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| dc.contributor.author | Schildgen, Duncan | |
| dc.date.accessioned | 2020-09-10T13:16:10Z | |
| dc.date.available | 2020-09-10T13:16:10Z | |
| dc.date.issued | 2020-09-10 | |
| dc.identifier.uri | http://hdl.handle.net/10429/2053 | |
| dc.description | The University of Detroit Mercy School of Architecture is in a unique and critical point in its history. In recent years we have seen a large flux within our faculty, which results in our need to reevaluate our methodology and our goals. This process starts with a harsh reflection and acknowledgment of what the major problems the school faces are. The first step is to understand the elements that make up a school of architecture; Context, Space, Pedagogy, and People. Context refers to what surrounds a school of architecture in every means, the historical context, it’s relationship to other schools of architecture, and it’s physical context of its site. Space refers to the physical manifestation or representation of the school. This element includes the physical school building but also subsidiary physical areas that relate themselves to the school. Pedagogy refers to the methodology that is employed by various schools of architecture. Finally, People which responds to all of the people that are involved in a school of architecture. This element includes the faculty, students, alumni, and community members around the school. The University of Detroit Mercy School of Architecture faces countless problems, but the most prevalent issue that I analyzed was the problem of disconnect. The Problem of Disconnect speaks to the various mission statements and plans for our University and individual schools within. There is a trend within the statements to include a comment along the lines of “A focus on engaging and integrating our neighboring communities within our curriculum.” Yet while we like to say that we are a school that focuses on interacting and integrating ourselves within Detroit and the surrounding communities, we are consistently viewed in a relatively weak light by the community. While the University as a whole makes most of the decisions that contradict the goals set out by the School of Architecture, we still have to be aware that the University’s actions reflect us as a school of architecture as well. Especially when it comes to the community’s view of us when they might not understand our feelings on the issues, if we allow for this problem to continue as is, we will slowly become a school of architecture without a connection to our community. This thesis seeks out to examine this problem and address the broken bridge between the University, the school of architecture, and the neighboring communities. | en_US |
| dc.description.abstract | The purpose of this thesis is to examine the unique position that the University of Detroit Mercy School of Architecture is in at its current moment in history. Framing the examination around the four core elements that make up a School of Architecture; It’s Context both to the school’s physical context, and it’s context to other schools of architecture. Space, treated as the physical manifestation and representation of the school. Pedagogy is how the school employs it is methodology. Finally, People which includes all of the people directly involved with the school, it’s faculty, students, alumni, and the neighboring communities around it. This thesis employs these elements as a way to critique the way that the school functions now. Then identifying the three critical problems that the University of Detroit Mercy faces. From there, the thesis breaks down the selected Problem to its five sources and proposes possible solutions for addressing this problem. | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Theory | en_US |
| dc.subject | Detroit | en_US |
| dc.subject | Interviews | en_US |
| dc.subject | Video | en_US |
| dc.subject | Awareness | en_US |
| dc.subject | campus | en_US |
| dc.subject | collaboration | en_US |
| dc.subject | collective memory | en_US |
| dc.subject | community | en_US |
| dc.subject | education | en_US |
| dc.subject | experience | en_US |
| dc.subject | history | en_US |
| dc.subject | identity | en_US |
| dc.subject | learning | en_US |
| dc.subject | memory | en_US |
| dc.subject | neighborhood | en_US |
| dc.subject | past | en_US |
| dc.subject | pedagogy | en_US |
| dc.subject | policy | en_US |
| dc.subject | relationships | en_US |
| dc.subject | stranger | en_US |
| dc.subject | subjective | en_US |
| dc.title | A Brief Moment | en_US |
| dc.title.alternative | A Critique of the University of Detroit Mercy School of Architecture | en_US |
| dc.type | Thesis | en_US |
