Architecture Program Report Tulane University New Orleans ...

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