Figure 1
Research framework.
Table 1
Alumni responses to the statement ‘I graduated from the VT A+D well prepared to be:’.
| Identities | Strongly agree | Agree somewhat | Disagree somewhat | Strongly disagree | Responses |
|---|---|---|---|---|---|
| a) A problem-solver | 82% | 18% | 0% | 0% | 50 |
| b) A life-long learner | 80% | 18% | 2% | 0% | 50 |
| c) A designer of environmentally sustainable structures | 14% | 57% | 22% | 6% | 49 |
| d) An effective verbal communicator | 32% | 58% | 10% | 0% | 50 |
| e) A team worker | 26% | 46% | 26% | 2% | 50 |
| f) An entrepreneur | 16% | 16% | 47% | 22% | 45 |
| g) Attentive to needs of clients and users | 31% | 39% | 27% | 4% | 49 |
| h) A building designer | 50% | 44% | 6% | 0% | 50 |
| i) A creative thinker | 96% | 4% | 0% | 0% | 50 |
Table 2
Alumni responses to the statement ‘Please indicate how effectively you feel the curriculum at the VT A+D promoted understanding of the following societal issues and concerns:’.
| Societal issues and concerns | Very effectively | Somewhat effectively | Somewhat ineffectively | Very ineffectively | Responses |
|---|---|---|---|---|---|
| a) The relationship between design and human behavior and wellbeing | 40% | 51% | 9% | 0% | 45 |
| b) The relationship between the physical environment and architectural design | 56% | 44% | 0% | 0% | 45 |
| c) The renovation and reuse of buildings, especially in the urban context | 14% | 36% | 39% | 11% | 44 |
| d) The connections between building design and changing family lifestyles | 10% | 38% | 43% | 9% | 42 |
| e) Balancing the architect’s responsibilities to society and to the client | 9% | 49% | 33% | 9% | 43 |
Table 3
Responses to question 4, regarding the purposes and priorities of architecture.
| Architects’ goals should be to improve the built environment. To provide comfortable, effective spaces for the user. To help usher the advancement of technology into the built environment. To design sustainable spaces. |
| I think it is the task of architects to inform our clients and the general public about steps forward in creating a more resilient environment. A singular building has such a large impact, yet is such a tiny drop in the bucket. It is important that we can inspire clients to make decisions that better the environment, both natural and man-made, and society. And inspire, that collectively, a big impact and forward momentum is possible. In summary, the larger purpose of the architectural profession is to spread knowledge. |
| Modern buildings also have a tremendous impact on the environment, so if one is to bring another building into the environment, it is the responsibility of the designer/architect to design a building that will negatively impact the environment as little as possible. |
| Architecture is something that people interact with every day, it is not only significant in terms of place-making and cultural identity, but also in the well-being of people and our environment overall. In the next 10 to 20 years, the questions of overpopulation, increased sprawl and urban density will increasingly be problems that need to be addressed by architects. |
| […] I estimate the greatest contemporary priorities of architecture are to develop works that are at once beautiful and uplifting, but also environmentally conscious, and healthy. The need for all buildings (not the most expensive or a select few) to positively contribute to the global and localized environments is paramount if we are to continue to exist in a healthy natural environment. Passive design strategies, building energy and resources use, and other like topics are all contemporary issues of great concern. As architects, we should be able to provide beautiful and uplifting works that simultaneously deliver in the area of environmental performance. |
Table 4
In the ‘Survey on Education’ (1994), responses to the statement ‘Architecture students leave this school well-prepared as:’.
| Identities | Strongly agree | Agree somewhat | Disagree somewhat | Strongly disagree | Don’t know |
|---|---|---|---|---|---|
| a) Problem-solvers | 67% | 29% | 3% | 1% | 0% |
| b) Life-long learners | 69% | 24% | 4% | 1% | 2% |
| c) Designers of environmentally sustainable structures | 8% | 43% | 29% | 19% | 1% |
| d) Effective verbal communicators | 29% | 47% | 18% | 6% | 0% |
| e) Team workers | 26% | 48% | 22% | 4% | 0% |
| f) Entrepreneurs | 13% | 26% | 35% | 24% | 2% |
| g) Attentive listeners to needs of clients | 25% | 35% | 25% | 14% | 1% |
Table 5
Responses in the ‘Survey on Education’ (1994) to the statement ‘Please indicate how effectively the curriculum at this school promotes understanding of the following societal issues and concerns:’.
| Societal issues and concerns | Very effectively | Somewhat effectively | Somewhat ineffectively | Very ineffectively | Don’t know | Total |
|---|---|---|---|---|---|---|
| a) The relationship between structural design and human behavior and well-beinga | 16% | 53% | 21% | 8% | 2% | 45 |
| b) The relationship between the physical environment and architectural design | 41% | 47% | 9% | 2% | 1% | 45 |
| c) The renovation and reuse of buildings, especially in the urban context | 21% | 40% | 26% | 12% | 1% | 44 |
| d) The connections between building design and changing family lifestyles | 13% | 37% | 28% | 19% | 3% | 42 |
| e) Balancing the architect’s responsibilities to society and to the client. | 13% | 33% | 38% | 13% | 2% | 43 |
Note: a The wording of this statement is slightly different from that used in the present study. It was changed here to avoid an association with structural engineering, which seemed not to fit the intent of the statement.