Architecture Program Report Tulane University New Orleans ...

apidly and radically changed design and production methods in the practice of
architecture. Even more fundamentally, that nature of architectural form and space has
been altered given the new opportunities for new knowledge and creative thinking the
use of these new technologies as they permeate architectural pedagogy and
professional practice. Tulane School of Architecture is also grappling with the task of
integrating the use of new technologies with the traditional curriculum of design
education. As noted by the NAAB Visiting Team under the rubric "Representation," the
School is deficient in incorporating the use of computers in the design studios, both
physically and in terms of the curriculum, providing a necessary level of instruction for
their use and extension into design thinking processes, and requiring a level of mastery
by all students prior to graduation. Whereas only a decade ago, the School was
graduating students with skills more typically advanced than found in the profession, the
profession has now taken the lead in this respect, and the School of Architecture—not
unlike its aspirant and peer institutions—is struggling to keep up with new innovations
and applications.
4. Graduate Programs
While the undergraduate program in architecture (Masters of Architecture, 5 year
program) and the Master of Preservation Studies Program are strong and competitive
programs, the post-baccalaureate first-professional Masters of Architecture degree (3.5
years) and the Post-professional programs are in need of the focus and development,
necessary to attract high-quality students who wish to pursue advanced study and
research. As the profession becomes increasingly complex and diverse, advance study
has become necessary for professionals who seek to be innovators and leaders. These
individuals are in search of thematically organized curricula that address specific issues
or content areas, and are offered by Schools of national distinction. Currently, the School
has neither the focus nor the resources to develop such programs. Additionally,
distinctive graduate programs will beneficially affect the outcomes of the firstprofessional
degree programs by diversifying the student body in attracting motivated,
mature, skilled and research-oriented students. Under the new administration, however,
this component of study and research is being developed by the Faculty, in consultation
with the School's Curriculum Committee.
5. National Distinction and Reputation
The School of Architecture enjoys a solid reputation among those that have had
personal or professional contact with our graduates or have in some way participated in
the life of the School. However, the School does not have the prominence that it should,
or could, at the national and international levels. This would help in attracting high quality
students and distinguished faculty. This is, in part, an affect of our location—its distance
from major metropolitan centers—but is also a result of not aggressively promoting the
School or having the communications infrastructure necessary to do so. The new
administration is moving aggressively to address this deficiency, and it is an overarching
component of the new Strategic Plan.
6. Faculty/Staff Salaries
As both internal and external statistics demonstrate, the faculty and staff are significantly
underpaid for the commitment and contributions they make to the School and University.
Without some progress towards equitable compensation, morale will continue to decline,
affecting both performance and outcome. This is particularly true with mid-career