am,pire DRAFT

/’AM.PIRE/ AN INVESTIGATION ON INFRASTRUCTURAL CURRENTS

NODES DISSEMINATE S

AMP

NODES DATUM DISSEMINATE NATE

INTRO

Serving as a self-directed exposé, /’am, pire/ looks to explore energies necessary to encourage continued growth of accessibility and inclusion within The University of Tennessee’s College of Architecture and Design. By measuring present currents that reflect the state of accessibility and engagement, The College of Architecture and Design is able to establish a methodology that will aid in developing an infrastructure that is able to effectively support increased efforts towards actionable change.

The industries of architecture and design have historically and systemically transformed the world and its communities. In most recent years, there has been a charge to address disparities in representation amongst professionals in professional practice in hopes of initiating the first steps toward mending and healing historic wounds of marginalization and erasure .

It is imperative that, during this surge towards progress, spaces of academia follow suit and establish methods that encourage developing (and continuing) efforts towards increased Accessibility and Engagement for under-represented

community members.

In order to affect actionable change within Architecture and Design related industries, academia must be recognized as not only a reflection of the state of professional practice, but more importantly, an encourager to the output of energy levels that directly affects the world we inhabit.

It is through this revelation that The College of Architecture and Design has dedicated itself to exploring once un-confronted patterns of inequitable and exclusive practices and norms within its programs in an effort to affect change.

OBJECTIVE

TO INVESTIGATE AND MEASURE PRESENT CURRENTS WITHIN THE UNIVERSITY OF TENNESSEE’S COLLEGE OF ARCHITECTURE + DESIGN IN AN EFFORT TO ESTABLISH AN EFFECTIVE INFRASTRUCTURE THAT SUPPORTS AND ENCOURAGES INCREASED EFFORTS TOWARDS REPRESENTATION, ACCESSIBILITY, AND ENGAGEMENT IN DESIGN EDUCATION AND RELATED INDUSTRIES.

METHOD OLOGY

WHILE THIS ANALYSIS WILL BE USED AS AN INITIAL STEP TO THE CONTINUED EVOLUTION OF THE IDIOSYNCRASIES SPECIFIC TO THE UTKCOAD VESSEL, IT IS IMPERATIVE FOR READERS TO UNDERSTAND THAT DATUM NEEDED FOR A THOROUGH AND TRANSPARENT INVESTIGATION MUST INCLUDE COMPARATIVE INFORMATION FROM VARIOUS BODIES THAT GIVE INSIGHT INTO THE OVERALL STATE OF ARCHITECTURE AND DESIGN INDUSTRIES. SUCH BODIES INCLUDE (AT VARYING SCALES), ARCHITECTURAL AND DESIGN EDUCATION, PROFESSIONAL PRACTICE PATHWAYS, AND SURROUNDING ENVIRONMENT IMPLICATIONS.

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_CULTURE”/DISSEMINATE_>ENGAGEMENT/_>ACCREDITATION

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ENGAGEMENT/_>ACCREDITATION”>

NODES

In order to ensure a thorough investigation into the realm of architectural + design education, we must begin with identifying the nodes, or points of connection, in the network of higher education. In a cyclical system where one affects the other, adopting an individualized approach of assessment will allow for the development of initiatives that have the ability to energize the entire network.

{THE STUDENT }

{THE FACULTY

{THE STAFF

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Through early stage investigations of the current state of Access and Engagement efforts within The College of Architecture and Design, we can begin to address and develop systemic changes that will support an everchanging community. Phase 01 will consist of analyzing public data regarding the realities of architectural and design education; providing clarity on key internal areas of focus that require further development, total restructuring, and/or a need to be introduced.

THE STUDENT

In the world of higher education, students pursuing degrees in architecture and design related fields are known to have distinct learning experiences that cannot be found, or accurately replicated, in other areas of concentration. However, what happens when those experiences are often rooted in historic systems of inequity? In fields where our actions and contributions in the professional setting directly impact the lived experiences of those in world around us, how do we address mirrored implications of the primitive and monotonous nature of the industries within the scope of design education?

First, one must remind themselves that at the core of architecture and design-related fields are the students interested in becoming professionals in the respective industries. It is the students that will go on to carry on (or disrupt) normalized practices of architecture and design. With this in mind, we can begin to understand just how important it is to ensure that our institutions are representative of a world that is much greater than our local settings.

UTKCoAD STUDENT BREAKDOWN

As of 2024, 756 students make up the University of Tennessee’s College of Architecture and Design. Of the 5 offered design pathways, the total student-body headcounts are as follows: Bachelors of Architecture (369), Bachelors of Science in Interior Architecture (194), Bachelors of Fine Arts in Graphic Design (111), Masters of Architecture (45), and Masters of Landscape Architecture (37). When compared to all of the offered Architecture and Design Programs in the state of Tennessee, the University of Tennessee’s College of Architecture and Design has the largest program in terms of student population size. However, when assessing demographics, the University of Tennessee, just as many architecture and design path ways, is still overwhelmingly homogeneous.

756 TOTAL UTKCoAD STUDENTS

82

GRADUATE STUDENTS

674

UNDERGRADUATE STUDENTS

For this stage of the investigation, we will only be distinguishing graduate and undergraduate studies to give an initial overall look into racial disparities in architectural and design academia. Later on we will further explore representation, visibility, and accessibility efforts in individual design pathways.

RACE BREAKDOWN

To date, many studies from various architectural and design organizations have concluded that the racial disparity between white and professionals of color within the industry setting can be reflected in the presence of minority students in higher education. By assessing the racial demographics of The University of Tennessee’s College of Architecture and Design’s student body against competing Architectural and Design Programs in the state, we are better equipped to determine the extent of needed areas of improvement within the UTKCoAD community.

Across all undergraduate and graduate studies offered by the University of Tennessee’s College of Architecture and Design, minority students make up a very small percentage of the entirety of the student body. Of all students of color, Hispanic or Latino students are found to have the highest number of students represented (50). By comparing the most visible minority group (Latinos and Hispanics), against the total population of white students, we have found that for every 25 white students, there

are 2 Hispanic/Latino students.

Through comparing the remaining minority groups against the dominate demographic, what is found is a sobering reality of just how under represented Black, Indigenous, and Students of Color are amongst the UTKCoAD student body population.

GENDER SCALES TIPPED

While still considered a male dominated field, in recent years, design industries have seen a consistent rise in women entering the respective professional settings; specifically in Architecture. According to the National Council of Architectural Registration Boards’ “By the Numbers” 2023 Report, 2 in 5 “new architects are women;” a 5% increase from the previous year. This rise can be observed amongst student gender demographics in the academic setting; specifically in a substantial flip of gender majority across all undergraduate and graduate UTKCoAD programs.

49

WOMEN ENROLLED

527

TOTAL WOMEN ENROLLED

478

WOMEN ENROLLED

UTKCoAD STUDENT BODY GENDER BREAKDOWN

7:10 UTKCoAD STUDENTS ARE WOMEN

GENDER

“+ DESIGN”

While at first glance, the tipped gender scales in Architectural and Design education might seem impressive, it is important that we understand how programs/fields that are still lacking in minority representation contribute to this shift; specifically, Interior Architecture. Later we will discuss the impact of homogeneity in the school of Interior Architecture, however for now, we will look into how a “once -over” glance at numbers can give an exaggerated sense of progress.

INTERIOR ARCHITECTURE GENDER RATIO

UTKCoAD WOMEN ENROLLED IN UNDERGRADUATE STUDIES

187 WOMEN

SCHOOL OF INTERIOR ARCHITECTURE

UTKCoAD WOMEN ENROLLED IN UNDERGRADUATE STUDIES

39% I. ARCH

96%

OF STUDENTS ENROLLED IN I.ARCH ARE WOMEN

61%

0F WOMEN ENROLLED IN REMAINING UNDERGRAD. UTKCoAD PROGRAMS

WOMEN IN THE SCHOOL OF INTERIOR ARCHITECTURE MAKE UP 39% OF THE TOTAL POPULATION OF WOMEN ENROLLED IN UTKCoAD UNDERGRADUATE STUDIES.

TOTAL WOMEN IN UNDERGRADUATE STUDIES

UTKCoAD WOMEN-OF-COLOR

OF THE 527 WOMEN THAT MAKE UP THE UTKCoAD COMMUNITY, JUST 18% ARE WOMEN OF COLOR.

While the continued rise in women in Architecture and Design is an impressive result of action-oriented initiatives targeted towards making the industry more visible and representative to non-male potential professionals, these initiatives have not largely included, or resulted in, the increased presence of women of color. According to the 2023 edition of “NCARB by the Numbers,” in 2022, 44% of “NCARB Certificate Holders” were women, whereas, Asian women made up 2.5%, Hispanic or Latino women made up 1.5%, and Black or African American Women made up 0.4% (a zero percent increase in two years). Unfortunately, The University of Tennessee’s College of Architecture and Design reflects the reality of racial disparities amongst women in both the academic and professional setting; introducing a need for clarity on the impact of the combined and nuanced systemic implications of race and gender in design related ndustries.

WOMEN UNDERGRADUATE STUDENTS

WOMEN GRADUATE STUDENTS

IN - STATE COMPARISON

BELMONT UNIVERSITY

VANDERBILT UNIVERSITY

TENNESSEE STATE UNIVERSITY

NASHVILLE STATE COMMUNITY COLLEGE

UNIVERSITY OF MEMPHIS

SOUTHWEST COMMUNITY COLLEGE

THE UNIVERSITY OF TENNESSEE-KNOXVILLE

THE UNIVERSITY OF TENNESSEE - CHATTANOOGA

SOUTHERN ADVENTIST UNIVERSITY

IN-STATE DATA

For the analysis of in-state architecture and design programs, much of the investigation will look into accredited programs within the state of Tennessee; namely, The University of Memphis and Blemont University. Later in the study, we will further discuss the impact of non-accredited programs and community colleges on diverse student body populations.

11 5 2

ARCHITECTURE + DESIGN PROGRAMS

ACROSS THE STATE OF THE TENNESSEE

NAAB, CIDA, AND/OR NASAD

ACCREDITED PROGRAMS

*

INDICATES ACCREDITATION CANDIDACY

COMMUNITY COLLEGES OFFERING

ASSOCIATES OF ARCHITECTURAL STUDIES

AS MENTIONED PREVIOUSLY, THIS IN-STATE ANALYSIS WILL BEGIN WITH ASSESSING DATA FROM NAAB AND CIDA ACCREDITED PROGRAMS (AND CANDIDATES); NAMELY, THE UNIVERSITY OF MEMPHIS AND BELMONT UNIVERSITY.

*ALL DATA COLLECTED CAN BE FOUND ON THE WEBSITES OF THE UNIVERSITY OF MEMPHIS AND BELMONT UNIVERSITY..

BELMONT UNIVERSITY: O’MORE COLLEGE OF ARCHITECTURE AND DESIGN

LOCATION: Nashville, Tennessee

ACCREDITATION: NAAB Candidate & CIDA Accredited

PROGRAMS OFFERED: Bachelor of Architecture, Bachelor of Science in Architectural Studies, BFA in Fashion Design, BFA in Fashion Merchandising, BFA in Fine Arts.

153 STUDENT HEADCOUNT

UNIVERSITY OF MEMPHIS DEPT. OF ARCHITECTURE

LOCATION: Memphis, Tennessee

ACCREDITATION: NAAB & CIDA Accredited

PROGRAMS OFFERED: Master Of Architecture, Bachelor Of Fine Arts In Architecture, BFA Dual Major (Architecture + Interior Architecture), BFA In Interior Architecture.

124 STUDENT HEADCOUNT

DESIGN STUDENT ENROLLMENT

12% 14.8%

73.2%

COMBINED STUDENT HEAD COUNTS MAKE UP

37% OF UTKCoAD’S STUDENT POPULATION.

58%

278

TOTAL BIPOC STUDENTS

OF BIPOC STUDENTS PURSUING STUDIES IN ARCHITECTURE + DESIGN AT AN ACCREDITED INSTITUTION IN THE STATE OF TENNESSEE ATTEND THE UNIVERSITY OF TENNESSEE’S COLLEGE OF ARCHITECTURE AND DESIGN.

71% 71% OF WOMEN PURSUING A DEGREE IN ARCHITECTURE + DESIGN FROM ACCREDITED PROGRAMS IN THE STATE OF TENNESSEE ATTEND THE UNIVERSITY OF TENNESSEE.

FINDINGS

After conducting a thorough investigation on the current state of design education in the state of Tennessee, amongst the accredited programs, The University of Tennessee’s College of Architecture + Design is performing at an unsurprising rate in terms of representation and visibility amongst its student body. In order to continue to encourage increased efforts towards representation and visibility (and appropriate resources that support a more diverse community), assessing race and gender visibility across the state of Tennessee is the first step towards progress. With these findings, The College of Architecture and Design is better equipped to prioritize areas in need of attention.

GENDER

In regards to gender visibility, The College of Architecture and Design is largely made up of women. However, as previously mentioned, 39% of the women enrolled in undergraduate studies come solely from The School of Interior Architecture. Therefore, while we can celebrate that we contribute to tipping the gender scales within design industries, we also have to acknowledge this is partially due to a program that is extremely homogeneous and does not include visibility amongst women of color.

When assessing gender scales amongst Belmont University’s College of Architecture and Design, and The University of Memphis’ Department of Architecture, what has been found is, despite our exorbitantly high number of women enrolled, Belmont University’s College of Architecture and Design, which is fairly new, already has an 87% female student body, while the University of Memphis’ Department of Architecture has a population of 124 students that are roughly 66% women.

As this investigation moves into designing and creating methods that encourage a more visible and accessible environment (and an infrastructure that supports those efforts), we have to consider that the sign of overall progress in gender disparity within our college (high percentages of women) will see a decrease as we promote gender diversity within the interior architecture program. In this case, rather than looking at the University of Memphis’ gender percentages as slow to progress, we should use the college as a precedent of an institution that mirrors the majority gender transformation, yet still signals a sense of balance.

RACE

While assessing race and visibility amongst students who are black and/or a person of color, we found that just as our competing universities, The College of Architecture and Design is largely predominantly white. This is taking into consideration that our program is substantially larger in student population and offered programs.

Across the three accredited architecture and design programs in the state of Tennessee, 278 students are Black,Indigenous, or a Person of Color; with Latino or Hispanic students being the most visible non-white population - with a total of 98 students.

Of the remaining minority demographics, Black and African Americans (78), Asian and Pacific Islanders (37), American and Alaskan Natives (4), and students from multi-racial backgrounds (49) continue to see reduced visibility in design education state-wide. Of the total BIPOC student population, 58% of those students attend the University of Tennessee. While that figure may seem impressive at glance, that is only 21% of our total student body. As we transition into the stage of action-oriented planning, it is important to be transparent in regards to the true state of visibility amongst underrepresented students in design education.

As of the 2023-2024 academic school year, just as observed in state-wide data, Hispanic and Latino students are the most visible non-white population within the College of Architecture and Design community, with a total of 52 students. For the remainder of the minority student body population; there are 38 students who identify as multi-racial, 31 Black or African Americans, 26 Asian or Pacific Islanders, and less than 10 American/ Natives.

Amidst calls for further coalesced efforts towards access and engagement from (and for) students of color, it is paramount that such strategies include, and take into account, that of the entire College of Architecture and Design student body, Black/African American and American/Native Alaskan Native women are the least represented demographics.

DETERRENCE

With compiled and collected data in hand, the next phase of the investigation explores and uncovers factors that play a large part in the lack of minority visibility within The University of Tennessee’s College of Architecture and Design.

By identifying deterring factors, The College of Architecture and Design is better equipped to make productive strides towards a more progressive community.

How race make up and environmental characteristics of cities and local settings contributes to visibility amongst non-dominate groups in higher education and their resulting experience.

COST OF ATTENDANCE

How the financial responsibility of design education impacts students from vulnerable socioeconomic backgrounds.

CHARACTERISTICS OF THE CITY FACULTY + STAFF REPRESENTATION

How the lack of race and gender representation, visibility, and engagement amongst faculty and staff in architecture and design education impacts minority student’s choice of attendance and their resulting experiences.

CHARACTERISTICS OF THE CITY

MEMPHIS, TN

By assessing the current racial demographics within the state of Tennessee’s major cities, (Knoxville, Memphis, and Nashville) we are able to establish a baseline understanding of the environment prospective UTKCoAD students will be entering and how it may differ from their hometowns. It is important to note the feelings of isolation that comes with being an underepresented student pursuing a degree in Architecture + Design in East Tennessee, and how those experiences can not only contribute to a turbulent journey in higher education, but also post-grad pathways and alumni intreraction.

NASHVILLE, TN

WHITE

KNOXVILLE, TN

At the root of architectural and design education (and professional practices) is a clear understanding of how environment and community impact lived experiences.

Compared to the cities of Nashville and Memphis, Knoxville is substantially smaller in size and visible communities of color. Located in East Tennessee, much of Knoxville’s marketed appeal does not include the historic contributions of people of color in the city; specifically from African Americans. It is of vital importance that we understand that while marketing towards racially diverse prospective

students, we consider the inevitable culture shock of being in a smaller (and majority white) environment, and how said environment could potentially cause heightened instances of at-risk safety and possible hostility.

To circumvent feelings of race-based hostility, Black and Students of Color often seek to attend an

Institution of Higher education that is a Historically Black College and University (HBCU), a Minority Serving Institution (MSI), and/or is in a racially diverse city.

PWI + MINORITY STUDENT EXPERIENCES

As previously discussed, architecture and design education as a whole is in desperate need of an increased presence of students of color regardless of institution type, however, in order to truly understand the scale and scope of internal work necessary within the College of Architecture and Design to ensure underrepresented students are engaged and have appropriate resources for success, we have to combine the influence of Knoxville’s lack of minority visibility with the historic realities of race-base relations at Predominately White Institutions (PWI).

Numerically, a PWI is an institution in higher education where at least 50 percent of the student body is white, however, a PWI is much more than student demographics, but rather, a spacial and environmental manifestation of a pedagogy where whiteness is at its base. These inherited structures of non-inclusive learning are not magically halted at the doors of the Art and Architecture Building; but rather, they are found in the experiences of the minority students that are apart of the College of Architecture and Design Community.

Through shared narratives from former and present students of color, the experience of pursuing a degree in homogeneous industries, academic institutions, and surrounding environments, can ultimately be described as “isolating” and often “hostile.” For many underrepresented students (past and present), these pervasive experiences often contributed to concerning declines in mental, emotional, and physical health; resulting in a degradation of academic performance.

By actively digesting the truths and realities of students and alumni of color, the College of Architecture and Design is, in the very least, better informed to begin to dismantle and disrupt historic patterns of inaccessibility.

NARRATIVES

“ Whenever I share my experience as a black woman pursuing a degree in architecture at a Predominately White Institution, I always include the very first meeting of the Summer Program I attended that acted as a transition into college as a full - time student. The Program was geared towards students of color from Promise Schools across the state of Tennessee, and at our first meeting we were prepped on what to do WHEN, not if, we experience acts of racism. I resisted the thought that I would experience such interactions, however, it would only be after my second week on campus that I would experience being called a racial slur while walking back from class. It was an experience that completely changed the way in which I would navigate the campus. For six years, I would be on constant high-alert in regards to my blackness and safety. It was an indescribable exhaustion that I did not realize in totality until I graduated and moved away.

- B. Arch Graduate African American Woman

“ On top of the obvious lack of representation within the profession, the biggest challenge I think for me was adjusting to the racial dynamics in Knoxville, which is obviously not the most welcoming place to be for young black students to be. I’ve been asked many times from people how I even succeeded in that type environment and honestly it was an absolute culture shock.”

- B. Arch Graduate African American Woman

“ Growing up in an environment where I was surrounded by people who were immigrants of color, I knew that my experience in Knoxville would take a big adjustment, however, I did not expect to experience fear. I find myself being cautious about speaking Spanish, especially off-campus, and being mindful about going places alone. “

- M.Arch Graduate Latino Male

139

ACCREDITED SCHOOLS OF ARCHITECTURE

7

ACCREDITED SCHOOLS OF ARCHITECTURE ARE HBCUs.

30,000APPROX.

STUDENTS ENROLLED IN NAAB PROGRAMS

MEMPHIS + HBCU’S

As reported in the city demographics stats, Memphis is a predominately African American City. For a student of color, this offers a potential feeling of belonging and community outside of the campus setting. While the The University of Memphis is not a Historically Black College or University, it is however, a majority African American and Minority serving University. Paired with the demographic make up of the city of Memphis, this presents an environmental advantage for attracting and supporting students of color in a way that the University of Tennessee (and the city of Knoxville) is unable to.

32%

OF BLACK ARCHITECTURE STUDENTS ARE ENROLLED AT HBCUS

MARGINS IN DESIGN

According to the Association of Collegiate Schools of Architecture’s (ACSA) research report series, “Where Are My People? Black in Architecture,” despite making up only 5% (7) of the 139 NAAB Accredited Architecture schools, Historically Black Colleges and Universities enroll approximately 32% percent of Black architecture students.

Although the student demographic architecture department of The University of Memphis is technically majority white, the margin of separation between white students and the next majority racial group (Black or African Americans) is a single student; compared to UTKCoAD’s 562 margin between white and black students.

COST OF ATTENDANCE

Unlike many higher education majors/degree pathways, the cost of attendance for students enrolled in architecture and design programs is not fixed to tuition, program fees, and textbooks. In architectural and design education, there has always been, and will always be, a dependent variable of course materials that cannot be accurately estimated. Depending on course type, project style, and occurrence of reviews throughout a single semester, students are expected to be able to cover the cost of these materials (and software) in order to complete their studies.

According to the American Institute of Architects’ (AIA) “Equity in Architectural Education” Supplement, “students are typically expected to cover the cost of producing drawings and models, which can create more financial stress for some students than others.” By pairing these financial stressors with a culture that “often calls for sleepless nights,” and determines commitment by time spent working on projects outside of scheduled class times, we begin to see instances of already vulnerable students that “feel more pressure to conform, even at the cost of physical” and “mental health.”

ALTERNATIVE OPTIONS

By assessing in-state alternative pathways to design education, we are not only able to decipher where students from vulnerable backgrounds are attending, but are also better able to establish resources reserved to help students who ultimately choose The University of Tennessee to attend.

TENNESSEE COMMUNITY COLLEGES

In the state of Tennessee, Nashville State Community College and Southwest Community College offers both Technical Certificates (C) and Associates of Applied Science (AAS) in various Architecture and Design concentrations. While the pathway of community college requires further education when seeking licensure, the option provides opportunity for recipients to enter the work force and earn money to supplement their continued education and career at an earlier pace than students enrolled in an accredited program.

TN PROMISE & TN RECONNECT

In an effort to encourage Tennessee high-school graduates and adults to pursue journeys in higher education without having to navigate the obstacle of cost of attendance, Tennessee Promise allows highschool students the opportunity to attend technical or community college free of tuition and

mandatory fees. Acting as a “last-dollar” scholarship, any fees not covered by the Pell Grant, Hope Scholarship, or TSAA funds will be settled by TN Promise.

Similarly, TN Reconnect looks to assist more adults with the opportunity to attend technical or community college for up to two years with free tuition charge. Both programs, while available to all students and adults regardless of socio-economic status, have partnering organization that collaborate with highschool counselors and community resource leaders to target financially at-risk students and adults who would not otherwise pursue higher education pathways due to financial hardships.

PRE-PROFESSIONAL PROGRAMS

In academia, Pre-professional programs are programs that are not professionally accredited, therefore, offering varying emphasis in course electives and requirements that prove to be beneficial for students preparing to obtain advanced degrees in Architecture and Design Related areas of study.

As mentioned previously in the ACSA’s Research Series, “ Where Are My People: Black in Architecture,” Black and Students of Color tend to be more visible in non-accredited programs. The state of Tennessee currently houses four pre-professional Architectural and Design programs; three of which offer a history and culture that might be far more intriguing to Students of Color. For example, the University of Memphis and Tennessee State University are both Historically Black Colleges and Universities that offer non-accredited undergraduate studies in Architecture and Design Related programs.

By combining the lower cost-of-attendance with the absence of needing to navigate hostile on-campus race-based experiences, we not only begin to understand why minority students choose alternative pathways of study in architecture and design, but even more so understand how this has affected the visibility and representation amongst The University of Tennessee’s College of Architecture and Design’s student-body population.

FACULTY + STAFF REPRESENTATION

Faculty and Staff members are at the center of decision-making and policy enforcement that have the possibility of inspiring and encouraging oncampus cultures that dictate the experience and over-all success of the student-body. Within the contextual realm of representation, visibility, and accessibility, the presence of engaged faculty and staff members that are apart of underrepresented communities give clarity and truth to the extent of work necessary for strides towards a more progressive community. In addition to assessing the physical presence of underrepresented faculty and staff members in design education, their experiences must also be taken into account - as those experiences are a reflection of the true state of inclusivity and accessibility in academia.

UTKCoAD FACULTY + STAFFF BREAKDOWN

Currently, 84 Faculty and Staff members are apart of the UTKCoAD community; 20 staff members and 64 faculty members. In order to establish a sense of transparency as data related to faculty and staff members is produced, this report will categorize adjunct faculty members as full-time professionals, while also making sure to communicate that members such as IT leaders and Fablab/Woodshop supervisors are included in the overall staff data.

20 STAFF MEMBERS

64

FACULTY MEMBERS

This portion of the study will only look to establish a sense of clarity on the racial and gendered disparities amongst faculty and staff members within the UTKCoAD system. Further into the document, we will discuss the effects of representation and hierarchy amongst faculty and staff on the overall community.

RACE BREAKDOWN

As mentioned in the introduction of this report, the state of visibility amongst professionals of color is reflected, and influenced, by the presence of nondominate groups in academia. The same logic can, and should, be applied when discussing faculty and staff representation in design education. By assessing racial demographics within The College of Architecture and Design, the College is better positioned to begin to understand just how much work towards access and engagement is needed throughout the entire system.

Just as reflected amongst student race demographics, white faculty and staff members are without a doubt the majority, while non-dominate community members make up only 20 percent of the entire College’s faculty and staff. Of the underrepresented professionals, Latino and Hispanic are the most visible non-dominate group (8), while Black/African American and American/Alaskan Natives are the least visible.

FACULTY + STAFF

GENDER

UTKCOAD FACULTY + STAFF

While women have a higher visibility in academia, it is important to keep in mind how misogyny and gender roles can affect where women are represented; especially in design education. According to Mira Vasic of the Havard’s Business Publishing Education Perspective

Article “Do Women Have to Be Masculine to Succeed in Academia?” representation and fair pay are often at risk for women “as they move up the ladder.” As we look to advocate and promote representation for women in academia, we must keep in mind how “tradition” in most academic institutions revolve around, and support, “the working style” of men; especially at senior positons.

40

MEMBERS

WOMEN STAFF

WOMEN FACULTY + STAFF

UTKCoAD FACULTY + STAFF GENDER BREAKDOWN

12:25 UTKCoAD FACULTY + STAFF MEMBERS ARE WOMEN.

UTKCoAD FACULTY

GENDER BREAKDOWN: BY SCHOOL

7

15

SCHOOL OF LANDSCAPE ARCHITECTURE

TOTAL FACULTY MEMBERS

SCHOOL OF INTERIOR ARCHITECTURE

TOTAL FACULTY MEMBERS

Phase two looks to assess cultural influences in an effort to preserve the unique essence of the UTKCoAD community while simultaneously encouraging innovative growth and progress. By introducing over-arching themes addressing the culture of Architecture and Design Education, a systemic shift towards a more accessible and engaged community presents as a more feasible effort.

Please be advised that this portion of thE investigation includes volunteered narratives from (former or current) members of the UTKCoAD Community. Individuals that have provided statements will remain anonymous as provided statements are only to be used to highlight the experiences of underrepresented community members.

CULTURE + ACADEMIA

Culture, a salient aspect of design education, is the holder of normalized and unaddressed patterns of restriction, biases, and erasure that are almost always present in inequitable professional practice. As aforementioned, academia and professional practice are microcosms that mirror (and are dependent upon) each other. In-order to fortify a sense of belonging amongst students and professionals that are apart of communities that have been historically victimized by exclusionary norms in design, The College of Architecture and Design must commit itself to recognizing it’s complacency and contribution to a divisive culture.

SCALE AND SCOPE OF ASSESSMENT

As seen in design education, scale and scope of work are key principles of teaching that allow students the ability to understand focus areas of design and the best way to effectively communicate design ideas. This is a practice necessary here in this study. While the scope of this report is for the macrocosm that is The College of Architecture and

Design, the assessment of culture will be studied at various scales; the studio, the review space, nonstudio-courses, and across all the 4 Schools that make up the college.

PERCEIVED COMMITMENT: STUDIO

In design education, The Studio acts as the spacial and experiential core for students throughout their studies. As one makes their ways through the studio bays, the personalities and characteristics of the students can be seen in the way desks are adorned with personal items and current projects; allowing students to feel a sense of connection and comfort in the very space that they are assumed to spend a majority of their time. However, when the assumption of in-studio physical presence bleeds into expectation and a tool of measurement for commitment, unhealthy practices and standards are not only borne, but also encouraged.

For students from vulnerable backgrounds, the expectation of exhausting long hours outside of scheduled class-time largely contributes to an attrition in performance and engagement. Amongst underrepresented students (current and alumni) that struggled with being able to commit substantial un-scheduled time in-studio , an all too common experience of feeling “shunned” by peers was found.

As previously discussed in the report, many of the students were from fragile socio-economic backgrounds that did not allow them the option to NOT work and be able to cover the cost of materials necessary for the completion of projects.

While financial hardships is a significant aspect of studio culture, it would be negligent to forego mentioning the process of finding community for students of color and how perceived commitment in the studio space often acts a hurdle. Students who lack visibility within the College of Architecture and Design will look for community outside of the college, however, as the pressures of deadlines and in-studio presence during un-scheduled class-time mounts, there comes a moment where out-of-college engagement becomes challenging. While this is an experience that most students within the college struggle with, for students who are in desperate need of a community that promotes feelings of safety, visibility, and familiarity, the restrictive nature of studio culture not only robs them of key connection, but also aids in further feelings of isolation throughout their journey in higher education.

REPRESENTATIVE CURRICULA

Amongst student discourse on promoting a sense of belonging, resounding feelings of disappointment and frustration surrounding course themes and learning materials that explore the contributions of people of color in design industries are present. For students of historically marginalized communities, not seeing themselves in their areas of study does not only introduce feelings of isolation, but also, doubts towards the impact they might have in the professional industries that they might enter.

While studio themes are often included in the discussion of representation and inclusion within curriculum, it is largely the non-studio courses, specifically History and Theory courses, where the absence of designers of color are felt the most. By nature, the structure of history and theory courses influence and encourage canonical design practices.

Black (African Americans and Continental Africans) and Indigenous Americans are, by far, the least mentioned communities in History and Theory courses, while European and White-American designers (and societies) make up the majority of course material. The argument of White or European designers in traditional education is not that of who is (or isn’t ) deserving of being included in course content, but rather, how the absence of the impact of

race and gender biases in these discussions contribute to dishonest and restrictive learning.

It is important to note that due to the rigid courseload and requirements of design education, students enrolled are likely to fulfill their requirements within the college;specifically electives. Unless a student has a tenacious interest in race and gender studies, the ability to obtain a degree without ever enrolling in a course where the subject matter is dedicated to the history and culture of historically marginalized communities is more than possible. Therefore, one could argue that it is the responsibility of the College of Architecture and Design to ensure that students have in-house courses that cover such topics. However, at a time where topics such as race in education have become politically controversial, the availability of honest and inclusive learning has become even more scarce.

NARRATIVES

“ While in undergrad, there came a point in time where it came to my attention that one of my peers had questioned how I “was still in the program” because I was not in studio [after hours] as often as he was. Throughout my the entire 5 years of Architecture school, I worked almost daily from 8pm to 5am (and sometimes later into the morning) to be able to afford materials. I knew most of my peers came from financially stable backgrounds and had families that could help them with cost-of-materials, however, that was not my reality. Coming from a family that lived in extreme poverty, I did not have the privilege to spend all of my free time in studio; I had to work. Having that experience as a black woman in the College of Architecture and Design had an extreme impact on my sense of belonging that I still currently struggle with; even in my post graduate journey.”

- B. ARCH Graduate, African American Woman

“

I do not believe people intentionally left me out, or that they were intentionally being racist/sexist. I do think we tend to gravitate towards people who are more like us, and at first that is based on appearance–gender and race are the first thing people can assume from the appearance of a person. We do have to collectively work towards challenging our internalized racism and misogyny, and being a part of one marginalized demographic certainly doesn’t excuse you from discriminating against another group.”

-M. Arch Graduate Asian Woman

“ I think the topic of belonging for a black women studying at a white institution is of course a complex one. You have to find community somewhere within the college or else it makes finishing the degree seem much harder. Studying the profession is already challenging in itself, but having the visual reminder that there’s not many people that look like you in the program or in even reflected in what the profession values overall. Even with having other Black peers around me, it was heartbreaking to see our numbers dwindle due to lack of support because most of us were working several jobs just to support ourselves, so falling behind and short of the academic expectation to succeed was also a big pressure.”

- B. ARCH Graduate African American Woman

FACULTY + STAFF INFLUENCE

FACULTY

Upon course enrollment, The Syllabus sets the tone for the experience of the students throughout the semester. Whether it be course content, studio expectations, or review practices, faculty have the power to influence the continuation (or disruption) of standardized cultures in design education.

As mentioned previously, course content/ material that includes the works of individuals from historically marginalized communities are virtually invisible in traditional design education. However, as we advocate for further inclusion of accessible learning materials, it is essential to ensure that faculty members responsible for the teaching are practicing engaging methods of respectful dialogue. In our dialogues with present minority students and alumnus who have graduated within the last decade, many have reported instances of unaddressed microaggressive commentary from both peers and course instructors.

In cases such as The College of Architecture and Design where Faculty of Color make up just 23% of

the total faculty (49 members), the visible representation for marginalized students are few and far between; aiding in instances where relatability and advocacy in instances of intolerant behavior are absent. When attempting to pinpoint where these events of inaccessible and intolerant behavior occur, students that provided feedback reported courses where the theme covered the fragile and heartbreaking truths of specific marginalized groups were not safe or exempt from such behavior. Coincidentally, this is not a surprising revelation, as it speaks to not just the reality of internal race and gender biases, but furthermore, how the pathway and experiences to academia for non-dominate professionals that have the ability and understanding to teach certain topics while circumventing unproductive dialogue and practices is considerably more difficult.

FACULTY HIERARCHY

While discussing representation, accessibility, and engagement in learning, the topic of faculty hierarchy must be mentioned; especially on the basis of race, gender, and age. According to the American Institution of Architects’ “Equity in Architectural Education Supplement,” a tenured or tenure-tracked faculty member is defined as, “those in full-time positions with the expectation that they achieve excellence in teaching, research, and service,” while non-tenured-tracked faculty are assigned varying

titles that “can mean different things at different places.” This definition, where one term/title is set instone and viewed as a feat of high achievement, and the other is categorized as “everything else,” in itself, speaks to biases present in higher education.

As mentioned in the supplement, the pathway to tenure is “confusing” and presents “multiple points on the path to tenure where bias and discrimination can slow or derail candidates from non-dominate groups.” Among faculty members of color within the College of Architecture and Design, majority are non-tennured or tracked; thus aiding to diminished instances of longevity of hired faculty members of color. Per the University Handbook, to achieve tenure, a period of probationary tenure tracking of six years must be fulfilled; and except in extenuating circumstances, in order to be eligible for Tenure consideration, one must achieve academic rank of assistant professor, associate professor, or professor; all of which require specific criteria to be met to be achieved. Therefore, in-order to see increased retention of faculty of color that reach tenured status, the College must consider that the very culture and environment that deters underrepresented students, also has an effect on faculty members of those same groups.

STAFF AND FACULTY INTERACTION

While “ faculty ” refers to individuals with educational rankings who are responsible for the teaching, staff members are largely tasked with management of the collective. As The College of Architecture and Design continues to delineate the roles and responsibilities of faculty and staff members, it is crucial that efforts to establish clear communication between the two entities are considered a top priority; especially on the basis of progress and cultural shifts.

Faculty members, without a doubt, have the most interaction with students, and therefore, are able to translate the energy within the studio or classroom. In the same regard, staff members, who often have very limited exposure to students and their experiences, are able to determine which efforts towards progress are considered worth-while and achievable. Across the schools that make up the College, School Directors are the connection points within the network that have the power to address revealed areas of cultural concern amongst faculty, staff, and students not only within their schools, but for the entire collective of the College.

With this in mind, School Directors must be involved and show a dedication to addressing systemic biases

present within their schools. This means being accessible and engaging with their faculty members, consistently exploring opportunities to recruit potential faculty of color, being knowledgeable of current student demographics, and looking to increase support for students of color. It is through the increased display of engagement from School Directors that faculty and staff members are able to effectively communicate and strategize methods of growth and progress.

ACADEMIC ADVISOR

When discussing staff roles and responsibilities, The Center for Student Development and the advising team that makes up the center are truly at the heart of the college in terms of student outreach and interaction. Aside from ensuring that students successfully fulfill their academic requirements, the role of the Academic Advisor includes student support and advocacy in their most trying times. In instances where internal and external factors have the ability to disrupt student success, an academic advisor has the power mediate and redirect, or in unfortunate cases, contribute to already present stressors and struggles.

In recent years, students have spoken transparently about the characteristics that they look for in advisors that aid in feelings of true support; amongst the

character descriptors, empathy, availability, and an innate sense of mentor-ship and advocacy are considered the most vital to students. This is especially pertinent for underrepresented students who have struggled with feelings of belonging and instances of intolerant behavior.

Due to constant student interaction, academic advisors are positioned to be a bridge of connection between students, faculty, and staff leadership. Whether it be voicing concerns from at-risk students on the basis of studio (and non-studio courses) cultures, exploring initiatives for student recruitment for students of color, or ensuring proper support for students with non-linear pathways in design education, it is necessary that the Center for Student Development not only be included in any planning for systemic change, but also represents and practices the very progressive qualities presented in this study.

NARRATIVES

“ I am very lucky to have an advisor that took the extra step to make sure that I am doing well while I have been a student. Unfortunately, I have had friends that have not had the same experience. I think an advisor should always be compassionate and knowledgeable about the ins-and-outs of the college, not just one school. Because I have friends in different schools that have had such drastic experiences, I worry that there are students that are not being supported and advocated for; which only makes this whole thing [academic journey] even more difficult. ”

- B. ARCH Student, White Woman

The following Quote is student feedback from a course where the history of marginalized communities was central focus and the instructor was a woman of color.

“ Just wanted to let you know how much I appreciated your class. Beyond the critical content, your teaching created such an approachable environment to talk. I looked forward to our meeting time each week.... ”

“ I actually have great interactions with my school director. She is very available and compassionate, however, I think that our school being as small as it is makes it easier to connect with students. Even with these great interactions, it does not make talking to a School Director completely comfortable. I am curious to know how aware the Directors are about the experiences of students of color in their schools.”

- Graphic Design Student Latino Woman

- I. Arch Student, White Woman

DISSEMINATION

{ NUANCED PLANNING }

{d}

For the concluding portion of this investigation, actionoriented planning, backed with transparent dialogue, are necessary steps towards true infrastructural shifts, and in some cases, development. Rather than continue patterns of obliged dependency, readers will not be provided with solutions that can address the vulnerable areas of focus revealed in this study. Instead, by providing summarizing statements regarding individual schools, encouraging interactive readership, and iterating the importance of effective methods that promote safe and productive dialogue, the college leadership and designated taskforces are better equipped for community-wide transformation.

THE SCHOOLS

As initiatives to encourage college-wide systemic growth towards access and engagement are devised, the essence of each school should remain at the forefront of each school. While this report looks to offer clarity to areas in dire need of improvement, it does not look to strip away the energy and characteristics that have made the college successful. Therefore, in this portion of the report, readers are encouraged to utilize the conclusions for their individual schools as grounds for thoughtful and productive dialogue and subsequent planning.

SCHOOL OF ARCHITECTURE: THE PRECEDENT

Without a doubt, the School of Architecture is the most visible school within The College of Architecture + Design. With 369 B. Arch students and 45 M. Arch Students; the college’s introductory school has remained the leading school in student population size and successful procurement of resources. With this in mind, it is not implausible to assume that The School of Architecture has been at the forefront of cultural development (and continuation), and systemic support within The College.

However, how does this effect the chances of progress and infrastructural shift? Does the shear size

of the school present exciting opportunities for true change, or does it call-forth senses of intimidation of at-risk loss?

By assessing the current state of architecture, we have found that , just as the other aforementioned design fields, the industry is in desperate need of accessible intervention. According to The Association of Collegiate Schools of Architecture’s research series, “Where Are My People: Black in Architecture,” the most underrepresented demographic within the field of licensed architects are Black women; making up less than .5 percent of licensed professionals. This reality, as mentioned in the early portion of this report, is not only reflected,but also encouraged, in academia; where “black women make up 1 outof-every 3 black architecture students,” and “34% of all black architecture students across all degree types.” Interestingly enough, of “all Black students in higher education,” black women are the majority with 63% visibility; thus solidifying the notion that architecture (industry including academia) is currently inaccessible to black women.

As readers from The School explore creative methods to promote accessibility and engagement within the school, the combined the nuanced experience of the woman of color in the academic setting should be kept in mind; as race and misogyny (misogynoir in

regards to black women) are major contributors to a diminished sense of belonging in a white-male dominated field. For many students of color, the lack of women in color in Architecture Faculty (and staff) made navigating architecture school even more difficult.

In conclusion, during initiatives of growth, The School of Architecture is challenged to address representation, accessibility, and engagement amongst underrepresented communities in a manner that includes women of color at student, faculty, and staff level. By keeping in mind the unavoidable result of college-wide influence, the school is better positioned to promote growth amongst the collective.

SCHOOL OF INTERIOR ARCHITECTURE: NECESSARY DISTINCTION

The distinction of interior and exterior architectural design is not exclusive to field responsibility, as it also extends to the reality of homogeneity in ways that are not often discussed in representation. Unlike other architectural industries, interior architecture is a field where women are, by far, the majority. However, as previously mentioned, homogeneity is still present in the industry and academic setting as white women are the most represented demographic in interior architecture.

The School of Interior Architecture currently has a student body population of 194 students; 96% of whom are women. As mentioned previously, the entire population of women in interior architecture make up 39% of the total women enrolled in undergraduate studies, and in efforts that might explore male-visibility in the school, there should be an expectation of gender ratios shifting not just in the school, but in overall college demographics. One might argue that the need for increased male presence is not a top priority, but rather dedicating time and energy to identifying ways in which a majority women demographics has not only benefited the school, but has also acted as a blinder for further progress.

Of the 186 women enrolled in The School of Interior Architecture, 153 are white, 20 are Latino or Hispanic, 7 are Asian or Pacific Islander, and 6 are Black and African American. The New York Times’ Business Report, “A Black Woman’s Rise in Architecture Shows How Far Left to Go,” mentions that the gender gap within Interior Design is a consequence of ‘decades’ of women “not considered up to the rigors of architecture;” ultimately being “steered to interiors instead.” This is important to reference when assessing the growth of women in architecture and how it may affect the overall student population in the school of interior architecture. In the same regard, Cheryl S. Durst, chief executive of the International Interior Design Association reports that “only around 1.5 percent practitioners are Black.” While this figure is higher than any other black women in design related areas, there is still a need for initiatives that increase representation and visibility amongst women of color should be considered a top priority.

When consulting student perspectives, students of color admitted to finding themselves without community due to expected gravitation on the basis of race and socio economic status. The “typical” interior architecture student are white women from upper-middle class backgrounds; therefore fueling

an environment that does not promote a sense to of belonging amongst non-dominate groups not just in regards to race, but also class and status. As the school investigates methods of engaging underrepresented communities, it is well advised to consider how financial privilege has previously benefited the school, and how said privileges present opportunities of available resources that aid in school-wide growth.

“ When it was time to split up [from 1st year studies to 2nd year Interior Architecture Paths], there was definitely a shift in my experience. I started seeing little cliques form. As time progressed and people dropped out of the program, I started to see the cliques settle. The cohort itself wasn’t mean or divisive in any way, people just simply gravitated towards more similar folk who looked the same and were in the similar socio-economic ranges.. The program consisted of primarily middle class white cis-females. I noticed that I was drawn towards some of the other folk who were also outliers.”

- I. ARCH Graduate, Asian Woman

LANDSCAPE ARCHITECTURE: ADVANCED DEGREES

One out of the two offered advanced degree pathways, The School of Landscape Architecture has the unique opportunity to address minority representation in both Landscape Architecture and student/alumni retention. Currently, the school is the smaller sub-community in the collective. With just 37 students in total, The School of Landscape Architecture’s student population makes up 31% of graduate students, and 5% of the total college student-body population. This stark differences in size can provide immense room for growth amongst the visible community of faculty, staff and students, but also offers the possibility of issues with available resources to do so.

Impressively, The School of Landscape Architecture has a higher percentage of women visibility (54%) than male (46%). This is in comparison to data reported by Matt Hiller, chief executive of the council that administers the Landscape Architect Registration Examination, in “A Black Woman’s Rise in Architecture

Shows How Far is Left to Go,” stating that “thirty-nine percent of landscape architects are female.” While on track for women visibility in the industry, the school is, unfortunately, also reflective of invisibility within professionals of color; especially amongst Black

Professionals. As of 2023, “only 0.8 percent” of landscape architects “are Black and 0.3 percent are black women.“ Of 37 students in, only 6 are people of color, with American Natives and Black or African Americans not represented.

As planning and action within the school is deployed, efforts to see increased presence in students of color likely will out prioritize genderbased initiatives. In the same breath, the success of the school’s ability to attract women can (and should) be used as a point of reference for strategy development for marketing towards historically and systemically marginalized groups. While planning, members of the school are encouraged to utilize their expertise of environmental implication alongside previously reported information on the impact of city characteristics/demographics on non-dominate groups to creatively explore action-oriented efforts targeted towards access and engagement.

SCHOOL OF DESIGN: NOVEL OPPORTUNITY

In Fall of 2019, the Graphic Design Program offered by the University of Tennessee was formally transitioned from the School of Art to the College of Architecture and Design; taking on the title of “School of Design.” While comparable in size to other schools within The College, the school is still in its early stages of development; presenting a Novel Opportunity that is not available for the remaining schools. As the school looks to grow and solidify its presence within the college, the inclusion of increasing visibility within student, faculty, and staff members amongst development strategies could lead to an inception of a culture that proves influential for college-wide success.

With a total of 111 students, 21% are people of color, while women make up 78% of the total studentbody population. Much like The School of Interior Architecture, while gender may be not considered a priority when planning, it can lend a hand in strategizing methods of access and engagement for otherwise categorized minority community members. According to the American Institute of Graphic Arts’ Design POV Report, that while “Asian women and people with disability “

and people with disability)” can be observed amongst designers in various industries, there is still extensive work to be done for increased visibility for Black/African American and Hispanic/Latinos.

Just as presented in the section of deterring factors, the AIGA reports that the “top challenges” early professionals from underrepresented backgrounds are: “lack of network/access, financial barriers, and lack of support.” Therefore, initiatives targeted towards access and engagement within The School of Design should closely include the realities of the industry and the importance of mentorship, which in turn, has the strong potential to positively impact college-wide cultural norms.

TRANSPARENT DIALOGUE

By sharing the results of this report, The College of Architecture and Design is encouraged to promote safe, thoughtful, and engaging dialogue from its student, faculty, and staff. When procuring individuals for narratives that highlight the experiences of non-dominate community members within the college, fear of possible retaliation was a top concern; especially from faculty members. While this reality has affected the number of shared narratives included in this report, it shines a light on the desperate need for environmental work necessary to encourage a sense of safety.

Readers, specifically from the Leadership team, are encouraged to explore methods that can assist members of the community in transparently sharing their experiences in a way that does not risk possibly hostility or instances where members of underrepresented communities are expected to take on the laborious tasks of access and engagement initiatives. Included in this report is a sample questionnaire that can be utilized to procure thoughtful and safe dialogue.

When initiating dialogue and planning strategies, especially from underrepresented community members, it would be a missed opportunity to not include alumni-of-color in these efforts. By proposing an alumni task force who are willing to volunteer time and energy to assist the college in its work towards a more accessible and engaging community, The College of Architecture and Design will have the ability to further establish a network that can not only speak to the impact of academic experiences and the realities of professional practice, but also introduces the possibility of resources directed towards underrepresented students within The College.

As mentioned previously, it is critical that the task force, or any entity of non-dominate alumni, not be made to feel that the work to be done is their sole responsibility. Instead, their presence and attention should be considered crucial points of reference for The College Leadership team in order to clearly prioritize areas of focus. It is encouraged that when exploring alumni input that the college utilize methods such as the proposed questionnaire to promote initial dialogue.

UTKCoAD ACCESS + ENGAGMENT QUESTIONNAIRE

AS THE UTKCOAD COMMUNITY CONTINUES IT S EFFORTS TOWARDS MAKING OUR COMMUNITY MORE ACCESSIBLE, IT IS IMPORTANT THAT THE MEMBERS OF OUR COMMUNITY ARE HEARD. BY COMPLETING THIS SURVEY, YOU WILL BE ASSISTING US IN IDENTIFYING KEY AREAS OF IMPROVEMENT. THANK YOU FOR YOUR FEEDBACK.

DO YOU FEEL AS THOUGH UTKCOAD HAS MADE GREAT STRIDES TOWARDS ACCESS AND ENGAGEMENT EFFORTS?

SOMEWHAT NOT GREAT, BUT GOOD YES

NO

HOW HAS YOUR SELECTED SCHOOL (__B.ARCH,__ MLA, __ INTERIOR DESIGN,__ OR GRAPHIC DESIGN) CONTRIBUTED TO THOSE STRIDES?

MAJORLY

SOMEWHAT

NOT AT ALL

DO YOU FEEL THAT THERE ARE SUFFICIENT RESOURCES THAT SUPPORT MINORITY STUDENTS/FACULTY?

YES, BUT NOT ENOUGH YES

SOMEWHAT

NO

ARE YOU A __STUDENT,__ FACULTY, OR __STAFF MEMBER? IF FACULTY, ARE YOU TENURED OR ON TRACK TO TENURE?

DO YOU FEEL LIKE YOU HAVE THE SPACE TO SAFELY EXPRESS CONCERNS OR LACK OF FULFILLMENT IN DEI EFFORTS AND SUPPORTING RESOURCES?

YES

YES, BUT LIMITED

SOMEWHAT

NO

HAVE YOU FELT ADVOCATED FOR, OR SUPPORTED, IN INSTANCES WHERE YOU MIGHT HAVE EXPERIENCED INTOLERANT BEHAVIOR?

YES

YES, BUT LIMITED

SOMEWHAT

NO

I HAVE NOT EXPERIENCED INTOLERANCE

DO YOU FEEL REPRESENTED IN THE UTKCOAD COMMUNITY?

YES

SOMEWHAT

NOT AT ALL

TENURED TENURED TRACKED NO

DO YOU BELONG TO A MINORITY COMMUNITY ( BLACK, ASIAN/PACIFIC ISLANDER, PERSON OF COLOR, NON-MALE, AND/OR LGBTQ)? YES/NO. IF YES, SPECIFY ALL THAT APPLY. ___________________________________________________

WHERE DOES UTKCOAD NEED MAJOR IMPROVEMENT IN AREAS OF DEI ACTION?

CONCLUSION

As The University of Tennessee’s College of Architecture and Design continues to see immense growth in collegewide success, it is paramount that historic systems of exclusivity continue to not only be challenged, but also creatively transformed. Through transparent data, thoughtful and safe dialogue that reveals unproductive cultures amongst both the macro and microcosms, and employing action-oriented planning, The College of Architecture and Design has the unique opportunity to see immense progress that can act as a precedent for academic and industry-wide transformation.

SOURCES

Margolies, J. (2023, November 11). A Black Woman’s Rise in Architecture Shows How Far is Left to Go. The New York Times. https://www.nytimes.com/2023/11/11/business/architecture-diversity-black-women.htm l#:~:text=There%20are%20small%20signs%20of,a%20decade%2C%E2%80%9D%20said%20Ms.

Design POV: An In-Depth Look at the Design Industry Now: Executive Summary 2021. (2019). AIGA Design POV Research Initiative 2021, 12. https://www.aiga.org/aiga-design-pov-reports

American Institute of Architects (AIA) (Ed.). (2022a). Equity in Architectural Education. AIA Guides for Equitable Practice Supplement − Education, 10. https://content.aia.org/sites/default/files/2022-10/Equity_ in_Architectural_Education_Supplement.pdf

American Institute of Architects (AIA) (Ed.). (2022b). Equity in Architectural Education. AIA Guides for Equitable Practice Supplement − Education, 4. https://content.aia.org/sites/default/files/2022-10/Equity_in_Architectural_Education_Supplement.pdf

American Institute of Architects (AIA) (Ed.). (2022b). Equity in Architectural Education. AIA Guides for Equitable Practice Supplement − Education, 4. https://content.aia.org/sites/default/files/2022-10/Equity_in_Architectural_Education_Supplement.pdf

Harvard Business Publishing Education. (n.d.). https://hbsp.harvard.edu/inspiring-minds/do-women-haveto-be-masculine-to-succeed-in-academia

NCARB by the Numbers: 2023 Edition. (2023a). 2023 NCARB by the Numbers, 69. https://www.ncarb.org/ sites/default/files/NBTN-2023.pdf

NCARB by the Numbers: 2023 Edition. (2023b). 2023 NCARB by the Numbers, 85. https://www.ncarb.org/ sites/default/files/NBTN-2023.pdf

Where are my people? Black in Architecture - Association of Collegiate Schools of Architecture. (2022, January 10). Association of Collegiate Schools of Architecture. https://www.acsa-arch.org/resource/where-are-mypeople-black-in-architecture/