International School of Design and Architecture Universidad del

Transcription

International School of Design and Architecture
Universidad del Turabo
Plan for Achieving Initial Accreditation
Submitted to the National Architectural Accrediting Board for the
Master of Architecture
Non-Pre-Professional Degree plus 114 Graduate Credits (Track I)
Pre-Professional Degree plus 66 Graduate Credits (Track II)
February 2015
!
Program Administrator:
Yazmín M. Crespo Claudio, Architecture Department Director
International School of Design and Architecture/Universidad del Turabo
PO Box 3030
Gurabo, PR 00778-3030
[email protected]
787.743.7979 ext. 4898
Elizabeth Castrodad Vélez, Associate Dean of Academic Affairs
PO Box 3030
Gurabo, PR 00778-3030
[email protected]
787.743.7979 ext. 4923
Head of Academic Unit:
Aurorisa Mateo Rodríguez, Dean
PO Box 3030
Gurabo, PR 00778-3030
[email protected]
787.743.7979 ext. 4922
Chief Academic Officer:
Dr. Dennis Alicea Rodríguez, Chancellor
PO Box 3030
Gurabo, PR 00778-3030
[email protected]
787.743.7979 ext. 4000
President of the Institution:
Dr. José F. Méndez, President
Ana G. Méndez University System
P.O Box 21345
San Juan P.R. 00928-1345
[email protected]
787.751-0178 ext. 7259
Plan for Achieving Initial Accreditation: MArch I and MArch II
International School of Design and Architecture/ UNIVERSIDAD DEL TURABO
Table of Contents
PART ONE (I): INSTITUTIONAL SUPPORT AND COMMITMENT TO CONTINUOUS IMPROVEMENT..........3
PART ONE (I): SECTION 1– IDENTITY & SELF-ASSESSMENT .........................................3
I.1.1 History and Mission.......................................................................................................3
I.1.2 Learning Culture……………………................................................................................6
I.1.3 Social Equity………………………….............................................................................10
I.1.4 Defining Perspectives..................................................................................................11
I.1.5 Long-Range Planning..................................................................................................13
I.1.6 Assessment………………….........................................................................................14
PART ONE (I): SECTION 2– RESOURCES ........................................................................17
I.2.1 Human Resources & Human Resource Development .............................................18
I.2.2 Physical Resources……………………….....................................................................23
I.2.3 Financial Resources ...................................................................................................25
I.2.4 Information Resources ...............................................................................................28
I.2.5 Administrative Structure and Governance................................................................29
PART TWO (II): EDUCATIONAL OUTCOMES AND CURRICULUM .............................................................30
PART TWO (II): SECTION 1– STUDENT PERFORMANCE-EDUCATIONAL REALMS &
STUDENT PERFORMANCE CRITERIA...............................................................................30
II.1.1 Student Performance Criteria. ..................................................................................31
Realm A: Critical Thinking and Representation…………………………………...32
Realm B: Building Practices, Technical Skills, and Knowledge………………..32
Realm C: Integrated Architectural Solutions………………..……………………..32
Realm D: Professional Practice………………….…………………………………...32
PART TWO (II): SECTION 2– CURRICULAR FRAMEWORK ............................................33
II.2.1 Institutional Accreditation..........................................................................................33
II.2.2 Professional Degrees and Curriculum .....................................................................33
II.2.3 Curriculum Review and Development ......................................................................35
PART TWO (II): SECTION 3– EVALUATION OF PREPARATORY EDUCATION ………..35
PART TWO (II): SECTION 4 – PUBLIC INFORMATION .....................................................36
II.4.1 Statement on NAAB-Accredited Degrees ................................................................36
II.4.2 Access to NAAB Conditions and Procedures .........................................................36
II.4.3 Access to Career Development Information ............................................................36
II.4.4 Public Access to APRs and VTRs ............................................................................36
II.4.5 ARE Pass Rates ..........................................................................................................36
II.4.6 Admissions and Advising .........................................................................................36
II.4.7 Student Financial Information ...................................................................................37
PART THREE (III): SUPPLEMENTAL INFORMATION ....................................................................................38
APPENDIX 1: Projected Timeline For Achieving Initial Accreditation………………………………38
APPENDIX 2: Course Descriptions ………………….........................................................................39
APPENDIX 3: Faculty Resumes………………………….....................................................................65
APPENDIX 4: MSCHE Accreditation ………………………………………………………...……………71
APPENDIX 5: ISDA New Building Schematic Design Proposal ………………………………..……72
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PART ONE:
PART ONE (I): INSTITUTIONAL SUPPORT AND COMMITMENT TO CONTINUOUS
IMPROVEMENT
SECTION 1.1 – IDENTITY & SELF-ASSESSMENT
I.1.1 History and Mission:
History and Mission of Universidad del Turabo
Universidad del Turabo is part of the Ana G. Méndez University System (SUAGM). SUAGM is a
private, non-profit organization in compliance with the laws of the Commonwealth of Puerto Rico
and the second largest private university system on the island. Its four institutions of higher
education, Universidad del Turabo (UT), Universidad del Este (UNE), Universidad Metropolitana
(UMET), and the Ana G. Méndez-Virtual Campus (AGM-CV) are four-year coeducational, private,
and non-profit. In addition, to the four institutions, SUAGM also maintains fifteen Additional
Locations throughout the island, a TV Station, (Channel 40/ WQTQ Channel 26), and four US
Branch Campuses. SUAGM’s central administration offices are located in Cupey, Puerto Rico.
Universidad del Turabo (UT), founded in 1972, is a Hispanic serving, private, non- profit institution
of higher education of the Ana G. Mendez University System, Inc. (SUAGM according to its Spanish
acronym). UT is licensed by the Council of Education of Puerto Rico (CEPR), formerly the Puerto
Rico Council of Higher Education (PRCHE) and the Puerto Rico General Council of Education
(PRGEC); and is accredited by the Middle States Commission on Higher Education (hereafter
Middle States). UT, in addition to its Main Campus in Gurabo, PR also operates five (5) instructional
locations, referred to as additional locations by Middle States, located in Cayey, Yabucoa, Isabela,
Ponce, and Barceloneta, Puerto Rico. It should be noted that according to its Statement of
Accreditation Status issued by the Middle States, UT also operates four (4) branch campuses in
Orlando, FL (Metro Orlando Center); Miramar, FL (South Florida Center); Tampa, FL (Tampa
Branch campus); and, Wheaton, MD (Westfield Wheaton Shopping Center). The proposed
cooperative arrangement is specifically with UT, main Campus located in Gurabo, PR.
UT offers 20 technical certificates, 15 associate degree programs, 45 bachelors, 32 masters and
five (5) doctoral degrees in Business Administration, Environmental Sciences, Education,
Counseling and Naturopathic Medicine. Most courses are offered on a semester or term basis.
Weekend sessions are offered by the accelerated adult program, AHORA. The institution serves a
commuter student body composed of young adults and professional adult students in day and
evening programs. The student population is mostly drawn from the surrounding communities with
diverse economic and educational backgrounds. The main campus in Gurabo, together with its
branch campuses and additional instructional locations, provides accessible education opportunities
to 17,287 low-income Hispanic students according to SUAGM statistics for the fall semester of
Academic Year 2013-14. The student population is composed of 46.7% evening students and
53.3% day students. AHORA has 1,942 non-traditional students, while 2,093 are enrolled in UT
graduate programs (Universidad del Turabo Fact Sheet 2013, Assistant Vice Presidency of
Strategic Planning and Institutional Effectiveness, SUAGM, 2013). The academia is organized into
eight main schools: Engineering, Natural Science and Technology, Health Sciences, Education,
Business and Entrepreneurship, Social Sciences and Communications, the International School of
Design and Architecture, Technical Programs, and the Deanship of General Education. UT also
operates two (2) system-wide schools, Continuing Education and Professional Studies.
The mission of UT is to enhance knowledge through excellence in teaching, and to foster research,
innovation, and the internationalization of its programs. The University is committed to graduate
well educated, professionally competent students, who can think critically and are technologically
literate. The Institution also promotes the development of ethical principles and values that will
allow them to contribute to the wellbeing of the community through their knowledge of social
systems and their role as responsible citizens.
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The UT is committed to the following values:
1. the liberty of the thought and the expression
2. the recognition and respect of the diversity
3. the respect to the individual dignity (of the individual)
4. the excellence in the teaching and the generation, dissemination and application of the
knowledge
5. the promotion of cultural, social, and ethical values
6. the excellence in the planning, the operation and the service
7. the respect by the environment and the nature
8. the promotion of the human sensibility and esthetics
During these forty-one years, the University has graduated professionals in liberal arts, education,
business administration, engineering and sciences who are successfully occupying middle and
upper level positions in many government and private organizations. In the 2003 the School of
Social Sciences and Communications opened a Bachelor’s Degree in Communications with
concentration in Graphic Design. A feasibility study demonstrated the need of an independent
School to develop several programs in the areas of design; hence the International School of
Design was created in 2006.
The University is academically and administratively prepared to develop and implement new design
and architecture programs. It has already part of the infrastructure and is developing additional
facilities for the programs. Throughout its history the UT has demonstrated its commitment and
dedication by offering sound and innovative higher education programs that are designed to meet
the needs of a growing population of professionals avid to acquire both the theory and the latest
knowledge in their fields. The University is committed to explore the use of the latest technology to
provide its students with skills that will enable them to face an ever-changing professional world.
History and Mission of the International School of Design and Architecture
The International School of Design and Architecture (ISDA) at UT in the Gurabo principal campus
initiated its operation as an administrative unit in 2006, and in 2007 as an academic unit, offering the
following degrees: Bachelor’s Degree in Design with concentration in Industrial Design (BDes), Bachelor’s
Degree in Design with concentration in Interior Design (BDes), Bachelor’s Degree in Design with
concentration in Graphic Design (BDes), an Associate Degree in Web Design (AA), an Associate Degree
in Fashion Design (AFD), and an Associate Degree in Architectural Drafting (AAS). In 2011, with the
proposal of this architecture program, the ISD changed its name to the International School of Design and
Architecture (ISDA). Starting in October 2013, The ISDA began offering a Master's Degree in Architecture
(MArch I) and in August 2014 a Bachelor Degree of Science in Landscape Architecture (BSLA). The
projections are to include several associate degrees and bachelor degrees in design as identified the
need by the industry and revise existing curriculums for possible joint degrees within ISDA and UT
programs.
At UT in the Barceloneta campus, from 2011 to present the Bachelor’s Degree in Design with
concentration in Graphic Design (BDes), Bachelor’s Degree in Design with concentration in Interior
Design (BDes), and an Associate Degree in Fashion Design (AFD) is being offered. In addition to
the academic programs, in 2011 the International School of Design and Architecture in partnership
with the Puerto Rico Industrial Development Company (PRIDCO) established the International
Design Center (IDC) at the INTENOR Science Park in the municipality of Barceloneta, Puerto Rico,
adjacent and with workshops at the UT Barceloneta campus. The IDC offers services in all design
areas giving special attention to industrial and innovative design, fostering the competitiveness and
its role in the industry. Its function is to promote the development of local design achieving export
quality in products and providing necessary training to professional designers, in most cases our
professors with education and license to practice in these areas and our students. The IDC has an
academic role of providing students a practice center during their required internships and/or as a
work-study program. This programs benefit the students in gaining the experience and confidence
they need to develop in the practice realm.
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The mission of the International School of Design and Architecture is to prepare leaders and
professionals in the design and architecture field, competitive and focused toward an international
academic perception, critic and multidisciplinary, committed to the debate, the investigation, the
cultural content and the technical merits of the designed object and their production technology.
Collaborations within Schools in the UT have been easily coordinated and specifically with the
School of Engineering and School of Business and Entrepreneurship as evidenced in one of our
most pursued investigations named STEM + D (Science, Technology, Engineering, Mathematics
plus Design). Also, our end-of semester student exhibitions collaborating with the Museum and
Center for Humanistic Studies show to the university community and the public in general
successful projects executed in the semester’s courses. Moreover, these exhibitions have proved
to familiarize the student’s family and friends on the importance of design and architecture.
Essentially, there are two institutions offering Bachelor’s Degrees in Architecture: the Polytechnic
University of Puerto Rico in San Juan, and the Pontifical Catholic University of Puerto Rico in
Ponce. The University of Puerto Rico offers a Master´s Degree Architecture program, yet it is only
for students that have previously obtained a Bachelor´s Degree in Environmental Design from their
institution or the equivalent. Currently there is no institution in the Island offering a Master’s Degree
in Architecture to students with other academic backgrounds. This limits greatly the number of
professionals who would pursue a career in architecture, like our own current students in the ISDA.
The graduate program will attract students from various undergraduate programs including, but not
limited to, UT design and engineering programs. These, specifically, might desire to stay at UT to
complete their professional degree. We will also attract students from other concentrations in
undergraduate programs from our Institution and others.
History and Mission of the Graduate Architecture Program
The mission of our Graduate Architecture Program is to diversify the architectural practice through a
multi-disciplinary approach.
We intend to graduate well-rounded professionals capable of
reinventing their practice within the local and global field demands. The diversity of academic
backgrounds of our students will guarantee, in turn, diversity of professional execution, both in the
industry and in the private sector. This variety of perspectives will enable our students to become
fundamental pieces in the roles of integrating a collaborative contemporary architecture practice
both locally and globally.
The Top Design Colleges and Universities series of studies, conducted by Counsel House
Research for the Almanac of Architecture and Design in 2001, surveyed the topic of skills
assessment. The architecture firms were asked to name the skill deficiencies in their new graduate
hires. The 90% most answered statement was building/structural knowledge. Also, recently, the
Design Intelligence volume of America’s Best Architecture and Design Schools in 2015, asked
architecture firms how important is it that a new graduate has previous work experience and 85.8%
indicated as very or somewhat important. Taking into consideration, the general division between
practice and education, our program will encourage the careful examination of construction and
structure, as part of the design studio to encourage a wider diversity of specializations, always with
a general knowledge of construction. Using our own settings, we will establish a studio that
integrates other professionals, as well as the community around us. This will enable the ISDA to
develop theory into the practice realm.
The program has been designed to fit the needs of the mature and highly focused student that
intends to complete architecture licensing process as an integral part of their objectives. The
programmed evening scheduled courses permits students to work during the day and complete
their program in the evening and weekends. Part of our plan is to incorporate practice and
experience opportunities according to Intern Development Program to alleviate scheduling conflicts.
The program has been designed in two areas. The first part of our proposed architectural program
is based on a design studio in which a group of people will work together in a large open studio
space developing their own individual design projects that also include group project phases.
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Projects are developed through problem-based learning. This type of interaction provides the ideal
environment for our students to understand where they are coming from, to individually develop
their ideas, and to acquire all the knowledge needed for later collaboration processes while at also
providing an opportunity for students to share ideas, learn from one another and contribute to each
other productively. The surrounding municipalities will serve as setting for our program projects.
This strategy responds to the International School of Design and Architecture interdisciplinary and
holistic approach to the development of our students and better serve our communities according to
UT established collaborations with surrounding municipalities and other institutions.
The second part of the program is a design-build studio that begins with the selection of one project
from all student proposals. The studio, using the method of learning-by-doing, transforms into a
design-build firm where students work in collaboration to achieve a hands on project. The students
will work on every phase of the design, development and construction project, including all the
methods and practice phases, as are viability study, concept and schematic design, design
development, contract document, construction procurement and construction administration stages.
We are determined to develop a project that integrates in the academic community.
The mission of our program is to develop well-rounded professionals that can achieve different
roles in the design and construction industry. By offering a problem-based learning and learningby-doing education, the students will be prepared with a better understanding of the diverse
knowledge and skills portrayed in an architect’s work. Within the School, projects and identified
elective courses have been coordinated so that students from other programs can have a
multidisciplinary experience. The Architecture Department at the ISDA was created in 2013 and
coordinates the Architecture Graduate Program as well as the Landscape Architecture, Interior
Design and Architectural Drafting Programs. This organization format allows for important
interactions between industry related disciplines and our collaborative and diversity oriented
program mission approach.
In addition, ISDA professors and students are actively involved in university-wide initiatives, as well
as administrative committees organizations. Students are represented in School and University
student associations and councils; whereas professors are represented in both the Academic Board
and administrative Council. These two are the main academic and administrative bodies of UT, and
are in charge of all activities associated to the institution’s academic plan.
I.1.2 Learning Culture:
Towards a collaborative design education: Studio Culture of Diversity and Integrity
STUDIO CULTURE POLICY
In support of a collaborative design education:
The design studio in the Graduate Architecture Program is at the core of a student’s education at
ISDA. It is where knowledge is achieved, design skills developed, and a variety of techniques and
technologies explored. The design studio rewards initiative and creativity. There is a focus on
projects that do not have predetermined solutions and integrate research, learning by doing,
experimentation and critical thinking.
The Graduate Architecture Program at ISDA makes every effort to create a positive learning
environment in which all students can develop their own process and design methodologies. The
program is oriented towards developing student’s ability to deal with architecture problems and to
instruct architecture through design and build projects.
STUDIO ENVIRONMENT
The design studios are furnished and equipped as both production and learning places, dedicated
to students for work during and outside of scheduled studio hours. They are shared spaces and
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promote both faculty to student interaction and student to colleague learning. Studios are open to
faculty and students from other programs and invite interaction and observation without distracting
those working in them.
The high faculty-to-student ratio of the studio enables one-on-one critiques as well as group
discussions and ensures a high level of social interaction. This integration also occurs for students
in different level groups. In addition, ISDA supports and encourages interdisciplinary activities
through which students can obtain a wide range of skills and experiences in order to become
broadly educated. Innovative approaches developed in class projects will focus on a design firm
model and a design-build component nurtured by both social and government policies. This model
fully recognizes the value of an integrated design studio setting, in which all theoretical, historical,
technological and practice-based courses will be brought together.
Each design studio should maintain a well-ordered working environment by keeping trash picked up
and neatly storing projects. ISDA provides appropriate containers for the recycling of paper,
cardboard and chipboard. The Graduate Architecture Program Students have a working studio; a
24/7 space available to work during outside studio hours. This space is for them to store their
projects during the semester.
TIME MANAGEMENT
The design studio provides an opportunity to develop productive time management skills and work
habits. The faculty recognizes that students have other courses and that the knowledge they
acquire from these areas is of great value as it will be integrated in their projects. Students should
recognize that having made the choice to study architecture, there is an expectation that they will
devote a significant amount of time to their design work. As an integral part of the course, time
planning is managed in the delivery of project phases. Studio “all-nighters” are discouraged, as
students should learn to manage their time efficiently. Other courses integrate design studio project
details as study vignettes in practice, technology and structural courses; students are encouraged
to distribute their efforts equally.
At the ISDA, students meet with the Student official and Academic Advisor for academic orientation,
counseling and recommendations on annual course scheduling and programming. These efforts
help students value all courses.
COLLABORATION
Design and architecture are inherently collaborative and trans-disciplinary. The studio method of
critique and dialogue establishes a baseline of collaboration between student and faculty, but
studios offer regular opportunities for collaborative teamwork, involvement of other disciplines,
outside professionals and client and community representatives into the design process.
At the ISDA, students will be able to enrich their architecture education with other cross-disciplinary
educational environments. The School further integration of the other design concentration
programs as are graphic, web, industrial, interior, and fashion design as well as landscape
architecture. Elective courses form other Schools are another opportunity for students to achieve
other experiences in order to become better designers.
CONSTRUCTIVE CRITICISM
Critique is an inherent and integral part of the evaluation process in the design studios. Faculty and
invited reviewers are encouraged to deliver criticism constructively in the review of student work.
We encourage all studio participants to exchange ideas, opinions, and experiences in a respectful
manner promoting a diverse and integral learning environment. A culture of mutual respect supports
a life-long learning process that starts in the school as we have to visualize we are all equal
collaborators in the development of the students and their projects. Diversity in values and thinking
is vastly appreciated and exhorted throughout the courses.
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ATTENDANCE
Faculty and students are expected to be in studio during scheduled contact hours and are
encouraged to use their working space for work during non-studio hours. Faculty must include
contact information on all studio handouts and have a clearly stated policy regarding availability to
meet with students outside of studio time by having posted office hours, and if necessary, by
appointment. Faculty office hours are to be held at the faculty lounge in the International Design
Center (IDC). Faculty can refer students for advising and counseling at every level through the UT
retention electronic system.
SYLLABUS
All design studios, course syllabus and project descriptions will contain specific information
concerning project requirements, objectives, evaluation criteria, course methodologies, and student
performance criteria as stated in NAAB 2014 Conditions for Accreditation. Faculty should establish
time frames and expectations for the completion of design projects through phases and supervise
project progress. Faculty is expected to discuss and explain the syllabus with students and
establish rubrics to evaluate their project progress during the beginning of the semester.
DESK CRITIQUE (“Crit”) and PIN-UPS
Desk “crit” typically occurs at a student’s desk to discuss different issues about a particular project.
Pin-ups occur in a review space or wall surface and very often involve two, three or more students,
and may include outside critics. Students are expected to prepare visual material and models for
the faculty in advance of a desk “crit” or pin-up. Desk “crit” and pin-ups are informal forms of
interaction between students and faculty. These one-on-one dialogues are a unique component of
the design studio.
DESIGN REVIEWS
Design reviews are a fundamental component of the assessment of student work. Design reviews
are conducted in the spirit of open debate among both faculty and students and visitors are
encouraged to participate. Design reviews provide an opportunity for students to demonstrate and
improve upon their oral and visual presentation and design skills. Students are required to attend,
present, and participate in all design reviews organized by their professor. These reviews also
provide students an important opportunity to learn to appreciate how their work can be interpreted
from different perspectives. The culmination of the architecture student’s semester is the Design
Review Week, a public event in which the program faculty is required to attend, and also outside
critics and students critique and review final projects. Students are encouraged to attend all levels
of final reviews to heighten their academic experience.
ASSESSMENT
All design studio syllabus specifically state how student work will be assessed, by indicating both
the evaluation criteria and the percentage value for each studio exercise. Grade evaluations are
confidential and should be provided in a timely manner. At or near mid-semester, faculty provides
students with an evaluation of their performance and progress to date. The UT and the ISDA
provide services to students with disabilities and they are directed to the Office of Wellness and
Quality of Life, that offers them service and continued communication throughout their education.
Academic staff and faculty assist students according to their needs and offer additional time to
complete their projects if justified and necessary.
At the end of each semester, each student is required to submit digital documentation of work from
the semester. In addition, selected projects will be collected and retained by the Program and may
be used for accreditation purposes, marketing, program publications, websites, etc. Faculty
prepare a course assessment report at the end of each semester that will be accordingly used for
the next time the course is offered.
LECTURES AND EVENTS
ISDA lectures series, film screenings, community and social activities provide access to speculative
thinking and enhance the school’s overall cultural environment that integrates multi-disciplinary
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cross and collaboration. Participation is required for students enrolled in a design studio.
STUDENT LEADERSHIP
Student organizations provide important opportunities to develop leadership skills represent the
student voice and contribute to the studio culture, mission and policies of the School. It is our plan
for students to participate in the AIAS, the Design Student Association, which has already been
established in the ISDA, and represent the School at Institutional advisory committees and other
school industry related and community initiatives. At the ISDA, students have the opportunity to
start working towards their Intern Development Program (IDP). We have identified projects for
students to work and participate of all design phases. It is our plan to establish a continuous line
between academia and professional practice through but not limited to the IDC (International
Design Center).
INFRASTRUCTURE
The ISDA has two (2) computer laboratories equipped with design and animation software (EID 101
+ 104); one (1) on-site advanced modeling and fabrication laboratory equipped with CNC, one (1)
laser cut machine, two (2) 3D printers, among other digital technology (EID 105); one (1) 70 seat
studio space (EID106); one (1) working studio space equipped with a computer, plotter, projection
monitor, model-making area and pinup space (EID 102); one (1) fashion design laboratory (EID
103) in the Gurabo Campus. Building Use Policies:
1. The ISDA administrative building is open to the public every weekday from 8:00AM to
5:00PM. After 5:00PM there is a code access only on evenings and weekends. Each space
has the following restrictions after hours and on weekends:
EID 101 [computer lab] - 24/7 for all ISDA students
EID 102 [working studio and storage space] - 24/7 for Architecture students
EID 104 [computer lab] - 24/7 for all ISDA students
EID 103 [fashion lab] - 24/7 for all ISDA students
EID 105 [Fabrication Laboratory] - open 8:00AM to 10:00PM on weekdays
EID 106 [studio space] - 24/7 for all ISDA students
2. All use of design studios is subject to the Studio Culture Policy.
3. 24/7 access given with ISDA administration permission since enrollment in the Graduate
Architecture Program.
SECURITY
Campus security allows students to feel safe 24 hours a day. Security is coordinated with course
schedules and studio hours. At the beginning of each semester period, the Architecture
Department Director issues a list of active students and faculty for the campus security to maintain
in record. When students need access to the laboratories or need other services they communicate
with security at 939-630-0749.
PLAN FOR REVISION
The Studio Culture Policy is a working document for the International School of Design and
Architecture. It will be available at our website and displayed throughout the studio. Also, a copy of
the policy, as well as additional institutional norms and information will be distributed to current and
prospective students, as well as staff and faculty members.
The Studio Culture Policy will be reviewed and revised on an annual basis, to maintain and further
develop working principles for achieving integration of diverse goals and perspectives of the
University, the School and the Graduate Architecture Program. It is our plan to establish a Studio
Culture Policy Committee, composed of Faculty, Student Representatives, AIAS Student Leaders
and Faculty Program Director. The Committee will work to maintain and develop the Studio Culture
Policy through review sessions each semester, from which emerge annual recommendations to the
faculty and the Dean for review and implementation.
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NOTE ON PROFESSIONAL ACCREDITATION
The National Architectural Accredited Board [NAAB] is the agency authorized to accredit US
professional degree programs in architecture. The NAAB grants candidacy status to the new
programs that have developed viable plans for achieving initial accreditation. Candidacy status
indicates that a program should be accredited within 6 years of achieving candidacy, if its plan is
properly implemented.
We are expecting to receive initial candidacy status in 2015.
scheduled to graduate in 2017.
Our first Architecture group is
I.1.3 Social Equity
Social equity is a mayor principle in Universidad del Turabo’s scale of values. The institution
strongly promotes social justice and the role of education in the development of local, regional, and
global common good.
Most of the students’ permanent residence is from small towns and cities along the central-eastern
part of Puerto Rico. Nonetheless, another percentage of the student body comes from the San Juan
Metropolitan, area. This creates a diverse demography which promotes and encourages a healthy
interaction of students from different cultural and economic backgrounds.
In addition, as part of the UT and ISDA mission, internationalization plays a big role in the Graduate
Architecture Program. The ISDA has incorporated faculty from and educated from different
worldwide institutions and has also developed an interest in international competitions and
exhibitions. The promotion of ethnic and cultural diversity is part of ISDA’s academic and
extracurricular activities and principles. Within this frame of internationalization, ISDA faculty is
constituted of both mature and young professionals to evolve our approach based on experience,
as well as new and fresh perspectives. Moreover, internships and student exchange programs are
being developed in the ISDA and will also integrate architecture students.
Even though our current graduate students are from the local community, it is ISDA’s long-term
plan to integrate students from other throughout the years while designing collaborations with other
schools. In addition, our graduate student body is composed of different age groups.
Students with disabilities are fully integrated into the school. In compliance with Puerto Rico Ley de
Rehabilitación Vocacional and the American Disabilities Act, UT and the ISDA will provide adequate
and reasonable placement in order to ensure that students with disabilities are able to fulfill their
academic endeavors in equal conditions to those with no disability.
Students have easy access to the overall administrative staff of the School. Close proximity
between students’ areas, faculty and administration allows for additional interaction. The Associate
Dean of Student and Administrative Affairs occupies an important position in regard to students’
wellbeing and academic performance.
UT is an Equal Opportunity/Affirmative Action organization. It is the policy of Ana G. Méndez
University System not to discriminate against any employee or applicant for employment because
of race, color, religion, sex, natural origin, and status as a veteran of the Vietnam Era, special
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disabled veteran, or individual with a disability. The System Nondiscrimination Policy establishes
that “This institution does not exclude from participation or denied benefits of, or discriminate
against any person because of race, sex, age, color, descent, origin or social condition, disability or
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political, religious, social or trade union. Review date, August 2003.”
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http://humanresources.suagm.edu/rechumanoswebsitenew/Politicas/1_Politica_de_Igualdad_de_Oportunidad_de_Empleo_
y_Accion_Afirmativa/Politica_de_Igualdad_de_Oportunidad_de_Empleo_y_Accion_Afirmativa_Ingles.pdf
2
http://www. suagm.edu/turabo/con_politica.asp?cn_id=678
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Other important institutional policies – including on harassment and discrimination - can be found at
our Ana G. Méndez University System (AGMUS) website at www.suagm.edu and/or www.ut.pr as
part of the Manual for Students and Faculty.
I.1.4 Defining Perspectives
I.1.4 Defining Perspectives:
A. Collaboration and Leadership.
ISDA students are prepared in a variety of ways to become successful individuals and leaders in
the global society. Students learn how to become engaged citizens through course work and
extracurricular activities. The academic approach at the ISDA is experimental and innovationoriented, engaging students in ways that respond to their interests. Also, there are student services
available to assist students in exploring their interests in extracurricular activities.
The pedagogic approach is centered on the collaborative integration on the studio. Each design
studio includes group projects that provide students with the opportunity to assume responsibilities
within the assignment. The program provides the environment for the development of knowledge
incorporating design, history and theory, technological, social and economic issues. This is all
attainable in a collaborative design-build studio that focuses on achieving real projects.
ISDA
encourages its faculty members to incorporate their experience and fields of expertise in class
activities. These dynamics offer ISDA students the opportunity to approach the learning process in
a pragmatic and realistic way, in accordance to the current state of architecture professional
practice. Student-mentor relationships incorporate aspects related to consulting, experimentation,
innovation, and initiative – all collaborating to the development of leadership among students. Also,
the ISDA encourages students to emerge as leaders in their areas, enrolling in student associations
and councils, and pursuing opportunities and achievements in accordance to the skills they have
developed.
B. Design.
The learning experience at the ISDA is enhanced by close interaction among the departments of
architecture, landscape architecture, and interior design, as well as by many other resources at
Universidad del Turabo. The ISDA provides opportunities for students to be critical thinkers,
technology knowledgeable and capable of carrying out multiple roles in the construction industry
and built environment within a global context. Studio courses were thought of and conceived as
multidimensional approaches, treating and testing concepts of design in a progressive manner. The
schools commitment to design excellence and advanced learning is reflected in the following studio
course sequence:
1. ARCH 500: Introduces students to the fundamental architectural issues - form, program, site,
materials, and structure through projects that emphasize the exploration and conceptual
dimensions of architectural design and research.
2. ARCH 510: Students addresses the role of architecture in constructing social relations by
creating innovative proposals for contemporary dwellings and site that explore the impact of new
technological and social developments.
3. ARCH 520: Students explore the conditions that define mixed-use space in a context defined by
the inclusion of public space and the city and the interrelationship of site with structure.
4. ARCH 600: Students investigate the role of the architectural object within an urban design
proposal.
5. ARCH 610: The first semester of the design/build studio: schematic design and development of
2
construction documents for a 1,000f structure.
6. ARCH 700: The second semester of the design/build studio: programming and planning of the
2
1,000f structure to begin construction.
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7. ARCH 710: The third semester of the design/build studio: construction phase of the 1,000f
structure.
2
As new ways of methodologies in the profession have emerged, the demands on design grow
increasingly complex. The ISDA commitment is to educate students to assumed leadership roles
and to integrate design principles with a clear understanding of design construction and their related
technologies: structural, environmental and materials.
C. Professional Opportunity.
The students are exposed to the profession through a combination of lectures, conferences, events
and the engagement of professionally practicing faculty. The ISDA plans to invite a visiting faculty
each year, engaging with students via design studios, research, or other curricular and
extracurricular activities. The professional exposure of the students is further enhanced by the ISDA
academic setting and the opportunities thereby presented for academic engagement with practicing
industrial designers, graphic designers, landscape architects, engineers, and other design
consultants, all contributing toward the students preparation to practice in a multidisciplinary
collaborative environment.
Taking into consideration the necessities and demand of a globalized society, and acting upon the
regulations that are now part of the design/construction process, the ISDA has developed an
architecture program that directly responds to these sets of needs, demands, ethics, and
regulations.
A direct interaction with the ISDA Architecture Licensing Advisor associated with the National
Council of Architecture Registration Boards (NCARB), as well as the Colegio de Arquitectos y
Arquitectos Paisajistas de Puerto Rico (Puerto Rico Architects and Landscape Architects
Association – CAAPPR) and the Puerto Rico Chapter of the American Institute of Architects further
enhances internships and licensure more satisfactorily. Moreover, main contents surveyed in the
Architect Registration Examinations are greatly emphasized in the curriculum. This course content,
enriched by the collaboration with the NCARB, the CAAPPR, and other professional organizations
will encourage and prepare students to become leaders in collaborative projects locally and
globally, as they will have a complete understanding of their surroundings.
D. Stewardship of the Environment.
The curricular goals of this program include the promotion of sustainable practice and methods, and
the pursuit of environmentally conscious long-term results. It is the firm belief of the ISDA that all
professionals in architecture must develop strong environmental sensibility and responsibility.
ISDA architecture curricular sequence includes courses, such as ARCH 612, that approach
environmental issues on building design, construction, and decision-making. Collaboration with the
School of Engineering, the Puerto Rico Energy Center (PREC), and other environmentally-oriented
institutional offices, as well as community projects, are all encouraged as part of the long-term
implementation of responsibility for stewardship of the environment and natural resources. In
addition, architecture students will have the opportunity to collaborate in environmental and natural
resources proposals with students from the landscape architecture program.
E. Community and Social Responsibility.
Students work collaboratively in community activities including urban planning where, in response
to a multi-layered analysis of social and economic forces, they engage in architectural assignments
that foster an awareness of the public good. In addition, students learn through the ISDA lecture
series, and visits from community leaders about human-centered design and the discipline’s social
responsibility. The ISDA has also established community relationships based on fieldwork
assignments.
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The School plans to continue creating and developing additional community relationships through
our proposed design-firm model studios which will meet necessities of different groups – be it the
community, the government, the private industry, and/or the academia. Also, our projects will
contribute to local and regional economy within the construction industry, and add value to design
creation, pertaining especially to the reuse and conservation of existing buildings in our community.
Continuous creative projects will be promoted in order to enhance and develop a culture of
innovation. The School holds exhibitions every semester to show projects related to the industry.
These shows are open to the public, so that government and the community leaders are able to see
and adopt different strategies studied and/or developed by the students, better enhancing the
architectural education for a common good.
I.1.5 Long-Range Planning:
The Department of Architecture, in collaboration with the other design programs in the ISDA, is
creating a long-range plan to regularly assess, maintain and review the development of the mission
and vision of the School. This plan will incorporate human, physical and financial considerations for
the viability of the investment of School infrastructure, including the proposed new building. This
plan will be developed during the Summer 2015 and will be discussed with faculty members in the
Fall of 2015. It approaches multi-year objectives from 2016-2020, and will include the AGMUS
Strategic Guides 2020.
The ISDA has prepared a School’s annual work plan aligned with the AGMUS Strategic Guides
2011-2015 and that is also used to formulate UT’s annual work plan in order to determine and
establish the School budget. This plan in turn is formulated by the needs of the programs that have
been taken into account courses, with student and faculty needs and interests. Following the plan,
the Dean holds faculty meetings each semester to discuss lessons learned, and strategic objectives
to be further developed.
This Graduate Architecture Program work plan has been developed on the basis of the objectives
of the ISDA long-range plan. It is discussed in details at initial program faculty meetings and further
discussed in faculty meetings throughout the semester. It will be re-evaluated every year, or at the
discretion of the director/chair of the department incorporating assessment results from students,
faculty, and administration.
The ISDA’s long-range plan takes into account all aspects that are touched upon in our previously
stated responses to the defining perspectives. Our integration of the whole academic community in
our architectural education will be attained through our collaboration in different disciplines projects
and activities, as well as the invitation of outside critics in projects realized in the studio. This effort
is fundamental to our course contents, and will continue to be developed throughout the years. The
responsibility of having a design-build model which mimics an actual practice realm in our
architectural education is consistent with our responsibility of creating a formidable Institution
recognized for the formation of practicing professionals that will contribute to society. Students will
not only be practitioners in the field they studied, but will also have confidence and initiative
disposition to become leaders in professional associations, student chapters, and community.
The integration of other disciplines also implies the understanding of different regulatory
environments. This will also be taken into consideration and policies will be consistently updated in
our curriculum, as needed for the successful completion of the long-range plan.
The ISDA has a commitment to a strategic plan emphasizing research and innovation throughout
the program and its curricula. Experimentation and innovation are also visible in the teaching
methods applied typically in all courses, with a special mention given to the history, technology, and
professional practice syllabi.
All these efforts will be made to fulfill our objectives, and sustain our strong beliefs in reaching the
public good through our architectural education and professional practice. The implementation of a
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practice-based center integrated within the Graduate Architecture Program will play a key role in the
continuous improvement plan of our courses since the actual practice experience will holistically
shape our students and faculty approach and projects.
I.1.6 Assessment:
A. Program Self-Assessment:
Since operations began in October 2013, assessment procedures have been implemented to
compile and discuss evidences with students, faculty and administration. The mission of the
Graduate Architecture Program has been given to students at enrollment. We have been preparing
assessment reports in the program and course level that clearly evidences the program mission
and objectives with activities and projects courses. The ISDA long-range plan defines multiyear
objectives for the program that will be evidenced in these reports as a radiography at the beginning
and end of each term.
Adjustments to original course outlines have been implemented with faculty feedback.
Administrative issues pertaining equipment, facilities and course programming have been adjusted
according to student institutional and program questionnaires. Assessment procedures have been
revised and implemented throughout our program according to MSCHE institutional effectiveness
and assessment of student learning standards.
B. Curricular Assessment and Development:
UT academic units revise and implement their assessment processes and use their findings to
implement improvement measures. All units have assessment coordinators who manage the
assessment process in their unit. Unit assessment coordinators are members of the Assessment
Committee (AC) that is headed by the Assistant Vice Chancellor of Assessment (AVCA) for
undergraduate and graduate education. The AC is responsible for planning and overseeing the
implementation of student learning assessment. It develops and oversees assessment processes in
each school and additional locations, creates time lines, compiles university learning goals, and
discusses school learning outcomes. Under the direction of the Assessment Committee, each
school has established a structure to oversee the development and continuity of assessment
processes, current development of assessment measures, and the institutional learning outcomes
and results. Assessment reports are prepared by the academic units and include the following:
•
•
AR1 - Course level assessment report must be completed by faculty and submitted to their
school’s academic program chair.
AR2 - Program level assessment report will be generated annually by the academic
program chair and submitted to the school dean to continue with the closing the loop
process.
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The information obtained from the reports provide information relevant to: 1) courses and programs
goals, objectives, and competencies, 2) specific courses where the objective (s) is/are attained, 3)
assessment tools, 4) expected results, 5) assessment results, 6) corrective actions and
recommendations for improvement, and, 7) outcomes resulting from the corrective actions of the
previous cycle.
Student learning outcomes are clearly articulated and integrated at the institutional, school,
program, and course levels and are consistent with the institutional mission and the standards of
the relevant discipline and specialized accreditations. The processes and procedures that are used
to assess student learning are aligned with the UT and school’s mission, goals and objectives. The
Graduate Architecture Program has specific student performance criteria and course objectives that
are aligned with program outcomes. All institutional syllabi and course outlines delineate specific
student learning outcomes and evaluation measures.
These procedures also allow the collection of information and the analysis of the perspectives and
studio culture policy providing in turn the opportunity to create new strategies for our objectives and
goals in the annual work plan and long-range plan.
Course evaluations will be realized through similar assessment reports (AR-1) prepared by the
professors during the semester and according to this example included:
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Evaluations of our Graduate Architecture Program will be collected through annual Student
Learning Assessment Program Reports (AR-2), as established in the example below.
Another evaluation for our courses offered in the Graduate Architecture Program will be collected
through student questionnaires given at the end of each course in every semester as the example
below. This questionnaire gives us the opportunity to include our students in the assessment
procedures.
Escuela Internacional de Diseño y Arquitectura
Programa Graduado de Maestría de Arquitectura
LOGROS OBTENIDOS EN LOS OBJETIVOS DEL CURSO:
EVALUACION DIRECTA POR ESTUDIANTES
ARCH 500 Diseño Arquitectónico
Fecha:_______________________ Profesor (a):_____________________________________
Sección (días y horarios):_______________________________________________________
Directrices: El propósito de esta evaluación a fin de semestre es MEJORAR EL CURSO tomando en cuenta
la evaluación directa por parte de los estudiantes. El profesor (a) debe permanecer en el salón de clase y
discutir la hoja de evaluación y todos sus objetivos con los estudiantes; sin embargo, el profesor (a) no
debe mirar el ‘nivel de satisfacción’ durante la discusión. Todas las evaluaciones serán colocadas en un
sobre que se sellará antes de salir del salón de clase. No es hasta LUEGO de que el profesor (a) entregue
las notas se abrirá el sobre y se calculará la puntuación promedio en cada objetivo. LOS COMENTARIOS
SON MUY IMPORTANTES PARA MEJORAR ESTRATEGIAS EN EL CURSO.
!
!
AL!FINALIZAR!EL!CURSO!LOS!ESTUDIANTES!DEBEN:!
Comunicación!Visual:!Describir!y!transmitir!las!ideas!de!
espacio!y!diseño!por!medio!de!un!lenguaje!gráfico,!
tanto!bidimensional!como!tridimensional.!!Este!lenguaje!
está!constituido!por!el!dibujo!libre!o!“mano!alzada”,!por!
1!
el!dibujo!técnico!(con!instrumentos)!y!por!la!maqueta.!
La! Forma! y! la! Organización:! Comprender! la! relación!
entre!el!comportamiento!humano,!el!ambiente!natural!
y! el! ambiente! construido! para! incorporarla! en! la!
RUBRICA PARA EVALUAR LOS LOGROS OBTENIDOS EN LOS OBJETIVOS DEL CURSO
solución! de! un! problema! arquitectónico! mediante! la!
exploración!de!la! forma,!la! composición,!los!referentes!
2!
históricos!y!los!conceptos!generadores.!
2&&&&&&&&&&&&&&&&&&&&&&&&&&&&
Cualidades!del!Espacio:!Reconocer,!observar!y!expresar!
3&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 4&&&&&&&&&&&&&&&&&&&&&&&&&&&&& 5&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
NECESITA&
el! diálogo! entre! la! definición! de! un! espacio! y! la!
NIVEL&DE&
1&&&&&&&&&&&&&&&&&&& DESARROLLO&
AUN&NECESITA&
DESEMPEÑO&
DESEMPEÑO&
3!
condición!multivalente!del!límite/cerramiento.!
DESEMPEÑO& INSATISFACTORIO&
DESARROLLO&
SATISFACTORIO&
EXCELENTE&
SUSTANCIAL&
Diseño! de! una! pieza! arquitectónica:! Conceptualizar! y!
diseñar! un! objeto! arquitectónico! de! complejidad!
El&objetivo&del&
moderada! tal! como! una! unidad! de! vivienda! mínima! o!
Este&objetivo&del&
curso&fue&
4!
un!pabellón!de!exhibición.!
Este&objetivo&del&
El&objetivo&del&
curso&fue&
totalmente&
La!Presentación:!Aprender!diferentes!técnicas!de!dibujo!
curso&no&se&cubrió& mencionado&muy& Tanto&la&cobertura&
curso&fue&
cubierto&y&la&
para! sus! presentaciones! y! a! organizar! y! expresar!
5!
verbalmente!sus!ideas.!
de&los&objetivos&
en&lo&absoluto&o&el& brevemente&y&la&
totalmente&
experiencia&de&
&&
objetivo&estaba&
cubierto,&pero&la&
experiencia&de&
aprendizaje&fue&
insatisfactoria.&
experiencia&de&
aprendizaje&
requiere&un&
desarrollo&
sustancial.&
del&curso&y&la&
experiencia&de&
aprendizaje&aún&
requieren&
desarrollo.&
aprendizaje&fue&
satisfactorio,&pero&
todavía&hay&
cuestiones&que&
deben&corregirse.&
cubierto&y&estoy&
plenamente&
satisfecho&con&la&
experiencia&de&
aprendizaje.&
SPC^!Student!
Performance!
Criteria!^!Criterios!
de!Desempeño!del!
Estudiante!(NAAB)!
Ámbito!C:!liderazgo!y!práctica!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
C.2.!CONDUCTA!HUMANA:!Comprensión!de!la!relación!
entre!el!comportamiento!humano,!el!medio!ambiente!
natural!y!el!diseño!del!entorno!construido.!
NIVEL!DE!SATISFACCIÓN!
1!
2!
3!
4!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
!!
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5!
PART ONE (I): SECTION 2 – RESOURCES
I.2.1 Human Resources & Human Resource Development:
Matrix for faculty credentials
First Year
Faculty Member
Summary of expertise,
recent research, or
experience
ARCH
500
ARCH
501
ARCH
505
X
José Rafael Ramírez Rivera
ARCH
510
ARCH
511
ARCH
512
ARCH
513
ARCH
515
X
Expertise in design and
construction
documents.
X
Santiago Gala Aguilera
Expertise in the field of
historic preservation and
history of architecture.
Yahayra Rosario Cora
Expertise in visual
thinking and
communication
representation.
Experience in project
management and bidimensional and threedimensional drawing
representations.
Karla M. Toledo
Expertise in
construction details,
specifications, and
construction
documents.
X
X
X
X
X
Sandra López
Expertise in the design
and specification of
structural systems.
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Faculty Resumes
Please see Faculty Resumes in Appendix 3.
Human Resources and Human Resource Development
We have many one-to-one mentor-student system in the courses since we have from 3 to 5
students in each group. All part-time and full-time faculty in the ISDA are required to participate in
three faculty meetings throughout the semester for each program in which they teach, required
workshops (induction modules, assessment workshops, etc.) one extra-curricular activity of the
each program, and exhibit their student projects in the Design Review Week in December and May,
and La Muestra Exhibition in May. Faculty in the Graduate Architecture Program will remain current
in their fields through active participation in organizations, professional practice and consulting
work, community involvement, attendance to professional conferences, and memberships of
professional associations.
Workloads and office hours are assigned as follows:
• Part-time Faculty: maximum of 12 credit workload- 1 office hour per subject course per
week
• Full-time by Term Faculty: 12 credit workload depending on research or other
responsibilities- 4 office hours per week
• Full-time Faculty: 15 credit workload depending on research or other responsibilities- 6
office hours per week
Part-time faculty is required to evidence ten (10) hours of continued education throughout the
academic year and full-time by term and full-time faculty should evidence continued hours in their
evaluation file and in their bi-annual work plan. Full-time faculty is required to complete an
instrument each academic year with detailed information about their participation in academic
events, publications, certifications and research projects.
Even though part-time faculty can have up to a twelve (12) credit work load, we have preferred to
include faculty that are experts in their area and continue to practice professionally in their areas
asking for only 3 or 6 credit work load courses per semester, specifically in the technology, history
and practice courses. This allows us to maintain a diverse faculty as occurs in practice firms with
consultants. This strategy is greatly appreciated by students who understand the importance of the
professional experience in the classroom. We also have faculty that teach similar courses in other
NAAB accredited institutions.
Our first year studio professor has offered first year studio for the interior design program for more
than 5 years during which he has continued professional projects.
The Director of the Department is the only full-time professor assigned to coordinate the program’s
activities. This position also allows the Director to offer a six (6) credit load throughout the
semester. A full time professor that has been part of the School staff in the industrial and interior
design programs for a few years is also teaching architecture courses. His 15-credit workload is
distributed between the three design programs. His expertise in research gives us a specialized
studio.
The Manual for Faculty states the following dispositions:
Components and Programs for the Integral Development of Professors
1. Education & Training Component
1.a. Professional Development
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Instituto de Desarrollo del Docente de la Universidad del Turabo (IDDUT) Faculty
Development Center
The Education and Training Component promotes faculty development through the
acquisition and improvement of skills that relate to academic and/or administrative
performance. This component also aims to provide experiences for development to new
professors in the university, through activities held to facilitate their integration into the
institution. It also pursues continuous professional development of current professors
through a variety of activities and approaches that include –yet are not limited to –
consultation, community practice, continued studies, mentoring and/or tutoring, peer review
and/or supervision, technical assistance, research and publishing, among others. The
institution encourages that this academic development parallels and the faculty’s personal
development.
From the Education & Training Component arise core programs: pre-service education,
induction, training, professional development and personal development of professors.
1.b. License to Study and Research
AGMUS offers full-time professors with a permanent or multi-year contract the opportunity
to develop academically through licenses, faculty exchange programs, study and research,
as well as research-oriented sabbatical periods.
2. Academic Activities Development Component
This component provides the necessary support for the creation and development of activities
and projects that improve the learning process through reflection and discussion of issues
related to teaching and learning. The goal is to help create the conditions necessary for the
formation of an intellectual climate that encourages research, publication of books, journal
articles or manuals and other educational texts, intellectual exchange of literary, scientific or
artistic drafting proposals for the development of academic programs and the development and
administration of proposals for funding.
2.a. Special bonuses for Approved Proposals
The purpose of this policy is to motivate and encourage the faculty and staff to prepare,
submit and obtain approval of proposals for external funding. The acquisition of external
funds is intended to: (1) strengthen the institutional infrastructure, (2) strengthen the
academic activities, (3) strengthen student services and (4) research development, among
others.
3. Evaluation Component
This component provides for professional assessment at many levels. These include faculty
self-assessment, faculty evaluation by the students, and faculty/staff evaluation for promotion
and/or advancement in academic rank.
In the case of faculty evaluation, formative and additive assessments are applied to both fulltime and part-time professors. These evaluations help to determine teaching and thematic
effectiveness of the courses before the end of the semester.
ISDA has offered online certifications for staff and part-time faculty members. These certifications
include instructional design and other skills needed to adapt traditional courses into the hybrid and
online modalities.
During the last few semesters the School has held various architecture-related activities on and off
campus for our faculty, our students and our community. These activities have improved the
knowledge of different areas in design and architecture and has let us communicate to the
community the importance of architecture.
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The International Design Center (IDC) will enhance the offerings by organizing professional training
programs, academic development at all levels, and the organization of state events programs, as
well as participation in national and international conferences and design events. Also, some parttime instructors have been assigned to work with IDC to mentor students and supervise their work.
So not only do professionals have their projects, but they also incorporate students in this areas,
and bring the dynamics to the classroom.
Some of the activities that have been part of the Graduate Architecture Program are:
!
!
!
!
!
!
ARCHICULTURE
miércoles, 29 de octubre de 2014 a las 11:30AM
Anfiteatro Argentina Hill
Museo y Centro de Estudios Humanísticos Dra. Josefina
Camacho de la Nuez
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Casas abiertas en Miramar y Caguas
Por primera vez, el público en general tendrá la
oportunidad de visitar residencias unifamiliares de valor
arquitectónico ubicadas en Miramar y en el casco urbano
de Caguas los días 8 y 9 de febrero de 2014,
respectivamente. Esto como parte del evento libre de
costo denominado Open City.
Esta iniciativa de casas abiertas es presentada por el
Programa Graduado de Maestría en Arquitectura de la
Escuela Internacional de Diseño y Arquitectura (EIDA) de
nuestra institución con el fin de motivar la exploración
del entorno construido y promover la conservación de
nuestro patrimonio histórico. El sábado, 8 de febrero se
visitarán 12 residencias en Miramar de 9:00 a.m. a 4:00
p.m.; y al día siguiente, se permitirá la entrada a cinco
casas del casco urbano de Caguas en horario de 9:00
a.m. a 12:00 p.m.
Este evento cuenta con el apoyo de diversas entidades
del quehacer arquitectónico del país, entre ellas la Oficina Estatal de Conservación Histórica, el Colegio
de Arquitectos y Arquitectos Paisajistas de Puerto Rico, la Fundación por la Arquitectura, el Instituto
Americano de Arquitectos, Capítulo de Puerto Rico, y el Puerto Rico Historic Building Drawing Society.
Elizabeth Castrodad Vélez, Associate Dean of Academic Affairs at the ISDA, was Intern
Development Program State Coordinator at the AIA Puerto Rico Chapter from 2011 to 2014 and
has been mentoring students in the process at the ISDA and transitioning into the Architectural
Licensing Advisor of the ISDA Graduate Architecture Program. She has participated in the
NCARB’s Coordinator Conferences for two years and has also offered orientations throughout all
the architecture programs in Puerto Rico. Students receive a general overview of the Intern
Development Program (IDP) and Architectural Examination Registration (ARE) during their first year
at the program and have opportunities of one-to-one meetings throughout the semester by
appointment. This program pursues to actively generate opportunities for students to register their
hours as it is stated as part of the programs goals. We have already confirmed that students have
registered in IDP.
The International Design Center (IDC) supports the local industry with benefits such as reduced
costs for companies increased export capacity of products and services, new product development
and training. On an international aspect, the IDC services complement the portfolio of incentives
that the Puerto Rico Industrial Development Company (PRIDCO) can offer, contributing to its
attraction, retention and growth.
Description of Student Support Services
UT Center for Integrated Student Services (Spanish Acronym, CISE), schools and programs are
acutely aware of the challenges they face in meeting student needs in a diverse and academically
challenging community. To this end, CISE and school-based offices ensure that all students are
provided with the services that are necessary for their academic and professional success. CISE
has primary responsibility for the following services: admissions; counseling, registration, financial
aid, bursar, academic advising, profession-specific student organizations, academic tutoring and
mentoring, career counseling, health and wellness, mental and physical health services, nonacademic counseling, services to students with disabilities, recreation, and social and cultural
programming. Since the schools have specific needs for their diverse population, several student
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support services such as academic advising for upper level gatekeeper courses, course selection,
and academic planning are provided exclusively by the schools. Students learn about these
services through the institution, school websites, and the UT Student Handbook.
Student academic progress reports provide valuable information relevant to grades, withdrawals,
academic and counseling support services, and other support services that serve to assess and
improve the admission processes across the schools. School deans continually communicate with
the Vice Chancellor of Admissions to ponder over the admissions criteria and requirements to
ensure the academic success of its students. Changes in student profiles and academic success
have led UT to streamline the admission processes and decline referrals for further evaluation in
the specific academic schools.
In 2013, a new student services web platform, MiTurabo, was launched to provide students access
to available electronic student services. Students can access their courses through Blackboard,
select tuition alternatives, find financial aid information, check their debt balance, be informed about
academic warnings, and use e-mails, notes, class program, and other resourceful information to
become adequately informed of their academic and financial status.
Universidad del Turabo has a variety of student support service programs to assist participants
enhance their academic skills, increase retention and graduation rates, and promote graduate and
professional school programs. Student support services are integrated through the following efforts:
· meetings with the school academic advisor, retention liaison, school deans, and student
services staff;
· coordination of the Freshmen Seminar between the Assistant Vice Chancellor of
Retention (AVCR) and the Deanship of General Education;
· faculty referral of at risk students to the AVCR;
· AVCR coordination of at risk student services (e.g., tutoring services, counseling, mental
health, financial, writing center);
· addressing the needs of disabled students through a central office;
· providing graduate students a one-stop-service at the Center for Graduate Studies and
Research; and,
· extending service hours to assist evening and weekend university students through the
Office of the evening division Associate Vice Chancellor.
UT has licensed professional counselors and social workers who assist students and groups to
achieve their full development through their university-life cycle at the undergraduate and graduate
levels. Services are provided to address the academic and non-academic difficulties that interfere
with a student’s academic progress, retention, and graduation. The CISE is the student’s first point
of contact and responsible for providing information and services relevant to: admissions, registrar,
financial aid, bursars, scholarships and internships, health, quality of life and student wellbeing
services. A second point of contact is found at the schools, which have personnel with the
credentials and experience to provide quality services to students. Student support services are
offered by the following units:
Quality of Life and Student Wellbeing
Health Services
Students with Disabilities
Career Center
Honor Program, Scholarships and Internship
Extracurricular Activities
Student Council and Organizations
Sports
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The International School of Design and Architecture (ISDA) will also serve as a service unit for the
students through an Academic Advisor and Student Official. Student recruitment for the academic
programs at the ISDA will be coordinated between the Office of Admissions, Financial Aid, and the
School.
The ISDA promotes support services and activities, that include – yet are not limited to the
following:
•
•
•
•
When requested and timely arranged, the School keeps selected studios and computer
labs open in order to give students the opportunity to complete their work.
The School encourages membership to the Design Student Association, which provides
social, academic and leadership opportunities for its members. This, in turn, promotes the
exchange of ideas and opinions about the School, and contributes to its governance.
The Graduate Architecture Program will begin working to establish a chapter of the
American Institute of Architects (AIAS).
Students receive an orientation throughout the semester to establish opportunities in
registering hours for the Intern Development Program (IDP).
I.2.2 Physical Resources:
Facilities of Universidad del Turabo
UT in Gurabo is located fifteen miles southeast of San Juan within easy reach of the entire east-central
part of the island on the limit of the Caguas municipality which is one of the biggest of Puerto Rico. Its
140-acre suburban campus and its 16 buildings provide an ideal atmosphere for the learning experience.
The structures occupy 320,583 square feet, distributed in 76 classrooms, 25 laboratories, the Academic
Resources Center, Student Affairs Offices, Administrative Offices, Museums, three amphitheaters, and a
Sport Complex.
Three buildings are historical colonial houses. They have been remodeled based on the standards of the
Instituto de Cultura Puertorriqueña. One of them houses the Chancellor’s Office, another is the Popular
Arts Museum, and the third is the Ana G. Méndez Museum.
The Academic Resources Center has an ample physical facilities and equipment for individual and group
studies. It has reading rooms, group discussion rooms, laboratories, a T.V. studio, and an electronic
classroom, among others. The Institution has three amphitheaters, one seats 150 people, other 240, and
the other one seat 350. It also has an activity room where academic and cultural activities are held. UT
has parking spaces for faculty and staff and parking spaces for the students.
Facilities of the International School of Design and Architecture
The ISDA is located at the exit area of the UT campus in Gurabo and divides its facilities in two
areas on and off-campus.
The ISDA off-campus structure holds the administrative offices, a computer laboratory (EID 101), an
architectural program work studio (EID 102), and a fashion lab (EID 103). The EID 101 is equipped
with Mac/PC with design and animation software. The EID 102 allows storage and work space
equipped with a computer, plotter, projector, reference books, water fountain and seven work
spaces. The administrative offices off-campus building also has a conference room available for
faculty and student meetings, which schedule is coordinated by the Student Service Official.
Inside the campus, the ISDA has a facility with four (4) workshop laboratories for design studios in
an ample studio (EID 106), one (1) computer laboratories equipped with design and animation
software; one (1) on-site advanced modeling and fabrication laboratory equipped with a paint booth,
CNC, one (1) laser cut machine, three (3) 3D printers, among other digital and analog technology.
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Students and Faculty receive initial orientations for the use of equipment in the computer and
fabrication labs throughout the beginning of their courses and for faculty through various workshops
that address different platforms for the institutional use.
The International Design Center (IDC) has its quarters next to the EID 106 workshop laboratories
and serves as a studio and computer laboratory space for students working as part of their
sponsored programs. Also, space is available for faculty to offer office hours and mentor students,
as well as to prepare courses. Many professors also offer their office hours in the computer or
fabrication labs since space is provided. Students have plenty opportunities to have one-on-one
discussions with professors. Full-time faculty has their own office space.
The new building for the ISDA, is expected to be inaugurated by May 2018. Schematic drawings
for the new building have been prepared and reviewed by the School for complying purposes with
specialized and general accreditations and student, faculty and administrator necessities. See
Appendix 5.
The academic activities for the initial architecture group began operations in a workshop on the offcampus structure. A studio space has been designated, and equipped with computer, projection
and printing devices. One of the museum galleries has been reserved for project reviews and
serves also as an exhibition area in the first weeks of May 2014. Seminars and lectures will be held
at the Auditorium. Space for an administrative office and one classroom has been arranged and
reserved. We are expecting to build a student lounge during the following two years.
The ISDA is committed to have a Mac/PC (available to be used at the laboratories) for each
graduate architecture student, equipped with the most commonly used programs in architecture
education, including – yet not limited to – Sketch Up, Rhino 3D, Revit Architecture, Microsoft Office
and the Adobe Suite.
Online and hybrid courses will begin to be offered in August 2015. Even though the School
encourages and provides guidance for our students to acquire a laptop computer to be used in the
studio space, close proximity to computer labs are available at evening hours and partially limited
throughout the day. Students may use the equipment in room EID 102 24/7.
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I.2.4 Information Resources:
The Dean of Learning Resources is the administrative entity at UT that is responsible for the following
divisions: library services and educational technology.
The Library Services Division evaluates, acquires, processes and makes accessible the printed or
electronic resources, audiovisual material and technological systems that facilitate obtaining
information. Its reference services have the latest in information systems and a wide variety of
reference books. Access to local resources is gained through an electronic catalog that allows
subject searches in Spanish and English. This electronic catalog provides access to external
resources at many institutions in Puerto Rico and the world, through the international network.
Library resources
With over 2 million digital publications, the Library has bibliographical databases and full-test
databases such as: Proudest which provides access to more than 6,000 titles of full-text and/or
indexes scholarly journal in more than 20 disciplines areas. Local databases available are:
CONUCO, which is an on line Index to Puerto Rican Journal, PCIP (Cooperative Project of
Newspaper Indexing), and ITS (Law decreed by the Puerto Rican Supreme Court and ADENDI
which is the digital version of the well-known Puerto Rican newspaper El Nuevo Día Digital. Other
databases available online are PsycInfo,: Books in Print, Literary Market Place, Ulrich’s
International Periodicals Directory (ULRICH), The Engineering Index, Resources in Education
(ERIC), Cambridge Environmental and Pollution Management Abstracts, Chemical Abstracts, and
Hispanic American Periodical Index (HAPI). At present the Library at UT holds 187,000 volumes,
including books, journals and periodical publications, documents, microfiche, audio and video
resources, maps, drafts, plates, photographs, models and objects.
The Library Catalog integrates all the collections of the other two sister institution of AGMUS. These
resources are available in a 24 hour time period via inter-library loan.
The Library working hours are Monday through Friday from 7:00AM to 10:00PM, Saturday from 7:30AM
to 6:00PM and Sunday from 10:00AM to 4:00PM, nevertheless, the Virtual Library Resources are
available 24 hours via: http://bibliotecavirtualut.suagm.edu/
There are eighty-six computers for students use at various service points throughout the library. There
are 11 computers in the Reference and Periodicals Service Area for student’s use and 2 for staff use.
The Circulation and Reserve Service has 2 computers for student use and 6 for staff use and a seventythree computer laboratory room for students use.
Collection Development
The library collection development activities are guided by its Collection Development Policy. The
Policy specifies the mission of the university and the Programs offered by the Institution and its
University Centers. The main objective is to build integrated and coherent library collections to
support both undergraduate and graduate programs. The emphasis of the policy is toward the
acquisition or subscription to full text electronic resources for reference services. The Policy’s
levels of collecting are designed following the specifications of the Collection Building Tool named
Conspectus developed by the Research Library Group.
Information on new resources necessary for new programs, new courses, curriculum revisions and
reference updates are sent to the library and is directly transformed into a work order after verifying
budget. Faculty is given the opportunity to revise and recommend new resources on a annual basis.
A Design and Architecture Reference Collection is located at the UT’s Library and Virtual Library
Resources. We have stored reference books in the ISDA facilities and specifically in EID 102 to fulfill the
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need of print and digital resource accessibility for our students and faculty. A space for a design and
architecture collection is being integrated into the new building.
I.2.5 Administrative Structure and Governance:
Administrative Structure
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The Dean is the Chief Officer of the School and is under the supervision of the Vice-Chancellor of
Academic Affairs who responds to the Chancellor. The School has two Associate Deans, one of
Student and Administrative Affairs and another of Academic Affairs, a Student Service Official and
an Academic Advisor. ISDA Faculty report to their Program Coordinator or Department Director,
which in turn are supervised by the Associate Dean of Academic Affairs.
The ISDA is organized in undergraduate programs headed by coordinators for Fashion Design,
Industrial Design, and Graphic and Web Design programs. The Architecture Department includes
undergraduate programs in Architectural Drafting, Interior Design and Landscape Architecture and
the graduate program in Architecture headed by a Director.
Governance
The Dean, the Associate Dean of Academic Affairs and the Architecture Department Director will
have the responsibility for the decisions of the academic component of the program, the curriculum
revisions and evaluation. The academic counseling of the students will be held by the Associate
Dean of Student and Administrative Affairs, the Architecture Department Director, the Academic
Advisor and Student Service Official.
The Graduate Architecture Program began with 1 full-time, and 3 part-time professors. Other 2 fulltime professors have been hired during this year.
There are permanent committees within the Graduate Architecture Program, the School and the
University. These committees provide critical input and direction to the program. The Graduate
Architecture Program Director includes recruiting responsibilities and assisting in the long- and
short-range goal-forming process. Input and collaboration will be solicited from full-time and parttime faculty, the Institution Board of Advisors, graduate students, and later on from alumni.
Other committees are established according to particular necessities in the school and institution.
Plans for investigation, internationalization, and innovation committed to be instituted.
PART TWO (II): EDUCATIONAL OUTCOMES AND CURRICULUM
PART TWO (II): SECTION 1- STUDENT PERFORMANCE- EDUCATIONAL REALMS AND
STUDENT PERFORMANCE CRITERIA
II.1.1 Student Performance Criteria:
Overview of Curricular Goals and Content
The Masters of Architecture M.Arch degree of the International School of Design and Architecture is
offered in 3.5 years Master of Architecture (MArch I track) and a 2 years Master of Architecture
(MArch II track).
The curricular goals for this program are:
 To create an architectural professional that balances theory and practice.
 To provide our graduates with the knowledge, skills and experience to practice architecture
in the design and construction industries.
 To prepare our graduates to participate, in a collaborative manner, in professional teams of
architecture and related disciplines.
 To promote diversity in the development of the professional that emerges from approaching
different perspectives on economical, technological, cultural, and social issues but
maintaining a consistency in actions, values, methods, and principles for the professional
integrity.
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Graduates from the Master´s Degree in Architecture will:
1. Be critical thinkers able to demonstrate knowledge in architectural history and theory
discourses.
2. Be able to understand and develop the fundamentals issues pertaining to the design
and construction of buildings.
3. Be able to communicate graphically a representation of two- and three-dimensional
design.
4. Understand and describe technological, environmental and structural systems affecting
buildings.
5. Apply the laws, codes and standards that regulate the profession.
6. Apply the ethical principles that rule the profession.
7. Have the competence to viable a project accommodating needs of the client and
general public.
8. Collaborate with other professionals and be able to assume a leadership role in the
design and construction industry.
Curriculum Matrix
The following graphic presents the Curriculum Matrix for the proposed Master of Architecture
Graduate Program, listing all of the required courses and the curriculum content that fulfills each of
the 32 Student Performance Criteria.
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31
Realm C: Integrated
Realm A: Critical Thinking and Representation
Realm B: Building Practices, Technical Skills and Knowledge
Realm D: Professional Practice
Architectural
500
501
ARCH
505
ARCH
510
ARCH
511
D.5 Professional Conduct
D.4 Legal Responsibilities
D.3 Business Practices
D.2 Project Management
C.3 Integrative Design
D.1 Stakeholder Roles in Architecture
Making Design Process
C.1 Research
C.2 Integrated Evaluations and Decision-
B.10 Financial Considerations
B.9 Buillding Service Systems
B.8 Building Materials and Assemblies
B.7 Building Envelope Systems and Assemblies
B.6 Environmental Systems
B.5 Structural Systems
B.4 Technical Documentation
B.3 Codes and Regulations
B.2 Site Design
B.1 Pre-Design
U
A.8 Cultural Diversity and Social Equity
A.6 Use of precedents
U
A.7 History and Global Culture
A.5 Ordering Systems
U
Design I
U
Introduction to
ARCH
A.3 Investigative Skills
A.2 Design Thinking Skills
A.1 Professional Communication Skills
U
Architectural
A.4 Architectural Design Skills
ARCH
A- Ability
U- Understanding
Required Graduate Architecture Courses
Solutions
History and Theory
U
U
U
of Architecture
Visual Thinking and
A
U
Communication
A
Architectural
A
U
U
Design II
U
Architectural
U
U
History I
Building Design
U
and Construction
ARCH
512
Systems I: Materials
Structural Systems I
A
ARCH
515
ARCH
520
ARCH
521
U
Computer Studio
A
Architectural
A
A
A
U
U
U
Design III
A
Architectural
History II
U
ARCH
522
A
Codes and
524
Regulations
600
ARCH
601
A
Architectural
A
A
A
A
U
A
U
A
A
A
U
U
Design IV
A
Theory in
U
Architecture
U
ARCH
602
U
Structural Systems II
ARCH
ARCH
U
Building Systems I
ARCH
523
U
U
ARCH
513
U
and Technology
U
U
Building Systems II
Project and
Practice
ARCH
604
ARCH
610
U
Management I:
U
U
U
U
U
U
Ethics, Contracts
and Legal Issues
Design/Build Studio
A
A
A
A
A
U
A
A
A
A
U
U
U
U
U
U
U
U
U
A
U
U
I
Building Design
and Construction
U
Systems II:
ARCH
612
Environmental
U
A
Issues
Project and
U
Practice
ARCH
614
Management II:
U
Cost
Design/Build Studio
II + Construction
ARCH
700
Drawings and
Project Manual
Building Design
A
A
A
U
A
U
U
PART TWO (II): SECTION 2 – CURRICULAR FRAMEWORK
II.2.1 Institutional Accreditation:
Please see Middle States Accreditation in Appendix 4.
II.2.2 Professional Degrees and Curriculum:
The proposed professional degree program in the Graduate Architecture Program at the International School of
Design and Architecture of UT is the Master of Architecture Graduate Program in two tracks. This degree
program pretends to qualify graduates to take a state professional ARE licensing examination after and during a
required internship period. The Master of Architecture degree program is intended to provide our graduates with
the requisite educational background, practice experience and ARE formation education to enter the professional
practice of architecture. The professional program balances historical, theoretical, technical, practice and design
knowledge in the economic, social, and professional realms of architecture. Students are encouraged to take
electives offered through the School of Engineering and School of Business in the UT. The MArch I track
graduate curriculum is built upon an undergraduate non-architecture related bachelor’s degree foundation,
whereas the MArch II track graduate program offers practice content that will complete their professional
requisites to practice architecture in collaborative and diverse scenarios.
Students will be admitted according to their academic background in two track modalities. Track I (3.5 years) will
admit students with bachelor’s degrees in fields other than architecture or design. Track II (2 years) will admit
students with bachelor’s degrees in architecture, environmental and design, or the equivalent.
Track I
Track II
Bachelor's Degree in fields
other than architecture or
design
Bachelor's Degree in
architecture or design
MArch I
3.5 years
MArch II
2 years
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Outline of Curriculum for Master of Architecture Degree
The 3.5 year Master of Architecture MArch I track Program is a 114-credit professional degree curriculum and the
2 year Master of Architecture MArch II track Program is a 66-credit professional degree curriculum (prerequisites
are listed on Course Description Sheet) and both are organized as follows:
First Year:
First Semester
ARCH 500 Architectural Design I
ARCH 501 Introduction to History and Theory
ARCH 505 Visual Thinking and Communication
Second Semester
ARCH 510 Architectural Design II
ARCH 511 Architectural History I
ARCH 512 Building Design + Construction Systems I: Materials + Technology
ARCH 513 Structural Systems I
ARCH 515 Computer Studio
Second Year:
First Semester
ARCH 520 Architectural Design III
ARCH 521 Architectural History II
ARCH 522 Building Systems I
ARCH 523 Structural Systems II
ARCH 524 Codes and Regulations
Second Semester
ARCH 600 Architectural Design IV
ARCH 601 Theory in Architecture
ARCH 602 Building Systems II
ARCH 604 Project and Practice Management I: Ethics, Contracts + Legal Issues
Third Year:
First Semester
ARCH 610 Design/Build Studio I
ARCH 612 Building Design and Construction Systems II: Environmental Issues
ARCH 614 Project and Practice Management II: Cost
Elective
Second Semester
ARCH 700 Design/Build Studio II: Construction Drawings and Project Manual
ARCH 702 Building Design + Construction Systems III: Detailing Construction Documents
ARCH 704 Project and Practice Management III: Scheduling and Coordination
Elective
Fourth Year:
First Semester
ARCH 710 Design/Build Studio III: Construction Field hours
ARCH 712 Building Design and Construction Systems IV: Field hours
ARCH 714 Project and Practice Management IV: Project Delivery


Total for Master of Architecture MArch I Track Program 114 Credits
Total for Master of Architecture MArch II Track Program 66 Credits
Please see Course Description Sheets in Appendix 2.
6
3
3
12
6
3
3
3
3
18
6
3
3
3
3
18
6
3
3
3
15
6
3
3
3
15
9
3
3
3
18
12
3
3
18
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II.2.3 Curriculum Review and Development
The Master of Architecture curriculum was developed by the actual Associate Dean of Academic Affairs and Dean
of the ISDA with a focus group that involved faculty and professionals complying with NAAB 2009 Conditions.
The Program Committee of the UT Academic Board reviewed the program and made recommendations that were
implemented in 2012. After being approved in UT Academic Board, the Consejo de Educación de Puerto Rico
(Puerto Rico Education Council) reviewed and approved the proposal in 2013. Operations began in the Fall of
2014, as soon as marketing and admissions efforts were realized. (See Appendix 1)
The Master of Architecture curriculum has been reviewed and discussed by four groups: the faculty, the students,
and administration to address programming issues and course content. Discussion of curriculum and suggested
content or programming changes is collected during the beginning and end of the year in Department meetings
(which includes all full-time and part-time professors, as well as the Associate Dean of Academic Affairs and
Program Director). Student input is collected through the Department’s various methods of Self-Assessment, as
described in detail in Section I.1.5 of this plan. The School Dean is consulted on curriculum review in yearly
discussions that consider responses to the changing architectural practice and education. This process of
curriculum reviews engage in the creation of short and long range plans in different areas of our architecture
program including necessities or changes in lectures and seminars modalities, professors, staff, facilities and
equipment.
We have recently discussed changes in traditional lecture courses in order to adapt them into the hybrid online
modality. This better serves our students and faculty for a more flexible class meeting scheduling. Also, studio
culture policy, perspectives, student performance criteria and feedback from this past year have been discussed
in faculty focus group in order to make adjustments in the actual 2014 Conditions for Accreditation.
PART TWO (II): SECTION 3 – EVALUATION OF PREPARATORY EDUCATION
MArch I track
In order to be considered for admission to the school, all applicants must have completed a three (3) credit course
in Arts or Architectural History, covering Renaissance through Modern periods; a three (3) credit course in general
Physics; and a three (3) credit course in Calculus. If students have not fulfilled the credits, they will have to
approve them at UT within their first year of the MArch I track program.
MArch II track
All applicants for admission to the MArch II track program must hold a Professional Bachelor in Architecture or a
Bachelor in Environmental Design.
Application instructions to the program are available on the ISDA website.
Admissions Deadlines & Procedures
For admission in the Fall, the application deadline for both MArch I and MArch II is January 15.
In the application review process, ISDA strives to discover students who will bring academic and creative
achievements, elements of diversity, a proven commitment to community service and who have the potential to
make significant contributions to both the architecture practice and society.
For the MArch I track the School has not maintained SPC in the preparatory education stage of our students.
Students, once evaluated, may be required to enroll in additional preparatory courses, as Art or Architectural
History, Physics and Calculus courses, and approve them within the first year of the track program.
For students with a professional architecture degree BArch SPC have been completed. We are giving them an
additional value in urban planning and practice courses.
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PART TWO (II): SECTION 4 – PUBLIC INFORMATION
II.4.1 Statement on NAAB-Accredited Degrees
http://www.suagm.edu/turabo/
II.4.2 Access to NAAB Conditions and Procedures
II.4.3 Access to Career Development Information
II.4.4 Public Access to APRs and VTRs
II.4.5 ARE Pass Rates
Currently, not applicable to our program.
II.4.6 Admissions and Advising
The Vice-Chancellor of Student Affairs with the Office of Admissions and Marketing oversees the general
admission and advising process.
As stated before, to be considered for admission in the MArch I track, graduate applicants must have received a
pre-professional Bachelor’s degree from an accredited institution. For the MArch II track, candidates must
present their diploma of a bachelor degree from an accredited institution in architecture, environmental design, or
the equivalent.
The Office of Admissions and Marketing of the UT states the general admission requirements for the graduate
program. Other application and admission requirements can be determined and established by each School. For
the ISDA architecture graduate programs, the conditions are as follow:
Application requirements for new students:
• Application Form
• Non-reembursable application fee $ 25.00
• Official transcripts of previous education according to specific track interested in applying, submitted with
the application form.
• Interview with the Director or Chair of the Program
• A statement of purpose, consisting on an essay on a subject chosen by the committee for approval
• Three letters of recommendation
• Exam results EXADEP, GMAT or GRE
Application requirements for transfer students:
• Non-reembursable application fee $ 25.00
• Official transcripts of previous education, submitted with the application form.
• Three letters of recommendation
• Exam results EXADEP, GMAT or GRE
Admission requirements for the Graduate Architecture Program in the ISDA:
• Application submission requirements and payment
• A minimum 3.0 GPA
• An 8.5 x 11 portfolio of design, or art related works
• CV or resume
Students will submit all requirements for admission and the committee will evaluate the application and approve
an initial interview with the Program Administrator. Upon interview evaluation, the committee will decide if
applicant will be admitted to the program and according to submission evaluation instruments.
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II.4.7 Student Financial Information
Student recruitment for the Programs at the ISDA will be coordinated between the Office of Admissions and
Financial Aid, and the School. The Institution coordinates Financial Aid Services for the different programs. Our
Institutional Financial Aid Award Policy is based on an equitable and exhaustive distribution of funds. UT makes a
maximum effort to help students obtain financial aid to pursue their post-secondary studies.
UT student profile shows that most UT students come from poverty-level incomes. UT has structured an effective
and efficient procedure for identifying financial needs by aggressively disseminating information in a timely
manner, guiding students through the process of submitting their application for federal aid, and subsequently
determining their financial needs. In addition, UT webpage includes information about all available federal, state,
and institutional financial aid programs, eligibility requirements, institution’s fiscal enrollment and refund policies,
information on tuition costs and other program-specific fees, and a Net Price Calculator. UT identifies student
financial needs through the Free Application for Federal Student Aid (FAFSA) by using the results of the Expected
Family Contribution Eligibility Index (EFC). The institution registers student records processed by the US
Department of Education into its Banner Financial Aid electronic system, takes into consideration the financial aid
institutional policy, and determines the students’ financial needs. Once a student is deemed eligible, financial aids
are granted for the next academic year. Federal student loans have increased and in response to this, the
financial aid office has created a unit to guide students with their responsibilities and implications of student loans.
One of the main objectives of this unit is to maintain the institution’s default rate in compliance with federal
regulations. In addition to FAFSA loans, students may receive other financial aids such as the:
· Work-Study Program, which is awarded to students who qualify;
· The Permanent Scholarship Fund, whose funds are earmarked for specific programs;
· Individual and corporate donations to fund scholarships for upper level students.
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APPENDIX 1:
HISTORY AND PROJECTED TIMELINE FOR ACHIEVING INITIAL ACCREDITATION
Graduate Architecture Program Approval from UT Academic Board
2011
Graduate Architecture Program Approval from Consejo de Educación de PR
2012
Graduate Architecture Program Initiated
October 2013
Plan for Achieving Initial Accreditation Submittal
February 2015
Projected NAAB Initial Visit for Candidacy Status
Spring or Fall 2015
Projected NAAB Visit for Initial Accreditation
Spring or Fall 2016
Projected First Graduating Class
December 2016
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APPENDIX 2:
COURSE DESCRIPTIONS
Highlighted fields correspond to the
Curricular Matrix established in
Section II.1.1 Student Performance Criteria
PART THREE:
SUPPLEMENTAL INFORMATION
Appendix 1: Course Descriptions
ARCH 500 Architectural Design I (6 credits)
Course Description:
Introduces students to the fundamental architectural issues—form, program, site, materials, and structure—
through projects that emphasize the exploration and conceptual dimensions of architectural design and research.
Course Goals & Objectives:
1. Understand the relationship between human behavior, and the natural environment and the built environment
in order to apply the exploration of form, composition, historic referents and generative concepts, to an
architectural problem.
2. Recognize, observe and express a dialogue between the definition of space and the multivalent condition of the
limit/enclosure.
3. Conceptualize and design an architectural object of moderate complexity such as a minimal habitation unit or
an exhibition pavilion.
Student Performance Criterion/a addressed:
Understanding:
A.6 Use of Precedents
Topical Outline:
Lectures/Discussion 10%, Programming 10%, Site Analysis 10%, Conceptual Design 40%, Design Development
20%, Presentation 10%
Prerequisites:
Admission to the School of Architecture.
Textbooks/Learning Resources:
F. Ching. Architecture Form Space and Order. Wiley and Sons. Hoboken. 2007.
P. V. Meiss. Elements of Architecture. From Form to Place. Spon Press. 1990.
Offered:
First Semester only; annually
Faculty assigned:
José Rafael Ramírez Rivera (part-time)
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ARCH 501 Introduction to History and Theory (3 credits)
Course Description:
This course is an introductory survey of the history and theory of the western architectural tradition. The
course intends to help the student develop an understanding of the social, cultural, political and economic
context in which architecture is produced and interpreted. The students will also become familiar with basic
terminology and theoretical approaches.
1. Recognize, observe and be able to discuss the principles of architectural production, political developments,
aesthetics and the texts that served as foundation for western architectural production.
2. Identify concepts in order to establish a dialogue, relate, and understand architecture as a discursive device
and how the discipline was directly related to notions of decorum, power and representation.
Understanding:
A.6 use of Precedents
C.1 Research
Topical Outline:
Lectures 40%, Class Discussions 20%, Written Essays 20%, Exams 20%
Prerequisites:
Roth, Leland M. Entender La Arquitectura: Sus Elementos, Historia Y Significado. Barcelona: Gustavo Gili, 1999.
Print.
Ching, Frank. Architecture--form, Space, & Order. Hoboken, NJ: John Wiley & Sons, 2007. Print.
Offered:
Faculty assigned:
Santiago Gala Aguilera (part-time)
41
ARCH 505 Visual Thinking and Communication (3 credits)
Course Description:
This course cultivates the ability to communicate through drawing enhancing visual, perceptual, and simultaneous
thinking while developing student’s representational skills.
1. Represent emotion and abstract ideas into forms of expression.
2. Communicate ideas using the appropriate representational media.
3. Use different techniques of architectural representation.
4. Identify concepts in order to think, draw, and analyze critically.
Student Performance Criterion/a addressed (list number and title):
Ability:
Understanding:
Topical Outline:
Lectures/Discussion 30%, Projects 70%
Prerequisites:
Paul Lasaeu. Graphic Thinking for Architects and Designers, Wiley; 3 edition (January 15, 2000).
Rudolf Arnheim. Visual Thinking, University of California Press; 1 edition (April 16, 2004).
Paul Lasaeu. Architectural Representation Handbook: Traditional and Digital Techniques for Graphic
Communication, McGraw-Hill Inc.,US (1 May 2000).
Offered:
Faculty assigned:
Irmaris Santiago Rodríguez (part-time)
42
ARCH 510 Architectural Design II (6 credits)
Course Description:
This course addresses the role of architecture in constructing social relations by creating innovative proposals for
contemporary dwellings and site that explore the impact of new technological and social developments.
1. Analyze, interpret and produce context by means of the architectural object.
2. Apply concepts onto the investigation of the residential typology by defining contemporary conditions of
domesticity.
3. Identify and examine the problem of the house in its different dimensions including: privacy, domesticity, social
composition, programmatic requirements, cultural constructs and environmental sensibility.
4. Relate the discussions of sustainable communities, spatial ethics, private/collective spaces, space
programming, and accessibility to the analysis and design of collective housing.
5. Identify the technical and structural definition of the architectural problem.
6. Understand the collective housing typology as an aesthetic/discursive device within the context.
Ability:
Understanding:
A.8 Culture Diversity and Social Equity
Topical Outline:
Prerequisites:
ARCH 500
Bassler (Editor). AIA. Architectural Graphic Standard. Student Edition. Wiley and Sons. Hoboken. 2007.
Edward Allen, Joseph Iano. The Architect's Studio Companion: Rules of Thumb for Preliminary Design, by:
Wiley & Sons, NY 2006
Offered:
Second semester; annually
Faculty assigned:
José Rafael Ramírez Rivera (part-time)
43
ARCH 511 Architectural History I (3 credits)
Course Description:
This course focuses its discussions in the architectural production of the 18th and 19th Century and reinforces
the debate about its importance in the formation of the Modern Movement.
1. Understand how the consolidation of the nation-states in Europe defined great part of the architectural
production of the period.
2. Recognize the dissection of the nationalist sentiments that directed the efforts of many European countries
during the 18th and 19th century to represent themselves by means of their architectural production.
3. Outline concepts and milestones in order to establish dialogues to relate the connections between architecture
and modern advancements in culture such as science, philosophy and technology.
Understanding:
Topical Outline:
Prerequisites:
ARCH 501
Hereu, Pere, Josep Maria. Montaner, and Jordi Oliveras. Textos De Arquitectura De La Modernidad. Madrid:
Nerea, 1994. Print.
B. Bergdoll. European Architecture 1750-1890. Oxford University Press. 2000.
F.Ching, V. Prakash ,M. Jarzombek. A Global History of Architecture. Wiley and Sons. Hoboken. 2011.
Offered:
Faculty assigned:
Santiago Gala Aguilera (part-time)
44
ARCH 512 Building Design and Construction Systems I: Materials and Technology (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 Building Design and Construction
Systems and as stated develops the application of knowledge and skills in the selection of systems, materials,
and methods related to building design and construction.
(taken from the ARE content)
1. Incorporate the implications of human behavior, historic precedent, and design theory in the selection of
systems, materials, and methods related to building design and construction.
2. Analyze the implication of design decisions in the selection of systems, materials, and methods
incorporated in building design and construction.
3. Identify the properties and characteristics of masonry structural and finish materials.
4. Identify the properties and characteristics of structural and miscellaneous metals.
5. Identify the properties and characteristics of wood structures, rough carpentry, finish carpentry, and
millwork assemblies.
6. Identify the properties and characteristics of concrete structures and finishes.
7. Identify the properties and characteristics of miscellaneous systems, assemblies, membranes, cladding,
coatings, and finish materials (e.g., plastics, composites, glass, tensile, pneumatic, EIFS, etc.)
8. Analyze and select accessories, equipment, and fittings.
Understanding:
B.7 Building Envelop Systems and Assemblies
Topical Outline:
Lectures/Discussion/Visits 40%, Projects 20%, Exams 40%
Prerequisites:
none
Edward Allen and Joseph Iano. Fundamentals of Building Construction: Materials and
Methods. Wiley & Sons; 2008.
Francis D. K. Ching and Cassandra Adams. Building Construction Illustrated,: 2000
Offered:
Second Semester; annually
Faculty assigned:
Karla M. Toledo (part-time)
45
ARCH 513 Structural Systems I (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 Structural Systems and as stated
identifies and incorporates the fundamental principles of general structures in the design and construction of
buildings.
Following ARE content and standards, at the end of the semester the student will be able to:
1. Understand the behavior of building systems when the loads are applied to it.
2. Learn to make decisions during selection of a structural system in terms of constructability, material
selection, integrity of the structure and cost effective decisions.
3. Understand loading paths along an entire building structure including gravitational and lateral loads.
4. Apply general structural concepts for designing different elements involved in a building construction
such as beams, columns, trusses, etc..
5. Introduction to design building codes for the general structural design procedure in terms of load
combinations needed for a building design.
6. Understand the general basic procedure of foundation analysis and design.
Understanding:
Topical Outline:
Lectures/Discussion 40%, Projects 20%, Exams 40%
Prerequisites:
ARCH 500
Schodek, D., Bechthold, M., Structures, Prentice Hall, New York, 2008, 6th edition.
Matthys Levy, Mario Salvadori. Why Buildings Fall Down: How Structures Fail. WW Nortton;
1994 (latest edition)
Mario Salvadori. Why Buildings Stand Up: The Strength of Architecture. WW Nortton; 2002
(latest edition)
Hibbler, R.C. Engineering Mechanics Statics. Prentice Hall; 2001 (latest edition)
Hibbler, R.C. Structural Analysis, Prentice Hall: (Latest edition)
Ching, Francis D.K, et.al. Building Structures Illustrated. John Wiley & Sons; 2009
Kent Ballast, David. ARE Review Manual. Professional Publications Inc.; Second Edition
Offered:
Faculty assigned:
Sandra López Bobonis (part-time)
46
ARCH 515 Computer Studio (3 credits)
Course Description:
This course emphasizes in generating architectural representation and encourages the use of CAD process for
exploration and documentation generating three-dimensional renderings and models with Autodesk Revit.
1. Ability to generate technical drawings in architectural representation.
2. Develop three-dimensional renderings and models using computer aided design techniques.
3. Incorporate digital design fabrication as techniques.
4. Develop abilities in composition and/or graphic design for architecture project presentations.
Ability:
Understanding:
Topical Outline:
Prerequisites:
none
Jefferis, Alan, and David A. Madsen. Architectural Drafting and Design. Albany: Delmar, 2001. Print.
Eddy Krygiel, Phil Read, James Vandezande. Mastering Autodesk Revit Architecture 2011, Sybex (July 26,
2010).
Lisa Iwamoto. Digital Fabrications: Architectural and Material Techniques (Architecture
Briefs) Princeton Architectural Press; 144 p. edition (July 1, 2009).
Offered:
Faculty assigned:
Yahayra Rosario Cora (part-time)
47
ARCH 520 Architectural Design III (6 credits)
Course Description:
This course will explore the conditions that define mixed-use space in a context defined by the inclusion of
public space and the city and the interrelationship of site with structure.
1. Identify the inherent adjacencies of the city and their effect on the architectural object that will become the
scaffolding to develop an investigation of the mixed-use typology and the orchestration of its different
programmatic components.
2. Understand the importance of the mixed-use programs in their capacity to define sustainable urban conditions
and how the conceptual disposition of mixed-use strategies can provide for multivalent experiences in
architecture.
3. Understand the complexity of the multistory building and develop the requirements for its technical and
structural resolution.
4. Interpret accessibility codes, construction codes and sustainable systems integration methods that will serve as
formative design criteria to strengthen the development of the mixed-use architectural experience.
5. Develop the skill to define vertical circulation, means of egress, building skins, supporting infrastructure and
their inflection on architectural design.
Ability:
Understanding:
B.1 Pre-Design
B.2 Site Design
Topical Outline:
Lectures/Discussion 10%, Programming 20%, Site Analysis 30%, Conceptual Design 10%, Design Development 20%,
Presentation 10%
Prerequisites:
ARCH 510
Edward Allen, Joseph Iano. The Architect's Studio Companion: Rules of Thumb for Preliminary Design,
by:Wiley & Sons, NY 2006
Lynch, Kevin; Site Planning; The MIT Press
Clayton, George T.; The Site Plan in Architectural Working Drawings; Stipes Publishing
Offered:
First Semester; annually
Faculty assigned:
Cristina A. Cardalda (part time)
48
ARCH 521 Architectural History II (3 credits)
Course Description:
This course observes the development of the condition of Modernity, in the transition between the 19th
Century into the 20th Century to the euphoric utopianism of the Avant Garde, on to Corporate Modernism in
America.
1. Relate the rubrics of the turn of the century and how these rubrics evolve and understand their translation in the
architectures of the Modern Movement.
2. Understand and differentiate that although the Modern Movement is sometimes described as a cohesive
phenomenon, the notion of Modernity as fragmentary condition, serves as a benchmark to inquire about the
complex diversity manifested in the production of architectural texts, objects and visions that aimed to articulate a
new social and cultural order.
3. Understand and relate the formation of modern architectural discourses through manifestoes, utopias to the
creation of an aesthetic syntax.
4. Understand and interpret how these discourses and counter-discourses evolve from the techno-positivist
visions of the 19th Century, to the euphoric utopianism of the Avant Garde, on to Corporate Modernism in
America.
Ability:
Topical Outline:
Prerequisites:
ARCH 511
Hereu, Pere, Josep Maria. Montaner, and Jordi Oliveras. Textos De Arquitectura De La
Modernidad. Madrid: Nerea, 1994. Print.
A. Colquhoun. Modern Architecture. Oxford University Press. Oxford/New York. 2002.
F.Ching, V. Prakash ,M. Jarzombek. A Global History of Architecture. Wiley and Sons. Hoboken. 2011.
U. Conrads. Programs and Manifestoes of the 20th Century. MIT Press. 1975.
W.Curtis. Modern Architecture Since 1900. Phaidon Press. New York. 1996
K. Frampton. Modern Architecture a Critical History. Thames and Hudson. Fourth Edition.
2007.
Offered :
Faculty assigned:
Santiago Gala Aguilera
49
ARCH 522 Building Systems I (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 Building Systems and, as stated,
emphasizes on the evaluation, selection, and integration of plumbing and mechanical systems in building design
and construction.
Following ARE content and standards, at the end of the semester the student will be able to understanding the
principles of environmental systems’ design and:
1. Understand, select and apply the basic principles, applications and performance of building service
systems: plumbing, electrical, vertical transportation, etc.
2. Evaluate and select materials and construction details related to building service systems.
3. Analyze, specify and select heating, ventilating, and air conditioning systems.
4. Evaluate and select materials and construction details related to heating, ventilating, and air
conditioning systems.
Understanding:
B.9 Building Service Systems
Topical Outline:
Lectures/Discussion/Visits 40%, Projects 20%, Exams 40%
Prerequisites:
ARCH 512
Benjamin Stein, John S. Reynolds, Walter T. Grondzik, and Alison G. Kwok. Mechanical and
Electrical Equipment for Buildings (MEEB), 10th Edition: Wiley & Sons, NY 2005
Offered:
Faculty assigned:
Edgar Morell Rivera
50
ARCH 523 Structural Systems II (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 Structural Systems and as stated
identifies and incorporates the fundamental principles of general structures emphasizing on lateral force in the
design and construction of buildings.
Following ARE content and standards, at the end of the semester the student will be able to understand the basic
principles of structural behavior in withstanding gravity and lateral forces and:
1. Interpretation of design building codes required and specialty design codes for structural design and
how to incorporate them.
2. Understand the structural behavior of the buildings when lateral forces are applied.
3. Design of basic structural systems considering gravitational and lateral loads.
4. Basic concepts to structural steel design, including general design of connections.
Ability:
Topical Outline:
Prerequisites:
ARCH 513
Schodek, D., Bechthold, M., Structures, Prentice Hall, New York, 2008, 6th edition.
Matthys Levy, Mario Salvadori. Why Buildings Fall Down: How Structures Fail. WW Nortton;
1994 (latest edition)
Mario Salvadori. Why Buildings Stand Up: The Strength of Architecture. WW Nortton; 2002
(latest edition)
Hibbler, R.C. Engineering Mechanics Statics. Prentice Hall; 2001 (latest edition)
Hibbler, R.C. Structural Analysis, Prentice Hall: (Latest edition)
Ching, Francis D.K, et.al. Building Structures Illustrated. John Wiley & Sons; 2009
Kent Ballast, David. ARE Review Manual. Professional Publications Inc.; Second Edition
Offered:
Faculty assigned:
Juan A. Román Pagán
51
ARCH 524 Codes and Regulations (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 from various exams, and
incorporates building and specialty codes, zoning, and other regulatory requirements in building design,
construction systems and programming and planning in site developments.
1. Identify and incorporate building and specialty codes, zoning, and other regulatory requirements in
building design and construction systems, as well as in the design of mechanical, electrical, and specialty
systems.
2. Apply the basic principles of accessible design (design sites, facilities, and systems to provide
independent and integrated use by individuals with physical -including mobility-, sensory, and cognitive
disabilities).
3. Identify and delineate areas suitable for the construction of buildings and other site improvements
responding to regulatory restrictions and programmatic requirements.
4. Be able to develop a site profile and maximum buildable envelope based on zoning regulations and
environmental in different scenarios.
5. Understand the architect’s legal responsibility to the public and the client as determined by all laws and
regulatory codes on the above mentioned topics.
Ability:
Understanding:
B.2 Site Design
Topical Outline:
Prerequisites:
ARCH 510
Francis D. Ching, Steven R. Winkel FAIA PE. Building Codes Illustrated: A Guide to
Understanding the 2009 International Building Code Wiley & Sons 2009
International Building Codes. International Code Council
Offered:
Faculty assigned:
Rolando Nieves Rosa
52
ARCH 600 Architectural Design IV (6 credits)
Course Description:
This course focuses on the role of the architectural object as a component of the urban whole. The studio
provides for the conception of architecture, not only as an objectified existence, but also as an intrinsic element of
an urban system. The course's investigation will begin as an analysis of a localized urban context and will
advance its investigations into a second stage, by the selection of a specific site included in the devised master
plan.
1. Gather and assess information, and incorporate applied research principles to formulate urban strategies that
will be articulated in a master plan.
2. Identify and apply concepts and precedents in order to manage projects - both individually and group - to
develop the design process, from the planning stage to architectural projects that will extend the urban strategies
3. Demonstrate a collaborative approach in order to achieve an integrated resolution due to the emerging urban
conflicts between the projects.
4. Understand the emphasis of the critical understanding of the dialectics between a compacted urban experience
vs. the local/global patterns of urban sprawl, the qualitative urban potentials vs. reductionist rubrics of planning.
Ability:
B.1 Pre-Design
B.2 Site Design
Understanding:
C.2 Integrated Evaluations and Decision-Making Design
Topical Outline:
Prerequisites:
ARCH 520
Emma Sendich. Planning and Urban Design Standards, American Planning Association, American Planning
Association Published by John Wiley & Sons, 2006
Hayden, Dolores. Building Suburbia: Green Fields and Urban Growth, 1820-2000. New York: Pantheon
Books, 2004.
Rae, Douglas W. City: Urbanism and its End. New Haven: Yale University Press, 2005.
Offered:
Faculty assigned: Blanquita Calzada
53
ARCH 601 Theory in Architecture (3 credits)
Course Description:
It offers an overview of the role of treatises in architectural history. It approaches a critical review of influential
texts and excerpts that shaped architectural thought, and serve as an intellectual scaffolding to scrutinize their
further interpretation and application.
1. Understand the inflections of culture in the construction of architectural syntax.
2. Be able to articulate critical responses from the selected texts.
Ability:
Understanding:
C.1 Research
Topical Outline:
Prerequisites:
ARCH 521
K.Nesbit (Editor). Theorizing a New Agenda for Architecture. An Anthology of
Architectural Theory. Princeton Architectural Press. 1996.
H. W. Kruft. A History of Architectural History. From Vitruvius to the Present. Princeton
Architectural Press. 1996.
U. Conrads. Programs and Manifestoes of the 20th Century. MIT Press. 1975.
Offered:
Faculty assigned:
Yazmín M. Crespo Claudio
54
ARCH 602 Building Systems II (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 Building Systems and, as stated,
emphasizes on the evaluation, selection, and integration of mechanical, electrical, and specialty systems in
building design and construction.
1. Analyze and design electrical systems.
2. Understand the evaluation and selection of materials and construction details related to electrical
systems.
3. Analyze and design natural and artificial lighting systems.
4. Understand and select materials and construction details related to natural and artificial lighting
systems.
5. Understand and select specialty systems for: acoustics, communications and security, fire detection
and suppression.
6. Be able to develop a reflected ceiling plan that integrates ceiling, lighting, mechanical, and structural
systems and incorporates life safety considerations.
7. Be able to delineate a building section that integrates structural, mechanical, and lighting systems and
incorporates life safety considerations.
Understanding:
Topical Outline:
Prerequisites:
ARCH 522
Benjamin Stein, John S. Reynolds, Walter T. Grondzik, and Alison G. Kwok. Mechanical and
Electrical Equipment for Buildings (MEEB), 11th Edition: Wiley & Sons, NY 2009.
Offered:
Faculty assigned:
Edgar Morell Rivera
55
ARCH 604 Project and Practice Management I: Ethics, Contracts and Legal Issues (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 from various exams, and
introduces students to the legal and strategic characteristics of the design industry in contemporary professional
practice and ethics.
1. Understand the requirements needed in order to become a licensed architect and the roles of the professional
organizations.
2. Understand the essential areas in professional practice in topics such as standard AIA contract forms,
government regulations, the client’s roles in the design process, and the legal responsibilities of the profession.
3. Interpret and relate the subjects of professional ethics in practice.
4. Understand and be able to describe the different organizations and management of design firms.
Understanding:
Topical Outline:
Lectures/Discussion 40%, Projects and written papers 20%, Exams 40%
Prerequisites:
ARCH 524
th
The Architect’s Handbook of Professional Practice, 14 Ed. published by the AIA
Andy Pressman. Professional Practice 101: Business Strategies and Case Studies in Architecture. Wiley &
Sons; 2006 (latest edition).
AIA Code of Ethics
NCARB Rules of Conduct
Offered:
Faculty assigned:
Rolando Nieves Rosa
56
ARCH 610 Design/Build Studio I (6 credits)
Course Description:
The first course of the design/build studio: the application of knowledge and skills required for the schematic
design and development of construction documents for a 1,000 sq ft structure. This course will integrate ARCH
612 and ARCH 614 in the studio.
1. Develop the techniques to assess client needs and requirements into individual projects and program.
2. Understand the essential key in collaboration in design projects.
3. Be able to comprehend design skills that include program and site analysis, technical and structural resolution,
and compliance of accessibility codes and construction codes.
4. Demonstrate an understanding of history and theory in the development of the project.
Ability:
A.1 Professional Communications Skills
B.1 Pre-Design
B.2 Site Design
C.2 Integrated Evaluations and Decision-Making Design
Understanding:
B.7 Building Envelop Systems and Assemblies
Topical Outline:
Prerequisites: ARCH 600, ARCH 602, ARCH 604
Edward Allen, Joseph Iano. The Architect's Studio Companion: Rules of Thumb for Preliminary Design, by:
Wiley & Sons, NY 2006
The American Institute of Architects. The Architect's Guide to Design-Build Services, Wiley (May 5, 2003)
Offered: First Semester; annually
Faculty assigned: To be determined.
57
ARCH 612 Building Design and Construction Systems II: Environmental Issues (3 credits)
Course Description:
This course incorporates the content of Architect Registration Examination 4.0 Building Design and Construction
Systems and, as stated, develops the application of knowledge and skills by applying sustainable design
principles to the selection, design and construction of building systems.
1. Apply knowledge and skills of building design and construction, including environmental, social, and
economic issues, project and practice management to a design project.
2. Incorporate the implications of human behavior, historic precedent, and design theory in the selection
of systems, materials, and methods related to building design and construction.
3. Understand the importance of the consideration of the principles of sustainable design including
adaptive re-use, thermal and moisture protection, and hazardous material mitigation.
4. Apply sustainable design principles to the selection, design and construction of building systems.
Ability:
Understanding:
B.2 Site Design
Topical Outline:
Prerequisites:
ARCH 602
Sam Kubba. LEED Practices, Certification, and Accreditation Handbook, Butterworth-Heinemann (November
2, 2009)
Alison Kwok, Walter Grondzik. The Green Studio Handbook, Second Edition: Environmental Strategies for
Schematic Design, Architectural Press; 2 edition (March 1, 2011)
Offered:
58
ARCH 614 Project and Practice Management II: Cost (3 credits)
Course Description:
This course will introduce the student with different types of estimates, estimating software, the construction
estimating process, and estimating the various parts of a project to consider cost implications of design decisions.
1. Understand the fundamentals of finances in the construction industry.
2. Be able to apply the processes and fundamental issues involved in construction estimating.
3. Be able to develop economic viability proposals for design/build projects.
Understanding:
B. 10 Financial Considerations
D.2 Project management
Topical Outline:
Lectures/Discussion 40%, Projects and written papers 60%
Prerequisites:
ARCH 604
Means Engineering Staff. RSMeans Estimating Handbook, Wiley; 3 edition (August 28, 2009)
Offered:
59
ARCH 700 Design/Build Studio II (9 credits)
Course Description:
The second course of the design/build studio: the programming and planning of the 1,000 sq ft structure to begin
construction. This course will integrate ARCH 702 and ARCH 704 in the studio.
1. Be able to manage regulatory approval process mandatory to begin the construction phase.
2. Understand the roles of the project team members in the planning and execution processes.
3. Identify and apply concepts and precedents to manage issues of professional practice including contracts,
insurance and other fees.
4. Be able to prepare and coordinate shop drawings including technical specifications of the project.
Ability:
Understanding:
Topical Outline:
Prerequisites:
ARCH 610, ARCH 612, ARCH 614
The American Institute of Architects. The Architect's Guide to Design-Build Services, Wiley (May 5, 2003)
Offered:
60
ARCH 702 Building Design and Construction Systems III: Detailing Construction Documents
(3 credits)
Course Description:
This course complements ARCH 700 and integrates the student’s knowledge and skills in the building design and
construction systems in the development of detailed drawings of the design/build project.
1. Analyze and incorporate innovative technical and structural building techniques.
2. Understand the collaboration and management of consultants as essential in coordination with other project
team members during the project.
3. Prepare detailed shop drawings for the construction phase of the design/build project.
Ability:
Understanding:
Topical Outline:
Prerequisites:
Frederick S. Merritt, Jonathan T. Ricketts. Building Design and Construction Handbook, 6th Edition, McGrawHill Professional; 6 edition (December 6, 2000)
Offered:
61
ARCH 704 Project and Practice Management III: Scheduling and Coordination (3 credits)
Course Description:
This course complements ARCH 700 and covers the programming and management process of the design/build
project, including the scheduling and coordination of the construction phase.
1. Understand of the basic principles of architectural practice management.
2. Understand and be able to use the project management framework of the Project Management Institute that
include the PMBOK knowledge areas of project scope, time, cost, quality, human resources, communications, risk
and procurement management.
3. Be able to prepare and manage project schedule, including the coordination of consultants and contract
documents in design/build studios and projects.
Understanding:
Topical Outline:
Prerequisites:
A Guide to the Project Management Body of Knowledge: (PMBOK Guide), Project Management Institute; 4
edition (December 31, 2008)
Offered:
62
ARCH 710 Design/Build Studio III (12 credits)
Course Description:
The last course of the design/build studio: the construction phase of the 1,000 sq ft structure. This course will
integrate ARCH 712 and ARCH 714 in the project execution.
1. Demonstrate advanced design and construction knowledge and skills through participation and execution of the
design/build project.
2. Be able to apply knowledge and supervision skills throughout all processes.
3. Be able to manage design and construction team communications in the construction field.
Ability:
Understanding:
Topical Outline:
Lectures/Discussion 10%, Programming 30%, Team project performance 60%
Prerequisites:
American Institute of Architects. Integrated Project Delivery: A Guide. New York , 2007
Offered:
63
ARCH 712 Building Design and Construction Systems IV: Field hours (3 credits)
Course Description:
This course complements ARCH 710 and enhances the building and structural technology knowledge with the
integration of the field experience in the design/build project construction.
1. Be able to apply knowledge and skills of building design, materials, assemblies, and construction systems in
the participation of design/build project constructions.
2. Be able to coordinate and supervise building design and construction systems in the field.
Understanding:
Topical Outline:
Prerequisites:
Frederick S. Merritt, Jonathan T. Ricketts. Building Design and Construction Handbook, 6th Edition, McGrawHill Professional; 6th edition (December 6, 2000)
Offered:
64
ARCH 714 Project and Practice Management IV: Project Delivery (3 credits)
Course Description:
This course complements ARCH 710 and will acquaint the student with integrated practice and integrated project
delivery in the construction phase of the design/build project.
1. Be able to analyze and apply integrated practice and integrated project delivery methods.
2. Demonstrate the understanding of different project delivery process of the design/build project as purchase
orders, responsibilities of project managers, responsibilities of superintendents, planning and scheduling, change
orders, financial accounting processes, payment procedures, and the close-out process in construction.
Understanding:
Topical Outline:
Prerequisites:
American Institute of Architects. Integrated Project Delivery: A Guide. New York , 2007
Offered:
65
APPENDIX 3:
FACULTY CREDENTIALS
Name: José Rafael Ramírez Rivera
Courses Taught:
ARCH 500 Architectural Design I
Educational Credentials:
B.Environmental Design, School of Architecture UPR, 1980
MArch, School of Architecture UPR, 1985
Teaching Experience:
Visiting Critic and Thesis Advisor, School of Architecture UPR
Professor, International School of Design and Architecture, University of Turabo, 2008-present
Professional Experience:
Senior Architect and Urban Designer, Emilio Martínez Arquitectos, 1987- 2004
Architect, Arq. José Rafael Ramirez, 1992- 2004
Principal Architect , ARC, 2004- present
Licenses/Registration:
Puerto Rico Architect License # 10480
Selected Publications and Recent Research:
‘Plan de reformas para la Villa Parguera’, ( Thesis, UPR, May 1988).
‘Vivienda Aislada, por qué?’, (Design Competition Entorno Magazine, 2005).
Professional Memberships:
Institute of Architects and Landscaping Architects of Puerto Rico
Name: Santiago Gala Aguilera
Courses Taught:
ARCH 501 Introduction to History and Theory
ARCH 511 Architectural History I
ARCH 521 Architectural History II
B. Environmental Design, School of Architecture UPR, 1999
State Architect, Puerto Rico State Historic Preservation Office, 2003- present
Puerto Rico Certificate #20374
Architect in Training
“Memoria de lo Intangible” Entorno, Vol. 4/2008 p. 36
“Rodolfo Fernández” Conversa/Conserva, Vol. 3/2008 p. 22-29
“The Committee on Design of Public Works, 1943-48” Entorno, Vol. 7/2007 p. 24-27
“Like the Phoenix: Brief Recount of a Redeemed Masterpiece” Archivos de Arquitectura Antillana, Jan. 2002 p.
109-111
66
Name: Yahayra Rosario Cora
Courses Taught:
ARCH 515 Computer Studio
B.Arts: Architecture, School of Architecture Polytechnic University of Puerto Rico, 2007
Master of Arts: Design for Sustainability, Savannah College of Art and Design, 2011
Master of Arts: Design Management, Savannah College of Art and Design, 2011
Visiting Critic, Pontifical Catholic University of Puerto Rico, University of Puerto Rico, and Polytechnic University
of Puerto Rico
Independent Professional Service Consultant, 2004- present
Project Assistant, Visura PSC, 2007-2008
Design Assistant, Héctor Arce Arquitectos, 2005-2006
Project Manager, DesignGraph.net Corporation, 2003-2005
Santo Cristo de la Salud Chapel Documentation and research Project, 2003, AIA PR Chapter
Name: Karla M. Toledo
Courses Taught:
ARCH 512 Building Design, Construction Systems I: Materials, Technology
Advisor/Professor, School of Architecture, University of Puerto Rico
Professor, School of Architecture, Polytechnic University of Puerto Rico
Instructor ARE Reviews, Institute of Architects and Landscaping Architects of Puerto Rico
Commissioning Agents, Inc. Staff, 2011- present
Architect, HHCP Architects, PSC, 2009-2011
Junior Architect in Training, Ray Engineers, 2003-2009
Puerto Rico Architect License #20065
Construction Documents Technologist
ISPE
Construction Specifications Institute
AIA PR Chapter
67
Name: Sandra López Bobonis
Courses Taught:
ARCH 513 Structural Systems I
BS Civil Engineering, University of Puerto Rico Mayaguez, 1997
MSCE Structural Engineering, University of Puerto Rico Mayaguez, 2000
Professor, Civil Engineering Department, Polytechnic University of Puerto Rico
Teaching Assistant, Civil Engineering Department, University of Puerto Rico Mayaguez
Project Manager and Associate, R+L Structural Engineers, 2010-present
Project Manager and Coordinator, David Mc Closkey Structural Engineers, 2000-2010
Puerto Rico Engineer in Training #17700
“Stress redistribution in elastic structural components strengthened with externally bonded fiber composite
sheets”
Institute of Engineers and Surveyors of Puerto Rico
Name: Cristina A. Cardalda
Courses Taught:
MArch1, Graduate School of Design Harvard University, 1988
Visiting Critic and Thesis Advisor, School of Architecture UPR
Senior Architect, The Office of Marvel & Marchand Architects, LLP, 2002-2009
Architect, Cristina A. Cardalda Arquitecta, 1996-2002
Executive Director, CAAPPR Colegio de Arquitectos, 1998
Project Architect, Banco Popular de Puerto Rico, 1992-1996
Project Architect, Marvel Flores Cobian y Asociados Arquitectos, 1990-1992
Project Architect, Migliassi Jackson & Association, 1988-1990
Puerto Rico Architect License # 13095
Name: Irmaris Santiago Rodriguez
Courses Taught:
ARCH 505 Visual Thinking and Communication
Associate Degree in Interior Design, UPR Carolina, 1993
Professor, School of Interior Design UPR Carolina, 2010-2013
Instructor, Liga de Estudiantes de Arte de San Juan, 2010-present
Teaching Assistant, School of Architecture UPR, 1999-2001
Architect, Efrén R. Badía & Asociados, 2000-2012
President, Transformando Nuestro Entorno, 2009-2013
Name: Edgar Morell Rivera
Courses Taught:
ARCH 522 Building Systems I
Architect, Consultant for LMC &Associates, PSC.
Architect, Consultant for LGScott / CH Caribe
Architect, Consultant for IPS
Architect, Consultant for AJQ Engineers
Selected Publications and Recent Research: N/A
American Institute of Architects
National Council of Architectural Registration Board
US Green Building Council National
68
69
Name: Rolando Nieves Rosa
Courses Taught:
ARCH 524 Codes and Regulations
Professor and Coordinator, Civil Engineering Technology, Instituto Tecnológico de Puerto Rico, 1992-2001, 2012present
Partner Founder, Fenia Group Corporation, 2011-present
President, Comunidad Dorada, 2011-present
Architect, Energy Evolution Corporation, 2010
Architect, Feniro Tech Group, d/b/a, 1992-present
Project Manager, Infraestructura, Ambiente y Transportación Municipio Autónomo de Ponce, 2005-2009
Architect, Oficina de Permisos Municipio Autónomo de Ponce, 2001-2005
OSHA 600323164
Selected Publications and Recent Research: N/A
OSHA
Name: Juan A. Román Pagán
Courses Taught:
ARCH 523 Structural Systems II
BS Civil Engineering, UPR Mayaguez, 2002
Master in Civil Engineering, UPR Mayaguez, 2005
Professor, Caribbean University, 2006-2013.
Laboratory Instructor, Civil Engineer UPR Mayaguez, 2002-2003
President, Consorcio de Ingenieros Civiles y Estructurales, CSP, 2011-present
Consultant Engineer, Cond. Parque Terralinda, 2010-2012
Structural Engineer, URS Caribe, LLP, 2010-present
Structural Engineer, Atlantic Pipe Corp., 2007-2010
Resident Inspector, URS Caribe, LLP, 2005-2007
Puerto Rico Engineer License #20518
1. Probabilistic-Base Design factor for the Elastic Modulus of Pultruded Composite Material Reinforced with a 3D
Braided Preform – Thesis Project 2005
2. Probabilistic Assessment of the Mechanical Properties of a 3D-Braided Pultruded Fiber-Reinforced PolymerInternational Latin American and Caribbean Conference for Engineering and Technology, LACCEI 2004
3. Experimental characterization of Mechanical Properties of a Fiber-Reinforced Polymeric Material Reinforced
with a 3D Braided Preforms – Alliance for Minority Project, AMP 2002
Professional College of Engineers and Land Surveyors
Precast / Pre-stressed Concrete Institute
70
Name: Yazmín M. Crespo Claudio
Courses Taught:
ARCH 601 Theory in Architecture
Master in Design Studies, History and Theory of Architecture, Harvard University Cambridge, 2005
Master in Architecture, Cornell University Ithaca, 2000
Bachelor of Architecture, Cornell University, 1999
Bachelor in Environmental Design, University of Puerto Rico Rio Piedras, 1997
Professor and Architecture Department Director, Universidad del Turabo, 2014-present.
Instructor in Design, Inter American University, 2012-2014
Adjunct Faculty of Architecture, Polytechnic University of Puerto Rico, 2010-2014
Adjunct Faculty of Architecture, University of Puerto Rico Rio Piedras, 2012-2014
Visiting faculty of Architecture, Elisava Escola Disseny Barcelona, Summer 2012
Adjunct Faculty of Architecture, New York Institute of Technology NYC, 2005-2009
Instructor in Architecture, Harvard University Cambridge, Summer 2005
Teaching and Research Assistant in Theory of Architecture, Harvard University Cambridge, 2005
Teaching Assistant in Architecture, Cornell University Ithaca, 2000
Instructor in Architecture, University of Puerto Rico Rio Piedras, Summer 1997
Co-Founder + Designer, Taller Creando Sin Encargos LLC, San Juan 2011-present
Associate Designer, Perkins Eastman Architects PC, New York City 2005-2010
Designer + Project Manager, JLP Architect, San Juan 2004
Puerto Rico Certificate, Architect in Training
AIA Associate, American Institute of Architects
1. Structural Glass Facades and Enclosures by Mic Patterson. Chapter 17: TKTS BOOTH and Revitalization of
Father Duffy Square. The Glass Grandstand New York City Wiley Publishers, 03.2011, work featured
2. Cities : X Lines : Approaches to City and Open Territory Design by Joan Busquets in collaboration with Felipe
Correa. Nicolodi Editore, May 2007, research assistant.
3. The Renaissance Perfected: Architecture, Spectacle, and Tourism in Fascist Italy by Medina Lasansky. Penn
State Press, 2004, drawings featured
4. UIA Barcelona 96’ Competitions by Peter Buchanan and Josep Martorell. 1996, work featured
5. “Productora” by Yazmín M. Crespo / Polimorfo Journal v.3: Architecture to come. / Universidad Politécnica de
Puerto Rico : 2013
6. “Cinco espacios nuevos para la representación artística y el performance” by Entorno / Revista ENTORNO
v.20 : Sube el Telón / Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico : 2012, students’ work
featured
7. “ParkINside “ / Universidad Politécnica de Puerto Rico [de]BRIEF 20_TWELVE. PUPR: 2013, students’ work
featured “Cinema Paradiso” [de]BRIEF 20_TWELVE. PUPR: 2013, students’ work featured
8. “Learn + Play + Display” by Yazmín M. Crespo. Revista InForma 9: Diseño. Publicado: 2013, work featured.
American Institute of Architects
71
APPENDIX 4:
MSCHE ACCREDITATION
72
APPENDIX 5:
ISDA NEW BUILDING SCHEMATIC DESIGN PROPOSAL

International School of Design and Architecture Universidad del

Transcription

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