Berkeley Prize Teaching Fellowship-School of Architecture - Carnegie Mellon University

Tuesday, March 5, 2013

Berkeley Prize Teaching Fellowship

Application Deadline: 01 April 2013

Starting in 2013, the BERKELEY PRIZE Committee broadens the scope of the activities of the PRIZE by offering faculty who teach undergraduate architectural design an academic-year Teaching Fellowship.

The primary goal for the BERKELEY PRIZE Teaching Fellowship is to focus students’ attention on the social and physical characteristics of the proposed users of the buildings and spaces they design. This is anticipated to be an annual competition. As prior years’ results become available, it is hoped to build on what was accomplished in the preceding year(s) – particularly, what standards the previous Fellows set for excellence. It is hoped that those who apply will address and integrate the successes from previous years into their curricula proposals and proposed teaching. We are looking for the widest range of proposals for teaching Universal Design.

This year, to reflect the BERKELEY PRIZE topic of the Architect and the Accessible City, the emphasis could be placed on a specific client group: those with physical and mental disabilities. This includes the disabled who use the building or space, those who visit the building, and those in the general public who might, at a future time, need to be accommodated. (Important: Go to the Student Proposals page for all of this year’s semifinalist proposals highlighting the student’s views of what the Accessible City means.) At the same time, your proposal might address another client group altogether, or address a design issue other then buildings. Your specific and unique approach to tackling the complex issue of Universal Design should be at the heart of the Fellowship application. In your proposal you agree to teach the studio(s) you are now teaching, but now taught with an emphasis on Universal Design.

The award of the BERKELEY PRIZE Teaching Fellowship will be based on a number of factors (see, “To Enter”, for more details). In the end, the decision will be based on what makes your proposed approach more likely to succeed than that from other applicants. How exactly will your teaching involve those with disabilities, for instance, either as critics, field trips, consultants, or through rigorously directed readings? What goals are you hoping to achieve and how will you evaluate the results? What makes this course a new way at looking at the design of buildings and spaces, not just a gloss of more typical, formal (geometric) building design curricula? In essence: How does your course best reflect the ideals of the social art of architecture?