Long Range Planning
Students are at the center of each planning objective on the HU, Engineering collage, and on the Architectural Department. The Strategic Plan of the Engineering Collage is an important first step in the planning process by which the program identifies its multiyear objectives for continuous improvement within the context of the institution and program mission and culture. This plan is a general mapping on what we are today and what we intend to be in the future. It shows what has been achieved until now on one hand, and draws, on the other, an ambitious yet coherent image of our faculty subsequent aspirations. Long range planning in the Architectural Department is an ongoing discussion about goals, resources, university/college expectations, and professional opportunities couched in the desire to best support and utilize the interests of the faculty members.
Strategic planning is done periodically to determine the desired faculty size for the next few years. Vacancies are created based on the desired faculty size and current faculty size. Job vacancies are regularly posted on the HU website and all local newspapers. Additionally, scholarships are awarded for architects to pursue higher education studies to become future faculty members.
In addition to the Strategic Plan, the College has a process by which it identifies and evaluates its student learning objectives as part of its plan for continuous improvement. This process has three components, which are linked to facilitate continuous improvement for the program; these are self-assessment, approval for changes, and implementation. The Strategic Plan enabling the College to navigate the significant challenges that arise as the University, College, and Department undergo changes related to personnel, organizational, and financial matters. The strategic plan focusing on growing the department, determining the desired faculty size for the next few years, and earning NAAB Substantial Equivalency accreditation.
The College’s Strategic Plan serves as a guide to Long Range Planning based on the mission of the College Departments, which states that (Architectural Department in our case): "The architectural engineering department at HU aims to educate students for future architectural design practice to meet environmental, social, political and cultural challenges that face the local, regional and international contexts for the benefit of society.”
Strategic planning is done periodically to determine the desired faculty size for the next few years. Vacancies are created based on the desired faculty size and current faculty size. Job vacancies are regularly posted on the HU website and all local newspapers. Additionally, scholarships are awarded for architects to pursue higher education studies to become future faculty members.
In addition to the Strategic Plan, the College has a process by which it identifies and evaluates its student learning objectives as part of its plan for continuous improvement. This process has three components, which are linked to facilitate continuous improvement for the program; these are self-assessment, approval for changes, and implementation. The Strategic Plan enabling the College to navigate the significant challenges that arise as the University, College, and Department undergo changes related to personnel, organizational, and financial matters. The strategic plan focusing on growing the department, determining the desired faculty size for the next few years, and earning NAAB Substantial Equivalency accreditation.
The College’s Strategic Plan serves as a guide to Long Range Planning based on the mission of the College Departments, which states that (Architectural Department in our case): "The architectural engineering department at HU aims to educate students for future architectural design practice to meet environmental, social, political and cultural challenges that face the local, regional and international contexts for the benefit of society.”
Goals of the Architectural Department Strategic Plan
The Strategic Plan is a five-year plan (2016-2020) that identifies goals, objectives, and strategies. Each Goal has a set of strategies to achieve that goal, and each of these strategies is evaluated in the spring of each year through to determine how well the department is achieving its mission within the larger context of the University’s mission.
The five goals of the Architectural Department Strategic Plan for continuous improvement are:
1) Increase Enrollment and Promote Student Success toward their Goals By:
• Expanding the architectural education opportunities to prepare students for a successful career.
• Creating a unified and integrated website with appropriate interactivity, utility, comprehensiveness, aesthetics and communicative capacity (Perspective A).
• Increasing the number of collaborative options with a select group of other programs (Perspective A).
• Supporting student travel to professional conferences (Perspective A).
• Supporting student participation in Local, Regional and International competitions (Perspective A).
• Collaborating with Honors students and Honors department (Perspective A).
• Developing and enhancing our current service learning efforts on campus and in the community (Perspectives A & E).
• Developing our department to be as a leader in environmental responsibility, safety, and physical accessibility on campus (Perspective D).
• Increasing enrollment towards a five-year goal of 100-125 students by 2020 (Perspective A).
• Maintaining the highest standards of professionalism through accreditation and professional Perspectives A & B).
• Improving the campus climate for students (Perspectives A & E).
• Providing students with internship and mentoring opportunities locally, regionally, and internationally (Perspective C).
• Establishing a culture of lifelong learning amongst students with a strong focus on creativity (Perspective B).
• Increasing students’ opportunities for community involvement, social responsibility and sustainable development (Perspective E).
• Celebrating students’ success and achievements (Perspectives A & C).
• Developing, maintaining, and assessing a revised Studio Culture Policy (Perspective A).
2) Strengthen and promote Academic Quality, Excellency, and Reputation By:
• Attracting and retaining faculty and staff who effectively educate students and advance knowledge, thereby enhancing recognition of our programs.
• Improving teaching and learning infrastructure and developing and implementing assessment and continuous improvement processes (Perspectives B).
• Increasing international recognition through continuous improvement process and accreditation (Perspectives B & C).
• Continuing the ongoing process of obtaining the NAAB Substantial Equivalency for the architectural program (Perspective B).
• Capitalizing on digital media for design, documentation, and communication (Perspective B & A).
• Recruiting, hiring, and maintaining the best faculty for student learning (Perspective B).
• Enhancing the classroom learning experience (Perspective (B).
• Maintaining a dynamic curriculum and pedagogy that adapts to the evolving direction of architecture, design, and allied professions (Perspective B).
• Developing and implementing the cycle of assessment to involve different stakeholders including students, faculty, alumni and industry (Perspective B).
• Continuing program and curriculum development (Perspective B).
• Carving a niche within a crowded environment for architecture education present in Jordan (Perspective B).
• Initiating a potential new and future undergraduate program in Building Technology collaboration with the of Engineering Collage (Perspectives B & E).
• Establishing new and future collage of architecture and (spatial) planning aims to mix college requirements to broadens the creative learning outcomes of cognitive, interpersonal, knowledge and digital skills of students through the specialized background of academic instructors who come from different schools of thoughts as well as combination of different specialties with optimized student performance criteria in an interactive learning environment (Perspectives B & E).
3)Advance the knowledge of Architectural Design By:
• Developing research, scholarship, and creative activities that lead to national and international recognition.
• Building the capacity to conduct scholarly research that fosters innovation as well as a rigorous academic environment (Perspectives B & C).
• Integrating new technologies into the curriculum while maintaining a balance with traditional methodologies (Perspective B).
• Stimulating the intellectual environment for students, faculty, and the greater community (Perspectives A, B, & E).
• Sustaining a dynamic culture of team work and cross-/multi-disciplinary collaboration (Perspectives A & C).
• Enhancing student learning, faculty research, and service to the community at diverse levels (Perspectives A, B, & E).
• Hiring faculty, developing classes and associating content and syllabi (Perspective B).
• Encouraging interdisciplinary by initiating a new research master program (Perspectives A & B).
• Creating opportunities for faculty development through specific training, workshops and conferences locally and internationally (Perspectives B & C).
4) Increase Outreach and Engagement By:
• seeking and creating strong relationships with the architecture profession, related disciplines, and organizations around the world an across the nation to support community improvements and to contribute to a better environmental quality.
• Reconnecting with alumni and the professional communities that they serve (Perspective C).
• Broadening our reach as a leader in architectural design and outreach to urban community issues (Perspectives A, D, C, & E).
• Celebrating and strengthening our tradition and commitment as a socially and community engaged Department (Perspectives C & E).
• Implementing an updated program that responds to the current professional and industrial needs (Perspective C).
• Encouraging, developing and sustaining collaboration with local governmental and non-governmental organizations (Perspective C).
5) Resource Management By:
• Increasing funding for scholarships, professorships, and world-class facilities through enhancing our development efforts, maximizing our resources, and providing more efficient operations.
• Increasing diverse levels of significant patronage, support, funding, and resources (Perspectives A & E).
• Increasing the budgetary resources available to students and faculty (Perspective A).
• Exploring further the unique opportunities created by our current institutional setting within the College of Engineering and Architectural Department (Perspective A).
• Offering appropriate space to support education, research, and user efficiency (Perspective B).
• Providing library with outstanding resources to enhance teaching and research activities (Perspectives B & E).
• Providing faculty with appropriate physical and technological facilities for professional development (Perspectives B & C).
• Developing the department’s physical resources to offer the proper space and facilities for both students and faculty for an enhanced learning experience (Perspectives A & B).
• Developing a new space for project design and exhibition (Perspectives A, B, & E).
• Providing appropriate design studios by equipping it with the most recent tools and materials (Perspectives A & B).
• Upgrading and modernizing the physical facilities to provide for a proper teaching environment for learning and teaching (Perspectives B & C).
• Creating both academic and physical infrastructure to provide design learning environment that enables undergraduate students to succeed academically and professionally (Perspectives A, B, C, D, & E).
1) Increase Enrollment and Promote Student Success toward their Goals By:
• Expanding the architectural education opportunities to prepare students for a successful career.
• Creating a unified and integrated website with appropriate interactivity, utility, comprehensiveness, aesthetics and communicative capacity (Perspective A).
• Increasing the number of collaborative options with a select group of other programs (Perspective A).
• Supporting student travel to professional conferences (Perspective A).
• Supporting student participation in Local, Regional and International competitions (Perspective A).
• Collaborating with Honors students and Honors department (Perspective A).
• Developing and enhancing our current service learning efforts on campus and in the community (Perspectives A & E).
• Developing our department to be as a leader in environmental responsibility, safety, and physical accessibility on campus (Perspective D).
• Increasing enrollment towards a five-year goal of 100-125 students by 2020 (Perspective A).
• Maintaining the highest standards of professionalism through accreditation and professional Perspectives A & B).
• Improving the campus climate for students (Perspectives A & E).
• Providing students with internship and mentoring opportunities locally, regionally, and internationally (Perspective C).
• Establishing a culture of lifelong learning amongst students with a strong focus on creativity (Perspective B).
• Increasing students’ opportunities for community involvement, social responsibility and sustainable development (Perspective E).
• Celebrating students’ success and achievements (Perspectives A & C).
• Developing, maintaining, and assessing a revised Studio Culture Policy (Perspective A).
2) Strengthen and promote Academic Quality, Excellency, and Reputation By:
• Attracting and retaining faculty and staff who effectively educate students and advance knowledge, thereby enhancing recognition of our programs.
• Improving teaching and learning infrastructure and developing and implementing assessment and continuous improvement processes (Perspectives B).
• Increasing international recognition through continuous improvement process and accreditation (Perspectives B & C).
• Continuing the ongoing process of obtaining the NAAB Substantial Equivalency for the architectural program (Perspective B).
• Capitalizing on digital media for design, documentation, and communication (Perspective B & A).
• Recruiting, hiring, and maintaining the best faculty for student learning (Perspective B).
• Enhancing the classroom learning experience (Perspective (B).
• Maintaining a dynamic curriculum and pedagogy that adapts to the evolving direction of architecture, design, and allied professions (Perspective B).
• Developing and implementing the cycle of assessment to involve different stakeholders including students, faculty, alumni and industry (Perspective B).
• Continuing program and curriculum development (Perspective B).
• Carving a niche within a crowded environment for architecture education present in Jordan (Perspective B).
• Initiating a potential new and future undergraduate program in Building Technology collaboration with the of Engineering Collage (Perspectives B & E).
• Establishing new and future collage of architecture and (spatial) planning aims to mix college requirements to broadens the creative learning outcomes of cognitive, interpersonal, knowledge and digital skills of students through the specialized background of academic instructors who come from different schools of thoughts as well as combination of different specialties with optimized student performance criteria in an interactive learning environment (Perspectives B & E).
3)Advance the knowledge of Architectural Design By:
• Developing research, scholarship, and creative activities that lead to national and international recognition.
• Building the capacity to conduct scholarly research that fosters innovation as well as a rigorous academic environment (Perspectives B & C).
• Integrating new technologies into the curriculum while maintaining a balance with traditional methodologies (Perspective B).
• Stimulating the intellectual environment for students, faculty, and the greater community (Perspectives A, B, & E).
• Sustaining a dynamic culture of team work and cross-/multi-disciplinary collaboration (Perspectives A & C).
• Enhancing student learning, faculty research, and service to the community at diverse levels (Perspectives A, B, & E).
• Hiring faculty, developing classes and associating content and syllabi (Perspective B).
• Encouraging interdisciplinary by initiating a new research master program (Perspectives A & B).
• Creating opportunities for faculty development through specific training, workshops and conferences locally and internationally (Perspectives B & C).
4) Increase Outreach and Engagement By:
• seeking and creating strong relationships with the architecture profession, related disciplines, and organizations around the world an across the nation to support community improvements and to contribute to a better environmental quality.
• Reconnecting with alumni and the professional communities that they serve (Perspective C).
• Broadening our reach as a leader in architectural design and outreach to urban community issues (Perspectives A, D, C, & E).
• Celebrating and strengthening our tradition and commitment as a socially and community engaged Department (Perspectives C & E).
• Implementing an updated program that responds to the current professional and industrial needs (Perspective C).
• Encouraging, developing and sustaining collaboration with local governmental and non-governmental organizations (Perspective C).
5) Resource Management By:
• Increasing funding for scholarships, professorships, and world-class facilities through enhancing our development efforts, maximizing our resources, and providing more efficient operations.
• Increasing diverse levels of significant patronage, support, funding, and resources (Perspectives A & E).
• Increasing the budgetary resources available to students and faculty (Perspective A).
• Exploring further the unique opportunities created by our current institutional setting within the College of Engineering and Architectural Department (Perspective A).
• Offering appropriate space to support education, research, and user efficiency (Perspective B).
• Providing library with outstanding resources to enhance teaching and research activities (Perspectives B & E).
• Providing faculty with appropriate physical and technological facilities for professional development (Perspectives B & C).
• Developing the department’s physical resources to offer the proper space and facilities for both students and faculty for an enhanced learning experience (Perspectives A & B).
• Developing a new space for project design and exhibition (Perspectives A, B, & E).
• Providing appropriate design studios by equipping it with the most recent tools and materials (Perspectives A & B).
• Upgrading and modernizing the physical facilities to provide for a proper teaching environment for learning and teaching (Perspectives B & C).
• Creating both academic and physical infrastructure to provide design learning environment that enables undergraduate students to succeed academically and professionally (Perspectives A, B, C, D, & E).
Student Learning and Development
The Architectural department identifies its student learning objectives in accordance with three sources: The NAAB Student Performance Criteria; the Higher Education Accreditation Commission at Jordan (HEACJ), and Student Learning Outcomes (SLO): The NAAB SPC informs the professional curriculum, the HEACJ informs the core curriculum courses taught within the department, and SLO informs both the professional and the core curriculum. This is an important aspect of maintaining curricular relevance.
The Department develops its objectives for student learning through course descriptions and syllabi. The Department Committee periodically measures these objectives against the educational goals imbedded in the mission statement and the subject areas delineated by the founding traditions in design and design process, history and theory, technical building construction and performance, professional opportunities and social responsibility. Further, data from course evaluations are used to measure not only the performance of the faculty, but also the effectiveness of the course itself, in content and relevance.
The Department develops its objectives for student learning through course descriptions and syllabi. The Department Committee periodically measures these objectives against the educational goals imbedded in the mission statement and the subject areas delineated by the founding traditions in design and design process, history and theory, technical building construction and performance, professional opportunities and social responsibility. Further, data from course evaluations are used to measure not only the performance of the faculty, but also the effectiveness of the course itself, in content and relevance.
Development of Objectives
The Department uses several data and information sources to inform the development of the student learning objectives: End-of-Semester Faculty Walk-thru, the Rubric, and the Graphic Rubric. The individual results of these evaluations are copied explicitly on each faculty member’s annual evaluation (For more details see Assessment Section: Program Self-Assessment Procedures, End-of-Semester Faculty Walk-thru and Curricular Assessment and Development Section).
Strengths
The strength of the Architectural program is its reputation; its alumni, friends and supporters at-large reinforce its purpose and facilitate a very positive and promising future. It is this position of strength from which the Architectural Department continues to attract students. These specific strengths of the program include:
• Reputation as a youthful Jordanian governmental university;
• Diversity of our faculty;
• Broad research interests of the faculty;
• Talented and motivated student body;
• Diversity of our student body;
• Outstanding alumni
Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them: No prior external evaluation was conducted.
• Reputation as a youthful Jordanian governmental university;
• Diversity of our faculty;
• Broad research interests of the faculty;
• Talented and motivated student body;
• Diversity of our student body;
• Outstanding alumni
Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions Taken to Address Them: No prior external evaluation was conducted.
Outreach to Alumni and Friends
Outreach to alumni and friends must be a constant and significant practice. The “I am HU Architecture” face book page was launched in 2017 to reconnect with HU alumni (https://web.facebook.com/groups/572089216474622/). This face book page aims to survey the accomplishments of our alumni as well as gauge their desire to be connected to and supportive of the program and to collect of alumni photos and testimonials to highlight the products of the program. These initiatives are intended to increase the “touch points” with our graduates.
Anticipated New Faculty/Staff Needs
The composition of the Architectural department, 14 faculty members, is appropriate to the current student enrollment and expected growth over the next two to three years. Currently, there are 2 scholarship was awarded to get PhD. in architecture. In fall 2019/2020, the department plans to appointment of six tenure-track faculty (Master Degree Holders) and offer 4 scholarships to get PhD. in architecture. Additional tenure-track and adjunct faculty hires dedicated to the architecture program will be needed. The Architecture Department envisions additional new undergraduate interdisciplinary degree program(s) reflect the long-standing tradition of the department to prepare students for understanding the building technology techniques. Moreover, Establishing new and future collage of architecture and (spatial) planning.
Advisory Board
Continuous Improvement is embedded in the culture of HU. All Engineering Collage programs undergo assessment based on external accreditation (by ABET, and in the case of the Architectural program by NAAB Substantial Equivalency) or the Higher Education Accreditation Commission at Jordan (HEACJ) guidelines. The Department of Architecture and Design has a rigorous assessment plan to ensure program quality. At the heart of program, planning is an external Advisory Board. This group, comprised of active practicing and education professionals, regularly reviews departmental goals and curriculum, critiques student work, and keeps us apprised of concerns within the wider professional community, thus helping us to ensure a high degree of relevance for our programs.
In 2019, the Architectural Department reconstitute Advisory Board in order to bridge the gap between the academic and industrial parties, the Architectural Department council nominated eight members of various disciplines related to Architectural Engineering. The members of the Advisory Board along with their affiliations are listed in below. All members have a background in Architectural Engineering and hold middle/high management positions. They represent a diverse group of leading private companies, firms, and public organizations. The Jordan Engineers Association, which is the organizing body of the engineering profession in Jordan, is also represented in the committee.
In 2019, the Architectural Department reconstitute Advisory Board in order to bridge the gap between the academic and industrial parties, the Architectural Department council nominated eight members of various disciplines related to Architectural Engineering. The members of the Advisory Board along with their affiliations are listed in below. All members have a background in Architectural Engineering and hold middle/high management positions. They represent a diverse group of leading private companies, firms, and public organizations. The Jordan Engineers Association, which is the organizing body of the engineering profession in Jordan, is also represented in the committee.
Name: Arch Rolar Al Asir
Company: Alasir architects: Consultant in Low Energy Architecture & Sustainability
Graduated from: Bartlett School of Architecture / University College London - UK, 2005.
Contact No.: 079 611 7807
E-mail: alasir@alasirarch.com
Company: Alasir architects: Consultant in Low Energy Architecture & Sustainability
Graduated from: Bartlett School of Architecture / University College London - UK, 2005.
Contact No.: 079 611 7807
E-mail: alasir@alasirarch.com
Name: Arch Bashar Al Bitar
Company: Al Bitar for Engineering Consultants
Graduated from: University of Jordan: Bachelour 1989, and Master 1997.
Contact No.:079 166 592
E-mail: bbitar@bitarconsultants.com
Company: Al Bitar for Engineering Consultants
Graduated from: University of Jordan: Bachelour 1989, and Master 1997.
Contact No.:079 166 592
E-mail: bbitar@bitarconsultants.com
Dr. Murad Kaladeh
Company: Sunna Al Aqar Engineering Office
Graduated from: Weimer University – Germany, 1987 & Doctor of Technical Sciences (Dr. techn.) from Graz Technical University in Austria, 2002.
Contact No.: 079 710 2553
E-mail: murad@kalaldeh.com
Company: Sunna Al Aqar Engineering Office
Graduated from: Weimer University – Germany, 1987 & Doctor of Technical Sciences (Dr. techn.) from Graz Technical University in Austria, 2002.
Contact No.: 079 710 2553
E-mail: murad@kalaldeh.com
Dr. Safa Alhusban
Al Albeit University, Architectural Department
Graduated from: Master degree from Jordan University of Science and Technology, 2007 & PhD from Washington State University, 2012.
Contact No.: 077 232 3043
E-mail: safaalhusban@yahoo.com
Al Albeit University, Architectural Department
Graduated from: Master degree from Jordan University of Science and Technology, 2007 & PhD from Washington State University, 2012.
Contact No.: 077 232 3043
E-mail: safaalhusban@yahoo.com
Role of Five Perspectives
There is a powerful alignment between the Five Perspectives and the department’s founding principles and traditions. In the following ways: This is fortuitous because it means the Five Perspectives have been part of the Department’s planning process inadvertently throughout the last 5-year effort, even though they have only recently been made part of the accreditation process. The Five Perspectives are evident in long-range planning Goals and Strategies. Long-range, strategic planning for the program occurs within a discussion of these objectives as one of its primary threads, which assists in assuring that the perspectives remain central and foundational in this ongoing activity.
The Five Perspectives defined by the NAAB are also clearly reflected in the program’s educational objectives. They can be made more specifically and seamlessly part of the process going forward. The five perspectives in long-range planning are evident in the following Goals:
• Increase Enrollment and Promote Student Success toward their Goals and their strategies
• Strengthen and promote Academic Quality, Excellency, and Reputation
• Advance the knowledge of Architectural Design
• Increase Outreach and Engagement
• Resource Management
The Five Perspectives defined by the NAAB are also clearly reflected in the program’s educational objectives. They can be made more specifically and seamlessly part of the process going forward. The five perspectives in long-range planning are evident in the following Goals:
• Increase Enrollment and Promote Student Success toward their Goals and their strategies
• Strengthen and promote Academic Quality, Excellency, and Reputation
• Advance the knowledge of Architectural Design
• Increase Outreach and Engagement
• Resource Management
The Architectural Department at HU provides multiple opportunities for student learning and development within the context of the five perspectives. Students have many avenues for personal growth, development and leadership as a result of a diverse student body, nurturing support, leadership preparation and participation in HU governance. HU Architectural students can interact with themselves, with other Departments’ students on the HU campus and other educational institutions in Jordan.
Architectural students have formal and informal opportunities to learn about and ask questions about Design. They interact with architects in traditional and alternative career roles during design studio juries and class lectures. They have multiple opportunities to understand their role of architects and society.
Architectural students have formal and informal opportunities to learn about and ask questions about Design. They interact with architects in traditional and alternative career roles during design studio juries and class lectures. They have multiple opportunities to understand their role of architects and society.
In conclusion, The architectural Department at HU seeks to be one of the best architectural departments in the region and to gain international recognition as a leader in providing outstanding comprehensive Architectural Engineering Education, Research, and Community Services. To achieve this purpose and to evaluate our position as one of the providers of architecture education due to increase competition for students, the Architectural Department since 3 years, has continued efforts to apply for NAAB Substantial Equivalency. It outlined the program's plans for new leadership to address issues of academic growth, recruiting staff, offering PhD. scholarships, managing spaces, and the broadening of the degree/curricular by offerings Master Degree in Architectural Engineering, increasing research and scholarly production, and distributing facilities and resource by having a new and separate building. The implementation plan is already underway and the visit one of the NAAB Substantial Equivalency was scheduled at the beginning of November 2019.