KEAN UNIVERSITY Michael Graves School of Architecture Master of Architecture (55 semester hours) Academic Program Report – October 27 , 2014

(Based on the NJPC Academic Issues Committee submittal requirements) Included in this report: 1. New Program Checklist 2. Program Announcement Cover Page 3. Narrative Proposal: a. Program Objectives b. Evaluation / Learning Outcomes Assessment Plan c. Relationship to Institutional Strategic Plan and Impact on Offerings d. Need e. Students f. Program Resources 4. Degree Requirements

5. 6. 7. 8. 9.

Forthcoming: Consultant’s CV Consultant’s Report Institutional Response to Consultant’s Report Board of Trustees’ Resolution Institutional Responses

Page 1 of 32

1. NEW PROGRAM CHECKLIST Institution:

Kean University

Program Title: Architecture Degree:

Master of Architecture. (2-year program)

REMINDER: The complete program package of materials should be submitted as an electronic file to the Chair of the Academic Issues Committee.

DESCRIPTON 1. Program Announcement Narrative Proposal Degree Requirements

Check to Confirm

2. Consultant’s Curriculum Vitae 3. Consultant Report  Submission date: _____________________  On site visit? If yes, date(s): _____________________  Consultants curriculum vitae 4. Response(s) to Consultant’s Report 5. Board of Trustees’ Resolution  Date of resolution: _____________________ 6. Institutional Responses  Statement of “no objections”  Objections  Objecting institutions: ______________________________________________________ ______________________________________________________  Response to objections  Information about reconciliation efforts *Copies of letters of support from responding colleges and universities Name:

__________________________________________________________

Title:

__________________________________________________________

Phone:

__________________________________________________________

Email:

__________________________________________________________

Signature

Date

Page 2 of 32

2. PROGRAM ANNOUNCEMENT COVERPAGE Date: ___________________ Institution:

Kean University

New Program Title:

Architecture

Degree Designation: Programmatic mission level for the institution:

Master of Architecture Post-Master’s

Degree Abbreviation:

M. Arch.

CIP Code and Nomenclature (if possible): If outside the classification indicate Not

04.0201 Architecture

Campus(es) where the program will be offered:

Union, New Jersey

Date when program will begin (month and year):

September 2019

List the institutions with which articulation agreements will be arranged: Is licensure required of program graduates to gain employment?

YES

Will the institution seek accreditation for this program? YES List the accrediting organization: NAAB: National Architecture Accrediting Board

Program Announcement Narrative Objectives

page(s): __________

Need

page(s): __________

Student enrollments

page(s): __________

Program Resources

page(s): __________

Page 3 of 32

3. NARRATIVE PROPOSAL: a. PROGRAM OBJECTIVES: The Kean University professional program in architecture emphasizes knowledge of humanist values as they affect the design of the contemporary built environment. It promotes the cultivation of comprehensive design skills that are made manifest through both thinking and representation. Using resources in proximity to its two campuses, it will prepare students to address the design of the public realm in both building and landscape. It will utilize two major metropolitan cities to engage with enhancing public spaces in a dynamic, changing environment. It will be a resource to its constituents – academic, professional, and public – through the promulgation of design at the highest levels. The program will intensively utilize the New York/New Jersey metropolitan area and the Wenzhou region as the basis for in-depth case studies as a pedagogical component of the curriculum. Studio projects, building technology examples, and analysis of the regions’ developments in terms of ecology, sociology, and history as well as built form will be beneficial at multiple levels due to their accessibility. It will ground the program with local constituents, provide engagement with real-world contexts for making architecture, and elevate the public identity of the program. The program follows the 4+2 model for a professional degree in Architecture: a 4-year Bachelor of Arts degree in Architectural Studies, followed by a 2-year professional Master of Architecture degree. It consists of 193 total credit hours, of which 151 are elements of the professional curriculum. It allows 18 credit hours for minors or concentrations within the discipline. 55 credit hours are at the graduate level. These are substantial credit hour requirements, which exceed many other programs on campus. However they reflect the conditions and criteria of the professional accrediting agency (NAAB), and the counsel of the Kean Architecture Advisory Board, inaugurated and chaired by Michael Graves, FAIA. Through the curricular program, students move to address increasingly complex problems. Initially, components addressing design, technology, history, and professional ethics are taught in individual courses. Gradually these are integrated together, so that by the end of the professional program, a comprehensive project that addresses all of them is a defining capstone of the student’s education. It also serves as a transition element to the working methods of professional architectural offices. The program will address the increasing level of professional design services required in the 21st century, and the increasing globalization of architectural design. It utilizes its two locations in major urban areas as resources for access to professional employment and training.

Page 4 of 32

Program Learning Objectives (Outcomes): Upon completion of this program: 1. Students will be able to address new problems and opportunities in the contemporary built environment in a comprehensive manner, particularly in the creation of public buildings, spaces and places that represent the values and aspirations of the public in general. 2. Students will be able to critically assess how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values, and how these vary in different regions of the globe. 3. Students demonstrate diverse architectural perspectives through engagement with local, regional, and global learning experiences. 4. Students will engage in ongoing relationships with professional communities to facilitate responsiveness to their issues and demonstrate professional growth. 5. Students utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment at a refined level. 6. Students apply advanced business principles to the practice of architecture, including management and advocacy. 7. Students demonstrate advanced legal and ethical professional practices for the good of the client, society, and the public. The program will not exceed the programmatic mission of Kean University.

b. EVALUATION AND LEARNING OUTCOMES ASSESSMENT PLAN: Evaluation of the professional program in Architecture will consist primarily at two levels: internal institutional evaluation based on defined learning outcomes, and external student performance criteria defined by the National Architectural Accrediting Board’s (NAAB) Conditions for Accreditation (2014 edition). Institutionally, the program’s aspirations to provide an education grounded in humanist values should result in Learning Outcomes that stress individual development for each student in every aspect of their work: refinement of critical thinking skills; improved communication skills with peers, faculty, and the public; enhanced writing and research skills; computational skills applied to both general and specific problem-solving contexts; facility with representation both by hand and in digital media; the ability to situate a specific issue in a broader intellectual context that includes historical, cultural, economic, and social circumstances; knowledge of professional standards; and the ability to engage with the public in a meaningful relationship. Page 5 of 32

The NAAB’s Student Performance Criteria are outcomes evaluated in student work by an external visiting team on a regular basis tied to the cycle of accreditation. The 2014 Conditions specify 27 individual criteria that demonstrate the student’s ability or understanding of critical elements in the professional education. A full list of the SPC’s is included as an appendix to this document.i (http://www.naab.org/accreditation/2014_Conditions)

Summary of significant course-level learning objectives: Graduate 5/6: In the two years of the professional degree students will acquire skills and abilities to:    

integrate the cultural, social, and technological elements of the design process into a unified project investigate individual interests and abilities through a capstone/thesis project engage in opportunities for intense field work and international travel synthesize a comprehensive design education into an expression of humanism in the contemporary world

Assessing Learning Outcomes This section details the plan for assessing the program learning outcomes in three ways. First, a curriculum map was developed using proposed course documents to articulate how program learning outcomes are acquired and assessed using direct measures (please see Tables 2 and 3). Second, summative assessments were established to provide context for course-embedded assessments to ensure that the curriculum prepares students for the mastery level of outcomes assessment (please see Table 5). Finally, a set of surveys was developed to assess student learning and program effectiveness (i.e. graduate and employer surveys).

Page 6 of 32

Table 1. Course Learning Outcomes Alignment to Program Learning Outcomes Courses with Corresponding Learning Outcome Articulated in Proposed Syllabi

Program Learning Outcomes (Objectives)

NAAB Student Performance Criteria (Course-embedded Learning Outcomes)

1. Students will be able to address new problems and opportunities in the contemporary built environment in a comprehensive manner, particularly in the creation of public buildings, spaces and places that represent the values and aspirations of the public in general.

A.6 Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make informed choices about the incorporation of such principles into architecture and urban design projects.

ARCH 5110, 6111, 6112

A.7 History and Global Culture: Understanding of parallel and divergent histories of architecture and the cultural norms of a variety of indigenous, vernacular, local, and regional settings in terms of their political, economic, social, ecological, and technological factors.

ARCH 5110, 6111, 5209, 5210

A.8 Cultural Diversity and Social Equity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the responsibility of the architect to ensure equity of access to sites, buildings, and structures.

ARCH 5109, 5110, 5502

A.1 Professional Communication Skills: Ability to write and speak effectively and use appropriate representational media with peers and with the general public.

ARCH 5109, 5110, 5209, 5210, 6111, 6112, 5501, 5502

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 alternative outcomes against relevant criteria and standards.

ARCH 5109, 5110, 6111, 6112

A.3 Investigative Skills: Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment.

ARCH 5109, 5110, 6111., 6112

A.4 Architectural Design Skills: Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design.

ARCH 5109, 5110, 6111, 6112

A.5 Ordering Systems: Ability to apply fundamentals of both natural and formal ordering systems and the capacity of each to inform two- and three-dimensional design.

ARCH 5109, 5110, 6111, 6112

Kean Learning Outcomes: K1, K2, K4

2. Students will be able to critically assess how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values, and how these vary in different regions of the globe. Kean Learning Outcomes: K1, K2, K3, K4

Page 7 of 32

Courses with Corresponding Learning Outcome Articulated in Proposed Syllabi

Program Learning Outcomes (Objectives)

NAAB Student Performance Criteria (Course-embedded Learning Outcomes)

3. Demonstrate diverse architectural perspectives through engagement with local, regional, and global learning experiences.

B.1 Pre-Design: Ability to prepare a comprehensive program for an architectural project that includes an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of site conditions (including existing buildings); a review of the relevant building codes and standards, including relevant sustainability requirements, and assessment of their implications for the project, and a definition of site selection and design assessment criteria.

ARCH, 5109, 6111, 5404

B.2 Site Design: Ability to respond to site characteristics, including urban context and developmental patterning, historical fabric, soil, topography, ecology, climate, and building orientation, in the development of a project design.

ARCH 5109, 5404, 6111, 6405

B.4 Technical Documentation: Ability to make technically clear drawings, prepare outline specifications, and construct models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design.

ARCH 5404, 6111, 6405

B.5 Structural Systems: Ability to demonstrate the basic principles of structural systems and their ability to withstand gravitational, seismic, and lateral forces, as well as the selection and application of the appropriate structural system.

ARCH 5404, 5109, 6111, 6405

B.7 Building Envelope Systems and Assemblies: Understanding of the basic principles involved in the appropriate selection and application of building envelope systems relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources.

ARCH 5109, 5404, 6111, 6405

B.8 Building Materials and Assemblies: Understanding of the basic principles used in the appropriate selection of interior and exterior construction materials, finishes, products, components, and assemblies based on their inherent performance, including environmental impact and reuse.

ARCH 5404, 6405

B.9 Building Service Systems: Understanding of the basic principles and appropriate application and performance of building service systems, including lighting, mechanical, plumbing, electrical, communication, vertical transportation, security, and fire protection systems.

ARCH 5109, 5404, 6111, 6405

B.3 Codes and Regulations: Ability to design sites, facilities, and systems that are responsive to relevant codes and regulations, and include the principles of life-safety and accessibility standards.

ARCH 5109, 5404, 6111, 6405

Kean Learning Outcomes: K2, K3, K4

4. Students will engage in ongoing relationships with professional communities to facilitate responsiveness to their issues and demonstrate professional growth Kean Learning Outcomes: K1

Page 8 of 32

Program Learning Outcomes (Objectives)

5. Students utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment at a refined level.

NAAB Student Performance Criteria (Course-embedded Learning Outcomes)

Courses with Corresponding Learning Outcome Articulated in Proposed Syllabi

B.6 Environmental Systems: Ability to demonstrate the principles of environmental systems’ design, how design criteria can vary by geographic region, and the tools used for performance assessment. This demonstration must include active and passive heating and cooling, solar geometry, daylighting, natural ventilation, indoor air quality, solar systems, lighting systems, and acoustics.

ARCH 5109, 5404, 6111, 6405

B.10 Financial Considerations: Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction cost estimating, construction scheduling, operational costs, and life-cycle costs.

ARCH 5404, 6111

C.1 Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.

ARCH 6111, 6112

C.2 Integrated Evaluations and Decision-Making Design Process: Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.

ARCH 5110, 6405, 6111, 6112

C.3 Integrative Design: Ability to make design decisions within a complex architectural project while demonstrating broad integration and consideration of environmental stewardship, technical documentation, accessibility, site conditions, life safety, environmental systems, structural systems, and building envelope systems and assemblies.

ARCH 6111, 5404, 6405, 6112

D.1 Stakeholder Roles In Architecture: Understanding of the relationships among key stakeholders in the design process – client, contractor, architect, user groups, local community -- and the architect’s role to reconcile stakeholder needs.

ARCH 5110, 6111, 6112

D.2 Project Management: Understanding of the methods for selecting consultants and assembling teams, identifying work plans, project schedules and time requirements, and recommending project delivery methods.

ARCH 6111, 5501, 5502

D.3 Business Practices: Understanding of the basic principles of a firm’s business practices, including financial management and business planning, marketing, organization, and entrepreneurship.

ARCH 6111, 5501

Kean Learning Outcomes: K1, K2, K4

6. Students apply advanced business principles to the practice of architecture, including management and advocacy. Kean Learning Outcomes: K2

Page 9 of 32

Program Learning Outcomes (Objectives) 7. Students demonstrate advanced legal and ethical professional practices for the good of the client, society, and the public.

NAAB Student Performance Criteria (Course-embedded Learning Outcomes)

Courses with Corresponding Learning Outcome Articulated in Proposed Syllabi

D.4 Legal Responsibilities: Understanding of the architect’s responsibility to the public and the client as determined by regulations and legal considerations involving the practice of architecture and professional service contracts.

ARCH 6111, 5501, 5502

D.5 Professional Conduct: Understanding of the ethical issues involved in the exercise of professional judgment in architectural design and practice and understanding the role of the NCARB Rules of Conduct and the AIA Code of Ethics in defining professional conduct.

ARCH 6111, 5501, 5502

Kean Learning Outcomes: K1, K2, K3

Page 10 of 32

Table 2. Curriculum Map for Student Learning Outcomes Assessment 1. Address new problems and opportunities in contemporary built environment in comprehensive manner… [Realm A: Critical Thinking…]

2. Critically assess how architecture represents particular themes… [Realm A: Critical Thinking…]

ARCH 5109

X

X

ARCH 5110

X

X

ARCH 5209

X

X

ARCH 5210

X

X

ARCH 5404 X

X X

7. Demonstrate advanced legal and ethical professional practices … [Realm D: Professional Practice]

X

X X

X

X

X

X X

5

6. Apply advanced business principles …. [Realm D: Professional Practice]

X X

X

ARCH 6405 Total # of graduate courses outcome is addressed

X

5. Utilize a holistic design process [Realm C: Integrated Architectural Solutions]

X

ARCH 6111 ARCH 6112

4. Engage in ongoing relationships with professional communities… [Realm B: Practices, Tech skills …]

X

ARCH 5501 ARCH 5502

3. Demonstrate diverse architectural perspectives … [Realm B: Practices, Tech Skills …]

6

X

X

X

X

X

X

4

4

3

3

3

Summative Assessments At the undergraduate level of study, students will build an academic portfolio comprised of selected course assignments and projects to demonstrate the achievement of program learning outcomes. Portfolios will be evaluated via a detailed rubric by a juried panel of faculty and/or industry experts and will inform programmatic and curricular changes as applicable to improve student learning. At the graduate level of study, students will demonstrate mastery of program learning outcomes through completion of a culminating, comprehensive architectural project as well as a graduate thesis. The final project and graduate thesis will each be evaluated via a detailed rubrics aligned to program learning outcomes. Rubric data will be trended and aggregated to determine areas of student strengths and weaknesses to inform curricular decisions. Course-embedded Assessments At both levels of Architectural study, course-embedded assessments exist to directly measure program learning outcomes. Examples of assessments include performance-based graphic assignments, written assignments, project critiques, and self- and peer-evaluations.

Page 11 of 32

Evaluation of Students and Program: Indirect Measures In addition to the course-level assessments, undergraduate capstone portfolio, graduate project and thesis, two evaluation instruments were created to assess program effectiveness. Both instruments use the proposed program learning outcomes as standardized criteria (please see Table 5). These assessment criteria are blueprinted to the 2014 Conditions for Accreditation established by National Architectural Accrediting Board (NAAB) as outlined in the previous sections of this report. These instruments (slightly modified for each evaluator type/ intended audience) will allow for a twofold evaluation of students and the program by consistently providing meaningful, comparative data for targeted program improvement. The table below illustrates how these instruments meet the 2014 NAAB accreditation requirements. Table 3. Evaluation Instrument Correspondence to the 2016 NAAB Requirements: Program Evaluation Instrument Architecture Graduate Survey [Appendix A]

2014 NAAB Requirements I.1 Identity and SelfAssessment I.1.2 Learning Culture I.1.3 Social Equity I.1.4 Defining Perspectives I.1.6 Assessment I.2.2 Physical Resources I.2.4 Information Resources

Person(s) Completing Evaluation

Assessment Form

Program Graduates  Graduate-level (M.Arch)

Annual, Ongoing  First Cohort of M.Arch Graduates: Spring 2021

Employers of Program Graduates

Annual, Ongoing (conclusion of academic year)

II.1.1 Student Performance Criteria (Program Learning Outcomes) Employer Evaluation of Architecture Program [Appendix B]

I.1 Identity and SelfAssessment I.1.6 Assessment II.1.1 Student Performance Criteria (Program Learning Outcomes)



First Cohort of M.Arch Graduates: Spring 2021. Survey administration begins Spring 2022.

Student Evaluations of Faculty Faculty/course evaluations by students are conducted each semester by the institution using a common instrument -- the ETS Student Instructional Report (SIR II). The Architecture faculty will continue to utilize this process for their formal evaluation by students.

Assessment Reporting Templates The following section of this proposal indicates how evaluation data will be reported and utilized. Page 12 of 32

Table 4. Evaluation of Program by Graduates Criteria to be rated on a 5 point scale (5 = Far Exceeds Standards) with a benchmark of 3 or above (Meets or Exceeds Standards) Graduating Class (Undergraduate=UG, Graduate=GR) Measure

Instrument Criteria

Program Learning Outcome 1

Address new problems and opportunities in the contemporary built environment in a comprehensive manner, particularly in the creation of public buildings, spaces and places that represent the values and aspirations of the public in general.

Program Learning Outcome 2

Critically assess how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values, and how these vary in different regions of the globe.

Program Learning Outcome 3

Demonstrate diverse architectural perspectives through engagement with local, regional, and global learning experiences.

Program Learning Outcome 4

Engage in ongoing relationships with professional communities to facilitate responsiveness to their issues and demonstrate professional growth.

Program Learning Outcome 5

Utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment at a refined level.

Program Learning Outcome 6

Apply advanced business principles for the practice of architecture, including management and advocacy.

Program Learning Outcome 7

Demonstrate advanced legal and ethical professional practices for the good of the client, society, and the public.

I.1.2 Learning Culture

The program provides a positive and respectful learning environment that encourages optimism, respect, sharing, engagement, and innovation between and among the members of its faculty, student body, administration, and staff in all learning environments.

I.1.3 Social Equity

The program fosters a culture of diversity and inclusion.

I.1.4 Defining Perspective: B. Design

The program develops graduates with an understanding of design as a multidimensional process involving problem resolution and the discovery of new opportunities that will create value.

I.1.4 Defining Perspective: C. Professional Opportunity

The program educates students on the breadth of professional opportunities and career paths, including the transition to internship and licensure.

I.1.4 Defining Perspective: D. Stewardship of the Environment

The program develops graduates who are prepared to both understand and take responsibility for stewardship of the environment and natural resources.

I.1.4 Defining Perspective: E. Community and Social Responsibility

The program develops graduates who are prepared to be active, engaged citizens able to understand what it means to be professional members of society and to act ethically on that understanding.

I.2.2 Physical Resources

The program provides adequate physical resources to support student achievement.

I.2.4 Information Resources

The program provides convenient, equitable access to literature and information, as well as appropriate visual and digital resources that support professional education in architecture.

GR 2021 n=

GR 2022 Mean n=

STD

n=

Mean Standard Deviation (STD)

Page 13 of 32

Table 5. Evaluation of Program by Employers of Graduates Criteria to be rated on a 5 point scale (5 = Far Exceeds Standards) with a benchmark of 3 or above (Meets or Exceeds Standards) Graduating Class (Undergraduate=UG, Graduate=GR) Measure

Instrument Criteria

Program Learning Outcome 1

Address new problems and opportunities in the contemporary built environment in a comprehensive manner, particularly in the creation of public buildings, spaces and places that represent the values and aspirations of the public in general.

Program Learning Outcome 2

Critically assess how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values, and how these vary in different regions of the globe.

Program Learning Outcome 3

Demonstrate diverse architectural perspectives through engagement with local, regional, and global learning experiences.

Program Learning Outcome 4

Engage in ongoing relationships with professional communities to facilitate responsiveness to their issues and demonstrate professional growth.

Program Learning Outcome 5

Utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment at a refined level.

Program Learning Outcome 6

Apply advanced business principles for the practice of architecture, including management and advocacy.

Program Learning Outcome 7

Demonstrate advanced legal and ethical professional practices for the good of the client, society, and the public.

GR 2021

GR 2022

Mean

n=

n=

n=

STD

Mean Standard Deviation (STD)

Table 6. Twofold Degree Evaluation of Program Learning Outcomes (2019-2022) Mean Scores

Evaluation of Program by Graduates

Program Learning Outcomes (Objectives) 1. Address new problems and opportunities in the contemporary built environment in a comprehensive manner, particularly in the creation of public buildings, spaces and places that represent the values and aspirations of the public in general. 2. Critically assess how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values, and how these vary in different regions of the globe. 3. Demonstrate diverse architectural perspectives through engagement with local, regional, and global learning experiences.

n=

Evaluation of Program by Employers of Graduates n=

Aggregated Mean

STD

n=

4. Engage in ongoing relationships with professional communities to facilitate responsiveness to their issues and demonstrate professional growth. 5. Utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment at a refined level. 6. Apply advanced business principles for the practice of architecture, including management and advocacy. 7. Demonstrate advanced legal and ethical professional practices for the good of the client, society, and the public. Mean Standard Deviation (STD)

Page 14 of 32

c. RELATIONSHIP TO INSTITUTIONAL STRATEGIC PLAN AND IMPACT ON OFFERINGS The professional program in Architecture aligns with a significant number of the goals set forth in the Kean University 2013-2020 Strategic plan: ii Academically, it allows the university to grow with programs that demonstrate potential for both regional and national distinction (Objective 1.1), and specifically, addresses the action item calling for the establishment of the architecture program in both New Jersey and China (Action Item 1.1.2.5). (The intention is to begin the undergraduate program first on the Union campus in the 2015-16 academic year, and follow it in China beginning with t he 2016-17 academic year.) Furthermore, it facilitates undergraduate programs that address regional and national needs (1.1.3) and that bring subject accreditation standards to the university (Action Item 1.1.4). In terms of externally-focused learning opportunities, the professional program in architecture will provide significant opportunities for internships at regional, national, and international firms (Action Item 1.2.2). In terms of academic metrics, the program will improve retention for the university (Objective 2.3), given the precedent of architecture students’ retention and time-to-degree standards nationally. The professional program can draw upon the leading architectural communities in the world for faculty and technical staff (Goal 3), with future opportunities to engage an emerging community of architects in China. Both emulating best practices in defining fulltime faculty responsibilities (Objective 3.1) and professional development to address recruiting and retaining faculty (Objective 3.2) will be enhanced by the extensive professional globally This applies as well to all faculty on both campuses (Objective 3.4). Additionally, the professional program in architecture will be anchored philosophically by a commitment to engage the communities around it for teaching, research, and service activities. Both the metropolitan New York / New Jersey region and Wenzhou and its environs will serve as case studies for curricular elements of the program. These will provide extensive opportunities for community partnerships on both campuses (Goal 5). It applies to programmatic elements that take place on both campuses (Objectives 5.1 and 5.2) to the surrounding communities (Objective 5.3). Finally, the commitment to a single program operating at two campuses on different continents elevates the idea of the global university greatly (Goal 6). The opportunity to use the curricular elements as a means to address the issues of the built environment, and the differing responses in different cultures, is a profound learning opportunity (Objective 6.1). The interchangeability of the academic program across campuses is another significant

Page 15 of 32

asset (Objectives 6.2 and 6.3), and should shoulder a significant part in achieving Kean’s vision as a global university (Objective 6.4). d. NEED: The proposed Architecture program is professional and career-oriented in nature. In this section, evidence of labor market need, and results of prospective employer surveys will be addressed. The contraction in the number of professional architects after the 2007-2009 economic recession has created an opportunity for growth based on the global recovery and increased construction, an increasingly urbanized population, and the movement to globalization of architectural practice. The Bureau of Labor Statistics at the US Department of Labor estimates that “…employment of architects is projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations.” The median annual wage for architects in the United States was $73,090 in May 2012. In New Jersey, the outlook for employment of architects is expected to grow significantly. According to the New Jersey Dept. of Labor and Workforce Development, a 17.9% increase in employment is projected from 2012 to 2022; the department categorizes the employment dynamic as “growing.” Furthermore, New Jersey is geographically central to the largest catchment basin of architects in the nation, from the tri-state metropolitan area around New York City stretching south through New Jersey to Philadelphia, Baltimore and Washington DC. In addition to professional architectural services, some graduates of architecture programs move towards occupations where design thinking and visual knowledge have applications. These include property development, real estate management, and computer graphics interface for the film, television, and advertising industries. The need to manage the largest scale urbanization in history will require a substantial increase in both professional architectural services as well as leaders cognizant of “design thinking,” the process of addressing the built environment through observation, documentation, framing a question, investigating multiple solutions, and defining a direction for action. Design thinking codifies the holistic design process that is the foundation of architectural education so that it applies beyond the creation of individual projects, and can address spatial issues at a variety of scales. From a global perspective, rapid urbanization around the world will require significant increases in the services of professional architects over the next decade. For example, “After nearly three decades of rapid urbanization, China’s official and unofficial city dwellers outnumber its farmers. More than 400 million people have already moved into cities in the past thirty years; and in 2011 China crossed the threshold of a predominantly urban society. Today more than 52% of Chinese citizens live in cities, and by 2025 the government wants that figure to be 70%. To achieve this up to 250 million people will have to move in the next 12 years.” (Isabel Hilton, Reimagining China’s Cities, ChinaDialogue report, 2012) Evidence of Student Demand The licensing laws for architectural practice vary by state, but a consistent trend over the last two generations has been the migration towards an accredited professional degree as a Page 16 of 32

condition for licensure, replacing the apprenticeship system. Additionally, if an architect wishes to practice in multiple state jurisdictions, he or she must be granted certification of reciprocity from the National Council of Architectural Registration Boards, which requires an accredited degree as a condition for certification. Thus the trend has been to an increasing number of professional programs around the country to meet demand, with 12 new programs now in Candidacy status for NAAB, as of Autumn 2015. Labor Market Need US News and World Report stated in 2012: The economic recovery is especially good news for architects. During the recession, the industry was hit hard as new construction projects, including homes, health care facilities and office buildings, declined severely. With the economy on the mend, both commercial and residential construction is climbing toward prerecession levels, which should prove to be a major boon for an industry that shed thousands of jobs during the downturn. According to data from the Bureau of Labor Statistics, the industry lost an average of approximately 9,150 jobs annually from 2009 to 2011. But in the past year, job losses have leveled off considerably to about 1 percent, or 870 total positions cut, and the BLS has predicted 17.3 percent employment growth between 2012 and 2022. Combine these projections with a low unemployment rate, just 6 percent, and the job outlook for architects appears to be very solid. Demand for an architectural education is substantial around the world. For example: India needs more than 10,000 trained professionals in various government and private organizations. Whereas qualified architects coming from top notch architecture colleges are placed in various real estate developing companies, the government jobs are filled by various examinations conducted each year at the national level. Professionally trained and qualified architects have plenty of options working with consultancy companies, architect firms, universities, etc. International market particularly the USA, Dubai, Australia offer attractive career for architecture professionals. Post-recession demand is expected to increase in the USA architect firms/real estate developing companies. (www.jagranjosh.com, 2012)

Page 17 of 32

Results of Prospective Employer Surveys Using the U.S. Bureau of Labor Statistics (2014) Occupational Employment Statistics Query System, the following information was obtained: Occupation: Architects, Except Naval (SOC code 171010)1 Period: May 2013 Area name

Employment (1)

National

100550

Footnotes: (1) Estimates for detailed occupations do not sum to the totals because the totals include occupations not shown separately. Estimates do not include self-employed workers. SOC code: Standard Occupational Classification code -- see http://www.bls.gov/soc/home.htm Data extracted on September 5 2014 Occupation: Architectural and Engineering Managers (SOC code 119041)2 Period: May 2013 Area name National Footnotes:

Employment (1) 183430

(1) Estimates for detailed occupations do not sum to the totals because the totals include occupations not shown separately. Estimates do not include self-employed workers. SOC code: Standard Occupational Classification code -- see http://www.bls.gov/soc/home.htm Data extracted on September 5 2014

1

http://data.bls.gov/oes/search.do;jsessionid=966E99DBF9D8B396768FD81CB41E21B9.tc_instance 3 2

http://data.bls.gov/oes/search.do;jsessionid=966E99DBF9D8B396768FD81CB41E21B9.tc_instance 3 Page 18 of 32

Occupation: Architectural and Engineering Managers (SOC code 119041) Period: May 2013 Area name Delaware Maryland New Jersey New York Pennsylvania Footnotes:

Employment(1) 320 4300 4990 6500 5340

(1) Estimates for detailed occupations do not sum to the totals because the totals include occupations not shown separately. Estimates do not include self-employed workers. SOC code: Standard Occupational Classification code -- see http://www.bls.gov/soc/home.htm Data extracted on September 5 2014

Occupation: Architectural and Engineering Managers (SOC code 119041)3 Period: May 2013 Area name Allentown-Bethlehem-Easton, PA-NJ Atlantic City-Hammonton NJ Camden NJ Metropolitan Division Edison-New Brunswick NJ Metropolitan Division Newark-Union NJ-PA Metropolitan Division New York-White Plains-Wayne NY-NJ Metropolitan Division Trenton-Ewing NJ

Employment (1) 330 240 460 1350 1370 3320 500

3

http://data.bls.gov/oes/search.do;jsessionid=966E99DBF9D8B396768FD81CB41E21B9.tc_instance 3

Page 19 of 32

Wilmington DE-MD-NJ Metropolitan Division Nassau-Suffolk NY Metropolitan Division New York-Northern New JerseyLong Island NY-NJ-PA Footnotes:

360 900 6930

(1) Estimates for detailed occupations do not sum to the totals because the totals include occupations not shown separately. Estimates do not include self-employed workers. SOC code: Standard Occupational Classification code -- see http://www.bls.gov/soc/home.htm Data extracted on September 5 2014

Page 20 of 32

1. Comparative curriculum plans from peers New Jersey Institute of Technology: NJIT offers a 10 semester B. Arch. degree program, an eight semester B.S. in Architectural Studies program, and a seven-semester M. Arch. program (with advance standing for students earning an undergraduate degree in architectural studies. The program emphasizes building technology and representation. Princeton University: Princeton offers a six-semester M. Arch. degree program. Its emphasis is on contemporary architectural theory. Kean University: Kean’s program – a 4-year BA in Architectural Studies followed by a 2-year Master of Architecture degree -- will emphasize humanist values cultivated through artistic traditions and representation, and directed to the public. It is clearly differentiated in its pedagogy and outlook from the other professional programs in New Jersey. a.

References U.S. Bureau of Labor Statistics (2013). Employment and Wages from Occupational Employment Statistics (OES) Survey. http://www.bls.gov/data/ Retrieved 09/05/2014.

e. STUDENTS: Enrollment is projected to start on the Union campus in 2015-16. Matriculation to the program on the Wenzhou campus will follow two year later. There is an assumption of 15% attrition after the first year in Union, and 5% after the first year in Wenzhou. Due to accreditation candidacy requirements from the NAAB, there will not be transfers into the program with advanced standing. Thus the first cohort to graduate will complete six years within the program. The seventh year is the point at which a steady enrollment is achieved. That results in approximately 246 students on the Union campus, and 250 on the Wenzhou campus. f. RESOURCES (including Student Numbers): Faculty and staff resources are listed in the table below, showing how their numbers are matched to projected student enrollment on both campuses.

Page 21 of 32

1. Library resources: The current Kean library holds 1452 volumes in the NA-Architecture (Library of Congress) classification. Additionally, there are 3502 in the N-Art, and 1046 in the HTCity Planning classifications. There are plans to build the collection over time through acquisitions and a sustained development program. 2. Equipment: Since the program will be phased in over six years, the specific equipment needs will evolve during this period due to advances in technology and teaching methods. Generally, for a program enrollment of approximately 250 students at both the Kean USA and Wenzhou Kean University campuses, there will be expectations that students will possess an individual laptop, with access to a variety of output devices: plotters Page 22 of 32

(typically 1 per 80 students), large format scanners (one per campus), laser cutters (two for each campus), CAD/CAM milling machines (one large and one small per campus), 3-D printers (one per 50 students), woodworking machines and tools, and assembly tools. Students will be required to have a laptop. Integration with existing technology in the Robert Busch School of Design is already underway; this sharing , will reduce the overall equipment costs for the new program. 3. Space: Architectural accreditation requirements call for dedicated desk space for students in a professional program. This means that dedicated studio space on both campuses will be a requirement. In addition, there needs to be both lecture and seminar spaces. At Kean USA, spatial integration with the Robert Busch School of Design is planned. The Wenzhou Kean University facility is a new building with adequate spaces based on the program’s enrollment. Finally, ancillary spaces for exhibition, pin-up and project review, three-dimensional assembly, and lab output are needed.

4. DEGREE REQUIREMENTS: Curriculum plan analysis: The program follows the 4+2 model for a professional degree in Architecture: a 4-year Bachelor of Arts degree in Architectural Studies, followed by a 2-year professional Master of Architecture degree. It consists of 193 total credit hours, of which 151 are elements of the professional curriculum. 55 credit hours are at the graduate level, following 138 semester hours in the B.A. program. It allows 18 credit hours for minors or concentrations within the discipline. These are substantial credit hour requirements, which exceed many other programs on campus. However, they reflect the conditions and criteria of the professional accrediting agency (NAAB), and the counsel of the Kean Architecture Advisory Board, inaugurated and chaired by Michael Graves, FAIA. Graduate Admissions: Admissions to the M. Arch. program will be based on an application process coordinated between the Graduate School and the School of Public Architecture. The basis for admission will be academic performance, portfolio review, and letters of recommendation.

Page 23 of 32

FALL 2019

Page 24 of 32

Appendix A: Architecture Graduate Survey Please evaluate Kean University’s Architecture Program based on your experience as a program graduate.

1. Please respond on a scale of 1 (Poor) to 5 (Excellent) on the degree to which Kean University’s Architecture Program has prepared you for professional practice 1 on the following skills and abilities: (Poor) 1.

Address new problems and opportunities in the contemporary built environment, particularly in the creation of public buildings, spaces, and places that represent the values and aspirations of the public in general.

2.

Critically examine how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values in multiple regions.

3.

Demonstrate diverse architectural perspectives through the integration of local, regional, and global learning experiences.

4.

Establish relationships within professional communities to facilitate community responsiveness and professional growth.

5.

Utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment.

6.

Apply business principles for the practice of architecture, including management and advocacy.

7.

Demonstrate legal and ethical professional practices for the good of the client, society, and the public.

2. Please respond on a scale of 1 (Strongly Disagree) to 5 (Strongly Agree) on for each of the following statements:

1 (Strongly Disagree)

2

2

3

4

3

5 (Excellent)

4

5 (Strongly Agree)

The program provides a positive and respectful learning environment that encourages optimism, respect, sharing, engagement, and innovation between and among the members of its faculty, student body, administration, and staff in all learning environments. The program fosters a culture of diversity and inclusion. The program develops graduates with an understanding of design as a multidimensional process involving problem resolution and the discovery of new opportunities that will create value. The program educates students on the breadth of professional opportunities and career paths, including the transition to internship and licensure. The program develops graduates who are prepared to both understand and take

Page 25 of 32

responsibility for stewardship of the environment and natural resources. The program develops graduates who are prepared to be active, engaged citizens able to understand what it means to be professional members of society and to act ethically on that understanding. The program provides adequate physical resources to support student achievement. The program provides convenient, equitable access to literature and information, as well as appropriate visual and digital resources that support professional education in architecture.

3. Additional Comments (optional):

4. Please provide suggestions for program improvement (optional).

5. Please list the professional licenses/ certificates you currently hold.

6. Please select your length of employment (optional).  Less than 6 months  Between 6 months and 2 years  Greater than 2 years  Not employed in the architectural field at this time.

7. Please provide your demographic information (optional). Name: Address1:

Page 26 of 32

Address 2: City/Town: State: Zip Code: Country: Email Address: Phone Number:

Page 27 of 32

Appendix B: Employer Evaluation of Architecture Program Please evaluate Kean University’s Architecture Program based on your experience as an employer of a program graduate.

1. Please respond on a scale of 1 (Poor) to 5 (Excellent) on the degree to which Kean University’s Architecture Program has prepared your employee (program graduate) for professional practice on the following skills and abilities: 1.

Address new problems and opportunities in the contemporary built environment, particularly in the creation of public buildings, spaces, and places that represent the values and aspirations of the public in general.

2.

Critically examine how architecture represents particular themes in ecology, history, culture, politics, material resources, and ethical values in multiple regions.

3.

Demonstrate diverse architectural perspectives through the integration of local, regional, and global learning experiences.

4.

Establish relationships within professional communities to facilitate community responsiveness and professional growth.

5.

Utilize a holistic design process where critical thinking and representation skills are balanced with technological innovation in the conceptualization and realization of the built environment.

6.

Apply business principles for the practice of architecture, including management and advocacy.

7.

Demonstrate legal and ethical professional practices for the good of the client, society, and the public.

1 (Poor)

2

3

4

5 (Excellent)

2. Additional Comments (optional):

3. Please provide suggestions for program improvement (optional).

4. Please select the length of your employee’s employment (optional).  Less than 6 months  Between 6 months and 2 years  Greater than 2 years

Page 28 of 32

5. Please provide your demographic information (optional). Name: Address1: Address 2: City/Town: State: Zip Code: Country: Email Address: Phone Number:

National Architecture Accrediting Board, 2014 Conditions for Accreditation, 2014, Washington DC. pp. 16-19: i

II.1.1 Student Performance Criteria (SPC): The NAAB establishes SPC to help accredited degree programs prepare students for the profession while encouraging educational practices suited to the individual degree program. The SPC are organized into realms to more easily understand the relationships between individual criteria. Realm A: Critical Thinking and Representation: Graduates from NAAB-accredited programs must be able to build abstract relationships and understand the impact of ideas based on the research and analysis of multiple theoretical, social, political, economic, cultural and environmental contexts. This includes using a diverse range of media to think about and convey architectural ideas including writing, investigative skills, speaking, drawing and model making. Student learning aspirations for this realm include: • _Being broadly educated. • _Valuing lifelong inquisitiveness. • _Communicating graphically in a range of media. • _Assessing evidence. • _Comprehending people, place, and context. • _Recognizing the disparate needs of client, community, and society. A.1 Professional Communication Skills: Ability to write and speak effectively and use appropriate representational media with peers and with the general public. 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 alternative outcomes against relevant criteria and standards. A.3 Investigative Skills and Applied Research: Ability to gather, assess, record, and comparatively evaluate relevant information and performance in order to support conclusions related to a specific project or assignment. A.4 Architectural Design Skills: Ability to effectively use basic formal, organizational and environmental principles and the capacity of each to inform two- and three-dimensional design. A.5 Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make informed choices regarding the incorporation of such principles into architecture and urban design projects. A.6 Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular, local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors. Page 29 of 32

A.7 Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects. Realm B: Integrated Building Practices, Technical Skills and Knowledge: Graduates from NAABaccredited programs must be able to comprehend the technical aspects of design, systems and materials, and be able to apply that comprehension to architectural solutions. Additionally the impact of such decisions on the environment must be well considered. Student learning aspirations for this realm include: • _Creating building designs with well-integrated systems. • _Comprehending constructability. • _Integrating the principles of environmental stewardship. • _Conveying technical information accurately B.1 Pre-Design: Ability to prepare a comprehensive program for an architectural project, which must include an assessment of client and user needs, an inventory of space requirements, an analysis of site conditions (including existing buildings), a review of the relevant laws and standards, including relevant sustainability requirements, and assessment of their implications for the project, and a definition of site selection and design assessment criteria. B.2 Accessibility: Ability to design sites, facilities, and systems consistent with the Americans with Disabilities Act (ADA) standards or other appropriate jurisdictional requirements such as those of the American National Standards Institute (ANSI). B.3 Site Design: Ability to respond to site characteristics including zoning, soil, topography, vegetation, and watershed in the development of a project design. B.4 Life Safety: Ability to apply the basic principles of life-safety systems with an emphasis on egress. B.5 Technical Documentation: Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. B.6 Environmental Systems: Understanding the principles of environmental systems’ design, which must include active and passive heating and cooling, indoor air quality, solar orientation, daylighting and artificial illumination, and acoustics; and an understanding of performance assessment tools. B.7 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. B.8 Building Envelope Systems and Assemblies: Understanding of the basic principles involved in the appropriate selection and application of building envelope systems and associated assemblies relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources. B.9 Building Service Systems: Understanding of the basic principles and appropriate application and performance of building service systems such as plumbing, electrical, vertical transportation, security, and fire protection systems. B.10 Financial Considerations: Understanding of the fundamentals of building costs, which must include project financing methods and feasibility, construction estimating, operational costs, and life-cycle costs. Realm C: Professional Practice. Graduates from NAAB-accredited programs must understand business principles for the practice of architecture, including management, advocacy, and acting legally, ethically and critically for the good of the client, society and the public. Student learning aspirations for this realm include: • _Comprehending the business of building. • _Collaborating and negotiating with clients and consultants in the design process. • _Discerning the diverse roles of architects and those in related disciplines. • _Understanding a professional code of ethics, as well as legal and professional responsibilities.

Page 30 of 32

C.1 Stakeholder Roles In Architecture: Understanding of the relationship between the client, contractor, architect and other key stakeholders such as user groups and the community, in the design of the built environment, and the responsibilities of the architect to reconcile the needs of those stakeholders C.2 Project Management: Understanding of the methods for selecting consultants and assembling teams, identifying work plans, project schedules and time requirements, and recommending project delivery methods. C.3 Business of Architecture: Understanding of the basic principles of business within the architectural practice such as financial management and business planning, marketing, negotiation, risk management, human resources, practice typologies, firm culture, mediation and arbitration, and entrepreneurialism. C.4 Non-traditional Forms of Practice: Understanding that the architect’s capacity for collaboration, specialized architectural knowledge and business acumen can lead to diverse forms of practice and specialization. C.5 Legal Responsibilities: Understanding the architect’s responsibility to the public and the client as determined by registration law, building codes and regulations, professional service contracts, environmental regulation, and historic preservation and accessibility laws. C.6 Professional Ethics: Understanding of the ethical issues involved in the formation of professional judgment regarding social, political and cultural issues in architectural design and practice; also includes an understanding of the role of the AIA Code of Ethics in defining professional conduct. Realm D: Integrated Architectural Solutions: Graduates from NAAB-accredited programs must be able to synthesize a wide range of variables into an integrated design solution. This realm demonstrates the integrative thinking that shapes complex design and technical solutions. Student learning aspirations in this realm include: • _Synthesizing variables from diverse and complex systems into an integrated architectural solution. • _Rationalizing environmental stewardship goals across multiple systems for an integrated solution. • _Evaluating options and reconciling the implications of design decisions across systems and scales. D.1 Integrative Design: Ability to produce an architectural solution that demonstrates the ability to make design decisions about a single project while demonstrating broad integration and consideration of environmental stewardship, technical documentation, accessibility, site conditions, life safety, environmental ii

Kean University, 2020 Strategic Plan:

1.1 Grow strategically Kean programs that have or have the potential for regional and national distinction, including the development of national centers of excellence that highlight Kean University’s unique strengths. 1.1.2 Re-shape master’s and post-baccalaureate programs to address regional and national needs: …1.1.2.5. Establish an innovative program in architectural design initially for Wenzhou-Kean University students by 2016; if needs assessment confirms, implement at Kean USA by 2017. [N.B. This goal has been revised so that the program is initiated on the Kean/USA campus, and will begin two years later in China.] Goal 2. To attract and retain more full-time, first-time undergraduate students, transfer and graduate students. 2.1 Attract more students to Kean through increased marketing in our region and globally, with an emphasis on raising visibility, building reputation, using and improving on Kean’s unique academic programs and approach to the classroom to promote the institution, and extending our marketing ‘power’ through diversified and innovative marketing techniques… Page 31 of 32

…2.5 Improve student retention and graduation rates by strengthening academic advisement to guide students in academic course planning and requirement completion.

Page 32 of 32