Ernest L. Boyer

Lee D. Mitgang

This report examines the problems and possibilities of architecture education as it has evolved in the United States and proposes a new framework for renewing architecture education and practice. In order to assess the need for reform in architecture education, students and alumni from 15 representative campuses were surveyed as to whether they would attend their School of Architecture again. Survey questions also dealt with preparation of graduates for their profession, salary expectations, reasons for entering the architecture profession, feelings about the profession, and the School of Architecture's reputation on the university campus. A model of architecture education based on seven separate but interlocking priorities was proposed: (1) an enriched mission; (2) a more inclusive institutional context based on the principle of diversity with dignity; (3) a goal of standards without standardization; (4) an architecture curriculum that is better integrated with knowledge both within and outside the architecture discipline; (5) establishment of a supportive climate for learning; (6) a more unified profession based on partnership between schools and the profession; and (7) preparation of architects for lives of civic engagement. (Contains reference notes for each chapter.) (CK)

A New Future for Architecture Education and Practice : a Special Report

Building Community

Charles E. Glassick

Scholarship Assessed and Reconsidered Set

Drew Moser

Todd C. Ream

John M. Braxton

Shifting faculty roles in a changing landscape Ernest L. Boyer's landmark book Scholarship Reconsidered: Priorities of the Professoriate challenged the publish-or-perish status quo that dominated the academic landscape for generations. His powerful and enduring argument for a new approach to faculty roles and rewards continues to play a significant part of the national conversation on scholarship in the academy. Though steeped in tradition, the role of faculty in the academic world has shifted significantly in recent decades. The rise of the non-tenure-track class of professors is well documented. If the historic rule of promotion and tenure is waning, what role can scholarship play in a fragmented, unbundled academy? Boyer offers a still much-needed approach. He calls for a broadened view of scholarship, audaciously refocusing its gaze from the tenure file and to a wider community. This expanded edition offers, in addition to the original text, a critical introduction that explores the impact of Boyer's views, a call to action for applying Boyer's message to the changing nature of faculty work, and a discussion guide to help readers start a new conversation about how Scholarship Reconsidered applies today.

Priorities of the Professoriate

Scholarship Reconsidered

Ernest L. Boyer

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