ÃÛÌÒÁµÕZ

This report is the summation of the 2022-23 ÃÛÌÒÁµÕZ Leadership Committee, which was charged with surveying and evaluating new faculty positions–fellowships, visiting positions, etc. –aimed toward diversifying faculty and expanding teaching, research, and scholarship on issues of social and environmental justice, racial equity, and community engagement at architecture programs across the U.S. and Canada.

Equity in Architectural Education provides actions and prompts intended to inspire discussions about creating welcoming environments to attract and retain those currently underrepresented in academia and in the profession. This resource defines the concept of culture in architectural education while describing impacts in the workforce. Equity in Architectural Education deepens the understanding of architecture education culture for anyone involved with it, students or professionals.

The ÃÛÌÒÁµÕZ Institutional Data Report investigates current and historical metrics of institutional effectiveness and begins to allow for peer institution comparisons.

The ÃÛÌÒÁµÕZ Institutional Data Report investigates current and historical metrics of institutional effectiveness and begins to allow for peer institution comparisons.

The ÃÛÌÒÁµÕZ Institutional Data Report investigates current and historical metrics of institutional effectiveness and begins to allow for peer institution comparisons.

This joint initiative with NCARB investigates the alignment between architectural education and practitioners perception.

Architecture is a diverse discipline that draws from a variety of areas of interest. With its own practices, activities, and measures for assessing quality. This diversity of faculty areas of expertise and their research, scholarship, and creative activities presents challenges to schools of architecture in developing policies and standards for assessing the quality of these activities that respect and support all their faculty.

Architecture is a diverse field that draws from multiple areas. Many architecture programs can and do include STEM-related content and a segment of architecture faculty already conduct research in STEM-related areas of interest. Taking advantage of this can offer potential to schools of architecture in both the education and research components of their mission.

The ÃÛÌÒÁµÕZ Research & Scholarship Committee led efforts to compile a comprehensive document on policies for tenure and promotion in architecture schools. ÃÛÌÒÁµÕZ Member programs can use this statement as a reference point for the development of their own tenure policies, based on local conditions...

This joint initiative with NCARB explores current professional practice curricula and course faculty.