"Architecture is an intellectual adventure that combines inspiration, judgment and informed decision making... it creates the preconditions for lifelong growth." --- Urs P. Gauchat, Dean

 

The practice of architecture unleashes creative talents to improve the quality of life of those around us. It is an intellectual adventure that combines inspiration, judgment and informed decision-making. The education of the architect involves a rigorous course of study that encourages each student to reach his or her full potential, to find personal challenges and to create the preconditions for life long growth. At NJIT, the study of architecture takes place in a setting that is like an extended family built upon direct and intensive contact of faculty and student and, even more importantly, upon collegial collaboration.

There are many reasons to be optimistic about the future of architecture and building. The changes in our society tend to be reflected in buildings and structures. As our society transforms itself, most of our infrastructure and structures will have to be changed and rebuilt. We are committed to educating professionals capable of designing the building process of tomorrow.

With the establishment of the Urban Lab, we have significantly expanded our role within the community by engaging in projects designed to meet the needs of those around us. Also our commitment to a leadership role in the area of computer-aided design has continued unabated.

The consolidation, realignment, and change in context for the profession of architecture have posed some interesting challenges for education. A considerable number of graduates from accredited architecture programs will pursue careers in fields other than traditional architecture. The teaching of architecture, therefore, has to provide a superb professional education, while at the same time it has to anticipate a much broader application of professional expertise. It is a fact that for many students, the study of architecture serves as a general education for a multiplicity of careers rather than solely for a narrowly defined role as a professional architect. This has a significant impact on what is being taught and, more particularly, how it is being taught.

The pedagogical conundrums of architectural education serving simultaneously as a general education, as well as a professional education, has been debated by the faculty over the last five years. It was concluded that the teaching of architecture required an explicit statement of goals and objectives, as well as an explicit statement of what information the study of architecture would impart. Furthermore, it was concluded that it is necessary to define how architecture served to teach generalized skills and knowledge. This attitude has fostered a process of continual review and critical examination of subject matter and teaching method.

Another response to changing needs is the establishment of dual degree programs. These graduate programs allow a student to obtain a graduate degree in a related field on an accelerated basis. The two present programs are: Master of Science in Management taught at the School of Management and the Master of Infrastructure Planning taught at the School of Architecture. Both of these programs expand the potential scope of professional activities for a student and augment the skills of an architect. It represents a commitment of broadening opportunities for our student body and for introducing additional career options.

Critical to the fulfillment of the School of Architecture's goals is corporate and business support. The Professional Advisory Board has evolved into a strong partner. Comprised of corporate and business officers, the members also represent the best among individuals who are committed to improving their community, their state and their nation. The Professional Advisory Board is a valuable resource for the School of Architecture and the University.

Through the strong efforts of faculty, friends and staff, the School of Architecture has increased its scholarship endowment many times over and has grown from virtually nothing to approximately one million dollars. 
  
The last decade has been a period of rapid development and change in many respects: A new curricular structure gave focus and direction to a panoply of important community projects, continued preeminence in the area of CAD, the introduction of dual degree programs in management and in infrastructure planning, and last but not least, a new building has been built that accommodates the special needs of a school of architecture. The building also has symbolic significance: it recognizes the contribution of the New Jersey School of Architecture to NJIT and the community at large..

The litany of achievements does not address the most profound development: a newly found confidence which has given rise to a series of innovative and exciting initiatives. This has not only lifted morale but has allowed us to dream about what could be. As a faculty we have reached a unanimity of purpose.

NJIT provides an educational setting consisting primarily of professional degrees. It is imperative that educational programs provide a modicum of professional skills and knowledge; equally important is a broadening of the professional education through liberal arts. Critical thinking, sound habits of mind, the ability to generate and communicate ideas, and the development of sound judgment should be the hallmarks of a successful education.

The School has a good deal of momentum led by highly motivated faculty. It is anticipated that the pace of change will accelerate over the next decade and that the New Jersey School of Architecture will gain in prominence within a global framework.

Urs P. Gauchat
Dean