"Architects value educational breadth and depth, including a thorough understanding of the discipline’s body of knowledge, histories and theories, and architecture’s role in cultural, social, environmental, economic, and built contexts. Inevitable change in these factors requires lifelong learning"
National Architectural Accrediting Board (NAAB)
As I am nearing the end of my time at Belmont and reflect on my experiences in the architecture department, I think about the positive and respectful environment that is fostered by the faculty and staff. With the smaller class sizes, I have been able to create personal connections with my professors and and other faculty at O'more. There is a more intimate feel inside the classrooms that is very respectful and supportive across the board. With this, the environment is set up so that everyone can feel comfortable enough to speak to one another about thinks they like, don't like, and things this program can do to make us all better as a whole. With the ability for professors to spend more one-on-one time with each student, our education becomes more personal, improving our learning trajectory. Throughout my time, I have had discussions with both my professors and peers that have improved my learning, I have also had the opportunity to help my peers in some situations too, giving constructive feedback on their work during reviews. I have also had the opportunity throughout my time in school to give feedback to my professors about the courses I have taken, how they were set up, and how they can be improved for the future. My professors' eagerness and willingness to take feedback from their students is a prime example of life-wide and life-long learning and the importance of always being open to continue to improve.
I believe that architecture is a field that holds huge importance to continuously learning and growing, making life-wide and life-long learning a key aspect in the profession. It is a field that is constantly evolving with time and improved technologies, making it imperative that life-long and life-wide learning is practiced. Architecture is always changing, and it is our duty as professionals to continuously learn these new things. Continuing education is a huge part of the architecture profession and it is important to be open and willing to continued learning beyond school. This idea that you are never finished learning reminds me of the synopsis of this ePortfolio project. This project was started during the second semester of my 2nd year at Belmont, and here I am in my 5th year still working and adding to it. This idea that the portfolio isn't finished, as there are always new things to add, is just like the learning of architects, you never stop. Learning in the architecture is life-long and life-wide, with continuous adaptations and regulations, if an architect is 'done learning' they are not practicing to the best of their abilities.
From my current perspective, the BELL Core curriculum at Belmont have definitely played a huge role in my personal and professional development. I have learned many life long skills from these classes and have become an even more we'll-rounded person. I have learned great communication and presentation skills from my speech class which is incredibly important in the architecture profession when working with clients or trying to win a bid. I have also learned more social and cultural awareness from my history courses and first year seminar. Additionally, my study abroad trip to Rome provided new perspectives to life with different cultural and social backgrounds. Going on the trip with a group of Latin students and professors, I got to see this historic city through both my architectural lense, along with the background of their Latin knowledge, allowing me to take in and understand the history with a unique perspective. All of these may not directly relate to architecture, but all played an important role in shaping the person I am today and the architect I will become.
DIDACTIC STATEMENT:
Traveling to Rome, Italy in May of 2023 was one of the most memorable experiences of my life. This Maymester program was led by Professors Kate Holland and Maria Hilmarsdottir and included two classes: ART: The Power of Image and HUM: The Age of Augustus. These courses fulfilled my Interdisciplinary Learning Communities (ILC) Bell-Core requirement and were taught together on the trip, complementing each other perfectly. We explored Augustus' reign through the lens of Rome’s art and architecture, gaining insights that far exceeded what I could have learned on my own travels. Additionally, I was able to complete my third-year writing course online while abroad. This course was specifically designed for students studying overseas, with many of our writing assignments reflecting on our experiences outside the country.
St. Peter's Basilica | Vatican City
Pantheon | Rome, Italy
LEARNING ENVIRONMENT:
Belmont’s architecture program fosters a positive learning environment through its thoughtful policies, curriculum, and community dynamics. The building closing at 11 p.m. each night encourages students to maintain a healthy work-life balance by ensuring that we get the rest we need to stay productive and focused. This policy reflects the program’s commitment to promoting well-being, which is crucial for both academic success and personal growth. The curriculum itself offers a balanced approach, integrating both technical skills and artistic design. By providing rigorous training in building systems alongside creative studio work, the program equips students with a well-rounded skill set that prepares us for a variety of challenges in the field.
The culture within the Belmont architecture program is also shaped by the behavior of faculty, staff, and students, who foster an environment of respect, encouragement, and collaboration. Faculty members are approachable and deeply invested in student success, while students support each other, often working together in informal settings to share ideas and troubleshoot challenges. This positive and inclusive atmosphere creates a strong sense of community, where everyone feels like a part of one big family. A supportive environment like this is essential to education because it cultivates a sense of trust and confidence, encouraging risk-taking, innovation, and the open exchange of ideas. I’ve contributed to this culture by actively engaging in group projects and leadership positions, offering help to peers, and promoting a collaborative, optimistic spirit within the program.