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Carnegie Mellon University School of Architecture

Carnegie Mellon University

PROGRAMS: Carnegie Mellon University School of Architecture

The school of Architecture at Carnegie Mellon offers a five year Bachelor of Architecture degree, seven master degrees, and three PhD concentrations.

Undergraduate Program in Architecture

In the latest ranking of the top ten Architecture Undergraduate Programs in the United States, Carnegie Mellon was placed as #7. Carnegie Mellon’s commitment to design excellence is shown through its link to environmental, social, and technological innovations. Many architecture students receive a multi-disciplinary education; therefore, providing a smoother transition to those students who wish to explore other fields as well.

Graduate Program in Architecture

The Master of Science in Architecture is a post-professional degree program mainly intended for those in the building industry who wish to broaden their knowledge and skills for use in a professional practice. The graduate program is structured as a 9-month (2 semesters) curriculum; thereby, allowing those already established in the field to have the luxury of taking a leave of absence and returning to their jobs with very little discontinuity to their careers.

The Master of Science allows students to customize their own curriculum. Not only can this encourage students to add to their knowledge base and skill set, but it can also allow students to explore varied areas of study. The graduate program encourages learning not only from the School of Architecture but also from the entire university. This program is meant to accompany degrees related to the built environment including architecture, landscape architecture, engineering, construction, planning, management, computer-aided design, and others.

 

ABOUT: Carnegie Mellon University School of Architecture

 The school of architecture at Carnegie Mellon is a school composed of faculty and students interested in changing the built environment. The graduates from this program enter the profession of architecture with design creativity, historical perspective, social responsibility, technical excellence, and global environmental leadership.

Carnegie Mellon University has been consistently ranked among the top ten architecture schools, offering a NAAB accredited, five year profession bachelor of architecture degree with a studio-based curriculum. The School of Architecture encourages an intellectual environment by teaching the concept of “building” to achieve design excellence. The integrated analog/ digital studios, wood shop, digital fabrication lab, and research centers enable students to be equipped with the design fundamentals of the future.

The School of Architecture at Carnegie Mellon has a focus on sustainable urbanism, thereby encouraging creative solutions to improve quality and sustainability of our cities and the buildings we inhabit. The school’s innovative curriculum introduces a democratic decision-making process and project delivery methods as well as forming critical thinking skills among our graduates.

VISIT: Carnegie Mellon University School of Architecture

http://www.cmu.edu/architecture/


University of Pennsylvania School of Architecture

University of Pennsylvania

PROGRAMS: University of Pennsylvania School of Architecture

With approximately 250 graduate students, the department is housed at Meyerson Hall, in the heart of the University of Pennsylvania campus, at the corner of Walnut Street and 34th Street. In addition to design studios, exhibition spaces, classrooms and offices, this facility includes state of the art laboratories for computing and fabrication, and two advanced research labs: the Digital Design Research Lab and the Building Simulation Group.

The professional program in Architecture offers a number of study abroad options, currently including a semester abroad in London as well as summer abroad programs in Paris and Tokyo. It enjoys collaborative relationships with other disciplines of the School of Design — historic preservation, landscape architecture, city planning and fine art and offers dual degrees and certificates in many of these allied fields. Students are eligible for a range of scholarships including travel scholarships.

Undergraduate Program in Architecture

A Bachelor of Arts degree with a Major in Architecture is offered through the College of Arts and Sciences.

The mission of the undergraduate program in architecture is to develop basic skills, knowledge, and methods of inquiry in the discipline of architecture within the context of a liberal education in the arts and sciences. The program provides for the study of architecture on three levels of engagement: a Minor, a Major, and an Intensive Major. Most of required courses offered in the undergraduate program are design studios. Student work in the design studios ranges from hand drawing and three-dimensional physical models to computer-aided drafting (CAD) and three-dimensional parametric modeling.

 

ABOUT: University of Pennsylvania School of Architecture

In fall 2003, the historic Graduate School of Fine Arts became the University of Pennsylvania School of Design. Our new name—familiarly PennDesign—describes what we are now, a single school, within a great university, dedicated to promoting excellence in design across a rich diversity of programs—Architecture, City Planning, Landscape Architecture, Fine Arts, Historic Preservation, Digital Media Design and Visual Studies.

The change in our name underscores our belief in the centrality of design to all aspects of creativity. A dual challenge is offered to our students: explore a broad range of possibilities through both practice and theory. Students at PennDesign seek the critical balance between art and practicality, the why and the how, the left brain and the right.

As our students and their work impact our global environment through the making of thoughtful places and objects, our new name celebrates the future of PennDesign as a leading center for design education and practice in the 21st century and beyond.

 

VISIT: University of Pennsylvania School of Architecture

http://www.design.upenn.edu/architecture


Getting Ready For Architecture School

Getting Ready For Architecture School

An architect is a professional who is trained to plan and draw designs for buildings and other structures. The specific job duties of an architect may include things such as: consulting with clients to determine the best design for a project, preparing scaled drawings of a project and visiting worksites to make sure that construction workers adhere to the outline.

A bachelor’s degree is the minimum education that is required to become an architect. Even though most bachelor’s degree programs last four years, architects typically spend five years in undergraduate school. There are a growing number of architects who are choosing to get their master’s degree in this field. It can take many architects up to five additional years to earn their master’s degree.

Architects can have a very satisfying and well-paying career. However, becoming an architect is anything but easy. That is why high school students should start preparing before they enter college. Below are some tips on preparing for a career in architecture:


University of Virginia School of Architecture

University of Virginia
PROGRAMS: University of Virginia School of Architecture
The department offers two degree programs: Master of Architecture, and Bachelor of Science in Architecture. These programs are anchored by a rigorous design curriculum that provides a forum for synthesizing parallel studies in history, theory, technology, and representation. In keeping with the public mission of the University of Virginia that dates to its founding, these programs are committed to developing the next generation of civic and professional leaders.

The Master degree is accredited by the National Architectural Accreditation Board (NAAB). A post–professional degree in architecture is offered to applicants who hold a NAAB accredited degree in architecture. Graduate students also pursue degrees in more than one field with increasing frequency. In order to facilitate this offering, we collaborate with colleagues in the other departments to developed typical curricula for the pursuit of dual degree options, which require independent admission to both programs.

The Bachelor of Science degree is offered in a pre–professional program providing the balance of a broad liberal arts foundation with a rigorous studio preparation for graduate study in architecture. Undergraduate Minors in all disciplines, global sustainability as well as other fields throughout the University provide vehicles for focused complementary study. An Architectural Studies Concentration in the Bachelor of Science program offers an opportunity for design–oriented research outside of the studio curriculum in the final year.

 

ABOUT: University of Virginia School of Architecture
The Architecture Department is committed to advance knowledge in our discipline and practice through design pedagogies which critically engages three areas of research:

The interdependence of cultural forces, ecological processes, and ethical concerns
The relationship between architectural aesthetics and construction methodologies
The implications of emerging technologies for the design of structures and sites

These issues are developed across the program’s curriculum, as well as through student and faculty work in design studios and seminars. As these threads of design investigation interact, new poetic possibilities emerge that are visible in the products of our unique perspective.

In the design of buildings, landscapes and urban infrastructure, working simultaneously at the scale of the hand and that of the city, we share the responsibility for creating a stimulating and sustainable setting for the development of diverse cultural expression. We work close at hand and travel great distances, from Charlottesville, Washington and New York to Barcelona, Venice and Beijing. We apply our hands to the making of things, open our minds to the voices of multiple communities and extend our reach in a network of collaborations across the university and beyond. We study the dynamic fullness of the sites we enter, taking seriously our power to reveal and transform them.

This is our territory, from which we advance the critical significance and catalytic potential of our academic discourse and professional engagement. The Department of Architecture is situated in a multi–disciplinary school that also includes Departments of Architectural History, Landscape Architecture, and Urban & Environmental Planning. Cross–disciplinary engagement is a pervasive phenomenon, with each program benefiting from this rich context. The Certificate program in Historic Preservation brings together students and faculty from each of the four disciplines in a course of study overlaid on the curriculum of each field.

 

HISTORY: University of Virginia School of Architecture
The School of Architecture includes four disciplines—architecture, architectural history, landscape architecture, and urban and environmental planning—connected by strong commitments to the community of the School, and to working with communities beyond the School. A rich tapestry of interdisciplinary research themes, described on this website, connects the faculty’s research with the curriculum, and help us engage in the most important issues of the day.

For decades, sustainability—a shared dedication to meeting today’s needs without compromising the ability of future generations to meet their own needs, balancing issues of ecology, economy, and social equity—has been central to the School’s mission. Sustainability and human health, infrastructure, and cultural preservation are particular strengths of the School.

Experiential education and its compliment, action research, are central to the School’s efforts. Challenging classes, stimulating seminars, and the rigorous design studio sequence produces some of the country’s most sought–after graduates. At the same time, workshops, theses and design–build projects are national models for faculty and student research successfully applied for the public good.

With the creation of the University of Virginia, Thomas Jefferson linked education, architectural space, and ongoing democratic citizenship in his Academical Village. As the University prepares to enter its third century, our country finds exciting new opportunities such as more nearly equal civic engagement, global networking, and the worldwide emergence of democracies following the American experiment. Testing Mr. Jefferson’s formula—education for citizenship set in a precise architectural construct—against today’s opportunities and challenges at the University of Virginia is an exciting opportunity to re–inscribe its historic leadership in this arena into its third century.

The School of Architecture community—our faculty, staff, and students—have created a strong, positive, and resilient community focused on envisioning and creating preferred futures. We look forward to including new members in this shared project.

 

VISIT: University of Virginia School of Architecture
http://www.arch.virginia.edu/


Southern California Institute of Architecture School of Architecture

Southern California Institute of Architecture
PROGRAMS: Southern California Institute of Architecture School of Architecture
Undergraduate
SCI-Arc’s undergraduate program integrates the development of knowledge of a wide range of conceptual and practical skills, from critical thinking to technical expertise, to create a fluid and holistic approach to the education of the becoming contemporary architect. Throughout the program, emphasis is placed on the development of the individual student’s personal growth, self reflection and knowledge of architectural design issues, including theoretical constructs and advancements in building technology, and ranging from applications of high-performance “intelligent” materials to considerations for sustainable practices.
Graduate
SCI-Arc’s graduate studies foster the institute’s open-ended spirit of inquiry, re­sponding to shifts in society, technology, and culture with a constantly-evolving learning environment. Faculty and students work together to advance the next generation of the architectural discipline. The programs are led by a faculty of practitioners and scholars actively engaged in con­temporary architectural discourse and production worldwide. The graduate curriculum is con­tinuously and dynamically shaped in a manner only available to an institution en­tirely devoted to architecture.
ABOUT: Southern California Institute of Architecture School of Architecture
SCI-Arc is a center of innovation and one of the nation’s few independent architecture schools, offering undergraduate and graduate programs. We are dedicated to educating architects who will imagine and shape the future.

Located in a quarter-mile long former freight depot in the intensely urban artist’s district in the heart of Los Angeles, SCI-Arc is distinguished by the vibrant atmosphere of its studios, providing students with a uniquely inspiring environment in which to study Architecture.

An integral part of the emerging cultural hub of a city with a tradition of architectural experimentation, the school is devoted to finding radically new responses to the real needs and aspirations of today’s world.

We offer students a unique experience as they pursue undergraduate, graduate, and postgraduate degrees. Our approximately 500 students and 80 faculty members—most of whom are practicing architects—work together in a fluid, nonhierarchical manner to re-think assumptions, create, explore and test the limits of architecture.

The professional degrees awarded by SCI-Arc—the B.Arch degree and M.Arch degree offered through the M.Arch1 and M.Arch2 programs—are accredited by the National Architectural Accrediting Board (NAAB) and by the Western Association of Schools and Colleges (WASC).

The 2012 America’s Best Architecture Schools survey from DesignIntelligence ranks SCI-Arc as #1 graduate and #2 undergraduate architecture program in the Western US, with general rankings placing it at #7 in undergraduate and #13 in graduate programs overall. Based on the architecture skills assessment survey, SCI-Arc is ranked 2nd in design and computer applications, and 5th in research & theory, analysis & planning, and cross-disciplinary teamwork.

 

HISTORY: Southern California Institute of Architecture School of Architecture
CI-Arc opened its Santa Monica warehouse doors in 1972 to a small group of emancipated faculty and students, most of whom had rejected the prevailing institutional models of the time, in favor of a more free form intersection of teachers and learners, a patient critique of the old idioms, and an aggressive pursuit of the promise of an ever-re-newable pedagogy.

Free form, patience, and aggressive pursuit are intact today.

The aspiration to determine new pedagogy was never an aspiration to formulate doctrine. It was innocent, perhaps naive, less self-conscious at first–a shared instinct that the imaginative future of architecture is not a destination but a way of thinking critically, independently testing prospects which, in retrospect, represent a chronology of provisional paradigms — first fragile, then established, later decayed, and finally replaced.

The pursuit of the fragile — conception in process — is intact today.

SCI-Arc is the institute of the provisional paradigm. And when the provisional paradigm threatens to become a permanent allegiance – and it inevitably does – we begin again.

In that warehouse in 1972 the conventional educational hierarchies of administrators and senior and junior faculty members disappeared in favor of a more fluid management model that mandated an essential connection of pedagogical content with the administrative direction of the school. Architects who re-imagine the design discourse also re-imagine the administrative discourse, unlike the conventional institutional model where those functions are typically segregated.

Today administrators continue to teach; teachers continue to administrate.

SCI-Arc had little or no interest in academic rivalries that so often fractionalize the discourse. It is never “our guys” versus “your guys” — but simply an enduring pursuit of that changing model of the discourse, wherever it leads. Those who joined that debate, whether they belonged to Los Angeles or to other venues, came to SCI-Arc regularly to discuss the prospects for architecture’s future. So SCI-Arc, almost immediately, began to develop a constituency of colleagues and friends, not joined by particular allegiances, but simply by a shared interest in the exploration of the architecture prospect.

SCI-Arc began as a race with a moving finish line. SCI-Arc is still running, and the finish line is still in motion.

Today SCI-Arc resides in an old freight depot on the east side of downtown Los Angeles. New time, new facility, new faculty, new tools, new friends. Everything has changed, and nothing has changed.

SCI-Arc will forever believe that SCI-Arc – that coalition of individuals, faculty, students, and colleagues – will continue to re-write history, and that history will continue to become the history we write.

 

VISIT: Southern California Institute of Architecture School of Architecture
http://www.sciarc.edu/


Massachusetts Institute of Technology School of Architecture

Massachusetts Institute of Technology
PROGRAMS: Massachusetts Institute of Technology School of Architecture
The MArch degree prepares students for professional registration as architects in the United States. The MIT Department of Architecture offers the MArch degree, which is a professional degree structured to educate those who aspire to licensed registration as architects. It is the centerpiece of the Department of Architecture.

Architectural design studios are the center of the MArch program. Faculty in the Design discipline group provide the core of the professional education through the studio program. Studios begin with a ‘core’ sequence of three studios, followed by three ‘option’ studios and culminating with a design thesis. The great majority of students enter the program and graduate in 3.5 years. A small number of students who have completed a four-year undergraduate degree in architecture at another school, may be admitted with advanced entry to the program and graduate in 2.5 years.

The pedagogical approaches that faculty bring to the teaching of architectural design derive both from their years of professional (often award-winning) practice and from their engagement with design research within the environments at MIT and beyond. The ‘core’ sequence of studios is structured to provide students with an intense and immersive experience in the contemporary discipline of design, where the understanding of drawing, geometry, representation and fabrication is integrated with classes that bring a core understanding of building technology and sustainability, architectural culture and precedent, urban theory and computation in architecture. During this three-semester sequence, students work through a series of exercises of increased complexity which form the launching pad for further investigative design studies in the option studios.

The three semester ‘options’ studios engage both MIT design faculty and a series of visiting studio professors noted for their work in contemporary practice. The problems that are chosen that relate to the issues in practice and society challenging the architectural profession and include a variety of offerings that vary in scale, context and content. Studios are also offered that interface to the joint program in City Design and Development. Studios often address cultural or urban problems in other countries- and recent studios have traveled to India, Japan, Iceland, Taipei, Brazil and China. Other studios might work on sites close to MIT including downtown Boston, its greater metropolitan area, and surrounding towns and cities- or might focus on theoretical or technical issues that culminate in fabrication and assembly, or even publications. In general design problems always include an awareness of issues of ecology and the broader debates of sustainability, and urbanism that combine with the search for appropriate expression of the specific culture and locale.

Studios will address problems that may, on the surface, be more technical, dealing for example, with the development of new building envelopes that have improved environmental as well as visual performance. Others may be more experimental in nature, utilizing some of the new digitally based tools for fabrication and assembly, as well as techniques for testing and simulation.

Students in the MArch program recognize the many possible roles within the architecture profession, and therefore should develop a responsibility for structuring their own educational programs, particularly in the selection of elective classes. While the curriculum specifies that students enroll in a range of subjects in several interrelated fields, they have some choice within each study area and an opportunity to concentrate in an area which they may define. Students are urged to have the concentration be reflected in their design theses.

 

ABOUT: Massachusetts Institute of Technology School of Architecture
Architecture was one of the four original departments at MIT, and it was the first signal that MIT would not be narrowly defined in science and technology. Through recognition of architecture as a liberal discipline, the Department has long contributed to learning in the arts and humanities at MIT.

The Department conceives of architecture as a discipline as well as a profession. It is structured in five semi-autonomous discipline groups: Architectural Design; Building Technology; Computation; History, Theory and Criticism of Architecture and Art; and Art, Culture, and Technology. Each provides an architectural education that is as complex as the field itself, and all five contribute to a mutual enterprise.

The several disciplines of the Department house a substantial body of research activity. Moreover, the Department’s setting within MIT permits greater depth in such technical areas as computation, new modes of design and production, materials, structure, and energy, as well as in the arts and humanities. The Department is committed to a concern for human values and for finding appropriate roles for architecture in society. It is a place where individual creativity is cultivated and nurtured in a framework of values that are humanistically, socially, and environmentally responsible.

 

HISTORY: Massachusetts Institute of Technology School of Architecture
The School of Architecture + Planning boasts an illustrious history stretching back nearly a century and a half, providing our current students with a legacy and long tradition of pioneering excellence.

The Department of Architecture was the first such department in the nation (1865) and became a leader in introducing Modernism to America. The program in city planning was the second of its kind in the country (1932), later evolving into the current Department of Urban Studies and Planning, the longest continuous planning program in the United States.

The Media Lab, the birthplace of multimedia computing (1985), has come to be known around the world as a world-class incubator of new design ideas; the Center for Real Estate established the nation’s first one-year graduate program in real estate development (1984), becoming recognized worldwide as a leader in the field; and the Center for Advanced Visual Studies (1967), now a part of the Program in Art, Culture and Technology, pioneered the use of technologies such as lasers, plasma sculptures, sky art and holography as tools of expression in public and environmental art.

 

VISIT: Massachusetts Institute of Technology School of Architecture
http://architecture.mit.edu/


Columbia University School of Architecture

Columbia University

PROGRAMS: Columbia University School of Architecture

The Master of Architecture Program is a three-year first professional degree program that examines the importance of architectural design concepts in relation to historic and contemporary issues in an evolving culture.

Being part of a great university located in a major metropolis has determined much of what is unique about the Architecture Program. The School is not only able to attract excellent faculty members, but it is also able to draw upon the large and diverse community of architects, theorists, practitioners, and scholars in New York. Thus the program is able to expose student architects to architecture as a complex and pluralistic cultural endeavor.

At the same time that it explores the richness of architecture culture, the program seeks to provide an orderly system for integrating the various aspects of architectural study. Therefore, the curriculum is broadly divided into the study of history and theory, technology, methods, visual studies, and design. Learning about architecture involves, on the one hand, examining those historical, social, cultural, technical, and economic forces that shape buildings; on the other hand, it means mastering these forces with means traditionally available to the architect. The design studio is the main focus of the curriculum in that it offers the opportunity to integrate and synthesize what is being studied.

In general, the program seeks to impart basic principles and knowledge, to develop visual and analytical skills, and to relate creativity to given cultural situations. It is hoped that architects, thus trained, will be able to use their knowledge and insight by responding to and improving the built environment.

 

ABOUT: Columbia University School of Architecture

Education is all about trust. The best teachers embrace the future by trusting the student, supporting the growth of something that cannot be seen yet, an emergent sensibility that cannot be judged by contemporary standards. A school dedicated to the unique life and impact of the thoughtful architect must foster a way of thinking that draws on everything that is known in order to jump into the unknown, trusting the formulations of the next generation that by definition defy the logic of the present. Education becomes a form of optimism that gives our field a future by trusting the students to see, think, and do things we cannot.

This kind of optimism is crucial at a school like the GSAPP at Columbia. The students arrive in New York City from around 55 different countries armed with an endless thirst for experimentation. It is not enough for us to give each of them expertise in the current state-of-the-art in architecture so that they can decisively assert themselves around the world by producing remarkable buildings, plans, and policies. We also have to give them the capacity to change the field itself, to completely redefine the state-of-the-art. More than simply training architects how to design brilliantly, we redesign the figure of the architect. Columbia’s leadership role is to act as a laboratory for testing new ideas about the possible roles of designers in a global society. The goal is not a certain kind of architecture but a certain evolution in architectural intelligence.

Architecture is a set of endlessly absorbing questions for our society rather than a set of clearly defined objects with particular effects. Architects are public intellectuals, crafting forms that allow others to see the world differently and perhaps to live differently. The real gift of the best architects is to produce a kind of hesitation in the routines of contemporary life, an opening in which new potentials are offered, new patterns, rhythms, moods, sensations, pleasures, connections, and perceptions. The architect’s buildings are placed in the city like the books of a thoughtful novelist might be placed in a newsstand in a railway station, embedding the possibility of a rewarding detour amongst all the routines, a seemingly minor detour that might ultimately change the meaning of everything else. The architect crafts an invitation to think and act differently.

GSAPP likewise cultivates an invitation for all the disciplines devoted to the built environment to think differently. Its unique mission is to move beyond the highest level of professional training to open a creative space within which the disciplines can rethink themselves, a space of speculation, experimentation, and analysis that allows the field to detour away from its default settings in order to find new settings, new forms of professional, scholarly, technical, and ethical practice.

The heart of this open-ended laboratory is the design studios. All the overlapping and interacting programs at the school-Architecture, Urban Design, Historic Preservation, Urban Planning, and Real Estate Development-teach design and are united in their commitment to the global evolution of the 21st century city. Every semester, the school launches more than 35 explorative studio projects that head off in different directions before reporting back their findings in juries, exhibitions, and publications that stimulate an intense debate and trigger a new round of experiments. With a biodiversity of continually evolving research trajectories, the school operates as a multi-disciplinary think tank, an intelligent organism thinking its way through the uncertain future of the discipline and the global society it serves.

As in any other architecture school, the real work is done in the middle of the night. Avery Hall, the school’s neo-classical home since 1912–with its starkly defined symmetrical proportions communicating to the world the old belief that the secret of architectural quality is known, universal, and endlessly repeatable–now acts as the late night incubator of a diversity of possible futures. At its base is Avery Library, the most celebrated architectural collection in the world, a remarkable container of everything architects have been thinking about in the past, neatly gathered within the traditional quiet space of a well organized archive. Up above are the dense and chaotic studio spaces bristling with electronics and new ideas. Somewhere between the carefully catalogued past and the buzz of the as yet unclassifiable future, the discipline evolves while everyone else sleeps. Having been continuously radiated by an overwhelming array of classes and waves of visiting speakers, symposia, workshops, exhibitions, and debates, the students artfully rework the expectations of their discipline.

The pervasive atmosphere at GSAPP, the magic in the air from the espresso bar to the pin-up walls to the front steps to the back corner of the big lecture hall, is the feeling of being on the cutting edge, straddling the moving border between the known and the unknown in our field. It is hopefully an open questioning atmosphere in which students are able to do work that teaches their teachers. In the end, a school’s most precious gift is its generosity towards the thoughts that the next generation has yet to have.

HISTORY: Columbia University School of Architecture

The Graduate School of Architecture, Planning, and Preservation (GSAPP) has evolved over more than a century, beginning with the establishment of a program in architecture at Columbia College in l88l — one of the first such professional programs in the country. While the number of specialized programs being offered by the school has multiplied over the years, architecture remains the intellectual core of the school, providing the central focus for more than half of the students and faculty, in addition to conferring a unique identity onto each of the other affiliated programs. All programs share a commitment to both professional training and research. The curriculum and philosophy stress the necessity of analyzing and challenging the underlying history, premises, and future directions of the design professions, even as students are prepared to become accomplished practitioners in their respective fields of specialization.

VISIT: Columbia University School of Architecture

http://www.arch.columbia.edu/


University of Cincinnati School of Architecture

University of Cincinnati

PROGRAMS: University of Cincinnati School of Architecture

Bachelor of Science in Architecture

Architecture is the culturally responsible design and production of buildings that are useful, durable, meaningful, inspiring, and responsive to their physical and social contexts. Architecture is an art, a technical craft, and an ethical practice.

The pre-professional architecture program is primarily intended for those who wish to go on to a graduate level professional program and become practicing architects. It teaches understanding of the social, technical, and symbolic content of the natural and built environments, the skills to modify those environments, and the judgment to assess the value of modifications. The program can also be beneficial in preparing students for many related fields that require an ability to solve problems and increase values in complex situations by creating appropriate order and supportive structure.

The curriculum is comprehensive from the beginning. Because architects must be able to integrate practical, technical, and aesthetic factors in designing buildings, students are introduced immediately to that challenge. They become practiced over the extent of the program in giving coherence to increasingly complex and demanding situations.

The curriculum is structured around four primary elements: 1) a core program of required architectural lectures, seminars, and studios that introduces students to fundamental professional knowledge and skills, 2) a series of general education elective courses, which allows students to expand their education, 3) four quarters of cooperative work experience in a wide range of professional firms, and 4) a two-quarter capstone studio project in which students demonstrate their acquired knowledge and skills.

The program awards a pre-professional Bachelor of Science in Architecture degree after four years. Students who apply and are accepted into the graduate program then work towards the three-year, professional Master of Architecture degree.

Other educational opportunities include organized travel quarters and student exchange programs in England, Germany, and Denmark. Many architecture students also pursue joint degrees and certificate programs within the college and the university.

Master of Architecture

The Master of Architecture program at the University of Cincinnati has two curricular tracks: one is for students with bachelor’s degrees in other fields (M Arch 1); the other supports those who currently hold undergraduate degrees in architecture (M Arch 2).

Four things distinguish the Cincinnati M Arch from those at most other schools: our long tradition of co-operative professional education (co-op), our open curriculum encouraging an individual choice of research focus, our location in a top-tier interdisciplinary design/arts college in a leading design city, and our consistently strong Design Intelligence program rankings.

Mission

The study of architecture at the master’s level requires a commitment to the design and production of buildings that are useful, durable, meaningful, inspiring, and responsibly engaged with their physical, cultural, and social contexts. Architecture is a useful art, a technical craft, and an ethical practice. Cincinnati’s professional, design-centered approach encompasses this range of issues, preparing graduates for licensing and a critical engagement with the world of practice. This critical spirit does not simply accept presumptions and practices at face value, but examines their provenance and consequences with a wary eye and an open mind. The program seeks to promote leadership, collaboration, intellectual depth, flexibility, innovation, and teamwork – elevating professional esteem and multiplying career opportunities for our graduates.

The discipline of architecture is continually changing. Graduates encounter an information-intensive professional world, full of situations demanding critical and imaginative thinking. The Master of Architecture program engages fundamental knowledge and skills, and emphasizes comprehensive design, while affording students the opportunity to expand horizons through flexibility, experimentation, and risk-taking. The program provides substantial opportunities for guided investigations of individual architectural interests, building intellectual rigor as well as skill development through a collegial atmosphere emphasizing mentoring, coaching, and advising.

The Co-op Program: Cooperative education is a century-long tradition at the University of Cincinnati, and is the envy of the field. Within the curriculum, students cross back and forth between the academic and commercial worlds of architecture, strengthening their understanding of the integration of theory and practice, discipline and profession. At the graduate level, the co-op experience includes specific learning experiences that operate between these two traditional sites of instruction, linking our 700-firm employer network into academic course work and research objectives through a guided, 26-week graduate co-op experience related to each student’s thesis topic.

Research Concentrations: Your individual choice of research focus will dominate the latter part of the curriculum. Courses provide mentorship and guidance in developing an area of focus to inform and accompany your final thesis project, working with faculty members one-on-one and in small groups. Graduate elective studios involve independent, student-led research in support of design work; you’ll learn to articulate clearly your theoretical position, methodology, and design intentions. With faculty advisers, you’ll define an area of academic concentration, and tailor your research efforts, co-op experiences, and elective choices to inform the extensive written and design components of your final-year thesis investigation.

The Cincinnati Context: We’re situated in a leading design college, in a distinguished research university, in a vibrant design city. Cincinnati’s internationally acclaimed College of Design, Architecture, Art, and Planning (DAAP) supports a multidisciplinary design and art culture that comes alive within our Eisenman-designed building. The proximity of programs in interior design, graphic design, digital design, industrial design, fashion design, art history, art education, fine arts, urban planning, and urban studies, offers you many opportunities to take elective or collaborative course work in these fields and to develop areas of expertise that leverage partnerships among diverse faculty and students. The city of Cincinnati offers a pleasant physical and cultural environment, and is home to many internationally-known design firms and Fortune 500 companies. It has world-class performing and visual arts, distinguished urban neighborhoods and rich traditions, and one of the largest concentrations of world-renowned contemporary architecture in the world.

The Rankings: Our consistently high Design Intelligence rankings reflect our long-standing tradition and durable reputation for producing the nation’s most practice-ready architectural graduates. Unlike other national program rankings, Design Intelligence polls the employers of recent graduates, so their results directly reflect the quality of our students’ professional preparation. DAAP’s long-time commitment to high-quality professional education (and the huge number of our alumni and co-op employers who are now leaders in the design fields), will ensure that the top-tier reputation of your Cincinnati degree will be sustained throughout your career.

A Career in Architecture: Most architectural graduates work in architectural firms, which often employ other design professionals as well. While the great majority of architectural offices have fewer than 10 employees, who typically assume a wide range of responsibilities, architects in large firms may focus on more specialized roles such as design, technical support, business management and marketing, facility programming, or historic preservation. An architectural degree can also lead to a career in interior design, urban design and planning, engineering, construction, real estate development, or university teaching. In recent years, the field of architecture has been in the midst of several important transformations around issues such as environmental sustainability, new building and modeling technologies, new design vocabularies, and new approaches to urbanism and the city.

Curriculum Tracks

Two Curricular Tracks: Students enter one of two curricula based on their prior academic and professional experience. These are diagrammed on the next page. The M Arch 1 is for students with an undergraduate degree in a discipline other than architecture, and the M Arch 2 is for students with a prior degree in architecture. For more information on the components of each of these curricula, such as option quarter, research and thesis years, elective guidelines, etc., please refer to the “Frequently Asked Questions” below.

Our M Arch 1 Curriculum: Students coming from another discipline begin with an intensive accelerated foundation in professional skills and knowledge, coupled with a broadly interdisciplinary introduction to architecture and its role in the world. There are eleven academic quarters, four co-op work quarters, and an Option Quarter; requiring 181 total quarter credit hours including advanced standing credits. The M Arch 1 curriculum begins in the summer quarter (mid-June). The above chart gives an overview of the curriculum, and the sequence of courses and co-op quarters.

Our M Arch 2 Curriculum: This shorter track is for students with a B.S. in Architecture or an equivalent degree that partially fulfills NAAB (National Architectural Accreditation Board) requirements, and who may have less than a year of architecture-related work experience. This curriculum includes seven academic quarters and four quarters of co-op work experience. Degree quarter credit hour requirements range from 79-112. The M Arch 2 curriculum begins in the fall quarter (mid-September). For an overview of the curriculum, sequence of courses and co-op quarters, please refer to the chart above.

About the Program

The four-year pre-professional Bachelor of Science in Architecture program prepares students to enter our two-year professional Master of Architecture program, which leads to licensing as a practicing architect. The B.S. in Architecture program can also be beneficial in preparing students for many related fields that require an ability to solve problems and increase values in complex situations by creating appropriate order and supportive structure.

The curriculum is comprehensive from the beginning. Because architects must be able to integrate practical, technical, and aesthetic factors in designing buildings, we introduce students immediately to that challenge. They become practiced over the extent of the program in giving coherence to increasingly complex and demanding situations. We have structured the curriculum around four key components:

  1. a core program of required architecture lectures, seminars, and design studios that introduce students to fundamental professional knowledge and skills;
  2. a series of general education elective opportunities to broaden your education;
  3. four quarters of cooperative work experience in a wide range of professional firms; and
  4. a two-quarter capstone studio project which offers the opportunity to demonstrate your acquired knowledge and skills in a comprehensive design project.

Because most states require that a person who intends to become a licensed architect hold an accredited degree, most of our B.S. in Architecture graduates apply to our professional Master of Architecture program. The National Architecture Accrediting Board (NAAB) has continuously accredited the University of Cincinnati’s professional degree in architecture since 1948.

Faculty in the School of Architecture and Interior Design have come to Cincinnati from excellent universities all over the country as well as from England, Germany, India, Nigeria, Australia, and Turkey. Most of the faculty members are registered professionals and many complement their university teaching with design practice. Research areas include historic preservation, sustainable design, digital media, building morphology, historical and contemporary theory, post-occupancy evaluation, universal design, building science, environmental technology, community design, urban design, interior design, archaeology, and post-colonial modern architecture.

The College of DAAP supports a multidisciplinary design and art culture, with programs in architecture, interior design, graphic design, digital design, industrial design, fashion design, art history, fine arts, urban planning, and urban studies.

 

ABOUT: University of Cincinnati School of Architecture

The School of Architecture and Interior Design at the University of Cincinnati prepares students for critical engagement with practice. This critical engagement presupposes sustained evaluation of principles, traditions, and requirements of building in all its aspects, interior and exterior. Our goal is to advance the professions of architecture and interior design by combining ethical judgment and technical proficiency in pursuit of excellence, whether the product of our expertise is a physical or intellectual construction. In view of constantly changing conditions for practice, our program seeks to multiply insights and abilities in every student – sensitivity to the aesthetic and social responsibilities of environmental intervention; the life-long cultivation of a broad, synthesizing, and humanistic world view; respect for the benefits of research and innovation; deepened commitment to specific lines of inquiry; an advanced understanding of the culture of practice; readiness for professional responsibilities; design acumen, advanced graphic skills and technical vocabulary; affection for risk; and love of play.

 

HISTORY: University of Cincinnati School of Architecture

Local architecture. The central basin and surrounding hills of Cincinnati are populated with fine examples of nineteenth- and early twentieth-century architecture, many of them brick structures erected by German immigrants in the 1840s to 1880s. Scores of individual buildings and whole districts are listed on historic registers. Local neighborhoods serve our teaching programs as excellent sites and laboratories for architectural, interior design, urban design, and historic preservation projects.

Notable architects who built in Cincinnati during that early period include Daniel Burnham, H.H. Richardson and Isaiah Rogers (whose Chamber of Commerce Building and Burnet House Hotel both burned long ago), John Russell Pope, Cass Gilbert, Ernest Flagg, as well as Cincinnati’s own Samuel Hannaford and James McLaughlin. Engineer John Roebling managed to get a truss-suspension bridge constructed across the Ohio River in 1876.

Nationally-known architects who have left more recent marks on the city: Zaha Hadid, Michael Graves, Cesar Pelli, Gordon Bunshaft, RTKL, SOM, Hardy Holzman Pfeiffer, and Kohn Pederson Fox. Frank Lloyd Wright designed three houses here, Philip Johnson one.

The University of Cincinnati’s campus master plan designed by landscape architect George Hargreaves features new buildings and urban landscapes by Frank Gehry, Thom Mayne, Michael Graves, Gwathmey Siegel, Machado and Silvetti, David Childs with SOM, Henry Cobb with Pei Cobb Fried, Liers Weinzapfel, Cambridge Seven, Moore Rubell Yudell, and Bernard Tschumi. Peter Eisenman’s internationally acclaimed Aronoff Center for Design and Art houses the School of Architecture and Interior Design and the three other schools within the College of DAAP.

VISIT: University of Cincinnati School of Architecture

http://daap.uc.edu/academics/said.html


Yale University School of Architecture

Yale University
PROGRAMS: Yale University School of Architecture Undergraduate

The School offers an undergraduate major in architecture exclusively to students enrolled in Yale College. Students who desire this major must apply directly to Yale College.

Preliminary Registration for Prospective Majors

Students who intend to declare architecture as their major must register with the director of undergraduate studies during the spring term of their sophomore year. The standard major, which is limited, provides a nonprofessional introduction to the visual, spatial, and intellectual basis of architecture.

Application to the Architecture Major

Yale College students must apply to enter the major during the spring term of their sophomore year. Following the application and review process, admitted students enter the major during the fall term of their junior year.

Introduction to Architecture

The introductory courses to the study of architecture are open to all Yale College sophomores, juniors, and seniors, and are required prior to applying for the architecture major. With permission of the director of undergraduate studies, the prerequisite may be waived for students with sufficient experience in architecture or in relevant subjects.

The Standard Major

The purpose of the undergraduate standard major in architecture at Yale is to include the study of architecture within the broader context of a liberal arts education. While the core requirements focus on architectural design, the overall curriculum includes theory and history of architecture, leading to a bachelor of arts degree. In this manner students are prepared for advanced study in architecture, art, history of art, city planning and development, the social sciences, or public affairs.

Requirements of the Major

To graduate as a Yale College major in architecture, a student must complete a core of seven courses (including three prerequisites). Six to seven additional courses are required for majors, depending on their area of concentration. The three areas of concentration are:

1. Architecture and Design, which investigates the ways in which cultural ideas, information, actions, and locations may be visually communicated in the material fabric of architecture. Exercises in this concentration are predominantly studio-based.

2. History, Theory, and Criticism, which examines written texts about architecture from classical antiquity to current debates. The students are expected to analyze rigorously and write theoretical and critical papers about the past, present, and future potential of architecture.

3. Architecture and Urban Studies, which encourages a broad, interdisciplinary investigation of the complex forces that shape the urban and physical environment.
First Professional Degree
The Master of Architecture I curriculum provides a disciplined approach to the fundamentals of architecture in a setting that ensures the flexibility and latitude necessary for students to develop their individual talents and skills.

In the United States, most state registration boards require a degree from an accredited professional degree program as a prerequisite for licensure. The National Architectural Accrediting Board (NAAB), which is the sole agency authorized to accredit U.S. professional degree programs in architecture, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted a six-year, three-year, or two-year term of accreditation, depending on the extent of its conformance with established educational standards.

Master’s degree programs may consist of a preprofessional undergraduate degree and a professional graduate degree that, when earned sequentially, constitute an accredited professional education. However, the preprofessional degree is not, by itself, recognized as an accredited degree.

The School’s Master of Architecture program currently has a six-year term of accreditation.

The M.Arch. I program is for students holding undergraduate liberal arts degrees, such as a B.A. or B.S., who seek their first professional architectural degree. This program requires a three-year, full-time in-residence program, although in exceptional cases, advanced standing may be granted.

Entering students, with a sound liberal arts background assumed, are required to follow a curriculum in which their creative powers are stimulated through a sequence of problem-solving exercises involving basic and architectural design, building technology, freehand and computer-assisted drawing, and an introduction to design methodologies, as well as courses in architectural theory and the planning, design, and development of the urban landscape. Architectural design problems start at limited scale and by the spring term of first year progress to an investigation of dwelling. During the spring term of first year and until mid-June, a community building project is undertaken, which provides an opportunity for the design of an affordable house as well as the experience of carrying the design through the building process when the class builds a final design. The fall term of second year undertakes the design of a public building, and the spring term of second year is devoted to urbanism. During the fall and spring terms of third year, students, through a lottery system, are at liberty to choose from a variety of advanced design studios, many of which are led by the profession’s leading practitioners and theoreticians. With faculty approval, students in their final term may undertake an independent design thesis (1199b) in lieu of an advanced studio. Students may, if they wish, continue their work for an additional term by taking an advanced studio and/or elective courses. A number of support courses are required during the three-year curriculum. Required courses in design and visualization, technology and practice, history and theory, urban studies, and visual studies support the studios.

Within the limits of certain required credit distributions, students are encouraged to explore elective course options. Courses—falling into the broad categories of design and visualization, technology and practice, history and theory, and urbanism and landscape—support and augment the pivotal studio offerings. Courses offered by other schools and departments within the University may be taken for credit. Emphasis throughout the program is on architectural design and decision making.

Post-Professional Degree

The Master of Architecture II program is for students holding a professional degree in architecture who seek a second, master’s-level degree in this discipline and who are interested in developing a stronger theoretical basis for their understanding of the field. Because the program combines two years of studio-based activities with a variety of opportunities (both course-related and individually conceived) to extend their understanding of architectural design and its meaning within a broader cultural and social context, students in the M.Arch. II program are given considerable freedom and support to develop an increasingly reflexive, critical, and speculative relationship to their work.

With a number of courses available in the area of history and theory, and with access to a wide variety of Yale courses outside the School of Architecture, post-professional students are able to expand their understanding of the broader cultural context of architecture. Post-professional students are also given opportunities to organize symposia, exhibitions, publications, and seminars. Thus, to an exceptional degree, they are able to shape the curriculum to their own specific interests in collaboration with other students and faculty in the School.

Students in the M.Arch. II program take the required post-professional design studio (1061a) in the first term and in the subsequent three terms choose, through a lottery system, from a variety of advanced design studios, many of which are led by the profession’s leading practitioners and theoreticians. These studios are the same ones offered to M.Arch. I students. With faculty approval, students in their final term may undertake an independent design thesis (1199b) in lieu of an advanced studio. Such a studio may combine written and studio material.

Students are encouraged to explore elective course options. Courses—falling into the broad categories of design and visualization, technology and practice, history and theory, and urbanism and landscape—support and augment the pivotal studio offerings. Courses offered by other schools and departments within the University may be taken for credit.
ABOUT: Yale University School of Architecture
The task of architecture is the creation of human environments. It is both an expression of human values and a context for human activity. Through the design process, architecture addresses the interrelated environmental, behavioral, and cultural issues that underlie the organization of built form. The student of architecture is called upon to direct sensitivity, imagination, and intellect to the physical significance of these fundamental issues in designing a coherent environment for people. Architectural design as a comprehensive creative process is the focus of the Yale School of Architecture.

The objectives of the School of Architecture reflect the view that architecture is an intellectual discipline, both an art and a profession. The program, therefore, is based on the following intentions:

  1. to stimulate artistic sensitivity and creative powers,
  2. to strengthen intellectual growth and the capacity to develop creative and responsible solutions to unique and changing problems, and
  3. to help the student acquire the individual capabilities necessary for the competent practice of architecture and lifelong learning.

The School adopts as basic policy a pluralistic approach to the teaching of architecture. Students have opportunities to become well acquainted with a wide range of contemporary design approaches. The School does not seek to impose any single design philosophy, but rather encourages in each student the development of discernment and an individual approach to design.

The Yale School of Architecture offers graduate-level professional education and advanced research opportunities in architecture and allied design fields. An undergraduate major in architecture is offered exclusively to Yale College students. In order to further the pursuit of a variety of interests within the study of architecture, the curriculum offers opportunities for study in several interrelated fields.

For the programs leading to the degrees of Master of Architecture, the design studio is paramount in the School’s curriculum, emphasizing the interrelationships between purpose, design, competition, collaboration, innovation, and open discussion in an environment that values risk-taking and experimentation. The design studio is a workshop in which students come together to present and discuss projects and proposals with fellow classmates, faculty, visiting critics, professionals, and the public. The design studio combines individual and group instruction, varying from desk critiques with individual faculty members, to pin-ups before several faculty members, to more formal midterm and final reviews before faculty and guest critics—all undertaken with the intention of fostering critical thinking, spatial form-making skills, and tectonic skills. Education in the design studio values leadership skills, individual creativity, and the understanding of problems and the ability to solve them as presented in the practice of architecture. The School of Architecture’s mandate is for each student to understand architecture as a creative, productive, innovative, and responsible practice.

In addition to the design studios, courses in design and visualization, technology and practice, history and theory, and urbanism and landscape serve as a basis for developing a comprehensive approach to architectural design.

The area of design and visualization encompasses required studios, option studios, electives that concentrate on design logic and skills, and courses that support design thinking and representation.

Technology courses explore, as an integral part of the architectural design process, the physical context; the properties of natural forces; and building systems. In the area of practice, courses are concerned with issues related to the professional context of architecture and its practices and, in particular, with the architect’s responsibility for the built environment.

Courses in history and theory examine attitudes concerning the design of buildings, landscapes, and cities that may contribute to a design process responsive to its broadest social and cultural context.

Courses in urbanism and landscape address the study of aesthetic, economic, political, and social issues that influence large-scale environments. This area deals with the relation of buildings to their urban contexts and natural environments.

Direct experience of contemporary and historical architecture and urbanism as well as firsthand contact with experts in various fields is an important part of the School’s educational mission. To this end, many studios and classes incorporate both domestic and international travel as part of their course work. In addition, an intensive drawing course is offered each summer in Rome, Italy.

Urban studies are also supported through the extracurricular programs of the Yale Urban Design Workshop and Center for Urban Design Research. Students in the School of Architecture may participate with faculty and students from the School and throughout the University in the symposia, seminars, and research and design projects organized through these programs. In particular, the Urban Design Workshop extends the work of the School into the areas of community design and outreach, providing design assistance to groups and municipalities throughout the region (see Yale Urban Design Workshop, in the chapter Life at the School of Architecture).

The diversity of course offerings in the School, therefore, represents a concern for design that ranges in scale from the individual building to the urban landscape. Students are also encouraged to take courses in other departments and schools in the University..

Advanced studies and research in architecture and urbanism are supported throughout the curriculum, but they are a primary focus in the M.E.D. and post-professional (M.Arch. II) programs. The M.E.D. program provides opportunities for exceptionally qualified students to pursue advanced research in architecture and urbanism through course work and independent studies guided by faculty from the School and the University. Emphasis is placed on rigorous methods of research and scholarship leading to a substantial written thesis. In the post-professional M.Arch. program, advanced studies in architecture and urbanism are supported by course work and design studios.
HISTORY: Yale University School of Architecture
Architecture as an art was taught at the Yale School of the Fine Arts in the late nineteenth century. Precedence for this pioneering in art education was set as early as 1832 when the Trumbull Art Gallery (the first college-affiliated gallery in the country) was opened. This event signaled a commitment to education in the arts that culminated in 1869 with the opening of the Yale School of the Fine Arts, the first college-affiliated art school in the country. The department of Architecture was established in the School of the Fine Arts in 1916. In 1959 the School of Art and Architecture, as it was then known, was made a fully graduate professional school. In 1972, Yale designated the School of Architecture as its own separate professional school.

The School of Architecture offers a three-year program leading to the degree of Master of Architecture; a two-year post-professional option also leading to the degree of Master of Architecture; a two-year program for advanced, independent research leading to the degree of Master of Environmental Design; and a program leading to a Ph.D. degree awarded by the Graduate School of Arts and Sciences. The School of Architecture and the School of Management offer a joint-degree program leading to the degrees of Master of Architecture and Master of Business Administration (M.B.A.). The School of Architecture and the School of Forestry & Environmental Studies offer a joint-degree program leading to the degrees of Master of Architecture and Master of Environmental Management (M.E.M.).
VISIT: Yale University School of Architecture
http://www.architecture.yale.edu/

 


Harvard University School of Architecture

Harvard University
PROGRAMS: Harvard University School of Architecture

Master in Architecture I (MArch I), Professional Degree

The program leading to the Master in Architecture as an accredited professional degree is intended for individuals who have completed the bachelor’s degree with a major other than one of the design professions or with a preprofessional undergraduate major in one of the design professions. The course of study is rigorous and comprehensive, preparing graduates for the full range of professional activities in the field of architecture. It provides a solid intellectual base of knowledge in history, theory, technology, the social environment, and professional practice. Particular emphasis is given to developing mastery of design through an intensive series of design studio courses. As part of the process of developing independent thinking and resolving design issues, students are required to prepare a design thesis to serve as a transition from graduate school to professional practice. To attain registration for professional practice after completion of the degree, a candidate must complete an internship in an architectural office and pass a registration examination. Many students partially complete their internships during the summer while in graduate school.

Admission with No Previous Professional Education
Individuals who have completed a four-year bachelor of arts or bachelor of science degree in a field other than architecture are eligible for admission to the first term of the professional degree program. Preference for admission is given to individuals who have completed a balanced undergraduate education that includes study in the arts, sciences, and humanities. A minimum of a one-semester, college-level course in calculus or higher-level mathematics and a one-semester, college-level course in physics, preferably in mechanics, is required.

A minimum of two semesters of college-level survey courses in the history of art and/or architecture, preferably covering the ancient to modern periods, is also required. Applicants must achieve a grade of B or better in each of these courses. Please note that while the GSD requires only one semester of each for admission, it is strongly recommended that applicants complete one year of calculus and physics. Preparation in the visual arts is desirable and may include drawing, sculpture, and/or graphics. Courses in the humanities, philosophy, literature, and economics are also recommended but are not required.

Admission with Advanced Standing
Individuals who have completed a preprofessional four-year bachelor of arts or bachelor of science degree with a major in architecture or environmental design may be eligible for admission with advanced standing, subject to the review of the admissions committee. Such applicants will be considered for placement in the third term of the program, thus reducing the required course of study to two-and-one-half years. Applicants who are granted advanced standing must have completed the same preparation in college-level calculus, physics, and history as described in the previous paragraph, as well as undergraduate courses that are roughly analogous to the course of study of the first year of the graduate program, demonstrating high achievement in design.

Early Admission for Students at Harvard College
Qualified undergraduates at Harvard are eligible for early admission into the program and may take all or a portion of the first year of graduate study during their senior year.

Residence
For students entering without advanced standing, a minimum of seven terms of full-time study in residence, including thesis, is required. Individuals admitted with advanced standing normally begin with the third term of the program and must complete a minimum of five terms of full-time study in residence. Under special circumstances, students may receive permission to reduce their course load and extend their studies over a longer period of time.

Master in Architecture II (MArch II), Postprofessional Degree

The program leading to the Master in Architecture as a postprofessional degree is intended for individuals who have completed a five-year undergraduate professional program in architecture or its equivalent. The course of study extends the base of knowledge of the professional field through graduate study with particular emphasis on design. Students advance and expand their theoretical and analytical skills by developing a course of study that compensates for weaknesses and enhances areas of strength. A minimum of one-half of the electives in the student’s curriculum must be from courses offered by the GSD. Students in the program may elect to pursue their research interests in an independent design thesis. Students who choose to prepare a thesis must obtain approval of their course of studies from the program director by the end of the first semester of studies and are required to take GSD 9203: Preparation of Design Thesis Proposal for Master in Architecture.

Preparation for Admission
Individuals who have completed a comprehensive five-year professional bachelor of architecture degree or its equivalent, demonstrating high achievement in design, are eligible for admission. Programs leading to postprofessional degrees do not need to be accredited, as applicants would normally have already completed the degree required for certification.

Residence
A minimum of three terms of full-time study in residence is required for award of the degree. Under special circumstances, students may receive permission to reduce their course load and extend their studies over a longer period of time.
ABOUT: Harvard University School of Architecture
The Department of Architecture is rich in diversity, creativity, and scholarship. With an international faculty prominent across the breadth of the field, students are exposed to many different approaches to design. Critics and theorists from around the world supplement the faculty, and together, they introduce students to issues and trends in contemporary architectural design.

Central to the school’s philosophy is the commitment to design excellence that demands not only the skillful manipulation of form, but also inspiration from a broad body of knowledge. Instruction and research encompass design theory as well as visual studies, history, technology, and professional practice. The GSD’s information infrastructure provides a foundation for design exploration and communication, offering students new ways to access design references, model buildings, and present ideas. Intelligence, creativity, sensitivity, and a thorough knowledge of the arts and sciences are essential to achieving distinguished architecture.

The educational experience at the GSD is enriched and broadened by close interaction among the departments of architecture, landscape architecture, and urban planning and design, as well as by many other resources at Harvard University and MIT. Architects draw upon knowledge and experience gained from the past while adapting to the changing needs of the modern world.

As new ways of thinking in the profession have emerged, the demands on design grow increasingly complex and require new interpretation. For generations, the GSD has educated committed individuals who have assumed leadership roles in shaping the built environment. Today’s graduates in architecture continue this tradition by answering the challenges posed by contemporary society.
HISTORY: Harvard University School of Architecture
Classes exclusively devoted to architecture began at Harvard in 1893. The Faculty of Architecture acquired graduate school status in 1914. The major design professions were officially united in 1936 to form the Graduate School of Design. The GSD currently offers an array of masters and doctoral degrees, as well as Career Discovery and Executive Education programs. The school’s international faculty provide a broad range of design philosophies and visions. The resources of the GSD and those of Harvard University, including its courses, museums, libraries, and cultural events, are available to all students.
VISIT: Harvard University School of Architecture
http://www.gsd.harvard.edu/academic/arch/

 


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