Grading

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📊 Grading Weights for this course

 

Course Component	Weight	Expectations
Milestone Assignment 1–4	20%	Equal weight (~6.6% each) tracking the predesign, massing, and structural proposals. Grading focuses on consistency and setting up clean BIM foundations.
Midterm Review (Assignment 5)	25%	Evaluation of structural, spatial, and zoning validity. Complete schematic drawing sets must be properly hosted on Revit sheets.
Design Development (Presentation 6)	15%	Heavy technical focus. Model auditing for clash detection, correct implementation of families, wall section details, and scheduled data.
Final Review (Presentation 7)	30%	The culmination of the design narrative, atmospheric renderings, and a fully coordinated, professional-grade central BIM model.
Studio Participation & Sync Logistics	10%	Individual grade assessing desk crits, collaborative contribution to the team model, and maintaining a clean worksharing workflow.

📋 Revit-Based Grading Rubric (For Milestone Evaluation)

This rubric evaluates both the Architectural Design Narrative and the BIM/Revit Execution at each presentation. It balances team collaboration with individual accountability.

1. Conceptual Design & Spatial Programming (30%)

• Excellent (90–100%): The design shows a profound, forward-thinking response to the legacy of Malcolm X and Dr. Betty Shabazz. Space is allocated beautifully within the strict NYC zoning envelope. Room and Area diagrams are dynamically driven by model parameters, leaving zero unassigned space.

• Proficient (80–89%): Strong concept that meets the programmatic needs of a living cultural hub. Zoning limits are respected, though some minor spatial conflicts exist. Revit Room tags and color schemes are applied correctly.

• Developing (70–79%): The spatial layout lacks strong clear cohesion with the historic site. Massing or programming feels forced, and Room elements contain unplaced or redundant data.

• Unacceptable (Below 70%): Disregard for the architectural project parameters, zoning limits, or historical context. Room data is incomplete or manually drawn with simple lines instead of Revit parameters.

2. Structural & Systems Logic (25%)

• Excellent (90–100%): A perfectly coordinated structural grid aligns seamlessly with the spatial flow. Vertical circulation (stairs/elevators) completely satisfies egress codes. Clear spatial allowance is made for MEP chases and ceiling plenums without compromising the design.

• Proficient (80–89%): Structural grids and columns are placed correctly in the model, though minor alignment adjustments are needed. Egress pathways are mostly code-compliant.

• Developing (70–79%): Columns interrupt critical programmatic spaces haphazardly. Vertical circulation is modeled using generic components rather than system

GRADING/ATTENDANCE POLICIES AND STUDIO CULTURE

Course Expectations:

· That students will develop a high level of independent thought and rigor and a willingness to go beyond
both basic project requirements and their own perceived limits and abilities.

· That students will successfully complete all project requirements. No make-up or postponed project submissions will be accepted except in the case of medical emergencies or other extraordinary circumstances. Excused absences and project delays must be officially cleared by the professor in advance to be considered valid.

Community Agreement:

· During the first full studio meeting, the professor will make time for an Hour SSA session for a supportive open discussion among students.
· Studio members will work together to create a community agreement for interacting together over the semester.

Definition:

“A consensus on what every person in our group needs from each other and commits to each other in order to feel safe, supported, open, productive and trusting… so that we can do our best work.” https://www.nationalequityproject.org/tools/developing-community-agreements
· Hour SSA will be repeated at the middle of the semester.

Methods of Assessment:

· Attendance and participation in class discussions and other activities: 10%
· Project development in response to semester schedule: 60%
· Project presentation, level of completion and resolution: 30%

Key areas of Grading Assessment:

· Studio performance & work habits: Ability to respond to studio discourse & feedback in a consistent &clear manner throughout the semester as demonstrated in the  evolution and development of design work.
· Clarity of representation & mastery of media: Ability to utilize both digital and manual drawing and model-making techniques to precisely and creatively represent architectural ideas.
· Pre-design: Ability to prepare a comprehensive program for an architectural project that includes such tasks as: an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of site conditions (including existing buildings); a review of the relevant building codes and standards, including relevant  sustainability requirements, and an assessment of their implications for the project; and a definition of site selection and design assessment criteria.
· Research: Understanding of the theoretical and applied research methodologies and practices used during the design process.
· Integrated evaluations and decision-making design process: Ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing solutions, and predicting the effectiveness of implementation.
· Attendance: Consistent level of preparation and on-time presence for each studio class and scheduled
evening lectures.
· Portfolio: Completion of final portfolio or collection of studio work as directed by instructor and/or coordinator and attendance at all scheduled portfolio related events.

Grading Criteria:

A (+/-) Work meets all requirements and exceeds them. Presentations are virtually flawless, complete, and finely detailed. Work exhibits professional, “museum quality” level of craft. Students have developed an individual design process that shows a high level of independent thought and rigor. Work shows evidence
of intense ambition and effort to go beyond expectations, and beyond the student’s own perceived limits of their abilities.
B (+/-) Work meets all requirements. Presentations are complete and finely detailed. Work exhibits a professional
level of craft. Students have developed an individual design process that shows a high level of
independent thought and rigor C (+/-) Work meets minimum requirements. Deadlines are missed. While presentations may be somewhat
complete, students have struggled to develop an individual design process and/or are lacking in craft or
design resolution.
D Work is below minimum requirements. Presentations are incomplete, students have struggled to develop an individual design process and/or are lacking in craft or design resolution.
F Work is well below minimum requirements. Students do not develop an adequate design process, and/or do not finish work.
INC Grades of “incomplete” are not given under any circumstances unless there is evidence of a medical or personal emergency. In such cases, instructor and student develop a contract to complete work by a specified date, as per CCNY policy. Classes and/or work missed due to illness must be explained with aphysician’s note.

Notes:

Working in teams does not guarantee the same grade for each team member; grades are based on a range of criteria for each individual student.
For more information on grading guidelines and other CCNY policies and procedures, consult the current CCNY academic bulletins: https://www.ccny.cuny.edu/registrar/bulletins

Office Hours: Each studio faculty member schedules 30 regular office hours over the semester, as posted at the top of the syllabus. If a student needs to speak in private with a studio critic, they should ask or email in advance to request a specific meeting time. Students may seek office hour appointments to discuss any matters of concern including personal, private matters and general inquiries about course related work, grading, assessment and content. Probation & Dismissal: for program specific information related to grades, academic standing, probation and dismissal, please see your program academic advisors:
Undergrad: Michael Miller mmiller@ccny.cuny.edu
Amy Daniel adaniel@ccny.cuny.edu

Studio Culture:

Working collaboratively and respectfully on studio assignments, with and alongside others, is an expectation in the
studio. Studio culture is an important part of an architectural education, and it extends to expectations for Faculty
and the School’s Administration as well. Please see the Spitzer School of Architecture Studio Culture Policy, which
can be accessed on the SSA website here: https://ssa.ccny.cuny.edu/about/policies/.

Absence & Lateness:

Arriving more than ten minutes late to class will constitute an absence. Two unexcused absences will result in a whole letter grade deduction from a final grade; more than four will result in a failing grade. It is expected that all students will participate in all scheduled working, midterm and final reviews and contribute constructively to the discussions.
Absences due to Religious Observances:
Students who will miss any class sessions, exams, presentations, trips, or the like due to a religious observance should notify the instructor at the beginning of the semester so that appropriate adjustments for observance needs can be implemented. This could include an opportunity to make up any examination, study, or work requirement that is missed because of an absence due to a religious observance on any particular day or days.

Readings & Journals:

Students are expected to keep a journal or sketchbook throughout the duration of the studio to document their
thought process & take notes of any texts, books, terms or references that are mentioned by either the studio critic
or fellow classmates and to selectively follow up on these and any other assigned readings before the next class.

Academic Integrity:

As a student you are expected to conduct yourself in a manner that reflects the ethical ideas of the profession of architecture. Any act of academic dishonesty not only raises questions about an individual’s fitness to practice architecture, but also demeans the academic environment in which it occurred. Giving or receiving aid in
examinations, and plagiarism are a violation of an assumed trust between the school and the student. Plagiarism, i.e. the presentation as one’s own work of words, drawings, ideas and opinions of someone else, is as serious an instance of academic dishonesty in this context as cheating on examinations. The submission of any
piece of work (written, drawn, built, or photocopied) is assumed by the school to guarantee that the thoughts and expressions in it are literally the student’s own, executed by the student. All assignments must be the student’s original work. Any copying, even short excerpts, from another book, article, or Internet source, published or unpublished, without proper attribution will result in automatic failure of the entire course.

The CCNY Academic Integrity Policy: https://www.ccny.cuny.edu/about/integrity
For citations, the Chicago Manual of Style is recommended:
http://www.chicagomanualofstyle.org/tools_citationguide.html

AccessAbility Center (Student Disability Services):

The AccessAbility center (AAC) facilitates equal access and coordinates reasonable accommodations, academic adjustments, and support services for City College students with disabilities while preserving the integrity of academic standards. Students who have self-identified with AAC to receive accommodations should inform the instructor at the beginning of the semester. (North Academic Center 1/218; 212-650-5913 or 212-650-6910 for TTY/TTD). For further information, go to http://www.ccny.cuny.edu/accessability/ or email
disabilityservices@ccny.cuny.edu

 

Health And Wellness Support:

City College’s Office of Health and Wellness Services offers free and confidential counseling. Contact: Health and Wellness Services, Marshak Science Building, room J-15: counseling@ccny.cuny.edu.

Gender Based Violence Resources:

City College has resources to support you if you have experienced sexual violence, intimate partner/domestic violence, gender-based discrimination, harassment or stalking. For confidential support, you can contact the

Student Psychological Counselor:

Confidential Advocate at (212) 650-8905 or the Gender Resources Program at (212) 650-8222. If you would like to report sexual misconduct, you can contact the Chief Diversity Officer and Title IX Coordinator, Diana Cuozzo, at 212-650- 7330 or dcuozzo@ccny.cuny.edu. If there is an emergency on campus, you can call Public Safety at 212-650-777 and off campus call 911. Https://www.ccny.cuny.edu/affirmativeaction

Library:

The following student performance criteria from the 2014 NAAB Conditions are addressed in this course: Realm B: Building Practices, Technical Skills, And Knowledge. Graduates from NAAB-accredited programs must be able to comprehend the technical aspects of design, systems, and materials and be able to apply that
comprehension to architectural solutions. In addition, the impact of such decisions on the environment must be well considered.

B.1 Pre-Design:

ability to prepare a comprehensive program for an architectural project that includes an assessment of client and user needs; an inventory of spaces and their requirements; an analysis of site conditions (including existing buildings); a review of the relevant building codes and standards, including
relevant sustainability requirements, and an assessment of their implications for the project; and a definition of site selection and design assessment criteria.
Realm C: Integrated Architectural Solutions. Graduates from NAAB-accredited programs must be able to demonstrate that they have the ability to synthesize a wide range of variables into an integrated design solution.

C.1 Research:

understanding of the theoretical and applied research methodologies and practices used
during the design process.
C.2 Integrated Evaluations and Decision-Making Design Process: ability to demonstrate the skills associated with making integrated decisions across multiple systems and variables in the completion of a design project. This demonstration includes problem identification, setting evaluative criteria, analyzing
solutions, and predicting the effectiveness of implementation.
Students should consult the NAAB website www.naab.org for additional information regarding student performance
criteria and all other conditions for accreditation.
CONTACT INFORMATION:
mtchang@ccny.cuny.edu
Website Url: www.ssaonlinecour

The school’s library is a shared resource that is necessary to supplement all research and design work. Please direct questions to the library staff or the Architecture Librarian Nilda Sanchez-Rodriguez:
nsanchez@ccny.cuny.edu

NAAB (National Architectural Accrediting Board):

The National Architectural Accrediting Board (NAAB) is the sole agency authorized to accredit US professional degree programs in architecture. Since most state  registration boards in the United States require any applicant for licensure to have graduated from a NAAB-accredited program, obtaining such a degree is an essential aspect of preparing for the professional practice of architecture. While graduation from a NAAB-accredited program does not assure registration, the accrediting process is intended to verify that each accredited program substantially meets those standards that, as a whole, comprise an appropriate education for an architect.
More specifically, the NAAB requires an accredited program to produce graduates who: are competent in a range of intellectual, spatial, technical, and interpersonal skills; understand the historical, socio-cultural, and environmental context of architecture; are able to solve architectural design problems, including the integration of
technical systems and health and safety requirements; and comprehend architects’ roles and responsibilities in society.