Columbia GSAPP Programs Overview by Columbia GSAPP

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COLUMBIA GSAPP 2 Deanâ&#x20AC;&#x2122;s Statement 4 Programs 8 Environments 14 Studio-X Network 18 Events 20 Exhibitions 22 Publications 26 Research 33 Career Services 34 Alumni Relations

Architecture 35 Overview 37 Curriculum 59 Student Work AAD 75 Overview 76 Curriculum 79 Student Work 91 92 93 101

Urban Design Overview Faculty Curriculum Student Work

CCCP 107 Overview 109 Curriculum 120 Student Theses Historic Preservation 139 Overview 140 Faculty 141 Curriculum Urban Planning 155 Overview 156 Faculty 157 Curriculum Real Estate Development 173 Overview 174 Faculty 175 Curriculum

DEAN’S STATEMENT

At Columbia University’s Graduate School of Architecture, Planning and Preservation (GSAPP), the only constant is change. As a leader shaping the fields of architecture and the built environment, the school combines pioneering experimentation with an uncompromising engagement with the world. Columbia GSAPP is a laboratory for learning that weaves together cutting edge design skills, incisive critical thinking and new forms of knowledge. Working in one of the most vibrant global cities, our students and faculty engage one another in a spirit of intellectual generosity that strives to re-imagine the future of architecture, cities and the environment. Columbia GSAPP fosters the development of new forms of design research and scholarship to open up new territories for more meaningful practices of architecture and the design of cities. In this moment of convergence, the school draws together the geographical question of “where”

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with the temporal question of “when,” making visible the processes of rapid urbanization in a time of climate change. We bring these questions of context to bear upon the thinking and design of everything: from the scale of a brick to that of a city, and from the design of new forms of practice to that of collaboration and exchange between the expanded disciplines at the school. Columbia GSAPP is an integral part of the city’s vibrant intellectual and artistic life. The school’s engagement in New York and in various cities across the world offers students an unparalleled spatial network of resources and exchange, enhanced by its intense programing of events and exhibitions as well as its publications. In the fall of 2015, the school further expanded its engagement with the technology industry by launching an incubator for GSAPP alumni at the New Museum in Lower Manhattan. On campus, faculty-led Centers and Labs connect with other schools and institutes to create a new context for understanding architecture and the future of cities, the environment, and technology. Students have numerous travel opportunities throughout their time at the school, engaging with our global network of Studio-X locations. This international infrastructure allows us to imagine new pedagogical models while upending notions of center-periphery and promoting relational thinking as discourse and in practice. Columbia GSAPP is characterized by the coming together of an outstanding and diverse faculty—whose expertise ranges from pure scholarship to pure practice with many hybrid models in between—and an equally creative and dynamic student group. Our students embody endless curiosity, talent, incurable optimism and a sense of entrepreneurship that renders them leaders in the field ready to re-imagine the world as they engage with and redefine architecture and all of the disciplines of the built environment.

Amale Andraos, Dean

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PROGRAMS

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Scales of Environment

How do we design “scales of environment” at once connecting the scale of a brick with that of a building, a city or an entire territory, always in simultaneity? How do we rethink the past and design for the immediate future as well as for the longer future of geological time? Today’s biggest challenge and opportunity for architecture and the disciplines of the built environment is thinking and acting across scales. Columbia GSAPP is committed to eroding the boundaries between its disciplines, as it fosters new connections across the scales they represent—spatial as well as temporal—which are responsible for understanding and shaping architecture and the built environment. How scales of environment are intertwined, set in relation to one another and relate to the larger social and environmental concerns are questions which can only be answered through collaborative and interdisciplinary approaches to the design and thinking of architecture and cities, as well as through the production of new forms of research, knowledge and hybrid practices.

Global Engagement

The school’s deep commitment to a globally engaged form of education is not only manifest through its Studio-X network, but also through its generous travel opportunities across the programs. To experience diverse contexts firsthand and learn to think in a relational way is of paramount importance. Columbia GSAPP prides itself in fostering one of the most diverse educational experiences possible, both inside the school and across the world. The school’s global outlook transpires across studios, classrooms, centers and labs as our faculty and students move beyond euro-centric narratives about architecture and cities to shape alternate perspectives, new pedagogical approaches and new forms of practice and discourse.

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Visualization Architects don’t build as much as they draw. Across the programs—in particular Urban Planning, Urban Design and Architecture—how we focus on visualizing our context, from the representation of spatial territory to that of information and data networks, shapes our understanding of the world and informs our interventions within it. How do we draw together climate change, our global urban condition and localized effects? How do we make tangible the forces and flows shaping the built and the unbuilt together? Columbia GSAPP’s long legacy of radical visualization is today critical to all the programs in transforming our engaged imagination, spatial thinking and design practice towards building more sustainable and equitable cities.

Avery Hall on Columbia University Morningside Campus

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History/Theory Projecting alternate futures is an invitation to reread the past. Sitting above the most important architectural library in the world, Avery Library, Columbia GSAPP has a long legacy of leading discourse in both history and theory, specifically in Architecture, Urban Planning and Design as well as Preservation. Today, it is continuing to redefine those fields while also leading the formation of new disciplines such as Real Estate Development and the field of Critical, Conceptual and Curatorial Practices. Across our programs as well as through the school’s ongoing research, events, exhibitions and publications, we are constantly expanding the canon of the disciplines by bringing forth forgotten histories and telling stories in new ways, to situate our present and future actions while shedding new light on past ones. Technology Whether examining the consequences of social media on the urban landscape, exploring new materials’ embodied energies or developing experimental modes of preservation, Columbia GSAPP fosters a combination of cutting edge and critical approaches to technology. From the days of the ‘paperless studio’ to today’s data visualizations, our faculty’s research and practice and our students’ explorations are deeply committed to material and digital investigations and innovations, bringing together experiential and aesthetic qualities with questions of performance and sustainability. As a testimony to the school’s continuing foray into technological innovation is our commitment to exploring the potential of entrepreneurship for the fields of architecture and design, with an impressive list of alumni which have pushed the boundaries of both material fabrication, digital software and social media.

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ENVIRONMENTS

Johannesburg Mumbai Amman

Beijing

Istanbul

Rio de Janeiro

New York

Morningside Campus

GSAPP Incubator at NEW INC

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Columbia GSAPP’s environments form a network of spaces, operating on three scales: that of the buildings on Columbia’s Morningside campus, New York City at large, and across the world through the Studio-X Global Network and extensive travel opportunities including Studio trips and summer workshops.

Morningside Campus

On the Columbia University Morningside Heights campus, the school occupies its own building, Avery Hall; as well as space in the adjacent buildings Fayerweather Hall, Schermerhorn Hall. and Buell Hall. This complex houses design studios, classrooms, computer labs, lounges, exhibition galleries, the fabrication shop, output shop, a slide library, a 300-seat auditorium, and a 70-seat lecture hall. The world’s leading architecture library, the Avery Architectural and Fine Arts Library, is located in Avery Hall. Founded by Samuel Putnam Avery in 1890 as a research collection of books on architecture and the related fields, it has since grown into what can be called the international library of the profession. It is ranked by scholars from all over the world as the outstanding international research center on the history of architecture, and they can often be found working at its study desks on visits to New York. Its holdings consist of more than 240,000 books and periodicals on architecture, urban planning, art history, historic preservation, archaeology, the decorative arts, and a broad variety of related background material. The contents range from the first published book on architecture, L. B. Alberti’s De Re Aedificatoria (1485), to a comprehensive collection of books on contemporary architectural movements. In addition, the library has more than 300,000 original architectural drawings, collections of prints, and rare photographic material and archives. Avery Library also houses the Avery Index to Architectural Periodicals, the

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Avery Library

Avery Hall Architecture Studios

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most comprehensive periodical index in the field. The Conservation Laboratory, directed by Preservation Professor George Wheeler, serves as the primary teaching venue for conservation courses where lectures, demonstrations, and practicums take place. It supports such courses as Structures, Systems and Materials I&II; Architectural Metals; American Architectural Finishes; Concrete, Cast Stone & Mortar; Stone, Brick & Terracotta; Conservation Workshop; and is the fundamental locus for Basic Conservation Science and Laboratory course. The Fabrication Lab houses research activity related to the application of scientific, technical and professional issues advancing the design and construction of architectural projects through advanced techniques and processes. The activity of the Fabrication Lab is developed independently from, but in collaboration with the curriculum of the school, related to industry partners, interdisciplinary collaborations, and partner educational institutions, along with the integration of built work into the program. The Fabrication Lab is realizing its ambition to provide the most advanced applied research culture, with the establishment of a set of material, structural and fabrication research initiatives that link state-ofthe-art digital design practices to building analysis, modeling, simulation, fabrication, monitoring and interactive systems.

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GSAPP Incubator & New York City

The GSAPP Incubator, directed by Assistant Professor David Benjamin, provides shared workspace and a professional development program for recent graduates, nurturing creative entrepreneurship as well as hosting events and research initiatives from the school, such as the Embodied Energy Initiative. Housed at NEW INC at the New Museum in downtown Manhattan, the Incubator is a designed to support creative practitioners working in the areas of art, technology, and design. In addition to formal partnerships, Columbia GSAPP frequently hosts events and partnered programs with various architecture and cultural institutions in New York. Many of our graduates stay in the New York area and work in offices, institutions, and nonprofits, and governmental agencies in the city. This wide alumni network just a subway ride away means that GSAPP students can easily take advantage of the professional and cultural opportunities that New York has to offer.

GSAPP Incubator at NEW INC

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Around the Globe

The School is the beneficiary of a considerable bequest in honor of William F. Kinne Fellows that has as its purpose the enrichment of the studentâ&#x20AC;&#x2122;s education through travel. A number of fellowships for the study of architecture and related fields are awarded annually to graduating students. Applications from members of the graduating class are considered for postgraduate travel and for travel during the summer preceding the final year of study. Specific requirements and guidelines are announced during the academic year. Students apply in the spring term of each year. Additionally, during the summer faculty lead travel workshops, open to students in the penultimate year of their program. Recent countries where workshops have traveled to include Jordan, India, Turkey, Germany, Ethiopia, China, Italy, and Denmark, among others locations. The Studio-X network supports these special trips as well as studio-related travel opportunities for students.

Summer Travel workshop led by Jyoti Hosagrahar in Amman, Jordan

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STUDIOâ&#x20AC;&#x201C;X NETWORK

Studio-X Collective Housing Research exhibition in Shenzhen at the UABB (Hong Kong/Shenzhen Bi-City Biennale of Architecture and Urbanism)

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Studio-X Global Director: Malwina Łys-Dobradin

In recent years, GSAPP has used the label “Studio-X” to refer to its most advanced laboratories for exploring the future of cities. The label conveys the sense that a whole new platform for research and debate is needed to face the array of urgent questions that will face the next generation of designers. Each Studio-X is organized around the traditional setting of the design studio found in architecture schools all over the world: a simple open loft-like space that fosters collaborative exploration, an empty room that welcomes new people and new ideas. Each Studio-X is a cultural center that supports close personal interactions between people that might not normally come together. At the same time, the space is equipped with the latest technology to take advantage of Columbia’s expertise in digital design and data visualization to draw on the widest array of global resources and communicate ideas to the widest possible audience. The local director of each Studio-X acts as the curator of a continuous array of projects, workshops, lectures, seminars, symposia, exhibitions, and performances helping to tie the daily operations of the space to the surrounding city. In key moments, all the Studio-X spaces are linked in single real-time global workshops allowing unprecedented bursts of creativity.

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Amman Director: Nora Akawi Studio-X Amman, with studio workshop, seminar room, offices and exhibition space, opened within the Columbia Global Centers | Middle East in March 2009 and has acted as the site for student workshops, public lectures, seminars and exhibitions investigating a wide range of issues in urban planning, historic preservation, and advanced architectural design in Jordan and the Middle East. Beijing Asia Megacities Lab Director: Jeffrey Johnson As a new regional model, Studio-X Beijing is hosted in the Columbia Global Centers East Asia offices and has resulted in increasing and productive collaborations with Columbia’s Global Centers. As the director of Asia Megacities Lab, Jeffrey Johnson is building on the Studio-X Beijing platform developed over the past five years, and will lead GSAPP’s initiatives across Asia, including most recently two exhibitions at the 2016 Shenzhen Hong Kong Bi-City Biennale of Urbanism and Architecture (UABB).

Istanbul Directors: Gregers Thomsen, Selva Gürdogan Studio-X Istanbul opened in November 2013 in a twostorey building at Salıpazar, in Istanbul’s downtown area. It develops free events such as lectures, workshops, seminars and exhibitions that foster discussion on the built environment and research projects that generate new forms of sharing the urban public space.

Rio de Janeiro Director: Pedro Rivera

Celebrating its 5 year anniversary, Studio-X Rio de Janeiro has occupied a three-story building at Praça Tiradentes, a square in Rio de Janeiro’s downtown area. Bringing together professionals, academics, decision makers, students, and the general public, this space is a platform to confront our most pressing urban challenges. We are interested in how crosscultural, cross-disciplinary, and cross-continental exchanges can affect and inform each other when facing the ongoing urban transformations of the city, the country, and Latin America.

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Johannesburg Director: Mpho Matsipa

Mumbai Director: Rajeev Thaker

Studio-X Johannesburg further deepens Columbia University’s longstanding relationship with South Africa and fosters new collaborations with partners from across the African continent. Our aim is to create a creative public platform that will explore alternative imaginaries of the city, with particular focus on the future of global connection, individual and collective acts of agency, and productive collaboration. In the face of the official narratives of apocalyptic urbanization and global crisis, Studio-X Johannesburg will cultivate encounters amongst researchers, urbanists, theorists, filmmakers, artists, activists, architects, and policy makers to explore and give expression to creative and emergent urban visions and practices of the future.

Studio-X Mumbai opened its doors to the public in February 2011 with “Architecture of Consequence,” an international traveling exhibition about the role of architecture in social innovation and sustainability. The space has quickly become a major hub of vibrant debate. Located on the fourth floor of the Kitab Mahal building near the Victoria Terminus railway station in historic downtown Mumbai, Studio-X Mumbai explores the built environment by hosting a variety of events that address issues such as contemporary architectural practice, sociology, public art, and the impact of technology on the city. It is the most democratic of public spaces for citizens who are eager to engage with issues related to the future of cities.

Studio-X Directors (l-r) Gregers Thomsen, Rajeev Thakker, Selva Gurdogan, Pedro Rivera, Dean Andraos, Nora Akawi, Jeffrey Johnson, Mpho Matsipa, and Malwina Łys-Dobradin

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Spring 2016 Events Poster, design by Neil Donnelly

EVENTS

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Director: Paul Amitai Program Coordinator: Lyla Catellier

The School offers an array of lectures, conferences, debates and events that reflect the diversity and interests of its programs. The Monday Evening Lecture Series brings internationally prominent practitioners, historians, and theorists to speak on issues of architecture, planning, development, and urbanism. In addition, the Architecture, Planning, Preservation, and Real Estate Programs maintain their own special lecture series that are open to the School community. In addition, the School and its programs sponsor special symposia, debates, and conferences that draw together faculty, prominent guests, and students to discuss issues of timely and historical importance.

<Top> Urban Design program Director Kate Orff moderates a lecture by Rural Urban Framework/ Joshua Bolchover and John Lin. < Bottom> Core II Studios Coordinator Mimi Hoang responds at the Pezo von Ellrichshausen lecture.

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EXHIBITIONS

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Director: Mark Wasiuta Coordinator: Adam Bandler Assistant Coordinator: Florencia Alvarez

Arthur Ross Architecture Gallery

The core of the GSAPP Exhibitions program is the Arthur Ross Architecture Gallery. The gallery is simultaneously a testing ground for exploring new approaches to architectural exhibitions, and a reflexive space for considering and analyzing architecture as it has been formed through exhibition. Different strains of exhibition experiments appear in the gallery, sometimes through the coordination and exposure of archival, historical, or thematic architectural research projects, or through installation and curatorial strategies themselves. The gallery is a site for staging exhibitions that leave the school to travel to other institutions and to museums elsewhere, and is also an aperture through which projects with contemporary artists, filmmakers, scholars, and curators infiltrate the school as provocation to its conventions, practices, and pedagogies.

Pop-Up Exhibitions

All spaces of the school—from Istanbul to Rio to Johannesburg to the central floor of Avery— are inhabited by thematic and timely exhibtions of student and faculty work. The exhibitions rotate on a fast-paced schedule, making the School visible to itself and cutting across the school’s diverse programs to take the pulse of their work and research.

<Top> Les Levine: Bio-Tech rehearsals, 1965-1975 in the Arthur Ross Architecture Gallery. photo: James Ewing. <Center> Contact High: Environmental Communications, in the Arthur Ross Architecture Gallery. Photo: James Ewing < Bottom> GSAPP Housing Studios: 1974–2014 in Avery Hall’s 4th floor pop-up gallery.

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PUBLICATIONS

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Columbia Books on Architecture and the City

Director: James Graham Managing Editor: Caitlin Blanchfield Associate Editor: Alissa Anderson

The books and magazines published through the Office of Publications at Columbia University’s Graduate School of Architecture, Planning and Preservation are enduring records of the school’s intellectual life. They reflect the diverse strata of GSAPP, ranging from long-term research projects to conferences, exhibitions, and studios. In thinking about architecture and the city, they draw on the knowledge of architects, scholars, planners, engineers, artists, theorists, and curators, among others. Yet even in their diversity, the school’s publications capture only a small fraction of what occurs at Columbia. Our commitment to print also includes broadening its notion of publication, developing the website as a platform and exploring a range of formats for publishing, distributing, and reading.

< Left> The new mezzanine reading room showcases recent work by the Office of Publications, including the Columbia Books on Architecture and the City imprint, the Avery Review, and curated selection of publications by faculty and visiting speakers

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The Avery Review, online at averyreview.com

The Avery Review scroll installation in Avery Hallâ&#x20AC;&#x2122;s 3rd floor mezzanine reading room

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The Avery Review

Editor: James Graham, Managing Editor: Caitlin Blanchfield, Contributing Editors: Alissa Anderson, Jordan Carver, Jacob Moore

The Avery Review is premised on the idea that reviews and critical essays are vital but still underutilized ways of exploring the ideas and problems that animate architecture, and we hope to push these genres beyond their most familiar forms, whether journalistic or academic. Our aim is to explore the broader implications of a given object of discourse (whether text, film, exhibition, building, project, or urban environment). Published monthly during the academic year at averyreview.com, the journal aims to enrich the digital culture of architecture writing, opening new space for intellectual creativity and spirited criticism. Be it through the juxtaposition of books and buildings, meditations on constructed landscapes, or incisive critiques of architectural showmanship, our reviewers and essayists test their own intellectual commitments and convictionsâ&#x20AC;&#x201D; theoretical, architectural, and politicalâ&#x20AC;&#x201D;through engagement with the work of others.

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RESEARCH

In the context of a leading research university, what does research mean for a school of architecture and the built environment? As a mode of inquiry that simultaneously sits within each discipline while moving beyond them, research at the GSAPP embodies the maturation of the longstanding spirit of experimentation of the school. Understood as investigative practice, new forms of research fully immerse students and faculty to engage the real issues of our time while also creating the distance for reflection and the projection of alternate narratives: re-reading of the past, critical engagement with the present and new possibilities for the future. At Columbia GSAPP, faculty and students engage in relentless probing, expanding, renewing and connecting of the disciplines, of ideas and technologies to create new forms of knowledge and hybridized practices which open up new possibilities for architecture, urban and environmental thinkingâ&#x20AC;&#x201D; past, present and future.

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<Top> House, Housing exhibition at the MAK center in Los Angeles, Spring 2016 < Bottom> House, Housing exhibition at the National Public Housing Musem in Chicago, Fall 2015

Buell Center Director: Reinhold Martin Program Coordinator: Jacob Moore Columbia University’s Temple Hoyne Buell Center for the Study of American Architecture was founded in 1982. Its mission is to advance the interdisciplinary study of American architecture, urbanism, and landscape. A separately endowed entity within the Graduate School of Architecture, Planning, and Preservation, it sponsors research projects, workshops, public programs, publications, and awards. In recent years, the Center has convened issueoriented conversations around matters of public concern, such as housing, that are addressed to overlapping constituencies including academics, students, professionals, and members of the general public. The Buell Center’s research and programming articulate facts and

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frameworks that modify key assumptions governing the architectural public sphere— that is, the arena in which informed public analysis and debate about architecture and urbanism takes place. Buell Center projects utilize a variety of formats, such as specialized academic conferences, small meetings, larger public events, and publications, depending on the issues and audience at hand. In all cases, they offer a context for the study of American architecture that brings underlying issues to light and enables architecture’s various interconnected publics to gain a greater understanding of its cultural significance.

Automated rubble detection in Aleppo city using machine learning and image analysis algorithms

Conflict Urbanism; and a summer intensive mapping workshop for faculty. The Center for Spatial Research grows out of The Center for Spatial the Spatial Information Research (CSR), Design Lab (SIDL), an established in 2015, is an internationally-recognized interdisciplinary hub for research unit within urban research that links Columbia GSAPP. The architecture, urbanism, Center has built upon SIDL’s the humanities and data multidisciplinary mapping science. Fostering a unique and data visualization collaboration between initiatives, its strong civic GSAPP and the Faculty of and social orientation and Arts and Sciences (A&S) its creation of aesthetically at Columbia, the CSR powerful design strategies sponsors diverse curricular that treat data as an urban and research initiatives built around the critical use of new resource. Likewise, the CSR maintains a consciously technologies of mapping, critical approach to data visualization and data conventional “Big Data” collection. initiatives, especially to In its role as a thinkthe merely technocratic and action-tank the CSR development of “toolkits,” as maintains a robust research well as catalyzes humanities practice; offers courses in oriented work with data. critical mapping and data visualization that are open to students from across the University; interdisciplinary seminars related to our current research theme of Center for Spatial Research (CSR) Director: Laura Kurgan

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2016 CURE Benefit in Low Memorial Library

The Center for Urban Real Estate (CURE) Director: Patrice Derrington CURE at Columbia University represents a unique paradigm in real estate development research and practice, applied as a transformative and positive force. CURE identifies, shares and advocates solutions for a rapidly urbanizing world. CURE redefines sustainability as dense, mixed-income, mixed-use, transit-based urban development. From climate change and energy dependence to the socioeconomic and political upheaval they engender, CURE addresses emerging and current global issues through the lens of urbanization. As a center for research and thought leadership, CURE builds upon a platform of direct industry engagement through

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conferences, symposia, and publications and undertakes a dedicated research agenda that advocates for design-intelligent urban development. Building upon CUREâ&#x20AC;&#x2122;s intellectual foundation, the center offers GSAPP faculty and students a cross-disciplinary approach that integrates theory and practice to solve unique development problems. While largely New York City focused, CUREâ&#x20AC;&#x2122;s work in advancing environmentally, fiscally and socially responsible development has expanded to Brazil, China, Germany, Sweden, Netherlands and Japan.

Research Labs Columbia GSAPP has developed innovative Research Labs which augment and complement the research interests and activities of the school’s faculty and programs. Whether building bridges within the School’s programs or between the School and other Schools on campus—the Earth Institute, the School of Public Health, the School of the Arts, the Engineering School and MESAAS amongst other—as well as institutions in New York and globally through the Studio-X network. Centers, Labs and Initiatives create a complementary space to the spaces of studios and classrooms, one that enables both faculty and students to ask the next questions as the School continues to lead in opening up uncharted territories and become a context for student’s own research and exploration as they prepare to re-enter the world.

Constellation Park, an infrastructural memorial proposal by the Death Lab

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Asia Megacities Lab Director: Jeffrey Johnson

Death Lab Director: Karla Maria Rothstein

Over the next 25 years, it is projected that China will account for 50 % of the world’s new construction. The majority of this construction will occur in existing cities or newly formed urban areas. It is the mission of the China Megacities Lab to become actively engaged with this rapid urbanization and spatial production occurring in China, through both research and design.

Death Lab is a transdisciplinary research and design space focused on reconceiving how we live with death in the metropolis. Death Lab makes it possible for dynamic minds to come together to engage the complex challenges of our individual and collective mortality. We are changing how people think about death: at the core of DeathLab is a team of leading researchers, scholars, experts, and designers from fields that enable us to engage both intimate and infrastructural urban concerns. Our ambition is to develop design strategies that can be prototyped, built, and experienced by the public.

C-LAB: Columbia Laboratory for Architectural Broadcasting Director: Jeffrey Inaba The mission of C-LAB is to test experimental forms of architectural communication. Rethinking architecture at a global scale, the lab sets up creative partnerships to broaden the range and increase the intensity of architectural discourse—launching unique events, provisional networks, special issues of magazines, video streams, television, radio and webcasts. The lab acts as a kind of training camp and energy source for incubating new channels for debate about architecture.

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Global Africa Lab Directors: Mario Gooden, Mabel Wilson Through design methods and research aided by new technologies and media, the Global Africa Lab (GAL) explores the spatial topologies of the African continent and its diaspora. GAL’S s innovative research and pedagogical agenda examines how the unique political histories and the contemporary forces of globalization shape the architecture, urbanism, culture, and ecologies of these places.

Latin American and Carribean Laboratory Director: Clara IrazĂĄbal

Sustainable Urbanism International Director: Jyoti Hosagrahar

The Latin American and Caribbean Laboratory (Latin Lab) serves as an intellectual platform for research, educational, and service initiatives related to architecture and urban planning in Latin America and the Caribbean (LAC). The Lab aims to become a leading laboratory for the study of the built environment and community development in LAC and its diasporas and a premier resource to assist in the just and sustainable transformation of LAC territories and communities. The Labâ&#x20AC;&#x2122;s primary lines of work are Migration and Ethno-Urbanism, Urban Resilience and Upgrading, and Transnational and Regional Planning.

Sustainable Urbanism International is a research and design initiative committed to the conservation of cultural heritage, and the development of strategies for promoting culturally and environmentally sensitive strategies for urban development. SUI was established as a non-profit NGO in Bangalore in 2003. SUI works with governments, communities, and private investors to bring about the benefits of modernization while minimizing the cultural dislocations arising from it.

Living Architecture Lab Director: David Benjamin Political and cultural conditions change: what if the walls and windows morphed in response? Air and water quality fluctuate: what if a cloud of light above the river modulated its color as a public display of contamination? Demands for occupation of space shift across days, seasons, and years: what if traditionally mute and inert building materials appeared and disappeared accordingly?

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CAREER SERVICES Director: Francesca Fanelli Arch + UD Career Services aims to reflect the experimental nature of Columbia GSAPP by engaging both the student body and the broader professional community through career fairs, panel discussions, workshops, alumni networking events, architecture office tours and biweekly newsletters. Additionally, Career Services offers students an array of tools to help them transition into the workforce after graduation, such as peer-topeer portfolio review, cover letter and resume feedback, a credit-based internship and alumni mentorship program.

Making Progress: Diversity in Design Panel, Fall 2015

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ALUMNI RELATIONS Director: Shahdeh Ammadi Established in 2005, the GSAPP Office of Development and Alumni Relations is dedicated to building a strong framework for alumni communication, collaboration and networking, and to establishing a strong base of support for the school, its students and its programs.

<Top> Annual Alumni Mixer at PS1 with COSMO by Professor Andres Jaque in background < Bottom> April 2015 GSAPP Alumni Forum Crossover at TriBeCa 360

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M.ARCH

Semester 1 — fall

18 points

Core Studio I Architectural Technology I History of Architecture I Visual Studies I: Architectural Drawing & Representation I

(9 points) (3 points) (3 points) (3 points)

Semester 2 — spr ing

18 points

Core Studio II Architectural Technology II History of Architecture II Visual Studies II: Architectural Drawing & Representation II

(9 points) (3 points) (3 points) (3 points)

Semester 3 — fall

18 points

Core Studio III Architectural Technology III & IV History Distribution I

(9 points) (6 points) (3 points)

Semester 4 — spr ing

18 points

Advanced Studio IV Architectural Technology V History Distribution II Visual Studies Elective

(9 points) (3 points) (3 points) (3 points)

Semester 5 — fall

18 points

Core Studio III Architectural Technology VI History Distribution III Professional Practice

(9 points) (3 points) (3 points) (3 points)

Semester 6 — spr ing

18 points

Advanced Studio VI History Distribution IV Electives

(9 points) (3 points) (6 points)

OVERVIEW The Master of Architecture is a three-year professional degree, which weaves together the highest level of disciplinary expertise with the critical and technical skills necessary to recast the boundaries of the discipline, building on a long legacy of groundbreaking innovation in the fields of architecture and design. At Columbia GSAPP, architecture is understood as a form of knowledge situated within a broader context of environmental and global engagement, building on strong historical and theoretical foundations, which are always actively reframing our contemporary cultural condition. By bringing together a progressive approach to architectural educationâ&#x20AC;&#x201D;where pedagogy is simultaneously rigorously structured with definable objectives and constantly reexamined to respond to ever-changing contextsâ&#x20AC;&#x201D;the Master of Architecture program creates a sense of openness, inquisitiveness and intellectual generosity that enables individual development and collaborative thinking. Being part of an elite research university located in a major global city has determined much of what is unique about the architecture program, which means that at Columbia GSAPP, architecture is always understood in relation to its urban and environmental context. In addition to its excellent full time faculty, at once deeply embedded in city and campus life, Columbia GSAPP is also able to draw upon the large and diverse community of architects, theorists, practitioners, and scholars in New York as well as from around the world. Thus the program exposes students to architecture as a complex, and diverse cultural endeavor. As it seeks to impart basic principles and knowledge, to develop visual and analytical skills, and to relate creativity to given cultural situations, the school offers studentarchitects the means to use their knowledge and insight to better respond to and improve the built environment, while always contributing to expanding the field of architecture and design in meaningful ways.

40 <Top> Core I Studio, first project review <Bottom> Bernard Tschumi and Mimi Hoang during Advanced VI studio reviews

CURRICULUM The M.Arch curriculum is divided into the study of design, history and theory, technology, visual studies, and professional practice. Learning about architecture involves on the one hand examining the historical, social, cultural, technical, and economic forces that shape buildings, and on the other, mastering these forces with both traditional means as well as cutting edge technologies. The design studio remains the main focus of the curriculum, as it offers the opportunity to integrate and synthesize what is being studied. Around the studio, a variety of conversations are instigated to create a context for studentsâ&#x20AC;&#x2122; learning and investigations while also providing an opportunity to further integrate the various sequences of the M. Arch curriculum. The Master of Architecture program at GSAPP stresses the importance of understanding and applying architectural concepts in relation to broader historical and contemporary issues. The objective of the program is to enable students to develop a theoretical basis for decision making in design, while maintaining intense exposure to a broad spectrum of philosophical and cultural attitudes. The Architecture Design Studio integrates the knowledge acquired in the five other areas of studies. The History and Theory Sequence broadens the studentâ&#x20AC;&#x2122;s perceptions through the historical and theoretical examination. The Building Technology Sequence prepares the student to understand the structural, material consequences, and constraints on design decisions. The Visual Studies Sequence provides specialized investigation that complements the normal studio work, including both manual and computer-aided drawing courses. The Professional Practice Sequence prepares the student to undertake management and professional practice activities. The Elective Sequence permits the student to pursue individual interests in architectural and environmental topics. While the Design Studio sequence is roughly divided between Core and Advanced Studios, the intent is for a gradient from Core to Advanced with every semester offering a combination of both, where small and large, local and global, the aesthetic and the performative, the real and its representation, the urban and the natural are all engaged not in opposition but in conversation, as student explore and redefine architecture as field, network and extended object all at once.

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Core Design Studios Hilary Sample Director, Core Architecture Studios At Columbia GSAPP, the core design studios introduce students to architecture through an inclusive understanding of history, cities, typology, and performance. Today, students engage the world through the increasingly global information on buildings, materials, structures, digital processes, media, and communications. These digital processes and networks that were once theorized have become a commonplace part of our contemporary world. As a result, architecture is less and less of an exclusive and autonomous profession. These social aspects are perhaps the hardest things to teach within a school, but remain a critical part of the Columbia GSAPP pedagogy. The core is structured through a sequence of carefully constructed design studios where students increasingly gain new knowledge through making, implementing ideas, and experimenting with the problems of architecture: from form to materials, from small to large scale, and from comfort to environment. Studios explore architecture within urban contexts from New York City and other cities around the world, situating experimental architectural thought within the world-at-large. Rather than moving from the extra small to the large, the Core sequence builds in the small and the large in relation to one another throughout the first three semesters of the M.Arch sequence. After the first semesterâ&#x20AC;&#x2122;s focus on acquiring analytical and drawing skills, Core II takes as a project the design of an institutional building, and Core III culminates in the Housing Studio. This semester serves as a conclusion to the Core but also as a transition to the Advanced Studios, specifically transitioning to the Scales of Environment. While the studios are structured to present knowledge about fundamentals of architecture as they apply to design, from the scale of a house to that of a building or housing project, the core sequence aims to inspire a shift in thinking about architecture in relation to the world.

Advanced Design Studios Juan Herreros Director, Advanced Architecture Studios The Advanced Studios are intended to build upon the ideas and skills developed in the Core Studios, working as laboratories of discussion and exploring new ways of reading every architectural ingredient: concepts, programs, and methods of working. Nearly twenty studios work on the themes and programs defined by their individual critics in the limits of the discipline trying to find new instruments, formats, and approaches to everyday topics. Themes and programs carry both an educational objective and present an opportunity for the critic to develop with his or her students a specific area of work or research. That means that an experimental attitude grounds our environment, while the coexistence of different ways of thinking stimulates dialogue and positive discussions in which the students learn to build, defend, and rectify their arguments in a dialectical practice that is as important as drawing, making a model, or inventing a digital resource. In contradistinction to the Core Studios, the Advanced Studios are open to M. Arch students as well as to the AAD professional degree students. Studio culture in itself makes up an extraordinary accumulation of essays and research, in both conceptual and disciplinary fields that can be considered a section of the present. We are all aware of this wealth and appreciate the special energy stored in this â&#x20AC;&#x153;white noiseâ&#x20AC;? that involves many instructors, TAâ&#x20AC;&#x2122;s and students working together. Every week, the Transfer Dialogues series makes such intensity visible and available to the academic community of the school, allowing students to access what is going on in other GSAPP Advanced Studios while getting helpful panoramic information. The intention is to open a new space for architecture and its parallel disciplines in the social, political, intellectual and economic arena with a critical position focused on the construction of the future.

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Core I

Core II

Christoph Kumpusch, Coordinator

Mimi Hoang, Coordinator

In Core I students will be introduced to fundamental concepts about architectural thinking and ways of making, that draw connections between form, environment, performance, and site. Assignments will build in strategic sequence, each reinterpreting conditions of ground. Ground is no longer accepted as the default abstract horizontal plane, but as a conditional, relational, aesthetic, and contextual space. Drawing and modeling investigations will offer diverse ways of seeing and reading form, building up layers and processes of making, extrusion and transformation in three dimensions. Our studio will consistently consider architecture in relation to or with something else; such as architecture and program, architecture and site, architecture and environment, architecture and politics; always architecture and... This supposition guides our creative process and opens opportunities to integrate architecture within multiple contexts. We will develop an architectural language through a series of Archi-Types that move between scales: from the human to the urban, the architectural detail to the master plan, the micro conditions of materiality to macro tectonics. This language translates into four projects investigating four central conditions—Under, Above, In, and On—each of which reconsider the conception of ground and challenge the fundamental statics of architecture.

Since their inception, libraries have evolved through, or despite, cycles of destruction and reinvention. Through the vehicle of an urban building type in flux, Core II explores architecture’s engagement with its content and context(s), at the micro and macro scales: What architectural form and identity should a 21st century library take? Acknowledging transformations in the book and information access, how should the library’s physical manifestation relate to its increasingly virtual and placeless territories as well as local urban contexts? What should the future library offer and in what kind of environment? Considering changes in modes of study, work and research, and absent the pressure to expand book collections, what spatial, navigational and programmatic opportunities arise? Who is the future library for and how can your architecture shape their interactions and networks?

Core III: States of Housing

Adv IV: Scales of Environment

Hilary Sample, Coordinator

David Benjamin, Coordinator

The Housing studio focuses on the many different states of housing that architects typically encounter in practice. The studio is structured to present knowledge about fundamentals of architecture as it applies to designing housing projects, as well as aiming to inspire a shift in thinking about architecture in relation to the world-atlarge. There is perhaps nowhere better to study housing than at Columbia GSAPP, with a nearly 40-year history of offering housing studios focused on the deeply rich history of New York City. Expanding to the global scale, the Studio-X locations serve as studies for some of the worldâ&#x20AC;&#x2122;s most intense urban housing conditions. In the instances of places like Rio de Janeiro and Johannesburg, among others, health and housing are subjects that undergo critical questioning when thinking about the future. While the core studios are structured sequentially, States of Housing is also situated to absorb and be influenced by research in the Advanced Studios, because of its unique placement at the conclusion of the Core Studios.

In the context of rapid urbanization and climate change, Studio IV develops a multiscalar, ecological framework for designing the architecture, cities, and landscapes of the future. Studio IV emphasizes a common discussion across the class, while allowing each of the eight studios to explore unique ideas and approaches. Exploring past, present, and future models of environment and technology, the studio includes a series of guest lectures and debates that focus on current innovative practices, and on the study of environment and technology from a historical perspective. The studio builds on the concept of design with resilience. Additionally, the Circular Economy is an emerging concept for a new era of design based on creating ecosystems with two types of nutrients: biological nutrients that are designed to circulate without unhealthy waste products, and technical nutrients that are designed to circulate at high quality without material impact. We design new models for addressing the competing demands of waterfront development, access, and ecology, applying the best of our new models and techniques to the design of visionary and viable school buildings.

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History and Theory Reinhold Martin Director, History and Theory The History and Theory curriculum stresses a broad social and cultural approach to architectural history, with particular attention to emerging global concerns. Architectural history is seen in terms of a rich matrix of parametersâ&#x20AC;&#x201D;political, economic, artistic, technological, and discursiveâ&#x20AC;&#x201D;that have had a role in shaping the discipline. Most instructors of architectural history and theory at GSAPP have both professional and academic degrees. A shared intention is to cultivate relations between practice, historical knowledge, and theoretical debates. The course offerings are structured to provide each student with an opportunity to gain both a broad general background in architectural history and a degree of specialized knowledge in areas of his or her selection. The two-semester core inaugurates a sequence in which students may then choose from among the many history and theory classes offered within the School. Students may also take courses in other departments of the University, such as art history, history, philosophy, or elsewhere in the humanities, providing they meet basic distribution requirements.

Architectural Visualization since 1900 Reinhold Martin As a rule, architects do not build. They draw, write, annotate, diagram, model, map, sketch, photograph, animate, and otherwise visualize objects, spaces, territories, and processes; they make visual and verbal presentations; they compile visual and written analyses and reports; and they issue visual and written instructions. This lecture course surveys these activities across the twentieth century through selected episodes in the history of architectural visualization in a variety of geographic and cultural contexts. Urban History Daniel Sherer Urban morphology and city life in Western cities from antiquity through the capital cities of mid18th-century Europe, showing connecting trends in architecture and urban form; the discourse on cities, civic culture and civic ritual; public and private space; the role of the architect and urban planner; cultural and formal complexity; and adaptation to change.

Politics of Space: Cities, Institutions, Events Mary McLeod This seminar explores the relations between space, power, and politics in the urban environment from the Enlightenment period to the present. General theoretical introduction (Henri Lefebvre and Michel Foucault), the urban environment (institutions, public/private dichotomies, urban monuments, events) and the relation between space and power in actual situations. History of Architecture I Mary Mcleod Developments in architectural history during the modern period. Emphasis on moments of significant change in architecture (theoretical, economic, technological, and institutional).

History of Architecture II The course traces the history of modern architecture and its transformation under the influence of two major forces: the process of modernization and the development of ideology. The first of these derives from the material changes brought European Urbanism about by technology and and Cartography in the industrialization; the second 16thâ&#x20AC;&#x201C;18th Century stems from the received Victoria Sanger idea of progress and from This course takes cartography the utopian legacy of the as a point of departure for Enlightenment. The period understanding the design of some covered runs from the high major European cities in the Early point of the Art Nouveau to Modern Period. It examines how the death of Le Corbusier. maps document and influence Contemporary Theory their built environment. It gives and Criticism, 1960â&#x20AC;&#x201C; students the tools to see how they Present Structuralism/ function as carriers of deeper Poststructuralism scientific, political and rhetorical meanings. The class will focus on Mary McLeod The seminar engages issues in a few major European cities and architecture theory and criticism students will work with original that have emerged in the past maps in New York Collections.

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two decades. Topics include semiology, postmodernism, rationalism, typology, and Marxist cultural theory. The History of Architecture Theory Mark Wigley Architecture emerges out of passionate and unending debate. Every design involves theory. Indeed, architects talk as much as they draw. This class will explore the way that theory is produced and deployed at every level of architectural discourse from formal written arguments to the seemingly casual discussions in the design studio. Exotic Moderns “Globalizations and ‘Other’ Modernities” Jyoti Hosagrahar This seminar explores the fragmented, complex, and paradoxical urbanism of contemporary cities outside the conventional West. We will examine what happens when global modernity engages with particular places, localities, and traditions. Student will select a city of their choice for their research projects to comparing historical/traditional built forms with contemporary designs and interventions. Thinking Race, Reading Architecture Mabel Wilson Thinking Race, Reading Architecture will examine the nascent topic of the racial in architecture. Students in the course will closely read primary treatises and manifestos, scholarly essays and books, along with drawings, models, buildings, and urban plans to trace a genealogy of how the racial shaped modern architectural discourse and practices.

Modern Housing Gwendolyn Wright This seminar will explore key themes and examples of 20thand 21st-century modern housing around the world. Representing the Chinese Built Environment in Context and Print Amy Lelyveld The seminar examines the shape and habits of English language in-print coverage of the Chinese built environment over the last 100 years—a period of history matching China’s post-imperial history. This investigation will run in tandem with the second project of the course, the very real opportunity of designing a shift in the character of this discussion going forward. The Contemporary (Ideas and Concepts, 1968–Present) Bernard Tschumi The “Architecture as Concept” seminar takes as its starting hypothesis that there is no architecture without a concept, and that concepts are what differentiate architecture from mere building. It will attempt to demonstrate that the most important works of architecture in any given period are the ones with the strongest concept or idea rather than simply those with the most striking form or shape. New Spaces of Housing Michael Bell Brian Loughlin This seminar will explore the decreased role of direct federal expenditures play in lowerincome and public housing development in the United States since the advent in the 1980’s of low-income housing tax credits (LIHTC) and other tax based incentives for housing development. The

seminar lectures will address how changes in funding mechanisms have affected not only the development and design of lower-income and public housing, but also how they these changes in means have been perceived and what impact they had on the engagement of planning and architecture practices with issues of poverty and low-income housing.

Program Enrique Walker This seminar will examine the trajectory of the notion of program. Specifically, it will focus on the various terms coined in the field since the fifties to describe—in fact, to reduce— actions in space: from function to behavior, from situation to event, from use to organization. The seminar is structured upon twenty exemplary projects Art Power and Space regarding questions of program. in the Middle East Each session will interrogate Mario Gooden two projects, and scrutinize The seminar will examine the the concepts they articulated, production, consumption, the objectives they pursued, and dissemination of Middle the critiques they entailed, Eastern art and the subversive and the practices they implied. strategies of artists to engage in Ultimately, the seminar will new spaces for social and political attempt to trace a genealogy of critique. The seminar will uncover design strategies formulated to pedagogies and methodologies program architecture. for artistic practices to locate Arab Cities in Evolution new sites of meaning in Amale Andraos, contested territories and among Ziad Jamaleddine contradictory landscapes. While focused specifically on Dictionary of production in the Arab World, Received Ideas the seminar will attempt to both Enrique Walker learn from local specificities and This seminar is the fifteenth move beyond them, considering installment in a decade-long the issues apprehended, from project (2006–) whose aim is questions of representation to examine received ideas— to the challenges posed by in other words, ideas which have globalization, as presenting a been depleted of their original wealth of critical opportunities intensity due to recurrent use— to learn from and point to in contemporary architecture alternate possibilities, not only for culture. Based on Gustave the region’s cities but also for our Flaubert’s unfinished project, increasingly urbanized world. Le dictionnaire des idées reçues, Vauban’s Military Urbanism this ongoing series of theory Victoria Sanger seminars and design studios This course highlights how proposes to disclose, define, warfare shaped the Early Modern and date—and in the long run archive—received ideas prevalent City (ca.1500–ca.1800). We will begin with the origins of the over the past decade, both in bastion and its effect on town the professional and academic planning in the Renaissance realms, in order to ultimately period and conclude with a study open up otherwise precluded of the impact of this approach to possibilities for architectural cities in the eighteenth century design and architectural theory.

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to the present day. Throughout we will question the relevance of this period to current considerations of national defense, power relations and surveillance. The New University Laurie Hawkinson This seminar will reflect on the future of the American research university—what Jonathan Cole, summarizing its extraordinary success over two centuries, has called the “Great American University”—in a rapidly changing world context. Together, readings and guest speakers will offer a variety of perspectives on the challenges and possibilities faced by large research universities in the United States and worldwide. History of the American City Gwendolyn Wright The process of continuity and change in American cities from the colonial period through the 20th century, covering industrialization, political conflict, reform movements, geographical and ethnic diversity, bureaucratic rationalism, and urban culture—with a focus on how physical form responded to or influenced social and political forces over time.

Visual Studies Laura Kurgan, Director, Visual Studies Joshua Uhl, Program Coordinator Today, what can be defined as visual in design has multiplied exponentially, especially by way of computation, and demanded that we rethink our pedagogy, projects, and practices. This diversity of the visual and its tendency toward impermanence has not lessened its potential to communicate an extraordinary vision. Through a careful survey of drawingâ&#x20AC;&#x2122;s new temporal nature, students discover methods to harness drawingâ&#x20AC;&#x2122;s new potentials. The Visual Studies sequence at the GSAPP offers a wide range of tools and techniques designed to expose students to the potentials and limits of these same techniques and tools. The sequence is divided into three broad sets of workshops: analysis/representation, design environments, and fabrication. The variety of trajectories possible within the sequence of workshops promotes an individual approach to visualization and fosters invention.

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Visual Studies I: Architecture Drawing and Representation I Uhl, Nagy, Rebek In this course, we will engage drawingâ&#x20AC;&#x2122;s new temporal nature and try to harness its potential. What does it mean to make a drawing in the â&#x20AC;&#x2DC;Post-Projectionâ&#x20AC;&#x2122; era? What is lost when an understanding of the constructed nature of a drawing is gone and the tools of projection are relegated to a secondary role? What can be gained through understanding these tools more completely and then re-appropriating them in contemporary investigations? Visual Studies II: Architecture Drawing and Representation II Taeyoung, Nagy Visualization tools and drawing have changed radically over the last century, in both the practice and pedagogy of architecture. The course charts these shifts, beginning with the presumption that there are strong links between old and new media, analogue and digital methods, drawing with pencils, and drawing with software. Beyond Prototype Ivaliotis The relationship between the components of structure and the components of enclosure is conventionally considered to be mutually exclusive. However, in an environment where material efficiency and speed of fabrication is becoming more important, there exists an opportunity for the architect to intervene within the fabrication process to assimilate both structure and envelope into one hybridized system that abolishes exclusivity and attains a higher level of efficiency. This course will encourage and enable

students to use digital software as a generative tool and the laser cutter, CNC Mill, plastic bender and welder as a means to bring virtual systems into the physical realm. Techniques of The Ultrareal Brennan, Crupi The use of perspective and rendering is often an afterthought. With the abundance of 3D modeling software and the ability to see every angle of a project instantaneously, renderings are often a last minute tool for representation. This class challenges the participants to not only think of rendering as a method of presentation, but also a tool for design. We encourage the use of perspective and rendering early and often in the process. Imagining The Ultrareal Brennan, Crupi The use of perspective and rendering is often an afterthought. With the abundance of 3D modeling software and the ability to see every angle of a project instantaneously, renderings are often a last minute tool for representation. This class challenges the participants to not only think of rendering as a method of presentation, but also a tool for design. Architectural Photography Attali The scope of this course focuses on using the medium of architectural photography as a critical tool for analyzing and representing buildings. By contextualizing and framing the relationship between an architect and his or her work, it becomes easier to understand the intent behind the design process. On a practical level, the class teaches soon-to-be architects what to expect and what to desire from

documentation of buildings they might design in the future. Architectural Photography II Attali The course will discuss photography as a medium to interpret aesthetic intent and express subjective understanding of building or urban space. Students will explore these issues by producing a series of images that cover a range of architectural themes: cityscape, urban landscape, residential, commercial and public spaces. Technical, historical and aesthetic aspects of photography will be covered in this course. Re-Thinking BIM Lee, Green What is the place of BIM in architecture? Is it only meant for production, or can architectural design benefit from the real time feedback of Building Information Models. BIM can, and will change the profession—this generation is responsible for how that will be. Not having to deal with professional demands, students in this course will be able to explore BIM strategies which in the workplace are not possible. Graphics Architecture Project: Design & Typography Choi The Graphic Architecture Project is a way of thinking about the intersection of the flat and the deep. Over the past few years we have been looking at how design concepts like branding, display and advertising affect the practice of architecture. This semester we want to examine, in rather minute detail, aspects of presentation: that is the visual rhetoric employed to convey design concepts. We are especially interested how diverse forms of representation—plan, section,

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elevation, perspective, diagram, rendering, etc—combine with typographic language in complex graphic and discursive narratives. Cinematic Communication Szot This workshop focuses on digital video as a tool for dissecting and reinventing the physical environment. It is designed to introduce students to the architectural potential within the advanced features of Adobe Premiere and basic functions of Adobe After Effects. Presentations and discussions throughout the workshop are organized around two brief assignments that will cover advanced pre-production techniques, advanced motion graphics, and basic compositing techniques. Graphics Architecture Project: Multi-Screen Experiences Rock In this seminar we will consider the challenges of multiple screen experiences focusing specifically on the design and narrative possibilities of a mobile theater designed for moving image and sound. Together we will research the history of the multi-screen theater and the artistic, financial, technical and design constraints that will shape possible outcomes. The class will consist of readings, class discussion, research presentations and a concept design presentation. Adaptive Fabrications 1 Modesitt This session will focus on CATIA as a tool for authoring adaptive, parametric geometry. As the evolving nature of design requires us to handle more complexity at a faster pace, it is becoming increasingly important to create flexible, scalable systems that can accommodate change.

Adaptive Formulations 2 Modesitt This session will be dedicated to the use of Catia as a collaborative environment for coordinating design. We will use its unmatched ability to organize, visualize, navigate and analyze a vast amount of geometry in conjunction with native tools for dynamic sectioning, 3D annotation and measurement to propose alternate, more efficient methods of communicating design beyond the 2D drawing. Parametric Realizations Bearek, Borders Parametric modelers are commonly used in the development of digital architectural models, but they are rarely taken to the point of becoming physical realities. This course will look at the process of generating parametric algorithms then turning those models into physical realities. Students will work in groups to design a product that will be the physical realization of their scripted protocol. Special Topics in Fabrication: Field Fabrication Draper, Hagan Formworks will be staged in two sessions over the semester. The second session, Field Fabrications, will iterate the prototypes, producing a larger array of robust servo devices. Full castings will be made using the system. The course will focus on pre-cast facade tiling to maximize the graphic qualities of the process. Special Topics in Fabrication: Design Machine Draper, Hagan Formworks will be staged in two sessions over the semester. The first session, Design

Machine, introduces students to mechatronics techniques using Firefly, Arduino and two basic servo devicesâ&#x20AC;&#x201D;stepper motors and linear actuators. Students will make a prototype servo device, which forms the basis of a larger system, to mechanically and computationally demonstrate a system of nonrepetitive but parametrically related castings. Metatool Lee Metatool is a course about designing experimental design tools, utilizing the Grasshopper software environment as a meta-tool: a tool that enables the creation of other tools. The course is grounded in a solid technical understanding of Grasshopper and hovers around a set of critical history/theory texts and group discussions. Each new experimental tool will result from an examination of an existing design tool, and will be oriented towards the creation of a new design process within Grasshopper (with the optional integration of Python/C#/ VB.net). Approaching Convergence Bogosian, Llaguno This course emerges from the assertion that the architect of the very near future will design workflow and software as integrally as projects and buildings. Navigating explorations through, between, and within multiple applications, our students will launch into agenda-driven opportunities for advanced and fluid interoperations to develop built forms out of the environmental big data (abiotic/climatic and social/user data) instead of as previously, occupying it with an imported simulacrum.

APP-itecture Collins & Hasegawa The goal of this seminar is for each student to develop a “spatial app” (a loose description that means to stimulate thinking on the notion of mobile and embedded technology) that ultimately will be distributed on the Apple App Store at the conclusion of the workshop. Encoded Matter Blasetti This class is devoted to the design and prototyping of architectural immersive environments via computational generative methods. At present computational techniques are predominantly employed in the optimization, rationalization or surface decoration of more traditionally created forms and spaces. Integrated Parametric Delivery Lee & Green This workshop will insist on interoperability between various platforms, magnifying the strengths of each tool. We will investigate the process of integrating multiple parametric tools simultaneously into a single architectural project. Specifically, we will be designing and developing workflows. Quickly becoming the industry standard for BIM, Revit will be presented as the primary tool for hosting and documenting. Hacking the Urban Experience Locke This course seeks to assert the relevance of the fabrication skills at our disposal as potentialities for social and environmental relevance. Through the re-appropriation and re-imagining of existing

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urban conditions, the student will harness their entrepreneurial spirit to design and fabricate a series of fast, working prototypes that embrace the messy reality of New York. X Information Modeling Wilson This course will examine the maturity of the 21st century metropolis by moving past conventional benchmarks and preconceptions of growth to develop flexible design systems founded on a holistic approach to economic, environmental, and social problems that will allow for speculation on many possible futures for the city Lines not Splines: Drawing is Invention Kumpusch This intensive workshop course is rooted in three propositions: that drawing is as much a way of seeing as it is a means of representation; that drawing is not bound to digital versus analog categorizations; and that drawing remains the primary vehicle to record, communicate and create architecture. Algorithms and Urbanisms: SimCity Wilson This course will investigate the range of algorithms, metrics and benchmarks increasingly used today for tracking the performance of cities. Students will begin by using the metrics available in SimCity to evaluate historic, ideal, and contemporary cities. They will next develop additional evaluation criteria—both quantitative and qualitative—they think lacking in SimCity but critical for understanding the performance of cities. Through this process, we will discuss the underlying

urban assumptions and algorithms built into SimCity and how they impact a general understanding of the design and function of cities. Fundamentals of Digital Design Green, Cerone This course will investigate modes of authorship and graphic communication in architecture and design. A wide range of imagery is used to conceive, coordinate and materialize the built environment and to map various types of information and data associated with it. The techniques of representation are not only a critical player in the communication of oneâ&#x20AC;&#x2122;s idea, but they become part of the study, problem solving, and aesthetic of that idea. Therefore, understanding the range of techniques and representational methods of architectural drawing is essential to both the development and realization of oneâ&#x20AC;&#x2122;s ideas.

Building Science and Technology Craig Schwitter Director, Building Science and Technology For the next generation of architects, technology has become a greater and more differentiating force than ever before. As computational power increases at exponential rates and data becomes ubiquitous, formal methodologies in architectural design are giving way to an evidence basis. New modes of making in architecture are being disrupted through changes in manufacturing, materials, and information technologies in a globalized world. What bricks and mortar may have been to earlier methods of architecture, today the focus is squarely on performance of design in the built environment. Does design drive greater productivity? A better sense of community and well being? Lower energy use? Less material waste? Broader and shared economic development? The subjective narratives of decades past on these subjects are today turning into data and hard facts. Performance and its measurement and verification have become a function of an architecture searching for the right solutions. Urban conditions continue to drive discourse on the global stage. As cities grow globally and see the effects of unprecedented migration, the effects of design are ever present. Scarcity of resources, driven by rapid population growth and demographic change, need to be addressed head on by the architectural community. Energy and it efficient performance in buildings has become the critical issue across architecture to address the questions of global climate change. And even while working harder inside the building construct, architects must think outside the building boundary, to wider notions of integration in systems including water, transportation, waste, and energy. These are the pieces of a global puzzle that will be waiting for them as they graduate. The technology sequence is fundamental to changing the course of architecture. It is an integral part of the school and part of the training for the next generation of architects that will shape our built environment. Students must explore and experiment as always, but realize that abilities to rationalize and prove are more interconnected with design as it touches every aspect of development across the world.

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Tech I: Environments in Architecture Tucker Architectural Technology 1 (AT1) begins with an introduction to structural physics, and a typological study of structural components and systems at building scale. Next, the class covers a typological study of building enclosures and habitats, including environmental forces on enclosure systems, energy considerations, and construction of common enclosure systems. The course includes an introduction to structural and energy software, structural demonstration labs, analysis of case-study examples, field trips to buildings in construction, and juried design assignments. Tech II: Structures in Architecture Kostura Architectural Technology 2 (AT2) provides an in-depth look at energy and environmentalconditioning considerations in architectural design. Human environmental needs and comfort levels are outlined, as well as sources of atmospheric chemistry, light, temperature, moisture content, etc. Manmade systems are compared to natural (outdoor) climatecontrol mechanisms. Both historical examples and contemporary case studies are used to develop an understanding of environmental control systems and their relationship to the spaces they service. Tech III: Envelopes in Architecture Prandelli & Verboon Architectural Technology 3 (AT3) covers an advanced-level study of structures and structural

systems at building scale to teach a sound structural understanding of systems and principles as supportive technical knowledge for architecture students early in the design process, yet establishes more unusual, complex threedimensional ways to form and support spaces. Tech IV: Building Systems Integration Schwitter & Khan Architectural Technology 4 (AT4) begins with a continuation of the energy and environmentalconditioning considerations begun in AT2. The remainder of the course is devoted to the in-depth analysis of recent American architectural works. Working in groups of four from the construction documents for an important project, students prepare a detailed study of the buildingâ&#x20AC;&#x2122;s technical-utilitarian systems, including their workings, their interactions with each other, and their relationship to the designerâ&#x20AC;&#x2122;s formal and spatial intents. This analysis is run in studio format, with weekly crits from technically-savvy architects, structural engineers and mechanical engineers. Urban Systems Integration Schwitter & selected critics Urban scale issues are increasingly driving the next mode of architecture. From climate change to rapid urbanization, architects will develop a fundamental understanding of scaled integration as it applies at the building as well as the city scale. Key aspects of infrastructure integration are explored across transportation, energy, water and waste aspects. A semester focused project at scale is developed with weekly crits from leading voices in landscape and infrastructure design.

Sustainable Design Norris Sustainable Design recognizes that the architectâ&#x20AC;&#x2122;s primary challenge is the poetic integration and inspired balancing of multiple technical, and sometimes conflicting, sustainable options. To address this, the course introduces the student to the core technical principles that govern sustainable design and, in parallel, requires their inspired and poetic application to the design of a small and sustainable dwelling. Sustainability & Existing Structures Kienzl The built environment plays a critical role in societyâ&#x20AC;&#x2122;s environmental footprint. Given the urgency to address Climate Change, owners, designers, and policy makers are therefore focusing on improvements to the built environment as a key mechanism to reduce greenhouse gas emissions. While much of this work in recent years has focused on efforts for new buildings, it is becoming increasingly clear that only improving new buildings will not result in the significant changes needed to avert catastrophic Climate Change. This course builds on the core principals of Environments in Architecture and challenges students to apply the lessons from that class to the realm of existing building improvements. Students will learn how to survey building system concepts and create base documents of the projectâ&#x20AC;&#x2122;s architecture as well as the HVAC and energy systems. The course will provide a deeper understanding of building envelopes, energy systems and daylighting/lighting and will take energy and daylight modeling to a higher level.

ARCHITECTURE

Man, Machine and the Industrial Landscape Gallagher This course examines past and present strategies of meeting the growing industrial and infrastructural demands of our society. In order to identify areas where industrial technologies and/or landscapes might be re-calibrated to serve future infrastructural networks the course explores new relationships between the public, local ecology and industry. Advanced Energy Performance in Architecture Schwitter Energy is increasingly a driving factor behind architectural design. Sustainable design today is giving way to resilient design, buildings that not only use less energy, but are more robust in the face of challenges from climate change. But how is energy used efficiently? How can it potentially define form and influence key client decisions? Advanced Energy Performance will expand upon previous work in the AT sequence and will explore the integration of three primary aspects of built form: energy use, envelope design and lighting. An understanding of the integrated nature of these design influences will be the ultimate outcome of the course including computational modeling that is current state of the art in building design for thermal performance and optimization. Architectural Daylighting Norris This course will focus on the daylight as a prime generator and articulator of architectural space. A systematic approach will be explored for daylighting technology and strategies starting with key relationship of light

to the eye and its perception. Light will be explored with its primary relationship of the sun to a building over time as well as the basic means by which daylight interacts with both the environment and the building. Students will deliver a final daylighting project where they will design a light articulating space of their own choosing and then use a daylighting model to show its interactions of light and space. Acoustics Patel This course covers the fundamentals of acoustics and its application to design in the built environment. The format is interactive; lectures have images, video, listening, sound creation, sound visualization and sound measurement. We will investigate the relationship between sound and architectural space, encouraging students to think about how different types of buildings sound as well as understanding the impact that sound, noise, and vibration, have on design in the built environment. Digital Detailing: Simulation and Analysis Collins & Hasegawa The goal of the class is to incubate a series of research proposals on the topic of performance design. For the next generation of structures, a critical understanding of concepts such as search, evolution and performance will be necessary to operate in the data deluge. We define performance as optimally working within a defined context of measurement, including but not limited to structural performance, energy, lighting, acoustics and even aesthetics and beauty. The seminar will

look at several performance modeling software approaches in a workshop environment to explore the role of simulation in design. Transformable Methods in Architecture Architects have long imagined a built environment that is fundamentally dynamic. Portable buildings, retractable coverings, kinetic facades, and spaces that morph: these transformable structures have become part of the lexicon of architectural possibilities. This course will provide a theoretical overview and practical methods for designing objects that can change their size, shape, and surface. Within the class, we will build up a systematic methodology for the creation and development of transformable mechanisms. Through the use of geometric tools, parametric analysis and digital fabrication, students will develop a semester long built project that demonstrates the possibilities of transformable mechanisms in architecture. Surface, Screen & Structure Vidich This course focuses on the design and digital fabrication of sun screening systems. Primarily an applique, the screens will perform as ornamental expression and functional shading. Students will design thoughtful solutions that are graphic, spatial and creatively resolve light transmittance and structural requirements. Fast Pace / Slow Space Bearak & Borders Parametric and computational software offer designers a high degree of specificity which can be used to create complex

forms, intricate details, and material efficiency, yet high-level results become insignificant if construction methods are too complicated to be timely. Fast Pace/Slow Space will focus on the marriage of complex form and logical assembly, with detailing, hardware and construction methods informing design decisions from the onset. VDC and the Digital Domain in Construction Cerone The traditional drawing set has had a good, long run. But the future points elsewhere. Tomorrowâ&#x20AC;&#x2122;s architects will work in a virtual, cloud-based environment, encouraging owners, architects and contractors alike to form strategic relationships and deliver built work. At the heart of the process is set of evolving tools and techniques that have come to be known as Virtual Design and Construction (VDC). In a multi-dimensional, 4D+ environment, VDC is the process of digitally simulating the complexities of a design project. Technology-focused lectures will be paired with, and informed by, presentations of real-world precedents from current project work. The course will share the current state of construction communication in the AEC industriesâ&#x20AC;&#x201D;and why it must be radically changed. Advanced Curtain Wall Heintges An in-depth exploration of the practical technical knowledge necessary to undertake in practice the design, detailing, specification, and construction administration of the building enclosure, with an emphasis on available and emergent technologies of the curtain wall.

ARCHITECTURE

Electives

Methods and Practice

In addition to those courses listed previously, any of which may be taken as an elective, courses offered by the Urban Planning and Historic Preservation Programs when taken as electives may be applied toward completion of the M.Arch. degree.

The Methods/Practice Sequence introduces the student to various aspects of professional practice including computeraided design, project and office management, developmental processes, legal and planning regulation, etc. These serve as an introduction to areas to be further developed during the three-year apprenticeship period (following completion of the M.Arch Program) required for professional licensing.

Electives in Other Schools and Departments Students may choose courses from other schools and departments of the University for M.Arch. elective credit. These courses should be directly related to the studentâ&#x20AC;&#x2122;s professional program within the School, and these courses must be at the graduate level (course numbers 4000 and above). Exceptions may be granted only by the Associate Dean. Approval for these courses must be obtained during the registration period for the semester during which they are to be taken and provided to the Associate Dean for Admissions, Financial Aid, and Student Affairs.

Professional Practice Paul Segal Turning designs into buildings. A general introduction to the business of architecture, covering architectsâ&#x20AC;&#x2122; services to owners, contractorsâ&#x20AC;&#x2122; services to owners, financial managements of office and projects, and public constraints such as zoning and building codes. Research I & II Danielle Smoller Each student selects an area for investigation, plans an approach to his or her chosen subject matter, and develops an adequate presentation of findings. The project may involve experimentation, accumulation of physical data, or consultation with recognized knowledge of the chosen subject.

Thomas Louis Smith, Xiaoxue Xiao. Jinhee Park Core III Studio. Fall 2015.

ARCHITECTURE

Lindey WikstromLee. David Benjamin Adv IV Studio. Spring 2015.

Howard Street

4th Street

Riley MacPhee, Yue Zhong. Leong Leong Adv V Studio. Fall 2015.

Sonya Ursell. Marc Tsurumaki Adv V Studio. Fall 2015.

ARCHITECTURE

Grete Grubelich. Adam Frampton Adv IV Studio. Spring 2015.

Agnieszka Janusz, Valerie Lechene. Galia Solomonoff Core II Studio. Fall 2015.

Eddie Palka. ADR I, Josh Uhl (critic). Fall 2015.

Andri Putri. Christoph Kumpusch Core I Studio. Fall 2015.

Francisco Gonzalez. Ziad Jamaleddine Adv V Studio. Fall 2015.

ARCHITECTURE

Jason Danforth. Marc Tsurumaki Adv V Studio. Fall 2015.

ARCHITECTURE

Galen Pardee, Huynh Ho. Robert Marino Core II Studio. Fall 2014.

Joem Sanchez. Ziad Jamaleddine Adv V Studio. Fall 2015.

Nile Greenbarg. Jeffrey Inaba Adv IV Studio. Spring 2015.

Kyong Kim. Hilary Sample Adv VI Studio. Spring 2015.

ARCHITECTURE

Zixiao Ji, Kelly Yuen, Nahalal Serok. Encoded Matter: Computational Craft, Ezio Blasetti (critic). Fall 2015.

Yuan Li, Jiapei Li, Kaixiang Huang. ReThinking BIM seminar, John Lee & Brian Lee (critics). Fall 2015.

Agnieszka Janusz. Erica Goetz Core II Studio. Spring 2015.

Yuchen Guo, Mustafa Khan. Susanne Schindler Core III Studio. Fall 2014.

ARCHITECTURE

Karina Cazar. Sarah Dunn Adv VI Studio. Spring 2015.

Jay Logan Clark, Shengye Guo, Zhiyuan Han, Yuhan Ke, Emily Kerns Minougou, Sinae Lee, Jialei Wu. Data Mining the City, Danil Nagy (critic). Fall 2015.

ARCHITECTURE

Lindsey Wikstrom-Lee. David Benjamin Adv IV Studio. Spring 2015

Rui Peng. The Ultrareal, Brennan Crupi (critic). Fall 2015.

Joachim Hackl. Echoing Borders Seminar, Nora Akawi & Nina Kolowratnik (critics). Fall 2015.

Yihan Wang, Wenyun Qian, Dake Li, Yitao Wang. Surface, Screen and Structure, Joseph Vidich (critic). Fall 2014.

Abraham Murrell. ADR I, Josh Uhl (critic). Fall 2015

Jessica Cheung, Tzuyi Chuang, Huiwen Zhu, Xiaobei Yang. Data Mining the City, Danil Nagy (critic). Fall 2014.

ARCHITECTURE

George Louras. Sarah Dunn Adv VI Studio. Spring 2015.

Despoina Linaraki. Topological Study of Form, Xose Bierd (critic). Fall 2014.

MS.AAD

Semester 1 — summer

15 points

Advanced Design Studio IV Metropolis Arguments

(9 points) (3 points) (3 points)

Semester 2 — fall

15 points

Advanced Design Studio V History & Theory Elective Visual Studies Elective

(9 points) (3 points) (3 points)

Semester 3 — spr ing

15 points

Advanced Design Studio VI History & Theory Elective Visual Studies Elective

(9 points) (3 points) (3 points)

A minimum of 12 points must be taken each semester. Students are strongly advised to take one additional 3 or 4 point elective during each term. No extra tuition is charged between 15 and 19 points. Courses may be dropped until the tenth week into the semester for fall and spring terms. Summer courses may be dropped until two-thirds of the class meetings have been held.

OVERVIEW The Master of Science degree in Advanced Architectural Design is a three-term program consisting of Summer, Fall, and Spring terms. The objective of the program is to provide outstanding young professionals who hold a Bachelor of Architecture or Master of Architecture degree the opportunity to enter into an intensive, postgraduate study that encourages critical thought in the context of design speculation. The program is viewed as a framework in which both academic and professional concerns are explored. Overall, the program emphasizes an experimental approach to research and architectural design rigorously grounded in multiple, complex realities. Specifically, the program seeks to: 1 Address the challenges and possibilities of global urbanization by exploring the city and its architecture in all its forms. 2 Engage in a complex definition of architecture, from the questioning of the program to the formulation of design strategies. 3 Produce architectural objectsâ&#x20AC;&#x201D;both digital and physicalâ&#x20AC;&#x201D;which reflect an open, critical engagement both with new and existing technologies. 4 Articulate architecture as a cultural practice that combines critical thought, design experimentation, and ethical responsibilities in an interdisciplinary milieu. 5 Activate a wide debate on the contemporary conditions that critically affect the course of the discipline and the profession. The program brings together a set of required studios with elective courses that are shared with other programs in the School and that promote intellectual cross-fertilization among disciplines. The advanced studios frequently utilize New York as a design laboratory; a global city that presents both unique challenges and unique opportunities. The program has long been a site for architects from around the globe to test concepts and confront changes that affect architecture and cities worldwide.

AAD

CURRICULUM Enrique Walker Director, AAD Program The program brings together a set of required advanced design studios with a series of history and theory, visual studies and architectural technologies electives that are shared with other programs in the School, and that promote intellectual crossfertilization among disciplines. Fall and Spring design studios are shared with final-year Master of Architecture students. Required lecture courses on the twentieth-century city and contemporary theory (Metropolis), and on contemporary architecture culture (Arguments), both exclusive to the program, provide grounding for architectural exploration in the design studios.

Advanced Design Studio In the Advanced Studios, nearly 20 studios work on the themes and programs defined by their individual critics in the limits of the discipline trying to find new instruments, formats, and approaches to everyday topics. The Advanced Design Studios work as laboratories of discussion and exploration of new ways of reading architectural ingredients, concepts, programs, and methods of design and thought. Themes and programs both carry an educational objective and present an opportunity for the critic to develop with his or her students a specific area of work or research. That means that an experimental attitude founds our environment while the coexistence of different ways of thinking stimulates dialogue and positive discussions: where the students learn to build, defend, and rectify their arguments in a dialectical practice that is as important as drawing, making a model, or inventing a digital resource. The Advanced Studios are open to M. Arch students and M.S. AAD students. Studio culture makes up in itself an extraordinary accumulation of essays and research on both conceptual and disciplinary fields that can be considered a real section of the present. We are all aware of this wealth and appreciate the special energy stored in this â&#x20AC;&#x153;white noiseâ&#x20AC;? that involves so many instructors, TAâ&#x20AC;&#x2122;s and students working together. Every week, the Transfer Dialogues series makes visible such intensity, allowing students to access what is going on in other GSAPP Advanced Studios while getting helpful panoramic information. The intention is to open a new space for architecture and its parallel disciplines in the social, political, intellectual and economic arena with a critical position focused in the construction of the future.

AAD

Arguments

Metropolis

This course examines the state of contemporary architecture culture through the lens of current intellectual projects in a wide range of practices within the field. Organized around a series of case studies, and focusing particularly on spaces of architectural production outside the realm of building—from exhibitions to installations, from journals to books, from research projects to educational projects—this course has as a main goal to interrogate ongoing projects for these spaces, and in turn to examine different positions within the field. In brief, the course scrutinizes the formulation of agendas and projects—that is, arguments— and the way in which they take part in the advancement of architecture. Each installment of the course takes on four spaces of architectural production, and devotes two sessions to each of them. Each session is divided into two parts. The first, conducted as a seminar, and supported by selected readings—with the course instructors operating individually—examines a specific space of architectural production. The second, conducted as a guest lecture, and followed by an open debate—with the course instructors operating as a team— interrogates a project for that specific space. The ultimate aim is to engage current debates within the field.

The modern metropolis— cauldron of social transformation, technological innovation, and aesthetic experimentation—is inseparable from the equally modern notion of an international avant-garde. However, in the course of their myriad encounters through the twentieth century, both categories—the metropolis and the avant-gardes—have become virtually unrecognizable. In their place have emerged new configurations, new challenges, and new possibilities. This course examines arguments and design theories formulated for—and through—the city after metropolis. This is the global city, the financial capital of advanced capitalism. But it is also the city after the city—the result of massive urbanizations stemming from regional and global migrations, as well as massive dispersals that trace back to the decades immediately following the Second World War. The course will scrutinize in detail architectural objects and the debates surrounding them, positioning these objects within the cities they imagine. In each case, we will trace multiple, genealogical affiliations—the alliances it forges, the subjects it conjures, the pasts it constructs, the futures it projects, the others it excludes—and find a decisive realignment of the ways in which architecture and urbanism operate, as well as multiple opportunities to re-imagine the city—architecture’s recurring dream—yet again today.

Javier Bidot. Andres Jaque Adv V Studio. Fall 2015.

AAD

Dorothy Oluremi Connolly-Taylor. Gro Bonesmo Adv V Studio. Fall 2015.

AAD

Jordi Vinyals. Markus Dochantschi Adv VI Studio. Spring 2015.

Felipe Robayo, Shang Wu. Mimi Hoang & Eric Bunge AAD Studio. Summer 2015.

Choonghyo Lee, Sai Ma. Jeffrey Johnson AAD Studio. Summer 2015.

Hsuan Wang, Lin Su, Siyi Gong. Frida Escobedo Adv V Studio. Fall 2015.

AAD

Minli Wang. Sarah Dunn Adv VI Studio. Spring 2016.

Pedro Murga. Emmanuel Admassu AAD Studio. Summer 2015.

Songkai Liu, Hao Wu, Yijin Zhuo. Jeffrey Johnson AAD Studio. Summer 2015.

Seuk Hoon Kim. Jeffrey Johnson Adv V Studio. Spring 2015.

Choonghyo Lee, Sai Ma. Jeffrey Johnson AAD Studio. Summer 2015.

Muso Zhe Fan. Mimi Hoang & Eric Bunge AAD Studio. Summer 2015.

0 5 10

AAD

Rui Peng, Yueming Zhao. Mimi Hoang & Eric Bunge AAD Studio. Summer 2015.

AAD

Bruno Gondo, Mathias Santâ&#x20AC;&#x2122;Anna. Phu Hoang Adv V Studio. Fall 2014.

Brendan Paul Vogt. Michael Bell Adv V Studio. Fall 2015.

Joshua Ehrlich. Yannis Aesopos AAD Studio. Summer 2014.

Rui Peng. Sarah Dunn Adv VI Studio. Spring 2016.

Jingshu Wang, Yi Wu. Juan Herreros Adv VI Studio. Spring 2016.

Bruno Gondo, Mathias Sant’Anna. Markus Dochantschi Adv VI Studio. Spring 2015.

AAD

Ekkaphon Puekpaiboon, Nutchanun Boontassaro. Benjamin Aranda Adv VI Studio. Spring 2015.

Sai Ma, Haochang Yu. Bernard Tschumi Adv V Studio. Fall 2015.

MS.AUD

DESIGN

Semester 1 — summer

18 points

Urban Design Studio I Digital Techniques for Urban Design Urban Design Seminar IA Urban Design Seminar IB

(9 points) (3 points) (3 points) (3 points)

Semester 2 — fall

15 points

Urban Design Studio II Urban Design Seminar IIA or IIB or IIC Elective

(9 points) (3 points) (3 points)

Semester 3 — s pr ing

15 points

Urban Design Studio III Urban Design Seminar IIIA or IIIB or IIIC Elective

(9 points) (3 points) (3 points)

The M.S. in Architecture and Urban Design degree requires a minimum of 45 points in the curriculum. Students are strongly advised to take one additional 3-point optional elective during the Fall and Spring Semesters.

URBAN

OVERVIEW The Urban Design Program is focused on the city as an agent of resilient change and on the role of design in redefining the 21st century urban landscape. The program advances new paradigms of research, practice and pedagogy to meet the urgent challenges of rapid urbanization, the increasing threats of climate change and social inequality. Students and faculty in the Program aim to integrate the essential links between public space, social justice and ecological systems. We ask the venerable and necessarily shifting question: what is the “the good city?” Global shifts in the climate system require resetting the paradigms that have guided urban growth for centuries. The Program frames the city not as a fixed, delineated territory— a modernist fixation on boundaries—but instead as a gradient of varied landscapes supported by networks of food, energy, resources, culture, transportation and capital. In this light, the historical terms urban, rural or suburban are no longer sufficient to address the “wicked problem” of climate change. Program work stresses near and long term threats to local, regional and global ecosystems, framing urban design as both an inclusive, activist, tools-based project for specific sites and communities and as a critical project examining urban form, knowledge and research processes. Students and faculty work together over a series of three intensive semesters to weave a multi-scalar analysis of urbanregional fabrics and infrastructures with on-the ground, detailed studies of places and lived conditions. New York City serves as a primary initial case study for a design methodology; the scope expands in the second semester to regional research about New York and other American city-regions and concludes in the final semester with investigations in emerging global capitals and agglomerations in Asia, Africa, and South America.

FACULTY Kate Orff, Program Director David Smiley, Assistant Director Ben Ableman Anthony Acciavatti Lee Altman Brian Baldor Elizabeth Barry Pippa Brashear Noah Chasin Phu Duong Kyle Hovenkotter Ziad Jamaleddine Petra Kempf James Khamsi Michael Kimmelman Chris Kroner Kaja K端hl Laura Kurgan Liz McEnaney Sandro Marpillero Geeta Mehta Justin Moore Matt Palmer (Earth Institute) Thaddeus Pawlowski Richard Plunz Bry Sarte Grahame Shane Cassim Shepard Morana Stipisic Michael Szivos Nans Voron Gena Wirth

100

URBAN

CURRICULUM The curriculum exploits the pedagogic potential of the design studio as a site of research, visionary speculation and critical inquiry. The Urban Design curriculum broadly integrates a range of interdisciplinary expertise, internal to Columbia Universityâ&#x20AC;&#x201D;such as the School of Public Health, the Earth Institute, and the School of Engineeringâ&#x20AC;&#x201D;and external to the school, through regular engagement with governmental and non-governmental agencies, institutions and organizations. Across the three semesters of the program, work ranges from site formation and policy, to visualization, and documentation of lived spatial and social conditions. Research, assignments and deliverables seek forms of mediation and action to address the challenges of global and local change. The sequencing of three studios builds a shared understanding of urban theories and terms, design tools, and research methods essential to urban design thought and practice. The collaborative studio setting enables a synthetic approach to design that weaves together environment, systems, and planning. The Summer Studio I is foundational, addressing experimental, representational and constructive aspects of urban design as a process. The studio frames the Five Boroughs of New York City as a learning lab, examining biophysical infrastructures, conflicting public and private interests, and ongoing socio-spatial change. The Fall Studio II expands in scope to consider the city-region, examining large scale interdependencies and interactions. Studio research addresses the particular conditions of American city-regions (currently, the Hudson Valley) in which shifting ecological, topographical, infrastructural, demographic and social conditions call for new strategies for systemic action. The final Spring Studio III takes on problems of global urbanization, extending previous work on variously-scaled physical and social infrastructures, programmatic interventions and community partnerships. The studio typically travels to two cities, working in close cooperation with local partners and organizations. Throughout the studio sequence, projects emphasize a multiscalar approach to site and program, embracing local, regional, and global scales and advancing the role of the urban designer as a catalytic and thoughtful practitioner who can place herself among diverse actors, existing conditions, and imagined futures.

DESIGN

101

Urban Design Studio I: The Five Borough Studio Kaja Kühl and James Khamsi, Coordinators Ben Abelman, Brian Baldor, Tricia Martin, Thaddeus Pawlowski The Summer Studio provides a framework for students to expand their design thinking using New York City as a laboratory. Three ambitions guide the studio research: to nurture a design process specific to existing urban environments, to critically consider site and program, and to interrogate the role of Urban Design in service to the public as a client. More broadly, students are introduced to a post-industrial, built-out American city through its past, current and future layers of neighborhoods, public spaces and infrastructures. This already complex landscape is now implicated in climate change—from sea level rise to extreme weather, from systems failure to environmental justice, and from technological improvements to “sustainable” living. This 21st century landscape also requires an array of emergent Urban Design tools for researching, mapping, investigating and hypothesizing the continuous process of urbanization. Studio pedagogy treats “site” not as a given but as a valueladen construct that embodies multiple motives shaping the process and products of Urban Design. Over the course of the semester, the students explore methods of representing urban sites and their multi-scalar, multivalent systemic linkages beyond normative borders. Urban Designers must identify and investigate complex, layered contexts, within which urban places are embedded. Like site, “program” is constructed, and offers opportunities to expand the field of human interaction. Studio research is framed around urban operations, actions and claims, all of which encourage students to investigate the layers of public systems integral to constructing a transformative urban environment. Understanding Urban Design’s primary concern as serving a public clientele, students develop speculative hypotheses addressing the needs of a variety of stakeholders at different scales, through site-specific designs for a particular neighborhoods, across New York City’s five Boroughs.

102

URBAN

Urban Design Studio II: City-Regions Justin G. Moore, Lee Altman, Coordinators Christopher Kroner, Sandro Marpillero, David Smiley The Fall Studio operates at the regional scale, connecting cities to their variously defined peripheries to engage unevenly dispersed socio-spatial ecosystems. This “city-region” moves beyond a singular biophysical lens to include infrastructures, watersheds, local governments, resources, NGOs, businesses and residents, all of which contribute to ongoing urbanization. As part of the studio, students add case studies to the UD program’s American City-Region archive, a growing compilation of comparative studies which document and represent the complex socio-spatial operations of places such as Laredo and Nuevo Laredo on the Rio Grande, and Denver, sitting between the Colorado and South Platte river systems. The studio asks, “what is regional?” Currently, the Fall Studio is examining the Hudson Valley, reaching north from New York City and including territory as far as the Erie Canal and Great Lakes. The Hudson Valley-New York City city-region thus includes industrial, agricultural, demographic, technological and transportation systems of vast scope and effect, all of which are under considerable pressure to move beyond (pre)industrial-era problems. The studio explores new industries, tourism, food systems, education, mobility and economic development to enable regional actors and stakeholders to prosper. The Regional Studio asks students to enter this discourse and construct the region by identifying, selecting and representing those actors and features relevant to new forms of intervention. Future iterations of the Regional Studio will maintain the American focus but will shift to examine other sites and situations. The Regional Studio is also premised on the practice of Urban Design as interdisciplinary, collaborative and researchbased. This entails a challenge to conceptions of architecture or landscape as isolated disciplines, and to instead create opportunities for knowledge overlaps, yielding new forms of design practice. To this end, the studio process goes beyond invited reviewers to include the intensive participation of local officials, organizations, non-profits, community groups, planning and design professionals and other educators.

DESIGN

103

Urban Design Studio III: Ecologies of Global Urbanization Kate Orff, Coordinator Ziad Jamaleddine, Petra Kempf, Laura Kurgan, Guilherme Lassance, Geeta Mehta The Spring Studio III investigates the process of urbanization in a global context, examining sites facing substantive structural and social change including, most recently, Rio de Janeiro, Mumbai, Accra, Bucharest, and Medellin. Studio research moves beyond the legacy of urbanism characterized by city and countryside, urban and rural, or city and suburb as discrete binaries and instead frames urbanism as a continuously shifting assembly of socio-natural systems. In particular, the studio focuses on the water-energy-food nexus in which spatial dynamics are inseparable from the uneven effects of climate change, landscape and ecological degradation, destabilization of housing systems, threats to public health, challenges to work patterns, and the transformation of mobility. Students explore the operative potential of multi-scalar, ecological frameworks for designing robust urbanized landscapes and public spaces. The studio is organized with the intensive participation of local partners, from city governments and planning departments, to humanitarian groups, local universities and community groups. The studio builds on Columbia Universityâ&#x20AC;&#x2122;s resources via the Columbia Global Centers program and the GSAPPâ&#x20AC;&#x2122;s Studio X program, each with staff and facilities around the globe. The Studio produces exhibitions and public events with project partners and, as the final studio in the UD sequence, students organize a publication documenting process, partnership findings and design proposals.

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URBAN

Seminars Seminars work in tandem with studio work, and encompass topics from site representation, to discourse of historical and future projections of the city, to the language of public engagement and emerging urban forms of public space, resiliency, and ecology. Seminars contribute to a shared understanding of urban design theory and practice while, at the same time, enable students to create specific research agendas.

DESIGN

Urban Design Seminar IA: Reading New York Urbanisms Cassim Shepard This seminar introduces Urban Design students to New York City as a laboratory of historical experiments in both designing and understanding the urban environment. The goal is to arm students with the observational and representational tools to “read” the city and the multiple forces that influence its physical form and social experience. The class will delve into specific places throughout the five boroughs of New York and analyze how different actors—writers, artists, designers, real estate developers, government agencies—have interpreted, represented, or intervened in these sites over time. The primary objectives of this course are to provide an overview of what influences the urban built environment, including urban design as well as public policy, community-based advocacy, demographics and socioeconomics, and real estate development; to expose students to a general history of New York’s urban development; and, finally, to develop students’ skills as observers and interpreters of the urban landscape.

105

Digital Techniques for Urban Design Phu Duong, coordinator Elizabeth Barry, Kyle Hovenkotter, Michael Szivos This course introduces contemporary techniques for urban design representation that bring meaning to questions which underlie the nature of how urban designers think, work, and communicate. Taught in conjunction with the UD studio, the primary objective of this class is to provide an entry point into digital software that explores current modes of representation for urban design. Class lessons approach visualization as both a descriptive and a generative process. Students learn GIS, 3d modeling and video-making software while gaining experience with efficient cross-platform workflows. By understanding design through this frame, students have opportunities to discover the relevance of data, information, networks, cartography and aerial photography as they relate to the physical spaces of the everchanging city. Urban Design Seminar IA: Reading New York Urbanisms Cassim Shepard This seminar introduces Urban Design students to New York City as a laboratory of historical experiments in both designing and understanding the urban environment. The goal is to arm students with the observational and representational tools to “read” the city and the multiple forces that influence its physical form and social experience. The class will delve into specific places throughout the five boroughs of New York and analyze how different actors—writers, artists, designers, real estate developers,

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government agencies—have interpreted, represented, or intervened in these sites over time. The primary objectives of this course are to provide an overview of what influences the urban built environment, including urban design as well as public policy, community-based advocacy, demographics and socioeconomics, and real estate development; to expose students to a general history of New York’s urban development; and, finally, to develop students’ skills as observers and interpreters of the urban landscape. Urban Design Seminar IB: Urban Theory and Design in the Post-Industrial Age Noah Chasin, Anthony Acciavatti This seminar provides an introduction to the theoretical, critical, and formal vocabularies of postwar urbanism throughout the United States, Europe, and beyond. The class is arranged thematically and, in a larger context, chronologically. The rise of new urbanisms as a result of rapidly proliferating technological and industrial advances is explored as a backdrop to various Urban Design strategies that have been subsequently deployed from suburban sprawl to the Team 10 critique of interwar functionalism; from megastructures to semiotic models; from New Urbanism to X-Urbanism. Urban Design Seminar IIA: Emergent Urban Design Practice and Pedagogy Kate Orff This course explores emerging urban design practice and pedagogy through the lens of infrastructural and ecological systems. Critical readings that

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conceptualize the contemporary city are interspersed with case studies of catalytic urban design, landscape and infrastructural projects. Students examine how interventions at multiple scales can transform large urban systems and operate locally and culturally, joining global processes with the specificity of community fabric. The seminar also marshals the expertise of the Columbia Urban Design faculty in a series of conversations and lectures, developing a collective understanding of the urban design methodologies and interventions. Urban Design Seminar IIB: Fabrics and Typologies, New York/Global Richard Plunz This course explores the meaning of building typology and fabric in the evolution of cities worldwide. It questions the canons of architectural and urban historiography that tend to overemphasize isolated urban monuments and heroic designers. Part I of the seminar comprises lectures by the instructor on the history of New York as evolution of its anonymous urban fabric. The focus is on the culture of housing, with the intent to grasp the political and tectonic devices that lead to specific fabrics in specific urban contexts. The city becomes a crucible to be understood both forwards and backwards in time, from extant present-day realities to underlying formational causes and vice versa. Part II of the seminar applies this exercise in urban forensics to the study of other global cities, translated from New York by the students who apply their analytic techniques and values to a place embedded in their own

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local knowledge. This exercise culminates in a forum that, among other things, compares designs for hypothetical architectural transformation of the case-study fabrics. Using this as a basis for critical analysis, we strategically explore design responses to urban â&#x20AC;&#x153;non-designâ&#x20AC;? anonymity within the discipline of Urban Design. Urban Design Seminar IIC: Infrastructure, Resilience, and Public Space Bry Sarte, Morana Stipisic This seminar explores the development of applied green infrastructure for creating resilient communities that can adapt and thrive in changing global conditions. Subjects include carbon-reduction goals, compact urban settings, green and grey infrastructures and public space amenities, all of which contribute to enhanced public life. Students test the limits of traditional sectorspecific planning and design processes, and scrutinize terms such as sustainability, resilience, and livability. Urban Design Seminar IIIA: Public Space and Recombinant Urbanism Grahame Shane This seminar examines how cities evolve and develop public space and density over time in cycles of expansion and decline. The emphasis is on the urban actors who generate these spaces. The first part of the course is based on a close reading of Recombinant Urbanism and an in-class discussion based on issues raised in the four chapters. Cities are seen as complex systems involving multiple actors, energy and information flows, resulting in diverse urban forms and systems of self-governance.

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The second part of the course concentrates on city models, Urban Design and public space case studies, tutorials and student presentations. Students are required to develop digital group presentations at the end of the semester modeling a city and selected public spaces that are assembled into a website based on the seminar research.

New Towns and 21st century Smart Cities. The mid-20th century New Town was Modernism’s emphatic answer to urbanization; an attempt to control entire socio-spatial territories. Through this lens, the organization and interaction among people, goods, land, machines, and institutions became a unified problem. The New Town promised social Urban Design Seminar harmony and unalloyed progress, IIIB: Urban Ecology and reached across scales, from and Design buildings and gardens, to streets Matt Palmer (Earth Institute), and highways, to regional Gena Wirth infrastructures and national This seminar explores and border-setting. The results— evaluates the ecological fantastic, horrific or banal—were potential of the designed built across the global north as urban environment. Students well as the developing (often work in interdisciplinary colonial-ruled) global south. groups to study and evaluate More recently, a new specialized the relationships between city has emerged, variously urban design and ecological called Eco-City, Political City, performance through a series of Enclave City, Economic City, case studies, field explorations, High-Tech City, or Resilient and studio visits. New York City. Each is presumed “smart” City is a test site for analysis, in its use of resources and new and students work together technologies, its management of to evaluate urban systems of populations, and its shaping of waste, sediment management, new development. Each is also vegetation, and water using deeply integrated into systems hybridized techniques of visual of computing and data which mapping and the application of enable unprecedented ways of quantitative scientific criteria monitoring life patterns. Smart over multiple scales. The course Cities are being built across the offers a deep understanding of globe, particularly in Asia and the ecosystem relationships that the Middle East. Like their New drive urban ecology, a critical Town predecessors, Smart Cities evaluation of commonly used are based on a positive view of urban design techniques, and a social totality and a structural insights into how to better design connection to global flows of functional ecosystems within capital. the urban context. Urban Design Seminar IIIC: New Towns to Smart Cities David Smiley This class will develop a visual language to analyze, compare and represent the systems of design for 20th century

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Guangye Cao, Anubha Madhav, Nicolas Del Valle, Cameron Cortez. City-Regions Studio. 2015.

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Nicki Gitlin, Despo Thoma, Shiwani Pol, Zhouran Zhao. City-Regions Studio. 2015.

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Amanda Chan, Xi Chen, Ashwini Karanth, Zhou Wu. City-Regions Studio. 2015.

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Silvia Vercher, Maria Belen Ayarra, Marco Sosa, Zahraa Alwash. Ecologies of Global Urbanization. 2014.

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MS.CCCP

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Semester 1 — fall

12 points

Colloquium I: Operating Platforms 3 Electives

(3 points) (9 points)

Semester 2 — s pr ing

12 points

Colloquium II: Documents & Discourse Electives

(3 points) (9 points)

Semester 3 — fall

12 points

Thesis I Elective

(9 points) (3 points)

Semester 4 — s pr ing

12 points

Thesis II Elective

(9 points) (3 points)

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OVERVIEW The Masters of Science in Critical, Curatorial, and Conceptual Practices in Architecture is designed to offer advanced training in the fields of architectural criticism, publishing, curating, exhibiting, writing, and research through a two-year, full-time course of intensive academic study and independent research. The program recognizes that architectural production is multifaceted and diverse and that careers in architecture often extend beyond traditional modes of professional practice and academic scholarship, while at the same time reflecting and building upon themes of post-industrial development and indeed, of post-urban sensibility relative to traditional Euro-American settlement norms. Applicants might be seeking further academic training or specialization after a professional degree or years of teaching, or even at mid-career. They might also have worked in a related field and be seeking an academic forum to develop additional specializations in architecture. The program also provides the highest level of preparatory training for application to Ph.D. programs in architectural history and theory. The CCCP program is structured to reflect this heterogeneity and the multiple sites and formats of exchange through which the field of architecture operates while at the same time sponsoring the ongoing critical development and interaction of such a matrix of practices and institutions. The programâ&#x20AC;&#x2122;s emphasis is thus on forging new critical, theoretical, and historical tools, and producing new and rigorous concepts and strategies for researching, presenting, displaying, and disseminating modern and contemporary architecture and closely related fields. The program is aimed primarily at those with a background in architecture who wish to advance and expand their critical and research skills in order to pursue professional and leadership careers as architectural critics, theorists, journalists, historians, editors, publishers, curators, gallerists, institute staff and directors, teachers, and research-based practitioners. Applicants might be seeking further academic training or specialization after a professional degree or years of teaching, or even at mid-career. They might also have worked in a related field and be seeking an academic forum to develop additional specializations in architecture. The program also provides the highest level of preparatory training for application to Ph.D. programs in architectural history and theory.

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Interpretations: Mediating Realities symposium panel with Manuel Shvartzberg, Saskia Sassen, David Harvey, and Keller Easterling, April 2015 at NEW INC

The CCCP program includes a mixture of required core colloquia, elective lectures, and seminars, and it culminates in the preparation of an independent thesis under the supervision of an advisor from the Graduate School of Architecture, Planning and Preservation. This can take the form of: a written thesis on a historical or theoretical topic; a portfolio of critical writings; a print-based demonstration and visualization of rigorous, original research, or; it can involve the conceptualization, design, and a detailed prospectus and documentation for, or even production of (where feasible), an exhibition, publication, institute, major event, web-based initiative, time-based project, etc. The Columbia GSAPP faculty is unparalleled in offering a wide-range of expertise in the history, theory, and criticism of architecture, urban design, landscape, preservation, and spatial politics as well as in the conceptualization and production of publications and exhibitions.

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CURRICULUM CCCP Arch Colloquium I Operating Platforms: Publication, Exhibition, Research Felicity D. Scott, Professor The domain of architectural work is multi-faceted, as are the multiple forms of practice and knowledge that reflect back upon it. In this sense architectural expertise appears in many formats, media, and institutional frameworks that extend beyond, while often informing, the disciplineâ&#x20AC;&#x2122;s role in the production of buildings. This heterogeneous field incorporates periodicals, books, exhibitions, installations, research institutes and labs, pedagogy, criticism, manifestos, historical scholarship, posters, films, videos, performances, conferences, and much more. These many architectural modalities, as well as their institutional and mediatic interfaces, or forms of dissemination, have each, in distinct ways, played important roles in the conceptualization and transformation of the discipline. We will investigate what role these have played in the formulation and understanding of architecture and will work to identify their contribution to seminal debates, to transformations in architectureâ&#x20AC;&#x2122;s technical and aesthetic characteristics, to sponsoring critical experimentation, as well as to the careers of many architects. We will distinguish the different forms of expertise they manifest; ask how they function as interfaces and to what audiences; and consider whether they serve to consolidate and codify existing architectural paradigms or to forge new critical and conceptual and well as aesthetic, material, and programmatic possibilities. We will look at how various practices emerged in their specific historical context and ask to what degree did they function to maintain a status quo or to act as critical and polemical launchings. We will ask, in turn, what scope there is for pushing new formats, developing new critical concepts, opening new trajectories of investigation, and expanding the very territories of the discipline.

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CCCP Arch Colloquium II Documents and Discourse Mark Wasiuta, Professor The seminar will approach contemporary critical discourse through the filter of documents and documentation. In specific historical examples, and with a range of theoretical texts, the status, definition, use and authority of documents for architecture, architectural history, architectural exhibitions and architectureâ&#x20AC;&#x2122;s other media practices will be examined and assessed. Through the question of the document the seminar will survey a range of methodologies and approaches that have served to define, demarcate, or redirect the stakes of the discipline over the last decades. In addition, the seminar will interrogate the current status of theory, its recent history, its application, its utility, as well as the anxieties that it has often fostered within and outside architecture. We will read a series of architectural and theoretical texts that offer important conceptual and intellectual tools for addressing architectureâ&#x20AC;&#x2122;s relation to technology, media, ecology, sexuality, spatial politics, and a range of other problems and directions. We will examine how, through new research and methodological approaches, the conceptual parameters of architectural history, theory, criticism, and practice have been expanded and how canonical figures and their works have been recast in distinct terms. The ambition of the seminar is twofold, aiming both to expand our familiarity with contemporary debates and to provide a focused forum for ongoing discussion regarding the articulation of new sites and strategies for research, writing, and practice.

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Electives In addition to the required colloquia and thesis courses, CCCP students have the opportunity to take a range of courses offered at GSAPP and elsewhere in the University. Relevant courses within GSAPP are found primarily within the offerings in history and theory, and include lectures and seminars and, when relevant, can take the form of an independent study under the supervision of a faculty member. Some of these courses have been designed specifically for the CCCP program, others are part of the broader history and theory curriculum at the school. Students are also able to enroll in Visual Studies courses, as well as non-studio based offerings in the Planning and Preservation departments. Students have also enrolled in courses offered by Art History, Anthropology, and in the Schools of Law and Journalism, as well as taking foreign language classes. The following is a list of relevant courses offered in recent years: The Organizational Complex Reinhold Martin Collecting Architecture Terrirtories Mark Wasiuta Thinking Race, Reading Architecture Mabel Wilson The Critic as Producer: Essays on Architecture James Graham Echoing Borders: The Production of Space Within New Paradigms of Citizenship Nora Akawi and Nina Kolowratnik Architecture, Human Rights, Spatial Politics Felicity Scott Aesthetics of Decay Jorge Otero-Pailos Mapping for Architecture, Urbanism and the Humanities Laura Kurgan Conflict Urbanism Laura Kurgan

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122 <Top> CCCP students visiting the Canadian Centre for Architecture, Montreal. <Bottom> Les Levine: Bio-Tech Rehearsals 1965â&#x20AC;&#x201C;1975 opening discussion with (Lâ&#x20AC;&#x201C;R) Mark Wasiuta, Felicity Scott, Les Levine, and Artforum editor Michelle Kuo.

THESIS The second year of the CCCP program is dedicated primarily to the research and writing/production of a final thesis. This can take the form of: a written thesis on a historical or theoretical topic; a portfolio of critical writings; a print-based demonstration and visualization of rigorous, original research, or; it could involve the conceptualization, design, and a detailed prospectus and documentation for, or when feasible the production of, an exhibition, publication, institute, major event, web-based initiative, time-based project, etc. Regardless of format, it must contain evidence of substantive research and conceptual rigor, and involve a written component and other materials that can be submitted in the form of a bound document in its final presentation. Each student conducts his/ her research independently, under the supervision of a faculty advisor, as well as participating in mid-term and final reviews each semester. The thesis is intended to be the culmination of a CCCP studentâ&#x20AC;&#x2122;s education and work at the GSAPP. It provides the opportunity to undertake and develop a project in detail, a project that demonstrates the studentâ&#x20AC;&#x2122;s capacity to make a significant and original contribution to the field of architecture (or a closely related discipline), and which allows them to synthesize their critical approach, experience, and expertise in a relevant format of his/her choice. In this regard it is also conceived as an opportunity to build on and demonstrate critical and research skills that will be relevant to subsequent pursuit of a professional or academic career, whether as an architectural critic, theorist, journalist, historian, editor, publisher, curator, gallerist, institute director, teacher, designer, research-based practitioner, etc. Concomitant with the ambitions of the CCCP program more generally, emphasis is on forging new critical, theoretical, and historical tools, and producing new concepts and strategies for researching, displaying, and disseminating modern and contemporary architecture and closely related fields.

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Prospectus

Reviews

In the Fall semester, students begin by developing a 3â&#x20AC;&#x201C;5 page written prospectus under the supervision of their primary advisor. This document should: 1. Introduce the project, including setting out its critical stakes or ambitions, its relation and intended contribution to the field or mode of practice in which it participates, its general scope and proposed content, its format, its intended audience, and any other important characteristics of the work. 2. Identify the theoretical or methodological framework through which you will approach the thesis, including a bibliography or list of relevant or related work and key resources (whether they be archives, libraries, institutions, technologies, spaces, buildings, faculty, other experts, etc.) This part of the document can also indicate the other courses a student intends to take during the second year which relate to the development of their thesis. 3. Outline a schedule for the development of research during the Fall semester and for the writing or production of the thesis during the Spring semester. This should indicate both a set of self-imposed deadlines and those of the program, and it should clarify the format and scope of each phase of the thesis, including what will be presented at each of the four reviews (described below). While this schedule might change during the course of the thesis year as the work develops, it should be set out as a guideline to direct the work and, along with the collective reviews, keep the student on schedule.

Students will be required to present their thesis project four times during the course of the year. In the Fall semester there will be a collective mid-term and a final review of each studentâ&#x20AC;&#x2122;s research. In the Spring semester there will be a mid-term and final review of the overall project in a format appropriate to the work. In addition to being attended by all students, these reviews will include the CCCP Director, the advisors, and invited critics. Students are encouraged to suggest names for invited critics to the CCCP Director. At each review students make a 15-minute presentation for the purpose of feedback and discussion of their thesis. The presentation format can vary according to the format of the thesis, but in all cases should include a succinct thesis statement, and an indication of working method, and proposed contribution to the field. The ambition, as with any review, is not only to present the work to a more public audience but also to get feedback for further development.

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Format Requirements The specifications of the final thesis documentation varies according to the format of each project and any specific requirements detailed by the student’s advisor. The following are provided as general guidelines of what is expected.

Publication Expectation: this could range from producing an issue 0 of a magazine or journal, to a well-developed catalog or book proposal, including a significant text component, design (or design guidelines) along with detailed evaluation of funding, audience, contribution to the field, etc.

History/Theory Expectation: 12,000–15,000 word, illustrated documentation of a carefully researched and argued written thesis.

Institution Expectation: 12,000–15,000 word document outlining in detail the nature and operation of a proposed institution dedicated to architecture or a Exhibition related field. This might include Expectation: Approximately a carefully developed set of 80–100 page document including framing documents outlining its detailed prospectus for the ambitions and mandate, and its exhibition along with schematic proposed contribution to its field, design, identification of key as well as situating the institute objects and other media, key wall within a broader framework texts, and other elements such as a of related institutions, both pamphlet or catalog. The written contemporary and historical. component should include a text It should also describe the equivalent to a catalog essay. institutional structure, identify possible funding sources, Criticism location, activities, etc. Expectation: 12,000–15,000 word, illustrated document, Other which includes an introduction To be approved in consultation to the work, along with 8-10 with advisor and CCCP Director. individual pieces of criticism Regardless of format, each which together demonstrate thesis must have at least a short the development of an original written component, which builds critical voice and position, and an upon the student’s prospectus understanding of the history and and includes other relevant state of the field. documentation produced during the year. This needs to be bound Research & Visualization and produced in triplicate: one Expectation: Approximately copy for the advisor, one for the 80–100 page, illustrated records of the CCCP program, document including introductory and one for the student’s own text and extensive and developed records. form of visualization of an original research topic.

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126 <Top> The Arthur Ross Architecture Gallery. <Bottom> Venice Observatory: CCCP class of 2015 in residence at the 14th International Venice Architecture Biennale, which produced Venice Counter-Catalogue published summmer, 2015.

RESOURCES Students are able to draw on the remarkable faculty, research, publication, public programming, and exhibition resources at the Graduate School of Architecture, Planning and Preservation. The Avery Library is one of the premier architectural libraries in the world and the Arthur Ross Architecture Gallery has been forging an important paradigm of archive-based exhibitions under the school’s “Living Archive” project. Other primary resources include the Department of Publications, the Temple Hoyne Buell Center for the Study of American Architecture, and the many Labs and Experimental Units associated with the school that are working in fields as diverse as experimental publication, spatial information design, responsive systems, infrastructure and poverty action, landscape, networks, memory, and more. Students are expected to take advantage of the extensive programs of lectures, panel discussions, symposia, exhibitions, and other events that form a key part of the curriculum at the school. Visiting workshops will also be led by leading practitioners in the fields of the publication, criticism, and exhibition of architecture, urbanism, and landscape. In addition to course offerings at the GSAPP, students are able to enroll in classes in other parts of the university including the Graduate School of Arts and Sciences, the School of the Arts, and the School of International and Public Affairs, subject to approval by the professor. There are, for instance, many opportunities for collaborative exchange with the M.A. in Modern Art: Curatorial Studies Program of the Department of Art History and Archaeology. Other schools also have extensive public programs. Beyond this, New York City offers unequalled resources for the study of architecture, museums, galleries, and the urban environment, including: the Museum of Modern Art (MoMA), The Metropolitan Museum of Art, The Storefront for Art and Architecture, The Van Alen Institute, Artists Space, Common Room, the Center for Urban Pedagogy, The Architects Newspaper, and other museums, galleries, and publishing houses in New York. The GSAPP also has close relations with a national and international network of affiliated museums, galleries and publications including the Canadian Center for Architecture (CCA) in Montreal, Centres Georges Pompidou in Paris, The Center for Land Use Interpretation in Los Angles, San Francisco Museum of Modern Art, Abitare, and others.

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Internships

Assistantships

The CCCP program does not require but does strongly recommend that students undertake internships during their course of study, either in New York during the academic semester or globally during the Summer and Winter breaks. Relevant Internships are offered by MoMA, The Met, the CCA, the Van Alen Institute and Van Alen Books, the Graham Foundation for Advanced Studies in the Arts, SFMOMA, MACBA, and other institutions and we are working to expand these opportunities. Students have also been accepted into Columbia University Libraries’ Graduate Student Internship Program and other university initiatives.

A number of competitive assistantships are available to CCCP students, including positions working with the Directors of Exhibitions, Print Publications, Special Events, and Online Communications. CCCP Students are also eligible to apply for other GSAPP Assistantships, such as those for Architectural History I & II and the AudioVisual Department. These positions are typically advertised by the Dean’s office in May, with applications due in June. As such, they cannot be guaranteed in advance as part of an admissions offer. There are also other paid opportunities to work on the program’s website and other related activities. In addition, CCCP students are eligible to apply for Teaching Assistantships offered periodically through the Barnard and Columbia colleges undergraduate architecture program.

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Advisors

Public Sphere

Students are responsible for identifying and contacting an advisor for their thesis by the beginning of the second year of the program. It is important that students choose an advisor who is able to critically contribute to the development of the thesis during the year including: reviewing the thesis prospectus; meeting periodically, as per requirements of the student; attending midterm and final reviews in both the Fall and Spring semester; and grading student’s work in consultation with CCCP director. The thesis is typically undertaken under the supervision of a GSAPP faculty member. In special cases, and subject to approval by the program director, a student’s thesis might be supervised by an appropriate outside qualified specialist, such as a curator, critic, or editor.

The CCCP program aims to engage students within the public sphere through encounter with many formats, interfaces, or what we call “operating platforms,” ranging from public events— lectures, symposia, workshops, installations and exhibitions—to publications, web-based activities and other modes of dissemination of work and ideas. In addition to the students’ involvement in all such areas of the GSAPP’s activities through CCCP assistantships (working with the directors of exhibitions, print publications, public events, and online media), and work generated from student theses, the program sponsors public lectures (as part of the main lecture series) and hosts workshops with visiting critics, curators, editors and institute directors. Students have also initiated exhibitions, symposia, and other activities, notably including a series entitled “Interpretations,” beginning in Spring 2011 with a daylong symposium dedicated to exhibition practice.

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C U R R E N T T H E S I S R E S E A RC H 2015– 2016

Virginia Black Iyarisha Chagrapi Advisor: Felicity Scott

The thesis re-visions the Ecuadorian Amazon as a constructed space rather than a homogenous, self-determined and un-intervened natural space. As an interrogation of feminine practices of knowledge production situated in the space of the Amazon, it reveals the position of women as constructors of the forest and its histories/discourse. From the 15th century, the depiction of the Amazon as a “Garden of Eden—a biblical, virginal landscape through which Adam’s project of naming (the scientific and racialized project of classification) could be carried out—and its attendant figuration as a female indigenous body formed the basis of the popular conception of the Amazon and its inhabitants as bodies to be managed. The prevalence of the vision of the Amazon as a deterministic entity controlling the lives of those within it—rather than a product of their deliberate cultivation—has allowed for the continued entry of various kinds of development projects in the present day. In spite of this historiography of the Amazon, new disciplinary approaches have facilitated the re-telling of the territory as a space long developed by human practices. One potential site of re-telling are the chagras of the Ecuadorian Amazon. In Ecuadorian Kichwa culture, subsistence farms, known as chagras, are women-only spaces that provide sustenance for the community. They also act as heritage-landscapes that provide spaces for women’s rituals and perpetuate distinct knowledge forms. The figuration of women in the gardens of knowledge production redefines stereotypical depictions of the position and image of the indigenous women, locating them instead as the arbiters of space and oral histories. My thesis uses architectural representation tools to draw the relationships between women, plants, time and memory in the subsistence gardens of Amazonia. The mode of drawing explores conflicting relationships between nature/culture, the self and other, and body and soul of Western and Amerindian ontologies, attempting to develop a drawing style that serves as a kind of visual translation of the intertextuality of landscape, bodies and society in Amerindian Perspectivism. The invented drawing technique contributes to documentation methodology in the existing fields of anthropology and botany and to the emerging fields of ethnobotany, ethnobiology and historical ecology.

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Lai Jing Chu Anachronic translations: Lu Yujun’s translation of Le Corbusier in early Republican China and its afterlives Advisor: Mark Wigley This thesis situates itself in the nexus of architecture and the translation of print material. It concentrates on Lu Yujun’s translations of Le Corbusier’s translation of The City of Tomorrow (1936) from Frederick Etchells’ English translation, one year before the Second Sino-Japanese War broke out, which is an anomaly in a space and time when book translations of the architectural or urban planning genre were vastly unheard of. The bulk of the thesis is structured into four main chapters, each forming an individual arch that inspects this artifact from distinct angles. “The ‘first’ translation” asks why this this book might have attracted translation in that particular moment in history; “Forensic analysis” looks for clues in visual, material and textual elements, and asks how they have been remoulded through the entire production process, and what new meanings have emerged from it; “An ‘operative’ theory” analyzes the connection between the translation and the prevailing intellectual concerns during its era; “The forgotten translator” situates the translation within biography of the translator, refuting the notion that he is subordinated to the original author. The case study is followed by an epilogue, which traces the subsequent translations of Le Corbusier’s work (or his image) within the context of China’s evolving architectural publishing mechanism, translation practices, and the intellectual environment, from Maoist rule to the present day. Today the 1936 translation is a largely forgotten artifact—its demise is symptomatic of the multiple barriers of knowledge transmission—not only between China and the West—but also between the past and the present. As an act of preservation, the ambition is to conclude in a book design containing the research paper together with reproduction of pages from the original translations with annotations and notes. Martina Dolejsova Broadening the Discourse: Women in Architecture and Design Advisor: Mark Wasiuta On January 24, 1992, thirty-three women architects and designers were exhibited in a space off of the busy third street promenade in Santa Monica, California. The exhibition sponsored by the professional organizations of the California Women in Environmental Design (CWED), the Association for Women in Architecture (AWA), and the UCLA Extension School for Interior and Environmental Design Program and titled, Broadening the Discourse, was an evaluation of ongoing discussions of professional practice, feminist theory and the domain that women hold in shaping architecture and built environments. This exhibit was in association with an annual CWED conference of the same name

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that was held on a long weekend in Santa Monica from February 7–9, 1992. As feminist theory of the social gender relationships between men and women evolved from the 1980s and into the early 1990s, the exhibition and conference was a landing point for women in architecture and design. Professional organizations like the CWED and AWA offered a platform for women to not only be seen but to connect with like-minded individuals who could relate to professional success and often brushed aside gender issues. It is within the history of the exhibit and conference of Broadening the Discourse that there is a foundation are for women and men to recognize, stand on and for women in design to get beyond being the ‘only woman in the room’.

Rosana Elkhatib Invisible Lines of Contradictions in Amman Advisor: Felicity Scott

Seemingly homogenous, Amman, the capital city of Jordan, contains a variety of ethnic and cultural groups within its relatively contained perimeters. The physical borders that have shaped Jordan as a country—most notably those shared with the contentious Palestinian-Israeli region and Syria—are essential when looking at the communities residing within the city of Amman and the way in which they are reinterpreted as spatial delineations and obscured boundaries in a city that for long has been disregarded by urban scholars until recently; the urban neoliberal reconstruction of Amman as a “global city” has been an aid in materializing some invisible economic demarcations, mainly between East and West Amman. But the inconspicuous lines stretch beyond the economic conditions of Ammans’ residents; they are also marked by areas defined by certain ethnicities, for example the Circassian community, or even sub-cultures, like the art or expat communities. Borders, thus, are constantly vacillating according to Jordans’ political and economic affairs, two elements that are rapidly transforming the urban fabric and constantly redefining—and reinventing—these sub-cultural neighborhoods that define the city of Amman. The challenge, then, lies in finding, what I want to call, the lines of contradictions that have been characterizing the city as a contemporary urban metropolis. These inconsistencies stem from an amalgam of tradition and modernity, religion and “westernization”, and poverty and wealth. It is my intention to explore them through a public spatial intervention—a type of social and logistical experiment. Because these lines of contradictions are often denied their visibility, it became of great interest to me to allow them direct exposure. It is also pertinent to document the entire bureaucratic process of the realization of Lines of Contradictions, that is first and foremost because the experiment is not only intended to render certain social inconsistencies visible, it is to understand the process in which they are made visible. These seemingly banal logistics could potentially act as a complementary—or contradictory—device to the experiment, thus sustaining a chain of antithetical happenings in an increasingly modernized conservative society.

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It is important to understand public space in Amman. By examining the bureaucracies of the Hashemite Kingdom of Jordan I hope to begin to unravel how these public spaces are constructed. Are the spaces intended to be inclusive and democratic or are they, as Rosalyn Deutsche explains, “a strategy of distinction, dependent on constitutive exclusions”? In analyzing the seemingly contradictory application of public art—public referring to the “collective social order” and art as means of contesting the appearance of order—I am hoping to construct a spatial installation that would be “the effect, rather than the ground, of disciplinary knowledge”. What strategies would the public intervention undergo in order to communicate the obscured boundaries of cultural differentiation to the hybridized public? How can it engage them and allow for an interactive, critical experience? But most importantly, how will one read and react to this, possibly invasive, confrontation? Pedro Correa Fernández The Backgrounds of Modernity: Siegfried Kracauer and the City as the Limit of Film Advisor: Reinhold Martin This thesis attempts to understand the figure of Sigfried Kracauer as a critical observer of the American City. Since the 1920s his writings were a mechanism to understand the city in the complexity of its cultural milieu, and even if architecture was only one of the disciplines included in Kracauer’s criticism, through space it played a central role in it. And it is precisely Kracauer’s refusal to remain fixed within one particular discipline the feature that gave him his prominence as a cultural critic. However, the long patterns of reception, and still ongoing processes of translation left Kracauer’s work unanalyzed for decades. The discovery of his work, along the one of figures like Walter Benjamin and Erns Bloch, was instrumental in historicizing modernity when postmodernism’s claims of a break. And for the last twenty five years, systematic scholarship has been produced to understand the career of the critic and his relevance to broader projects like Critical Theory or the Frankfurt School. Nevertheless, within this process some questions about Kracauer’s migration to America remain unasked. After decades of oblivion in favor of his earlier material, and with the recent rediscovery of his writings in New York journals, contemporary scholarship no longer makes a distinction between his time in Weimar and his career as a professional film critic in New York. However, it remains to be discerned to what extent Kracauer’s professionalization as a critic, within one particular discipline, was still able to convey the impact of his social criticism in the early years. Architecture stands here in a privileged position, for it has to be proven the extent to which his analysis of cinematographic fiction is still sensitive towards the urban environment in which it develops as a cultural phenomenon. In a climate in which cinema begins its slow turn towards social concerns, Kracauer’s relation to mass culture remained fixed within the screen, and although never losing sight of its sociological implications, it appears to have replaced his own methods of cultural analysis as a device for critically observing the city.

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James Folta Ourselves in the Crowd Advisor: James Graham

Beyond the spectre of the military and its vested interest in armed concealment and distraction, the architecture and inhabitants of a city practice camouflage as a tactical, social desire to blend in, conceal, and misdirect. Both obvious and subtle gestures of camouflage as a conscious social performance are rooted in misdirection, lensing, and encryption. As a lens on counter-detection, this sort of camouflage in the urban environment can be an avenue to interrogating what in the city is considered acceptable, expected, or routine. The objects, services, and structures which are masked and unmasked perform a dynamic that betrays an awareness of acceptability. Looking at these masks as a form of public theatrics or a tool of performing conventions and expectations speaks to the urban imaginative that dictates this social camouflage. This project will be, ultimately, a series of exploratory writings, coupling critical voices and forms of writing with various definitions and explorations of camouflage. Through an investigation of formal writing precedents, I hope to experiment with the format that this project takes. A survey of writing will help gather models to highlight possibilities that will guide experiments and trials in writing form to slice through issues of urban camouflage. Maryam Fotouhi One Chase Manhattan Plaza: Architecture, Art, And Modern Didactics Advisor: Reinhold Martin The construction of Chase Manhattan Bank headquarters (built during 1957-1964) opened up a new chapter in future development of lower Manhattan. This project, led by the bank’s president, David Rockefeller, began a new trend of office construction in the financial district and dramatically altered the historic character of the neighborhood. The new international-style headquarters marked a transition from understanding the building as an object to which one applies sculpture to conceiving the building itself as a sculptural object. Rockefeller extended this idea to the surrounding Chase Manhattan Bank Plaza, donating $500,000 to the plaza’s art budget for public sculpture, which included works by Noguchi and Debuffet. The plaza soon became a case study in the interdependence between modernist architecture and sculpture. Within the building, as well, an extensive collection of modernist painting, sculpture, and furniture from the Chase Art Collection, begun in 1959 when David Rockefeller established the firm’s corporate art program, decorated the offices. The question of why a powerful financial institution would place such an emphasis on modernist art and architecture, as well as the relationship between the two, is what this thesis aims to address. Tracing the close ties between the Rockefeller family, the Museum of Modern Art, the Bauhaus, and the American government and exploring the evolution of

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ideological and cultural discourses from the 1930s through the transformations of the post-war years will reveal a multilayered history of public art and its didactic function. By revisiting Chase Manhattan Plaza and rereading the history of its development, this thesis maps out how this system of relations forms an apparatus, which results in both an extensive art-architecture complex and a modern didactics, designed to train office workers in how to be modern. This apparatus can be alternatively demonstrated in four levels: the bank itself and its institutional and spatial narrative; the Rockefeller family, especially the role of Abby Aldrich Rockefeller in framing what is modern; the Museum of Modern Art’s activities from 1930s through the postwar years; and the role of Alfred Barr, also as a committee member of the bank art collection; and finally the art collection itself and its ties in producing gender functions. I will address these themes through a close analysis of a collection of modern abstract expressionist paintings (1959–1968) installed in spaces such as the lobby, offices, conference rooms, and corridors, along with other parts of the collection, including furniture and sculptures. I am interested in how these paintings perform in this particular social, institutional, and economic setting and why the institution of the bank chooses abstract expressionism, among other modernist styles, as a predominant expression of modern corporate art in the corporate milieu in this era in New York. Answering these questions evidently leads into interpreting the setting itself. Visual arts, along with other elements of the larger apparatus mentioned above, act as a detour into the sculptural architecture of the One Chase Manhattan corporate building. In turn, the sculptural architecture of Chase loses its monumental bigness, prompting us to think of this building as one of the institutional and discursive entities among this larger apparatus, which arguably has a didactic function, aiming to produce modern bodies (in this case, designed to train “knowledge workers” in how to be modern).

Maite Borjabad López-Pastor Scenographies of Power Advisor: James Graham

At the end of twentieth century, the arena in which stuff happens— what the military calls the ‘theater of operations’—seemed to many people to have expanded dramatically. ‘Globalization’ had occurred and the earth itself had become a space of events. With this thesis I propose to analyze the objects, spaces and territories that construct this status of exception under global regimes of circulation. In such a way, I aim to critically consider the scales of intervention and affection of this “spaces of exception” to enable the understanding of how the materialization of such conditions occurs. Those spaces of exception have been broader analyzed into the conceptual terrain in terms of sociological and political approaches, legal and technological constructions. However this research intends to decipher the architectural articulations that are performed into the materialization of such concepts, of such spaces.

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To decipher these conceptual spaces as architectural devices implies to decode the entanglements of economic, cultural and technological strategies that are performed within those spaces. To do so, the architectural reading of those spatialities aims to ground the conceptual elements by reading those spaces as scenographic strategies considering different aspects such as issues of scale, the immediate materiality and physicality of them as well as their geographical and territorial disposition and the different media that comes into play. How these spaces are enacted and re-enacted through power? What are the architectures and materialities of those enactments? How these spaces perform specific politics? How are those “no-spaces” transformed into “actual spaces”? How this articulation is constructed? How perceptive and perceptible are those spaces? The context changed. Uncounted, unaccounted-for speakers entered and made themselves heard, made themselves into something else, by rewriting the context and the conference. Perched on the edge of the rules, on the edge of the law or of the political sphere, they succeeded in breaking and changing the law at the same time, in breaking into and thus transforming the political conditions that rendered speech and action intelligible.

Pedro Ceñal Murga Replication of The Beast: Tracks of a Vertical Border Advisor: Mark Wasiuta

In the late 90s a massive population of Central Americans started fleeing violence and extreme poverty. The consolidation of a fractured railroad system in Mexico opened a channel for them to move northwards. This strategy contemplated setting out the existing railroad tracks as a commercial corridor and spending the bare minimum in reactivating them. As a result, the system became freight only and no money was invested on infrastructure around the tracks. Migrants saw the train cars as a perfect mean platform to move around; by precariously riding on top of them they could reach the US border without spending in transportation and with no surveillance around the tracks, they would be able remain anonymous as informal occupiers of the train and as illegal immigrants in Mexico. As years went by, more and more bodies were trekking across Mexico through a fixed linear route—the one previously drawn by the railroad companies. This network became infamously known as The Beast. Since this route is discontinuous, migrants have to stop several times for different lengths of time. As a result, each one of the trains carrying migrants is essential in triggering new spatial dynamics in the towns alongside the route. These, become a proof of how the ecology of “La Bestia” is not restricted to the object—the train—and the people riding it but instead it involves the transforming environments contiguous to the train tracks and the local communities within them.

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Amidst the peak of this migration flow, corporations that own the tracks took measures to either impede or facilitate this movement and different treaties—many of them hidden from the public sphere—have been addressing the phenomenon. The most recent one is Frontera Sur which through restraint mechanisms and architectures of violence turned the transversal border into a vertical one, where control is exercised along the train routes and consequently, throughout the country. The purpose of this thesis is to look critically into the transformations from pre-given territories to new complex ones, altered by the Beast. The final outcome aims to be a representation decoding these reflections into a language where a general audience can engage with a form of knowledge that cannot be known statistically or objectively but that requires a certain degree of sensibility.

Gabrielle Printz CAR Trip (Through Borderland Detention) Advisor: Laura Kurgan

This thesis navigates the attendant spaces of U.S. immigrant detention with an act of mapping: a simultaneous touring and tracing of disciplined migrant mobilities beyond borders and in national space. By locating documentation within spaces for and against the undocumented, the project will reveal a broad territory of apprehension, constitutively shaped through shifts in public policy, intergovernmental relationships, and contracts with private prison management companies, transportation mechanisms, and security enterprises. Collectively these operations of law and capital produce a layering of authority jurisdictions, embodied in the figure of the Criminal Alien Requirement (CAR). This program, a collaborative product of the Department of Homeland Security and the Department of Justice, has incentivized the incarceration of a new juridical subject—the “criminal alien”—and the development of detention architectures in which they are held. A CAR trip across the southern carceral landscape enacts a retracing of border territories secured not by walls but by the funding and authorization of contract custody. Rayna Razmilic Talk the Talk, Print the Walk: The architecture biennial as a publishing machine Advisor: James Graham From 2000 onward the architecture and design world has seen the birth of almost 70 international biennials, triennials and festivals. That is more than three times as much as the ones established the previous 60 to 70 years—depending on when you place the first. Despite the fact the “biennale-boom” has become an accepted truth—recently hitting North-American territory with the past 2015 Chicago Architecture Biennial—its implications on the field remain widely understudied. The current panorama, however, has made it necessary to treat them as a field of study in its own right:

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biennials are complex devices that are as a much a problem of architecture production as they are of architecture consumption. In that sense, while the most common discussions have been centered on the—rather tense—relationships between curatorial and editorial production, on the one side, and print and digital consumption, on the other, the connection between the publishing industry and the architectural event has been understood as pretty straightforward and innocuous. So is the assumption that—just like with art—an architecture biennial is in its simplest definition a recurrent exhibition. A closer look, however, might tell a different story: there are architectural journals going out of print because they are migrating to digital and large-scale events companies and former chief-editors that are now full-time curators, just as there are architecture biennials with no exhibition at all—some not even with an event. What seems certain is that the relationship paper/ event (or event/paper) is far more complex than it is accounted for, and the shift in consumption favoritism of architectural discourse is not necessarily—as it has been assumed—from paper to digital, but, maybe from paper to event, and, most likely, from paper to event to paper. This research is not about the architecture biennial and its proliferation: it is about reading the biennial as a publishing project in an attempt to comprehend the contemporary architectural practice within the current “biennale-fever.”

Tania Tovar Torres In Articulo Mortis: Chronicles of Convicted Architecture Advisor: Mark Wasiuta

Law, understood as a human artifact, constitutes an ensemble of regulations which have been explicitly stated in order to categorize behaviors in two categories: legal and illegal. In order to do so, it expects from every individual subjected to its application a full knowledge of its content in order to moralize and held accountable attitudes that are either respectful or transgressive towards it. Rather than looking at the legal and illegal use of architecture on a subject, this thesis looks at the application of the law on the architectural object itself, by deepening and documenting the architecture that is being repressed, judged, sentenced and condemned by the law. These are the stories of buildings convicted and sentenced to death, of the architecture that is no longer an ally and whose affectations, passive or active, are a threat according to the law.

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THESIS ABSTRACTS 2014 – 2015

Martí Amargós Rubert Savage Vacation, The experience of Club Mediterrannée 1950–1957 Advisor: Jorge Otero-Pailos

This thesis seeks to understand the importance of summer annual holidays in European society and their impact on the mode of living during the rest of the year. We argue that holidays are a key testing ground for the transformation of domestic life. The space of holidays constitutes a symbolic extension of the everyday living area. We discuss this phenomenon using Club Mediterranée as a case study. During the mid-1950s, Club Med developed an alternative mode of vacationing based on close contact with nature and the use of rudimentary architecture that was dismantled at the end of the summer season. This strategy constitutes, in our view, a unique approach to reinvent the architecture of holidays. Bika Rebek Tools for Things: Software in Architecture, 1982–Today Advisor: Laura Kurgan Changes in the architectural discourse brought about by digital design methodologies have been awarded much attention in writings and discussions. Theoretical scrutiny however has been focused on the representations and effects produced through various media, rather than the tools themselves. The premise of this thesis is to consider software, or the mediating layer between designer and design, as a subject of study. Architectural design has a adopted a wide range of software from other fields throughout the past thirty years. The origins of the programs are situated in two areas; visualization and industrial manufacturing. In choosing four different, currently used design programs familiar to architectural practitioners, this thesis is weaving an intertwining narrative of disciplinary influence between architecture and other fields. More specifically, each software is looked at both in terms of its origins, its technical fundamentals and its influence on architectural discourse. As a method of analysis the four selected programs are studied as separate entities to reveal their unique characteristics. In a concluding chapter they are brought back together to look at cross-connections, overlaps and work-flows.

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Since software studies is a novel academic field the methods of investigation have to be designed to find appropriate ways of studying the topic. This thesis therefore, can be read as a proposition on how to write about and critically analyze the development and use of software in architectural practice.

Liyana Hasnan Academic Identities: Reshaping Discipline Through the Design of the Syllabus Advisor: Reinhold Martin

There are at least eight public universities in Malaysia offering architectural programs. Each schools distinguish themselves through different approaches, giving options to prospective students. Yet, the objective of these schools are the same in which the institution becomes a preparatory site for would-be architects. To further this practice, the architectural schools undergo a period of self criticism and creative renewal every five years, to which purpose is mainly to attain or maintain accreditation from various statutory bodies. This leads to a curriculum leaning towards the profession as an architect. The University of Islamic Science (Universiti Sains Islam Malaysia, USIM), a public university, recently established their architectural program in 2012. For a new institution, the borrowing of both faculty members and syllabi from other institution is inevitable, but may lead to problems of piece-meal of a program and vague course objectives. One way to counter this problem is for the school to have a strong direction or a ‘school of thought’. Because institutional identity are partly done through the curriculum and syllabus, the design of an effective syllabi is important in creating an ideal ‘school of thought’, that reflects both departmental aims and visions of the university. To begin, it is imperative to critically examine the current courses available and understanding the gaps present in the curriculum. Being a fully funded government institution, there is a possibility for an authoritative form of knowledge or history that could prevail as dominant forms of learning and analysis. An encompassing syllabi can break up this dominant systems of knowledge and avoid falling into a one sided narratives of fixity. The ambition of the project is to design hypothetical syllabi that could open up the scope of the discipline as well as illuminate the direction of the new architecture school. The project focuses on the history theory courses, to critically look at the existing framework of Islamic Architecture, Malaysian cultural and national identity, tropical architecture as well as the current pedagogical methods of institutions in Malaysia.

Anthony Graham Constructing Publics, Crossing Borders: The InSITE Exhibitions, 1992 –2008 Advisor: Mabel Wilson

In 1992, an exhibition titled IN/SITE 92 spread itself throughout the cities of San Diego and Tijuana, connecting twenty-one

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different sites and crossing the U.S./Mexico border. Organized by Installation Gallery, an alternative, nonprofit gallery with no roots to a physical space of its own, the exhibition focused on presenting installation art and aimed to bring together disparate audiences from the area through “collaborative curation” with local art institutions in both San Diego and Tijuana. As inSITE developed, the focus of the exhibitions shifted to issues such as site-specificity, public art and community engagement, leaving behind its dedication to installation art. Always crucial to the project, however, was the issue of the public, consciously inscribed in the relationship between the artworks, their sites, local art institutions and the two cities where it all took place. Declaratively unique through its bi-national character, inSITE’s position across and at the U.S./ Mexico border provided a space where the cultural production of artists and scholars was necessarily charged with political tension, a topic well represented in the exhibitions themselves. This thesis writes the history of the inSITE exhibitions, placing the artworks, curatorial strategies, institutional supports, catalogs and archive within the context of the changing political and cultural views of the U.S./Mexico border as well as also attending to art historical developments of the time. By producing a new set of catalogs that understand the inSITE project historically, this thesis scrutinizes how the exhibitions consciously constructed different publics throughout San Diego and Tijuana over the fifteen years of the inSITE project.

Alissa Anderson Putting Alternative Architectural Histories into Circulation: Developing the Overlooked America Book Series and its Initial Volume Advisor: Felicity Scott

Overlooked America is a new series of books devoted to exploring little-known architectural projects throughout the United States. Written for readers of all backgrounds by similarly diverse authors, each of its volumes brings the history of a single, previously-obscure project to light and life through compelling prose and visual materials. Covering a wide range of locations, dates, and project types, the series’ architectural subjects are united in their ability to reveal new information about the forces and actors who have constructed America as inhabited today. Read singly, the guides are absorbing worlds unto themselves. Read as a set, each of their histories becomes a key point tracing a larger topography: a heterogeneous, human-made landscape in perpetual formation, in which architecture operates as sites of particularly perceptible activity and therefore of particular scholarly, poetic, and popular interest. The series’ first volume explores the Tower of History, a 21-story concrete observation tower and museum in Sault Ste Marie, Michigan, completed in 1969. Drawing on personal interviews and previously unstudied archival documents, the book unpacks the unexpected architectural lineage of the project as well as its relationship with deindustrialization, the Second Vatican Council, and the Cold War.

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M. Leo Villardi Ghost Cities and Architectural Shells: Tactics of Oppression in Democratic Kampuchea, 1975–79 Advisor: Felicity Scott

On April 17th, 1975, after weeks of artillery shelling and mortar bombardment of its capital city Phnom Penh, Cambodia fell to the Khmer Rouge, a military insurgency that had gained support more through the popularity of its ranking members than through the self-sufficient, agro-utopian vision those ranking members would later impose on the country. Almost immediately, individuals considered modern—teachers, doctors, lawyers, etc.—were stripped of political rights and executed, while countless others added to a growing diaspora of displaced urban Khmer laborers in the countryside. Left behind were ghost cities and architectural shells that would become the repurposed sites of oppression and torture. Embarking on a campaign to rid Cambodia of its former histories, the Khmer Rouge destroyed archives, libraries, select relics of the past, and declared a year ‘zero.’ Taking the place of those destroyed documents were a set of replacements archiving crimes against humanity: dossiers of detailed bibliographies, portraits, and confessions that the regime used to legitimize the entries filling its execution logs. In the absence of a people, the radical politicization of these reprogrammed buildings and the city would begin to dismantle early 20th-century architectural ideals of social progress imported in the 1950s from native Cambodians studying architecture in Europe. Years of military miscalculation and the proxy war in neighboring Vietnam had brought to power an ideology that would later lead to the deaths of 1.7 million Cambodians by way of disease, famine, and genocide.

Florencia Alvarez Pacheco Broadcasting Education Advisor: Mark Wasiuta

The television broadcasting developments in education in the postwar period have to be understood in relation to a complex system of political, military, and commercial interests. This thesis looks at a variety of experiences in the United States and Britain between the mid-1950s and early 1970s, including educational and instructional broadcasting, the feed-back loop of contemporary media theories, and media education programs and proposals. After 1950, the demand for highly skilled workers increased, as did the difference in wages between high school and college graduates. As material production was increasingly outsourced to developing countries the service, information, and knowledge sectors became the cornerstones of advanced economies. This changing labor structure generated anxieties about the shifting skills required to avoid unemployment. The need to retrain adult population spurred the expansion of further education and adult education programs. At the same time, television technology spread

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quickly, and with it, concern about the effects of television and its programming on public opinion and, therefore, on democratic institutions. Thus, the expansion of the education system was designed to do far more than turn out the labor force required by industry. The extension of free public education was seen as a way to strengthen democracy by producing informed citizens. Higher education grew enormously in the US during the postwar due to the extension of the right to education to populations previously barred access, educational benefits such as the GI Bill for persons returning from the military service, and the extension of free public education to include the two first years of college. The resulting enrollment boom forced academic departments to deal with overcrowded institutions and a shortage of teachers. Members of academic institutions first envisioned TV as a means to distribute instruction off-campus and, later, as a new tool of communication that could potentially open education up and radically reshape the academic system. In the following decade, the transition in Britain from an elite to a mass system of higher education was influenced by international perspectives and experiences, particularly those from the US. Looking into a recent archeology of techno-pedagogical experiences and proposals such as Chicago’s TV College (1956), Detroit Think Grid (1969), and the Open University (1971–), I have attempted to examine their implications and challenges at the convergence of politics, education, and media. These different experiments reveal how diverse institutional apparatuses were inflected by a new educational agenda through new technologies. The use of broadcast television and multi-media systems for instruction challenged traditional concepts of ways of transmitting culture and knowledge. They not only altered profoundly the teaching methods, and established new kind of relationships between professors, tutors, and students, but also in the hope of providing broader access they expanded the classroom beyond the traditional spaces of the educational institutions.

Óskar Arnórsson Lines / Redlines: Universalism at the UN HQ, 1952/2014 Advisor: Felicity Scott

My thesis develops an architectural project from a concrete architectural condition, the United Nations Headquarters on the eve of it its first major renovation, through research and visualization. The project takes the form of a redlined and re-assembled set of original drawings that analyzes the concept of universalism as it is constructed in the UN Headquarters, one of selected instances in the original building of 1952 and another of those same instances after the completion of the UN Headquarters General Master Plan in 2014. In the former iteration, I expect to find a schematic universalism which remains on the level of idealist tropes. In the latter, I expect to find the predominance of the pragmatic categories of sustainability, security and accessibility, masked with an allegiance to the tropes through the auspices of their preservation.

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Marty Wood Biosphere 2: Glass Ark/Green Machine Advisor: Mary McLeod

Biosphere 2 (1987, completed in 1991) in Oracle, Arizona was a “materially-closed, energetically-and-informationally-open” research facility. This experimental, atmospherically-sealed greenhouse contained mini-biomes: desert, ocean, rainforest, savannah, marshlands, plus a “human habitat” and 2,500 square meter farm. It was first managed by an eight person crew who lived sealed inside for two years to test the viability of this model space colony. Its operators situated it as a closed-system research facility, operating in parallel to NASA. However, the project’s aspirations were far greater—to construct a working model of the planet, a metabolic system of human, animal, plant, machine, and building into an integrated whole. It was not just a “machine-for-living-in,” but a “living machine.” Biosphere 2 carried with it many (sometimes contradictory) ideas and inspirations, arriving as a very late entry in the architectural synthesis between cybernetic-ecological systems theory, and the counter-cultural interpretations of Cold War technological imaginaries. Its “patron saints” range from figures like R. Buckminster Fuller, Norbert Weiner, and Stewart Brand to Vladimir Vernadsky and G.I. Gurdjieff. Biosphere 2 brought together permaculture activists, cybernetic acolytes, ecologists, climate scientists, and free-wheeling fellow travelers and in its short life captured the imagination of the general public. It quickly became seen as a failure for both social and technical reasons and this stigma continued to haunt its legacy. This research will focus on the history of this facility under each of its three management regimes: the Institute for Ecotechnics (1983–1994), Columbia University (1995–2003), and University of Arizona (2007–Present), and construct a genealogy of project’s singular nexus of space colonization, ecological consciousness, American counter-culture, cybernetic and technological innovation. The building becomes both a conceptual filter and symbolic monument for these frameworks.

Agustín Schang Towards Events: Arranging Objects Advisor: James Graham

The “event score”—a conceptual model of artistic practice developed by artist George Brecht (1926–2008)—was a linguistic proposition designed to mediate the relationship between subject and objects through a simple white card and a few lines of text. By scripting certain actions in a guided but open-ended way (generally using familiar and readily-available objects), these instructions marked a new artistic practice that drew attention towards details of everyday perceptual experience and opened a new field of performance practice. This new conceptual foundation was quickly incorporated in a new art movement led by George Maciunas called Fluxus: a new form that rejected the conventional mediums of art and its distribution mechanisms. In 1974, Maciunas helped a group of

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artists to acquire the 537/541 Broadway cast iron building through his Fluxhouse Cooperative project. Since then, the 2nd floor loft at 537 Broadway was (and still is) the base for an artist community that works outside of the conventional borders of the art system. A compact space was created for the Fluxus diaspora, a place for experiments, where music, poetry, performance, and video could be seen and heard. This site and the events that took place in it form the archive that this project will explore. How might we capture the traces of the artistic experiences that took place within a space and preserve them through an architectural form? Can conceptual art models be repurposed as operational methods for tracing new relationships between art pieces, everyday objects, ephemera, and space? The blurred division between art and life, the impossible permanence of certain artistic works in designated physical spaces in certain avant-garde practices, and the early experimental compositions and events will be used as departure point to examine past and current artistic practices at the 537 Broadway loft. ‘Towards events’ will focus on different archival statuses. The tools for instructions (a linguistic proposition that inherently offers up multiple temporal relationships, interpretations, and outcomes) will delimit a field for the investigation, understanding how a displaced movement speculates about the past, the current and the future experiences of a particular architectural container, the whole, the Event.

Jihoi Lee Reconstructing the Crow’s Eye View Advisor: Felicity Scott

Crow’s Eye View: The Korean Peninsula, an exhibition of Korean Pavilion during the 14th International Architecture Exhibition—la Biennale di Venezia in 2014, travels different cities upon its closing in Venice, Italy. Crow’s Eye View: The Korean Peninsula introduced the architecture in Korean territory—including the Republic of Korea(South) and the Democratic People’s Republic of Korea(North)—as both agent and symptom of the modernization in each state. The exhibition emblematically borrowed its term from a Dada-influenced poem Crow’s Eye View written by a poet with his unfulfilled aspiration for becoming an architect during the Japanese colonial rule. In contrast to a universalizing bird’s eye view, the exhibition chose to create a particular and cacophonous view to destabilize the clichés and prejudices that obscure the complexity and possibilities lies in the divided Korea . In the light of the exhibition’s transformative opportunities, the thesis aims to speculate on how the projective attribute of the exhibition—initiating the architectural dialogue between the North and South Korea—can evolve when encountering different audience in new locations and institutional contexts, and as such to inquire how an architecture exhibition becomes a bearer of political activation. The author being the Deputy Curator of this travelling exhibition, the thesis seeks to reanimate some of the diplomatic

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endeavors conducted during the inception of the curatorial process, examining how the failed scenarios of joint exhibition between the two states had affected the de facto plan B exhibition Crowâ&#x20AC;&#x2122;s Eye View: The Korean Peninsula, and further can contribute to its development in the future. Dissecting various curatorial processes of the exhibition into pieces, detailed decision-makings will be put into inspection, to analyze and deconstruct, thus to curatorially reconstruct the Crowâ&#x20AC;&#x2122;s Eye View.

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Previous Theses

2013–2014 Ashraf Abdalla Sayyida Zaynab Cultural Park for Children: The Architecture of Abdelhalim I. Abdelhalim and the Making of the Egyptian Neoliberal State Advisor: Reinhold Martin Javier Anton Remains of National Identities: Twin Houses by Javier Carvajal in Somosaguas, 1967 Advisor: Kenneth Frampton Gregory Barton Exceptional Territory: The Case of Diego Garcia Advisor: Laura Kurgan Caitlin Blanchfield Testing Territory: A history of spatial strategies along the Rio Grande Advisor: Reinhold Martin Katia Davidson Virtual Spaces: A Digital Archive of Unbuilt Works Advisor: Mark Wasiuta Tanya Gershon Taking it to the Street: The Art of Public Life Advisor: Mabel Wilson

Elis Mendoza Codifying Violence: Sites of the Mexican War on Drugs Advisor: Reinhold Martin Vahan Misakyan The New Image of Human. Architecture as a virtual and psychological habitat Advisor: Mark Wigley Javairia Shahid Remapping Istanbul cosmopolitanism now: Control, agency and identity in transnational global transitions Advisor: Kazys Varnelis Sabrina Wirth San Salvador, El Salvador: a portrait of spatial and social fragmentation Advisor: Clara Irazábal 2012–2013 Allison Carafa Locating the Blog: New mechanisms in reading, writing, and authority Advisors: Jeannie Kim and Kazys Varnelis Francisco J. Díaz Contemporary Section Modes of Architectural P roduction at the beginning of the 21st century Advisor: Felicity Scott

Devina Kirloskar Behind the gates: New forms of private enclavism in India Advisor: Anupama Rao

Nina Kolowratnik The Language of Secret Proof. A notational system as architectural expertise in the Jemez Pueblo land claim Advisor: Mark Wasiuta

Maximilian Lauter Capital Artifacts: Critical Structures of Auralization Advisor: Mark Wasiuta

Marcelo F. López-Dinardi Destructive Knowledge: Tools for Learning to Un-Do Advisor: Mark Wigley

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Jess Ngan Speculations on Territory: the Diaoyu/Senkaku island dispute Advisor: Craig Buckley Helene Nguyen The Visualization of the Politics of Engagement Advisor: Mark Wasiuta Marina Otero Evanescent Institutions: Capturing a Global Democratic Imaginary Advisor: Felicity Scott Sarah Rafson Chicks in Architecture Refuse to Yield: Reading the Feminist Architecture Exhibition Advisor: Mary McLeod Bonny Yau Constructing a Harmonious Society: A Dictionary Advisor: Mabel Wilson 2011–2012 Jordan Carver Known Unknowns: Sovereignty Commoditization and the “War on Terror” Advisor: Mabel O. Wilson José Esparza Institutional Infrastructures: An Alternative Model for Architectural Education in Mexico City Advisor: Felicity D. Scott Atreyee Ghosh Interpretations and Interventions: Tulshibaug Temple and Market Complex, Pune Advisor: Kenneth Frampton

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Arianne Kouri 1959 Exhibition Exchange: The Exhibition Designs of the American and Soviet National Exhibitions Advisor: Craig Buckley Albert José-Antonio López Divergent Modernities: Planning in Havana 1940–1960 Advisor: Mary Caroline McLeod External Consultant: Brian Brace Taylor Carlos Mínguez Carrasco Curatorial Reanimations: Atlas of New York Architecture Exhibitions (1977–1987) Advisor: Mark Wasiuta Jacob Moore Other Architectures Advisor: Ijlal Muzaffar Victoria Bugge Øye Performing Architecture: A Theoretical Investigation on the Notion of ‘Performativity’ Advisor: Felicity D. Scott Ismaelly Pena RE-presentation: Architecture in process... Advisor: Mabel O. Wilson Fernando Portal Design Policies: Public Policies and Design Disciplines in the US. The NEA Design Programs, 1967–2012 Advisor: Enrique Walker

MS.HP PRESERVATION

149

Semester 1 — fall

16–19 points

Studio I American Architecture I Theory & Practice of Historic Preservation Preservation Planning & Policy Building Systems & Materials Semester 2 — s pr ing Studio II American Architecture II Conservation Science Electives Semester 3 — fall

(4 points) (3 points) (3 points) (3 points) (3 points)

16–19 points (4 points) (3 points) (4 points) (6 points) 12–19 points

Historic Preservation Colloquium & Thesis (4 points) Electives (9 points) Semester 4 — s pr ing Thesis Electives

12–19 points (4 points) (9 points)

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OVERVIEW The Historic Preservation Program prepares leaders to address the great challenges of protecting the worldâ&#x20AC;&#x2122;s architectural, cultural, and historical heritage in the face of profound change. The multi-disciplinary program has set the standard in the dynamic field of historic preservation and heritage conservation since James Marston Fitch founded it in 1964 as the first such program in the United States. The programâ&#x20AC;&#x2122;s renowned faculty uses the architectural and historic riches of New York City as its laboratory, while encouraging study throughout the United States and the world. The Columbia University curriculum stresses the development of analytical thinking and effective communication, coupled with a strong base of knowledge in history, theory, conservation science, planning and policy, and design. Students graduate with the necessary skills and knowledge to advance this rapidly evolving field and thus join the vibrant network of alumni who are already redefining the boundaries and practice of heritage conservation around the world.

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FACULTY Jorge Otero-Pailos, Program Director Daniel Allen Erica Avrami Paul Bentel Joan Berkowitz Francoise Bollack John Childs Carol Clark Brigitte Cook William Cook Ward Dennis Andrew S. Dolkart Janet Foster Robert Belmont Freeman Christopher Gembinski Mary Jablonski Pamela Jerome Claudia Kavenagh Stephen Kelley Jennifer Most Christopher Neville Richard Pieper Theodore Prudon Helen Thomas-Haney Norman Weiss George Wheeler Jessica Williams Katherine Wood

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CURRICULUM The Historic Preservation Program offers a curriculum of extraordinary diversity. The curriculum includes a series of core courses, providing each student with basic knowledge of the field, and then broadens, allowing each student the opportunity to develop his or her own focus. The core curriculum is the focus of a student’s first year. The centerpiece of the curriculum is studio. Students work individually and in groups within a studio environment, meeting one-on-one with each of the studio faculty. Key to the core curriculum is a course entitled “Theory and Practice of Historic Preservation” that provides each student with a grounding in the historical ideas behind the field. Students also take Preservation Planning and Policy, an introduction to planning as a preservation tool; Building Systems and Materials, which introduces building techniques and materials, and American Architecture I, a history of architecture in the United States through the 1880s. Several of the first semester courses continue into a student’s second semester. During the summer between the first and second year, the Historic Preservation Program strongly suggests the completion of one or more internships or work experiences as part of a student’s education and career development. During the second year of study, students take Preservation Colloquium, a class that analyzes issues introduced in the first year and prepares students for the completion of a thesis. By the beginning of the second year, students have finalized their thesis topic. Preliminary thesis presentations will be made during the first semester, but the bulk of thesis work will occur during winter break and during the second semester. All other classes during the second year are electives that may be taken from the offerings of the Historic Preservation Program, the School of Architecture, Planning and Preservation in general, or from classes in other departments and schools at Columbia. Students are encouraged to focus their work, particularly in the second year, and to acquire depth in at least one of the following areas: Preservation, Design, History and Theory, and Planning and Policy.

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Preservation

Design

The preservation curriculum is unique among preservation programs in its depth and breadth. It prepares students for employment with building conservation, architecture and engineering firms and develops skills in documentation, field assessment, specification writing, conservation treatment, materials testing, analysis and identification, and project management. Conservation courses rely on lectures, laboratory and field work, and individual research (including thesis projects) and focus on developing knowledge and skills in the history and technology of architectural materials, systems and processes, properties of architectural materials and their deterioration and conservation, development and evaluation of conservation materials and methods, and conditions monitoring. Within the university, the program maintains close associations with the Fu School of Engineering and Applied Sciences and the Department of Art History and Archaeology, and, in New York City with the Conservation Center of the Institute of Fine Art of New York University and the Department of Scientific Research and the Sherman Fairchild Center for Objects Conservation at the Metropolitan Museum of Art.

Design concentrates on the development of skills for architects to intervene in historic buildings either to conserve, restore, modernize, or adapt them to new uses. Training is meant to tangibly advance our graduates careers, positioning them competitively in the growing market of adaptive re-use and sustainably sensitive architectural commissions. Specialized courses include the joint Architecture and Historic Preservation Studio, which is conducted together with the Advanced Architectural Design program, and offers students the possibility for experimenting with preservation design in a cross-cultural and global context. The work of past Joint Studios has addressed World Monuments in Oslo, Venice, Mexico City, Chandigarh, Rio de Janeiro, Casablanca, and Caracas. Design theses are in depth projects involving original design work, and demonstrating a deep knowledge of the science and technology of building preservation.

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History & Theory

Planning & Policy

History is a basic tool of historic preservation, providing the arguments for preserving elements of our heritage. A focus on history allows for the development of a deeper understanding of the issues manifest in our physical heritage and of the theoretical justifications of efforts to understand and preserve it. Students are exposed to the complex intellectual issues facing practitioners, and asked to connect present day work to broader patterns in the history of ideas, buildings, and environments. Students focus on the history of architecture, vernacular architecture, cultural landscapes, and other issues, as well as practical ways in which history can be employed as a tool for preservation.

Students in this sector examine the role of historic preservation within the broader contexts of cultural resource management, urban planning, and public policy. Emphasis is placed on the social, environmental, and economic contributions preservation can make to sustainable development. In the past half century, population has more than doubled, the world is more urban, and the planetâ&#x20AC;&#x2122;s capacity to sustain life is challenged by the overconsumption of land and resources. Globalization has likewise contributed to dramatically different social and economic conditions, as well as architectural acculturation, as communities and markets become increasingly connected. Yet issues of difference and â&#x20AC;&#x153;othernessâ&#x20AC;? continue to divide society through conflict and inequity. This sector seeks to prepare the next generation of preservationists to adapt to and address these emerging challenges through innovative planning approaches and policy development. The curriculum covers a range of subjects, including planning theory, history, and methodology; heritage planning and management; preservation and land use law and policies; neighborhood planning tools; sustainability and the built environment; and the socio-economic benefits of preservation.

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Studios Studios I & II are the central focus of the first semester of the Historic Preservation Program. The goal of these studios is to give students the skills to read and document buildings— their design, their context, and their history—by using a wide array of tools. Studio courses provide the foundation necessary to understand, document and design within historic buildings, to place them in their cultural continuum, and to make a case for their preservation. Studio II builds on the Studio I experience, expanding students’ work in order to solve timely preservation problems. The areas and issues focused upon vary each year. Recent studio projects include:

Preservation Studio I: Reading Buildings

istoric Preservation Studio II: H Current Issues in HP

Bollack, Dennis, Dolkart

Avrami, Dennis, Freeman, Raynolds

Studio I is the core course of the first semester, and revolves around the study of a section of New York City. The goal of this Studio is to give students the skills to read and document buildings—their design, their context, and their history—by using a wide array of tools, from using one’s eyes and other senses to using drawing, photography, and research. Studio I gives students the foundation necessary to understand and document buildings, to place them in their cultural continuum, and to make a case for their preservation. Studio work includes graphic presentations, written assignments and oral presentations.

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Studio II buildings on the skills learned in Studio I by exploring contemporary preservation issues that impact on the built environment. The aim of Studio II is to introduce students to the methodological tools and processes that ultimately inform decision-making about what and how to preserve, what the economic and social impacts of preservation actions might be, how conservation works as a preservation tool, and how design interventions can be appropriately integrated into a historic environment. Efforts over the course of the semester culminate in a presentation to the community and a collective student report.

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Studio III: Preservation/ Architecture Joint Studio

Studio III: Preservation/Planning Joint Studio

Otero-Pailos, Rakatansky

Avrami

This is an architecture studio offered for both historic preservation students with a design degree and Masters of Architecture students in their final year of study. The problem for the studio is a major addition to an existing building that requires an understanding of the meaning of the old buildingâ&#x20AC;&#x201D;all of the ways its form and materials express the values it sought to represent and serve at the timeâ&#x20AC;&#x201D;and the ways that meaning might or might not be extended, enriched and brought forward by the addition.

The Advanced Preservation Planning and Policy Studio is a facilitated learning experience that engages students from historic preservation, urban planning, and other programs within GSAPP in crossinterdisciplinary professional practice and fieldwork. Real life issues and clients drive the topic of each studio. Past studios, for example, have studied the re-integration of historic Gingerbread architecture within the social and built fabric of Port-au-Prince, Haiti, and the prevention of residential displacement while preserving the historic downtown of Yangon, Myanmar. Students employ tools and methodologies ranging from mapping and data visualization to comparative case studies to community assessments. Through independent and collaborative research, data collection, and analysis, the students shape the direction of the studio scope and outcomes, in keeping with the aims and needs of the client.

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COURSES

Digital Visualization Techniques for Historic Preservation Building Systems, Materials Cook Wheeler This workshop develops dexterity This course surveys historic in architectural representation building systems and materials. in order to conceptualize and The first part focuses on tradimaterialize the environmental, tional building materials such as spatial and social aspects of an stone, brick, terra cotta, metal, individual piece of architecture. concrete, cast stone, mortar, and Students build a three dimenwood and explores sourcing and sional computer massing model, production of the materials, iden- which can be effectively maniptification, use in the fabrication ulated and reproduced. A set of of architectural elements, basic graphic images are produced to properties that limit or allow their address a series of questions with use and performance as architec- shifting scales and topics. These tural materials. The second part images are examined critically surveys historic building systems for their ability to foster an and approaches the building not understanding of the meaning from its constituent materials of buildings. and their properties but as an Sustainability & Preservation assembly of particular materials Avrami and building elements. It studies the design, detailing and material This course approaches together to understand how mate- sustainability through a tripartite model: environmental, rials interact and to assess their collective performance beginning economic, and social. It covers with building technologies as they fundamental concepts of began to emerge by the middle of sustainable land use planning, green building, and energy use the 19th century. and the role preservation plays. American Architecture I It also examines the ways in Dolkart which preservation contributes American Architecture I examines to economic vitality and social the development of American justice and cohesion. Drawing architecture beginning with the from multiple disciplines, earliest European settlements students explore a variety of and culminating in the work of tools and metrics to assess social, Henry Hobson Richardson and economic, and environmental his peers in the late 19th century. factors related to heritage and the Beginning with the earliest benefits and costs of preservation. Spanish, French, Dutch, and Vernacular Architecture English colonial architecture, the course explores the American Foster Vernacular Architecture exposes adaptation of European forms students to the rich variety of and ideas and the development architecture produced across of a distinctly American the US that is the creation of architecture. The course lectures â&#x20AC;&#x153;communityâ&#x20AC;? rather than the and readings examine high style artistic expression of an architect. and vernacular architecture in Vernacular architecture may rural and urban environments be the most common form of throughout the settled parts of building but it is not a monolithic the United States.

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type of building. Understanding its forms and antecedents will allow better understanding of the existing built environment. This is not a “show and tell” of various vernacular architectural types, but an exploration of why and how buildings are identified as “vernacular” and what that can reveal about a place or a culture. Conservation of Earthen Architectural Heritage Jerome From ancient to modern times, building with soil has been one of the oldest and most widely used construction methods next to stone and wood. In this course, students learn about the major construction technologies, including hand-shaped or molded sun-baked bricks (adobe), rammed earth (pisé de terre), and puddled earth (cob). Students will learn about the different types of clays and their effect on the long-term stability of earthen structures. The class examines case studies from around the world, from archaeological to living heritage, and various methods of conservation.

Pattern Books and Builders’ Books Foster The transmission of architectural ideas through publications has a long and important tradition in American building practice, and pattern books are at the center of much of this country’s vernacular built environment. This course explores how 18th and 19th century pattern books enabled both professional and amateur architects to reach a broad audience, and the work in the pattern books influenced both the carpenter-builders of rural America and the home owners of a burgeoning middle class.

Building Hardware Lynch This course introduces student to the history, development, and identification of building hardware from the mid-18th century to the early 20th century. The course address “rough” building hardware such as nails, screws and bolts, as well as “finishing” hardware, such as door locks, hinges, sash fasteners and pulleys. Through photos and examination of actual examples, American Architecture II students learn about the various Otero-Pailos metals, fabrication methods and American Architecture II provides surface finishes used in producing a survey and an understanding of hardware. the major protagonists, schools of Professional Practice and thought, and events shaping the Project Management development of American architecture, from the Chicago School Kavenagh Professional Practice and Project to postmodernism. It is also intended to develop competence Management teaches students how a professional office is in identifying, understanding, structured and how professionals and analyzing historic buildings, fit into a company’s structure, their significance, types, and whether they work for a private styles. Students will build profipreservation consulting firm, an ciency in the use of the historiographical, visual, and intellectual architecture firm, a contractor, or a government agency. In addition, tools necessary to grasp fully the meanings of historic buildings in students learn about the complex process of putting together their various historical, cultural various types of preservation and political contexts.

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projects and how to work with professionals in related fields. GIS for Preservationists Most GIS is a central instrument in a number fields, including urban planning, public health, environmental science, and now also historic preservationâ&#x20AC;&#x201D;where it has become an essential tool for telling stories, analyzing the past, and managing historic resources. In this course, students learn the basics of the popular GIS mapping program ArcMap, with a specific emphasis on applying those skills to the practice of historic preservation. National Register of Historic Places: Completing Nominations Dolkart Preservation professionals are frequently called upon to complete National Register of Historic Places nominations as part of advocacy for the preservation of a building, in order for an owner to take advantage of historic preservation tax credits, or for other reasons This mini-course will examine the criteria for National Register listing and each student will complete a minimum of one National Register nomination. Building Diagnostics and Conditions Survey Kelley, Friedman The class on condition surveys presents approaches to building diagnostics while working in the field. The tools used in building diagnostics are explored from basic to sophisticated plus methodologies to set up an understandable framework for data collection. Methods of diagnosing building problems and discussion of appropriate treatments are also presented.

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By gaining an understanding of the various systems which comprise buildings including historical evolution and interactions students gain a better understanding of the mechanisms of deterioration. International Issues in Historic Preservation Avrami This course examines international policies and processes in the preservation of cultural heritage, as well as their theoretical underpinnings A primary aim of the course is to promote critical thinking about the various approaches to preservation and the cultural values that inform them, with an eye toward better understanding US practice within a global context. The initial part of the course focuses on the infrastructure of the international conservation arena, including programs, entities, and the World Heritage system The remainder of the course is issue-driven, using cases, readings, and varying geo-cultural contexts to examine philosophies, policies, and professional praxis. Neighborhood Preservation and Zoning Clark Neighborhood Preservation and Zoning examines ways in which neighborhood preservation goals are being achieved in several American cities. The use of neighborhood conservation district ordinances is the principal focus. Other mechanisms that seek to protect neighborhood character or regulate community appearance are also explored. The course includes an overview of the development of zoning in New York City to illustrate its role in local neighborhood preservation efforts. Students are

HISTORIC

asked to debate the effectiveness of a variety of approaches to sustaining the integrity of neighborhoods.

of what cultural heritage objects are and can be. The course is structured around lectures followed by discussions of readings and case studies. Case studies focus on practices that are crossing disciplinary boundaries, especially between art, architecture and preservation.

Architecture and Development of New York City Dolkart This seminar traces the development of New York City through its architectureand examines the history of architecture as it is reflected in the buildings of the city The courses focuses on the evolution of residential architecture (row houses, apartment buildings, tenements, etc.), the central role commercial architecture (counting houses, lofts, skyscrapers, etc.) has played in the cityâ&#x20AC;&#x2122;s history, and how New York became the American center for the construction of great cultural and philanthropic buildings Class lectures are supplemented by several walking tours, including one given by students.

Comparative Heritage Management Castellanos Comparative Heritage Management examines a range of heritage/site management systems from the US and abroad, to enhance student skills related to the development of values-driven site management policies and context-appropriate practices. This course aims to advance understanding in this area by introducing students to approaches that have been used in a variety of contexts, allowing them to apply these ideas to study cases through their coursework.

Architectural Finishes Jablonski Architectural Finishes is about the decoration, ornamentation, and protection of buildings with a wide variety of finishes. The course will look at paint, wallpaper, plaster, stucco, twentieth century wall and ceiling finishes, tile, linoleum, and glass, through a mix of lectures, site visits, and investigative work. As part of this course, students work on a field project. The site of the project changes each year.

Making Preservation Happen Van Ingen, Mohylowski The nonprofit sector is the cornerstone of the historic preservation world. This course offers a practical introduction to the mechanics of the nonprofit sector: programming, finance, budgeting, fundraising, strategic planning and governance Leaders in the preservation world in New York will also speak, sharing best practices and thoughts on how they, specifically, achieve their goals.

Seminar: Experimental Preservation Otero-Pailos This seminar explores recent experimental preservation practices and how they are pushing conventional definitions

Old Buildings, New Forms Bollack This seminar focuses on recent, cutting edge, architecture transforming old buildings to produce new forms in the

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United States and world-wide. These projects are examined not as unfortunate hybrids but as provocative works of modern architecture made possible by contemporary ideas of sustainability, by new attitudes to buildings as transmitters of cultural and architectural meanings and by 20th century artistic developments. The seminar includes site visits of projects in New York City with the architects, individual work by each student on specific buildings and lectures on the subject.

to redefine and advance new conceptions of architecture, cities and landscapes. The course asks questions about how theory and practice relate to one another, and how a solid grasp of the disciplineâ&#x20AC;&#x2122;s history can help preservationists articulate new ways of thinking and doing historic preservation.

Conservation Workshop: Woodlawn Cemetery Thomas-Haney, Jablonski This workshop is a hands-on class dedicated to the conservation of stone. Students work at Woodlawn Cemetery in the Wood; Its Properties, Bronx on a monument from a Use, and Conservation preselected group of monuments Childs A conditions assessment In this course, students examine is produced, followed by a the structure of wood and its proposed treatment program and physical characteristics, and the design of a testing program learn to identify specific wood for at least one treatment. species commonly used in Conservation treatments are historic architecture. The history performed on the monuments. of woodworking, joinery, wood The objectives of the class products, clear finishes and are to learn how to conduct a fasteners used in architecture and conditions assessment; learn and interior woodwork are reviewed. practice investigative techniques; Mechanisms of physical and design a testing program; biological deterioration, implement a testing program; including fungal and insect and perform conservation attack are covered. Finally, treatments. students learn historical and Thesis II contemporary techniques used in the conservation and restoration Dolkart Students begin work on their of architectural wood. The thesis in the fall, registering for course includes a field trip to a one credit, by appointment. restoration project. They articulate and refine their Historic Preservation thesis topic, decide on a faculty Theory and Practice advisor, and begin research to Jorge Otero-Pailos answer the thesis question. In This lecture course is an the spring semester students introduction to historic register for Thesis as a course, preservation theory and practice, and present again to all members as it developed in the West, of the faculty to assess progress from the Enlightenment to the on the thesis. In April, the present moment of globalization. student will with a jury of their The course focuses especially on advisor and readers to defend the how preservation theories and thesis and polish their thoughts experimental practices helped on the topic.

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Conservation Science Wheeler, Weiss This course presents the basic principles of conservation science of architectural materials and serves as the foundation for subsequent materialbased conservation courses such as: Architectural Metals, Concrete, Cast Stone and Mortar, Brick, Terra Cotta and Stone, Architectural Finishes in America, and Wood. The first two lectures focus on developing the fundamental scientific language for the study of inorganic materials that are explored through lectures, demonstrations, and laboratories. The pattern is repeated for organic materials later in the semester: two lectures on fundamental scientific language followed by lectures, demonstrations and laboratories on paint, clear finishes and wood. Preservation Planning and Policy Avrami Preservation Planning and Policy is a comprehensive introduction to preservation planning that examines the history, theory, methodologies, and practices of historic preservation as a form of land use planning and public policy. The curriculum includes the development of international conventions and charters, US federal legislation and programs, as well as municipal level regulations and practices, so as to analyze the institutional and professional development of preservation within a broader context of urban policy and governance. The course emphasize a critical understanding of the fieldâ&#x20AC;&#x2122;s history and evolution, to form a robust foundation from which to examine current policy tools and planning methods and their

PRESERVATION

application to various heritage typologies, and also explores emerging trends in the field. Architectural Metals Pieper Architectural Metals reviews the structural and decorative uses of metals in buildings and monuments. The metals covered include iron and steel; copper and copper alloys including bronze and brass; lead; tin; zinc; aluminum; nickel and chromium. The seminar examines the history of manufacture and use; mechanisms of deterioration and corrosion; and cleaning, repair, and conservation. Brick, Terracotta, and Stone Wheeler, Weiss, Allen This course explores the group of traditional masonry materialsâ&#x20AC;&#x201D;brick, terra cotta and stone. The format includes lectures, demonstrations and field trips. The goals of the course are to provide: 1) an historical overview of their manufacturing and sourcing as architectural materials with a focus on the 18th century to the present; 2) an understanding of their fundamental material properties in relation to their use and deterioration in a range of masonry construction systems; and 3) an exploration of the stateof-the-art means and methods of their repair, maintenance, and conservation. Concrete, Cast Stone, and Mortar Berkowitz, Weiss Concrete, Cast Stone and Mortar places emphasis on developments in construction materials from the late 18th century to contemporary practice. Particular attention is given to advances in hydraulic lime and cement,

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<Top> Building Conservation Associates internship. <Center> Creating replacement materials in the Historic Replica seminar. <Bottom> Photographing post-war architecture in Moscow during the Soviet Avant-Garde workshop.

building materials that derive from them such mortars, stuccos, cast stone and concrete, and the deterioration and conservation of these building materials. Historic Preservation Colloquium Bentel, Neville The colloquium is structured as a collective inquiry into preservation practice and theory, and as an opportunity for participants to reflect not only on preservation’s role in the world, but on their own roles within preservation. The workshop helps students form their professional identities within this expanding and shifting field, by reinforcing their understanding of its intellectual content and by encouraging them to participate actively in the discursive process by which it unfolds in theory and in practice. Preserving Modern Architecture Prudon Most of our built environment dates from Post-WWII and is part of our collective cultural heritage. However, to what extent these sites deserve preservation and how this should be accomplished remains the subject of much discussion. The course addresses philosophical issues, building typologies, design, technology and architectural details, color and art in the context of modern architecture and postmodernism. Law for Preservationists Cook This course is designed to provide students with answers to questions all preservationists need to know about the law, concerning government regulation, private property, and historic resources. In the process

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of learning the answers to these questions students will develop an understanding of preservation law, its application, the legal system, and the interface between preservationists and lawyers. Interpretation and Architecture Williams This seminar introduces students to the theory and practice of interpretation. As interpretation is based on sound scholarship, this course stresses the importance of linking research and analysis to the site in question and examines methods of presenting the resulting of this scholarship to the public in informative, provocative, and engaging ways. Through readings, class discussion, and case studies, students will explore such topics as philosophies of interpretation, methods of interpretation, and current issues and challenges in interpretation. Research II: Independent Study Dolkart Each semester, there is the possibility of registering for “Advanced Research”. The student plans a course of selfstudy and inquiry, and seeks an advisor who will review and grade the work. Advanced Research may involve library research, lab work, fieldwork, or other research methods, and the final product could be a paper, or digital design, or map—whatever the student and advisor agree is the best format for illuminating the results of the research. Advanced Research may be taken for 2 or 3 credits, depending on the scope of the work, which is determined at the time of application for the Advanced Research.

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Extracurricular Activities Formal education is supplemented with varied extracurricular activities, which students are encouraged to attend. Evening guest lectures, the Inquiry: HP lecture series, academic journal Future Anterior, and student government (Program Council) meetings are some of the activities that enrich the graduate school experience and create a dynamic educational setting. Career Services

Soviet Avant Garde workshop participants touring the Melnikov House.

The Historic Preservation program works to connect students to its vital alumni network and maximize exposure to the profession. The program collaborates with Preservation Alumni, group established in 1982 to organize its annual speed networking event in the spring. The program also supports travel to professional conferences where students make important connections and present their work. HP students hold substantive paid internshipsÂ in the summer between their first and second years. Most secure full-time employment with one year of graduation. Â

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MS.UP PLANNING

167

Semester 1 — fall

15 points

Planning Techniques Intro to GIS Economics for Planners Planning History & Theory

(6 points) (3 points) (3 points) (3 points)

Semester 2 — s pr ing

15 points

Planning Studio Planning Law Electives/Concentration Courses

(6 points) (3 points) (6 points)

Semester 3 — fall

15 points

Thesis I Electives/Concentration Courses

(6 points) (9 points)

Semester 4 — s pr ing

15 points

Thesis II Electives/Concentration Courses

(6 points) (9 points)

Students are required to complete 60 points for the M.S. in Urban Planning: 27 points in required courses and 33 points between courses in a concentration and electives of their own choosing. Students may take courses offered in the Urban Planning Program, the School of Architecture, Planning and Preservation in general, or from classes in other departments and schools at Columbia to fulfill some or all of their elective requirements.Students are required to take at least one Methods course in their time here. Methods courses include: Advanced GIS, Fundamentals of Urban Digital Design, Presentations as Strategic Planning Tools, Negotiations for Planners, and Techniques of Project Evaluation. Each student is required to write a Master’s thesis during his or her second year of study.

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OVERVIEW The Urban Planning Program has as its mission the education of individuals in the (1) fundamental economic and political processes that shape the built environment of cities, (2) ways in which governments, community-based organizations, private sector actors, and political mobilizations produce and influence these processes, and (3) crafting of collective efforts to improve the quality of life of city residents. The tensions among market forces, civil society, and the goals of planning are of major concern. Particular attention is given to the importance of expert knowledge and the quest for social justice. In pursuit of these goals, the program focuses on the ideas and techniques developed by planners and social activists since the emergence of the planning profession in the early twentieth century. To this, the faculty adds knowledge from the social sciences, architecture and urban design, historic preservation, and the humanities. Columbia University’s Urban Planning faculty consists of leading national and international scholars who conduct research in the field of planning as well as highly regarded practicing professionals who connect students to practical issues and perspectives. Recent faculty research has focused on gentrification in African-American neighborhoods of New York City, slum dwellers in African cities, minority small business development, office building conversion in Lower Manhattan, and informal sector work and gender relations in India. The faculty has broad interests that range from water and sanitation in Calcutta and social housing in Germany to affordable housing and the problems of low-wage immigrants in New York City to the rebuilding of neighborhood economies in New Orleans. Throughout the curriculum, the emphasis is on real-world problems and how planners can act to improve the lives of urban residents. In doing so, the program takes the cities of the world as its laboratory. With the program located in New York City, one of the global centers of international commerce and culture and a city experiencing population growth, it looks to the city’s planning issues for studios, classroom examples, and thesis topics. Still, the problems of cities—whether they be London or Sao Paulo, Las Vegas or Nairobi—can be understood only in a global context. By the end of their time in the program, students are competent to analyze issues, develop plans, and advise policymakers on the important issues related to the growth and development of cities. They do so with the intent of making cities more just, more equitable, and more prosperous.

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FACULTY Lance Freeman, Program Director Moshe Adler Andrew Bata Bob Beauregard Julie Behrens Jessica Braden Richard Froehlich Eldad Gothelf Jyoti Hosagrahar Clara Irazabal David King Floyd Lapp Peter Marcotullio Peter Marcuse, Emeritus Professor Jonathan Martin Alejandro de Castro Mazarro Lee Miller Justin Moore Stephen Pearlman Juan Saldarriaga Andrew Scherer Elliott Sclar Ethel Sheffer Marcela Tovar Graham Trelstad Jeremy White Douglas Woodward

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CURRICULUM The faculty shares a core pedagogic belief that the best professional education takes place in an environment of learning by doing, reinforced by classroom work and group projects. Planners must have a thorough understanding of the economic, social, political, and physical forces that shape the built environment. These beliefs are implemented through program offerings that include familiarity with the range of analytic and research techniques used by planners, a semesterlong studio project, and courses in planning history and theory. Planning education is designed to produce individuals who have a general knowledge of urban and regional development (and planning interventions to shape that development) and specialized knowledge in a subâ&#x20AC;?discipline of planning. The five concentration options include: Housing and Community Development; Urban Analytics; International Planning; Land Use, Transportation, and the Environment; and Urban and Economic Development. Students take a minimum of four courses in a Concentration.

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Land Use, Transportation, & the Environment Transportation, land use and the environment are the physical essence of urban life. The policy and planning challenges that confront these subjects are largely the responsibilities of regional and local governments. Traffic congestion, infrastructure investment, transit service and climate change are now debated and addressed at these levels. These three concerns (transportation, land use and the environment), are increasingly quality of life issues as communities pursue meaningful policies to improve sustainability, walkability, cycling, public health, clean air and economic competitiveness. The courses offered through GSAPP Urban Planning are tailored to train future local leaders to think critically about solutions to these complex challenges. We seek to educate our students so that they better understand the costs, benefits and trade-offs associated with the economic, environmental and equity aspects of transportation, land use and environmental policies. Our courses are designed to approach these problems specifically from an urban planning perspective rather than one of engineering or economics.

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Urban Analytics The concentration prepares professionals to conceptualize strategies for using the increasing abundance and availability of data to inform planning efforts, undertake architecture and design projects, and solve urban problems. To that end students acquire skills in data science, data visualization, geographic information systems, multivariate statistical analysis, research design, in addition to the planning skills taught in the core UP curriculum.

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Urban & Economic Development

International Development

Two of the most important functions of cities are generating jobs and creating wealth. With jobs, people have income and using that income can strive to live well. With wealth, people are able to fund governments, cultural institutions, and civic organizations. The purpose of this concentration is to provide students with foundational knowledge in how cities perform these functions. It involves an understanding of local and citylevel economic development, urban economies, global relationships, redevelopment activities, and real estate investment among other concerns. In selecting courses for this concentration, students should attend to economic and urban development at various spatial scales from the neighborhood to the global and consider various approaches to economic development from microfinance and small businesses to infrastructure investment.

The International Development concentration prepares planners to work on development issues overseas, with governments, community based, or membership based organizations, private consulting firms, and international development agencies. The concentration provides multidisciplinary training in theories, analytic methods, and practical skills required for working effectively in developing nations, regions, and cities. Contexts of â&#x20AC;&#x153;developmentâ&#x20AC;? politics, cultures, and economics relevant to the transformations are presented and studied in different courses to identify special challenges they face. Since International Development processes and projects may refer to any planning subfield, this concentration cuts across the others offered by our program. Students can develop an international development concentration for example, in transportation and land use, housing and community development, or economic development.

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Housing & Community Development This concentration prepares students for community and neighborhood planning and decision-making. While the skill set of this concentration is widely applicable, there is an emphasis placed on disadvantaged communities in the United States, as they are often marginalized or overlooked in conventional planning processes. Students choosing this concentration will learn: 1) How to gather and analyze neighborhood and â&#x20AC;&#x153;small-areaâ&#x20AC;? data 2) How to foster community involvement in planning processes 3) How to understand and contextualize housing markets, labor markets, property markets, economic development decisions, and other critical planning spheres and 4) Planning techniques and public policies that directly impact distressed communities.

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Studios Studio is the core teaching model of an architecture school. In architecture studio, students work with their faculty to create individual designs, whereas in the Columbia University Planning studio, there is a real client with a real-world issues that will be analyzed by students working as a team under the direction of the faculty member. The plan that results will reflect data analysis, design analysis, and economic analysis, and will have encouraged students to consider “best practices” in planning as well as encouraged innovative thinking. Studio takes place in the spring of the students’ first year, and is a way of integrating classroom learning with practical experience early in the students’ education here. Advanced Studios on often multidisciplinary topics are offered for second-year students. Recent studio offerings include: Right to the City: Housing and Community Development in Brazil Contextual Zoning on Manhattan’s Upper West Side Trans-Hudson Transportation Strategies: Jersey City Planning the Suburb of the Future in Westchester County Potenial High Speed Ferry Service, Nyack to Tarrytown and New York City Short-term Rentals in New York: Planning Policy Directions and Opportunities Fall 2015 Advanced Studio: Post-Disaster Resilience in the Gingerbread Neighborhood of Port-au-Prince, Haiti

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REQUIRED COURSES

Planning Methods This is an introductory course History and Theory designed to help prepare students of Planning for common analysis methods This course addresses the history used in planning practice. of the planning profession in the Common methods of analysis are United States with its intellectual covered using publicly available evolution, while focusing on data sets and data collected planning functions and planning through assignments. Through roles. The course considers weekly readings, lectures and multiple rationales and alternative lab sessions students will gain a means of understanding and basic understanding of the tools practicing planning. Particular and skills required in planning attention is paid to the interplay practice. of power and knowledge, ethics Planning and social responsibility and Law issues of race, gender, class and This core course explores the identity. Consideration to some legal foundations of planning in aspects of history and theory of the United States. Case studies planning in other parts of the world is included in comparative and legal readings provide the foundations to understanding perspective. zoning, environmental law, Economics for aesthetic regulations, and housing Planners policies. Cities are run by city govern Introduction to Geographic ments. These governments are Information Systems providers of Infrastructure and This course provides instruction goods themselves and they also regulate the provision of goods by in GIS techniques for land private firms; they promote health use analysis using ArcGIS. and welfare through land use and Students enrolled in the course use real world scenarios to environmental regulation; and learn the spatial visualization they are charged with ensuring that political power and economic techniques necessary for effective communication in the planning resources will be distributed field. The course is held in the equitably. Yet governments Schoolâ&#x20AC;&#x2122;s GIS Laboratory, a operate in societies where computer facility dedicated to resource allocation is governed primarily by markets. Economics the instruction of computer applications. provides tools, frequently controversial to guide decisions about when and how government should be involved in providing or subsidizing services and in shaping market activity.

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ELECTIVE COURSES Quantitative Methods The purpose of this class is to introduce students to the concepts, techniques and reasoning skills necessary to understand and undertake quantitative research. By the end of the semester students will be able to: 1) Design a quantitative research proposal 2) Conceptualize a quantitative statistical model 3) Estimate a quantitative statistical model 4) Interpret the results of descriptive analyses, t-tests, chi-square and multivariate regression analyses. Students will learn and hone their skills through a combination of attending weekly class meetings, participating in weekly labs, completing written assignments and writing a research paper that tests a hypothesis using quantitative techniques. Fundamentals of Urban Digital Design This course teaches digital methods of creating visual information, and is designed to build those skills fundamental to understanding and communicating projects from the scale of the building to that of the city. Classes will observe and discuss techniques of effective visual communication and teach the methods and details of realizing such work using the computer. Negotiations for Planners Planners spend much of their time negotiating; yet generally devote little time thinking about how to negotiate. They tend to focus only on the outcomes achieved in bargaining, and fail

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to explore how the processes or tactics on which they relied could have been varied to attain even better results. Our goal is to explore both the theoretical and practical aspects of negotiations. In this seminar, we shall review the literature dealing with negotiating, engage in negotiations in a variety of settings and study the negotiating process. Techniques of Project Evaluation The course has two parts: cost benefit analysis and economic development. Cost benefit analysis deals with the taxpayer as a consumer while economic development, which is fast emerging as an important function of government, deals with the taxpayer as a worker in need of employment and with businesses as a source of tax revenues. Advanced GIS Advanced GIS is a research seminar aimed at covering a variety of advanced techniques in geographic information systems analysis, for both practice and research. As a skills-based seminar, the course operates with a two-fold mission: (1) to critically discuss the theories, concepts, and research methods involved in spatial analysis and (2) to learn the techniques necessary for engaging those theories and deploying those methods. Further, the class works to meet this mission with a dedicated focus on the urban environment and the spatial particularities and relationships that arise from the urban context. Urban Design for Planners This course is an introduction to urban design through

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weekly discussions and design workshops. The discussions focus on the history, theory, and analysis of urban forms, spaces, landscapes, and systems through presentations and case studies. The workshops develop a projectbased exchange and application of the interdisciplinary ideas and techniques—from art and architecture to landscape architecture and environmental engineering—that designers use in developing projects in the urban context. Introduction to Environmental Planning This course provides an introduction to the background and practice of environmental planning through a review of the history of urban environmental planning thought and an investigation into the impacts of urbanization at different scales. Students will also be introduced to the tools of environmental planning in order to evaluate issues in both developed and developing countries. Planning for Disasters, Recovery, and Resilience This course focuses on the physical, social, economic and policy aspects of natural and human-made disasters. Particular attention will be given to basic issues of land use and development, institutional policies and response, and the political response to disasters in the immediate and long run. Students will examine a variety of issues and tools, including disaster prevention and recovery programs, disaster planning as part of the redevelopment process, risk and vulnerability assessment, hazard mitigation, urban design and preservation, and community and local participation.

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Environment, Climate Change, and Vulnerability of Urban Cities: Our New “Normal” Climate change (CC) constitutes one of the most urgent issues of our time. This course explores the vulnerability of urban populations making emphasis on context specific impacts in low and middle-income nations. Using case studies we will analyze how climate change impacts different social groups in our cities, identifying adaptation and mitigation strategies being currently implemented. Tools to draw on climate change scientific data and the uncertainty inherent in future projections, will be provided. Introduction to Transportation Planning This course provides an introduction and overview of transportation modes, the characteristics of transportation planning policies and procedures with their effect on the location, economic development of urban places and the related land use patterns. The growing dilemma in moving goods and freight will be introduced as both components continue to increase their share of overall trips. The role of the environmental impact statement and the increasing interest in environmental justice will be discussed. The governance of transportation as it has evolved for more than half a century with the federal mandated metropolitan transportation planning organization (MPO) will also be evaluated. Transportation Finance and Economics This course explores the environmental, social and economic issues of sustainable transportation. Much of the

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class focuses on mass transit, which reflects the importance of transit in cities and the funding priorities of federal, state and local governments. Other topics covered include high speed rail, freight and shipping, local planning and the future of the automobile. Students will explore the incentives that shape our current system, new technologies that will influence transportation in the future and unintended consequences of well-meaning policies. Special concern for the equity effects of sustainable transportation is included.

Site Planning and Support Systems for Development This course introduces students to the specific techniques employed by planners and developers to achieve a livable and healthful urban environment through effective and efficient site design.

Sustainable Zoning and Land Use Regulation Sustainable Zoning and Land Use Regulations introduces the basic techniques of land use control as practiced in the United States today with an Inside Urban emphasis on regulations that Transit support green building practices The aim of this course to offer and promote sustainable students first hand, detailed development patterns. Guided knowledge of the inside workings by readings from a wide range of large urban transportation of sources (including adopted systems. Specifically students and proposed sustainable will be primarily familiarized ordinances), the course will be with the specifics of New York structured as both a seminar and MTA and its subsidiary agencies, lecture format incorporating the however experiences of other following: 1) General Land Use major urban transport networks Regulations, 2) Sustainable Land will also be introduced. Use Regulations, 3) Growth Management, 4) Residential NYC Land Regulations / Development Fees, Use Approvals and 5) Regulation of Aesthetics. The course will take a real-world Physical Structure approach in examining the varof Cities ious land use approval processes This lecture course focuses in New York City. Students will review the ULURP public review on the historic emergence of contemporary practice of urban process, the Board of Standards planning. Beginning with the and Appeals variance process, birth of the industrial city in the Landmarks Preservation the 19th century, the course Commission procedures, and takes its subject matter from other elements of governmental approval processes. Students will early planning attempts such as tenement house regulation and attend public hearings, review garden cities up to contemporary past cases, and critically analyze concerns with postmodernism, what gets approved, what does new urbanism, and sustainable not, and why. By following development. The course focuses current and past development projects through these processes, principally upon the American students will get an understand- experience but also draws from Western Europe. ing of the interplay between planning and politics.

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Private Partnerships, Privatization, and the New City Government The current budget deficits that local governments face have given new life to the call to “reinvent government.” Public/private partnerships and privatization raise questions both about the proper role of government on the one hand, and about who governs on the other. They also raise the practical question of how best to manage them, given that the criteria for “best” must involve not only considerations of financial costs but of also of access and control. The course will examine when public/private partnerships and privatization make sense as well as the structure of the new government and the tools available for its governance. Local Economic Development Planning Urban planning is charged with attending to the myriad dynamics that make places attractive for living, working, investing and visiting; and weighing the politically palatable, socially acceptable, and financially feasible dimensions of social actions. Economic development is an essential component of urban planning that is primarily concerned with the “economic” health of urban dwellers and urban spaces. Students should come away from this seminar ready to examine economic development dilemmas with both technical acumen and essential, yet under-emphasized, critical thinking skills. Public Financing of Urban Development This course is an introduction to how public entities (cities, states, public benefit corporations) finance urban development by issuing public securities. We

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will start with an examination of how public entities leverage limited capital resources through the issuance of debt, including a review of statutory and political considerations as well as limitations put on such debt. We will explore the limitations of tax exempt financing and the kinds of development that can qualify for such financing. By examining different kinds of development financing, including mass transit, health care facilities, schools, public utilities, airports and housing, the class will see the major forms of tax exempt financing that are available. Urban Redevelopment Policy The purpose of this course is to familiarize the student with the processes by which governments, private investors, and residents transform the uses, social composition, physical appearance, and market value of previously-developed, urban sites. We will focus on the history, rationales, financing, implementation, and social impacts of these initiatives. To begin, we will review the history of government-subsidized redevelopment and explore the types of government incentives (e.g., tax abatements) available to developers. We will also delve into the key actors and the politics of redevelopment and investigate large, high-density, mixed-use (HDMU) projects in New York City and elsewhere. Introduction to Community Development The objective of the course is to prepare students to develop strategies for revitalizing forlorn inner city neighborhoods. By the end of the course students will understand the various theories of neighborhood change, be able

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to use these theories to inform the development of revitalization strategies, and be familiar with techniques for analyzing and diagnosing neighborhood trends relevant to community development. Intro to Housing This course will address many of the housing issues that have vexed Planners and policy makers for decades. Examples of such questions include: Why is there a shortage of affordable housing? Should everyone be guaranteed a right to decent housing? When, if ever, should the government intervene in the provision of housing? This course will provide students with the analytical skills to address the questions listed above. In addition, students will learn to take advantage of the plethora of housing data available so as to be able to assess housing market conditions in a particular locality. With these skills students will be better prepared to formulate effective housing policies. Developing Urban Informality This seminar exposes, explores and questions contemporary, acknowledged urban planning programs and urban design strategies dealing with informality. To this purpose, it will showcase related texts and projects that can be understood as historical paradigms and paradoxes of current programs developing urban informality. These international case studies will include, among others, examples from Indonesia, Hong-Kong, Thailand, Kenya, Peru, Brazil, Chile, Colombia, Mexico, Nicaragua, India, UK, and Argentina.

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Land and Housing Policy in Asia Land and housing are closely intertwined in the design of any affordable housing policy for both urban-rural migrants and the existing urban poor. This course focuses on the important relationship between land and housing in Asia. In particular, it explores how local and national governments have used land control mechanisms and planning tools to promote affordable housing programs. Real Estate Finance and Development The course is intended for planners who are interested in real estate development and financing, but who need an introductory explanation of concepts and valuation techniques. Topics within the course include: Introduction to Real Estate Markets and Cycles; Real Estate Cash Flows and Valuations; Financing Income-Producing Real Estate Properties Financing Real Estate Developmentâ&#x20AC;&#x201D;construction Liquidity Risk and the benefits of Diversification Important Entities in the Real Estate Industry Evaluating the Financial Performance and Strength of Real Estate Entities Important Real Estate transactions. Learning From Latin American Cities: Planning and Urbanization Whether the Bus Rapid Transit from Curitiba, Brazil, the strategies for integral barrio rehabilitation from Medellin, the cable cars as mass transit systems from Rio de Janeiro, the participatory experience of communal councils in Caracas, or the disaster reconstruction programs in Chilean cities, Latin American cities are bursting with

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innovating planning experiences that are increasingly recognized around the world. This course will critically examine these planning experiences aiming to disentangle their buzz from their worth. This course will also expand both the analytical skills as well as the toolkit of planning tools and case studies students can draw from to inform their professional careers wherever they may lead them.

Course field trips take students to underground transportation projects in New York.

Sustainable Urban Development: International Perspectives The course focuses on understanding planning and policy oriented work on cities and urban development. It explores the relationship between urban development, modernity, and cultural politics, especially in South and Southeast Asia. The course includes international perspectives on sustainable urban development and the cultural and historical understanding of cities, urban development, and politics.

Politics of International Placemaking Students in this course will spend the semester addressing contemporary planning issues from across the globe. The students will develop semesterlong group projects which critically analyze and compare the nuanced differences across planning contexts, assess the level of effectiveness of planning approaches used in addressing such conditions and their resulting place-based effects, and envision better planning practices to make progress in the attainment of more just cities.

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Student Life Formal education is supplemented with varied extracurricular activities, which students are encouraged to attend. Evening guest lectures, the Planning lecture series, LiPS, the student magazine URBAN, and student government (Program Council) meetings are some of the activities that enrich the graduate school experience and create a dynamic educational setting. As part of an accredited planning program, students enjoy the benefits of the American Planning Association (APA), specifically networking events and educational opportunities through the New York Metro Chapter of APA.

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Program Council

HP/UP Internship Course

Program Council is composed of a group of planning students elected by their peers who act as coordinators and communicators between the students and the faculty and GSAPP administration.

The internship course provides a substantive opportunity for students to practice applying their expertise and skills in a real world setting. The course allows students to work with practitioners and industry experts to explore their interests in more depth and to expand their knowledge of current environments in their fields. Additionally, internships provide students with an inside view of their industry and the chance to develop connections in their professional network. Students are able to analyze their progress through bi-weekly write-ups, which provide the opportunity for reflection on their work advancement, progress of skill development, connection to current coursework, and exposure to certain areas within their industry.

PSO The Columbia Planning Student Organization (PSO) holds professional development and social events for UP students. Urban China Network

Spring Break offers an opportunity for students in international studies to visit their site: here the Port of Spain, Trinidad & Tobago.

UCN brings students, scholars and practitioners from different disciplines into the discussion of Chinaâ&#x20AC;&#x2122;s urbanization. UCN holds an annual Urban China Forum in the fall.

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LiPS

URBAN Magazine

Lectures in Planning Series (LiPS) is a weekly lecture and discussion that brings scholars and practitioners to GSAPP in order to discuss current ideas and issues in planning research and practice.

URBAN is a magazine created, edited, and published by students of the Urban Planning Program. As a forum for discussion among the students, faculty, and alumni of the program, each semesterâ&#x20AC;&#x2122;s publication opens its pages to all realms of urban planning. URBAN is published and printed twice a year as Spring and Fall issues.

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Career Services

Students tour the No. 7 subway line extension.

The Urban Planning program maintains a strong focus on career development and works with student representatives to organize events such as the UP Career Week and Career Fair. The program connects students to alumni through the annual speed networking event in the spring. The American Planning Associationâ&#x20AC;&#x2122;s New York Metro Chapter offers additional opportunities through talks, mixers, and local conferences. The program supports travel to the APA national conference each year. While in the program, many UP students hold lucrative internships with public and private sector employers. Most secure full-time employment with one year of graduation.

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MS.RED DEVELOPMENT

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Semester 1 — s umme r

15 points

Architecture of Development Real Estate Finance I History of NYC Development Market Analysis Elective

(3 points) (3 points) (3 points) (3 points) (3 points)

Semester 2 — fall

15 points

Construction Management & Technology Real Estate Finance II Real Estate Law Electives

(3 points) (3 points) (3 points) (6 points)

Semester 3 — s pr ing

15 points

Real Estate Case Studies Real Estate Finance III Electives

(3 points) (3 points) (9 points)

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REAL ESTATE

OVERVIEW The Real Estate Development program provides an unrivalled location for study in New York City, the center of the global real estate industry, and is housed in the Graduate School of Architecture, Planning and Preservation (GSAPP), a worldrenowned nexus for the design and development community. The Real Estate Development programâ&#x20AC;&#x2122;s expanded threesemester curriculum combines the fundamental skills of professional real estate with a holistic approach to urban development as a creative act. Graduates receive a Master of Science of Real Estate Development (MS.RED) in an intensive calendar year spanning from May to May. Cross-disciplinary electives draw on the programâ&#x20AC;&#x2122;s access to the extraordinary offerings of GSAPP and Columbia at large, while required coursework immerses students in the three core tenets of urban real estate development: the financial, the physical, and the legal, arming students with the full range of professional and intellectual skills needed to tackle the complex demands of global urban real estate development.

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FACULTY Patrice Derrington, Program Director Mitchell Adelstein Shawn Amsler Kate Ascher Lisa Beeson Harold Bell Shruprotim Bhaumik Chuck Brass Vishaan Chakrabarti Ridge Chew Michael Clark Johhny Din Robert Entin David Eyzenberg Adam Feil Gary Fogg Merrie Frankel Frank Gallinelli Martin Gold Genghis Hadi Joshua Kahr Sonny Kalsi Jesse Keenan David Kruth Charles Laven Richard Leland Ryan LeVasseur Brian Loughlin Brooks McDaniel Mitchell Nelson Roger Nussenblatt Richard Oâ&#x20AC;&#x2122;Toole Robert Paley Edward Poteat Sara Queen Bob Sanna Ryan Severino Donald Sheets Manish Srivastava Marc Weidner

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CURRICULUM Intensive Summer Semester The introduction to the program begins with immersion in real estate finance, construction technology, market analytics, and other foundational subjects. Electives are limited to allow students with diverse background experiences to build essential financial, graphic, and analytical competencies. Expansive Fall Semester While core skills continue to be developedâ&#x20AC;&#x201D;particularly in finance, history of development, and real estate lawâ&#x20AC;&#x201D;students are given significant elective opportunities to broaden their theoretical and applied skill sets by concentrating on the unique finance or design course tracks available only at Columbia. Integrated Spring Semester With a central focus on capstone projects, complex financial and economic modeling, and public policy, students bring together a cross-disciplinary portfolio of independent and supervised research and coursework, graduating with a holistic professional foundation.

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<Top> Students tour the World Trade Center construction site. <Bottom> The RED program hosts a lunchbox lecture series.

Sample Elective Courses Corporate Finance and Accounting Real Estate Investment Analysis Skyscrapers: Cities in the Sky Affordable Housing Finance Techniques Alternative and Distressed Investment Strategies Global Real Estate Investing Hotel Development and Investment Analysis Private Equity and Capital Raising Public Private Partnerships in Real Estate Development The Art of the RFP e Transaction Process: Debt, Equity Th and the Art of Negotiation eal Estate Entrepreneurialism for R Architects, Builders, Developers, Buyers and Sellers Design, Development and Preservation on the Edge: Mumbaiâ&#x20AC;&#x2122;s Eastern Waterfront Tokyo: Design and Development Studio International Real Estate Regions (India, China, Brazil) Urban Economics Investment and Portfolio Management Retail Real Estate and Development Tax Issues in Acquistions and Developments New Directions for Development: Rethinking Workplaces, Buildings and the City

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<Top> Annual CURE Benefit Gala in Low Memorial Library. <Bottom> Tour of New Yorkâ&#x20AC;&#x2122;s Hudson Yards.

Career Services

CURE

The MSRED program is dedicated to providing meaningful professional development programming and opportunities for networking and mentorship. The program employs a full-time career development professional dedicated to real estate students and alumni. Throughout the academic year, students attend professional development presentations, and participate in the MSRED Alumni Mentorship Program. The MSRED program hosts an annual career fair in February that is attended by top companies in the industry. Additionally, there are many opportunities for internships and experiential learning projects that enable MSRED students to immediately apply their learned skills in professional contexts and make valuable contacts in the industry. Graduates succeed in the field of real estate in various areas including: development, acquisitions, institutional investment, private equity, affordable housing, consulting, and the public sector. A notable amount of graduates also pursue entrepreneurial projects. The majority of MSRED alumni live and work in New York City, but the number of graduates working in other domestic markets and international locations increases each year.

CURE (Center for Urban Real Estate) is an unparalleled resource for students enrolled in the Real Estate Development program, providing them with competitive, market-driven advantages relative to real estate programs and degrees offered elsewhere. These benefits are rooted in the centerâ&#x20AC;&#x2122;s unique focus on urbanization as a dynamic force that is altering the pace, performance, and practice of global real estate development. Through CURE, faculty and students engage with development industry leaders in the classroom and on the street, working directly to identify, share, and advocate solutions to the challenges posed by a rapidly transforming world. By hosting and participating in conferences, symposia, publications, and in-classroom activities overseen by CURE, students will develop a sophisticated understanding of real estate developmentâ&#x20AC;&#x2122;s most pressing issues. As they transition into practitioners in the field, CURE participants will lead the way in addressing the greatest challenges in urban development.

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196 <Top> RED Career Fair. <Bottom> RED Student Council.

Dean Amale Andraos Dean’s Office David Hinkle Sonya Marshall Jane Losaw Alexandra Wojcikowski Matt Colunga Admissions & Student Affairs Danielle Smoller Claire Lachow JD Stogdill Emily Colwell Finance Office Janet Reyes Elizabeth Alicia Ashley Hoefly Yesenia Ozoria Urena Quyen Tran Carla Call Marcelle James Hakiel McQueen Alumni & Development Leah Cohen Shahdeh Ammadi Jillian Barsalou Alexander Muetzel Esther Turay

Publications James Graham Caitlin Blanchfield Alissa Anderson Career Services Francesca Fanelli Architecture Stephanie Cha-Ramos Urban Design David Cohen Urban Planning & Historic Preesrvation Inna Guzenfeld Real Estate Development Jessica Stockton King Rebecca Andersen Polimeda AV Kevin Allen Aiste Jankauskaite IT Ben Goldie Michael Higgins Edwin Torres Mohamed Zamdin Hanette Un

Communications Steffen Boddeker Jesse Seegers

Output Systems Carlito “Tito” Bayne Diana Trushell

Events Paul Amitai Lyla Catellier

Operations Mark Taylor

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Graphic Design: Common Name

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Columbia University Graduate School of Architecture, Planning and Preservation 1172 Amsterdam Ave. New York, NY, USA arch.columbia.edu

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