Architecture Program Report Tulane University New Orleans ...

More documents

Recommendations

Info

As has been noted in the section “3.9. Information Resources,” there are multiple archives within the School, University, and the City of New Orleans that feature the architecture, landscape and urban design of the region. Most notably, Tulane University houses the world-renowned Southeastern Architectural Archives, an extensive collection of drawings and documents associated with national and regional traditions. Students are introduced to this material as a substantial aspect of the educational environment at Tulane. In addition, the History Department at Tulane University has a number of courses pertaining to local and regional traditions, and there are ample electives in the curriculum for students to take these courses. 11. Use of Precedents Ability to incorporate relevant precedents into architecture and urban design projects. The use of programmatic and formal precedents in conceptualization and development of architecture and urban design projects is diffuse throughout the Design Studio sequence—including not only the required core studio sequence, but most of the upper-level studios as well. In addition, the use of precedents is a substantial component of Pre-thesis research and Thesis Studio (DSGN 510, 520). It is also a significant component of theoretical and historical critique within the History/Theory (AHST) sequence as well as in the required Technology (Technological Systems and Integrated Technologies) components of the curriculum (ATCS). It is the position of the School of Architecture that the ability to engage and critically assess precedents is a fundamental component of design research and development. The extensive History/Theory components of the curriculum underscore this belief; in general, Design Studio course problems begin with an intense focus on precedents and the relationship between precedent analysis and design. The required Case Studies component of the DSGN 320 course (AHST 420) in fact focuses on precedents and the analysis thereof as the ‘ground’ for architectural inquiry. It is understood that precedents—a significant component of the body of knowledge that is architecture—form the foundation of the discipline, in particular the language and history (and theory as a subset of history) of the discipline. However, it is also understood that precedents not be only “historical,” but can exist within the contemporary forum of architectural design. Both Professor Gamard’s History/Theory I required elective (AHST 410) and Professor Owen’s required History/Theory I elective “Herzog and de Meuron, Moneo, Machado-Silvetti, Koolhaas: Theorizing the Real in Contemporary Practice (AHST 411)” approach several architects and their respective architectural work as contemporary precedents. It should be noted that Technology courses also place a premium on the use of precedents, including ATCS 110 (“Introduction to Technology: the Tectonic and Stereotomic”), Technologies II (ATCS 310), and Technologies III (ATCS 320) (“Systems Integration”). Additional opportunities are located in both the AVSM (Visual Studies) and
RBST (Urban Studies) series of courses as well. 12. Human Behavior Understanding of the theories and methods of inquiry that seek to clarify the relationship between human behavior and the physical environment. An understanding of the theories and methods of inquiry that seek to clarify the relationship between human behavior and the physical environment is diffuse across the design (DSGN) and History/Theory (AHST) curriculum. It is of particular concern with the Urban Studies and URBANbuild (DSGN 410, 420) courses, whereby architecture is approached from sociological and psychological aspects. The hands-on building components of the curriculum employ a strong research into human behavior, since it is then obvious to students that people will actually seek to occupy their design/ build endeavors. Professor Coleman Coker’s GREENbuild Thesis Studio and Professor Ammar Eloueini’s Thesis Studio (DSGN 510, 520) are exemplary in their approach to a study of human behavior, since both are required elective design/build studios. In addition, Architecture and Social Engagement (APFC 630) and Architecture and the Underserved (APFC 433) focus on theories of human behavior and the physical environment. Finally, human behavior is one of the performance criteria taught in the required APFC 410 class on Professional Concerns. 13. Human Diversity Understanding the diverse needs, values, behavioral norms, physical ability, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity for the societal roles and responsibilities of architects. Tulane University is a recognized advocate of human diversity. The composition of the faculty and staff, the support of various programs and departments, and the make-up of the student body evidence this. The School of Architecture supports the aims of diversity and relies not only on the University, but also on its own devices to actively support these goals. All students at the University are required to undertake a service-learning component during the course of their education. Service-learning is particularly geared towards an understanding of the diverse nature of human endeavor and aspiration. Within the School of Architecture, the cultivation of the students’ awareness of the diversity of needs, values, behavioral norms, and social and spatial patterns that characterize different cultures, and the implications of this diversity on the societal roles and responsibilities of architects occurs principally in the History/Theory (AHST) sequence. Dr. Weiss’ pioneering
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 and 14:
PROGRAM MISSION STATEMENT
Page 15 and 16:
Please Note- This Strategic Plan dr
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 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 ...

Create successful ePaper yourself

Delete template?

Save as template?