Architecture Program Report Tulane University New Orleans ...

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● Outreach efforts of centers and institutes such as the Levy Rosenblum Institute for Entrepreneurship, the federally-funded outreach program of the Stone Center for Latin American Studies and the "For the Children" program ● Joint efforts in community service by the Tulane/Loyola The School of Architecture Strategic Plan seeks to reinforce this 'call to service' by amplifying the presence of the School in the area of Service Learning, and by also developing the Tulane City Center. This new 'institution' will propel the School to the forefront of this rich, if heretofore unimagined, opportunity. In addition, the School of Architecture will reinforce its strategy for learning based on the tradition of a 'core curriculum'—a tradition that has been acknowledged by not only our National Accreditation Board, but by the discipline and profession itself. Moreover, the School maintains a longstanding focus on academic advising in two ways: through low student/faculty ratios and through an institutionalized advising program. The unique partnership between Tulane, Dillard and Xavier Universities (two HBCUs) will provide new opportunities for the profession and the discipline to establish a core commitment to diversity—a component of the Carnegie Foundation for the Arts study "Building Community" [see pp. ( )]. ______________________________________________________________________ Still other conditions impact questions surrounding contemporary architectural practice and education. A. Architectural Practice 1. Economic and Market Forces According to the Federal Reserve's Brown Book, within the past year most regions of the United States have enjoyed strong economic growth in the private and public sectors. This has resulted in a fairly stable construction market. Thus, the demand for not only licensed architects, but architects who have completed their education (internarchitects), is at an all-time high. Skilled architects are part of the overall picture of economic health, with their ability to design not only buildings (the construction market), but aspects of the consumer market as well. However, the economic cycles of both aspects of the market can be volatile, as more recent history has indicated. The practice of architecture for today's professionals—only yesterday's students—is not limited to the United States, but is increasingly a global enterprise as well. While it is true that US-trained architects dominate in the corporate design sector, this is now challenged by foreign trained architects who excel at both digital media technologies and historical engagement in the civic arena. Nonetheless, the expanding global market has increased opportunities for architects educated in the United States, and practice is now enabled worldwide (despite one's location) through the use of modern computer technologies. While the corporate design sector maintains the predominant share of available employment opportunities for architects, several areas of architectural practice have been expanding, including service-based public and private management, environmental technology and sustainability, historic preservation, new construction and material
technologies, the expanding consumer design market, event planning, design-build, real estate, and public advocacy. Developmental conditions for the practice of architecture not only support larger corporate firms that operate worldwide, with ever greater resources spent on specialization, but increasingly herald smaller firms practicing globally through the use of ever more sophisticated design and production technologies. As a result of both conditions, architects must achieve ever more sophisticated abilities in the areas of management and financial skills. Endeavoring to understand and work in different cultures is also a requirement for the future of the profession. 2. Technology The impact of computer and other design technologies and media over the past decade has been nothing short of revolutionary to the practice of architecture. This has led to an emphasis on both conceptual and applied approaches to the use of technology. Precision-based design, newer forms of design, and new design techniques that would have been impossible previously are now standard in the profession. Virtual design environments have presented new venues for architectural design, whereby architects, builders and clients now have greater access to design formulation and processes. As above, the use of advanced technologies has also enabled architects to practice globally. An ever-increasing scope of efficiency in the production of design and building has also been a by-product. Through computer and design technologies and media, clients and inhabitants of buildings have come to demand greater degrees of durability, comfort, and economic performance. There has been a consequent concern for the environmental impacts made by architecture at all stages of its performance, from design through construction and eventual inhabitation. The architect must address these demands with an in-depth knowledge and commitment to new technologies and their scope of use. B. Architectural Education Architectural education in North America and globally is undergoing substantial change and redefinition. Historically, the profession expected graduates of schools of architecture to be able to assume the challenging roles of professional practice with ease. This demand has only increased over the past few decades. Recently graduated students are expected to also be broadly educated and flexible thinkers with the abilities to effectively manage complex processes and projects—in addition to the traditional knowledge gained by university education. Moreover, leadership in the profession requires heightened management and interpersonal skills—coupled with the traditional skill, knowledge and expertise of the architect. There remains a long-standing debate between the schools and the profession on their respective educational responsibilities for new professionals. For architects, a 'complete education' for admission into the profession as a licensed architect consists of a program of study in an accredited, professional degree program, internship under the supervision of a licensed architect and successful completion of the architectural registration exams. Every component of these requirements is subject to debate; in particular the role of the internship program and the registration exam remains unresolved and contentious. In addition, there are now mandates for continuing education to maintain professional registration, a situation that is creating opportunities for, and demands on, schools of architecture. It is understood that, like all professions, the rapid pace of change and
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: APPENDIX 4. Environmental Scan Perh
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
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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
Page 92 and 93:
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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3. 10. FINANCIAL RESOURCES AND INST
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ADMINISTRATIVE STRUCTURE
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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
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3. 12. PROFESSIONAL DEGREES AND CUR
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particularly in the second and thir
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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
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As a part of the preparation for th
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1. Speaking and Writing Skills Abil
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and critical thinking. While not re
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to the idea of programming and the
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spatial principles, as well as the
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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
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the time of withdrawal. Withdrawal
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4.2. STUDIO CULTURE POLICY
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The Studio culture fosters intellec
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[Student Studio Culture Policy—DR
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proper time management. One of the
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considered an “outreach charrette
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