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TH: I think having, just establishing a sort of relationship...like if you're serious about what you're studying a professor sees that.

 

So I would say just, you know, if you're serious about what you're studying which you should be by thesis or whatever you've chosen, since you do get to choose it, just approach...be mentored by people who you think can help you and just sort of open up a dialogue.

 

MT: It was always understood at the end of the discussion what I should do. He [my advisor] didn't have to say anything. I just felt like I'd produce a certain amount of work and meet with him or we would meet regularly too. It was insane how many meetings we had.

 

AM: They were very concerned about our development.

 

DM:: I feel like I am privileged at this university among all of the university students here that I know my professors and I talk to them on a daily basis and we call each other by our first name and I know their children and their husbands and wives. And they come in here on the weekend and we go out and have dinner together and that's the kind of contact that is really hard to find at a university.

 

AM: At one point, you know, the Dean wanted projects. He wanted sites and he wanted buildings and he wanted architecture in quotes.

 

Keller Easterling [my advisor] would say, who was wanting to explore with us as you were interested in here, was about the issue of how your project is bound within a certain cultural intelligence but kind of falls out of the specific geographic location.

 

YE: We had four faculty advisors that would basically come around on studio days. The amounts that you would have with each person was, I think, personal...like it was random.

 

I think some of them were more structured than others so they made sure that they see everyone at least once a week and that no one is really hiding.

 

DM: I don't know if advisor is the right word. They're not there to correct you or make sure that you do it right. They're there to sort of prod you and ask you questions. They're not there to make the value judgments in what you do but to make sure that you do...and do it consistently.

 

CR: It made you work harder, I think, because of, like, you didn't want to let your professor down, you know. They were...when they show as much interest as you do or they show a lot of interest then, you know, you're trying to live up to...something.

 

YE: I think sometimes there were confused...there were different faculty members who would say different, give different advice, or have different confronting views on the topic, naturally, or what you were working on. And either you had to make up your mind or sometimes you would have to call a conference.

 

MT: It wasn't that he [my advisor] was indifferent. I think he really was thoroughly interested and felt in some way invested in the research and I think that's really important. It's not just the kind of responsibility of educators to listen, to give direction, or to stand from afar and say well, you've done this wrong and this wrong. Here I applaud you and praise you. It...I think there needs to be a real professional...professional - what's the word? It's almost personal but I don't want to imply that a friendship necessarily needs to come out of this. But really it's about a true investment in your ideas. I think they need to feel that they are a part of this in a way.

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