TO: Architecture Students
FROM: Robert Miller, Professor, Director, School of Architecture   


All studios will have a minimum of four graded products per semester, due near the 2nd, 4th, 8th (mid-term), and 16th (final) week of the term.

By moving production into the first half of the semester, students will be encouraged to:

a) pace production evenly over the entire term,
b) tackle tough issues early, and
c) work in an iterative manner.   

This will also increase fairness by providing students with early and regular evaluations.


Students will submit their projects at least 12 hours prior to the start of a review; in year-levels where multiple studios work on a common project, studio coordinators will set the collection deadline so that all students are subject to the same deadline.

By setting an advance submittal, students will learn that presentation is an important aspect of conducting their work.  Additional work done after the advance submittal may not be presented until subsequent reviews so that students learn to get adequate rest and prepare for presentations.


Every studio will have a minimum of two rehearsed presentations, one of which must be the final.  2nd and 3rd year studios will video at least one of these presentations and conduct a post-presentation review with the whole studio.

A “rehearsed” presentation shall involve a pre-review critique with the professor, will set a time limit for the presentation, and will entail two components:

GRAPHIC:  A submittal and subsequent critique of how the graphic presentation will, in a logical and comprehensive manner, guide the reviewers through the key issues as well as the project’s particular response.
ORAL:  A rehearsal of the oral presentation before the professor.

By requiring students to prepare for and practice their presentations, they will learn to think about and explain their work in a thoughtful and articulate manner.  By setting a time limit for the presentation, they will learn to communicate responsibly and efficiently.


Studio members will attend their peer’s presentations.  Each student will be assigned a partner charged with a) giving time and presentation cues, and b) taking notes.

By establishing partnerships, students will become invested in their peers’ work and encourage them to collaborate.  By having a non-presenter keep notes, the presenting student can focus on an active interchange with the critics and have notes on the critique for later reflection.

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