Architecture Program Report Tulane University New Orleans ...

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and abet the thesis year in these terms are slated to be woven into the curriculum within the next year, particularly in the second and third years. As above, Comprehensive Design and Representation are together the touchstones for the School's contemporary curricular revision. They are seen not only as means, but representative of the perceived goals and outcomes of a successful educational model for the School of Architecture. The professional concerns components of the curriculum— particularly as it concerns architect's leadership roles—have also been redoubled. The number of required courses in professional practice has now been doubled. Of additional note are the recent planning approvals for a School partnership with the School of Business, whereby a Joint M.B.A./M.Arch. Program has been approved by the University. In addition, an M.S. in Real Estate (also in partnership with the Tulane School of Business) is under development. The first class of both will matriculate in the 2008-09 academic year. University Structure As part of its response to Hurricane Katrina, Tulane University has reorganized itself internally, replacing a system of coordinate undergraduate colleges and schools with a unified undergraduate College to which all students belong. So, going forward, a freshman will not be a freshman in the School of Architecture, but instead a freshman in Newcomb-Tulane College majoring in Architecture. President Scott Cowen believes the new system will enhance the undergraduate experience through shared selfidentity. He also believes it will break down divisions that had begun to arise between the previous Schools and Colleges around issues of decentralized financial planning that discouraged cooperation. For the School of Architecture, the new plan will mean immediately that our undergraduate advising will be centralized with other undergraduate advising in a new university advising center. This should facilitate easier interdisciplinarity, though there may be some initial loss in the intimacy we have enjoyed with in-house advising. The School will compensate through stronger undergraduate advising on the part of the faculty, coordinated with the new advising center. Further, we will have a dedicated advising director in that center whose focus will be the School.
A significant positive aspect of the new undergraduate organization will be the easier coordination of interdisciplinary study. Previously, the decentralized management structure financially discouraged schools from sharing their undergraduates. That is no longer the case, and a spirit of interdisciplinarity is blossoming across campus. Among many manifestations of that spirit is a new interdisciplinary undergraduate program in Urban Studies, which will go into effect in Fall, 2008. Faculty from the School of Architecture have assumed a central role in planning this program. The Dean’s office is beginning negotiations on a similar program between Architecture and the Business School.
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Architecture Program Report Tulane
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1. 1. DESCRIPTION AND HISTORY OF TU
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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 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: Per the first concern, that of Comp
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
Page 102 and 103: ADMINISTRATIVE STAFF Scott Bernhard
Page 104 and 105: necessary equipment, the monitoring
Page 106 and 107: 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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