NAAB Architecture Program Report (APR) 2013 - Tulane School of ...

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Tulane UniversityArchitecture Program ReportSeptember 2013Plan to Maintain or Increase the Diversity of Faculty, Staff, and StudentsTulane School of Architecture (TSA) is committed to sustaining a diverse community as a fundamentalvalue of our academic mission. Efforts to pursue greater diversity in intellectual and human terms takeplace in a range of venues: the school’s curriculum committee, executive committee, meetings of deansand directors, student affairs committee, and the faculty diversity task force.Since the last accreditation visit in 2008, TSA has made great strides in increasing faculty diversity,adding three African American faculty members (1 tenured, 1 tenure-track, 1 visiting assistantprofessor) and five female faculty members (two tenured, two tenure-track, one visiting assistantprofessor). Increased exposure to a diverse range of topics, voices, and individuals through the lectureseries, guest critics, and adjunct faculty are also hallmarks of our commitment.Student DiversityTSA works to achieve and maintain a diverse student body. Recent and ongoing efforts include supportof student organizations such as the Multicultural Affairs Committee. In collaboration with the NewOrleans chapter of the National Organization of Minority Architects, Tulane faculty members AssociateProfessor Scott Ruff and Visiting Assistant Professor Amber Wiley and several local Tulane alumniparticipated in the establishment of Project Pipeline-LA at Tulane in summer of 2012. Project Pipelinewas co-sponsored by TSA and designed to encourage young students to pursue a career in thearchitectural profession. While this program is relatively new to Tulane, having completed its secondseason at the school this summer of 2013, it is our hope and intention to identify potential minorityapplicants from among participants and alumni of the program.Our summer high school program Career Explorations in Architecture also serves as a venue throughwhich minority applicants are identified and recruited. Each year we internally fund at least four andsometimes more local kids from area high schools with full tuition scholarships.Tulane University and the School of Architecture are participant/members of the Posse Foundation, aleadership based program that has identified minority students from Los Angeles as our partner city toattend Tulane as part of this networking and scholarship program.A Recruiting Strategy to address the priority of a larger minority population in the professional programshas included the following efforts:Faculty, students, and admissions officers have attended graduate and undergraduaterecruitment fairs and made presentations at other universities and high schools to encourageunder-represented populations to apply.Faculty and administrators have worked to develop relationships through personal networkswith prospective minority applicants nationally.Increased efforts to involve more faculty, students, and alumni in recruiting efforts.Recent Recruiting Events over the past two years alone:• Chicago College and Career Days• Dallas College and Career Day• High School recruiting at schools such as DASH in Miami, Florida• BSA College and Career Days, Boston, Massachusetts• Individual visits to ten colleges for recruiting at the graduate level• ACSA College and Career Days when they occur• Outreach to New Orleans high schools7
Tulane UniversityArchitecture Program ReportSeptember 2013I.1.3.Responses to the Five PerspectivesThe Five Perspectives resonate in both long-range Strategic Planning discussions as well asother ongoing discussions surrounding the curriculum, Studio Culture, faculty development andother dimensions of the School.A. Architectural Education and the Academic CommunityThe Tulane School of Architecture is integral to Tulane University’s larger mission.There are strong bonds between the School and Newcomb Tulane College (NTC) inwhich every undergraduate student is simultaneously enrolled. NTC provides thegeneral education foundation for students as well as advising and numerous universitywideopportunities (such as Career Support, extra-curricular activities and the like.)Graduate students enjoy connections with other students in professional programs onthe Uptown campus, and there is cross-fertilization within the three graduate programsof the School itself (including Preservation and Sustainable Real Estate Development.)Architecture holds a special place in the collective consciousness of Tulane studentsgiven its role in the cultural milieu of New Orleans. The dean, associate deans, andmany faculty serve on university-wide committees advancing the quality of theinstitution through their contributions to the larger discourse.B. Architectural Education and StudentsTulane students enjoy a highly productive combination of experiences includingtraditional coursework, rigorous design studios, applied research opportunities, andserious engagement with the community at several stages throughout their educationalprogram. Studio Culture is a topic of continual discussion among students, faculty andthe administration. Tulane has supported a long tradition of student self-governanceover the years, with vibrant and vocal student organizations and productiveconnections with other student groups around campus around issues such assustainability, student residential life, and various community service organizations.There is a strong bond among students of the program, amplified by their communityengagement activities, helping them to better understand the richness of professionalopportunities; to make thoughtful, deliberate, informed choices; and to develop the“habits of the heart and mind” as President Cowen has said. Their work in the City ofNew Orleans further helps students appreciate dramatic differences and diverseperspectives of contemporary society as they work to position themselvesprofessionally and with sensitivity in this challenging environment.C. Architectural Education and the Regulatory Environment.The Tulane School of Architecture has a high percentage of studio faculty who arelicensed architects – and several of those not yet licensed are well on the way tocompleting the ARE. Faculty serve as role models, with several generations oflicensed architects ranging from their late 20’s to their 70’s who demonstrateprofessionalism in their teaching and creative work in the field. There is seriousattention paid to licensure from the very first semester in the program and heavyemphasis on IDP and licensure, with numerous opportunities presented for thestudent’s benefit along the way. The IDP Education Coordinator position is takenseriously at Tulane, and the most recent colleagues who have played this role havetaken it on very proactively. The dean is a vocal proponent of the importance oflicensure as a past state licensing board member prior to coming to Tulane five yearsago. The School of Architecture has an excellent and active relationship with theLouisiana Board of Architectural Examiners, and the dean has been nominated for anopen position on the Board and for consideration by the Governor.8
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