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Art, Architectural Design Major, B.F.A.

From handcrafted prototypes to digital fabrication and from orthographic drawing to models and full-scale design-build projects, the numerous skills our students learn become the currency for their future in the architectural design field.  Our studio culture aims to seek out new questions by way of experimentation with ideas and concepts. And, sometimes observing what doesn’t work. This too is a heuristic learning aspect that hones physical, intellectual, and critical thought processes that empower our students to develop their own metaphorical and literal toolkits for designing our future environments.

The Architectural Design Program is a pre-professional major that prepares students for graduate studies as well as entry-level positions in a variety of design fields including architecture, interior design, and landscape architecture. Students should be aware that educational requirements for architectural licensing vary from state to state and the BFA degree may not qualify graduates for licensure in some states.

architectural design student work

Some of our recent graduates are working in firms such as Quinn Evans, VMDO, and Jacobs. Our graduates are regularly accepted to some of the best graduate programs in the US and abroad including Cornell University, Washington University, the University of Pennsylvania, and the Rhode Island School of Design.

Possible career paths

  • Architectural Designer
  • Architecture Photographer
  • Construction Manager
  • Interior Designer
  • Design Director
  • Environmental Designer
  • Furniture Designer
  • Product Designer
  • Production Designer TV, Movies, Theatre
  • Exhibit Designer

Question Seeking & Problem Solving

Our studio courses are exploratory laboratories for innovative work and critical perspectives.  Our students learn to create ambitious drawings, imaginative models and constructed objects that are provocative visions: they both reflect our world and contribute fully to its unknown future.

We supplement the studios with charged and relevant courses in professional practice, digital design, history and theory, and building materials and methods.  

All of our graduates complete a professional internship and a thesis project; both serve as defining experiences that help to positively shape and impact our students’ lives as future leaders in the field.

student work, ARCD 220

Experience architectural design.

We encourage an adventurous spirit in the studio and through travel beyond the JMU campus. As a form of engaged learning, experiences, and exposure to other cultures allow students to see the built environment and design as fundamental parts of cultural identity, to be observed at various scales and in diverse contexts.

Every semester, our students visit projects and firms in the mid-Atlantic region. We've also been to New York City, Richmond, and Philadelphia in recent years. Our faculty and students often travel internationally to Sweden, Denmark, and Austria.

Architectural Design students have formed and governed two chapters of national organizations about Architecture. The first is the JMU chapter of the National Organization of Minority Architects, an active group on campus and in the community. The second is the JMU chapter of the American Institute of Architecture Students, an independent, non-profit, and student-run organization dedicated to providing unmatched progressive programs, information, and resources on issues critical to architecture and the experience of education.

We believe in life-long learning, personal exploration and growth, and the richness of cultural diversity.

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Architectural Design Area Coordinator

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Jori Erdman

Architectural Design Area Coordinator, Professor of Architectural Design

Architectural Design Faculty

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Nick Brinen

Assistant Professor of Architectural Design

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Dylan Krueger

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William Tate

Professor of Architectural and Industrial Design

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The B.S. degree with a major in health sciences consists of health science course requirements in addition to General Education    requirements and B.S. requirements.

The health sciences major is designed for students interested in understanding the causes of disease, strategies for promoting wellness, and the scientific basis and methodologies for analysis of health concerns. The major combines a broad foundation of health-related course work with a choice of preparatory courses suitable for entry into graduate programs in medicine, dentistry, optometry, occupational therapy, physical therapy, pharmacy, public health, physician assistant studies, athletic training and veterinary medicine. 

All students pursuing the health sciences major must complete the following core courses:

Major Requirements

  • CHEM 120. Concepts of Chemistry [C3PP] Credits: 3.00
  • CHEM 131. General Chemistry I [C3PP] Credits: 3.00 and
  • CHEM 131L. General Chemistry Laboratory [C3L] Credits: 1.00
  • CHEM 132. General Chemistry II Credits: 3.00 and
  • CHEM 132L. General Chemistry Laboratory Credits: 1.00
  • MATH 220. Elementary Statistics [C3QR] Credits: 3.00
  • HTH 100. Personal Wellness [C5W] Credits: 3.00
  • HTH 150. Introduction to Health Sciences Credits: 2.00
  • HTH 210. Medical Terminology Credits: 3.00
  • HTH 231. Population Health Determinants Credits: 3.00
  • HTH 245. Foundations of Infectious Disease Credits: 3.00
  • HTH 255. Chronic Disease and Disabilities Credits: 3.00
  • HTH 320. Statistical Methods for Health Science Research Credits: 3.00
  • HTH 351. Health Behavior Change Credits: 3.00
  • HTH 354. U.S. and Global Health Care Systems Credits: 3.00
  • HTH 408. Health Research Methods Credits: 3.00
  • HTH 423. Ethics and Critical Thinking in Health Credits: 3.00
  • HTH 450. Epidemiology Credits: 3.00

Select 16 Credits:

  • BIO 140. Foundations of Biology I [C3NS] Credits: 3.00 and
  • BIO 140L. Foundations of Biology I Laboratory [C3L] Credits: 1.00
  • BIO 150. Foundations of Biology II Credits: 3.00 and
  • BIO 150L. Foundations of Biology II Laboratory Credits: 1.00
  • BIO 240. Genetics Credits: 3.00 and
  • BIO 240L. Genetics Laboratory Credits: 1.00
  • BIO 245. General Microbiology Credits: 3.00 1   and
  • BIO 245L. General Microbiology Laboratory Credits: 1.00 1
  • BIO 324. Human Genetics Credits: 3.00
  • BIO 370. Animal Physiology Credits: 4.00
  • CHEM 241. Organic Chemistry I Credits: 3.00 and
  • CHEM 241L. Concepts of Organic Chemistry Laboratory Credits: 1.00
  • CHEM 242. Organic Chemistry II Credits: 3.00 and
  • CHEM 242L. Organic Chemistry Laboratory Credits: 2.00
  • CHEM 260. Concepts of Biochemistry Credits: 3.00
  • HTH 441. Biomechanics for the Healthcare Professional Credits: 3.00
  • KIN 302. Exercise Physiology Credits: 3.00 2 and
  • KIN 302L. Exercise Physiology Laboratory Credits: 1.00 2
  • NUTR 280. Nutrition for Wellness Credits: 3.00
  • PHYS 140. College Physics I [C3PP] Credits: 3.00 and
  • PHYS 140L. General Physics Laboratory [C3L] Credits: 1.00
  • PHYS 150. College Physics II Credits: 3.00 and
  • PHYS 150L. General Physics Laboratory Credits: 1.00
  • PSYC 101. General Psychology [C5SD] Credits: 3.00
  • PSYC 160. Life Span Human Development [C5SD] Credits: 3.00
  • PSYC 250. Introduction to Abnormal Psychology Credits: 3.00 3

Select 8 Credits:

  • BIO 245. General Microbiology Credits: 3.00 and
  • BIO 245L. General Microbiology Laboratory Credits: 1.00
  • BIO 270. Human Physiology [C3NS] Credits: 3.00 and
  • BIO 270L. Human Physiology Laboratory [C3L] Credits: 1.00
  • BIO 290. Human Anatomy Credits: 3.00 and
  • BIO 290L. Human Anatomy Laboratory Credits: 1.00

Total: 65-70 Credit Hours

1 Will not count for the 16 credits in this category unless also taking BIO 270   / BIO 270L    and BIO 290   / BIO 290L   .

2  Pre-Athletic Training    minors only.

3 Pre-Occupational Therapy   , Pre-Physical Therapy    or Pre-Physician Assistant    minors only.

Recommended Schedule

  • 2-3 courses from Select 16 Credits / Units: 7.00-11.00
  • General Education    courses Credits / Units: 15.00-18.00

Total: 30-34 Credit Hours

Second year.

  • General Education    courses and electives Credits / Units: 8.00-16.00

Choose one of the following sets: 4 Credit Hours

Total: 30 credit hours.

  • General Education   , select 16 courses and electives Credits / Units: 13.00-17.00

Total: 26-30 Credit Hours

Fourth year.

  • General Education   , pre-professional courses and electives Credits / Units: 21.00

Total: 120 Credit Hours

JMU Scholarly Commons

Home > Undergraduate Publications > JMURJ > Vol. 5 (2018)

Critical Thinking Skills Across the Semester in Lecture- and Team-Based Learning Classes

Zachary Buchin , James Madison University

Team-based learning (TBL) classes utilize techniques believed to foster increases in critical and higher-order thinking skills when compared to lecture classes. This study compares increases in critical and higher-order thinking skills in a TBL class and a lecture class covering identical subject matter and taught by the same professor during a single semester. Raw score changes on the the Halpern Critical Thinking Assessment S2 (HCTA S2) were used to measure critical thinking skill changes and Bloom’s Taxonomy was used to differentiate higher-order questions on the final exam. No significant difference was found between the two classes when comparing raw score changes on the HCTA S2 or higher-order thinking analysis questions. A significant difference was found when comparing the number of correct answers on the higher-order thinking application questions on the final exam. A significant negative correlation was found between raw score changes on the HCTA S2 and correct higher-order thinking questions on the final exam. These findings suggest the need for future studies that assess the increase in higher-order application skills in team-based learning classes and reassess the effect of class structure on critical thinking skills.

Recommended Citation

Buchin, Z. (2018). Critical thinking skills across the semester in lecture- and team-based learning classes. James Madison Undergraduate Research Journal , 5( 1), 21-32. Retrieved from http://commons.lib.jmu.edu/jmurj/vol5/iss1/3

Since April 22, 2018

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Tag: critical thinking

How do you teach students to use critical thinking to solve real world problems?

How do you teach students to use critical thinking to solve real world problems?

By Matthew Boling  (’18)

Dr. Michael Broderick , an assistant professor in JMU’s School of Communication Studies , uses monstrous, magical puppets to teach his students how to develop out-of-the box techniques to address complex social issues and challenges. Students create puppets to address such diverse topics as the similarities between art and science or the predator and prey in society.

But, as in real life, there are no directions or boundaries for this assignment. Broderick’s students are on their own from the moment they are divided into work groups until their final presentations at the end of the semester.

Before then, students spend weeks brainstorming how to articulate and give social issues understandable shape and form.

For example, one group brought the predator student debt to life. To express themselves as prey to student debt, students covered the puppets with JMU JAC Cards, tuition checks, textbooks and supplies, room and board, and meal plans.

This innovative approach to teaching SCOM 123 , group presentations, is as effective as it is ingenious. But it’s not original with Broderick.

He first got the idea from an event in Athens, Ohio where a rtists are invited from across the country to construct similar puppets for a four-day parade leading into Halloween.

At first glance, the puppets may seem meaningless, but they prompt both critical and divergent thinking, helping students prepare for the real world.

Critical thinking is essential to successfully solve today’s workplace dilemmas. Divergent thinking is the creative aspect of this combination.

Made famous by Albert Einstein , divergent thinking involves taking a simple concept or object and using imagination to identify new and potential uses.

In Broderick’s class, much like the workplace, his students are given a project with no direction and must come up with a solution, as well as the rationale for their creation and its style, and meaning.

Student grades are based on a portfolio created throughout the entire semester.

The portfolio contains visual artifacts of everything during the semester: receipts from purchases, pictures taken during the process, sketches of the puppet, text messages within the group, emails, and anything else that was used during the creation of the project.

Broderick then he assesses the quality of the puppet, the inspiration and rationale for the group’s creation, and how well the team can justify their choices and meaning behind the puppet.

Since he does not teach an art class, the craftsmanship of the puppet is not important to Broderick. However, he can tell when a group fails to invest themselves in designing and creating the puppets—and grades accordingly.

Yes, Broderick’s method is abstract, ingenious, and enhances students’ critical thinking skills as they prepare for life after college.

And it starts with puppets.

Do you want to know more about Dr. Broderick’s class and puppet project? Please contact him at  [email protected] .

IMAGES

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  3. Using Critical Thinking in The Classroom

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COMMENTS

  1. Madison Foundations: Requirements

    REQUIREMENTS. The Madison Foundations area consists of nine credits satisfying three requirements: Critical Thinking, Human Communication, and Writing. Students complete one course for each requirement and the courses may be taken in any order. All three of these courses need to be completed within a student's first year at JMU.

  2. Program: Madison Foundations (formerly Cluster One: Skills for ...

    Each of the courses satisfying the Critical Thinking requirement presents students with various techniques and approaches to critical thinking such as analyzing and evaluating information, arguments, premises and concepts. Critical thinking fosters inquiry and problem-solving abilities. Depending upon the course, the content focuses on the function of language, basic business principles ...

  3. PHIL 120. Critical Thinking [C1CT]

    2022-2023 Undergraduate Catalog[ARCHIVED CATALOG] PHIL 120. Critical Thinking [C1CT] Credits3.00PeopleSoft Course ID005019 An introduction to the techniques for analyzing and evaluating information in everyday experience. The functions of language will be discussed. Techniques for judging the strengths of arguments and the probable truth of the ...

  4. Cluster One: Skills for the 21st Century

    Cluster One consists of nine credits and a competency test. All students must earn credit for one course in critical thinking, human communication and writing. In addition to the three courses, students are required to demonstrate information literacy competency by passing the Madison Research Essential Skills Test (MREST).

  5. PDF GENERAL EDUCATION

    how to: search for class by Cluster in MyMadison questions? contact [email protected]! CATALOG YEAR 2022-2023 | last revised 09.07.22 cluster four: social and cultural processes ... PHIL 120 Critical Thinking PHIL 150 Ethical Reasoning SMAD 150 Mediated Communication: Issues and Skills

  6. 1st Year Enrollment Worksheet: Exploratory

    Critical Thinking courses are not introductions to the major: for example, BUS 160 is not a Business major class. It is for majors in other fields such as History and Music. BUS 160: Business Decision-Making in a Modern Society; EDUC 102E: Critical Questions in Education; HIST 150: Critical Issues in Recent Global History; ISAT 160: Problem ...

  7. PDF G E N E R A L EDUCATION

    NOTE: This area must be completed before the end of your first year at JMU. CRITICAL THINKING: C1CT (choose one) BUS 160 Business Decision Making in a Modern Society ... how to: search for class by requirement in MyMadison questions? contact [email protected]! CATALOG YEAR 2023-2024 | last revised 04.24.23. WHEN SHOULD I COMPLETE

  8. PHIL 120

    PHIL 120 at James Madison University (JMU) in Harrisonburg, Virginia. An introduction to the techniques for analyzing and evaluating information in everyday experience. ... a Cluster One Critical Thinking class, you must secure permission to receive credit for a second Cluster One Critical Thinking class. Data Recovery. It appears you may have ...

  9. BUS 160. Business Decision Making in a Modern Society [C1CT]

    Business Decision Making in a Modern Society [C1CT] Credits3.00PeopleSoft Course ID004857 This course introduces the concepts of basic technology literacy, information retrieval via electronic and hard copy; along with critical thinking skills. Basic business principles will be introduced to reinforce these concepts and their relationships.

  10. PDF CRITICAL THINKING

    thinking course material. o Critical thinking faculty member, Bill Knorpp, will be writing critical thinking selected-response items that will be piloted on the MREST. Concern about the expense of the CAT, consistency, and alignment between the test and JMU critical thinking student learning objectives are driving forces for these efforts ...

  11. Six of the best gen eds to take next semester

    Cluster 1: Critical Thinking. HIST 150 Critical Issues in Recent Global History It's easy to think of history as "boring." Many students have trouble relating the writings and events of the early centuries to their own lives. HIST 150 offers a different way of looking at history.

  12. Critical thinking skills across the semester in lecture and team-based

    Accepted by the faculty of the Department of Psychology, James Madison University, in partial fulfillment of the requirements for the Degree of Bachelor of Science. ... thinking and higher-order thinking skills when compared to lecture classes. The Halpern Critical Thinking Assessment S2 (HCTA S2) was used to measure critical thinking skill ...

  13. Cluster 1: Critical Thinking : r/jmu

    First off it has nothing to do with the title of the class. I think the official title is Problem Solving In Science and Technology, but the actual class is more of a critical thinking class. The only assignments given are a few 1-2 page essays per week if I remember correctly, but the topics are very odd. Some of them were things like "Sit ...

  14. How do you teach students to use critical thinking to solve real world

    By Matthew Boling ('18). Dr. Michael Broderick, an assistant professor in JMU's School of Communication Studies, uses monstrous, magical puppets to teach his students how to develop out-of-the box techniques to address complex social issues and challenges.Students create puppets to address such diverse topics as the similarities between art and science or the predator and prey in society.

  15. SMAD 150. Mediated Communication: Issues and Skills [C1CT]

    Mediated Communication: Issues and Skills [C1CT] - Acalog ACMS™. SMAD 150. Mediated Communication: Issues and Skills [C1CT] Credits3.00PeopleSoft Course ID003450 Study of how mediated communication shapes the content, meaning and impact of spoken, written and pictorial messages. Emphasis on the skills required to integrate speech, text and ...

  16. FAQ for Students

    If you did not complete your Cluster One Critical Thinking class in your first year, OR, if you are a transfer student entering the university and need to complete Cluster One Critical Thinking, you must take a 300 level course rather than the 100 level course offered to first year students.

  17. Critical Thinking Skills Across the Semester in Lecture- and Team-Based

    James Madison University. JAMES MADISON NDERGRADU ATE RESEARCH O U RNAL 21 Team-based learning (TBL) classes utilize techniques believed to foster increases in critical and higher-order ... and reassess the effect of class structure on critical thinking skills. JMURJ ABSTRACT CRITICAL THINKING SKILLS ACROSS THE SEMESTER IN LECTURE- AND TEAM ...

  18. Easiest cluster 1 critical thinking course? : r/jmu

    Go to jmu r/jmu • by ... Most of the class isn't about critical thinking, it's Pappas just trying to push his own opinions on the students, and that the other major problem with the class, Pappas. The premise of dropping someone from the class's because they had their phone out, especially for a gen-ed, is preposterous, shows the inability to ...

  19. Architectural Design

    The Architectural Design Program is a pre-professional major that prepares students for graduate studies as well as entry-level positions in a variety of design fields including architecture, interior design, and landscape architecture. Students should be aware that educational requirements for architectural licensing vary from state to state ...

  20. HTH 423. Ethics and Critical Thinking in Health

    HTH 423. Ethics and Critical Thinking in Health. Credits3.00PeopleSoft Course ID012928 This course explores ethical issues facing the public health and healthcare systems in the United States. Key ethical frameworks are used to analyze contemporary public health and healthcare issues and the overlap and distinctions between them.

  21. Health Sciences Major; B.S. degree option

    The B.S. degree with a major in health sciences consists of health science course requirements in addition to General Education requirements and B.S. requirements. The health sciences major is designed for students interested in understanding the causes of disease, strategies for promoting wellness, and the scientific basis and methodologies ...

  22. "Critical Thinking Skills" by Zachary Buchin

    Team-based learning (TBL) classes utilize techniques believed to foster increases in critical and higher-order thinking skills when compared to lecture classes. This study compares increases in critical and higher-order thinking skills in a TBL class and a lecture class covering identical subject matter and taught by the same professor during a single semester. Raw score changes on the the ...

  23. critical thinking

    Puppet with JMU JAC Cards, tuition checks, textbooks and supplies, room and board, and meal plans. ... Critical thinking is essential to successfully solve today's workplace dilemmas. Divergent thinking is the creative aspect of this combination. ... In Broderick's class, much like the workplace, his students are given a project with no ...