Architecture Program Report Tulane University New Orleans ...

26. Technical Documentation
Ability to make technically precise drawings and write outline specifications
for a proposed design.
This ability is first introduced in the initial Technology course ATCS 110.
From the third year on, students are expected to make technically precise
drawings in their design studios (DSGN 310, 320, 410, 420, 510, 520). The
issue of writing outline specifications occurs in DSGN 320, which is linked
to APFC 420, a Professional Concerns course that uses BIM (Building
Information Modeling) material.
Outline specifications are developed in all the design/build studios,
including those taught by Byron Mouton (410/420 microscale), Coleman
Coker (510/520 GREENbuild Thesis Studio), and Professor Eean
McNaughton’s Studio in the Woods project (ATCS 332).
27. Client Role in Architecture
Understanding of the responsibility of the architect to elicit, understand and
resolve the needs of the client, owner, and user.
This understanding is salient to the entire DSGN sequence, and reaches its
apex in the Professional Concerns courses (APFC 410, 420), one of which
(APFC 420) is linked formally to the Comprehensive Studio course, DSGN
320. In addition, upper level DSGN courses, specifically DSGN 410/420
(both micro- and macro-scale) provide the students with a reinforcement of
this material. Other opportunities occur with the hands-on design/build
studios like Professor Coleman Coker’s DSGN 510/520 and Professor
McNaughton’s Studio in the Woods course (ATCS 332), which is linked to
APFC 332, a professional concerns elective.
It is also introduced in the first Technology course, ATCS 110 as an
essential ingredient of architectural practice.
In addition, Architecture and Social Engagement (APFC 630) and
Architecture and the Underserved (APFC 433) focus on understanding the
responsibilities of the architect to elicit, understand and resolve the needs
of the client, owner and user.
28. Comprehensive Design
Ability to produce a comprehensive architectural project based on a building
program and site that includes development of programmed spaces
demonstrating an understanding of structural and environmental systems,
building envelope systems, life-safety provisions, wall sections and building
assemblies and the principles of sustainability.
A curricular innovation that is central to the pedagogical objectives of the
School of Architecture is the Comprehensive Design Studio taught in the
second semester of third year. In this semester, third year students are
effectively ‘captured’ by four courses that supplement their DSGN 320