Personal Statement of Robert A. Young

Transcription

1 Personal Statement of Robert A. Young Introduction 1 Long before the term sustainability became familiar to many, I chose to work in the field of energy conservation within the built environment as a way to marry technology and efficient design practices to the conservation of existing natural resources. My exploration of these processes has delivered me to where I am today. I still seek to conserve resources but have refined my scope to focus on stewardship of the built environment which by its very nature mitigates the depletion of the natural environment and thus sustains the resources and vitality of both the built and natural sectors, I, therefore, am a steward of the built environment. I understand the forces affecting historic preservation decisions and can appreciate the overall context of how building systems can best be integrated to meet our needs and continue to meet our needs in the future. Within this context, I recognize that the long-term sustainable approach to growth must include a look forward but also careful stewardship of the built environment that can be sustainably reused. Advancements in technology, the evolution of how we conduct our daily lives, and changes in social attitudes all affect the idea of what is old and what is obsolete. As professionals we need to continually integrate appropriate solutions into this evolutionary process as we seek to adapt to a sustainable future. Thus, stewardship of the built environment is the combination of preservation and sustainability and how they can work synergistically to promote a more livable environment overall. As I came to the University of Utah in 1993, I anticipated the opportunity to put the combination of my professional practice and experience to good use. Toward that end, during my pre-tenure period, I worked to define my research area and develop my scholarly voice. As a result, I now recognize how and where I can productively apply that expertise. The period since receiving tenure has given me the opportunity to reflect upon insights gained and focus on what path I want my career to take. I recognize that I have entered into a realm of new possibilities focused on stewardship of the built environment that can build upon the foundations laid in my pre-tenure period. I am more able to comprehend the longer-term ramifications of opportunities that arise which may intensify my focus or distract me from it. While the multiple activities of my pre-tenure period resulted in many new professional relationships, my post-tenure period has allowed me to deepen those which enhance my research focus and I can now nurture farther reaching relationships based on my scholarly and service efforts and growing professional reputation. In essence, I now have a higher clarity of purpose and feel sufficiently confident to proceed onwards with that focus. Philosophical Approach to My Work Through my post-tenure period, I have realized that the core values of my philosophical approach stem in part from these two quotes: 1 These pages are my reflections relevant to my post-tenure teaching, research/creative work, and service. I invite the reader to also consider my entire term of appointment as presented in my curriculum vitae. 1

2 Be the change you want to see in the world Mohandas Gandhi "The voyage of discovery is not in seeking new landscapes but in having new eyes." Marcel Proust By adopting these as personal touchstones, I have formulated a philosophical approach which reminds me that to be a true leader in any arena I must live by what I profess and lead by example. Similarly, it is critically important to assist others in seeing things in new ways and how we can use those new insights to enhance the built environment. These form the bases for my approach to my teaching, research, and service activities. Early in my career, I was introduced to a compelling strategy for professional growth. In this strategy, three components work synergistically to create a much larger composite growth than by doing each individually. These components include professional practice, education/research, and service. As professionals, we can work separately in any of them. However combining all three provides the greatest impact on the future of the profession. Professional practice builds the experience base to develop design solutions which then builds the basis for exploring new ways of enhancing the design process. Research and education draw upon experience from a theoretical perspective to formulate new processes. Through service we can learn from others as well as educate others by sharing this acquired knowledge with them. The three components combine to create a holistic approach that ensures the adaptation of our profession to meet future needs. Based on my professional practice career and as a reflection of this tripartite strategy, my philosophy as an educator is to provide a holistic-based education that sensitizes the students to the reality of their professional environment and exposes them to the concerns of people in that professional environment. My courses focus on preparing the students to apply their critical thinking and reasoning skills to solve problems they will encounter in school and in professional practice. As such, assignments that sensitize the students to the built environment and enable them to experience it first-hand are useful for the students to newly see the built environment as a personal learning laboratory, or as Marcel Proust describes as having new eyes. As a student and educator, I have found four stages that one must pass through to gain professional proficiency: 1) acquisition of language describing processes involved; 2) internalization of the relevant concepts; 3) integration of the language and concepts into solutions; and 4) interaction with or simulation of the professional environment. Recognizing these stages has helped define the pedagogy around which I have structured my teaching. Architecture is experiential in both emotional and physical terms and multiple factors affect the success of a building: aesthetics, constructability, cost, comfort, functionality, and durability. The preservation and adaptive reuse of historic architecture are even more so affected by these factors and are compounded at times by a polarized or indifferent yet mixed constituency of diverse socioeconomic, ethnic, and educational backgrounds. A successful sustainable building is based on the ability of the parties involved to 2

3 communicate, recognize each other s needs, and form the best solutions with the given resources. Basic knowledge required for this can be from textbooks and course lectures but to prepare students for "real life" we need to move beyond the classroom. To reinforce concepts, accessing and using local buildings as a learning vehicle show how building, systems, occupants, and contexts interact with one another. For undergraduate courses, tests and project assignments establish the student's proficiency level with the language and concepts. To enhance interpersonal skills, group projects are invaluable. For graduate level courses, individual or group projects that emulate professional practice conditions as either a theoretical exercise or as an actual service learning project can provide the experience necessary to create viable solutions to real problems. As a professional goal, I have set my research agenda to further develop the interdisciplinary aspects of architectural education that facilitate stewardship of the built environment. Therefore, my initial creative energies have been directed at exploring venues of research and scholarly work that have been generating publications which reflect my overlying thematic interest in stewardship of the built environment. As such, my research addresses several areas that will enhance the architect's role as facilitator of the collaborative design process. Within the context of stewardship of the built environment, I investigate issues affecting three areas: revitalization of the built environment building conservation, remediation, and rehabilitation social, economic, and environmental sustainability. In the pre-tenure and early post-tenure phases of my career I produced papers and journal articles but, with the recent release of my first book, I am now preparing to produce several additional books to further establish historic preservation and community revitalization as major sustainability strategies. My overall goal is to enhance the interdisciplinary understanding of these issues and to use my research and my teaching to strengthen the students' and practitioners abilities to succeed in the contemporary design and construction environment. My service ethic combines the essence of my professional, educational, and research philosophy within the University setting and beyond it through service work within the Salt Lake City, statewide, national, and international environments. My extramural service activities have included work on the Association for Preservation Technology International Board of Directors, Utah Heritage Foundation Board of Trustees, Salt Lake City Historic Landmarks Commission, Salt Lake Redevelopment Authority Advisory Committee, and Traditional Building Skills Institute Board of Directors. I use my service duties to see how others perceive, use, and understand technical concepts, interpersonal skills, and collaborative processes related to historic preservation and sustainability in particular and architectural design in general. As a result, I now better understand people from a variety of backgrounds and disciplines and translate that understanding into a more effective implementation of my course materials as well as enhancing public awareness to the conservation and preservation issues confronting society. 3

4 Service activities enable me to move beyond the academic environment and explore opportunities for my own growth as a community leader and as an educator. My professional service and service-learning activities have significantly contributed to both my educational and research agendas as well as served to enhance the reputation of the University of Utah College of Architecture + Planning as being committed to enhance relationships with the local and state community. Most importantly, service is an integral part of my own growth strategy. The boundaries between my teaching, research, and service are often permeable or nonexistent. This is when my greatest opportunities for growth and fulfillment occur. As such, I will continue my service work to bring aspects of non-academic environments into academic settings and vice-versa. Highlights of My Post-Tenure Period I consider the following achievements as the highlights of my post-tenure period: Scholarly and Creative Works Wrote Historic Preservation Technology. Completed the multiple award-winning rehabilitation of the G. H. Schettler House. Received a sabbatical to develop a book proposal on historic preservation methods. Completed two contracts for building condition assessments at Grand Tetons NP. Received a University Research Grant to investigate New Urbanist Neighborhoods. Won three photography competitions. Teaching Received the John R. Park Teaching Fellowship. Taught a community redevelopment topic studio with the Salt Lake City. Redevelopment Authority Advisory Committee as a community partner. Co-taught several iterations of the capstone Integrated Project in Major II Studio. Achieved a 6.0 (on a 6.0 scale) on composite course evaluation for ARCH- 6500/URBPL-6960 Historic Preservation Theory and Practice. Received three more University Teaching Grants (for an overall total of six). Completed service-learning projects with Utah State Historic Preservation Office, Utah Division of Parks and Recreation, Traditional Building Skills Institute, Utah Heritage Foundation, and the Salt Lake City Historic Landmarks Commission. Developed and led the Building Envelopes workshop at the 2005 Association for Preservation Technology International Annual Meeting in Halifax, Nova Scotia. Presented numerous lectures to other departments and non-university programs. Service Received the University of Utah Distinguished Service Professor Award for Received the Utah Heritage Foundation s 2007 Lucybeth Rampton Award. 4

5 Created an interdisciplinary graduate certificate in historic preservation. Initiated and led successful effort to establish an Associate of Applied Science (AAS) degree in Traditional Building Skills at Snow College in Ephraim, Utah. Completed two terms on the Association for Preservation Technology International Board of Directors and was named APT Bulletin Book Review Editor. Completed my twelfth year on the Traditional Building Skills Institute Board of Trustees, including two years as Board Chair. Most Satisfying Achievements of My Post-Tenure Period My self-perception is that I am hardworking and earnest and I have tended to let my work speak for itself. Although I do not shy away from the limelight, I had not previously actively sought it either. However, with my completion and publication of Historic Preservation Technology, I am endeavoring to overcome this tendency and as such have increasingly been approached and invited to participate in a number of higher profile opportunities. Overall, this has been the most satisfying aspect of my post-tenure period. Below is a brief summary of my most satisfying achievements drawn from the list of highlights from my post-tenure period. Not intended to reduce the importance of any of the other work that I have done, these particular activities most fully represent the attainment of goals that I had expected of myself when I entered academia as a professional career and the directions in which I wish to proceed. Historic Preservation Technology (John Wiley & Sons, 2008): This is the first of its kind introductory comprehensive textbook on historic preservation technology that is focused on introducing students (and young professionals) to the subject. I anticipate that this book will lead to additional publishing and creative opportunities in the historic preservation and sustainability publishing market. Publication of this book has given me greater access to a national audience from which I am beginning to reap the benefits of more prominent visibility and credibility. Award Winning Rehabilitation of G.H. Schettler House: This represents the physical manifestation of my philosophies about stewardship of the built environment. Having won awards from the Utah Heritage Foundation and the Salt Lake City Historic Landmarks Commission as well as qualifying for Utah Historic Preservation Tax Credits for this project, I have delivered several papers and made guest speaking appearances to describe how stewardship can be used to create a more sustainable environment. This project also was featured in a Deseret News article on Green Architecture. In essence, this work demonstrates that I live by the philosophies that I teach and that the approach is successful. John R. Park Teaching Fellowship: This major teaching award given by the University enables a faculty member to explore environments outside of Utah to enhance the curriculum of the courses that he or she teaches. I used the funding and release time to visit historic properties in Northeast, Mid-Atlantic and Gulf Coast 5

6 states to see how they are being preserved. I also met with architects, curators, and preservationists to discuss their approaches to preservation and their insights on forthcoming preservation trends. These visits enabled me to expand my network of professional contacts and improve the delivery of my preservation courses. Community Redevelopment Topic Studio: This was my first opportunity to teach a studio by myself. I initiated a partnership with the Salt Lake City Redevelopment Authority Advisory Committee (RAAC) to investigate potential design solutions for the redevelopment of a tract of land located at the edge of a historic district. The students completed analyses of several successful neighborhood commercial nodes in other historic areas of Salt Lake City and the western United States and then integrated the best practices found in those neighborhoods into their designs. The process was personally satisfying and I welcome the opportunity to present another similar studio when the opportunity arises. University of Utah 2008 Distinguished Service Professor Award: This award is presented annually to one University faculty member for public and professional service. This award looks beyond University service work and recognizes the efforts of faculty who have distinguished themselves in service to the local, state, national, and international communities. To me, the fact that my nomination was submitted and supported by former students and community service partners speaks volumes as to the impact that I am having with my approach to my work. Utah Heritage Foundation 2007 Lucybeth Rampton Award: This award is a career achievement award to individuals who have advanced the historic preservation ideals set forth by the Utah Heritage Foundation. I was recognized for my local, state, national, and international service to historic preservation advocacy. I was especially honored to be included with a select group of preservationists in Utah for whom I have held the deepest respect for their achievements. Interdisciplinary Graduate Certificate in Historic Preservation: I initiated the idea of the certificate, performed the market research, obtained partnerships with the Urban Planning, Public Administration, and History programs, and then coordinated the submission of the proposal through each level of administrative review that culminated with the approval by the Board of Regents. This collaborative effort has resulted in the creation of one of the larger certificate programs on campus. The certificate is gaining in popularity as it becomes more widely known and is an especially important educational outreach tool for the local professional community. The program provides a mechanism to further enhance community awareness of the opportunities that stewardship of the built environment fosters. Traditional Building Skills Institute AAS degree at Snow College: The College of Architecture + Planning has a partnership agreement to assist the Traditional Building Skills Institute (TBSI) at Snow College in Ephraim, Utah. I am one of the original founders of TBSI and, since 1996, I have been directly involved with curriculum development, course presentation, and program refinement. In 2000, TBSI won a 6

7 Utah Heritage Foundation preservation award. In 2005, based on materials that I initially prepared, the Utah Board of Regents approved a two-year Associate of Applied Science degree in Traditional Building Skills. The TBSI program has been described by Dr. Michael Benson (Snow College President) as a significant asset to the Snow College curriculum. The TBSI program is the first AAS program west of the Mississippi River focused on traditional building skills. I am appreciative of the support and encouragement that I have received from the School of Architecture and the College of Architecture + Planning, as well as my faculty and professional colleagues that has enabled me to reach many goals since gaining tenure. As an overarching professional goal, I have set my agenda to advance the development of the interdisciplinary aspects of historic preservation, sustainable design, and architectural education. Drawing from my own experiences, I recognize that the truly successful architects, engineers, planners, and preservationists are those who can effectively interact along the entire spectrum of the building design delivery process and can readily understand how their actions affect and are affected by the technical, economic, and social constraints of our building related resources. 7