The Master of Architecture degree is an accelerated 5-year continuous program (combining
a BA and MArch) that prepares students to become practicing, licensed architects in
the United States of America.
Students may transfer into the program at any time, including after completing a bachelor's
degree elsewhere. The MArch program is accredited by the National Architectural Accrediting
Board.
The primary goal of CBU's architecture program is to help students develop the capacity
and judgment necessary to understand the built environment and generate architecture
as a critical response, so that each student can engage both the discipline of architecture
and the multiple discourses – artistic, technological, social, political, environmental,
economic, spiritual – necessary to be a successful practitioner and a conscientious
citizen operating with a biblical worldview.
The MArch program is a continuous program culminating with a BA and MArch concurrently
at the end of five years. Students may transfer into the program at any stage.
Already completed a bachelor's degree in architecture or an allied discipline? Students who have already completed a bachelor's degree in architecture or an allied
discipline will enter the Track II pathway, which is exactly the same single degree
program, but with possible advanced placement. Applicants are reviewed based on their
transcripts, portfolio, and career goals. In each case, applicants must meet all of
the NAAB conditions of the professional degree. Track II pathway students will normally
be required to complete a minimum of two years of professional program requirements
to complete the accredited degree.
At CBU Architecture, we aim to develop architects who demonstrate professional excellence
and personal integrity, are servant leaders in their communities and who live biblically
based, missional lives within the profession. While this is a regular topic of discussion
during class, we also aim to provide key opportunities for our students outside the
class to engage with the profession, apply their skill sets in a missional setting,
and participate in developing industry leading research. CBU has partnerships with
the following organizations and chapters: American Institute of Architecture Students, CRUX, Association of Christians in Architecture,
Church Design Research Institute, National Organization of Minority Students, and
Freedom by Design.
Option to Complete Graduate Degree in Less Time
CBU Architecture offers a 5-year combined BA and Master of Architecture program which
is rooted in a Christian worldview and missional community engagement. With this combination,
CBU students are able to complete their education requirement in a shorter time, all
while potentially earning a portion of their experience credit for their community
engagement involvement during their time at CBU.
Course explores and develops ability within pre-design services including assessment
of client and user needs; program development and analysis; site selection, analysis,
and design; review of building codes and standards; and assessment of project impact.
ARC 570: Professional Practice
Advanced seminar that addresses laws and regulation, project process and economics,
business practices and management and ethical concerns. Students will critically explore
how daily operations of architectural practice are an expression of personal values.
ARC 550: Architectural Theory II
This course considers selected topics in the history of modern architecture and philosophy
as seen through a missional, Christian worldview.
Associate Professor of Architecture Associate Dean of College of Architecture, Visual Arts and Design (CAVAD) Program Lead, Illustration/Interior Design
Office Phone: 951-552-8670 E-mail: mniermann@calbaptist.edu Office Location: James 478
What accreditation does this program have? The program is accredited by the NAAB. Additional information can be foundhere.
How long does the program take to complete? The program is a 5-year accelerated Master of Architecture and program length depends
on your academic background:
CBU students that enter as freshmen will likely complete the program in 5 years.
Undergraduate transfer students can expect the program to be 2-4 years.
Non CBU graduates with a bachelors degree in architecture can expect approximately
1.5-2 years.
Non CBU graduates with a bachelors degree in an allied field such as engineering or
art can expect approximately 3 years.
When are classes offered? Classes meet on weekdays, typically mid-morning and afternoon. However, there are
evening classes occasionally.
Faith Integration - Students both integrate, and resist disintegrating, holistic Christian
faith and purposes in their studies, professional preparation, and way of life.
Creative and Critical Thinking - Students demonstrate the capacity to combine or synthesize
existing ideas, images, or expertise in original ways and the experience of thinking,
reacting, and working in an imaginative way characterized by a high degree of innovation,
divergent thinking, and risk taking.
Agape/Care and Empathy - Students genuinely desire the good of others and have multiple
experiences with and demonstrate a high level of empathy when solving design problems
and working with community constituencies.
Evidence - Students engage in evidence-driven decision making.
Excellence - Students demonstrate fluency with research, analysis, and synthesis of
problems in all aspects of architectural education.
In the United States, most registration boards require a degree from an accredited
professional degree program as a prerequisite for licensure. The National Architectural
Accrediting Board (NAAB), which is the sole agency authorized to accredit professional
degree programs in architecture offered by institutions with U.S. regional accreditation,
recognizes three types of degrees: the Bachelor of Architecture, the Master of Architecture,
and the Doctor of Architecture. A program may be granted an eight-year term, an eight-year
term with conditions, or a three-year term of initial accreditation, depending on
the extent of its conformance with established education standards. Doctor of Architecture
and Master of Architecture degree programs may require a non-accredited undergraduate
degree in architecture for admission. However, the non-accredited degree is not, by
itself, recognized as an accredited degree.
California Baptist University, College of Architecture, Visual Arts and Design offers
the following NAAB-accredited degree programs: M. Arch. (168 credits)
Next accreditation visit for all programs: 2029
The latest Architecture Program Report (APR) and NAAB Visiting Team Report (VTR) are
available for view in the CAVAD Office at CBU, Room J446, alongside copies of the
latest NAAB Conditions for Accreditation, and Procedures for Accreditation, and all
other accreditation related documentation.
The studio culture of CBU Architecture will value generosity of spirit, open discourse,
continuous testing of ideas and a commitment to excellence on the part of all the
participants. It will promote a culture of engagement in which students develop intellectually,
technically, ethically and spiritually through interaction with problems, opportunities
and people not only within the field of architecture, but beyond it.
2. Process of Implementation and Maintenance
The members of the CBU Architecture community agree to uphold the studio culture policy.
The policy will be a working guide for studio culture at CBU. The policy will be introduced
to students at the Academic School Orientations, posted in the studios themselves,
available on the CAVAD website and included in the Student Undergraduate Catalog.
A team of faculty and students will review the policy annually, determine its efficacy
and ensure its implementation. Revisions to the current policy will be discussed by
the team with the common goal of maintaining a healthy studio environment that supports
holistic growth through the sharing of knowledge, ideas and experiences.
3. Studio Design
Studio is the central component of an effective education in architecture. Studio
learning encourages dialogue, collaboration, risk-taking, innovation, and a “learn-by-doing”
pedagogy. The studio atmosphere is a unique learning community that fosters increased
scholarship as well as personal connectedness and an attitude of “iron sharpening
iron.”
4. Faculty
Students are encouraged to think of all the faculty of CBU Architecture as “their”
faculty, not just their particular studio instructor. Interaction between students
in separate studios and between students in separate years of the program is encouraged,
as is interaction between students in the separate disciplines of CAVAD.
5. Time Management
Students and faculty must lead balanced lives and use time wisely, including time
outside the design studio, to gain from all aspects of a university education and
life experiences. Although we believe in the studio as the backbone of the architectural
education, we also believe in the value of a rich, fully engaged life that is deeply
involved in spiritual maturity and service.
6. Interdisciplinary and Collaborative Opportunities
We believe that Design is the integration of many parts, that process is as important
as product, and that the act of design and of professional practice is inherently
interdisciplinary, requiring active and respectful collaboration with others.
The CBU Architecture program is built on a foundation of interdisciplinary learning,
and opportunities to promote and experience this philosophy are inherent throughout
the program. We seek every opportunity for collaborative processes and learning opportunities,
not only within the program, but across the disciplines of CAVAD, CBU and the larger
community outside of our walls. We will highly value cross-disciplinary design studios
and design-build project opportunities that span disciplines and reach into our community.
This is in keeping with our University Student Outcome to “implement a personal and
social ethic that results in informed participation in multiple levels of community.
7. Assessment
Design critique is an integral part of the learning experience. Students will learn
from faculty, but also from peers and from the experience itself. Making clear, understandable
and comprehensive presentations of one’s ideas, both graphic and verbal, and then
learning from the critical feedback that the presentation generates, are vital learning
experiences that help prepare students for professional practice. We highly value
honesty and forthrightness, in a constructive atmosphere of respect and encouragement.
CBU’s architecture program encourages assessment for design and studio courses that
affirms the values of respect for a student’s ideas (intention), the development of
these ideas (process), and the ability to make those ideas spatial & material (product).
Students will therefore be graded on an understanding of the concepts that motivate
and initiate the project at hand (grasp of ideas), the student’s rigor in the development
of ideas and use of information in the process of design (work effort), and the material
and graphic quality of the project’s final products – be they models, drawings or
representations in other media (communication of ideas). Some advanced Studio projects
will also consider the appropriateness of the proposed design solution in its real-world
context.
8. Diversity
CBU Architecture values social, intellectual and disciplinary diversity, as well as
diversity in race, nationality and gender, in its staff, faculty and student population,
as well as in its curriculum. We support active, open discourse, and the studio must
be a place where diverse life experiences and opinions are shared. A culture of respect
and open inquiry provides the foundation of a life-long learning perspective that
begins in architecture school. This attitude is in keeping with our University Student
Outcome to “respect diverse religious, cultural, philosophical, and aesthetic experiences
and perspectives.” The program is currently recruiting students from high schools
representing a wide cross section of Southern California’s ethnic and socio-economic
communities. We are also involved in the ongoing recruitment of international students.
* Studio policy is an evolving draft, which is being regularly assessed, negotiated
and ratified with students and faculty.
Career Opportunities for Architecture Students and Graduates
Career development taken seriously at CBU. This priority exists because architecture
is a practice-ready degree, the Christian University culture is particularly attentive
to vocational preparation, and it is estimated that 90% of architecture graduates
will practice as a sole-practitioner at some point in their career. Students complete
an unusually robust (for an architecture program), five-course sequence in the required
curriculum specifically designed to enhance career preparation and development:
ENT 375 Small Business Management
BUS 475 Project and Team Management
ARC 370 Professional Preparation
ARC 514 Project and Client Development
ARC 570 Professional Practice
CBU's Career Center provides robust, comprehensive support including assistance with resume and cover
letter writing, mock interviews, LinkedIn profile development, and networking events
throughout the year. Through their Handshake platform, the career center is an effective
tool for assisting architecture students in finding open positions in our community.
Beyond university-wide services, the architecture program hosts an annual Career Day
each March featuring 18-24 local and regional firms in a day-long event. Students
network with employers—many represented by CBU alumni—for internship and employment
opportunities. A recent list of attendees include: ABWE, BGW, BRR, Devcon, Gensler,
Gray, HMC, LPA, Riseponte, Ruhnau Clarke, RQ Construction, SGH, TR Design Group, Visioneering,
DLR, PBK, Holt, HPI, Go Architects, KHS, Lionakis, Miller, MVE. In addition, we invite
firms to conduct focused lunch and learns during the academic year, providing students
opportunities to learn more about specific offices and allow for networking connections.
Additional internship and employment opportunities exist through CBU Architecture's
partnership with International Virtual Internships, a matchmaking organization that connects students with firms worldwide for academic
credit-based internships. These opportunities enable students to diversify their resumes
with international remote work experience.
Finally, CBU Architecture maintains strong connections with several international
missionary organizations where students can participate in service learning and mission
work. Students have collaborated with 100 Fold, Engineering Ministries International,
Journeyman, Global Europe Missions, and other organizations.
While not all architecture graduates pursue conventional architectural practice, CBU
Architecture provides a solid foundation for traditional practice pathways and boasts
a very high placement rate upon graduation—especially within the Inland Empire region
of Southern California, where many CBU Architecture students call home.
Additional networking and mentoring relationships and programming related to licensing
and professional development are hosted at the peer-to-peer level by the AIAS, NOMAS,
and AEC student organizations and the events and guests that they bring to campus.
Archtiectural Licensing Programming and Advising/Mentoring
Access to information on the architectural licensure process is critical for our students
and is the focus of both formalized curriculum and extracurricular activity. CBU Architecture
has at least one dedicated faculty member at all times who fills the role of NCARB
Licensing Advisor to provide the most up to date information and assist students as
they navigate the process. This faculty member attends training sessions each year,
engages with other university and professional licensing advisors through NCARB events
and forums, and attends the NCARB Licensing Advisor Summit which occurs every other
year. The licensure process is the topic of lecture and class activity in both the
third-year professional preparation course (ARC 370), as well as the graduate level
professional practice course (ARC570). This ensures that every student has multiple
formal contact points with the process. In addition to the formal touch points, there
are frequent extracurricular events and workshops designed to demystify the licensure
process and help students work through practical questions and processes for beginning
their licensure journeys. These are led by the faculty licensure advisor as well as
a dedicated student licensing advisor who holds a board seat on the CBU AIAS board.
In addition to a dedicated board role for licensure assistance on the AIAS board,
the student organizations are committed to creating a culture of professional development
and professional licensure. CBU Architecture’s AIAS program provides a full slate
of opportunities to engage with professionals and build the skills necessary to transform
students into successful architectural professionals. Each semester there are opportunities
for students to attend firm tours with local architectural practices, engage with
alumni to discuss professional life, and opportunities for mentorship with practicing
architects. While licensure is not the sole goal of every student, the program has
created an atmosphere of professionalism that intentionally invites students into
direct contact with the professional world and the competencies associated with it.
Architecture Admissions
Admissions at CBU is based on an open enrollment model and is administered centrally.
All students are allowed to declare Architecture as a major and they enter directly
into the appropriate cohort and begin their architecture course sequence. There is
no formal gateway when advancing year to year, except for the fourth year when the
students apply to the graduate portion of the program. All transfer students, whether
in the lower levels or at the graduate level are reviewed for academic placement by
the Program Director based upon the APR policy excerpt below.
Architecture Academic Advising
Academic advising is administered centrally at CBU. CAVAD and the Academic Advising
center utilize a college-based academic advising/success coaching model that brings
academic advising within the college and help to streamline advising at a more local
level for students. CBU Advising has a dedicated staff person, Ms. Brooke Ramnarain,
who serves as the single point of contact for all undergraduate students in the program.
The Program Director and Advisor work closely together on issues that inevitably arise
in advising such as variance approvals, transfer course approvals, grade changes,
course requirements review, graduation requirements, and alternative sequencing of
classes when appropriate. All graduate students are advised by Mrs. Kristina Gibeault.
The following is an Excerpt from the 2020 APR and addresses all transfer students: Part Two (II): Section 3 - Evaluation of Preparatory Education
CBU architecture program is an accelerated 5-year, primarily single-institution program
resulting in an M. Arch. degree. Students can transfer into the program at any of
the lower levels. While the program is only a few years old, it is starting to solicit
interest from around the Inland Empire by students beginning their studies at regional
community colleges. The university has established articulation agreements with several
regional community colleges. The program does have architecture-specific articulation
agreements with schools such as Mount San Antonio College, East L. A. College, Harbor
College, Norco College, Riverside Community College, and Citrus College, and students
seeking transfer credits are currently reviewed based on the pre-approved conditions
for beginning courses.
Architecture Transfer Policy
The architecture program requires transcripts and a portfolio of work from any student
wishing to transfer any architecture design studio or other design or design-related
courses into the program. These courses are evaluated according to course descriptions
and syllabi from the CBU architecture program for quality and appropriateness. The
program avoids NAAB Program Criteria/Student Criteria conflicts related to transfer
content by keeping the NAAB Program Criteria/Student Criteria primarily in years three-five.
It is not possible to transfer courses into the CBU architecture program in these
years unless a student transfers from a NAAB accredited program. In such cases, the
student transcript and portfolio will be complimented by a course syllabus that will
be assessed in conjunction with examples of work found in the portfolio to ascertain
whether NAAB Program Criteria/Student Criteria are met through the coursework. In
cases where students cannot demonstrate either comparable coursework content and/or
NAAB Program Criteria/Student Criteria successfully demonstrated, the course will
not transfer.
University-Specific Transfer Policies
A maximum of 100 semester units may be accepted in transfer toward fulfilling bachelor’s
degree requirements. Within these 100 units, no more than thirty (30) upper division
units may be transferred and no more than ninety (90) lower division units may be
transferred. A maximum of thirty (30) semester units is allowable from examinations
(AP, CLEP, DANTES, IB). A maximum of eighteen (18) units may be accepted in transfer
at the lower division level for college transcript completion of a Basic Peace Officer
Standards Training (POST) certificate. A maximum of 45 semester units may be accepted
in transfer toward fulfilling associate degree requirements.
The University will evaluate previous college work to determine its relationship to
the requirements of California Baptist University. Only coursework completed with
a grade of C- or better will be accepted in transfer. Lower division units and units
from institutions that do not offer a baccalaureate degree will not be accepted for
upper division credit. California Baptist University does not accept transfer work
that was not designated as baccalaureate degree applicable by the issuing institution.
All coursework completed at other institutions will be computed into the California
Baptist University cumulative grade point average regardless of course transferability.
M.Arch. Applicants from Outside the CBU Pre-professional B.A. Degree
The architecture program is increasingly seeing interest in the M.Arch. degree program
from outside applicants with undergraduate degrees from other institutions. As part
of the long-term planning of the program, the department has developed a transfer
path for the M.Arch. degree program that provides a customized course of study for
such applicants. Advanced placement for BA/BS degree holders from design, environmental
design, and/or architecture majors is considered on a case-by-case basis and assessed
according to the program transfer policy described above including gpa, portfolio
review for sequence placement and NAAB Program Criteria/Student Criteria consideration.
To date, CBU has admitted only a small number of students with advanced placement
but is prepared to admit additional upper-level transfer students in the future. For
the purposes of the central admissions and registrar record keeping, these students
are classified as Track II M.Arch., though the program is within the single M.Arch.
degree program offered by CBU.
My final internship with Ruhnau Clarke Architects, a well-known firm in the Inland
Empire with strong ties to CBU, transitioned into a full-time role for five years.
Overall, CBU prepared me not just as an architect, but as a thoughtful leader and
person ready to make an impact in my profession and life.
Victor Robles '20
Architectural Senior Designer at PBK Architects
"Creating livable spaces for seniors battling the impact of dementia and Alzheimer's
disease is the focus of this project. This design explores the value of prospect as
a tool for connecting with deep memories, providing stability and calmness to combat
confusion and loneliness. Producing familiar domestic comfort and emphasizing a connection
to nature in both the foreground and in the distance are priorities of this work."
Student: Aaron Gamez / Course: ARC510 Advanced Design / Tutor: Keelan Kaiser
"Creating livable spaces for seniors battling the impact of dementia and Alzheimer's
disease is the focus of this project. The fluid and continuous circulation between
residences and services is prioritized as well as a direct connection to nature. Materiality
reminiscent of a domestic environment is created with a sense of optimism and hope."
Student: Amalia Sosa / Course: ARC510 Advanced Studio / Tutor: Keelan Kaiser
"The centre acts as a beacon of light and hope within its community – light emanates
through a carefully composed envelope created with a regular pattern of gently tapering
and twisting vertical facade members and continuous glazing. Inside the building,
daylight and surface reflections create a sense of uniformity and synthesis, while
each expressed facade member is uniquely machined and milled."
Student: Alyssa Lee / Course: ARC410 Sacred Space / Tutor: Matthew Niermann
"The land on which this theatre is developed was once considered prosperous by indigenous
people. This project seeks to address contemporary prosperity theology through a regenerative
approach to the theatre, restoring the native site. Thin and translucent architecture
completes the aesthetic approach."
Student: Karissa Mortiz / Course: ARC310 Performance Design / Tutor: Karim Youssef
Alignment, Housing and Urban Agriculture by Cabot Ferguson
"This urban infill project imagines synthetic housing and urban agriculture – it responds
to an unusual site geometry, taking advantage of the inherent form-generating value
within. Situated adjacent to the High Line in New York City, USA, the design responds
with a prominent void following the direction of the High Line, offering vegetated
public spaces on the ground and third floor. This void aims to connect the structure
to the users on the street and around the neighborhood."
Student: Cabot Ferguson / Course: ARC310 Mixed Use / Tutor: Ryan Chung
Riverside Ecology Charter School by Christopher Diaz
"This project is an entry for the Committee on the Environment (COTE) Top Ten for
Students competition, shaping a high school charter school around the subject of ecology
for college preparation in STEM fields. A range of shapes, forms and voids mimic biological
traits like diversity and regeneration. A restrained material palette reinforces the
spatial and volumetric composition, anchoring this proposal onto an important semi-urban
corner on Mission Avenue, USA."
Student: Christopher Diaz / Course: ARC510 Advanced Design / Tutor: Keelan Kaiser
"The ability to see oneself is a feature of this design. Using an analogy of eyes,
mirror and light, this project seeks to create a persuasive reflection of the theatre
through a mirror and the use of light to represent performance. Metamorfosi aims to
create a magical space that allows guests to reflect on themselves, their culture
and their perspectives afresh. This experience then turns the guest around upon departing
as a refreshed and renewed citizen."
Student: Joao Vitor Cousseau Grazziotin / Course: ARC312 Performance Design / Tutor:
Krysten Burton
Skywell Christian Study Centre by Christopher Diaz
"This centre aims to strengthen the connection between people and God. Taking inspiration
from Abbot Suger and contemporary methods, this project seeks to direct an upward
gaze through volumetric and spatial assemblies. The roof bends and lifts from base
to apex, finished with a cascading exterior tiling system to form programmatic volumes
that are dynamically stacked to complete the volumetric effects desired by the designer."
Student: Christopher Diaz / Course: ARC410 Sacred Space / Tutor: Karim Youssef
"An idea about reading and reflection led to this imaginative project, which is a
poetry museum featuring a collection of spaces that highlight the experience of poetic
reflection. Introspective participation and immersion drove the design, providing
users with a spatial experience by combining poetry and education."
Student: Sarah Schoeber / Course: ARC210 Intermediate Design / Tutor: Aaron Greene
"The inspiration for this energy-efficient elementary school came from the lush landscape
of an adjacent park designed by Olmstead and Olmstead. The school's envelope was conceived
as a permeable membrane that creates points of diffusion between interior spaces and
their surroundings. This idea contributed to the optimisation of air, heat, and light
flows throughout the design and opened possibilities for learning environments that
meld the interior and exterior. The integration of learning spaces with the natural
environment encourages student cognition, social-emotional development, and creativity
with the goal of increasing the value of future generations' place in the natural
world."
Name: Abi Ashby / Project: Fairmount School of Art and Ecology / Semester: ARC 410,
Fall 2019
"There is a growing demand in the United States to enhance specialised housing for
elders who cannot be cared for by immediate family due to Alzheimer's disease and
dementia. Design innovation is especially needed to support the quality of life for
those who require various forms of memory care. This project responds to these challenges
by shifting the conventions of inward-focused institutional settings to a personalised
and horizon-oriented posture. The design approach emphasised the importance of empathy
in the development of innovative environments to improve the experiences of residents
and staff."
Name: Victor Robles / Project: Wrightwood Elder Memory Care / Semester: ARC 510, Fall
2019
"Architecture is interpreted as a choreographed event in this design for a community
theatre. Striated bands flow through the project to define a series of spaces as an
interactive transition from the ordinary to the fantastic as patrons enter into performances.
The design extends the influence of the theatre by challenging the horizons of imagination
for audiences and the public alike. By asserting that architecture plays an active
role in the formation of culture, the project explores the potential of design to
unify communities through collective experience."
Name: Andriani Sugianto / Project: Redlands Community Theater / Semester: ARC 312,
Spring 2020
"This centre for the enjoyment of poetry developed from a synthesis of procedurally
generated form, analysis of place, and experimentation in the atmospheric qualities
of architectural character. The design features a series of parallel prisms rotated
about a central garden, which provides a sense of focus and orientation. The openness
and transparency of the perimeter enclosure blurs interior and exterior to invite
exploration and discovery. The project emphasises the importance of holistic sensory
experience to create architecture which is engaging and humane."
Name: Kyle Kerr / Project: Riverside Poetry Foundation / Semester: ARC 212, Spring
2020
"Innovations in communication technology and product manufacturing continue to redefine
the relationship between work and home life in developed economies. This project explores
the architectural implications of this evolution through the design of a hybridized
live-work publishing house in a dense urban neighborhood. An open atrium anchors the
design and floods the core of the project with light and activity while encouraging
the development of a diverse community of residents."
Name: Eduardo Padilla / Project: Urban Live + Work / Semester: ARC 310, Fall 2019
"Flux Performing Arts Center paradoxically acknowledges both its limitations and potentiality
as a container for the human spirit in the performing arts. This thought animates
the composition of the design to orchestrate moments of organic interaction and spontaneous
performance within and beyond its theatre and studio spaces. While the project is
envisioned as a major new cultural venue in a historic district, its ultimate goal
is to draw attention to the beauty hidden in the experience of everyday life."
Name: Samuel Soine / Project: Flux Performing Arts Center / Semester: ARC 312, Spring
2020
Career Possibilities
The path to becoming a licensed architect is a multi-step process that includes education,
experience and examination.
Since 2008, the construction industry and, in parallel, demand for architectural services
has steadily increased. Both total construction and private non-residential construction
are on an increasing trend.
According to American Institute of Architects membership data, 60% of architects are
45 years of age or older. In short, there is an increasing need for new young architects
in America to replace the aging, and soon retiring, population of architects.
