Architecture Program Report Tulane University New Orleans ...

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Technological Systems II (ATCS 310) (Professor Goodwin) are the first and second courses that deals specifically with sustainable design. This course occurs in the second year of the technology sequence, in a critical position to the whole of the curriculum. Other courses that deal with sustainability, and which all students go through are the URBANbuild microscale and macroscale curricula (Fourth year DSGN 410, 420). In Thesis, approaches to sustainable design are carried out in the GREENbuild (Professor Coker) and CITYbuild (Professor Harmon) Design Studios (DSGN 510, 520). Required electives which focus on sustainable design include Professor Klingman’s Sustainability and Tectonics (ATCS 430), a required elective course which approximately half the students take. Other courses which are notable for mention are those taught by Professors McNaughton, Rhodes, Cizek and Thomas under the heading of ATCS or PRST. 16. Program Preparation Ability to prepare a comprehensive program for an architectural project, including assessment of client and user needs, a critical review of appropriate precedents, an inventory of space and equipment requirements, an analysis of site conditions, a review of the relevant laws and standards and assessment of their implication for the project, and a definition of site selection and design assessment criteria. For the most part, students are given detailed design programs at the beginning of their educational career. However, as they progress through the curriculum, the program is less detailed and students are expected to endeavor in the assessment of client and user needs, a critical review of appropriate precedents, the inventory of space and equipment requirements, the analysis of site conditions, the review of the relevant laws and standards and the assessment of their implications for the project, and the definition of site selection and design assessment criteria. This is a requirement in the Comprehensive Design Studio (DSGN 320). Currently, Programming is taught in conjunction with DSGN 320 as Professional Concerns II: Programming/BIM (APFC 420). A more significant test of architecture program preparation occurs in the array of design/build studios (DSGN 510, 520) and in the URBANbuild (DSGN 410, 420 microscale and macroscale) studio, taught during fourth year. However, the most significant test of the student’s program preparation ability occurs in the required Pre-thesis course (DSGN 510, 520). Given the fact that students’ are responsible for the election of a specific project, the development of the program in all its aspects—historical and theoretical research and the critical overview thereof, the inventory of various physical requirements and usage, the analysis of site, etc.—are the primary concerns of thesis preparation. Additional opportunities for comprehensive program assembly occur in the Preservation Studies components of the curriculum (PRST). Opportunities are also found in the work conducted in courses and workshops affiliated
with the Tulane Regional Urban Design Center (TRUDC). 17. Site Conditions Ability to respond to natural and built site characteristics in the development of a program and the design of a project. The ability to respond to natural and built site characteristics in the development of a program and the design of a project is diffused throughout the Design Studio curriculum. Students are introduced to the consideration of site conditions in the First-year Design Studios (DSGN 110, 120), a concern that extends to Second-year Design Studios (DSGN 210, DSGN 220); several of the projects specifically focus on natural site characteristics. The program is addressed critically in this regard; the analysis of site becomes a primary component of programmatic development and design. In the Third-year Comprehensive Design Studio (DSGN 320), students must demonstrate their ability to respond to natural and built site characteristics in the development of a program and the design of a project. Since many of the Third-year Comprehensive projects are on urban sites in the City of New Orleans, the attention to these concerns is of paramount importance. In addition, the first and second courses of the required Technology sequence (ATCS 110, 320/Technological Systems I & II) focus on the recognition and accommodation of natural site conditions. Built site characteristics are a principle component of projects designed within an extant environment; studio problems that focus on urban design issues in the First and Second-year Design Studios are specifically written to instruct the students on the development of a program and design of a project in terms of existing site conditions and parameters. In the upper-level URBANbuild Studios (DSGN 410, 420), students must demonstrate the ability to address site conditions in accordance with any requirements associated with the design of the site (rural, suburban, exurban, urban) including drainage, access, parking, landscape elements, planting, and so on. As a supplement to the required courses, there are several elective courses that focus on the natural and built site characteristic, including those taught by Professor McNaughton’s in his “Site Planning” course (LNSP 340) and those taught by Professors Cizek and Thomas in the PRST (Preservation) sequence. 18. Structural Systems Understanding of principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems. This material is covered in Technological Systems I and III (ATCS 110 and 310), and in the Integrated Technologies sequence (ATCS 410 and 420). In addition, the application of structural systems to design occurs across the
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Architecture Program Report Tulane
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1. 1. DESCRIPTION AND HISTORY OF TU
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sponsors the annual Summer School.
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INSTITUTIONAL MISSION 1. 2. INSTITU
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PROGRAM HISTORY
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Architecture in 1953; he was succee
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PROGRAM MISSION STATEMENT
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Please Note- This Strategic Plan dr
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Architectural Education Architectur
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● The initiation and development
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Long-term action steps (three to fi
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concern and merit to architectural
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Architecture and Urban Studies," pa
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of the strategic plan under the Urb
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●Reinforce and develop position o
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campaign. Reference: Priority 4b Le
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APPENDIX 4. Environmental Scan Perh
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technologies, the expanding consume
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Establishing "standards without sta
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highest level. In the United States
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6. Program Self-Assessment [NAAB VT
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apidly and radically changed design
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world through which students pass t
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levels as well. Given the quality o
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2. 1. SUMMARY OF RESPONSES TO TEAM
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eliminated, replaced by a return to
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of book abstracts, articles and pro
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Physical Facilities Another primary
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Per the first concern, that of Comp
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A significant positive aspect of th
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3.1. PROGRAM RESPONSE TO NAAB PERSP
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Tulane University is justly proud o
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ody is itself diverse; along with u
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engage architecture and design on a
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PROGRAM SELF-ASSESSMENT PROCEDURES
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Tulane Renewal Plan, a response to
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FACULTY POLICY ON PROMOTION AND TEN
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Professional accomplishment Traditi
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Promotion to Professor Recommendati
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conducting the review for continuat
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Because the thesis year is situated
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depth. New directions and initiativ
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PUBLIC INFORMATION
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SOCIAL EQUITY
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Mirroring the proactive strategies
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3.5. Studio Culture Policy Tulane a
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HUMAN RESOURCES
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ecently. It should be noted that th
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FACULTY AREA(S) of EXPERTISE Profes
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*See also current draft of Tenure a
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ADMINISTRATIVE STAFF Scott Bernhard
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necessary equipment, the monitoring
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HUMAN RESOURCES DEVELOPMENT
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In addition to a full academic prog
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Academic - The Tulane City Center w
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y the School of Architecture in 200
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A wide range of academic scholarshi
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Students serve in various elected b
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options available in Athens or Rome
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Recently, the University developed
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2004 Greg Lynn 2003 Eric Owen Moss
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. TSA ARCHIVE In 2006, Clare Olsen,
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RICHARDSON MEMORIAL HALL Designed i
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Further information regarding the c
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INFORMATION RESOURCES 3. 9. INFORMA
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In addition to books and serial pub
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distribute digitized images from th
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Computer Resources available to Stu
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The University's ten libraries toge
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NEW ORLEANS RESEARCH LIBRARIES and
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drawings, documents, and photograph
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Page 172 and 173: PREAMBLE As an aid to the Accredita
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Page 178 and 179: As a part of the preparation for th
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Page 188 and 189: 110 during the year) focus intermit
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Page 212 and 213: of the Student Grievance Procedures
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Page 219 and 220: 4.2. STUDIO CULTURE POLICY
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