greatest need and areas of significant

contributions.

The graduate program in architecture in its present form is a 5-year professional degree

which began in 1997. It was the first five year master‟s program in architecture on the

continent and was accredited in 2003. It continues to evolve as the program matures and is

currently undergoing a restructuring of the graduate studio sequence in the MARCH

program. In order to allow students and faculty the opportunity to focus on emerging

opportunities and concerns in the profession, the Master Design Studio Thesis project has

been replaced with a 9-hour Comprehensive Studio and three Topical Design Studios. We

feel this will optimize the teaching objectives in our strategic plan and more strongly

emphasize how we meet the teaching criteria that are reviewed in our accreditation report.

Faculty:

With several new faculty members that we have added in the past few years, we have been

able to reduce our average graduate studio students to faculty ratio to 13, which matches

the national average. This reduction is significant, and important to our national

accrediting agency (NAAB). We continue to be two faculty short of that which could be

expected to maintain 3 areas of concentration within certificate programs, and to expand

the research agenda in these and additional areas. The three areas of concentration that we

currently offer are Historic Preservation, Visualization, and Community Development.

Two of the recent faculty hires have given us the potential to open up a fourth area of

concentration in Digital Fabrication, but more resources are needed to nurture these and

other initiatives the COA is engaging.

Examples of nationally recognized work in Historic Preservation by our faculty are the

documentation of the Statue of Liberty in New York and the Mesa Verde Cliff Dwellings

in Colorado using cutting edge laser technology. In another area, Visualization faculty are

currently working to create a virtual campus for the TTU Independent School District.

Physical Facilities:

Through building renovations, we have added seminar and review space as called for in

previous accreditation reports. We have expanded our shop facilities by adding a state of

the art model shop and space for 2 digital laser cutters to keep us current with the evolving

developments in architectural education. This space was carved out of Gallery space that

was underutilized, but it has caused us to creatively explore options for replacing the lost

display space. In addition, we have set aside space to construct a distance learning

classroom that will eventually be state of the art.

Our post-professional programs, built on long-standing strength of the College, are

becoming more sophisticated and nationally recognized.

We have defined each area of concentration by three sub-interests that are sustained by

several of our faculty. For example, the concentration in historic preservation includes

documentation, economic development and architectural conservation. Similarly,

visualization includes virtual environments, industrial processes and architectural

geometrics. These concentrations are supported by a sequence of required specialized

courses in addition to the more general course offerings.

59

Facilities that support these programs include the Architectural Research Design Center

(ARDC) as well as designated lab space for research in each of the three concentrations in

the MS Program. Other support spaces recently created or currently under construction

include a distance classroom, student lounge, and gallery space.

As a result of creating these dedicated spaces in the Architecture building, the amount of

space available for design studios, the heart of our curriculum, has decreased substantially.

Embracing the idea that “necessity is the mother of invention” we have viewed this as an

opportunity rather than a liability. In order to address the shortage of studio space we have

moved all of our senior undergraduate design studios off-campus into summer study-

abroad programs.

We are also currently looking for funding to locate studio space off campus. We have

submitted a grant for incentive funding in collaboration with the Art Department to

establish studio space in a warehouse facility in downtown Lubbock.

Outlook:

With the advent of the first 5-year Masters degree at TTU, other architecture schools are

abandoning their undergraduate first-professional degree programs in favor of the

professional degree at the Masters level. Concurrently the trend is for more sophisticated

skills from professionals in areas of cultural concern such as preservation, sustainability,

visualization, community design and fabrication. The expectation is that the post-

professional masters will evolve into a doctorate. To this end we intend to articulate and

expand our post-professional offerings.

60

VII. Appendices

A. Strategic Plan B. Graduate Course Offerings C. Recruiting Materials D. Graduate Student Handbook E. Graduate Student Association(s) F. Graduate Faculty Information

61

APPENDIX A

Strategic Plan

Our strategic plan is located at the following website:

http://www.arch.ttu.edu/aboutus/strategicplan.asp

62

APPENDIX B

Graduate Course Offerings

Our graduate course offerings are located at the following website:

http://www.depts.ttu.edu/officialpublications/

63

APPENDIX C

Recruiting Materials

See Recruiting Material Attached.

64

APPENDIX D

Graduate Student Handbook

There is no Graduate Student Handbook for the College in place.

65

APPENDIX E

Graduate Student Association(s)

66

67

APPENDIX F

Graduate Faculty Information

See attached copies of entire Confirmation/Reappointment forms submitted for

Graduate Faculty Reviews for every faculty member employed during the six years

covered in this review (even tenure-track and non-tenured) in accompanying

notebook.