studio ulture policy - south dakota state university · studio culture policy february 2016...

Studio Culture Policy SDSU Department of Architecture

Contents Background ............................................................................................................................................................. 3

Overview .................................................................................................................................................................. 4

The Studio ........................................................................................................................................................... 4

Studio Pedagogy........................................................................................................................................... 4

Studio Space .................................................................................................................................................. 4

Studio Culture ............................................................................................................................................... 4

Studio Extension Space ............................................................................................................................. 4

Fundamental Values........................................................................................................................................ 4

DoArch Mission ................................................................................................................................................. 5

Studio Philosophy ............................................................................................................................................ 5

Time Management ........................................................................................................................................... 6

Design Process .................................................................................................................................................. 6

Evaluation of Studio Coursework / Grades............................................................................................ 6

Collaboration and Interdisciplinary Learning ...................................................................................... 6

Diversity............................................................................................................................................................... 6

Faculty .................................................................................................................................................................. 6

Reviews and Critiques......................................................................................................................................... 7

The Desk Crit ...................................................................................................................................................... 7

Reviews ................................................................................................................................................................ 7

Working, Preliminary, and/or Midterm Review ............................................................................. 7

Juried Review ................................................................................................................................................ 7

Salon/Open Review .................................................................................................................................... 7

Closed Review ............................................................................................................................................... 7

Final Review .................................................................................................................................................. 7

Plan for Implementation and Maintenance ........................................................................................... 8

Evolving Studio Culture: Review by Studio Culture Committee .................................................... 8

Studio Policy ........................................................................................................................................................... 9

2 Studio Culture Policy SDSU DoArch / December 2015

1. Sight and Sound.................................................................................................................................... 9

2. Personal Behavior. .............................................................................................................................. 9

3. Studio Environment. .......................................................................................................................... 9

4. Materials. ............................................................................................................................................. 10

5. Studio Furniture and Tools. .......................................................................................................... 10

5. Building Access. ................................................................................................................................. 10

6. End of Semester Responsibilities. .............................................................................................. 10

7. Studio Extension Space Policies.................................................................................................. 11

Note on Professional Accreditation ............................................................................................................ 12

South Dakota State University Non-Discrimination Policy ............................................................... 12

SDSU Department of Architecture Studio Culture Policy February 2016

Background In 2005, the National Architectural Accreditation Board (NAAB) added “Studio Culture” as a condition for accreditation. All accredited programs in architecture are required to have a written policy addressing and shaping its studio culture.

This new condition was inspired by the American Institute of Architecture Students (AIAS) Studio Culture Task Force report, released in December 2001, which encouraged the profession to be more explicit about the pedagogical benefits and purpose of the most unique and memorable aspect of architecture education.

Subsequently, the AIAS created another task force to address both the positive and negative aspects of studio culture and issued its report in 2002. That report calls for explicit policies to support the positive aspects of studio culture, while curbing some of the more unhealthy practices. The positive values identified by the report include optimism, respect, sharing, engagement, and a professionalism, all values shared and supported fully by SDSU DoArch.

The 2014 NAAB Conditions for Accreditation describes “Learning Culture” in Part 1, section 1:

I.1.2 Learning Culture: The program must demonstrate that it 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, both traditional and nontraditional.

The program must have adopted a written studio culture policy and a plan for its implementation, including dissemination to all members of the learning community, regular evaluation, and continuous improvement or revision. In addition, the plan must address the values of time management, general health and well-being, work-school-life balance, and professional conduct.

The program must describe the ways in which students and faculty are encouraged to learn both inside and outside the classroom through individual and collective learning opportunities that include but are not limited to field trips, participation in professional societies and organizations, honor societies, and other program-specific or campus-wide and community-wide activities.

Students are encouraged to consult the NAAB Conditions of Accreditation, which also includes information on Student Performance Criteria.

For additional information on the development and assessment of studio culture, see Toward an Evolution of Studio Culture, American Institute of Architecture Students, 2008; “The Redesign of Studio Culture: A Report of the AIAS Studio Culture Task Force,” AIAS, 2002; and “Studio Culture Summit Report,” AIAS, 2004.

http://aias.org

http://www.naab.org


Overview The Studio Historically, the European tradition has greatly influenced American architectural education and the studio model. Looking to Europe for a standard, American architects and students of architecture in the nineteenth century saw the prestigious Ecole des Beaux Arts in Paris as the model for architectural education. The Ecole’s philosophy was imported to the United States, and many architecture schools at the start of the 20th century employed Ecole-trained faculty. The foundation of the Beaux Arts system was the “design problem,” assigned to the student early in the term and carefully developed under close tutelage. It began as an esquisse, or sketch problem, and ended en charrette. Charrette, French for “cart,” refers to the carts in which the finished drawings were placed at the deadline hour for transport to the “master” for critique. The Beaux Arts teaching system relied heavily on knowledgeable teachers and “learning by doing.” Competition was intense, and the end results were exquisitely drawn projects in traditional architectural vocabularies, generally developed on the basis of “good taste” and intuition. The style was predominantly neoclassical and the preferred program / building type was the monument. Projects were ultimately judged by a jury of professors and guest architects, who mostly used the same criteria of good-taste by which students designed. Most schools of architecture still use a “jury” or “final review” system today.

The architectural design studio is unique in higher education, simultaneously based on pedagogical method and spatial concept. The “studio” is a group of people working together, generally in a large, flexible space, and led by an instructor directing investigations in architecture and design. Students learn through doing and making, through discussion and critique, and through observation and iteration. Essential components are:

Studio Pedagogy DoArch believes in and supports the pedagogical benefits and purpose of the studio teaching method: problem-based learning, learning by doing, and learning through critique.

Studio Space The inherent flexibility of the traditional studio space promotes interaction between students and faculty, and the opportunity for students to share in, learn from, and contribute to each other’s work.

Studio Culture The predominating attitudes and behavior that characterize the functioning of a group in the studio context, in this case the SDSU architecture and design community: students, faculty, administration, staff, and visitors.

Studio Extension Space Considered as part of the traditional studio and its culture, extension spaces include all DoArch facilities: workshops, fabrication and computer labs, documentation rooms, review and exhibition spaces.

Fundamental Values It is expected in the DoArch community that students and faculty alike understand and share fundamental, common studio values of:

Optimism for working toward a better world and built environment.

Respect for one another and respect for each other’s work, efforts, goals, and differences.

Sharing of knowledge, ideas, and assistance.

Engagement in the studio concept.

Professionalism as a prevailing attitude.


DoArch Mission The Department of Architecture (DoArch) at South Dakota State University is an intimate, small-scale program, sited in a fabric of vibrant, small-scale cities. The towns of South Dakota serve as a ready laboratory for exploring bold urban ideas. The department is oriented toward social responsibility in architecture with an impact on the urban fabric of South Dakota by working within the communities that comprise South Dakota. Additionally, the department serves a progressive community of small-scale professional firms. Through the support of these firms, we advocate and teach for contemporary production in professional practices. The sequence courses in studio, history and theory, media, building technology, and professional practices are based in a “hands-on” curriculum that teaches the building arts through materiality and “learning by doing”. Ultimately, our goal is to teach urbanists who can make places through COMMUNITY, to teach professionals who can make practices through COLLABORATION, and to teach technologists who can make buildings through the BUILDING ARTS.

Studio Philosophy SDSU DoArch believes in and supports the value of the design studio model. Studio learning encourages dialogue, collaboration, risk-taking, innovation, and a pedagogy of “learning by doing.” The design studio is an environment where students and faculty work together asking questions and making proposals that explore architectural ideas, developed through criticism and discussion amongst classmates, faculty, and visitors. Studio learning offers intensive one-on-one instruction, and provides the opportunity for the student to develop critical thinking skills, spatial and material sensibilities. The studio offers a synthetic form of education, where project-based learning becomes the foundation for developing an understanding of and commitment to architecture and the built environment.


Time Management SDSU DoArch supports its students and faculty in leading balanced lives. The fact that the studio is open for student use twenty-four hours a day should not be interpreted falsely. In architecture schools across the country the romance of the “all-nighter” is pervasive. Students are encouraged to work intelligently and efficiently in studio, and not necessarily longer. Rational use of time and consciously developing good work habits is strongly encouraged. The “tradition” of the all-nighter is discouraged, an indication of poor planning with often counterproductive results.

DoArch supports and values all of the course offerings within the university curriculum. Students are encouraged to distribute and balance their efforts as necessary to succeed in all academic courses. DoArch faculty will make every effort to avoid conflicting deadlines for architecture courses. Deadlines outside of the department must be handled individually.

Design Process DoArch acknowledges the academic and professional value of design process and iteration, as well as final product. DoArch supports student evaluation for studio courses that affirm the Fundamental Values of optimism, respect, sharing, engagement and professionalism.

DoArch encourages students to understand that studio-based learning is a unique and valuable pedagogical model that promotes open-ended questions, critical and complex discussion, diverse viewpoints, and respect for differences.

Evaluation of Studio Coursework / Grades Grades are one measure of a student’s performance in studio. Studio instructors are required to provide grading criteria in course syllabi. DoArch supports creative and academic autonomy across the variety of studio coursework and teaching methods employed by instructors. All evaluations will, however, consider the student’s ability to operate within DoArch studio culture and departmental policy. Academic Expectations and Performance policies are described fully in the SDSU Catalog.

Collaboration and Interdisciplinary Learning In addition to individual design projects, SDSU DoArch values team and group projects at every level within the curriculum.

SDSU DoArch supports and encourages interdisciplinary activities through which students can acquire a broad range of skills and experiences in order to become effective designers, and advocates for a quality built environment.

Diversity SDSU DoArch supports active and open dialogue in the studio, an environment in which diverse life experiences and opinions are shared. A culture of mutual respect and open inquiry supports a life-long learning process that begins in architecture school.

Faculty Faculty who teach studio are expected to have the ability to inspire students to learn, to engage students in critical thinking, to bring forward their particular expertise, and to convey a sense of optimism about the discipline of architecture.


Reviews and Critiques The Desk Crit The “desk crit” is a traditional and unique component of studio, a one-on-one dialogue between the student and instructor that acts as a form of critical feedback on both the student’s process and product in addressing assigned design problems. The studio instructor may often suggest revisions that they feel will better solve a particular aspect of the problem. As a follow-up to the desk crit, the student is generally expected to more fully explore and test these options and suggestions by revisiting their solution. This process of iteration and providing alternative solutions is essential to the design process. The studio instructor will generally critique the quality of the student’s process of investigation and ability to reflect on their methods of design, strategy, and direction. Instructors may employ desk crits in various ways, some on a daily basis, and some less frequently in deference to more general group discussions.

Generally, students not present in studio during class time will not receive a desk crit. Instructors will establish teaching methods as part of their course syllabus.

Reviews Design studio reviews and critiques are essential elements of studio pedagogy, enabling and promoting public interaction between students, faculty, and outside visitors (often called a “jury”). Reviews are simultaneously a means of assessing student work, promoting verbal presentation skills, and facilitating general discussion of larger issues and relationships. Reviews are a unique learning experience, offering a wealth of knowledge and insight keyed to graphic and verbal presentation of student work. The public exhibition of these proposals are essential to studio pedagogy and culture, and vital for the development of effective communication skills.

Reviews may or may not have a bearing on the overall studio evaluation or student’s grade. Studio instructors should describe review formats and expectations to students. Instructors reserve the right to exclude unprepared students from reviews, and are responsible for conducting the review and moderating the discussion. “Open” reviews generally mean that the student presentation is public. Reviews may take different or hybrid forms:

Working, Preliminary, and/or Midterm Review The student’s work is presented to the instructor, the class, and/or a jury, leading to a discussion of the project.

Juried Review Students present their work to a panel comprised of faculty, students and outside guests, followed by critique and discussion of the project.

Salon/Open Review Students exhibit their work during a scheduled, open presentation to an informal, rotating collection of faculty, students and outside guests. Discussions and student presentations occur multiple times over the duration of the salon review.

Closed Review The student’s work is evaluated in closed review session without oral explanations by the student. The work is subsequently discussed in a session with the student. A modified form of the closed review is one in which students make brief oral presentations before jury deliberation in closed session.

Final Review The student’s final work is publicly presented to a jury that includes the instructor, faculty, and outside guests, leading to a discussion of the project. Final reviews are coordinated and scheduled during “final review week,” and students from all levels of the program are encouraged to attend.

Students are expected to attend all scheduled studio reviews and remain engaged as active participants. Students should be prepared to make a clear and coherent presentation of their work, and to be prepared to discuss both


their work and the work of others in the studio. Instructors are responsible for informing the jury about the studio’s expectations for the project, and the expectation that reviews will reflect the SDSU DoArch commitment to studio culture policy. Instructors and visitors are reminded that reviews occur in a professional setting, and discussion is intended as a critique of the work, not as a personal attack. DoArch supports thoughtful and respectful dialogue, debate and discussion during all reviews and presentations.

Unlike the majority of university students who finish the semester with scheduled final exams, the culmination of the architecture student’s semester is usually the Final Review, a public event in which faculty and outside critics discuss and critique final projects, and students respond. The “Final Review” period occurs at the end of every semester, and is coordinated so as not to conflict with final exams. Students are highly encouraged to attend all levels of Final Reviews to enrich their exposure and learning experience.

Plan for Implementation and Maintenance DoArch has introduced this document to accompany other standards and policies from across SDSU, the College of Arts and Sciences, the School of Design, and the Department of Architecture itself. This handbook serves as a guide for explaining studio culture, describing expectations for students and faculty, establishing procedural rules of conduct, and maintaining studio facilities.

This Studio Culture Policy is a document that applies to students at every level within the Department of Architecture, and for students that make use of DoArch facilities and spaces. This applies most directly to studio and workshop spaces in the Architecture, Mathematics and Engineering (AME) Building on the SDSU Campus.

DoArch Studio Culture Policy is a living document intended to change over time. Review and revision of this document should occur on a regular basis by faculty and students alike. Faculty revisions and edits should be raised at faculty meetings, and changes are to be made in a transparent manner with student input. Students are encouraged to offer suggestions for revisions and edits, and student organizations should schedule an annual, open review and discussion of this policy, and are encouraged maintain open dialogue with the DoArch Studio Culture Committee.

Evolving Studio Culture: Review by Studio Culture Committee Studio culture will inevitably evolve with shifts and changes in technology, the profession and society. An obvious example is that the desk in the studio is gradually giving way to the computer, which, together with wireless technology, can be used anywhere, expanding and changing the spatial nature of the traditional studio. While continuing to embrace new technologies and new spatial configurations, DoArch must sustain and nurture a studio culture that remains central to the student experience. This policy must continually reflect changes while maintaining the integrity and professionalism that characterize the study and practice of architecture. Through sustaining a studio culture that emphasizes mutual respect, professionalism and shared awareness and responsibilities among students, faculty, staff, and administration, the program will be able to evolve and shift in ways that will better serve the needs of the future.

The Studio Culture Policy will be reviewed and revised on an annual basis, to maintain and further develop working principles for achieving the balance and integration of diverse goals and perspectives of the University, the College of Arts and Science, the School of Design, and the Department of Architecture.

DoArch has established a working mechanism for review and further development of this policy by creating a Studio Culture Committee composed of Faculty, Student Representatives, the AIAS, School of Design Representatives, and outside professionals.

The Studio Culture Committee will work to maintain and develop the Studio Culture Policy through review sessions each semester, from which emerge annual recommendations forwarded to the faculty for review and implementation.


Studio Policy Studio use is a privilege and, in cases of misconduct or continuing annoyance to others, students can have studio privileges revoked by DoArch or the university. Failure to adhere to any of these policies may result in a loss of studio access outside of class time, the ability to fully participate in coursework, and/or university level (or higher) disciplinary measures.

Students are responsible for all costs incurred for damages, painting and/or repair. Misuse or disregard for the studio space will result in loss of studio privileges.

SDSU students are to understand and follow the responsibilities outlined in the SDSU Student Handbook.

All of these rules apply 24 / 7 / 365.

1. Sight and Sound. a. Mobile phones / PDAs should be silenced at all times. Phone calls should be taken outside of the studio. Students using a mobile phone / PDA in class will be dismissed for the day.

b. The use of the internet as a social or entertainment medium is not permitted during class time. Online research and the use of computers and software pertaining to coursework is expected.

c. At no time should a broadcast, movie, or video be displayed on a computer screen or projected in the studio. Visual distraction is both an academic and safety issue.

d. At no time should music or recorded or broadcast audio be heard in studio outside of classwork led by an instructor. Sounds will be listened to via headphones only.

e. The use of video cameras is prohibited except with prior permission from the Department head. Prior notification to students should be made, and signs must be posted warning of their use.

f. Natural light is a shared resource and windows must remain clear of personal objects.

g. Desk lamps are required on every student desk and students are strongly encouraged to make a habit of using them while at work. This is both an academic and a safety issue.

2. Personal Behavior. a. Respect that studio is a shared working environment.

b. Err on the side of peace and quiet.

c. In studio, the person being annoyed is right. If, for any reason, the activities of another student are hindering your ability to work, then you are to ask them to cease that activity immediately. Regardless of circumstances, anyone failing to immediately cease an activity that a colleague deems disruptive may have studio privileges revoked.

d. Students may not display images or other material with explicit or sexual content that may be considered a form of harassment as defined in the SDSU Catalog as the Policy on Sexual or Other Forms of Harassment.

3. Studio Environment. a. It is the student’s responsibility to see that shared and personal materials are removed (pinned-down, thrown away, recycled, put back on desks, etc.) from shared spaces at the end of each class period, and that no materials are left in public corridors, lobbies, stairs, or other paths of egress.

b. Shared spaces within the studio, including pinup areas, work desks, areas for tools (hot wire, drill press, etc.), are to be maintained by both students and faculty. Students are responsible to clear work from these areas and maintain them for others to use. Faculty are responsible for coordinating the shared use of common pinup areas, partitions, etc., and to direct students to maintain these spaces.


c. Food is to be kept to a minimum at student desks. Prepared food must be consumed in the kitchenette area. There will be no eating of food during class time. Food, product wrappers, etc. must be disposed of in the kitchenette area only. Students may not use hot plates in the studio.

d. Drinks should never be set on or above the level of the desks. Keep all bottles and cups below your work and your computer.

e. Alcoholic beverages are not allowed in the AME Building.

f. Smoking is not allowed in the AME Building.

g. Pets are not allowed in the AME Building with the exception of guide or assistance animals.

4. Materials. a. Studio must be kept healthy and safe.

b. No aerosol sprays (spray paint, fixative, etc.) of any kind are allowed. Work found to have employed an aerosol spray in its execution will be disposed of outside the building and assigned a failing grade.

c. The use of plaster, concrete, or other wet materials should be undertaken in the first floor AME workshop or outside in the lay-down yard. Follow all rules and policies that apply for these extension spaces.

d. No hand-held torches or open flames are allowed in studio.

e. No resins, toxic or off-gassing materials are allowed in studio. Use of these materials may be allowed with permission from the Department head in the first floor AME workshop or outside in the lay-down yard only.

5. Studio Furniture and Tools. a. DoArch student furniture includes a desk, chair, and a mobile, lockable cart. These items are provided to students each semester and should be responsibly maintained. Students are to provide their own padlock for mobile carts. Desks and mobile carts are finished with an MDF top that should not be used as cutting surfaces. Students are responsible for damages to DoArch furniture.

b. Shared studio furniture and tools include partitions, common work desks, hot wire cutters, wood working tools (drill press), and more. These shared areas and equipment should be kept clear and maintained for others to use. Report any damages to the faculty.

c. Students working in studio will acquire and use an array of tools and materials. These should be kept secure. SDSU DoArch is not responsible for stolen or missing student property. Lock or secure personal items as needed, and label your items and materials.

5. Building Access. a. The AME Building is maintained by SDSU. The building is open weekdays between 8am-5pm. Keycard/SDSU IDs allow for 24-hour access to the 3rd floor studio. The 1st floor workshop is only open weekdays between 8am-5pm. Hours to studio extension spaces may vary based on student worker availability; hours will be posted at the start of each semester.

b. Despite the installation of keycard access, it is difficult to fully secure studio at all times from those that don’t belong. The best practice for students and faculty is to maintain keen observation and awareness of your surroundings when you are in studio, and to verbally address (kindly yet directly) visitors or strangers new to the space.

6. End of Semester Responsibilities. a. Faculty are to notify students of the end of semester deadlines, including final review dates, move-out, and studio clean-up dates. Personal items not removed from studio by the move-out date will be discarded.

b. Over the winter break, students may keep items locked in a mobile cart. Place your name on top of your


cart, and it will move with you into the spring semester. Mobile carts must be emptied over the summer break; padlocks left on carts will be cut off and items disposed of.

c. Your studio instructor may collect student work at the end of the semester for any number of reasons, including accreditation review. Instructors are to notify students as soon as possible following the final review if their work is to be collected, and the procedure for turning it in. Due to space limits, not all work will be collected or saved; students should verify if/when it is permissible to bring work home.

7. Studio Extension Space Policies a. Studio culture policy applies to all spaces and facilities within the DoArch environment.

b. Studio extension spaces refer to all DoArch facilities other than the main, 3rd floor AME Building studio space, including the 1st floor workshops, the fabrication lab, documentation and equipment rooms, and review and exhibition spaces.

c. Extension spaces likely maintain additional rules and policies, including safety policies, that apply alongside this studio culture policy. Students and faculty are required to understand and maintain all of the rules and policies of the DoArch extension spaces.

d. Extension spaces often include specialized tools and equipment that require training and safety precautions for their proper use. These include the woodshop and fabrication lab. A student “shop attendant” is required to be on duty when students are operating these tools. Shop attendants have the authority to maintain safety and order in these spaces, can ask that students stop or postpone work, and can suggest disciplinary action to the Department head.


Note on Professional Accreditation The National Architectural Accrediting Board (NAAB) accredits professional degrees in architecture offered by institutions accredited by a U.S. regional accrediting agency. All 54 U.S. registration boards accept the NAAB-accredited degree for registration; 37 of those boards require it. Obtaining a NAAB-accredited degree is an essential aspect of preparing for the professional practice of architecture. While graduation from a NAAB-accredited program does not assure registration, the accrediting process is intended to verify that each accredited program substantially meets those standards that, as a whole, comprise an appropriate education for an architect. The curriculum of a NAAB-accredited program includes general studies, professional studies, and electives, which together comprise a liberal education in architecture. The curriculum ensures that graduates will be technically competent, critical thinkers who are capable of defining multiple career paths within a changing societal context. More specifically, the NAAB requires an accredited program to produce graduates who: are competent in a range of intellectual, spatial, technical, and interpersonal skills; understand the historical, socio-cultural, and environmental context of architecture; are able to solve architectural design problems, including the integration of technical systems and health and safety requirements; and comprehend architects' roles and responsibilities in society. The NAAB is supportive of the development of new programs in architecture and continually evaluates its standards to ensure they are reflective of contemporary practice in architecture.

South Dakota State University Non-Discrimination Policy It is the policy of South Dakota State University (SDSU) not to discriminate on the basis of race, color, creed, religion, national origin, ancestry, gender, marital status, pregnancy, sexual orientation, age, disability, veteran's status or any other protected class in the offering of all benefits, services, and educational and employment opportunities.

As part of this policy, SDSU has designated a Title IX Coordinator to assist individuals with any concerns about sexual discrimination in education programs or activities. This includes discrimination on the basis of gender in admission to or employment in SDSU's education programs or activities. The grievance process to address these complaints as well as any complaints of discrimination will follow the Board of Regents Human Rights Complaints Procedures.

Discrimination complaints including complaints of harassment or sexual discrimination in educational programs should be directed to: Equal Opportunity Officer/Title IX Coordinator, Human Resources, Administration Building Room 318, South Dakota State University, Brookings SD 57007, Phone 605-688-4128.

studio ulture policy - south dakota state university · studio culture policy february 2016...

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