^ The Storm of Creativity by Kyna Leski is the primary textbook.
< Autographed book title page.
<< Poster for Kyna Leski lecture at Texas Tech CoA November 4, 2016.
| ARCH 3314-001
Contemporary Issues in Architecture Design Thinking 2021 Fall Semester ARCH 3314-001 Architecture Room 601 T R 9:30-10:50 am Associate Professor Robert D. Perl, AIA, LEED AP |
| Texas Tech University College of Architecture Robert D. Perl 3314 | updated 12/03/2021 |
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COVID-19 INFORMATION
Face Covering Policy: As of May 19, 2021, face coverings are now optional in TTU facilities and classrooms, and all other COVID-19 campus protocols have been lifted. It is highly recommended that those who have not been vaccinated for COVID-19 wear face coverings to help prevent the spread of the virus. Seating Charts and Social Distancing: There is no longer a mandated social distancing protocol for classroom seating, but diligence is encouraged when indoors and not wearing masks. A seating chart might be used in the classroom to facilitate attendance, class interactions and other in-class engagement activities. Illness-Based Absence Policy: The University will follow CDC, State, and TTU System guidelines in continuing to manage the campus implications of COVID-19. In-Person Office Hours: The University will follow CDC, State, and TTU System guidelines in continuing to manage the campus implications of COVID-19 with provision that masks are optional but social distancing may be expected. Personal Hygiene: We all should continue to practice frequent hand washing, use hand sanitizers after touching high-touch points (e.g., door handles, shared keyboards, etc.), and cover faces when coughing or sneezing. Potential Changes: The University will follow CDC, State, and TTU System guidelines in continuing to manage the campus implications of COVID-19. Any changes affecting class policies or delivery modality will be in accordance with those guidelines and announced as soon as possible. |
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TTU Office of Communications & Marketing Coronavirus (COVID-19) website and dashboard |
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Friday August 13, 2021 TTU President Schovanec sent
an email to students and faculty with a link to a memo from Provost
Hendrick. The full "August 13, 2021 Update to Pandemic Related Teaching and Classroom Guidance" five page pdf is here. A few noteworthy highlights: "• Although COVID-19 vaccinations are not mandated, Texas Tech is strongly recommending that all students be vaccinated for COVID-19. The vaccines are safe and effective and will protect the student and other members of the Texas Tech community. • Masks will not be required for either indoor or outdoor activities on campus, however, all visitors to the Student Health Clinic will be required to wear a mask. The wearing of masks while in public indoor settings and frequently washing your hands has proven to be effective at preventing the spread of COVID-19. • Faculty should plan for temporarily pivoting to remote instruction or instructional activities (to be synchronous on the same schedule as the in-person class), and departments should plan for assignment of substitute instructors in the event an instructor of record has to quarantine or self-isolate. • Face coverings, although optional, are recommended and welcome; students, faculty, and staff who wish to wear them are encouraged to do so. Instructors of record may encourage (but not require) their classes to wear face masks • Faculty and staff should prepare for the possibility that a rapid pivot to online instruction may be required. Advise students (e.g., in the course syllabus) of technical and equipment requirements, such as web cam, microphone, and remote proctoring software, should a temporary or longer pivot be necessary. It is also important to stress to students that CDC guidelines require riders of Citibus and other public transportation systems to wear face masks." |
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TTU Catalog 3314. Contemporary Issues in Architecture (3). Contemporary issues in architectural theory and history utilizing precedents from early 20th century to present. May be repeated for credit. Section 001: Design Thinking |
TTU Catalog Course Descriptions |
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^ The Storm of Creativity by Kyna Leski is the primary textbook. < Autographed book title page. << Poster for Kyna Leski lecture at Texas Tech CoA November 4, 2016. |
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Course Description Section 001, Design Thinking, addresses methods of design, ways of thinking, and means of design thinking through multiple experiences of reading, discussing, and writing. It positions design thinking within the discipline of architecture, explores the role of design within the profession of architecture, and considers the place of creativity in design processes. The course will make students more conscious of their current design, thinking, and communications skills and assist them in developing new abilities in these areas. The National Architectural Accrediting Board (NAAB) describes Design Thinking Skills as one of their Student Performance Criteria. "A.2 Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards." ARCH 3314 fulfills the "Written Communication" portion of the College of Architecture's Communication Literacy Plan. |
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Student Learning Objectives ▪ Increase understanding of the role of contemporary architectural issues in "future design practice" and "knowledge of the discipline for the benefit of society" ▪ Increase abilities to discover, read critically, interpret, and evaluate contemporary architectural issues ▪ Increase abilities to interpret, organize, and analyze data and precedents to create useful information ▪ Increase abilities to communicate contemporary architectural issues ▪ Increase abilities to write, edit, and rewrite ▪ Increase understanding of contemporary architectural issues in evidence-based design methods |
College of Architecture Mission Statement |
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NAAB Student Performance Criteria (2014) |
NAAB 2014 Conditions NAAB 2014 Conditions for Accreditation (pdf) Pages 15-18. Foxit Reader download Adobe Reader download |
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NAAB Criteria secondary topics (2014) A.2 Design Thinking Skills A.3 Investigative Skills A.4 Architectural Design Skills A.5 Ordering Systems A.6 Use of Precedents A.8 Cultural Diversity and Social Equity B.1 Pre-Design C.1 Research C.2 Integrated Evaluations and Decision-Making Design Process C.3 Integrative Design D.1 Stakeholder Roles in Architecture |
2014
NAAB lists 8 Criteria in Realm A: Critical Thinking and Representation, 10 Criteria in Realm B: Building Practices, Technical Skills, and Knowledge, 3 Criteria in Realm C: Integrated Architectural Solutions, and 5 Criteria in Realm D: Professional Practice. |
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NAAB 2020
Conditions and Procedures March 10, 2021 Shared Values of the Discipline and Profession V.1 Design: Architects design better, safer, more equitable, resilient, and sustainable built environments. Design thinking and integrated design solutions are hallmarks of architecture education, the discipline, and the profession. |
Guidelines to the Accreditation Process 2020 Conditions and Procedures March 10, 2020 (pdf) Pages 6-13 |
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Program Criteria PC.2 Design: How the program instills in students the role of the design process in shaping the built environment and conveys the methods by which design processes integrate multiple factors, in different settings and scales of development, from buildings to cities. |
NAAB 2020 Conditions and Procedures lists 6 Shared Values of the Discipline and Profession, 8 Program Criteria, and 6 Student Criteria. |
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Student Criteria SC.5 Design Synthesis: How the program ensures that students develop the ability to make design decisions within architectural projects while demonstrating synthesis of user requirements, regulatory requirements, site conditions, and accessible design, and consideration of the measurable environmental impacts of their design decisions. |
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Teaching Methods Most weeks of the semester will have a similar sequence of activities. Before every class, each student will study an assigned reading and identify several of the author's important ideas. During class, every student will first discuss the author’s perceived intentions, and then explore implications of those topics with more speculative discussion. After Thursday's class, each student will continue to think about those topics via writing and their personal interpretation. The last portion of the semester each student will be guided to plan, draft, and finalize a paper on a Design Thinking topic of their choice. Class periods will utilize multiple active-learning modes. A Seminar format will be used regularly to discuss the required readings and demonstrate rigorous critical thinking. A Lecture will be given occasionally where students listen and construct personal understanding. A Studio format will be utilized during several class periods for quick hands-on exercises emphasizing design process. A Tutorial format, similar to studio desk crits, will be used when students are writing their paper. Questions are always welcome. One-on-one interaction during office hours or by appointment is encouraged. |
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Evaluation Deliverables: · Weekly written assignments (including weekly progress submittals during the Final Paper process) · Daily classroom participation Assessments: Evidence of learning in the form of three sentences of thoughtful student-generated "author's important ideas" for each reading. Evidence of learning in the form of a thoughtful student-generated "elaboration" paragraph each week. Evidence of learning in the form of a thoughtful student-generated Final Paper (including weekly progress submittals during the Final Paper process) Evidence of learning in the form of participation in classroom discussions |
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Grading Weekly written Pages: 75% (15 at 5% each) Final Exam Paper: 10% Daily Participation: 15% (throughout the semester) Work will be graded A:90-100, B:80-89, C:70-79, D:60-69, F:50-59, or Missing:0. At the discretion of the instructor some work may be graded Pass:100, Fail:50, or Missing:0. All weekly work must be completed and emailed to the instructor on or before the indicated times and dates. Late work will be penalized 10 points per day. |
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Required Texts We will read the entire textbook during the semester. The Storm of Creativity By Kyna Leski 2015 MIT Press publisher page TTU Library page TTU Bookstore page Amazon page Barnes & Noble page Other required readings will be distributed as PDFs from the Readings page. |
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Course Requirements Most weeks will follow a Read > Discuss > Write sequence. Before each class, each student will read the assigned reading, select three of the author's important ideas, write one sentence about each idea, and bring the written sentences to class. During each class, we will discuss the reading, refer to the author's important ideas, and refer to the student's written sentences. After Thursday's class, before the Pagexx deadline, each student will submit their Tuesday and Thursday written sentences and write a 300-word elaboration on one of the author's important ideas. |
The Classxx webpage will list the required reading and specify details of "the author's important ideas" and the "300-word elaboration on one of the author's important ideas". |
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ARCH 3314 fulfills the "Written Communication"
portion of the College of Architecture's
Communication Literacy Plan. "WRITTEN COMMUNICATION: Critically analyze contemporary issues in architectural history and theory utilizing precedents from the early twentieth century to the present through a series of writing exercises and assignments." "WRITING: Students will partake in a variety of writing exercises and assignments throughout the semester that demonstrate the students-abilities to analyze, integrate, synthesize, and communicate in writing. These may include reviews of scholarly articles or well known architecture, analytical essays or position papers." A grading rubric uses these four criteria: "Context of and Purpose for Writing, Content Development, Sources and Evidences, Syntax and Mechanics". |
"Each student will produce at least
4,000 words
(approximately 10 pages) of finished academic prose, although the
required amount of un-graded, informal, or draft writing may be much
higher. Although these
4,000 words
are the finished product, this number assumes that the student has
rewritten each assignment at least once." College of Architecture April 24, 2012 |
| This course is an upper-division course. Upper-division academic quality is expected. |
Upper-division
academic quality applies to
class participation and work submitted for
grading. Upper-division academic quality is expected of your attitude towards learning also. Upper-division education is about getting the MOST education for your investment of time and money. |
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Students are expected to fully
participate in
each class. The assigned readings must be completed before the
start of class, and each student must be prepared to engage in
meaningful discussion about the readings. During class, electronic and paper-based reading, writing, note taking, and reference materials are permitted and encouraged to the extent they assist learning. Most class sessions will utilize a seminar format. Be prepared to be called upon. Thoughtful participation will increase everyone's learning. |
"A seminar... has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor... It is essentially a place where assigned readings are discussed, questions can be raised and debates can be conducted." |
| A portion of most class sessions will utilize a critique format. Be prepared to be called upon. Thoughtful participation will increase everyone's learning. |
"Critique is a method of disciplined,
systematic study of a written or oral discourse. Although critique is
commonly understood as fault finding
and negative judgment,
it can also involve merit recognition,
and in the philosophical tradition it also means a methodical
practice of doubt.
The contemporary sense of critique has been largely influenced by the
Enlightenment critique
of prejudice
and authority,
which championed the emancipation and autonomy from religious and
political authorities. ... critique is never personalized nor ad hominem, but is instead the analyses of the structure of the thought in the content of the item critiqued." |
| "A grade of C or better is required for all courses included in the architecture degree plan. In the college, a C is equivalent to a grade of 70-79." |
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"Retention of Work I give the College of Architecture and Texas Tech University, and/or Texas Tech University System (herein, "Texas Tech") the absolute right and unrestricted permission to collect, use, publish, reproduce, edit, exhibit, project, display and/or copyright work created by me during the course of my education at Texas Tech, through any form (print, digital, physical model, broadcast or otherwise) at any campus or elsewhere, for art, advertising, future accreditation, visiting committees, recruitment, marketing, fund raising, publicity, archival or any other lawful purpose." |
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Every class is important. If absence is unavoidable, ask reliable
classmates for class content, lecture and discussion notes, etc. Credit for late work will be considered only with advanced official notification and/or medical or authorized leave documentation. |
| "[More than 10% of class meetings] absences are considered excessive and constitute cause for having the student drop the class or receive a grade of 'F', or 'I' when appropriate." | College of Architecture Attendance Policy |
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INSTITUTIONALLY REQUIRED INFORMATION RELIGIOUS HOLY DAY STATEMENT: "Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code §11.20. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student who is excused under section 2 may not be penalized for the absence; however, the instructor may respond appropriately if the student fails to complete the assignment satisfactorily. |
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INSTITUTIONALLY REQUIRED INFORMATION ACADEMIC INTEGRITY STATEMENT: Academic integrity is taking responsibility for one’s own class and/or course work, being individually accountable, and demonstrating intellectual honesty and ethical behavior. Academic integrity is a personal choice to abide by the standards of intellectual honesty and responsibility. Because education is a shared effort to achieve learning through the exchange of ideas, students, faculty, and staff have the collective responsibility to build mutual trust and respect. Ethical behavior and independent thought are essential for the highest level of academic achievement, which then must be measured. Academic achievement includes scholarship, teaching, and learning, all of which are shared endeavors. Grades are a device used to quantify the successful accumulation of knowledge through learning. Adhering to the standards of academic integrity ensures grades are earned honestly. Academic integrity is the foundation upon which students, faculty, and staff build their educational and professional careers. [Texas Tech University ("University") Quality Enhancement Plan, Academic Integrity Task Force, 2010] |
| "Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act." |
Academic Integrity |
| Giving aid or receiving aid are both violations of academic integrity. |
| All assignments submitted for grading shall be the exclusive work of the individual student unless collaboration is explicitly called for by an assignment. | This semester, no collaborative assignments are planned for this course. |
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INSTITUTIONALLY REQUIRED INFORMATION CIVILITY IN THE CLASSROOM STATEMENT: Texas Tech University is a community of faculty, students, and staff that enjoys an expectation of cooperation, professionalism, and civility during the conduct of all forms of university business, including the conduct of student–student and student–faculty interactions in and out of the classroom. Further, the classroom is a setting in which an exchange of ideas and creative thinking should be encouraged and where intellectual growth and development are fostered. Students who disrupt this classroom mission by rude, sarcastic, threatening, abusive or obscene language and/or behavior will be subject to appropriate sanctions according to university policy. Likewise, faculty members are expected to maintain the highest standards of professionalism in all interactions with all constituents of the university (www.depts.ttu.edu/ethics/matadorchallenge/ethicalprinciples.php). |
Statement of Ethical Principles: · Mutual Respect · Cooperation and Communication · Creativity and Innovation · Community Service and Leadership · Pursuit of Excellence · Public Accountability · Diversity |
| "These guiding rules and regulations are present to foster a sense of community and respect among all members of the university community." | TTU Code of Student Conduct |
| Schedule |
| Before Class | During Class | After Class | |
| Aug 24 | Class01: Beginning |
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| Read: Wikipedia | Aug 26 |
Class02: Design Thinking, Design |
Page01 |
| Read: Nelson | Aug 31 |
Class03:
The Design Way |
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| Read: Lunsford QG | Sep 2 | Class04: Reading, Writing |
Page02 |
| Read: Leski: pre | Sep 7 |
Class05: overview |
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| Read: Hurson | Sep 9 |
Class06: Repro., Productive Thinking |
Page03 |
| Read: Leski 0-9 | Sep 14 |
Class07: Creativity |
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| Sep 16 | Class08: Thinking Hats | Page04 | |
| Read: Leski 10-33 | Sep 21 |
Class09: Preconceptions |
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| Read: B&E | Sep 23 | Class10: What's New? | Page05 |
| Read: Leski 34-47 | Sep 28 |
Class11: Problem Making |
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| Read: K&B 8-21 | Sep 30 | Class12: Process | Page06 |
| Read: Leski 48-69 | Oct 5 |
Class13: Gathering, Tracking |
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| Read: K&B 66-73 | Oct 7 | Class14: Process | Page07 |
| Read: Leski 70-81 | Oct 12 |
Class15: Propelling |
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| Read: Leski 82-101 | Oct 14 | Class16: Perceiving, Conceiving | Page08 |
| Read: Leski 102-119 | Oct 19 |
Class17: Seeing Ahead |
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| Read: Leski 120-141 | Oct 21 | Class18: Connecting | Page09 |
| Read: Leski 142-166 | Oct 26 | Class19: Pausing, Continuing |
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| Read: BCW 107-121 | Oct 28 | Class20: Claim, Reason(s), Evidence | Page10 |
| Nov 2 |
Class21: Paper: Diverging |
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| Nov 4 | Class22: Paper: Converging |
Page11 |
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| Nov 9 | Class23: Paper: Claim, Reason(s), Evidence |
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| Nov 11 | Class24: Paper: Claim, Reason(s), Evidence | Page12 | |
| Nov 16 | Class25: Paper: Draft |
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| Nov 18 | Class26: Paper: Draft | Page13 | |
| Nov 23 | Class27: Paper: Draft |
Page14 |
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| Nov 25 | Thanksgiving | ||
| Nov 30 | Class28: Paper: Near-Final Draft | ||
| Dec 4 | Final Paper | Final: 10 am | |
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Declaration of Commitment to Learning
I declare my commitment to learn at the ____ level in ARCH 3314 Contemporary Issues in Architecture, 2021 Fall Semester. I understand this requires a corresponding investment of consistent efforts to: ▪ motivate myself to learn, ▪ focus on learning during all class hours, ▪ concentrate on processes as well as products, ▪ read, reread, and study thoroughly all course materials, ▪ participate meaningfully in discussions and critiques, ▪ work effectively on writing, editing, and rewriting, and ▪ approach architecture education with an open mind. ___________________________________________________ signature date |
TTU Catalog Academic Regulations "The grades used, including plus and minus, with their interpretations, are A, excellent; B, good; C, average; D, inferior...; F, failure; P, passing; PR, in progress; I, incomplete; W, withdrawal..." "The student is expected to spend a minimum of two hours in preparation for each hour of lecture or recitation." |
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INSTITUTIONALLY REQUIRED INFORMATION ADA STATEMENT: Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note: instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, please contact Student Disability Services in West Hall or call 806-742-2405. |
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INSTITUTIONALLY REQUIRED INFORMATION DISCRIMINATION, HARASSMENT, AND SEXUAL VIOLENCE STATEMENT: Texas Tech University is committed to providing and strengthening an educational, working, and living environment where students, faculty, staff, and visitors are free from gender and/or sex discrimination of any kind. Sexual assault, discrimination, harassment, and other Title IX violations are not tolerated by the University. Report any incidents to the Office for Student Rights & Resolution, (806)-742-SAFE (7233) or file a report online at titleix.ttu.edu/students. Faculty and staff members at TTU are committed to connecting you to resources on campus. Some of these available resources are: TTU Student Counseling Center, 806-742-3674, https://www.depts.ttu.edu/scc/ (Provides confidential support on campus.) TTU 24-hour Crisis Helpline, 806-742-5555, (Assists students who are experiencing a mental health or interpersonal violence crisis. If you call the helpline, you will speak with a mental health counselor.) Voice of Hope Lubbock Rape Crisis Center, 806-763-7273, voiceofhopelubbock.org (24-hour hotline that provides support for survivors of sexual violence.) The Risk, Intervention, Safety and Education (RISE) Office, 806-742-2110, https://www.depts.ttu.edu/rise/ (Provides a range of resources and support options focused on prevention education and student wellness.) Texas Tech Police Department, 806-742-3931, http://www.depts.ttu.edu/ttpd/ (To report criminal activity that occurs on or near Texas Tech campus.) |
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INSTITUTIONALLY SUGGESTED INFORMATION LGBTQIA SUPPORT STATEMENT: Faculty and staff members at TTU are committed to connecting you to resources on campus. Some of these available resources pertaining to sexual orientation and/or gender identity are: Office of LGBTQIA, Student Union Building Room 201, www.lgbtqia.ttu.edu, 806.742.5433 Within the Center for Campus Life, the Office serves the Texas Tech community through facilitation and leadership of programming and advocacy efforts. This work is aimed at strengthening the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) community and sustaining an inclusive campus that welcomes people of all sexual orientations, gender identities, and gender expressions. |
| Texas Tech University College of Architecture Robert D. Perl 3314 | copyright © 2021 |
| "All materials on this course website are for the exclusive use of students enrolled in ARCH 3314-001 Contemporary Issues in Architecture during 2021 Fall Semester and are protected by copyright of their respective authors." |
| Associate
Professor Robert D. Perl, AIA, LEED AP AH 1002D Office Hours: T R 2:00-3:30 pm or by appointment (806) 834-6624 robert.perl@ttu.edu |