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Teaching Philosophy
When I was hired in 2005 to teach a hand drafting course, there was no requirement for stating your teaching philosophy. In thinking back to that time, I would probably have said that my teaching philosophy was to demonstrate the proper drafting techniques and work with the students to help them obtain the proper skills.
My current teaching philosophy is more wholistic and addressing the student, not just the curriculum. Our students at Triton come from a variety of backgrounds, educational preparedness and income levels. When I first started teaching, I did not realize that teaching was much more than the curriculum.
“Students don’t care how much you know until they know how much you care.” —John C. Maxwell, American author and leadership expert
To be an effective teacher it requires that you understand the student and the place that they are starting from. I have personally witnessed students who had little confidence in themselves, or were struggling with personal issues that seemed to overwhelm their lives and hamper their performance in school. I have found that it is important to talk individually with students, and ask what their goals are as well as how they are doing personally. While many may not open up immediately, they often do later. Having my office directly off the studio space has enabled me to be present and available for students to drop in. Much like my own children, you need to be available when they are ready to talk. I have found that the open door encourages students to visit me and chat, whether it be about the assignments, next semester's schedule or something that is concerning them in their personal lives.
Next is the material. I strive to find a variety of ways in which to present the material, and often repeat core subject matter on a different day, utilizing an alternative method of delivery. Bringing personal experience into the classroom and trying to relate complex topics to things and events around them also helps to teach the subject matter. I am a firm believer that everyone can grasp this subject matter, learn to draw effectively, and succeed if they put in the time and effort required. It may mean that Student A grasps the material easily, and Student B needs to have it presented again, and needs to spend more time on a project or assignment. For drafting and drawing assignments, I allow them to resubmit for a better grade, as the goal is learning, and often the students who resubmit regularly become the better students in class.
I love my job, and it is fluid in what I do every day. Keeping up on technology and what needs to be presented is also a great challenge as I love to take classes and keep current. This keeps it interesting and engaging for me. I have always been a life-long learner and this position fits with that desire. We are in a fast-paced world and the technology for design and building is rapidly changing. I hope to instill in my students the love of life-long learning and the curiosity that accompanies that.
Many of my students stay in touch after they leave Triton, some have even come back to teach or be a part of our Advisory board or to teach. I consider this a great success in our inclusive program.
Nicholas Vincent Marra
To:
Frances Figg
Sun 9/25/2022 9:48 PM
Hello Mrs. Figg,
I hope you had a great summer and are having a great new year so far! I wanted to let you know that I have not registered for this school year or semester because the union called me back in May. I started my pre-apprenticeship on August 1st and will graduate from my pre-apprenticeship this Friday and actually begin my 4-year apprenticeship. I just wanted to say thank you so much for everything that you have taught me in your classes. Without any of the knowledge and encouragement that you have given me, I wouldn't have been able to do this well in the union so far.
Sincerely,
Nicholas Marra
__________________________________________________________________________________________________________
Dianna C......
To:
Frances Figg
Thu 2/24/2022 1:25 AM
Frances I wanted to give you the thanks and appreciation for helping me with my current situation. I cannot explain how grateful and thankful I am for accompanying me and making this easier for me to speak up. Thank you once again Frances.
__________________________________________________________________________________________________________
Miguel Angel Martinez <mart2243@uwm.edu>
To:
Frances Figg
Wed 12/12/2018 11:08 AM
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HI FRANCES!
Sending you the final studio project for this semester. We had to to design a residence hall! The structure I made is of CMU brick because it's a masonry class. The first floor layout is general floor where non resident students can walk through as well. The floors above are all student housing. Each house houses 8 student where all the rooms are the same. The rooms have bunk beds but are divided by a wall so you can only climb in from one side. This allows a bit more privacy in the room. Each room also has a toilet bath and sink just for the two students in the room. The sinks are located outside of the toilet and bath to allow the use of both even if someone is taking a shower. The house like the rooms are divided into fours as well. The first room is a really small lounge area with a some minimal seating. The next area is a study room where its a bit larger and allows for a little more privacy. The area next to it is the living room space with couches that is a bit larger. The final area is a kitchen and dinning. The house is divided by a "hallway" no really a hallway but a clear path that shows the divided. And the whole point of the house is going from private to public. Starting from the bed, you're going from private to semi-private because you share the bathroom with a roommate, and than public once you leave the room. I HOPE ALL THIS MADE SENSE! I'd be be better at explaining this in person!
Make sure to let my beloved classmate know not to take your free prints and materials for granted! Miss you all!
Sincerely,
Miguel Martinez
Syllabus Examples
I started teaching in the Fall of 2005 with the course ARC-109 (Architectural Drafting). This was a course that I developed, as there was very little instructional material provided. Over the years, I refined this class into a series of drawings that teach a new skill with each drawing, and build upon those skills in the consecutive assignments, culminating in the students being able to draw a simple house themselves.
My syllabus has developed significantly since that time as I have understood better what the students need and how to better communicate classroom expectations with them. The ARC-104 (Introduction to Architecture) is a course that I completely developed from scratch. It started as a simple Introduction to Architecture solely for Architecture majors. As the curriculum was revised ARC-109 was embedded into the ARC-104 course. I used my experience with both courses to create the best outline that would address the needs of Architecture, Construction Technology, Plumbing and Carpentry students. The insight and input from multiple perspectives has resulted in a rich, diverse course with various views being brought together. Each constituent brings a unique perspective to the class.
ARC-104-001 Fall 2016 Syllabus
The biggest change that I have made to the syllabus in the past couple of years, is a more extensive Course Schedule with course assignments and due dates laid out in a more systematic way. This is reflected in Blackboard, where a Calendar gives them the Assignment due dates to help in planning their work.
ARC-104-001 Fall 2020 Syllabus
Classroom Assignments
For ARC-104 (Introduction to Architecture), I teach both a lecture portion and a lab portion, which is manual drafting using the drafting tables and parallel rules. This is a course which I started teaching when it was just hand drafting. I have developed all of the material in the course and continue to refine it every year. This introductory course is taken by all of the students in the Architecture, Construction Technology, Plumbing and Carpentry programs.
With the variety of student interest, I strive to make it diverse and appealing in many different ways. The course not only includes drafting and lectures, but also has 3 unique projects:
A Research project on an Architect or a topic related to Construction
An Egg Drop Competition where the structure is using precedence from a previously selected famous building
Designing a "She Shed" to house their favorite leisure activity
DR6 Student Work
Examples of Student Design Work
During my tenure thus far at Triton I have had the opportunity to teach several levels of Design (ARC-170. ARC-171 and ARC-272) in addition to Introduction to Architecture (ARC-187) and Model making (ARC-189)
Students have had projects that range from a Form exploration to a new Child care Center for Triton College to participating the the National Competition every year for CCCAP (Coalition of Community College Architecture Programs). The links below provide the various assignments and student work:
Form Exploration Assignment
ARC-170 (Design I): Form Exploration Example A
ARC-170 (Design I): Form Exploration Example B
Shipping Container Assignment
ARC-170 (Design I): Shipping Container Example A
ARC-170 (Design I): Shipping Container Example B
ARC-170 (Design I): Shipping Container Example C
Artist Residence Assignment
ARC-171 (Design II): Artist's Residence
Triton Childcare Center Assignment
ARC-171 (Design II): Triton Childcare Center A
ARC-171 (Design II): Triton Childcare Center B
CCCAP 2021 Design Competition
ARC-171 (Design III): CCCAP Annual Design Competition A
ARC-171 (Design III): CCCAP Annual Design Competition B
Famous Building model and Rendering Assignment
Student Design Portfolios, produced in Semester 3, as part of Design II (ARC-171)
Adapting Teaching During Covid
Teaching during Covid was a world-wide challenge and not something that most of us were not prepared for, especially on such short notice.
While it was difficult to shift to online teaching for many of us, I looked at the silver lining. Covid both forced and allowed me to modify my presentations and delivery, as well as the access that students had to materials.
For my classes, I recorded lectures and demonstrations YouTube Video Channel link
Using the Ipevos that were provided to each classroom, I was able to record all of my hand drawings and share via YouTube. I continue to use the Ipevo during face-to-face class time and students watch on the Blackboard Virtual Classroom from their desktop computers. This allows everyone to have a very clear view of the drawings. Prior to Covid, students gathered around me at the drafting table to watch in real time and not everyone had the best view. Now they not only have a much better close-up view, and they can watch a recording of the drawing exercise to review at a later date. I had always strived for a way to record my hand drawing, and the College providing the Ipevos allowed that to happen seamlessly.
Loaner Computers were purchased that can handle all of the complex software that is used in our programs, such as Adobe Suites, Rhino, AutoCad and Revit. These computers are loaned out to the students for the entire semester and allow them to have at-home access to complete their work. (thus far, we have had a 100% return rate)
Adobe software was converted to a cloud-based loaner program, which is done yearly in cooperation with the VIC department to economically acquire the seats that are required for each of our programs respectively. This has replaced the need for students to come into the studio to work with the Adobe Suites.
Rhino was also converted to a cloud-based access, again allowing access 24/7.
The studio hours were expanded to ensure that all students had the ability to come into the studio for drawing and working on projects and collaborating with peers. Studio practice is a time-honored tradition that is used in all Architecture schools. The students who take advantage of this not only perform better, but create a close relationship with their peers and share ideas and solutions.
All drafting equipment kits now include a T-square and board so that students can draft at home if needed. The results are still much better if they work in the studio, therefore the reason for keeping it open as often as possible.
Leveling the digital divide has been one of the greatest benefits that occurred from teaching during Covid. Prior to this, students who had the resources to purchase an expensive computer, or the software, had an unfair advantage over those students who were required to come into the studio to do their homework. Now each student has the resources to work at home, during the hours that best suit their schedules. We also expanded the studio hours, as the comradery that occurs fosters sharing and collaboration that cannot be achieved in isolation. Students will teach and help each other outside of class. These are practices that we will continue going forward.
Classroom Renovations
During my tenure as Chairperson, I have overseen the remodeling of the Architecture space, the Plumbing and Carpentry labs, and the Renewable Energy Classroom/lab
G-304
For the Architecture lab, the program had been moved in 2015 from a large space in the M building, to a single room, G-304. The room was laid out to house both the computer lab as well as the drafting and design studios. It was very cramped, and did not promote effective learning well. Students had to get out of their seats at the drafting tables when a review or help was needed, to allow access to those sitting next to the windows. Having both functions in the same room meant that 2 classes in the program could not run simultaneously. I proposed a plan that would alleviate that problem by creating a second computer based lab and keep the studio just with the design . This would also allow us to run 2 classes simultaneously and to increase capacity for the classes by 25%. Due to the need for a quick turnaround, as enrollment had increased dramatically and if all wanted to continue, we would not have been able to accommodate them, it was decided to construct a laptop lab. This proved to be prudent, as Covid appeared the following Spring and we were equipped with laptop computers that we could loan out to students and staff as needed. We have opted to keep the laptop lab in lieu of a hardwired lab. This gives us greater flexibility to use the space for presentations, Design juries, overload work space, etc.
The revamped space also created better teaching opportunities, as the students were not cramped into non-accessible seats to do their work.
Architecture Studio Final Plan
This past year I submitted an Innovative Project as part of the budget process. 2 Proposals were submitted.
G-304 to address systemic flow issues in the studio space. If I was in my office during a class period, to exit I had to go in front of the Smart Board and interrupt the class to get out of my office. Students were not comfortable coming into my office during class periods, and I could not effectively monitor the equipment in the storage room. This was remedied by moving the door of my office to be inside the storage room. The result has already been noticeable, students will come into my office at all times to ask questions, get help, or just to talk. I also have control over the storage room where most of our equipment and supplies are located.
During the winter break, new shelving and storage will be added to the storage room to create a more effective workspace for staff and students, replacing a hodge-podge of desks and older storage cabinets. This will give the room a more professional look also, reflecting better on the program in general.
A separate proposal for R-226 to address space issues in the Carpentry lab was also proposed. We are still seeking out alternatives.
T-160
In the Fall of 2021 we unveiled a new dedicated classroom for the Renewable Energy Technology Program which I planned. The program was starting it's second year, and had been sharing space with ENT, and no room for storage of equipment. This space was renovated with proper pull-down electrical cords for working, a garage door and outside walkway to allow students to pull equipment outside and work on the solar systems. It also incorporated an office and secured storage space for the equipment. This renovation was done in conjunction with our Industry Partner, IBEW Local 134. They generously provided the Smart Board, new tables and books and equipment for the lab.
In the Spring of 2022, with a generous grant from IGEN, we were able to install a ground mounted solar array system, that the students will use as a laboratory to learn how to install solar panels, how to troubleshoot issues and general maintenance. This is in conjunction with a battery storage system.
Curriculum Development
During my tenure as Coordinator and now Chairperson, I have overseen a large transformation of the curriculum for the 3 programs.
For Architecture, I have increased the credit hours for studio to more closely align with our 4-year partner institutions. We now have 14 credit hours of Design. I also broke ARC-110 (Materials, Methods and Sustainability I) into 2 separate classes; ARC-110 is now strictly lecture based Introduction to Sustainability. It is paired with ARC-108 (Materials and Techniques), where students learn how a building is constructed from the ground up to the roof, exploring all of the different materials and techniques used in the construction process using a hands-on drawing component.
Architecture AAS Curriculum Proposal
The Plumbing and Carpentry Certificates were first launched in 2018 They have proven to be very popular, and have allowed for great Dual Credit enrollment.
Construction Technology was officially launched as a program in 2018.
Construction Technology AAS Curriculum Proposal
The Construction Management Certificate was my Tenure project in conjunction with local Unions.