Architecture Program Report Tulane University New Orleans ...

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Newcomb College Institute. Tulane Today In the fall of 2005, Tulane weathered Hurricane Katrina, the nation’s worst natural disaster. A renewed Tulane emerged from the storm as a stronger institution focused on an exceptional undergraduate program complemented by superb graduate, professional and research programs based on the university’s historical strengths and distinctive characteristics. The reorganization of the University, under the aegis of the Tulane Renewal Plan, has resulted in a modification of the scale and assignments of the various colleges and schools, with Tulane College and Newcomb College being merged into the School of Science and Engineering and the School of Liberal Arts. The School of Architecture, while still recognized as a separate division, draws some of its administrative capacity from the newly reorganized system. Tulane’s programs have been shaped by the university’s experience with Hurricane Katrina, providing faculty, staff and students with unprecedented research, learning and community service opportunities. Tulane has also re-launched “Promise and Distinction: The Campaign for Tulane.” Publicly announced just months before Katrina, “Promise and Distinction” has already raised over $600 million toward its goal of raising $700 million by June 30, 2008. Tulane’s endowment is now over $1 billion dollars. Realizing this goal will enable Tulane to continue to attract and retain the very best students, faculty and staff as it moves forward toward its goal of universal recognition as one of the world’s most preeminent educational and research institutions. [For a full accounting of Tulane’s administration, please see the Tulane University website.]
INSTITUTIONAL MISSION 1. 2. INSTITUTIONAL MISSION Tulane’s purpose is to create, communicate, and conserve knowledge in order to enrich the capacity of individuals, organizations and communities to think, to learn, and to act and lead with integrity and wisdom. Tulane pursues this mission by cultivating an environment that focuses on learning and the generation of new knowledge; by expecting and rewarding teaching and research of extraordinarily high quality and impact; and by fostering community-building initiatives as well as scientific, cultural and social understanding that integrate with and strengthen learning and research. This mission is pursued in the context of the unique qualities of our location in New Orleans and our continual
Page 1 and 2: Architecture Program Report Tulane
Page 3 and 4: 1. 1. DESCRIPTION AND HISTORY OF TU
Page 5: sponsors the annual Summer School.
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 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
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Tulane University is justly proud o
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ody is itself diverse; along with u
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engage architecture and design on a
Page 69 and 70:
PROGRAM SELF-ASSESSMENT PROCEDURES
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Tulane Renewal Plan, a response to
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FACULTY POLICY ON PROMOTION AND TEN
Page 75 and 76:
Professional accomplishment Traditi
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Promotion to Professor Recommendati
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conducting the review for continuat
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Because the thesis year is situated
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depth. New directions and initiativ
Page 86 and 87:
PUBLIC INFORMATION
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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
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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
Page 124 and 125:
. 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
Page 132 and 133:
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
Page 138 and 139:
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
Page 186 and 187:
spatial principles, as well as the
Page 188 and 189:
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
Page 223 and 224:
[Student Studio Culture Policy—DR
Page 225 and 226:
proper time management. One of the
Page 227 and 228:
considered an “outreach charrette
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