CIP Degree Title Location Effective Date · 2019-03-20 · ACSA’s white paper identified the student performance criteria (SPC), taught in any NAAB-accredited program, that directly

Rollinda Thomas, Ph.D.

Associate Vice President, for Academic

Programs

910 Raleigh Road, Chapel Hill, NC 27514

(919) 843-4538 | [email protected]

March 18, 2019

Provost and Executive Vice Chancellor Warwick Arden North Carolina State University Holladay Hall, Box 7001, Pullen Road Raleigh, NC 27695-7001 Dear Provost Arden: The request from North Carolina State University to modify the Classification of Instructional Programs (CIP) code for the Master of Architecture (M.ARCH.) program from CIP: 04.0201 to CIP: 04.0902 has been received and approved, effective for the date shown.

CIP Degree Title Location Effective Date 04.0902 M.ARCH. Architecture On Campus Spring 2019 Please update your institution’s information systems as appropriate. If we may be of any further assistance, please let us know. Sincerely,

Rollinda Thomas

Proposed CIP Code Changes College of Design Program title: Master of Architecture Current CIP Code: 04.0201 Proposed New CIP Code: 04.0902 Architecture and Building Sciences/ Technology

Definition: A program that focuses on the application of advanced technology to building

design and construction, retrofitting existing buildings, and efficient operation of buildings,

including lighting and daylight design, acoustics, solar design, building conservation, and

energy‐conscious design. Includes instruction in architecture, building technology, civil and

structural engineering, mechanical engineering, environmental control systems, sustainability,

and computer tools and applications.

Request Justification: (500 character limit) CIP 040902 better serves our strengths in advanced building technology, assemblies, construction methods; environmental stewardship through lighting control, daylighting, solar design, and energy‐conscious design; and digital tools. Our program includes the designs of building technology, civil engineering through site design, building structural systems, mechanical layouts and environmental control systems, sustainability, and digit representation and fabrication tools.

TO BE INCLUDED AS A SEPARATE DOCUMENT Supporting Documents (PDF) 1| Attachment 1: School of Architecture Proposed Curriculum Change: Update to ARC Classification of Instructional Programs (CIP) 2 | Attachment 2: 2018 ACSA White Paper on Architectural Education Research and STEM Alignment with Programs Curricular Requirements For: Master of Architecture Program School of Architecture, College of Design Proposed New CIP Code: 04.0902 Architecture and Building Sciences/ Technology

Definition: A program that focuses on the application of advanced technology to building

design and construction, retrofitting existing buildings, and efficient operation of buildings,

including lighting and daylight design, acoustics, solar design, building conservation, and

energy‐conscious design. Includes instruction in architecture, building technology, civil and

structural engineering, mechanical engineering, environmental control systems, sustainability,

and computer tools and applications.

Other similar programs in the UNC system or nation

Other Universities have already made this change, and their international graduates may stay in

the US for 3 years after graduation. Those Universities include: Arizona State University Tempe;

Ball State University, Carnegie Mellon University, Georgia Institute of Technology, University of

Virginia, University of Miami, University of Michigan, Rensselaer Polytechnic Institute, Savannah

College of Art and Design, University of Massachusetts Amherst, University of Minnesota Twin

Cities, University of Pennsylvania, and University of Washington Seattle. Prospective

international students do inquire if NCSU MArch degree is a STEM‐designated degree and we

believe we are losing these applicants to other Universities. Certification that the Chancellor has approved the CIP change request: _____________________

CollegeofDesignSchool of Architecture

ncsu.edu/design

Campus Box 7701 50 Pullen Rd Raleigh, NC 27695 P: 919.515.8362

December 13, 2018 SCHOOL OF ARCHITECTURE

Proposed Curriculum Change: Update to ARC Classification of Instructional Programs (CIP)

North Carolina State University College of Design (COD) and School of Architecture (SOA) is seeking to update our

Classification of Instructional Programs (CIP) number from 040201 to 040902 for our Master of Architecture programs.

1 | BACKGROUND

From its inception in 1946, the School of Architecture (SOA) at NC State has been a force for globally-informed

innovation in design. The SOA leads the search for new ways in which an architectural education can be a strong,

positive force in the creation of healthy and sustainable buildings and communities. Our students and faculty are

developing the knowledge and skills to address the stewardship of scarce resources, promotion of livability in cities,

research and development of ecologically-responsive building materials and integrated building systems, and

understanding history as a means of creating a better future

We offer two Master of Architecture (MArch) Tracks that are accredited by the National Architectural Accrediting Board

(NAAB): Master of Architecture Track 1 (for students with a 4-year undergraduate degree in architecture), and Master

of Architecture Track 3 (for students with an undergraduate degree in something other than architecture—for example,

English). Our Master of Architecture (MArch) was accredited in 1972 and pre-dates the 1980 National Center for

Education Statistics establishment of the Classification of Instructional Programs (CIP) codes. Since 1972, the School

of Architecture has continually updated and revised our degree programs’ curriculum in response to NAAB, the

architecture profession, our faculty, and the context of NC State; however, we cannot locate any record that

demonstrates our CIP code has been updated to reflect these changes.

2 | PROPOSED CHANGE

The College of Design (COD) and School of Architecture (SOA) propose updating our Classification of Instructional

Programs (CIP) number from 040201 to 040902. 040902 better serves our degree programs’ (MArch) strengths in

building technology, building assemblies, environmental stewardship, and digital technology tools.

CIP Code 04.0902 Architecture and Building Sciences/ Technology

A program that focuses on the application of advanced technology to building design and construction,

retrofitting existing buildings, and efficient operation of buildings, including lighting and daylight design,

acoustics, solar design, building conservation, and energy-conscious design. Includes instruction in

architecture, building technology, civil and structural engineering, mechanical engineering,

environmental control systems, sustainability, and computer tools and applications.

CIP Code 04.0201 Architecture

ATTACHMENT 1

ATTACHMENT 1

A program that prepares individuals for the independent professional practice of architecture and to

conduct research in various aspects of the field. Includes instruction in architectural design, history,

and theory; building structures and environmental systems; project and site planning; construction;

professional responsibilities and standards; and related cultural, social, economic, and environmental

issues.

The US government classifies 040902 as a STEM-related discipline and allows graduates of this CIP to stay in the

country for three years after graduation. Three years is the approximate work experience required by the National

Council of Registration Board (NCARB) to take the Architecture Registration Exam (ARE) to become a licensed

Architect in the United States. Updating the code to 040902, allows our international graduates to take the ARE, and will

help recruit international students to our MArch Tracks 1 and 3 and the NC State Graduate School.

Other Universities have already made this change, including University of Virginia, University of Miami, Arizona State

University Tempe, Ball State University, Carnegie Mellon University, Georgia Institute of Technology, University of

Michigan, Rensselaer Polytechnic Institute, Savannah College of Art and Design, University of Massachusetts Amherst,

University of Minnesota Twin Cities, University of Pennsylvania, and University of Washington Seattle. Prospective

international students do inquire if NCSU MArch degree is STEM-designated and we believe we are losing these

applicants to other Universities that have already made this change.

The Associate of Collegiate Schools of Architecture (ACSA), an association for all NAAB-accredited architecture

programs, wrote a white paper on Architecture Education/ Research & STEM (see appendices) supporting all NAAB-

accredited schools to update to CIP 04.0902. ACSA’s white paper identified the student performance criteria (SPC),

taught in any NAAB-accredited program, that directly corresponded to CIP 04.0902:

A program that focuses on the application of advanced technology to building design (A.2, A.4, A.5,

B.2, B.3, C.3) and construction (B.4, B.5, B.6, B.7, B.8, B.9), retrofitting existing buildings, and efficient

operations of buildings (D.1), including lighting and daylight design (B.6, B.7), acoustics (B.6), solar

design (B.2, B.6), building conservation, and energy conscious design (B.2 B.3, B.6). Includes

instruction in architecture (All Design Studios above 1st Year), building technology (B.1 through B.9,

C.1 through C.3), civil and structural engineering (B.2, B.5), mechanical engineering (B.6),

environmental control systems (B.6), sustainability (B.2, B.3, B.6, C.2), and computer tools applications

(A.1, B.4, C.2).

Below is a list of the SPCs and the required SOA courses in which those SPCs are taught:

A.1 Professional Communication Skills ARC 251/ 451 Digital Representation

A.2 Design Thinking Skills ARC 201/ 403 Architecture Design: Environment

ARC 301 Architecture Design Tectonics

ARC 302/ 405 Architecture Design: Technology

ARC 500/ 501 Architecture Design: Professional Studio

A.4 Architecture Design Skills ARC 201/ 403 Architecture Design: Environment



A.5 Ordering Systems ARC 331 Architectural Structures 1

ATTACHMENT 1

ATTACHMENT 1

ARC 332 Architecture Structures 2

ARC 201/ 403 Architecture Design: Environment


B.2 Site Design ARC 221 Natural Systems

ARC 201/ 403 Architecture Design: Environment


B.3 Codes and Regulations ARC 302/ 405 Architecture Design: Technology


B.4 Technical Documentation ARC 432 Architectural Construction Systems




B.5 Structural Systems ARC 232 Structure and Materials

ARC 331 Architectural Structures 1

ARC 332 Architecture Structures 2




B.6 Environmental Systems ARC 414 Environmental Control Systems


B.7 Building Envelope Systems and

Assemblies

ARC 432 Architectural Construction Systems




B.8 Building Materials and Assemblies ARC 232 Structures and Materials

ARC 432 Architectural Construction Systems




B.9 Building Service Systems ARC 414 Environmental Control Systems


C.1 Research ARC 500/ 501 Architecture Design: Professional Studio

ARC 561 The Practice of Architecture

C.2 Integrated Evaluations and Decision-

Making


C.3 Integrative Design ARC 500/ 501 Architecture Design: Professional Studio

D.1 Stakeholder Roles in Architecture ARC 561 The Practice of Architecture

3 | LOGISTICS We are asking that the proposed change be affective Fall 2019

4 | CURRENT CURRICULUM For our MArch Track 1 degrees, we require the Bachelor of Environmental Design in Architecture (BEDA), or its equivalent, as a preparatory degree.

ATTACHMENT 1

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BEDA CURRICULUM:

Freshman Year

F A L L S E ME S T E R C R E D I T S P R I N G S E M E S T E R C R E D I T

D 100 Design Thinking 3 D 101 Design Thinking II 3

D 104 First Year Studio I8 6 D 105 First Year Studio II8 6

ENG 101 Acad. Writing & Research(H) 4 ARC 162 Introduction to Architecture 3

MA 107, 111, 121, 131, 108, or 141(A) 3 PY 211 College Physics I(B) 4

16

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Sophomore Year


ARC 201 Arch. Design: Environment8 6 ARC 202 Arch. Design: Form8 6

ARC 211 Natural Systems & Architecture8 3 ARC 232 Structures & Materials8 3

ARC 241 Intro to World Architecture8 3 ARC 242 History of Western Arch(C),8 3

GEP Mathematical Sciences(A) 3 ARC 251 Digital Representation 3

GEP Health & Exercise Studies(E) 1 GEP Natural Sciences(B) 3

16

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Junior Year


ARC 301 Arch. Design: Tectonics8 6 ARC 302 Arch. Design: Technology8 6

ARC 331 Arch. Structures I8 3 ARC 332 Arch. Structures II8 3

ARC 432 Arch. Construction Systems 3 ARC 414 Environmental Controls8 3

ARC 441 History of Contemporary Arch8 3 GEP Social Sciences(D) 3

HES_*** Health & Exercise Studies Course(E) 1

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Senior Year – International Experience3

ATTACHMENT 1

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ARC 490/ARC 401 Arch. Design: Urban4,6,8 6 ARC 402 Arch. Design: Advanced2,3,4,6,8 6

Free Elective5 2 Restricted Elective (300-level or above)5,7 3

Free Elective5 3 GEP Social Sciences(D) 3

GEP Additional Breadth(F): HUM/SS VPA 3 GEP Humanities(C) 3

14

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Minimum Credit Hours Required for Graduation*I,J,K: 126 Major/Program Footnotes

No more than one studio may be taken in any semester. Foreign language proficiency at 102 level is required for graduation but does not count toward the degree requirements.

1. No more than one studio may be taken in any semester. 2. ARC 402 Architectural Design: Advanced may be substituted with one 6 credit-hour design studio from the following list: ADN 400, 460, 470, 480, GD 201, 202, ID 201, LAR 500 and 501 (with consent of the LAR Department Head). 3. ARC 402 Architectural Design: Advanced may be substituted with one 6 credit-hour Design/Build Studio offered in the summer between Junior and Senior years. 4. ARC 401 & 402 studios may be offered as vertical studios with sections of the graduate level studio ARC 503. 5. The sequence of free elective and GEP courses is illustrative only and not mandatory. Students may schedule elective courses in any order which support their educational objectives. 6. The Fall or Spring Semester of the Senior year may be taken at the Prague Institute or some other approved international program to fulfill the department’s International Experience requirement. In addition, a summer international design studio will also fulfill the International Experience requirement. Please contact your advisor for more detail. 7. Restricted Elective (300 Level of above) may be fulfilled by any 300 level or above course offered in the College of Design. 8. A minimum grade of C- is required for all professional degree pre-requisite and required courses to be credited toward a Bachelor of Architecture degree. *General Education Program (GEP) requirements and GEP Footnotes To complete the requirements for graduation and the General Education Program, the following category credit hours and co-requisites must be satisfied. University approved GEP course lists for each of the following categories can be found at https://oucc.dasa.ncsu.edu/general-education-program/. A. Mathematical Sciences (6 credit hours – one course with MA or ST prefix) Choose from the University approved GEP Mathematical Sciences course list. Mathematical Science pre-requisite for PY 211: MA 107 or 111 or 121 or 131 or 108 or 141 with a C- or better, or 480 on the SAT Subject Test in Mathematics Level 2 or the NCSU Math Skills Test, or 2 or better on an AP Calculus exam. B. Natural Sciences (7 credit hours – include one laboratory course or course with a lab) Choose from the University approved GEP Natural Sciences course list. PY 211 fulfills 4 hours of this requirement. Choose an additional 3 hours. C. Humanities (6 credit hours selected from two different disciplines/course prefixes) Choose from the University approved GEP Humanities course list or the following course(s) if completed as part of the Major requirements may fulfill part or all of this requirement: ARC 242 fulfills 3 hours of this requirement. Choose an additional 3 hours in a discipline other than ARC. D. Social Sciences (6 credit hours selected from two different disciplines/course prefixes) Choose from the University approved GEP Social Sciences course list E. Health & Exercise Studies (2 credit hours – at least one 100-level Health & Exercise Studies Course) Choose from the University approved GEP Health & Exercise Studies course list. F. Additional Breadth – (3 credit hours to be selected from the following checked University approved GEP course lists) X Humanities/Social Sciences/Visual and Performing Arts G. Interdisciplinary Perspectives (5-6 credit hours) Satisfied by courses taken as part of the major requirements. H. Introduction to Writing (4 credit hours satisfied by completing ENG 101 with a C- or better)

ATTACHMENT 1

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The following Co-Requisites must be satisfied to complete the General Education Program requirements I. U.S. Diversity (USD) Choose from the University approved GEP U.S. Diversity course list or choose a course identified on the approved GEP course lists as meeting the U.S. Diversity (USD) co-requisite. J. Global Knowledge (GK) Choose from the University approved GEP Global Knowledge course list or choose a course identified on the approved GEP course lists as meeting the Global Knowledge (GK) co-requisite. K. Foreign Language proficiency – Proficiency at the FL_102 level is required for graduation.

THE MARCH TRACK 1 PROGRAM REQUIRES AN ADDITIONAL 2 YEARS OF STUDY IN ADDITION TO THE BEDA

DEGREE:

FIRST YEAR

Fall Semester Cr. Spring Semester Cr.

ARC 500 Arch. Design: Professional Studio OR ARC 503

Advanced Architectural Design Studio*

6 ARC 500 Arch. Design: Professional Studio OR ARC 503

Advanced Architectural Design Studio*

6

Architecture Elective** 3 Architecture Elective** 3

Architecture Elective** 3 Arch. OR College of Design Elective** 3

12 12

SECOND YEAR

ARC 503 Advanced Architectural Design Studio* 6 ARC 503 Advanced Architectural Design Studio* OR

ARC 598 Final Project Studio***

6

Architecture Elective** OR ARC 697 Final Project

Research***

3 Architecture Elective** 3

Arch. OR College of Design Elective** 3 Arch. OR College of Design Elective** 3

12 `12

FOOTNOTES

* The studio assignment will be determined by the School of Architecture prior to the semester start.

** Architecture Electives: 24 credits must include ARC 561 Professional Practice and may include 6 credits taken from

400 level or above courses offered within the College of Design with LAR, ID, GD, A+D, D, or DDN prefixes. ARC

courses must be at the 500 level or above.

*** If the faculty approves the student to undertake a Final Project, the student must take ARC 697 Final Project

Research as 3 credits of Architecture Elective and will substitute ARC 598 Final Project Studio for the ARC 503

Studio in the last semester.

THE MARCH TRACK 3 DEGREE REQUIRES NO PREPARATORY COURSES FOR THE DEGREE. BELOW IS THE CURRICULUM:

ATTACHMENT 1

ATTACHMENT 1

FIRST YEAR

Summer Session II Cr.

ARC 450 Architectural Drawing 3

ARC 451 Digital Representation 3

6

Fall Semester Cr. Spring Semester Cr.

ARC 403 Arch. Design Fundamentals: Environment 6 ARC 404 Arch. Design Fundamentals: Form 6

ARC 211 Natural Systems 3 ARC 232 Structures and Materials 3

ARC 241 Intro. to World Architecture 3 ARC 242 History of Western Architecture 3

12/

15***

12/

15***

SECOND YEAR

ARC 405 Arch. Design Fundamentals: Building

Technology

6 ARC 500 Arch. Design: Professional Studio 6

ARC 331 Architectural Structures I 3 ARC 332 Architectural Structures II 3

ARC 432 Arch. Construction Systems 3 ARC 414 Environmental Control Systems 3

ARC 441 History of Contemporary Architecture 3 Arch. OR College of Design Elective* 3

15 15

THIRD YEAR

ARC 503 Advanced Architectural Design Studio**** 6 ARC 503 Advanced Architectural Design Studio**** 6

Arch. OR College of Design Elective* 3 Architecture Elective* OR ARC 697 Final Project

Research**

3

Arch. OR College of Design Elective* 3 Arch. OR College of Design Elective* 3

12 `12

FOURTH YEAR

ARC 503 Advanced Architectural Design Studio**** OR

ARC 598 Final Project Studio**

6

Architecture Elective* 3

Arch. OR College of Design Elective* 3

12

* Architecture Electives: 21 credits must include ARC 561 Professional Practice and may include 6 credits taken from 400

level or above courses offered within the College of Design with LAR, ID, GD, A+D, D, or DDN prefixes. ARC courses

must be at the 500 level or above.

** If the faculty approves the student to undertake a Final Project, the student must take ARC 697 Final Project

Research as 3 credits of Architecture Elective and will substitute ARC 598 Final Project Studio for the ARC 503

Studio in the last semester.

*** Students will be required to take ARC 450 and/or ARC 451 in these semesters if they are unable to attend the

preceding Summer Session II.

**** The studio assignment will be determined by the School of Architecture prior to the semester start.

5 | PROPOSED CURRICULUM

ATTACHMENT 1

ATTACHMENT 1

Since 1972, the SOA has revised our BEDA, MArch Track 1, and MArch Track 3 degrees but our CIP code has not been

updated. We are not proposing a curriculum change at this time; we seek to update our CIP code to reflect our current

curriculum.

6 | APPENDICES A | Association of Collegiate Schools of Architecture (ACSA). White Paper on Architectural Education Research and

STEM. 2018

ATTACHMENT 1

ATTACHMENT 2

2018

ASSOCIATION OF COLLEGIATE SCHOOLS OF ARCHITECTURE

ACSA White Paper on Architectural EducationResearch and STEM

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White Paper on Architectural Education/Research & STEM

1. Introduction1.1 History of STEM 1.2 Audience

2. Benefits of STEM2.1 OPTextensionsandRecruiting 2.2 Research 2.3 Diversification 2.4 CommunityCollegeConnections 2.5 Barriers and Risks

3. Classification of Instructional Programs (CIP) Codes3.1 DefinitionofClassificationofInstructionalPrograms(CIP)Codes 3.2 CIPCodesinArchitecture 3.3 NavigatingCIPChanges 3.4 GroundstofortheCIPCodeChange

4. Architectural Research and STEM: Survey Results4.1 STEM / Non-STEM 4.2 Research Areas of Funded STEM Projects 4.3 FundingSourcesforSTEMProjects 4.4 ClassificationofProjectbyFundingLevels 4.5 InterdisciplinaryResearchandResearchPartners 4.6 ProposedOutcomesofResearchProjects 4.7 RelationshipBetweenSTEMDesignatedArchitecturalAcademicProgramsand

ResearchFunding 4.8 Survey Conclusions

5. Case Studies of Stem Funding in Architectural Research and Education5.1 FundingforArchitecturalResearch5.1.1 DevelopmentofanIntegratedAnalyticalFrameworkforUrbanSustainability 5.1.2 LifeCycleAssessment(LCA)forLowCarbonConstruction 5.1.3 ReflectiveRoofingResearch 5.1.4 Life-cycleAssessmentofResiliencyandSustainabilityofBuildings 5.2 FundingforArchitecturalEducation 5.2.1 LaneCountyCourthouseMassTimberStudio 5.2.2 NSFS-STEMProgram

Appendices

Links to Additional Information

Committee Members

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1. INTRODUCTION

Architectureisadiversefieldthatdrawsfrommultipleareas.ManyarchitectureprogramscananddoincludeSTEM-relatedcontentandasegmentofarchitecturefacultyalreadyconductresearchinSTEM-relatedareasof interest.Takingadvantageofthiscanofferpotentialtoschoolsofarchitectureinboththeeducationandresearchcomponentsoftheirmission.

Theintentionofthispaperisto:

• IntroduceSTEM;

• OutlinepotentialbenefitstoArchitectureprogramsifSTEMdesignated;

• Describe thedistinctionbetweenSTEM researchand theFederal STEMdesignationgiventhroughaCIPcode;

• PresentsurveyresultsdescribingSTEMincurrentArchitectureprograms;and

• OfferCaseStudiesandresourcesrelatedtoSTEM;and

• OfferapositionpaperonArchitectureandSTEM.

1.1 History of STEM

The term “STEM education” refers to teaching and learning in the fields of science,technology,engineering,andmathematics.Ittypicallyincludeseducationalactivitiesacrossall grade levels—frompre-school to post-doctorate—in both formal (e.g., classrooms) andinformal (e.g., afterschool programs) settings. Federal policymakers have an active andenduring interest inSTEMeducationandthetopic is frequentlyraised infederalscience,education,workforce,nationalsecurity,andimmigrationpolicydebates.

Thetermhasbeeninplacefordecades,butgainedmoretractionafterthepublicationofRising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future(2007).Thisreportprioritizedtenactionsthatfederalpolicymakerscouldimplementinorder toenhance thescienceand technologyenterprise so that theUnitedStatescansuccessfullycompete,prosper,andbesecureintheglobalcommunityoftwenty-firstcentury.Overthepastdecade,fundingforSTEMeducationalprogramsandresearchactivitieshasincreaseddramatically.

AproposalforthenextdecadeofSTEMeducationwasdraftedin2015.Thatreportdevelopstheinitialrecommendationsfromthe2007publication.

1.2 Audience

Theaudienceofthispaperistwo-fold.ItisintendedtohelpeducatefacultyandadministrationregardingSTEMdesignation.ThepaperisalsointendedtohelpeducateFederalAgenciesontheexistingandpotentialSTEM-relatedresearchthatisongoinginarchitectureprograms.

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2. BENEFITS OF STEM

The following sections summarize these benefits for both architectural education andarchitecturalresearch.Existingbarriersandrisksarealsoidentified.

2.1 OPT Extensions and Recruiting

Optional Practical Training (OPT) is temporary employment directly related to a F-1student’smajorareaofstudy.Alleligibleinternationalstudentsreceiveupto12monthsofOPTemploymentauthorizationtoremain intheUnitedStatesbeforeoraftercompletingtheir academic studies. STEMOptional PracticalTraining (OPT)Visa extensions ProgramadministeredbytheDepartmentofHomelandSecurity(DHS)canbeseenasasignificantbenefit for recruiting international studentswhowish to stay andwork in the US post-graduation. As of 2016, non-US students who have earned degrees in certain science,technology, engineering andmath (STEM) fields,may apply for a 24-month extension oftheirpost-completionOPTemploymentforatotalof36months.

To be able to remain andwork in the US for additional 24month is very attractive forinternationalstudentsasitprovidesadditionaltimetoseekH-1Bvisa,ahighlycompetitiveandtimeconsumingprocesswhichmayleadtofurtheropportunityforagreen-card.

DHSmaintainsacomplete listoffieldsthatfallwithintheregulatorydefinitionof“STEMfield”thatqualifiescertaindegreestofulfilltheextensionrequirement.InordertodistinguishSTEMfromnon-Stemdisciplines,DepartmentofHomelandSecurityadoptedthepre-existingClassificationofInstructionalPrograms(CIP)codes.Thecodes,usedforreportinggraduationratesandotherprograminformationtoIPEDS,arenotintendedtobearegulatorydevice.FurtherinformationonCIPcodesisinsection3ofthispaper.

Currently,theSTEMdesignatedlistdoesnotincludetheCIPCode04.0201:Architecture,ofwhichmostarchitecturerelatedprogramsarefiled.However,thelistincludes04.0902:ArchitecturalandBuildingSciences/Technology,anewdesignationaddedtothetaxonomyduring the2010CIP code revision.Note that there is no knownprocess to petition theinclusionof04.0201:Architecture intheDHS’sSTEMDesignatedDegreeProgram listatthistime.

Some architecture programs have changed their CIP code and now file under CIP code04.0902. These programs are positioned to take advantage of STEM OPT extension.Considering the fact thatmostof theprofessionalprogramshavebeen inexistence longbeforeCIPcode04.0902wasaddedin2010,wespeculatethattheychangedtheCIPcodefrom 04.0201 to 04.0902, presumably, to take advantage of the STEMOPT extension.Announcementsontheprogrampagesconfirmthispoint.Theeffectofthischangeisyettobeanalyzed.TrackingenrollmentofinternationalstudentsbeforeandaftertheCIPcodechangewillbeofinterest.

AlistofarchitectureprogramswithCIPcode04.0902andlinktothewebpagesareintheappendixsectionofthispaper.

2.2 Research

TheincreasedfocusonSTEMinresearchhasledseveralfundingagencies,particularlyfederalagencies, to develop funding programs that either give preferences to STEM-designateddisciplinesorinsomecasesarelimitedtothosedisciplines.Forexample,theNSFGraduateResearchFellowshipProgram,GRFP(NSF,2018)islimitedonlytodisciplinesdesignatedbyNSFasSTEM-related.AsearchofNSFfundingopportunitiesshowedmorethan70currentSTEM-related programs. Other agencies offering STEM-related funding opportunitiesincludeDepartmentofEducation,DepartmentofEnergy.EnvironmentalProtectionAgency,NationalInstitutesofHealth,amongothers.STEM-focusedfundingopportunitiesarealsoavailablethroughseveralnationalfoundationsandindustrysources.Currently,architectureisnotrecognizedasoneofthosedisciplines.BeingrecognizedasaSTEM-disciplinebyfundingagencieswillallowarchitecturalfacultytopursuethesefundingprogramsaswellasincreasetheirchancesofsuccessinobtainingfundingingeneral.Itwillalsofurtherstrengthenthepotentialofdevelopinginterdisciplinarycollaborationsinwhicharchitecturefacultyplayaleadingrole.It isworthnotingthatNSFdesignatesseveralhumanitiesandsocialsciences

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fieldssuchasurbanandregionalplanning,anthropology,psychology,sociology,andpoliticalscience,asSTEM-disciplineseventhoughthesedisciplinesarenottypicallythoughtofasSTEM-related.

Additionally,schoolsofarchitecturealmost invariably includefacultywhoconductSTEM-focused or STEM-related research. Out of the 22 faculty research areas of interests identified byACSA in their index of scholarship, seven directly relate to STEM researchincludingBuildingSystems,DigitalFabrication,Prefabrication,Industrial+ProductDesign,MaterialsResearch,StructuralDesign,Sustainability+HighPerformanceBuiltEnvironment,andPrefabrication+ModularConstruction.SeveralothersofferpotentialforSTEM-relatedresearchdependingonprojectfocusandmethodology.Analysisofthesurveypresentedinsection4showsthatSTEM-relatedarchitecturalresearchprojectsaddressall22researchareas of interest identified byACSA, thus illustrating the strong potential they offer forschoolsofarchitecture.AllofthisindicatesboththeneedandtheopportunityforACSAtoadvocateforleadingfederalagenciestodesignatearchitectureasaSTEMdiscipline.

2.3 Diversification

Oneofthekeycomponents inthedevelopmentofSTEMprogramsaretheopportunitiesmade available for under-represented groups and individuals. STEM grants are providedby theUS government forHispanic Serving Institutions (HSI),Historically BlackCollegesandUniversities (HBCU),aswellasprograms intendedtosupportAsianAmerican/PacificIslanders,andNativeAmerican/AmericanIndians.AlthoughparticipationinSTEMfieldsbyminoritieshasgrownoverthepastdecade,theyarestillverymuchintheminority.ThatamajorityofUSHighSchoolstudentsidentifyasHispanic,meansthereisanopportunityforthesestudents’participationinSTEMrelatedfieldstoincreasedramatically.

2.4 Community College Connections

Opportunities exist for two-year and four-year collaborations, specifically dealing witharticulationagreementsbetweenSTEMdesignatedprograms.Also, fundingopportunitiesandindustrycollaborationsexist.OnerecentexampleistheprojectdevelopedbyTeslaandEastLosAngelesCollege(ELAC)todevelopadronefield.

2.5 Barriers and Risks

From the point of view of research, Architecture is currently not recognized by federalagencies as a STEM discipline. This limits the access of architectural researchers andschoolsofarchitectureto fundingdesignatedforSTEM-relatedtopics,aswellas impactstheevaluationofproposals fromarchitecture researchersbyprogramofficers indifferentagencies.Toaddressthis,ACSAshouldcontinueitseffortstoengagefundingagenciesandhavethemrecognizearchitectureasaSTEMdiscipline.

With regard to academic programs, the general CIP code for architectural programs iscurrentlynotrecognizedasSTEM-related.ThiseliminatestheoptionforanOPTextensionfor graduates of these programs and could potentially negatively affect recruitment asinternationalapplicantscontinuetoseekprogramsthatofferthisopportunity.

Two potential solutions to remedy this risk are to change the CIP codes for individualprograms,or,tolobbyfortheArchitectureCIPcodetobecomeSTEMdesignated.

EachschoolhasaDesignatedSchoolOfficial(DSO)thatreportsprogram-specificCIPcodestotheIntegratedPostsecondaryEducationDataSystem(IPEDS). TheDSOalsoworkswiththe StudentExchangeVisitingProgram(SEVP)tocoordinatewithforeignstudentsrequestingOPT extensions. Schools can change theCIP code for individuals aswell as programs intheStudentandExchangeVisitorInformationSystem(SEVIS).TheSEVP,however,cautionsprogramswhendoingsotomakethechangeprogram-widesothatitappliestoallstudentsandbesuretodocumentthecurricularchangesmadetojustifytheCIPcodechange.

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3. CLASSIFICATION OF INSTRUCTIONAL PROGRAMS (CIP) CODES

The intent of this section is to provide an overview of applicable CIP codes for variousarchitecture programs, clarify the relationship between CIP codes and Department ofHomelandSecurity’sSTEMDesignatedDegreeProgramListandtooutlineapathforCIPcodechange.

3.1 Definition of Classification of Instructional Programs (CIP) Codes

TheClassificationofInstructionalPrograms(CIP)providesataxonomicschemethatsupportsthe accurate tracking and reporting of fields of study and program completions activity.CIPwas originally developed by theU.S.Department of Education’sNational Center forEducationStatistics(NCES)in1980withrevisionsoccurringin1985,1990,2000,and2010.

TheCIP is theaccepted federal government statistical standardon instructionalprogramclassificationsandisusedinavarietyofeducationinformationsurveysanddatabases.Sinceitwasfirstpublishedin1980,theCIPhasbeenusedbyNCESintheIntegratedPostsecondaryEducationDataSystem(IPEDS)anditspredecessor,theHigherEducationGeneralInformationSurvey(HEGIS)tocodedegreecompletions.ItisalsousedbyotherDepartmentofEducationoffices,suchastheOfficeforCivilRights,theOfficeofVocationalandAdultEducation,andtheOfficeofSpecialEducation,andservesas thestandardon instructionalprograms forother federal agencies, including theNationalScienceFoundation (NSF), theDepartmentofCommerce(BureauoftheCensus),theDepartmentofLabor(BureauofLaborStatistics),andothers.TheCIPisusedbystateagencies,nationalassociations,academicinstitutions,and employment counseling services for collecting, reporting, and analyzing instructionalprogramdata.

TheCIPtitlesandprogramdescriptionsare intendedtobegenericcategories intowhichprogramcompletionsdatacanbeplaced,notexactduplicatesofaspecificmajororfieldofstudytitlesusedbyindividualinstitutions.CIPcodesarestandardstatisticalcodingtoolsthatreflectcurrentpractice,andarenotaprescriptivelistofofficiallyrecognizedorpermittedprograms.TheCIPisnotintendedtobearegulatorydevice.CIPcodes,forthemostpart,arenotintendedtocorrespondexclusivelytoanyspecificdegreeorprogramlevel.Inmostcases,anygiveninstructionalprogrammaybeofferedatvariouslevels,andCIPcodesareintendedtocaptureallsuchdata.

The vast majority of CIP titles, however, correspond to academic and occupationalinstructionalprogramsofferedforcreditatthepostsecondarylevel.Theseprogramsresultinrecognizedcompletionpointsandawards,includingdegrees,certificates,andotherformalawards.

3.2 CIP Codes in Architecture

Mostarchitecturerelatedprogramsarefiledunderprimary2digitCIPCode04-Architectureand Related Services, defined as “Instructional programs that prepare individuals forprofessional practice in the various architecture-related fields and focus on the study ofrelatedaestheticandsocioeconomicaspectsofthebuiltenvironment.”

Thetensub-categoriesare; 04.0201:Architecture 04.0301:City/Urban,CommunityandRegionalPlanning 04.0401:EnvironmentalDesign/Architecture 04.0501:InteriorArchitecture 04.0601:LandscapeArchitecture 04.0801:ArchitecturalHistoryandCriticism,General 04.0901:ArchitecturalTechnology/Technician 04.0902:ArchitecturalandBuildingSciences/Technology 04.1001:RealEstateDevelopment 04.9999:ArchitectureandRelatedServices,Other

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SeeFigure1forthedistributionofprogramsperCIPcode.NotethatthechartisbasedonthepubliclyavailableNCES/IPEDS2015-16dataonline.Itincludesallpost-secondaryeducationprogramsandnon-accreditedprograms.Thedata isnottied to theexactduplicatesof aspecificmajororfieldofstudytitlesusedbyindividualinstitutions.

Figure 1 Distribution of architecture related programs as per CIP Code.

Figure2excludesPlanning,LandscapeDesign,InteriorDesign,RealEstateandOtherrelatedservicesaswellasvocationaltrainingrepresentedinthe04.0901:ArchitecturalTechnology/Technician to focus on the distribution of professional, pre-professional and architectureprogramsperCIPcode.

Figure 2 Distribution of Architecture programs (accredited and non-accredited) per CIP Code.

A quick comparison of individual data samples against degree programs offered at theuniversities reveals that many B. Sci. Env. Des. type programs are filed under CIP code04.0401.History/TheoryfocusedBachelors,MastersandPh.D.programsarefiledunderCIPcode04.0801.

Many recently established post-professional Master of Science programs focused oncomputation, building performance and sustainable technology are filed under 04.0902:ArchitecturalandBuildingSciences/Technology.TherearemorethanhalfadozenprofessionalM.Arch.programsandafewpre-professionalundergraduatearchitecturedegreesareunderthiscategory.

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IPEDS data do not trackwhat degree program is filed underwhich CIP code.As statedearlier, theCIPtitlesandprogramdescriptionsare intendedtobegenericcategories intowhichprogramcompletionsdatacanbeplaced,notexactduplicatesofaspecificmajororfieldofstudytitlesusedby individual institutions.Thus, thegeneral interpretationof thedatapresentedherereliesonthecomparisonbetweenIPEDSdatawhichrevealshowmanyprograms are field under certain CIP code per institution and the program informationavailable on the web. The committee recommends ACSA to conduct a member-schoolssurveyonwhichprogramisfiledunderwhatCIPcode.ItmayalsobebeneficialforNAABtoincludeCIPcodesintheAnnualReportSubmissionthatschoolsofarchitecturearerequiredtocomplete.

3.3 Navigating CIP Changes

Asstatedintheprevioussection,inorderfortheinternationalstudentsgraduatingfromthearchitecturerelatedprogramtobeeligibleforSTEMOPTextension,theCIPcodemustbe04.0902:ArchitecturalandBuildingSciences/Technology.Thus, ifyouseek tomakeyourprogrameligiblefortheprivilege,youeitherchangetheCIPcodeto04.0902ortotransitionintoa“newprogram”withtheCIPcode04.0902.

InstitutionsareresponsibleforassigningandmaintainingtheCIPcodesforIPEDSandotherdata collection and reporting duties.When establishing a newmajor or degree program,proposingtheproperCIPcodeisoftentheprogramdirectorordepartmentchair’scharge.Thenewprogramproposalwill thengothroughthestandardapprovalprocessunique totheinstitution,includingthereviewoftheproposedCIPcode.Generally,thechiefacademicofficer(theUniversityProvost)oftheinstitutionhavetheauthorityinapprovingtheinitialCIPcode.

Theprocess forCIPcodechangevariesamongst the institutions.Forprivate institutions,itmaybeassimpleasareviewandapprovalbytheUniversityRegistrarand/ortheChiefAcademicOfficer.Someinstitutionsmaintainanad-hocreviewcommitteewithappropriaterepresentationssuchastheUniversityRegistrar,OfficeofAcademicAffairs,AssociateDeansfrom Schools/Colleges. The committee may consult with other service units within theinstitutionsuchastheOfficeofInstitutionalTechnology,InternationalStudentsandScholarsandFinancialAidtotakeshort-termandlongtermimpactofthechangeintoaccount.

InthecaseofPublicInstitutions,StateBoardofHigherEducationmayhavetheauthorityinapprovalastheCIPcodesareoftentiedtothestatereportingresponsibilitiesaswellasstatefundingschemes.STEMprogramsarefundedatasignificantlyhigherlevelthenHumanityprograms,anotherreasonforarchitectureprogramstobeconsideredforSTEMdesignation.Incertaincases,fromtheperspectiveofapprovalprocess,itmaybelessoneroustosimplyproposeanewprogramwiththepreferredCIPcodeasopposedtochangingthemforthealreadyestablishedprogram.

OncetheCIPcodechangeisapproved,itiseffectiveimmediatelytoallstudentsenrolledintheprogram.

3.4 Grounds for the CIP Code Change

The following points may be useful in arguing for the CIP code change (from CIP code04.0201:ArchitecturetoCIPcode04.0902:ArchitecturalandBuildingSciences/Technology)forNAABaccreditedProfessionalM.Arch.andB.Arch.programs.

3.4.1 TheCIPcodechangewillnotaffectthecurrentnorfutureaccreditationstatus. NationalArchitectureAccrediting Board (NAAB) states that theNAABConditions forAccreditationdonot requireprogramstooperateunderaspecificCIPcode.

1.1.2 InstructionsinBuildingSciencesandTechnologyaddressingtheproficiencyin the area of civil and structural engineering, mechanical engineering,computationaltoolsareasignificantpartofthearchitecturecurriculumreflectingtheNAABStudentPerformanceCriteria.Generally,a thirdoftherequiredcourses(incredithours)arebuildingscienceandtechnologyrelated,equivalenttothedesigninstructioncoursesinNAABaccreditedprofessionalprograms.ProgramdefinitionforCIPcode04.0902annotatedwiththecorrespondingNAABSPCisintheappendixsectionofthispaper.

1.1.3 Example of peer and aspirational programswho has alreadymade thechange.

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4.0 ARCHITECTURAL RESEARCH AND STEM: SURVEY RESULTS

InFall2017,theACSAResearch+ScholarshipCommitteeconductedasurveyofexternally-fundedprojectsinschoolsofarchitecture.Externalfundingcouldincludenational,stateorlocalgrants,aswellasindustrypartnerships,butdefinedascomingfromoutsideone’shomeuniversitysystem.FacultyandadministratorsfromallACSAmemberschoolswereinvitedtoparticipatewithinformationregardingprojectsfromthelastthreeacademicyears(2014-15,2015-16,and2016-17).Thissurveyyielded110responsesfromfacultyatACSAmemberschoolswith207projectsrepresentedand37%oftheparticipantslistingmultipleprojects.Uponexaminingtheresponses,21projectswereexcludedeitherbecausetheyonlylistedinternalsourcesoffundingordidnotlistanyfundingsources.Theremaining186projectsfrom101facultywereanalyzedandtheresultsarediscussedbelow.

Out of the 186 submitted projects, 55%, 102 projects, self-identified as interdisciplinaryin nature.The participants’ titles ranged fromAdjunct toDean.Associate Professorwasthemost frequent (34),withProfessor (29)next, andfinallyAssistantProfessor (22).Therespondentswere33.6%femaleand66.4%male.Theparticipantsrepresented62differentinstitutions,with 35 (56%) being recognized byCarnegieClassifications as “R1:DoctoralUniversities–Highestresearchactivity.”Withamembershipofover5000facultymembersand200-memberschoolswith56beingR1institutions.

Respondentswereaskedtoidentifyuptothreeresearchareasofinterestsforthemselves.However,26of the101 respondents identifiedmore than3areaswithamaximumof9areasidentifiedbytworespondents.ResearchareasoptionswerebasedontheclassificationusedfortheACSAIndexofScholarship.Areasofresearch interest identifiedmostbythesurveyrespondentsincludeUrbanDesign(34),DesignProcess(31),andSustainability+HighPerformance(29).Inall,50outofthe101respondentsself-identifiedashavingatleastoneresearchareaofinterestwithstrongSTEMpotential.Figure3includesalistingofallresearchareasandthenumberofrespondentswhoself-identifiedwithit.

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Figure 3 Faculty Research Areas of Interest

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Itneedstobenotedthattheresponsesreceivedfromthesurveycannotbeconsideredarepresentativesample.Whatispresentedhereandthecorrespondingconclusionsarebasedonlyonthedatareceivedandnotabletobegeneralizedtothelargerarchitecturalacademicprofession.However,thesurveyrespondentsdemonstratethatarchitecturalresearchersareconductingfundedresearchandarchitecturalresearchprojectsarebeingawardedgrantsbythetopgovernmentalandprivatefoundationfundersinadditiontolocalandstatepartners.The101respondentshavereportedmorethan$33,575,000infunding,witheightprojectsnotreportingaspecificfundingamount.

Since the intentof thiswhitepaper is to examineSTEM research in architecture, and inparticular those fundedbyexternalagencies, following theanalysisabove, the responseswerefilteredtoSTEM-relatedprojectsonly,basedonfacultyself-identificationaswellasananalysisbytheauthors.Aswillbedescribedinmoredepthbelow,thesetwocharacteristicswereusedtonarrowtheresponsestoapoolof91projectsfrom52facultymembers.Thesefaculty members represent 36 institutions with 24 (67%) being classified as R1. Theseprojectsrepresentedapproximately$23,930,000ofexternalfunding,or71.3%ofthetotalfundingamountreportedbythesurveyrespondents.Theanalysisthatfollowsisbasedonthosesurveyresultsthatmeetthisclassification.

4.1 STEM / Non-STEM

TheidentificationofSTEM-relatedprojectswasbasedonbothrespondentself-identificationaswellasananalysisoftheprojecttitle,projectresearchareas,andprojectabstracts.Outofthe91projectsidentifiedinthisanalysisasSTEM-related,72wereself-identifiedassuch,16wereidentifiedbytherespondentsasnon-STEMandreclassifiedbytheauthorsasSTEM-related,and3thatwerenotclassifiedbytherespondents.Thereclassificationwasbasedon the federaldefinitionsofSTEM-related researchareas.The relatively largenumberofprojectsnotidentifiedasSTEM-relatedbytherespondentswhentheydoofferthispotentialmay indicate a need to clearly define the termSTEM to architecture faculty and to findmethodsofaddressinganypotentialapprehensionsarchitecturefacultymayhaveagainstdescribingtheirworkasSTEM-related.

4.2 Research Areas of Funded STEM Projects

Survey respondentswere asked to identify up to three research areas for each project.Researchareas identified themost for theSTEM-relatedprojectswereSustainabilityandHigh Performance (23),UrbanDesign (19), andBuilding Systems (16).However, each ofthe22possibleresearchareaswereidentifiedatleastonceincludingdesignprocess(13),architectural history (7), and architectural theory (3). This indicates that STEM-relatedprojectscouldofferpotentialbeyondthetraditionalareastypicallyassociatedwiththem.Figure4providesalistingoftheresearchareasandthenumberofprojectsthatareincluded.

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Figure 4 STEM-Related Projects Research Areas

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4.3 Funding Sources for STEM Projects

Withregardtofundingsources,thesurveyshowedthatSTEM-relatedarchitecturalresearchprojectsreceivefundingfromawiderangeoffundingsources includingfederalagencies,foundations,associations,industry,andwellasstateandlocalsources.Figurexshowsthenumberofprojectswhichreceivedfundingfromeachcategoryoffundingsources.Thirtyprojects(33%)receivedfundingfromfederalagencies, including25fromfederalagenciesinNorthAmerica.Funding fromfederalagencies inNorthAmerica totaledapproximately$10,000,000.Outofthose,13projectswerefundedbytheNationalScienceFoundation(NSF)with a total fundingof$4,300,000.OtherFederal sources includedNIH,NPS, theUSDept.oftheNavy,USDOE,USDOT,andTheSocialSciencesandHumanitiesResearchCouncil of Canada. Foundations such as the Alfred P. Sloan Foundation, the AuerbachTheaterArchitectureFund,GrahamFoundation,andotherswerelistedasthesecondmostcommonsourceoffundingwith19%(17)oftheprojectsnotingthese.IndustrygrantsfromAutodeskandFordMotorCompanyandgrantsfromAssociationssuchastheAIAwereothernotablecontributorsforresearchfunds.Avarietyofstateandlocalsourceswerealsolistedin19oftheprojects.

Figure 6 STEM Related Projects Sources of Funding

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4.4 Classification of Project by Funding Levels

Analysisof the fundingamounts receivedby theSTEM-relatedresearchprojectsshowedthatthemostcommonleveloffundingisbetween$20,000and$49,999,with24%(21)oftheprojectsreceivingfundingatthislevel.Whilethisleveloffundingwasmostcommon,between 12 and 15 projects also received funding in each of the three funding levelsthatfollow($50,000-$99,999), ($100,000-$199,999),and($200,000-$499,999). It isnoteworthythat7projectsreceivedfundingbetween$500,000and$1millionandanother4%(4)projectsreceivedover$1millioninfundingeach.Figurexshowsthedistributionoftheprojectsbyfundinglevel.Twoprojectsdidnotspecifyafundingamount.

Themajority of these projects list only a single source of funding as contributing to thereported amount.As such, it cannot be determinedwhether any prior seed funding hadbeenreceivedfrominternaluniversitygrantsources.Inthecaseof9STEMrelatedprojects,multiplesourcesoffundingcomprisethereportedamountincludingexternalandinternalsources.

Figure 7 Number of STEM Projects by Level of Funding

ThegreatestamountsoffundingweregrantedprimarilybyFederalsourcesandcorporate/anonymousdonations.Singleprojects inreceiptofmorethan$1millionreceivedfundsfromtheUSDOEandNIH,respectively,andalsothroughcombinedfundingfromEPA,NEA,SloanFoundation,andothersources.AnumberofNSFgrantsassinglesourcesofprojectfundingwerealsoawardedwithinthefundinglevelsof$500K-$1Mand$200K-$499K.

OthermajorsourcesoffundingincludedtheSocialSciencesandHumanitiesResearchCouncilofCanada,FordMotorCompany,W.M.KeckFoundation,CharlesPankowFoundation,theBM-M Barr Foundation, theWK Kellogg Foundation, and local state and city agencies.While larger projects ($200,000 and above) only constitute only 29% (26) of the STEM-relatedprojectedreportedinthesurvey,theyrepresent86%ofthetotalfundingamountasshowninfigurex,withatotalfundingof$20.65M.ThisindicatesthepotentialofferedbySTEM-relatedprojects inobtaininglargefundingsourcesforschoolsofarchitecture. Itisworthnotingthatonly10externallyfundedprojectsnotidentifiedasSTEM-relatedfallinto this funding category,with a total fundingof approximately$6M.Therefore, STEM-relatedresearchprojectsinthesurveywereconsiderablymoresuccessfulinreceivinglargernumbersandamountsoffunding.

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Figure 7 STEM-Related Projects Funding Amounts by Funding Level

4.5 Interdisciplinary Research and Research Partners

Participantsinthisstudyhavedemonstratedastrongpotentialofarchitecturalcontributionstoresearchinawiderangeoftopicsrangingfromengineeringandscienceontheonehandtoartsandhumanitiesontheother.Outofthe91STEM-relatedprojects,59self-identifiedasinterdisciplinaryprojects,representingalmost65%oftheprojectssubmitted.Theissueoftheroleofarchitectureandarchitectural;researchersininterdisciplinaryprojectswasalsoexplored.Outofthe59self-identifiedinterdisciplinaryprojects,39projectswereidentifiedasarchitecture-led,andanadditional10asarchitecture-supporting.Ananalysisoftheotherdisciplinesidentifiedinthesurveyindicatesthatengineeringoffersthemostpotentialforinterdisciplinary collaborationwith 29 projects.Other notable partner disciplines includeBiology(7),UrbanPlanning(6),landscapeArchitecture(6),andMaterialScience,ComputerScience,andPublicAdministration(5each).Intotal,47disciplineswerelistedaspartners.AlistingofallthesedisciplinesisincludedinFigure8.

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Figure 8 Disciplinary Partners for Architectural Researchers

Disciplinary Partners of Architectural ResearchersAdvanced Manufacturing Aquatic Ecology Architectural Engineering Art Arts Management Behavioral Sciences Biological and Agricultural Engineering Biology Building Science Business Civil Engineering Computer Science Construction Science Cultural Studies Drama Ecology Education Electrical & Computer Engineering Environmental Sciences Geography German Studies History History of Science History of Technology

Industrial Design Information Studies Interior Design Material Science Mechanical Engineering Medicine, Health Professionals Landscape Architecture Law Library Science Media Studies Power Engineering Public Administration Public Health Public Policy Sociology Spatial Sciences Statistics Structural Engineering Systems Engineering Textiles/Textile Engineering Transportation Planning Urban Planning Wood Science

4.6 Reported Outcomes of Research Projects

ThereportedandexpectedoutcomesforarchitecturalSTEMresearchprojectsareeducation-based,publication-focused,orrelatedirectlytotheworkofarchitects.Fundingwasgivenforstudentscholarships,post-doctoralfellowships,andtocreateothersupportstructuresforstudents.Participantswerefundedtowritecourses,tosponsorastudio,orforcompletionofdesign-buildprojects.Teachingandresearchlaboratoriesweresupportedaswastravelforgraduatestudentstoconferencesandthehiringofstudentresearchers.Disseminationofresearchcamethroughconferencepapers,articles,andbookpublication.Researchreportsordesignguidelineswerefrequentoutcomeswithexhibitions,softwaredevelopment,andbuildingdocumentationasothertypesofproducts.Prototypes,proof-of-conceptmodels,ormaterialtestingstarttodemonstratemorearchitecturalformsofresearchresults.Researchwasalsoincorporatedintothebuildingprototypedesignsandplansofurbanenvironments.Culminatingevents includinga researchsymposiumandcommunityoutreachworkshops.Notably,somearchitecturalresearcherswereabletoconstructbuildingsthatincorporatedresearch findings or design guides. Respondents listed awards they had won for theirdesignwork,builtorconceptual,alongsidearticlesaboutthissamework.Ananalysisoftheoutcomesreportedinthesurveyresponsesisincludedinfigure9below.

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Figure 9 Analysis of Reported Outcomes for STEM-Related Research Project

4.7 Relationship between STEM Designated Architectural Academic Programs and Research Funding

WhilefacultyfromalloftheuniversitieslistedinFigure9reportedprojectsthatwereSTEMrelated,onlysevenofthoseuniversitieshaveprogramsfiledunderCIPcode04.0902.Infact,noneoftheinstitutionsreportingfundingwhichtotaledmorethan$1millionhaveSTEMdesignatedarchitecturalacademicprograms.Asitisnotyetadoptedwidelybyarchitecturalinstitutions, it remains tobeseenwhetherSTEMdesignations forarchitecturalacademicprogramswill leadtogreaterresearchfundingamountsorviceversa.WithmanygrantingorganizationsandfederalagenciesdemonstratingapreferenceforSTEMrelatedresearch,officialSTEMprogramdesignationscanonlybeseenasadvantageous.itisworthnotingthatadoptingCIPcode04.0902isprogramspecificandthereforedoesnotnecessarilyindicateaSTEM-designationforallacademicprograms inaschool.Nordoes it indicateaspecificSTEMfocusforthethatschool. Itcouldhoweverbe indicativethatthetopicofSTEMisbeingactivelydiscussedorconsideredwithinaschool.AsFigure10alsoshows,astrongercorrelation seems to exist in the sample analyzed between STEM-related externally-fundedprojectsandtheresearchdesignationoftheuniversity,with25ofthe37schoolsofarchitecturewhichreportedfundingfromSTEM-relatedprojectslocatedinR1universities.

outreach workshops. Notably, some architectural researchers were able to construct buildings that incorporated research findings or design guides. Respondents listed awards they had won for their design work, built or conceptual, alongside articles about this same work. An analysis of the outcomes reported in the survey responses is included in figure 9 below. Figure 9 Analysis of Reported Outcomes for STEM-Related Research Project

4.7 Relationship between STEM Designated Architectural Academic Programs and

Research Funding While faculty from all of the universities listed in Figure 9 reported projects that were STEM related, only seven of those universities have programs filed under CIP code 04.0902. In fact, none of the institutions reporting funding which totaled more than $1 million have STEM designated architectural academic programs. As it is not yet adopted widely by architectural institutions, it remains to be seen whether STEM designations for architectural academic programs will lead to greater research funding amounts or vice versa. With many granting organizations and federal agencies demonstrating a preference for STEM related research, official STEM program designations can only be seen as advantageous. it is worth noting that adopting CIP code 04.0902 is program specific and therefore does not necessarily indicate a STEM-designation for all academic programs in a school. Nor does it indicate a specific STEM focus for the that school. It could however be indicative that the topic of STEM

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

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Figure 10 Total Funding awarded per Institution with faculty reporting STEM-related projects

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4.8 Survey Conclusions

The following summarizes the major conclusions that can be drawn from the surveyresponsesreceived. It isworthnotingagainthattheseconclusionsareonlybasedontheresponses received (101 faculty reporting on 186 projects, representing 62 institutions).However,thesizeofsampleissufficientlylargetomakesomepreliminaryconclusionsandindicatepossibletrendsinthelargerarchitecturalacademiccommunity.

Analysis of the survey results indicates that STEM-related externally funded architectural research projects represent a significant portion of the larger population of externally-fundedarchitecturalresearchprojectsintermsofnumbers,91outof186or49%,andmuchmoreso in termsof fundingamount,$23.9Moutofa totalof$33.6Mor71.3%.STEM-relatedprojectsalsoappeartobemoresuccessfulinreceivingfundingfromfederalagencies,with 30 STEM-related projects receiving funds from these sources compared to only 10fromnon-STEM-Relatedones.Furthermore,STEM-Relatedprojectsalsoappeartobemoresuccessfulinobtaininglargerfundingamountswith29oftheseprojectsreceivingfundingatthe$200,000oraboveleveltotaling$20.65Mor86%ofthetotalfundingreceivedbySTEM-relatedprojects. Incomparison,only6non-STEMprojectsreceivedfundingatthislevelwithatotalfundingofapproximately$6M.ThisindicatesthatSTEM-relatedprojectscanofferstrongpotentialforschoolsofarchitectureinsecuringmoreandlargerexternally-fundedprojects.

ThesurveyindicatedthatSTEM-relatedprojectsaretypicallynotlimitedtotheconventional,technicallyoriented,areas.Infact,STEM-relatedprojectsincludedinthisanalysisaddressedallresearchareasofinterestsidentifiedintheACSAIndexofScholarship.Similarly,facultyreportingSTEM-relatedprojectshaveself-identifiedashavingawiderangeofresearchareasof interest includingbothSTEM-relatedandnon-STEMareas.BothoftheseobservationsindicatethatSTEM-relatedresearchfundingcansupportbothSTEMandnon-STEMfacultyandresearchareas.Additionally,STEM-relatedprojectsreportedarelativelyhighpercentageofinterdisciplinarycollaborationwithaverywiderangeofdisciplinesnotonlyfromscientificfieldsbutalsofromthehumanities,socialsciencesandarts.ThisaddstothepotentialthatSTEM-relatedprojectscanoffertoschoolsofarchitecture.

Finally,thesurveyresultssuggestthatwhiletherearesomesignificantsourcesoffundingavailable for non-STEM related projects related to large scale planning, housing, andcommunitydevelopment,facultyseekingsuchgrantsforthisandotherscalesofworkmaybenefitfromcollaboratingwithotherSTEMdisciplines,whilemaintaininganarchitecturalfocus in the research. It is also clear from the survey results that architectural faculty ina number of ACSA member schools have, in fact, been awarded a fair amount of highlevelgrants inrecentyears,despitethecommonbelief that thearchitecturaldiscipline inacademialagsbehindotherSTEMdisciplinesinyieldingresearchdollarstotheirinstitutions.Architecture,asadiscipline, iswellpoisedtoemergeasa leader inanumberofresearchareasmovingforward.Havingthislevelofachievementonthepartofarchitecturalfacultyand schools become more recognized by funding agencies, especially federal ones, willfurtherincreasetheirpotentialandthebenefitstheycanoffertoschoolsofarchitectureandtothearchitecturalacademiccommunityingeneral.ACSAmaybethebestorganizationtoattempttoestablishsuchalevelofrecognition.

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5. CASE STUDIES OF STEM FUNDING IN ARCHITECTURAL RESEARCH

This sectionwill highlight individual grants to showwhere opportunities exist for otherarchitecturefacultymemberstoobtainfundingforSTEM-relatedarchitecturalresearch.Thecasestudiespresentedhererepresentarangeofpossibleprojecttypesandfundingsources.Theyalso includebothdirectresearchfundingaswellasfundingforstudio-baseddesignresearchactivitiesandscholarships.

5.1 Funding for Architectural Research

5.1.1 Development of an Integrated Analytical Framework for Urban Sustainability

imagecredit:NabilaIqbal

PI:SimiHoque,PhD,PE Location:UniversityofMassachusetts,Amherst(nowatDrexelUniversity) Fundingsource:NationalScienceFoundation,FacultyEarlyCareerDevelopmentProgram(CAREER) Amount:$508,000

Atthetimeshereceivedthisgrant,Dr.HoquewasanAssistantProfessorintheDepartmentofEnvironmentalConservationandisnowanAssociateProfessorinArchitecturalEngineeringatDrexelUniversity.WithaPhDinArchitecture,M.Arch.andM.S.inCivilEngineering,sheisusingherCAREERgranttodevelopanIntegratedUrbanMetabolismAnalyticalTool(IUMAT)toevaluateandpredicttheimpactsofenergyandwateruse,landuse,andtransportationsystemsatanurbanscale.IUMATisdesignedtosystematicallyquantifyaggregateimpactsin termsofperformancemetrics,suchasGHGemissionsandenergyuse.NSF’sCAREERprogram supports junior faculty who exemplify the role of teacher-scholars throughoutstandingresearch,excellenteducationandtheintegrationofeducationandresearchinthecontextofthemissionoftheirorganizationsandishighlysoughtafterbyjuniorfacultyinSTEMdisciplines.WhiletheCAREERprogramrequirestherecipientstohaveaPhDandholdatenure-track,AssistantProfessorposition,Dr.HoquedemonstratesthatanarchitectureresearchtopicalignedwithanNSFprogram, inhercaseEnvironmentalSustainability,canleadtoaCAREERgrant.

Formoreinformationaboutthisgrant: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1554531

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5.1.2 Life Cycle Assessment (LCA) for Low Carbon Construction

Embodiedcarbonperm2 accordingtonumberofbuildingstoriesaboveground,subdividedbyeachLCAbuildingscopedatasubset;SF=StructureandFoundation;SFE=Structure,Foundation,andEnclosure;SFEI=Structure,Foundation,Enclosure,andInteriors.(image

credit:KathrinaSimonen)

PI:KathrinaSimonen,AIA,SE Location:UniversityofWashington,CarbonLeadershipForum Fundingsource:CharlesPankowFoundation Amount:$150,000

Thisprojectprovidesguidancetoindustryprofessionalslookingtointegratecarbonintolifecyclebaseddecisionmakingthroughthecreationofanenvironmentallifecycleassessment(LCA)practiceguideandestablishmentofembodiedcarbonbenchmarksofbuildings.Thispracticeguidewillfocusonaidingcarbonreductioninthebuildingconstructionsector(bothnewconstructionand renovation) through theuseofwholebuildingLCA.Theguidewillintegrateconcurrentworkdevelopedbyothersintoonecommonpracticeguidedocument.An interactivevisualizationof theembodiedCarbonBenchmarkresults and LCAPracticeGuide(draft)areavailableontheCarbonLeadershipForumwebsite.

Formoreinformationaboutthisgrant:http://www.pankowfoundation.org/grants.cfm

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5.1.3 Reflective Roofing Research

imagecredit:ElizabethGrant

Co-PI:ElizabethGrant,Ph.D.,RA Location:VirginiaPolytechnicInstituteandStateUniversity Fundingsource:RCIFoundation Amount:$45,000

Thedesignofaroofsystemhasimportantramificationsbeyondtheperformanceoftheroofitself.Therehavebeenanumberofrecentpapersindicatingthatwhiteroofsmaynotcreatelower temperatures thanother typesof roofingatareassurrounding the roofsurface.Tohelpansweremergingquestionsaboutthethermaleffectsofroofcolorontheneighboringbuiltenvironment,aresearchprojectwasconductedbytheCenterforHighPerformanceEnvironmentsatVirginiaTechwiththesupportoftheRCIFoundation.Temperatureswererecorded at the surface of black ethylene propylene dienemonomer (EPDM) andwhitethermoplasticpolyolefin(TPO)membraneoverlayareas;intheairandatelectricalmetallictubing (EMT)abovethem;andatopaqueandglazedwall surfacesadjacent to them.Thesurfaceof theEPDM roofwas significantly hotter than theTPO roof by36°C and26°Con two testdates.Air temperatureswere2°ChigheraboveEPDMversusTPOup to14cm,withnosignificantdifferencesabovethisheight.Temperatureswere2°ChigheratEMTabove theTPOsurface thanabove theEPDM.Aprecast concretepanelwallwas3–5°Cwarmer adjacent to TPO versus EPDM. Exterior glazing surface temperatureswere 2°CwarmeradjacenttoTPOversusEPDM.Thestudycontributestotheliteraturebyofferingexperimental data useful to researchers seeking to anticipate the thermal effects of roofsystems.Theresultsarealsoofinteresttopractitionerscuriousabouttheseimpacts.

Formore information about this research: https://vtnews.vt.edu/articles/2017/10/CAUS-Black-White-Roofing.html and “Theinfluenceofroofreflectivityonadjacentairandsurfacetemperatures.”

Formoreinformationaboutthisfundingsource:http://www.rcifoundation.org/

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5.1.4 Life-cycle Assessment of Resiliency and Sustainability of Buildings

imagecredit:AimeeBuccellato

Co-PI:AimeeBuccellato Location:UniversityofNotreDame Fundingsource:NationalScienceFoundation,StructuralandArchitecturalEngineeringProgram(nowEngineeringforCivilInfrastructureProgram) Amount:$398,883

Inthisinterdisciplinarygrant,ProfessorBuccellatoservesasaCo-PIwithhercolleagueinCivilEngineeringservingasthePI.Theirprojectwilldevelopanintegratedlife-cycleassessmentcapturingthedependenciesbetweenmulti-hazardresilienceandsustainability,acrossthemultiple contributing dimensions of environmental impact. The computationally efficientassessmentwilltakeadvantageof(i)simulation-drivenapproaches,(ii)sample-basedtools,(iii) soft-computing techniques,and (iv)newenvironmental impact toolsets thatwillminepublicallyavailabledatatoquantifythebuilding’soperationalandembodiedenergy.Throughsensitivity analyses on actual buildings, the frameworkwill reveal which design aspectstrulydriveenvironmental impactandhowthis isaffectedbytheconsiderationof lifetimeexposure.The transfer of this newfound understanding is further facilitated by engagingpracticing engineers and architects directly in the researcheffort.As theNSFvalues thebroader impact of the proposed research asmuch as the intellectual merit, architecturefacultymemberscancontributesignificantlytoexpandingandexplainingthebroaderimpactofengineeringresearchfocusedonbuildings.

Formoreinformationaboutthisgrant:https://www.nsf.gov/awardsearch/showAward?AWD_ID=1537652

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5.2 STEM Funding for Architectural Education

WhilethemajorityofSTEMfundingreportedinthesurveywasrelatedtoresearch,therewasfundingrecordedforarchitecturaleducationincludingdesignstudioresearchandNSFscholarshipprograms.

5.2.1 Lane County Courthouse Mass Timber Studio

imagecredit:SpencerBoragine,DavidMoreno,JoshRosenthal,ZacharySherrod,students;ProfessorJudithSheineandAssociateProfessorMarkDonofrio,instructors

PI:JudithSheine Co-PI:MarkDonofrio Location:UniversityofOregon Fundingsource:LaneCounty,Oregon Amount:$50,000

FivestudentprojectsthatexploredthedesignofanewcourthouseusingmasstimberstructuralsystemsandsustainableprincipleswerepresentedtotheCounty.ThesestudentprojectswillbeusedtoinformthepublicandtheRFPprocessaboutthepossibilitiesofdesigningwithmasstimber.

Formoreinformationaboutthissimilarresearchstudios: http://tallwoodinstitute.org/mass-timber-design-studios

5.2.2 NSF S-STEM Program

The NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM)Program provides funding for scholarships to 1) increase the number of low-incomeacademicallytalentedstudentswithdemonstratedfinancialneedobtainingdegreesinSTEMandenteringtheworkforceorgraduateprogramsinSTEM;2)improvetheeducationoffuturescientists, engineers, and technicians,with a focus on academically talented low-incomestudents;and3)generateknowledgetoadvanceunderstandingofhowfactorsorevidence-basedcurricularandco-curricularactivitiesaffectthesuccess,retention,transfer,academic/careerpathways,andgraduationinSTEMoflow-incomestudents.TherearecurrentlythreeactiveNSFS-STEMgrants relatedtobuildingscience totalingover$1.7M.These includethe GreenBuildingScholarsProgramatPortlandStateUniversity(NSFGrantNo.1356679),the SustainableBuildingScienceTechnologyprogramatSouthSeattleCommunityCollege(NSFGrantNo.1406320),andtheAugmentedRealityandCollaborativeProblem-SolvingforBuildingSciencesprojectbetweenFloridaInternationalUniversity,UniversityofArkansas,andMissouriStateUniversity(NSFGrantNo.1504898).

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APPENDICES

Appendix A

ACSA Statement of Support for Architectural STEM Researchers

TheAssociationofCollegiateSchoolsofArchitecture(ACSA)isanonprofitassociationofover200memberschools.These includeallaccreditedarchitecturedegreeprograms in institutionsofhighereducation intheUnitedStates,aswell as government-sanctioned schools in Canada. Through this membership, over 5,000 faculty members inarchitectureandallieddisciplinesarerepresented.Servingasthevoiceofarchitecturaleducators,ACSAistheforumforideasandissuesthatwillaffectarchitecturaleducationandpractice,designandbuildingindustryresearch,policydevelopment,andliaisonwithalliedprofessionals.

TheBoardofDirectorsoftheACSArespectfullyasksfederalandstategovernments,fundingagenciesandfoundationsto include Architecture as a discipline in their consideration of the Science, Technology, Engineering and Math(STEM)fields.Architecturaleducationincludesthestudyandapplicationofbuildingscience,mechanicalengineering,structuralengineering,andbuildingconstructiontechnologytothedesignofbuildings.ThisbreadthofSTEMcontentinourdiscipline isnecessaryas architects leadmultidisciplinary teamsofdesigners, engineers andconsultants toefficientlyintegratebuildingsystemsandimprovethepublichealthandwelfare.

ArchitectureisalsocriticaltoSTEM-relatedresearchthathasfarreachingimpactsonoursocietybeyondthedesignandconstructionofbuildings.Architecturalfacultyareaddressingenergy,publicpolicy,resiliency,andurbandesignthroughutilizingrobustscientificandengineeringknowledgeandmethodsintheirresearchprojects.Greenbuildingstrategiesandmaterials researchare tested inuniversity-led laboratory simulationsorpost-occupancyanalysisofcuttingedgebuildings.STEM-basedarchitecturalresearchisvitaltoimprovingthequalityofthebuiltenvironment,reducingenergyconsumption,andhealthandwell-being.

Architecturalresearchersbringdistinctqualitiestoresearchsuchasaninherentapplied-researchfocus,interdisciplinaryprojects,anddesign-basedthinking.Researchersaredisseminatingtheirworkintraditionalpublicationvenuesandsimultaneously,applyingtheirfindings intoprojectsforcommunities,housing,andtransportation.Researchersarecreatingdesignguidesandsoftwaretoreducefactorsthatcauseasthma,toincreasewaterefficiency,andtosustainablyplanprojects.Architecturaltrainingenablesfacultytoleadinterdisciplinaryresearchprojectsandpartneringwithsuchfieldsasengineering,ecology,andmedicine,parallelingthedesignofbuildingswheretheexpertiseandprioritiesofmultiplefieldsareincorporatedtocreatesomethinglargertogether.Anadditionalbenefitofarchitecturalresearchisthat itcanbequickly incorporatedandtested intheir intendeduse.ASCAmembersareconstructingprototypebuildings,wallassemblies,andnewmaterialsthatarebeingusedtocontinuetheirresearchandatthesametimewinningdesignawards.

ArchitectureisaSTEMdiscipline,thoughnotobviouslyapparentintheacronym.Science,technology,engineering,andmathareessentialtotheeducation,practice,andresearchersinthefield.A2017internalstudybyACSAfoundthatmembersarealreadyengagedinover$23MofSTEM-relatedresearchfromsourcesincludingtheNationalScienceFoundation,USDepartmentofEnergyandtheNational InstitutesofHealth.TheAssociatedCollegiateSchoolsofArchitecturesupportsthisworkandonceagainrequeststhatarchitectureberecognizedforitscontributiontoSTEMandforthepotentialofarchitecturalresearch.

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Appendix B

ACSA Statement of Support for inclusion of CIP code 04.0201 Architecture on Department of Homeland Security’s STEM Designated Degree Program list

TheAssociationofCollegiateSchoolsofArchitecture(ACSA)isanonprofitassociationofover200memberschools.These includeallaccreditedarchitecturedegreeprograms in institutionsofhighereducation intheUnitedStates,aswell as government-sanctioned schools in Canada. Through this membership, over 5,000 faculty members inarchitectureandallieddisciplinesarerepresented.Servingasthevoiceofarchitecturaleducators,ACSAistheforumforideasandissuesthatwillaffectarchitecturaleducationandpractice,designandbuildingindustryresearch,policydevelopment,andliaisonwithalliedprofessionals.

Architecture isaSTEMdiscipline.TheBoardofDirectorsoftheACSArespectfullyasksDepartmentofHomelandSecuritytoincludeCIPcode04.0201ArchitectureontheSTEMDesignatedDegreeProgramlist.

CIPcode04.0201isassignedtothemajorityofprofessionalarchitectureprogramsaccreditedbyNationalArchitecturalAccreditingBoard (NAAB).First-professionalBachelorandMasterofArchitecturedegrees fromNAABaccreditedprogramsareprerequisitesforlicensureandpracticeinmoststatesintheUSandCanada.

NAABConditionsforAccreditationrequiresarchitectureprogramstodemonstratestudent’sproficiencyinbuildingscience,mechanicalengineering,structuralengineering,andbuildingconstructiontechnology,well-acceptedSTEMdisciplines.Infact,10outof26StudentPerformanceCriteria(SPC’s)aredirectlyabouteachdisciplineorapplication/integrationofthesedisciplinesintothearchitecturaldesign.ThisbreadthofSTEMcontentinourdisciplineisnecessaryas architects leadmultidisciplinary teamsof designers, engineers, and consultants to efficiently integrate buildingsystemsandimprovethepublichealthandwelfare.

ArchitectureisaSTEMdiscipline,thoughnotobviouslyapparentintheacronym.Science,technology,engineering,andmathareessentialtotheeducation,practice,andresearchersinthefield.Moreover,itisoneofthekeydisciplinestoaddressenergyandclimatechange issuescritical to the technologyenterprise forUStosuccessfullycompete,prosper,andbesecureintheglobalcommunityofthetwenty-firstcentury.

Appendix C

Funding Agencies and Programs

Federal Funding Agencies NationalScienceFoundation(x12) NSF CAREER SocialSciencesandHumanitiesResearchCouncilofCanada DOE NEA(x3) Chinesegovernment NationalEndowmentfortheHumanities NationalInstitutesofHealth

Governmental Organizations NationalInstituteofStandardsandTechnologyofthe USDepartmentofCommerce U.S.DeptartmentofHousingandUrbanDevelopment(x2) UnitedStatesEnvironmentalProtectionAgency(x3)DepartmentofState DepartmentoftheNavy(x2) USDepartmentofTransportation CentersforDiseaseControlandPrevention(CDC)(x2) Parks Canada NationalParkService

Industry Autodesk(x2) FordMotorCompany(x5) Precast/PrestressedConcreteInstituteFoundation(x4) Perkins & Will AECOM/Stantec TakenakaConstruction(Kyoto,Japan)

National Organization AmericanInstituteofArchitects(x5) The Nature Conservancy AmericanPhilosophicalSociety Canada Council for the Arts SocialSciencesandHumanitiesResearchCouncil(x2)SocialSciencesandHumanitiesResearchCouncilofCanada Society of Architectural Historians CanadianCentreforArchitecture(x2) CouncilonTallBuildingsandUrbanHabitats LandscapeArchitectureFoundation

Private Foundations National AndrewMellonFoundation(x4) WKKelloggFoundation GrahamFoundation(x6) CharlesPankowFoundation AlfredP.SloanFoundation(x2) KresgeFoundation Knight,JohnS.andJamesL.,Foundation W.M.KeckFoundation MacArthurFoundation,HousingMatters Regional BarrFoundation

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Appendix D

List of Programs filed under CIP code 04.0902

Institution CIP Code Graduate Degree Undergrad Degree Confirming Display on Website

Arizona State UniversityTempe 4.0902 MARCHhttps://design.asu.edu/degree-programs/ar-chitecture-march

Ball State Univ. 4.0902Graduate Certificate in Digital Design and Fabrication

https://cms.bsu.edu/-/media/www/depart-mentalcontent/factbook/1617pdfs/cip%20codes%20by%20college%20and%20depart-ment%20for%20fact%20book_2016-17.pdf?la=en

Carnegie Mellon University 4.0902MSBPD/PhD-BPD/MSSD/MSCD/PhD-CD (STEM Designated)

https://soa.cmu.edu/graduate/

Colombia GSAPP 4.0902 MARCH https://www.arch.columbia.edu/admissions

Georgia Institute of Technology

4.0902 MARCH/MSARCHhttps://arch.gatech.edu/news/geor-gia-tech-master-architecture-now-stem-de-gree-program

University of Michigan 4.0902MARCH/MSARCH/MUD/MURP

https://taubmancollege.umich.edu/architec-ture/degrees/master-architecture

https://taubmancollege.umich.edu/architec-ture/degrees/master-science-architecture

http://taubmancollege.umich.edu/architec-ture/degrees/master-urban-design

https://taubmancollege.umich.edu/urban-planning/degrees/master-urban-and-region-al-planning

Philadelphia University (Thomas Jefferson Univ)

4.0902 MSARCH/MSSDhttp://www.philau.edu/msarch/ http://www.eastfalls.jefferson.edu/green/index.html

Rensselaer Polytechnic Institute

4.0902MARCH, MSARCH, and MSAS

http://www.arch.rpi.edu/academic/graduate/

Savannah College of Art and Design

4.0902 MARCH BFA Archhttps://www.scad.edu/sites/default/files/PDF/SCAD-Majors-by-CIP-Code-degrees.pdf

University of Massachusetts Amherst

4.0902 MARCH BFA ARCH https://www.umass.edu/architecture/news/stem-designation

University of Minnesota Twin Cities

4.0902MSARCH (various concentration)

http://arch.design.umn.edu/programs/msrp/

University of Pennsylvania 4.0902MARCH/MEBD/MS-Des/MSHP/MUSA

https://www.design.upenn.edu/news/post/five-penndesign-programs-earn-stem-desig-nation

University of Washington Seattle Campus

4.0902MARCH-HPB (Post P) MSARCH MSCM

http://grad.uw.edu/admissions/find-a-pro-gram/

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Appendix E

Program definition for CIP code 04.0902 annotated with the corresponding 2014 NAAB SPC *courtesy of Andrew Vernooy, Montana State University

CIPCode04.0902 ArchitecturalandBuildingSciences/Technology

Definition:Aprogramthatfocusesontheapplicationofadvancedtechnologytobuildingdesign(A.2,A.4,A.5,B.2,B.3,C.3)andconstruction(B.4,B.5,B.6,B.7,B.8,B.9),retrofittingexistingbuildings,andefficientoperationsofbuildings(D.1),includinglightinganddaylightdesign(B.6,B.7),acoustics(B.6),solardesign(B.2,B.6),buildingconservation,andenergyconsciousdesign(B.2B.3,B.6).Includesinstructioninarchitecture(AllDesignStudiosabove1stYear),buildingtechnology(B.1throughB.9,C.1throughC.3),civilandstructuralengineering(B.2,B.5),mechanicalengineering(B.6),environmentalcontrolsystems(B.6),sustainability(B.2,B.3,B.6,C.2),andcomputertoolsapplications(A.1,B.4,C.2).

Links to Additional Information

STEM 2026 https://innovation.ed.gov/files/2016/09/AIR-STEM2026_Report_2016.pdf

OPT Information https://www.uscis.gov/working-united-states/students-and-exchange-visitors/students-and-employment/optional-practical-training

OPT information www.nafsa.org/stemoptrule

STEM Designated Degree Program list https://www.ice.gov/sites/default/files/documents/Document/2014/stem-list.pdf

STEM and Diversity https://www2.ed.gov/about/inits/list/hispanic-initiative/stem-factsheet.pdf

Information on CIP/SEVIS https://www.nafsa.org/Resource_Library_Assets/Regulatory_Information/Managing_The_Transition_From_CIP_2000_to_CIP_2010_Codes_In_SEVIS/

CIP Codes https://nces.ed.gov/ipeds/cipcode/Files/Introduction_CIP2010.pd

National Science Foundation (NSF). 2018. GRFP, NSF Graduate Research Fellowship Program Primary Fields. https://www.nsfgrfp.org/applicants/application_components/choosing_primary_field

ACSA Research & Scholarship Committee Members KellyBair,UniversityofIllinoisatChicago FarzanaGandhi,NewYorkInstituteofTechnology CoreyGriffin,PortlandStateUniversity SimonKim,UniversityofPennsylvania MarcJNeveu,WoodburyUniversity HazemRashed-Ali,UniversityofTexasatSanAntonio(chair) MarciUihlein,UniversityofIllinoisatUrbana-Champaign KentaroTsubaki,TulaneUniversity Staff:EricWayneEllis,DirectorofOperations&Programs,ACSA

ATTACHMENT 2

For more information regarding theWhitePaper onArchitectural Education/Research&STEM,pleasecontacttheACSAOfficesat:

1735 New York Avenue NW Washington D.C. 20006(202) [email protected]

SpecialthankstotheResearchandScholarshipCommitteefortheirhardworkinresearchingandcompilingthisdocument.