Architecture Program Report Tulane University New Orleans ...

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degrees. Reference: Priority 2e Lead individual or group: Dean of the School of Architecture; Associate Dean of the School of Architecture; Curriculum Committee of the School of Architecture; Design Curriculum Committee of the School of Architecture Time Frame: One to five years Long-term action steps (five years) ●Implement curricular modifications and revisions pertinent to the study of architecture and urban design in a post-Katrina environment ●Implement new graduate and post-professional degree programs, in particular as they are consistent with the strategic plan and the Tulane Renewal Plan for study in a post-Katrina environment Short-term action steps (one year) ●Write Vision Plan, including information and reasoning on curricular modifications, revisions, and the institution of new graduate programs, in particular as these changes correspond to the post-Katrina environment ●Make Vision Plan available to faculty for review ●Make curricular modifications and revisions available to faculty for review ●Develop strategic plan for new graduate and post-professional degree programs and take to faculty for review f. Improve the research support services and infrastructure to increase levels of funded and unfunded high quality research. Reference: Priority 2f Lead individual or group: Dean of the School of Architecture; Associate Dean of the School of Architecture; Curriculum Committee of the School of Architecture; Design Curriculum Committee of the School of Architecture Time Frame: One to five years Long-term action steps (five years) ●Increase the Dean's discretionary fund monies that can be distributed to promote funded and non-funded faculty research by 20% for each academic year, with the total fund @ ( ) after five years (2010) Short-term action steps (one year) ●Create a new position of Director of Faculty Research ●Increase the Dean's discretionary fund monies that can be distributed to promote funded and non-funded faculty research by 20% for each academic year ●Monitor all funded and non-funded research as a group of 'source materials' general to the School of Architecture. Include this component
of the strategic plan under the Urban Design Resource Network. g. Identify faculty-driven programs that create interaction between levels and across schools including additional degree paths, interdisciplinary programs, educational and research endeavors; and between the School of Architecture and other Schools of Architecture Reference: Priority 2g Lead individual or group: Dean of the School of Architecture; Associate Dean of the School of Architecture; Curriculum Committee of the School of Architecture; Design Curriculum Committee of the School of Architecture, the Dean of the School of Liberal Arts, the Deans of the School of Business and the School of Law Time Frame: One to five years Long-term action steps (five years) ●Teach interdisciplinary courses that focus on areas of overlap between the School of Architecture, the School of Liberal Arts, the School of Business and the School of Law ●Teach design studios that incorporate one or more other Schools of Architecture, to focus especially in the areas of Urban Design and Design-Build ●Open the Tulane City Center to other Schools of Architecture for research and teaching, charging fees for use ●Enable Archicorps (a Service Leaning Program) to accept students from other Programs, thereby enhancing learning opportunities, visibility and revenue Short-term action steps (one year) ●Identify faculty who can interact and teach with faculty in interdisciplinary areas, thus corresponding to the reconfiguration of the University and particularly the School of Liberal Arts ●Identify faculty whose research work implies different interdisciplinary opportunities ●Identify potential connections with other Schools of Architecture for the purpose of teaching design studios that comprise similar research opportunities h. Identify faculty leadership groups for each of the areas of concentration of interest and expertise (i.e. those areas identified during the planning process: urban/ community, international studies, professional practice, design/build and service learning groups. Reference: Priority 2h Lead individual or group: Dean of the School of Architecture; Associate Dean of the School of Architecture; Curriculum Committee of the School of Architecture; Design Curriculum Committee of the School of Architecture, Director of Faculty Research, Development Liaison Time Frame: One to five years Long-term action steps (five years)
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: Architecture and Urban Studies," pa
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
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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
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y the School of Architecture in 200
Page 114 and 115:
A wide range of academic scholarshi
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Students serve in various elected b
Page 118 and 119:
options available in Athens or Rome
Page 120 and 121:
Recently, the University developed
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2004 Greg Lynn 2003 Eric Owen Moss
Page 124 and 125:
. TSA ARCHIVE In 2006, Clare Olsen,
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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
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distribute digitized images from th
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Computer Resources available to Stu
Page 138 and 139:
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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3. 10. FINANCIAL RESOURCES AND INST
Page 146 and 147:
ADMINISTRATIVE STRUCTURE
Page 148 and 149:
The School of Architecture The admi
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the Faculty and Staff. Provides ass
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Comparison to Other Professional De
Page 154 and 155:
3. 12. PROFESSIONAL DEGREES AND CUR
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particularly in the second and thir
Page 158 and 159:
University Elective (Cultural Knowl
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School's distribution of electives
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Certificate in Preservation Studies
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Advanced Technology Elective 3 Arch
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6 E l e c t i v e 3 E l e c t i v e
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Studio in Building Preservation 6 H
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Because the University is concerned
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PREAMBLE As an aid to the Accredita
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discipline and practice. Second-yea
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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
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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
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As has been noted in the section
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esearch and intermittent courses on
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Technological Systems II (ATCS 310)
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core design sequence (DSGN 110 thro
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uilding systems integration also ex
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studio course: a Professional Conce
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34. Ethics and Professional Judgmen
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SUPPLEMENTAL INFORMATION" DESCRIPTI
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Special Student Students aged twent
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August). In each subsequent semeste
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PRIVATE ACADEMIC POLICIEStc \l 5 "A
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of the Student Grievance Procedures
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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
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