The Instructional Program
The Architectural Technology program at SUNY Delhi offers the Associate in Applied Science (A.A.S.) degree and the Bachelor of Technology (B.T.) degree. The focus of the Architectural Technology program is preparation for direct employment in architecture and related fields, or for transfer to bachelor degree programs.
The Architectural Technology program is distinguished by its range of fully-equipped construction laboratories and fully-equipped drafting and computer studios for hands-on instruction. The vast majority of core courses feature hands-on performance in the laboratory or studio, supported by classroom theory. All of the core courses are taught by architects, engineers, and construction professionals with extensive work experience.
The program places equal emphasis on the preparation of detailed residential and commercial construction drawings; on the creative process of rendering and designing buildings; and on the understanding of building methods, materials, structure, and mechanical systems. The drawing instruction, in turn, is equally divided between conventional design/drafting media and computer-generated design and drafting.
The market for architectural technology skills is nationwide and goes beyond the conventional architectural firm. Attractive employment opportunities can be found with construction companies, engineering firms, government agencies, large corporations, and building products manufacturers, among others. Program faculty maintain broad contacts within the industry regionally, and advise and assist graduates in securing employment.
The Architectural Technology A.A.S. degree gives students the opportunity to enter the workforce or transfer to a bachelor degree program. Over the years, a large percentage of SUNY Delhi graduates have continued their education in bachelor degree programs in architecture, engineering, and related fields. One option, for those qualified, is to continue study in SUNY Delhi's Bachelor of Technology program in Architectural Design and Building. (For information on this program, see the Architectural Design and Building program description.)
For those who seek transfer to another institution, the technology emphasized at Delhi complements the theory and design emphasized at architectural schools to provide a well-rounded, professional education. Graduates of the A.A.S. program have successfully transferred to many nationally known universities, such as Cornell, RPI, Syracuse, Clemson, Tennessee, Kent State, Ohio State, Arizona, Roger Williams, and New York Institute of Technology.
To be eligible for consideration, an applicant must:
Geometry and Algebra II/Trigonometry, physics, and computer-aided design (CAD) are recommended.
SUNY Curriculum Code: 0538
SUNY General Education Requirements: Students who intend to receive A.A., A.S., or baccalaureate degrees must satisfy SUNY and campus General Education (GE) requirements to graduate. Students should be aware that GE requirements may vary by academic program. Consult with your academic advisor. For general information, see the "General Education" section of this catalog.
A.A.S. and A.O.S. degree students may not be required to fulfill General Education (GE) requirements; however, any student who may wish to transfer should complete as many GE courses as possible. Consult with your academic advisor.
Technical Standards: In addition to academic requirements below, all applicants must also be able to meet the minimum Technical Standards for the program, with or without reasonable accommodation.
Minimum Total Credit Hours = 66
Major Courses Required - 38 credit hours
|Course No.||Course||Cr. Hrs.|
|AECT 100||Orientation to Architecture and Construction Technology||1|
|AECT 110||Construction Materials||3|
|AECT 150||Statics and Strengths of Materials||3|
|AECT 280||Environmental Systems I||4|
|ARCH 110||Computer-Aided Residential Drawings 1||3|
|ARCH 125||Architectural Design Graphics||3|
|ARCH 135||Architectural Design Fundamentals||3|
|ARCH 140||Architectural Design I||4|
|ARCH 220||Commercial Detailing||3|
|ARCH 240||Architectural Design II||4|
|CNST 110||Principles of Wood Frame Construction||3|
|CNST 210||Commercial Building System Eng. Tech.||4|
General Studies/Liberal Arts Courses Required - 22 credit hours
|Course No.||Course||Cr. Hrs.|
|COMM 100||Public Speaking||3|
|ENGL ___||Freshman Composition or Advanced Composition2||3|
|HUMN 241||History of World and Western Arch. I||3|
|HUMN 242||History of World and Western Arch. II||3|
|PHYS 150||General Physics I||4|
|Liberal Arts and Science Elective with LASC attribute||3|
Unrestricted Electives - 6 credit hours
1 Students with demonstrated computer graphics ability may substitute a restricted elective with faculty permission.
|Course No.||Course||Cr. Hrs.|
|AECT 250||Structural Steel and Reinforced Concrete||4|
|ARTS 115||Freehand Drawing||3|
|CNST 150||Concrete and Masonry Construction||3|
|CNST 160||Construction Surveying||3|
|CNST 260||Estimating and Planning||3|
|CNST 270||Construction Law and Contracting||3|
2 The first English is by placement according to competency. Student with appropriate English backgrounds will be advised to enroll in ENGL 200 Advanced Composition or another higher-level English course.
3 Mathematics is by placement according to competency. MATH 138 Trigonometry is the minimum exit-level mathematic requirement for this program. Students with appropriate math backgrounds will be advised to enroll in either a higher-level math course or a science course.
Student Learning Outcomes (SLOs)
The National Architectural Accrediting Board (NAAB), which is the governing body for accreditation of all architectural programs in the nation, has set student learning outcomes (SLO) criteria to which all schools must adhere. NAAB refers to these as Student Performance Criteria in their online document at http://www.naab.org/accreditation/2009_Conditions.aspx
The criteria encompass two levels of accomplishment:
SLOs are organized into realms to more easily understand the relationships between individual criteria.
Realm A: Critical Thinking and Representation
Architects must have the ability to build abstract relationships and understand the impact of ideas based on research and analysis of multiple theoretical, social, political, economic, cultural and environmental contexts. This ability includes facility with the wider range of media used to think about architecture including writing, investigative skills, speaking, drawing and model making. Students’ learning aspirations include:
A.1. Communication Skills: Ability to read, write, speak and listen effectively.
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.
A. 3. Visual Communication Skills: Ability to use appropriate representational media, such as traditional graphic and digital technology skills, to convey essential formal elements at each stage of the programming and design process.
A.4. Technical Documentation: Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design.
A.5. Investigative Skills: Ability to gather, assess, record, apply, and comparatively evaluate relevant information within architectural coursework and design processes.
A. 6. Fundamental Design Skills: Ability to effectively use basic architectural and environmental principles in design.
A. 7. Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents, and to make choices regarding the incorporation of such principles into architecture and urban design projects.
A. 8. Ordering Systems Skills: Understanding of the fundamentals of both natural and formal ordering systems, and the capacity of each to inform two- and three-dimensional design.
A. 9. Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape, and urban design, including: examples of indigenous, vernacular, local, regional, and national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors.
A. 10. Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals, and the implication of this diversity on the societal roles and responsibilities of architects.
A.11. Applied Research: Understanding the role of applied research in determining function, form, and systems, and their impact on human conditions and behavior.
Realm B: Integrated Building Practices, Technical Skills and Knowledge:
Architects are called upon to comprehend the technical aspects of design, systems, and materials, and be able to apply that comprehension to their services. Additionally, they must appreciate their role in the implementation of design decisions, and the impact of such decisions on the environment. Students learning aspirations include:
B. 1. Pre-Design: Ability to prepare a comprehensive program for an architectural project, such as preparing an assessment of client and user needs, an inventory of space and equipment requirements, an analysis of site conditions (including existing buildings), a review of the relevant laws and standards and assessment of their implications for the project, and a definition of site selection and design assessment criteria.
B. 2. Accessibility: Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities.
B. 3. Sustainability: Ability to design projects that optimize, conserve, or reuse natural and built resources, provide healthful environments for occupants/users, and reduce the environmental impacts of building construction and operations on future generations through means such as carbon-neutral design, bioclimatic design, and energy efficiency.
B. 4. Site Design: Ability to respond to site characteristics such as soil, topography, vegetation, and watershed in the development of a project design.
B. 5. Life Safety: Ability to apply the basic principles of life-safety systems with an emphasis on egress.
B. 6. Comprehensive Design: Ability to produce a comprehensive architectural project that demonstrates each student’s capacity to make design decisions across scales while integrating the following SPC/SLO:
|A.2. Design Thinking Skills||B.2. Accessibility|
|A.4. Technical Documentation||B.3. Sustainability|
|A.5. Investigative Skills||B.4. Site Design|
|A.8. Ordering Systems||B.5. Life Safety|
|A.9. Historical Traditions & Global Culture||B.8. Environmental Systems|
|B.9. Structural Systems|
B. 7 Financial Considerations: Understanding of the fundamentals of building costs, such as acquisition costs, project financing and funding, financial feasibility, operational costs, and construction estimating with an emphasis on life-cycle cost accounting.
B. 8 Environmental Systems: Understanding the principles of environmental systems’ design such as embodied energy, active and passive heating and cooling, indoor air quality, solar orientation, day lighting and artificial illumination, and acoustics; including the use of appropriate performance assessment tools.
B. 9. Structural Systems: Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems.
B. 10. Building Envelope Systems: Understanding of the basic principles involved in the appropriate application of building envelope systems and associated assemblies relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources.
B. 11. Building Service Systems: Understanding of the basic principles and appropriate application and performance of building service systems such as plumbing, electrical, vertical transportation, security, and fire protection systems.
B. 12. Building Materials and Assemblies: Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse
Note: Realm C below represents SLOs that are not part of Delhi’s current Architectural Program, which is a bachelor of technology degree.; instead, they represent SLOs that are applicable to a professional Bachelor of Architecture curriculum.
Realm C: Leadership and Practice: Architects need to manage, advocate, and act legally, ethically and critically for the good of the client, society and the public. This includes collaboration, business, and leadership skills. Student learning aspirations include:
C. 1. Collaboration: Ability to work in collaboration with others and in multidisciplinary teams to successfully complete design projects.
C. 2. Human Behavior: Understanding of the relationship between human behavior, the natural environment and the design of the built environment.
C. 3 Client Role in Architecture: Understanding of the responsibility of the architect to elicit, understand, and reconcile the needs of the client, owner, user groups, and the public and community domains.
C. 4. Project Management: Understanding of the methods for competing for commissions, selecting consultants and assembling teams, and recommending project delivery methods.
C. 5. Practice Management: Understanding of the basic principles of architectural practice management such as financial management and business planning, time management, risk management, mediation and arbitration, and recognizing trends that affect practice.
C. 6. Leadership: Understanding of the techniques and skills architects use to work collaboratively in the building design and construction process and on environmental, social, and aesthetic issues in their communities.
C. 7. Legal Responsibilities: Understanding of the architect’s responsibility to the public and the client as determined by registration law, building codes and regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, and historic preservation and accessibility laws.
C. 8. Ethics and Professional Judgment: Understanding of the ethical issues involved in the formation of professional judgment regarding social, political and cultural issues in architectural design and practice.
C.9. Community and Social Responsibility: Understanding of the architect’s responsibility to work in the public interest, to respect historic resources, and to improve the quality of life for local and global neighbors.
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