"Three Tenure-Track Assistant Professors of Architecture – Structures, Design and Professional Practice"

Job Description

The Department of Architecture within the College of Engineering, Technology, and Architecture (CETA) at the University of Hartford seeks three full-time, tenure-track faculty members at the rank of Assistant Professor with responsibilities to teach undergraduate and graduate courses in Structures, Design Studio, Professional Practice, and History/Theory, as relevant to the position. The teaching load for each position is 18 credits per academic year.

Responsibilities

Responsibilities for Tenure-Track Assistant Professor in Structures:

Candidates should have knowledge and expertise in the field of structures, innovative structural design, integrated building structural systems, and sustainable construction, materials, and building. Candidates should show a willingness and ability to employ state-of-the-art simulation software and technology in teaching structural design courses.

Successful candidates for this position will teach one or more sections of ADT 355 Strength of Materials, ADT 474 Design of Steel and Wood Structures, ADT 484 Design of Reinforced Concrete Structures, and ARC 523 Advanced Structural Systems. In addition, qualified candidates will have the opportunity to contribute to the teaching of undergraduate and graduate-level design studios in architecture, supporting the integration of structural knowledge within design education, dependent on the candidate’s qualifications and experience.

Responsibilities for Tenure-Track Assistant Professor in Design Studio and Professional Practice:

Candidates should have knowledge and expertise in architectural design pedagogy, professional practice, and construction systems. They should demonstrate knowledge in project delivery methods and emerging technologies in professional practice. Candidates should show a willingness and ability to incorporate digital tools, BIM workflows, and collaborative methodologies in teaching practice-based courses and design studios.

The successful applicant will ordinarily teach undergraduate design studios throughout the curriculum and professional practice courses such as ADT 112 Introduction to the Built Environment, ADT 232 Materials and Methods of Construction, and ADT 242 Construction Documents. Depending on departmental needs and applicant qualifications, the successful candidate may also teach graduate-level studios and courses such as ARC 623 Advanced Professional Practice.

Responsibilities for Tenure-Track Assistant Professor in Design Studio and History/Theory:

Candidates should have knowledge and expertise in architectural history, theory, and design pedagogy, with a demonstrated ability to connect historical and theoretical inquiry to contemporary design practice. They should be knowledgeable about global architectural histories and critical theory. Candidates should demonstrate a willingness and ability to integrate historical and theoretical frameworks into design education. They are encouraged to employ digital and experiential learning tools, including visualization and archives, to enrich their teaching.

The successful applicant will ordinarily teach a combination of undergraduate design studios and history/theory courses, including ADT 350 Introduction to Architectural Theory, ADT 155 Ancient through Renaissance Architecture, or ADT 156 Architecture Since the Renaissance. Depending on expertise, there may also be opportunities to teach graduate-level theory, design studios, or elective seminars.

For all three positions, there may also be opportunities to teach our innovative general education and interdisciplinary courses. Candidates are expected to demonstrate a commitment to inclusive excellence, which the University defines as an unwavering commitment to fostering a vibrant campus community where every student, staff member, and faculty colleague feels deeply rooted, empowered to flourish, and inspired to achieve their highest potential. All faculty members are expected to remain active in creative/scholarly pursuits and seek opportunities for professional development and/or peer-reviewed publications. Significant opportunities exist for research collaboration with faculty members and the community is committed to nurturing the career development of faculty. The recently completed state-of-the-art Hursey Center provides research support for architecture, engineering, and technology scholarship, including focused labs for high-bay structural engineering, concrete, surveying, and 3D printing, as well as maker spaces.

All faculty members are required to participate in and contribute to department and college committees, advise students, and contribute to student recruitment and retention. Furthermore, all faculty members should have the capacity to support and enhance diverse learning and/or working environments. As part of departmental service, all the faculty members in the three positions are encouraged to participate in design studio culture by providing students with regular feedback through desk critiques and review sessions, contributing to the collaborative and iterative learning environment that is central to architectural education.

Qualifications

Required:
Structures position: A master’s degree in architecture (M.Arch) or comparable professional degree or a graduate degree in Architecture or Structural Engineering, Civil Engineering, or another allied field (M.S., M.A., or other related graduate degree).

Design Studio and Professional Practice position: A master’s degree in architecture (M.Arch) or comparable professional degree and a graduate degree in Architecture.

Design Studio and History/Theory position: A master’s degree in architecture (M.Arch) or comparable professional degree and a graduate degree in Architecture.

Preferred:

Advanced academic qualifications: Ph.D. in Architecture, Civil Engineering, or allied discipline, ABD, or a path to a Ph.D. degree in architecture, civil engineering, or related field. Applicant has teaching experience in Structures, Engineering, or Construction Technology courses at the college level for the Structures position. For the Design Studio and Professional Practice position, applicant has teaching experience in Design Studio and Professional Practice areas, including but not limited to Materials and Methods of Construction and Construction Documents. For the Design Studio and History/Theory position, applicant has teaching experience in architectural theory and history courses. Experience in innovative building materials and/or construction systems, such as mass timber, 3D volumetric construction, hybrid concrete construction, or similar for the Structures position. For Design Studio and Professional Practice, experience with innovative design-delivery processes and emerging practice models, such as integrated project delivery (IPD), design-build, digital fabrication, or BIM-based collaborative workflows. For the Design Studio and History/Theory position, experience integrating historical and theoretical research with contemporary design discourse, including but not limited to topics such as digital humanities, environmental and social justice, or global perspectives in architectural history and theory. Applicant demonstrates a promising scholarly focus and trajectory. Professional registration/membership (RA, AIA, NCARB, PE, CACB) For the Structures position, experience in architecture or civil engineering firms in the design of structural systems. Also has experience working with or consulting with Design Architects on appropriate structural solutions that match design intentions. For the Design Studio and Professional Practice position, experience in architectural practice with direct involvement in project management, construction documentation, coordination with multidisciplinary teams, and collaboration with design architects. Applicant exhibits excellent communication and interpersonal skills. Evidence of fostering an inclusive, equitable, just, and caring community where the unique identities of each person are fully appreciated, respected, and celebrated. Demonstrates values that align with diverse intellectual perspectives. Capable of cultivating a campus community of respect and belonging.

Statement of Inclusive Excellence

As an institution of higher learning, the University of Hartford strives to be more than merely a mirror of the larger society; it should foster learning and encourage the personal growth of students, faculty, and staff in an environment that promotes and celebrates diversity in all of its forms regardless of identifying factors including but not limited to race, sex, age, religion, national origin, socioeconomic status, physical and learning differences, sexual orientation, gender or gender identity.

Accordingly, our commitment is to:
Foster an inclusive, equitable, just, and caring community where the unique identities of each person are fully appreciated, respected, and celebrated.

Engage in civil discourse that values diverse intellectual perspectives.

Cultivate a campus community reflective of the intersectionality of the larger society while maintaining an environment of safety and respect where all members experience a sense of belonging.

Institutionally, stand against acts of hate, intimidation, discrimination, bigotry, violence, and harassment of any kind.

Uphold the values of the institution, so that all our members are treated with dignity and respect.

Our commitment to Inclusive Excellence and Belonging is a strength that results in a vibrant and more engaged campus culture.