Architecture Program Report Tulane University New Orleans ...
Architecture Program Report Tulane University New Orleans ... Architecture Program Report Tulane University New Orleans ...
increasing complexity of the conditions for practice necessitate life-long learning and the concomitant renewal and acquisition of skills and knowledge. As with the internship program and the registration exam above, continuing education has also been the subject of debate among all members of the architectural community. There are forces within the academy itself that are influencing the character and direction of architectural education. The study of architecture is increasingly a knowledge-based, theoretical discipline that relies on the traditions of the university. A knowledge-based education—and profession—depend on being able to pursue the intellectual framework for analysis of broad cultural conditions. These conditions permit, as above, the practice of architecture within an increasingly globalized culture. In response to this demand, architecture is moving to a more central position in crossdisciplinary studies on university campuses. The knowledge-base of architecture—which enables its being part and parcel of the tradition of the university—is being reformulated through the application of architectural intellectual structures to social and cultural situations formally considered outside the discipline. Still, the relationship between theory—and the university—and the practical applications of the profession in professional programs such as architecture is subject to considerable debate on 'both sides of the aisle.' Accreditation criteria promulgated by the National Architectural Accreditation Board (NAAB) also reflect a changing environment for architectural education. While the accrediting board is concerned with architecture as a discipline within the university, it also endeavors to support the role of architectural education in light of architectural practice. Thus, there is a set of ongoing revisions in the conditions and procedures of the NAAB that reflect the changing conditions of the profession. Increasing attention is given to the mastery of construction and digital technologies—reflecting developments, changes and modifications for the practice of architecture—as well as management and organizational issues and other professional skills. Simultaneously, there is the requirement to more broadly educate students on the burgeoning cultural horizons that must be assumed by contemporary practitioners. While not impossible—as Tulane School of Architecture shows in its curricular array—these two broad areas of educational responsibility are nonetheless difficult to achieve within the confines of standard academic structure and curricula. Accreditation standards are presently undergoing another set of revisions, thereby underlining its mission of evolving principles reflective of the developmental nature of architectural education and practice. Still another 'environmental context' makes the case for a 'community-based' architectural education, In 1997, the Carnegie Foundation on Higher Education published a report entitled Building Community: A New Future for Architectural Education and Practice. Almost ten years in the making, this report was the fifth major national study of architectural education in the twentieth century. Its basic premise was to define the contemporary context for architectural education in North America. It also became the background for the evolving accreditation standards mentioned immediately above. The report includes a call for a refocusing of architectural education around "Seven Designs for Renewal." They are: An "enriched mission" for the schools by focusing on preparation for competent practice, designing for beauty, a connection to human needs, and healthy, sustainable architecture; Producing "diversity with dignity" by sustaining multiple missions of the schools of architecture and rewarding the various talents and strengths of programs and faculties;
Establishing "standards without standardization" with a more coherent and widely known set of learning goals for all programs within the context of diversity creating "a more humane learning environment" in the schools Producing a "more liberal, flexible and integrated program of study" that fulfills the goals of professional competence while allowing students the freedom to explore connections between architecture and other fields; Creating "a more unified profession" through stronger collaboration between the academic and professional worlds, a more productive internship, and the promotion of life-long learning. For the schools to be "in service to the nation" by increasing the storehouse of architectural knowledge to enrich communities and to prepare architects for lives of civic engagement and ethical practice. Building Community emphasizes an holistic approach to architectural education—and architectural practice—by responding to both traditional and enlightened concerns. The "enriched mission" supports the tradition of architecture in terms of aesthetic values, while diversity and a more humane learning environment are proposals that seek to remedy difficulties that have plagued the environment of architectural education and practices of the past. "Standards without standardization" is also an approach that appeals to diversity, whereas a "more liberal, flexible and integrated program of study" speaks to the new interdisciplinary approaches to education that populate the contemporary mission of the university. A "more unified profession" seeks to heal the ongoing rift between the missions of education and practice, whereas the schools "in service to the nation" proposes a higher level of civic engagement and responsiveness. All of these issues are reflected in the outline of the environmental context listed above, providing a necessary shorthand to the benefits and challenges of architectural education. a. Economic Issues Traditionally, schools of architecture have not kept pace economically with their peers in professional education (Law, Business, Medicine. and Engineering). This condition seriously affects long-term viability and planning. Firstly, there is the increasing cost of architectural education, in particular as it is compared to career compensation. Although wages of architectural practitioners have been rising overall, architects entering the profession are still paid substantially less than their peers in other professions. The economic investment required to achieve a professional degree is anywhere from five to seven and one-half years. The lag in wages prior to achieving licensure is also substantial. These conditions affect the selection of architecture as a course of study by students This, and the demands of accreditation (which seeks to ensure educational outcomes according to the terms of practice) also impacts the flexibility in which schools can respond to necessary curricular modifications and development. Secondly, there is the continual expansion of accredited programs in architecture leading to increased competition for students. Opportunities world-wide—including schools that are being accredited on the basis of the American system—also affect the pool of incoming students. Global prohibitions on who can practice and where they may practice are beginning to have an impact on opportunities for students from the United States, in particular in the arena of the 'United States of Europe.' Third, the foundation of architectural pedagogy is the design studio, where students
- 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 and 34: APPENDIX 4. Environmental Scan Perh
- Page 35: technologies, the expanding consume
- 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
increasing complexity of the conditions for practice necessitate life-long learning and the<br />
concomitant renewal and acquisition of skills and knowledge. As with the internship<br />
program and the registration exam above, continuing education has also been the<br />
subject of debate among all members of the architectural community.<br />
There are forces within the academy itself that are influencing the character and<br />
direction of architectural education. The study of architecture is increasingly a<br />
knowledge-based, theoretical discipline that relies on the traditions of the university. A<br />
knowledge-based education—and profession—depend on being able to pursue the<br />
intellectual framework for analysis of broad cultural conditions. These conditions permit,<br />
as above, the practice of architecture within an increasingly globalized culture. In<br />
response to this demand, architecture is moving to a more central position in crossdisciplinary<br />
studies on university campuses. The knowledge-base of architecture—which<br />
enables its being part and parcel of the tradition of the university—is being reformulated<br />
through the application of architectural intellectual structures to social and cultural<br />
situations formally considered outside the discipline. Still, the relationship between<br />
theory—and the university—and the practical applications of the profession in<br />
professional programs such as architecture is subject to considerable debate on 'both<br />
sides of the aisle.'<br />
Accreditation criteria promulgated by the National Architectural Accreditation Board<br />
(NAAB) also reflect a changing environment for architectural education. While the<br />
accrediting board is concerned with architecture as a discipline within the university, it<br />
also endeavors to support the role of architectural education in light of architectural<br />
practice. Thus, there is a set of ongoing revisions in the conditions and procedures of<br />
the NAAB that reflect the changing conditions of the profession. Increasing attention is<br />
given to the mastery of construction and digital technologies—reflecting developments,<br />
changes and modifications for the practice of architecture—as well as management and<br />
organizational issues and other professional skills. Simultaneously, there is the<br />
requirement to more broadly educate students on the burgeoning cultural horizons that<br />
must be assumed by contemporary practitioners. While not impossible—as <strong>Tulane</strong><br />
School of <strong>Architecture</strong> shows in its curricular array—these two broad areas of<br />
educational responsibility are nonetheless difficult to achieve within the confines of<br />
standard academic structure and curricula. Accreditation standards are presently<br />
undergoing another set of revisions, thereby underlining its mission of evolving principles<br />
reflective of the developmental nature of architectural education and practice.<br />
Still another 'environmental context' makes the case for a 'community-based'<br />
architectural education, In 1997, the Carnegie Foundation on Higher Education<br />
published a report entitled Building Community: A <strong>New</strong> Future for Architectural Education<br />
and Practice. Almost ten years in the making, this report was the fifth major national<br />
study of architectural education in the twentieth century. Its basic premise was to define<br />
the contemporary context for architectural education in North America. It also became<br />
the background for the evolving accreditation standards mentioned immediately above.<br />
The report includes a call for a refocusing of architectural education around "Seven<br />
Designs for Renewal." They are:<br />
An "enriched mission" for the schools by focusing on preparation for competent<br />
practice, designing for beauty, a connection to human needs, and healthy,<br />
sustainable architecture;<br />
Producing "diversity with dignity" by sustaining multiple missions of the schools of<br />
architecture and rewarding the various talents and strengths of programs and<br />
faculties;