ARCHITECTURE PROGRAM REPORT

Transcription

ESCUELA DE ARQUITECTURA
UNIVERSIDAD DE PUERTO RICO
ARCHITECTURE PROGRAM REPORT
2007
Revised February 2008
History and Description of the Institution
1.1
Institutional Mission
1.2
Program History
1.3
Program Mission
1.4
Program Self-Assessment
1.5
1: INTRODUCTION TO THE PROGRAM
SCHOOL OF ARCHITECTURE, UNIVERSITY OF PUERTO RICO
APR 2007
TABLE OF CONTENTS
1
Introduction to the Program
1.1
1.2
1.3
1.4
1.5
2
Progress Since the Previous Site Visit
2.1
2.2
3
Program Response to the NAAB Perspectives
Architectural Education and the Academic Context
Architectural Education and the Students
Architectural Education and Registration
Architectural Education and the Profession
Architectural Education and Society
Program Self-Assessment Procedures
Public Information
Social Equity
Studio Culture
Human Resources
Human Resource Development
Physical Resources
Information Resources
Financial Resources
Administrative Structure
Professional Degrees and Curriculum
Student Performance Criteria
Supplemental Information
4.1
4.2
4.3
4.4
4.5
4.6
4.7
5
Summary of Responses to the Team Findings
Summary of Responses to Changes in the NAAB Conditions
The Thirteen Conditions of Accreditation
3.1
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
4
Program History
Program Mission
Student Progress Evaluation Procedures
Studio Culture Policy
Course Descriptions
Faculty Résumés
Visiting Team Report from the Previous Visit
Annual Reports
School Catalog
Appendices
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1
Introduction to the Program
1.1
The Universidad de Puerto Rico, established in 1903, is the major
institution of higher learning on the Island. It comprises eleven
campuses with a total enrollment of over 69,600 students, and offers
undergraduate and graduate education in architecture, agriculture, arts
and sciences, business administration, communications, engineering,
law, library sciences, medicine, and planning, among other fields. The
University employs over 5,000 faculty members, and over 9,400 nonteaching personnel.
The School of Architecture is part of the Universidad de Puerto Rico –
Recinto de Río Piedras, the oldest and largest academic campus of the
University system. Located in San Juan, the island's capital city, the
Recinto has an extensive ensemble of buildings (157 buildings in a 250acre site), which represent various stylistic manifestations of Puerto
Rican architecture. It includes an original academic quadrangle (listed in
the National Register of Historic Places), with a Spanish Revival tower
and theater (seating 2,000). The General Library contains nearly
4,249,000 volumes, and boasts collections of international significance.
The Schools of Law and Architecture maintain specialized autonomous
libraries. The Campus employs 1,163 faculty members and 2,511 nonteaching personnel.
The Recinto de Río Piedras has approximately 21,500 registered
students, of which 13,800 are female. About forty-five percent are the
first generation of the family to attend college. Most students come from
outside the San Juan Metropolitan Area, and five percent have been
classified as having disabilities. A minimum 2.0 GPA (on a 4.00 scale) is
required for undergraduate admission and a 3.0 GPA for graduate
admission. Campus-wide, approximately one-half of all applicants are
accepted for admissions, although the School of Architecture, which has
the highest overall entrnace GPA of the entire system, usually accepts
between 18 and 25% of its applicants.
Institutional policies guarantee equal opportunity in studies and
employment, as well as in all services. As a public institution, the
University is committed to provide educational services to the
economically
disadvantaged.
Currently
two
out
of
every
three
undergraduates, and one third of its graduate students, receive financial
aid.
The Recinto de Río Piedras has been accredited by the Middle States
Association of Colleges and Schools since 1946. It has positioned itself
as the “graduate” campus of the Universidad de Puerto Rico. Seventeen
percent of its 21,500 students are enrolled in fifty-three graduate degree
programs – forty-one at the master's level and twelve at the doctoral
level – in various disciplines: History, Spanish, English, Chemistry,
Biology, Physics, Mathematics, Business, Education, and Linguistics,
among others. Many other graduate programs are in the process of being
established.
The Recinto has recently completed the arduous process of revising the
undergraduate curriculum. This significant Reconceptualización del
Bachillerato has resulted in greater flexibility, more electives and fewer
general education requirements. This undertaking has involved many
components of the academic sector at all UPR campuses, and has been
the subject of over five years of effort. As a result, the School of
Architecture has also revised its curriculum, both at the Undergraduate
and Graduate levels.
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The physical setting at Río Piedras is undergoing change brought about
by new building construction, including the School of Architecture
building, an underground station for the urban train system at the
Northwest corner of the campus, a major, multi-use complex across the
street from its main entrance (Plaza Universitaria) and a multilevel
parking facility at the Southeast corner of the Campus. New academic
facilities under construction or in the planning phases include a Faculty
office complex, a science research tower, a building for the Escuela
Graduada de Trabajo Social, and the AIA award-winning General Studies
building.
History
In the early Twentieth Century, after the change of sovereignty from
Spanish to U.S. rule, public education was identified as one of Puerto
Rico's greatest needs. This was addressed by establishing a uniform,
island-wide educational system. Teacher training was considered of
primary necessity; therefore, a Normal School was opened in 1900, under
the direction of the Commissioner of Education, for the purpose of
preparing teachers to work in public schools. The School was originally
located at the far end of the Island in Fajardo, and subsequently
transferred to Río Piedras, which was considered a more accessible
location.
The Universidad de Puerto Rico was legally constituted as an academic
institution by the Legislative Assembly, on March 12, 1903, when it
absorbed the Normal School. Since the main goal of the new Universidad
was to train schoolteachers, the Commissioner of Education was its
director until 1924. While this campus started as the Universidad de
Puerto Rico, shortly after its founding the campus in Mayaguez, and
much later, the Medical Sciences campus in San Juan were established,
leaving Río Piedras as a campus within a larger university system, with
the title of the Universidad de Puerto Rico, Recinto de Río Piedras.
In 1908, the U.S. Congress extended to Puerto Rico the financial aid
conferred to Land Grant Colleges under the Morrill-Nelson Act. The
Universidad de Puerto Rico, therefore, became a Land Grant College,
adopting a North American university style, differing it from other Latin
American universities, which followed the European tradition.
Over the years, new colleges were added. The College of Liberal Arts was
created in 1910, and College of Agriculture and Mechanical Arts was
established in Mayagüez the following year, through legislation
introduced by the educator, José De Diego. The School of Law and the
College of Pharmacy were established in Río Piedras soon after, in 1913.
The University Act of August 11, 1924 was the first step toward
university autonomy. The Universidad de Puerto Rico was separated from
the jurisdiction of the Department of Education, and given its own
identity and administrative framework. Dr. Thomas E. Benner was
appointed its first Chancellor. Representatives of the Government and the
Legislature remained on the Governing Board of the University.
The Normal School became the College of Education in 1925 by virtue of
Public Act No. 50. In September of the following year, the School of
Tropical Medicine was created, and the School of Business Administration
was set up with the help of the Columbia University.
The Program of Graduate Studies was established in 1927, when the
Department of Spanish Studies offered Master and Doctorate Degrees in
Spanish Studies. In 1931, the benefits of the Hatch, Adams, Purnell and
Smith-Lever Acts were applied to Puerto Rico, providing funds to initiate
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the Agricultural Extension Service and the Agricultural Experiment
Station. In 1929 courses in Social Work were offered for the first time,
and in 1934 they were incorporated into a department of the College of
Education with an accredited two-year graduate program.
An Act that greatly influenced the development of the University was the
U.S. Bankhead-Jones Act, which provided financial aid for research work
in Puerto Rico after June 29, 1935. The University Act of May 7, 1942,
passed by the Legislative Assembly of Puerto Rico, provided for greater
autonomy for the Universidad de Puerto Rico, an internal reorganization,
and the creation of the Council of Higher Education (CES), the highest
authority in the organizational hierarchy of the University.
In 1943, the College of Arts and Sciences was divided into the Colleges
of Humanities, Social Sciences, and Natural Sciences. The Department of
Social Work became part of the College of Social Sciences. At the same
time a new College of General Studies was created to offer courses in
general education to all new students. At the Mayaguez Campus, the
College of Agriculture and Mechanical Arts was also reorganized under a
Vice-Rector and divided into three colleges: Agriculture, Engineering and
Science. The Tropical Meteorological Institute was created as part of the
College of Natural Sciences in this year also.
The Graduate School of Public Administration, created by law in 1942,
became a reality in 1945 as part of the College of Social Sciences. The
Department of Social Work was reorganized in 1947 as a professional
Graduate School under the College of Social Sciences. In 1954 the
Superior Educational Council approved a Master's Degree in Social Work.
The School of Medicine was established in 1950, and the School of
Dentistry in 1957. Also in that year, the Nuclear Center of Puerto Rico ―
endorsed by the U.S. Atomic Energy Commission ― was set up, making
possible graduate studies in Nuclear Technology, Radiological Physics,
and Mathematics. The Universidad de Puerto Rico was growing so rapidly
that the Institution began to plan an island-wide expansion by means of a
network of regional colleges. The first regional college was opened in
the city of Humacao in 1962.
The Graduate Program of Planning was approved by the Superior
Educational Council in 1965 in response to governmental and community
concern for the need to plan the Island's economic and social growth. A
Master's Degree in Education, with majors in Guidance and Counseling,
and in School Administration and Supervision, and a Master's Degree in
Secondary Education, were also authorized that year.
The current University Act was passed in 1966, repealing Public Act
No.135 of 1942 and Public Act No. 88 of 1949. The 1966 Act created
three autonomous units: the Río Piedras Campus, the Mayagüez Campus,
and the Medical Sciences Campus, each with a Rector. The three units
answered to the President and to Administrative Boards. All the parts
together formed the University System, called the Universidad de Puerto
Rico. The Superior Educational Council was also reorganized as the
Council on Higher Education, with the Secretary of Education as an exofficio member instead of President.
Among its first academic acts, in 1966, the Council of Higher Education
authorized the Master's Degree in Psychology and the six-year Bachelor
of Architecture degree (B.Arch.). The latter was replaced in 1976, by a 4
+ 2 Program in Architecture: a four-year Bachelor of Environmental
Design (BED) and a two-year Master of Architecture (M. Arch).
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The multifaceted and accelerated growth of new entities in the University
System led to more regional colleges in different parts of the Island, so
that more people could have greater opportunities to study. The Regional
Colleges of Arecibo and Cayey were created in 1967. Subsequently, the
Cayey Regional College became the Cayey University College.
In 1968 the Council on Higher Education authorized the creation of the
Graduate School of Business Administration and the establishment of a
program leading towards a Master's Degree. The next year the Ponce
Regional College was established and the Council on Higher Education
granted its approval for the creation of the Graduate School of Library
Science and authorized it to grant a Master's Degree in Library Science.
This institutional growth gave rise to the establishment in 1970 of the
Regional Colleges Administration under the direction of its own Rector.
In that same year the Bayamón Regional College was established and two
years later, the Aguadilla Regional College was also created.
Between 1970 and 1972 the Council on Higher Education certified the
following
degree
programs:
Doctoral
Program
in
Chemistry
was
established in the College of Natural Sciences; Master's Degree in
Education with specialization in Home Economics; Master's Degree in
Rehabilitation Counseling; and Master of Arts Degree with a major in
Public Communication.
In 1974 the Humacao Regional College was authorized to offer a fouryear program and became the Humacao University College. At the same
time, the Carolina Regional College was established. As well, the Council
on Higher Education approved Master's Degree programs in Linguistics,
Comparative Literature, and Translation at the Río Pedras campus.
The Bachelor's Degree in Public Communication was authorized in 1977.
In 1979, the Master's Degree in the Teaching on English as a Second
Language, and the Master's Degree in Educational Research and
Evaluation were approved. In 1979-80 academic year, La Montaña
Regional College in Utuado began its program of studies the Bayamón
Regional College became a Technological University College, and the
Regional College at Arecibo began offering its four-year program as a
Technological University College.
The Council on Higher Education authorized the Doctoral Programs in
Biology, and in Chemical-Physics at the College of Natural Sciences in
1981. The next year, the first Post-Graduate Certificate in Specialized
Translation was conferred. Also in 1982, the Program for Interpretation
was authorized by the Council on Higher Education at the College of
Humanities. The Ponce Regional College became a Technological
University College, and the units at Cayey and Humacao became
autonomous. The Program for the Doctoral Degree in Education was
approved that same year, and the first group of students was admitted in
January 1983. In 1986 the Council on Higher Education authorized the
Doctoral programs in History, and in Psychology.
In 1988 the Master in Education with major in Special Education was
authorized and in 1989 the Master in Sociology. In 1991 three new
Master programs were established within the College of Education:
Preschool Level, Elementary Level, and Teaching of Reading. In 1996 the
School of Home Economics changed its name to School of Family Ecology
and Nutrition and in August 1998 began a B.A. in Preschool Education.
In 1993 the Puerto Rican legislature replaced the Council of Higher
Education (CES) with the Junta de Sindicos (Board of Trustees) as the
highest governing body of the University of Puerto Rico. The CES still
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remains, but its authority has been greatly diminished with the creation
of the Junta. This was a change that had considerable impact in the
development of the institution for next decade. It signaled a change of a
political nature as well. Since 2004 the President of the Board of
Trustees has been Architect Segundo Cardona, FAIA, an award-winning
architect and member of the first graduating class of the UPR´s School of
Architecture.
Locally, the campus is referred to as the Recinto. In 1997-98 the Board of
Trustees approved a plan to recognize the Regional College system and
grant autonomy to each College. To distinguish between the original
three campuses and the newer additional eight regional ones, Río
Piedras, Mayaquez and the Medical campus maintained the title of
Recintos. Thus this campus is formally known as the Universidad de
Puerto Rico, Recinto de Río Piedras.
At the campus, a name change was effected in the College of Social
Sciences,
with
the
Department
of
Social
Welfare
becoming
the
Department of Social Work. That same year a new program was approved
in the Department of Mathematics of the College of Natural Sciences: a
B.S. in Computer Science.
Four new graduate programs were authorized in 1999: a Master in Law,
offered by the School of Law, a Ph.D. in English, offered by the College
of Humanities, and a Ph.D. in Finance and International Trade, offered by
the College of Business Administration, and a Ph.D. in mathematics,
offered by the College of Natural Sciences. By the 2000 academic year,
the Recinto met the Carnegie Foundation requirements as a Doctoral
Research/Teaching “Intensive” institution. By the time of the University’s
centennial celebration in 2003, the criteria of “Intensive” institutions
should be met. The Recinto is the only institution in Puerto Rico to meet
these standards.
Since it was founded in 1903, the Universidad de Puerto Rico has
followed a course of growth and uninterrupted development, in a process
that has been constant and progressive in its programs of study,
organization, administrative complexity, and general expansion. In
fulfilling its mission, the University has continued to offer everexpanding
opportunities
for
achieving
an
optimum
cultural
and
professional education, within reach of the people of Puerto Rico.
1.2
The Universidad de Puerto Rico, as a public institution of higher
education, has been entrusted by law with the responsibility of serving
the people of Puerto Rico, adhering to the ideals of a democratic society.
Its fundamental mission is to transmit and increase knowledge by means
of the development of the arts and sciences, placing this knowledge at
the service of the community through the work of its faculty, students
and alumni. It is expected that it will also contribute to the development
of the ethical and aesthetic values of culture.
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According to article 2 (B) of the University Law (January 20, 1966), the
University system is charged with the following mission:
• C ult iv a t e t h e lo v e o f le a rn in g a s c o n d uc iv e t o fre e d o m
t h r o ug h t h e s e a r c h f o r t r u t h w i t h a n a t t i t u d e o f r e s p e c t
t o w a r d c r e a t i v e d i a l o g ue .
• P re s e rv e , e n ric h a n d s p re a d t h e c ult ura l v a lue s o f t h e
P ue rt o R ic a n p e o p le a n d s t re n g t h e n t h e ir a w a re n e s s o f
the importance of solidarity in solving common problems
in the manner appropriate to a democratic tradition.
• S e e k t h e full fo rm a t io n o f s t ud e n t s in t h e lig h t o f t h e ir
r e s p o n s i b i l i t y t o s e r v e t h e c o m m un i t y .
• D e v e lo p t h e in t e lle c t ua l a n d s p irit ua l ric h e s la t e n t in
o ur p e o p le , s o t h a t t h e v a lue s o f t h e e x c e p t io n a l
personalities that may arise from all and any of the
s o c ia l s e c t o r s m a y b e p ut t o t h e s e r v ic e o f t h e P ue r t o
R ic a n c o m m un it y .
• C o lla b o ra t e w it h o t h e r o rg a n iz a t io n s in t h e s t ud y o f
t h e p r o b l e m s o f P ue r t o R i c o w i t h i n t h o s e s p h e r e s o f
a c t io n a p p ro p ria t e t o a un iv e rs it y .
• B e a r i n m i n d t h a t , b y i t s v e r y n a t ur e a s a U n i v e r s i t y ,
a n d it s id e n t ific a t io n w it h t h e id e a ls o f P ue rt o R ic o , it is
lin k e d in a n e s s e n t ia l w a y t o t h e v a lue s a n d in t e re s t s o f
e v e r y d e m o c r a t i c c o m m un i t y .
The Mission of the University of Puerto Rico – Recinto de Río Piedras
By the nature of its special historical and cultural circumstance, the
Recinto de Río Piedras Campus has its own particular mission, which
helps to define its development, clarify its special contributions to the
University and to society as a whole, and distinguish it from the other
units of the system:
1. Foster the integral education of its students through
programs of study which promote intellectual curiosity,
the capacity for critical thinking, constant and ongoing
learning, effective communication, an appreciation for
and
cultivation
of
ethical
and
aesthetic
values,
participation in the working of the campus, and a sense
of social awareness and responsibility
2. Provide graduate education of the highest quality, the
key elements of which are research and creative activity,
and which can help strengthen undergraduate education.
Furthermore, to provide post-baccalaureate programs for
the education and training of professionals of the
highest caliber, persons committed to the ideals and
values of Puerto Rican society
3. Provide an undergraduate education of excellence,
one which offers students a unified vision of knowledge
that brings general education and specialization into
harmony, and to foster in students a capacity for
independent study and research
4. Develop teaching and research skills, and to promote
participation in the life of the community, and service to
that community, with respect for the historical and
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social conditions of Puerto Rico, taking into account its
Caribbean
and
Latin
American
surroundings,
yet
reaching out into the international community; to enrich
and strengthen the storehouse of knowledge associated
with the consolidation of Puerto Rican nationality, its
history, language and culture, while at the same time to
foster the growth and dissemination of knowledge at an
international level
5. Develop innovative, relevant programs of research,
community service, and continuing education that will
support and contribute to the academic and professional
activity of the campus. These programs will also
contribute
to
the
transformation
and
continuing
progress of Puerto Rican society, to the analysis of the
socio-economic and political problems of the island, to
the formulation of solutions to those problems, and to
the improvement of the quality of life
1.3
Program History
The School of Architecture, founded over forty years ago in April 1966, is
the oldest school of architecture in Puerto Rico. It also has the only
accredited program in architecture on the Island that offers graduate
studies. It was successfully established after three earlier attempts, the
first one being a Department of Architecture at the College of Agriculture
and Mechanical Arts in Mayagüez, begun by Prof. Frederick Revels of
Syracuse University in 1921. Although it lasted only until 1924, several
important Puerto Rican architects began their studies there: Pedro
Méndez, Eloy Ruiz, Augusto Plard and Juan Acevedo Chico. The second
attempt occurred in 1946, with the establishment of an Architectural
Engineering Program at the Department of Engineering of the same
College of Agriculture in Mayagüez. The program, directed by Arch. Juan
Amador, lasted only a short time.
Outside of the institution, a separate attempt to establish an architecture
program was carried out by Interamerican University at its Metropolitan
Campus. It lasted for several years during the decade of the 1960s, with
Arq. Angel Cabán as Dean. In the beginning of the 1990s the program
was reestablished at its San Germán campus as a feeder program for the
School of Architecture at the University of Wisconsin - Milwaukee. This
program was terminated in 2006.
In 1958, the Legislature of Puerto Rico had approved a law requesting
that the Universidad de Puerto Rico explore the possibility of
establishing a school of architecture on the Island. That year, at the AIA
Annual Meeting held in Cleveland, Ohio, a resolution to that purpose,
presented by Arch. Santiago Iglesias, Hijo, won unanimous approval and
resulted in an expression of support by the AIA for the School. In
recognition of his commitment and support, the School's Library is
named after him.
Interest remained strong, and in October 1965, Architect Jesús Amaral
was appointed Executive Consultant and charged with the responsibility
of organizing the School. In 1966 the Council of Higher Education
officially created a School of Architecture as a new unit of the
Universidad de Puerto Rico-Recinto de Río Piedras. The School was the
result of many years of labor by Puerto Rican and North American
architects. Special reports by Prof. José Luis Sert and Prof. Reginald
Isaacs, of Harvard University, in February 1959 ("Creación de una Escuela
de Arquitectura en Puerto Rico"); by the American Institute of Architects,
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in April 1959 ("Report to the University of Puerto Rico"); and by Arch.
Jesús Amaral, in 1966 ("Propuesta para la organización y funcionamiento
de la Escuela de Arquitectura de la Universidad de Puerto Rico") were
submitted to then Chancellor Jaime Benítez.
The selection of the Río Piedras Campus as the site for the new School
was due to its humanistic orientation, its proximity to cultural activities,
the concentration of architectural examples and firms in the metropolitan
area, contacts with the Planning Board and the Institute of Puerto Rican
Culture, better employment opportunities, and greater housing options
for students. The location also permitted the School to develop its own
distinct character, different from that of the engineering faculties in
Mayagüez.
Arq. Amaral was appointed the new Director of the School, and he
recommended the rehabilitation of the Faculty Center building as
temporary facilities for the new School until a new structure could be
built. It was intended to hold 180 students, on a temporary basis. Noted
architect Henry Klumb, who collaborated throughout his life with Frank
Lloyd Wright, Neutra and Kahn, was the original designer of the building
and in charge of the rehabilitation work, while Jaime Cobas, who still
sponsors the School´s Thesis Awards, designed the interior spaces and
selected the furnishings.
Distinguished professors from the architecture programs at Cornell and
Harvard Universities, as well as from Massachusetts Institute of
Technology, acted as consultants for the creation of the first academic
program and pensum, a six-year Bachelor of Architecture degree. During
the summer of 1966, six hundred entrance applications to the School
were processed. Sixty of the applicants were admitted to form the first
class. A curricular revision in 1976 transformed the six year B Arch into
a 4 + 2 program: a four-year preprofessional degree, the Bachelor of
Environmental Design (BED), and a two-year first professional degree, the
Master of Architecture (MArch).
The School, accredited by the National Architectural Accrediting Board
since 1973, has graduated 93 students with a BArch degree, over 600
students with the BED degree, and over 300 students with the MArch
degree, since its creation. Presently, the School is on the last year of a
six-year accreditation period, granted in 2001.
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1.4
Program Mission
Vision
To be an interdisciplinary community that discovers and constructs the
best education in architecture.
Mission
Create a space for the formation of values, investigation, and work, that
promotes an education devoted to researching diverse aspects of local
and global scopes of arts and technique; memory and desire;
conservation, as well as, sustainable developments; and, of knowledge
and innovation.
V a lue s
1. We commit to complying with our mission to achieve
our vision.
2. We focus our efforts on being at the service of Puerto
Rico by:
a . E d uc a t in g a rc h it e c t s , t h a t fo r t h e m o s t
p a r t , w i l l w o r k f o r a n d s e r v e o ur i s l a n d .
b . L i n k i n g o ur e d uc a t i o n t o t h e p r o b l e m s
and
o p p o r t un i t i e s
of
the
island
by
s t i m u l a t i n g t h e s t ud e n t ’ s a n d p r o f e s s o r ’ s
a c t iv e p a rt ic ip a t io n in re la t e d d is c us s io n s
a n d s o lut io n s .
c.
Promoting
the
participation
of
the
School, within the University as well as in
t h e c o m m un i t y a t l a r g e , i n c o n c e r n s r e l a t e d
to the development of the island and the
c o n s e r v a t i o n o f o ur c o n s t r uc t e d a n d n a t ur a l
patrimony.
d . F o rg in g t h e in v e s t ig a t io n a n d d iffus io n o f
knowledge
on
is s ue s
related
to
the
discipline
of
a rc h it e c t ure ,
professional
p r a c t i c e , c o n s t r uc t i o n i n d us t r y a n d s o c i e t y
in general.
3. We believe in a responsible interdisciplinary education
by:
a. Integrating the creation of knowledge of
a rc h it e c t ure
with
h um a n is t ic ,
artistic,
technical and scientific endeavors. This is
achieved
by
creating
an
academic
environment
that
promotes
the
p a r t i c i p a t i o n o f t h e f a c ul t y a n d s t ud e n t s i n
c ul t ur a l a n d i n t e r d i s c i p l i n a r y a c t i v i t i e s ,
both within the University and beyond its
c a m p us .
b . S e l e c t i n g o ur s t ud e n t s f r o m l o c a l a n d
international
candidates
that
show
in t e lle c t ua l c urio sit y , c ult ura l un e a s in e s s ,
leadership, and the capacity to work as
part of a team.
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c . P r o v i d i n g t h e s t ud e n t s w i t h k n o w l e d g e a s
t o t h e h i s t o r i c a l , h um a n a n d e n v i r o n m e n t a l
c o n t e x t s o f t h e d i s c i p l i n e o f a r c h i t e c t ur e ,
as well motivating them to proactively seek
furt h e r
knowledge
and
furt h e r
their
academic formation.
d . S up p o rt in g t h e a c a d e m ic d e v e lo p m e n t o f
t h e s t ud e n t s b y m e a n s o f a n e f f e c t i v e
c o un s e l i n g p r o g r a m t h a t r e c o g n i z e s t h e
d iv e rs it y o f t h e e d uc a t io n a l o ffe rin g s b o t h
within the School and at the University in
general.
4. We establish the best environment for development and
excellence by:
a . F o c us in g o ur a c a d e m ic d e v e lo p m e n t o n
t h e c o n s t a n t e v a l ua t i o n a n d i m p r o v e m e n t o f
t h e s c o p e o f t h e t e a c h i n g o f a r c h i t e c t ur e .
b. Forging personnel employment policies
t h a t s up p o r t o ur m i s s i o n a n d a d d t o a
p l ur a l i s t i c
and
interdisciplinary
e n v i r o n m e n t , a l l c e n t e r e d o n a r c h i t e c t ur e .
c . P r o m o t i n g e r ud i t i o n a n d o f f e r i n g d i v e r s e
o p p o rt un it ie s
to
d iv ulg e
academic
a c h ie v e m e n t s in t h e a p p ro p ria t e p ub lic
fo rum s , v ia p ub lic a t io n s a n d o t h e r m e a n s .
d . F o m e n t in g a s t ud io c ult ure t h a t p ro m o t e s
creative
interdisciplinary
action
and
collaboration.
e.
E n s ur i n g
that
o ur
facilities
and
interpersonal
environment
motivate
the
p r o f e s s o r s , s t ud e n t s , a n d a d m i n i s t r a t i v e
personnel to achieve their best work.
5. We promote the production of new knowledge by:
a.
Promoting
the
development
of
investigations and activities that enhance
o v e ra ll k n o w le d g e a n d t h a t o f a rc h it e c t ure .
b.
Offering
o p p o r t un i t i e s
to
exchange
a c q uire d k n o w le d g e t h ro ug h t e a c h in g a n d
investigation.
Also,
by
s t im ula t in g
in t e rd is c ip lin a ry a n d in t e rfa c ult y e x c h a n g e
– b o t h f r o m w i t h i n a n d w i t h o ut t h e c a m p us
–
with the goal of strengthening the
constant search for new knowledge.
c. Seeking the necessary mechanisms to
g ua r a n t e e
the
allocation
of
external
fun d in g
for
investigation,
sharing
of
knowledge and coordination of academic
activities within the School.
11 / 16
APR 2007
1.5
Context
The UPR School of Architecture is the most demanding and competitive
program on the entire public and private university system of Puerto
Rico. The UPR School of Architecture has been involved in a continuous
self-assessment process since it completed its last NAAB reaccreditation
in 2001. This is due in part to the fact that the Rio Piedras Campus of
the University of Puerto Rico, to which the UPR School of Architecture
belongs, was involved in its institutional reaccreditation process by the
Middle States Council on Higher Education, or MSCHE from 2003 to 2005.
The main focus of the campus-wide reaccreditation by the MSCHE had to
do with the implementation of assessment procedures, the curricular
revision of the bachelor degree program, and long-term strategic
planning. In fact, the revision of the BA degree and the design of a new
strategic plan were explicit conditions for reaccreditation by the MSCHE,
both of which were met by the Campus in 2006. Thus, the participation
of our School in the campus-wide process allowed us to accelerate our
own implementation of procedures and indicators for student learning
and the assessment of institutional effectiveness, a full revision of our
bachelor degree program, and the updating of our strategic plan in line
with that of the Campus, titled Vision Universidad 2016, approved by the
Academic Senate on November, 2006.
Thus, the UPR School of Architecture benefited in many ways from the
MSCHE reaccreditation process of the Rio Piedras Campus of the UPR. As
participants, we contributed to design the institutional self-assessment
procedure, and then we participated in the procedure itself. We were
involved in the minute revision of the campus-wide BA degree structure,
and took the opportunity to create a joint academic committee,
integrated by members of the undergraduate and the graduate curriculum
committees, to undertake an in-depth revision of our own BED degree
aimed at strengthening our graduate program in architecture, which was
also submitted to a full revision –both revisions were presented to and
unanimously approved by the faculty in a meeting specially called for
that purpose-; and we integrated into those revisions new and more
effective assessment of student learning procedures required by the
Dean of Academic Affairs of the Campus. Throughout the campus-wide
reaccreditation process, the Dean of the School of Architecture at that
time -Prof. John B. Hertz, AIA—played a key role as part of the Revision
Committee integrated by the Deans of all schools and colleges of the
Campus. In this sense, our School had the opportunity to impact in a
meaningful way the very processes that led to the most recent
reaccreditation of the Río Piedras Campus by the MSCHE.
In the wake of the Academic Senate´s approval of Vision University 2016
(the Rio Piedras Campus newly-approved strategic plan), the UPR School
of Architecture also took the opportunity to reframe its mission and
vision statements. Following the Campus mission and vision statements,
the UPR School of Architecture´s new texts proude a more condensed and
descriptive of the specifics of the discipline of our profession.
In sum, the experience of two accreditation processes—the 2001 NAAB
and the 2005 MSCHE—resulted in a stronger School of Architecture, fully
conversant with self-assessment procedures, more aware of its strengths
and weaknesses, and capable of knowingly embracing projects and
programs that will focus on the strengths and turn its weaknesses into
positive blueprints for the future.
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APR 2007
N e w P h y s i c a l F a c i l i t i e s a n d C ur r i c ul a
Critical to this process was the move into newly-built physical facilities
on Campus three years ago. Some of the problems pointed out during the
aforementioned accreditation processes were wholly or partly due to the
old, technically obsolete building. In the new building, increased space,
allows for better studios for teachers and students, individual offices
areas
for
faculty
and
administration,
and
state
of
the
art
accommodations
for
lectures,
research
centers,
media
lab,
and
interactive classes allows for a better environment for faculty as well as
students. Furthermore, the new building will provide the necessary space
to accomodate future programs that
the new complexities of the
architectural profession and discipline.
The new building is consonant with our new curriculum, as the latter
requires specific and ampler physical facilities. The new curriculum—a
continuum that links in significant ways the BED degree with the
graduate degree in architecture—strikes a balance between a series of
complementary opposites that operate as binary relationships to ensure a
dynamism encompassing the local and global contexts, artistic and
technological
values,
the
acquisition
of
knowledge
and
the
encouragement of innovation. This dynamic approach accounts for our
deliberate will to incorporate interdisciplinary links between the
different components of our curriculum, while opening our school to
fruitful interaction with the rest of the Campus, the university system
and our international partners. It is a well-known fact that architecture
schools are sometimes either artistically or technically-oriented. In our
drive towards curricular revision, we were guided by a strong belief in a
more flexible structure—called for by the new Campus-wide BA degree
structure—as a goal, in order to spur a constant and healthy debate on
key questions such as What will be the role of research and book
authorship? Will our architects build, design, coordinate, manage or
theorize on all of the above? Will the graduate student´s dissertation or
capstone project focus on tectonic, theoretical or practical issues of
architecture?
Critical to the curricular revision was the reorganization of the individual
subject-matter committees within the School. The individual History and
Theory courses were restated to make a single History and Theory
component; subjects as Structures and Technology were joined into one
component, and new Professional Practice information technology
components were introduced. Together with the Design component, these
elements constitute the five pillars that support the revised curriculum.
The following series of findings and recommendations summarize the
main actions taken and implemented in the revised curriculum:
Finding:
S t ud e n t s
s h o uld
develop
the
ability
to
c o m m un i c a t e s t r o n g l y t h e i r i d e a s t h r o ug h d i g i t a l m e d i a
e a r l y i n t h e i r e d uc a t i o n a l p r o c e s s .
Recommendation: To create a requisite first-year digitalvisual communication course to increase the level of visual
communication skills. This will afford students an early
awareness of the possibilities of computer media as a
integral tool for design strategies as well as architectural
practice.
.................................................................................
F in d in g : S t ud e n t s s h o uld b e p re s e n t e d e a rly in t h e
c ur r i c ul um ´ s s e q ue n c e w i t h t h e b a s i c c o n d i t i o n s , t h e m e s ,
r e s p o n s i b i l i t i e s a n d p o s s i b i l i t i e s o f t h e a r c h i t e c t ur e
profession.
13 / 16
APR 2007
Recommendation: In order to create the appropriate level
of awareness among beginning students, introductory
courses must be devised in each of the four subject
components,
to
be
required
during
the
first
four
semesters
of
instruction:
History
and
Theory
of
architecture, Technology of architecture, Professional
Practice of architecture. The existing first-year course on
Design has also been reevaluated in theme and time
commitment, going from twice a week course to a three
times a week course.
.................................................................................
F in d in g : S t ud e n t s s h o uld b e a llo w e d t o d e v e lo p p e rs o n a l
fie ld s o f in q uiry w it h in t h e d is c ip lin e e a r ly in t h e
in s t ruc t io n p ro c e s s . T h e o p p o rt un it y fo r s p e c ia liz a t io n
s h o u l d b e p r e s e n t e d e a r l y i n t h e c u r r i c u l um ´ s s e q u e n c e i n
o rd e r t o fa c ilit a t e t h e s t ud e n t s d e c is io n m a k in g p ro c e s s .
Recommendation: To create option studios and special
sequences of intensive studies. The first level of optional
studios will be offered at the undergradute level during
the fourth year of studies. Option studios will form the
backbone of the studio design sequence for the graduate
program. In addition, five areas of concentrated fields of
study will be created: historic preservation, sustainable
design, urban design, project management, and computer
graphics.
.................................................................................
F in d in g : S t ud e n t s s h o uld b e a llo w e d t o d e v e lo p a fle x ib le
a n d in t e rd is c ip lin a ry s e q ue n c e o f s t ud ie s w it h in t h e
in s t it ut io n a l s t ruc t ure .
Recommendation: Allow students to enroll in courses that
will diversify the options during their bachelor degree.
Create a flexible process for the culmination of graduate
studies. The design studio requirement for the second
semester of the fourth year of undergraduate studies has
been
made
optional.
This
will
allow
students
to
incorporate their option studios with their thesis/research
project.
It bears noting that the need for new studios and workshops has been a
mainstay among student´s claims, as necessary for opening the
curriculum to new areas of or related to architecture. Thus, the new
curriculum envisions a learning, research, and teaching experience that
will better prepare our academic community to share the wealth of the
present state of architecture as a practice and as a field of study, which
have proven to be inseparable. The new curriculum will be able to better
respond to and even anticipate the needs and proposals of the social
environment. The School, as a space for working, learning, teaching,
creating and performing research can now better plan the pluralistic
possibilities of further growth. Thus, this new curriculum, that has taken
several years to develop and had to wait for the proper space to spawn
the projects and activities germane to an optimal education in
architecture, was approved by the School´s faculty and should be
approved by the Academic Senate by the time of the accreditation visit.
14 / 16
APR 2007
C o urs e S c h e d ule A d m in is t ra t io n
Parallel to the solution of the space problem by the new School building
was the reorganization of the course schedule. Better accommodations
have allowed for more sections per course, a diversification of the
academic offer, different teachers with different approaches teaching the
same course, and more comfortable and practical conditions for student
academic progress, as witnessed by the students themselves. In this
way,a greates diversity of choices has given students a real opportunity
to experience different aspects of the architectural discipline and
profession before committing themselves to a specific field of graduate
study. Students will gain a more mature insight into their future career
and may make an informed choice that happens to be of momentous
importance. Students will also be better prepared for teamwork in
complex projects that encompass a plurality of fields within and outside
the architectural realm architecture proper, and will be more motivated
to diversify the contents and directions of their lifelong learning. Our
outgoing student will be more efficient, competitive, and cultivated.
Challenges
Even though our School has been able to overcome most challenges
related to physical facilities and curriculum, there are still other
challenges that are more difficult to address.
There is a geographical challenge. It is a fact that Puerto Rico is an
Island located far from the main or traditional centers of artistic
production. Still, it bears noting that we have a very diverse faculty—
representing 13 countries—of which over 70% have graduated from IVY
League or European universities.
Also, a significant number of our
students go on to pursue graduate degrees at Harvard, Columbia, Penn,
RISD, Parsons, Pratt, Georgia Tech, Texas A & M, USC, UCLA, Syracuse,
Virginia Tech; and the Politechnic Universities at Madrid and Barcelona.
Geography has not limited growing diversity nor has prevented our
students from acquiring an excellent graduate education. However, we
are creating more opportunities for student exchange and joint-studio
experiences where students from schools beyond our shores can share
their knowledge and experience with our students. UNAM, Sevilla and
now Madrid.
There is also the budgetary challenge, a complex reality that ails all
state-owned universities and colleges around the world. Although our
results are comparable with those of the top universities, our budget is
way below theirs. Our answer to the budgetary challenge has been to be
more resourceful in creating joint ventures with universities like Harvard,
Georgia Tech, MIT, Auburn, and Cornell, or government and private
endeavors which serve us to fund our research projects such as the Solar
Decathlon and the Ecoquí micro House.
Making a more diverse student body is an institutional commitment
called for by the Systemic Strategic Plan—titled “Diez para la Década”—as
well as for the Campus strategic plan mentioned above. It is a fact that
our students usually make an excellent impression in the local and
international job market and obtain great opportunities to pursue
graduate studies abroad, due to the education imparted by our school
and by our bilingual condition. Although we find it easy to send our
students into the wide world, it has proven difficult to attract students
from other parts of the world to come and study with us. A partial
response to that challenge is our continuous agreements with stateside
universities and with institutions in Latin America and Europe to share
students and courses. Still, we have students from Mexico, the US, Spain
and Dominican Republic.
15 / 16
APR 2007
Another challenge we encounters finding a balance between offering a
strongly-oriented curriculum and keeping the adequate flexibility to open
up the repertoire of disciplinary choices for students: a balance we are
called upon to maintain because we are the public university of Puerto
Rico and are the first choice for students who want to pursue a career in
architecture. We must be almost as diverse in our offer as diverse are the
preferences of our would-be students. Another challenge is the aging of
our main faculty coupled with the fact that most new recruitments are
starting up in their careers. Most professors who are midway into their
teaching careers end up going into practice full –time, or opting to teach
in a private university where they will be able to contract with the
government for big or long-term projects, something that because of
existing ethical laws is difficult to do while they hold a position in the
public university. This is a challenge that we have been able to deal with
through our adjunct professor program for people whom we wish to hire
as professors in the practice. Efforts have been made at the graduate
level to install a series of adjunct professorships aimed at attracting
successful practitioners who are also talented teachers. We started the
experiment last semester and were successful in attracting the last
winner of the National Architecture Award, the former aide to the
Governor in architecture and urban affairs, and a well established
practitioner who travels back and forth from his office in NY.
The last six years have been crucial in turning the page towards a
restated UPR School of Architecture. We have a new administration, new
mission and vision statements, new undergraduate and graduate
curricula, a new building, and seven new tenure-track faculty new and
exciting recruitments in key areas of future growth. All this in the
context of an institution with a new strategic plan, a revised Bachelor
and Master degrees structure, and assessment procedures to guarantee
constant and informed decision-making and long-term planning. It is our
belief, based on the enthusiasm generated by these innovations that have
been brought about collectively and in common concert by students,
faculty and staff, that we will be fully able to meet the demands of our
academic community and both Puerto Rican and global society.
16 / 16
2.1
Summary of Responses to Changes in the NAAB
Conditions
2.2
2: PROGRESS SINCE PREVIOUS SITE VISIT
APR 2007
2
Progress Since the Previous Site Visit
2.1
S um m a ry o f R e s p o n s e s
The Summary of Responses makes reference to the numbering system of
the 2002 Architectural Program Report as it was reflected in the Visiting
Team Report and subsequent School responses in the Annual Reports.
Conditions Not Met by 2002:
1. Condition 12.11: Non Western Traditions – The team
finds that non western traditions are not met in keeping
with the expectation that divergent and parallel traditions
are explored. There are minimal mentions of non-Western
r e f e r e n c e s b ut w i t h o ut t h e r i g o r o f un d e r s t a n d i n g t h i s
work in a larger context.
Significant efforts have been made towards the integration
of non-western traditions in the majority of the theory and
history of Architecture courses.
Although the existing
syllabi had already been revised to incorporate nonwestern traditions, the recently approved curriculum has
redefined course contents to include non-western case
studies as well.
To further this effort in the History and Theory courses,
the School has appointed new tenure track Faculty with
diverse academic backgrounds, such as, María Isabel
Oliver, PhD candidate and Jorge Lizardi Pollock, PhD. In
addition, during the last three years, visiting professors
Juan Ignacio del Cueto PhD from México and Mario
Ceniquel PhD. from Brazil, have suplemented our courses
with a completely non-western traditions approach.
Furthermore, the School is involved in the creation of
various new research centers, such as, iEscala (Instituto de
Estudios
de
Sociedad,
Cultura
y
Arquitectura
de
Latinoamérica) and CIUDAD (Centro Interdisciplinario de
Urbanismo,
Diseño
Ambiental
y
Desarrollo)that
will
specialize in Latin American and Caribbean architecture,
and urban design studies.
The lecture series has included Rodrigo Vidal and Alfredo
Landaeta, who presented their ongoing work in China and
the Middle East, respectively.
As invited adjunct
professors, they are in the process of creating research
projects to be offered as courses on said areas.
2. Condition 12.14: Accessibility
The Visiting Team noted the lack of ability to design in
c o m p l i a n c e w i t h t h e r e q ui r e m e n t s o f t h e A m e r i c a n s w i t h
Disabilities Act even in fifth and sixth year design
p r o j e c t s . F a c ult y in fo r m e d t h e t e a m t h a t t h e s e s t a n d a r d s
a re c o v e re d in s up p o rt c o urs e s , b ut t h e c o n n e c t io n o f
a p p ly in g t h e k n o w le d g e in t h e d e s ig n s t ud io a p p e a rs t o b e
lacking.
An intentional effort has been made to expose third and
fourth year students to complex design solutions involving
accessibility and code compliance issues. Professors with
strong
professional
practices
are
responsible
of
reinforcing compliance in these design studios.
At the
1 / 6
APR 2007
graduate level, visiting critics and professors with
distinguished practices offer students a balance between
innovation and the reality of award winning built projects,
as a pragmatic model for their respective courses.
In
addition,
seminars
and
collaborations
between
professional organizations, such as, CSI, GBC, AIA, PMI
and prestigious corporate architectural firms have taken
place in order to strengthen these two areas. SCF (Sierra,
Cardona y Ferrer), one of the most prestigious firms in
Puerto
Rico,
sponsors
a
4th
year
design
studio
competition where code compliance is a fundamental
requirement when winning projects are chosen. A course
created and taught by the current Dean himself, foused on
the creation of contract documents and the importance of
specifications ADA and code compliance.
C o n d it io n 1 2 .2 4 : B uild in g C o d e C o m p lia n c e
The Visiting Team noticed a lack of basic egress
un d e r s t a n d in g m a n d a t e d b y b uild in g c o d e s . W h ile fa c ult y
r e p o r t e d t h a t b ui l d i n g c o d e r e q ui r e m e n t s a r e c o v e r e d i n
b o t h s up p o r t c o ur s e s a n d d e s i g n s t ud i o , t h e t e a m n o t e d
that designs, exhibited in the team room rated “high level
of
achievement”
had
un a c c e p t a b le
exiting
patterns,
in s uffic ie n t s t a irw a y s a n d w ro n g s w in g in g d o o rw a y s .
An intentional effort has been made to expose third and
fourth year students to complex design solutions involving
accessibility and code compliance issues. Professors with
strong professional practices are responsible of
reinforcing compliance in these design studios. At the
graduate level, visiting critics and professors with
distinguished practices offer students a balance between
innovation and the reality of award winning built projects,
as a pragmatic model for their respective courses.
In addition, seminars and collaborations between
professional organizations, such as, CSI, GBC, AIA, PMI and
prestigious corporate architectural firms have taken palce
in order to strengthen these two areas. SCF (Sierra,
Cardona y Ferrer), one of the most prestigious firms in
Puerto Rico, sponsors a 4th year design studio competition
where code compliance is a fundamental requirement
when winning projects are chosen. A course created and
taught by the current Dean himself, foused on the creation
of contract documents and the importance of
specifications ADA and code compliance.
Causes for Concern:
1. Condition 1.1: Need for greater collaboration between
h i s t o r y , t e c h n o l o g y a n d d e s i g n f a c ul t y .
The curricular revision approved in May 2007, was
formulated
within
an
interdisciplinary
approach
interconnecting
the
different
academic
areas.
The
coordination of these areas has been redesigned in order
to facilitate both horizontal and vertical collaborations
between the four subject-matter commitees.
2 / 6
APR 2007
2 . C o n d i t i o n 1 . 5 : N e e d t o g r e a t e r a d d r e s s i s s ue s o f u r b a n
design.
The recently created research center, CIUDAD, will address
and promote an interdisciplinary approach to urban
design, not only as support to the design studios at
graduate level, but as a community service center as well.
CIUDAD will interact with the University of Puerto Rico
community based project for Río Piedras, CAUCE; in
interfaculty collaborations with the UPR Law School as coorganizer of a symposium with the Polytecnic University in
Barcelona, Spain and the Urban Studies Research Seminar
in the UPR General Studies Faculty; IMDICE, another
recently created research center concentrates its effects
on
the
study
of
the
architect´s
role
in
urban
development.
Furthermore, all graduate design studios,
some of which are taught in conjunction with Cornell and
Harvard, are primarily urban in scale and scope.
3. Condition 2.0: Need for greater collaboration between
h i s t o r y , t e c h n o l o g y a n d d e s i g n f a c ul t y .
The curricular revision approved in May 2007, was
formulated
within
an
interdisciplinary
approach
interconnecting the different academic areas.
The
coordination of these areas has been redesigned in order
to facilitate both horizontal and vertical collaborations
between the three “comités de materias”.
4. Condition
fa c ult y .
3.0:
Need
to
increase
presence
of
women
Since 2002, there has been a significant increase in
women faculty, including one tenure and two tenure-track
positions. Furthermore, key administrative posts such as
the Graduate Director, the Dean of Academic Affairs, and
the Assistant to the Dean have been occupied by female
professors :
Name
Tenure
Anna Georas
Track
●
Magdalena Campo
Maria
Tenure
●
Isabel
License
●
●
In
progress
In
progress
In
●
Oliver
PhD
progress
Mayra Jiménez
Certifications/ Area of
specialization
Urban design/Theory
Design/Planning
Design/Theory
Design
Sonia Miranda
Sustainability/Technology
●
Jannette Babilonia
●
●
Cristina Algaze
Librarian
LEED Ap
Anixa González
Design
Maruja Fuentes
Industrial Design
Heather
●
Critchfield
María
B.
Theory
Design
Fernández
María Rossi
In
progress
●
Design
3 / 6
APR 2007
Annabelle
Design
Hernández
Nadja Nenadech
In
Historic Preservation
progress
Yasha Rodríguez
●
Luz Marie
In
Hist. Preservation/Thesis
Rodríguez
progress
Archival Information
Sonia Bazán
Design
Eva Cristina Vela
Publications
Gloria Milagros
Academic Affairs
Ortiz
Norma Figueroa
In
Design
progress
The
School
has
also
invited
professors from other Schools:
Name
Brunilda Cotto
Tenure
Tenure
Track
the
following
License
PhD
female
Certifications/ Area
of specialization
●
●
Humanities
●
●
History/ Summer
Claribel Cabán
●
●
Biology/ Ecology
Yolanda Izquierdo
●
●
Research
Lilliana Ramos
Humanities/ Art
Program
5 . C o n d i t i o n 6 . 0 : N e e d t o i n s ur e c o n t i n ui t y i n c ur r i c u l a r
areas.
Early in the curriculum revision process, the school´s
Faculty approved the reorganization of the individual
subject matter committees.
The History and Theory
courses were combined into the History and Theory
component; the Structures and Technology subjects were
combined into the Structures and Technology component
and the Professional Practice component was created. A
one-day seminar was presided by interim Dean Sennyey
during
which
faculty
members
from
each
of
the
committees discussed ways in which the courses of each of
the
subject
matters
could
be
coordinated
among
themselves and in relation to the design studio sequence.
This effort led to the revision of the contents of each
individual course and their subsequent implementation in
the revised curriculum.
As part of this revision, an introductory course in each of
the four subject components will be recquired during the
first four semesters of instruction. This will set the stage
and
allow
for
a
gradual,
integrated
process
of
coordination to take place.
4 / 6
APR 2007
6 . C o n d i t i o n 7 . 0 : N e e d f o r c o m m i t m e n t o f a d d i t i o n a l f un d s
t o t h e S c h o o l f o r n e w b ui l d i n g .
The new building for
completed in 2004.
2.2
the
School
of
Architecture
was
Summary of Responses to Changes in the NAAB Conditions
Since the last visit in 2002, the School of Architecture has been engaged
in
discussions
and
work
sessions
with
Faculty,
students
and
administrators in relation to curricular changes and studio culture.
Actions taken by
Conditions are:
the
School
that
respond
to
changes
in
the
NAAB
1Distribution
of
CD
with
NAAB
Conditions
for
Accreditation 2004 and Procedures for Accreditation 2006,
to faculty, students and non faculty staff.
2- Developed a Studio Culture Policy and management
document as well as an ongoing research and assesment
plan directed to a continuous improvement of our studio
culture policy.
3- On May 16, 2007, the Faculty approved a curricular
revision for undergraduate and graduate programs.
The
revision that had been in discussion for the last six years
was attuned to the Institution’s revision of undergraduate
studies.
The
new
undergraduate
curriculum
(preprofessional) complies with 42 credits in general studies
that do not have architectural content.
In addition, the
students have 12 elective credits at the undergraduate
level and 12 elective credits at the graduate level. These
electives can be used in any course the student chooses.
Programa Subgraduado: Bachillerato en Diseño Ambiental
Sem/Cred
(131 cred.)
Diseño (35)
Verano (3)
Taller Intro. (0)
1 (17)
Diseño I (5)
2 (17)
Diseno II (5)
3 (17)
Diseño III (5)
4 (17)
Diseño IV (5)
5 (17)
Diseño V (5)
6 (17)
Diseño VI (5)
7 (12/17)
8 (12/14)
Diseño VII (5)
Historia
Teoría
(18)
Tecnología
Estructura
(21)
Práctica
Profesional
(3)
Electivas Dirigidas
(3)
Electivas Libres
(9)
Generales (42)
Español I (3)
Español II (3)
Humanidades I (3)
Matemáticas I (3)
Humanidades II
(3) Matemáticas II
(3)
Física I (3)
Español-Lit./ Red.
(3)
Introducción a la
Arquitectura (3)
Introducción a la
Práctica
Profesional (3)
Comunicación
Visual Digital (3)
Introducción a la
Tecnología /
Estructura (3)
Estructura I (3)
Historia de la
Ambiental/
Arquitectura II (3)
Sustentabilidad (3)
Historia de la
Arquitectura I (3)
Historia de la
Arquitectura III (3)
Física II (3)
Tecnología II (3)
Estructura II (3)
Tecnología III (3)
Estructura III (3)
Inglés I (3)
Electiva (3)
Inglés II (3)
Teoría I (3)
Electiva (3)
CISO I (3)
Inglés- Lit./ Red. (3)
Teoría II (3)
Electiva (3)
CISO II (3)
5 / 6
APR 2007
4- The School has participated in the Solar Decatlon for
the last six years, winning second place in the 2002
architecture
competition.
It
is
only
one
of
five
universities
invited
to
all
three
versions
of
the
competition.
5- Development of new courses in sustainability in both,
graduate and undergraduate, levels.
6- A new minor in sustainability has been approved for the
Master in Architecture by the Faculty.
7- A new minor in Project Administration has been
approved for the Master in Architecture by the Faculty.
8- A new minor in Urbanism has been approved for the
Master in Architecture by the faculty.
9- A new concentration in Historic Preservation has been
approved for the Master in Architecture by the faculty
10- Creation and active participation of students in the
student chapter of the Green Building Council.
11- Curricular changes revised the content of the
Professional Practice course that addresses Client Role in
Architecture.
12- Creation of an autonomous Professional Practice
Committee at the School level (until now, they were
represented within the Technology Committee).
6 / 6
3.1
3.2
Public Information
3.3
Social Equity
3.4
Studio Culture
3.5
Human Resources
3.6
3.7
Physical Resources
3.8
3.9
Financial Resources
3.10
3.11
3.12
3.13
3: THE THIRTEEN CONDITIONS FOR
ACCREDITATION
APR 2007
3
The Thirteen Conditions of Accreditation
3.1
3.1.1
Architectural Education and the Academic Context
F a c ul t y
For the professional courses, the School prefers to employ faculty
members who hold advanced degrees and licensure in their fields of
specialization. Architects should be members of the Colegio de
Arquitectos (the mandatory professional association), and Engineers of
the Colegio de Ingenieros, and all should hold post-professional degrees.
The School observes an established recruitment process for the hiring of
our faculty, which begins by an evaluation of the credentials of
candidates by the Dean, who consults the various Comités de Materia
(Academic Area Committees) and the Comité de Personal (Personnel
Committee), before making appointments. The hiring of tenure-track
faculty responds to a five-year recruitment plan submitted to the
Institution by the School in July 2000 that responds to the Mission, Goals
and Strategic Plan of the School. The retention and promotion of Faculty
takes into account a process that begins with a periodic evaluation of
individual faculty members by the Personnel Committee, which then
makes a recommendation to the Dean, who in turn makes a
recommendation to the pertinent authorities. Part of this process
includes student evaluations of faculty performance.
S t ud e n t s
In order to better serve undergraduate admissions, the School recently
undertook a semester long study of the relationship of the process to
student performance, evaluating the admission of all students for the
last four incoming classes. As well, the Undergraduate Committee
prepared a report for the Faculty as a whole regarding admissions. Both
of these efforts are resulting in changes in the admissions procedures.
Currently, students pass through a rigorous selection process. Their
academic preparation, as demonstrated by their GPA and their College
Board examination scores, is the highest on any undergraduate program
at the University level in PR. Less than 25% of applicants are admitted.
The majority of the students admitted each year enter directly from High
School, although there are a significant number of students (between 3540%) who arrive at the School after completing at least one year of
college in other faculties at the UPR or at some other institution. This
admissions process is unique within the Institution, where admission is
based exclusively on the Indice General de Solicitante (IGS – an average
of the student’s high-school GPA and the College Board). The use of
other criteria is based on the consensus of the profession that traditional
academic indicators fail to measure certain talents important for success
in their field such as visual and spatial acuity. Without diminishing the
value of academic ability, these measures are an attempt to recognize
the diverse interdisciplinary talents of the applicants.
The admissions process entails the selection of sixty to eighty students
in three phases. First, all applicants are ranked in descending order
according to their IGS. From this list, the top twenty applicants are
unconditionally admitted. The next 140 students from the ranked IGS list
are invited to a one-day "design workshop,” where drawing, composition,
and visual and representational analysis abilities are tested. The final
ranking for these candidates is composed of 50% for the IGS and 50% for
the design workshop results. Those applicants with the top twenty scores
are admitted. The next sixty from this new ranking are invited to an open
3: THE THIRTEEN CONDITIONS FOR ACCREDITATION
1 / 60
APR 2007
interview
selected.
and
portfolio
review,
where
the
The process is particularly selective: in
candidates, 80 were admitted; in 2006, out
2004, out of 377, 80 were admitted,; in
admitted; and in the year 2002, out of 294,
remianing
students
are
the year 2007, out of 319
of 294, 60 were admitted; in
2003, out of 372, 60 were
60 were admitted.
At the graduate level, students are admitted on the basis of an
evaluation of their GPA average, design grades, portfolio, and letters of
recommendation. While most candidates come from the undergraduate
program at the School, we have received students from Florida, Princeton
and Wisconsin in recent years.
In t e ra c t io n b e t w e e n t h e p ro g ra m a n d o t h e r p ro g ra m s in t h e in s t it ut io n
There is a marked interaction between the program and other programs
at the institution. Faculty in the School give courses in other academic
areas, such as planning and environmental sciences, and participate in
studies made for the benefit of other academic units, in the areas of
design, acoustics (law and theater), and history, among others. These
courses are open to students from other Schools.
Several joint projects have been undertaken with the Faculties of
Environmental Sciences, Planning, General Studies, and the Law and
Business Schools. Other projects revolve around interventions in Río
Piedras, including a new incentive funded by the Legislature to give the
University a leadership role in an effort to address social, economic and
physical needs of the community.
Interaction between other programs and ours can also be seen in the
required courses offered within the School itself in Humanities, Spanish,
English, Mathematics, and Physics courses offered by non-architecture
faculty. An excellent example is the new Biology course developed in
conjunction with the Faculty of Natural Sciences Department. This
course, which currently is a general education requirement has been
restructured to emphasize issues of sustainability and it is now being
offered to our students.
There is also collaborative work on AACUPR's (Archivo de Arquitectura y
Construccionde la Universidad de Puerto Rico) publications by members
of other programs at the University, such as Dr. Sylvia Alvarez Curbelo
and Dr. María Luisa Moreno, among others. These include the works
"Hispanofilia: arquitectura y vida en Puerto Rico, 1900-1950" and "San
Juan siempre nuevo: arquitectura y modernización en el siglo XX". Both
works have won major awards from the AIA, and the Bienals of Puerto
Rico and Quito, among others. Moreover, Dr. Enrique Vivoni’s publication
“Klumb An Architecture of Social Concern”(2006) and the exhibition
“Henry Klumb and the Poetic Exhuberance in Architecture”exhibited at the
Museo de Arte de PR (2005), represent a major contribution to the
institution
Graduate students take directed elective courses in the Graduate School
of Planning, as part of their curricular requirements. At both the
graduate and undergraduate level, many of our students take their
elective courses in various fields throughout the University, such as
Foreign Languages, Fine Arts, and History of Art, among others.
The School´s Community Design Center has a full-time tenured director,
Prof. Elio Martínez Joffre, whose main responsibility is to assist
community organizations in Puerto Rico in the evaluation of urban design
projects and the preparation of counter proposals. He also assists in the
preparation of graphic documentation of various urban problems to be
2 / 60
APR 2007
presented to government agencies. The studio is also collaborating with
the design of the emergency room for the UPR Hospital in Carolina and
will start working with resident artist Antonio Martorell in a project for
the UPR Cayey Campus. In the Fall of 2007, the Community Design studio
will join forces with the local AIA Chapter to propose solutions for the
Aguirre Company Town.
C o n t rib ut io n s o f t h e s t ud e n t s , F a c ult y , a n d a d m in is t ra t o rs t o t h e
g o v e r n a n c e a s w e l l a s t h e i n t e l l e c t ua l a n d s o c i a l l i f e o f t h e i n s t i t ut i o n
The contributions of the students, Faculty, and administrators to the
governance as well as the intellectual and social life of the institution
can be found in various areas: the participation of the School, through
Dean Francisco Rodríguez, who is designing the Puerto Rican Pavilion at
the Feria Internacional del Libro in Guadalajara, México. The Dean is the
exofficio president of the Design Review Board which counsels the
Chancellor about all architectural interventions on campus. The Faculty is
also represented in the Junta de Subastas at the Campus level, where all
building construction contracts are approved.
Our Faculty participate actively in the governance of the University by
electing two members to the Academic Senate, the body that determines
all academic development of the various faculties. The Dean is an
exofficio member of this body. He also participates in the Junta
Administrativa, the administrative decision-making body of the campus.
Academic senators (including the student representative) participate in
all processes of the regular senate committees, including those dealing
with Laws and Regulations, Faculty Affairs, Student Affairs, and Academic
Affairs. This assures the representation of the Faculty in all phases of
deliberations regarding academic decisions.
The School is also represented on the board of the Decanato de Estudios
Graduados e Investigación (DEGI
- Dean of Graduate Studies and
Research).
The students at the School play a very active role in the academic and
administrative life of the University, by participating in all school
committees (with voice and vote), except Personnel, as well as on various
campus-level boards and committees. They participate in student
government
through
the
Student
Council,
and
have
a
strong
representation in campus governance, by representing the School’s
student body in the Academic Senate. The students, through their elected
representatives and the Faculty, through elected representatives from the
Academic Senate, have voice and voting privileges at the Junta
Universitaria (University Council), which brings together all 11 campuses
of the University system, and at the Board of Trustees, the highest
authority within the university system. This Junta is the equivalent of the
Board of Trustees in the U.S., although with greater administrative
authority and management responsibilities.
Students contribute to the intellectual and social life of the institution
through
activities
promoted
by
the
Student
Council.
Student
organizations such as OPEA, AIAS, CSI, GBC and CLEA promote cultural
and educational activities. All of the associations incorporate the active
participation of our students in the life of the University. (See Appendix
9.2).
3 / 60
APR 2007
School members contribute effectively to the intellectual and social life
of the Institution, as demonstrated by the publication of a newsletter and
a new journal. These publications contain written and graphic material
about
architecture
that
represents
the
intellectual
and
creative
contributions of School members. This contribution is further confirmed
by articles and books published by various Faculty members. Arq.i.tec, a
magazine founded by the School´s graduate students, recently won an
AIA award and is currently in its second year of publication.
The lecture and exhibition programs sponsored by the School also
underline its contributions to the academic and general community,
helping to clarify the role that architects such as Mark Scogin, Wolf Prix,
Jorge Silvetti, Nader Tehrani, Winka Dubbeldam, Beatriz Colomina, Merril
Elam, Dave Hickey, Juan Herreros, and Joshua Prince Ramus, play in
society. (See Appendix 8.1).
Often the administration and faculty of the School are called in
consultation, both academic and administrative in character, by the
entities within the University, in areas such as design, planning,
preservation, structures, and acoustics.
The School maintains an active program of lectures and exhibitions open
to the University community, as well as important archives of
architectural material available for research. The AACUPR has maintained
a constant program of exhibitions and publications on architecture for
the benefit of the School, the University, and the community. (See
Appendix 1.1).
In order to best serve the interest of the University and the School
regarding the tropical conditions in which we live, the School established
the Instituto de Arquitectura Tropical - Henry Klumb (The Institute of
Tropical Architecture – Henry Klumb). The development of the Instituto
was arrested with the unfortunate death of its founder, Prof. Sylvia
Ramos. It is entering into a new redefinition of its purpose and direction
under the leadership of Architect Javier Blanco, who founded and
directed the succesful Conservation Trust of PR. Currently the School is
fostering, togehter with SHPO, the consolidation of the Casa Klumb, the
house where Henry Klumb lived. A modest bungalow structure on several
acres, the house was transformed by Klumb and its gardens developed as
exterior rooms. There he produced most of the designs for the University
Campus, as well as other institutional and private projects. His original
designs and drawings can be studied at AACUPR. Upon Klumb’s death the
UPR acquired the house, which unfortunately is in a state of
abandonment. When restored, Casa Klumb will become the site for the
Instituto.
C o n t r i b ut i o n s o f t h e i n s t i t ut i o n t o t h e p r o g r a m i n t e r m s o f i n t e l l e c t ua l
r e s o ur c e s a s w e l l a s p e r s o n n e l
The University has been supportive of the needs of the School and has
contributed the resources necessary for its intellectual growth and the
personnel required for the development of its programs and support
areas. One example is seen in the underwriting of much of the salary of
the Director of the Taller de la Comunidad (Community Design Center) by
the President of the UPR. This allowed the School to successfully
institutionalize the community outreach efforts of the School. Other
examples can be seen in the recent allocation of the following funding to
purchase new computed equipment for the School’s Media Lab, including
new hardware, software and furnishings: $78,720 in 2006-2007; $80,511
in 2005-2006, $11,499 in 04-05; $167,030 in 2003-2004; and $4,008 in
2002-2003.
4 / 60
APR 2007
The University is completing a total rewiring of the center, including new
data and power services. As well, the institution contributes both to the
computer laboratory and the Library through support for personnel
(work-study and graduate TA’s).
Another example of institutional support for the program is seen in the
independent budget for AACUPR, which gives its financial stability. An
increase in funding has enabled AACUPR to hire additional personnel and
more importantly increase its intellectual contribution to the School and
the University community.
The Dean of Academic Affairs as well as the Chancellor’s Office have
made possible an extensive and continuing program of visiting faculty
and guest lecturers, which has served to enrich the intellectual
environment of the School. Since the last APR, the School awarded four
sabbatical leaves.
Especially notable is the large number of Teaching Assistantships the
School receives, which far outweighs its proportional share. For the last
number of years, the Decanato de Estudios Graduados e Investigación
(DEGI) has allocated 11 teaching assitantships to the School, which
represents approximately 25% of all full time graduate students. The
DEGI has spoken highly of the quality of the academic experience that
these students receive as a justification for the unusually high number of
assistantships granted.
3.1.2
Architectural Education and the Students
H o w s t ud e n t s p a r t ic ip a t e in e s t a b lis h in g t h e ir in d iv id ua l a n d c o lle c t iv e
learning agendas
Students are responsible for actively participating in determining their
educational agendas. The University and the School encourage student
activism in the definition of their education and provide them with the
necessary tools to take command of their educational experience.
Students participate in the University and the School’s committees with
both voice and vote. It is in these committees that important decisions
like the curriculum changes are initiated. Their voice and vote are
represented , in other organizations and committees such as the
Academic Senate, the Student Council, the Junta Universitaria, the body
which represents all
eleven University campuses, and in the Board of
Trustees, the highest decision making body in the university system.
Students influence the contracting of teaching staff, as all the faculty are
evaluated
by students each semester. The results are taken into
consideration by the personnel Committee and by the Dean in contract
negotiations with teaching personnel. These assessments are considered
as part of the process of evaluation for tenure and promotions. The
Student members of the Undergraduate and Graduate Programs ,
participate in campus-wide committees like the Deanship of Graduate
Studies and Investigations (DEGI) and vote in the selection of all the
electives offered at both the graduate and undergraduate levels. At the
graduate level, and in directed undergraduate vertical studios, students
are offered the opportunity to select design topics of their own interest
that have a high impact on society.
How they are encouraged to cooperate with, assist, share decisionmaking with, and respect students who may be different from
themselves:
Peer learning also takes place through the active participation of many
students in national as well as international organizations such as the
5 / 60
APR 2007
Coordinadora Latinoamericana de Estudiantes de Arquitectura (CLEA),
Organización Puertorriqueña de Estudiantes de Arquitectura (OPEA),
Construction Specification Institute students chapter (CSI) Emerging
Green Builders (EEPA) and the American Institute of Architecture Students
(AIAS).
Their
involvement
in
these
organizations
include
travel
opportunities
and
participation
in
design
competitions,
lectures,
charrettes, and forums, that contribute to the discussion of academic and
professional issues.
T h e i r a c c e s s t o t h e c r i t i c a l i n f o r m a t i o n n e e d e d t o s h a p e t h e i r f ut ur e s
The whole academic structure of the architectural sequence is aimed at
providing the students the critical information need. The formal
academic content of the program is further enriched by study trips,
lecture and exhibition programs, and specialized seminars.
The School has invested a significant amount of budgetary resources in
the Library, considered the best in Latin America, to help the students
access critical information. This autonomous structure which is the
biggest in its type in the Caribbean, holds the biggest collection of Local
Construction Documentation. Both the School and the Institution are
committed to the support of AACUPR, an entity that provides students
access to information that is quite specific to the context of practice
within the Caribbean and Puerto Rico. AACUPR offers the opportunity for
students to carry out original archival research as part of their academic
program. Moreover, it provides Work/Study and Teaching Assistants the
opportunity to learn about the management of architectural archival
collections.
As well, the students are
School’s Digital Foto Lab
access to the Internet.
students to expand their
with new technologies.
offered access to the latest technology in the
and Computer Lab, which also allows them
The Computer Lab offers opportunities for
knowledge in digital design and experiment
Courses such as the Solar Decathlon, the Taller Comunitario (Community
Studio) and the Sustainability Studio confront students with real life
design and construction issues while incorporating their experiences to
the shifting social and economic pressures that continuously challenge
our built environment. Other labs such as
model-making, digital and
traditional photography, and the wind tunnel, expand this experience.
T h e i r e x p o s ur e t o t h e n a t i o n a l a n d i n t e r n a t i o n a l c o n t e x t o f p r a c t i c e a n d
the work of the allied design disciplines
The School has made a concerted effort to develop study abroad and
international exchange options for the students. This gives the
participants a much wider array of learning agendas and become an
integral part of the learning process. This includes exchange programs
with the Universidad Autónoma de México (UNAM), the Universidad de
Guadalajara, the Escuela Tecnica Superior de Arquitectura at the
Universidad de Sevilla, the Universidad Iberoamericana at the Dominican
Republic (UNIBE), and a Summer Program at Auburn, Alabama. New
exchange programs with the Universidad Autonoma de Madrid and the
Politecnica in Barcelona have already been approved by the Institution.
Since 2006, the School has been participating in an interactive
international studio with Stanford University in California. Through this
collaborative program, students have the opportunity of working with
cutting-edge communication and construction technologies, as well as
exchanging architectural knowledge with students from all over the
world.
In addition, joint studios with Harvard and Cornell University,
engage students with innovative pedagogical models in architectural
education.
6 / 60
APR 2007
Through the Oficina de Intercambio, students are offered a wide array of
exchange opportunities in the U.S., Europe and Latin America.
How students'
nurtured
diversity,
distinctiveness,
self-worth,
and
dignity
are
The Student Body at the School is representative of Puerto Rico's
university population. Both urban and rural populations are represented,
and students from all socio-economic backgrounds can be found at the
School.
Our students participate actively in the American Institute of Architecture
Students (AIAS), Coordinadora Latinoamericana de Estudiantes de
Arquitectura (CLEA) and the Universidad de Puerto Rico General Student
Council. Their academic achievements are recognized by the National
Dean's List, the Alpha Rho Chi National Professional Fraternity, the
American Institute of Architects (AIA) Academic Awards Program, and the
Colegio de Arquitectos (CAAPPR), among others. The Universidad de
Puerto Rico also recognizes distinguished students in an annual public
activity, attended by the university community. The best thesis project
and best thesis presentation are recognized through the Premios Jaime
Cobas, that also provides a cash prize. An outstanding undergraduate
student with economic need is recognized with the Dan-El Viera
scholarship that is funded by the Colegio de Arquitectos y Arquitectos
Paisajistas de Puerto Rico (CAAPPR).
By actively participating in addressing community problems students are
exposed to situations which allow them to express their diversity and
distinctiveness, and which help generate feelings of self-worth. The
Taller de la Comunidad (Community Design Center) also provides
constant opportunity for the students to participate in projects that
integrate marginal communities into the current architectural discourses.
Required courses in history, technology, and structures, together with
elective courses in drawing, historic preservation, photography, law,
planning, and ecology, among others, taught by non-architects, increase
the student’s awareness of the diversity and distinctiveness of other
disciplines that directly or indirectly influence their education.
During the past few years there has been a resurgence of study travel by
our students. There have been trips to Europe, Latin America, the United
States, and
the
Caribbean. These opportunities to travel have added a
special dimension to the students' understanding of the international
context of both the history and the practice of their future profession.
The sense of self worth is nurtured when the students enter the School,
as the selection process is highly competitive. They understand, upon
entering, that they are part of an academically elite group. Realizing that
self-esteem and self-worth are important characteristics that at times
require significant nurturing, the Institution employs professional
counselors available to the students. The School has a counselor who
provides advice and orientation related to emotional, psychological,
familiar, or other problems of this type.
(See Appendix 9.1).
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APR 2007
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APR 2007
3.1.3
Architectural Education and Registration
Those of our alumni, who upon graduation, decide to stay in Puerto Rico
and become licensed here, must complete the registration procedures at
the PR Licensing Board Junta Examinadora (housed in the PR Department
of State), where they are granted a certificate as “architects in training”
(AIT) and are assigned a license number. With this information they are
required by the state law to become members of the Puerto Rico
Association of Architects (professional association) and Landscape
Architects of PR, as part of the licensing process. They are granted
membership in the Colegio and are referred to as Arquitectos
Certificados (Certified Architects) as they hold a certification from the
Examining Board. They may take the NCARB Architectural Registration
Exam (ARE) anytime after graduation during or after the internship
process. However, licensing is only granted upon completion of the twoyear training (pasantía) period and successful completion of the NCARB
ARE. At that time they become Arquitectos Licenciados (Licensed
Architects). Their continued membership in the Colegio is a requirement
for the practice of architecture.
The Puerto Rico Licensing Board, has maintained its policy of offering the
National Council of Architectural Registration Board (NCARB) Exams, for
the advantage of reciprocity with other jurisdictions. Many of our alumni
are licensed to practice the profession in various jurisdictions of the
United States and elsewhere.
The program's relationship with the state registration board
While the School has no direct relationship with the board, since the last
NAAB visit, alumni of the School have served as members of the Board.
Another indirect relationship is that the School offers continuing
education courses that soon will be required by the Board for
maintaining
professional
registration.
These
include
courses
in
Professional Practice and Development; Health, Safety and Welfare; New
Construction Techniques and Procedures; AutoCAD, and PhotoShop,
among others. There is a greater relationship between the Board and the
Colegio, as the latter plays an active role in the regulation of
architectural practice. A large number of the officers and board members
of the Colegio are either faculty of the School or alumni. These include
the current Vice President, the Director of Education, and the Director of
Professional Technical Matters. Formerly, it included the President and
Vice President, Director of Professional Practice, and two other members
of the board.
T h e e x p o s ur e o f s t ud e n t s t o
e d uc a t i o n b e y o n d g r a d ua t i o n
internship
r e q ui r e m e n t s
and
c o n t i n ui n g
Although the Examining Board has not established an IDP Program in PR,
the School offers courses on Professional Ethics and Professional Practice
that include information about internship requirements and the new
continuing
education
requirements.
The
School
hosts
continuing
education courses for the profession in its facilities that are open to
students, these courses are required in order to renovate the certificate
granted by the Junta Examinadora.
S t ud e n t s ' un d e rs t a n d in g o f t h e ir re s p o n s ib ilit y fo r p ro fe s s io n a l c o n d uc t
The School offers courses on Professional Ethics and Professional
Practice
intended
to
make
the
student
aware
of
professional
responsibilities and appropriate conduct. Students who participate in the
Taller de Diseño de la Comunidad (Community Workshop) have real world
experiences that teach them about professional responsibilities.
Many of the faculty members are practicing architects and constantly
make reference to their professional experiences in their courses. In this
informal way, students are exposed to the financial, legal and ethical
aspects of practice. The elective course on Legal Aspects in Architecture
focuses directly on issues of professional conduct.
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The school has reached agreements with various firms in Europe and the
US to provide Summer or year long internship opportunities for its
students.
T h e p r o p o r t i o n o f a l um n i w h o h a v e s o ug h t a n d a c h i e v e d l i c e n s ur e s i n c e
t h e p r e v i o us v i s i t
It has been impossible to obtain this information in the form requested.
What is available is data on the number of alumni who received their
March from the UPR and have been licensed in Puerto Rico since the last
NAAB visit. Since 2002, 15 out of 60 licensed architects, are from the
University of Puerto Rico and were licensed under the Colegio de
Arquitectos y Arquitectos Paisajistas de Puerto Rico (CAAPPR): in 2002,
six graduates; in 2003, one graduate; in 2004, two graduates; in 2005, 2
graduates; and in 2006, 4 graduates. It should be noted that the Junta
Examinadora (Licensing Board) has not functioned properly since May
2001, as there is a major turn over of the Board members; many still
have to be replaced.
3.1.4
Architectural Education and the Profession
The establishment of a School of Architecture in Puerto Rico was in great
measure the result of the efforts of a number of local professional
practitioners, who approached University authorities back in 1966.
Consequently, the School has kept a strong relationship with the Colegio
de Arquitectos y Arquitectos Paisajistas de Puerto Rico in a mutually
beneficial relationship, since the CAAPPR’s founding in 1978. The School
is an important source for adjunct professors and visiting critics, as well
as for theme and project assignments. At the undergraduate level the
presence of its practitioners is especially notable in project reviews. It is
also quite evident at the thesis level, where outside professionals
participate in thesis committees or act as consultants to the students.
The presence of local and international professionals in the presentation
of final thesis projects is important, and encouraged.
It has been a policy of the School to support an open and responsible
relationship with the profession. As a result, there is an active
recruitment
program
to
identify
and
select
the
best
available
professionals to participate in the School’s academic program, either as
teachers, lecturers, or visiting critics. At present, approximately two
thirds of the architects and engineers who teach at the School are
licensed practitioners, while the remainders are architects or engineers
in training. Many of the full-time faculty members work as principals or
associates in professional firms, while others have established their
practice in allied and affiliated fields, such as historic preservation,
structural
engineering,
urban
design
and
planning,
landscape
architecture, fine arts, and industrial design. The School promotes a
combination of the academic pensum and practice, as a means of
encouraging the interchange between the classroom and the field.
In AACUPR, the School has established a permanent archive that is the
repository of our architectural patrimony and which has become a center
for research and learning for the profession. New collections have
arrived and research projects have been promoted. AACUPR has taken
upon itself the responsibility of disseminating knowledge of the
profession through the exhibition and publication of its work. The
archive has published a number of significant and award-winning books
not only on individual architects but also on the state of architecture,
both past and present, in Puerto Rico. These include such recent
noteworthy publications as:
K l um b : A r q ui t e c t ur a d e I m p r o n t a S o c i a l
(Klumb; Architecture of Social Concern), published both in Spanish and
English, early this year. An exposition related to the work of Klumb was
also created as part of the investigation: (Klumb y la exhuberancia
poética en la arquitectura), organized together with the Museo de Arte de
Puerto Rico (MAPR). (See Appendix 1.1).
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APR 2007
As part of a long-term arrangement, the School has provided support for
the profession by maintaining its Library as a center for research. In
exchange, the Colegio de Arquitectos y Arquitectos Paisajistas de Puerto
Rico has provided continuing funding to help fund part of the cost of
keeping the Library open for longer hours during the evening in order to
give practitioners more access to the collections.
The profession, collectively as the Colegio, and individually as
practitioners, has also responded favorably to our requests of financial
support to help defray the cost of individual student travels, such as to
attend the annual AIAS Forum. (See Appendices 9.1 and 9.2).
C o n t rib ut io n s o f a lum n i a n d
e n v i r o n m e n t o f t h e i n s t i t ut i o n
fa c ult y
to
the
q ua lit y
of
the
b uilt
An important aspect of the relationship between the School and the
institution is the active contribution that faculty and alumni are making
in the development of the campus. This includes contributions to
projects such as the Natural Sciences Building II, the first building on
campus designed by graduates of the School, the award-winning design
for the restoration of the Río Piedras Campus’s Teatro de la Universidad
in which Prof. Arleen Pabón served as historic advisor, the award winning
Library for the School of Law designed by alumnus Segundo Cardona,
FAIA, the renovation of the Museo de Arte, Historia y Antropología de la
Universidad by Alumnus Manuel Bermudez, and the remodel of the Lazaro
General Library by alumnus Enrique Abruña. It should also be mentioned
that several graduates of the School play important roles in the Oficina
de Planificación y Desarrollo Físico (Office of Planning and Physical
Development), the university entity responsible for campus-wide planning
and building projects.
The School has a long history of faculty participation in the oversight of
the development of the Campus, through the Junta Asesora de Diseño,
which has the responsibility for reviewing all design and construction
projects. Other faculty members have been active in the Junta de
Subastas, which reviews, evaluates, and awards all construction
contracts. The Faculty has also been effective advocates in the battles to
save a number of historic buildings on campus from being subjected to
detrimental and irreparable alterations. A case in point is the Student
Center, designed by Henry Klumb and considered among the ten best
modern buildings in Puerto Rico.
This participation is not just limited to contributions of faculty and
alumni, as students are making an effort to better the built environment
on campus. Students from the CeRo Design Studio (Roberto Biaggi) have
recently finished the Plaza Escultórica, a series of individual sculpture
like-benches placed in the yard between the schools of Architecture and
Fine Arts.
Also, the sustainability studio recently completed the
ecological micro dwelling known as “eco-quí”. The solar Decathlon team
is currently assembling the house in the southeast patio of our facilities.
T h e a c c r e d i t e d d e g r e e p r o g r a m m us t d e m o n s t r a t e h o w i t p r e p a r e s
s t u d e n t s t o p r a c t i c e a n d a s s um e n e w r o l e s a n d r e s p o n s i b i l i t i e s i n a
c o n t e x t o f i n c r e a s i n g c ul t ur a l d i v e r s i t y , c h a n g i n g c l i e n t a n d r e g u l a t o r y
demands and an expanding knowledge base.
The program’s engagement with the architectural community is decisively
strong. The School has an active continuing education program that
offers a variety of courses for the profession. These include classes on
computer aided drafting, 3-D visualization, graphics, and digital media.
Software programs used in these courses include: AutoCAD, Photoshop,
Corel Draw, 3D VIS, Rhino, Sketch-up and others. These courses are
offered through División de Educación Continuada y Extensión (DECE –
Division of Continuing Education and Extension). They are offered with
continuing education credits.
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APR 2007
During the past three years, the School has participated in a series of
seminars and training sessions offered by the CAAPPR for candidates for
the ARE. Faculty of the School offered most of the sessions and several
alumni participated in organizing the program.
The School has begun to actively communicate with the architectural
community through a magazine and a newsletter that informs members of
the profession and some of the general public about the activities the
school offers, such as conferences and exhibitions. Recently a group of
graduate students created Arq-i-tec, their own magazine. It won an AIA
award and is currently on its second year of publication.
The School also collaborates in other activities known to the professional
community through ENTORNO, the official magazine of the Colegio.
Professor Humberto Cavallín is part of the Colegio’s Editorial Committee
as well as Professor Abel Misla and Professor Nadja Nenadich.
The ongoing lecture and exhibition series has proved very popular with
the professional community and is a means of keeping current with
issues of design, theory and practice. The School has a complete mailing
list utilized to extend invitations to these events to all members of the
profession.
The School’s visiting professor and lecture program exposes the students
to distinguished practitioners and academics, such as Wolf Prix, Jorge
Silvetti or Mack Scogin who by example embody these very desirable
qualities that should be promoted. (See Appendix 8.1).
In order to gain an awareness of the need to advance their knowledge of
architecture through a lifetime of practice and research the students get
involved in an array or activities that allow them to make a transition
into the professional world. As expressed in the mission of the School,
our goal is to teach the students to acquire knowledge rather than
information, to learn to learn. This enables the student to confront the
changing nature of practice. In addition to stressing that the education
of an architect does not end with the diploma we grant, the School
endeavors to teach also by example. To that end, through a regular
series of lectures and exhibitions the professors of the School share the
results of their practice and research with the students. The students
become aware of the faculty’s active participation in exhibitions,
competitions, Biennals, lectures and research, learning by example how
to continuously invigorate their own future practice as presented
elsewhere. In many cases the students learn by actually being involved in
these endeavors and working directly with the faculty on these projects.
As part of the thesis project, students must establish a close working
relationship with various practitioners – architectural and other -- that
responds in part to NAAB’s concerns about how architecture education
relates to the practice of the profession. Many thesis projects relate to
government
and
private
institutional
concerns,
such
as
urban
development, sustainability, transportation and architecture, public
infrastructure, among others. They also take advantage of the School’s
archives, AACUPR, which as a center of investigation, is a living example
of the importance of the need for lifelong learning. (See Appendix 1.1).
Students develop an appreciation of the diverse and collaborative roles
assumed by architects in practice since they maintain a continuous
relationship as newcomers in the professional community. Students begin
their studies at the School with the two-semester sequence Introduction
to Architecture. This course introduces the students to the diversity of
practice and the necessity for collaboration and teamwork in professional
practice. Several required and elective courses at the graduate level deal
specifically with the study of architectural practice as a profession, with
its
ethical,
administrative,
and
statutory
aspects.
Courses
on
environmental
issues,
planning,
indoor
air
quality,
and
historic
preservation among others, reinforce these concerns. Again, the
community based projects in studio and the Taller de la Comunidad
(Community Design Center) all contribute to this development. Here
students play a variety of roles and interact with diverse constituencies,
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APR 2007
from community activists and groups to government bureaucrats. (See
Appendix 4.1).
The second semester design studio at the Graduate Level exemplifies how
students learn about the collaboration required for the production of
architecture. During the semester the structures and technology
professors work with the design studio instructors to promote a more
holistic approach to design. In this way, the students experience firsthand the importance of teamwork. In most other courses, students are
required to work in teams, and collaboration of this type is a hallmark of
the School, exposing the students to important lessons about group
dynamics.
Besides, our students have consistently participated in many student
design competitions held by the CAAPPR, including an exhibits booth, a
playground, a community services center, and a modular system for
exhibits. In this particular case the client was the Colegio itself. The
competition was won by two of our students and the exhibit system has
been built and is used consistently. These activities have allowed the
students to establish important and valuable relations with the
professionals. In many instances, allowing them to be considered for a
summer job and becoming aware of the particularities of professional
practice beyond architectural design.
The diversity of the faculty in terms of their academic preparation and
professional experience also shows the students by example the
multiplicity
of
roles
open
to
them
as
practitioners.
The
four
concentrations approved for the masters Program further strengthen the
idea of diversity in the profession.
In the School, we dedicate a great deal of effort in order to make the
students develop an understanding of and respect for the roles and
responsibilities of the associated disciplines.
Engineers in related disciplines: (electrical, mechanical, industrial, civil,
and environmental), together with landscape architects, surveyors and
contractors have served as guests and professors in the design studio
workshop, technology courses, field visits and other activities where the
students get acquainted with the relationship between the design and
construction industry disciplines.
Again, the students begin their studies at the School with the twosemester sequence Introduction to Architecture. This course introduces
the students to the diversity of practice and the necessity for
collaboration and teamwork in professional practice.
The School offers a variety of elective and required courses that are
taught by practitioners of associated disciplines, which help the students
develop a grasp of those roles. In Building Anatomy and other courses,
such as Professional Practice, students are exposed to the part played by
allied professions in the successful execution of a project. Invited
lecturers in technology courses underline the contributions of the allied
professions to the practice of architecture.
A good example is the elective course offered by Prof. Francisco Javier
Rodriguez, which involves a series of successful professionals from
various fields of the construction industry. This course lectures has
allowed the students to work collaboratively and learn invaluable lessons
on the role of related professionals in the creation of built works.
In order to learn to reconcile the conflicts between architects'
obligations to their clients, the public, and the demands of the creative
enterprise, students are frequently exposed to real life case studies that
exemplifies common situation in these related areas.
In the Professional Practice and Professional Ethics courses, students
learn about the relationship, contractual and otherwise, between all
involved parties in the creation of built works, including architect,
consultants, contractors, regulatory agencies, material and services
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APR 2007
providers, financial institutions, and owners and users. In upper-level
design studio courses students are required to reconcile the differing
demands of program, zoning, building and life-safety codes, and
economic and financial issues. These areas are of particular importance
due to real life situations common to our practice.
H o w s t ud e n t s
profession
a c q uir e
the
ethics
for
up h o l d i n g
the
integrity
of
the
The concern about civic responsibility is adequately addressed by the
strong presence of faculty in government and university service, and by
their undertaking of projects of social content, and by the activism of
faculty and students. In the School itself there is a strong presence of
social and civic concerns, as demonstrated by the establishment of the
Sustainability and Community Design Studios. Professors communicate a
great sense of respect and responsibility for the discipline itself and for
its role in society. Ethics are strongly emphasized, since they are most
frequently taught by example. (See Appendix 4.1).
3.1.5
Architectural Education and Society
The School is committed to address social and environmental issues, as
it develops among its students the capability to recognize the situations
and propose factual means to solve the problems. The commitment of
the profession to work with the environment is gaining strength as the
public, clients and government agencies in general are more aware of
problems such as global warming. Demonstrative projects, field trips and
public forums serve as activities that nourish this need.
The
Sustainability Studio (cited in Architectural Record) has been a leader in
problematizing this important reality.
Public service is a key component of the architectural education in our
institution, as these issues have become imperative. The School allows
the student to comprehend the ethic implications related to the built
environment, as the student is continuously informed of local and global
issues related to these matters.
An important aspect of the process of educating and sensitizing students
to environmental and social issues is the commitment of the School and
the involvement of individual faculty members in addressing crucial
social and environmental problems that affect Puerto Rico. An important
characteristics of our country is the density of population, the low
income of its inhabitants (per capita) and the reduced physical space of
the Island itself (3.8 million census inhabitants/ 3,500 per square miles).
Mobility, public and private transportation, the rehabilitation of the city,
as well as related concerns requires a great deal of effort to comprehend
in order to propose sensible solutions.
The School considers it important to encourage faculty to serve as
advisors, consultants and public officials in governmental agencies and
programs. Some have occupied important positions on the Planning
Board, the State Historic Preservation Office, the Public Buildings
Authority and the Institute of Puerto Rican Culture (ICP), as Special
Assistants to the Governor, and in the administration of the Universidad
de Puerto Rico System. Others have undertaken the supervision of special
projects of significant social and cultural impact. This participation has
been of great value to the proper conduct of government and to the
general benefit of society, and the experience has been essential to the
development of their professional careers. Their presence in private
firms has had a significant impact in the evolution of practice in Puerto
Rico over the last two decades, and in recent years.
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APR 2007
Following are several examples of this faculty serving on government,
community, advisory or managing boards, and other committees:
•
Esteban Sennyey, has worked as a consultant for the
PR Housing Department, the Municipality of Carolina and
the Special Communities Program of PR.
•
John
Hertz:
participated
in
the
competition:
New
Housing for Puerto Rico, hosted by the PR Department of
Housing and organized by the CAAPPR.
place
in
the
alternative
housing
Hertz won the first
category.
The
prize
entitled him to develop the plans and specifications for a
prototype house to be built by the state government.
•
Elio Martínez Joffre: is the acting Director of the Taller
de Diseño Comunitario. He has coordinated joint projects
with government agencies, community groups and other
special interest groups.
•
Marissa
Oliver,
serves
as
a
member
of
the
State
Historic Preservation Office Review Board. She is also a
member
of
the
Association
of
Collegiate
Schools
of
Architecture (ACSA).
•
María
Magdalena
architectural
elementary
Campo,
summer
and
has
workshops
intermediate
conducted
for
school
students
levels,
several
in
the
which
are
offered free by the CAAPPR.
•
Javier
Isado,
participated
as
a
Consultant
and
coordinator to the Governor’s Advisory Board on Urbanism,
in 2005-2006. He has work as co-editor in a publication
commissioned by the CAAPPR ( SJU 3500)
•
Javier de Jesús, served as Advisor to the Governor of
Puerto Rico, in the areas of Infrastructure and Urbanism,
coordinating the work of more than a dozen government
agencies. Projects like MOBA, Ciudad Mayor, and Ciudad
RED
were
developed
under
his
supervision.
He
also
worked as coordinator for the infrastructure and facilities
improvements
program
of
the
UPR,
under
direct
supervision of the President of the University.
•
Emilio
Martinez
Cimadevilla,
served
as
former
President of the CAAPPR from 2003 to 2005; participated
as a member of the Committee for the Puerto Rico Land
Use Plan
•
Humberto Cavallín:
participates as a member of the
Editorial Committee of ENTORNO, the official magazine of
the CAAPPR
•
Sonia Miranda, nowadays serves as the Director of The
Education
design,
Commission
of
organization
the
and
CAAPPR,
responsible
implementation
of
for
the
Continuing Education Program, which serves more than a
thousand member of the professional Association
•
Luis
Pico
Lacomba,
Professional Practice
serves
Committee
as
a
of the
member
of
CAAPPR, and
the
is
involved in the Project Management Institute
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APR 2007
•
Prof. Fernando Abruña recently developed the Design
Guidelines for Eco-Tourism as commissioned by the PR
tourism Company.
He serves as Official Architect for the
Bosque del Pueblo, Adjuntas, Puerto Rico (1997-present);
is a member of the Governing Board of the First Ecological
School
of
Puerto
Rico
(Montessori),
in
Caguas
(1998-
present). He also designed an ecological school prototype
built in the island of Culebra.
•
Besides
serving
as
the
full-time
Director
of
the
Architecture and Construction Archives at the University of
Puerto
Rico
member
of
(AACUPR)
the
(1986-present),
Consejo
Asesor
Dr.
de
Vivoni
Sitios
y
is
a
Zonas
Históricas, of the Puerto Rico Planning Board (1991-1998).
Recent works include the exhibit and publication on the
work or renowned architect Henry Klumb. He serves on the
State Historic Preservation Office Review Board (1999 present) and President of the Puerto Rican Association of
Corsicans (2001 - present). He is also architectural advisor
for the Board of Directors of the Casa Andalucia (1997 –
present) and key contact for the Caribbean Region of the
Society of American Archivists (1996
– 98). Dr. Vivoni
presented his book Alarife de Sueños, Pedro de Castro y
Besosa Presentación del libro, at the Casa de España, San
Juan. This book earned him the Prize for Research, at the
5ta
Bienal
de
Arquitectura
investigating
the
de
Puerto
typology
of
Rico.
He
is
Corsican
also
funerary
monuments in Puerto Rico and created a joint summer
exchange with the University of Corsica.
•
Dr. Jorge Rocafort gave a series of lectures as part of a
continuing educational program on the effects of noise on
health to professionals in health related fields. He also
gave
a
series
of
talks
on
the
same
subject
at
the
University.
•
Former professor and alumnus Manuel Bermudez, has
been a part of the Board of Directors of the CAAPPR, first
as Vicepresident and recently as President ( 2004-2006)
•
Prof Edwin Quiles won an award for work with Taller
Comunitario
at
the
Caribbean
presenting the documentary:
Architecture
Biennale:
“Re-crear Rio Piedras”. He
also published “San Juan tras la fachada” and is currently
working on another book.
Students and faculty participate actively in charrettes about important
design issues affecting the University and the community at large, as
confirmed by the charrette on the Master Plan of the University, and the
charrette on the Tren Urbano, which resulted in the Puerto Rico
Department of Transportation requiring that the professional firm hired
for the project take into consideration the proposal developed by the
student team for the designs of a new subway entrances to the train
terminals being proposed for Río Piedras.
The Taller de la Comunidad (Community Design Center) under the
direction of Prof. Edwin Quiles has been involved in a significant number
of important efforts since its founding in 1998. Recently, the Community
Design Center has developed projects as the Emergency Room for UPR
Carolina’s Hospital, the Corredor Ecológico del Noreste (ecological route),
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APR 2007
Bosque Rocoso, and particular interventions in low income communities.
(See Appendix 4.1).
The faculty has historically been involved in the two professional
associations for architects, the Colegio de Arquitectos y Arquitectos
Paisajistas de Puerto Rico (CAAPPR) and the American Institute of
Architects – Puerto Rico Chapter (AIA).
Gloria Milagros Ortiz, Professor and Assistant to the Dean in Academic
Affairs completed between 2005 and 2006 a General Inventory of the Rio
Piedras Campus of the UPR, which consists of a photographic and
documentary inventory of all campus structures, many with historic and
architectural value, monuments, sculptures as well as unoccupied land
and greens. Funding was obtained partially with a grant from the National
Park Service Historic Preservation Fund. The former purpose of this work
is to identify buildings and structures that can be nominate to the
national register of Historic Places.
A grant by the family of former design studio professor Sylvia Ramos will
allow students to benefit from the reinstallation of a summer travel
program established by the professor, to study the architecture of the
Caribbean.
The classroom course is completed with a boat trip during
fifteen days to visit the places covered in the seminar course.
The issue of gender equality in
again by the organization of an
PR, covering mostly work done in
Investigation for this project is
from the Sylvia Ramos gift.
professional practice will be addressed
exhibit of works by female architects in
the second half of the twentieth century.
underway, and funding will also come
H o w s t ud e n t s g a in a n in f o r m e d un d e r s t a n d in g o f a r c h it e c t ur e a s a s o c ia l
a rt , in c lud in g t h e c o m p le x p ro c e s s e s c a rrie d o ut b y t h e m ult ip le
s t a k e h o ld e r s w h o s h a p e b uilt e n v ir o n m e n t s :
The School accomplishes this by giving the students the tools to form
character and personal criteria:
establishing in the process, the
foundations for a genuine and fair approach to problem solving. The
School's faculty actively encourages students to recognize their social
responsibilities as future architects. Many studio and technology projects
are created as a response to special petitions either by private entities or
by government agencies. Design projects also deal with such topics as
low-income housing, architectural barriers, and the conservation of our
cultural heritage and our natural resources, among others. Each course
and each project undertaken at the School has the implicit motivating
concept, that architecture is both science and art and, therefore, directly
reflects and impacts culture and society.
Examples of school activities in this direction include a number of
charettes dealing with urban scale projects where a diversity of issues
are
put
together:
(social,
physical,
spatial,
environmental
and
economical), bringing students, faculty, practitioners, and alumni to
work towards solutions that represent informed responses to the
situations. Such was the recent charrette organized by the CAAPPR:
“Infraestructura Verde y Nuestras Ciudades” (Green Infrastructure and our
cities), where five teams of students, together with licensed architects,
landscape architects and planners presented alternative solutions to
sites in the municipalities of San Juan, Ceiba, Ponce, Guayanilla and the
southwest area of the Island.
In 2006 a second charrette was conducted dealing with sustainable
housing. It focused on providing solutions to five underdeveloped
sectors within the metropolitan area of San Juan, and the urban centers
of Carolina, Santa Isabel and Caguas. In this case the teams included
architecture students, licensed architects, and developers from the
Puerto Rico Home Builders Association and professional planners from
the Puerto Rico Planning Society.
The first charrette took place in 2005. It dealt with the redevelopment
of the city around five major avenues in the metropolitan area of San
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APR 2007
Juan. The results from this exercise were included in a publication made
by professors Jorge Lizardi and Javier Isado called “SJU: 7500 kms. de
oportunidad”.
Several of our professors participated as leaders of various student
teams in these charrettes. Also the entire School dedicated a complete
semester to work on various projects in Rio Piedras. The effort was led
by the Taller Comunitario, and resulted in a master plan at various scales
and complexities.
Emphasis given to generating the knowledge that can mitigate social and
environmental problems is achieved since the School promotes direct
student involvement in relevant social-related and urban issues. Studio
courses constantly explore special community projects, and courses in
the areas of architectural history and historic preservation have
specifically dealt with the cultural resources of the Island and with the
issue of vernacular architectural heritage. Emphasis relies in the
exposure to the problems and evaluating the tools available to propose
adequate alternative solutions.
The Design Studios at the School attempt to address most problems and
concerns relating to the built environment in Puerto Rico, such as lowincome housing, public housing, resort and tourist developments,
industrial complexes, historic preservation projects and developments in
historic
zones,
hurricane-resisting
structures,
and
appropriate
technologies for the tropical zone (e.g., natural ventilation, thermal
transfers, mechanical equipment efficiency, and day lighting among
others).
The
Community
Design
Center
was
created
as
a
means
of
institutionalizing these efforts and creating a possibility for the students
to address social and environmental issues. Projects include proposals
for the Capetillo area of Río Piedras done in concert with the community
itself. Students also were involved with the development plan for the
community of Piñones de Loiza, preparing a general plan and design of
various projects. The Center acts as a vertical studio with both graduate
and undergraduate students participating. (See Appendix 8.1).
At the graduate level, elective multidisciplinary courses are also offered
in association with the Department of Environmental Sciences, Planning
and General Studies. At the undergraduate level, the School has been
instrumental in transforming the Biology general education requirement
to one with a focus on sustainability. The School also offers physics
courses tailored to architectural issues. The technology sequence and
electives
emphasizes
issues
of
sustainability,
environmental
responsiveness, green architecture, and conservation.
The recently
approved curriculum has officially transformed the Biology requirements
into required sustainability courses.
There is an emphasis at the thesis level to address social and
environmental problems, resulting in about at least a third of all projects
having this focus. This has been a goal of the School and is reflected in
the support of the Sustainability Studio.
H o w s t ud e n t s g a in a n un d e r s t a n d in g o f t h e e t h ic a l im p lic a t io n s o f b uilt
environment decisions
The School promotes faculty and student participation in community
projects as a means of reinforcing a sense of social responsibility among
its graduates. It is anticipated that the result will be a renewed
commitment to the solution of these crucial problems in our evolving
society.
Discussions on currents issues, as they appear in the local newspapers
and other publications are necessary.
As an example, Profs. Elio Martínez Jofre and Edwin Quiles worked with
the Taller Comunitario in a border town between the countries of Haiti
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APR 2007
and the Dominican Republic. As a result, the students returned to Puerto
Rico with a heightened sense of social awareness and an insight into
aspects that affect professional decision-making. They also received a
valuable lesson in dealing with a living context different from theirs, as
well as of the importance of becoming involved in the solution of social
issues.
Another example is seen in the project done in the first year graduate
design course of Prof. Esteban Sennyey, in which the students developed
sustainable solutions at the urban scale.
Students are currently taking part in the Third Solar Decathlon sponsored
by the US Department of Energy (DOE). The School was selected as one of
twenty academic institutions from all over the world to take part in this
year’s prestigious event. Over thirty of our students, under the
leadership of Prof. Jorge Ramirez Buxeda are participating in this
interdisciplinary effort to design a self-sufficient residence of about 800
s.f. Our students are working in conjunction with students and faculty
from the School of Engineering of the Universidad de Puerto Rico,
Mayagüez Campus. The project, which will be exhibited in the
Washington DC Mall, won an AIA Award for its use of biomimicry as a
conceptual design parti. The team for the fourth Solar Decathlon, which
will design an d build a house for the 2009 competition is already
working under the direction of professor Francisco Gutierrez.
The
project has raised a great deal of interest from the community in general
and has received substantial media coverage in TV, newspapers and
magazines.
3.2
The UPR School of Architecture has been involved in a continuous selfassessment process since it completed its last NAAB reaccreditation in
2001. This is due in part to the fact that the Rio Piedras Campus of the
University of Puerto Rico, to which the UPR School of Architecture
belongs, was involved in its institutional reaccreditation process by the
Middle States Council on Higher Education, or MSCHE from 2003 to 2005.
The participation of our School in the campus-wide process allowed us to
accelerate our own curricular revision process, plus an in-depth
reconsideration of our mission and vision statements. As participants of
the MSCHE process, we contributed to the design of the institutional selfassessment procedure and its supporting documentation, and then we
participated in the procedure itself. Our School had the opportunity to
impact in a meaningful way the very processes that led to the most
recent reaccreditation of the Río Piedras Campus by the MSCHE. This
experience was extremely useful for our present NAAB reaccreditation
process in terms of the effectiveness and reliability of the process, and
in terms of community participation and of the dissemination and
compilation of information.
As to the NAAB self-assessment procedure itself, we asked the Joint
Curriculum Committee to carry out, hand in hand with the Dean´s staff,
research, conduct polls and formulate a self-assessment questionnaire
circulated
among
all
members
of
the
school
community.
The
questionnaire was based on the NAAB Conditions for Accreditation. Its
format is similar to the questionnaire used for the MSCHE institutional
reaccreditation in 2005. We received answers from teachers, students,
alumni, and administrative employees. Below please find que complete
questionnaire. An alumni poll was also conducted, the results of which
we present below.
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APR 2007
Questions for preparing the NAAB 2007 Self-Assessment Report
1. The Five Perspectives
1.1 Architectural Education and the Academic Context
In what ways the UPR School of Architecture benefits from
the academic environment afforded by the Rio Piedras
Campus of the University of Puerto Rico and by the
University of Puerto Rico System?
What is the contribution of the UPR School of Architecture
to this environment?
What are the academic and professional standards set by
the UPR School of Architecture for faculty and students?
What projects and activities exemplify the interaction of
the UPR School of Architecture with the rest of the Rio
Piedras Campus and with the UPR System?
What are the contributions of UPR School of Architecture
professors, students, administrators, and employees to
the governance of the Rio Piedras Campus and of the UPR
System?
What are the contributions of UPR School of Architecture
professors, students, administrators, and employees to
the intellectual and social environment of the Rio Piedras
Campus and the UPR System?
What resources the Rio Piedras Campus and
System contribute to UPR School of Architecture?
the
UPR
1.2 Architectural Education and the students
In what ways does the UPR School of Architecture provide
support and encouragement for students to assume
leadership positions at the school and, later on, in the
professional milieu?
In what ways the UPR School of Architecture maintains and
promotes a culturally diverse environment?
In what ways the mission statement of the Rio Piedras
Campus contemplates student participation in setting up
programs and projects that have to do with individual and
collective learning?
In what ways does the UPR School of Architecture
encourage students to collaborate, assist and share
decision-making with other students that may be different
from themselves?
What activities, resources, and materials demonstrate that
students have access to the necessary information to help
them shape their professional future?
What activities, resources and materials show that
students are constantly exposed to the local, national, and
international context of the practice of architecture and
design?
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APR 2007
In what ways does the UPR School of Architecture nourish
the diversity, distinctiveness, self-worth and dignity of its
students?
1.3 Architectural Education and Registration
students with a sound preparation for the transition to
internship and licensure?
Can you explain the relationship between the UPR School
of Architecture and the state and other registration
boards?
In what ways does the UPR School of Architecture expose
its students to internship requirements, including the
United
States
Intern
Development
Program,
and
to
continuing education requirements?
In what ways does the UPR School of Architecture make its
students aware of their responsibilities with regard to
professional conduct?
What is the proportion of graduate students who have
sought and attained licensure since the last accreditation
visit?
1.4 Architectural Education and the Profession
In what ways does the UPR School of Architecture prepare
its students for the practice of the profession and for
assuming new roles and responsibilities amidst the
growing cultural diversity, the changing demands of
clients and regulations, and the constantly expanding
knowledge base?
In what ways does the program’s mission statement
integrate the professional community to the live of the
UPR School of Architecture?
In what ways does the UPR School of Architecture create
awareness
among
students
of
the
need
for
their
advancement of knowledge in architecture by a lifetime
dedicated to research and the practice of their profession?
In what ways does the UPR School of Architecture develop
in
students
an
appreciation
for
the
diverse
and
collaborative roles assumed by architects in the practice
of their profession?
In what ways does the UPR School of Architecture develop
in
students
an
understanding
of
the
roles
and
responsibilities required by the disciplines associated with
architecture?
In what ways does the UPR School of Architecture teach
students how to reconcile the conflicts between the
obligations of architects towards their clients and the
general public, and the demands of a creative enterprise?
In what ways does the UPR School of Architecture help
students acquire the ethics for upholding the integrity of
the profession?
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APR 2007
1.5 Architectural Education and Society
its students with an informed understanding of social and
environmental problems and help them develop the
capacity
to
approach
such
problems
with
sound
architectural and design solutions?
In what ways does the UPR School of Architecture help its
students understand architecture as a social art, within
the context of the multiple elements and persons who
collaborate in the shaping of the built environment?
emphasize the need to generate knowledge that may help
to mitigate social and environmental problems?
In what ways does the UPR School of Architecture afford
students the opportunity to understand the ethical
implications related to the built environment?
In what ways does the UPR School of Architecture foster an
environment
of
civic
commitment,
including
the
commitment to collaborate with public and professional
service?
2. Program Self-Assessment Procedures
In what ways does the UPR School of Architecture may
demonstrate progress in the achievement of the Five
Perspectives, and how does it evaluate the degree to which
it complies with its mission statement?
This question must be answered within the following
contexts that deal with program focus and learning:
2.1 Curriculum
2.2 Learning
Please describe the self-assessment process and how does
it relate to the continuous evaluation of the mission
statement of the UPR School of Architecture.
Include the evaluation carried out by faculty, students,
and alumni with regard to curriculum and learning as
formulated in the Five Perspectives.
Please describe the institutional requirements for carrying
out the self-assessment process.
3. Public Information
Is the exact language set in Appendix I of the NAAB
Conditions for Accreditation included by the UPR School of
Architecture
in its catalogs and other promotional
materials?
Please describe the degree program as it appears in the
catalog of the University of Puerto Rico and in other
institutional literature.
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APR 2007
Please furnish evidence of the fact that new faculty
members and incoming students have been informed of
how to access the NAAB Conditions for Accreditation.
4. Social Equity
its faculty, students, and personnel –regardless of race,
ethnicity, creed, gender, age, nationality, physical ability
or sexual orientation—an educational environment where
each person has the equitable opportunity to learn, teach,
and work?
Does the UPR School of Architecture have a clear policy on
diversity
disseminated
throughout
its
present
and
prospective faculty, students and personnel?
Is this policy reflected in the
physical and financial resources?
distribution
Are students afforded the equitable
participate in program governance?
of
human,
opportunity
to
5. Studio Culture
What activities, projects and documents demonstrate that
the UPR School of Architecture provides a positive and
respectful
learning
environment
through
the
encouragement of the fundamental values of optimism,
respect, sharing, engagement, and innovation between and
among the members of the faculty, student body,
administration and staff?
encourage students and faculty to appreciate these values
as guiding principles for their lifetime professional
conduct?
Has the UPR School of Architecture adopted a written
studio culture policy, with a plan for its implementation
and maintenance?
What evidence can the UPR School of Architecture furnish
to establish its compliance with this policy?
Does the implementation plan include student and faculty
time management issues?
6. Human Resources
Does the UPR School of Architecture provide adequate
human
resources
for
the
professional
degree
in
architecture?
Is the faculty component sufficient for the program?
Does the administrative executive have sufficient time for
carrying out an effective administration?
Does the UPR School of Architecture have sufficient
personnel for carrying out administrative, technical, and
teaching work?
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APR 2007
Does student enrollment and the scheduling of design
studios provide adequate time for the effective tutorial
exchange between faculty and students?
Does faculty workload afford adequate time for research,
scholarship and the practice of the profession in
furtherance of their professional development?
Have significant problems been detected during the period
of the present accreditation, and what have been the
recommendations for mitigating or solving them?
7. Human Resource Development
Does the UPR School of Architecture have a clear policy
outlining individual and collective opportunities for
faculty and student growth in and beyond the program?
How does the UPR School of Architecture facilitate the
student’s opportunity to participate in field trips and
other activities outside the university campus?
What opportunities does the UPR School of Architecture
afford
the
students
to
participate
in
professional
associations and organizations, honor societies, and other
campus-wide activities?
Has the UPR School of Architecture supported, since the
last accreditation visit, research, scholarship, and creation
among
faculty
members,
including
the
granting
of
sabbatical
leaves
and
unpaid
leaves
of
absence,
opportunities for acquiring new skills and knowledge, and
financial support of attendance at professional meetings?
8. Physical Resources
Does the UPR School of Architecture have the adequate
physical resources necessary for the professional degree
in architecture, including design studio space for the
exclusive use of the student in a studio class, space for
lectures and interactive learning, office space for the
exclusive use of each full-time faculty member, and other
space for institutional support services?
Do the facilities of the UPR School of Architecture comply
with the requirements of the Americans with Disabilities
Act (ADA)?
Have significant problems been identified during the
present accreditation period that have had an impact on
the
operations
or
services
of
the
UPR
School
of
Architecture, and what have been the recommendations or
solutions proposed?
9. Information Resources
Does the UPR School of Architecture provide information
resources
to
promote
the
research
skills
and
the
development of critical thinking that are necessary for the
practice of the profession and for lifelong learning?
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APR 2007
10. Financial Resources
Does the UPR School of Architecture have sufficient
institutional support and resources to meet its needs?
Are these resources comparable to the resources available
to other professional programs in the institution?
11. Administrative Structure
Does the UPR School of Architecture have a degree of
autonomy comparable to the autonomy granted to other
professional programs in the institution, and is that
autonomy sufficient for ensuring compliance with the
conditions for accreditation?
12. Professional Degrees and Curriculum
Does the curriculum of the UPR School of Architecture
have the required components of professional studies,
general education, and elective courses?
13. Student Performance Criteria
Do the alumni of the UPR School of Architecture have the
minimum knowledge and skills for meeting with the
demands of an internship leading to registration?
What evidence can the UPR School of Architecture furnish
in support of the fact that it has meet every student
performance criteria through coursework?
Does the curriculum of the UPR School of Architecture
contemplate both the development of understanding of
information, as well as the skill to perform a task, select
the correct information and apply it to the solution of a
specific problem?
Alumni Poll for the 2007 NAAB Report
As an integral part of self-assessment process, the School undertook an
exhaustive survey of its graduates in 2007, with 139 respondents. The
respondents were alumni who graduated under the original 6-year BArch
program, those who received the 4-year BED degree and/or 2-year March.
The questions on the survey were divided into theme areas. Those that
pertain to the self-assessment include questions about the licensing
exam, satisfaction with their profession, satisfaction with their academic
education in relation to their practice, and additional academic areas
that they consider relevant in relation to their current professional
practices. It is important to point out that in Puerto Rico the licensing
process is sometimes postponed or completely relegated because of two
major factors: 1) language handicap - while architecture education is
offered in Spanish, the license exam is offered in English; 2) the license
exam does not address the particularities of our climate, location,
building
technologies
and
idiosyncrasy,
which
local
education
emphasizes.
Bearing this in mind, and although only 10% considered they were well
prepared for the exam, 50% of the respondents had passed their license
exams with an average of 2 to 3 tries. 90.7% described themselves as
very satisfied or satisfied with their chosen profession.
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APR 2007
In relating their needs as practitioners, the respondents rated their
experience at the School with the subsequent areas of instruction as
follows:
Area
Response to needs
General education
Design studio
Structures
Technology
Theory
History of architecture
Construction systems
Professional practice
Thesis
Electives
Good
Good
Good
Adequate to Good
Adequate to Good
Good to Excellent
Deficient to Adequate
Deficient to Adequate
Adequate
Good
In relating their needs as practitioners, additional academic areas that
they consider relevant, in descending order:
Project Administration
Finances
Urban Design
Landscaping
Historic Preservation
The most important recommendations of the alumni to improve the
School were: more offerings in historic preservation, field experience,
construction and professional practice.
These same alumni noted that the most important strengths of the
School, in descending order of importance, were; Library facilities;
Faculty excellence; Early introduction to design; AACUPR; Prestige of the
University; and Quality of the students.
These same alumni noted that the most important strengths of the
School, in descending order of importance, were; Faculty excellence;
Early introduction to design; Quality of the students; and Graduates of
quality.
3.3
Public Information
E v id e n c e t h a t a ll fa c ult y a n d in c o m in g s t ud e n t s h a v e b e e n p ro v id e d w it h
a c o p y o f t h e 2 0 0 4 G uid e t o S t ud e n t P e rfo rm a n c e C rit e ria
The School has made a concerted effort to insure that all incoming
students and all Faculty have been provided a copy of the NAAB
Conditions for Accreditatioon 2004, which includes the
Student
Performance Criteria. Moreover, Faculty as well as students also received
the NAAB Procedures for Accreditation 2006. This distribution has been
achieved by giving each student a copy during the orientation process
and further verified by a redistribution, where necessary, in the first year
design studio. A copy has been placed in the Library. Additionally, this
year the School has prepared a Guía del Estudiante (Student Guide)in
Spanish, which includes this information.
T h e d e s c r i p t i o n o f t h e p r o g r a m a s i t a p p e a r s i n un i v e r s i t y c a t a l o g s a n d
a n y o t h e r in s t it ut io n a liz e d a ut h o riz e d p rin t e d m a t e ria ls
See enclosed material and Appendix 10.3.
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APR 2007
3.4
Social Equity
The Río Piedras Campus of the Universidad de Puerto Rico
guarantees equal opportunities to students and employees for
both study and employment
opportunities. The Campus does not
exclude from participation, nor exclude from benefits, nor
discriminate against, any person for reason of age, race, sex,
color, place of birth, social origin or condition,sexual orientation,
physical or mental handicap, or political or religious beliefs.
Criteria and procedures used to achieve equity and diversity in:
Student admissions:
Admission to the School of Architecture is open to all public or private
high school students who meet the admission requirements. Students’
admission tests scores are added to their grade point average creating an
admissions indicator, referred to as the Indice General de Escuela
Superior (IGS).
The School of Architecture automatically admits sixty (60) students with
the highest IGS who have turned in their application. The following sixty
(60) are called in for an additional test, “exámen taller”, administered by
the Faculty. The top twenty (20) students with the highest scores are
then admitted into the Program, for a total of eighty (80) in the incoming
freshmen class.
This process, though very competitive, guarantees that the students are
admitted based solely on their academic performance regardless of race,
social origin, religion, political affiliations, physical or mental conditions,
etc.
Advancement, Retention, and Graduation:
The acceptable grade point average of a student enrolled in the
University of Puerto Rico, Río Piedras Campus is of 2.00 or higher, in a
scale of 1.00 to 4.00. The Registrars Office places on probation for a
semester any student who falls below 2.00 and suspends the student for
a full academic year if he/she does not bring the GPA back up to
acceptable levels.
The School of Architecture’s Counselor sends a letter requesting a
meeting to all its students whose GPA reaches or falls below 2.50.
During this meeting, the students is informed of Institutional Policies of
student retention and provided academic guidance. During the year, the
Counselor also meets with students on a regular basis and informs them
of graduation requirements, or meets with them at a student’s request.
Faculty, Student, and Staff Access to Policies and Procedures:
There are student representatives at each Faculty meeting, and Faculty
representatives at the Academic Senate meetings. Staff and other
employees have the opportunity of being members of the Union, which
represents them in University affairs. Every Representative has the
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APR 2007
obligation to present to its peers minutes of the meeting and announce
any new agreements.
As previously stated, the Dean and Faculty participate in the governance
of the University through their representation in the Academic Senate,
the body that determines all academic development. The Dean also
participates in the Junta Administrativa, the administrative decisionmaking body of the Campus. The Faculty is represented on the Board of
the Graduate Faculty of Studies and Research (Decanato de Estudios
Graduados e Investigación) and also participate in the various senate
committees, i.e., Laws and Regulations, Faculty Affairs, and Student
Affairs.
Students at the School play an active role in the academic and
administrative life of the University, by participating in all School
committees (with voice and vote), except Personnel, as well as on various
Campus-level boards and committees. In this manner they are made part
of the decision process leading to any changes proposed that affect the
program. Any substantial changes to the program must be approved by
the appropriate School committee, the Faculty in general, the Office of
the Dean of Academic Affairs, and the campus-level committees at the
Senate, before going to the Senate for final approval. It then passes
through the Junta Administrativa on which the Dean sits, the Junta
Universitaria and finally the Board of Trustees. All these bodies have
administrative, faculty and student representation with voice and vote.
Students also participate in student government through the Student
Council, and have a strong representation in campus governance with
voice and vote, by their representation in the Academic Senate, in the
Junta Universitaria, which represents all eleven University campuses, and
the Board of Trustees, the highest authority within the University system
(equivalent of the Board of Trustees in the U.S.)
While the student body at the School is an academically selective group
they are quite representational of the entire Island. The students come
from diverse
municipalities of the Island and represent a wide social
and economic spectrum. While there are students who have graduated
from both public and private high schools, the incoming students are
dominated by those from public institutions.
3.5
Studio Culture
Our institution considers that providing our faculty and students with a
positive and respectful learning environment is one of our most
important goals. In order to achieve this goal, we have produced during
the last decade several written documents that define the way in which
the learning culture takes place in our institution, and also have
contributed to shape our Studio Culture. All these are public documents
to which every member of our institution has access to. These documents
are:
1. The vision and mission of the school (1996,
2007): as it has been previously explained in this
document, in the Vision and Mission we stress on
the significance of providing a healthy learning
environment to our rich community that can foster
collaboration,
interdisciplinary
learning,
and
creative actions.
2. The Faculty’s Regulations (2001): The system of
rules that regulate the rights and duties of our
Faculty, has previsions in it regarding the duty of
Faculty to clearly instruct their students on the
goals,
evaluation
methods,
and
any
other
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APR 2007
previsions pertinent to their courses. Also, and
regarding the development of academic policies in
the Institution, the Faculty’s Regulations has a set
of previsions regarding Faculty and students’
representation
on
all
instances
of
curricular
planning and definition of academic policies in the
School.
3. The Graduate Program Regulations (1992):
defines the requirements and procedures to be
followed by the students throughout their Graduate
studies at the School. This set of regulations is
based on the Certification 72, by the Dean of
Graduate Studies at the Campus Level.
4. The design studio regulations (2001, 2002):
produced by the Design Committee, the regulation
lists eighteen points that summarize the rules of
engagement for the use of the studios space. They
have some prescriptive items regarding basic
behavioral aspects to be expected from the
students when using these facilities.
5. The Student’s Handbook for Undergraduates
Students
(2005):
This
handbook
summarizes
diverse aspects regarding the rules, regulations,
and services that impact the students’ everyday life
in our School. This document is regularly updated
every other year.
6. The Student’s Handbook for Graduate Students
(2005): This handbook was designed as a survival
book to guide our students through the span of
their graduate studies. It comments and explains
diverse
aspects
of
the
Graduate
Program
Regulations.
The most relevant aspects of these documents impacting the Studio
Culture have been compiled in the “The Studio Culture Summary” (2007,
included as apendix XX of this document). This document summarizes
our policies regarding the Studio Culture, including the Vision and
Mission of our School. It summarizes the values that should inform
Studio Culture, including the rules and regulations that already apply to
the dynamic of the design studios. It promotes better practices of time
management, and lists the different services that support the studio
work. More important of all, this document clearly expresses the interest
of our institution in establishing a healthy learning environment that we
consider has to be the core and reason of our Studio Culture. This
document has been distributed to the different members of our School,
and our plan is to review and update it on a regular basis in order to
adjust its content to the dynamics and needs of our Studio Culture.
Regarding more specific issues such as time management, we have taken
actions that propend to the implementation of our Studio Culture policy
on more practical terms. For example, and as part of these efforts, the
School has implemented a new schedule for the design studios that allow
students and Faculty to select between morning and afternoon sessions
for those in the Bachelor’s Program, and three different time slots for
those in the Master’s Program. We expect this flexibility to have a
positive impact on our students’ and Faculty’s time management by
allowing them to make schedule selections better suited to their specific
interests and time needs.
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APR 2007
Finally, and through the recently created Center for Design Research
(CDR), we have initiated the implementation of a line of research that will
monitor and also assess the dynamics of our Studio Culture. This study is
expected to lead to a permanent assessment system that will deliver
recommendations about the nature and development of our studios,
which are expected to inform our Studio Culture policies.
The assessment system will be implemented by means of a research
program that will keep track of both quantitative and qualitative aspects
related to the performance of our studios and their connections to the
major academic and administrative framework of the School. The aspects
to be studied belong to three major dimensions: skill development,
values in the studio, and academic approaches and assessment. The
information will be collected via focus groups involving the different
members
of
our
institution
(students,
Faculty,
administrators),
interviews, discussion forums, and also quantitative measurements
regarding satisfaction, time management, and use of resources, among
others.
This study will deliver reports at least once a year, which will include
proposed items for actions. These items for action will be used to
introduce feedbacks to our Studio Culture politics. We expect the results
of this ongoing research to continuously inform our Studio Culture
policies, and will allow us to more efficiently adjust them to the dynamic
nature of our community. (See Appendix 5.1).
3.6
Human Resources
During the academic year 2006-07,there were 233 full-time and forty
three (43) part-time students in the preprofessional BED Program.
Another fifty three (53) full-time and ten (10) part-time students were
enrolled in the professional Master of Architecture Program.
The
School
implements
a
direct
admissions
process
with
the
collaboration of a special Admissions Committee. The process is
particularly selective: 432 candidates applied for the 2004-05 academic
year, 420 for BED and Masters in 2005-2006, and 330 for 2006-2007.
Each time sixty to eighty candidates were selected to enroll in the
undergraduate program.
For the 2007-2008 academic year there were 319 applications for eighty
positions. In response to a new admission policy established by the
Admissions Committee for this academic year, the candidates were
admitted to the undergraduate program in accordance with the following
criteria: Forty were preselected on the sole basis of their IGS, or its
equivalent (For students entering directly from high school, the IGS
combines the student’s high school academic record and College Board
examination results. For university level students the equivalence is the
college academic grade index); another twenty candidates were selected
after a workshop held for the 100 candidates with the next best IGS
record, or its equivalent. Within the University there is no freshman class
that has a higher average IGS than the architecture students.
The School has just completed a commissioned study of the effectiveness
of the admission process as a predictor of student achievement, using
the students admitted during the last four academic years. This analysis
has shed some light on the ways in which the admissions procedures
should be modified to make them more meaningful. During the coming
academic year this issue will be discussed by the faculty and appropriate
changes implemented.
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At the graduate level, students are admitted on the basis of an
evaluation of their GPA, design grades, portfolio, and letters of
recommendation. Approximately
sixty
percent of applicants
were
admitted, with almost all candidates coming from the undergraduate
program at the School. Admissions to the Graduate Program for the
period were as follows:
Academic year 2007-2008
41 applications
30 enrolled
36 applications
30 enrolled
46 applications
30 enrolled
35 applicants
30 enrolled
T i m e - t o - g r a d ua t i o n r a t e s s i n c e t h e l a s t a c c r e d i t a t i o n s e q ue n c e
The University releases data on retention and graduation rates for the
School of Architecture based on six year cohorts. The data pertaining to
the Undergraduate Program only includes students who enter directly
from high school, and does not include students already in the University
system that changed their majors to architecture. Although the University
analyzes data in six year cohorts, which is 150% of the time a student
completes his or her degree, we have noticed that our students are
completing their BDA in less time.
The time to graduate rate fluctuates between 59.4% and 42.2%.
The retention rate fluctuates between 100% and 77.3%.
Class of 2000 – 2001
BDA
Academic year
Retention at
beginning
of academic year
Graduated at end
of academic year
2000-2001 (1st year)
100.0%
0%
2001-2002 (2nd year)
91%
0%
2002-2003 (3rd year)
84%
0%
2003-2004 (4th year)
84%
11%
2004-2005 (5th year)
68%
43%
2005-2006 (6
32%
52%
th
year)
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Class of 2001-2002
BDA
Academic year
Retention at
beginning
of academic year
Graduated at end
of academic year
100%
0%
73%
0%
64%
0%
59%
25%
32%
52%
5%
52%
2001-2002 (1st year)
2002-2003 (2nd year)
2003-2004 (3rd year)
2004-2005 (4th year)
2005-2006 (5th year)
2006-2007 (6th year)
Classes of 2000 and 2001
MArch
Class
Retention at
beginning
of 2nd and 3rd
academic year
Graduated at end
of 6th academic year
2000
91%
76%
52%
2001
95%
100%
74%
For detailed information and complete tables see Appendix 10.4
D e s c rip t io n o f t h e d is t rib ut io n o f e ffo rt
r e s p o n s i b i l i t i e s o f e a c h f a c ul t y m e m b e r
e v a l ua t e i n d i v i d ua l c o ur s e s a n d f a c ul t y
between teaching and other
a n d e v i d e n c e t h a t s t ud e n t s
Our School has substantial human resources dedicated to the mission of
teaching architecture. The particularities of the Institution are such that
members of the School, who typically would be considered as holding
administrative or staff positions, here are given academic rank and are
members of the faculty. This includes three positions in the library, that
of the Academic Counselor, and a half position Director of the Digital
Photo Lab, Director of Taller Comunitario, Taller de Sustentabilidad,
Taller de Acústica, Taller del Túnel del Viento y Cielo Artificial.
Presently a total of 57 faculty members, are currently teaching courses.
Of the latter, 21 are full-time and 36 are contract/adjunct. Of the 51, 29
are Arquitectos Licenciados, 17 are Arquitectos Certificados, and 5 are
Ingenieros Licenciados. 10 faculty hold additional licenses, 4 in
planning, 4 in LEED, 1 in interior design, 1 contractor, and 1 project
manager..
The Faculty at the School are active in a great variety of academic and
professional fields. Faculty credentials (highest degrees obtained in the
field) are as follows: 1)Academic: four PhD, four in Arch, one B.Arch.
2)Professional: twenty three licensed architect, and two M.L.S. They have
advanced academic degrees in a variety of fields: architecture, urban
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APR 2007
design, design, engineering, acoustics, structures, history of art and
architecture, architectural technology, regional planning, graphic arts,
law, business administration, library sciences, and communication arts,
among others.
Most Faculty members are actively engaged in limited professional
practice, and many work or have worked (either as directors, advisors,
consultants or employees) for governamental agencies in Puerto Rico.
The School's Faculty also maintains close ties with the local community
of architects through their professional associations: the Colegio de
Arquitectos y Arquitectos Paisajistas de Puerto Rico (CAAPPR) and the
American Institute of Architects (AIA), Puerto Rico Chapter.
To further strengthen its academic offerings, the School maintains an
active international and national visiting faculty program, drawing
participating professors from North and South America, the Caribbean,
and Europe.
F a c ul t y E v a l ua t i o n
The Personnel Committee, composed of four (4) tenured Faculty with the
rank of Full Professor, represent each of the major academic areas in the
School. They have the role of monitoring faculty performance, academic
development, and professional accomplishments. Peer evaluations are the
primary criteria for Faculty recruitment, tenure, and promotion. These
are complemented by student evaluations, and classroom and studio
visits by members of the Committee.
As in previous years, non-permanent Faculty are evaluated, either
annually or on a semester basis, depending on the length of their
individual contracts. The school continues its policy of student
evaluations of all courses taught by all Faculty every semester. These
evaluations are used for tenure and promotion decisions.
Teaching and Other Responsibilities
The full-time teaching load equivalency is 37 ½ hours of service. The
University requires full-time design studio Faculty to carry a teaching
load entailing fifteen contact hours per week; this includes twelve hours
in the studio and an additional three hours in some other area. This is
considered to be the equivalence of the twelve credit-hour load required
for all full-time faculty in other academic areas of the Institution. All
full-time faculty are expected to dedicate fifteen or twelve hours to
classroom contact, six to office hours, fifteen to course-preparation, and
four and a half to Committee work and other meetings.
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F a c ul t y l i s t i n g
For design studio faculty, 5 credit-hours of a studio course (12 contact
hours) and an additional 3 credit-hours of coursework (3 contact hours),
or their equivalent, is a full load. For other faculty members in the UPR
system, 12 credit-hours is the equivalent of a full load (12 contact
hours).
Abruña, Fernando. Arquitecto Licenciado, Professor
9 credits – teaching, 3 credits - administration
Algaze, Cristina. LEED A.P., Instructor
5.5 credits – team teaching, 2 credits administration
Alzérreca, Javier. Arquitecto Certificado, Instructor
3 credits – teaching
Bernard, Jean. PhD., Instructor
Biaggi, Roberto. Arquitecto Certificado, Instructor
9 credits – team teaching
Campo, José. Arquitecto Certificado, Instructor
Campo, María Magdalena. Arquitecta Certificada, Planificadora
Licenciada , Assitant Professor
10 credits – teaching, 2 credits – administration
Caro, José. Arquitecto Licenciado, Instructor
3 credits - teaching
Cavallín, Humberto. PhD., Assistant Professor
Daza, Luis. Ingeniero Licenciado, Professor
De Jesús-Martínez, Javier. Arquitecto Certificado, Instructor
4.5 credits – team teaching
Espinal,José. Ingeniero Licenciado, Instructor
Fernández, Maria Beatriz. Instructor
Fuentes, Maruja. Arquitecta Certificada, Instructor
Fúster, Nathaniel. Arquitecto Licenciado, Associate Professor
García, Carlos. Arquitecto Certificado, Instructor
9 credits – teaching, 1 credit administration
García-Fonteboa, Manuel. Associate Professor
16 credits – teaching, 2 credits administration
Gavilanes, Rafael. Arquitecto Licenciado, Instructor
Georas, Anna. Arquitecta Licenciada, Instructor
González, Anixa. Arquitecta Certificada, Instructor
González-Peniza, José. Associate Professor and Director of
Digital Photo Lab
6 credits – teaching; 3 credits – administration;
3 credits – university service
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Gutiérrez, Francisco. Arquitecto Certificado, Instructor
11 credits – teaching, 1.5 credits – administration
Hernández, Annabelle. Arquitecta Certificada, Instructor
Hertz, John. Arquitecto Licenciado, Licensed Interior Designer,
Professor
Isado, Javier. Arquitecto Licenciado, Instructor, Undergraduate
Program Coordinator and co-Editor INFORMA
Jiménez, Mayra. Arquitecta Certificada, Instructor
12 credits – teaching; 2 credits – administration
Lizardi Pollock, Jorge. PhD., Assistant Professor, co-Editor
INFORMA, Director CIUDAD
Manríquez, Julián. Arquitecto Licenciado, Instructor
Martínez-Joffre, Elio. Arquitecto Licenciado, Associate Professor
and Director of Taller Comunitario
12.5 credits – teaching, 3 credits – administration
Martínez-Cimadevilla, Emilio. Arquitecto Licenciado, Associate
Professor
Marty, Oscar. Arquitecto Licenciado, Professor
Miller, Andrés. PhD., Instructor
Miranda, Sonia. Arquitecta Licenciada, Instructor
2 credits – teaching, 1.5 credits administration
Misla, Abel. Arquitecto Certificado, Instructor
4.5 credits team teaching, 2 credits administration
Moreno, Gabriel. PhD., Instructor
Muñiz, Pedro. PhD., Arquitecto Licenciado, Professor and
Director of Laboratorio Ambiental de Arquitectura
Biotropical
6 credits – teaching, 3 credits – administration,
3 credits – university service
Nenadich, Nadya. Arquitecta Certificada, Instructor
Penabad, Juan. Arquitecto Licenciado, Instructor
Oliver, María Isabel. Arquitecta Certificada, Instructor, Graduate
Program Coordinator, and Director iESCALA
3 credits – teaching, 13.5 credits administration
Pico, Luis. Arquitecto Licenciado, Instructor
Quiñones, Eliel. Lawyer, Instructor
Ramírez, Eugenio. Arquitecto Certificado, Instructor
Ramírez, Jorge. Arquitecto Licenciado, Instructor
10 credits – teaching; 3 credits - administration
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Ramón, Enrique. Arquitecto Licenciado, Instructor
Rocafort, Jorge. Ingeniero Licenciado, Professor
Rodríguez, Ernesto. Arquitecto Certificado, Instructor
Rodríguez, Francisco Javier. Arquitecto Licencido, Dean
12 credits – administration
Rossi, María. Arquitecta Licenciada, Instructor
Sánchez, Arnaldo. Arquitecto Certificado, Instructor
Trevisani, Marco. Instructor
Sennyey, Esteban. Arquitecto Licenciado, Associate Professor
Vivoni, Enrique. PhD., Arquitecto Licenciado, Professor and
Director AACUPR
3 credits – teaching; 12 credits – administration
Other Faculty:
Babilonia, Jannette. Assistant Professor
12 credits – library administration
Flores, Jose. PhD., Professor, Library Director
12 credits – Library Administration
Irrizary, Luis. Associate Dean
Ortiz, Gloria. Arquitecta Certificada, Assistant Professor and
Assistant to the Dean in Academic Affairs
Parrilla, Pedro E. Professor, Professional Counselor
12 credits – counseling, student advising
Vela, Eva Cristina. Arquitecta Certificada
S c h o o l A d m i n i s t r a t i o n : D e s c r i p t i o n o f t h e d i s t r i b ut i o n o f e f f o r t b e t w e e n
administration and other responsibilities of each position
The administrative head of the School is the Dean, who occupies a full
time position, supported by an Associate Dean for Academic Affairs, an
Assistant Dean for Administrative Affairs, an assistant Dean for Special
Affairs, two Assistants to the Dean, one in Academic Affairs, the other in
special affairs, five secretaries, and two Auxiliary Administrators. The
School has Graduate Program and Undergraduate Program Coordinators,
and four Design Year Coordinators (one for each undergraduate design
studio level). The secretarial pool provides assistance to the faculty.
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APR 2007
Academic Administrative Personnel
Arq. Francisco Javier Rodríguez, AIA, Dean
Arq. Luis Irizarry, Associate Dean
Ms. Milagros Ramos, Assistant Dean for Administrative Affairs
Eva Cristina Vela, Assistant Dean for Special Affairs
Gloria Ortiz, Assistant to the Dean for Academic Affairs
Prof. María I. Oliver, Graduate Program Director
Arq. Javier Isado, Undergraduate Program Director
The Dean
The Dean must hold at least a Master's Degree in a field of
specialization, or its equivalent, and have a distinguished professional or
academic career. Among the duties as Executive Director of the School
are the proper operation of Faculty committees and representing the
School in University, public and institutional affairs. The Dean is
responsible for the preparation of the annual budget proposal and its
submission to the Chancellor, for the development of the academic
programs, for the recruitment and excellence of the faculty, and is
responsible for putting into action all faculty directives.
The Dean recommends all candidates for appointment, promotion, tenure
and leaves by the faculty, in consultation with the Personnel Committee
and Program Coordinators, as well as promotes creative and academic
labor by the faculty, and supervises the process of accreditation by the
proper entities.
Among the duties are the coordination and supervision of the facilities of
the School, and the relationship of the School to all external and internal
entities. Any personal professional practice may not interfere with the
proper discharge of these duties. This is a full time administrative
position with a full course release.
The Associate Dean for Academic Affairs
The main duties for the Associate Dean consist in working with the Dean
on supervising and coordinating the establishment, revision, and
implementation of the academic policies in the School of Architecture.
The Associate Dean works with the Dean on subjects related to the
planning, implementation, and assessment of ongoing and projected
academic programs as well as on special issues connected to academic
aspects of sensitive nature involving academic administration and/or
Faculty.
The Associate Dean advises the Dean on activities inherent to the
academic work, such as: recruitment of personnel; defining the academic
loads; institutional assessment; continuous education; admissions;
professional improvement of the Faculty; recruitment, admission,
retention of students; plans for the development of programs; library;
promotions, tenures, and leaves of the Faculty.
The Associate Dean also acts as a liaison between the Undergraduate and
Graduate Programs, as well as promoting the academic and intellectual
collaboration with other academic institutions local and/or outside
Puerto Rico.
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The Assistant
Dean for Administrative Affairs
The Assistant Dean for Administrative Affairs is responsible for the
administrative aspects of the School. This includes all contracts for
services or academic appointments, all purchases, and all accounts. The
position acts as an interface between the School and all the institutional
entities which deal with administrative areas, including accounting,
purchasing, and personnel. The Assistant Dean for Administrative Affairs
is responsible for the smooth operation of the facilities, including
maintenance and repairs, as well as equipment needs. The Assistant Dean
for Administrative Affairs maintains the Dean apprised of the budgetary
situation of the School and advises on appropriate budget priorities. The
Assistant Dean is also responsible for the work/study program, the
teaching assistantships, and State Department requirements for visiting,
non-US citizen Faculty. This is a full time administrative position.
The Assistant to the Dean for Special Affairs
The Assistant Dean for Special Affairs is responsible for a number of
initiatives that are a priority for the School. Among the responsibilities
are: coordinate
the
School publications
including
the
(in)FormA
magazine,
deArquitectura
bulletin,
exhibition
and
conference
announcements, catalog, and web page; participate in fund-raising
activities; coordinate conferences and exhibitions; coordinate and foment
continuing education programs; coordinate and foment research projects
(in conjunction with the Graduate Coordinator); and coordinate the
School milestonesćelebrations. This is a full time administrative
position with a full course release.
The Assistant to the Dean for Academic Affairs
The Assistant to the Dean for Academic Affairs collaborates in the
development of new program offerings and coordinates the creation and
revision of courses and maintains a record of faculty academic
responsibilities. As well, the Assistant to the Dean evaluates student
academic records, transfer credits, exchange programs, and transfer
applications. The Assistant evaluates and makes recommendations of the
candidates for graduation. The position works directly with the Student
Affairs Officer, the Professional Counselor, and the Graduate and
Undergraduate Coordinators. The Assistant also has responsibilities
related to recruitment efforts of the School. This is a full time academic
administrative position with a full course release.
T h e C o o r d i n a t o r o f t h e G r a d ua t e P r o g r a m
The Coordinator of the Graduate Program must hold at least a Master's
Degree in the field or its equivalent. In collaboration with the Dean,
there is a responsibility for establishing the philosophy, mission and
objectives of the Graduate Program.
The Coordinator directs the academic affairs of the Graduate Program,
and enforces its regulations, advise candidates for admission and
graduation. The Coordinator must establish the necessary administrative
procedures to guarantee all proceedings of the Program.
The Coordinator is an ex-officio member and president of the Graduate
Program Committee, and advises the Dean on the recruitment and hiring
of faculty members to teach on the Program, as well as advise new
faculty on all that affects the proper discharge of their duties. This is a
full time academic administrative position with a full course release.
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T h e C o o r d in a t o r o f t h e Un d e r g r a d ua t e P r o g r a m
The Coordinator of the Undergraduate Program must hold at least a
Master's Degree in the field or its equivalent. In collaboration with the
Dean, there is a responsibility for establishing the philosophy, mission
and objectives of the Undergraduate Program.
The Coordinator directs the academic affairs of the Undergraduate
Program, and enforces its regulations, advise candidates for admission
and
graduation.
The
Coordinator
must
establish
the
necessary
administrative procedures to guarantee all proceedings of the Program.
The Undergraduate Program Coordinator is also responsible for outreach
to high school and counseling to undergraduates with an interest in
pursuing graduate education.
The Coordinator is an ex-officio member and president of the
Undergraduate Program Committee, and advises the Dean on the
recruitment and hiring of faculty members to teach on the Program, as
well as advise new faculty on all that affects their proper discharge of
their duties. This is a full time academic administrative position with a
full course release.
A d m in is t ra t iv e P e rs o n n e l (full-t im e a d m in is t r a t iv e p o s it io n s )
Ms. Lizette Colón, Student Affairs Officer
Ms. Loida Morales, Executive Secretary to the Dean
Ms. Betty Pastrana, Administrative Secretary III
Ms. Evelyn Rolón, Administrative Secretary II
Ms. Carmen M. Esquilín, Administrative Secretary III
Ms. Ivette Sánchez Rivera, Administrative Typist III
Mr. Saúl González, Laboratory Technician I
Mr. Víctor M. Torres, Property Mananger and Assistant
Administrator
Ms. Myriam Martínez, Administrative Officer
Ing. Alejandro Valsega, Audivisual Technician
Mr. Noel Rivera Ayala, Assistant Librarian III
Ms. Madeline Ortiz, Assistant Librarian II
Ms. Ruth M. Carrión, Administrative Secretary IV
Ms. Nydia Vigil, Administrative Assistant IV
Ms. Luz M. Rodríguez, Archivist
Ms. Elena García, Archivist
Prof. José González Peniza, Director Photography Laboratory
(half-time academic load and half-time administrative load)
Mr. Jorge Rodríguez Agostini, Computer Technician
D e s c rip t io n o f t h e d is t rib ut io n o f e ffo rt
other responsibilities of each position
between
administration
and
S t ud e n t A ffa irs O ffic e r. C o o rd in a te s th e re g is tra tio n pro ce s s , co m pu te s
academic
indices,
proposes
candidates
for
student´s
academic
recognition, represents the School at official meetings with the Office of
the Registrar and the Dean of Student Affairs, supervises assigned staff,
prepares reports regarding academic and student activities, offers
academic advise to students, organizes, with the Counselor, the
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APR 2007
orientation process for incoming students, and is the official custodian
of student and alumni records.
P ro fe s s io n a l C o un s e lo r. T h is is a fu ll t im e a d m in is t r a t iv e p o s it io n t o
provide professional and academic counseling and coordinate the
School’s academic counseling program.
D e s c rip t io n o f t h e p o lic ie s , p ro c e d ure s , a n d c rit e ria fo r a p p o in t m e n t ,
promotion,
and
t e n ur e ,
and
for
accessing
f a c ul t y
development
For professional courses, the School prefers to employ Faculty members
who hold advanced degrees and licensure in their fields of specialization.
Architects should be members of the Colegio de Arquitectos y
Arquitectos Paisajistas de Puerto Rico (CAAPPR), and Engineers of the
Colegio de Ingenieros (CIAPR), and all should hold professional or postprofessional degrees at the graduate level. For technology, history and
theory areas, a doctoral level degree is preferred.
Faculty, which begins by an evaluation of the credentials of candidates
by the Dean, who consults the Graduate and Undergraduate Coordinators,
and receives the recommendations of the Comité de Personal before
making appointments. The promotion of Faculty takes into account a
process that starts with a periodic evaluation of individual faculty
members
by
the
Comité
de
Personal,
who
then
make
the
a
recommendation to the pertinent authorities. Part of this process
includes student evaluations of faculty performance. Appointments can
be made either under service contracts for one or two semester,
renewable, or tenure track. Most Faculty members begin at the Instructor
level unless they have held another teaching appointment at a higher
level. Following University policy, Faculty members with doctoral degrees
begin as Assistant Professors.
Only tenure track Faculty are eligible for tenure, and this requires five
years
of
probationary
service
unless
a
case
for
extraordinary
circumstances can be made. Unlike the U.S., tenure - what in Puerto Rico
is referred to as “permanencia” - it is separate from promotions, and one
can be tenured at any rank, from Instructor to Full Professor.
The Comité de Personal, composed of five (5) tenured Faculty with the
rank of Full or Associate Professor, representing each of the major
academic areas in the School, monitors Faculty performance, academic
development, and professional accomplishments. Peer evaluations are the
primary
criteria
for
Faculty
recruitment,
retention,
tenure,
and
promotion. These are complemented by student evaluations and
classroom and Studio visits by members of the Committee.
Non-permanent Faculty are evaluated more frequently, either yearly or on
a semester basis, depending on the length of their individual contracts.
This includes classroom visits by the Personnel Committee to assess the
courses the faculty teach. For all faculty, each course taught is subject to
student evaluations.
E v id e n c e o f h o w fa c ult y re m a in c urre n t in
c h a n g in g d e m a n d s o f p ra c t ic e a n d lic e n s ure
their
knowledge
of
the
Almost all studio Faculty practice as architects and therefore, remain
current in the knowledge of the profession. Other Faculty members
exercise their profession in other areas, such as engineering, planning,
preservation, technology, graphic and fine arts, among others. Puerto
Rican law does not require continuing education as a requisite for
continued registration as an architect or engineer it is not yet being
implemented. The many examples of projects, exhibitions, conferences,
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APR 2007
and research already listed in this document are evidence
commitment of our Faculty to remain current in their profession.
3.7
of
the
The School and the Institution promote the development of Faculty, staff,
and administrators, by offering them opportunities for advanced studies,
seminars, and training activities, and various modalities of leave of
absence. These include leave without pay, leave with salary for
educational or public service, and leave without pay with financial aid,
principally for advanced studies. Additionally, Faculty qualify for
sabbatical leave. An additional important benefit of being an employee of
the University is the right to study for free anywhere within the
Institution. This includes any of the academic programs in the eleven
campuses of the University system. Both administrators and faculty at the
School are currently taking advantage of these possibilities.
The School actively promotes Faculty participation in professional
development activities as a means of human resource development. This
includes support for travel, per diem, and inscription costs. The support
for these activities, as well as the institution of new mechanisms for the
capture of external funding, forms a significant part of Strategic Goal E:
Administrative Environment. As well, faculty are encouraged to engage in
the practice of architecture or their specific expertise.
The University also offers scholarship opportunities to Faculty for
continued education in pursuit of a higher degrees. The School worked to
identify the design area as potentially benefiting from having Faculty
with advanced degrees, specifically the Doctoral level.
The School is also interested in promoting Faculty participation in
programs aimed at improving academic offerings. We are beginning to
encourage Faculty to take advantage of exchange opportunities with
other NAAB accredited schools, as well as with schools in Mexico and
Europe. The Universidad de Puerto Rico has a sabbatical leave plan
intended to support faculty research, and our School faculty has taken
advantage of this opportunity. We also have an active program for the
support of advanced studies by our faculty, intended to advance their
academic and professional status.
Financial support for Faculty travel has been provided by the School to
allow participation in seminars, lectures, and conferences. These include
ACSA regional, annual, and international meetings. This also includes
financial support for faculty to participate along with students in for and
travel through the AIAS, CLEA and CLEFA.
Faculty members have been actively participating in academic and
professional activities in representation of the School. Dean Francisco
Javier Rodríguez and Prof. María I. Oliver, ACSA Faculty Councilor, have
represented the School at the ACSA Annual, Regional and International
Meetings, as well as the Administrators Conferences. Traditionally, the
Dean and the ACSA Faculty Councilor attend the Annual Meeting. In 2007,
Prof. Maria Isabel Oliver and Prof. Jose Flores, attended the Annual ACSA
Meeting "Fresh Air" in Philadelphia. Another example of faculty
development activities includes Prof. Enrique Vivoni’s participation in
Annual Meetings of the Society of Architectural Historians.
The School has created and actively supports several institutes and
centers for research. These include the Sustainability Studio (Appendix
4.0), the Centro de Servicio a la Comunidad (Community Design Center,
Appendix 4.1), the Instituto de Arquitectura Tropical Henry Klumb,
Laboratorio Ambiental de Arquitectura Biotropical (LAAB), the Laboratorio
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Acústico, the AACUPR (Appendix 1.1), CIUDAD (Appendix 4.2), iESCALA
(Appendix 4.3), IMDICE (Appendix 4.5), and CIDI (Appendix 4.4).
A l i s t o f g u e s t l e c t u r e r s a n d v i s i t i n g c r i t i c s b r o ug h t t o t h e p r o g r a m s i n c e
t h e p r e v i o us s i t e v i s i t
The School promotes an active approach to the enrichment of the
academic and intellectual experience of its students and faculty. Our
Visiting Lecturer Program has been extremely popular and successful
during the past four years. Many of these visitors have also provided
Studio critique sessions for the benefit of our students. During that
period, the list of visiting lecturers includes (see Appendix 8.1):
2002-2003
IX Seminario de la Arquitectura Latinoamericana
Dra. Sylvia Alvarez Curbelo, UPR
Hermilio Salas Espindola, Texas
Arq Javier de Jesús, PR
Arq Abel Misla, PR
Mario Schjetnan, Mexico
Arte Público Lecture: Ann Hamilton, USA
Arte Público Lecture: Josep Muntadas, Barcelona
Gabriel Ruiz Cabrero, Madrid
2003-2004
Samuel Isenstadt, New Heaven, Connecticut
Todd Wiliams, New York
Billie Tsien, New York
Lindy Roy, New York
John R. Patkau, Canada
Mario Ceniquel, Brasil
Humberto Cavallín, Venezuela
2004-2005
Javier de Jesús, San Juan
Jorge Silvetti, Boston(Harvard)
Nader Tehrini, Office dA, Boston(MIT)
Enric Pericas Bosh, Barcelona
Juan Herreros, Madrid
Andrés Mignucci, San Juan
Tom Marvel, San Juan
Dino del Cueto, Mexico
Enrique Vivoni, UPR
Segundo Cardona, San Juan
2005-2006
F. Abruña /J. Ramírez / E. Martínez Joffre, UPR
Javier Isado / Jorge Lizardi, UPR
Aníbal Sepúlveda, UPR
Andrés Salas Acosta, San Juan
Elías Torres Tur, Barcelona
Mariano del Cueto, Mexico
Segundo Cardona, FAIA
Cero Design (Celso González y Roberto Biaggi)PR
West 8, Jerry van Eijck, Netherlands
Maria Isabel Oliver,UPR
Miguel A. Rivera, Austin,Texas
Juan Miró, Austin, Texas
Christian Dagg, Auburn, AL
Jude Le Blanc, Atlanta, Georgia Tech
Toshiko Mori, New York (Harvard)
Mack Scogin, Atlanta (Harvard)
Merill Elam, Atlanta
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2006-2007
Rodrigo Vidal, New York
Jorge Lizardi, UPR
Celina Nogueras, Puerto Rico
Juan Penabad, Puerto Rico
Francisco Javier Rodríguez, Puerto Rico
Joshua Prince Ramus, New York
Jonathan Marvel, New York
Wolf Prix, Austria
Beatriz Colomina, New York (Princeton)
David Hickey, Las Vegas, Nevada
Val Warke, New York (Cornell)
Jeff Kipnis, Columbus, Ohio State
Winka Dubbeldam, New York (Penn)
Proposed List for 2007-2008
Luis Rojo, Madrid
Paxti Mangado, Pamplona
Ecosistema Urbano, Madrid
Barozzi-Veiga, Barcelona
Mohsen Mostafavi, Cornell-Harvard
Jerry Wells, Cornell
Maryann Thompson, Harvard
Fares el-Dadah, Rice
Sanford Kwinter, Rice
Laurie Hawkinson, NYC
Michael Sorkin, NYC
Francisco Javier Blanco, San Juan
Evan Douglis, NYC
The Exhibits Program during the past two years includes:
2005-2006
Bienal de Arquitectura 2005
Exhibición Competencia de Junco Steel
Obras de Miro y Rivera, Arquitectos
Exhibición Acción Urbana
Exhibición obras por Egresados
Exhibición premios AIA 2006-05-25
Exhibición Estudiantes 2do año
Exhibición Taller de Tecnología
2006-2007
Competencia del Mueble AIA
Premios de Honor AIA 2007
Exhibición de propuestas para el Charrette Infraestructura
Verde y Nuestras Ciudades del CAAPPR
Taller de Segundo Año
Exhibición Fotos de Córcega
Exhibición Taller de Artes Graficas
XV Premios Obras Cemex
Exhibición Parque Escultórico
Exhibición de Estudiantes que participaron del Intercambio
en Sevilla
Exhibición Casa Solar
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Special Events during the past two years include:
2005-2006
Celebración 40 Aniversario
Conversatorio: 40 años de la Escuela de Arquitectura
Reconocimiento clase 1966
Presentación Fideicomiso
Revista (in)FormA, vol. 2
Subasta Silente (obras donadas por egresados)
2006-2007
Encuentro Torres Martinó y sus Alumnos
Participación en el Proyect Based Learning Course
auspiciada por Stamford University
Joint Studio con Cornell University
Eco-Micro casa Eco-quí
Diseño de la Casa Solar
Firma de convenio con la Universidad de Córcega
D e s c rip t io n o f s t ud e n t s up p o rt s e rv ic e s , in c lud in g a c a d e m ic a n d p e r s o n a l
a d v is in g , c a re e r g uid a n c e , e v a lua t io n o f p ro g re s s , a n d in t e rn s h ip
placement
S t ud e n t
S up p o rt
Services.
The
Student
Affairs
Officer
maintains
actualized students records and provides students advice about the
administrative processes of the Architecture School related to: course
selection,
registration,
admission
requirements,
financial
aid,
scholarships, transfer, reclassifications, special requests, substitutions,
student placement, and other aspects of academic progress.
The Undergraduate and Graduate Program Coordinators are responsible,
in coordination with the Dean, for the implementation of the philosophy,
mission, goals, and objectives of the Architecture School on each
Program. They are responsible for the coordination and direction of the
administrative and academic procedures of each Program. They give
advice to the candidates for admission on academic matters and to the
Program students on advanced and internship placement. They are
responsible for the organization and coordination of the courses and for
implementing the administrative procedures in order to best fulfill the
integration of the courses. They also advise recently recruited Faculty
regarding their rights, duties and responsibilities on each Program.
During the 2001-02 academic year, the School implemented a program of
outreach to high school students and recruitment of possible candidates
for admissions. As well, the Undergraduate and Graduate Coordinators
are responsible for advising students in their fourth year who are
interested in graduate education.
A Professional Counselor helps the students to understand and clarify
their views of their lifespace, and to learn to reach their self-determinate
goals through meaningful, well-informed choices and through resolutions
of problems of an emotional or interpersonal nature. The five major
goals of this counseling concentrate on facilitating behavior change;
improving the student’s ability to establish and maintain relationships;
enhancing the student’s effectiveness and ability to cope; promoting the
decision-making process; and facilitating the student’s potential and
development;
The professional services of Counseling and Guidance in a setting like
the School of Architecture, responds to a preventive, as well as the
growth needs of students, offering such services as assertiveness
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training, self-esteem development, career planning and personal growth
group experience. These services are related to the needs of the students
and respond to the regulation stipulated by the Faculty. These can be
summarized in four mayor categories: Academic Counseling; Personal
Counseling; Occupational Counseling; and Educational Guidance.
The functions of the
include the following:
professional
counselor
at
the
School
• Detect deep conflicts and serious needs in
the students that require the attention of other
professional
such
as
psychologists,
psychiatrists or social workers and refer those
students to them. Offer the necessary follow-up
to those students. Detect and evaluate by
interview and other techniques emotional and
adjustment
problems
that
can
affect
the
student
academic
performance.
Provide
counseling and guidance to the students who
present
emotional
conflicts
that
effect
academic and personal growth. Evaluate the
academic records of the students to identify
possible conflict areas, interest and needs.
Intervene with the students, if necessary, so
that they can deal in a positive way with the
situation. Participate as part of a team of
helping professionals or with other university
or community personnel in a specific case.
• Provide occupational guidance and advice to
promote
in
the
students
the
effective
achievement of their professional goals. Help
students in the analysis of their needs,
interests, aptitudes, abilities, work experience,
and life style. Provide counseling and guidance
to students with vocational indecision or with
psychological problems.
• Provide academic advising and guidance to
the student body.
• Advise and collaborate with the Dean in the
design and organization of the counseling and
advising
programs
in
the
School
of
Architecture. Design a working plan regarding
the student body characteristics and needs.
Conduct studies related to the student’s needs
and provide guidance based on those findings.
• Acts as a facilitator to promote good
communication
between
the
students,
the
faculty and the administration. Coordinate,
collaborate and participate in official student
activities.
• Offer orientation regarding the obligations
and rights of students as well as professors
according
to
the
academic
norms
and
regulations of the Institution.
• Coordinate student services for students with
special needs in conjunction with the Office for
Students
with
Disabilities
located
at
the
University campus.
• Collaborates with the Coordinators of the
Graduate as well as Undergraduate Programs
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regarding conflicting situations that negatively
affect
the
academic
performance
of
the
students.
O t h e r S up p o r t S e r v ic e s
The Office of the Dean of Students offers the following programs:
Housing, Health Education, Peer Counseling, Vocational Rehabilitation,
Psychological and Psychometric Services, Veteran's Affairs, Occupational
Development Placement, Cultural and Recreational Activities, and Student
Organizations.
The Office of the Dean of Students also administers a Guidance and
Counseling Center for Student Development (C.O.D.E.) that integrates all
the professional assistance services in the field of human behavior in a
multi-disciplinary approach to attend to student needs. Social workers,
guidance
and
rehabilitation
counselors,
psychologists
and
other
specialists constitute the staff of this Center. There is an Occupational
and Educational Information Section, which introduces students to
occupational and educational fields, and provides them with information
on the curricula of colleges and universities in Puerto Rico and abroad.
T ui t i o n C o s t s / S c h o l a r s h i p / A i d
Due to the support of the Government of Puerto Rico for public higher
education, tuition costs at the University are very reasonable. This
commitment is reflected in a cost of $40 per tuition credit at the
undergraduate level and $115 at the graduate. Each year there will be an
increase in tuition only applicable to the class being admitted that year.
That fee will be maintained during a period of time equivalent to 150% of
the time required to complete a student’s study program.
The University Financial Aid Office provides students with assistance to
help defray the cost of education. There are local scholarship funds
available to the architectural student, such as Legislative Scholarships,
as well as federal ones, such as the Supplemental Education Opportunity
Grants (SEOG), the State Student Incentive Grants (SSIG), Basic
Educational Opportunity Grant Program (BEOG), National Direct Student
Loan Program (NDSLP), and Guaranteed Student Loan Program (GSLP).
There are also Work/Study Programs and Teaching Assistantships
available to qualified students. The vast number of undergraduate
students are beneficiaries of Pell Grants. At the graduate level,
approximately 20% of the students receive teaching assistantships.
The Universidad de Puerto Rico also offers its own scholarship aid
program: Presidential Scholarships, Honor Student Grants, and Graduate
Teaching Assistantships, among others. The School of Architecture, in its
effort to encourage community support for our students, established the
Dan-El Viera Scholarship in collaboration with the Colegio de Arquitectos
de Puerto Rico.
E v id e n c e o f t h e p ro g ra m ’s fa c ilit a t io n o f s t ud e n t o p p o rt un it ie s
p a r t i c i p a t e i n f i e l d t r i p s a n d o t h e r o f f - c a m p us a c t i v i t i e s
to
The Program supports both in theory and in practice with time and
financial resources, the student´s opportunities to participate in offcampus activities, seminars, symposia and congress. The Dean himself
has traveled with students to at least two AIAS Forum National
Conventions. (See Appendices 9.1 and 9.2).
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Most of the activities at the Scool of Architecture involve the collaboration of students as
well as faculty in general. Many of these activities are supported by students’ organizations
(Student Council, AIAS,CSI, Emerging Green Builders) with the support of the Dean. Some of
these include Design Competitions and Charrettes; Field Trips with the AIAS CSI Emerging
Green Builders; local as well as international AIA and AIAS Conventions, Bienals and other
programs sponsored by the Colegio de Arquitectos y Arquitectos Paisajistas; Lectures,
Exhibitions, Documentaries and Film Festivals as well as ahtletic intramurals.
In some occasions, final reviews take place in professional local offices in order to acquaint
students to the professional realm and expose them to the environment of professional
architects. Moreover, some projects require site visits outside of the San Juan area, these
visits broaden the students´ understanding of our local needs and traditions.
D e s c rip t io n o f t h e p o lic ie s , p ro c e d ure s , a n d c rit e ria fo r a p p o in t m e n t ,
promotion,
and
t e n ur e ,
and
for
accessing
f a c ul t y
development
Because of the professional nature of the School, the preference is to
employ Faculty members who hold advanced degrees and licensure in
their fields of specialization. Architects should be members of the
Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico (CAAPPR),
and Engineers of the Colegio de Ingenieros (CIAPR).
Faculty,
which
in
the
case
of
tenure
track
positions
required
advertisement of the opening. This is followed by a preliminary
evaluation of the credentials of candidates by the Dean. Consultation
takes place with the Graduate and Undergraduate Coordinators prior to
presenting the candidates to the Personnel Committee. The Personnel
Committee has the responsibility to make recommendations on the hiring
of
any
candidate.
The
Dean
then
forwards
a
recommendation
accompanied by the recommendation of the Committee. Appointments
can be made either under service contracts for one or two semester,
renewable, or tenure track. Most Faculty begin at the Instructor level
unless they have held another teaching appointment at a higher level.
Faculty with doctoral degrees begin as Assistant Professors.
Only tenure track Faculty are eligible for tenure, and this requires five
years
of
probationary
service
unless
a
case
for
extraordinary
circumstances can be made. Unlike the U.S., tenure – what in Puerto Rico
is referred to as “permanencia” – is separate from promotions, and one
can be tenured at any rank, from Instructor to Full Professor.
The promotion of Faculty takes into account a process that starts with a
periodic evaluation of individual faculty members by the Personnel
Committee, who then make the a recommendation to the pertinent
authorities. The Personnel Committee, composed typically of five (5)
tenured Faculty with the rank of Full or Associate Professor, representing
each of the major academic areas in the School, monitors faculty
performance, academic development and professional accomplishments.
Peer evaluations are the primary criteria for faculty recruitment,
retention, tenure, and promotion. These are complemented by student
evaluations and classroom and Studio visits by members of the
Committee.
Non-permanent faculty are evaluated either annually or on a semester
basis, depending on the length of their individual contracts. The
Personnel Committee assesses the courses these faculty teach, which
include the use of student evaluations. Permanent members of the faculty
are not evaluated by peer review on a regular basis, a situation that the
Personnel Committee will be addressing in the near future, although they
are subject to student evaluations each semester. These evaluations are
reviewed by the Dean and form a part of the faculty member’s permanent
47 / 60
APR 2007
record. The Committee intends to begin the annual peer evaluation of all
tenure track faculty members soon.
E v id e n c e o f h o w fa c ult y re m a in c urre n t in t h e ir k n o w le d g e o f t h e
c h a n g i n g d e m a n d s o f p r a c t i c e a n d l i c e n s ur e
Virtually all studio faculty practice as architects and remain current in
the knowledge of the profession. Other faculty exercise their profession
in other areas, such as engineering, planning, preservation, technology,
a n d f i n e a r t s , a m o n g o t h e r s . Puerto Rican law requires
continuing education as a prerequisite for continued registration as
an architect or engineer. Efforts have been made by the School of
Architecture in order to support this requirement; as such, the School
will be offering continuing education courses for architects and
practitioners in and outside the academic realm.
graphic
3.8
Physical Resources
As an independent academic unit within the University, the School of
Architecture occupies its own building, which houses its administrative
offices, specialized library, exhibition gallery, archives, design studios,
classrooms and several support facilities. Our specialized facilities also
serve the general University and professional communities. (See
Appendix 3.1).
The School has the only specialized architectural Library and slide
collection in Puerto Rico (which includes records of much student work).
It is also the largest collection in the Caribbean. It also has AACUPR Archivo de Arquitectura y Construcción de la Universidad de Puerto Rico a repository of documents and a source of research pertaining to Puerto
Rican architecture, and which assists in the preservation of the history of
Puerto Rican design and construction. The School also is connected with
the University-wide LAN (UPR-NET) and the Internet.
T e c h n o l o g y L a b o r a t o r y R e s o ur c e s
The Technology area offers courses in areas directly related to the Puerto
Rican and Caribbean environment and climate, including research and
experiments in a variety of specialized fields, such as Architectural
Acoustics and Computers. There is a wind tunnel used in the natural
ventilation and required technology courses, as well as for individual
studio projects, and a heliodon used in the required and elective
technology courses. The School has a digital photography laboratory that
offers elective and continuing education courses, as well as provides
support to students and faculty. A workshop for model construction is
also available. There are facilities for research and demonstration in the
areas of Computer Graphics, Acoustics, Lighting and Natural Ventilation.
A c o us t ic s L a b o ra t o ry
The School maintains an acoustics laboratory, with equipment that
supports courses in the areas of basic acoustics, environmental
acoustics, architectural acoustics, and noise control. Electroacoustic
instrumentation (sound-level meters, real-time spectrum analyzers, FFT
analyzer, analog filters, noise generator, wave synthesizer, reverberation
time instrumentation, statistical analyzer, oscilloscopes, and others)
allow the instructors to present demonstrations of important acoustic
and
psychoacoustic
phenomena
in
class
and
to
conduct
fieldmeasurements and basic research related to architectural acoustics and
community noise. A reference sound-reproduction system and digital
sound-recording system is available for demonstration purposes.
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Laboratory and demonstration equipment for the Physics courses is also
available, particularly for the mechanics, structures, wave motion,
electricity, light, and thermal physics areas.
Biotropical
A rc h it e c t ure
and
Environmental
Systems
( L a b o r a t o r i o A m b i e n t a l d e A r q ui t e c t ur a B i o t r o p i c a l - L A A B )
Laboratory
A low-speed wind tunnel designed and constructed by Prof. Pedro Muñiz,
PhD, is used to study the interaction between buildings and wind,
utilizing scale models. Recently, new and updated peripherals have
augmented its research capability including new and updated wind speed
anemometers in a multi-channel configuration. Computer and manual
control, smoke and data collection devices for flow analysis are being
added.
Photometers (luminance and illuminance meters) are available for field
and laboratory studies for daylighting analysis using scale models.
The
LAAB
contains
additional
tools
and
instruments
for
the
demonstration and analysis of diverse criteria related to solar protection
and environmental aspects in architecture. With the aid of a heliodon,
students carry out analysis of existing and proposed buildings by means
of scale models testing.
C o m p ut e r L a b o ra t o ry (M e d ia L a b )
The Computer Laboratory has as a primary goal to serve as a support
facility for overall academic needs. Its goal is to educate and train our
students and faculty in the use of computer
technology
as an
instrument
for
new
ways
to
undertake
architecture investigation
and representation. The Laboratory encourages the learning of new
applications and equipment usage that will open possibilities for deeper,
faster and more productive way to explore architecture.
The Laboratory has expanded with the new
facilities to almost twice
their previous size, and have PC an Mac. A new server-based
administrative system allows each student a private password, personal
account, and server storage. This also allows the system to keep a log of
time and use of each student. This new building is totally networked
allowing for the introduction of technology in studio and other courses.
Staff members give support and assistance at the laboratory at all time.
Staff members are each assigned a regular task to perform during their
scheduled time. The Laboratory has staff meetings every week to
establish weekly tasks and new goals. A periodic technical revision to the
system takes place every weekend.
With the acquisition and implementation of new high performance
equipment, the level of technological capacities of the laboratory has
increased. The new equipment and applications have improved student
productivity and interest in architectural education.
Presently, the Computer Lab has the following equipment as part of the
School’s academic network: 12 IMac G3 500MHz, 128 Mb RAM and 20Gb
HD, 20 Dell Optiplex 745Intel core 2 Duo 2.66GHz, 4Mb RAM and 80Gb
HD, 22 Dell Precision 360 Pentium IV 2.8 or 3.06GHz, 1.2Gb RAM and
74Gb HD., 6 Dell Precision 380 Pentium IV 3.2GHz, 1Gb RAM and 80Gb
HD, 3 Dell Precision 330 Pentium IV 1.42GHz, 256Mb and 20Gb HD. They
have either Windows 2000 Professional, Windows XP Professional or
Windows Server 2003, AutoCAD 2006, Office 2003 Professional, SketchUp
5, Etabs 2000, Photoshop CS, Acrobat Reader, VIZ 2006, Symantec
Antivirus, ArchiCAD, Corel 12. The Lab counts with an Infocus projector
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APR 2007
for presentations, a router antenna for wireless access internet throw the
university network, 2 scanners HP ScanJet xpa and HP Scan Jet 5470c and
a Team board. There are also 4 printers, HP DeskJet 9800, HP LaserJet
4200n, HP DesignJet 500 and HP DesignJet 800, connected throw a
printer server that enable to print from any unit in the Lab.
The School of Architecture’s efforts in providing both Faculty and Students the latest
digital and technological tools reinforce not only the curriculum, but also the learning
experience.
The Media Lab offers, within the School, a unique space dedicated to the exploration,
investigation, experimentation, creation, and application of new digital methods and
systems of design.
In order to maintain an continuously develop this Digital Program and produce the
highest level of research and critique, the School must provide a system that allows
our local network to have rapid access to ideas that live in other regional and global
networks; along with the software and hardware that permit the two dimensional
image in the computer screen to become a three dimensional object for further study.
The University of Puerto Rico’s Technology Fund grants the Media Lab the necessary
funds to obtain essential equipment. This year the Media Lab is to be furnished with
the following:
•
Microfilm scanner to be available in the Library.
•
Milling Machine- used for the complex shaping of metal and other solid materials.
Milling machines may be operated manually or under computer numerical control.
Milling machines can perform a vast number of complex operations, such as slot
cutting, planning, drilling, rebating, routing, etc.
•
A HP8300 Professional Image scanner in the Computer Room
•
More licenses of the Office Professional Plus 2007 Win program
•
More programs of Office Mac 2004
•
CS3 Design Standard Mac
•
CS3 Design Standard Window
•
Autodesk Autocad 2008 Full Education Edition
•
Arcview 9.2 Labkit
•
Infocus Work Big V 10 Ultra Mobile projector
•
Nerv8 input Scaler /Switcher with unbalanced stereo audio (Console)- console that
integrate all audio equipment for better performance and control.
•
D830 Dell Latitude Notebook, duel-core Intel processor with 64 bit support – for
use in presentations in the classroom.
•
Dell optiplex 755 mini tower- assigned to the Taller Comunitario and the Acoustic
Laboratory for research and field investigation.
•
Enhanced Acoustic Simulator for Engineers Version 4.2 for Windows - this
program allows students to perform acoustics tests utilizing simulators and high
technology in the Acoustics Laboratory.
We are working in the new design of the Web site for the School of
Architecture, which will provide information and new ways of using the
facilities. The new site will incorporate and integrate information about
all other facilities, which will help professionals and international
students to learn and interact more with our School. The re-design is
being carried out by Prof. Abel Misla and the New York-based firm
ANIMA.
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During the academic period, the Laboratory is open M-Th 8:00 AM-8:00
PM, and Friday 8:00 AM-4:30 PM. At other times, the schedule is M-F
8:00 AM-4:30 PM. The Computer Lab is presently undergoing a
conceptual process of redesigning its function to serve more as a Media
Lab. (See Appendix 4.6).
Digital Photography Laboratory
The photography laboratory prepares the students to express their
creativity in the challenging world of architectural photography and in
image digitalization. Students are provided with both the technical and
artistic tools needed to create a variety of projects. Courses are offered
in non-traditional photography, that is both applied architectural
photography and digital image making, that are flexible enough to
provide for each student’s particular needs.
The Lab now has integrated the latest electronic imaging systems
technologies in architectural photography. This includes 12 Apple I-Mac
G3 computers, a Power Mac G-4 server, an Apple I Book and two Apple G5 all with software that includes Photoshop 6, Adobe Page Maker and
Illustrator. Professional level digitizing equipment includes two Sony
Digital Video Camara, one Nikon FM-2 Camara, Nikon F-11 Camara,
Nikon Digital Camara D-70, a Sony Viao, Colortran Lamps, Kodak printer,
Kodak scanner and a Camara Hasselblod.
The actual physical facilities in which the Lab is located are contigous to
the design studios and in great conditions. An agreement with the
Department of Fine Arts of the College of Humanities is leading towards
the phasing out of the teaching of traditional photography courses and
the concentration on digital imaging. The facilities of Fine Arts are
adjacent to the new architecture building.
This adjacency provides a
convenient location for architecture students who wish to take traditional
photo courses that Fine Arts will continue to offer.
In response to new technology and student demand and supported by the
new digital photo equipment, the School has begun to offer new courses
in photography for students with specific interest in architectural image
creation and preservation of historical places and buildings. For the
latter, assignments are designed to emphasize the development and
exploration of professional attitudes and techniques, while providing a
comprehensive study of the subject of preservation of historical sites and
buildings through the use of photography.
S c h o o l o f A rc h it e c t ure R e s e a rc h C e n t e rs
See Appendices 4.2, 4.3, 4.4, and 4.5.
T h e N e w A r c h i t e c t ur e S c h o o l B ui l d i n g
The new facilities integrated all the components of the School of
Architecture. It is designed as two parallel wings, each two stories in
height. A conscious decision was made to locate all the studios and
support facilities, such as the computer lab, technology areas and jury
space, on the upper floor, along with necessary faculty offices and other
ancillary spaces. The lower floor, a more public area, houses the
administrative areas, classrooms, library, exhibition area, auditorium,
and AACUPR. (See Appendix 3.1).
The building of the School of Architecture itself is designed to become
an object of research for our students, especially in areas of building
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APR 2007
performance in the hot-humid tropics. This will include both qualitative
and quantitative aspects. The large open design studio area will feature
natural and artificial ventilation systems that will give the opportunity of
comparing a variety of cooling techniques.
This building is more than twice the amount of space in the old facilities,
which enable us to realize a number of the goals of the Strategic Plan,
such as the implementation of new graduate studies in Historic
Preservation, Urban Design, and Project Administration. The exhibition
space increased, and facilitate the strategic goal of increasing the social
role of the School. The vastly improved conditions that the building offer
to the School, help us achieve the strategic goal of creating a better
environment for student learning.
3.9
The Santiago Iglesias, Hijo, Library
AACUPR
3.10
(See Appendix 1.2).
(See Appendix 1.1).
Financial Resources
As the University faces difficult financial times, so too does the School,
like many other NAAB accredited institutions that are part of a public
higher education system.
Nevertheless, aware of the importance of
professional schools and their impact upon society and concerned with
maintaining the accreditation of the Program, the Institution has
supported and encouraged the School. This has been particularly so in
the areas of faculty recruitment and employment. The salary scale while
low by U.S. standards*, is higher that for most of the other Campus
units, except for Planning and Law. Institutional support has included
funding
for
travel,
equipment,
physical
improvements,
course
substitutions, and participation in various fora.
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The School of Architecture has operated for the past three years with the
following annual budget assigned by the University:
Year
Salaries*
Library
AACUPR
Travel
Expenses
Equipment
Visiting
Professors
Others
Total
04-05
2,342,881
442,973
246,360
14,733
**108,417
15,397
77,707
3,248,468
05-06
2,498,517
502,306
221,910
12,299
11,938
12,173
82,446
3,341,589
06-07
2,761,629
509,055
264,545
30,219
55,629
17,175
102,628
3,740,880
*According to the latest data from the Association of Collegiate Schools
of Architecture (ACSA) survey published in 2000, salaries at the School
lag behind those of Institutions in the continental United States.
**Includes funds assignment for the acquisition of equipment for the new
facilities of the School.
On a per student and per faculty basis, the monetary assignments to the
School lag behind those of the Law School but slightly ahead of the
Planning School.
Professional Program
Budget Assigned for
2007-2008
Total Students
Registered
Budget Assigned per
Student
Architecture
3,595,718
374
9,614
Law
9,688,929
729
13,291
Planning
1,366,035
110
12,418
53 / 60
APR 2007
3.11
The Middle States Association of Colleges and Schools has accredited the Río
Piedras Campus of the Universidad de Puerto Rico continuously since 1946.
The Campus is also accredited by the Consejo de Educación Superior, the
accrediting agency for all institutions of higher learning in Puerto Rico.
Individual accreditation of the Graduate School of Planning, the Law School,
the School of Architecture, and other colleges, schools and departments of
the Campus is complied with as required.
The School of Architecture is one of eight academic faculties on the Río
Piedras Campus. It operates as an autonomous faculty, with its own assigned
annual budget. It has over 430 full and part-time students enrolled in its
undergraduate and graduate programs. It functions under the direction of a
Dean, one Associate Dean, two Assistants to the Dean, and Graduate and
Undergraduate Program Coordinators. There is also a Student Affairs Office.
The School also has an autonomous Library, its own architectural archives
collection, Computer, Photographic and Technology Laboratories, and two
Centers, one focused on tropical architecture issues and one for community
based projects.
The School offers a Bachelors Degree in Environmental
Design and a Master Degree in Architecture. No other degree programs are
offered in the same administrative unit as the accredited architecture degree
program.
The other two professional programs on campus are both graduate level
curricula, and therefore do not have a system of Coordinators. The Law
School, which is most similar to Architecture, utilizes a system of Associate
and Assistant Deans. The other professional program, that of Planning, while
also a graduate “School,” is headed by a Director and not a Dean, and is
under the jurisdiction of the Dean of Graduate Studies and Research
(Decanato de Estudios Graduados e Investigación - DEGI). These three
entities are similar in that they, unlike most other academic areas on
campus, have a system of program areas rather than a departmental
structure. For this reason, the School has program coordinators rather than
department heads.
54 / 60
APR 2007
55 / 60
APR 2007
3.12
The Undergraduate Program: Bachelor of Environmental Design (BED)
Philosophy Statement
The pre-professional degree is designed to give the student a sound general
education, founded in the humanities, the social and natural sciences, and
providing general language and mathematical skills. It intends to prepare
students with the basic abilities and knowledge needed to enter advanced
programs that lead to professional degrees in architecture, as well as other
related fields. Upon graduation, students are expected to understand
introductory
and
intermediate
architectural
design,
technology
and
structures, and architectural theory and history. It is expected that they will
have the tools needed to contribute constructively to the formulation of a
better environment.
The undergraduate program seeks to balance a specialized education in
design with technical training, in response to the requirements that society
places on professional development within the context of the Island and the
Caribbean. The Bachelor of Environmental Design (BED) emphasizes the
identification, analysis, and solution of real-life problems, as well as the
development of decision-making capacity in the design process. The program
pays special attention to issues such as tropical climatology, urban and nonurban design, and the special environmental concerns of islands in
developing
countries,
without
neglecting
the
need
for
well-rounded
knowledge needed by individuals who can work anywhere in the world.
Program Description
The four-year undergraduate program leads to the degree of Bachelor of
Environmental Design (BED). This pre-professional degree is useful for those
wishing a foundation in the field of architecture, as preparation for
continued education in a professional degree program or for employment
options in architecture-related areas.
The first two years of the program combine a basic design and elementary
architectural design studio experience with basic courses in the arts and
sciences (Biological Sciences, Humanities, Social Sciences, Mathematics and
Physics). The third and fourth years combine more advanced studio work in
architectural design, with basic and intermediate professional studies in
structures, architectural technology, climatology, and architectural history
and theory. Elective courses are available in art history, art, drawing, study
trips, landscape architecture, and computers, among others. Individual
research projects are encouraged by many of the courses. To obtain the BED
degree, the student must complete 138 credit hours with a 2.00 minimum
grade point average.
The Graduate Program: Master of Architecture (MArch)
Philosophy Statement
The Graduate School provides study opportunities for those who have a BED
or its equivalent and seek a first professional degree in architecture. It also
welcomes professionals looking to continue their education by advancing
research into design problems with strong urban and social implications,
environmental impact and cultural context.
56 / 60
APR 2007
The Graduate Program has centered its priorities on the following aspects:
1.
Expand
and
offer
attractive
academic
courses/facilities to adapt to present work-market
needs.
2. Optimize the student’s time in the program
avoiding prolonged and unproductive student
assistance.
3. Consolidate the physical space.
4. Establish close collaboration
centers for the school’s faculty.
with
support
5. Provide digital support for program courses.
6. Increase financial assistance and incentives for
program students.
7. Estimulate nexus between the private sector
and the Program
Program Description
The Master of Architecture (M.Arch.) is the professional degree offered by
the
School.
It
is
structured
to
educate
those
who
aspire
to
registration/licensure as architects.
Admission to the Program requires completion of the School's undergraduate
BED program with a 3.00 grade point average (on a 4.00 scale) or its
equivalent from another accredited program. Students enter the advanced
phase of professional study by completing required work in practice-oriented
courses and advanced courses in the areas of theory, structures, technology,
and design. They choose among a variety of free electives or topics of their
own interest (e.g., historic preservation, ecology, planning, society and
culture, acoustics, environmental technology, and architectural history,
among others).
The final year of the two-year program, requires a total of fifty-six graduatelevel credit hours. Although some changes have been made to the Graduate
Program Curriculum in terms of Graduate Studio Options, the program has
relied mostly on the development of a final Design thesis that demonstrates
the
student's
competence
for
functioning
at
a
self-disciplined,
comprehensive, and integrative professional level. In consultation with the
Graduate Committee and thesis advisers, the student identifies a relevant
architectural design problem and proceeds to research it and develop a
viable solution.
Students who already possess a first professional degree may receive credit
for work completed through the transfer of credits or through advanced
standing, and may pursue an M.Arch. program tailored to their individual
needs.
These components are defined as follows,
General studies: A professional degree must include general studies in the
arts and science, either as an admission requirement or as part of the
curriculum. While this work is traditionally governed by guidelines
established by the institution, the program must ensure that students have
the prerequisite general studies to undertake professional studies.
The University believes strongly in a liberal arts education as the
fundamental core to all studies. This has resulted in students being required
to take both two years each of Spanish and English, as well as two-semester
sequences each of Social Sciences, Humanities, Biology, Physics, and
57 / 60
APR 2007
Mathematics. The result is the formation of bilingual critical thinkers who
are knowledgeable of their changing social context. However, this is
achieved at the expense of a large number of credit hours.
Concerned about the somewhat limited choices possible due to this situation,
the University has re-evaluated the general studies component of the
bachelor’s degree. The result of this effort, the Nuevo Bachillerato, reduced
the number of required core courses and increase that of electives, without
losing the commitment to a fundamental liberal arts education. The School
shared this concern and actively participated in this reevaluation. At the
University level, our faculty and students took part in the decision-making
process, and at the School level, faculty and students worked in transforming
the specifics of our program.
Professional studies: The core of a professional degree consists of the
required courses that satisfy the NAAB Student Performance Criteria. The
program may require additional core courses to address its mission or
institutional context, but professional studies must comprise no more than
60 percent of the student's required post-secondary education.
The School considers the Design courses as the central core of the
curriculum. Special attention is given to the organization of the Design
sequence. Although substantial changes are currently taking effect in the
Graduate curriculum, the Design sequence has traditionally relied on a five
year sequence followed by a sixth year thesis. During the sixth year,
students are required to work on their Master's thesis, which includes a
semester of research, program creation, site analysis, and other issues.
During the previous five years, students are guided through an everprogressing sequence that presents more complex projects as the student
passes through it. Beginning from basic principles the students are expected
to eventually be able to utilize sophisticated design principles and
processes.
Since Architecture is so closely tied to economic realities, it is imperative
that designers be aware of the financial impact of their proposals, in order
to ensure their viability. The School starts creating this awareness in the
Design Studios incrementally, beginning in the later stages of the
intermediate level and culminating at the advanced level, with a required
course in construction finances at the graduate level. Interaction with
professionals in related fields strengthens the student's understanding of
the professional concerns that directly affects relations between all those
involved in the project process, particularly from the point of view of the
design and construction teams.
The Technology sequence is supportive of and collaborative with the Design
sequence. Consideration is given to the incorporation of criteria for the
selection of building materials and processes, structural and mechanical
systems, etc., and how they are incorporated into the design process. The
professional practice courses introduce students to the actual workings of
architectural offices, exposing them to all aspects involved in the conception
and development of projects and its ancillary responsibilities. A practicum
elective gives students the opportunity to put the academic experience into
practice.
In the final stages of the Graduate Program, students come to understand
those aspects of the practice of the profession that relate to ethics,
administration, and regulations, as well as the interaction between client and
architect, and between architect and contractor. Contractual documentation
and construction management is covered in two graduate level required
courses. The School believes that a comprehensive understanding of the
responsibilities of the architect regarding the building process is necessary
to ensure a responsible and ethical practice of the profession.
The Design Studio sequence incorporates aspects of code requirements
beginning in the third year. Consideration is given to building laws and
applicable regulations, in an incremental manner, as the student progresses
in the sequence.
58 / 60
APR 2007
Laws, regulations, codes, and specifications, which are covered in a general
manner in the undergraduate Technology / Structures sequence, are dealt
with in greater detail in the practice and legal aspects courses at the
graduate level. The School also covers specific legal aspects of architectural
practice in an elective course at the graduate level. It is aimed at those
students planning to establish private offices for the practice of the
profession.
Electives: A professional degree must allow students to pursue their special
interests. The curriculum must have sufficient flexibility so that students can
complete minors or develop areas of concentration, either within or outside
the program.
Elective courses offered at the School provide students with the opportunity
to expand their experience in areas directly related to the Social concern of
the professional aspects of our program. Among these are courses in Art
History, Architectural History Seminars, Identity and Culture of the
Caribbean, and Themes in Puerto Rican Culture. The School also offers
opportunities for students to increase their technical expertise with electives
in areas such as Acoustics, Natural Ventilation, Model Making, ComputerAided Design, and Visualization. Other elective courses address areas of
professional practice (law and architecture), allied professions (landscape
architecture, historic preservation, graphic design and desktop publishing),
and the fine arts.
Students also have the opportunity to select elective courses in specific
areas of interest in the various departments throughout the University, such
as in planning, ecology, languages, literature, and business, among others.
Some students have elected to take courses in other campuses or even other
universities, in order to round out their interests.
THE UNDERGRADUATE PROGRAM: Bachelor of Environmental Design (BED)
List of Required Courses (BED)
First Year
FIRST SEMESTER
ARCH
3131 Design Fundamentals I
ARCH
3121 Introduction to Architecture I
ARCH
3045 Mathematics I
SPAN
3101 Spanish I
ENGL
3101 English I
SECOND
ARCH
ARCH
ARCH
SPAN
ENGL
Second Year
Third Year
SEMESTER
3032 Design Fundamentals II
3122 Introduction to Architecture II
3046 Mathematics II
3102 Spanish II
3102 English II
Credits
16
4
2
4
3
3
16
4
2
4
3
3
FIRST SEMESTER
ARCH
3133 Beginning Architectural Design I
ARCH
3521 Physics I
HUMA
3011 Humanities I
SOSC
3121 Social Sciences I
BISC
3001 Biological Sciences I
5
3
3
3
3
SECOND
ARCH
ARCH
HUMA
SOSC
BISC
5
3
3
3
3
SEMESTER
3134 Beginning Architectural Design II
3522 Physics II
3012 Humanities II
3122 Social Sciences II
3002 Biological Sciences II
FIRST SEMESTER
ARCH
4133 Intermediate Design I
ARCH
4045 Architectural Theory I
ARCH
4321 Structures I
ARCH
4211 History of Architecture I
ARCH
4311 Technology I
Elective
17
17
18
5
1
3
3
3
3
59 / 60
APR 2007
SECOND
ARCH
ARCH
ARCH
ARCH
ARCH
Elective
Fourth Year
SEMESTER
4134 Intermediate Design II
4046 Architectural Theory II
4322 Structures II
4212 History of Architecture II
4312 Technology II
18
5
1
3
3
3
3
FIRST SEMESTER
ARCH
4135 Intermediate Design III
ARCH
4047 Architectural Theory III
ARCH
4323 Structures III
ARCH
4213 History of Architecture III
ARCH
4313 Technology III
Elective
5
1
3
3
3
3
SECOND
ARCH
ARCH
ARCH
ARCH
ARCH
Elective
5
1
3
3
3
3
SEMESTER
4136 Intermediate Design IV
4048 Architectural Theory IV
4032 Structures IV
4214 History of Architecture IV
4314 Technology IV
18
18
138
THE UNDERGRADUATE PROGRAM: Bachelor of Environmental Design (BED)
General-Liberal Studies:
46 creds. (33%)
Professional Studies:
80 creds. (58%)
Electives:
12 creds. (9%)
THE GRADUATE PROGRAM: Master of Architecture (MArch)
List of Required Courses (MArch)
First Year
FIRST SEMESTER
ARCH
6311 Advanced Architectural Design I
ARCH
6361 Building Anatomy
ARCH
6225 ArchitecturalTheory andCriticism
Elective
SECOND
ARCH
ARCH
ARCH
Elective
Second Year
Credits
14
5
3
3
3
SEMESTER
6312 Advanced Architectural Design II 5
6145 Research Techniques
3
6383 Professional Practice
3
3
FIRST SEMESTER
ARCH
6313 Architectural Design Thesis I
ARCH
6385 Financial Aspects ofConstruction
ARCH
6384 Professional Ethics,
Administration,and Regulations
Elective
SECOND SEMESTER
ARCH
6314 Architectural Design Thesis II
Electives
14
17
5
3
3
6
11
5
6
56
The 18 elective-credit requirement at the graduate level is divided as
follows: 6 in free electives; 6 electives at the School of Architecture;
and 6 electives in other graduate programs.
3.13
Electives:
3 creds.
(5%)
35 creds. (63%)
18 creds. (32%)
Total for the 4+2 degree:
Electives:
194 creds.
49 creds. (25%)
115 creds.(59%)
30 creds. (16%)
60 / 60
4.1
4.2
Course Descriptions
4.3
Faculty Résumés
4.4
4.5
Annual Reports
4.6
School Catalog
4.7
4: SUPPLEMENTAL INFORMATION
APR 2007
4
Supplemental Information
4.1
The evaluation of a student’s progress is supervised by the Oficial de
Asuntos Estudiantiles (Student Affairs Officer). The School has a preenrollment process, which requires that all students who wish to take
classes the following semester have their plan of studies approved by
their Academic Counselor. Once the plan of study has been approved, the
student can then register for classes for the following semester through
the Internet, through terminals in the reception area of the Dean’s Office
or the Computer Center, or directly with the School’s Student Affairs
Officer. Those students with course enrollment problems meet directly
with the Student Affairs Officer. This means that all students see their
Faculty Counselor at least once a semester, and many see the Student
Affairs Officer as well. Graduate students work directly with the Graduate
Program Coordinator and the Program Secretary when they matriculate.
The Student Affairs Officer also tracks student progress through a
monthly list supplied by the Registrar’s Office. Undergraduate students
with an academic average under 2.20 are then notified by the School in
order to propitiate a meeting and anticipate solutions to problems with
their academic progress. This is designed to help students before they
are put on academic probation. They can also be referred to the
Professional Counselor as necessary. This program is a special service
developed and offered by our School.
At the Graduate level, progress is reviewed at the end of each semester.
Students with a grade average below 3.0 receive a warning letter. If they
fall into probation and later are dismissed academically, they must wait a
period of one semester before applying for readmission.
When a student is ready for graduation, the Coordinators fill out a form
that lists all courses taken. The final grade point of the student is
reverified to see that minimum grade standards are being met and then
the student is recommended for graduation to the Registrar.
A d e s c rip t io n o f t h e p ro c e d ure s fo r e v a lua t in g s t ud e n t t ra n s fe r c re d it
and advanced placement
The process for transferring at the undergraduate level begins with an
evaluation by the Undergraduate Program Director, to see if the student
is qualified. If the student is transferring from a non-architecture degree
program, that student must participate in the normal admissions
procedure. If the student is transferring from a qualified architectural
program, then the student is evaluated for placement in the appropriate
design year. This evaluation is conducted by the Undergraduate Program
Committee. Actual decisions about specific transfer credits are made by
the Assistant to the Dean for Academic Affairs in coordination with the
Undergraduate Program Director. To determine course equivalencies they
consult with the faculty who teach in specific areas of concentration. If
the candidate for transfer is in agreement with the conditions of
admissions, the School then proceeds with the University admissions
process.
At the Graduate level, the Graduate Program Committee has the
responsibility to evaluate transfer students. Fourteen credits are the
maximum that can be transferred and applied to the degree, and these
credits cannot include studio or thesis work.
1 / 3
APR 2007
Advanced placement at the undergraduate level occurs most frequently
with required general education courses. Through an examination
process administered by the College Board, students receive credit for
specific courses prior to enrollment. Because of the high standards of
admission of the school and the quality of students who apply,
approximately 75% of the incoming freshmen receive advance placement
in Spanish and English and 25% in Calculus. Within the School, advance
placement is possible at the discretion of either the Undergraduate or
Graduate Program Committees. University regulation allows advanced
placement by examination to be substituted for up to 25% of the total
credits required by a degree.
R e a d m i s s i o n A f t e r S us p e n s i o n o f S t ud i e s
Students who seek readmission after a lapse of enrollment are evaluated
by the Assistant to the Dean for Academic Affairs, who determines if
there have been any curricular changes since last enrollment and if any
courses previously taken are no longer applicable. Valid courses are
evaluated, and the student is readmitted based on previous studies.
The process of readmission for undergraduate students suspended for
academic reasons is more complex and requires a mandated waiting
period for readmission of at least one year. The Dean has the authority
to readmit or not any suspended student.
Any readmission would be probationary and requires academic counseling
during that period. Any student suspended twice for academic deficiency
would have to wait at least five years to apply for readmission. No
coursework taken at any other institutions during the period of
suspension is valid for a transfer credit. At the Graduate level the
waiting period is only one semester.
4.2
See Appendix 5.1.
2 / 3
APR 2007
4.3
Course Descriptions
.........................................................................................
ARCH 3009 (Elective)
Credits: 3
Course title:
Architectural Model Techniques
Instructor:
J. M. Campo (Offered 2001-06)
Prerequisites:
None
Course description
A study of model-building techniques and analysis and selection of
materials, both traditional and modern, which are suitable for
making scale models. Creative use of tools, materials, and
procedures as a means of broadening the design processes and the
determination of a correct relationship between concepts and
media.
Texts
None
Completion requirements
Modeling projects
.........................................................................................
Course title:
Credits: 3
Field Work Seminars
This course number is used as an umbrella for applied courses
that are differentiated by their section number whenever
offered.
.........................................................................................
Credits: 3
Course title:
Digital Photography
Instructor:
J. González Peniza (Offered 2002-2006)
Prerequisites:
None
Course description
Basic course in the new techniques of digital capture and
manipulation
for
the
future
professional
in
the
field
of
architecture. Digital capture and resolution, print output and
proofing, configuring Adobe Photoshop, basic image corrections.
Montage and other advanced techniques.
Text
Georges, Gregory, Digital Camera Solutions.
Four class exercises and three projects are required to complete
the course.
.........................................................................................
4.3: SUPPLEMENTAL INFORMATION_COURSE DESCRIPTIONS
1 / 41
APR 2007
ARCH 6991
(3015)(Elective)
Course title:
Structural Rehabilitation
Instructor:
L. Daza (2002)
Prerequisites:
Graduate standing
Credits: 3
Course description
The course aims to orientate the students in the use of strategies
that can be applied in the process of rehabilitation, focusing them
in the fields of architecture and technology.
They will study the
techniques of rehabilitation from a structural point of view and
verifying its aesthetic, economic, functional and operative impact.
The course requires the intervention of a Design and Technology
professor.
Text
Documents from the Applied Technology Council
Requirements include assistance and a final project.
.........................................................................................
Credits: 3
Course title:
Introduction to Urbanism
Instructor:
M. Ceniquel (Offered 2005)
Prerequisites:
None
Course description
The course seeks to expose the student to the urban theme in a
general manner through a study of its historical background and
acknowledging the different basic elements of its composition.
The student should learn to exercise a critical judgment over the
importance of urban design and its consequences in the city.
Likewise, the course makes an approach to Latin-American cities
and Puerto Rico in a Caribbean context.
It will also discuss the
different transformations that had occurred in the cities during
the XX Century and some actual movements like New Urbanism and
Transit Oriented Villages.
Texts
Bacon, Edmund; Design of Cities; Baigorri, Jesús; Enseñar la
ciudad, Didáctica de la geografía urbana; Barnett, Jonathan; The
Elusive City; Benevolo, Leonardo; The History of the City; Bernick
& Cervero; Transit Villages in the 21st Century; Calthorpe, Peter;
The Next
American Metropolis, The Pedestrian Pocket
Book;
Castells, Manuel; Imperialismo y urbanización en América Latina;
Chueca Goitia, F.; Breve Historia del Urbanismo; Duany & PlaterZyberck; Towns and Town Making Principles; Esteban y Noriega J.;
Elementos de ordenación urbana; French, J. S.; Urban Space;
Gordon, Cullen, Townscape; Jacobs, Allan; Great Streets; Katz,
Peter; The New Urbanism; Kostof, Spiro; The City Shape, The City
Assembled; Kohr, Leopold; The Inner City; Krier, Rob; Urban Space;
Morris, A.E.J.; History of Urban Form; Rudofsky, Bernard; Streets
for People; Scully, Vincent; American Architecture and Urbanism;
Sepúlveda y Carbonell; Cangrejos-Santurce; Sepúlveda, Aníbal; San
Juan, Historia ilustrada de su desarollo urbano; Sitte, Camillo;
Construcción de ciudades según principios artísticos; Unwin,
Raymond; Town Planning in Practice; Webb, Michael; The City
2 / 41
APR 2007
Square; White, William;
Paul; Town and Square.
City,
Rediscovering
the
Center;
Zucker,
Completion requirements:
Assistance, participation during class, reading, quizzes, and oral
and written presentation on final monograph.
.........................................................................................
A R C H 3 0 1 5 (6 9 9 5 ) ( E l e c t i v e )
Credits: 3
Course title:
Visual Culture: Theory and Perception
Instructor:
F. Rodríguez (Offered 2004-2005)
Prerequisites:
None
Course description:
The course focuses on the role of architecture in the making of
visible cultural icons and symbols from its highpoint when the
cathedral was the cultural reservoir of symbolic knowledge to
today’s era of advertising, Internet and virtual reality.
Throughout the semester the student will explore the procedures
by which technological inventions such as the printing press,
camera, color image, and the computer changed the way we
experience and understand the architectural world.
Text
Barthes, Roland, Camera Lucida; Berger, John, Ways of Seeing;
Calvino, Italo, Invisible Cities; Gonzalez, José Luis, El País de
Cuatro Pisos; Hickey, David, Invisible Dragon
Requirements
Weekly projects, Mid-term Project, Final Project, Attendance and
Participation
.........................................................................................
ARCH 3015
(Elective)
Credits: 3
Course title:
Appreciation of cinematographic art
with an architectonic vision
Instructor:
J. Rocafort (Offered 2002-2007)
Prerequisites:
None
Course description
A
voyage
through
the
world
of
the
cinema,
in
search
of
experiences
that
may
be
tangential
with
the
imagination
associated with the creation of virtual spaces and places.
Texts
FILMS: “Roma,” “La Dolce Vita,” “Don’t Look Now,” “Blow Up,” “La
Ciudad Blanca,” “2001,” “The Shape of Things to Come,” “Blade
Runner,” “Brazil,” “Il Deserto Rosso,” “Zabriskie Point,” “El ultimo
año en Marienbad,” “La Jette,” “The Conversation,” “Koyanisqatsi,”
and “Chronos”.
Assistance and class participation and a final short, movie-making
project.
3 / 41
APR 2007
.........................................................................................
A R C H 3 0 1 9 (6 9 9 1 ) ( E l e c t i v e )
Principles
of
Credits: 3
Course title:
Design
Basic
Landscape
Instructor:
M. Ceniquel (2004-05)
Prerequisites:
None
Architecture
Course description
The
course
will
explore
the
basic
aspects
of
landscape
architectural design in its intrinsic relationship to architecture. It
will focus on landscape site analysis as a required preliminary
phase to the architectural design process, in order to achieve a
harmonious
integration
of
human-made
structures
with
the
existing surroundings and nature. Themes upon which prominent
issues may be brought into focus are: the preservation and
utilization of natural resources; the outdoor scale; grading as the
art of earth sculpture; landscape features, such as topography,
water, plant material, etc., as design elements for the control of
erosion,
wind,
heat,
noise
and
visual
pollution,
energy
conservation, among others.
Through site visits and workshops, the course aims to integrate
landscape architectural principles into the students' current
design projects in an inter-disciplinary manner.
Texts
Reading assignments in various texts.
Site visits, graphic assignments and a monograph.
.........................................................................................
Credits: 3
Course title:
Visual Communication
Instructor:
E. Rolón, L. Vélez (2002-)
Prerequisites:
None
Course description
An introduction to the use of graphics as a tool for thinking
about, documenting, and expressing architectural design. The
course will cover graphic techniques for analysis, conceptual
studies, design development, and presentation. This is a course
that emphasizes hands-on experience, but includes lectures,
demonstrations, and reviews. Exercises containing architectural
ideas and issues will be used as a vehicle to develop graphic-and
model-making skills.
Principles of scale. Principles of line and tone. Drawing principles
of shade and shadow. Representation of building materials and
entourage.
Principles
of
perspective.
Principles
of
the
axonometric.
History
of
architectural
drawing.
Principles
of
sketching
Texts
Francis D. K. Ching,
Drawing on the Right
Rendering
Architectural Graphics; Betty Edwards,
Side of the Brain; Halse, Architectural
Assigned projects
4 / 41
APR 2007
.........................................................................................
ARCH 3045 (Required)
Credits: 4
Course title:
Mathematics I
Instructors:
L. Calcaño
Prerequisites:
Admission to the School of Architecture
Course description
Introductory course in precalculus mathematics for students in the
Architecture program, emphasizing applications and basic problem
solving and calculation. Utilization of the pocket calculator, or
portable computer is strongly encouraged.
Topics include the following: review of algebra and geometry,
functions, coordinate systems, basics analytic geometry, graphs,
polynomial functions, solution of equations, exponential and
logarithmic
functions,
trigonometry,
simple
trigonometric
applications,
trigonometric
functions,
systems
of
equations,
vector concepts and conic sections.
Texts
Munem & Yizzie, Precalculus: Functions and Graphs
Three partial examinations and a comprehensive final exam.
.........................................................................................
ARCH 3046
(Required)
Course title:
Mathematics II
Instructors:
L. Calcaño
Prerequisites:
ARCH 3045
Credits: 4
Course description
Applications of the calculus to simple problems of interest in
technological courses are included. The history of this field of
mathematics is discussed briefly, emphasizing its genesis in basic
physical problems.
Topics
discussed
include:
limit
concepts,
speed
and
its
measurement, the derivative, derivative functions, geometrical
interpretation
of
the
derivative,
tangents
to
a
curve,
differentiation maxima and minima, distance and its measurement
the definite integral, applications of integration, antiderivatives.
Texts
Deborah Hallett-Hughes, et al., Calculus
Three examinations and a comprehensive final examination.
.........................................................................................
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APR 2007
A R C H 3 0 5 1 (6 9 9 1 ) ( E l e c t i v e )
Course title:
History of Art I
Instructor:
R. Crespo
Prerequisites:
HUMA 3012
Credits: 3
Course description
The History of Art course presents the opportunity to analyze
examples of artistic creation within their historical context. Works
of art are studied as cultural creations in direct relation to those
considerations that affect them directly and indirectly: religion,
society,
economy,
politics,
geography
and
topography,
and
climate, among others. The discussion of artistic production in its
historical context is intended to help students gain a better
understanding of architectural production.
The course also intends to present history as a great source of
knowledge and inspiration. It provides the tools necessary to
understand human creation, and to better understand the solution
of problems that relate to the built environment. It also gives
aesthetic pleasure and a better appreciation of the expressive
character of society.
This course covers the History of Art from Prehistory to the end of
the Middle Ages. It is offered jointly to graduate students as
ARCH 6991.
Texts
Harold Spencer (ed.), Readings in Art History, Vol. I (New York:
Scribner's, 1969)
H. W. Janson, History of Art (Englewood Cliffs: Prentice Hall,
1990)
José María de Azcárate, Historia del arte (Madrid: ANAYA, 1995)
Requirements include partial and final examinations, and/or
research projects. When required, students may present research
projects either in written or oral form.
.........................................................................................
Credits: 3
Course title:
Basic Photography for Architects
Instructor:
J. González-Peniza (Offered 2002-2006)
Prerequisites:
None
Course description
Basic principles of photography. The history of photography.
Light,
the
basic
element
of
photography.
The
photographic
camera: types of cameras, lenses and depth of field control, the
shutter and movement control, exposure control, and light meters.
The essential elements of photography and basic composition.
Laboratory
practice
in
black
and
white
processes,
film
development, and printing.
Texts
Michael Langsford, Step by Step Guide to Photography
In addition to written tests the students are required to complete
at least four laboratory projects during the semester.
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APR 2007
.........................................................................................
ARCH 3101(Elective)
Credits: 3
Course title:
Introduction to Computers I
Instructor:
E. Rolón
Prerequisites:
ARCH 3046
Course description
The introduction to computers course provides students with their
first
experience
with
computers.
Hardware
and
software
components are studied in detail with emphasis on desktop
applications. General knowledge of operating systems, peripherals
and commonly used computers are covered. Word processing,
spreadsheets and database applications are used to solve basic
problems found in architectural practice. Painting and drawing
applications are used to prepare business-type presentations.
Basic concepts of computer programming are discussed using the
C language.
Texts
MS-DOS User Reference Guide; MS-Excel User Reference Guide; MSWindows User Reference Guide; MS-Word User Reference Guide;
UNIX User Reference Guide; Wingz User Reference Guide; X-Window
User
Reference
Guide;
Kerninghan
and
D.
Ritchie,
The
C
Programming Language; Other reading material is supplied before
each topic discussion.
Using particular applications, students solve real problems in the
following areas: structural design, budget analysis, construction
cost analysis, architectural research, and presentation. Each
student needs to complete an exercise for each of the above
areas.
.........................................................................................
ARCH 3102
(Elective)
Course title:
Introduction to Computers II
Instructor:
E. Rolón
Prerequisites:
ARCH 3046
Credits: 3
Course description
The course promotes the student's understanding of the use of
computers as tools for modeling and analyzing different problems
related to architecture. Emphasis is given to architectural research
methods, computer programming and application customizing
using the C language, spreadsheet, macro languages, and database
management
applications.
The
central
objective
is
to
help
students develop skills in problem solving, formulating strategies
for the transformation of such knowledge into a working computer
program; alternatively, the use of existing applications may be
applied to the solution of the problem.
Texts
AutoCAD
AutoList
reference
manual;
AutoCAD
C
Application
Programming; DBase and MS-ACCESS reference manuals; Interphase
(API) reference manual; B. Kerninghan and D. Ritchie, The C
Programming Language; Other reading materials are supplied
before each topic discussion.
7 / 41
APR 2007
Students are expected to demonstrate skills in organizing ideas,
detailing procedures and strategies for solving problems, and
developing applications and solutions. Required projects include:
design and implementation of a facilities management application
using a Relational Database Management System, design of an
archive of historic buildings linking graphics with data using
AutoLisp or C languages, and a database, statistical-survey
analysis using a spread sheet, and others. The student selects the
final project topic.
.........................................................................................
ARCH 3121(Required)
Credits: 2
Course title:
Introduction to Architecture I
Instructor:
E. Vivoni, J. Isado, J. Penabad
Prerequisites:
Course description
Introduction
to
the
discipline
of
architecture.
Definitions.
Resources
to
understand
architecture.
Panoramic
view
of
architectural production. Formal analysis of architecture.
Texts
Antoniades, Architecture and Allied Design: An Environmental
Design Perspective; Ching, Francis D. K. Architecture; Form, Space
and Order; Roth, Leland. Understanding Architecture, its Elements,
History, Meaning; Salvadori, Mario. Why Buildings Stand Up; Von
Meiss, Pierre. Elements of Architecture, From Form to Place; Ware,
D. Beatty. Diccionario manual ilustrado de arquitectura.
.........................................................................................
ARCH 3122
(Required)
Course title:
Introduction to Architecture II
Instructors:
Enrique Vivoni
Prerequisites:
ARCH 3121
Credits: 2
Course description
Determinants of architectural form: Technology / Context /
Program; Introduction to architectural practice; History of the
profession; Design process; drawing; Introduction to parallel
disciplines; Architecture and the human being; Architectural
criticism
Exams.
.........................................................................................
Credits: 4
Course Title:
Design Fundamentals I
Instructors:
M. Jiménez, Sonia Miranda, C. Algaze,
M. Oliver, M. García
Prerequisites:
Course description
The primary elements of architectural space (surface, horizontality
and verticality, line and plane, enclosure, function, program,
volume, landscape, path, center, frame, interior and exterior,
8 / 41
APR 2007
transparency and opacity, among others) are introduced and
explored through a series of two- and three-dimensional exercises.
The principles and techniques of two- and three dimensional
representation, graphic communication, and descriptive geometry
are introduced and explored through a series of technical and
free-hand drawings, and model-making exercises.
Texts
Francis D. K. Ching, Architectural Graphics; Francis D. K. Ching,
Architecture: Form Space and Order; Francis D. K. Ching, Drawing
A Creative Process; A reading list is provided with each design
exercise.
Design
projects
compositions).
(models,
drawings
and
mixed
media
.........................................................................................
Credits: 4
Course Title:
Design Fundamentals II
Instructors:
Rodríguez,
M.
Jiménez,
Sonia
Miranda,
C. Algaze, M. Oliver, A. Sánchez
Prerequisites:
ARCH 3131
Francisco
Course description
A continuation of the exploration of the primary elements of
architectural space (surface, horizontality and verticality, line and
plane, enclosure, function, program, volume, landscape, path,
center, frame, interior and exterior, transparency and opacity,
among others) are introduced and explored through a series of
two- and three-dimensional exercises.
The principles and techniques of more advanced two- and three
dimensional
representation,
graphic
communication
and
descriptive geometry are introduced and explored through a series
of technical and free-hand drawing, and model-making exercises.
Texts
Francis D. K. Ching, Architectural Graphics; Francis D. K. Ching,
Architecture: Form Space and Order; Francis D. K. Ching, Drawing
A Creative Process; A reading list is provided with each design
exercise
Design
projects
compositions).
(models,
drawings
and
mixed
media
.........................................................................................
..........
Credits: 5
Course title:
Elementary Architectural Design I
Instructor:
Rodríguez,
R.
Biaggi,
A.
Georas,
E.
Ramírez,
E.
A. Sánchez
Prerequisites:
ARCH 3122, ARCH 3132
Course Description
This is the
studios. It
first course in the sequence of architectural design
serves as an introduction to the processes and
9 / 41
APR 2007
strategies of architectural design. The course involves elementary
exercises analyzing the components of the architectural piece
along with its formal determinants.
The course studies the following subjects, among others: The
human
being,
the
handling
of
space,
architectural
spatial
sequence
and
circulation,
and
ultimately,
the
fundamental
elements of architecture such as beams, columns, walls, roofs,
and floor slabs acting together.
Another essential aspect of this design studio is the development
of the two and three-dimensional graphic skills applied to
architecture. The course's structure consists of four sequential
exercises.
Texts
Francis D. K. Ching, Architecture: Form Space and Order; Bruno
Zevi, How to Look at Architecture
Design projects (drawings and models).
.........................................................................................
ARCH 3134
(Required)
Course Title:
Elementary Architectural Design II
Instructor:
Ramírez
E.
Prerequisites:
ARCH 3133
Credits: 5
Rodríguez,
H.
Cavallin,
A.
Georas,
E.
Course Description
This is the second course in the sequence of architectural design
studios. It serves as an introduction to the process and strategies
of architectural design. The course involves elementary exercises
analyzing the components of the architectural piece along with its
formal determinants.
The course studies the following subjects, among others: The
human being, the handling of space, the architectural spatial
sequence and circulation and ultimately, the fundamental elements
of architecture such as beams, columns, walls, roofs and floor
slabs acting together. Some more complex aspects such as facade
composition,
climate,
landscape,
materials,
structure
and
construction techniques, along with client and program needs, are
also
studied
during
this
second
introductory
course
to
architectural design.
An essential aspect of this design studio is the development of
two- and three-dimensional graphic skills applied to architecture.
The course's structure consists of four sequential exercises.
Texts
Francis D. K. Ching, Architecture: Form Space and Order; John
Summerson,
The
Classical
Language
of
Architecture;
Rudolf
Wittkower, Architecture Principles in the Age of Humanism; Bruno
Zevi, How to look at architecture
Design projects (drawings
tests on all texts.
and
models).
Comprehension
written
.........................................................................................
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APR 2007
Course title:
Architecture
Applied
Instructor:
J. Rocafort
Prerequisites:
ARCH 3045
Credits: 3
Physics
I
for
Students
of
Course description
Introductory physics for students of architecture: basic topics in
mechanics; vectors and forces; kinematics; Newton's Laws; energy
and power; conservation of energy; impulse and momentum;
rotation; elasticity; simple harmonic motion; fluid statics and
dynamics. The course includes demonstrations of relevant physics
principles.
The course treats topics of major relevance in the development of
architectural technology and structures at a level compatible with
the mathematical and scientific background of students in the
program.
Texts
Cutnell and Johnson, College Physics, 4th
Study Guide for College Physics
Edition, Wiley
(1997);
3 written examinations, requiring numerical
problems based on class discussion.
solution
of
simple
.........................................................................................
ARCH 3522
(Required)
Credits: 3
Course title:
Architecture
Applied
Physics
II
Instructor:
J. Rocafort
Prerequisites:
ARCH 3046 / ARCH 3521
for
Students
of
Course description
Continuation of introductory physics for students of architecture:
mechanical waves; sound and acoustics; heat and temperature;
heat transfer; basic thermodynamics; electricity and magnetism;
electrical circuits; electromagnetic waves; light and geometrical
optics.
Course includes demonstration of relevant physical principles in
class. It includes topics of major relevance in the development of
architectural technology at a level compatible with the scientific
and mathematical background of the students.
Texts
Cutnell and Johnson, College Physics, 4th Edition, Wiley (1997)
3 examinations, requiring numerical solution
discussion of topics presented in class.
of
problems
and
.........................................................................................
11 / 41
APR 2007
A R C H 3 9 0 5 (3 9 9 6 ) ( E l e c t i v e )
Credits: 3
Course title:
Introduction to Acoustics
Instructor:
J. Rocafort (Offered 2002-2005)
Prerequisites:
ARCH 3522
Course description
An introduction to the
basic principles, both physical and
psychoacoustical,
underlying
the
interdisciplinary
field
of
acoustics. The course is open to students in other departments,
particularly Environmental Sciences, Physics, and Music.
Topics include: review of basic wave physics, sound in air,
acoustical
measurements
and
the
decibel
scale,
reflection,
refraction,
diffraction,
diffusion
and
absorption
of
sound,
description of basic sound signals and the concept of frequency
and spectral (Fourier) analysis; physiology of hearing, perceptual
factors in acoustics; electroacoustics and sound reproduction;
basic architectural acoustics: sound in rooms, reverberation, and
isolation of sound sources.
The course incorporates numerous
acoustical phenomena in class.
demonstrations
of
relevant
Texts
R. Berg & T. Stork, Physics of Sound; J. Pierce & D. David, Waves
and the Ear; T. Rossing, The Science of Sound
Mid-term examination, final examination
related to topics discussed in class.
and
a
project
or
paper
.........................................................................................
ARCH 4010
(Elective)
ARQU 3015 VIAJE EUROPA
ARQU 4010 VIAJE BRASIL
Verano
ARQU 4010 VIAJE NUEVA YORK
Credits: 3
(F. Rodríguez, Verano 2003)
(E. Rodríguez, M. Ceniquel,
2006)
(M. Oliver, M. García, 2001-2005)
Course title:
Study Trip Research
Instructors:
Rodríguez /
M.
García
Fonteboa
/
E.
Rodríguez
/
F.
M. Oliver, M. Ceniquel.
Prerequisites:
None
Course description
To prepare students for travel to other countries as part of
Architectural Travel Trips. Content varies with each trip. Skills are
developed in the areas of on-site graphical documentation and
analysis, and research methods. Lectures and reading assignments
regarding the history and architectural developments of the places
to be visited.
Texts
Assignments in Library – varies with each course offering
Sketchbook, written and oral presentation
.........................................................................................
12 / 41
APR 2007
Credits: 1
Course title:
Theory of Architecture I
Instructor:
E. Martínez-Joffre
Prerequisites:
HUMA 3012, ARCH 4133.
Course description
First course in the sequence of architectural theory. Introduction
to the phenomenological concept of the building task and the
effects that the environment, region, and culture have upon the
work of architecture.
Architecture considered as part of everyday life; a "return to
things" in contrast to the abstractions and mental constructions
that the scientific method has imposed in the identification of the
design process.
Texts
Texts
vary
according
to
each
semester,
examples
are:
M.
Heidegger, Building, Dwelling and Thinking; J. R. Muckarovsky, On
the Problems of Function in Architecture; C. Norberg-Schulz,
Genius Loci; C. Norberg-Schulz, The Concept of Dwelling; J. Ortega
y Gasset, El mito del hombre allende la técnica; Vitruvius, The Ten
Books on Architecture
Midterm and final exams.
.........................................................................................
Credits: 1
Course title:
Theory of Architecture II
Instructor:
E. Martínez-Joffre
Prerequisites:
Course description
Second course in the sequence of architectural theory.
The study of the conceptual development of architectural form.
The analysis of the historic, symbolic and technical determinants
of architectural form within a social and cultural context is
undertaken through the analysis/mapping of a building by Le
Corbusier,
particularly
those
located
outside
the
European
continent. This analysis/mapping will include the geometric,
topographic, and topologic relationships of mass, space, surface,
program, and function, among others.
Analyses having common criteria, format and analytical procedure
will be required from each student.
Texts
Assigned
readings
include:
William
J.
R.
Curtis,
Modern
architecture since 1900; Colin Rowe and Robert Slutzky, The
Mathematics of the Ideal Villa; Vincent Scully, Jr., Modern
architecture;
Dennis
Sharp,
Modern
architecture
and
expressionism; Bruno Zevi, Poética de la arquitectura neoplástica;
Selected articles from Oppositions
Paper, exam, and class presentation of an analytical project.
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APR 2007
.........................................................................................
Credits: 1
Course title:
Theory of Architecture III
Instructor:
Heather Critchfield, M. Oliver
Prerequisites:
Course description
Third course in the sequence of architectural theory.
The study
and analysis of technique and its architectural expression: the
nature of materials, structure as organizer of architectural form,
organizational systems of architectural space, and how these
reflect a particular culture at a particular time. This will be
undertaken through the analysis of a building by an influential
twentieth-century architect. This analysis includes studies through
drawing, photography and models.
Analysis
involving
common
criteria,
format,
procedure is expected from each student.
and
analytical
Texts
Frank Lloyd Wright, The Natural House; Peter Buchanan, La
Tourette and Le Thoronet ; William J. R. Curtis, Contemporary
Transformations of Modern Architecture; Colin St. John Wilson,
Sacred Games; Pierre von Meiss, Form and the Nature of Materials;
Anthony C. Weber, Utility, Technology and Expression
Paper, exam and class presentation of analysis project.
.........................................................................................
Credits: 1
Course title:
Theory of Architecture IV
Instructor:
H. Critchfield / M. Oliver
Prerequisites:
ARCH 4047
Course description
Fourth course in the sequence of architectural theory. Content of
the
architectural
work:
symbols,
meaning,
semiotics
and
architectural representation.
This final semester of Theory in the undergraduate program is
dedicated to the exploration of meaning in architecture. The study
of semiotics, symbols, and signification is emphasized. Students
are made aware of conceptual frameworks developed by architects,
researchers, and theorists, and apply them to the analysis of their
own work.
Texts
Texts
vary
according
to
each
semester,
examples
are:
G.
Bachelard,
The
Poetics
of
Space;
M.
Frascari,
Monsters
in
Architecture; C. Jencks, Meaning in Architecture; C. Jung, Symbols
of Transformation; L. Kahn, Order Is; G. Kepes, Sign, Image,
Symbol; W. Lethaby, Architecture, Mysticism and Myth; C. Levi-
14 / 41
APR 2007
Strauss, Myth and Meaning; C. Norberg-Schulz, Architecture:
Meaning and Place; P. Oliver, Shelter, Sign and Symbol
Oral presentation and essay.
.........................................................................................
Credits: 5
Course title:
Intermediate Architectural Design I
Instructors:
F. Abruña / O. Marty / S. Miranda / C. Torres
Prerequisites:
ARCH 3134
Co-requisite:
ARCH 4045
Course description
Fifth
course
in
the
architectural
design
studio
sequence.
Development of the processes and strategies of architectural
design applied to projects of medium complexity. Emphasis on the
formulation of architectural concepts and form determinants, and
on the analysis and design of the site.
The general objectives of the course are:
1.
Reinforce the design process by emphasizing the formulation
of architectural ideas and concepts at the schematic level;
2.
Develop the capacity to solve architectural problems of
intermediate complexity, considering those determinants studied
in previous semesters, and ideas compatible with the program,
identifying its particular character and scale;
3.
Develop architectural ideas taking into account technical
aspects;
4.
Develop
the
capacity
to
make
verbal
and
drawn
presentations.
Texts
Assigned reading in Library.
Design projects (drawing, model and verbal presentations).
.........................................................................................
Credits: 5
Course title:
Intermediate Architectural Design II
Instructors:
F. Abruña / R. Gavilanes / F. Gutiérrez /
M. Jiménez / O. Marty / S Miranda /
H.
Critchfield
Prerequisites:
ARCH 4133
Co-requisite:
ARCH 4046
Course description
Sixth
course
in
the
architectural
design
studio
sequence.
design applied to projects of intermediate complexity. Emphasis
on
the
formulation
of
architectural
concepts
and
form
determinants,
as
well
as
structural,
construction,
and
technological, as architectural proposals are formulated.
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APR 2007
1.
Reinforce the design process by emphasizing formulation of
architectural ideas and concepts at their schematic level;
2.
Develop
the
students’
capacity
to
solve
architectural
problems
of
intermediate
complexity,
considering
those
determinants
studied
in
previous
semesters,
and
on
the
development of ideas compatible with the program, identifying its
particular character and scale;
3.
Develop architectural ideas considering technical aspects;
4.
Develop
the
capacity
to
make
verbal
and
drawn
presentations.
Texts
Assigned readings in Library.
Design projects (drawing, model and verbal presentations).
.........................................................................................
ARCH 4135(Required)
Credits: 5
Course title:
Intermediate Architectural Design III
Instructors:
/
J. Bonnín / N. Figueroa / N. Fúster / J. Isado
E. Ramón / E. Martínez Joffre
Prerequisites:
ARCH 4134 / ARCH 4212 / ARCH 4312 /
ARCH 4322 / ARCH 4321
Co-requisite:
ARCH 4047
Course description
Seventh course in the architectural design sequence of studios.
design
applied
to
projects
of
intermediate
complexity.
The
development of architectural concepts and the components and
determinants of architectural form are emphasized and explored.
1.
Develop
architectural
proposals,
considering
technical
aspects;
2.
Apply the process of architectural design and communicate
ideas effectively.
Texts
Alexander, Christopher, A Pattern Language: Towns, Buildings,
Construction (New York: Oxford University Press, 1977); Boyne,
D.A.C. (ed.), Architects Working Details (London: The Architectural
Press, 1962)
Ching, Francis D.K., Building Construction Illustrated (New York”
van Nostrand Reinhold, 1991); Fernández, José A., Architecture in
Puerto Rico (New York: Architectural Book Publishing Company,
1965)
Design projects (drawing, model and verbal presentations)
.........................................................................................
16 / 41
APR 2007
Credits : 5
Course Title :
Intermediate Architectural Design IV
Instructors:
/
J. Bonnín / N. Figueroa / N. Fúster / J. Isado
E. Ramon
Prerequisites:
/ ARCH 4313
ARCH 4135 / ARCH 4048 / ARCH 4212
ARCH 4222 / ARCH 4312 / ARCH 4322
Course description
Eighth course in the architectural design sequence of studios.
Further
development
of
the
processes
and
strategies
of
architectural design applied to projects of such complexities as to
require coordination of vertically related functions, mechanical
and structural systems.
1
Develop
architectural
proposals,
considering
technical
aspects;
2
Apply the process of architectural design and communicate
ideas effectively.
3
Learn to work effectively in teams.
Texts
Alexander, Christopher, A Pattern Language: Towns, Buildings,
Construction (New York: Oxford University Press, 1977); Boyne,
D.A.C. (ed.), Architects Working Details (London: The Architectural
Press, 1962)
Ching, Francis D.K., Building Construction Illustrated (New York”
van Nostrand Reinhold, 1991); Fernández, José A., Architecture in
Puerto Rico (New York: Architectural Book Publishing Company,
1965)
Design projects (drawing, model and verbal presentations)
Wall sections, detailed drawings
.........................................................................................
ARCH 4211(Required)
Credits: 3
Course title:
History of Architecture I
Instructors:
R. Crespo, D. del Cueto, J. Lizardi
Prerequisites:
HUMA 3012
Course description
The History of Architecture sequence presents the opportunity to
analyze examples of artistic creation within its historical context.
Works of art are studied as cultural creations in relation to those
considerations that affect it directly and indirectly: religion,
society, economy, politics, geography and topography, climate,
among others. The discussion of artistic production in its
historical
context
is
intended
to
help
better
understand
architectural production.
History of Architecture I analyzes the historical development of
architecture from Pre-Historic times until the end of the Roman
Empire. It studies the development of the architectural artifact
within its cultural context, including such aspects as typology,
morphology, iconography, technology, and construction issues, as
well as its relation to the urban context.
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APR 2007
Slides, movies and architectural models, among others, are used
as a means of providing insight into the complexities of the
architectural form. The material is presented in lectures by faculty
members who are specialists in the field of architectural history
and are knowledgeable of the subjects discussed in class. Class
participation is strongly encouraged.
Texts
Spiro Kostof, A History of Architecture. 2d. ed. New York and
London: Oxford University Press, 1995; Marvin Trachtenberg,
Architecture: From Prehistory to Post-Modernism: the Western
Tradition. New York, 1986; José M. de Azcárate, et al, Historia del
Arte. Madrid: ANAYA, 1995; Alexander Badawy, Architecture in
Ancient Egypt and the Near East; Horst W. Janson, History of Art.
Englewood Cliffs: Prentice Hall [latest edition]; D.S. Robertson,
Handbook of Greek and Roman Architecture; Ian Sutton, Western
Architecture. London: Thames & Hudson, 1999.
Completion Requirements
Partial and final examinations, reading quizzes, and/or research
projects. When required, students may present research projects
either in oral form.
.........................................................................................
Credits: 3
Course title:
History of Architecture II
Instructors:
R. Crespo, D. Del Cueto, J. Lizardi
Prerequisites
ARCH 4211
Course description
History
of
Architecture
II
deals
with
the
development
of
architecture from the beginnings of Early Christian and Byzantine
architecture until the end of the Gothic period in Europe. A
historical background is presented in order to understand the
cultural development of the architectural artifact, including, but
not
limited
to,
such
aspects
as
typology,
morphology,
iconography, technological and construction issues, as well as its
relation to the urban context and its historical development. The
course begins with the analysis of Late Antique period and its
impact on Early Christian and Byzantine art and architecture, and
continues with the Carolingian, Romanesque and Gothic periods. It
also covers developments among the various groups that settled in
Europe during the Middle Ages, as well as those in the Near East
and Northern Africa. Special emphasis is given to the development
of urban centers, and the particular building typologies that apply
thereto, including defensive architectural organizations, domestic,
civic and religious examples, and public architecture and spaces.
The course also deals with Islamic architecture and its impact on
Europe. There is also discussion of the development of the others
arts
sculpture, painting, stained glass, crafts
in order to better
explain the cultural milieu of architectural production.
Slides, movies and architectural models are used. The academic
material
is
presented
in
lectures
by
professors
who
are
knowledgeable
of
the
subjects
discussed
in
class.
Student
participation is strongly encouraged.
Texts
Spiro Kostof, A History of Architecture. 2d. ed. New York and
London: Oxford University Press, 1995; Marvin Trachtenberg,
Architecture: From Prehistory to Post-Modernism: the Western
Tradition. New York, 1986; José M. de Azcárate, et al, Historia del
Arte. Madrid: ANAYA, 1995; Horst W. Janson, History of Art.
18 / 41
APR 2007
Englewood
Cliffs:
Prentice
Hall
[latest
edition];
Ian
Western Architecture. London: Thames & Hudson, 1999.
Sutton,
Partial and final examinations, reading quizzes, and/or research
projects. When required, students may present research projects
in oral form.
.........................................................................................
Credits: 3
Course title:
History of Architecture III
Instructors:
R. Crespo, J. del Cueto, J. Lizardi
Prerequisites:
ARCH 4212
Course description
This course deals with the historical development of architecture
between the early 15th century and the middle of the 18th
century. The following periods are studied in detail: Early
Renaissance, High Renaissance, Mannerism, Baroque and Rococo.
A historical background is given in order to understand the
cultural development of the architectural artifact, including but
not
limited
to,
such
aspects
as:
typology,
morphology,
iconography, theoretical issues, as well as the relationship
between
architecture,
its
urban
context
and
historical
development. The course begins with the analysis of the early
development of the architecture of the Renaissance and the
evolution of the architect as a professional and his role within
society. Special emphasis is given to the individual artistic
approach and to the interaction between the architectural form
and other art forms.
Slides are used each semester as a means of providing insight into
the complexities of architectural form. In addition, videos, movies
and architectural models are also used. The academic material is
presented by means of lectures by professors who have visited and
studied most of the buildings and sites, as well as art objects.
Class participation and discussion are strongly encouraged.
Texts
Both a general and a selected bibliography are distributed to the
students at the beginning of the semester. Due to the complexity
of each period and time span covered by the course no single text
is utilized.
.........................................................................................
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APR 2007
Credits: 3
Course title:
History of Architecture IV
Instructors:
R. Crespo, D. del Cueto, J. Isado, J. Lizardi
Prerequisites:
ARCH 4213
Course description
This course analyzes the development of the architectural artifact
since the middle of the 18th century and continuing to the present
time. As in all other courses in the history of architecture
sequence, architecture is studied within a historical context. It
presents the development of ideas and theories that have shaped
architectural form during this time span. Subjects such as new
materials, construction techniques, esthetic values, and new
typologies that characterize the period are also analyzed. The
course includes the American experience, from the middle of the
18th century to the present. A strong emphasis is made on
presenting contemporary examples as a means of understanding
the present praxis of the profession.
Particular themes, important for their relevance to the future
professional, are studied. These include, among others, the
analysis of the development of the profession and the study of the
profession within different cultural traditions, such as the École
des
Beaux-Arts,
the
Bauhaus
and
the
British
educational
experience, among others. Emphasis is also placed on the
development
of
typologies
and
on
individual
architectural
expression.
Development
of
building
techniques,
specialized
technological developments and the development of new materials
are presented to the student. By the end of the course, students
are
expected
to
understand
the
most
important
urban
developments of the period, ranging from theoretical expressions
to built ones.
Texts
A general and a selected bibliography are distributed to the
students at the beginning of the semester. Due to the complexity
and span of the period covered by the course, no single text is
used.
.........................................................................................
ARCH 4311
(Required)
Course title:
Technology I
Instructor:
J. Hertz / S. Miranda / P. Muñiz Rivera
Prerequisites:
ARCH 3046
Credits: 3
Course description
The human physiological response to the environment. Basic
methods, strategies, and architectural components that promote
natural
or
passive
environmental
control
systems
within
a
particular climatic region, with emphasis on hot and humid
climates. Application of such principles in the architectural design
20 / 41
APR 2007
process including the building envelop. Issues of
energy and environmental conservation are stressed.
energy,
and
Texts
Muñiz Rivera, P. A, Enfoque Biotropical para la Arquitectura en
Puerto Rico; Moore, F., Environmental Control Systems: Heating,
Cooling, Lighting; Brown, G.Z., Sun, Wind and Light; FernándezGaliano, L., Fire & Memory, on Architecture and Energy; Heschong,
L., Thermal Delight; Izard, L., Arquitectura Bioclimatica
Students will carry out analytical projects of existing buildings in
the Laboratorio Ambiental de Arquitectura Biotropical (LAAB) at
the School, by means of scale models tested in the heliodon.
Examinations. Final project dealing with particular architectural
components
or
passive
methods.
Participation
in
class
and
laboratory demonstrations is required. Tests, papers and oral
presentations are required.
.........................................................................................
Credits: 3
Course title:
Technology II
Instructor:
J. Hertz / S. Miranda / P. Muñiz Rivera
Prerequisites:
ARCH 4311
Course description
Consideration of the detailed analysis of a particular place or site:
geological,
topographical,
ecological,
climatological,
and
infrastructural characteristics. Movement and circulation systems,
services and utilities in response to site conditions, and land use
and code restrictions.
Consideration
of
site
constraints,
safety
requirements,
and
selection
of
particular
site
improvement
and
construction
techniques.
Soil
testing,
drainage,
grading,
earthwork,
foundations, temporary supports, and site improvements vis-à-vis
a building and environment meticulously designed.
Texts
Architectural
Graphic
Standards;
Standards;
Rubenstein,
A
guide
Planning;
Time-Saver
Standards;
regulations.
De
Chiara,
Site
Planning
to
Site
and
Environmental
Local
building
codes
and
Students will carry out projects with scale models (wall sections
and components) of existing buildings. Lectures followed by
discussion. Site analysis, site work, and details for a particular
project. Exams and class participation are required. Tests, papers
and oral presentations are required.
.........................................................................................
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APR 2007
Credits: 3
Course title:
Technology III
Instructors:
J. Rocafort
Prerequisites:
ARCH 4312
Course description
A
general
introduction
to
electrical
power
systems
and
communications systems utilized in modern buildings, and to the
technology of artificial lighting and acoustical control.
Specific topics include: review of the basic physical principles of
electricity,
light
and
sound;
electrical
circuits;
alternating
current; generation, transmission and distribution of electrical
power; electrical systems in residences, buildings and industry;
communications
and
signaling
systems;
light
sources
and
illumination; artificial lighting systems; methods of lighting
calculations; design of simple lighting systems; sound in rooms;
acoustical measurements; acoustical control in buildings; lifesafety and security issues.
Demonstrations
of
electrical,
lighting
and
acoustical
measurements are performed in class. Includes field trips to
specialized facilities and projects under construction.
Text
McGuiness, Stein & Reynolds, Mechanical and Electrical Systems in
Buildings, 8th edition. John Wiley & Sons, 1994
Mid-term and final examinations. A specialized project (individual
or group) may be assigned.
.........................................................................................
Credits: 3
Course title:
Technology IV
Instructor:
F.
Prerequisites:
ARCH 4313
Abruna
Course description
An introduction to plumbing, ventilation and air conditioning
systems
utilized
in
modern
buildings,
and
to
the
vertical
transportation and safety technology required in building design.
Specific topics include: review of basic principles of heat,
temperature, heat transfer, and fluid dynamics; physiological
factors related to comfort; psychometrics; thermal dynamics of
buildings; simple load calculations; air-conditioning systems;
ventilating systems; control systems; energy conservation in
buildings; water supply; plumbing systems; sewage disposal; fire
protection; elevators and escalators.
Texts:
McGuiness, Stein & Reynolds, Mechanical and Electrical Systems in
Buildings, 8th edition. John Wiley & Sons, 1994
Mid-term and final examinations. Group projects.
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APR 2007
.........................................................................................
ARCH 4321
(Required)
Course title:
Structures I
Instructors:
L. Daza / J. Espinal
Prerequisites:
ARCH 3046
Credits: 3
Course description
Introduction to the study of structures. Principles and concepts of
statics and strength of materials. Force systems and the laws of
static equilibrium. Types of supports and their reactions. Free
body diagrams. Friction forces. Stress and strain. The stress-strain
curve of a material. Temperature stresses. Mechanical properties
of materials. Application of these concepts to the analysis of
simple structures, plane and space trusses.
Texts
Jensen and Chenoweth, Statics and Strength of Materials
Three
major
examination.
mid-term
examinations,
homework,
and
final
.........................................................................................
ARCH 4322
(Required)
Course title:
Structures II
Instructors:
L. Daza
Prerequisites:
ARCH 4321
Credits: 3
Course description
Continuation of strength of materials. Shear and bending moment
in beams. Shear and moment diagrams. Shear and bending
stresses. Beam deflections. Compression members, buckling of
slender compression members. Application of these concepts to
the analysis and design of wood and steel beams.
Texts
Jensen and Chenoweth, Statics and Strength of Materials
Two
major
examination.
mid-term
examinations,
homework,
and
final
.........................................................................................
23 / 41
APR 2007
ARCH 4323
(Required)
Course title:
Structures III
Instructors:
L. Daza
Prerequisites:
ARCH 4321-4322
Credits: 3
Course description
Structural analysis. Concepts of stability and statical determinacy.
Analysis of indeterminate structures. Method of the redundant
reaction. Moment distribution method. Approximate methods for
the analysis of continuous beams. The portal method for lateral
loads.
Texts
Sterling
Kinney,
Indeterminate
Structural
Analysis;
Jack
C
McCormac, Structural Analysis; Louis C. Tartaglione, Structural
Analysis
Two major mid-term examinations, homework, final examination.
.........................................................................................
ARCH 4324
(Required)
Course title:
Structures IV
Instructors:
L. Daza
Prerequisites:
ARCH 4321-4323
Credits: 3
Course description
Design of reinforced concrete structures. Properties of concrete
and reinforcing steel. Analysis and design of one-way slabs,
beams, columns, walls, and footings. Discussion of the ACI Code.
Applications.
Texts
Henry
J.
Cowan,
Design
of
Reinforced
Concrete
Structures;
American Concrete Institute, Building Code Requirements for
Reinforced Concrete (ACI 318-89); Nilson and Winter, Design of
Concrete Structures
Two major mid-term examinations, homework, final examination.
.........................................................................................
24 / 41
APR 2007
Credits: 3
Course title:
CAD-Studio (Introductory Level)
Instructor:
2007)
E. Rolón / R. Lugo / C. García (Offered 2002-
Prerequisites:
ARCH 3131-3132
Course description
The course introduces the students to basic CAD concepts.
Mechanical drawing, architectural and solid modeling applications
are studied and used. Presentation, rendering, and multimedia
applications are used to prepare studio quality documents. This
course allows the students the opportunity to generate design
studio
drawings
and
presentations
as
part
of
the
class
requirements.
Texts
AutoCAD Reference Manual; MicroStation;
Manuals; Plan Gedit Reference Manual
Model-View
Reference
For other applications, their respective reference guides are used.
Other reading materials are supplied before each topic discussion
takes place.
Each student must prepare drawings and models on various
applications. The final project involves modeling of a building and
a presentation consisting of rendering or multimedia applications.
.........................................................................................
Credits: 3
Course title:
Computer Graphics Programming
Instructor:
2005)
E. Rolón / R. Lugo / C. García (Offered 2004-
Prerequisites:
ARCH 3131-3132
Course description
2-D and 3-D data structures and algorithms used to support
computer-generated graphics and images are studied in detail.
Object description, definition and transformation and related
procedures to support these and other manipulations are studied
using the C/C++ programming languages. Some of the topics that
are covered are: basic data structures to describe primitive
objects, basic transformations to translate, rotate and scale,
interactive techniques to build a 2-D/3-D scene, variable geometry
data structures, and others.
Texts
AutoCAD
AutoList
Reference
Manual;
AutoCAD
C
Application
Programming Interphase (API) Reference Manual; W. J. Mitchell,
R. S.
Ligget,
and
T.
Kwan,
The
Art
of
Computer
Graphics
Programming. Other reading materials are supplied before each
topic discussion.
Each student is expected to complete 4 computer-programming
projects. Some of the project topics are: interactive 2-D or 3-D
25 / 41
APR 2007
applications for manipulating primitive objects, geometry editor
building 2-D or 3-D scenes, data conversion of CAD formats, and
others.
.........................................................................................
Credits: 3
Course title:
Practice
Construction
Documents
Instructor:
2006)
Francisco
Prerequisites:
Graduate Standing
Javier
and
Rodríguez,
Professional
AIA
(Offered
Course description
The course was designed as a series of seminars conducted by
well-known
practitioners,
contractors,
developers,
project
managers, suppliers, politicians and lawyers that sought to
familiarize upper level students with the importance of a wellcoordinated set of plans and specifications. The diversity of the
guest lecturers provided a unique insight on the different
perspectives encountered in the building industry.
.........................................................................................
ARCH 6225
(Required)
Course title:
Architectural Theory and Criticism
Instructor
Cavallin
N. Fúster
M. Oliver
Prerequisites:
Graduate standing
Credits: 3
/
A.
Georas
/
H.
Critchfield
/
Course description
Exploration
towards
a
definition
of
architecture,
and
the
architect's mission, by means of a study of the literature in the
field, lectures, projects, and discussion. The architect as a
humanist.
Architecture
as
a
vehicle
of
social
and
cultural
development. Interdisciplinary relations and communication.
This graduate theory and criticism course presupposes that
students have already taken the undergraduate theory courses
where they are presented architecture as phenomenon and, as
such, dependent on an ideology to produce it and interpret it. In
this final semester of the theory sequence, the students will
explore their own theoretical framework and apply it to existing
architectural
work.
The
examples
are
primarily
taken
from
contemporary Puerto Rican architecture, where in some cases,
there exists the opportunity to listen to architects talk about their
own architectural creations and principles.
This course allows students to review their past four years of
architectural studies, and redefine or explore their own thinking
on architecture.
Texts
Students
are
asked
to
develop
consultation with the professor.
their
own
bibliography
in
Oral presentation and written monograph.
26 / 41
APR 2007
.........................................................................................
ARCH 6145
(Required)
Credits: 3
Course Title:
Research Techniques
Instructor:
Cavallin
E.
Prerequisites:
Graduate standing
Quiles
/
Y.
Izquierdo
/
J.
Lizardi
/
H.
Course Description
Discussion and development of research techniques that aid the
student in selecting a topic for the thesis and presenting a
proposal for the development of the thesis that complies with the
requirements for a Master's degree.
This is achieved through orientation for the selection of analytical
research topics in the field of architecture, development of reportwriting methods, determination of the problem scope, planning of
the investigation, gathering of information, library research,
primary research, use of graphic aids, arranging and interpreting
of information, construction of an outline, actual writing of the
proposal, and development of techniques of readable and effective
writing. The qualities of effective writing, resulting in correct
written communication, are emphasized.
Texts
I. García de Serrano, Manual de Preparación de Informes y Tesis;
J. Gibaldi, Handbook for Writers of Research Papers
Complete development of proposal for the thesis.
.........................................................................................
Credits: 5
Course title:
Advanced Architectural Design I
Instructor:
Sennyey
M. Bermúdez
F. Gutiérrez
Prerequisites:
Graduate standing
/
M.
Campo
/
T.
Marvel
/
E.
Course Description
The principal objective involves a study of the impact that
architectural objects have upon the morphology of the city. All the
constituent elements of the spatial morphology of the city -- the
street, the square, the park, the block -- are to be examined,
along with all circumstantial determinants -- cultural, economic,
legal, topographic -- and from two perspectives -- regional and
international. This is done in order to speculate about the
alternative array of contributions that the architectural object can
make to the enhancement of the spatial armatures of cities. This
is achieved by applying strategies and design processes developed
by the student at this level in the resolution of an architectural
problem complex in its symbolic, spatial, technical, and urban
aspects.
The first exercise involves an analysis of the morphology of
significant urban centers at different periods in history, both from
regional and international perspectives. Students decode the
different determinants that influenced the form and structure of
both urban space and the architectural object. Later, each is
27 / 41
APR 2007
assigned an urban context of a more complex level and required,
after analysis of its particular circumstances, to identify its
morphological problems and propose resolutions to these issues.
Finally, they will develop a portion of their proposal solution to
explore,
in
greater
detail,
the
relationship
between
the
architectural object and the creation of urban space.
Texts
Selected readings from the following references: J. Barnett, The
Elusive City: Five Centuries of Design Ambition and Miscalculation;
Spiro Kostof, The City Shaped: Urban Patterns and Meaning
Throughout History; Kevin Lynch, Theory of Good City Form;
Anthony Edwin Morris, The History of Urban Form: Prehistory to
the Renaissance; Jorge Rigau, Puerto Rico 1900; Colin Rowe & Fred
Koetter, Collage City
Submittal of projects that illustrate design proposals for the
rehabilitation of a large urban context of a complex level, through
the use of architectural drawings and models.
.........................................................................................
Credits: 5
Course title:
Advanced Architectural Design II
Instructor:
Sennyey
M.
Bermúdez
H. Cavallin /
Prerequisites:
/
M.
Campo
/
T.
Marvel
/
E.
J. Ramírez
ARCH 6311
Course Description
The principal objective of studio work at this level is to involve
the student in a highly detailed and sophisticated development of
the architectural object. The emphasis will be on the various
design development issues encountered throughout the design
process, from integration of the varied technical requirements of a
given project, to the development of architectural details and
tectonic
vocabulary
consistent
with
both
the
particular
circumstances inherent in the problem and the spatial aspirations
of the designer.
This pursuit begins with the analysis of the real urban context and
the proposed master plan for its development. This master plan
will identify the location of a specific building type, to be
developed in detail later, and will indicate general uses and
configurations
for
the
rest
of
the
context
created.
When
compatibility
has
been
established
between
the
specific
determinants of the building type and those of its context, the
building will be developed in greater detail. The subsequent stage
will concentrate on the detailed resolution of all programmatic
requirements in plan and section, the selection of materials and
assemblies for the interior and exterior of the proposal and the
selection and integration of structural and environmental systems
into the project.
Texts
A variety of texts will be used as references throughout the
semester, among them: AIA, The Building Systems Integration
Handbook; Francis D.K. Ching, Building Construction Illustrated;
James K. Lathrop, Life Safety Code Handbook
28 / 41
APR 2007
Submittal of a project that illustrates a design proposal for a
building program of a complex level within an urban context of
historic significance, through the use of architectural drawings
and
detailed,
large-scale
models.
Creation
of
technical
construction documents.
.........................................................................................
Credits: 5
Course title:
Thesis in Architectural Design I
Instructors:
Graduate faculty
Prerequisites:
6361
ARCH 6145 / ARCH 6225 / ARCH 6312 / ARCH
Course Description
Individual work demonstrating the capacity of the student to
identify
a
problem,
conduct
research,
and
formulate
an
architectural design program. The student will work under the
supervision of a thesis director.
Texts
Consisting
mainly
of
relevant
books,
professional journals and other sources.
and
articles
from
A written research document is submitted by each student. The
thesis advisor and the thesis committee review this document and,
when approved, the student is permitted to move forward to the
next course, ARCH 6314.
.........................................................................................
Credits: 5
Course title:
Thesis in Architectural Design II
Instructors:
Graduate faculty
Prerequisites:
ARCH 6313
Course Description
Final student work in the area of architectural design. Expression
of the student's personal concerns and values. The course offers
students the opportunity to develop an innovative concept that
will expand their potential and widen their understanding of
architecture.
The capstone project will require the integration of technology,
structures, and other support areas.
Texts
The bibliography developed in the first phase is
required and referred to during the design process.
expanded
as
Students are required to submit progress reports for review, upon
completion of all the different phases of the design process.
A preliminary jury is required prior to the final jury where it is
determined if the student has developed the design thesis to the
level of quality required for the award of the architectural
professional degree.
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APR 2007
.........................................................................................
Credits: 3
Course title:
Seminar: Puerto Rican Architecture
Instructor:
E. Vivoni
Prerequisites:
Graduate standing
Course description
The course studies the architecture of Puerto Rico during the
twentieth century, framed within the political and cultural events
affected it. It uses archival documents in the Archivos de
Arquitectura y Construcción de la UPR
(AACUPR) as well as
articles, texts and site visits.
The objectives include: increasing knowledge about Puerto Rican
architecture; analyzing the architectural artifact as a “cultural
text”; learning to use architectural documents in historical or
theoretical research.
Texts
Special readings will be assigned from various sources.
ttendance
paper.
and
class
participation,
partial
exam
and
research
.........................................................................................
Credits: 3
Course title:
Building Anatomy
Instructors:
F. Abruña / O. Marty
Prerequisites:
Graduate standing
Course description
The modern building is a complex system; many subsystems must
be successfully integrated in order to create an efficient and
pleasant edifice. In the Building Anatomy course students learn
further how to integrate both their design skills and their
understanding of structural and technological systems with real
construction
projects.
Contractual
relationships
between
all
involved parties, including architect, consultants, contractor,
regulatory agencies, material and services providers, financial
institutions, and owners and users, are presented and studied.
The real-life operation of the building is carefully examined
through the evaluation of different performance criteria.
Texts
McGuiness, Stein & Reynolds, Mechanical and Electrical Equipment
for Building
Site visits to the chosen project are required.
Detailed documentation of a class project, a mid-term and a final
examination.
30 / 41
APR 2007
.........................................................................................
Credits: 3
Course title:
Legal Aspects of Architectural Practice
Instructor:
E. Quiñones-Montalvo (Offered 2002-2006)
Prerequisites:
Graduate standing
Course description
The course goal is to develop an awareness of the legal
consequences of decisions made during the architectural design
process. The course emphasizes the legal responsibilities of
architects in their professional work thorough lectures and case
studies. It is structured in three parts: laws regulating the
admissions
to
the
practice
of
architecture,
the
architect's
contractual and extra contractual responsibilities, and contract
and real-estate law principles.
Texts
AIA Cont ract Forms; Puerto Rico Civil Code Annotated; Puerto Rico
Construction Code
Mid-term and final exam. Paper consisting of an analysis of a case
situation chosen by the student.
.........................................................................................
Credits: 3
Course title:
Instructor:
L. Pico / J. Caro
Prerequisites:
ARCH 6225 / ARCH 6311 / ARCH 6361
Course Description
This is an entry-level course in the area of professional practice.
The student is introduced to the construction industry, the role of
other professionals and their relation with the architect.
In
addition, he gains awareness of the importance of the industry to
the economy of a society. The nature and needs of the client, his
intentions
when
building,
the
effect
of
his
knowledge
or
experience in the construction process and his relation with the
architect are studied.
The student reviews the relation between his college formation,
work as an intern, the reasons behind board examinations,
licensing and formal and informal continued education programs.
He becomes familiar with the local laws that define and regulate
the practice of architecture and becomes aware of the professional
and ethical issues of architectural registration, its relevance to
the health and welfare of the community and primary contract
responsibility.
The course ends with discussions on the nature of construction
projects, the characteristics of its different phases and the role of
the architect in each one. The architect’s traditional services are
intertwined with the project life cycle, stressing the role of the
architect as leader, quality controller and manager of the process.
The student is introduced to the use of codes, drawings,
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specifications, contract forms and related project documentation
as tools for quality, time and cost management.
Texts
José F. Lluch, Introducción a la
Universidad, 1998; Colegio de
de la Práctica Profesional para
of 1988; Law 185 of 1997;
Documents
Gerencia de Construcción, Editorial
Arquitectos de Puerto Rico, Manual
Servicios de Arquitectura; Law 173
Law 138 of 2000; Selected AIA
Completion Requirements:
Proof
of
performance
through
written
examinations.
Demonstration through open discussions of the regulating laws.
Oral
and
written
presentation
documenting
the
student’s
evaluation of the practice of a local firm dedicated to traditional
or non-traditional professional options. Punctual compliance with
sessions is a requisite.
.........................................................................................
Credits: 3
Course title:
Professional Ethics,
Administration and Regulations
Instructor:
L. Pico / J. Caro
Prerequisites:
Graduate standing
Course Description
The first part of the course presents the fundamentals of
managing
and
marketing
an
office.
The
importance
of
an
organizational vision, mission and goals, the need for clear
business and working objectives, the importance of managing
human
resources
and
key
concepts
in
staff
recruiting
are
explained.
Awareness of local and federal laws related to the
workplace and responsibility as a supervisor, the functional and
legal organization of the office, as well as the importance of
personal
time
management
are
discussed.
Basic
marketing
concepts and their application to the architect’s practice are also
explained.
The second part of the course presents the administration of the
design and construction process, achieved through the study and
discussion of fundamental concepts of contracts and of the AIA
documents for architect-owner, architect-consultant and ownercontractor agreements as well as the “General Conditions to the
Contract for Construction.”
In addition, an overview of the local
regulating agencies, the professional certification of projects and
the permitting process is discussed, as are the use of alternate
dispute resolution methods during construction and different
methods
of
project
delivery.
The
course
ends
with
the
responsibilities of the architect as stated in the Puerto Rico Civil
Code and the professional codes of ethics published in the
handbook for professional practice of the Colegio de Arquitectos y
Arquitectos Paisajistas de Puerto Rico.
Texts
José F. Lluch, Introducción a la Gerencia de Construcción, Editorial
Universidad, 1998; Colegio de Arquitectos de Puerto Rico, Manual
de la Práctica Profesional para Servicios de Arquitectura; Selected
articles from the Puerto Rico Civil Code; Selected AIA Documents
Proof of performance through written examinations. Demonstration
of familiarity of the administrative and marketing principles
through open discussions, applying the principles to the office
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evaluations prepared in ARCH 6383. Oral and written presentations
documenting the students’ familiarity with the contract forms.
Punctual compliance with sessions is a requisite.
.........................................................................................
Credits: 3
Course title:
Construction Finance for Architecture
Instructor:
L. Pico
Prerequisites:
Graduate standing
Course description
The
course
deals
with
quantitative
methods
used
in
the
construction
process
concentrating
in
the
calculation
and
implications
of
cost
to
the
owner,
the
architect
and
the
contractor.
The course begins with fundamentals of finances in
organizations and the transformation of liquid assets to fixed
assets. The effect of time in money and depreciation of assets is
briefly explained. The nature of direct and indirect cost in the
office and the project is discussed. An overview of construction
financing is presented.
The second part of the course deals with estimating construction
cost and becoming aware of the implications of long term and lifecycle cost when designing.
The advantages and applicability of
different estimating methods is studied.
In addition, various
options for estimating compensation for professional services are
discussed.
Along
with
the
basics
of
managing
cost
during
construction. The student becomes familiar with the relevant AIA
forms for this purpose.
The course ends with a brief introduction to time
tools and the concept of tolerances in construction.
management
Texts
José F. Lluch, Introducción a la Gerencia de Construcción, Editorial
Universidad, 1998; Colegio de Arquitectos de Puerto Rico, Manual
de la Práctica Profesional para Servicios de Arquitectura; Excerpts
from Klass Melander, Apples and Oranges; Selected AIA Documents
through open discussions. Written presentation of a detailed cost
estimate
and
output
comparison
of
optional
methods
for
estimating construction cost. Punctual compliance with sessions is
a requisite.
.........................................................................................
Course title:
Credits: 3
Field Work Seminars
This course number is used as an umbrella for applied courses
that are differentiated by their section number whenever
offered.
.........................................................................................
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ARQU 5995 (Elective)
Course title:
campo:
Credits: 3
Seminario
de
investigación
reconocimiento
intensivo
y
del
trabajo
de
barrio
de
Miramar
Instructor:
E. Vivoni (Offered Summer 2004 y 2005)
Prerequisites:
None
Course description
Seminario, abierto a estudiantes de nivel avanzado de bachillerato
y de maestría, dirigido al trabajo de campo y la investigación
dirigida a efectuar un reconocimiento intensivo del barrio de
Miramar en Santurce.
.........................................................................................
ARCH 6991
(Elective)
Credits: 3
Course title:
Structural Rehabilitation
Instructor:
L. Daza (Offered 2002)
Prerequisites:
None
Course description
The course aims to orientate the students in the use of strategies
that can be applied in the process of rehabilitation, focusing them
in the fields of architecture and technology.
They will study the
techniques of rehabilitation from a structural point of view and
verifying its aesthetic, economic, functional and operative impact.
The course requires the intervention of a Design and Technology
professor.
Text
Documents from the Applied Technology Council
Requirements include assistance and a final project.
.........................................................................................
ARCH 6991
(Elective)
Credits: 3
Course title:
Introduction to Urbanism
Instructor:
M. Campo / E. Martínez
Prerequisites:
None
Course description
The course seeks to expose the student to the urban theme in a
general manner through a study of its historical background and
acknowledging
the
different
basic
elements
of
its
composition.
The student should learn to exercise a critical judgment over the
importance
of
urban
design
and
its
consequences
in
the
city.
Likewise, the course makes an approach to Latin-American cities
and Puerto Rico in a Caribbean context.
different transformations
that had
It will also discuss the
occurred
in
the
cities
during
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the XX Century and some actual movements like New Urbanism and
Transit Oriented Villages.
Texts
Bacon, Edmund; Design of Cities; Baigorri, Jesús; Enseñar la
ciudad, Didáctica de la geografía urbana; Barnett, Jonathan; The
Elusive City; Benevolo, Leonardo; The History of the City; Bernick
& Cervero; Transit Villages in the 21st Century; Calthorpe, Peter;
The Next
American Metropolis, The Pedestrian Pocket
Book;
Castells, Manuel; Imperialismo y urbanización en América Latina;
Chueca Goitia, F.; Breve Historia del Urbanismo; Duany & PlaterZyberck; Towns and Town Making Principles; Esteban y Noriega J.;
Elementos de ordenación urbana; French, J. S.; Urban Space;
Gordon, Cullen, Townscape; Jacobs, Allan; Great Streets; Katz,
Peter; The New Urbanism; Kostof, Spiro; The City Shape, The City
Assembled; Kohr, Leopold; The Inner City; Krier, Rob; Urban Space;
Morris, A.E.J.; History of Urban Form; Rudofsky, Bernard; Streets
for People; Scully, Vincent; American Architecture and Urbanism;
Sepúlveda y Carbonell; Cangrejos-Santurce; Sepúlveda, Aníbal; San
Juan, Historia ilustrada de su desarollo urbano; Sitte, Camillo;
Construcción de ciudades según principios artísticos; Unwin,
Raymond; Town Planning in Practice; Webb, Michael; The City
Square; White, William; City, Rediscovering the Center; Zucker,
Paul; Town and Square.
Assistance, participation during class, reading, quizzes, and oral
and written presentation on final monograph.
.........................................................................................
Credits: 3
Course title:
Architecture:
hut to
Graduate
Seminar
in
the
Aspects of Classicism. From
the federal edifice
Instructor:
R. Crespo (Offered 2003-2004)
Prerequisites:
Graduate standing
History
of
the primitive
Course description
The objective of the course is to familiarize the student with the
historic manifestations of Classicism, through the analysis of
theoretical writings and architectural expressions from Ancient
Greece and Rome through the first quarter of the 19th century. The
course emphasizes the employment of Classicism as a language for
the expression of social and political concepts, culminating with
the analysis of the employment of Classicism in the definition of
new building typologies serving the new functions and intentions
of late 18th- and early 19th-century society.
Texts
Richard
Press,
Etlin,
1994;
Symbolic
George
Space.
Hersey,
Chicago:
The
The
Lost
Chicago
Meaning
of
University
Classical
Architecture. Cambridge, MA: MIT Press, 1988; John Summerson,
The Architecture of the Eighteenth Century. London: Thames and
Hudson,
1969;
Architecture.
selections
Pausanias,
John
Summerson,
Cambridge,
from
Plato,
Manetti,
MA:
The
The
Aristotle,
Alberti,
MIT
Classical
Press,
Galen,
Palladio,
Language
of
1963;
Assigned
Virgil,
Vitruvius,
Laugier,
Piranesi,
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Winckelmann,
Lessing,
Milizia,
Lodoli,
Mengs,
Goethe,
Boullée,
Ledoux, Latrobe, Mills, among others.
The student shall present a paper dealing with an aspect of the
impact of Classicism on architecture since the 18th century,
preferably in the contemporary period.
.........................................................................................
Credits: 3
Course title:
Architecture:
Graduate
Seminar
in
the
History
Classical Architecture in Western Turkey
Instructor:
R. Crespo (Offered 2003)
Prerequisites:
Graduate standing
of
Course description
The objective of the course is to familiarize the student with
Greek and Roman urban and architectural developments in Western
Turkey, from the 5th century BC to the 2nd century AD. Examples of
buildings
are
analyzed
in
relation
to
their
geographical,
topographical and cultural contexts. The course also explores the
emergence of new building types in response to the needs of new
settlers, as well as the adaptation of existing typologies.
Texts
Rykwert, Idea of a Town. Oxford: Oxford University Press, 1989;
Wycherley,
R.
E.,
How
the
Greeks
Built
Their
Cities.
2d.
ed.
London, 1963; Assigned readings from various ancient sources.
The student shall present a paper dealing with an aspect of
ancient architecture of the region, as it relates to later examples
of historical architecture.
.........................................................................................
ARCH 6991
(Elective)
Credits: 3
Course title:
Introduction to Project Manegement
Instructor:
L. Pico (Offered 2005-2006)
Prerequisites:
None
Course description:
This course introduces the student to the fundamentals of project
management. The course presents qualitative and quantitative
principles for an efficient and effective management of projects. It
begins explaining the definition of a project, its characteristics
and its differences with routine operations and the need for, and
benefits from, project management. The course describes the life
cycle of projects and the processes required to initiate, plan,
execute,
control
and
bring
closure
to
projects
within
the
parameters of quality, time and cost.
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Through in-class group exercises, the students actively participate
in
preparing
scope
statements,
work
breakdown
structures,
activity definitions, activity sequences, duration estimates, basic
critical path charts, project budgets, schedules, milestones charts
and a final project plan.
The course ends with a brief description of the nine knowledge
areas in project: Quality Management, Cost Management, Time
Management, Scope Management, Human Resources Management,
Risk
Management,
Procurement
Management,
Communications
Management, and Integration Management.
Text:
In-class presentations; Selected readings from project management
periodicals
through
open
discussions
and
in-class
group
exercises.
Preparation and presentation of a reference manual with the
compilation of material presented in class, group exercises and
other reference. Punctual compliance with sessions is a requisite.
.........................................................................................
HUMA 3011(Required)
Credits: 3
Course title:
Introduction
Civilization
to
the
Study
of
Western
Instructor:
M. Alvarez / S. Alvarez / B. Cotto
Prerequisites:
Course description
The study of the most important structures in the developing of
western culture in the fields of philosophy, literature, art and
history. Different types of discourses are studied in relation to
historical contexts that are related to the city and space systems.
The course also proposes other cultural models to give a
pluralistic vision of the rise and development of human societies.
Texts
Exams, discussions and reports.
.........................................................................................
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HUMA 3012
(Required)
Credits: 3
Course title:
Introduction to the Study of Western Culture
Instructor:
A. Cruz / M. Alvarez / S. Alvarez / B. Cotto
Prerequisites:
HUMA 3011
Course description
Continuation of HUMA 3011. The study of the most important
structures in the developing of western culture in the fields of
philosophy,
literature,
art
and
history.
Different
types
of
discourses are studied in relation to historical contexts that are
related to the city and space systems. The course also proposes
other cultural models to give a pluralistic vision of the rise and
development of human societies.
Texts
Exams, discussions and reports.
.........................................................................................
ARQU 3015
LEED 2.2
The Green Building Council’s LEED NC 2.2 is reviewed in detail for a
complete understanding of classification of green buildings.
ARQU 3015
Sustainable Architecture Institute I
Students and professors will plan and design work strategies and
projects that will form the core of the Sustainable Architecture Institute.
Existing resources of School will be maximized. The Klumb House will be
established as the Insitute’s, as well as, the Puerto Rico US Green
Building Council’s center.
ARQU 3015
Natural Nocturnal Illumination
This course studies the different strategies for the use of natural
nocturnal illumination as an essential resource available to architects in
the design and creation of space.
ARQU 5030
Architectural Design / Solar House
ARQU 5995
Furniture Design (architecture, space and furniture)
The course explores the use of furniture as fundamental elements of
architectural space. The main objective is for the students to grasp the
importance of the human scale and the role it plays in furniture design
and its relationship to space.
ARQU 6991
Exploration of Detail
This course critiques in depth and explores architectural detail based on
the projects completed by students in the graduate program’s design
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studios. The tectonic language of an architectural detail is explored and
understood as means of interpretation of its capacity to supplement and
expand the conceptual and experimental aspects of a project.
ARQU 6992
Sustainable Urbanism
The course discussion focuses on urban design tendencies that are
associated with sustainablility. It explores critically, but is no limited
to, such concepts as: intelligent development, new urbanism, ecourbanism, transit oriented development, habitable city and sustainable
mobility, among others.
ARQU 3015
Wood Construction Workshop
The course achieves a basic understanding of woodwork
applications in architecture beyond customary ornamental uses.
and
its
ARQU 5005
Introduction to Auto Cad
This introductory course offers the basic concepts of computer drafting
including its applications in architectural design, representation, and the
production of construction documents.
ARQU 5006
Computer Graphics
Technological knowledge has grown exponentially in the past ten years
resulting in the use of virtual representation of ideas and concepts via
computer graphics.
This course offers the student the basic tools to
express the conceptual development, as well as the final presentations,
of their design projects using such programs as: Sketchup, 3d Studio Viz
y Adobe Photoshop.
ARQU 6991
Advanced Computer Graphics
This course provides advanced principles of animation, three-dimensional
modeling and illumination and their application during post-production
processes.
ARQU 6992
Project Management
This is an introductory course to project fundamentals, presenting
quantitative and qualitative principles of efficient administration of
construction projects, professionals and businesses.
ARQU 3015
Artistic Drawing for Architects
This creative workshop focuses on artistic drawing addressing particular
applications for architecture students.
ARQU 3015
Basic Architectural Drawing: descriptive geometry principles
This introductory course to the discipline of descriptive geometry studies
its application to architectural drawing, this being understood as a
means of representation for visual communication.
ARQU 3015
Watercolor Technique: a source of architectural presentation
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The course offers watercolor techniques as a complementary resource for
architectural design illustrations.
ARQU 3015
Appreciation of the Art of Cinematography
The course explores film as a means of personal, social and cultural
expression. It covers all apects of film and includes different genres in a
sample selection for the class.
ARQU 5995
Urban installations: artistic interventions in the Río Piedras urban center
This course promotes the creation of artistic installation in the urban
center of Río Piedras due to its proximity to the Uinverstiy of Puerto Rico
Campus and the School.
The creative process will be based on the
community’s characteristic architectural elements.
ARQU 6991 / ARQU 6992
Ethics and aesthetics of Architecture
This course may be considered and introduction to aesthetics, or more
precisely, an introduction to cultural hermeneutics in architecture.
5995
Investigating Architecture
The course covers various investigation methods relevant to the
discipline. The discussion covers three areas: investigation paradigms,
methods and methodologies, and design investigation and practice.
6991
Contemporary Thinking and Architecture
The spirit of this course is to establidh the importance of a theoretical
foundation in any given architectural intervention.
This in complete
recognition of pertinent cultural, philosophical, aesthetic and scientific
considerations.
ARQU 3015
Architecture and Literature: narratives, space and representation
This interdisciplinary course explores the spatial, architectural and urban
phenomenon by studying narrative texts.
It seeks to analyze and
understand representation as a complex relationship between space,
architecture and the city.
ARQU 4009
Panoramic View of Brazilian Architecture
Provide the student with a thematic introduction on Bazilian modern and
contemporary architecture.
The course spans 20th century to present
day projects with emphasis on the production of architecture during the
modern movement.
ARQU 4010
New York Study Trip
The course analyses the most important historical, artistic, urban and
architectural aspects of the city of New York. A 9-day trip to the city
concludes the semester.
ARQU 6991
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Between the mask and the mirror: architecture and identity of Puerto Rico
during the 20th century
The course centers on the discussion of the development of the
architectural practice in Puerto Rico and its relationship to the search for
identity in the 20th century.
ARQU 6991
History of Architecture and Urbanism of Puerto Rico: first part 16th –
19th century
The course discusses the development of the practice of architecture in
Puerto Rico, including the history of urban strategies as a reflection of
the socio-economic organization of the island.
ARQU 6992
Intersections: an interdisciplinary approximation of architecture
The class explores the theoretical intersections of history and social
sciences with the universe of architecture and the city. The goal is to
develop the capacity to identify, understand and solve architectural
dilemmas using interpretation tools of alternative disciplines such as:
history, anthropology, psychology, semiology, and others.
ARQU. 6343
History of Architecture of Puerto Rico (20th century)
The course initiates the students in the discovery and appreciation or our
architectural
patrimony
inserted
within
its
historical
context.
Architecture of the 20th century will be presented in the context of
pertinent political and cultural events. Documents of the Architecture
and Construction Archive of the University of Puerto Rico (AACUPR in
Spanish) will be serve as the main source for the investigations.
HIST 80008
Seminar on the Investigation of the History of Puerto Rico: historical,
architectural and anthropological assessment through the study of
cemeteries in Puerto Rico, 19th and 20th century
The course includes the analysis, investigation and documentation of the
cemeteries of Puerto Rico of the 19th and 20th centuries. The studies
will center on the San Blas de Illesca cemetery located in Coamo, Puerto
Rico.
INTRODUCTION TO CONSERVATION
This course addresses the concept of conservation as an answer to the
question: What is conservation?
It is answered with a brief study of
conceptualization and development of the discipline. It will explore both
the historical development of conservation and its theoretical tenets, to
then address the central themes of the value, need and practice of
conservation today.
Córcega Summer Course / Vertical Studio
Design Intervention in Casa Americana / Figarella, Córcega FR
The students will develop an architectural intervention in an existing
structure. The intervention should provide an area of 300 to 400 square
meters, with and institutional use to reactivate the preexisting structure.
Suggested uses include a museum of the history of the structure and
support areas for visitors (restaurant, museum store, etc.) as well as
administrative offices. Special emphasis will be given to detailing the
components of the proposed edification and thus revealing the design
intentions of the connection between the new and existing structures.
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APR 2007
4.4
Faculty Resumes
It should be noted that in order to be a licensed practitioner in Puerto
Rico, an architect must join the Colegio de Arquitectos de Puerto Rico
(CAAPPR) and an engineer must join the Colegio de Ingenieros y
Agrimensores de Puerto Rico (CIAPR). Architects-in-Training and
Engineers-in-Training are also members of their respective Colegios.
Faculty listing
Fernando Abruña, Licensed Architect, Tenured Professor and Director,
Sustainability Studio, MArch, Pratt Institute, Design, Technology,
S us t a in a b ilit y
Javier Alzérreca Frambes, Instructor, MArch, Universidad de Puerto Rico,
Graphic and Presentation Design
Cristina Algaze Beato, Architect in Training, Instructor, Environment
Studies and Bioclimatic Architecture, Madrid Polytechnic University,
S p a in , D e s ig n , S us t a in a b ilit y
Jannette Babilonia Cortes, Librarian, Doctoral Program in
Documentation, Universidad Carlos III, Madrid, Spain
Sonia Bazán del Valle, Architect in Training, Instructor, MArch University
of Pennsylvania, 1997, Design
Javier Bonnín, Licensed Architect, Instructor, MArch, Georgia Institute of
Technology, Design, Urban Design
Roberto Biaggi, Architect in Training, Instructor, MArch, Southern
California Institute of Technology, Design
José Campo
María Magdalena Campo, Architect in Training, Licensed Planner,
Assistant Professor, MArch, Universidad de Puerto Rico, Design
José C. Caro, Instructor, MBA & MArch, University of Illinois, Professional
Practice
Humberto E. Cavallín Calanche, Assistant Professor on Tenure Track,
PhD, Architecture, University of California, Berkeley, Design, Research
Mario Ceniquel, Visiting Professor, PhD Architecture, Facultad de
Arquitectura y Urbanismo, Universidad de Sao Paulo, Design
Astrid Colón, Professor (Retired), Library Director MLS, Universidad de
Puerto Rico, Librarian
Alberto Correa Guzmán, Ph.D. Mathematics Education, Interamerican
U n iv e rs ity , P re -C a lc ulus
Br u n ilda C o t t o Iba r r a , Ph .D ., U n iv e r s ité d e M o n tp e llie r III, H um a n it ie s
Rafael A. Crespo, Professor (Retired), Ph. D., Harvard University, History
Heather Crichfield, Licensed Architect, Instructor, MArch, Massachusetts
Institute of Technology, Design, Theory
Luis Daza-Duarte, P.E., Professor, PhD Civil Engineering, UPR-Mayaguez,
S t ruc t ure s
Javier De Jesús-Martínez, Architect in Training, Professor in Practice,
Director of IMDICE, BArch, Cooper Union, Design
Juan Ignacio del Cueto, Visiting Professor, PhD Architecture, Escuela
Técnica Superior de Arquitectura de Barcelona, Spain, Design
José A. Espinal, P.E., Instructor, M.S. Civil Engineering, Stanford
U n iv e rs ity , C A , S t ruc t ure s
María Beatriz Fernández Cerra, Instructor, Architect in Training, BArch,
Cornell University, NY, Design
Norma Isa Figueroa, Licensed Architect, Instructor, MArch, University of
Milwaukee-Wisconsin, Design
4.4: SUPPLEMENTAL INFORMATION_FACULTY RESUMÉS
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APR 2007
José E. Flores Ramos, Librarian, Ph.D. History of Puerto Rico and the
Caribbean, Universidad de Puerto Rico, Librarian
Maruja Fuentes Vigié, Architect in Training, Instructor, MArch, Georgia
In s titu te o f T e ch n o lo g y , D e s ig n , In d us t ria l D e s i g n
Nathaniel Fúster, Licensed Architect, Associate Professor, Doctor of
Design (DDes), Harvard University, Design
Manuel García Fonteboa, Associate Professor, MFA, University of
Massachusetts, Design, Graphic Design
Carlos García Moreira, Architect in Training, Instructor, MArch, Georgia
In s titu te o f T e ch n o lo g y , C o m p ut e rs
Rafael B. Gavilanes Sánchez, Licensed Architect, Instructor, MArch,
Harvard University, Design, Technology
Anna L. Georas, Licensed Architect, Instructor on Tenure Track, MArch,
Harvard University, Design
José González-Peniza, Assistant Professor, Director Digital Photo Lab,
MA, Indiana University, Photography
Anixa González Ríos, Architect in Training, Instructor, MArch, Ohio State
University, Design
Francisco J. Gutierrez, Licensed Architect, Instructor, MArch, Harvard
University, MA, Design
Annabelle Hernández, Architect in Training, Instructor, MArch,
University of Pennsylvania, Design
John B. Hertz, Licensed Architect, Professor, MArch, University of
California-Berkeley, Design
Javier Isado, Licensed Architect, Undergraduate Program Director and
Instructor in Tenure Track, Master’s Degree in History and Theory of
Architecture, Universidad Politécnica de Cataluña, Barcelona, BArch,
Cornell University, Design, Theory
Mayra Jiménez Montano, Architect in Training, Instructor, MArch,
Universidad de Puerto Rico, Design
Jorge L. Lizardi Pollock, Assistant Professor and Director CIUDAD, Ph.D.
History of Latin America, Universidad de Puerto Rico, History
Emilio Martínez-Cimadevilla, Licensed Architect, Professor in Practice,
MSAUD, Columbia University, Design, Urban Design
Elio Martínez-Joffre, Licensed Architect, Associate Professor and
D i r e c t o r o f T a l l e r C o m un i t a r i o , A r q u i t e c t o , I n s t i t u t o T e c n o l ó g i c o d e
Estudios Superiores de Monterrey, México, Design, Theory
Oscar Guillermo Marty- Baldissone, Licensed Architect, Professor,
MAUD, Harvard University, 1965, Design, Technology
Julián Manriquez, Instructor, MArch, Southern California Institute of
Technology, Director of Media Lab
José L. Marrero Sicardó, P.E., B.Mechanical Engineering, Universidad
Politécnica de Puerto Rico
Sonia M. Miranda Palacios, Licensed Architect, Instructor, MArch,
Massachusetts Institute of Technology, Design, Technology,
S us t a in t a b ilit y
Abel Misla, Architect in Training, Professor in Practice, Director IMDICE,
MArch, Columbia University, Design
Enrique Ramón Milián, Licensed Architect, Instructor, MArch, Harvard
University, Design
Pedro Muñiz-Rivera, Licensed Architect, Professor and Director of
Laboratorio Ambiental de Arquitectura Biotropical, PhD, Virginia
Polytechnic Institute, 1986, Technology, Climatology
Nadya K. Nenadich, Instructor, Ph. D. candidate in the Architecture
Department, Escuela Técnica Superior de Arquitectura de Barcelona,
Universidad Politécnica de Cataluña - Barcelona, Spain, Conservation
2 / 43
APR 2007
María Isabel Oliver, MArch, Columbia University, Director of Graduate
Program, Director of iEscala, and Instructor in Tenure Track, Theory,
Design
Gloria Milagros Ortiz, Architect in Training, Assistant Professor and
Assistant to the Dean in Academic Affairs, BArch, Universidad de Puerto
Rico, 1976, Preservation
Marc Passerieu Dit Jean-Bernard, Associate Profesor, PhD in Philosophy,
Sorbonne University, Paris, Philosophy
Pedro E. Parrilla, Associate Professor and Counselor, MRC, Universidad
d e Pu e r t o R ico , S t ud e n t C o un s e lin g
Luis A. Pico-Lacomba, Licensed Architect, Instructor, MBA in
Management, University of Phoenix, Professional Practice, Project
Management
Edwin Quiles, Licensed Architect, Professor (Retired), MArch,
M a s s a c h u s e t t s I n s t i t u t e o f T e c h n o l o g y , T a l l e r C o m un i t a r i o
Jorge Rocafort, Licensed Engineer, Professor, PhD, Northwestern
U n i v e r s i t y , 1 9 7 9 , T e c h n o l o g y , A r c h i t e c t ur a l A c o us t i c s , A p p l i e d P h y s i c s
Eugenio Ramírez Ballagas, Instructor, MArch, Virginia Polytechnic
University, Design
Jorge Ramírez Buxeda, Licensed Architect, Professor and Project
Architect for the Solar Decathlon, M.Arch, University of Virginia, Design
Ernesto Rodríguez, Licensed Architect, Instructor, MArch, Massachusetts
Institute of Technology, Design
Francisco J. Rodríguez Suárez, Licensed Architect, Dean, MArch Harvard
University 1997, Design
Maria T. Rossi Coughlin, Professor in Practice, B. Architecture, Cornell
University, Design
Arnaldo Sánchez, Architect in Training, Instructor, MArch, Harvard
University, Design
Esteban Sennyey, Licensed Architect, Associate Professor, MArch, Cornell
University, 1982, Design, Urban Design
Nathan Glenn Smith, Instructor, MArch, Rice University, Design
Marco Trevisani, Instructor, MArch, School of Architecture, Politecnico
d i M ila n o , It a ly , In t e ra c t iv e a n d In d us t ria l D e s ig n
Edgardo Vélez Sáez, P.E., Instructor, B.Mechanical Engineering, UPR
Mayaguez, Technology
Enrique Vivoni Farage, Licensed Architect, Professor and Director
AACUPR, PhD, University of Pennsylvania, Archives, History
3 / 43
APR 2007
............................................................................................................
Name:
Position:
Fernando Abruña-Charneco
Professor and Director, Sustainable Design Studio
Courses taught
ARCH 4134-35 3015, 6361
Educational background and registration data
Doctor of Design Science, International College, California, 1977
MArch, Pratt Institute1976
BArch, Rhode Island School of Design,
Registered Architect, License # 7785
Recent honors and awards
Citizen of the Year, Environmental Quality Award by the US Environmental
Protection Agency;
Current research, scholarship, and creative activity
Publications
“The Absent House: Designing, Building, and Living in an Eco House”
Design Guidelines for Ecotourism and Sustainable Tourism Facilities,
Puerto Rico Tourism Company
Design Guidelines for Sustainable Development, Municipality of Carolina,
PR
Research
Eco Park dedicated to Moonlight
Hybrid Electric/Solar Urban Car, Urbano Green Works
Lectures
"Tres casas, tres arquitectos, tres visiones" Escuela de Arquitectura,
Universidad de Puerto Rico, 2005
TV
Extreme Homes, HGTV
First Eco House, Univisión TV
Current academic, professional, and public service
Fellow, American Institute of Architects,
Founding President of the US Green Building Council, Caribbean Chapter
Faculty Advisor, Construction Specifications Institute
Faculty Advisor, Emerging Green Builders
Design and Build, Eco School, Caguas, PR
Design and Build, Eco School, Culebras, PR
Design and Build, “Solaria”, Predesigned Eco House for Villas Miantojo
Enterprises
Architecture Team Director, Solar Decathlon, Washington D.C. (House
won 2nd Place in Design and Livability contest judged by Pritzker
laureate, Glenn Murcutt and Edward Mazria
Professional memberships
Member, Colegio de Arquitectos de Puerto Rico, 1978-present; Member,
AIA, 1978-present; Member, Association of Energy Engineers, 1979present; Member, National Trust for Historic Preservation, 1984-present;
Member, American Society of Landscape Architects, 1992-present;
Founding Member, National Building Museum, Washington, DC; 1978present; 1978-present
............................................................................................................
Name:
Position:
Cristina Algaze Beato
Instructor
Courses taught
ARCH 3131, 3132
Educational background and registration data:
Master's program in Environment Studies and Bioclimatic Architecture,
Advanced Technical School of Architecture, Madrid Polytechnic University,
Spain, 2005
4 / 43
APR 2007
MArch College of Architecture and Urban Studies, Virginia Polytechnic
Institute and State University, Blacksburg, Virginia, 2002
Bachelor in Environmental Design, Escuela de Arquitectura, Universidad
de Puerto Rico,
1998
Certificate in Local Environmental Policies and Permits, Continuing
Education Department, UPR, 2007
Architect in Training, Certificate # 19826
LEED Accredited Professional, 2007
Recent honors and awards:
A rc h it e c t ure T h e s is B o o k A w a rd , C o lle g e o f A rch ite ctu re a n d U rba n
Studies, Virginia Polytechnic Institute, 2003.
Current research, scholarship, and creative activity:
(In progress) LEED EB v.2 Certification Project for the School of
Architecture Building, UPR
(In progress) LEED Consultant for Private Housing Project
(In Progress) Sustainable Design Strategies, Popelnik Private Residence
(In Progress) Design, Fuentes – Rovira Private Residence
Puerto Rico’s Department of Health New Office Building, Programming
Phase, 2007
Puerto Rico’s Department of Justice New Office Building, Programming
Phase, 2006 – 2007
Furniture and Interior Design, various, 2003 – 2006.
Publications
“Instrumento para Habitar”, Review, (in)Forma, Journal of Architecture
and Culture, Volume No. 2, 2005.
Current academic, professional, and public service:
(In progress) Master’s Thesis Advisor, School of Architecture, UPR
Instructor, Introductory Summer Studio for First Year Students, School of
Architecture, UPR, 2003 and 2007 Sustainable Design Strategies for the
H a b it a t f o r H um a n it y Pr o je cts , Pu e r to R ico C h a p te r , 2 0 0 6
Exhibitions Coordinator, School of Architecture, UPR, 2004
Assistant to the Dean of the School of Architecture in Special Affairs,
UPR, 2003 -2004.
Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico CAAPPR;
US Green Building Council - Caribbean Chapter.
............................................................................................................
Name:
Position:
Javier Alzérreca Frambes
Instructor
Courses taught
ARQU 3015
MArch, Escuela de Arquitectura, UPR;
de Puerto Rico
Commissioned by the National Farmworker Health Insurance, National
Convention 2005
Lecture
5 / 43
APR 2007
School of Fine Arts, Universidad de Puerto Rico, 2006
Rotary Club of Puerto Rico, 2004
Exhibitions (individual)
“Familia y cultura”, Liga de Arte, San Juan, PR 2007
“Fragmentos de Familia y Cultura”, Universidad del Este, Carolina, PR
2007
“Raices, Música y Color”, Casa Escuté, Carolina, PR 2006
“Don Cholores y su legado”, Capitolio, San Juan, PR 2004
‘’El Josco Agreste”, Casa Escuté, Carolina, PR 2003
‘’Estampas del Mar y la Montaña”, Howard Jonson Hotel, San Juan, PR
2003
Exhibitions (collective)
“Los mas buscados”, Universidad del Este, Carolina, PR 2007
Capitolio, San Juan, PR 2005
Museo del Municipio de Dorado, Dorado, PR 2005
“Presencia Boricua”, M.O.A., Miami, FL 2005
Turismo, Paseo de la Princesa, Viejo San Juan, PR 2004
Galeria Gómez, Puerto Nuevo, PR 2004
Muestra Nacional de Artes Plásticas, I.C.P, San Juan, PR 2003
Casa del Rector, Universidd del Turabo, PR 2003
Galería San Juan Bautista, Alcaldía de San Juan, PR 2003
............................................................................................................
Name:
Position:
Jannette Babilonia-Cortés
Librarian II
Docatoral program in Documentation, Universidad Carlos III, 2005
MLS Universidad de Puerto Rico, 1999
BA Secretarial Sciences, Universidad de Puerto Rico, 1990
Delegate, FESABID 2005, 9as Jornadas Españolas de Documentación,
Madrid, Spain, 2005
Presenter, Workshops on Indexing, Assigned by the Library Instruction
Program, Universidad de Puerto Rico Libraries System, 1998-2000
Delegate, V Congreso Internacional de Información (INFO99), La Habana,
Cuba, 1999
Delegate, XII Feria Internacional del Libro, Guadalajara, México, 1998
Sociedad de Bibliotecarios de Puerto Rico (SBPR); Asociación de
Estudiantes Graduados de Bibliotecología y Ciencias de la Información
(ASEGRABCI)
............................................................................................................
Name:
Position:
Sonia Bazán del Valle
Instructor
Courses taught
ARCH 3133, 3134
MArch University of Pennsylvania, 1997
Bachelor in Environmental Design, Escuela de Arquitectura, UPR, 1993
Architect in Training
Recent Honors and awards
First Award, V Concurs Pensar el Mobiliari del Futur. “a2”, a piece of
furniture for reading and resting, Barcelona, 2005.
Exhibition
“a2”, a piece of furniture for reading and resting, in Plaers Polidramàtics,
a performance presented by La Calba Teatre, Barcelona, 2005.
Publication
6 / 43
APR 2007
“Fiel al Diseño”, article on “a2”, a piece of furniture for reading and
resting, in Revista Domingo, El Nuevo Día, 2006
Bazán Design Workshop, present
Hiroshi Tsunoda Design Studio, BCN, 2005
Davis, Fúster Arquitectos, 1997-2004
Visiting Critic Design Studios, Universidad de Puerto Rico, 1997-2004
and Universidad Politécnica, 2000-2004
Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico
............................................................................................................
Name:
Roberto Biaggi
Position:
Instructor
Courses taught
ARQU 3134, 4135
MArch, Southern California Institute of Architecture, CA, 1999
SCIARC Vico Morcote, Switzerland, 1997
La Liga De Arte, Viejo San Juan, Puerto Rico, Drawing & Painting
Workshops, Summer 1993-1994
BA with Major in Architecture, Washington University School of
Architecture, St. Louis, MO, 1995
Honorable Mention- Ceramic Tiles of Italy competition, Coverings
convention, Chicago, Ill. 2007
Sculptures on Sample- Public art competition, Coral Springs Florida, 2006
Portal Este, mosaico Negros con Alas, Community Award, USVI, 2006
International Poet of Merit and Honored Member of the International
Society of Poets, 2005
Editor’s Choice Award, “Write, ride and arrive alive”, poetry.com, 2005
Día de la Puertorriqueñidad, Escuela Don Ramón Morales Peña, 2004
International Poet of Merit and Honored Member of the International
Society of Poets, 2002
Editor’s Choice Award, “Rather See Time”, poetry.com, 2002
Editor’s Choice Award, “It’s About Time”, poetry.com, 2001
Working on a new poetry book and a new paintings exhibition
Exhibitions
Rob-a-dub , solo show, dibujos recientes, black box art, viejo san Juan,
PR 2007; Deletrearte, solo show, pinturas recientes, RoKa Espacio,
Santurce, PR, marzo - abril 2007; Hoy , Colectiva de pinturas, black box
art, viejo san Juan, PR 2007; Una Mirada sobre San Juan, V Bienal de
Fotografías de Puerto Rico, Museo de las Américas, Viejo San Juan,
octubre 2006; Mi Gente, tributo a Hector Lavoe – colectiva de pinturas,
Museo de las Américas, Viejo San Juan, agosto-nov. 2006; Santos
Puertorriqueños – pinturas de Celso y Roberto, Galerie Fantome, Paris,
France, junio 2006; La crema – pintura en vivo de un carro para show de
WAPA TV; Papelandia II – arte instalación con pinturas, El Café Seda,
Viejo San Juan, PR, enero 2006
Public Art, Design & Built, "Fuente Río Hombre", Carolina, PR, 2007
Design & Built, "Rosas tatuadas", Rodríguez Residence, Caguas, PR, 2007
Public Art, Design & Built, "Tallados en el Batey", Caguas, PR, 2007
Public Art, Design & Built, "No Somos Molinos, Somos Gigantes",
Carolina, PR, 2007
Public Art, Design & Built, "Negros con Alas II", Public Art, Design &
Built, "Recicl-arte", arte en pintura a tres contenedores de reciclaje en
Carolina PR, 2006
Production Design, Digital TV Commercial, Kellogs Zucaritas, Cataño, PR,
2007
Teacher, Taller de Mosaicos, Ricky Martin Foundation, San Juan, PR;
Public Art, Design & Built, "Urb. Santa Rita", Rio Piedras, PR, March 2006
7 / 43
APR 2007
Production Design, 35 mm TV Commercial, Harris Paint, Bayamon PR, June
2006
Public Art, Design & Built, "Espiral Ceremonial", Universidad de Puerto
Rico Rio Piedras, PR, April 2006
Public Art, Design & Built, "Negros con Alas", Caguas, PR, March 2006
Scenery and Lighting Design, “Scion Wake up with Ludacris”, Raulo Grip,
Cataño, PR 2005
Design & Build, “A galope”, mosaic, Trujillo Alto, PR, 2005
Design & Build, “Sun rising in the Spring”, mosaic, Sculptures on Simple
Road, Coral Springs, FL, 2005
Design & Build, “Lanes”, mosaic, Lanes Car & Truck Rental, Santurce, PR,
2005
Teacher, Taller de mosaicos, Escuela abierta, Dr. Ramón Morales Peña,
Santurce, PR, 2005
Film Director, Scenery and Lighting Design, Projections and scenery for
Hermanos Cepeda, Cepeda Foundation, 2 live shows, Teatro Tapia, Viejo
San Juan, PR, 2005
Design & Build, “Villas del Mar”, mosaic, Loiza, PR 2005
Public Art, Design & Build, “Metrópolis” mosaic, Urbanización Metrópolis,
Carolina, PR 2005
Public Art, Design & Build, Ortiz Residence, Barranquitas, PR 2004
Teacher, Taller de Arte y Juegos no Belicos, Río Piedras, PR 2004
Mosaic restoration, La Santísima Trinidad Methodist Church, Viejo San
Juan, PR 2004
Design & Build, “Puente al Urbanismo”, mosaic, Aireko Construction,
Caguas, PR 2004
Design & Build, “Atardecer en la loma”, Angel Residence, Canóvanas, PR
2004
Design & Build, “Perravo 2004”, mosaic, Country Club Shopping Plaza,
Carolina, PR 2004
Design & Build, “Contranatura”, mosaic, Rodíguez Residence, San Patricio,
PR, 2004
Public Art, Design & Build, “Neptuno en la Tierra”, mosaic, The Village in
San Patricio, San Juan, PR 2004
Design & Build, “Alla Natura”, mural, Marino’s BBQ, 2004
Film Director, Scenery, and Lighting Design, Projections and scenery for
Hermanos Cepeda, Cepeda Foundation, 8 live shows, Teatro Tapia, Viejo
San Juan, PR, 2004
Film Director, Scenery, and Lighting Design, Projections and scenery for
William Cepeda’s Suite Tierra Negra and El Conservatorio de Música de
Puerto Rico, Antiguo Asilo de Niñas de Miramar, PR 2003
Scenery and Lighting Design, Projections and scenery for Vivanativa’s
A co u s tin p r e s e n ta tio n , A q uí s e p ue d e , V ie jo S a n Ju a n , PR 2 0 0 3
Design & Build, “Neptuno encuentra a Venus”, mosaic, Rodríguez
Residence, Cupey, PR 2003
Art Design, 6th Annual Caribbean Boat Show, Marina Puerto del Rey,
Ceiba, PR 2003
Preliminary Design, Winter House, Snow Owl Lodge, Hawk Mountain,
Vermont, 2003
Public Art, Design & Build, “Ensueño de Gigantes I & II”, mosaic, Carolina,
PR, 2003
Design & Build, Fiol Residence, Old San Juan, PR 2003
Scenery and Lighting Design, Projections and scenery for Vivanativa’s
Concert, Centro de Bellas Artes de Guaynabo, PR 2003
Scenery, Lighting, Design & Build, “Placer”, Furniture, Projections, and
scenery for MAF & Lana Productions New Years Party, El Chayote
Restaurant, Miramar, PR 2003
Conferences
40 Aniversario de la Escuela de Arquitectura de PR, Universidad de Puerto
Rico, 2006
Coral Springs Museum of Art, Coral Springs, Florida, 2005
Escuela Don Ramón Morales Peña, Arte Sobre Ruedas, Bayamón, PR 2004
Miembro del Colegio de Arquitectos y Arquitectos Paisajistas de Puerto
Rico
Miembro de “The Internacional Society of Poets”
8 / 43
APR 2007
............................................................................................................
Name:
María Magdalena Campo Urrutia
Position:
Assistant Professor
Courses taught
ARCH 6311, 6313, 6314
Ph. D. Candidate in Philosophy, Universidad de Puerto Rico
MArch, Escuela de Arquitectura, Universidad de Puerto Rico, 1989
de Puerto Rico, 1986
Architect in Training #12066
Panificadora Licenciada #624.
Conferences
S a n Jua n / L a H a b a n a , S ub urb ia s n ue v a s , h is t o ria s v ie j a s … U n iv e rs id a d d e
Puerto Rico and University of Michigan, September 2007
Publications
E l N u e v o T r a t o y e l S u b u r b i o : N u e v a D e a l - é t i c a d e l a C i ud a d A m e r i c a n a ,
Historia y Sociedad, September 2007
C IV IT A S y E s p a c io P úb lic o , Un a c ue s t ió n d e G é n e ro s ? , A r ch iv o s d e
Arquitectura Antillana, 2002
Talleres de Arquitectura para Niños, Universidad de Puerto Rico, summer
2003-2007
Magdalena Campo Architect, Consultant on Planning and Urban Design,
2000-present
Member, Design Committee,
Representative, Architects in Training, Colegio de Arquitectos y
Arquitectos Paisajistas de Puerto Rico, 2002- present
Professional Memberships
Colegio de Arquitectos de Puerto Rico (Delegate); Asociación
Puertorriqueña de Planificadores.
............................................................................................................
Name:
Humberto E. Cavallín Calanche
Position:
Assistant Professor on Tenure Track
Courses taught
ARQU 3134, 5993, 6895
PhD, Architecture, University of California System,Berkeley, 2006
MS, Social Psychology, Universidad Central de Venezuela, Venezuela,
1997
B. Arch. Universidad Nacional Experimental del Tachira, Venezuela, 1990
ARCC 2004 Best Presentation Award. Presented by the EAAE ARCC
Conference, Dublin, Ireland
Research
W. M. Martin (01-JAN-04 a 01-MAR-04). AutoCAD 2005 Productivity
Research. Fondos: Autodesk Inc.
(01-NOV-02 a 01-APR-03). AutoCAD Red Deer Productivity Research
(01-JAN-00 - Present ). The role of conceptual structures developed by
the use of models in the setting and solving of design problems in
architecture.
Conferences
M ik e M a r t in a n d H u m b e r t o C a v a llin . B u ild in g S t o r ie s / A c a s e s t ud y
m e t h o d i n a r c h i t e c t ur e .
Humberto Cavallin, W. Mike Martin & Ann Heylighen (2005). Mind-ing the
task: The role of context in
9 / 43
APR 2007
us a b ilit y r e s e a r c h . H u m b e r to C a v a llin , 4 th S o cia l In te llig e n ce D e s ig n
Workshop. Stanford University,
California. (2004-2005 Sem 2).
Revisión del Curriculum de la Carrera [Comité ad-hoc]
Member, Comite Amplio, 2005
Member, Comite de Maestria, 2005
Graduate Program Director, Universidad de Pueto Rico, 2005-2007
Publications
Ann Heylighen, W.Mike Martin & Humberto Cavallin (2006). Building
Stories Revisited / Unlocking the
k n o w le d g e ca pita l o f a rch ite ctu ra l pra ctice [A bs tra cto ], A rc h it e c t ure
Engineering and Design Management..
Developing methods to understand discourse and workspace in
distributed computer mediated interaction Renate Fruchter and Humberto
Cavallin Published in AI & Society (2006)20:169-188
Ann Heylighen, W.Mike Martin & Humberto Cavallin (2006). Knowledge
exchange in the wild / Building
Stories’ attempt to unlock the knowledge capital of architectural practice
, Proceedings of the CIB W096
A rc h it e c t ura l M a n a g e m e n t . .
Ann Heylighen, W.Mike Martin & Humberto Cavallin (2005 ). Accidental
R e s o ur c e / A F a b le o f D e s ig n
R e s e a r c h t h r o ug h S t o r y t e llin g . E n JS G e r o a n d N B o n n a r d e l (E d ito r ),
Studying Designers'05(pp. ).: .
Ann Heylighen, W. Mike Martin & H. Cavallin (June 23, 2005). How to
Teach and Archive Tacit Design
Knowledge, Design Intelligence. 11(6).
Ann Heylighen, Humberto Cavallin & W. Mike Martin (2004). The student,
the architect, his intern and her
knowledge [Abstracto], Between Research and Practice, Proceedings of
the EAAE ARCC Conference. (pp. 111-119)..Dublin School of Architecture
DIT, Ireland: EAAE Transactions on Architectural Education.
Reality Check/An intentional view on the design-science relationship Ann
Heylighen, Humberto Cavallin &
Matteo Bianchin presented at The unthinkable doctorate, NETHCA
Colloquium, Brussels (Belgium), April 2005
M in d -in g t h e t a s k , T h e ro le o f c o n t e x t in us a b ilit y re s e a rc h H u m b e r t o
Cavallin, W. Mike Martin & Ann
Heylighen SID 2005, Proceedings of the 4th Social Intelligence Design
Workshop, Stanford (Ca), March 2005
(CD Rom)
The right story at the right time Towards a tacit knowledge support for
(student) designers W. Mike Martin, Ann
Heylighen & Humberto Cavallin Accepted for publication in AI & Society
(January 2005).
This is not a Caucus-Race Or why upgrades in software GUIs will (not
necessarily) make (all) users (instantly)
more productive Humberto Cavallin, W. Mike Martin & Ann Heylighen SID
2005, Proceedings of the 4th Social
Intelligence Design Workshop, Stanford (Ca), March 2005 (CD Rom)
............................................................................................................
Name:
Mario Ceniquel
Position:
Visiting Professor, Universidad Federal de Río de Janeiro,
Brazil
Courses taught
ARCH 4133, 4134, 6312, 6991, 6992
PhD Architecture, Facultad de Arquitectura y Urbanismo, Universidad de
Sao Paulo, 1996
Master in Architecture and Urban Design, Facultad de Arquitectura y
Urbanismo, Universidad de Sao Paulo, 1990
Arquitecto, Facultad de Arquitectura y Urbanismo, Universidad de Buenos
Aires, Argentina, 1973
Architectural Liscence from Conselho Regionalde Engenharia, Arquitetura
e Agronomia (CREA), Brazil
10 / 43
APR 2007
Honorable Mention, Concurso Púbilco Nacional de Reconversao, Urbana
do Largo da Batatá, Sao Paulo, Brasil, 2002
Terminal, International Airport, da Cidade de Bonito, Matogrosso do Sul,
Brasil, 2003
Renewal Project, Travessa Mercurio e Praça das Artes, Curumbá,
Matogrosso do Sul, Brasil, 2002
Urban Intervention in Area Central do Casario do Porto, Curumbá,
Matogrosso do Sul, Brasil, 2002
Sociedad Central de Arquitectos de Buenos Aires, Argentina
Instituto de Arquitetos du Barsil
Sindicato dos Arquitetos do Rio de Janeiro
............................................................................................................
Name:
Astrid Colón de Jesús
Position:
Librarian IV (Retired)
Master Library Science, Universidad de Puerto Rico, 1971; BA,
Universidad de Puerto Rico, 1966
“Bibliotecario: arquitecto de un Nuevo paradigma,” lecture at the XX
Asamblea Anual ASEGRABCI, 1998
Member, Centro Caribeño de Recursos UPR, Comité de Documentación,
1997-2001; Member, Junta de Directores de Bibliotecas UPR, Comité de
Personal, 2001; Delegate, XII Feria Internacional del Libro, Guadalajara,
México, 1998
Association of Architectural School Librarians, Visual Resources
Association, Art Libraries Society of North America (ARLIS/NA),
Asociación de Maestros de Puerto Rico, National Education Association,
Asociación de Estudiantes Graduados de Bibliotecología y Ciencias de la
Información (ASEGRABCI)
............................................................................................................
Name:
José C. Caro
Position:
Instructor
Courses taught
ARQU 6313, 6314, 6383, 6384
MBA University of Illinois, Urbana, Illinois, 1981
M.Arch University of Illinois, Urbana, Illinois, 1981
B. Environmental Design, Texas A&M University, College Station, Texas,
1974
National Council of Architectural Registration Board, Lic. # 9732, PR
............................................................................................................
Name:
Alberto Correa Guzmán
Position:
Instructor
Courses taught
ARQU 3045, 3046
Ph.D. Mathematics Education, Interamerican University, 1999
M.A. Education, Universidad de Puerto Rico, 1982
B.S. Mathematics, World University of Puerto Rico, 1978
Lectures
Sobrepasando la Matefobia; San Juan, PR, 2005
L a E d uc a c ió n M a t e m á t ic a e m e rg e n t e y e l ro l d e l m a e s t ro ; S a n Ju a n , PR ,
2005
11 / 43
APR 2007
La inteligencia emocional y la Matemáticas; San Juan, PR, 2003
Associate Professor, Interamerican University, Bayamón, PR
............................................................................................................
Name:
Brunilda Cotto Ibarra
Position:
Professor
Courses taught
HUMA 3011-12
Docteur de l’Université de Montpellier III , Francia, 1986
D.E.A Diplôme D’Etudes Approfondies. Etudes Romanes. Montpellier III,
1983
Master of Arts. New York University, 1975
B.Arts, Universidad de Puerto Rico, 1972
Additional studies in Middlebury University and at the Universidad
Complutense de Madrid.
Conferences
“La Unión Europea y su experiencia educativa y cultural”. Coloquio sobre
la Unión Europea y el Gran Caribe Universidad de Puerto Rico, 2007
P o rt ra it : N o t ic e b io g ra p h iq ue s ur M a ría E s t e r H e rre ra à p ro p o s d u Lib e r
Lapidum. Alliance Française, Porto Rico 2006.
Moderador, El Mall by Rubén Dávila, Sala del Decanato de la Facultad de
Estudios Generales, Universidad de Puerto Rico, 2003
V ic t o r H ug o a n d N o t r e D a m e o f P a r is , M u s e o d e A r te d e Pu e r to R ico ,
March 2002
Coordinator, Humanities sequence designed for architecture students,
1991-present
Representative, Academic Senate, 2001
Member, Junta Consultiva, Consejo de Educación Superior de Puerto Rico,
1999-present
............................................................................................................
Name:
Rafael A. Crespo
Position:
Professor (Retired)
Courses taught
ARCH 3051, 3052, 4211, 4214, 6991, 6992
Educational background
PhD, Harvard University, 1987
M.F.A., Harvard University, 1969; M.A., George Washington University,
1963
B.A., Universidad de Puerto Rico, 1961
Twenty-five Years of Distinguished Service Award, Universidad de Puerto
Rico, 2000
Producer and on-camera interviewer for television series “Conversaciones
con arquitectos,” Part I (eight one-hour interviews with distinguished
architects), 2000-01
Recent publications
Doctoral dissertation: Florida’s First Spanish Renaissance Revival. 3 vols.
Ann Arbor: University Microfilms, 1987 (xxxvi + 406 pp., 369 ills.)
"Los estilos del resurgimiento español en la arquitectura de Florida," in
H i s p a n o f i l i a : a r q ui t e c t u r a y v i d a e n P ue r t o R i c o ( 1 9 0 0 - 1 9 5 0 ) . S a n J u a n :
AACUPR, 1998
C o -a u t h o r , A rq uit e c t ura , H is t o ria y P a t rim o n io . S a n Ju a n : O ficin a E s ta ta l
de Preservación Histórica, 1995 (xii + 153 pp., ills.)
M e m b e r , I n t e r n a t i o n a l J u r y f o r t h e M o n um e n t t o t h e T h i r d M i l l e n n i um ,
June-August, 2000
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APR 2007
Visiting Scholar, Smithsonian Institution, 1996-1998
Committee member, “Architecture Program Report” (APR), 1999
Committee member, “Architecture Program Report” (APR), 2001
Director, History and Theory Committee, School of Architecture (19992001)
Member, Personnel Committee, School of Architecture (1998-2001)
Asociación Puertorriqueña de Historiadores
Asociación Puertorriqueña de Profesores Universitarios
Society of Architectural Historians, Latrobe Chapter, Washington, D.C.
............................................................................................................
Name:
Heather Crichfield
Position:
Instructor
Courses taught
ARCH 3134, 4047, 4048, 4133, 4134, 6314, 6313, 6225
Master of Science in Architecture, Massachusetts Institute of Technology,
2000
B Arch, Boston Architectural Center, 1992
LEED Certified
Guest Editor, Revista (in)Forma, Escuela de Arquitectura, Universidad de
Puerto Rico, 2003
Current academic, professional, and public service:
Senior Archirtect, Fúster and Partners
Professional memberships:
............................................................................................................
Name:
Luis G. Daza-Duarte
Position:
Assistant Professor
Courses taught
ARCH 4321, 4322, 4323, 4324
PhD Civil Engineering (Structural Engineering), Universidad de Puerto
Rico, 1996
M.E. Civil Engineering (Structural Engineering), Universidad de Puerto
Rico, 1992
B.S. Roadways and Transportation Engineering, Universidad Pedagógica y
Tecnológica de Colombia, 1988
Licensed Engineer # 016707
Phi Kappa Phi Honor Society, Residencia Viera, Hato Rey P.R. (award AIA
2005 & IX Bienal Arquitectura designed by Fuster + Partners Arqs.)
B ib lio t e c a m un ic ip a l d e B a rra n q uit a s , B a r r a n q u ita s , PR ., a w a r d A IA 2 0 0 5
Amador + Calzada Arquitectos
Publications
“M e t o d o lo g ía P a ra E v a lua r P ó rt ic o s d e H o rm ig ó n A rm a d o s o m e t id o s a
Cargas de Terremoto”. Conferencista invitado al Seminario de Ingeniería
Estructural y Construcción 2006, Octubre 25 -27 del 2006, Universidad
Pedagógica y Tecnológica de Colombia, Tunja, Boyacá
“E s t ud io d e la E fic ie n c ia e n e l C o n t ro l d e D e s p la z a m ie n t o s L a t e ra les e n
Pórticos de Hormigón Armado”. Conferencista invitado al Seminario de
Ingeniería Estructural y Construcción 2006, Octubre 25 -27 del 2006,
Universidad Pedagógica y Tecnológica de Colombia, Tunja, Boyacá.
Principal, DAZA Structural Engineer Services, P.S.C. 2001-Present
Escuela Superior University Gardens, Rio Piedras, PR.; Comandancia de La
Policía, Caguas, PR.
Escuela Intermedia del Barrio Piletas, Lares, PR.
13 / 43
APR 2007
Inn On the Blue Horizon, Vieques, PR
Boulevard Office Building and Parking, Humacao, PR.
Vivienda Ecológica, Structural consultant, Arch. John Hertz, Special
cooperation program: Escuela de Arquitectura UPR and Departamento de
la Vivienda de PR. Río Piedras, P.R., 2006
S o la r ia , Un a c a s a A ut o -s us t e n t a b le , S tr u ctu r a l co n s u lta n t. A r ch . F e r n a n d o
Abruña, Low cost and self-sustainable residential units. San Juan, P.R.,
2005.
Participation in Academic Comitees: Undergraduate Committee.
Comité ad Hoc., Comité Amplio, Comité de Tecnología, Comité de
Personal.
Earthquake Engineering Research Institute
American Society of Civil Engineering
Concrete Reinforcing Steel Institute
Colegio de Agrimensores de Puerto Rico
............................................................................................................
Name:
Juan Ignacio del Cueto
Position:
Visiting Profesor, Facultad de Arquitectura, Universidad
Nacional Autónoma de México
Courses taught
ARCH 4212, 4214, 6225, 6314
PhD Architecture, Escuela Técnica Superior de Arquitectura de Barcelona,
Spain, 1996
Arquitecto, Facultad de Arquitectura, Universidad Nacional Autónoma de
México, 1985
Distiguished Professor, Instituto de Estudios Superiores de Monterrey,
Campus Ciudad México, 2002
Honorable Mention, III Bienal Iberoamericana de Arquitectura, BitácoraA rq uit e c t ura , 2 0 0 2
Honorable Mention, XII Bienal de Arquitectura de Quito, Ecuador,
B it á c o r a -A rq uit e c t ura , 2 0 0 2
Recipient, Programa de Primas al Desempeño del Personal Académico de
Tiempo Completo (PRIDE), 2004
“La Arquitectura en el Espacio y en el Tiempo”, UNAM Radio Station, 2003
Lectures
“La arquitectura como arte público”, Primer Coloquio sobre Espacio y Arte
Público, Sala de Arte Público Siqueiros, 2002
“Ciudad Universitaria”, Universidad Autónoma MetropolitanaAzcapotzalco, 2002
‘Arquitectos españoles exiliados en México”, V Coloquio Internacional, La
lit e ra t ura y la c ult ura d e l e x ilio re p ub lic a n o e s p a ñ o l d e 1 9 3 9 , La H a b a n a ,
Cuba, 2004
Competitions
Concurso para el Auditorio Metropolitano del Centro Cultural
Universitario de la Universidad de Guadalajara, 2003
Publications
“Arquitectura en Barcelona: del modernismo a la modernidad”, Estudios
Históricos No. 7, Arquitectura y Diseño, 2002
R e v ie w , C iud a d Un iv e rs it a ria , C in c ue n t a A ñ o s . R e v is t a B it á co r a N o . 9 ,
abril-junio 2003, Facultad de Arquitectura, UNAM
Text, “La planta embotelladora Bacardí, de Félix Candela y Mies van der
Rohe”, LXX Convention of ASINEA, FA, UNAM
“E l S a n a to r io E s pa ñ o l d e M é xico ”, ch a pte r fo r A rc a s . A rq uit e c t o s, b y
Manuel Sánchez, Madrid, Spain, 2003
Article, “Abraham Zabludovsky: medio siglo de arquitectura”, Published
in Letras Libres, año V, no. 54, México, 2003
Article, “Hacer arquitecura: ideas, oficio, circunstancias. Entrevista con
N u ñ o , M a cG r e g o r y d e B u e n ”, Pu blis h e d in B it á c o r a -A rq uit e c t ura , n o .1 2 ,
summer 2004, Facultad de Arquitectura, UNAM
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APR 2007
Thesis Director 2000- present
Co-Director, Student Exchange Program between the Technical University
of Berlin and UNAM, 2004
Member, Comité de Biblio tecas de la Facultad de Arquitectura, UNAM,
2003
C o o rd in a to r, C e n t ro re c re a t iv o y d e p o rt iv o e n Y a ut e p e c , M o re lo s ,
Facultad de Arquitectura, UNAM, 2003
Co-Director, Proyecto PAPIME “Taller Experimental de Composición
Arquitectónica”, UNAM, 2003
Director, Taller Max Cetto, Facultad de Arquitectura, UNAM
E d ito r , B it á c o r a -A rq uit e c t ura , 1 9 9 8 -2 0 0 4
Editorial Board, “sobrearquitectura.com”, website, 2001- present
............................................................................................................
Name:
Javier de Jesús Martínez
Position:
Professor in Practice, Director, IMDICE
Courses taught
ARCH 5313-5314; 6313-6314
MPhilosophy, Humanities Faculty, Universidad de Puerto Rico, 1999present
BArch, The Cooper Union for the Advancement of Sciences and Arts 1997,
Escuela de Arquitectura, Universidad de Puerto Rico, 1990-95
Architect in Training, Certificate #17176
AIA Honor Award 2001; Honor Award, VI Bienal de Puerto Rico for the
magazine (in )FormA;
Research
IMDICE-Executive Director of the Multisectorial Interphase for the
Development of Strategic Capital Investments at the School of
Architecture University of Puerto Rico
Founder, Adaptable Paths, Strategies, Resources, Investments, San Juan,
PR
Lectures and Public Forum
May 2007-Urbanism and Planning Advisor Board to The Governor FORMUM
at the School of Architecture University of Puerto Rico;
November 2006 Mayaguez 2010: a Regional Investment Approach CMI
Convention
October 2005- Encrucijadas Urbanas Convencion Colegio de Arquitectos
March 2005-Public Strategic Investment School of Architecture University
of Puerto Rico
July 2005-Ciudad RED Colegio de Arquitectos y Arquitectos Paisajistas
February 2007-present President of Adaptable Paths|
Strategies|Investment|Resources
January 2005-January 2007- Advisor to the Governor on Urbanism,
Infrastructure and Enviroment
January 2003-January 2005-Director of the Design and Construction
Office University of Puerto Rico President Office
July 2002-December 2002- Undergraduate Coordinator School of
Architecture University of Puerto Rico
July 2001- July 2002- Auxiliar Dean School of Architecture, University of
Puerto Rico.
Projects
Ciudad Mayor:Metropolis del Caribe- Responsible for the
Conceptualization, Policy Implementation and Project Management of a 5
billions Public and Private Investment Plan for an Urban Transit Oriented
Redevelopment Initiative for the San Juan Metropolitan Region. Ciudad
Mayor includes among the investments, three mass transportation
project, three redevelopment district projects, a Science City
development, a New San Juan Waterfront and the first Green Urban
15 / 43
APR 2007
Infrastructure Initiative.
Mayaguez 2010-1.8 billion Public Investment for a Regional and Urban
Iniatiative at the west coast of the island. This project includes a 450
million dollars investment for the sport and recreational facilities for the
2010 Central American Games.
Portal del Futuro- Responsible for the management of the Reuse and
Redevelopment Plan and Implementation for the US Navy Base Roosevelt
Roads in Ceiba.
Port of the Americas- Responsible for the management of the
development and construction of the 250 new transboard and port in
Ponce.
Reuse and Redevelopment of Governamental Properties- In charge of the
development strategy, inventory, and urban concepts of over 50 vacant
parcels own by the Goverment.
Heritage 100,000-In charge of monitoring an adquisition and consevation
plan of 100,000 acres for the preservation and management of natural
resources.
............................................................................................................
Name:
José Antonio Espinal Castillo
Position:
Instructor
Courses taught
ARCH 4321
M.S. Civil Engineering, Stanford University, Stanford, CA 1994
B.S. Civil Engineering, Rensselaer Polytechnic Institute, Troy, N.Y. 1993
Puerto Rico, PE License #14777
Structural Engineering Certification Board #1149-0705
Post-tensioning Institute (PTI) Building Category Award of Merit 2006 –
Bristol Condominium, Condado, PR
Lectures
“S t ruc t ura l D e s ig n o f H ig h R is e R e s id e n t ia l S t ruc t ure s ”, In t e r n a t io n a l A C I
Convention to be held at the Conquistador Hotel, Fajardo, PR, in October
2007
Colegio de Ingenieros y Agrimensores de PR
American Society of Civil Engineers; American Concrete Institute
Concrete Reinforcing Steel Institute
Colegio Dominicano de Ingenieros, Arquitectos y Agrimensores
............................................................................................................
Name:
María Beatriz Fernández Cerra
Position:
Instructor
Courses taught
ARCH 4136, 3131
BArch, Cornell University, NY, 1997
Architect, Agrait Betancourt Arquitectos, San Juan, PR 2003- present
Architect, Davis Brody Bond Architects and Planners, NY, 1999-2003
16 / 43
APR 2007
............................................................................................................
Name:
Norma Isa Figueroa
Position:
Instructor
Courses taught
ARCH 5030
PhD candidate, History Department, Universidad de Puerto Rico, 2008
Master in Architecture, University of Wisconsin, Milwaukee, 1982
ACSA Student Wood Competition, second place in architecture,
Washington, 2004
ACSA Student Wood Competition, honorary mention in furniture design,
Washington 2004
Exhibitions (collective)
G r o u p , H o us e fo r s a le , E l M o n te , Po n ce , 2 0 0 7
Projects
Interior design, King’s Court Playa, Condado, Alexis Papadakis’
Interior design, La Villa de Torrimar, Mr. & Mrs.. Joav Cohen
Interior design, Gallería del Condado, Mr. & Mrs. Carrión
Commercial rehabilitation, Casas mi Estilo, Ponce
Histórica rehabilitation, Muebleria Columbia, Mayor 83, Ponce
............................................................................................................
Name:
José E. Flores Ramos
Position:
Director, Santiago Iglesias,Hijo. Library
Ph.D., Historia de Puerto Rico y el Caribe, Universidad de Puerto Rico,
2002
M.A., Historia, Universidad de Puerto Rico, 1995
MLS, Bibliotecología, Universidad de Puerto Rico, 1984
B.A., Artes Plásticas, Universidad de Puerto Rico, 1983
Recent publications
M uj e r , f a m i l i a y p r o s t i t uc i ó n : l a c o n s t r u c c i ó n d e l g é n e r o b a j o l a
e g e m o n í a d e l P a r t i d o P up ul a r D e m o c r á t i c o , 1 9 4 0 - 1 9 6 8 ; S a n J u a n , P R ,
Departamento de Educación, 2007
"La Biblioteca Nacional y el miedo a la palabra" en Revista del Instituto
de Cultura Puertorriqueña, año 6, núm. 12, segunda serie, 2006
E ug e n e s ia , h ig ie n e p úb lic a y a lc a n fo r p a ra la s p a s io n e s : la p ro s t it uc ió n
e n S a n J ua n d e P ue r t o R i c o , 1 8 7 6 - 1 9 1 9 ; S a n J u a n , P . R . , P u b l i c a c i o n e s
Puertorriqueñas, 2006
Seminars
“V id a c o t id ia n a d e la s p ro s t it ut a s e n S a n Jua n d e P ue rt o R ic o : 1 8 9 0-1 9 1 9 ”
en Revista del Instituto de Cultura Puertorriqueña, año 6, núm.13,
segunda serie, 2006
Modelos de colaboración para integrar las competencias de información y
la in v e s t ig a c ió n a lo s c urs o s , T a lle r . U .P.R . R e cin t o d e R ío Pie d r a s , S a n
Juan, Puerto Rico: UPR Centro de Excelencia Académica. 2006
E n c ue n t ro : R o m p ie n d o p a ra d ig m a s e n la p la n ific a c ió n , im p la n t a c ió n y
e v a l ua c i ó n p r o f e s i o n a l d e l a b i b l i o t e c a a c a d é m i c a ; P i c h y s C o n v e n t i o n a l
Center, Guayanilla, Puerto Rico: Vicepresidencia de Asuntos Académicos,
U.P.R. 2005
M a n i p ul a c i ó n d e i m á g e n e s c o n A d o b e P h o t o s h o p ; T a l l e r . S a n J u a n , P u e r t o
Rico: LABCAD, U.P.R.2005;
Creación de páginas en la red con Microsoft FrontPage 2000; Taller. San
Juan, Puerto Rico: LABCAD, U.P.R. 2005
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APR 2007
C ó m o d ig it a liz a r o e s c a n e a r d o c um e n t o s ; T a lle r . S a n Ju a n , Pu e r t o R ico :
LABCAD, U.P.R. 2005
Lectures
El rol de la organizaciones profesionales en el desarrollo profesional del
bibliotecario; Conferencia. Escuela de Derecho, U.P.R., San Juan, Puerto
Rico.2006
R e s e r v a E l e c t r ó n i c a y D e r e c h o s d e A ut o r ; C o n f e r e n c i a . E s c . d e
Comunicación, U.P.R. Recinto Río Piedras, San Juan, Puerto Rico: Centro
para el Desarrollo de Competencias de Información, Biblioteca Gerardo
Sellés Solá, U.P.R. 2005
Association of Architecture School Librarians
............................................................................................................
Name:
Maruja Fuentes Viguié
Position:
Instuctor
Courses taught
ARCH 3015, 3131, 5995
Furniture and Textile Design, Savannah College of Art and Design,
Savannah GA 2004
M.Arch Georgia Institute of Technology, Atlanta GA 2002
Bachelor of Science in Architecture, Catholic University of America,
Washington DC 1999
International Contemporary Furniture Fair, New York NY 2007
Macef International Home Show, Milan, Italy 2007
Curvature, Red Gallery, Savannah GA 2004
International Contemporary Furniture Fair, New York NY 2004
Won editors award for design school, 8th Annual Fine Furnishing
Providence Show, Rhode Island NY 2003 Selected one of the best thesis
of 2002, Georgia Institute of Technology 2002.
Courses thought in School of Architecture at the University of Puerto
Rico: Introduction to Industrial Design, Architecture, Space and
Furniture, Design Workshop.
Courses taught at the Escuela de Artes Plásticas de Puerto Rico:
Introduction to Furniture Design, Design Basics, Universal Design, and
Introduction to Industrial Design.
Director of the Department of Industrial Design at the Escuela de Artes
Plásticas de Puerto Rico
Barista Espresso Bar, AIG Building, Hato Rey PR 2006
Iguina Residence, Mansiones de Tintillo Hills, Guaynabo PR 2006
Starbucks, Los Paseos, San Juan PR 2006
Bariaults Residence, Caguas PR 2005
Yacumama Lodge, Amazons Peru 1999
The Furniture Society
18 / 43
APR 2007
............................................................................................................
Name:
Nathaniel Fúster Felix
Position:
Assistant Professor
Courses currently taught
ARCH 6311, 6312, 6313, 6314, 4135, 4136
Doctor of Design (DDes), Harvard University, 1999
Master in Architecture, Universidad de Puerto Rico, 1991
Registered Architectural Liscence # 12963
2007- A.I.A. Honor Award - 'Casa Delpín'
2007- A.I.A. UnBuilt Design Honor Award - 'Casa 774''
2007- A.I.A. Mention - 'Casa i 2.1''
2006- A.I.A. UnBuilt Design Honor Award - 'Oceania'
2005- Honor Award. IX Bienal of Puerto Rico - 'Casa Viera'
2005- A.I.A. Mention- 'Casa Viera'
2004- A.I.A. Honor Award-- 'Casa del Castillo'
2004- Third Prize, ‘Casa Patio’ CAAPPR Housing competition; Category:
Conventional Housing
2004- Third Prize, ‘Casa Tilt-up’ CAAPPR Housing competition; Category:
Experimental Housing
2003- Mention. VIII Bienal of Puerto Rico - 'Casa del Castillo'
2003- 2nd. Prize -CAAPPR Annex Design Competition
2002- Honorable Mention - VII Biennal of Puerto Rico - 'Escuela de Bellas
Artes de Carolina'
Editor, Revista (in)Forma, vol. 1 & 2
Publications
Just Add Water, Architectural Record, 2007
Homes, Renovations, Dwell Magazine, 2007
Young House, Architecural Review, 2007
Wall Paper, 2006
IW Magazine, Japan, 2006
Por Dentro, El Nuevo Día, 2006
Una casa perfectamente diseñada, Deco Ambiente
Principal, Fúster and Partners, San Juan, PR
Visiting Professor, New School of Architecture, Polytechnic University of
Puerto Rico
............................................................................................................
Name:
Manuel García Fonteboa
Position:
Associate Professor
Courses taught
ARCH 3015, 3131, 3132, 6991
INGE 3015
MFA, University of Massachusetts 1984
BA, Universidad de Puerto Rico, 1971.
Complete as build drawings sets of four of the building studied with the
collaboration of school of architecture students. (2005)
Newspaper and magazine research of the planning and building process
of six mid twenty-century academic buildings in the University of Puerto
Rico Medical Science Campus and Mayaguez Engineering Campus.
Between them: Agricultural Science Building and General Engineering
Building by architect Henry Klum, Physics, Geology and Marine Science
Building by architect Tom Marvel and The Residence for Nurse Student
19 / 43
APR 2007
and The Academic Building for Nurse Studies by architect Efrain PérezChanis. (2004)
Study in progress: the development of the town centers of Comerio,
Barranquitas, Quebradillas. Canóvanas, and Loiza towns.
President, Academic Affairs Committee, 1995-98
Member, Undergraduate Program Committee, 1998-present
First Year Design Coordinator 2002-2005.
Member, Ad-Hoc Committee for Curricular Revision, 1994-2006
Member CIEPA, Institutional Committee for the Evaluation of the
Academics Programs of the U.P.R., Río Piedras, 2000-present.
Member, Personnel Committee 2005- present
Member, Institutional Committee for the integration of Arts Curses in the
new undergraduate curriculum
Conferences
Escuela de Artes Plásticas de Puerto Rico, 2007
Asociación Puertorriqueña de Profesores Universitarios
Museo del Arte de Puerto Rico
............................................................................................................
Name:
Carlos García Moreira
Position:
Instructor
Courses taught
ARCH 5005, 5006, 6991
M.Arch, Georgia Institute of Technology 2005
Bachelors in Environmental Design, Escuela de Arquitectura, Universidad
de Puerto Rico 2000
Honorable Mention, Casa en Torrimar, Premios Obras Cemex, 2007
Architect, RVMD Design Group
............................................................................................................
Name:
Rafael Gavilanes Sánchez
Position:
Instructor
Courses taught
ARCH 4134, 6361
M. Arch. Harvard University, Cambridge, Massachusetts, 1992
B. Environmental Design, North Carolina State University, Raleigh, North
Carolina 1985
Registered Architect, New York State and Puerto Rico
Principal, Rafael Gavilanes, Arquitecto, San Juan, Puerto Rico
Clift Residence, Gurabo, Puerto Rico
Guest Critic, University of Puerto Rico
Architecture Group Director, Behar-Ybarra & Associates- Project Architect:
Complejo Deportivo Mayaguez 2010, Nuevo Isidoro Garcia Baseball
Stadium, Comprehensive Rehabilitation and expansions of Residencial
Franklin D. Roosevelt, Mayaguez
NCARB Certification
20 / 43
APR 2007
............................................................................................................
Name:
Anna L. Georas
Position:
Instructor on Tenure Track
Courses taught
ARCH 4135, 4136, 3133, 3134
Ph. D. in Philosophy, Candidate, Universidad Complutense, Madrid
M.A. in Architecture, Graduate School of Design, Harvard University,
1991
Registered Architect, License #12942
Professional Planner, License #633
Publications
San Juan Star article in defense of the conservation of La Concha Hotel at
the height of the controversy of it’s imminent demolition; Informa essay
of the new-minimalist House at Winnipeg designed by the architect
Francisco Javier Rodríguez, Canada.
Competitions
Tower Museum in Manhattan, New York 2007; SPAC, Seoul Korea 2007;
Plaza 18 RFP, Santurce 2007; 21st Millennium Housing, University of
Puerto Rico, Puerto Rico (2004)
I was given the opportunity – under the Puerto Rico Department of
Housing – to create and direct an urban redevelopment program which we
named Renace. Our efforts focused on the traditional urban centers of
non-entitlement municipalities. The urban planning effort focused on
integrating peripheral low-income communities into the traditional urban
center. These plans also addressed a variety of urban issues in order to
improve the overall recreational and institutional amenities, as well as
movement, throughout the center. An 18-agency committee was created
to promote more coherent inter-agency investment and coordination. In
1 9 9 7 , R e n a c e r e c e i v e d a J o h n J . G un t h e r B l u e R i b b o n P r a c t i c e s i n
C o m m un it y D e v e lo p m e n t in t h e ca t e g o r y o f S uit a b le L iv in g E n v ir o n m e n t s
o f t h e F e d e r a l D e p a r t m e n t o f H o us i n g a n d U r b a n D e v e l o p m e n t . D u r i n g
the period as founder and director of the program we completed eight
master plans, prepared the base-work for six more and offered Design
Studios with the School of Architecture at the University of Puerto Rico.
............................................................................................................
Name:
José González-Peniza
Position:
Instructor, Supervisor Digital Photography Laboratory
Courses taught
ARCH 3071, 3072, 3015
M.A. in Education, Instructional Systems Technology, Indiana University,
Bloomington Ind., 1973
B.A. in Secondary Education, Universidad de Puerto Rico, 1972
Professional Photographer; Secretary of the Faculty, School of
Architecture; Faculty Representative, Campus Academic Senate; Member,
Faculty Affairs Committee, Campus Academic Senate.
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APR 2007
............................................................................................................
Name:
Anixa González Ríos
Position:
Instructor
Courses taught
ARQU 313, 3132, 3133, 3134
MArch, School Of Architecture, Ohio State University, 2000
Austin School of Architecture Fellowship – outstanding performance in
design studios, 2000
American Institute of Architects Henry Adams Citation for the highest
grade point average in the Master’s Program, 2000
Currently developing new ideas/designs for high-end pre-designed
residences to market locally
Principal, Architectural Studio, PSC.
Professor, Taller Introductorio de Verano, Universidad de Puerto Rico,
2003–2006
Professor, Polytechnic University of Puerto Rico, 1st year Design Studio,
2001-2003
............................................................................................................
Name:
Francisco J. Gutierrez
Position:
Instructor
Courses taught
ARCH 4134, 6313
Registered Architect, Puerto Rico
M.Arch, Graduate School of Design, Harvard University, 1996
Bachelor of Fine Arts, Otis Art Institute of Parsons School of Design,
1990
Finalist: AIA Puerto Rico Furniture Design Competition, Universidad de
Puerto Rico, 2007
Principal, Talleres, Muebles y Arquitectura, San Juan, PR
Hacienda la Esperanza, Manatí, PR, present
Alcalá, San Juan, PR, 2007; Raldiri Residence, San Juan, PR, 2006
Offices – Hacienda Buena Vista, Ponce, PR, 2006; Guard House – hacienda
buena vista, Ponce, PR, 2006 Dinning/Conference Room – Las Cabezas de
San Juan, Fajardo, PR, 2005
Berrios Residence, Barranquitas, PR, 2005
Colegio de Arquitectos y Arquitectos paisajistas de Puerto Rico
22 / 43
APR 2007
............................................................................................................
Name:
Annabelle Hernández
Position:
Instructor
Courses taught
ARCH 4133
MArch, University of Pennsylvania; School of Design, Philadelphia, PA
GSFA Grant, Dean's Merit Scholarship, May 2003
Junior Architect, Urbana: Diseño y Arquitectura CSP; San Juan, PR, 2007.
Performing Construction Documents for the renovation of an existing
house located in the Caparra Area.
Junior Architect, Toro Ferrer Arquitectos CSP; San Juan, PR, 2003-2006
G e n e r a l S t u d i e s B u i l d i n g , U n i v e r s i t y o f P ue r t o R i c o , S a n J u a n . C a r r i e d o u t
the programming, compiled data and interviewed users for new building
proposal. Participated on the design development documents and
construction documents for the Annex of the General Studies Building.
Executed construction documents and coordinated with consultants for
the renovation of the existing General Studies Building.
D r. M o n t e s O ffic e ,H o s p it a l A ux ilio M ut uo , S a n Jua n . E xce cu te d d e s i g n
development documents for a high-end interior office dedicated to the
Botox Cosmetic. Carried out research of new materials and systems.
Polytechnic University of Puerto Rico; New School of Architecture, San
Juan, PR. 2004
............................................................................................................
Name:
John B. Hertz
Position:
Professor
Courses taught
ARCH 4311, 4312, 6361, 6895
MArch, University of California-Berkeley, 1971
BArch (with Distinction), Arizona State University, 1970
Registered Architect, Puerto Rico, New Mexico and Texas
(Co-author) Master Plan Proposal for the Restoration of Aguire, AIA
Blueprint for America Program, 2007
(Co-author) 2007 Solar Decathlon Proposal, DOE, 2005.
Current Research, scholarship and creative activity
Publications
“Affordable Housing for the Hispanic Community,” Affordable Design:
Convening the Conversation. Los Angeles: Association for Community
Design Annual Conference, June 2006. (One of 8 papers selected
nationally by ACSA for publication)
(Co-author with Luis H. Alva and Jorge E. González) “Impact of
Construction Materials on Energy Consumption In Homes In the
Caribbean,” International Solar Energy Conference Proceedings.
Washington, D.C.: International Solar Energy Society, 2005.
“Henry Klumb: La búsqueda de una arquitectura apropiada para los
tr ó pico s ,” A n ua rio E s t ud io s d e A rq uit e c t ura B io c lim á t ic a 2 0 0 4, E d .
Morillón, David. Ciudad de México: UNAM, 2005.
Conferences
(Presenter) “Modernidad Tropical y la Lucha Para la Autenticidad,” III
Bienal de la Habana. La Habana: Bienal de la Habana, May 2006.
(Presenter) “Writing Green into Specifications.” USGBC-San Juan Chapter,
April 2006.
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APR 2007
(Pr e s e n te r ) “C a s a Lib r e ,” L o w E n e rg y H o m e s fo r P ue rt o R ic o . S a n Ju a n :
Departamento de Vivenda de PR and Environmental Protection Agency,
Oct. 2005
(Presenter) “Arquitectura Bioclimatica: 4 Paises/7 Proyectos.” Santo
Domingo: Universidad Iberoamericano, Sept. 2005.
Current academic, professional and public services
Dean, School of Architecture, Universidad de Puerto Rico, San Juan,
Puerto Rico,1998-2006
University of Puerto Rico: Chair, University Design Advisory Board,
University 2011 Strategic Plan Committee, Resources Conservation
Committee, University Administrative Council, University Senate,
Community Outreach/Service Center Committee, University
Internationalization Committee, University Master Plan Committee
Arquitecto Licenciado-Puerto Rico, 1998; Registered Architect-Texas,
1984, New Mexico, 1974
Registered Interior Designer-Texas, 1992
Licensed Contractor-New Mexico-Level GB-2, 1974
National Council of Architectural Registration Boards Certificate, 1981
............................................................................................................
Name:
Javier Isado Vigil
Position:
Instructor and Undergraduate Program Director
Courses taught
ARCH 3121, 3122, 6313, 4135, 4136
Master´s Degree in History and Theory of Architecture, Universidad
Politécnica de Cataluña,
Barcelona, Spain
B. Arch, Cornell University, Ithaca, New York
Registered Architect, License # 15408
Editor, Revista InForma
Advisor, Programa ATI de Becas para Investigación
Excecutive Director, Junta Asesora de Urbanismo, San Juan, PR
Visiting Critic, Cornell University, 2007
Interim Director History and Theory Committee, Escuela de Arquitectura,
Universidad de Puerto Rico
Draft, Soto Fernández Residence, San Juan, PR; Draft, Office Building,,
Roosevelt 301, San Juan, PR
G r a p h ic D e s ig n a n d Illu s tra tio n s E d ito r, S JU 7 5 0 0 K m d e O p o rt un id a d
Editor, Report from The Junta Asesora de Urbanismo
............................................................................................................
Name:
Mayra Jiménez Montano
Position:
Instructor
Courses taught
ARCH 3131, 3132, 6313, 6314
MArch, Escuela de Arquitectura,Universidad de Puerto Rico, 1993
Independent Consultant; Castro Residence, Adjuntas, Puerto Rico 2007
Martínez Residence, San Juan Puerto Rico, 2007
Maza Residence, Ocean Park 2007; 161 Ponce de León Offices, Hato Rey,
Puerto Rico 2006
Sullivan Residence, Guayama, Puerto Rico, 2005
Maza Portuondo Residence, Guaynabo, Puerto Rico, 2005
24 / 43
APR 2007
Centro de Usos Múltiples Lares,Puerto Rico, 2005
Furniture Design
American Institute of Architects
............................................................................................................
Name:
Jorge L. Lizardi Pollock
Position:
Associate Professor and Director Centro
Interdisciplinario de Urbanismo, Diseño Ambiental y Desarrollo
(CIUDAD)
Courses taught
ARCH 4211, 4212, 4213, 4214, 6145, 6992
Ph.D. Latin American History, Universidad de Puerto Rico, 2002
M.A. European History, Universidad de Puerto Rico, 1997
El Colegio de México, 1995-1996
B.A. Latin American History, Universidad de Puerto Rico, 1992
2003 – Ríos-Pasarell Foundation, Dr. Ana Sagardía Award to the best PHD
Thesis in History
Publications
“Fronteras elusivas: enunciación del urbanismo en San Juan”, en Haroldo
D i l l a ( e d . ) , F r o n t e r a s I n t e r n a s : l a s n ue v a s f o r m a s d e l a e x c l us i ó n , C I E C A ,
Grupo Ciudades y Fronteras, Universidad Iberoamericana, Santo Domingo,
2007.
“La creatividad destructiva de la arquitectura moderna, las
incertidumbres de la Nación”, en Entorno, Revista del Colegio de
A rq uit e c t o s y A rq uit e c t o s P a is a j is t a s d e P ue rt o R ic o, N o . 7 , ju lio 2 0 0 7 .
S JU 7 5 0 0 : d e lo s e s c e p t ic is m o s a la re in v e n c ió n d e la c iud a d . S a n Ju a n :
Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico, 2006.
“Ponce, o los artilugios de una capital alterna”, en Historia y Sociedad,
Departamento de Historia, Universidad de Puerto Rico, Río Piedras, 2007.
“Pensar el espacio, construir identidades “tropicales”: reflexiones en
torno a la memoria, el poder y la arquitectura en el Caribe”, en Carlos
Pa b ó n (e d .), E l P a s a d o y a n o e s lo q ue e ra : la h is t o ria e n t ie m p o s d e
in c e rt id um b re . S a n Ju a n : V é r tig o , 2 0 0 5 .
“De cirugías y anulaciones: memoria, poder y espacio en San Juan”, en
Revista Debats, Valencia, número especial dedicado a San Juan y editado
por Eduardo
“Lalo” Rodríguez, Barcelona, 2005.
“De implosiones y otros demonios del espacio”, En Bordes, no. 9, Grupo
de Estudios Alternativos, Universidad de Puerto Rico, 2003.
Conferences
“Fronteras elusivas: enunciación del urbanismo en San Juan”, en Taller
F r o n t e r a s I n t e r n a s : l a s n ue v a s f o r m a s d e l a e x c l us i ó n , C I E C A , G r u p o
Ciudades y Fronteras, Universidad Iberoamericana, Santo Domingo, 29 de
noviembre de 2006.
“De la ciudad promesa a la anti-ciudad: concepto y experiencia de San
Juan”. Charla introductoria a la conferencia magistral de Enrique
Peñalosa, 13 de marzo de 2006, Hotel Caribe Hilton.
M e m o r i a , e s p a c i o y c i ud a d a n í a : c i ud a d , p a i s a j e e i d e n t i d a d e n M é x i c o ,
Conferencia Magistral, México D.F., Universidad Autónoma Metropolitana,
13 de enero de 2006.
“Los relatos y las prácticas: una hipótesis acerca del saber y el hacer en
la arquitectura”, (en conjunto al Arq. Javier Isado). Escuela de
Arquitectura de la Universidad de Puerto Rico, noviembre 2 de 2005.
25 / 43
APR 2007
“Thinking Spaces, Building Tropical Identities: Reflections on the
Caribbean Memory and Architecture”, en 11th Conference of the
In te rn a tio n a l Pla n n in g H is to ry S o cie ty , P la n n in g M o d e ls a n d t h e C ult ure
of Cities, 14-17 July, Barcelona, 2004.
“Pensar el espacio, construir identidades: reflexiones en torno a la
memoria y el patrimonio arquitectónico del Caribe”, en 35ta Conferencia
Anual de Historia del Caribe, Asociación de Historiadores del Caribe,
Universidad de Puerto Rico Colegio de Abogados, Santurce, 1 de mayo de
2004.
“Sobre el estilo: memoria, moda y arquitectura en Puerto Rico” Jorge L.
Lizardi y Javier Isado, en Intersecciones de la historia: la posmodernidad
y las miradas interdisciplinarias, XI Reunión Anual de la Asociación
Puertorriqueña de Historiadores, Humacao, 4 de octubre de 2003
L a c o n s t ruc c ió n d e m o d e rn id a d e s : un a g e n e a lo g ía d e l C o m it é d e D is e ñ o
del Departamento del Interior, 1938-1948, Colegio de Arquitectos de
Puerto Rico, 22 de octubre del 2003.
“El Caribe: más allá y más acá de la urbanidad caribeña. Historia de la
región y su arquitectura”, serie de conferencias para la Maestría en
Arquitectura Tropical Caribeña, Universidad Nacional Pedro Henríquez
Ureña, Santo Domingo, República Dominicana, 18 al 23 de octubre, 2002.
Halt cities: reflections on the Caribbean urban experience (Essays
compilation to be published in 2008)
Space, memory and identities in Mexico (1863-1911) (To be published in
2008)
Populist Space: Ideology and Architecture in México (1917-1940).
Research in progress.
Rational Dreams: totalitarianism and design in Italy (1922-1945).
Research in Progress.
In search for the imaginary city of Santurce: urbanism and politics in
Puerto Rico, collective research project for CIUDAD (coordinator and
editor)
Latin America Studies Association
Grupo Ciudades y Fronteras, CIECA, Universidad Iberoamericana, SD
............................................................................................................
Name:
Emilio Martínez-Cimadevilla
Position:
Professor in Practice
Courses taught
ARCH 6311, 6314
MS Architecture and Urban Design, Columbia University, 1985
MArch, Escuela de Arquitectura,Universidad de Puerto Rico, 1979
Registerd Architect, License # 9097
AIA Honorable Award, Comunidad El Cielito, Comerío, 2006
IX Bienal, Colegio de Arquitectos y Arquitectos de Puerto Rico, National
Honor Award
Biblioteca Eléctrónica de Morovis, 2005
IX Bienal, Colegio de Arquitectos y Arquitectos de Puerto Rico, Honor
Award, Plan Maestro del Caño Martín Peña, San Juan, 2005
IX Bienal, Colegio de Arquitectos y Arquitectos de Puerto Rico, Mention,
Proyecto Urbano para la Comunidad El Cielito, Comerío, 2005
Principal, Emilio Martinez y Asociados, 1987- present (Public,
Governmental and Private commissions)
Visiting Professor, Universidad Politécnica de Puerto Rico, School of
Architecture, 2006-2007
26 / 43
APR 2007
Sociedad Puertorriqueña de Planificación
............................................................................................................
Name:
Elio S. Martínez – Joffre
Position:
Associate Professor and Director of the Taller de Diseño
Comunitario
Courses taught
ARCH 4133, 4134, 5030, 4045, 4046, 6313
Arquitecto, Instituto Tecnológico y de Estudios Superiores de Monterrey,
ITESM, N.L., México, 1980 Registered Architect, License# 9948
Recent Honors and Awards
Premio a la Solidaridad 2007, Fundación Miranda, Taller de Diseño
Comunitario - Escuela de Arquitectura, Universidad de Puerto Rico
Honor Award AIA, Built Project, AIA Honor Awards 2006, "Casa en Cupey",
San Juan, PR
URBE Award for Excellence in Architecture 2003, “Realojo Barriadas Israel
y Bitumul”, San Juan, PR
URBE Award for Excellence in Architecture 2003, Honorable Mention,
“Castaña 5”, Guaynabo, PR
Honor Award AIA, Built Project, AIA Honor Awards 2002, “Realojo
Barriadas Israel y Bitumul”, San Juan, PR
Excellence in Education Award, AIA Honor Awards 2002, Puerto Rico,
December 2002
Distinción a la Labor de la Enseñanza, Consejo General de Estudiantes
Escuela de Arquitectura, Universidad de Puerto Rico, 2001
"La Idea y la Imagen como Precedente de la Forma Arquitectónica",
Continuous research
Conferences
Foro Social de Puerto Rico, “Protesta con propuesta: El Taller de Diseño
Comunitario, una experiencia de diseño alternativo y participativo”, en
colaboración con el Prof. Edwin Quiles Rodríguez, 2006
“Primera Cumbre de Comunidades en Riesgo de Ser Desplazadas”,
Edificio Luís A. Ferre del Senado de PR, 2005
Conferencia de Prensa: “Comunidad Maine”, Guaynabo, PR 2005
"Tres casas, tres arquitectos, tres visiones" Escuela de Arquitectura –
UPR, 2005
2do Congreso APPU Asociación Puertorriqueña de Profesores
Universitarios, Carolina, PR, “Universidad y Comunidad: ¿Rumbos
Divergentes?”, en colaboración con el Arq. Edwin Quiles Rodríguez
Taller: Estrategias de Intervenciones para la Rehabilitación de
Comunidades Especiales – “Realojo de las Barriadas Israel y Bitumul”,
April 2003
Universidad Autónoma de México- UNAM, “Trabajos Docencia y
Estudiantes- Escuela de Arquitectura UPR”, June 2002
“Conversatorio del Taller de la Comunidad”, Escuela de Arquitectura, UPR,
March 2001
IX SAL-Seminario de Arquitectura Latinoamericana, “Taller ComunitarioEscuela de Arquitectura, UPR”, 2001.
Publications
“Nueva Casa para los esfuerzos franciscanos en Toa Baja”, El Nuevo Día,
27 agosto 2007
“Cañón bajo amenaza”, El Nuevo Día, 19 de agosto 2007
“Opción Eco-turística al Noreste”, El Nuevo Día, 7 diciembre 2006
“Desarrollo Sustentable”, El Nuevo Día, 7 diciembre 2006
Revista Integratec -“Premian Obra Arq. Elio S. Martínez-Joffre” - ITESM
2006
27 / 43
APR 2007
México; “Premios de Honor- AIA 2006”, El Nuevo Día, 20 agosto 2006
“Cumbre sobre desplazamiento de comunidades”, El Nuevo Día, 6 agosto
2005
“En México Estudiantes de Arquitectura de la UPR”, El Nuevo Día, 6
agosto 2005
“People in Focus”, Caribbean Business, March 3, 2005
“Para Hacer un Sueño Realidad”, Primera Hora, 5 febrero 2005
“El Taller de Diseño Comunitario: una propuesta de transformación en la
enseñanza y práctica de la arquitectura”, en colaboración con el Arq.
Edwin R. Quiles Rodríguez
Taller de Diseño Comunitario, UPR, Escuela de Arquitectura, Universidad
C e n t e n a r i a : ¿ Y A h o r a Q ué ? , 2 d o C o n g r e s o d e I n v e s t i g a c i ó n , 8 d e o c t u b r e
2004
“Centro de Tutorías y aprendizaje, Crean Casa Esperanza para niños de
Toa Baja”, Primera Hora, 29 septiembre 2003
Florida/Caribbean Architect, AIA Puerto Rico Honor Projects, Summer
2003
“Compromiso para proteger la Cueva del Indio”, Primera Hora, 21 mayo
2003
“Barriada Israel y Bitumul”, El Nuevo Día 2 abril 2003
“Arquitectura de Honor”, El Nuevo Día, 24 noviembre 2002
“De la Teoría a la Práctica un paso es”, Dialogo. Mayo 2002
“Ajustes para un padre a tiempo completo”, El Nuevo Día, 17 junio 2002
AAA-Archivos de Arquitectura Antillana, Año 7, Número 13/enero 2002
ARQ 2002, Vivienda Unifamiliar Castaña 5, Proyecto de Interés
Social/Realojo de la Barriada Israel y Bitumul.
Private Practice: Principal, Elio S. Martínez-Joffre AIA/CAAPPR, Arquitecto,
1987 to present
Director Taller de Diseño Comunitario, 2005 to present
International Studio Coordinator and Profesor UPR/UNAM, 1999 to
present
Coordinator, AIAS, Student Chapter, Universidad de Puerto Rico, 20002004
4th Year Design Studio Coordinator, Escuela de Arquitectura,
Universidad de Puerto Rico, 2004-2006
History and Theory Coordinator, Escuela de Arquitectura, Universidad
Member, Comité de Diseño Escuela de Arquitectura, Universidad de
Puerto Rico
Member, Graduate Program Comité Escuela de Arquitectura, Universidad
de Puerto Rico
Member, Comité Amplio Escuela de Arquitectura, Universidad de Puerto
Rico
Member, Comité de Dialogo Escuela de Arquitectura, Universidad de
Puerto Rico
Academic Senator Universidad de Puerto Rico, 2005-2007
Member, Comité de Asuntos Estudiantiles del Senado Académico 20052007
Architectural Consultant for “Corporación para el desarrollo de las
Barriadas Israel y Bitumul, San Juan, PR”, 1996 to present
Professional Practice Director Colegio de Arquitectos y Arquitectos
Paisajistas de Puerto Rico 2000-2004
2 Year Director American Institute of Architects –Puerto Rico, 2002-2004
Member, Comité para el Desarrollo del Parque del Centenario Universidad
de Puerto Rico, 2007-2008, Universidad de Puerto Rico, Río Piedras.
Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico, 1988 present
American Institute of Architects, 1988 - present
GT Lieux de Culte, UIA, 1995 - present
WG Professional Practice, UIA, Paris – Berlin, 2002
28 / 43
APR 2007
............................................................................................................
Name:
Oscar Guillermo Marty-Baldissone
Position:
Professor
Courses taught
ARCH 4133, 4134, 6361
MArch in Urban Design, Graduate School of Design, Harvard University
1965
Arquitecto, Universidad Nacional del Litoral, Rosario, Argentina, 1962
B.A. Liberal Arts, Colegio Julio A. Roca, Buenos Aires, 1955
Registered Architect , Puerto Rico
Registered Architect, U.S. Virgin Islands, 1966
Registered Architect, Santa Fe, Argentina, 1962
IBS Prefab Construction System, US Patent 7,185,467 B2
Panelist, Asociacion de Contratistas de Hogares, Affordable housing,
Design strategies and alternative, Construction systems, San Juan,Puerto
Rico 2006
G.R.C.Association 14th Bi- Annual Congress, Plaza Venecia Prefab
Building Presentation, Hong-Kong 2005
Exhibition & Lecturer IBS System. Construction Specification Institute
National Convention San Juan, P.R. 2005
Colegio de Arquitectos de Santa Fe, Argentina
Glass Reinforced Concrete Association, London
PCI - member, 2000.
............................................................................................................
Name:
Position:
Sonia M. Miranda Palacios
Instructor
Courses taught
ARCH 3131, 3132, 4133, 4134, 6313, 6314
M. Arch, Massachusetts Institute of Technology, 2000
B.A. Social Sciences, Major in Urban Geography, Minor in Environmental
Design, Universidad de Puerto Rico, 1996
Registered Architect License #18600
ATI/UPRRP/UPPR Technology Transfer Project, funded by the Puerto Rico
Highway and Transportation Authority and the Environmental Protection
Agency.
The project is part of the Sustainable Urbanism Laboratory in
the Environmental Sciences Department, and is an interdisciplinary
approach to transportation and urbanism, with study areas in
architecture, planning, engineering, social sciences, administration and
others. The project functions as an investigation laboratory for the above
mentioned topics and serves as a platform for work for the students
participating.
Different universities and schools participate in the
investigation, such as the University of Puerto Rico School of
Architecture, the Environmental Sciences Department, the Planning
School, Business Administration, Social Sciences, Engineering (University
of Puerto Rico - Mayaguez Campus) and the Polytechnic University of
Puerto Rico with several of its departments.
travel abroad.
The program includes a
We have been to different countries with proven or new
technology in the field of transportation and urban design, such as
Colombia - Bogota and Medellin, the United States of America - Portland,
29 / 43
APR 2007
Oregon; and this year we will visit Argentina, Buenos Aires and Santiago
de Chile with the new Trans-Santiago project.
Senior Designer and Head of Staff, Urbana, Arquitectura y Diseño, 2006present Design and UFAS 504 Consultant, Luis Manuel Carrillo & Assoc.,
2004- present
Design Consultant, VIAtres, 2003-2006
Juror, “Innovation in Design with concrete” Competition for this year
Education Commission Director, Colegio de Arquitectos y Arquitectos
Paisajistas de Puerto Rico
Instructor, Taller Introductorio, 2006, 2007
Coordinator, 2007 Solar Decathlon Competition
United States Green Building Council, Caribbean Chapter
............................................................................................................
Name:
Enrique Ramón Milián
Position:
Instructor
Courses taught
ARCH 4135, 4136
M. Arch, Harvard University Graduate School of design, 2000
B.Arch. School of Architecture, Washington University, Missouri
Principal, De2 Arquitectos, 2006- present
Construction and Project Manager, Construction Management Consultant
Group, 2003- 2006
Lecture
Yellow Brick Road, School of Architecture, Texas Tech University 2006
.....................................................................................................
Name:
Pedro A. Muñiz-Rivera
Position:
Professor
Courses taught
ARCH 4017, 4311, 4312, 4037, 6313, 4135, 6361
PhD, Virginia Polytechnic Institute & State University, 1986
MArch, Escuela de Arquitectura, Universidad de Puerto Rico, 1981
Principal, P.A. Muñiz Rivera, Arquitecto & Asociados, 1991-present
Coordinator, Technology Committee
Director, Laboratorio Ambiental de Arquitectura Tropical, School of
Architecture, 1992-present
Academic Senator, University of Puerto Rico, 2007
Member, The Masonry Society
Member, Building Environment and Thermal Envelope Council
Member, Society of Building Science Educators
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APR 2007
............................................................................................................
Name:
Nadya K. Nenadich
Position:
Instructor
Courses taught
ARCH 6443
Educational background and registration data :
Ph. D. candidate in the Architecture Department, Escuela Técnica
Superior de Arquitectura de Barcelona, Universidad Politécnica de
Cataluña - Barcelona, Spain, 2000 - 2005
Certificate in Advanced Studies, 2003
Master of Science in Historic Preservation, Columbia University, NY, 1999
Bachelor in Architecture, Pratt Institute, NY, 1997
Escuela de Arquitectura, Universidad de Puerto Rico - San Juan, PR, 1995
Presidential Fellowship, University of Puerto Rico, 2000-2004
The Urban Project in the New Urbanism: space and memory
Closing /Closed: Politics and Projects of the New Urbanism
In Search of a Cultural Identity: It’s Impact on Historic Preservation
A History of the Preservarion of Modern Architecture in Puerto Rico
............................................................................................................
Name:
Maria Isabel Oliver
Position:
Instructor and Graduate Program Coordinator
Courses taught
ARCH 3131, 3132, 4133, 4134, 4047, 4048, 6225
Sabbatical Leave, Parsons School of Design, 2005
Ph.D. Candidate, Harvard University, -present
M.A. in Architecture, Columbia University, 1990
APR ‘07 Committee, History and Theory Committee, Director of Escala
Lectures:
‘De Representaciones, Identidades y Otros Demonios’, Universidad de
Puerto Rico, School of Architecture, Fall 2005
‘Works in Progress’, Parsons School of Design, 2004
Exhibitions:
Curator for exhibition on Cuban architect Jose Antonio Choy ‘Works on
Paper’, Parsons School of Design, 2003
E xh ib itio n R e v ie w : A rc h it e c t ure a n d R e v o lut io n in C ub a , 1 9 5 9-1 9 6 9 ,
p u b l i s h e d i n C o l u m b i a U n i v e r s i t y ’ s F ut ur e A n t e r i o r , J o ur n a l o f H i s t o r i c
Preservation, History, Theory and Criticism, Summer 2005
A C S A C o o r d in a to r o f S y m p o s iu m A rc h it e c t ure , C ult ure , a n d t h e
Challenges of Globalization held in Havana, Cuba Architecture, 2002
31 / 43
APR 2007
............................................................................................................
Name:
Gloria Milagros Ortiz
Position:
Assistant Professor and Assistant to the Dean for
Academic Affairs
B Arch (6 year degree), University of Puerto Rico, 1976;
Architect in Training, Puerto Rico # 11801
Grants
R e c o n o c im ie n t o G e n e r a l d e l R e c in t o d e R ío P ie d r a s , Un iv e r s id a d d e P ue r t o
Rico, Historic Preservation Funds, National Park Service, State Historic
Preservation Office, San Juan, Puerto Rico, Photographic and general
documental survey of historic properties in the Río Piedras Campus,
($42, 000.00)
Pr in cip a l, G .M .O . T a lle r C r e a t iv o -S t ud io : A r ch ite ctu r a l a n d g r a p h ic
design; design and fabrication of architectural signage and murals;
architectural stained glass.
Interim Dean, School of Architecture, University of Puerto Rico,
2006/2007
Interim Undergraduate Program Coordinator and Assistant to the Dean in
Academic Affairs, School of Architecture, University of Puerto Rico, 20032004
Assistant to the Dean in Academic Affairs, School of Architecture,
University of Puerto Rico, 2001-present.
Lectures
"The Secretary of the Interior Standards for Rehabilitation" (National
Historic Preservation Act, as amended 2000) History of Architecture
Course, Prof. Rafael Crespo, School of Architecture, University of Puerto
Rico 2003
"P re s e rv a t io n a n d it s L a w s in P ue rt o R ic o ",1 s t y e a r G r a d u a te D e s ig n
Studio, Profs. Nathaniel Fuster y Jerry Torres, School of Architecture,
University of Puerto Rico 2002
"P re s e rv a t io n a n d it s L a w s in P ue rt o R ic o " (5 cla s s e s ), R e h a b ilita tio n o f
Existing Historic Structures Course, Prof. Luis Daza (Structure) School of
Architecture, University of Puerto Rico 2002
"Technical Aspects of Stained Glass Fabrication", History of Architecture
Course, Prof. Rafael Crespo, School of Architecture, University of Puerto
Rico 2002
Member, ICOMOS International; DOCOMOMO
............................................................................................................
Name:
Marc Passireiu Dit Jean-Bernard
Position:
Associate Professor, General Studies Department
Courses taught
ARCH 6991
PhD in Philosophy, Sorbonne University, Paris, 1996
Masters in Philosophy, Sorbonne University, Paris, 1975
Bachelors in Philosophy, Sorbonne University, Paris, 1973
Commander, Orden del Barón de Humbolt, Puerto Rico, 2005
Honorable Consul of France, 2004
Academic, Academia de Artes y Ciencias de Puerto Rico, 2004
Publications
C a n t u s F i r m u s D ’ un E x i l M us i c o - P h i l o s o p h i q u e : L a G e s t e D e P a u C a s a l s Á
P ue rt o R ic o (1 9 5 5 -1 9 7 3 ), A cta s d e l C o lo q u io 2 0 0 6 L’ E X IL E S PA G N O L
32 / 43
APR 2007
AUX AMÉRIQUES
2006), 2007
del Centro de Estudios Hispánicos de Amiens (CEHA
Parole et Musique, Centro de Estudios Hispanos de Amiens (CHEA 2005),
Université de Picardie Jules Verne, 2006
“Unity and Diversity in Religion and Culture”, UNESCO, 2005
TV
Presenter, Festival Casals, WPR, Channel 6, 2003 and 2004
Director, Especial Festival Casals 2004 en dos Tiempos, WPR, Channel 6,
2005- 2007
S p e a k e r , F e s t i v a l C a s a l s d e P ue r t o R i c o , W P R , C h a n n e l 6 , 2 0 0 7
Research
Esthetic and Hermeneutic Theory of Culture, Seven essays to be
published in 2007
Lectures
“A n d ré M a lra ux , E uro p a Y L o s D e s t in o s D e L a C ult ura M un d ia l”, C o lo q u io
N a c i o n a l L a U n i o n E ur o p e a Y E l G r a n C a r i b e U n i v e r s i d a d D e P u e r t o R i c o ,
2007
“ W i t t g e n s t e i n Y E l C í r c ul o D e V i e n a ” , L i b r e r í a L a T e r t u l i a , V i e j o S a n J u a n ,
Nov 2006,
“La Simbólica De Las Piedras Preciosas: Desde La Taxonomía De Las
Gemas Hasta La Metafísica Del Lapidario Medieval”, Ateneo
P ue rt o rriq ue ñ o , PR 2 0 0 6
C a n tu s F irm u s d ’un e x il m us ic o p h ilo s o p h iq ue : la g e s t e d e P a u C a s a ls à
P ue rt o R ic o (1 9 5 5 -1 9 7 3 ), C o lo q u io LÉ X IL E S PA G N O L A U X A M É R IQ U E S ,
Centre d´Études Hispaniques de lÚniversidad dÁmiens, France, 2006
H e r m é n e ut i q ue d e s s t r uc t ur e s n a r r a t i v e s d a n s l a m us i q ue
Iberoaméricaine du XXè Siècle, Université dÁmiens, France, 2005
N ue v a s In q uis ic io n e s a c e r c a d e la T e o r ía d e lo m e n t a l, F u n d a ció n N .
Vientos, Universidad de Puerto Rico e Fundaciones culturales, 2005
F i l o s o f í a d e l a m ús i c a , F i l o s o f í a d e l c o n o c i m i e n t o y T e o r í a d e l a c u l t u r a ,
Academia de Artes y Ciencias de Puerto Rico, Discurso de Recepción,
2005
Teoría y Estética del Infinito, I, Sociedad Puertorriqueña de Filosofía,
2005
Unity and Divrsity in Religión and Culture, UNESCO, University of Antioch
Seattle, 2004
Mesure pour Démesure: Héctor Berilos et Richard Wagner, Alliance
Francaise, 2003
“Ludwig Wittgenstein: una arquitectura de la transparencia”, Universidad
Juror
Concursos Nacionales e Internacionales de Música, Performance y
Oratoria, 1979-2004
B o a r d M e m b e r , C ue rp o C o n s ula r d e P ue rt o R ic o , 2 0 0 6
T r e a s u r e r , C ue rp o C o n s ula r d e P ue rt o R ic o , 2 0 0 6
Chef D’Ilot for the Security Plan, 2006
President, 2007 French Presidential Elections
President, Alliance Francaise de Puerto Rico, 2007
Member, Graduate Studies Committee, General Stdies Department
Advisor, Asociación Puertorriqueña de la UNESCO
Member, Fondation France Floride, Miami
Sociedad Civil de los Autores Multimedia
Sociedad de las Gentes de las Letras
33 / 43
APR 2007
............................................................................................................
Name:
Pedro E. Parrilla-Díaz
Position:
Counselor III
Master in Rehabilitation Counseling (M.R.C.), Universidad de Puerto Rico,
198
Bachelor of Arts in Geography, Universidad de Puerto Rico, 1975
Bachelor of Arts in Psychology, Universidad de Puerto Rico, 1973
Director, Office of Student Counseling, School of Architecture, 1997present
President, Personnel Committee, School of Architecture, 1998-present
D e s ig n a n d C o o r d in a t e t h e G uid a n c e P r o g r a m fo r t h e fir s t s t u d e n t s y e a r
in t h e “G uid a n c e W e e k ” d u r in g a ll s u m m e r s fo r t h e A r ch it e ct u r e S ch o o l
Guidance and Counseling information for public and private high school
students interested in Architecture School admission process, 2000-2004
American Counseling Association
American College Counseling Association.
............................................................................................................
Name:
Luis A. Pico-Lacomba
Position:
Instructor
Courses taught
ARCH 6383, 6384, 6385, 6992
MBA in Management, University of Phoenix, 1996
MArch, University of Puerto Rico, 1982
de Puerto Rico, 1980;
Professional Project Management Certification, 2001
Registered Architect, License # 8807.
Current research, scholarships and creative activity
Conferences
Renovating the City by Building Renewal, PMI’s Annual Construction
Symposium, 2006;
Fundamentals of Project Management for Architects, CAAPPR 2006
Convention, 2005;
Flying the Friendly Skies, a Checklist Approach to Project Management
for PMI’s Continued Education Program, 2005; Principles of Professional
Practice for Architects in Training and Licensed Architects in PR CAAPPR
2003 Convention, 2003; Continued Education course in Project
Management for the School of Architecture, UPR Continued Education
Program, 2003; Understanding Creativity and How to Increase It for PMI’s
Continued Education Program, 2003; Member of the PMI’s 6th Symposium
Organization Committee; Moderator PMI’s Project Management
Symposium
Current academic, professional and public service
M a n a g e r , P l a n n i n g , D e s i g n a n d C o n s t r uc t i o n D e p a r t m e n t . B a n c o P o p u l a r
de Puerto Rico,
Corporate Real Estate Administration
Member of the Colegio de Arquitectos de Puerto Rico, License No.: 8807;
Member of the Professional Practice Commission; Member Project
Management Institute, PR, Chapter PMP Certification 46131
34 / 43
APR 2007
............................................................................................................
Name:
Edwin R. Quiles-Rodríguez
Position:
Professor and Director of the Taller Comunitario
(Retired)
Courses taught
Design: ARCH 5030; ARCH 6145
MArch, Massachusetts Institute of Technology, 1972
Diploma in Planning, Architectural Association, London, 1985
BSAD, Washington University, St. Louis, 1970
Registered Architect, Puerto Rico
Registered Planner, Puerto Rico
Honorable Mention, VI Bienal de Arquitectura de Puerto Rico, 2001 for
S a n Jua n t ra s la fa c h a d a : un a m ira d a d e s d e s us e s p a c io o m it id o s (1 5 0 8 1910); URBE Award for community based design, 2001; Award for
Excellence, President of the University of Puerto Rico, 2001; Manuel A.
Pérez Award for public service from the Governor of Puerto Rico, 1999;
URBE Award for Excellence in Architecture, Manuel Zeno Gandía Credit
Union Building, 1998.
(In p r o g r e s s ) S a n Jua n t ra s la fa c h a d a : un a m ira d a d e s d e s us e s p a c io
omitidos (1508-1910); (In progress) “The Historical development of
squatters and urban space in San Juan”; (In progress) “The Barrio as place
and the place of the Barrio in the city”; (In progress) “The development of
vernacular housing in Santurce” ; “La ciudad popular del 1898; una
lectura crítica del espacio urbano de San Juan en los finales del siglo
XIX,” en Eda Burgos, ed., Memorias del 1898, San Juan: UPR, 2000;
“Comunidad viequense discute en vista pública el plan de ordenamiento
t e r r it o r ia l, ” R e v is t a S o c ie d a d P ue r t o r r iq ue ñ a d e P la n ifia c a c ió n , N o v .
2000; “El barrio que viaja en la guagua aérea: Apropriación y
construcción de espacios urbanos por los migrantes,” Dialogo. San Juan:
UPR, 1999; ¨Public hearings for the territorial plan for Vieques; a unique
case of empowerment”; Co-author of the Guidelines for the Sustainable
Development of Vieques; Design of citizen participation strategies for
the development of Vieques.
Responsible for the design of several buildings and community
development projects. Consultant to community groups in Puerto Rico
and abroad. Director, Charrette El Borde, 2001. Founding member of the
Technical and Professional Support Group for the Sustainable
Development of Vieques ( a multidisciplinary team of consultants for the
community of Vieques island); Consultant to community groups
islandwide; Responsible for the design of community development
projects (currently designing the new community Él Callejón de los
Buenos; Jury Member URBE Awards, 1999.
............................................................................................................
Name:
Eugenio M. Ramírez Ballagas
Position:
Instructor
Courses taught
ARCH 3133, 3134
Educational background and registration data: Mestria:
M. Arch, Virginia Polytechnic Institute and State University,
Exhibitions
35 / 43
APR 2007
IX Biennial, Colegio de Arquitectos y Arquitectos Paisajistas de Puerto
Rico
Principal, ER + ER dEsign gRoup, 2006
Santos Febres Residence, Condado, PR 2006
Esmeralda Estate (Design Development), Patillas, PR, 2006
H a cie n d a La E s p e r a n za , w it h E l F id e ic o m is o d e C o n s e rv a c ió n d e P ue rt o
Rico, Manatí, PR, 2006
Maldonado Residence, San Juan, PR 2006
Sáez Residence, Redesign, San Juan, PR, 2006
Unlimited Print, Redesign, San Juan, PR, 2006
Plaza del Quinto Centenario, Urban Renewal, State Historic Preservation
Office, San Juan, PR, 2003
Plaza del Soportal y Beneficiencia, Urban Renewal, State Historic
Preservation Office, San Juan, PR, 2003
Plan de Ocupación del Cuartel de Ballajá, State Historic Preservation
Office, San Juan, PR, 2003
Ziegler Residence, WQRKS, Santa Rosa, CA, 2002
Founding Member since 2004: Fundación Casa José (For children with
cacer and their families)
Member, Design Committee, Escuela de Arquitectura, Universidad de
Puerto Rico
Taller Introductorio, 2003- present, Escuela de Arquitectura, Universidad
de Puerto Rico
............................................................................................................
Name:
Jorge F. Ramírez Buxeda
Position:
Instructor
Courses taught
ARQU 3015
M. Arch. University of Virginia. Charlottesville, Virginia, 1996
Bachelor of Arts, Visual and Environmental Studies Department, Harvard
University, 1993
Honor Award for Un-Built Project, Museum Park – Condominium, American
Institute of Architects, Puerto Rico Chapter, 2007; Emerging Practice
Award, American Institute of Architecture Students, National, 2006 ;
Honorable Mention, Casa Solar, Biomimicry Study, ( This award was given
to the University of Puerto Rico students in Jorge F. Ramírez Buxeda’s
Design Studio ) American Institute of Architects, Puerto Rico Chapter,
2006 ; Honor Award for Built Project, Coca Cola Bottlers of Puerto Rico,
Administrative Offices, American Institute of Architects, Puerto Rico
Chapter, 2005
Exhibitions
IX Biennial, CAAPPR
Coca Cola Bottlers of Puerto Rico, Administrative Offices; Rivera Díaz
Residence
2004 Departamento de la Vivienda and CAAPPR
Experimental Housing
American Institute of Architects –Puerto Rico Chapter
VS Houses
2003 Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico
Expansion of the CAAPPR facilities
Principal Architect, Ramírez Buxeda Arquitectos, PSC, Landscape
Architects, Planners, and Urban
Designers. San Juan, Puerto Rico. January 2004 to present.
Professor, University of Puerto Rico, School of Architecture. San Juan,
Puerto Rico.
36 / 43
APR 2007
January 2005 to present.
Technical coordinator and architecture studio professor for the UPR’s
entry to the 2007 Solar
Decathlon to be held in Washington D.C. on September.
Principal Architect, BCJR, Inc. Architects, Landscape Architects, Planners,
and Urban Designers.
San Juan, Puerto Rico. August, 1999 to December 2003.
Fideicomiso de Conservación de Puerto Rico, Visitor’s center campus for
the Hacienda la Esperanza Nature Reserve, Manatí – 2,278 acres, 35,000
sf. Master Plan and building design of seven buildings. Undergoing
process for USGBC LEED
Platinum Certification.
Colegio de Arquitectos y Arquitectos Paisajistas de Puerto Rico, American
Institute of Architects #30160176, American Solar Energy Society, U. S.
Green Building Council
............................................................................................................
Name:
Jorge Rocafort-Rivera
Position:
Professor
Courses taught
ARCH 3521; ARCH 3522; ARCH 3995; ARCH 6531, CINA 4995, ARCH 4313
Educational background and professional registration data
PhD (Engineering / Acoustics) Northwestern University, 1979; MS
N o r t h w e s t e r n U n i v e r s i t y ( E l e c t r i c a l E n g i n e e r i n g ) , 1 9 7 6 ; B S E E , ( c um l a ud e ) ,
University of Notre Dame (Electrical Engineering), 1969; P.E. Registered
Professional Engineer, License # 5447
Thirty-five Years of Distinguished Service Award, Universidad de Puerto
Rico, 2005
Investigations related to classroom acoustics; Studies of Background
Environmental Noise in the San Juan Metro Area; Development of
electrical generator noise control techniques; Signal analysis: acoustic
waveform signatures of Puerto Rican fauna; Lecturer at various local and
international symposia on Environmental Noise
Recent Publications
C o -a u t h o r , A rc h it e c t ura l A c o us t ic s : P rin c ip le s a n d D e s ig n . R e v is e d
edition to be published by the authors, 2007
Member: Technology Committee (1979-present); Member, Personnel
Committee, (2002-2007). Member: Undergraduate Studies Committee
(2003-2007). Consultant (ad-honorem basis) to the Environmental Quality
Board of Puerto Rico (2002-2007). Founding Member: Citizens and
Interagency Committee for Noise Control Action (CICAR)
Professional Membership
College of Engineers and Surveyors of Puerto Rico (CIAPR); Acoustical
Society of America (elected professional member); Audio Engineering
Society; Institute of Noise Control Engineering (elected professional
member); Institute of Electrical and Electronics Engineers (IEEE).
............................................................................................................
Name:
Ernesto F. Rodríguez Matos
Position:
Instructor
ARCH 3015, 3121, 3122, 3133, 3134, 4009, 4010, 6312, 6313, 6314,
6991
MArch, Massachussets Institute of Technology, 1996
Bachelor in Environmental Design, Escuela de Arquitectura, UPR, 1992
Student Exchange Program, Universidade Federal Fluminese, Niteroi, RJ,
Brasil, 1993
37 / 43
APR 2007
Student Exchange Program, Universidad Politecnica de Madrid, Spain,
1990
Current Research, Scholarship and Creative Activity
Lectures
“Tres Arquitectos Brasileños, tres lecciones esenciales: aspectos en la
obra de Lucio Costa, Paulo Mendez daRocha y Lina BoBardi”, Escuela de
Arquitectura, Universidad de Puerto Rico, 2003
Current Research
Brazilian Architecture and History
Publications
“E x p lo ra c io n d e F e n ó m e n o C o n t e x t ua l M ult ip le : D ia g ra m a n d o lo In fo rm a l
e n l o s N ue v o s A g e n c i a m e n t o s C i ud a d a n o s ” , R e v i s t a “ B O R D E S ” , # 9 , G r u p o
de Estudios Alternativos de la Universidad de Puerto Rico, 2004
“C ua rt e le s d e l D e s e o : R e v is ió n d e la E m e rg e n c ia d e l E m b le m a d e
Vigilancia y Poder”, Revista (in)Forma
vol. 1, Escuela de Arquitectura, Universidad de Puerto Rico, 2002
Current academic, professional and public service
Principal, ER + ER dEsign gRoup, 2006
Santos Febres Residence, Condado, PR 2006
Esmeralda Estate (Design Development), Patillas, PR, 2006
H a cie n d a La E s p e r a n za , w it h E l F id e ic o m is o d e C o n s e rv a c ió n d e P ue rt o
Rico, Manatí, PR, 2006
Maldonado Residence, San Juan, PR 2006
Sáez Residence, Redesign, San Juan, PR, 2006
Unlimited Print, Redesign, San Juan, PR, 2006
Amphitheater, Facultad de Estudios Generals, Universidad de Puerto Rico,
2005
Member, History and Theory Committee, 2005-2006
Member, Design Committee, 1997- present
Instructor, Taller Introductorio, 2003-present
ASCA Faculty Counselor, 2002-2003
Professional Membership
............................................................................................................
Name:
Francisco Javier Rodríguez Suárez
Position:
Dean
Courses taught
ARCH 3015, 3131, 3132, 4009
MArch Harvard University 1997
BS Arch, Georgia Institute of Technology 1992
CEMEX Honorable Mention: Casa en Torrimar, Guaynabo, PR, 2007
AIA Honorable Mention (PR Chapter) Plaza de los Artistas, Guaynabo, PR,
2007
AIA Honorable Mention (PR Chapter) Casa en Culebra, Culebra, PR, 2006
AIAS National Emerging Practice Honor Award, Washington DC, 2005
BIENAL CAAPPR Hon. Mention: Plaza de la Cultura, Guaynabo, PR, 2003
URBE Excellence in Arch.Award: Plaza de la Cultura, Guaynabo, PR, 2003
Lectures
Georgia Institute of Technology, 2007
Escuela de Arquitectura, Universidad de Puerto Rico, 2006
Auburn University, Auburn, AL 2005
Congreso Iberoamericano de Urbanismo, San Juan, PR, 2004
Universidad de Puerto Rico Escuela de Arquitectura, Río Piedras PR, 2003
Competitions
CAAPPR Charrette: Vivienda Sustentable/Caimito, San Juan, PR, 2006
CAAPPR Charrette: Vias Urbanas/Ave. Américo Miranda, San Juan, PR,
2005
38 / 43
APR 2007
Innovative Housing Competition-Honorable Mention, San Juan, PR, 2004
Exhibitions
AIA Awards, Museo de Arte Contemporáneo, San Juan, 2007 and 2006
Bienal de Arquitectura: Paseo de la Princesa, Viejo San Juan, PR, 2005
Galería La Pintadera: Fotografía por Arquitectos, San Juan, PR, 2005
Congreso Iberoamericano de Urbanismo, San Juan, PR, 2004
UPR Escuela de Arquitectura: Recent Work, Río Piedras, PR, 2003
Galería La Pintadera: Dibujos a Mano Alzada, San Juan, PR, 2003
Galería Botello: Arquitectos en Botello III, San Juan, PR, 2003
Juror
URBE Excellence in Architecture Awards, San Juan, PR, 2004-Pres
Publications
En Arroz y Habichuelas, El Nuevo Día, San Juan, PR 2007
Nuevo decano en la escuela de Arquitectura, El Nuevo Día, San Juan, PR
2007
Interview, ENTORNO, 2007
Interview, Arq-i-tec, 2007
SJU 7500km de Posibilidades, San Juan, PR, 2006
Patio Interior, El Nuevo Día, San Juan, 2006
Las casas y sus Sombreros, El Nuevo Día, San Juan, PR, 2006
Lofts, El Nuevo Día, San Juan, PR, 2006
Arq-i-folio: RVMDG, Revista Arq-i-tec, San Juan, PR, 2006
S h a n n a n ’s P ub , R e v is t a A r q -i-te c, S a n Ju a n , PR , 2 0 0 6
S h a n n a n ’s P ub , G C ity M a g a zin e , G u a y n a bo , PR , 2 0 0 6
Los Jueces no Tienen que ser los Otros,
ENTORNO -03,
San Juan, PR,
2006
Gesto Mínimo
en Winnipeg, Revista (in)Forma, San Juan, PR, 2006
Entre el Damero Espanol y la Reticula Americana, Revista Arq-i-tec,San
Juan, PR, 2006
Casa Weyne
, MODO DE VIDA, San Juan, PR, 2006
ENTORNO, San Juan, PR, 2005
R V M D G e n G ua y n a b o , G C it y M a g a zin e , G u a y n a b o , PR , 2 0 0 4
AAA Archivos de Arquitectura Antillana, Santo Domingo, RD, 2003
Design Director RVM+A 2000-present
Dean, 2007-Pres
Interim Dean, 2004
Undergraduate Program Director, First & Fourth Year Studio Instructor,
Grad. Seminar Prof. & Thesis Advisor, Europe Travel Seminar
Director2004-2007
Guest Critic
Cornell University, Ithaca, NY
Auburn University, Auburn, AL
Universidad Politécnica de Puerto Rico, San Juan, PR
Harvard University GSD, Cambridge, MA
RISD, Providence, RI; Universidad de Puerto Rico, Río Piedras, PR
Boston Architectural Center, Boston, MA
Northeastern University, Boston, MA
39 / 43
APR 2007
............................................................................................................
Name :
Maria T. Rossi Coughlin
Position:
Professor in Practice
Courses Taught
ARQU 6311
BA Architecture, Cornell University 1988
Recent Honor and Awards
First Prize, Teatro Municipal Villalba, Villalba, Puerto Rico
First Prize, Land Administration Office, San Juan, Puerto Rico, In
collaboration with the Office of Hector Arce, Architect
Finalists , School of Architecture, Graduate School of Planning and the
Department of Fine Arts, University of Puerto Rico, San Juan, P.R., In
collaboration with Toro-Ferrer Architects
Current Academic, professional and Public Services
Instructor, 5th year Design Studio, New School of Architecture,
Polytechnic University, San Juan, P.R. 2006
............................................................................................................
Name
Arnaldo Sánchez Núñez
Position
Instructor
Courses taught
ARQU 3132, 3133, 3134, 4133
M.Arch, Harvard University Graduate School of Design, 2003
B. Architecture, University of Miami, Florida, 2000
Casa Manaj, Honor Mention: AIA Honor Awards 2006, American Institute
of Architects Puerto Rico
Casa Manaj, Selected: Possible Futures: Bienal Miami + Beach 2005,
Florida International University-Miami AIA Miami Chapter-Federación
Panamericana de Arquitectos.
Research
Design Competition: New Housing for Puerto Rico (Minimal Housing in
Puerto Rico), Traditional Housing + Experimental Housing, San Juan,
Puerto Rico; Stockholm Public Library Annex International Architectural
Competition, Stockholm, Sweden.
Scholarship
Publication/Casa Manaj, 2005 FEIDAD AWARD (Distinguishing Digital
Architecture), Yu Tung Liu, Birkhauser, Princeton Architectural Press,
2007; Publication/Artificial Nature, Informa, Dr, Jorge Lizardi, Editorial
Universidad de Puerto Rico, San Juan, Puerto Rico, Forthcoming.
Creative Activity
Casa Viera, Fuster + Partners, Architect in Training, Participation in
Schematic Design, Design Development, and Construction Documents
phases; Casa Manaj, Daniel Mercado Soto (PE), Architect in Training,
Participation in Schematic Design, Design Development, and Construction
Documents phases; Casa Patio, Daniel Mercado Soto (PE), Architect in
Training, Participation in Schematic Design phase; Casa P1, Norberto
Torres Nunci, (PE), Architect in Training, Participation in Schematic
Design phase.
Thesis Advisor
Invited juror at the Polytechnic School of Architecture in San Juan, Puerto
Rico
Taller Introductorio para Estudiantes de Nuevo Ingreso
40 / 43
APR 2007
Instructor, Interior Architecture, and ARIA History of Interior
Architecture, Auburn University,2006
............................................................................................................
Name:
Esteban L. Sennyey-Halasz
Position:
Associate Professor
ARCH 6311-6312; ARCH 6991
MArch, Cornell University, 1982
BArch, Universidad Central de Venezuela, 1979
Registered Architect in Venezuela, License, #54410.
Professional Planner #530
Member, Presidential Committee for Culture Cities and Ministry of
Coulture and Tourism, Gwangju, Korea, 2006
Competitions
Union Internationale Des Architects & Technical Chamber of Greece
Member, Ad Hoc Curriculum Committee
Member, Graduate Program Committee
Advisor, Puerto Rico Higher Education Council, 2007
Interim Dean, Escuela de Arquitectura, Universidad de Puerto Rico, JulyDecember 2006
Colegio de Ingenieros de Venezuela
Colegio de Arquitectos de Venezuela
............................................................................................................
Name:
Nathan G. Smith
Position:
Instructor
Courses taught
ARQ 3131
MArch, Rice University, 2006; Bachelor of Architecture, University of
Kentucky, 1998; (currently passed 4/9 of ARE exams, expected
completion October 2007)
The City for 3 Million Avocadoes, San Juan, PR; Proto-Architectures
development (continuation of graduate work); Urban Morphology Photo
Project
............................................................................................................
Name:
Marco Trevisani
Position:
Instructor
Courses taught
ARCH 5995
MArch, School of Architecture, Politecnico di Milano, University of Milan,
Italy,1990; Hochschule fur Musik, Music and Technologies Program, 1992
Fellowship in Italian Department Stanford University
Exhibition
41 / 43
APR 2007
Gritos, a 3D animation audio video project, sponsored by the Museum of
Contemporary Arts in San Juan Puerto Rico, 2005
Conference
Arts, Technologies in the Internet Times, Conference at Art Museum of
San Juan, Puerto Rico, 2006
Realization of a Urban Installation in Collaboration with University of Puerto
Rico and the Rio Piedras Citizen Association, in Memory of a building
explosion victims (10th anniversary), 2006; Realization of a Urban installation
in the City Hall square of Caguas, Puerto Rico. Sponsored by the Caguas City
Mayor, 2006
Technical Director of the Agnula Project, Centro Tempo Reale, Florence, Italy,
2004
............................................................................................................
Name:
Eduardo Velez Sáez
Position:
Instructor
Courses taught
ARQU 4025
B. Mechanical Engineering, Universidad de Puerto Rico, Mayaguez
............................................................................................................
Name:
Enrique Vivoni-Farage
Position:
Professor and Director, Archivo de Arquitectura
y Construcción
de la Universidad de Puerto Rico (AACUPR)
Courses taught
ARCH 6343
PhD in Architecture, University of Pennsylvania, 1985
MArch, Universidad de Puerto Rico, 1973
BED, Universidad de Puerto Rico, 1971
Registered Architect, License #7380.
D is t in g uis h e d P ro fe s s o r , A s s o cia tio n o f C o lle g ia te S ch o o ls o f
Architecture, 2002
P ro g ra m a d e E s t ud io s e n C ó rc e g a (2 0 0 7 ; 1 s t S p e c ia lt y In t e rn a t io n a l
C o n fe re n c e o n M o n um e n t a l C e m e t e rie s : K n o w le d g e , C o n s e r v a t io n ,
Restyling and Innovation, May 3-5, 2006 , Modena, Italy. Sponsored by
the UNESCO World Heritage Centre.
Reconocimiento general e intensivo de los cementerios católicos y civil de
Coamo. AACUPR y Facultad de Humanidades, Dr. Jaime Pérez coinvestigador. (2006)
D e s a rro llo d e un a s e c ue n c ia c urric ula r e n c o n s e rv a c ió n p a t rim o n ia l ,
Programa de Maestría, Escuela de Arquitectura (2006)
Reconocimiento intensivo del Barrio Miramar, Oficina Estatal de
C o n s e r v a c i ó n H i s t ó r i c a ( 2 0 0 5 - 2 0 0 6 ) A r c h i t e c t ur a l r e c o r d s , i n v e n t o r i e s
and information systems for conservation, 1-30 April, 2005, Roma, Italy.
Sponsored by the Getty Conservation Institute and ICCROM.
Lectures
“Santurce: reconstrucción del Versalles puertorriqueño. El caso de la casa
para los Giorgetti Balseiro”, induction lecture to the Puerto Rico Academy
of History, February 2007.
“One Last Dwelling: From the Study of Immigration to the Documentation
of Cemeteries, the Case of Corsica and Puerto Rico”, 1st Specialty
International Conference on Monumental Cemeteries: Knowledge,
Conservation, Restyling and Innovation, Modena, Italy, May 3-5, 2006.
“Vivir la isla en estilo”, Continued Education seminar for the Colegio de
Diseñadores de Interiores de PR, Hotel Paradisus, Río Grande, P.R., March
2006.
“El Versailles puertorriqueño: una mirada al desarrollo de Santurce”,
42 / 43
APR 2007
Lecture sponsored by the National Endowment for the Humanities and the
College of General Studies, UPR, January 2006
“Arte tropical: la formación de una nueva arquitectura en Puerto Rico,
1943-1956”, Fundación Luis Muñoz Marín, Trujillo Alto, P.R. March 2005.
“Al debut del siglo XX: un romance con estilo”, Continued Education
seminar for the law firm of Fiddler, González y Rodríguez, Bankers’ Club,
Hato Rey, P.R. May 2004.
“La arquitectura tropical y sus manifestaciones en Puerto Rico,”
Continued Education seminar for the Colegio de Diseñadores de
Interiores de PR, El San Juan Hotel, Isla Verde, P.R., February 2004.
“Investigaciones y publicaciones en el AACUPR,” Primer Congreso
Internacional de Archivos de Arquitectura, Alcalá de Henares, Spain.
January 2004.
“Obra pública, arquitectura moderna y la gramática tropical,” 50th
Anniversary of the Puerto Rican Constitution, Banco de Desarrollo, San
Juan, P.R., May 2003.
Exhibitions
E l A rc h iv o d e A rq uit e c t ura y C o n s t ruc c ió n d e la Un iv e rs id a d d e P ue rt o
R ic o : V e in t e a ñ o s d e s u fun d a c ió n , Pla za la s A m é r ica s / E s cu e la d e
Arquitectura, August-November 2006.
L a A rq uit e c t ura d e la Jus t ic ia , e n co n m e m o r a ció n d e l 5 0 a n iv e r s a r io d e
la construcción del Tribunal Supremo de Puerto Rico, Biblioteca del
Tribunal Supremo, 1 March 2006.
H e n r y K l um b y l a e x ub e r a n c i a p o é t i c a e n l a a r q u i t e c t u r a , M u s e o d e A r t e
d e P u e r t o R i c o ( 2 0 0 5 - 2 0 0 6 ) M o d e r n i d a d t r o p i c a l : A r q ui t e c t ur a y l a
fue rz a c re a d o ra d e l 1 9 5 0 . M u s e o d e B a lla já (2 0 0 5 )
Recent publications
K l um b . U n a a r q ui t e c t ur a d e i m p r o n t a s o c i a l E d i t o r . B i l i n g u a l e d i t i o n
(Spanish/English) (San Juan: Editorial de la UPR/AACUPR, 2007.
Reconocimiento intensivo del barrio de Miramar, AACUPR y la Oficina de
Conservación Histórica de Puerto Rico, Inventory, unpublished, 2006.
A rt e t ro p ic a l: e l im a g in a rio d e O s v a ld o T o ro y M ig ue l F e rre r e n la
fo rm a c ió n d e un a n ue v a a rq uit e c t ura p a ra P ue rt o R ic o .
E x h i b i t i o n c a t a l o g : “ L a a r q u i t e c t u r a d e l a j u s t i c i a ” . G uí a a r q ui t e c t ó n i c a
d e l R e c in t o d e R ío P ie d ra s d e la Un iv e rs id a d d e P ue rt o R ic o .
Coordinator of the publication, co-author of texts. (Unpublished, 2006).
P ue rt o R ic o m o d e rn o , d e lo s in ic io s a la o b ra d e H e n ry K lum b p u b lis h e d
in the DOCOMOMO journal, trilingual editions (París: DOCOMOMO
Internacional, 2005)
M o d e r n i d a d t r o p i c a l : A r q ui t e c t ur a y l a f ue r z a c r e a d o r a d e l 1 9 5 0 .
Exhibition catalog. Co-editado con Mary Frances Gallart, 2003.
L o s c o rs o s -a m e ric a n o s . E n s a y o s s o b re s us a rq uit e c t ura s , v id a s y fo rt un a s
en el siglo XIX, Editor. Bilingual edition (Spanish/French) San Juan:
AACUPR, 2002. Author of the essay: Mis tíos de América...”
Puerto Rico Academy of History, 2006
Puerto Rico Academy of Arts and Science, 2006
Advisory Board State Historic Preservation Office, 1999-2006
Advisory Board on Monuments and Historical Sites, Planning Board, 1991present
Historical Archives Network first president and founder, 1988-present
Member, Association of Caribbean Historians, 1993-present
Member, Sociedad de Bibliotecarios de Puerto Rico, 1993-present
Founding member, Asociación Puertorriqueña de Historiadores, 1993present
Member, Society of American Archivists, 1991; Member, Society of
Architectural Historians, 1990
Founding member, Colegio de Arquitectos y Arquitectos Paisajistas de
Puerto Rico, 1978-present
43 / 43
APR 2007
4.5
See Appendix 2.1.
4.6
Annual Reports
See Appendix 2.2.
4.7
School Catalog
See enclosed materials.
3 / 3
Architecture and Construction Archives
of the University of Puerto Rico: Self-Study 2001-2005
1.1
Santiago Iglesias, Hijo Library:
Information Resources Self-Assesment and Statistics
Report
1.2
2002 NAAB Visiting Team Report
2.1
2003-2007 NAAB Statistical Report
2.2
Floor Plans, New Building, School of Architecture UPR
3.1
Administrative Structure Diagram
3.2
Synergetic Resources Diagram
3.3
Sustainable Studio Report
4.0
Community Design Workshop Report
4.1
5: APPENDICES
CIUDAD Program Description
4.2
iESCALA Program Description
4.3
CENTER FOR DESIGN RESEARCH Program Description
4.4
IMDICE Program Description
4.5
DIGITAL NETWORK AND ARCHIVE Program Description
4.6
Studio Culture Summary
5.1
PLAN DE TRABAJO
DECANO FRANCISCO RODRÍGUEZ SUÁREZ
6.1
CURRICULUM REVISION REPORT /
34 CRITERIA COMPARISON MATRIX
7.1
2005-6, 2006-7, 2007-8 LECTURE SERIES POSTERS
8.1
SCHOOL OF ARCHITECTURE,
5: APPENDICES
TRAVEL FUNDS REPORT 2004-7
9.1
INFORME DE VIAJES DE LA OPEA
9.2
NAAB DOCUMENTATION REGISTER
10.1
SONDEO DE EGRESADOS
10.2
NAAB REQUIRED TEXT FOR CATALOGS AND
PROMOTIONAL MATERIALS
10.3
5: APPENDICES
of the University of Puerto Rico: Self-Study 2001-2005
1.1
UNIVERSITY OF PUERTO RICO, SCHOOL OF ARCHITECTURE
ARCHITECTURE AND CONSTRUCTION ARCHIVES (AACUPR)
of the University of Puerto Rico:
Self-study 2001-2005
Submmitted to the Deanship of Graduate Studies and Research,
University of Puerto Rico, Río Piedras Campus by the
Self-Study Committee
Enrique Vivoni-Farage, PhD
DiRector
Luisa Vigo-Cepeda, PhD
Professor, Graduate School of Information
Sciences and Technologies
University of Puerto Rico
Nydia Vigil
Administrative Assistant, AACUPR
Robin Planas Casado
Architecture Graduate Student/Research Assistant
Lorell Santiago Rodríguez
Architecture Student/Research Assistant
Rio Piedras, Puerto Rico
April 2006
REVISED August 2007
Table of Contents
Introduction Historical notes
1. Unit’s Foundations
2. AACUPR Planning: Goals and Objectives and Short and
Long-range Planning 3. Personnel
4. Research Endeavor
5. Research infrastructure 6. Administration, Planning and Development
7. Service 8. Recommendations
Projects developed during 2001-2005
Appendices 3
3
4
7
8
8
10
10
10
10
11
16
Introduction
This year, the Architecture and Construction Archives at the University of Puerto
Rico (AACUPR) will celebrate its twentieth anniversary. During this period the Archives has
migrated from a “lean-to” to a state-of-the-arts
facility at the School of Architecture. The mission of the Archives has remained the same,
even though it has emphasized different aspects
through out these 20 years: from rescuing, to
arrangement, to conservation, to research and
publications, and recently to education. Historical Notes
The Architecture and Construction Archives at the University of Puerto Rico (AACUPR) was established in August of 1986 with
seed money from the Deanship of Graduate
Studies and Research of the UPR. Its principal
objective is to rescue the private papers or any
construction documents of architects, architectural firms and builders in order to facilitate research in the field. It was established as a selfstanding unit of the School of Architecture with
a Director and a staff. During it first ten years,
the AACUPR functioned under the aegis of the
School’s budget and grants received from the
National Endowment for the Humanities (Sugar
mill project, 1991 and Hispanophilia, 1998),
grants from the Chancellor’s and President’s
offices, and a small but needed yearly endow-
Hispanophilia exhibition, Museum UPR
ment from the Colegio de Arquitectos de Puerto
Rico and the AIA, Puerto Rico chapter. Finally
in 1997, an independent budget was approved
by the University which allowed for the hiring of
two archivists and an administrative assistant.
With this staff, plus the participation of
literally hundreds of Architecture students, the
Archives has produced the following during the
time period of 1986-2000:
A. 78 collections have been arranged and described and included within the University’s
online library catalog (see Appendix A for
complete list). Because of the volume of records, the Archives has an independent site
within the online catalog.
http://136.145.2.10:85/ipac20/ipac.
jsp?profile=aac--1
The IMAACUPR project was also begun to imbed images of the projects within the
records. Examples can be seen at the following:
http://136.145.2.10:85/ipac20/ipac.jsp?ses
sion=1145N455AI421.11175&menu=home
&aspect=basic&npp=10&ipp=20&spp=20&
profile=aac--1&ri=&index=.GW&term=Resi
dencia+Hon.+José+J.+Figueroa%2C+Urb.
+Parque&x=10&y=14&aspect=basic#focus
B. Since its founding, and up to 2000, the Archives has produced 25 publications (See Appendix B).
Teachers’ workshop, coordinated with the Department of Education
C. In the same time frame, it has organized
25 exhibitions (See Appendix C).
D. Seminars organized:
Seminar for High School Teachers: Architecture as a Vehicle for the Teaching of Puerto
Rican History; February and March 1998.
First Seminar on the Conservation of Twentieth Century Architecture, February 21 and
22. 1997.
E. It has also offered 44 lectures and public
presentations at various venues presenting
research results from the collections (See Appendix D).
These activities were also complemented with the creation of a graduate-level elective
course on the History of Puerto Rican architecture during the Twentieth Century and various
seminars on specific issues of Puerto Rican architecture and construction.
In 1988, with Dr. Luisa Vigo, the Archives began ARCHIRED de Puerto Rico, a
regional association networking the historical
archives on the Island and facilitating training
and continued education to its members.
1. Unit’s Foundations
1.1 Vision
AACUPR aspires to lead in the conservation, documentation and research of Twentieth-century architecture in Puerto Rico and the
Caribbean within an interdisciplinary and collaborative framework.
1.2 Mission
AACUPR’s mission statement is geared
to the conservation of Twentieth-century built
environment in Puerto Rico through the rescue,
conservation, arrangement and description,
accessibility of architectural and construction
drawings and to contribute to the education of
architectural students, architects and general
public on the values of our built environment.
This mission is accomplished through
the use of traditional archival principles, digital
technology, exhibitions, publications and education. For this reason, the Archives understands Architecture also as an intrinsically social discipline and it strives to present through
its exhibitions and publications that the built
environment is truly a “cultural text” which allows for a better understanding of the culture in
which it is developed. 1.3 Unit’s presentation in terms of changes undergone since the last report, its history, purpose, organization
Even though the rescue and conservation of documents, conservation and publications remain a priority in the activities of the
Archives, it has recently become involved in
the documentation of the built environment,
not through existing documents, but through
the gathering of information directly from the
buildings. Through grants received from the
State Historic Preservation Office, the Archives
has recently concluded an intensive inventory
of the Miramar residential sector of San Juan. This emphasis on documentation is a direct
result of the Archives director’s participation in
ICCROM’s ARIS05 last April 2005. Also the Archives is involved in organizing a concentration
in the Graduate Program on the Documentation
of the Built Environment. Beginning next semester the Graduate Program will offer a new
elective: the first semester of “Levantamiento
Arquitectónico” to be offered at the School of
Architecture. In coordination with the Graduate Program of the History Department of the
Humanities School, the following new elective
will be team taught with Dr. Jaime Pérez: Documentation of Coamo Cemetery. With these two
courses it is hoped to continue adding courses
in order to develop a full program in two years.
During the summer of 2007 the first Program of Studies in Corsica took place. With 16
students from the School of Architecture and
the Graduate School of Planning, the Archives’
Director, Dr. Enrique Vivoni along with Dr. Mary
Frances Gallart and Dr. Humberto Cavallín participated in a program sponsored by the Univer-
Ever New San Juan book presentation, Normadie Hotel (authors)
Tour of Klumb’s buildings, UPR, continued ed program, AIA
sity of Puerto Rico and the University of Corsica. During 2 1/2 months that the program ran,
the students were able to participate in a 60
hours modules on Corsican socio-histoical lectures and seminars and document 13 houses,
4 tombs and a church in the village of Figarella
in the commune of Santa Maria di Lota in Corsica. Both universities awarded the students
with a certificate in Heritage Studies.
digitized and the images have been cataloged.
Another project, begun to guarantee the
conservation of tracing paper, is the encapsulation of certain drawings, for example the Pedro de Castro collection. One drawback is the
amount of additional space a collection takes
after encapsulation.
In addition to this, our new facility has a
small conservation laboratory, even though we
do not have a lab technician yet. The design
of this laboratory was done in consultation with
the North East Document Conservation Center
in Andover, Mass.
1.4 Achievements in relation to the Archive’s mission,
goals and objectives (2001-2005) and the impact of
its achievements
1.4.1 Rescue
During this period 5 additional collections have been added:
Francisco Maíz (2004)
Jaime Alfonso (2004)
José Firpi (2005)
Jorge del Río (2005)
Blas Silva (2005)
Marcos Estronza (2006)
Of particular importance: the Jorge del
Río collection. His papers document the contribution of exiled Cuban architects in Puerto
Rico.
1.4.2 Conservation
Because of conservation concerns, AACUPR initiated its IMAACUPR project to facilitate access and consultation. During this period
(2004-2005) twenty two collections have been
1.4.3 Dissemination
While there has been fewer books published during this period than in previous years
(Los corsos-americanos, published in 2002) the
Archives has dedicated most of its efforts to the
elaboration of exhibitions outside the School
of Architecture. These exhibitions (see below)
were accompanied by catalogs, press releases
and media coverage. The largest produced
was the Henry Klumb exhibition (10,000 sq. ft)
at the Puerto Rico Art Museum. In August 2006 the University Press is expected to publish the
accompanying book.
In an effort to disseminate AACUPR’s
holdings, workshops, interviews and lectures
have been prepared and given during this period.
If sales and awards are a measure of
success, the Klumb exhibition has received an
Honors Mention form the Architects Association
Filming TV program “Desde mi pueblo”
Architecture Biennial and from the International
Arts Critics Association Best Exhibition, Design
and Graphic Design Award for 2004.
The book, Los corsos-americanos has
had great sales in Corsica and Puerto Rico and
has received good reviews in both islands.
1.5 Intellectual value of the Archives; its niche and
principal focus
The architectural drawings, photographs, models, research, publications, and
exhibitions held or produced by AACUPR have
contributed to the knowledge of Twentieth-century Puerto Rican architecture. The Archives
is seen by researchers, government agencies,
professors and students, as well as, the general public as the repository of information and
documentation of Twentieth-century architecture in Puerto Rico. Its publications are used as
textbooks for courses in the Humanities, Puerto
Rican History and Architecture. Its resources
are used worldwide, having been included as
a primary source in various publications in the
United States, Latin America and Europe.
Other professional groups have requested that the Archives prepare continued
education seminars. For example the Architects’
Association, the AIA, the Interior Designers’ Association, the Medical faculty of the Auxilio Mutuo Hospital and the Law Office of McConnell
Valdés (it’s interesting that since the seminar
was given in 2004, the Law Office has commissioned a silk screen of an important architectural interior by a local artist as their Christmas
Rescue team: Central Aguirre documents
gift to their clients)
1.6 Contributions to the School of Architecture, the
University Campus, to Puerto Rico and the Caribbean Region
AACUPR is the only specialized archive
in architecture in the Island, as well as the Caribbean. It is constantly consulted by architecture students registered in Thesis, Design studio, Technology, History and Theory courses. The Archives has impacted the UPR through
its study and analysis of the architecture of the
campus, and was instrumental in establishing
a campus Design Committee. Island-wide it
has become the only specialized depository of
architectural documents and research center. The archival methods employed at the AACUPR and its research have served as guides to
other institutions in Puerto Rico, the Caribbean and South America. The Archives has also
spear-headed the development of the Conservation curriculum in the School developing various courses aimed at understanding the importance of documentation and conservation.
1.7 Mission relationship between the Archive and
the University campus
As a research center and as an archives, AACUPR fulfills the University’s mission
to “conserve, enrich and disseminate Puerto
Rico’s cultural values”. It also strives to perform
within the vision of the Deanship of Graduate
Studies and Research which establishes that:
“The University of Puerto Rico has established
as its principal goal to become the first and
principal institution in its offering of graduate
studies, in research and creative work in Puerto
Rico, the Caribbean and in Latin America.”
1.8 Internal changes conducted, important revisions
performed to the mission, goals and objectives in
relation to the research areas, etc.
The most important change in the last
year has been re-focusing the mission to include the documentation of the built environment. In previous years, the emphasis was on
the conservation of architectural documents,
now the production of these documents is important to document our architecture. The mission also contemplated a pedagogical aspect,
for that reason seminars and courses were offered. Because of the need to document buildings, the focus now is on creating a concentration in Architectural documentation within the
Graduate program.
1.9 Indicate three challenges or opportunities and
major difficulties encountered between 2001-2005
1.9.1 Space
During this time period the Archives
needed and has obtained a space appropriate for its development. The Archives moved to
its new facilities in 2004, that include approximately 7,000 sq. feet on the first floor, which
is divided into the following areas: Reference
room, library, seminar room, conservation lab,
processing room, computer room, digital photography area, offices and, arrangement and
description areas. On a mezzanine level, another 7,000 sq. ft. are dedicated to a document
deposit.
1.9.2 Technology
with 7 tetra bytes of storage (expandable). Still
a method of organizing and accessing all these
images has to be designed and implemented.
1.9.3 Personnel
staff:
The most urgent need is for additional A secretary would manage all incoming
and outgoing mail as well as telephone calls;
would file all correspondence and, most importantly, supervise the reference room.
A collection manager would supervise
all archival work as well as students in workstudy. This allows for the Director to concentrate in the educational, research and fund-raising aspect of the Archives.
An information manager would be responsible for maintaining the web page, daily
back-ups and data-base management.
2. AACUPR Planning: Goals and Objectives and Short
and Long-range Planning
2.1 Goals and objectives and Short and Long-range
Planning
The Archives has as a short term goal to
continue in its mission to rescue and conserve
architecture and construction documents, foster research and disseminate the results. As
a long-range goal it proposes to become more
involved in education with the creation of a concentration in Conservation and Documentation
in the School’s Graduate Program as well as to
develop a continued education program, along
with the Architects’ Association and the School
in the same field.
2.2 Areas that AACUPR would like to improve and
why
There is a need to improve technology
Even though the Archives has a comput- and increase the staff. With the everchanging
er room, with four Mac G5 and four PC, along digital technologies, it is important to develop
with scanners, storage capacity is need to man- a program that will keep the Archives’ holding
age the thousands of digital images produced. accessible throught all these changes. This reDuring this year a server has been purchased quires a knowledgeable staff. Also, with the de-
velopment of the Archives in these first twenty
years, it obvious that the Director cannot handle all the supervision and training of the staff
and students. With the need for external funding and the research that it promotes, a collection manager is needed to be in charge of the
conservation, arrangement and description of
the collections.
is currently on leave doing graduate studies)
and one administrative assistant employed fulltime. Additional support is available from the
School’s staff.
2.3 Planned changes or desired in the research
scope and themes.
Architecture in Puerto Rico has long
been seen as a profession with a focus in office
practice. Since the Archives was established,
along with a small group of architects out side
the School, the study of architecture through
its histories and theories, the discipline has
slowly, but surely, widened its scope and activities. Still more historical or theoretical research
has to be done in Architecture. One of the consecuences of having work-study students is
that some have chosen to further their studies
in Preservation and continued doctoral studies.
This is in part due to their experience within the
Archives. It is interesting that those that have
gone on to doctoral studies usually choose a
subject that is part of the Archives’ holdings.
AACUPR’s research is basically in the
field of architecture, even though the Archives
have always seen architecture as dependent
on other cultural manifestations. With the advent of the Conservation and Documentation
concentration more research should develop
from that field.
2.4 Relationship with other research units, within and
outside your School
The Archives has always maintained a
good working relationship with other research
units in campus and outside. The publications
and exhibitions depend on that relationship.
3. Personnel
3.1 Researchers: faculty and non-faculty, tenured,
non-tenured, temporary (by project, post-doctoral,
visitors, in collaboration
AACUPR has a full time researcher that
is also its Director. On specific projects, temporary researchers are welcomed.
3.2 Students: research assistants
AACUPR generally has 5 under-graduate students and two graduate students working
in various facets of research projects or facilitating research for others. During the Miramar
project there were 22 work-study students.
3.3 Support staff and administrative
There are two archivists (one of which
4. Research Endeavor
4.1 State of the discipline
4.2 Research in progress or planned
AACUPR has just begun its first research project documenting a sector of San
Juan: Miramar. This project, jointly financed by
AACUPR and the State Historic Preservation
Office, has served as an initiation into the conservation and documentation aspect that the
Archives has as it goal in the next years. A second project, the documentation of the Coamo
cemetery, promises to establish a continued
link between the School and the Graduate History Department as an ongoing course studying
different cemeteries in Puerto Rico. As of 2007,
the Miramar project was finished and work is in
progress for a publication. The Coamo project
was also finished and presented at the 1st Specialty International Conference on Monumental
Cemeteries:Knowledge, Conservation, Restyling and Innovation, 03-05 May 2006 at Modena, Italy. The Archives has also completed a
first summer session of the Program of Studies
in Corsica with the University of Corsica. Plans
are being finalized for next summer (2008) Program to document the “American Houses” in
Rogliano.
4.3 Unit’s publications
During this period, the AACUPR has
published the following:
•Klumb. An Architecture of Social Concern
Bilingual edition (Spanish/English) University Press and AACUPR, 2007.
•Arquitectura de la justicia. Catalog for the
exhibition in celebration of the 50th anniversary of the inauguration of Puerto Rico’s
Supreme Court, 2005.
•Architectural Guide to the University of
Puerto Rico’s Río Piedras Campus. Coedited with María Luisa Moreno and Mary F.
Gallart. To be published Fall 2006.
•“Tropical Modernity: Architecture and the
Creative Force of the 1950s,” Exhibition
catalog, coedited with Mary F. Gallart, funded by P.R. State Historic Preservation Office, 2003.
•The Corsican-Americans. Essays on their
Architectures, Lives and Fortunes in the
Nineteenth Century. Bilingual edition (Spanish/French) (San Juan: AACUPR, 2002).
•Revista (In)formA, Architecture and culture
journal of the School of Architecture, UPR. Co-edited with Javier de Jesús. November
2001. Received in 2001 an Honor Award
at the VI Biennal of Architecture in Puerto
Rico and an Honor Award from the American Institute of Architects, Puerto Rico
Chapter.
Miramar inventory team
The following exhibitions were done:
•“Architecture of Justice,” Library of the Su-
preme Court of Puerto Rico, February to
May 2006. Includes a catalog.
•“Henry Klumb and Poetic Exuberance of Architecture,” Museo de Arte de Puerto Rico,
September 2004 to January 2005. Includes
a book.
•“Tropical Modernity: Architecture and the
Creative Force of the 1950s,” Museo de Las
Américas, San Juan, PR., July to September 2003. Includes a catalog.
•“Thomas Marvel, architect.” Museum of the
University of Puerto Rico, November, 2002.
4.5 External funding for research
The State Historical Preservation Office
has recently funded the Archives for research
and documentation of the Miramar residential
sector. Since 1997, the Archives has a revolving account (cuenta rotatoria) that allows it to
deposit all proceeds from the sales of publications, photocopies, services rendered, such as
consulting fees, and any other money producing activity proper to the nature of the Archives. This has allowed the financing of additional research and publications.
4.5 Funds for publications, conferences, symposia,
travel
During this period, the Archives has
received funding from various sources. Institutional sources have included the Chancellor’s
Office as well as the President’s Office; non-institutional have included the Architects’ Association, the AIA, Puerto Rico chapter, the German
Government through its Embassy in Miami, the
State Historical Preservation Office, the Puerto
Rico Museum of Art, Puerto Rican Institute of
Culture, Eli Lily Caribe, MOVA Pharmaceutical,
UBS, and various individual donors. During
this period funding has exceeded $400,000.00.
(See Appendix B)
4.6 Research timetable
Research duration depends on the user’s need. Most frequently, students require
part of a semester to further their research. Graduate student working on theses, usually
take more than one semester. Professional
research for National Register nominations will
vary according to the material available. The
10
same applies to faculty or in-house research.
4.7 Service to support research
The Archives works closely with both
Schools of Architecture in order to facilitate
both student and faculty research. It also supports research by architectural offices in search
of documentation of existing buildings. As well
as it facilitates digital images of some projects
on-line, and on all projects upon request of the
researcher. There is a fee.
4.8 Ethics in research
The Archives subscribes to the Institution’s ethical code.
4.9 Benchmarking with other research units
Even though today AACUPR is unique
in Puerto Rico and the Caribbean, the conservation of architectural document / collections
ocurrs in many archives in North America, Europe and Latin America. The standards set in
AACUPR come from the North American archival system which is predicated upon the codes
and proceedures of the Society of American
Archivists. Our original model is the Kahn Archives at the University of Pennsylvania, adapted to our conditions and possibilities. The Architectural Archives at Avery Library has also
established proceedures which have impacted
our registration of records using the Marc Format (along with NEH requirements).
4.11 Assessment plans
Except for the assessment brought forth
by this self-evalution, there is no established
assessment plan.
5. Research infrastructure
Although the facilites have been described above, there exists other infrastructures
made of all the research collaboratores in and
outside the University. Still another important
infrastructure is that associated with the development and design of exhibitions and books
that extends from graphic designers, exhibition
designer, editors, publishers and distributors
which allow for the publication of the research
done.
6. Administration, Planning and Development
The Archives’ Director is Enrique Vivoni
Farage. The Director is responsible for overseeing all the work done at the Archives, plan and
develop archival work as well as special projects and research. There are two position for
archivists, the senior archivist is Luz Marie Rodríguez. Her responsibilities are overseeing the
work-study students and the arrangement and
description phase of the archives. For the last
two years she has been on a leave of absence
to pursue doctoral studies in Barcelona. The
other archivist is Elena García who has been
in charge of service and arrangement and description. The administrative assistant is Nydia
Vigil and she is in charge of all payrolls, secretarial work and purchasing. Fundamental are
the work-study students as well as the research
assistants. They are responsible for most of
the digitizing, arranging, description and help in
the development of all the projects. Thanks to
them the Archives has been able to develop to
what it is today.
7. Service
One of the Archives strong points is its
service. Service ranges from day to day petitions from architectural students (from both
Schools), but also requests from professionals
(architects, archaeologists, engineers, etc.),
institutional (University administration and professional associations), to owners of buildings. Most of this service is in-house, though many
requests are answered by telephone.
There is a defined policy concerning
what is made available to the public and what
are the requirements for the use of reference
material.
8. Recommendations
1. Develop an assessment plan
. Redesign the Archives’ web page
3. Purchase of additional software to facilitate research (A-Cad, GIS)
4. Systematize back-up of material
5. Reorganize arrangement and description procedures and schedules.
6. Incorporate regular staff continued education workshops.
11
PROJECTS DEVELOPED DURING
�� 2001
�� -�� 2005
��
2000 – 2001
1) HENRY KLUMB
Proyecto para conmemorar el centenario del arquitecto Henry Klumb. Fase de
recopilación e identificación de material en el AACUPR para producir una exposición y la
publicación de un libro.
FONDOS: AACUPR / Fondos Operacionales
2) LAS CASAS AMERICANAS EN EL CABO CORSO
Se prosiguió la labor de documentar las casas construidas por los corsos radicados en
América en la isla de Córcega, para su retiro futuro. Se interesa establecer paralelismos
con las financiadas por dichas familias en América.
FONDOS: Aparecen resumidos al final de la sección del año fiscal 2003, cuando culmina
el proyecto con la presentación del libro, producto de la investigación.
3) EXPOSICIÓN “LOS HITOS DE UNA ÉPOCA DORADA: EL ART DECO EN PUERTO RICO”
Presentada en la sala de exposiciones de la Escuela de Arquitectura (2000-2001).
FONDOS: AACUPR / Fondos operacionales
4) REVISTA (in)FORMA
Colaboración en la publicación de la Revista de arquitectura y cultura (in)FORMA de la
Escuela de Arquitectura. El AACUPR brindó a este proyecto la experiencia de su director
en la edición de publicaciones y su aportación como centro de investigaciones.
FONDOS: AACUPR / Cuenta Rotatoria
Escuela de Arquitectura
5) SAN JUAN, ARQUITECTURA SIGLO XX
Trabajo de investigación sobre la arquitectura del siglo XX en San Juan, para editar un
libro conmemorativo por el Gobierno Municipal.
FONDOS: Comisión San Juan 2000 (aparecen resumidos en la sección del año fiscal
2002, a la conclusión del proyecto).
6) PROYECTO DE DIGITALIZACIÓN DE IMÁGENES
Se continuó con el proyecto interno de fotografiar la colección del AACUPR y digitalización
de imágenes y planos para consulta de los usuarios y preservar los planos originales.
FONDOS: AACUPR / Fondos operacionales
12
2001 – 2002
1) LOS CORSOS AMERICANOS
Últimos toques a la edición, corrección y montaje exposición del libro Los Corsos
Americanos.
FONDOS: Varios / AACUPR-Cuenta Rotatoria (aparecen resumidos en el informe del
2003, con la presentación del libro).
2) PROYECTO HENRY KLUMB
Comienzo de selección de imágenes para digitalización y limpieza de imágenes para el
proyecto.
3) EXPOSICIÓN:” LO MODERNO EN LA ARQUITECTURA: UNA MUESTRA DE ARCHIVO”
Montaje para la sala de exposiciones de la Escuela de Arquitectura.
4) PUBLICACIÓN Y EXHIBICIÓN: “35 AÑOS, ESCUELA DE ARQUITECTURA”
Colaboración en la investigación y diseño.
FONDOS: Escuela de Arquitectura ($8,290.00)
5) EXPOSICIÓN: “MUESTRA TORO, FERRER Y TORREGUESA 1945-1955”
Proyecto de colaboración para difusión de la obra de una de las firmas de Arquitecto más
importante en el desarrollo arquitectónico de Puerto Rico
Donada al AACUPR.
FONDOS: Toro y Ferrer, Arquitecto / AACUPR
6) “ESTUDIO HISTÓRICO – ARQUITECTÓNICO PARA LA REHABILITACIÓN DEL
UNIVERSITARIO DE RÍO PIEDRAS”
Investigación de documentos en el AACPR y el Archivo Central
CENTRO
FONDOS: Institucionales
7) PROYECTO PARA LA EXPOSICIÓN “THOMAS MARVEL”
Limpieza, clasificación y digitalización de imágenes para montaje de exposición
encomendada al AACUPR por el CAAPPR. Trabajos comenzados en junio de 2002.
FONDOS: CAAPPR; Thomas Marvel, Arquitecto
8) EXPOSICIÓN: “TORO & FERRER, ARQUITECTOS”
Cedido en calidad de préstamo al CAAPPR para participar en congreso internacional en
Cuba – febrero 2002.
FONDOS: CAAPPR
13
9) PROYECTO AACUPR
Continuación del Trabajo de fotografía y digitalización de documentos y planos en las
Colecciones:
Horacio Díaz
Efrer Morales
Jaime Torres Gaztambide
José Manuel Canales
Luis Perocier
Luis Flores
Pedro L. Amador
Central Victoria
FONDOS: AACUPR - Fondos Operacionales
10) PUBLICACIÓN DEL LIBRO: “SAN JUAN SIEMPRE NUEVO: ARQUITECTURA Y
MODERNIZACIÓN DEL SIGLO XX”
Conclusión del proyecto con la presentación del libro, comisionado por el Municipio de
San Juan.
FONDOS: Comisión San Juan 2000 ($75,179.7) / AACUPR ($15,922.00)
2002 – 2003
1) EXPOSICIÓN PERMANENTE EN EL SENADO ACADÉMICO
Investigación, diseño y montaje de una Exposición Permanente en el Senado Académico
del Recinto de Río Piedras (abril – septiembre 2002).
FONDOS: Senado Académico ($4,000.00)
2) EXPOSICIÓN: “THOMAS MARVEL, ARQUITECTO (12 nov. 2002 – enero 2003)”
Servicios ofrecidos al CAAPPR para la investigación, curaduría y montaje de la exposición
en el Museo de Historia, Antropología y Arte de la Universidad de Puerto Rico
FONDOS: CAAPPR ($2,000.00)
3) ESTUDIOS HISTÓRICOS – ARQUITECTÓNICO PARA REHABILITACIÓN DEL
CENTRO UNIVERSITARIO DE RÍO PIEDRAS (abril – junio 2003)
Para continuar investigación de documentos relacionados en el Archivo Central
FONDOS: Institucionales
4) PUBLICACIÓN DEL LIBRO: “LOS CORSOS AMERICANOS – ENSAYOS SOBRE LA
ARQUITECTURA, VIDAS Y FORTUNAS EN EL SIGLO XX
Presentación de libro como culminación del proyecto, el 21 de noviembre de 2003. Edición
en español y francés.
FONDOS: DEGI, Dr. Olivari, Jorge Vivoni Farage, El Nuevo Día, AIREKO, Ballester
Hnos., AACUPR – Cuenta Rotatoria, AACUPR
5) PROYECTO CONMEMORATIVO DEL CENTENARIO DEL ARQ. HENRY KLUMB
14
Se coordina la conceptualización de la exposición y la búsqueda de fondos por el AACUPR,
el MAPR y el presidente de la UPR, Lic. García Padilla.
FONDOS: (aparecen resumidos con la conclusión de esta fase del proyecto)
6) PROYECTOS DEL AACUPR
Trabajo de selección de imágenes y fotografía, para proyecto Klumb. Se continuó con la
digitalización de planos y documentos en las colecciones
FONDOS: AACUPR – Fondos Operacionales
2003 – 2004
1) EXHIBICIÓN: MODERNIDAD TROPICAL: ARQUITECTURA Y FUERZA CREADORA DE LOS
AÑOS 50 (mayo – junio 2003, Cuartel de Ballajá)
Curaduría, investigación y digitalización de imágenes. Diseño, montaje y producción de
catálogo realizado por AACUPR bajo contrato con la OECD.
FONDOS: Oficina Estatal de Conservación Histórica ($45,578.80)
2) PRODUCCIÓN GUÍA DEL RECINTO DE RÍO PIEDRAS: ARQUITECTURA, MONUMENTOS
HISTÓRICOS, FLORA Y FAUNA
Encomienda de la oficina de la Rectora como parte de los proyectos del Centenario de la
Universidad de Puerto Rico. Investigación, diseño, arte y montaje electrónico.
FONDOS: Oficina de la Rectora, UPR, Recinto de Río Piedras ($5,050.00)
3) PROYECTO CONMEMORATIVO DEL CENTENARIO DEL ARQ. HENRY KLUMB (La
Exposición)
Se continúan los trabajos de conceptualización de la exposición y la búsqueda de fondos. Se trabaja intensamente en la investigación y selección preliminar del material a ser
utilizado. Se coordina y comienzan los trabajos de diseño.
FONDOS: Varios (aparecen resumidos al inaugurarse la exposición en octubre de
2005)
2004 – 2005
1) EXPOSICIÓN: “HENRY KLUMB Y LA EXHUBERANCIA POÉTICA EN LA ARQUITECTURA
DE PUERTO RICO”
Diseño y trabajo de montaje de la exposición en el Museo de Arte de Puerto Rico. Culmina
con la inauguración de la exposición el 1ro de octubre de 2004.
FONDOS: Varios. Oficina de la Rectora, Recinto de Río Piedras;AACUPR, Cuenta
Rotatoria; Consulado de la República Alemana; CAAPPR; Elly Lily, Lab.;
MOVA; MAPR; SAACUPR; AIREKO; Flexible Packaging Group; OECH.
15
2) PUBLICACIÓN SOBRE LA OBRA DE HENRY KLUMB
Se comienzan a recibir los ensayos para la publicación del libro sobre la obra de Henry
Klumb y el trabajo de corrección y traducción para la producción bilingüe. Se trabaja con
la selección de imágenes, digitalización y diseño.
FONDOS: VARIOS. (Aparecerán resumidos al completar esta fase con la presentación
del libro)
3) ExposiciÓn: La Arquitectura de la Justicia
Se comienza planificaci´øn y diseños de la exposición para ser inaugurada en febrero de
2005.
FONDOS: Donativo UBS ($31,000).
2005-2006
1) LIBRO HENRY KLUMB Y LA EXHUBERANCIA POÉTICA EN LA ARQUITECTURA DE
PUERTO RICO
Trabajo con la edición de los ensayos y el diseño del libro
FONDOS: (Aparecerán detallados cuando se concluya el libro con la presentación
oficial)
2) HENRY KLUMB Y LA EXHUBERANCIA POÉTICA EN LA ARQUITECTURA DE PUERTO
RICO (EXPOSICIÓN ITINERANTE)
Re-diseño de la exposición de Henry Klumb para ser presentada fuera de Puerto Rico
FONDOS: Oficina de Rectora
3) PROYECTO MIRAMAR
Se comienza a delinear e inicia el proyecto para establecer metodología e iniciar el
trabajo de campo para registro y documentación de las viviendas en el sector Miramar.
El proyecto dividido en dos fases es comisionado al AACUPR por la Oficina Estatal de
Conservación Histórica.
FONDOS: OECH ($41,000.00), AACUPR
4) GUÍA DEL RECINTO DE RÍO PIEDRAS: ARQUITECTURA, MONUMENTOS HISTÓRICOS,
FLORA Y FAUNA
Completado el proyecto, se encuentra en etapa de post producción
FONDOS: Oficina de la Rectora ($5,050.00)
16
APPENDICES
APPENDIX A:
Collections in AACUPR
1
2
3
4
5
6
7
8
9
12
10
11
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
Clave
ABW
AHi
AMo
ANe
APl
ATC
AuG
BeT
BSD
CaJ
CAPR
CAg
Car
CCa
CEA
CEs
CFa
CFe
CFz
CGu
CHi
CIg
CPR
CTu
CVi
dVZ
dCH
ECr
EFo
EGa
EMa
EMo
EPo
EsA
ESG
Fal
FPD
FPE
FMo
FSe
FuA
FVa
GBS
GCA
GIF
GrM
HCA
HDi
HKl
HRa
ICP
JEA
JTG
LCG
LeK
Colección
Alfredo Wiechers
Antonio Higuera
Amaral y Morales
Antonín Nechodoma
Augusto Plard
Arquitectura Tradicional del Caribe
Augusto Gautier
Benigno de Trueba y Suárez
Bienal de Santo Domingo
Carol F. Joplin
Colegio de Arquitectos
Central Aguirre
Carteles
Celso Caballero
Concurso Esc. de Arq., Planif. y B.A.
Central Esperanza
Central Fajardo
Correo Federal - Ponce y Mayaguez
Carlos Fitzpatrick
Central Guánica
Cuadrángulos Históricos
Central Igualdad
Capitolio de Puerto Rico
Compañía de Turismo
Central Victoria
Rafael y Carlos del Valle Zeno
Pedro de Castro y Hardesty
Eugene Crommett
Eduardo Fossas
Enrique García
Estudio de Mayaguez, CAPR
Efrer Morales
Estudio de Ponce, CAPR
Grabados del Escuela de Arquitectura
Estudio de San Germán, CAPR
Falansterio
Francisco Porrata-Doria
Fotografía, Pintura y Escultura
Frank Molther
Fidel Sevillano
Fundición Abarca
Francisco Vando
Gertie Besosa Silva
Grabados del Colegio de Arquitectos
Grabados Ingl. y Franceses s.XVI-XX
Grabados Misceláneos
Haciendas/Centrales Azucareras
Horacio Díaz
Henry Klumb
Hunter Randolph
Instituto de Cultura
Jesús E. Amaral
Jaime Torres Gaztambide
Luis Clemente González
León Krier
HPT
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
LOC
ok
ok
ok
ok
ok
ok
LG
ok
ok
ok*
ok
ok
ok
INV
ok
ok
ok*
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok*
ok
ok
ok
ok
ok
ok*
ok
ok
ok*
ok
ok
ok
ok
ok
ok
ok*
ok
ok
ok
ok*
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok*
ok
ok
ok
ok
ok
ok
ok*
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok*
ok
ok
ok
ok*
ok
ok
ok
ok*
ok*
ok
ok
ok
DIG
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
17
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
Clave
MaH
MCa
Mis
MLa
MRF
PdC
PLA
PMe
PrM
PRRA
PTV
RCa
RFr
RGa
RHR
RPr
RRe
RRG
TEA
TMa
TFA
UPR
WBi
Colección
Mapas Históricos
Manuel Canelas
Misceláneos del Colegio de Arq.
Martínez y Lázaro
Miguel Rivera Ferrer
Pedro A. de Castro
Pedro Luis Amador
Pedro Méndez
Proyectos Misceláneos
Fotografías PRRA
Pedro T. Vivoni
Rafael Carmoega
Ramón Frade
Raúl Gayá Benejam
Rafael Hernández Romero
Robert Prann
Raúl Reichard
Ramón Ramírez Guzmán
Trabajos de Estudiantes de Esc. Arq.
Thomas Marvel
Toro Ferrer Arquitectos
William Biscombe
Luis Flores (2000)
Francisco Maíz (2004)
Jaime Alfonso (2004)
José Firpi (2005)
Jorge del Río (2005)
Blas Silva (2005)
Marcos Estronza (2006)
HPT
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
LOC
ok
ok
ok
ok
LG
ok
ok
ok
ok*
INV
ok
ok
ok
*
DIG
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok*
ok
ok
ok*
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
ok
*
*
ok
*
*
ok
18
APPENDIX B:
Publications (1986-2000)
Corsican tryptic: meditations on Corsica; three articles published in the El Nuevo Día, Domingo magazine,
16, 23 and 30 July. Received Honor Mention by the Puerto Rican Literature Institute, 2000.
San Juan siempre nuevo: arquitectura y modernización en el siglo XX / Ever New San Juan: Architecture
and Modernization in the Twentieth Century Bilingual edition (Spanish/English) (San Juan: AACUPR, 2000). Commissioned by the Commission San Juan 2000 to celebrate the new millenium in the capital city.
Alarife de sueños: Pedro Adolfo de Castro y Besosa / Architect of Dreams: Pedro Adolfo de Castro
y Besosa Bilingual edition (Spanish/English) (San Juan: AACUPR, 1999). Received in 1999 the Honor
Award for Architecture Research from the American Institute of Architects, Puerto Rico Chapter and the
Honor Award for Architectural Research from the V Biennal of Architecture in Puerto Rico. Selected one
of the ten best books of 1999 by literary critic Carmen D. Hernández.
Hispanofilia: arquitectura y vida en Puerto Rico / Hispanophilia: Architecture and Life in Puerto Rico (19001950). Co-edited with Silvia Álvarez Curbelo Bilingual edition (Spanish/English) (San Juan: Editorial de la
Universidad de Puerto Rico y AACUPR) Received the International Special Mention at the XI Architecture
Bienal at Quito, 16 November 1998. In 1999 received the Honor Award for Architecture Research from the
American Institute of Architects, Puerto Rico Chapter. Selected one of the ten best books of 1999 by literary
critic Carmen D. Hernández.
San Juan de Puerto Rico: De plaza fuerte a ciudad bella. Published in Arcos de la memoria, (San Juan:
Asociación Puertorriqueña de Historiadores, 1998).
Ilusión de Francia: arquitectura y afrancesamiento en Puerto Rico. Co-edited with Silvia Alvarez Curbelo
(Río Piedras: AACUPR, 1997). Selected one of the ten best books of 1997 by literary critic Carmen D.
Hernández.
Lo internacional de la arquitectura puertorriqueña y Entre España y Estados Unidos: arquitectura, identidad
y modernidad en Puerto Rico. Published in Antonio Gaztambide Géigel and Silvia Alvarez Curbelo, eds.
Historia vivas: Historiografía puertorriqueña contemporánea (San Juan: Asociación Puertorriqueña de
Historiadores y Postdata, 1996.)
El ‘98 y la creación de tres imaginarios: isla pasado, isla paraiso e isla progreso. Claridad, August, 1996.
Palimpsesto tropical: vetas en la arquitectura de Puerto Rico en el siglo XX. Published in Polifonía salvaje,
(San Juan: Editorial Postdata, 1995).
La recuperación de España en la arquitectura de Puerto Rico, 1900-1950. Published in Enrique Ayala
Alonso, compilator. La odisea iberoamericana. arquitectura y urbanismo. El quinto centenario: aventuras y
desventuras de la arquitectura iberoamericana, (Xochimilco, México: Universidad Autónoma Metropolitana,
1995).
La academia y la arquitectura en Puerto Rico. Capitel, Revista del Colegio de Arquitectos de Puerto Rico,
September, 1995.
Lo internacional de la arquitectura puertorriqueña. Claridad, 7 - 13 July, 1995.
Hacia una modernidad tropical: la obra de Henry Klumb, 1928-1984. Capitel, Revista del Colegio de
Arquitectos de Puerto Rico, May, 1995.
19
La arquitectura en Puerto Rico, una interpretación. Claridad, 3 - 9 March, 1995.
Rafael Carmoega y su pasión por la arquitectura, Capitel, Revista del Colegio de Arquitectos de Puerto
Rico, September, 1994.
El Capitolio de Puerto Rico: 1907-1929. Origen y transformación de un ideal puertorriqueño. Published in
Senado de Puerto Rico, 1917-1992. San Juan: Senado de Puerto Rico, 1992.
Rafael y Carlos del Valle Zeno: evocación de lo francés en la arquitectura puertorriqueña. El Capitel,
Boletín oficial del Colegio de Arquitectos de Puerto Rico, August 1992.
Pedro Méndez Mercado: Workman of Puerto Rican Architecture, published in Pedro Méndez Mercado: in
his time (1902-1990) by the Miami-Dade Community College, Wolfson Campus, 1992.
La importancia de las crónicas caribeñas en los conceptos arquitectónicos de la Ilustración francesa.. La
Torre. University of Puerto Rico Journal, Año V, Número Extraordinario. 1991.
El Capitolio y Puerto Rico: la arquitectura como registro de las transformaciones causadas por la influencia
norteamericana en Puerto Rico. Encuentro, núm. 4, 1991.
Pedro Méndez Mercado en su tiempo. Catalog for the exhibition, Ponce Art Museum, 1990.
Fidel Sevillano, arquitecto. Catalog for the exhibition, School of Architecture, 1990.
Antonin Nechodoma: umbral para una nueva arquitectura caribeña. Catalog for the exhibition, Museo Casa
Roig, Humacao, PR, 1989.
Aguirre en la memoria: encuentro cercano con la historia de una colonia azucarera. Newspaper article, El
Nuevo Día, 1989.
Urgente: creación de una red de archivos de Puerto Rico. Newspaper article, El Nuevo Día, 1988.
De trazo en trazo: la arquitectura en Puerto Rico en el siglo XX. Catalog for the exhibition, Galería Oller,
UPR, 1987
.
20
APPENDIX C:
Exhibitions (1986-2000)
“Los hitos de una época dorada: el Art Deco en Puerto Rico.” School of Architecture, November-December
2000. Luz Marie Rodríguez, curator.
“Hispanophilia: the Spanish Revival in Architecture and Life in Puerto Rico, 1898-1950,” Museo de
Antropología, Historia y Arte, UPR, May to October 1998.
“Jorge del Río, arquitecto.” Colegio de Arquitectos de Puerto Rico, December 1997- January 1998. Eduardo
López, curator.
“Amaral y Morales, Arquitectos,” Annual Reunion, Colegio de Arquitectos de Puerto Rico. 1997.
“Toro Ferrer y Torregrosa, Arquitectos,” School of Architecture, UPR. 1996.
“Henry Klumb: Casas modernas, 1934-1967”, School of Architecture, UPR, 1995.
“Rafael Carmoega, Arquitecto (1894-1968)”, Museo de Arte e Historia, Old San Juan and School of
Architecture, UPR, 1994.
“El Captolio de Puerto Rico: transformación de un ideal.” School of Architecture, UPR, 1994.
“Amaral y Morales, Arquitectos, 1956-1969.”, School of Architecture, UPR, 1993.
“Lo moderno en Puerto Rico, 1925-1945”. School of Architecture, 1993. Luz Marie Rodríguez, curator.
“Pedro Méndez Mercado: in his time (1902-1990).” Wolfson Galleries, Miami-Dade Community College,
Miami, Florida, 1992.
“Alfredo Wiechers: estudiante de arquitectura en París, 1901-1905.” School of Architecture, UPR, 1992.
Jorge Rigau, curator.
“Interiores.” School of Architecture, September 1992.
“Simulacro celestial: la arquitectura ecleciástica en Puerto Rico, 1926-1965.” School of Architecture, UPR,
1991.
“Dismnesia arquitectónica: obras realizadas por arquitectos poco documentados, 1900-1950.” School of
Architecture, UPR, 1990.
“Pedro Méndez Mercado en su tiempo.” Ponce Museum of Art, 1990.
“Fidel Sevillano, arquitecto,” Traveling exhibition: School of Architecture, UPR and five other venues,
1990.
“Pedro T. Vivoni Ramírez de Arellano, arquitecto sangermeño.” Museo casa de estudios Alfredo Ramírez
de Arellano, San Germán, junio 1990.
“Grabados franceses e ingleses del siglo XVIII.” School of Architecture, 1989. Dr. María Luisa Moreno,
curator.
21
“Deleite tropical: Puerto Rico, el Caribe Hilton y arquitectura.” Hotel Caribe Hilton in celebration of its 40th
anniversary, 1989.
“Antonin Nechodoma: umbral para una nueva arquitectura caribeña.” Museo Casa Roig, Humacao, PR,
1989 and at the II Bienal de Arquitectura en Santo Domingo, Dominican Republic, 1988.
“San Antonio de Padua: una iglesia por Francisco Porrata Doria, arquitecto.” Iglesia San Antonio,
Barranquitas, PR, 1988.
“Imprenta, timbres y arquitectura en Puerto Rico: 1912-1942.” Traveling exhibition: School of Architecture
and 10 other venues, April 1988.
“Huellas de El Falansterio: la arquitectura como utopia social.” School of Architecture, November 1987;
Humacao Regional College, UPR, January 1988.
“De trazo en trazo: la arquitectura en Puerto Rico en el siglo XX.” Travelling exhibit, Galería Oller, UPR,
Río Piedras Campus and all other regional colleges of the UPR, 1987
22
APPENDIX D:
Lectures/Public presentations (1986-2000)
“Architecture and Identities,” Interamerican University, Bayamón Campus, November 16, 2000.
“Hunter Randolph, Landscape Architect,” 22 Annual Assembly, Architects’ and Landscape Architects’
Association of Puerto Rico, Dorado, P.R., October, 2000.
“La Arquitectura tradicional en Puerto Rico: Arte, transición económica y su impacto en la arquitectura,” XIV
Encuentro Señorial de las Artes, Interamerican University, Ponce, April 7, 1999.
“The Architecture of Our Identities,” Congress of Latin American Students of Architecture, Havanna, Cuba,
November 10, 1998 .
“Hispanophilia and the Architecture of Our Identitites, Annual Meeting of the Puerto Rican Studies
Association, Brooklyn College, October 15, 1998.
“Identitites and Architecture,” Continued Education Program, Medical Faculty of the Auxilio Mutuo Hospital,
Hotel Dorado Beach, September 13, 1998.
“The Architecture of Puerto Rican Identities,” guest speaker, Auxilio Mutuo Hospital, Continued Education
Program for MDs., Octubre 25, 1997.
“A Sketch of Prison Architecture in Puerto Rico,” Forum organized be the National Association of Law
Students,School of Law, Interamerican University, October 9, 1997.
“Amaral y Morales Architects,” Architecture Week, Architect’s Association of Puerto Rico, Santurce, P.R.,
September 24, 1997.
“A History for our Architecture: from the Neoclassical to the Modern Movement,” Continued Education
seminary sponsored by the Architect’s Association of Puerto Rico, September 3-4, 1997.
“The Architecture of Puerto Rican Identity,” sponsored by the Architect’s Association of Bursa, Turkey, July
1997.
“Reclusion as Text of Penalty: A Sketch of Prison Architecture in Puerto Rico,” Lecture given at the
School of Law, Interamerican University, 1997.
“The French Gusto in Architecture and Life in Puerto Rico”. Lecture presented at the 29th Conference of
the Association of Caribbean Historians, Martinique, 1997.
“Una historia para nuestra arquitectura:del neoclásico al movimiento moderno,” Seminar given to the
members of the Colegio de Arquitectos de Puerto Rico (Professional organization), 1996.
“El espacio griego en el tiempo,” Segundo Ciclo de Conferencias Interdisciplinarias: Estado palabra y
sociedad civil: Seducciones sofístas, Universidad de Puerto Rico, College of General Studies, 1996
“Misión y misiones: la arquitectura de las iglesias protestantes en Puerto Rico tras la invasión norteamericana,”
IV Annual Meeting of the Puerto Rican Association of Historians, Interamerican University, Ponce, P.R.,
1996.
“Puerto Rico: Síntesis de una arquitectura situada entre lo moderno y lo regional,” XVII Seminario Nacional
del ICOMOS, National Theater, Santo Domingo, Dominican Republic, 1996.
23
“La modernidad en la obra de Osvaldo Toro y Miguel Ferrer,” Architecture Week, Colegio de Arquitectos de
Puerto Rico, Santurce, P.R., 1996.
“Sugar Plantation Architecture in Puerto Rico: the Documentary Legacy,” Annual Meeting, Society of
American Archivists, San Diego, California, 1996.
“La representación de Puerto Rico en la arquitectura del turismo, 1910-1947,” Annual Meeting Association
of Caribbean Historians, Barbados, 1996.
“Memory: the Conservation of the Sugar Mills in Puerto Rico.” International Seminar - Preservation of the
Industrial Heritage, Gdansk Outlook II, Technical University of Gdansk, Poland, 1995.
“Entre Estados Unidos y España: el revival español en la arquitectura y vida en Puerto Rico, 1900-1950,”
IV Coloquio de Historia de las Islas del Atlántico, Las Palmas de Gran Canaria, Fundación MAPFRE
Guanarteme, Spain, 1995.
“Desarrollo de las firmas de ingeniería y arquitectura en Puerto Rico en la primera mitad del s. XX.” Annual
meeting AFIPRO, Bankers Club, San Juan, P.R., 1995.
“Pedro de Castro, arquitecto.” Annual meeting, Colegio de Arquitecto de Puerto Rico, Hotel Dorado Beach
and in Casa Sede del Colegio de Arquitectos, 1995.
“William Parsons, Puerto Rico y el movimiento del City Beautiful, School of Architecture, Universidad de
Puerto Rico, 1995.
“Entre España y Estados Unidos: el revival español en la arquitectura puertorriqueña, 1900-1950,
Universidad del Turabo, Gurabo, P.R., 1994
“Rafael Carmoega y su pasión por la arquitectura”, Lecture cycle, Colegio de Arquitectos de Puerto Rico,
San Juan Antiguo, 1994.
“La modernidad y la gramática de la cultura tropical en la arquitectura de Toro y Ferrer, 1945-1965”, VI
Encuentro de Arquitectura y Urbanismo de las Antillas, Museum of Art and History, San Juan Antiguo,
1994.
“El mito de España en nuestra arquitectura, 1900-1950”, Ateneo de Puerto Rico, sponsored by the Puerto
Rican Association of Historians, 1994.
“Función o identidad en la arquitectura de Puerto Rico: dilema de la modernidad tropical, 1945-1965”,
Annual meeting, Puerto Rican Association of Historians, Teatro Carlos Chardón, UPR, Recinto Universitario
de Mayaguez, 1994.
“La recuperación de España en la arquitectura de Puerto Rico, 1900-1950”, Seminario de Identidad y
Cultura en el Caribe Hipanoparlante, Universidad de Puerto Rico, 1994.
“Hispanophilia: a Theoretical Framework”, National Museum of American History, Washington, DC., 1994.
“Hispanophilia: a Theoretical Framework” National Endowment for the Humanities, Washington, DC.,
1994.
“The Architecture of Social Concern: The Work of Henry Klumb”, Society of Architectural Historians,
Annual Meeting, Philadelphia, PA., 1994.
“Modernidad tropical: el Comité de Diseño de Obras Públicas y Henry Klumb, 1943-1948”, Asociación de
24
Historiadores del Caribe, Interamerican University, San Germán, P.R., 1994.
“The Spanish Revival in Puerto Rico: drawings and buildings as cultural texts”, Society of American
Archivists, Annual Meeting, New Orleans, Louisiana, 1993.
“Arquitectura e identidad: lo hispánico en nuestra vida cotidiana”. Paper read at the Puerto Rican
Athenaeum, 1993.
“La recuperación de España en la arquitectura de Puerto Rico, 1900-1950.” Paper read at Iberoamerican
Congress of Architecture, Salamanca, Spain, 1992.
“The Retrieval of Spain in the Architecture of Puerto Rico, 1900-1950”. Paper read at the annual meeting
of the Society of Architectural Historians, Albuquerque, New Mexico, 1992.
“La arquitectura como texto cultural”. Interamerican University, Bayamón, P.R., 1991.
“Rafael y Carlos del Valle Zeno: evocación de lo francés en la arquitectura puertorriqueña”. Annual
meeting, Architects’ Association of Puerto Rico, Hotel Cerromar, Dorado, P.R., 1991.
“Los Archivos Históricos de Puerto Rico”. White House Pre-conference on Library and Information Services,
San Juan, P.R., 1990.
“Americanization South of the Border: the Architecture of the Sugar Mills”. Association of Collegiate Schools
of Architecture, New Orleans, 1989.
“Crisis y transformación de la arquitectura en Puerto Rico.” II Bienal de Arquitectura en Santo Domingo,
Dominican Republic, 1988.
25
Santiago Iglesias, Hijo Library:
Information Resources Self-Assesment and Statistics
Report
1.2
Context and Institutional Relationships
The Santiago Iglesias, Hijo, Library is the only one in Puerto Rico completely
specialized in the field of Architecture. The Library was founded in 1966 as an
independent unit designed to serve the academic and research necessities of the
School of Architecture. Since that time, it has been actively developing its
collection. Besides architectural publications, the Library has material on other
related fields, such as art and architectural history, technology, urbanism and
planning, landscape design, fine arts, and historic preservation, among others. It
also houses a collection of original architectural plans and drawings.
As an academic unit, the Library supports an advanced program of architectural
education and different levels of research activities, both by students at the
School and from other programs at the University. It is also used extensively by
the profession to support their preparation for licensure examinations, as well as
their professional endeavors.
The Library is located on the first floor of the new Architecture School building. Its
facilities are accessible through the main entrance of the building giving the
Library a central location which facilitates accessibility. Besides traditional
information resources, it has a well equipped Visual Resources Section that
according to the Library’s Strategic Plan is in process of services transformation.
Research activities are well supported by Horizon, a computer system which
gives access to a wide area network that allows the Library to enter in other
University System libraries catalogs. As a member of the Consortium of
University of Puerto Rico Libraries, the Library has access to more than 80
database services. Also the Library provides access to specialized databases in
the field of architecture such as Avery Index, Material Connexion and Building
Green Suite.
Library and Information Resource Collections
1. Goals:
In order to conform with the goals and mission of both the University of Puerto
Rico and the School of Architecture, the library staff is involved in the students
integral academic and future professional development, in the areas of research
and creative activity sponsored by faculty and/or students, and in the
development of a unified academic vision. These objectives are realized by the
expansion of access to resources in a fully developed collection, and by the
1
organization of talks, conferences and special exhibitions. The Library also
encourages the enrichment and strengthening of Puerto Rico's cultural heritage.
As a result, it actively promotes the acquisition of important material about Puerto
Rican and Caribbean architecture.
The policy statements that described the vision, mission and values, as well as
the goals and objectives that encourage Library’s planning activities are detailed
in the Santiago Iglesias, Hijo, Library’s Strategic Plan: 2005-2010. This work
document used as framework the ACRL College Library Standards. For a
detailed description of goals and plans to achieve them, see Appendix ?.
The Library Director has complete authority for decisions about the collection
development. But faculty and students are encouraged to submit the
recommendations that are evaluated using as a framework the library’s
acquisition policy.
2. Collection Description:
The Library provides a variety of information formats, such as print, online and
audiovisual. In addition to the current collection that covers most of the practical,
theoretical and historical aspects of the discipline relevant to our curriculum, the
Library contains other special collections: the Henry Klumb Collection, the Rare
Books Collection, the Puerto Rican Collection, and the Fine Arts Book Collection,
among others. Users also have access to the various related collections at the
Main Campus Library.
The collection exhibits sufficient breadth and thematic depth to support the
curriculum. Besides the acquisition of complete collections on the work of
important architects, architecture in the Caribbean, theory and criticism of
architectures, recently, the Library has been emphasizing on sustainability and
green architecture.
a. Books:
Book collections are sufficient in quality, level, diversity, quantity, and
currency to support the School’s academic offerings. Books acquisition
process is enriched by the Faculty and students recommendations and the
systematic purchase of leading authors of different subject areas related
to the discipline of architecture.
Books are purchased and catalogued in a timely fashion. Continually,
during the year, staff is revising availability and updating of reference
publications. The Library has 98% of the information resources annotated
by the Association of Architecture School Librarians in the Core
Architectures Reference Source distributed during its Annual Meeting on
March 2007 in Philadelphia.
2
b. Serials:
The serials collection has proven to be relevant and sufficient in coverage
and scope to support the Program. At the present time, the Library has
510 titles 107 of them in Spanish. From this figure 137 titles are active, of
them 27 are in Spanish. Those titles deemed by the staff to be the most
important sets are complete. Back issues of relevant serial titles have
been acquired in microfilm. The collection has 75% of the titles annotated
in the latest Core List of periodical titles for a first-degree-program in
architecture (for architecture libraries in North America – 2007 draft
version) published by the AASL.
The distribution of active titles by language is the following: English (95),
Spanish (27), German (3), Italian (4), French (6), Danish (1), and
Portuguese (1). The distribution of inactive titles is: English (253),
Spanish (80), French (19), Italian (9), German (5), Danish (2), Finish (2),
Portuguese (1), and Russian (1).
The Library has, as part of its agenda during the academic year 20072008, to evaluate each title to determine which one should be
discontinued in order to acquire more titles from the Core List. Serials cost
increments have been affecting the development of this collection.
c. Visual and non-book resources:
The most important visual resource is the Slide Collection, which is a
primary learning tool for both faculty and students. Its main purpose is to
support the History of Architecture, Theory and the Design components of
the curriculum. At the present time, the Collection consists of 123,724
slides. There is also a collection of 413 VHS videotapes, 685 photographs
related to Puerto Rican and Caribbean architecture, 165 audiocassettes,
120 microfiche and 1,063 rolls of microfilms, 209 CD-ROMs, 275 DVDs.
About 2000 slides were digitized.
d. Conservation and preservation:
The Collection is housed in air-conditioned facilities; nevertheless, due to
the high humidity levels common to our tropical climate, fungi
contamination is a constant threat. To prevent this problem, the University
administration spends considerable amounts of money in fumigation.
Because present facilities are new, we don’t have, as in the past, improper
environmental conditions. But we have to recognize that the University
suffers serious deficiencies regarding buildings maintenance. On the other
hand, the building’s construction quality is poor. For this reason humidity
and filtration problems are present.
3
The chronic lack of space in the past was improved. The Library maximizes
space using a compact-shelf system. However, the Library has a necessity of
additional compact shelves because of its growing level.
The Library uses private professional firms for all binding and mending services,
in order to protect the collection. Pamphlets and similar materials are protected
with a pamphlet-binding system handled by the Library. The photographic and
postcard collections are kept in archival quality boxes. Sliding storm panels were
installed in the Rare Book Collection in order to provide protection from sunlight
damage and to possible damages to the facilities during the hurricane season.
Also UV filters were installed in this section. These filters will be installed by
steps in the rest of the Library.
Services
1. Reference:
The Library has access to international networks through the Internet and
through other database reference services, such as the Avery Index, and
Material Connexion among others through our webpage. There are sufficient and
updated reference publications that provide quick consultation services. The staff
is encouraged to provide personal guidance in the use of library resources.
Practically, the reference service is an extension of the circulation and reserve
desk. For this reason, most of the time, circulation staff is in charge of the
reference service, but students are oriented to use professional librarians
services in case of more complex information inquires.
2. Information Literacy:
For years the Library’s practice has been to present instruction services upon
request by the faculty and provide special orientation to freshmen and thesis
students. Recently, we have been working on the implementation of an
information literacy program where we intend to: facilitate academic success,
collaborate more with classroom faculty and encourage lifelong learning.
In the summer of 2007, as part of our efforts, a librarian and a classroom faculty
assisted to a five day Information Literacy Workshop. As a result, during the first
semester of academic year 2007-2008 a librarian will be collaborating in the
Research Methods course.
Library facilities provide a meeting space and informational technology to support
an Information Literacy Program. Nevertheless, full development of this Program
is limited and dependant on the recruitment of a librarian for the audiovisual
section. As it is explained in the Library’s Strategic Plan the Slide Collection
should evolve into a Center of Visual Resources and Information Literacy. The
Library’s priority is to fill the professional librarian vacancy, as soon as possible,
to meet Library’s goals in this area. (See Appendix ?)
4
3. Current awareness:
Information on new acquisitions is available on a continuous basis. A "New
Acquisition List" is published four times a year. Since last year users have access
to this information and to the journal list through our library’s homepage. In
addition, new books covers are exhibited continually.
Our homepage is the main information dissemination tool. It provides a full
description of services, hour of services, activities calendar, and also access to
database services, online catalog and links related to the field of architecture.
4. Access to the Collections:
a. The Architecture Library provides effective and adequate physical,
bibliographical, and intellectual access to information. Collections are organized
and catalogued using national standards. The bibliographic description, main
entry and alternative headings are constructed using the Anglo-American
Cataloguing Rules (Rev. 2nd ed.). Subject headings and classification are based
on Library of Congress Subject Headings and Library of Congress Classification
Scheme. For the information registration process in the online catalog the Library
uses USMARC format. As mentioned above, our homepage provides easy
access for the main information services such as specialized databases and
online catalogs. There are enough computers to provide access to these
services. Horizon library automation software provides for the online catalog
giving access to all University of Puerto Rico libraries.
Books in process of purchase appear in the online catalog. Usually new books
are processed within a three to four-week period. If any user needs a book that
was received our cataloguer will process it the same day. At the present time
there aren’t backlogs in our collection.
b. There are written circulation policies accessible through the Library’s
Homepage and also printed in the Library’s Guide. Since August 1997 the book
lending process has been controlled by bar code labels.
The Library’s hours of operation and services are adequate to faculty and
students needs. It is open Monday through Thursday from 8:00 AM until 10:00
PM, except Fridays, when closing time is at 4:30 PM. The Library also opens on
Saturdays, from 9:00 AM until 5:00 PM and on Sundays, from 1:00 PM until 5:00
PM. The schedule changes during the Christmas and summer periods.
The Reserve section is part of the Circulation desk. In this section most of the
course reserve and other intensively used materials are accessible for the users.
5
c. The Río Piedras Campus of the University of Puerto Rico provides Blackboard
services with remote access out of the Campus. Unfortunately, only few
professors use this service. Most of the database services are available by
remote access. Due primarily to budget considerations, at the present time,
Avery Index has no remote access. The user should be in the Architecture
School’s facilities to have access to this service. Network ports to handle traffic,
as well as the access for simultaneous users, is adequate.
5.Cooperative Agreements:
Interlibrary loans are available through the General Circulation Section. As
mentioned previously, the Library has access to other library catalogs, whether
international or regional, through the Internet. The Architecture Library
participates in collaborative agreements for interlibrary loan and for database
services among University of Puerto Rico libraries. Also, the Library participates
in the UPRS consortium for the subscription of online database. This allows the
acquisition of a wide range of database services.
Staff
1. Structure: The Director, who is the Head Librarian, reports directly to the Dean
of the School of Architecture. All other employees report to the Director. The
Library maintains a very close working relationship with the architecture program
by perceiving itself as a learning resource. It actively involves all interested
faculty members in its materials selection process and other pertinent issues.
2. Professional expertise: Until December 2006 the former Director, Prof. Astrid
Colón, had thirty-nine years of experience as an architectural Librarian. She held
a Master degree in Library Science and Bachelor degree in Humanities with
mayor in Art Studio. Prof. Colón was member of the Association of Architecture
School Librarians (AASL), the Visual Resource Association, and the Art Libraries
Society of North America.
The Interim Director, Dr. José Flores, has twenty-two year of experience as a
librarian. In librarianship he has a professional background in cataloguing, rare
books, preservation and conservation of library materials and audiovisuals. He
has experience in research and as a thesis counsellor in the School of Library
and Information Science. Also he was an instructor of History of Puerto Rico and
Western World History courses in the Inter American University of Puerto Rico
and taught a course of Renaissance history in the University of Puerto Rico. He
holds a Ph.D. in History, two master degrees, one in Library Science the other in
History and a Bachelor degree in Humanities with mayor in Art Studio. He is
member of the AASL, Asociación de Estudiantes Graduados de Bibliotecología y
Ciencias de la Información (ASEGRABCI) and the Sociedad de Historiadores de
Puerto Rico.
6
The cataloguer, Prof. Jannette Babilonia, has seven years of experience as a
librarian and also seven as support staff. Besides her experience as cataloguer,
she was instructor in information literacy in the Library Instruction Program, UPR
Libraries System. She assisted as a delegate to the V Congreso Intenacional de
Información (INFO99), La Habana, Cuba, 1999 and delegate to the XII Feria
Internacional del Libro, Guadalajara, México, 1998. She approved all courses for
PhD in the Documentation Program from the Carlos III University in Madrid,
Spain. She holds a Master degree in Library Science and a Bachelor degree in
Secretarial Sciences and forty-three credits in art studio. She is a member of
Sociedad de Bibliotecarios de Puerto Rico (SBPR) and ASEGRABCI.
The academic background and experience of the librarians grants them a better
understanding of architectural issues. Also, according to the University system,
librarians have academic status and are considered members of the faculty.
3. Support staff: The basic academic preparation required by the University's
authorities for a paraprofessional librarian is a Bachelor's degree. At the present
time, the Library has two fulltime paraprofessional librarian and one part time to
cover nights and weekend service hours. One of the paraprofessional librarians,
Mr. Noel Rivera, holds a Master's degree in History, Ms Madeline Ortiz has a BA
in Labor Relations and the part time paraprofessional librarian, Mr. Carlos
Morales Fiol, has BA in Social Sciences and completed all courses for a Master
Degree in Economics. This part of the support staff is in charge of public
services. The clerical activities related to the acquisition process are in charge of
the secretary of the Library, Ms Ruth Carrión. Also, there are about 120 hours
per week of service by student assistants.
4. Compensation: In terms of their training and experience, library staff salaries
are commensurate with other comparable positions within the University.
Salaries in the UPR system are higher than in private universities.
Professional development and continued education are not part of a systematic
practice of the Institution, due primarily to budget limitations. But some members
of the staff have participated in specialized conferences, seminars and
workshops. As University employees, all staff members have a right to study at
the Universidad de Puerto Rico, free of charge. Recently, on March 2007, the
Interim Director assisted to the Association of Architecture School Librarians
Annual Meeting. It is part of the new Dean policy to support assistance to this
kind of activities.
The Library is accomplishing its goals and services, in spite of its limited staff.
Due to its autonomous status, all technical services are performed in-house.
Certainly, a larger staff would support the development of more special projects,
but the main limitation, right now, is the visual resources librarian vacancy. If this
7
position is occupied, the Library will be able to develop a complete Information
Literacy Program and other special projects.
Facilities
1. Space: The location of the Library, on the first floor near the main entrance, is
convenient to faculty and students. When an user arrives to the building his first
sight is the Library’s entrance. A feeling of comfort and cleanness serves as
attraction for both, users and staff. Most of the furniture is designed by Herman
Miller Co. Staff enjoy well designed and modern office systems for their daily
work.
Facilities provides for group as well as individual study. There are two group
study rooms with capacity for 5 to 6 students each one. Recently, marker boards
were installed in each room. Also the Library has a conference room with
capacity for about 10 to 15 users. This room has been installed with a multimedia
projector with an electric front projection AV screen.
The space is adequate for all activities and services. Since the inauguration of
the new facilities the Library has increased significantly the floor space resolving
the chronic space problem. The total area is about 11,642 Sq. ft., where 8,851
Sq. ft. are for Studio Area. But we have to point out that it is necessary to acquire
new compact shelves to resolve the rapid collection growing.
The Library provides access for the handicapped, but the Library's entrance
needs an automated door, in order to reduce minor architectural barriers. Also
the service counter presents barriers for the handicapped and should be
changed or remodeled.
2. Environmental factors and security: In terms of temperature, most of the time,
the air conditioner provides a good control with and average of 71 -72° F. But,
due to our tropical weather, the relative humidity (RH) is very high and the
climatic control is poor. The average of RH is about 65% most of the time.
Lighting is another deficiency of the Library’s facilities. It is poor, especially during
the evening and night. It is necessary to increase the number of lamps to
improve it.
To reduce and avoid theft problems, all books are protected with the 3M Tattle
Tape System and two detector systems are installed. Recently, staff has been
working with the security of Serials completing the installation of tattle tapes for
serials. This project will be completed during the first semester of the academic
year 2007-2008.
8
During summer 2007 the installation of a complete security system of fire and
theft was completed. The Library has the necessary number of fire extinguishers
and it does need a sprinkler system. The Library prepared its own emergency
procedures and disaster plan.
3. Equipment:
In general terms, there are sufficient and appropriate storage systems for all
types of library material. Books and serials are shelved in a compact system; we
still have enough space, but right now it is necessary to install new shelves to
avoid material congestion and deterioration in circulation and serial area.
For storage of AV material there are twelve four drawers slides cabinets
modules, one microfilm cabinet with capacity for about two thousands 35mm
rolls, one VHS cabinet, one CDs cabinet and one gyratory cabinet for DVDs and
VHS. Also there are six horizontal map cabinets.
There is sufficient equipment for the users and staff. Students and users have
access to six PCs with three flatbed scanners and one photocopy machine in the
Main room. Also, the Slide Library provides them a light table, one microfilm
reader printer, two slide viewers (Caramate), one flatbed scanner and one slide
scanner and a PC with capacity to burn CDs and DVDs, one TV with a VHS and
DVD player-recorder with capacity to transfer for one format to other.
For staff there are nine PCs, a photocopy machine, two all in one printer fax and
scanner, one laser printer.
Budget / Administration / Operations
1. Funds:
The major bulk of funding for the Library comes directly from the School of
Architecture's budget. During the academic year 2006-7, the Library expended
$99,644 for informational materials ($67,786 in book acquisitions, $27,662 in
periodical subscriptions including access to databases services, $4,196 in
acquisition of digital information materials).
Library have been achieving all stated goals, objectives and services with the
funds presently assigned; they are, however, insufficient to cover special
projects. Other aspects that the Faculty administration have to take in mind when
assigning the budget is the cost increment of database services, serial and
books. Annually, these increments could represent frorm a 9% to 11% cost
fluctuations.
9
On the other hand, the Colegio de Arquitectos de Puerto Rico pays for part of the
extended service hours. This year the Library received only $2,000.00 from the
Colegio. We feel that this service should be part of the School's annual budget
and not depend on non-recurrent donations. Also, the Administration should
consider that during academic year 2007-2008 there are great possibilities for an
increment in the rate of the minimum salary for the students.
2. Efficiency of operations and services:
Basically, all operations and services are functioning properly. But, as mentioned
previously, the Library needs to fill the audiovisual librarian vacancy in order to
achieve its goals in this area. Part of our strategy is to merge Information Literacy
services with Audiovisual services. We feel that the evolution of this service has
serious academic implications. First, it has a direct impact on how students
maximize the Library’s use. Second, it is the best way to establish a full
integration between Library and faculty work. Third, it is a good strategy to
improve a research culture between students. Fourth, a deeper and wider use of
Library’s resources has a direct impact in the accountability of Library services.
And fifth, academic libraries have as its duty to form an information literate
individual who, as is stated by the ACRL, is able to:
•
•
•
•
•
•
Determine the extent of information needed
Access the needed information effectively and efficiently
Evaluate information and its sources critically
Incorporate selected information into one’s knowledge base
Use information effectively to accomplish a specific purpose
Understand the economic, legal, and social issues surrounding the use of
1
information, and access and use information ethically and legally
All Library’s goals and objectives are found written in reports and manuals
created by the Library. The proposed annual plans and how to achieve them are
included in the Annual Work Plan and in the Startegic Plan.
3. Participation of Faculty and Students:
The School Library is integrated into the architecture program through the
participation of its Director and librarians in faculty meetings and committees.
Direct communication with faculty members that are frequent users of our
collections and services is also evident.
The School has a Library Advisory Committee in which the Library Director
participates. Students and faculty members actively participate in recommending
library acquisition materials and other pertinent issues.
1
“Information Literacy Competency Standards for Higher Education” 2000. Association of College
& Research Libraries [13/July/2007]
<http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm>
10
Appendix C. Statistics Report
Type of
Collections
Budget Year
2004-2005
Number of
Volumes or
Linear feet
Budget Year
2005-2006
Budget Year
2006-2007
Books classed in
LC-NA
Other Books
Periodical
Subscriptions
Other
subscriptions
(newspapers)
Microfilm Reels
Microfiche
Slides
Videos
CD-ROMs
Photo-CDs
Digital Image
Files
Other Electronic
Publications
Drawings
Photographs
Historical
Postcards
15,100
27,013
39,902
31,577
27,351
1216
feet)
4 titles
25,353
(linear 29,488
19,464
30,691
36,209
27,662
-
-
712.40*
1,063
-115,312
413
209
22
2,034
-
-
1,877.20*
-
3,526
685
740
-
-
-
Audio cassettes
DVDs
TOTAL
165
275
4,008
$85,862
831
$90,888
4, 196
$99,644
* This figure is not included in the total, because is included as part of periodicals
subscriptions.
11
Staffing
Types of positions
Librarians
Paraprofessionals
Clerks
Student Assistants
Volunteers
Other (specify)
Other (specify)
TOTAL
2004-2005
3
2
1
10
16
2005-2006
3
2
1
10
16
2006-2007
2
2
1
8
13
12
2002 NAAB Visiting Team Report
2.1
2003-2007 NAAB Statistical Report
2.2
2007 NAAB STATISTICAL REPORT
SCHOOL:
ACSA REGION:
EC
Francisco Javier Rodríguez, AIA
Completed by:
NE
SE
SW
WC
W
(circle one)
PUBLIC or PRIVATE (circle one)
STUDENT DATA
For Accredited Programs Only
4 Year
B.Arch
B.Arch
B.Arch
M.Arch
M.Arch
M.Arch
**PreProf
Five-year
**PostPreProf
**PostNonProf
Five-year
**PostPreProf
***PostNonProf
Full-Time Students
233
53
Part-Time Students
43
10
FTE Students
263
59
Arch Design Studio Students
219
18
165
31
Total Degrees Awarded
52
14
Grads. Fin. Estab. No. Yrs.
19
12
Degrees Awarded Women
28
5
52
14
Number of Applicants
264
33
Number Accepted
60
27
Students Working Part-Time
Outside Stud. Serv. by Dept.
African-American Students
Native American Students*
Asian/Pacific Isle Students
Hispanic Origin Students
Women Students
Foreign Students
Degrees Awarded Afri-Amer
Degrees Awarded Amer.Ind.
Degrees Awarded Asi/Pac.Isl.
Degrees Awarded Hispanics
Min Req. SAT/ACT/GRE Score
Enrollment Target/Goal
Student Studio/Faculty Ratio
*Include Eskimos and Aleuts
**Includes four-year program component of 4+1 yrs. B.Arch degree and 4+2 yrs. M.Arch degree.
***Non-Professional: baccalaureate degree that is not part of an accredited professional program.
FACILITY/RESOURCE DATA
Department Library LCNA or 720-729 Collection
15,100
Total Architecture Collection in Departmental Library
42,451
University Library LCNA or 720-729 Collection
Total Architecture Collection in University Library
Departmental Library Architecture Slides
University Library Architecture Slides
Departmental Library Architecture Videos
Staff in Dept. Library
Number of Computer Stations
Amount Spent on Information Technology
Annual Budget for Library Resources
Per-Capita Financial Support Received from University
Private Outside Monies Received by Source
Studio Area (Net Sq. ft.)
Total Area (Gross Sq. ft.)
1,140
1,140
115,314
3,300
626
14
6
8,808
99,644
392
2,000
8,851
11,642 p/c
2007 NAAB STATISTICAL REPORT
SCHOOL:
Completed by:
FULL-TIME FACULTY SALARIES
Number
Minimum
Average
Maximum
Univ. Avg.
Professor
6
65,112
73,210
77,920
62,898
Associate Professor
6
56,112
58,424
67,248
54,384
Assistant Professor
3
48,624
50,028
59,544
47,802
Instructor
4
39,300
44,808
53,592
43,564
FACULTY DATA
Department Total
Full-Time Faculty
19
Part-Time Faculty
14
Full-Time Equivalent (FTE) Faculty
26
Ph.D
4
Tenured Faculty
13
D. Arch
4
Tenure-Track Positions
6
M.A. or S.
2
FTE Administrative Positions
4
Prof. M. Arch
8
Faculty Engaged in Service to Comm.
10
B. Arch
1
Faculty Engaged In Service to Univ.
3
Post Prof. Masters
Other
FT Faculty who are U.S. Licensed Registered Architects
13
PT Faculty who are U.S. Licensed Registered Architects
10
Practicing Architects
19
NO. FULL-TIME FACULTY CREDENTIALS
FTE Graduate TAs
FT Faculty Avg. Contact Hrs/Wk
12.6
PT Faculty Avg. Contact Hrs/Wk
9
FT
PT
Tenured
Prof.
Assoc.
Assist.
Inst.
Hispanic Origin Faculty
19
17
13
6
6
3
4
Women Faculty
4
4
1
African-American Faculty
Native American Faculty*
Asian/Pacific Island Faculty
*Include Eskimos and Aleuts
2
Floor Plans, New Building, School of Architecture UPR
3.1
Administrative Structure Diagram
3.2
Dean
Auxiliary Dean
Associate
Dean
Admin. Affairs
Assitant to the Dean
Academic Affairs
Assitant to the Dean
Special Affairs
Student
Services
Digital Research
and Media Lab
Undergraduate Program
Coordinator
Graduate Program
Coordinator
Materials and
Technology Lab
Prototyping and
Fabrication Lab
Community Design
Studio
Sustaintability
Studio
Library
AACUPR
August 7, 2007
Synergetic Resources Diagram
3.3
Community Design Workshop Report
4.1
COMMUNITY DESIGN WORKSHOP
Prof. Elio S. Martínez-Joffre, Director
Collaborating faculty: Prof. Fernando Abruña, Prof. Magdalena Campo, Prof. Ernesto
Rodríguez, Prof. Francisco Rodríguez, Prof. Norma Figueroa
Since its inception in 1998, the Taller de Diseño Comunitario has worked in more than one
hundred communities in Puerto Rico and neighboring islands like the Dominican Republic and
Haiti. Its track record comprises a wide array of urban and architectural design projects, some of
which has been built. Its commitment to improve the built environment and the lives that inhabit
it has been acknowledged by different institutions in the Puerto Rican society and abroad.
Examples of that are the Manuel A. Perez Award for public service in 1998 and a NCARB award
for “creative integration of practice and education in the academy” in 2003 for the project ReCrear Río Piedras. The same project was awarded an Honorable Mention in the Caribbean
Urban Design Competition in 2007. Recently the Taller was recognized by the Miranda
Foundation with the Award for Solidarity, one of the most important of its kind in the Island.
Depending on the project, students participate in all stages of the project from design to its
working drawings and construction process. In all its projects, the Taller stresses the
commitment of its ‘clients’ to participate in the design and decision making process. We pretend
to make a design and educational process where both students and users teach and learn from
each other, thus making a process that leads to empowerment and self-sufficiency. The Taller is
an open space where community representatives mingle and work with students in their projects.
The Taller is the first institution of its kind in Puerto Rico. It assists low and moderate-income
communities in preparing strategies and projects that seek to improve environmental condition,
involving students, faculty and citizens. The Taller aims to provide communities with the tools
they need to plan, develop and respond to projects and decisions that affect them as group. The
Taller believes that the design should be a participatory effort that involves the knowledge of
professionals and users, thus making it an educational process. Design and community
development is expected to become a process that enhances awareness, builds capacities for the
action and decision-making, leading to the empowerment of people and communities. Finally,
the Center stresses interdisciplinary work and incorporate faculty and professionals from other
disciplines in the development of projects.
Among the projects the Taller has been involved with in the past five years we include
participatory public art, community development and design-build projects as well as urban and
architectural design projects. We also work as consultants to community groups to asses the
impact of projects on their territories, prepare proposals, participate in public hearings, press
conferences, as well as radio and television programs as community representatives as a way to
educate the citizenship about city and environmental issues. Some of the projects are:
a. Re-Crear Río Piedras involved students from elementary to high school from Río
Piedras, the city which abuts the University, along with first year design students and
students from other faculties in the design and construction of art installations
throughout the city. The semester long process included workshops by a writer, a
historian, artists, and architects.
b. Design and construction of houses in Batey Isabela, a Haitian migrant community in
the southern part of the Dominican Republic. As part of the project students
documented traditional wattle and daub houses.
c. Design and construction of library in Ramón Power Public School, in Llorens Torres,
a low income housing project in San Juan, Puerto Rico.
d. Casa Esperanza, a youth center in Sabana Seca, sponsored by the catholic church,
involved design and preparation of working drawings with the assistance of an
architect working pro-bono.
e. Community revitalization projects for Mainé, Los FIltros, Barriada Morales, and
Villa Caridad communities. The proposals have been used by the communities to
negotiate alternatives to eviction, in collaboration with “Clinica de Asistencia
Legal”of the University of Puerto Rico Law School.
f. Environmental Projects for Corredor Ecológico del Noreste (CEN) LuquilloFajardo; Humedal de Punta Tuna, Maunabo; Bosque Rocoso, Juana Díaz; Parque
Ecológico Recreativo Colinas del Yunque, Rio Grande; Corredor Ecológico del Sur,
Vieques, Comunidad de Piñones, Loiza. The proposals have been used by local
communities and environmental groups calling for the permanent protection of these
Natural Reserves, while allowing access and small-scale ecotourism operations.
g. Project Proposals for the University of Puerto Rico, Rio Piedras Campus such as:
Parque del Centenario, Housing for the Asociación de Empleados Jubilados, Centro
de Acción Urbana Empresarial de Rio Piedras, Emergy Room Additions to the
Hospital Universitario Dr. Federico Trillas, Salón de la Fama del Deporte, Sala Juan
Ramón Jiménez and the Merendero.
h. Municipality Master Plan Proposals for: Maunabo, Moca (in collaboration with the
University of Puerto Rico, Mayaguez Campus) and Rio Piedras, Capetillo.
i. Cultural Center “Yuiza”, Loiza, PR, (in collaboration with UNAM-México).
j. Escuela de Bomba y Plena in Villa Palmeras, Santurce.
CIUDAD Program Description
4.2
A
R
U
C
I
U
Q U I T
D
E
P
A
D
C T U
R
R
A
CENTRO INTERDISCIPLINARIO DE URBANISMO,
DISEÑO AMBIENTAL Y DESARROLLO
A. La ciudad como instrumento de cambio (principales interrogantes que atiende
CIUDAD)
1. La ciudad como espacio de sostenibilidad. ¿Dónde y cómo implementar
estrategias de sosteniblidad? ¿Cuáles estrategias son más viables?
2. La ciudad como espacio de la cultura y práctica de la ciudadanía. ¿Qué papel
debe jugar la ciudad en la construcción de un sentido de pertenencia? ¿Dónde la
ciudad puede convertirse en un escenario para el desarrollo de las solidaridades
ciudadanas?
3. La ciudad como vehículo del desarrollo económico. ¿Cómo abordar, desde la
arquitectura, la marginalidad urbana? ¿Cómo convertir zonas urbanas
marginales en espacios de oportunidad y re-desarrollo?
4. La urgencia de nuevos conocimientos. ¿Cómo satisfacer las enormes lagunas
de conocimiento sobre el devenir de la ciudad? ¿De qué manera garantizamos
autonomía en la producción de dichos conocimientos?
5. La integración de la ciudadanía al debate. ¿Cómo generar interés público en el
futuro del desarrollo urbano? ¿Cómo transformar las percepciones?
B. ¿Qué es CIUDAD? Objetivos
1. CIUDAD promoverá el interés público por los problemas de la ciudad, por la
arquitectura, las prácticas urbanas sustentables y la conservación del paisaje.
2. CIUDAD será un espacio de discusión de carácter interdisciplinario. Concentrará
sus esfuerzos en la coordinación de estudiosos de la arquitectura, de las
ciencias naturales, de las ciencias sociales y de la planificación, para generar
respuestas específicas a los problemas urbanos de Puerto Rico y el Caribe.
3. CIUDAD delineará propuestas estratégicas de diseño urbano que consideren los
aspectos culturales, sociales, naturales y económicos de Puerto Rico y el
Caribe.
4. CIUDAD construirá un cuerpo crítico de conocimientos sobre el desarrollo
urbano, del estado de la vivienda, los espacios públicos y la naturaleza local y
regional. Además, colaborará en la reconstrucción de una memoria sobre los
esfuerzos previos por abordar los problemas urbanos de la región.
5. CIUDAD tendrá entre sus principales políticas la difusión de conocimientos que
sirvan al establecimiento de políticas públicas, que fundamenten acciones
estratégicas por parte de las entidades estatales y privadas en pos de una
modernidad sustentable, que guíen las acciones de las comunidades
marginadas en su esfuerzo por mejorar su entorno y sus relaciones humanas.
6. CIUDAD propone una oportunidad para la formación profesional de los
estudiantes de arquitectura, enfrentándolos a los problemas concretos de las
urbes y de la arquitectura. En ese sentido, CIUDAD será un vehículo que
fortalecerá su sentido de responsabilidad social y su valor como instrumento de
cambio.
7. CIUDAD propone un espacio para la educación continua de arquitectos, líderes
comunitarios, corredores de bienes raíces, periodistas o administradores
públicos, entre otros trabajadores que impactan los significados y las
posibilidades de habitabilidad urbana.
8. CIUDAD, entre sus prioridades, propondrá un lazo permanente para el
intercambio de conocimientos y experiencias entre la comunidad de Río Piedras
y los universitarios. En otras palabras, CIUDAD propone que Río Piedras y el
Recinto se conviertan en un modelo de urbanismo sustentable e innovación
arquitectónica.
9. CIUDAD será un espacio de intercambio permanente entre estudiosos locales e
internacionales.
C. Pertinencia
1. Desarrolla un área de estudio históricamente desatendida en Puerto Rico, pero
central a sus posibilidades como país: el desarrollo urbano.
2. Desarrolla el servicio a la comunidad ofreciendo conocimientos y promoviendo
posibilidades de cambio en sus espacios públicos, vivienda y otros.
3. Implementa la revisión permanente de los paradigmas, hoy obsoletos e
inviables, sobre los cuales se planifica el desarrollo.
4. Atiende la especificidad de la experiencia urbana de Puerto Rico y el Caribe.
5. Articula un espacio autónomo para la producción del conocimiento.
6. Atiende la formación profesional de los estudiantes, promoviendo la integración
de las teorías y las prácticas de la ciudad.
7. Convierte la interdisciplinariedad en la espina dorsal de la producción de
conocimientos nuevos sobre la ciudad en aras de trascender los límites actuales
de las disciplinas que atienden el urbanismo.
8. Persigue influir en la opinión pública y convierte la difusión del conocimiento en
una de las principales razones de su existencia.
9. Proyección regional e internacional de la Universidad de Puerto Rico y su
Escuela de Arquitectura por medio de la difusión y discusión de la experiencia
urbana local.
D. Áreas específicas de trabajo e intervención.
1. El paisaje cultural y el desarrollo sostenible de la región
a. Clínica externa interdisciplinaria para Puerto Rico y el Caribe;
dirigido al apoyo de las comunidades, instituciones públicas y
privadas que hacen ciudad. Esa clínica fundamentará buena parte
de sus esfuerzos en la coordinación de los trabajos que ya vienen
realizando otras dependencias universitarias.
b. Institución para el estudio de problemáticas específicas y búsqueda
de soluciones de diseño urbano en los temas de espacios públicos,
paisaje, desarrollo sustentable y calidad de la vida cotidiana. Esa
institucionalización conduce, además, a la construcción de una
memoria urbana.
2. Apoyo al desarrollo curricular interdisciplinario e interfacultativo:
a. Secuencia curricular en Investigación y Diseño Urbano en el
contexto de la maestría.
b. Desarrollo de una secuencia curricular y certificado postbachillerato en estudios urbanos, en colaboración con la Facultad
de Estudios Generales, Departamento de Ciencias Sociales.
3.
Talleres de experimentación en diseño urbano en vías de encausar el
desarrollo hacia prácticas sostenibles, la conservación del medio ambiente y
protección del patrimonio histórico.
a. Caso urbano de Río Piedras
b. Ciudad Deportiva Roberto Clemente-Finca Berwind
4. Acuerdos, convenios y servicios inter-agenciales e internacionales.
a. Acuerdo de colaboración con el Departamento de la Vivienda para
producir una memoria sobre las Comunidades Especiales y plan
para el re-desarrollo de Santurce.
b. Acuerdos de colaboración con agencias de bienes raíces
c. Acuerdos de colaboración con ATI
5. Educación continua: conferencias, talleres y seminarios para profesionales
de la Arquitectura, académicos, líderes comunitarios, líderes políticos,
periodistas.
a. Talleres de verano para estudiantes internacionales.
b. Talleres para periodistas.
c. Seminarios para líderes comunitarios y funcionarios del gobierno.
7. Coordinación e integración de esfuerzos de la facultad: Taller de Diseño
Comunitario, Laboratorios de Acústica, Estructura, Arquitectura Biotropical y
AACUPR
6. Memoria urbana:
a. Identificación y adquisición de de bibliografía pertinente
b. Digitalización de recursos de Obras Públicas y Junta de
Planificación, entre otros.
c. Planificación para la publicación periódica de los esfuerzos.
iESCALA Program Description
4.3
Mission
The Instituto de Estudios de Sociedad, Cultura y Arquitectura de
Latino America
is an interdisciplinary program that seeks to increase knowledge of the history, culture,
environment, and contemporary architectural affairs of Latin America and the Caribbean.
The center has a special interest in strengthening ties between the University of Puerto
Rico and institutions throughout the Latin American region; expanding research and
teaching on the history and theory of Latin American architecture; and promoting
intellectual discussion and debates among other centers for Latin American studies.
Located within the campus of the University of Puerto Rico, iE S C A L A will
provide, through its extensive architectural literature, journal, and image collection, a
range of tools and methods to investigate the meaning making of architecture in Latin
America and the Caribbean and the manner in which its physical manifestations impact
and shape people’s daily lives within a globalized realm. iE S C A L A is especially
interested in producing innovative scholarship that questions, challenges and reevaluates the traditional architectural thoughts of the region.
Central to this re-
conceptualization is the acknowledgement that current architectural debates intersect
with other disciplines as well as other identities (gender, class, regionalism, and
nationality).
Support for faculty and student research, colloquia and conferences, and outreach
programs that engage iE S C A L A with the community, will open channels of
communication and promote the sharing of ideas and observations within and beyond
the architecture community, across disciplinary boundaries and foreign regions, and
other Latin American and Caribbean research centers.
Latin American Architecture as a Laboratory and the role of iE S C A L A
Gender studies, postmodern cultural laboratories, interdisciplinary standpoints, and other
critical fields have diverted the architectural thought from its traditional canon and linear
narrative. Within this new visualization of the profession as a multidisciplinary and
multinational realm, it is undeniable that non- Western architecture deserves a role in the
architectural history survey of many institutions. Unfortunately, and much to our
disadvantage, ‘non-Western’ research such as the History and Theory of Latin American
architecture is still noticeably absent from the curricula of most architecture schools.
The significant global exchange of capital, telecommunications, labor, products, culture,
and virtual realities, have transformed the identity of places and have brought to the fore
the visibility of many cities beyond their regional traits. Yet, for many, the realm of Latin
America remains largely invisible, myhtified or misunderstood to local as well as foreign
audiences. Rich in history, Latin America and the Caribbean are areas mainly
understood by significant historical layers that have, for centuries, defined its built
environment: the emergence of the 15th century European settlements, the 18th and 19th
century additions, embellishments, and growths of cities, and the 20th century modernist
incisions still framed by the ‘heroic generation’ of Mexican, Brazilian and Venezuelan
architects. Regardless of these ‘coherent’ linear trajectories, Latin America, in general,
still struggles to come to terms with its colonial heritage, neocolonial dependencies, and
its ‘otherness’.
In the past, brief episodes of visibility have exposed Latin American architecture to the
curiosity of foreign audiences.
Exhibitions such as Brazil Builds, curated by Phillip
Goodwin in 1947, and Latin American Architecture since 1945, curated by Henry Russell
Hitchcock in 1955, both at the Museum of Modern Art, attempted to expose the
enigmatic complexities and ambiguities of the architectural production of the region at
the time. Moreover, although significant publications from theorists and historians such
as Francisco Bullrich, Roberto Segre, Marina Waissman, Jorge Glusberg, and Ramon
Gutierrez, among others, became widespread during the 1980’s, their historical and
theoretical perspectives of Latin American architecture relied more on issues of place
making, tradition, and national identity.
During the last fifteen years a significant number of Latin American journals like Summa,
Proa, and Archivos de Arquitectura Antillana, as well as publications such as Francisco
Liernur’s America Latina, Architettura: Gli ultimi vent’anni and Zodiac 8 among others,
have emerged in the past fifteen years. Their delivery, content, and assessment have
underlined a discourse that mostly represents the contradictions and paradoxes that
have, for years, shaped the modern architectural debates in Latin America and the
Caribbean: center vs. periphery, regional vs. universal, expressionism vs. functionalism,
local vs. advanced technologies, and national vs. global.
But what meaning do these contradictions possess in a world permeated by blurry
boundaries, flexible capital, and globalized thought? In an internet age where students,
and in many cases faculty, increasingly view history as a collage of facts, images and
styles disengaged from the critical thought that permeates the design domain, how may
the iE S C A L A encourage students as well as faculty to actively associate the
study of Latin America and the Caribbean and bring it into the context of critical and
empirical engagement with the larger architectural field?
Even if the number of
publications on the subject rise each year, how may iE S C A L A carry the
discussion of Latin American architecture and the Caribbean to a
wider public?
The inclusion of iE S C A L A
into the curriculum requires a re-
conceptualization of the basis and goals of courses and methodological research related
to the topic. Several questions must be addressed:
1. How does Latin American architecture fits into the methods and goals of history
survey established by the traditional architectural ‘canon’?
2. Does the traditional fundamental narratives of conventional surveys published in
most architectural history textbook suggests an incompatibility with the subject?
3. How can the history survey of Latin American Architecture be more closely
related to the research and teaching interest of the architectural faculty?
4. How can research on Latin American Architecture be more closely related to
design, practice and technologies?
5. How do the possibilities of a re-conceptualized course complement the broader
architectural curriculum?
6. In a contemporary stage where time, information, and speed have become the
main ingredients of a present-day global society, must architecture address
issues of national representation and identity?
Objectives
Rather than subscribing to a single position, researchers affiliated with iE S C A L A
will be able to utilize a range of materials and methods to investigate the expressive
culture and the meaning making of Latin American architecture. iE S C A L A
is
committed to promote challenging, intellectual and innovative scholarship that can help
researchers in general transform their preconceived notions on the subject via three
venues: interdisciplinary approach, acquisition of research material, and national as well
as international exposure:
1.
Re-conceptualization of contemporary boundaries of Latin American
architectural
production
explored
from
a
sociological,
political,
anthropological, philosophical and economic approach.
•
Critical engagements with historiography, its past and present
histories, by exploring and providing the possibilities of new
historical perspectives and parameters.
This will promote the
relationship of the School of Architecture with other Faculties within
the Campus. It will also promote ties between the University of
Puerto Rico and other Latin American centers at various Latin
American and US institutions. Moreover, iE S C A L A will
provide the necessary elements in the development of course
content and curriculum that lead to interdisciplinary approach to real
world design projects.
2.
Acquisition of relevant material, digital as well as bibliographical, central to
the research development of any scholar.
•
This will promote the relationship of the School of Architecture with
professional architecture offices, Archivos de Arquitectura y
Construccion de la Universidad de Puerto Rico (AACUPR), and
other institutions such as the School of Architecture at the
Universidad Politecnica.
3.
Promote symposia, exhibitions, lectures, competitions, courses, and design
studio options on Latin American architecture.
•
This will engage
iE
S
C
A
L
A
with
the
larger
architectural field through its relationship with
design
options
such
as
the
Taller
Comunitario,
URBE journal and awards, CIUDAD project, and joint
venture projects with other Departments within the
Campus as well as other Latin American Schools of
Architecture.
•
iE S C A L A will also endorse exchange programs
with
Institutions
in
and
outside
the
Latin
American realm.
•
Promote traveling for scholars, be it students or faculty, via
competitions or organized professional traveling. This will promote
the relationship between the School of Architecture and other
institutions in Latin America. It will also endorse already established
study travels to Brazil, organized by Prof. Ernesto Rodriguez, and to
Mexico, organized by Prof. Elio Martinez.
CENTER FOR DESIGN RESEARCH Program Description
4.4
Centro de Investigación en Diseño (CID-UPR)
Center for Design Research (CDR-UPR)
The CDR-UPR focuses on the studying of the multiple aspects connected to the
formulation and solving of design problems. These research interests include the
cognition involved on the formulation and solving of design problems and the social
interactions involved on these processes, as well as the different techniques and methods
associated to the design process. The Center also develops teaching and other academic
activities that contribute to the dissemination and consolidation of its research goals.
To date, there are four research lines pursued by the CDR: the studying of the processes
associated to the studio culture in the architectural education, the role of intuition and
attention in design, the conceptual development of a case studies’ database of the
architectural practice, and the analysis of those processes involved on remote
collaboration in building design.
Currently, the Center is in the process of relocating to a new space in the building of the
School of Architecture. These new facilities will have desktop computers equipped with
video conferencing systems, a web server, and a front projection SmartBoard. This space
will have also built in LAN and WiFi capabilities.
Additionally, we will have available during the last semester of 2007 an Arrington
Research EyeFrame Mounted Scene Camera Eye-tracker. This eye tracker is video-based,
in which a camera focuses on one eye and records its movement as the viewer looks at
some kind of stimulus that is simultaneously recorded by a second video camera. These
cameras are embedded in a set of goggles, and its portability makes it a very well suited
tool for producing vision related research in the field of architectural design and
collaboration.
Regarding remote collaboration, to date this facility can enable us to interact at a basic
level. However, in the upcoming years, we are projecting to grow into a more complex
and flexible space that will incorporate the technology required to keep pace with the
technological developments and the demands from both academia and the industry. This
next generation technology will include iRoom (interactive Room) settings that will link
three large touch screen displays that will allow multidisciplinary, geographically
distributed, interactive problem solving project sessions, as well as multimedia
audio/video capabilities for all participants to be visible at all times to everyone engaged
in the session.
IMDICE Program Description
4.5
ESTRATEGIA DE OPERACIÓN IMDICE
Interfase Multisectorial para el Desarrollo de Inversiones Capitales Estratégicas
IMDICE OPERTATIONAL STRATEGY
Multisectorial Interface for the Development of Strategic Capital Investments
interfase
interface
Puerto Rico se encuentra en un proceso de transformación económica,
Puerto Rico finds itself within an unprecedented economic, social and
social, y política sin precedente. La sociedad globalizada- sus
political transformation. A globalized society and the consequential
intercambios- presentan retos a todos los sectores de la academia, pero
generation of new exchanges present a great challenge not only for the
en especial a la Arquitectura. La oportunidad de re posicionamiento,
administrative domain, but also for the academia- specifically for the
innovación y vinculación social de nuestro trasfondo y posición en la
discipline of Architecture. Our preparation as well as our position within the
estructura socio-económica es extraordinaria. El sistema socio-económico
socioeconomic processes of society gives way to an extraordinary
del que forma parte la mayoría de este sector industrial, laboral,
potential for re-positioning, innovation and social integration. The
profesional y académico está transformándose por lo que resulta
transformation of the socioeconomic system in which we practice has
imperativo presentar esquemas operacionales para el desarrollo de
resulted in the need to design new operational schemes which will enable
nuestra sociedad.
us to evaluate and guide the growth and development of our society.
Ante esto no podemos ser indiferentes pero tan poco catastróficos. Por el
Upon facing this complex reality we cannot afford to be indifferent, nor can
contrario, hay que enfrentar esta realidad y ser capaces de convertir esas
we afford to give in to an inevitable chaos. On the contrary, we must
transformaciones en nuestra ventaja, en nuestra oportunidad. La influencia
respond to this reality with constructive alternatives, seeking out the
de estos cambios en toda la cadena eco-sistémica es evidente en los
opportunities that have been marginalized by ineffective growth patterns.
indicadores, que si bien tradicionales son muy sensitivos. En los últimos
Evidence of the influence of these changes within the entire eco-systemic
24 meses, por razones globales y locales, los costos de construcción de
chain lies in its indicators, which within their traditional nature are highly
han duplicado, los intereses de financiamiento de construcción han
sensitive. In the last 24 months, for global and local reasons, construction
aumentado a un ritmo acelerado, más de 10 nuevas leyes que afectan el
costs have doubled, financial interest rates have increased at an
mercado y la industria de la construcción han sido aprobadas y la
accelerated rate, more than 10 laws that affect the market and the industry
cantidad de inversión pública y privada se ha disminuido, en una
of construction have been approved, and the amount of public and private
combinación
desarrollo
investments has declined in a combination of factors that put
socioeconómico. En palabras sencillas, lo que hace 24 meses indicaba
socioeconomic development at risk. Simply stated, what was deemed
de
factores
que
ponen
en
riesgo
el
IMDICE: CONTENT i
ser viable, hoy no lo es bajo el mismo esquema de realización. Lo que
viable 24 months ago is no longer feasible under the same realization
sigue siendo cierto es su posibilidad, esa capacidad de ser posible sigue
scheme. What remains certain is the possibility of making these things
latente, y las posibilidades de hacer las cosas radicará en la capacidad de
happen- the capacity of becoming possible is still present- and the
reinvención e innovación en las que se estructuren nuestras propuestas
prospect of making them happen will depend on the measure of
de desarrollo futuras.
reinvention and innovation that we structure into our future development
proposals.
Para la nueva generación de arquitectos esto representa un momento
This represents a unique moment for the new generation of architects. It
único. Representa la oportunidad para reconceptuar las relaciones de
presents itself as an opportunity to redefine the interconnection of
conocimiento, profesionales y económicas convencionales en aras de
professional, economic and practical knowledge in hopes of implementing
implementar
de
new and improved practices. Within this interacting transformation IMDICE
transformación surge IMDICE, como una propuesta pragmática entre la
surfaces, as a pragmatic proposal relating the academia with the public
academia y los sectores privados y públicos participantes en la evolución
and private sectors that take part in the evolution of our natural and
de nuestro contexto natural y físico.
physical context.
nuevas
y
mejores
prácticas.
En
ese
contexto
PLATAFORMA DE IMPLEMENTACIÓN ENTRE EL SECTOR PÚBLICO Y PRIVADO
IMPLEMENTATION PLATFORM BETWEEN THE PUBLIC AND PRIVATE SECTORS
IMDICE es una plataforma de implementación de nuevas ideas
IMDICE is a platform for the implementation of new ideas regarding our
territoriales. IMDICE provoca nuevos procesos y relaciones pragmáticas
territory. IMDICE provokes new pragmatic processes and relations for
de los participantes en la industria del desarrollo físico y el
those involved in the industry of physical, environmental and technological
medioambiente, a través de un acercamiento mediático y tecnológico a la
development conditioned by global and local socioeconomic trends.
condición socio-económica local y global. IMDICE viabiliza la concepción
IMDICE seeks to make viable the conception and execution of new
y ejecución de nuevas oportunidades estratégicas que faciliten el
strategic opportunities that would facilitate the sustained growth of society.
visión
vision
crecimiento sostenido de la sociedad.
IMDICE: CONTENT ii
IMDICE brindará a nuestra sociedad, sector público y privado, un
IMDICE will provide our society, public and private sectors, with a rational
instrumento racional decisional estratégico que asegurará el máximo y
instrument to make strategic decisions which will ensure the optimum
mejor rendimiento de todas las inversiones capitales que contribuirán al
return for all capital investments that contribute to the thorough
desarrollo pleno de nuestro medioambiente.
development of our environment.
COLABORACIONES MULTISECTORIALES COOPERACIÓN MULTIDISCIPLINARIA
MULTISECTORIAL COLABORATION MULTIDISCIPLINARY COOPETATION
Nuestra misión: una invitación a Hacer distinto, a hacer de un modo nuevo
Our mission: an invitation to Make differently; to create in a different way;
y abandonar viejos hábitos y tradiciones de pensamiento que limitan el
to abandon old habits and traditional ways of thinking that, within our
crecimiento y desarrollo de nuestro conocimiento disciplinar. Innovar. Es
discipline, limit the growth and development of our knowledge. Innovate:
apasionarnos con las conexiones, la interacción y las tecnologías. Es por
be passionate about connections, interaction and technologies. This is
esto que la IMDICE debe trascender la noción de “think tank” para
why IMDICE must transcend the notion of think tank towards the actual
movernos a una especie de “implementation tank.” Movernos, de la
implementation of these ideas. We need to move away from antisocial
actividad discreta, aislada, separada del pensar, al dinamismo, la
activities that alienate us from thinking aloud, towards the dynamic,
interactividad y la fabricación del Hacer. Un Hacer crítico y constructivo,
interactive processes of Making. Critical and constructive Making, able not
capaz de cuestionar mediante la investigación meticulosa del pasado y la
only to incite questions based on a meticulous investigation of past and
contemporaneidad, pero comprometido con Hacer y viabilizar un cambio
contemporary tendencies, but more so to uphold a compromise of
tangible en la sociedad. Es salirnos de la caja, rebasar nuestros límites y
Making, will generate tangible changes in our society. We must step out of
parcelas en aras de la pro-actividad académica y la cooperación
the box, overtake the limits of our field and give way to a proactive
interdisciplinaria. Hacer cambios en nuestra sociedad requiere de
academic approach and interdisciplinary cooperation. Implementing
alianzas. Hacer academia requiere colaboraciones. Estos principios de
change in our society requires alliances. Making academia requires
multisectorial e interactividad son fundamentales para viabilizar alianzas y
collaboration. The principles of multisectorial gathering and interaction are
colaboraciones.
fundamental in facilitating those alliances and collaborations.
misión
mission
IMDICE: CONTENT iii
SINCRONIZA FACTORES DE TIEMPO, VELOCIDAD, INVERSIÓN, CALIDAD Y RENDIMIENTO
SYNCRONIZING FACTORS OF TIME, SPEED, INVESTMENT, QUALITY AND PERFORMANCE
IMDICE reconoce la multiplicidad de grupos, sectores y perspectivas que
IMDICE recognizes the multiplicity of groups, sectors and differing
interactúan constantemente en la gestación y formulación de propuestas y
perspectives that constantly interact in the gestation and formulation of
soluciones para el desarrollo sostenido del territorio. IMDICE opera desde
proposals and solutions for sustained territorial growth. IMDICE operates
una red de alianzas estratégicas que facilitan y aceleran la interacción de
from within a network of strategic alliances that facilitate and accelerate the
ideas con el objetivo de ejecutar propuestas consensuales para el
interaction of ideas with the objective of executing consensual proposals
beneficio del territorio.
for the benefit of the territory.
IMDICE sincroniza las intenciones multisectoriales de desarrollo territorial
IMDICE
en síntesis programáticas coordinadas mediante parámetros de ejecución
development into coordinated programmatic syntheses that incorporate
fundamentales para la optimización de procesos reales. IMDICE fomenta
fundamental execution parameters to optimize operational processes.
e impulsa la materialización formal de una multiplicidad de ideas mediante
IMDICE promotes and motivates a formal materialization of a multiplicity of
la revisión e implementación estricta y rigurosa de factores de tiempo,
ideas through a strict and rigorous process of revising and implementing
velocidad, inversión, calidad y rendimiento.
factors related to time, speed, investment, quality and performance.
IMDICE utiliza como catalítico de inversión la capacidad capital inmueble,
IMDICE triggers investing incentives such as the capital capacity of real
de inversión y de relaciones, que pueda promover el desarrollo acelerado
estate negotiations, investments and relations, in order to promote the
de proyectos estratégicos. IMDICE reconoce o identifica el potencial de
accelerated development of strategic projects. IMDICE recognizes or
lugar regido o establecido por su capacidad de mercado, su capacidad
identifies the potential of a regulated site for its market capacity, its
infraestructural y los respectivos procesos de planificación que rigen el
infrastructural capacity, minding the respective planning processes that
territorio en cuestión.
regulate its territory.
estrategia
strategy
synchronizes
multisectorial
intentions
regarding
territorial
IMDICE: CONTENT iv
ESTRUCTURA
a.
Método - Sistema
1.
2.
3.
4.
5.
6.
b.
d.
Capital de Propiedad / Capacidad Inmueble
Capital de inversión (liquidez)
Capital de Relaciones
Adquisición
Method - System
1.
2.
3.
4.
5.
6.
b.
c.
Technology
Seminars
Forums
Conferences
Studies
Continued Education
University of Puerto Rico School of Architecture
Association of Home Builders
Bankers Association
Contractors Association
Association of Economists
Mortgage Banks Association
Puerto Rico Chamber of Commerce
CUD - Centro Unido de Detallistas
Hotel and Tourism Association
Asociación de Centros Comerciales
Puerto Rico Planning Board
Government Development Bank for Puerto Rico
OGP – Oficina de Gerencia y Presupuesto
Public Corporations in Infrastructure, Environment and Urbanism
Objective - Purpose
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
d.
breakdown
Participants - Alliances
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Sincronizar
Sintetizar
Coordinar
Educar
Atraer
Concienciar
Enfocar
Guiar intenciones
Posicionar
Eslabonar
Rendimiento
Medición
Sustancia - Herramienta - Valores
1.
2.
3.
4.
a.
Escuela de Arquitectura de la UPR
Asociación de Constructores de Hogares
Asociación de Bancos
Asociación de Contratistas
Sociedad de Economistas
Mortgage Banks Association
Cámara de Comercio de Puerto Rico
Centro Unido de Detallistas
Asociación de Hoteles y Turismo
Asociación de Centros Comerciales
Junta de Planificación
Banco Gubernamental de Fomento
OGP – Oficina de Gerencia y Presupuesto
Corporaciones Públicas de Infraestuctura, Ambiente y Urbanismo
Objetivo - Intención
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
STRUCTURE
Tecnología
Seminarios
Foros
Conferencias
Etudios
Educación Continuada
Participantes - Alianzas
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
c.
desglose
Synchronize
Synthesize
Coordinate
Educate
Attract
Awareness
Focus
Guide intentions
Position
Link
Performance
Measurement
Substance - Tools - Values
1.
2.
3.
4.
Capital Property / Real Estate Capacity
Capital Investment (liquidity)
Capital Relations
Acquisition
IMDICE: CONTENT v
e.
Actuaciones – Ámbito y Zona de Operación
1.
2.
3.
4.
e.
Mercado
Infraestructura
Planificación
Absorción Económica
Performance – Scope and Operational Zone
1.
2.
3.
4.
Market
Infrastructure
Planning
Economic Consumption
PROYECTO IMDICE
IMDICE PROJECT
BÚSQUEDA DE POSIBILIDADES
SEARCHING POSSIBILITIES
Márgenes Emergentes : Mercados Marginales
Emergent Margins : Marginal Markets
La zona metropolitana de San Juan cuenta con escenarios urbanos
The metropolitan area of San Juan is home to various transitional urban
transicionales que representan oportunidades para repensar el
scenarios that represent opportunities to rethink its territory. These
territorio. Estos escenarios tienen como denominador común su
scenarios have a common denominator in the form of a poor and
condición física pobre y deteriorada, subutilizada, usos intermitentes,
deteriorated physical condition, underutilization, intermittent uses,
programas desfasados, construcciones contingentes. Sin embargo,
outdated programming, and contingent constructions. However, all of
todos estos escenarios están al margen de epicentros protagónicos
these scenarios are located marginally, close to protagonist epicenters
de relevancia económica, social y cultural con impacto regional. Su
that have economic, social and cultural relevance of regional
condición transicional es producto de cambios multisectoriales
importance. Their transitional condition is the product of multisectorial
económicos y sociales que escapan a los procesos tradicionales de
changes, both economic and social, which have escaped traditional
planificación.
planning processes.
Es nuestro interés descubrir y evidenciar los procesos estructurantes
Our goal is to discover and make evident the structuring processes of
de estos escenarios con el propósito de intervenir en estos para
these scenarios with the purpose of designing an intervention that will
ampliar sus posibilidades urbanas, maximizar el rendimiento y con la
widen the scope of urban possibilities, maximize performance, and
inversión contribuir a la economía, sincronizando programáticamente
through investments contribute to the economy, programmatically
usos competitivos. Los tres lugares seleccionados son:
synchronizing competitive uses. Three locations have been selected:
la Parada 15 y la Corona en Santurce y el corredor Comercial
Parada 15 and la Corona, both in Santurce, and the Roosevelt
Roosevelt en Hato Rey.
Commercial Corridor in Hato Rey.
IMDICE: CONTENT vi
Fase 1
Investigativa y Metodológica
DIAGNÓSTICO Y PROYECCIÓN
Stage 1
Investigation & Methodology
DIAGNOSIS & PROJECTION
El semestre se dividirá en cuatro etapas. La primera será la
The semester will be divided into four stages. The first stage will deal
Investigativa y Metodológica en la que se analizarán los sectores en
with the Investigation and Methodology that will inform the analysis of
sus aspectos físicos, programáticos, económicos, mercado, valores,
each sector, taking into account aspects related to form, program,
organización y oportunidades. El objetivo será identificar las
economy, market, values, organization and opportunity. The objective
oportunidades de desarrollo, crecimiento y transformación, evidentes
will be to identify opportunities for development, growth and
y ocultas, en estos sectores. Los estudiantes crearán una base de
transformation, both evident and concealed, in each sector. Students
datos e información a través de búsqueda en las agencias, visitas de
will develop a database informed not only by traditional investigation
campo, investigación tradicional y análisis colectivo. Cada grupo de
methods, but more importantly by what is gathered from direct contact
estudiantes (de tres a cinco por sector) diseñarán una estrategia de
with agencies, site visits and collective analysis. Each group (3 to 5
investigación y una metodología (marco teórico) para guiar su
students per sector) will design a strategy for investigation that will be
investigación. Al culminar esta fase, los estudiantes presentarán sus
guided by a proposed methodology (theoretical frame). At the
conclusiones a manera de Diagnóstico y Proyección de Desarrollo del
completion of this phase, students will present their conclusions as
Sector. Estas conclusiones deberán ser sostenidas por datos y
Diagnosis and Projection for the Development of each sector. These
evidencias verificables.
conclusions must be sustained by verifiable data and evidence.
Fase 2
Stage 2
Estrategia y Visión
CONCEPTUALIZACIÓN ESTRATÉGICA
Strategy & Vision
CONCEPTUALIZATION OF A STRATEGY
La segunda etapa será la de Estrategia y Visión de Desarrollo Urbano.
The second Stage will incorporate Strategy and Vision of Urban
En esta etapa cada estudiante desarrollará una estrategia de
Development. In this stage, each student will implement a development
desarrollo para una parcela o un grupo de parcelas. La estrategia
strategy for a single plot or a group of plots. This strategy should include
deberá incluir Estrategias Territoriales, Estrategias de Tiempo,
Territorial Strategies, Time Strategies, Market Strategies, Capital
Estrategias de Mercado, Estrategias de Capital, Estrategias de
Strategies, Participation and Public Relations Strategies, and Mediating
Participación y Relaciones Públicas y Estrategias Mediáticas. Una
Strategies. Part of this exercise will include the development of a Vision
parte medular será el desarrollo de una Visión de la propuesta. Esta
for each proposal. This Vision must remain integral to its strategies, to
Visión debe ser integral a las estrategias, al urbanismo y a la
the principles of urbanism and to the proposed architecture.
arquitectura propuesta.
IMDICE: CONTENT vii
Fase 3
Desarrollo y Validación
ESTRUCTURA DE VIABILIDAD, EFICIENCIA Y RENDIMIENTO
Stage 3
Development & Validation
VIABILITY, EFFICIENCY AND PERFORMANCE STRUCTURE
La tercera etapa será el Desarrollo y la Validación de las propuestas.
The third Stage entails the Development and Validation of the proposals.
Esta etapa será para indagar en la viabilidad de la propuesta. La
This stage will focus on questioning the viability of the proposals. Each
visión y estrategia será sometida a pruebas de validación y modelajes
Vision and strategy will be submitted to validation tests and models of
de viabilidad para calibrar su implementación.
viability in order to calibrate their implementation.
Fase 4
Stage 4
Mercadeo y Difusión
ESQUEMA DE FINANCIAMIENTO
Marketing & Circulation
FINANCIAL SCHEME
La cuarta y última etapa es la de Mercadeo y Difusión. Una vez
The fourth and final stage will focus on Marketing and Circulation. Once
validada la propuesta cada estudiante implementará un plan de
their proposals are validated, each student will implement a plan for the
mercadeo y difusión.
marketing and circulation of their findings.
IMDICE: CONTENT viii
DIGITAL NETWORK AND ARCHIVE Program Description
4.6
DIGITAL netWORK + ARChive
For an architecture school to compete in research and experimentation it must have a
developed digital program. How a school builds and implements that program will have a
direct impact not only on it effectiveness, but also what part that school will play in the
Global theatre of architecture.
Ecology of Experimentation
Buying ten new computers is not enough for a school to build a digital program. The
school must have a system in place that creates, investigates and surveys new and
existing methods and systems that will serve as directions for the future development of
the digital laboratory. The program should be less of a classroom that you step into but
more a living breathing ecology of ideas that a student or faculty member becomes an
appendage of as soon as they a get accepted by the university. By creating an ecology any
idea generated in the university will live past its conception and implementation. It will
be placed back into the environment as a resource for future ideas to feed on and it will
become a source of constant critique.
Network
For an ecology to work, there must be a network that allows for rapid access to ideas. As
the program develops experimentation will spawn more experimentation and the
production of ideas will become overwhelming. The best way to edit and sort the extreme
production of ideas is through the body of the university. Forums must be in place to
discuss, criticize, and use these ideas. The most valuable ideas will be sorted through to
the tops of these forums and will get replaced over time by even better ideas. This
network will provide a model for how the school will interface with other schools that
have similar networks. This network has no geographic constraints. Once a school
connects to the global network, the archive of ideas will become limitless. The school
will also have a forum to showcase its methods, research, and work. The node created by
the school will become the brand of the school. The school will no longer be remembered
by the building it exists in, but by the image it portrays through its work on the network.
ARChive
The biggest issue with producing so much information is storing and sorting it. The
network created the digital program will act as the archive to access ideas. All ideas will
be stored in the network. The methods of accessing that information will be determined
by how the ecology of the school feeds on the information. Forums will be divided into
sub-forums that are decided by the current interests of the school. Ideas that sustain the
massive amounts of research, experimentation, and criticism created by the school, will
rise to the tops of those forums, only to be challenged by new the new ideas constantly
being created. In this sense the student body and faculty of the school will decide how the
archive gets implemented, by how they access it.
1. Overview - Digital Network + Archive
- Agenda
- Present and Future State of Digital Media in Architecture
- Case Studies/Data on other Digital Programs
- Impact of program at different Scales from the University Scale to Global
Scale
- Areas of Concentration
[Media]
[Fabrication]
[Simulation]
[Computation]
[Programming]
[Morphology]
2. Overview - Building a Digital Lab in a university.
- Heavy Infrastructure
- Phasing and Impact
- Professors
- Technical Directors
- Curriculum
3. Overview – Building an online Network + Archive with a major node in the
school.
- Light Infrastructure
- Impact
- Types of Media Resources
- Directors/Editors
- Creation of Global nodes
4. Focus – Areas of Concentration
- Media (Lab + Network + Archive) [Local <> Global]
a. Types of Media
b. Local Impact
c. Global Impact
d. Professors
e. Curriculum
f. Phasing
- Fabrication (Lab)
[Local <> Regional]
a. Types of Equipment/Software
b. Professors
c. Curriculum
d. Phasing
- Simulation (Lab + Archive)
[Local <> Global]
-
-
a. Types of Equipment/ Software
b. Professors
c. Curriculum
d. Phasing
Computation (Lab)
[Local]
a. Types of Equipment/ Software
b. Professors
c. Curriculum
d. Phasing
Programming (Lab + Network)
[Local <> Global]
a. Software
b. Professors
c. Curriculum
d. Phasing
CULTURA DE TALLER: POLICIES AND PROCEDURES
5.1
Escuela de Arquitectura - Universidad de Puerto Rico
CULTURA DE TALLER
La presente síntesis de documentos relacionados con la política
de Cultura de Taller es una guía de apoyo al estudiante. Por lo
tanto, complementa, pero no sustituye, a los manuales y
reglamentos de la Escuela de Arquitectura.
Actualizado en Agosto de 2007
ANTECEDENTES
3
VISION Y MISION DE LA ESCUELA DE ARQUITECTURA
4
ASPECTOS GENERALES
6
El taller de diseño.
6
Valores fundamentales.
7
Colaboración y Aprendizaje Interdisciplinario.
7
POLITICA
8
MANEJO DEL TIEMPO
8
EL PROCESO DE DISEÑO
9
EVALUACIONES
9
Procedimiento para Reclamaciones Estudiantiles en cursos de Diseño
9
FACULTAD
11
Sorteo de los cursos de diseño
11
Procedimientos y consideraciones para la repetición de cursos de Diseño
11
Cursos de diseño con un mismo profesor.
11
OFICINA DE ASUNTOS ESTUDIANTILES
12
CONSEJERÍA PROFESIONAL
12
ACOMODO RAZONABLE Y REHABILITACIÓN VOCACIONAL
12
PLAN DE IMPLEMENTACION Y MANTENIMIENTO
13
Evaluación de la cultura de taller.
13
POLITICAS PARA EL USO DE LAS INSTALACIONES
2
14
ANTECEDENTES
Desde el año 2000 se han promulgado en la Escuela de Arquitectura una serie de documentos destinados
a establecer las pautas de la dinámica en el Taller de Diseño. Estas normas han sentado los parámetros
dentro de los cuales se establecen los principios básicos de interacción de la cultura del taller en nuestra
institución.
Más recientemente, en el 2005, el National Architectural Accreditation Board (NAAB) añadió a sus
condiciones para acreditación el punto llamado Cultura de Taller. Según ésto, cada Escuela acreditada
requiere que exista una política escrita que exprese y establezca lineamientos para la cultura de taller.
Esta condición fue inspirada por el trabajo contenido en el reporte realizado por el American Institute of
Architecture Students Studio Culture Task Force (AIAS-SCTF) en diciembre del 2001, el cual exhortaba a
la profesión a ser más explícita acerca de los beneficios y propósitos de este importante aspecto de
nuestra educación como arquitectos.
El requisito de Cultura de Taller establecido por la NAAB se expresa de la siguiente manera:
“The school is expected to demonstrate a positive and respectful learning environment through the
encouragement of the fundamental values of optimism, respect, sharing, engagement, and
innovation between and among the members of its faculty, student body, administration, and staff
The school should encourage students and faculty to appreciate these values as guiding principles
of professional conduct throughout their careers.
The [school’s Architecture Program Report] must demonstrate that the school has adopted a
written studio culture policy with a plan for its implementation and maintenance and provide
evidence of abiding by that poilcy. The plan should specifically address issues of time management
on the part of both the faculty and the students. The document on studio culture poilcy should be
incorporated in the APR as Section 4.2”
Con posterioridad al trabajo del AIAS-SCTF, la AIAS creó otro grupo que realizó una investigación acerca
de los aspectos positivos y negativos de la cultura de taller, los cuales se encuentran contenidos en un
reporte publicado en el 2002, y que puede conseguirse en la dirección electrónica:
http://www.aias.org/studioculture/studioculturepaper.pdf
Más información puede conseguirse también en la página:
http://www.aias.org/studioculture/links.htm
3
VISION Y MISION DE LA ESCUELA DE ARQUITECTURA
Visión.
Ser una comunidad interdisciplinaria que descubre y construye la mejor educación de la Arquitectura.
Misión:
Crear un espacio cuyos valores de formación, investigación y trabajo fomenten el desarrollo de una
educación que investiga aspectos tanto locales como globales; del arte como de la técnica; de la memoria
como del deseo; de la conservación como del desarrollo sustentable y del conocimiento como de la
innovación.
VALORES DE NUESTRA ESCUELA DE ARQUITECTURA:
1. Estamos comprometidos con el cumplimiento de nuestra misión para alcanzar nuestra visión.
2. Estamos comprometidos con el servicio a Puerto Rico
a. Educamos arquitectos que mayormente trabajarán y servirán al Pars.
b. Ofrecemos una educación vinculada con los problemas y oportunidades de la Isla y
promovemos la participación activa de estudiantes y profesores en su discusión y solución.
c. Fomentamos la participación de la Escuela, tanto en la Universidad como en la comunidad, en
asuntos relacionados al desarrollo del País, y en la defensa y conservación del patrimonio
construido y natural.
d. Propiciamos la investigación y la difusión de conocimientos sobre asuntos relacionados a la
disciplina, la práctica profesional, la industria de la construcción y a la sociedad en general.
3. Creemos en una educación interdisciplinaria y responsable
a. Vinculamos la creación del conocimiento en la Arquitectura con el quehacer humanrstico,
artrstico, técnico y cientrfico, mediante el establecimiento de un ambiente que promueve la
participación de la facultad y del estudiantado en actividades interdisciplinarias y culturales en la
Escuela, dentro y fuera de la Universidad.
b. Seleccionamos a nuestros estudiantes entre los candidatos, tanto locales como internacionales,
que demuestren curiosidad intelectual, inquietud cultural, liderazgo Y capacidad para trabajar en
equipo.
c. Proveemos conocimiento al estudiante sobre el contexto histórico, humano y ambiental de la
disciplina de la Arquitectura, al igual que motivamos a que amplíe
4
su formación académica por medio de una actitud proactiva en la búsqueda del conocimiento.
d. Apoyamos el desarrollo académico de los estudiantes por medio de un programa efectivo de
consejería que avale la diversidad de ofrecimientos educativos dentro y fuera de la Escuela.
4. Establecemos el mejor ambiente para el desarrollo y la excelencia.
a. Nuestro desarrollo académico tiene como eje la evaluación y el mejoramiento constante.
b. Fomentamos una política de contratación del personal que apoya nuestra misión y abona a un
ambiente pluralista e interdisciplinario centrado en la Arquitectura.
c. Promovemos la erudición y brindamos diversas oportunidades para que se divulgue en foros
públicos, a través de publicaciones y otros medios.
d. Auspiciamos una cultura de taller que promueve la acción creativa interdisciplinaria y la
colaboración.
e. Procuramos que nuestras instalaciones físicas y nuestro ambiente interpersonal motiven a los
profesores, estudiantes y personal no-docente a realizar su mejor trabajo.
5. Fomentamos la producción de nuevos conocimientos
a. Promovemos el desarrollo de investigaciones y actividades que abonen al conocimiento del
quehacer arquitectónico y general.
b. Brindamos oportunidades para el intercambio de conocimientos adquiridos a través de la
docencia y de la investigación. Incitamos el intercambio interdisciplinario e inter facultativo -dentro
y fuera del Recinto- con el fin de fortalecer la búsqueda constante de nuevos conocimientos.
c. Buscamos los mecanismos necesarios para garantizar la consecución de fondos externos para
la investigación, la divulgación del conocimiento y la celebración de actividades académicas en la
Escuela.
Organización académica.
La Escuela de Arquitectura ofrece un Bachillerato en Diseño Ambiental, de cuatro años, y una Maestría en
Arquitectura, de dos años. La Maestría en Arquitectura es el grado profesional que ofrece nuestra Escuela,
acreditada por la Junta Acreditadora de Escuelas de Arquitectura en los Estados Unidos, National
Architectural Accrediting Board (NAAB). A continuación reproducimos textualmente la descripción de los
grados y programas que acredita la NAAB, así como prerequisitos para la reválida de arquitectura.
5
ASPECTOS GENERALES
El taller de diseño.
El taller de diseño arquitectónico es el lugar en el cual el estudiante de arquitectura realiza ejercicios
tendientes a formarle para la realización de proyectos de arquitectura. Es un modo de aprendizaje
heredado por las Escuelas de Arquitectura de la tradición Beux-arts, en el cual se enfrenta al estudiante a
la profesión mediante el aprender haciendo. Tradicionalmente, el taller se encuentra por lo general a cargo
de un profesor, quien asigna uno o varios ejercicios a los estudiantes durante el transcurso del semestre,
los cuales se desarrollan en un tiempo determinado durante el cual cada estudiante deberá realizar
exposiciones y discusiones individuales y/o públicas de su trabajo en el proceso, el cual será sometido a
sesiones de crítica del profesor, otros profesores y/o sus compañeros.
El taller de diseno hoy en día es un modelo de aprendizaje único en la educación universitaria, que
actualmente se procura emular desde otras disciplinas por su valioso aprendizaje basado en la práctica. El
aprendizaje mediante la crítica en el taller se da a través de procesos de argumentación y contra
argumentación que se desarrollan entre el profesor y los estudiantes, en los cuales mediante el uso de
diversos tipos de modelos y representaciones se van construyendo sucesivas preformaciones del diseño
que esperan respondan a las condiciones especificadas en los ejercicio provistos por los instructores. Si
bien las condiciones en las cuales se da el trabajo de taller pueden ser muy variables tanto por los
contenidos como por las características socioculturales de los agentes intervinientes en el proceso, hay
dos aspectos relevantes generalizables en el proceso: la evocación de la experiencia pasada para afrontar
situaciones particulares y la experimentación.
Algunos de los componentes esenciales del taller de diseño son:
• Pedagogía del Taller
Como se ha mencionado anteriormente, es un valor intrínseco a la actividad de taller por su pedagogía
centrada en aprendizaje basado en resolución de problemas, y el aprender haciendo. Se espera que esta
actividad se realice en los marcos de un mutuo respeto entre profesores y estudiantes.
• Espacio de Taller
La flexibilidad inherente al espacio del taller de diseño es uno que promociona la interacción entre los
estudiantes y los miembros de la Facultad, así como de permitir a los estudiantes compartir y aprender del
trabajo de sus compañeros.
• Cultura de Taller
Se refiere a las prácticas, actitudes y conductas que caracterizan la conducta individual y grupal de
estudiantes y Facultad en el contexto del taller, e involucra en un ambito extendido a los estudiantes, a la
Facultad en su conjunto, y a la administración de la Escuela.
• Recursos de Apoyo a la Docencia:
Son los servicios, espacios y dependencias que complementan al espacio del Taller, tales como la
biblioteca, el taller de maquetas, los laboratorios, y los espacios públicos y de exhibiciones.
6
Valores fundamentales.
El currículo de la Escuela de Arquitectura ofrece oportunidades para satisfacer a los intereses estudiantiles
en cuanto a la disciplina. Los cursos y electivas se complementan con conferencias, exhibiciones, viajes
de estudio, etc. Por otro lado, la Escuela también enfatiza la implementación de una variedad de
actividades extracurriculares que enriquecenenriquezcan la vida social y académica del estudiante. La
Escuela cuenta con varias organizaciones estudiantiles, oportunidades de servicio a la comunidad, apoyo
a trabajos de investigación independiente, actividades de confraternización, entre otras.
La dinámica de clases debe garantizar un respeto mutuo entre profesor y estudiante. De existir alguna
diferencia entre profesor y estudiante se podrá solicitar una reunión con el consejero profesional para
mediar dificultades. De la misma manera, cualquier falta de respeto entre un estudiante y otro deberá
traerse a la atención del profesor para una resolución del conflicto. De no poder solucionarse el mismo, los
estudiantes se reunirán con el Consejero quien mediará en la controversia y hará sus recomendaciones al
Decano a tenor con la reglamentación vigente.
Colaboración y Aprendizaje Interdisciplinario.
Además del valor del trabajo individual, la Escuela reconoce y estimula el trabajo en equipo en todos los
talleres. Estamos conscientes que la sinergía generada por este tipo de trabajos beneficia el aprendizaje
de nuestros estudiantes, y les prepara mejor para su futura práctica profesional.
La Escuela apoya e insta encarecidamente a establecer actividades académicas interdisciplinarias, que
propendan a presentar a nuestros estudiantes con una visión mas completa de la discplina, y les prepare
así para ser mejores diseñadores, más conscientes de los diferentes factores que afectan las decisiones e
implementaciones en los proyectos de diseño.
7
POLITICA
La Escuela de Arquitectura de la Universidad de Puerto Rico reconoce el valor del modelo educacional
basado en la experiencia del taller de diseño. El taller es un lugar en el cual debe estimularse el diálogo, la
colaboración y la innovación, todo en el contexto del aprendizaje experiencial. Debe ser además un
espacio en el cual estudiantes y Facultad trabajen conjuntamente en el estudio y la solución de problemas
relevantes a nuestro contexto, así como que exploren nuevos territorios que amplien nuestros horizontes
tanto profesionales, como de conocimiento disciplinar.
El taller de diseño debe de ser además un lugar que estimule la discusión universitaria, que propenda al
desarrollo del pensamiento crítico, y a desarrollar las sensibilidades de quienes en ellos laboran. Debe ser
también un lugar en el cual se sinteticen los conocimientos que vienen de áreas complementarias a la
actividad de diseño, y que desarrolle la valorización y el respeto por las disciplinas afines que apoyan la
producción de los objetos arquitectónicos. Finalmente, el taller debe ser un lugar en el cual se pueda
desarrollar un entendimiento profundo de la misión de la arquitectura, y su rol en la construcción de
ambientes naturales y construidos que propendan a mejorar las condiciones de vida de aquellos quienes
habrán de usar los objetos de nuestro trabajo profesional.
MANEJO DEL TIEMPO
La Escuela apoya el que nuestros estudiantes y Facultad desarrollen vidas balanceadas. El hecho que los
talleres se encuentren abiertos para el uso de los estudiantes durante las veinticuatro horas no debe
malinterpretarse. Por ello, encarecidamente recomendamos a nuestros estudiantes que hagan un manejo
eficiente y razonable de su tiempo, que se traduzca en un uso racional y no exacerbado de las facilidades
del Taller. El trabajo nocturno, y los turnos de veinticuatro horas, si bien son parte de la visión romántica
del estudiante de arquitectura, es realmente un indicativo de poca planificación en el proceso de diseño, y
puede tener resultados muchas veces contraproducentes relacionados con la salud emocional y física del
estudiante. Por ello, exhortamos a tener estos aspectos en consideración, y a hacer un manejo apropiado
de su tiempo.
Cursos.
La Escuela valora de igual manera la importancia de todos los diversos cursos en el Currículo. Por ello,
exhortamos a los estudiantes a distribuir sus esfuerzos apropiadamente entre todos ellos.
Coordinación.
En cada Taller de Diseño existen Coordinadores del Año, cuyo rol, entre otros, es el de asegurarse que no
existan conflictos entre las fechas de evaluación de los diversos cursos. Si hubiese conflictos entre las
fechas que no hubiesen sido resueltos, los estudiantes deben comunicar esta situación a los
Coordinadores para que éstos tomen las medidas pertinentes.
Asistencia y puntualidad a clases
De acuerdo con las normas académicas del Recinto, todo estudiante tiene la responsabilidad de asistir con
puntualidad a clases. Las tardanzas y/o ausencias al salón de clases o taller de diseño interrumpen
innecesariamente la tarea docente que se lleva a cabo y afectan negativamente el proceso de enseñanzaaprendizaje. El profesor estará en la libertad de aplicar sanciones, anunciadas al principio de cada
semestre, que pueden afectar la calificación final del estudiante.
8
EL PROCESO DE DISEÑO
De las actividades propias de la arquitectura, es quizás el diseñar la más importante de ellas. Una
definición que da una visión clara de lo que es el diseño y los problemas que involucra el diseñar para el
diseñador es la que desarrolla Schön:
El diseño implica complejidad y síntesis. (...) los diseñadores ensamblan las cosas y dan
vida a nuevas cosas y, a lo largo del proceso entienden de muchas variables e
impedimentos que, o bien conocen ya de antemano o van descubriendo a través de la
actividad del diseño. Casi siempre los pasos que siguen los diseñadores tienen
consecuencias distintas a las que pretendían. Un diseñador juega con las variables,
reconcilia los valores en conflicto y transforma los impedimentos. Se trata de un proceso
en el que, aún a sabiendas de que unos productos diseñados pueden ser mejores que
otros, no existe una única respuesta válida. (...) me inclino por la visión que (John) Dewey
da del diseñador como alguien que transforma situaciones indeterminadas en
determinadas.1
La forma de hacer arquitectura es comúnmente llamada proceso de diseño, entendido como el conjunto de
actividades del cual se vale el diseñador para producir los objetos arquitectónicos. El proceso de diseño es
uno de aprendizaje, en el cual los diseñadores formulan hipótesis acerca de la naturaleza del problema y
buscan entonces soluciones. El acto de diseñar produce nuevos problemas o los redefine, en una
actividad en la cual los diseñadores se mantienen aprendiendo en el proceso mismo cada vez más acerca
del problema y de la solución.
La Escuela reconoce el valor de las intenciones, el proceso y el producto en un proceso de diseño. Así
mismo, apoya una evaluación en el taller de diseño que reafirme los valores de respeto por las ideas del
estudiante, el desarrollo de esas ideas, y la habilidad de expresar esas ideas en un producto de calidad
espacial y técnica.
EVALUACIONES
La evaluación es una forma de medir el desempenno de los estudiantes en el taller. Las actividades de
critica de mesa, pinups, y docencia de taller en general son parte integral de los procesos de evaluación
contínua que tienen lugar en el taller de diseño.
Procedimiento para Reclamaciones Estudiantiles en cursos de Diseño
Este procedimiento fue establecido con el objetivo de atender reclamaciones de calificaciones otorgadas o
alguna situación que amerite atención especial, de estudiantes debidamente matriculados en los cursos de
la secuencia de Diseño. Ha sido la intención del Comité de Diseño el proveer un mecanismo justo que
sirva para ventilar querellas y hacer recomendaciones que ayuden a resolver conflictos relacionados al
1
Schön, Donald (1992). La formación de profesionales reflexivos. Ediciones Paidós: España, (p.42)
9
desarrollo de los talleres de diseño y a las evaluaciones del trabajo estudiantil. Sin embargo, el Comité de
Diseño reconoce el derecho de cada profesor a evaluar conforme a su mejor criterio.
[1] El estudiante matriculado en el Curso de Diseño que considere que su profesor de Diseño ha evaluado
injustamente su trabajo, podrá solicitar la intervención del Comité de Diseño. Para esto enviará una carta
al Director del Comité explicando claramente en qué consiste su reclamo. Deberá ser lo más específico
posible y deberá incluir constancia de que se ha discutido previamente el asunto con el profesor afectado
sin que se hayan satisfecho sus reclamos. También deberá enviar una copia de esta solicitud al profesor
en cuestión. La solicitud deberá ser radicada no más tarde de tres (3) semanas a partir de la notificación
de nota o evaluación particular por parte del profesor. Por ser el Comité de Diseño un organismo que
atiende temas de índole, exclusivamente, académicos, los hechos que conlleven asuntos concernientes a
violaciones de los derechos del estudiante, prejuicio o discnminación, serán remitidas directamente al
Decano de la Escuela de Arquitectura para que tome las acciones pertinentes.
[2] El Director del Comité de Diseño nombrará un Sub-comité para atender el reclamo del estudiante,
compuesto detres profesores y un estudiante, todos, miembros del Comité. De ser posible, los profesores
se seleccionarán entre aquellos que enseñen el año anterior, el mismo año y el año siguiente al profesor
afectado. En el caso de que se radique una queja contra el Director, el Comité en pleno hará la selección
de los miembros del Sub-comité.
[3] El Sub-comité estudiará la solicitud del estudiante y, de considerar que la misma contiene un
planteamiento válido, citará al profesor afectado y al estudiante. El Sub-comité celebrará cuantas
reuniones considere necesarias y solicitará toda aquella información que crea pertinente para completar su
investigación. Luego, enviará sus recomendaciones por escrito al Director del Comité.
[4] El Director del Comité le informará al estudiante yal profesor su determinación sobre las
recomendaciones del Sub-comité a la mayor brevedad.
[5] Si el estudiante no queda conforme con las recomendaciones del Director, podrá apelar al Decano de la
Facultad.
(Según enmiendas aprobadas por el Comité de Diseño en reunión efectuada el miértoles, 3 de octubre de
2001)
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FACULTAD
Los miembros de la Facultad tienen la responsabilidad de enseñar en los talleres de diseño, y se espera
tengan la habilidad para inspirar a los estudiantes a aprender y desarrollar pensamiento critico, mediante la
transmisión de sus experiencias particulares y conocimiento, de una manera efectiva y asertiva, en un
ambiente de rigurosidad y respeto.
Sorteo de los cursos de diseño
Se hará un sorteo con el fin de lograr una amplia distribución de estudiantes entre los diferentes profesores
de los cursos de diseño y permitir una experiencia académica variada. El proceso de sorteo será como
sigue:
Los estudiantes anotarán sus preferencias en unas listas preparadas durante el proceso de prematrícula
para estos fines. Si el número de estudiantes excede los espacios disponibles en el curso, se sortearán
dichos espacios. Los candidatos sobrantes pasarán a ser asignados a su segunda o tercera prioridad,
según el espacio disponible para cada uno de los restantes profesores en dichas categorías. Serán
testigos del proceso el Oficial de Asuntos Estudiantiles de la Escuela, un estudiante representante del
cuerpo estudiantil y el Coordinador del Programa Subgraduado.
Procedimientos y consideraciones para la repetición de cursos de Diseño
Programa de Bachillerato:
[1] Dos (2) repeticiones del curso de Diseño en un mismo año académico con el mismo profesor están
prohibidas. Los estudiantes no podrán tomar un curso con el mismo profesor en dos (2) semestres
consecutivos.
[2] Las únicas excepciones a esta norma, serán consideradas mediante una petición escrita al Coordinador
del Programa de Bachillerato quien de acuerdo a los méritos del asunto la podrá referir al Comité de
Diseño, organismo que tomará la decisión final sobre el tema. Esta decisión estará únicamente
fundamentada en los méritos académicos o administrativos del caso en cuestión.
Programa de Maestría:
[1] Los estudiantes a nivel de maestría podrán estar exentos de dicho procedimiento si constase un
endoso del profesor en cuestión y la aprobación del Director del Programa de Maestría.
[2] Tres (3) repeticiones no consecutivas de cursos de Diseño con un mismo profesor están prohibidas.
Cursos de diseño con un mismo profesor.
Con el fin de lograr una experiencia académica variada y enriquecedora, ningún estudiante podrá
matricularse con el mismo profesor en dos cursos (semestres) consecutivos de diseño excepto bajo
condiciones excepcionales y luego de obtener la aprobación del profesor en cuestión y el Decano de la
Escuela.
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OFICINA DE ASUNTOS ESTUDIANTILES
La Oficina de Asuntos Estudiantiles ofrece servicios académicos y administrativos que complementan la
preparación educativa y sirven de apoyo al estudiante. Coordina procesos de prematrícula y matrícula,
remoción de incompletos, cambios de notas y bajas parciales y totales. Provee ayuda a los/las estudiantes
en diferentes aspectos de su vida universitaria y sirve de enlace para que los/las estudiantes puedan
beneficiarse de otros ofrecimientos del Recinto.
Para utilizar estos servicios, se debe dirigir a la Oficina de Asuntos Estudiantiles, o a la extensión 3440 ó
3445.
CONSEJERÍA PROFESIONAL
El área de Consejería está diseñada para ayudar a los/las estudiantes a alcanzar sus objetivos
académicos mediante la interacción con la comunidad académica y sus circunstancias personales. Ofrece
orientación y consejería personal, ocupacional y académica. Dichos servicios son parte integral del
proceso de enseñanza – aprendizaje de los estudiantes que hacen uso de los mismos.
Para utilizar estos servicios, se debe dirigir a la Oficina de Asuntos Estudiantiles, o a la extensión 3499 ó
3445.
ACOMODO RAZONABLE Y REHABILITACIÓN VOCACIONAL
Los estudiantes que tengan necesidades especiales o que tengan algún tipo de impedimento que requiera
acomodo razonable, deberán notificarlo al profesor a la mayor brevedad. De esta forma se podrán hacer
las gestiones de referido correspondientes.
Los estudiantes que reciban servicios de Rehabilitación Vocacional deben comunicarse con el profesor al
inicio del semestre para planificar el acomodo razonable y equipo asistido necesario conforme a las
recomendaciones de la Oficina de Asuntos para las Personas con Impedimento (OAPI) del Decanato de
Estudiantes. También aquellos estudiantes con necesidades especiales que requieren de algún tipo de
asistencia o acomodo deben comunicase con el profesor.
Para dudas o información adicional pueden comunicarse con su instructor o con el Consejero Profesional
de la Escuela en la Oficina de Asuntos Estudiantiles, o a la extensión 3499 ó 3445.
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PLAN DE IMPLEMENTACION Y MANTENIMIENTO
Como se señaló con anterioridad, la Escuela ha producido diversos documentos que establecen las
condiciones de trabajo en el taller de disenno. Sin embargo, la dinámica de la cultura de taller es una
siempre cambiante, y en aras de poder atemperar las previsiones administrativas con estos cambios se
hace necesario establecer un proceso contínuo de evaluación de estos procesos.
Evaluación de la cultura de taller.
Las diversas instancias administrativas y académicas de la Escuela tienen el compromiso firme de evaluar
y mejorar continuadamente las condiciones en las cuales se dan las actividades de ensenanza y
aprendizaje en la institución. Desde la administración este esfuerzo se expresa en la mejora contínua de
los recursos disponibles para nuestros estudiantes y Facultad, en el entendido que estas mejoras
redundarán en un mejor ambiente para impartir y producir conocimiento.
En términos académicos, los Comités de Diseño, Historia y Tecnología, velan continuamente por la mejora
de los contenidos y procedimientos que se ejecutan en el taller, y en los diversos cursos requisito y
electivos que forman parte de los curricula de nuestros programas académicos.
Finalmente, desde el segundo semestre del anno 2007 se inició en la Escuela un estudio que nos permitirá
llevar el pulso de la manera en la cual se desarrolla la Cultura de Taller en nuestra Escuela. Este estudio
recopilará data cualitativa y cuantitativa que permita reflejar la realidad local de nuestra dinámica de taller,
y crear así mejores condiciones académicas y administrativas para el desempeño de estas actividades. El
estudio se dará de manera continuada, y espera contar con la más amplia participación y apoyo de la
comunidad de la Escuela.
13
POLITICAS PARA EL USO DE LAS INSTALACIONES
Reglas del taller
Es importante recordar que estos talleres son salones de clases donde debe regir un clima académico de
respeto y que propicie el mejor ambienteparael aprendizaje. Es deber de todos vigilar porque esto
secumpla. Además, es responsabilidad del estudiante proteger y cuidar el equipo que la Escuela provee
para uso común (como mesas, pizarras, proyectores, computadoras etc.). Hacer uso irresponsable de la
propiedad institucional puede ser severamente penalizado.
Las reglas que se detallan a continuación son mandatorias para todos los estudiantes de diseño, no
excluyen otras adicionales que un profesor pudiera añadir en su curso en particular.
1. La asistencia al taller durante el penado de clases es obligatoria. Penados prolongados (mayores
de 10 minutos) de ausencia durante las horas de clases no serán permitidos.
2. Tres ausencias sin justificación médica documentada, por escrito, resultará en la disminución de
una nota de la calificación final del semestre.
3. Plagios de trabajos o excusas médicas fraudulentas se referirán automáticamente al Decano para
investigación.
4. La asistencia a revisiones, tertulias y jurados es obligatoria. No se permitirán entradas y salidas
frecuentes al salón donde se estén desarrollando estas actividades.
5. Las horas del taller son estrictamente para trabajar, ofrecer y recibir críticas en los ejercicios
requeridos. Asuntos personales que afecten el desempeño académico deberán ser discutidos con
el Consejero de la Escuela.
6. Las críticas de mesa relacionadas aejerticios o proyectos asignados sólo se ofrecerán a los
estudiantes que hayan completado el trabajo asignado.
7. Las entregas de los ejercicios se harán en la hora y en el lugar indicado. Entregas tardías,
injustificadas, no serán aceptadas bajo ninguna circunstancia.
8. Tertulias no relacionadas con el trabajo de taller, fiestas o visitas, no serán permitidas en el taller.
Las visitas serán atendidas en el vestíbulo de la Escuela y fuera de horas de taller.
9. No se permitirá la presencia en el taller de estudiantes no matriculados en el curso.
10. Radios, grabadoras o televisores no serán permitidos durante horas de taller. Los aparatos
personales de sonido con audífono, podrán ser usados con la previa autorización del profesor.
Teléfonos celulares y otros equipos de comunicación bidireccional no podrán ser utilizados
durante las horas de contacto de taller (de 8:00 AM a 12:00 M).
11. Beber y comer no será permitido en la mesa de dibujo durante las horas de taller.
12. El fumar no está permitido en el taller.
13. Cada estudiante deberá traer su propio equipo y materiales y será responsable por su custodio.
14. Se prohibe terminantemente el uso de aerosoles dentro de los 27 talleres.
15. Todas las normas aplicarán en horario regular de clases y de taller. Se considerarán horas de
taller al periodo comprendido entre 8:00 AM y 6:00 PM de lunes a viernes.
14
16. El incumplimiento repetido o craso de algunas de estas reglas conllevará una citación ante el
Coordinador del Programa en cuestión y/o ante el Decano de la Escuela y podrá conllevar
penalidades severas.
17. Estas reglas serán entregadas al estudiante al inicio del curso y éste certificará por escrito el
haberlas recibido.
18. Limpieza del taller de diseño: Se espera de todos los estudiantes buena limpieza tanto en el taller
como en sus mesas de trabajo. Cada estudiante deberá recoger su mesa al finalizar su clase de
diseño. La basura deberá tirarse en los canastos provistos. La brigada de limpieza tiene
instrucciones del Coordinador Subgraduado para botar cualesquiera materiales que se encuentren
sobre el piso o debajo de las mesas al finalizar el día. Al finalizar el semestre, se realizará una
limpieza general y todo loque haya quedado en los talleres (dibujos, maquetas, radios, frisas,
cartones, materiales, sofás, instrumentos, etc.) será desechado, dejando exclusivamente mesas y
taburetes para uso de los estudiantes en el semestre entrante.
15
PLAN DE TRABAJO
DECANO FRANCISCO RODRÍGUEZ SUÁREZ
6.1
FRANCISCO JAVIER RODRIGUEZ
A
R
Q
U
I
T
E
C
T
O
Cond. Park Boulevard 908
Ave. Laurel Final
Punta las Marías
San Juan, PR
arquitecto_pr@gmail.com
Gladys Escalona de Motta, PhD
Rectora, Recinto de Río Piedras
PO Box 21909
San Juan, PR 00931-1909
17 de marzo de 2007
Estimada Dra. Escalona:
Como antes acordáramos, le someto el Plan de Trabajo y desarrollo integral de la
Escuela de Arquitectura de la Universidad de Puerto Rico. El Plan se fundamenta en mi
convencimiento de que es posible la excelencia, la flexibilidad, el reconocimiento
nacional, la valoración de la diferencia y mi compromiso en llevar el programa a ocupar
un lugar destacado entre las mejores escuelas de arquitectura del mundo.
Para facilitar la explicación del desarrollo que propongo para la Escuela de Arquitectura,
divido esta propuesta en diez renglones, cónsonos con los objetivos establecidos en el
plan “Diez Para la Década” y con los planes para la reformulación de los estudios
sugraduados y graduados del Recinto de Río Piedras, en específico el Plan Visión 2016.
I.
Vínculo con el estudiantado
II.
Culturas académicas de actualización, experimentación y renovación
III.
Investigación y labor creativa competitiva
IV.
Cultura de evaluación y avalúo institucional
V.
Actualización tecnológica
VI.
Liderato en inversión comunitaria y gestión cultural
VII.
Vocación para un mundo global
VIII.
Eficiencia y belleza en los espacios naturales y edificados
IX.
Optimización administrativa y gerencial
X.
Identidad institucional fortalecida
I.
Vínculo con el Estudiantado
La Escuela cuenta con los mejores estudiantes del sistema en términos de
promedio académico. Sin embargo, para garantizar la diversidad es
necesario identificar estudiantes talentosos, que por razones distintas no
cuentan con el índice académico necesario para ingresar a la facultad.
(Meta 4.1-Plan 2016)
Es por ello que se propone la búsqueda de un balance entre nuestros
solicitantes, mediante el requerimiento de un portafolio que ilustre la
capacidad creativa de los estudiantes, y una entrevista con miembros de la
facultad para auscultar las aptitudes de los candidatos. De esa manera
delinearíamos un perfil mas claro de las personas que solicitan al
programa de bachillerato y promoveríamos una mayor diversidad social de
la comunidad estudiantil.
Para fortalecer nuestra presencia en Puerto Rico proponemos una difusión
más agresiva de los ofrecimientos de la Escuela en las instituciones
públicas y privadas de educación secundaria. El mismo objetivo sería
perseguido con el acercamiento a las escuelas de comunidades latinas en
Estados Unidos, así como en escuelas de otros países de América Latina.
Debemos asegurar no solo el reclutamiento de excelentes estudiantes;
también la pluralidad cultural.
En esa misma línea, será una prioridad optimizar los procesos de
admisión, pre-matrícula y matrícula. Para ello se implementará un sistema
que opere fundamentalmente on-line, accesible desde el “web-site” de la
Escuela, que será radicalmente renovado. Además, la entera renovación
del diseño del “web-site” garantizará el acceso a la información de la
Escuela, sus cursos, ofrecimientos especializados, programa graduado y
perfil de la facultad. La página electrónica será revisada semanalmente
para mantenerla al día en todos los aspectos referentes a las actividades de
la institución.
El vínculo de la Escuela con sus estudiantes se fortalecerá también por
medio de la creación de un clima institucional que promueva una vida
universitaria de calidad, fundamentada en las actividades intra y
extracurriculares: exhibiciones, conferencias, simposios y la participación
en charrettes con profesionales del diseño con trasfondos diversos. (Meta
4.2-Plan 2016)
Será política del Decano y su equipo de trabajo alentar la participación
estudiantil en organizaciones como el AIAS, el Consejo de Estudiantes, la
OPEA, el CLEA, el EPPA o el CSI. El decanato también fomentará y
facilitará la participación de los estudiantes en convenciones y viajes
culturales auspiciados por estas y otras organizaciones relevantes a la
disciplina.
Es un firme propósito ampliar las posibilidades académicas, diversificar la
oferta educativa y los horarios de servicios para atender el perfil
cambiante del estudiantado. Sin lugar a dudas, ha sido un error del pasado
ofrecer todos los cursos de diseño en horas tempranas de la mañana.
Igualmente, no responde a las circunstancias contemporáneas la
programación de dos días de diseño para los estudiantes de primer año y
tres días semanales para los estudiantes de segundo año en adelante. En
ese sentido, el cambio de los horarios de servicios deberá atender la
necesaria diversificación del perfil de los estudiantes y, al mismo tiempo,
promoverá una formación interdisciplinaria, con integración a las
actividades y cursos del resto del Recinto. (Meta 4.6-Plan 2016)
La Escuela debe además ser un ente activo en los procesos de integración
de los estudiantes al mercado de empleos. Por esta razón se fortalecerán
los programas de internados como los que ya se han instituido con
compañías privadas o corporaciones públicas en Puerto Rico, Estados
Unidos y España. Del mismo modo, la continua interacción de los ex
alumnos con el programa, tanto en comités de trabajo como en
conferencias y actividades, garantizará a la facultad y a los estudiantes el
conocimiento de los cambios en la práctica profesional. (Meta 4.3-Plan
2016)
II.
Culturas académicas de actualización, experimentación y renovación
Revisión curricular
Bachillerato
Hace más de una década que los ofrecimientos curriculares de la Escuela
necesitaban de una evaluación crítica y de su adecuación a los retos
contemporáneos. Este esfuerzo se ha orquestado durante los pasados años,
logrando aprobarse una nueva secuencia de cursos para el bachillerato
(aprovechando la coyuntura a nivel de Recinto). La prioridad del decanato
será concluir e implementar la nueva propuesta de bachillerato. (Meta 2.1Plan 2016)
Maestría
En conjunto con la revisión de la secuencia y el contenido de las clases de
diseño, teoría, tecnología, historia y electivas dirigidas, se ha logrado
iniciar la revisión del funcionamiento y ofrecimientos académicos de la
maestría. Igualmente, será política del Decano implementar los acuerdos a
los que ya ha llegado la facultad y facilitar la conclusión de ese proceso de
cambio y adecuación. (Meta 2.1-Plan 2016)
Es igualmente importante destacar que la facultad aprobó en años
recientes ofrecer una maestría de 3.5 años para estudiantes graduados de
disciplinas afines a la arquitectura. La difusión de la cultura arquitectónica
y la indispensable interdisciplinariedad de sus profesionales dependen
estrechamente de este programa de estudios. (Meta 2.4-Plan 2016)
Ciertamente, nuestro esquema de 4 años de bachillerato y 2 de maestría se
ha convertido en la norma a lo largo de los Estados Unidos. Sin embargo,
para que el programa de maestría desarrolle todas sus posibilidades
creativas, este esquema debe complementarse con la introducción de la
maestría de tres años y medio. Con ello garantizaremos un ambiente
multidisciplinario en nuestras aulas y talleres, ajustando el programa,
como antes se ha sugerido, a las realidades del país y del mundo. (Meta
2.2-Plan 2016)
Un problema que puede atenderse de manera inmediata es la reducción de
ofrecimientos a nivel graduado. Durante el bachillerato, los estudiantes
tienen la posibilidad de escoger entre varios profesores con distintos
acercamientos a la arquitectura. No obstante, se limitan las opciones en los
niveles avanzados de la maestría. Para garantizar un mayor número de
secciones se aumentará el cupo de estudiantes (un mínimo de 15), tanto
para el Bachillerato como para la Maestría. (Meta 2.7-Plan 2016)
El aumento en la cantidad de estudiantes tiene otros beneficios inmediatos.
Permite iniciar la especialización curricular a nivel graduado. La maestría
tiene que crecer en función de los campos que más demanda y necesidad
tienen en la Isla. En ese sentido, un mayor número de estudiantes permitirá
la organización de concentraciones curriculares que responden a esas áreas
de interés y posibilidad.
La primera de las especialidades que la maestría comenzará a implementar
en el programa de maestría a partir de agosto es la de Urbanismo. Como es
sabido, el urbanismo ha sido uno de los grandes ausentes en los procesos
de diseño de nuestras ciudades y son enormes los problemas generados
por la falta de profesionales especializados en esa área de la arquitectura.
El proceso de creación de esa especialidad se ha iniciado gracias a la
revisión de los contenidos académicos de los cursos electivos, de diseño,
de teoría e historia.
Por otra parte, y atendiendo urgencias a nivel global, la maestría ofrecerá
la especialidad en Sustentabilidad. La Escuela ya ha acumulado una vasta
experiencia en el tema, pero en esta ocasión tendrá el pleno apoyo del
Decanato.
Dos especializaciones adicionales responderán a las realidades actuales de
la disciplina. De un lado, la especialidad en Gerencia de Proyectos es
cónsona a las exigencias de la industria de la construcción y a las
demandas de empleo. De otro, la especialidad en Conservación ya ha
comenzado a tomar forma por medio de talleres y cursos dirigidos por el
profesor Enrique Vivoni. El enfoque de esta última no se limitará a los
edificios coloniales o de la primera mitad del siglo XX. Nuestra maestría
con concentración en la conservación atenderá preferentemente la
conservación y reprogramación del patrimonio moderno.
Estas concentraciones serán el punto de partida de la diversificación y
desarrollo del programa de maestría en un futuro inmediato. Con ella se
garantizará no solo la formación de profesionales sensibles a los
problemas contemporáneos, sino a la producción del conocimiento
pertinente a ciudades sustentables y responsivas a las urgencias presentes.
Media Lab
Las computadoras ya no son una materia electiva en nuestro campo y
tampoco son únicamente una herramienta. Las computadoras hacen
posible un tipo de arquitectura inconcebible hace algunas décadas.
Además, proveen amplias oportunidades para la investigación y la
creación de nuevos conocimientos. Esa realidad será atendida mediante un
Digital Media Lab que, considerando los recursos existentes, debe
encontrarse en plena operación en menos de un año. (Meta 7.1-Plan 2016)
Integración de teoría, historia, tecnología y diseño
Actualmente, es poca la integración vertical y horizontal entre los
diferentes años de estudio. En otras palabras, la secuencia de cursos no
facilita la fusión del saber teórico, social, cultural o tecnológico en los
proceso de diseño. Por ejemplo, los estudiantes pasan sus dos primeros
años recurriendo a revistas de moda arquitectónica para lograr realizar sus
proyectos, desconociendo el contexto dentro del cual esos edificios fueron
concebidos. No es sino hasta el tercer año que comienzan a discutir la
historia de la arquitectura, que muy bien hubiera podido servirles como
instrumento crítico de sus diseños previos. Algo similar ocurre con la falta
de coherencia entre los cursos de historia y teoría. Mientras discuten la
arquitectura clásica en un curso, puede que se aborde la crítica marxista a
la arquitectura en las secciones de teoría.
Para atender el problema que representa este divorcio entre saber
histórico-teórico y práctico de la arquitectura, es imprescindible que las
historias comiencen durante el segundo año. Asimismo, las teorías dejarán
de ser un apéndice de un solo crédito. Las últimas se convertirán en cursos
de tres créditos, ofrecerán materias avanzadas, y se cursarán en conjunto
con las clases de diseño de mayor dificultad que se ofrecen en los
semestres finales del bachillerato.
En segundo lugar, el nuevo bachillerato contempla el escenario de que el
cuarto curso en la secuencia de historia se convierta en una electiva
dirigida con mayor relevancia a sus intereses específicos. De esta manera
se le ofrecerá la posibilidad al estudiante de escoger entre Historia de la
ciudad contemporánea, Historia del Arte o Historia de la Arquitectura en
América Latina y Puerto Rico, entre otros. (Meta 2.1-Plan 2016)
Cabe recalcar que los estudiantes se forman estudiando realidades
distantes a su contexto cultural inmediato. Es por esto que los cursos de
historia, en especial los más avanzados, deberán convertir la experiencia
local y latinoamericana de la arquitectura en uno de los pivotes de sus
discusiones.
Finalmente, el componente de las tecnologías no necesariamente coordina
esfuerzos con los talleres de diseño. Tampoco ofrece opciones de electivas
interesantes y pertinentes a las realidades contemporáneas. Es por esta
razón que se la ha solicitado a los profesores de los cursos de tecnología
que revisen sus contenidos, a la luz de la imperiosa integración del
componente al resto de los conocimientos disciplinares. (Meta 7.1-Plan
2016)
Talleres de diseño
Los talleres especializados del bachillerato, como el Taller de la
Comunidad y el Taller de Sustentabilidad, juegan un papel fundamental en
la Escuela. Sin embargo, es posible que su presencia se proyecte sobre las
concentraciones que se crearán en el programa de maestría. A estos
deberán sumársele otros talleres, como el que coordiné desde la dirección
del Programa Sub-Graduado: Taller Virtual o Paper-less Studio. (Meta
7.1-Plan 2016)
En suma, la intención del decanato es ampliar la oferta de talleres
especializados en tercero y cuarto año, con el ánimo de explorar los
campos de preservación, urbanismo, “real-estate” y construcción. Estos
talleres no solo complementarán el de la Casa Solar, brindarán a los
estudiantes la oportunidad de comprender que la arquitectura es una
profesión multi-disciplinaria, que trasciende la figura mitificada del “stardesigner” según propuesta por Ayn Rand, en su personaje de Howard
Roark.
Desarrollo de la docencia
El decanato promoverá el desarrollo profesional de los profesores. Estos
deben llegar a la mayor preparación profesional y académica posible. En
ese sentido se fomentarán las actividades docentes dirigidas a la obtención
de la licencia del CAAPPR y la certificación del LEED. Asimismo, el
decanato apoyará por todos los medios posibles los estudios doctorales de
sus integrantes docentes. Durante el año pasado, el profesor Humberto
Cavallín terminó su doctorado y actualmente, las profesoras Magdalena
Campo, María Isabel Oliver y Anna Georas se encuentran en el proceso de
completar sus respectivos títulos doctorales. La profesora Cristina Algaze,
por su parte, fue la primera en recibir la certificación Leadership in Energy
and Environmental Design, mientras que el profesor Fernando Abruña
dicta actualmente el curso cuyo requisito final es tomar el examen de
certificación del LEED. (Metas 3.3 & 6.6-Plan 2016)
No menos importante es el desarrollo de innovaciones en la enseñanza y el
aprendizaje crítico. Por ello el decanato facilitará las formas alternas de
docencia como el aprendizaje experiencial, y la enseñanza en equipo a
través del uso del Internet. La experiencia de la Casa Solar, en
colaboración con el RUM, el proyecto a distancia con la Universidad de
Stanford y el Joint Studio con Cornell, sirven como precedentes para
fortalecer esta área en nuestra Facultad y demuestran el alcance de las
mismas. (Meta 4.6-Plan 2016)
III.
Investigación y Labor Creativa Competitiva
En el área de la investigación y la labor creativa es necesario destacar la
labor del AACUPR, dirigido ejemplarmente por el Dr. Enrique Vivoni, y
el impacto de todas sus publicaciones sobre la arquitectura en Puerto Rico.
Igualmente, es encomiable el titánico esfuerzo del profesor Fernando
Abruña para dar a conocer a través de sus publicaciones, investigaciones y
talleres el tema de la sustentabilidad como alternativa al diseño
convencional. Sin embargo, la producción de nuevos conocimientos sobre
la arquitectura y la divulgación de los hallazgos se limita a muy a pocas
experiencias aparte de las señaladas. (Meta 1-Plan 2016)
En una Facultad de más de cuarenta profesores, me parece inconcebible
que solo unos pocos investiguen y publiquen sus hallazgos. Es esencial
que se fomente la investigación y su divulgación en todos lo ámbitos de
nuestra institución: diseño, teoría y tecnología. Es por esta razón que entre
las prioridades del Decanato de Arquitectura se encuentra la creación de
un Centro de Estudios Urbanos que, en conjunto con el Digital Media Lab,
un Laboratorio de Tecnología y un Centro de Estudios sobre la Relación
del Comportamiento y la Arquitectura, produzcan y divulguen
conocimientos pertinentes a la problemática actual de las ciudades y la
arquitectura. (Meta 1.2-Plan 2016)
El Centro de Estudios Urbanos deberá servir como un instrumento de
producción de nuevos conocimientos y estrategias que permitan
reformular los modos en los que nos relacionamos con la ciudad. Por lo
mismo, será uno de los principales enlaces entre la escuela y el gobierno
de Puerto Rico. Y ciertamente, el Centro de Estudios Urbanos apoyará
mayormente al Estado brindando el apoyo teórico que requiere la radical
reformulación de políticas institucionales sobre la ciudad. Sin embargo,
este centro también deberá integrar esfuerzos académicos relacionados a la
calidad de vida urbana como los realizados por el Taller de Diseño
Comunitario y de Arquitectura Sustentable. Del mismo modo, debe
ofrecer sus servicios a comunidades diversas, en especial aquellas que
desean desarrollar una cultura de urbanidad fundamentada en el diseño de
sus espacios públicos, entre otros. (Meta 1.1-Plan 2016)
Por su parte, los estudios sobre la relación entre comportamiento y espacio
arquitectónico deberá fomentar la interdisciplinariedad en los procesos del
diseño. El apoyo del decanato a este esfuerzo, tiene como objeto, además,
la creación de lazos de colaboración con facultades del recinto como la de
Ciencias Sociales. (Meta 1.3-Plan 2016)
El Laboratorio de Tecnología y el Digital Media Lab serán aliados de los
primeros. Ahora bien, esto no quiere decir que ambos estarán exentos de la
responsabilidad de generar sus propias perspectivas de investigación.
Cabe recalcar que una práctica exitosa de la profesión es un sustituto de
las publicaciones. En otras palabras, diseñar edificios públicos y privados
es también producción de conocimientos. Para difundir la obra de los
profesores que se encuentran activos en la profesión se promoverán tanto
las exhibiciones como los simposios en torno a las mismas. No está demás
decir que la institucionalización de seminarios en torno al quehacer
profesional garantizará la revisión permanente de los métodos y las
experiencias educativas, al tiempo que profundiza el sentido de
pertenencia de los estudiantes y profesores a una comunidad que refleja
los méritos de sus propias estrategias didácticas. (Meta 1.4-Plan 2016)
Otros puntos -tan importantes como los primeros- que deberán reflejarse
en una cultura renovada de producción de conocimientos se resumen en
las siguientes metas:
1. Fomentar la búsqueda de fondos externos para el financiamiento de
las labores de investigación, creación y publicación.
2. Establecer consorcios con sectores públicos y privados para realizar
proyectos que puedan ser tramitados a través del Fideicomiso de la
Escuela de Arquitectura. Estos consorcios serán una de las más
importantes gestiones en el proceso de búsqueda de fondos externos
para el financiamiento de la actividad creativa en la facultad.
3. Apoyar proyectos de colaboración académica con otros recintos del
sistema UPR, fomentar nuevos esfuerzos y garantizar la continuidad y
desarrollo del trabajo conjunto a universidades de Estados Unidos,
México y España, entre otras.
4. Integrar a los estudiantes en los proyectos de investigación como
parte de su formación académica.
5. Transformar la revista In-Forma en un instrumento académico con
relevancia internacional y auspiciar, mediante el Fideicomiso y otras
dependencias, la publicación de la obra de los profesores y
estudiantes de la Escuela. (Meta 1.4-Plan 2016)
IV.
Cultura de Evaluación y Avalúo Institucional
La ausencia de recursos no es necesariamente una de las razones que
impide posicionar a la Escuela de Arquitectura entre una de las mejores
instituciones de Estados Unidos y América Latina. En todo caso, la
permanente revisión y transformación de los métodos de enseñanza, el
análisis del alcance del programa y la evaluación de la productividad del
profesorado y del personal pesa más a la hora de explicar el modesto
desempeño de la institución en los últimos años. En ese sentido la
institucionalización de la crítica a los métodos de enseñanza, la innovación
en los procesos administrativos y el establecimiento de indicadores de
logros es uno de los principales objetivos del decanato. A esos efectos, la
cultura del avalúo se implementará a través de las siguientes estrategias:
1. Revisión y discusión periódica de la actividad creativa del personal
docente.
2. Establecimiento de criterios de alto nivel para la evaluación del quehacer
profesional de la facultad. También los medios para revisar
periódicamente la satisfacción y superación de los mismos.
3. Evaluación periódica de la actividad de generación de fondos externos
conseguidos por medio de la labor de investigación y colaboración
institucional de la facultad, así como de la pertinencia de los productos
académicos financiados por los mismos.
4. Establecer nuevos mecanismos de evaluación de nuestra facultad y
personal no docente, e implantar un sistema que tome en consideración a
los pares.
5. Convertir los jurados, en especial de tesis, en un índice del nivel de interés
y pertinencia nacional e internacional alcanzado por la labor docente de la
Escuela. Los jurados finales de tesis se convertirán en un acontecimiento
público y deberán contar con la participación de los mejores profesores y
arquitectos a nivel nacional e internacional. (Meta 3.5-Plan 2016)
6. Nombrar la plaza de Decano Asociado, la cual ha estado vacante en la
Escuela durante los últimos diez años, para que la misma sirva
fundamentalmente como un medio de evaluación y seguimiento de la
implementación de políticas educativas.
7. Propiciar la participación de todos—y no solo de un comité--durante el
proceso de acreditación en el 2008.
8. Obtener y mantener la acreditación por el período máximo (6 años),
atendiendo los comentarios realizados en el 2002 y superando los
señalamientos de la última visita. (Meta 2.4-Plan 2016)
V.
Actualización Tecnológica
1. Terminar el Taller de Maquetas, actualmente en construcción.
2. Incorporar al Taller de Maquetas, un “laser-cutter”, un “3-D modeler”, y
un “Milling machine”.
3. Finalizar el Taller de Tecnología, incluyendo los componentes de acústica,
túnel de viento y laboratorio bio-tropical. Facilitar, además, el proceso
mediante el cual el Laboratorio Bio-Tropical y de Sustentabilidad puede
convertir nuestro Recinto en un centro de importancia mundial en este
tema. (Meta 7.1-Plan 2016)
4. Incorporar al Taller de Tecnología un Laboratorio de Estructuras.
5. Nombrar un Director del Laboratorio de Tecnología, plaza que hasta ahora
no existe.
6. Actualizar los programas del Laboratorio de Computadoras para incluir
MAYA, Rhino, Rebit, Sketch-Up y 3-D VIS, todos necesarios para el tipo
de exploraciones y presentaciones tridimensionales que realizan nuestros
estudiantes. (Meta 7.1-Plan 2016)
7. Duplicar la memoria y actualizar la tarjeta de video de las máquinas del
Taller de Computadoras.
8. Completar el sistema “wireless” en todo el edificio.
9. Como antes se señalara, es imperativo crear una página web que tenga
toda la información de la Escuela, desde los CV de la facultad, a las
solicitudes de admisión, desde imágenes de la última clase de historia
hasta la próxima tarea del curso. (Meta 7.3-Plan 2016)
10. Fomentar la interacción entre nuestros Talleres de Tecnología y los
sectores público y privado.
11. Crear un mecanismo mediante el cual el Comité de Tecnología pueda, no
solo analizar la oferta existente y propuesta de cursos, sino evaluar las
necesidades de la Escuela para el futuro inmediato. (Meta 7.1-Plan 2016)
VI.
Liderato en Inversión Comunitaria y Gestión Cultural
1. Capacitar al Taller Comunitario para que pueda realizar su relevante tarea
en más de un proyecto a la vez. (Meta 9-Plan 2016)
2. Nombrar la Plaza de Director del Taller Comunitario, la cual ha estado
vacante desde que se retiró el profesor Edwin Quiles.
3. Emplear los talleres y el Centro de Estudios Urbanos como un instrumento
para zanjar el distanciamiento entre el Recinto y el casco de Río Piedras,
Deben jugar un papel protagónico en la reconcepción del impacto que
debe tener la UPR en el redesarrollo de este potencial “College-town.”
4. Parte de los trabajos del Decano incluyen fomentar las relaciones entre la
Escuela y la Comunidad Profesional, especialmente con el CAAPPR y el
AIA. (Meta 9.2-Plan 2016)
5. En los dos últimos años hemos organizado dos competencias auspiciadas
por el CAAPPR y coordinamos y participamos en los proyectos
denominados “Vías Urbanas” y “Vivienda Urbana Sustentable”. El
producto no ha sido solo relevante. Como beneficio inmediato se ha
fortalecido el vínculo entre una institución. En este mismo proceso los
estudiantes pudieron integrarse a la práctica profesional, reflexionar y
proponer decisiones sobre problemas contemporáneos de vivienda y
ciudad. (Meta 9.2-Plan 2016)
6. Estamos en el proceso de coordinar otra colaboración con el Colegio de
Arquitectos para un proyecto a finales de este semestre. (Meta 9.2-Plan
2016)
7. Recientemente nos reunimos con el AIA (American Institute of
Architects), quienes también interesan colaborar con la Escuela en un
programa de investigación a nivel nacional, utilizando la abandonada
Central Aguirre como estudio de caso. (Meta 9.2-Plan 2016)
8. Particularmente importante ha sido el Ciclo de Conferencias fomentada
por la Escuela en los dos últimos años. El mismo ha contado con los
mejores académicos y arquitectos posibles. La calidad de la serie atrae,
además, público diverso de distintas facultades del recinto. (Meta 5.1-Plan
2016)
9. Fortalecer los Talleres de Verano para estudiantes de Escuela Superior,
Intermedia y Elemental.
10. Crear un programa de educación continua. (Meta 9.4-Plan 2016)
11. Crear y fomentar una voz independiente que represente a la Escuela en
debates culturales y profesionales, como ocurrió con el Hotel La Concha o
el programa de Arte Público.
12. Crear una serie de conferencias tituladas “El Recinto en Arquitectura”,
mediante las cuales podamos invitar a nuestra Escuela a los mejores
profesores de cada facultad a establecer un diálogo con nuestros
estudiantes, empleados y profesores.
VII.
Vocación para un Mundo Global
1. Actualmente contamos con intercambios con las universidades de Sevilla,
UNAM (México) y UNIBE (Santo Domingo). (Meta 5.2-Plan 2016)
2. Este semestre acordamos un “joint Studio” a nivel de Bachillerato con
Cornell University y acabamos de acordar otro a nivel de Maestría con
Harvard. Los estudiantes de ambos programas trabajarían en un proyecto
en Puerto Rico reuniéndose en una universidad a mediados del semestre y
en la otra al final, para comparar procesos, resultados y montar
exhibiciones y publicaciones sobre estas investigaciones en nuestra Isla.
3. Cornell le extendió una invitación a nuestros estudiantes para participar de
su famoso programa en Roma. (Meta 5.3-Plan 2016)
4. Desde el año pasado estamos trabajando junto a la universidad de Auburn
(Alabama) y pudimos intercambiar estudiantes y profesores por un verano,
con el compromiso de volver a hacerlo este verano. (Meta 5.3-Plan 2016)
5. Estamos en conversaciones con Georgia Tech, y Yale, las cuales han
mostrado interés en la idea de un “joint Studio”. (Meta 5.3-Plan 2016)
6. Al momento de escribir este plan, nos encontramos en proceso de
planificar otros programas de intercambio en España con las Escuelas de
Arquitectura en Madrid y Barcelona. (Meta 5.3-Plan 2016)
7. Además de enviar profesores y estudiantes al extranjero, es importante que
también se facilite el proceso de atraer estudiantes, investigadores y
profesores extranjeros a nuestro programa.
8. Nuestros profesores deben participar en jurados, charlas, conferencias y
simposios en el extranjero y llevar el nombre de nuestra universidad y
nuestra Isla a los centros educativos de más importancia a nivel
internacional. Para ello la Escuela, en conjunto con el Fideicomiso, creará
un fondo para financiar el costo de esas participaciones. (Meta 5.2-Plan
2016)
VIII. Eficiencia y Belleza en los Espacios Naturales y Edificados
1. Aunque la escuela recientemente estrenó un nuevo edificio, todavía
estamos atrasados en cuanto a algunas facilidades o equipos. (Meta 8.7Plan 2016)
2. No es suficiente estar a la par; la Escuela de Arquitectura tiene la
necesidad y el mandato de estar a la vanguardia y proveer a sus
estudiantes las mejores facilidades disponibles. (Meta 8.7-Plan 2016)
3. El Plan de paisajismo debe realizarse cuanto antes. (Metas 8.2 y 8.4-Plan
2016)
4. Aunque el edificio se construyó hace poco, el estado de la pintura es
precario.
Cuando el Profesor Rafael Crespo se retiró, los estudiantes presentaron
una propuesta para que se nombrara la plazoleta del edificio en su honor.
Me parece una manera digna de reconocimiento y conexión con la historia
de la Escuela. (Meta 8.6-Plan 2016)
En abril se le realizará un homenaje al profesor Torres Martinó y hay una
propuesta para ponerle su nombre a la galería del edificio. (Meta 8.3-Plan
2016)
Un estudiante egresado de la Escuela también realizó una propuesta para
pintar un mural sobre Henry Klumb recordando al arquitecto y el edificio
viejo de la Escuela. (Meta 8.3-Plan 2016)
La compañía ESCOFET, y su subsidiaria Barcelona Collection, han
donado una cantidad considerable de mobiliario urbano para las áreas
públicas de la Escuela, incluyendo los bancos Dujo y Yin-Yang, diseñados
por el profesor Nathaniel Fúster y este servidor, respectivamente. (Meta
8.6-Plan 2016)
Cabe mencionar que esta compañía también nos ha hecho unos donativos
generosos a la biblioteca, además de pagar por un conferenciante de
España cada año.
El área cubierta entre las dos alas del edificio tendrá un bistro con
mobiliario de plaza. (Meta 8.6-Plan 2016)
Los dos costados de esta área están protegidos por un par de canvas
diseñados por los profesores Celso González y Roberto Biaggi, de Ce-Ro
Design. El material deja pasar la luz y la brisa, pero no la lluvia, haciendo
posible que se utilice este espacio de una manera más agradable. (Meta
8.6-Plan 2016)
IX.
Optimización Administrativa y Gerencial
Terminar el proceso de revisión del reglamento de la Escuela.
Simplificar y facilitar los procesos administrativos internos.
Integración de la tecnología a los procesos administrativos.
Continuar a la vanguardia en el uso de FACTUM.
Elaborar un plan de captación de recursos utilizando el Fideicomiso como
instrumento principal.
Integración de la filantropía a la estructura operativa de la Escuela.
Implantar programas de readiestramiento del personal administrativo.
Nobrar un Decano Asociado con vasto conocimiento de las operaciones del
Recinto.
Utilizar las plazas de Profesor Adjunto para rclutar arquitectos practicantes y
trabajar junto a la Administración Central y Rectoría para minimizar el
impacto de las dispensas (especialmente en proyectos con la UPR) en nuestro
proceso de reclutamiento.
X.
Identidad Institucional Fortalecida
La Escuela contiene casi todos los ingredientes para posicionarse entre la elite
mundial; sin embargo, no hemos sabido como sacar el mejor provecho de
ellos ni hemos contado con la proyección que amerita una institución de
envergadura.
Hay que salir del anonimato y del aislamiento de nuestra Escuela en el
Recinto y en la sociedad en general, pero esto no se logra solamente con
marketing y artículos y noticias en periódicos y revistas locales e
internacionales.
Nuestros profesores tienen el mandato de ganar premios, concursos, publicar
libros o artículos, dictar conferencias y asistir a jurados en el extranjero,
además de brindarle la oportunidad a los estudiantes a que participen en
competencias, e invitar a las figuras más influyentes de la arquitectura a
nuestra Escuela. (Meta 5.2-Plan 2016)
Nuestra revista, In-forma, debe publicarse al menos una vez al año, con miras
a que sea una vez al semestre y debe integrar un balance entre las voces mas
importantes a nivel mundial, con las de nuestra Escuela y Recinto. (Meta 2.6Plan 2016)
In-forma debe estar presente en las bibliotecas de las mejores universidades
del mundo. Estoy seguro que el Dr. Jorge Lizardi Pollock y el Arq. Javier
Isado continuarán el buen trabajo comenzado por el Dr. Enrique Vivoni y el
Arq. Javier de Jesús. (Meta 5.4-Plan 2016)
La reputación de las universidades depende de los logros de sus estudiantes y
de sus profesores, además de su calidad y la cantidad de veces que estos
logros se divulgan a través de los canales existentes.
El quehacer de la Escuela de Arquitectura debe aparecer constantemente en
los medios, acompañado de una nueva imagen que sea elocuente de nuestras
metas y aspiraciones.
Es mi deseo poner en práctica este Plan de Trabajo a través del Decanato en la Escuela
de Arquitectura de la UPR. Es un Plan, que tal y como menciona “Diez para la Década”,
armoniza unidad y diversidad, enfatiza la comunicación y el proceso de participación, y
reconnoce la Universidad como el lugar ideal para el cambio. Estoy conciente de la
excelencia de la institución y lo que representa para el presente y el futuro de la
arquitectura y la ciudad puertorriqueña. Por ello agradezco su atención y quedo en la
mejor disposición de ofrecer cualquier otra información que requiera usted.
Sinceramente,
Coordinador del Programa de Bachillerato
Escuela de Arquitectura, UPR
CURRICULUM REVISION REPORT /
34 CRITERIA COMPARISON MATRIX
7.1
UPR_ curriculum revision report
curriculum revision report
j. isado
1
1
introduction
2
comments on administrative structure
3
comments on design studios
4
conclusion
introduction
The UPR’s Dept. of Architecture’s committment to a complete and effective
education depends largely on a continuous evaluation and re-interpretation of its
program. This curriculum revision report was created as part of my tasks as
Director of the Undergraduate Program in order to discuss the issues relevant to
the way in which we intend to prepare our students not only to become
involved with the profession but to develop as able and rounded individuals.
The purpose of the curriculum revision that has taken place in the school
consists of evaluating the existing program and proposing
adjustments
and
means for development. Within this framework, the school´s vision and mission
has been also subject to revision. As a starting point, the proposed curriculum
revolves around the school’s adopted mission: the construction of an education
based on the balance between a series of complementary opposites. It
advocates for making sense out of the juxtaposition of binary relationships such
as the local context and the global context, artistic values and technological
values, and the acquisition of knowlege vs the development of invention. This
stance will inevitably shape and influence the revised curriculum’s structure.
The main aspects of the curriculum were segmented in five categories which
broadly correspond to the NAAB´s criteria for evaluation: design (1-7);
humanities (8-13); technology (14-26); practice (27-34).
2
administrative structure
In the early stages of the curriculum revision process, the school´s Faculty
approved the reorganization of the individual subject matter committees. The
History and Theory courses were combined into the History and Theory
component; the Structures and Technology subjects were combined into the
Structures and Technology component and the Professional Practice component
was created. When combined with the Design component, they form the 4 pillars
on which the curriculum has been based.
3
design studios
The following series of findings and proposals condense the main set of actions
that have been implemented in the revised curriculum.
.................................................................................
finding:
Students
should
develop
the
ability
to
communicate strongly their ideas through digital media
early in their educational process.
proposal: creation of the digital visual communication
course
1 / 3
method of implementation: In order to increase the level
of graphic communication skills we propose that a firstyear recquired course on digital media be incorporated in
the curriculum. This will enable students at an early
moment in their education to become aware of the
possibilities of computer media as a integral tool for
design strategies as well as architectural practice.
.................................................................................
finding: Students should be presented early in the
curriculum´s sequence with the basic conditions, themes,
responsibilities and possibilities of the architecture
profession.
proposal: creation of the introduction to the history and
theory
of
architecture,
introduction
to
technology
of architecture and introduction to the professional
practice of architecture courses.
method of implementation: In order to allow the
appropriate
level
of
awareness
among
beginning
students, an introductory course in each of the four
subject components will be recquired during the first four
semesters of instruction.
.................................................................................
finding: Students should be allowed to develop personal
fields of inquiry within the discipline early in the
instruction process. The opportunity for specialization
should be presented early in the curriculum´s sequence
in order to facilitate the students decision making
process.
proposal: creation of optional studios
sequences of concentrated studies.
and
special
method of implementation: The first level of optional
studios will be offered at the undergradute level during
the fourth year of studies. Optional studios will form the
backbone of the studio design sequence for the graduate
program. In addition, four areas of concentrated fields of
study will be created: historic preservation, sustainable
design, urban design and project management.
.................................................................................
finding: Students should be allowed to develop a flexible
and interdisciplinary sequence of studies within the
institutional structure.
proposal: allow for the opportunity to enroll in courses
that will nurture the options during the decision process
of graduate level education. create a flexible process for
the culmination of graduate studies.
method of implementation: the design studio requirement
for the second semester of the fourth year of
undergraduate studies has been eliminated. students will
be allowed to incorporate their optional studios with their
thesis research / project.
2 / 3
4
conclusion
The revised curriculum as approved by the school´s Faculty attempts to
establish a frame of mind for the layering of the subjects needed to attain the
understanding of the discipline.
Architecture schools are generally seen as either design or technically oriented.
We believe a flexible and non-determinant structure is probably not only an
appropiate, but an attainable goal as well. We feel obligued, however, to pose
the following questions not in an attempt to receive answers, but to generate
debate: Will the school promote/endorse architects who write? build? design?
coordinate? manage? How tectonic/theoretical/practical will the thesis or
graduate level design studios proposed projects generally be?
At this point we find ourselves with a revised curriculum that will reinforce the
opportunities of paths to be chosen rather than a path to be followed.
3 / 3
27
34
26
33
client role in architecture
25
ethics and professional judgement
technical documentation
24
32
construction cost control
23
legal responsibilities
building material and assemblies
22
31
building systems integration
21
leadership
building service systems
20
30
building envelope systems
19
professional development
life safety
18
29
environmental systems
17
architectural practice
structural systems
16
28
site conditions
15
comprehensive design
program preparation
14
architect's administrative roles
accesibility
sustainable design
13
8
12
7
human diversity
western traditions
6
11
collaborative skills
5
human behavior
fundamental design skills
4
use of precedents
formal ordering systems
3
9
research skills
2
10
graphic skills
1
national and regional traditions
critical thinking skills
A
non-western traditions
speaking and writing skills
CRITERIA
U
32
33
34
COURSE ID
COURSE NAME
SPAN 3101
6
5
3
d1
A
DESIGN 1-A
31
27
11
ht 1
A
U
U
U
U
HISTORY/THEORY 1
ARCH 3045
MATH 1
13
9
8
HUMA 3011
U
U
U
HUMANITIES 1
ENGL 3101
6
5
3
27
31
d2
A
U
A
DESIGN 1-B
pp 1
PROFESSIONAL PRACTICE 1
3
COMUNICACIÓN VISUAL DIGITAL
A
ELECTIVA DIRIGIDA
ARCH 3046
MATH 2
13
9
8
HUMA 3012
U
U
U
HUMANITIES 2
11
6
5
3
d3
A
U
A
A
DESIGN 2-A
11
et 1
A
TECHNOLOGY/STRUCTURES 1
13
9
8
ht 2
U
U
U
HISTORY/THEORY 2
19
ARCH 3521
U
PHYSICS 1
12
CISO 3121
U
SOCIAL SCIENCES 1
11
6
5
3
17
15
d4
A
U
A
A
DESIGN 2-B
et 2
U
A
13
9
8
ht 3
19
ARCH 3522
U
U
U
HISTORY/THEORY 3
U
PHYSICS 2
12
CISO 3122
U
SOCIAL SCIENCES 2
1
20
15
14
7
2
3
4
5
6
d5
7
8
9
10
11
12
13
A
14
15
A
U
16
17
18
19
A
U
U
20
21
22
23
U
U
U
21
22
23
U
U
U
24
25
26
27
28
29
30
31
24
25
26
27
28
29
30
31
32
33
34
U
U
U
U
U
DESIGN 3-A
18
19
17
et 3
10
ht 4
U
HISTORY/THEORY 4
1
17
16
14
7
ENG LIT / RED
A
d6
A
A
A
A
DESIGN 3-B
17
et 4
A
18
et 5
U
10
ht 5
1
ENG LIT / RED
U
HISTORY/THEORY 5
15
20
16
7
A
d7
A
U
A
U
UNDERGRAD OPTION STUDIO 1
18
et 6
U
-ELECTIVE
-ELECTIVE
ENGL 3102
2
ht 6
A
HISTORY/THEORY 6
18
23
22
21
et 7
U
-ELECTIVA LIBRE
-ELECTIVA LIBRE
-ELECTIVA LIBRE
1
23
22
21
32
20
2
3
4
d8
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
U
GRAD OPTION STUDIO 1
2
4
ht 7
A
A
GRAD HISTORY/THEORY 1
26
25
24
et 8
U
U
U
GRAD TECHNOLOGY/STRUCTURES 1
34
33
30
29
pp 2
U
U
GRAD PROFESSIONAL PRACTICE 1
32
23
22
21
28
d9
U
U
U
A
U
2
4
25
24
ht 8
A
A
GRAD HISTORY/THEORY 2
26
et 9
U
U
U
GRAD TECHNOLOGY/STRUCTURES 2
34
33
30
29
pp 3
U
U
GRAD PROFESSIONAL PRACTICE 2
32
28
23
22
21
d 10
U
U
U
A
-ELECTIVA DIRIGIDA
-ELECTIVA
-ELECTIVA
28
2
dt
THESIS / GRAD OPTION STUDIO 4
-ELECTIVA DIRIGIDA
-ELECTIVA
-ELECTIVA
A
A
U
2005, 2006 LECTURE SERIES POSTERS
8.1
NAAB DOCUMENTATION REGISTER
10.1
SONDEO DE EGRESADOS
10.2
Universidad de Puerto Rico - Recinto de Río Piedras
SONDEO DE EGRESADOS(AS) : Escuela de Arquitectura
Instrucciones generales: Puede utilizar lápiz número 2, lo mismo que bolígrafo de tinta negra
o azul. Al seleccionar su respuesta, ennegrezca totalmente el círculo (Ejemplo: a ).
En los casos en que se requiere información adicional, escriba en el espacio que se provee.
DATOS PERSONALES
1. Indique el año en que recibió su(s) grado(s) de la UPR. Escriba el año en los recuadros provistos y
ennegrezca los círculos correspondientes:
M. Arq
BDA
Maestría / Otra Institución
B. Arq. (6 años)
2. ¿Obtuvo grado profesional en arquitectura en
una institución distinta a la UPR?
` Sí, indique dónde:
8. Indique el año en que aprobó la reválida.
Escriba el año en los recuadros provistos y
ennegrezca los círculos correspondientes:
_____________________________
` No
3. ¿Obtuvo grado en una disciplina distinta a la
arquitectura?
` Sí, indique cuál:
_____________________________
` No
4. Edad actual:
22-29
`
30-39
40-49
50-59
60 o
más
`
`
`
`
5. Género:
Masculino
Femenino
`
9. ¿Cuántas veces tomó la reválida?
`
6. Lugar donde reside actualmente:
10.
` Puerto Rico
` Estados Unidos, indique el estado:
Una
Dos
Tres
Más de
tres
`
`
`
`
`
Indique la(s) parte(s) de la reválida más
difícil(es) para aprobar:
_____________________________________
_____________________________
_____________________________________
` Otro país, especifique cuál:
_____________________________
Ninguna
_____________________________________
11.
DATOS PROFESIONALES
¿Cuán bien lo preparó la Escuela para la
aprobación de la reválida?
Excelente
`
7. ¿Aprobó la reválida de arquitectura?
Sí
No
No
aplica
`
`
`
12.
Adecuado
Deficiente
No
aplica
`
`
`
`
Actualmente trabaja en:
Sector
privado
`
- Página 1 -
Bien
Sector
público
Buscando
trabajo
No
aplica
`
`
`
13.
`
`
`
`
`
`
`
14.
No trabajo en este momento
Diseño de Arquitectura
`
`
`
`
`
`
Construcción
Desarrollo de proyectos
Planificación
Preservación Histórica
Otro, especifique:
_________________________
Su puesto en el lugar de trabajo es:
`
`
`
`
`
15.
18. De acuerdo con sus necesidades como profesional,
¿en cuáles de las siguientes áreas hubiera sido
conveniente tomar más cursos durante sus estudios
universitarios?
Actualmente su trabajo principal es en el área
de:
Dueño
Socio
`
`
`
`
`
`
`
`
`
`
`
`
Empleado
Otro, especifique:
_____________________________
¿Cuán satisfecho está con su profesión?
Poco
satisfecho
Satisfecho
Bastante
satisfecho
Muy
satisfecho
`
`
`
`
`
EXPERIENCIA PROFESIONAL Y ACADEMICA
16.
17.
¿Tuvo dificultad para encontrar trabajo
relacionado con su profesión?
Sí
No
`
`
Con relación a sus necesidades como
profesional, ¿cómo evalúa su experiencia en la
UPR en las diferentes áreas indicadas a
continuación?
Muy
deficiente
Deficiente
Regular
Buena
Excelente
`
`
`
`
`
Teoría
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
`
Historia de
Arquitectura
`
`
`
`
`
Sistemas
Constructivos
`
`
`
`
`
Práctica
profesional
`
`
`
`
`
Tesis
`
`
`
`
`
`
`
`
`
`
Requisitos de
Estudios
Generales
Diseño
Estructura
Tecnología
Electivos
Paisajismo
Administración de Proyectos
Finanzas
Cursos Electivos
Otro(s), indique: ______________________
19. La Escuela de Arquitectura está programando el
ofrecimiento de varios cursos de educación
continuada. De implantarse los mismos,
¿cuál(es)
sería(n) de su interés?
No trabajo en este momento
Nada
satisfecho
Diseño Urbano
CAD básica
CAD avanzada
3D visualización
Administración de proyectos
Photoshop
Web Page Design
Desktop Publishing
Especificaciones técnicas
Teoría/Historia
Paisajismo
Arquitectura sostenible
Otro(s), indique:
_____________________________
20. La Escuela de Arquitectura está programando el
ofrecimiento de diversas maestrías. De implantar
dicho programa, ¿cuál(es) sería(n) de su interés?
`
`
`
`
`
Diseño Urbano
Preservación Histórica
Administración de Proyectos
Sustentabilidad
Otro(s), indique:
_____________________________
21. Si señaló uno o más de los programas
mencionados anteriormente, ¿cuánto interés
tendría en iniciar estudios en un futuro cercano
(antes del año 2010)?
Ninguno
`
Poco
Alguno
Bastante
Mucho
`
`
`
`
22. Si indicó un posible interés en continuar sus
estudios, ¿bajo qué itinerario podría estudiar?
`
`
`
`
Diurno
Nocturno
Sabatino
Otro, especifique:
_____________________________
FAVOR DE REMITIR ESTE FORMULARIO EN EL SOBRE ADJUNTO.
¡GRACIAS POR SU PARTICIPACIÓN!
III/2007
- Página 2 -

ARCHITECTURE PROGRAM REPORT

Transcription

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