Architecture Program Report Tulane University New Orleans ...

More documents

Recommendations

Info

1. 4. PROGRAM MISSION STATEMENT The mission of the School of Architecture is to prepare students for leadership positions in the design professions and in their communities. In order to accomplish this, we provide the highest quality professional education, develop and conserve knowledge, and promote excellence and innovation in architecture, urban and environmental design, preservation, and history, theory and criticism. Vision Statement At the Tulane School of Architecture (TSA), we envision a generation of architects dedicated to rebuilding the civic realm in America, to crafting those buildings, places, and institutions that create healthy, vibrant, vital, sustainable cities. Using the rich physical and cultural landscape of New Orleans as a laboratory, one which now manifests the effects of a natural and man-made catastrophe, we have structured a liberal arts-based, professional architectural curriculum that engages all of our students directly in an ongoing effort to rebuild this city. Students are learning that architects are uniquely suited to lead our nation toward an urban renaissance in this City and the region, and that their part in that process begins here. The approach at TSA emphasizes civic engagement and professional responsibility. All of our students will spend at least one academic year of their time at Tulane away from the St. Charles Avenue campus engaged in design-driven activities that emphasize community-building and urban studies. The School has developed the Tulane City Center, an interdisciplinary applied research facility that will increasingly be the locus of TSA’s urban design and outreach activities. The City Center will house both new programs—such as the recently inaugurated URBANBuild Studio and the Speculative Urban Design Studio—as well as existing programs, like our award-winning Preservation Studies Center (which will be re-inaugurated as the Tulane Cultural Resource Management Program) and the Tulane Regional Urban Design Center (TRUDC). It will also house the Urban Design Resource Network, a 'sourcebook' for new and expanding opportunities for the City of New Orleans and the region. Thus, we envision the City Center as a place of partnership with existing New Orleans institutions, and as a catalyst for new partnerships as well.
Please Note- This Strategic Plan draft should be considered as an intermediate program assessment. It is not yet a completed document, nor has it been vetted by the TSA faculty. Its vision reflects the views of the most recent (though not current) administration. The draft was created after Hurricane Katrina and recognizes that the School can participate and benefit from the changing contextual conditions that have followed the storm. It is not meant to be, nor should it be regarded, as a definitive action plan in the context of the APR. STRATEGIC PLAN (Self-Assessment) [DRAFT]
Page 1 and 2: Architecture Program Report Tulane
Page 3 and 4: 1. 1. DESCRIPTION AND HISTORY OF TU
Page 5 and 6: sponsors the annual Summer School.
Page 7 and 8: INSTITUTIONAL MISSION 1. 2. INSTITU
Page 9 and 10: PROGRAM HISTORY
Page 11 and 12: Architecture in 1953; he was succee
Page 13: PROGRAM MISSION STATEMENT
Page 17 and 18: Architectural Education Architectur
Page 19 and 20: ● The initiation and development
Page 21 and 22: Long-term action steps (three to fi
Page 23 and 24: concern and merit to architectural
Page 25 and 26: Architecture and Urban Studies," pa
Page 27 and 28: of the strategic plan under the Urb
Page 29 and 30: ●Reinforce and develop position o
Page 31 and 32: campaign. Reference: Priority 4b Le
Page 33 and 34: APPENDIX 4. Environmental Scan Perh
Page 35 and 36: technologies, the expanding consume
Page 37 and 38: Establishing "standards without sta
Page 39 and 40: highest level. In the United States
Page 41 and 42: 6. Program Self-Assessment [NAAB VT
Page 43 and 44: apidly and radically changed design
Page 45 and 46: world through which students pass t
Page 47 and 48: levels as well. Given the quality o
Page 49 and 50: 2. 1. SUMMARY OF RESPONSES TO TEAM
Page 51 and 52: eliminated, replaced by a return to
Page 53 and 54: of book abstracts, articles and pro
Page 55 and 56: Physical Facilities Another primary
Page 57 and 58: Per the first concern, that of Comp
Page 59 and 60: A significant positive aspect of th
Page 61 and 62: 3.1. PROGRAM RESPONSE TO NAAB PERSP
Page 63 and 64: Tulane University is justly proud o
Page 65 and 66:
ody is itself diverse; along with u
Page 67 and 68:
engage architecture and design on a
Page 69 and 70:
PROGRAM SELF-ASSESSMENT PROCEDURES
Page 71 and 72:
Tulane Renewal Plan, a response to
Page 73 and 74:
FACULTY POLICY ON PROMOTION AND TEN
Page 75 and 76:
Professional accomplishment Traditi
Page 78 and 79:
Promotion to Professor Recommendati
Page 80 and 81:
conducting the review for continuat
Page 82 and 83:
Because the thesis year is situated
Page 84 and 85:
depth. New directions and initiativ
Page 86 and 87:
PUBLIC INFORMATION
Page 88 and 89:
SOCIAL EQUITY
Page 90 and 91:
Mirroring the proactive strategies
Page 92 and 93:
3.5. Studio Culture Policy Tulane a
Page 94 and 95:
HUMAN RESOURCES
Page 96 and 97:
ecently. It should be noted that th
Page 98 and 99:
FACULTY AREA(S) of EXPERTISE Profes
Page 100 and 101:
*See also current draft of Tenure a
Page 102 and 103:
ADMINISTRATIVE STAFF Scott Bernhard
Page 104 and 105:
necessary equipment, the monitoring
Page 106 and 107:
HUMAN RESOURCES DEVELOPMENT
Page 108 and 109:
In addition to a full academic prog
Page 110 and 111:
Academic - The Tulane City Center w
Page 112 and 113:
y the School of Architecture in 200
Page 114 and 115:
A wide range of academic scholarshi
Page 116 and 117:
Students serve in various elected b
Page 118 and 119:
options available in Athens or Rome
Page 120 and 121:
Recently, the University developed
Page 122 and 123:
2004 Greg Lynn 2003 Eric Owen Moss
Page 124 and 125:
. TSA ARCHIVE In 2006, Clare Olsen,
Page 126 and 127:
RICHARDSON MEMORIAL HALL Designed i
Page 128 and 129:
Further information regarding the c
Page 130 and 131:
INFORMATION RESOURCES 3. 9. INFORMA
Page 132 and 133:
In addition to books and serial pub
Page 134 and 135:
distribute digitized images from th
Page 136 and 137:
Computer Resources available to Stu
Page 138 and 139:
The University's ten libraries toge
Page 140 and 141:
NEW ORLEANS RESEARCH LIBRARIES and
Page 142 and 143:
drawings, documents, and photograph
Page 144 and 145:
3. 10. FINANCIAL RESOURCES AND INST
Page 146 and 147:
ADMINISTRATIVE STRUCTURE
Page 148 and 149:
The School of Architecture The admi
Page 150 and 151:
the Faculty and Staff. Provides ass
Page 152 and 153:
Comparison to Other Professional De
Page 154 and 155:
3. 12. PROFESSIONAL DEGREES AND CUR
Page 156 and 157:
particularly in the second and thir
Page 158 and 159:
University Elective (Cultural Knowl
Page 160 and 161:
School's distribution of electives
Page 162 and 163:
Certificate in Preservation Studies
Page 164 and 165:
Advanced Technology Elective 3 Arch
Page 166 and 167:
6 E l e c t i v e 3 E l e c t i v e
Page 168 and 169:
Studio in Building Preservation 6 H
Page 170 and 171:
Because the University is concerned
Page 172 and 173:
PREAMBLE As an aid to the Accredita
Page 174 and 175:
discipline and practice. Second-yea
Page 176 and 177:
ut directs design. In essence, the
Page 178 and 179:
As a part of the preparation for th
Page 180 and 181:
1. Speaking and Writing Skills Abil
Page 182 and 183:
and critical thinking. While not re
Page 184 and 185:
to the idea of programming and the
Page 186 and 187:
spatial principles, as well as the
Page 188 and 189:
110 during the year) focus intermit
Page 190 and 191:
As has been noted in the section
Page 192 and 193:
esearch and intermittent courses on
Page 194 and 195:
Technological Systems II (ATCS 310)
Page 196 and 197:
core design sequence (DSGN 110 thro
Page 198 and 199:
uilding systems integration also ex
Page 200 and 201:
studio course: a Professional Conce
Page 202 and 203:
34. Ethics and Professional Judgmen
Page 204 and 205:
SUPPLEMENTAL INFORMATION" DESCRIPTI
Page 206 and 207:
Special Student Students aged twent
Page 208 and 209:
August). In each subsequent semeste
Page 210 and 211:
PRIVATE ACADEMIC POLICIEStc \l 5 "A
Page 212 and 213:
of the Student Grievance Procedures
Page 214 and 215:
ecorded. The student may re-enroll
Page 216 and 217:
the time of withdrawal. Withdrawal
Page 219 and 220:
4.2. STUDIO CULTURE POLICY
Page 221 and 222:
The Studio culture fosters intellec
Page 223 and 224:
[Student Studio Culture Policy—DR
Page 225 and 226:
proper time management. One of the
Page 227 and 228:
considered an “outreach charrette
show all

Architecture Program Report Tulane University New Orleans ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?