Virginia Tech

A new program offered through the College of Architecture and Urban Studies’ Washington-Alexandria Architecture Center (http://www.waac.vt.edu/#!home/c1kho) integrates the disciplines of architecture, landscape architecture, and urban planning to create a master’s-level concentration in urban design (http://www.waac.vt.edu/#!ud/cool). The program, which is in its final stages of governance approval, will open its door to its first cohort of students for fall semester 2014.   The Urban Design concentration within the School of Architecture + Design (http://www.archdesign.vt.edu)’s existing Master of Science in Architecture (http://archdesign.vt.edu/architecture/ms-arch) degree program will leverage existing excellence in faculty and curriculum, including the graduate architecture and landscape architecture programs as well as courses within the Urban Affairs and Planning (http://spia.vt.edu/uap) program focused on topics such as historic preservation, public process, land-use law, and sustainability.   “It’s a program for a generalist; for someone interested in the bigger issues in a city. It’s the perfect program to take advantage of the depth of the curriculums in the college and everything Alexandria has to offer,” said Susan Piedmont-Palladino, a professor of architecture at the Washington-Alexandria Architecture Center and the program director for the new concentration.   Students will choose classes in the School of Public and International Affairs (file:///C:UsersspallaAppDataLocalMicrosoftWindowsTemporary%20Internet%20FilesContent.OutlookQ7IFG811spia.vt.edu) and the School of Architecture +Design (http://archdesign.vt.edu/), both schools within the College of Architecture and Urban Studies. The curriculum will focus on topics including livable cities and sustainable cities; areas where the college’s research will serve as a useful resource. Dean Jack Davis said, “As populations are increasingly moving to urban centers throughout the world, knowledge on environmental sustainability, public health in the urban core, and quality of life issues are critical to excellence in design. This concentration will address those issues and more.”  The plan is to keep the size of each incoming class small to allow for more personalized attention and customized education. “We hope students will come in with particular urban issues that they are interested in,” Piedmont-Palladino said. “So it will have a self-directed course of study.”   Piedmont-Palladino also says she hopes that the program attracts a diverse group of students so that each can benefit from learning from one another.   “The ideal candidate is someone who has a professional degree in landscape architecture or architecture and may have spent time abroad, time in a city, and been exposed to other cultures. Perhaps they have practiced for a few years and found themselves interested in problems beyond a single building and want to expand their knowledge of planning,” explained Piedmont-Palladino. With this program, they can come back to school for three semesters and get a master’s in architecture with an emphasis in urban design.”   The new concentration is not limited to those with degrees in architecture or landscape architecture, however. Students with non-professional degrees in architecture and landscape architecture can enroll for an extra semester. For students who do not have a relevant design degree, the program requires successful completion of a foundation studio to learn the basic principles of design and graphic communication. Such students would join aspiring landscape students with similar backgrounds in an introductory course for their first year at the Washington-Alexandria Architecture Center.   A board of advisors will help guide the curriculum and also provide professional relationships, creating a built-in network for the new graduates.   Virginia Tech’s College of Architecture and Urban Studies (http://www.caus.vt.edu/) is composed of four schools: the School of Architecture + Design, including architecture, industrial design, interior design and landscape architecture; the School of Public and International Affairs, including urban affairs and planning, public administration and policy and government and international affairs; the Myers-Lawson School of Construction, which includes building construction in the College of Architecture and Urban Studies and construction engineering management in the College of Engineering; and the School of the Visual Arts, including programs in studio art, visual communication and art history.   Related Links * Jaan Holt, Henry Hollander receive American Institute of Architects Northern Virginia Chapter Award (http://www.vtnews.vt.edu/articles/2013/10/103113-caus-holtandhollandernovaaia.html) This story can be found on the Virginia Tech News website: http://www.vtnews.vt.edu/articles/2013/11/111813-caus-urbandesign.html

On the Nature of Architectural Education: New York Area Dean Roundtable


 
by Michael J. Monti, ACSA Executive Director

Each year the AIA New York Chapter brings the area’s 14 deans together for a moderated roundtable discussion. This year’s moderator, Vishaan Chakrabarti, director of Columbia University’s Center for Urban Real Estate (CURE) and a partner at SHoP Architects, asked the question: 

Is architectural education the “last self-generative and synthetic pedagogical” form? 

That is to say, architectural education teaches students to observe, synthesize, articulate both problems and solutions. 

The discussion took off from there, looking at the assumptions about how architectural education is different from other disciplines (especially the design disciplines), and more. 

Read the story and watch the video online (links below). 

 

ACSA Seeks Nominations for 2014 ACSA Representatives on NAAB Visiting Team Roster

CALL FOR NOMINATIONS
ACSA Representatives on NAAB Visiting Team Roster
Deadline: March 5, 2014

The ACSA Board of Directors seeks nominees for ACSA representatives on the National Architectural Accrediting Board (NAAB) school visitation team roster member for a term of four years. The final selection of faculty members participating in the accrediting process will be made by NAAB.

Nominating Procedure

  1. Members of ACSA schools shall be nominated annually by the ACSA Board of Directors for inclusion on a roster of members available to serve on visiting teams for a term of four years.
  2. Proposals for nomination shall be solicited from the membership via ACSA News. Proposals must include complete curriculum vitae.
  3. The ACSA Nominations Committee shall examine dossiers submitted and recommend to the board candidates for inclusion on visitation team rosters.

Nominee Qualifications

  • The candidate should demonstrate:
  • Reasonable length and breadth of full-time teaching experience;
  • A record of acknowledged scholarship or professional work;
  • Administrative experience; and
  • An association with several different schools.

Each candidate will be assessed on personal merit, and may not answer completely to all these criteria; however, a nominee must be a full-time faculty member in an accredited architectural program (including faculty on sabbatical or on temporary leave of absence.)

ACSA Nominee Selection
Candidates for NAAB team members shall be selected to represent geographic distribution of ACSA regional groupings. The number of candidates submitted to NAAB will be limited in order to increase the likelihood of their timely selection by NAAB for service.

Description of Team and Visit
Pending acceptance of the Architectural Program Report (APR), a team is selected to visit the school. The site visit is intended to validate and supplement the school’s APR through direct observation. During the visit, the team evaluates the school and its architecture programs through a process of both structured and unstructured interactions. The visit is intended to allow NAAB to develop an in-depth assessment of the school and its programs, and to consider the tangible aspects of the school’s nature. It also identifies concerns that were not effectively communicated in the APR.

The visit is not independent of the other parts of the accreditation process. The visiting team submits a report to NAAB; NAAB then makes a decision regarding accreditation based on the school’s documentation, the team report, and other communications.

Team Selection
The visiting team consists of a chairperson and members selected from a roster of candidates submitted to NAAB by NCARB, ACSA, the AIA, and AIAS. Each of these organizations is invited to update its roster annually by providing resumes of prospective team members.

A team generally consists of four members, one each from ACSA, NCARB, AIA, and AIAS. NAAB selects the team and submits the list to the school to be visited. The school may question the appointment of members where a conflict of interest arises. The selection of the chairperson is at the discretion of NAAB. The board will consider all challenges. For the purposes of a challenge, conflict of interest may be cited if:

  • The nominee comes from the same geographic area and is affiliated with a rival institution;
  • The nominee has had a previous affiliation with the institution;
  • The school can demonstrate that the nominee is not competent to evaluate the program.

NAAB tends to rely on experienced team members in order to maintain the quality level of its visits and reports, and to comply with COPA and U.S. Department of Education guidelines. Each team member shall have had previous visit experience, either as a team member or observer, or shall be required to attend a training/briefing session at the ACSA Administrators Conference or ACSA Annual Meeting.

Nominations Deadline and Calendar
The deadline for receipt of letters of nomination, including a curriculum vitae, is March 5, 2014. E-mail nomination preferred; please send all nomination information to eellis@acsa-arch.org. ACSA will notify those nominees whose names will be forwarded to NAAB by May 2014. ACSA nominees selected to participate on a visiting team will be required to complete and submit a standard NAAB Visiting Team Nomination form. NAAB will issue the roster of faculty members selected for 2014-2015 team visits in November 2014.

Nominations should be sent to:
Email (preferred): eellis@acsa-arch.org    
ACSA, Board Nominations
1735 New York Avenue, NW 
Washington, DC 20006

ACSA Seeks Nominations for 2014 ACSA Representative on NAAB Board of Directors

CALL FOR NOMINATIONS
ACSA Representative on NAAB Board of Directors
Deadline: March 5, 2014

 

The 2014-2015 National Architectural Accrediting Board (NAAB) will comprise thirteen members: three representing ACSA, three representing AIA, three representing NCARB, two representing AIAS, and two public members. Currently Nathaniel Belcher of Pennsylvania State University, Patricia Kucker of University of Cincinnati & Brian Kelly of University of Maryland represent ACSA on the NAAB Board. With the expiration of Nathaniel Belcher’s term in October 2014, the ACSA Board of Directors is considering candidates for his successor at its meeting this March in Miami Beach, FL.

The appointment is for a three-year term (Oct. 2014 – Oct. 2017) and calls for a person willing and able to make a commitment to NAAB. While previous experience as an ACSA board member or administrator is helpful, it is not essential for nomination. Some experience on NAAB visiting teams should be considered necessary; otherwise the nominee might be unfamiliar with the highly complex series of deliberations involved with this position. Faculty and administrators are asked to nominate faculty from an ACSA member school with any or all the following qualifications:

  1. Tenured faculty status at an ACSA full member school;
  2. Significant experience with and knowledge of the accreditation process;
  3. Significant acquaintance with and knowledge of ACSA, its history,
  4. policy programs, and administrative structure;
  5. Personal acquaintance with the range of school and program types across North America.
  6. Willingness to represent the constituency of ACSA on accreditation related issues.
  7. Ability to work with the NAAB board and ACSA representatives to build consensus on accreditation related issues.

For consideration, please submit a concise letter of nomination along with a CV indicating experience under the above headings, and a letter indicating willingness to serve from the nominee, by March 5, 2014.

Nominations should be sent to:
Email (preferred): eellis@acsa-arch.org
ACSA, Board Nominations
1735 New York Avenue, NW
Washington, DC 20006

2015 ACSA Fall Conference: REQUEST FOR PROPOSALS

Deadline: March 5, 2014

The ACSA invites proposals from member schools to host the 2015 ACSA Fall Conference. This ACSA Fall Conference will be thematic in focus and feature scholarly presentations, based on peer-reviewed abstracts, and a digital proceedings that will be available in ACSA’s permanent online archive.

The Fall Conference is an opportunity for the host school to bring educators from across North America and beyond to their campus. The thematic focus can highlight a school’s strengths and demonstrate educational excellence to upper administration. Other goals for the new format include strengthening social opportunities for participants with common scholarly interests and bringing concentrated visibility to the work being done in the topic area.

Attendance at the Fall Conference is anticipated to be 100-200 people, with host schools using campus facilities or other appropriate venues (including a local hotel or conference center) for conference sessions. Joint proposals from neighboring schools and partnerships with other groups (such as those formed around the thematic area) are welcome.

Final proposals will be reviewed and selected through the ACSA Board of Directors Scholarly Meetings Committee.


Proposals should be 3 pages or less, excluding supporting documents, and should include:

1)   A title and paragraph-length description of the conference that clearly identifies the theme.

  • Further explanation for the theme is encouraged. However, a separate brief description of the conference is required.

2)   Proposed dates for the conference.

  • The Fall Conference should occur in late September or October, typically a Thursday–Saturday.

3)   The name of the conference chair or co-chairs, as well as any other relevant organizers.

  • Identify one or more faculty members to act as chair and whose area of expertise relates to the proposed theme. The chair(s) will be responsible for the academic portion of the conference and will work with ACSA staff on logistical details, communication with partners, and other planning and promotion duties.

4)   A description of other potential conference features: partnerships, sponsors, keynote speakers, tours, etc. that would enhance the conference.

5)   Clear expression of interest by school.

  • Show evidence of support from the school’s dean, provost, or other appropriate university representatives through letters and/or supporting documents.

6)   A description of other resources available for the conference.

  • This includes potential venues for conference sessions, keynote lectures, and receptions; potential tour sites; or other local connections to enhance the conference.

  • Fall Conferences are normally funded by income from registration fees and sponsorship. This income pays for expenses related to meeting space, audio-visual equipment, invited speaker travel and honoraria, and food and beverage.

  • ACSA will provide the following support: international promotion of the conference, from the call for papers through the proceedings publication; an online system (including staff support) for submission, review, and upload of scholarly material; publishing services for conference programs and proceedings; and other planning services, such as negotiation and coordination of meeting facilities.

  • In-kind support from the school is requested for invited speaker costs, a/v equipment, meeting space, student volunteers, etc. Schools providing in-kind support will be recognized for their contribution in promotional materials, and participation of students and faculty in the conference will be invited.

ACSA has held successful Fall Conferences the last three years:

Location: Fort Lauderdale, FL
Host Schools: Florida Atlantic University
Co-chairs: Anthony Abbate, Florida Atlantic University; Francis Lyn, Florida Atlantic University; and Rosemary Kennedy, Queensland University of Technology
Conference Website

Location: Philadelphia, PA
Host Schools: Temple University
Co-chairs: Ryan E. Smith, University of Utah; John Quale, University of Virginia; and Rashida Ng, Temple University
Conference Website

Location: Houston, TX
Host Schools: Prairie View A&M University and Texas A&M University
Co-chairs: Ikhlas Sabouni, Prairie View A&M and Jorge Vanegas, Texas A&M
Conference Website

Schools interested in hosting are encouraged to contact the ACSA to discuss potential arrangements prior to making a proposal.

 

SUBMISSION AND INFORMATION
Please submit your proposal and direct questions to: Eric Wayne Ellis, Director of Operations and Programs, eellis@acsa-arch.org, phone: 202.785.2324 by March 5, 2014.

The new age of information literacy; ACRL rethinks its standards

Barbara Opar and Barret Havens, column editors

ACRL (the Association of College and Research Libraries) is considered the source for standards and guidelines on academic libraries. ACRL is dedicated to helping the academic community understand the components of an excellent library. As such, in 2000, ACRL drafted Information Competency Standards for Higher Education and established benchmarks for information literacy competencies to assist students as well as librarians. Selection of the appropriate investigative methodology and development of a research plan are two such indicators. The past thirteen years, however, have seen a multitude of changes in the world as well as higher education. Recognizing this, in July 2011, ACRL created a task force charged with determining if the existing standards should be retained for another five year cycle. The task force recommended that the standards be extensively revised and the process began.

ACRL’s board then charged the task force to: “Update the Information Literacy Competency Standards for Higher Education so that they reflect the current thinking on such things as the creation and dissemination of knowledge, the changing global higher education and learning environment, the shift from information literacy to information fluency, and the expanding definition of information literacy to include multiple literacies, e.g., transliteracy, media literacy, digital literacy, etc.” http://www.acrl.ala.org/acrlinsider/archives/7329

The new standards-in draft form- will be released this December and will be posted on the ACRL website. The new version will retain many of the previous guidelines, minimize jargon and include affective outcomes. The standards will be aimed at maintaining continuity with the American Library Association’s School Library Standards for the 21st Century. The standards will recognize new kinds of content such as scholarly communication and new digital formats will be included. Data curation abilities will be recognized and encouraged.  Students as content creators and collaborative work will be among the new types of learning tools identified. In addition, disciplinary knowledge and threshold concepts will be described with their corresponding learning outcomes. The standards will also encourage students to develop metacognitive abilities and different parts of the brain. All this is aimed at broadening our idea and understanding of information literacy as well as accepting the impact of globalization on what is being taught.  

The ACRL Task Force hopes that by putting greater emphasis upon visual, auditory, and data sources, learning outcomes will be improved, resulting in new and different opportunities for students, faculty and librarians to work together. The blending of competencies will begin to acknowledge changes in teaching methods and how students learn. 

Auburn University

Assistant Professor Kevin Moore won Best Creative Scholarship for his submission to the IDEC (Interior Design Educators Council) South Regional Conference 2013. Moore presented Beyond the Groundwork, a collaborative alumni exhibit designed and installed by Moore and Amanda (Herron) Loper (BArch 2005). The exhibit was organized by the School of Architecture, Planning and Landscape Architecture and held at the Jule Collins Smith Museum in Auburn, Alabama in February 2011.

Professor Joceyln Zanzot’s collaborative video was recently published in the inaugural issue of PUBLIC, the on-line, peer-reviewed journal of Imagining America. Zanzot’s piece, called Common Ground in Alabama, explores four years of emerging pedagogy and methodology for community-based art and design practice through the Mobile Studio. The filmic essay features three key projects that cross scales from the state to the county to the schoolyard, exemplifying principles and practices of the studio. To view the short film, please visit:  http://public.imaginingamerica.org/blog/article/common-ground-in-alabama/

Professor Robert Sproull’s winning entry in an international design competition held by the city of Quito, Ecuador in 2008, is currently featured as part of an exhibit called, “Airport Landscape Urban Ecologies in the Aerial Age” at the Harvard Graduate School of Design in Cambridge, Massachusetts. Sproull’s entry, designed in collaboration with Ernesto Bilbao, develops the Parque Bicentenario (formerly known as Parque del Lago) in a planning strategy for converting a local international airport into an urban green space on the same scale as New York City’s Central Park. The exhibit is open through December 19, 2013.

2014 ACSA Board Candidates

NEW ONLINE VOTING
Below is information for the 2014 ACSA elections, including candidate information (links). Official ballots were emailed to Faculty Councilors of each full-member school. The Faculty Councilor from each ACSA full-member school is the voting representative. Faculty Councilors must complete the online ballot by 5pm PT, February 14, 2014.
 

2014 ACSA PRESIDENTIAL ELECTION
The President-Elect will serve on the Board for a three-year term, beginning on July 1, 2014, with the first year served as Vice President, the second year served as President, and the third year served as Past President. The links below include campaign statements written by each candidate and short curriculum vitae.


Peter B. MacKeith II, Washington University in St. Louis



Marilys R. Nepomechie, FAIA, Florida International University



2014 ACSA SECRETARY ELECTION
The Secretary serves for a two-year term, beginning on July 1, 2014. The links below include campaign statements written by each candidate and short curriculum vitae.

 


Gregory A. Luhan, University of Kentucky


Edward Mitchell, Yale University



2014 ACSA REGIONAL DIRECTOR ELECTIONS
The Regional Director will serve on the Board for a three-year term, beginning on July 1, 2014. Regional Directors serve as leaders of their regional constituent associations and chair meetings of their respective regional councils. They maintain regional records and have responsibility for the fiscal affairs of the constituent associations, and are accountable to their regional council for these funds. They provide assistance to regional schools and organizations applying for institutional membership. They prepare annual reports of regional activities for publication in the Association’s Annual Report. They participate in the nomination and election of their respective succeeding regional directors; and perform such other duties as may be assigned by the board, Regional Directors also sit on the ACSA board and are required to attend up to three board meetings a year. The links below include campaign statements written by each candidate and short curriculum vitae.

 

2013 Northeast Candidates


John Cays, New Jersey Institute of Technology


Patricia Seitz, Massachusetts College of Art and Design



2013 Mid Atlantic Candidates

 


Craig S. Griffen, Philadelphia University


Carlos A. Reimers, Catholic University of America



ACSA ELECTION PROCESS
Faculty Councilors of member schools shall be responsible for encouraging colleagues to express their views regarding candidates for Association elections, and shall submit the vote of the member school they represent on behalf of all members of the faculty. The Association shall announce the results of elections and appointments as soon as feasible, consistent with the Rules of the Board of Directors.
The Faculty Councilor from each ACSA full-member school is the voting representative. Faculty Councilors must complete the online ballot by 5pm PT, February 14, 2014.

 

2014 ACSA BOARD ELECTION TIMELINE

January 16, 2014
 Ballots emailed to Faculty Councilors at full-member schools
February 15, 2014, 5pm PT
 Deadline for submission of online ballots
April 2014
 Winners announced at ACSA Annual Business Meeting in Miami Beach, FL

The Faculty Councilor from each ACSA full-member school is the voting representative and must completed the online ballot by 5pm PT, February 14, 2014.  

CONTACT
Eric Ellis, ACSA Director of Operations and Programs

Open-Source Architecture: Housing Crisis Solution or More Potential Harm than Good?

Barbara Opar and Barret Havens, column editors
Article submitted by Barret Havens, Assistant Professor and Outreach Librarian, Woodbury University

Over the last decade the web has become synonymous with user-contributed content. The architecture-related realm of cyberspace is no exception. Blogs, e-zines, and wikis like Archiplanet and Archdaily invite users to comment on articles or even, in the case of the former, to author articles themselves. Like the controversy surrounding the reliability of Wikipedia, sites such as these have sparked debate and pose a challenge for librarians, professors and students alike when considering their usefulness–or lack thereof–in an academic context. With such publications, authority, accuracy, and even ethics have sometimes taken a backseat to convenience of access and speed of publication. Take, for instance, Archdaily’s admission of plagiarism when its publishers incorporated, without proper attribution, bits and pieces of an article that originally appeared in Architectural Record. (But even The New York Times and some noteworthy scholarly publications have admitted similar or even more egregious errors so critical thinking should not be reserved for any particular format of publishing.)

Lately, user-contributed architecture-related content has taken on a 3rd dimension: actual files that can be downloaded and used to produce structures. For example, the website Wikihouse, whose stated goal is to “allow anyone to design, download and ‘print’ CNC milled houses and components which can be assembled with minimal formal skills and training,” provides such files. The .dxf format cutting files the site makes available are capable of guiding a router as it cuts out what resemble plywood pieces of an oversized jigsaw puzzle. Pieces are combined to form components of the structure analogous to ribs that are light enough to be put into place by two people, and most joints are designed to function effectively without bolts, screws, or nails. Instead, a single peg hammered in with a wooden mallet (both of which can be printed using the router) joins pieces of the design.

The ease of production and assembly of these structures has profound implications, especially with regard to housing challenges in crisis areas where war, natural disaster, and poverty have ravaged the landscape. With a personal computer, a router, and a supply of plywood, housing could be produced so rapidly that the term “viral architecture” comes to mind.

But as the term “viral” can suggest an innocuous phenomenon that spreads rapidly, or, alternately, something that is capable of causing harm, we may consider the Wikihouse approach to design in a similar light. The potential harm lies in the lack of quality control.  Wikihouse offers an affordable means to quick housing. But it offers little in the way of process or standards for testing and improving design.

For instance, though the Wikihouse website offers a status for each house design indicating whether it has been structurally checked, tested, or built, this author could find no qualifications for what constitutes a successful structural check or test. Furthermore, there are few critical details regarding the construction process–prospective builders who visit the site are provided with only the name of the informal organization that attempted construction and a very brief synopsis of their experience. In the case of the “Makerfaire Pavilion” design, for example, a team calling themselves “SketchUp” offered the following bit of helpful, albeit scant, advice: “we had problems with having to build onto improvised block footings, in future, be sure to establish a level surface or beam to make assembly easier (in the end, a car jack was used). A weak floor joint has been corrected in this model.” Not a lot to go on for a project that involves the production and assembly of dozens of interlocking pieces. (It should be noted, however, that further advice might be sought through the Google Groups forums where the Wikihouse community discussions take place.)

Furthermore, only very basic principles and guidelines, along with some drawings providing examples of well-designed details, are offered by the Wikihouse site. With regard to safety, Wikihouse offers the following advice, the brevity and vagueness of which suggest its appropriateness as a fortune cookie fortune: “design in such a way as to offer maximum provision for the safety, security and health.”

Wikihouse’s relaxed approach to process and critique is not much of an endorsement to one whom might consider dedicating a serious stack of plywood and a couple days’ worth of effort. But the potential benefit of evolving and implementing these designs, especially in the aforementioned areas of great need, warrants continued exploration. In light of this, and the strong emphasis on social responsibility and problem-based learning in academic architecture programs around the world, could the dilemma of quality control posed by open source architecture present a learning opportunity? What if architecture students were to engage, through their coursework, in building, testing, and improving these open source designs? A student-led peer-review process could further the proliferation of a beneficial viral architecture in areas where housing solutions are desperately needed, improving the lives of thousands, if not millions.

 

University at Buffalo

Dean Robert Shibley was a member of the conference organizing committee for the 2013 Remaking Cities Conference in Pittsburgh, PA., which convened urbanists and leaders last fall from around the world to assess and share best practices for the future of post-industrial cities. Sponsored by the Remaking Cities Institute of Carnegie Mellon University and the American Institute of Architects, the first Remaking Cities Conference was held in Pittsburgh in 1988 to address the precipitous decline of industrial cities and regions and North American and Europe in the 1980s. Shibley presented “Post-Industrialism and the Physical City,” a case study on Buffalo and its resurgence based on a legacy of historic architecture and world-class urban design and a community-driven planning framework that has facilitated investment in the urban core. The Buffalo case study, along with Germany’s Ruhr Valley, was also explored through a workshop on community-building strategies for the post-industrial city, with topics including urban design, preservation, infill development strategies, and the role of industrial legacies in urban regeneration.

Also this past fall, Shibley participated in the Legacy City Design Bruner Loeb Forum in Detroit, MI. The forum convened change agents in urban design, architecture, planning and community leadership to share best practices, learn from failed implementation and brainstorm new innovations in design and development that address the common issues of chronic population loss and excessive land vacancy in the rustbelt cities of Southeast Michigan, Northeast Ohio and Upstate New York. Shibley presented “Vacancy, Density, and New Neighborhoods,” addressing innovative strategies in infill development and urban design in Buffalo. The Bruner Loeb Forum is a partnership between the Rudy Bruner Award for Urban Excellence and the Loeb Fellowship Program that brings together distinguished practitioners from across the country to advance creative thinking about placemaking in American cities. The Legacy City Design forum was hosted by the J. Max Bond Center on Design for the Just City, The City College of New York Spitzer School of Architecture, The American Assembly at Columbia University and the Detroit Collaborative Design Center.

Research Associate Professor Bradshaw Hovey was a participant in both conferences and will co-author a book chapter on the Remaking Cities conference with Shibley. Professor Emeritus Lynda Schneekloth was also an invited participant in the Remaking Cities conference.

In December, Christopher Romano attended final reviews at both University of Detroit Mercy (second year) and Alfred State University (third year).

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