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California
State
University,
Fresno
____
M E M O R A N D U M
Academic Senate
University Library 3206
5200 North Barton Avenue M/S UL34
Fresno, CA 93740-8014
P 559.278.2743
MEMORANDUM
DATE: February 25, 2025
TO: Dr. Saúl Jiménez-Sandoval
President
VIA: Dr. Xuanning Fu
Provost and Vice President for Academic Affairs
FROM: Dr. Raymond Hall
Chair, Academic Senate
RE: Bachelor of Science Degree in Architectural Studies (BSAS) Pilot
Conversion- Approved
___________________________________________________________________
At its meeting of February 24, 2025, the Academic Senate approved the pilot
conversion proposal for the Bachelor of Science degree in Architectural Studies
within the Department of Construction Management.
It is now being forwarded to you for final consideration.
If you have any questions, please do not hesitate to contact me.
RH/mb
attachments
CC: M. Randel
W. Wu
R. Nunna
______________________________ ______________________________
Dr. Xuanning Fu, Provost and Date Dr. Saúl Jiménez-Sandoval, Date
Vice President of Academic Affairs President
02/26/2025 Saúl Jiménez-Sandoval (Feb 26, 2025 11:29 PST) 02/26/2025
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October 15, 2024
MEMORANDUM
TO: Dr. Raymond Hall,
Chair, Academic Senate
FROM: Harry Xia,
Chair, University Budget Committee
RE: Budgetary review of the new program: Bachelor of
Science Degree in Architectural Studies (BSAS) Pilot
Conversion
At its meeting with Dr. Wei Wu, Department Chair of Construction
Management (CM), and Mrs. Michele Randel, Architectural Studies
Program Coordinator, on October 9, 2024, the University Budget
Committee (UBC) reviewed the undergraduate curriculum proposal from
the Department of CM per the request of Provost Fu. UBC voted to
recommend (7 in favor) the new program from a budget perspective based
on the information provided by Mrs. Randel’s email dated October 2 and
Dr. Wu’s email to UBC dated October 9, 2024, and the discussion during
the meeting, taking into account the following considerations:
1. This proposal involves converting a pilot program of BSAS to a
regular program status with intended implementation in Fall 2024.
Dr. Wu and Mrs. Randel state that “(t)here will be no change to the
cost of delivering courses. All major courses are currently being
offered.” They anticipate no changes in the cost of faculty
assignments, administrative expenses, library resources, and other
budget requirements. Budget and space requirements are expected
to remain the same unless there is a significant increase in
enrollment.
2. The department currently has $50,000 in annual operating budget.
The Department, with strong support from the Industry Advisory
Board (IAB), established a CM Excellence Endowment to
continuously grow the Department’s financial capacity, with a
current balance of around $160K.
3. The department receives discretionary funds from several sources,
including the California State License Board and the Construction
Employers’ Association. It has also established an Architectural
Education Fund with the aim to identify and engage a regional
network of potential donors to support the growth of the BSAS
program.
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Meanwhile, UBC had the following budgetary suggestion:
1. Mrs. Randel states that “(w)e expect the enrollment to grow to 160
in the next year...We are averaging 57 new FTES per year: 41
freshmen, 16 transfers...We looked at enrollment data, retention,
and graduation rates. The numbers have been consistent for three
years.” Based on the demand of the local job market and
the relatively high starting salary of BSAS graduates, it is worth
considering further growing the enrollment to increase FTES and
tuition revenue if possible.
As with all new and revised programs, the UBC requests that the program
be subject to UBC review in the future in order to monitor the status of
the program’s budget. If you have any further questions regarding the
review of this program, please do not hesitate to contact me.
Cc: Dr. X. Fu, Provost
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April 10, 2024
MEMORANDUM
TO: Ray Hall, Chair
Academic Senate
FROM: Hayssam El-Razouk, Chair
University Undergraduate Curriculum Committee
RE: Transmittal Memo for Bachelor of Science in Architectural
Studies Pilot Conversion
This memorandum will serve to inform the Academic Senate that the
University Undergraduate Curriculum Committee has approved the pilot
conversion proposal for the Bachelor of Science degree in Architectural Studies
within the Department of Construction Management.
The Pilot Program was approved by the Chancellor’s Office to be offered
Fall 2020 – Spring 2025. For the program to be offered after that date a pilot
conversion proposal needs to be submitted and approved. Because this has
already been offered on campus as a pilot program, UBC review is not required.
HE:jr
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Converting Pilot Programs to Regular Program Status Template
Bachelor’s and Master’s Levels
Offered through State-Support and Self-Support Modes
This document provides the format to be used when submitting a request to convert a pilot
program to regular program status.
1. Program Type--Please indicate support mode and delivery format:
a. State-Support: We are a state-supported program.
b. Self-Support
c. Delivery Format: fully face-to-face, fully online, or hybrid program
Fully face-to-face.
2. Program Identification
a. Campus: Fresno State
a. Full and exact degree designation and title (e.g., Master of Science in Genetic
Counseling, Bachelor of Arts in History). Bachelor of Science in Architectural
Studies
b. Date the Board of Trustees approved adding this program projection to the campus
Academic Plan. April 2020
c. Term and academic year of intended implementation (e.g., Fall 2020). Fall 2024
d. Total number of units required for graduation. This will include all requirements,
not just major requirements. 120
e. Name of the department(s), division, or other unit of the campus that would offer
the proposed degree major program. Please identify the unit that will have
primary responsibility. Department of Construction Management
f. Name, title, and rank of the individual(s) primarily responsible for drafting the
pilot conversion document. Michele Randel, Architectural Studies Program
Coordinator.
g. Any other campus approval documents that may apply (e.g., curriculum
committee approvals). Finalized course requirements and ARCH course
designation. Please see the attached document under Appendix A.
h. Please specify whether this program was subject to WASC Substantive Change
review. The campus is required to either attach a copy of the WASC Sub-Change
proposal. Please see the attached WASC Substantive Change review under
Appendix B.
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3. Program Description
a. Please provide the catalog description of the program. The Architectural Studies
program is unique and intimate, providing an excellent opportunity for one-on-one
training. The Program’s size provides for small-group instruction and individual
mentoring. Through collaborative learning experiences students are given
hands-on exposure to the AEC industry and the profession of Architecture. The
program incorporates interdisciplinary courses that not only provide students with
a solid understanding of the Profession of Architecture including: Programming,
Planning, and Design concepts, but also a working knowledge of construction to
make them a valuable resource to the architecture profession.
b. Please prepare a chart listing all curricular requirements. Please see the attached
BSAS flowchart Appendix C, Transfer Student flowchart Appendix D, and
Program Requirements Appendix E.
4. Program Evaluation
a. Please provide evidence of a thorough program evaluation, including an on-site
review by one or more experts in the field. The program has been reviewed
through self-evaluation and collaboration with the Industry Advisory Board.
Please refer to the evaluation letter submitted by Tony Avila Appendix F.
5. Comprehensive Assessment Plan
a. Please include a comprehensive program/student learning outcome assessment
plan. (See attached for sample assessment plan matrix). See the attached
Comprehensive Assessment Plan Appendix G.
6. Faculty Resources 2.5 Full-Time Lecturers, 4 Part-Time Lecturers
7. Facility Resources 1 Dedicated Studio (EE 368), additional classrooms shared with
the CM program in Engineering East and Engineering West Buildings
8. Enrollment Statistics
a. Please provide enrollment statistics over the prior five years. Please see the
attached documents under Appendix H.
9. Program Quality
a. Please provide evidence of program quality. See the attached Program Review
Document Appendix I.
10. Evidence of Societal Need
a. Provide evidence of applicable workforce demand projections and other relevant
data that indicate labor-market demand. The AEC industry is a one-trillion-dollar
industry in the U.S., making it one of the top fifty largest and most influential
markets globally. The professional sector continues to grow in market share as its
technology advances. Architecture is paving the way for growth in the AEC
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industry. As evidenced in the following data sources, there is an increase in
individuals seeking licensure in architecture. In the U.S., the number of registered
architects has increased by ten percent in the last decade. California records an
estimated number of architects in 2018 as 18,400, with a projected number of
20,000 by 2028, reflecting an 8.7% increase. If we look at the recent national data,
according to the U.S. Department of Labor, Bureau of Labor Statistics, in 2022,
there are 123,700 architectural jobs and predicting a five percent increase over the
next ten years. Current industry challenges are labor shortages, an aging
workforce, and a significant skills gap. Many young people are entering the
workforce, with the older architects retiring or leaving the industry. One of the
impacts of the COVID-19 pandemic is the increase of current professionals
working remotely. This creates an experience gap between the soon-to-be-retired
and the striving for licensure. Mentors are an integral part of the architecture
industry to guide young professionals into the industry and prepare them for
moving the profession forward. Currently, architectural firms in the San Joaquin
Valley sent recruiters to California Polytechnic State University - San Luis
Obispo, California State Polytechnic University - Pomona, University of
California at Berkeley, and various private colleges to entice new graduates to join
the valley workforce. Valley natives are forced to pursue an architectural degree in
the Bay Area, Central Coast, or Southern California.
Note: Data Sources for Demonstrating Evidence of Need
US Department of Labor, Bureau of Labor Statistics: Occupational Outlook -
Architects
California Labor Market Information: Architect Occupational Profile
National Council of Architectural Registration Boards
Community Colleges Architecture Programs and Articulations
Calstate Impacted Program Matrix_2024-2025
University of California Transfer Major Statistics
Private Architectural Universities in California
U.S. Architect Occupational Demographics
What is the AEC Industry, and Where is it Going?
Rekindling US Productivity Growth For a New Era
Industry Map: The Architecture, Engineering, and Construction (AEC) Industry
11. Student Demand
a. Provide compelling evidence of continued student interest in enrolling in the
program. Types of evidence vary and may include national, statewide, and
professional employment forecasts and surveys; petitions; survey results from
potential students; lists of related associate degree programs at feeder community
colleges; reports from community college transfer centers; and enrollments from
feeder baccalaureate programs, for example. As evidenced in the data sources
above, there is an increase in individuals seeking licensure in architecture. In the
U.S., registered architects have increased by 10% in the last decade. California
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records an estimated number of architects in 2018 as 18,400, with a projected
number of 20,000 by 2028, reflecting an 8.7% increase. If we look at the recent
national data, according to the U.S. Department of Labor, Bureau of Labor
Statistics, in 2022, there were 123,700 architectural jobs, predicting a five percent
increase over the next ten years. Currently, only one University of California
campus in California provides an architecture major, while the California State
University system provides an architecture major at two different campuses.
b. As evidenced, both California State Polytechnic University - Pomona and
California Polytechnic State University - San Luis Obispo are heavily impacted
programs. However, more students can attend as freshmen or transfer to either
program with a higher chance than students seeking acceptance into the University
of California at Berkeley's architectural program. Speaking of transfer options,
there are forty-two different community colleges in California with architecture
programs to prepare students to transfer to either public or private California
colleges. When it comes to private universities in California offering a degree in
architecture, there are only ten. Three are in San Francisco, including the
University of San Francisco, California College of the Arts, and Academy of Art
University. The rest are located in Southern California. Five are located in the LA
region: ArtCenter College of Design (Pasadena, CA), California Baptist
University (Riverside, CA), Woodbury University (Burbank, CA), University of
Southern California (Los Angeles, CA), and Southern California Institute of
Architecture (Los Angeles, CA). The last two are in San Diego: New School of
Architecture and Design and the University of San Diego. Without Fresno State’s
new architectural studies major, students in the Valley must travel to the Northern,
Southern, or Central Coast of California for a bachelor architectural degree
program.
12. Appropriateness to Institutional Mission
a. Please provide a brief narrative describing how the program supports the
institutional mission of the campus. Fresno State empowers students for success
through a transformative education rooted in active service with diverse
communities. This mission is characterized by “discovery, diversity, distinction.”
The BSAS program embodies this mission through our combination of
experiential and academic learning environments, students that reflect our
community, and the drive faculty, staff, and students have to cultivate a distinctive
architectural studies program at Fresno State. For example, each year our ARCH
132 advanced design students participate in the American Institute of Architects
-San Joaquin Chapter Student Design Competition. Last year, 2023, one of our
students won first place, people’s choice awards, and two honorable mentions. A
competition with entries from three other schools and a total of over forty
participants demonstrates our program's rigor and success; each year, we have
students earning awards. Students engage in various supplemental activities
through industry internships, club activities, and other departmental outreach. As
stated earlier, this program supports not only the City of Fresno but the County of
Fresno, pulling students from and firms hiring students from Southern California
to the Bay Area. Our enrollment breakdown (Appendix F) illustrates the
inclusiveness of our program from areas such as gender, hometown, and ethnic
background.
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13. Preparation for Employment and/or Graduate Education
a. Please write a brief narrative on how the program prepares graduates for
employment and/or graduate education. This four-year program is founded not
only by academics but by industry professionals to help provide a pipeline of
professionals to support the local AEC industry. With the support and guidance of
our architectural studies industry advisory board subcommittee, the development
and rigor of the program is meeting the needs of the local industry standards while
also preparing students to continue schooling to obtain a master's degree if they
are interested. Our courses provide a solid foundation to prepare students for
entering the workforce ready to earn internship credit, preparation for taking
licensing exams, and the ability to apply and be successful in graduate studies in
architecture or a related field.
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Appendix A - Fresno State Campus Approvals
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Appendix B - WASC Substantive Change Review
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Appendix C - BSAS Flow Chart
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Appendix D - Transfer Student Flowchart
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Appendix E - BSAS Program Requirements
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Appendix F - Industry Evaluation Letter
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Appendix G - Comprehensive Assessment Plan
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Appendix H - Enrollment Statistic
s
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Appendix I - Program Review Documents