Mar 18, 2019  
Rensselaer Catalog 2009-2010 
    
Rensselaer Catalog 2009-2010 [Archived Catalog]

Architecture


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Bachelor of Architecture (B. Arch) Curriculum

This five-year undergraduate professional program is a first professional degree accredited by the National Architectural Accreditation Board. The program is for a limited number of qualified students committed to the study of architecture. These students are admitted directly to the professional degree program and begin studies in architecture in the first year.

The National Architectural Accreditation Board (NAAB) accredits the Rensselaer School of Architecture’s Bachelor of Architecture program and its Master of Architecture program. Pursuant to the requirement of the NAAB, the following statement is included in the catalog:

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 6-year, 3-year, or 2-year term of accreditation, depending on the extent of its conformance with established educational standards.

Doctor of Architecture and Master of Architecture degree programs may consist of a pre-professional 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.

Rensselaer’s B.Arch. program incorporates and interconnects the following important elements:

  • Design—Design and the design studio form the core of all architecture degree programs. The design studio brings together the many aspects of architecture and presents a wide range of design issues, beginning with the development of the tools, skills, and judgments that underlie the production of architecture.

    The skills area emphasizes that the hand is as important as the computer in the development and representation of ideas. The ability to freely manipulate space, surface, structure, and texture is central to the formation of architecture. The tools component develops confidence in the technologies that form architecture and are essential support to creativity. Finally, the judgments aspect is developed through projects premised on the continual evolution of architecture as a manifestation of the social, economic, political, and technological forces within a culture. All design studios draw broadly on the exceptional range of urban and architectural contexts near the campus; from the historic towns in upstate New York to great cities of the region such as New York, Boston, Montreal, and Philadelphia.

    In the design studio there are no singular, provable, or perfect answers to any of the problems presented. Students explore and develop their design proposals based on their growing knowledge of architecture and their emerging abilities. Early semester-long studios introduce students to a full-range of issues, skills, and judgments encountered in design and initiate and reinforce design as critical inquiry. The remaining studios focus on significant concerns in architecture. They are “vertical” in that they include students in different class years, and present choices of projects and faculty. Among these is the Design Development Studio, a comprehensive design studio in which a prior project is subjected to detailed structural, mechanical, construction materials, and professional practice considerations.
  • History and Theory—A required six-course sequence presents the diversity of architectural works and ideas relative to the contexts within which architecture emerges and exposes students to key historical and theoretical issues in the discipline. Following this sequence, students may take additional advanced architectural history/theory electives as a part of their professional or free electives.
  • Technology and Building Science—Technological issues are introduced from the beginning as essential to the conception and creation, delivery, and performance of architecture. New technologies can also be understood as generative of both form and inhabitable space. A series of six required technology courses consider both qualitative and quantitative views of building technologies. These include statics and strength of materials; basic structures and framing; design of wood, steel, and concrete structures; criteria for selecting building materials and systems; environmental and ecological systems; building systems, including heating, ventilation, air conditioning, plumbing, and electrical systems; sensory environments, including the luminous, acoustical, and tactile dimensions of space; codes and contract documents. Following this sequence, students may take additional advanced technology and building science electives as a part of their professional or free elective selections. Integration of technological considerations is central to many of the studios with a focused emphasis on integrating building technologies especially in the required upper level Design Development Studio.
  • Computation Design—Computational proficiency is central to the future of architecture. From the first year, students are able to expand their knowledge and skill through course work, which integrates computing concepts and applications—in some cases within the design studios—and through independent experimentation in the many computer labs at the School and Institute. In addition to the general computation labs, the School offers high-end multimedia environments within the many design studios. These labs are also complimented with a commitment to equipping the fabrication center with the latest and most sophisticated tools for fabrication and physical prototyping of design work. We currently have a range of equipment varying from a 3axis CNC mill, two laser cutters, a 3D Z Corp Printer, as well as access to water and plasma cutters. Students have access to the latest in three-dimensional design software, critical visualization tools, and more specific evaluation based software.

These elements are provided through both required courses as well as many professional electives and topics in such areas as architectural and urban history and theory, technology, computing, building economics, community design, practice and management, architectural lighting, and acoustics in architecture. Professional degree students must complete at least 12 credits from these offerings by either building on a specific interest or by sampling the breadth and diversity inherent in the field. In addition to regularly offered electives (described in the back of this catalog), the faculty offers a number of topics or experimental courses as professional electives. Sample courses include, but are not limited to:

 

Advanced Ceramic Composite Lab

Architectural Acoustics 1 and 2
Architectural Aesthetics
Bedford Technology Seminar
Build inVention

Built Ecologies 1

Built Ecologies 2

Design Philosophies to New Design Technique

Duchamp Seminar: Anarchism Umped
Electronic Media: Critical Visualization
Electronic Media: Physical Design Processes
Emergent Design Philosophies and Techniques

Environmental History and Theory
Extreme Drawing

Furniture Exploration
Human Environment Interaction
Human Factors in Lighting

Latin American Architecture
Lighting Design
Lighting Technologies and Applications

Materials Systems and Productions
Seeing Digital

Seminar in Sensory Culture
Surface as Structure as Form

Sustainable Building Design Metrics
 

The five-year B.Arch. program concludes with an individually initiated, planned, and developed comprehensive project. Planning begins in the fourth year through an exchange of ideas with and a critique by a faculty adviser and review committee. The resulting proposals form published faculty statements of interest combined with the students’ experiences and areas of special concern. These may emerge from a synthesis of previous work that applied gained knowledge to advanced issues or, alternatively, experiences to date may be used as a base from which to explore and to innovate. This final year begins with a short competition project in which all participate. An integrated design research phase then lasts the remainder of the first and throughout the second semester.

The final project is an opportunity to develop a point of view about architecture and its place in the world; to question conventions, habitual responses, and routine approaches to architectural design; and to investigate issues that the student sees as significant to architecture.

A sample template of the B.Arch. curriculum structure is provided below. Please note that special circumstances such as dual majors may involve some variation from this template.

First Year


Spring


  • IHSS 1970 Design, History, and Society Credit Hours: 4
    (See footnote 1 below)

Second Year


Fall


  • Hum. or Soc. Sci. Elective Credit Hours: 4

Spring


  • Math Elective Credit Hours: 4
    (See footnote 4 below) 

Third Year


Fall


  • Hum. or Soc. Sci. Elective Credit Hours: 4

Spring


  • Hum. or Soc. Sci. Elective 4 credit hours

Fourth Year


Fall


  • Professional Elective Credit Hours: 4
  • Elective Credit Hours: 4

Spring


  • Elective Credit Hours: 4

Fifth Year


Fall


  • Hum. or Soc. Sci. Elective Credit Hours: 4
  • Elective Credit Hours: 4
  • Professional Elective Credit Hours: 2

Spring


  • Science Elective Credit Hours: 4
  • Professional Elective Credit Hours: 4
  • Professional ElectiveCredit Hours: 2

Additional Requirements


In regard to the above template, please note that studios are sequential with the exception of the Design Development studio, which may be taken any time after the completion of the urban studio (Architecture Design 4) and before B.Arch. Final Project 1. Students are required to complete eight credits in Math, 12 in Science, and 20 in Humanities and Social Sciences from an extensive list of course offerings (see Institute core requirements for greater detail). In addition, students have 12 credits of free electives which may be used to further focus on a concentrated area of study, pursue a minor or dual major, or as a means of further broadening exposure to a range of disciplines.

Discipline specific sequences embedded in the curriculum are detailed below.

Technology courses: ARCH 2330 Structures 1 is sequential and prerequisite to ARCH 4330 Structures 2; and ARCH 2360 Environmental and Ecological Systems is sequential and prerequisite to ARCH 4740 Building Systems and Environment.

ARCH 2200 Design Studio, ARCH 2210 Architecture Design 1, ARCH 2220 Architecture Design 2, ARCH 2230 Architecture Design 3, and ARCH 4240 Architecture Design 4 (Urban), and ARCH 2330 Structures 1, ARCH 2360 Environmental and Ecological Systems, ARCH 4330 Structures 2, ARCH 4740 Building Systems and Environment are prerequisites to the ARCH 4300 Design Development studio. ARCH 4740 Building Systems and Environment may be taken concurrently with the ARCH 4300 Design Development studio.

ARCH 2110 The Building and Thinking of Architecture 1, ARCH 2120 The Building and Thinking of Architecture 2 are prerequisites to ARCH 2130 Contemporary Design Approaches.

Footnotes


  1. IHSS 1970 will fulfill the Institute writing requirement.
  2. Four credits of the Hum. or Soc. Sci core requirements are embedded within The Building and Thinking of Architecture sequence: ARCH 2110 and ARCH 2120.
  3. Four credits of the Institute core Science requirements are embedded within the technology sequence: ARCH 2330, ARCH 2360, ARCH 4330, and ARCH 4740.
  4. In general, the recommended course is MATH 1620 offered only in the spring.
  5. Taken in the same semester as ARCH 4300.
  6. Arch 4980 B.Arch Final Project 1 (credit breakdown: 4 credits  Final project, 1 credit Research/Methods, 1 credit competition).

 

The degree requires 168 credit hours.


All undergraduate students should develop a Plan of Study with their faculty adviser.

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