Architecture Program Report Tulane University New Orleans ...

Architectural Education
Architectural education in North America and globally is undergoing substantial change
and redefinition. Historically, the profession expected graduates of schools of
architecture to be able to assume the challenging roles of professional practice with
ease. This demand has only increased over the past few decades. Recently graduated
students are expected to also be broadly educated and flexible thinkers with the abilities
to effectively manage complex processes and projects—in addition to the traditional
knowledge gained by university education.
Other conditions affect the scope of architectural education, including:
● The critical changes resulting from the largest natural and man-made
disaster in the nation's history (Hurricane Katrina)
● An increase in the significance of Service Learning opportunities as a
component of architectural education
● The conflict between professional and university perceptions of education
● The role of internship and licensure in architectural education
● The development of new models for the Continuing Education of
architects, and the role of the schools in these programs
● The role of accreditation criteria in curricular development.
● The rising cost of education, as compared to career compensation.
● The historically low teacher to student ratios in architectural programs.
● The pedagogical and resource implications of digital technologies for
curricular development
● The implications of new technologies as an added and ongoing expense.
● An expansion of the numbers and kinds of architectural programs, as well
as increased competition among programs of excellence for high-quality faculty
and students
● The necessary expansion of global learning opportunities through
exchange and other educational programs.
● An historically difficult environment for fundraising, both from the
profession and from external sources.
SWOT Analysis
The National Architectural Accrediting Board (NAAB) reviewed the School of Architecture
in 1999 and 2002, and another review will occur in 2008. The accreditation process
consists of an Architectural Program Report (APR) that the School of Architecture
prepares, followed by an accreditation team site visit comprised of members from the
five collateral organizations governing architectural practice and education in the United
States. These five organizations are: the National Architectural Accrediting Board
(NAAB), the American Institute of Architects (AIA), the American Institute of Architectural
Students (AIAS), the Association of Collegiate Schools of Architecture (ACSA), and the
National Council of Architectural Registration Boards (NCARB). Upon completion of the
site visit, the accreditation team prepares a list of conclusions. In Tulane's case, these
findings were spelled out in the Visiting Team Reports (VTR), and will be used in part to
address the SWOT Analysis (as noted in specific sections).