Voices for change in architectural education: Seven facets of transformation from the perspectives of faculty women

Journal of Architectural Education

Volumn 50, Issue 4, 1997, Pages 271-285

  Groat, Linda N ^a   Ahrentzen, Sherry B ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF WISCONSIN MILWAUKEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33646123451     PISSN: 10464883     EISSN: None     Source Type: Journal    
DOI: 10.1080/10464883.1997.10734734     Document Type: Article

References (38)

1. Thomas Fisher, "Can This Profession Be Saved?" Progressive Architecture 75/2 (Feb. 1994): 44-49, 84
2. and Linda N. Groat, "Reconceptualizing Architectural Education: The Necessity for a Culturalist Paradigm," in Tim Donais, Trevor Boddy, and Enn Kayari, eds., Architecture + Culture: Proceedings of the International Research Symposium (Ottawa: Carleton University, 1993), pp. 259-64
3. Heidi Landecker, "Why Aren't More Women Teaching Architecture?" Architecture 80/10 (Oct. 1991): 23-25
4. See, for example, James Duderstadt, Intellectual Transformation at the University of Michigan (Ann Arbor: University of Michigan, 1995)
5. and Diane Jenkins, "Changing the Culture for Women in Science and Engineering," Women in Higher Education 4/6 (June 1995): 8
6. Mattie Dogan and Robert Pahre, Creative Marginality: Innovation at the Intersections of Social Sciences (Boulder, CO: Wesrview, 1990), p. 1
7. Deborah Olsen and Sue A. Maple, "Gender Differences among Faculty at a Research University: Myths and Realities," Initiatives: Journal of the National Association of Women in Education 55/4 (Fall 1993): 33-42
8. Fisher, "Can This Profession Be Saved?"
9. Groat, "Reconceptualizing Architectural Education."
10. Ernest Boyer and Lee Mitgang, Building Community: A New Future for Architecture Education and Practice (Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1996)
11. Lynne Jackson, ed. Strategic Study of the Profession (London: Royal Institute of British Architects, 1993)
12. Duderstadt, Intellectual Tranformation
13. Bruce Wilshire, The Moral Collapse of the University (Albany: State University of New York Press, 1990)
14. Sherry Ahrentzen and Linda Groat, "Rethinking Architectural Education: Patriarchal Conventions and Alternative Visions from the Perspectives of Faculty Women," Journal of Architectural and Planning Research 9/2 (Summer 1992): 98
15. ACSA News 26/3 (Nov. 1996): 24
16. Landecker, "Why Aren't More Women Teaching Architecture?"
17. See, for example, Duderstadt, Intellectual Transformation
18. and Jenkins, "Changing the Culture."
19. bell hooks, "Marginality as Site of Resistance," in Russell Ferguson, Martha Gever, Trinh T. Minh-ha, and Cornel West, eds., Out There: Marginalization and Contemporary Cultures (Cambridge, MA: MIT Press, 1990), pp. 341-343
20. Sherry B. Ahrentzen, "The F Word in Architecture," in Thomas Dutton and Lian Hurst Mann, eds., Reconstructing Architecture: Critical Discourses and Social Practices (Minneapolis: University of Minnesota Press, 1996)
21. For an extended discussion of this view of liberal education, see Dennis Domer and Kent Sprekelmeyer eds., The Liberal Education of Architects (Lawrence: University of Kansas Press, 1990), pp. 33-41. In summarizing the various viewpoints of the symposium contributors, Domer and Sprekelmeyer identify three relatively distinct positions on the relation between liberal and architectural education. Of these, both the "modernist" definition (which is highly utilitarian) and the "progressive" suggest ways in which architectural education encompasses the goals of a liberal education
22. Timothy Fuller, ed., The Voice of Liberal Learning: Michael Oakeshott on Education (New Haven, CT: Yale University Press, 1989)
23. Thomas Fisher, "Career Satisfaction," Progressive Architecture 68/2 (Feb. 1987): 16-20
24. Doris Green, "The Class of 1999: What Separates the Women from the Men?" Women in Higher Education 5/3 (Mar. 1996): 5
25. Reich, The Work of Nations, p. 229
26. Nadya Aisenberg and Mona Harrington, Women of Academe: Outsiders in the Sacred Grove (Amherst: University of Massachusetts Press, 1988)
27. Julie Thompson Klein, Interdisciplinarity: History, Theory and Practice (Detroit: Wayne State Press, 1990), p. 44
28. Ernest Boyer, Scholarship Reconsidered (Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, 1990)
29. Michael Kaplan, "Statistics on Tenured Faculty," ACSA News 23/1(Sept. 1993): 28
30. Wilshire, Moral Collapse, pp. 271-72
31. See, for example, Donald Schon, Educating the Reflective Practitioner (San Francisco: Jossey-Bass, 1987)
32. Lynn Curry, Jon F. Wergin, and Associates, eds., Educating Profession als: Responding to New Expectations for Competence and Accountability (San Francisco: Jossey-Bass, 1993)
33. Lee Mitgang, "Could Design Education Save Our Schools?" AIArchitect 3 (Sept. 1996): 21
34. Emily Bernstein, "Law School Women Question the Teaching," New York Times, June 5, 1996
35. J.J. Seider, "A Building of Her Own," U.S. News and World Report, Oct. 14, 1996: 66-68
36. Michelle Slatalla, "H-P Team an Anomaly in Engineering," Los Angeles Times, May 6, 1996: D1, D3
37. Celeste Brody, "Collaborative or Cooperative Learning? Complementary Practices for Instructional Reforms," Journal of Staff, Program, and Organization Development 12/3 (Winter 1995): 133-143
38. Linda Groat and Sherry Ahrentzen, "Reconceptualizing Architectural Education for a More Diverse Future: Perceptions and Visions of Architectural Students," JAE 49/3 (Feb. 1996): 166-183