Architecture Program Report Tulane University New Orleans ...

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