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STUDIO CULTURE
SCHOOL OF ARCHITECTURE
STUDENT ORGANIZATIONS
American Institute of Architecture Students (RPI Chapter)
As active members of of the RPI School of of Architecture Community we endeavor to cultivate an environment in which students feel comfortable and and confident in in in exploring educational and and in-field opportunities that will supplement their courses and and produce an an an informed inspired and and enthusiastic new generation of architects The AIAS is an an an independent non-profit and student-run organization It is a a a a a a a chapter of the national organization which includes thousands
of individuals committed to advancing architectural education and the profession Specifically the local chapter at at RPI is dedicated to aiding incoming freshmen students and welcoming them into the the field of architecture organizing events to prepare students for the job market promoting a a a a a a a positive architectural and educational atmosphere in in studios providing leadership opportunities and interaction with prospective students connecting and and and linking students with the AIA and and and its members and and and finally organizing fun events such as our Beaux Arts Ball The AIA AIA ENY and AIAS are working together to to provide many opportunities for registered and licensed architects to interact with the architecture students to to provide mutual benefits to to the two groups The National Organization of Minority Architecture Students (NOMAS)
The National Organization of Minority Architecture Students at at at RPI promotes diversity and excellence within the design professions by promoting community engagement and professional development of of its members The group holds monthly General Body Meetings that include discussions presentations of student work an an an architect spotlight and announcements Community service is a a a a a staple of the chapter Students have been active in in hurricane relief efforts as as well as as in in local Habitat for for Humanity projects both of of which provide first-hand experience in the field of of construction In addition working with Mosaic Architects Campus Planning and Troy High School we mentor local teenagers in in in Architecture and Engineering Our overall goal is to create a a a a supportive community environment for students at at all years in in in the Greene Building We believe that individuals should reach out to help not only freshmen but also students in all stages of their architectural careers STUDIO CULTURE
Studio-based learning is the center of architectural education at at Rensselaer It is is where knowledge is is gained design skills are developed and a a a a a variety of techniques and technologies are are explored Studios are are where values learned become guiding principles of of professional conduct At Rensselaer 5-credit project-based design studios form the core of an architecture student’s professional education in in each of of of 10 semesters providing a a a a a place of of of synthesis where knowledge and and skill sets from a a a a constellation of required and and elective courses provide context for the the creative enterprise of the the studio Research analysis speculation and and criticism are integrated into the work and and aspirations of studios which are dedicated to simultaneously developing design abilities while critically engaging with matters of of cultural design and professional significance Studios provide the opportunity to capitalize on a a a a a variety of learning mo- dalities including informal conversations formal formal presentations individual critiques short exercises and and longer design projects as as well as as individual and and team-based work They integrate research learning by doing and making iteration experiment and and trial and and error often employing multiple solutions to to help students develop critical perspectives and the capacity to to become increasingly independent designers and critical thinkers Studios rely on a a a a high faculty-to-student ratio to to enable weekly one-on-one critique time and meaningful group discussions as as well as as to engage both internal faculty and external experts in in in the review review of work at informal pin-ups and formal formal reviews where where presentation and and communication skills are honed and and where where students’ capacities to to reflect on on on and respond to to constructive criticism are developed The studio setting is for the mutual benefi t t t t t t t t t of students and and faculty—and carries shared responsibility to make it it a a a a a a a place of productive learning and constructive criticism for all It is is is a a a a place of optimism where faculty construct construct learning objectives and and and opportunities to grow and and and mature in in awareness and and and capacity to design give and receive critique Effective studio culture depends upon respect and and on on open sharing of work and and thinking with a a a a willingness to give receive and respond to constructive criticism Studios reward experimen- tation creativity and and risk-taking and and are generally focused on on matters that do not have simple solutions Studios provide the opportunity to use one’s imagi- nation in service of an architecture that has ethical cultural technological and environmental consequences that make a a a a a a difference in in the public domain 886