Studio Culture Policy

Introduction

Plan for Implementation and Maintenance

The College of Architecture, Art, and Planning at Cornell University has long maintained the Student, Faculty, and Staff Handbook as a guiding document for the College community. This document has long served as a College-wide guide for studio culture. This Studio Culture Policy is seen as a document not only for the B.Arch. and M.Arch. professional programs, but also for the post-professional degree programs, recognizing similar conditions within the different degree programs. It is not meant to replace or supersede the Student, Faculty, or Staff Handbook.

Faculty Notes

Besides being a document for students, this studio culture policy handbook is also intended for faculty. Faculty are expected to be able to inspire students to learn, engage students in critical thinking, and bring forward their particular expertise, enhancing the overall experience of architectural education.

Overview: The Studio

Program and Studio Philosophy

If one could identify a singular philosophy for the architecture program at Cornell, it would be that architecture is a conceptual problem-solving discipline. The goal of the program is to produce conceptual thinkers who are versed in the skills, history, theory, and science of their field. The program is oriented toward developing the student's ability to deal creatively with architectural problems on analytical, conceptual, and developmental levels. The core of the program consists of a sequence of courses in architectural design. Parallel sequences of studies in theory and history, visual representation, culture and society, environmental sciences, structures, and building technology provide a basis for the work in design. The intention has always been to instruct architecture students on issues of basic and more sophisticated formal principles, developing in them an aptitude for functional and programmatic accommodation, structural and technological integration, and materials and methods of construction. Rather than train architects who think of buildings as autonomous objects frozen in an assigned ideology, our goal is to produce architects who are broad and critical thinkers who can make a positive impact on the built environment and society at large.

Our studio is a creative and inclusive space that encourages dialogue, collaboration, creative thinking, innovation, and a "learning by doing" pedagogy. The design studio is a professional working environment where students and faculty work together to ask questions, identify contemporary and emerging issues, and make proposals exploring architectural concepts and ideas. These are further developed through criticism and discussion amongst colleagues, faculty, and visitors.

Essential Components

Studio Pedagogy

The Department believes in and supports the pedagogical benefits and purpose of the studio teaching method: problem-based learning and learning by doing.

Studio Space

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

Studio Culture

The predominating attitudes and behaviors that characterize the functioning of a group in the studio context, in this case, the architectural community at Cornell (students, faculty, administration, staff, and visitors).

Studio Extensions

Extension of the traditional studio space includes fabrication and shop facilities, a library, computer labs, review, and exhibition spaces.

Fundamental Values

It is expected in the Cornell architecture community that students and faculty alike understand and share fundamental common studio values of:

  • Optimism for shaping a better-built environment.
  • Respect for one another, our diverse perspectives, and the integrity of each other's work and efforts.
  • Sharing knowledge, ideas, and assistance.
  • Engagement in studio, professional practice, and extended communities of creative practice.
  • Innovation in studio work, critical thinking, and alternative teaching methods.

Diversity

The Department 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.

Students may not display racist, sexist, or otherwise offensive material, such as but not limited to any form of sexual harassment as defined by Cornell University policy.

Respect

Respect for the facility and its occupants (colleagues, staff, faculty, and visitors) is encouraged in all studio interactions. Civility, respect, and constructive feedback are critical at every design, research, and development level to promote a collaborative, sharing environment. Respect for others' time and well-being is important when considering deadlines, meetings, reviews, and facilities usage.

Discrimination involving, but not limited to, such factors as race, color, creed, religion, national or ethnic origin, sex, sexual orientation, age, or handicap is not tolerated in the studio. Sexual harassment is an act of discrimination and, as such, will not be tolerated. Title IX of the Education Amendments of 1972 (Title IX) prohibits discrimination on the basis of sex in educational programs and activities receiving federal assistance.

Studio Culture

Policy

The goal of the program is to produce conceptual thinkers who are versed in the skills, history, theory, and science of their field. The program is oriented toward developing the student's ability to deal creatively with architectural problems on analytical, conceptual, and developmental levels. The core of the program consists of a sequence of courses in architectural design. Parallel sequences of studies in theory and history, visual representation, culture and society, environmental sciences, structures, and building technology provide a basis for the work in design. The intention has always been to instruct architecture students on issues of basic and more sophisticated formal principles, developing in them an aptitude for functional and programmatic accommodation, structural and technological integration, and materials and methods of construction. Rather than train architects who think of buildings as autonomous objects frozen in an assigned ideology, our goal is to produce architects who are capable of making independent judgments rooted in an ever-changing context of architectural thought.

Design Process

The Department recognizes the importance of both design intention and process, as well as design products. The Department encourages grading for studio courses that value a student's ideas, the development of these ideas, and the ability to translate these ideas into spatial and material design (i.e., design product). The Department encourages students to understand studio-based learning as a unique and valuable pedagogical model.

Collaboration

In addition to individual design projects, the Department values team and group projects, particularly during design research and development phases.

Interdisciplinary Learning

The Department 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 productive built environment.

Time Management

Time management is paramount to a learning and professional working environment. The Department supports its students and faculty in leading healthy, balanced lives, as well as having regard for each other's well-being. Each student works differently but should strive to work intelligently and efficiently, not necessarily longer, in the studio. Students are expected to be present during the entire studio period. Although studios are open 24 hours, working late should neither be romanticized nor be an indication of productivity.

Courses

The Department values all of the courses in its curriculum, and students are encouraged to distribute their efforts appropriately to all academic courses.

Coordination

Through Year Coordinators, the Department makes every effort to avoid conflicting deadlines for required architecture courses within any given year cohort. Deadlines for architecture electives and out-of-department courses must be handled and anticipated by the student on an individual basis.

Reviews and Critiques

The Desk Crit

The desk critique, or "crit," is a traditionally unique component of the design studio, where one-on-one dialogue between the student and studio instructor operates as a form of critical feedback on both the student's process and product. The studio instructors may often suggest revisions that they feel will help solve a particular aspect of a design problem. As a follow-up to the desk crit, the student is generally expected to explore and test these options and suggestions by revisiting their design. This iterative process of revisiting and revising alternative solutions is generally considered to be essential and fundamental to the design process.

The studio instructors will critique the quality of the student's process of investigation and ability to reflect upon their own processes of design, as well as the student's ability to employ a variety of design strategies and thought processes. Faculty may utilize this method of teaching in different ways, some on a daily basis and some more occasionally in deference to more general group discussions; however, a general rule is that a student not present in the studio during studio hours will not receive feedback. It is also expected that a student makes every effort to bring substantial work to the table for a critique.

Design studio reviews and critiques are essential elements of studio pedagogy, enabling and promoting interaction between students, faculty, and visiting critics. Reviews are both a means of assessing student work and an opportunity to facilitate discussion of greater issues and concerns relevant to the discipline. They should be seen as a unique learning experience in which architectural knowledge and experience are disseminated and exchanged. Public presentation and exhibition of design studio work is essential to studio pedagogy and vital to the development of effective verbal communication skills.

There are three types of reviews: Working, Preliminary, and Final.

Working reviews are more informal, where the studio critic and student/s meet to review and discuss work in process. With preliminary and final reviews, the student's more developed or final work is discussed and evaluated in open sessions that often include visiting critics.

Students make brief oral presentations before the work is discussed. Occasionally, there are closed reviews, where students' work is evaluated by the critics and subsequently discussed in an open setting.

Expectations

  1. Students and faculty alike are expected to arrive on time and remain engaged as active participants throughout the review process.
  2. The use of cell phones during reviews is strongly discouraged.
  3. Students should be prepared to both clearly and coherently present their own work and discuss the work of others in the studio.
  4. Instructors are responsible for informing the invited outside reviewers about project expectations and for advancing the school's commitment to a respectful studio culture.
  5. The Department supports thoughtful and respectful dialogue, debate, and discussion during all reviews and presentations and does not tolerate personal or disrespectful criticism.

Unlike the majority of students throughout the University who finish the semester with scheduled final exams, the culmination of the architecture student's semester is the Final Review, a public event in which faculty and invited external-to-the-studio critics discuss and critique final projects. Students are required to participate in the entire review and are encouraged to contribute comments. The Final Review period occurs at the end of every semester and is coordinated so as not to conflict with final exams. Work by every level of studio is presented. Students are highly encouraged to attend all levels of Final Reviews to enrich their learning experience.

Grading System

Grades are a measure of a student's overall performance in studio. Criticism, advising, and counseling are considered integral to a student's studio evaluation. Students should consider the design process as a learning experience that is equally as important as the final grade itself. Students should ensure academic integrity and proper citation of work when submitting projects.

Note on Professional Accreditation

In the United States, most 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 professional degree programs in architecture offered by institutions with U.S. regional accreditation, recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture, and the Doctor of Architecture. A program may be granted an eight-year term, an eight-year term with conditions, a two-year term of continuing accreditation, or a three-year term of initial accreditation, depending on the extent of its conformance with established education standards.

Doctor of Architecture and Master of Architecture degree programs may require a non-accredited undergraduate degree in architecture for admission. However, the non-accredited degree is not, by itself, recognized as an accredited degree.

Cornell University, College of Architecture, Art, and Planning, Department of Architecture offers the following NAAB-accredited degree programs:

Bachelor of Architecture (B.Arch.)

154 undergraduate credits

Next accreditation visit for the B.Arch. program: 2025

Master of Architecture, Professional (M.Arch.)

Accredited four-year degree from a U.S. institution or equivalent and 113 graduate credits

Next accreditation visit for the M.Arch. program: 2029

Read more about NAAB.

Evolving Studio Culture: Review by Studio Culture Committee

Studio culture will inevitably evolve with shifts and changes in technology, in the profession, and society. While continuing to embrace new technologies and new spatial configurations, the Department must sustain and nurture a studio culture vital to the student experience. The policy must continually reflect changes while maintaining the integrity and professionalism that characterize the study and practice of architecture. Within the context of contemporary expanded studio culture in all of its diversity, connections to non-Western cultures, and diverse publics, sustaining a studio culture that emphasizes mutual respect, professionalism, and shared awareness and responsibilities will allow the school and the profession to evolve and shift in ways that will better serve the needs of the future.

The Studio Culture Policy is reviewed by a Studio Culture Committee regularly to maintain and further develop working principles for achieving the balance and integration of diverse goals and perspectives of the University, the College, and the Architecture Program.

To obtain the full Studio Culture Policy contact cuarch@cornell.edu.

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