ARCHITECTURE PROGRAM REPORT - UPRRP

E S C U E L A D E A R Q U I T E C T U R A

U N I V E R S I D A D D E P U E R T O R I C O

ARCHITECTURE PROGRAM REPORT

2007

Revised February 2008

History and Description of the Institution

1.1

Institutional Mission

1.2

Program History

1.3

Program Mission

1.4

Program Self-Assessment

1.5

1: INTRODUCTION TO THE PROGRAM

SCHOOL OF ARCH ITECTURE, UN IVERS ITY OF PUERTO R ICO AP R 2 00 7

1 : IN TRO DUCT ION TO THE P ROG RA M

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TABLE OF CONTENTS

1 Introduct ion to the Program

1 .1 H istory and Descr ipt ion of the Inst i tut ion

1 .2 Inst i tut iona l M ission

1 .3 Program History

1 .4 Program Mission

1 .5 Program Se l f -Assessment

2 Progress Since the Prev ious Site Visit

2 .1 Summary of Responses to the Team Find ings

2 .2 Summary of Responses to Changes in the NAAB Condit ions

3 The Thirteen Condit ions of Accreditat ion

3 .1 Program Response to the NAAB Perspect ives

3 .1 .1 Architectura l Educat ion and the Academi c Context

3 .1 .2 Architectura l Educat ion and the Students

3 .1 .3 Architectura l Educat ion and Reg ist ra t ion

3 .1 .4 Architectura l Educat ion and the Profess ion

3 .1 .5 Architectura l Educat ion and Socie ty

3 .2 Program Se l f -Assessment Procedures

3 .3 Publ ic I nformat ion

3 .4 Socia l Equity

3 .5 Studio Culture

3 .6 Human Resources

3 .7 Human Resource Deve lopment

3 .8 Physica l Resources

3 .9 Informat ion Resources

3 .10 F inancia l Resources

3 .11 Administ ra t ive Structure

3 .12 Profess iona l Degrees and Curr iculum

3 .13 Student Per formance Cr iter ia

4 Supplemental Informat ion

4 .1 Student Progress Eva luat ion Procedures

4 .2 Studio Culture Po l icy

4 .3 Course Descr ipt ions

4 .4 Faculty Résumés

4 .5 V is i t ing Team Report from the Prev ious Vis i t

4 .6 Annua l Reports

4 .7 School Cata log

5 Appendices

SCH OO L O F ARCH IT ECTU RE , U N I VE RS ITY O F PUE RT O R I CO AP R 2 00 7


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1 Introduct ion to the Program

1 .1 H istory and Descr ipt ion of the Inst i tut ion

The Universidad de Puerto Rico , establ ished in 1903, is the major

inst i tut ion of h igher learn ing on the Is land. I t compr ises e leven campuses

with a tota l enro l lment of over 69,600 students , and o ffers

undergraduate and graduate educat ion in a rchitecture , agr icu lture , a r ts

and sc iences , bus iness administ rat ion, communicat ions , engineer ing ,

law, l ibrary sciences , medicine , and p lanning , among other f ie lds . The

University employs over 5 ,000 faculty members, and over 9 ,400 non -

teaching personnel .

The School o f Architecture is par t o f the Universidad de Puerto Rico –

Rec into de Río Piedras , the o ldest and la rgest academic campus of the

University system. Located in San Juan, the is land 's capita l c i ty , the

Rec into has an extens ive ensemble of bui ld ings (157 bui ldings in a 250 -

acre s i te ) , which represent var ious sty l ist ic mani festat ions of Puerto

Rican a rchitecture . I t inc ludes an or ig ina l academic quadrangle ( l isted in

the Nat iona l Register o f H istor ic P laces) , w ith a Spanish Rev iva l tower and

theater (seat ing 2 ,000) . The Genera l Library conta ins near ly 4 ,249,000

vo lumes, and boasts co l lect ions of intern at iona l s igni f icance . The

Schools of Law and Architecture mainta in specia l ized autonomous

l ibrar ies. The Campus employs 1 ,163 faculty members and 2,511 non -

teaching personnel .

The Rec into de Río P iedras has approximate ly 21,500 registered

students , o f whi ch 13,800 are female . About for ty - f ive percent are the

f i rst generat ion of the fami ly to a ttend co l lege. Most students come from

outside the San Juan Metropol i tan Area , and f ive percent have been

classi f ied as hav ing d isabi l i t ies . A minimum 2.0 GPA (on a 4 .00 sca le ) is

required for undergraduate admission and a 3 .0 GPA for graduate

admiss ion. Campus -wide, approximate ly one -ha lf o f a l l appl icants a re

accepted for admissions , a l though the School o f Architecture , which has

the highest overa l l ent rnace GPA of t he ent ire system, usua l ly accepts

between 18 and 25% of i t s appl icants .

Inst i tut iona l po l ic ies guarantee equa l opportunity in studies and

employment , as wel l a s in a l l serv ices. As a publ ic inst i tut ion , the

University is commit ted to prov ide educat iona l s erv ices to the

economica l ly disadvantaged. Current ly two out o f every three

undergraduates , and one third of i t s graduate students , rece ive f inanc ia l

a id.

The Rec into de Río Piedras has been accredited by the Middle Sta tes

Associa t ion of Co l leges and Scho ols s ince 1946. I t has posit ioned i tse lf

as the “graduate” campus of the Universidad de Puerto Rico . Seventeen

percent o f i t s 21,500 students a re enro l led in f i f t y -three graduate degree

programs – for ty -one at the master 's leve l and twelve a t the doctora l

leve l – in var ious discip l ines: H istory , Spanish, Engl ish, Chemist ry ,

Bio logy , Physics , Mathemat ics , Business , Educat ion, and L inguist ics ,

among others. Many other graduate programs are in the process of be ing

establ ished.

The Rec into has recent ly complet ed the arduous process of rev is ing the

undergraduate curr icu lum. This s igni f icant Reconceptua l ización de l

Bachi l le rato has resulted in greater f lexibi l i t y , more e lect ives and fewer

genera l educat ion requi rements . This undertaking has invo lved many

components of the academic sector at a l l UPR campuses , and has been

the subject o f over f ive years of e ffor t . As a result , the School o f

Architecture has a lso rev ised i t s curr icu lum, both a t the Undergraduate

and Graduate leve ls.



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The physica l set t ing a t Río Piedr as is undergoing change brought about

by new bui ld ing const ruct ion, includ ing the School o f Architecture

bui lding , an underground sta t ion for the urban t ra in system at the

Northwest corner of the campus, a major , mult i -use complex across the

st reet from it s main ent rance (P laza Universita r ia ) and a mult i leve l

parking faci l i t y at the Southeast corner of the Campus. New academic

faci l i t ies under const ruct ion or in the p lanning phases inc lude a Faculty

o ff ice complex, a sc ience research tower , a bui ld ing for t he Escue la

Graduada de Traba jo Socia l , and the AIA award -winning Genera l Studies

bui lding .

H istory

In the ear ly Twent ie th Century , a fter the change of sovere ignty from

Spanish to U .S . ru le , publ ic educat ion was ident i f ied as one of Puerto

Rico 's greatest needs. This was addressed by establ ish ing a uniform,

is land-wide educat iona l system. Teacher t ra ining was considered of

pr imary necessity ; therefore , a Normal School was opened in 1900, under

the direct ion of the Commissioner of Educat ion, for the purpose of

prepar ing teachers to work in publ ic schools . The School was or ig ina l ly

located at the fa r end of the Is land in Fa jardo , and subsequent ly

t ransferred to Río P iedras , which was conside red a more accessib le

locat ion.

The Universidad de Puerto Rico was l ega l ly const i tuted as an academic

inst i tut ion by the Legis la t ive Assembly , on March 12 , 1903, when i t

absorbed the Normal School. S ince the main goa l o f the new Universidad

was to t ra in schoolteachers , the Commissioner of Educat ion was i t s

director unt i l 1924. Whi le th is campus started as the Universidad de

Puerto Rico , short ly a fter i t s founding the campus in Mayaguez, and

much la ter , the Medica l Sc iences campus in San Juan were establ ished,

leav ing Río P iedras as a campus with in a la rger university system , w ith

the t i t le o f the Universidad de Puerto Rico , Rec into de Río P iedras.

In 1908, the U .S . Congress extended to Puerto Rico the f inanc ia l a id

conferred to Land Grant Co l leges under the Morr i l l -Ne lson Act . The

Universidad de Puerto Rico , therefore , beca me a Land Grant Co l lege ,

adopt ing a North Amer ican university sty le , di f fe r ing i t from other La t in

Amer ican universit ies , which fo l lowed the European t radit ion.

Over the years, new co l leges were added. The Col lege of Libera l Ar ts was

created in 1910 , and Col lege of Agr icu lture and Mechanica l Ar ts was

establ ished in Mayagüez the fo l lowing year , through legis la t ion

int roduced by the educator , José De Diego. The School o f Law and the

Col lege of Pharmacy were establ ished in Río Piedras soon a fter , in 1913.

The University Act o f August 11 , 1924 was the f i rst step toward

university autonomy. The Universidad de Puerto Rico was separated from

the jur isd ict ion of the Department of Educat ion, and g iven i t s own

ident ity and administ rat ive framework. Dr . Thomas E . Ben ner was

appointed i t s f i rst Chance l lor . Representa t ives of the Government and the

Legis la ture remained on the Governing Board of the University .

The Normal School became the Col lege of Educat ion in 1925 by v ir tue of

Publ ic Act No. 50. In September of the fo l lowing year , the School o f

Tropica l Medicine was created, and the School o f Bus iness Administ ra t ion

was set up with the he lp of the Columbia University .

The Program of Graduate Studies was establ ished in 1927 , when the

Department of Spanish S tudies of f ered Master and Doctorate Degrees in

Spanish Studies . I n 1931, the benef i ts o f the Hatch, Adams, Purne l l and

Smith-Lever Acts were appl ied to Puerto Rico , prov iding funds to init ia te



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the Agr icultura l Extens ion Serv ice and the Agr icultura l Exper iment

Stat ion. In 1929 courses in Socia l Work were offered for the f i rst t ime ,

and in 1934 they were incorporated into a department of the Col lege of

Educat ion with an accredited two -year graduate program.

An Act that great ly inf luenced the deve lopment of the Univers ity was the

U .S . Bankhead- Jones Act , which prov ided f inancia l a id for research work

in Puerto Rico a fter June 29, 1935. The University Act o f May 7 , 1942 ,

passed by the Legis la t ive Assembly of Puerto Rico , prov ided for greater

autonomy for the Universidad de Puerto Rico , an interna l reorganizat ion,

and the creat ion of the Counc i l o f H igher Educat ion (CES) , the highest

author ity in the organizat iona l hierarchy of the University .

In 1943 , the Col lege of Ar ts and Sciences was d iv ided into the Col leges

of Humanit ies , Socia l Sciences , and Natura l Sc iences . The Department of

Socia l Work became part o f the Col lege of Socia l Sciences . At the same

t ime a new Col lege of Genera l Studies was created to offer courses in

genera l educat ion to a ll new students . At the Maya guez Campus, the

Col lege of Agr icu lture and Mechanica l Ar ts was a lso reorganized under a

Vice -Rector and div ided into three co l leges: Agr icu lture , Eng ineer ing and

Science . The Tropica l Meteoro logica l Inst i tute was created as par t o f the

Col lege of Natura l Sc iences in th is year a lso .

The Graduate School o f Publ ic Administ rat ion, created by law in 1942,

became a rea l i ty in 1945 as part o f the Col lege of Socia l Sciences . The

Department of Socia l Work was reorganized in 1947 as a professional

Graduate School under the Col lege of Socia l Sc iences . In 1954 the

Super ior Educat iona l Counc i l approved a Master 's Degree in Socia l Work.

The School o f Medicine was establ ished in 1950, and the School o f

Dent ist ry in 1957. A lso in that year , the Nuclear Center o f Puerto R ico ―

endorsed by the U .S . Atomic Energy Commiss ion ― was set up , making

possib le graduate studies in Nuc lear Technology , Radio logica l Physics ,

and Mathemat ics . The Universidad de Puerto Rico was growing so rapidly

that the Inst i tut ion began to plan an is l and-wide expans ion by means of a

network of regiona l co l leges. The f irst regiona l co l lege was opened in the

c i ty o f Humacao in 1962.

The Graduate Program of Planning was approved by the Super ior

Educat iona l Counci l in 1965 in response to governmenta l and community

concern for the need to plan the Is land 's economic and soc ia l growth. A

Master 's Degree in Educat ion, with majors in Guidance and Counse l ing ,

and in School Administ rat ion and Superv is ion, and a Master 's Degree in

Secondary Educat ion, were a lso au thor ized that year .

The current University Act was passed in 1966, repea l ing Publ ic Act

No.135 of 1942 and Publ ic Act No. 88 of 1949. The 1966 Act created

three autonomous units : the Río Piedras Campus, the Mayagüez Campus,

and the Medica l Sciences Campus , each with a Rector . The three units

answered to the President and to Administ ra t ive Boards. A l l the parts

together formed the University System, ca l led the Universidad de Puerto

Rico . The Super ior Educat iona l Counc i l was a lso reorganized as the

Counci l on Higher Educat ion, with the Secretary of Educat ion as an ex -

off ic io member instead of President .

Among its f i rst academic acts , in 1966, the Counc i l o f H igher Educat ion

author ized the Master 's Degree in Psychology and the s ix -year Bache lor

o f Architecture degree (B .Arch. ) . The la t ter was replaced in 1976, by a 4

+ 2 Program in Architecture: a four -year Bache lor o f Env ironmenta l

Design (BED) and a two -year Master o f Architecture (M. Arch) .



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The mult i faceted and acce lera ted growth of new ent it ies in the Un iversity

System led to more regiona l co l leges in d i fferent parts o f the Is land, so

that more people could have greater opportunit ies to study . The Regiona l

Co l leges of Arecibo and Cayey were created in 1967. Subsequent ly , the

Cayey Regiona l Co l lege became the Cayey University Co l lege.

In 1968 the Counc i l on Higher Educat ion authorized the creat ion of the

Graduate School o f Bus iness Administ ra t ion and the establ ishment of a

program leading towards a Master 's Degree . The next year the Ponce

Regiona l Co l lege was establ ished and the Counci l on Higher Educat ion

granted i ts approva l for the creat ion of the Graduate School o f L ibrary

Science and author ized i t to grant a Master 's Degree in Library Science .

This inst i tut iona l growth gave r ise to the establ ishment i n 1970 of the

Regiona l Co l leges Administ rat ion under the d irect ion of i t s own Rector .

In that same year the Bayamón Regiona l Co l lege was establ ished and two

years la ter , the Aguadi l la Regiona l Co l lege was a lso created.

Between 1970 and 1972 the Counc i l o n Higher Educat ion cer t i f ied the

fo l lowing degree programs: Doctora l Program in Chemist ry was

establ ished in the Col lege of Natura l Sc iences; Master 's Degree in

Educat ion with specia l iza t ion in Home Economics ; Master 's Degree in

Rehabi l i ta t ion Counse l ing; and Master o f Ar ts Degree with a major in

Publ ic Communicat ion.

In 1974 the Humacao Regiona l Co l lege was author ized to offer a four -

year program and became the Humacao University Co l lege. At the same

t ime , the Caro l ina Regiona l Co l lege was establ ished. A s wel l , t he Counc i l

on Higher Educat ion approved Master 's Degree programs in Linguist ics ,

Comparat ive Literature , and Transla t ion a t the Río Pedras campus.

The Bache lor 's Degree in Publ ic Communicat ion was author ized in 1977.

In 1979 , the Master 's Degree in the Teaching on Eng l ish as a Second

Language , and the Master 's Degree in Educat iona l Research and

Eva luat ion were approved. In 1979 -80 academic year , La Montaña

Regiona l Co l lege in Utuado began i ts program of stud ies the Bayamón

Regiona l Co l lege became a Technologica l University Co l lege , and the

Regiona l Co l lege a t Arecibo began of fer ing i t s four -year program as a

Technologica l University Co l lege.

The Counci l on Higher Educat ion author ized the Doctora l Programs in

Bio logy , and in Chemica l -Physics a t the Col lege of Natura l Sciences in

1981. The next year , the f i rst Post -Graduate Cert i f ica te in Spec ia l ized

Transla t ion was conferred. A lso in 1982 , the Program for Interpreta t ion

was author ized by the Counci l on Higher Educat ion a t the Col lege of

Humanit ies . The Ponce Regiona l Co l lege became a Technologica l

University Co l lege , and the units a t Cayey and Humacao became

autonomous. The Program for the Doctora l Degree in Educat ion was

approved that same year, and the f i rst group of s tudents was admit ted in

January 1983. In 1986 the Counc i l on Higher Educat ion author ized the

Doctora l programs in H is tory , and in Psychology .

In 1988 the Master in Educat ion with major in Spec ia l Educat ion was

author ized and in 1989 the Master in Soc io logy . In 1991 three new

Master programs were establ ished with in the Col lege of Educat ion:

Preschool Leve l , E lementary Leve l , and Teaching of Reading . In 1996 the

School o f Home Economics changed i ts name to School o f Family Eco logy

and Nutr i t ion and in August 1998 began a B .A . in Preschoo l Educat ion.

In 1993 the Puerto Rican legis la ture replaced the Counc i l o f H igher

Educat ion (CES) w ith the Junta de S ind icos (Board of Trustees) as the

highest governing body of the University o f Puerto Rico . The CES st i l l



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remains , but i t s author ity has be en great ly diminished with the creat ion

of the Junta . This was a change that had considerable impact in the

deve lopment of the inst i tut ion for next decade. I t s igna led a change of a

po l i t ica l na ture as wel l . S ince 2004 the Pres ident o f the Board of Trustee s

has been Architect Segundo Cardona , FAIA , an award -winning architect

and member of the f i rst graduat ing c lass of the UPR´s School o f

Architecture .

Loca l ly , the campus is re ferred to as the Rec into . In 1997 -98 the Board of

Trustees approved a plan to recognize the Regiona l Co l lege system and

grant autonomy to each Col lege. To dist inguish between the or ig ina l

three campuses and the newer addit iona l e ight regiona l ones , Río

P iedras , Mayaquez and the Medica l campus mainta ined the t i t le o f

Rec intos. Thus th is campus is formal ly known as the Universidad de

Puerto Rico , Rec into de Río Piedras.

At the campus , a name change was effected in the Col lege of Socia l

Sciences , with the Department of Soc ia l Wel fa re becoming the Department

of Socia l Work. That same year a new program was approved in the

Department of Mathematics of the Col lege of Natura l Sciences: a B .S . in

Computer Science .

Four new graduate programs were author ized in 1999: a Master in Law,

offered by the School o f Law, a Ph.D. in Engl ish, o ffered by t he Col lege of

Humanit ies , and a Ph.D. in F inance and Internat iona l Trade , o f fered by

the Col lege of Business Administ rat ion, and a Ph.D. in mathemat ics ,

o ffered by the Col lege of Natura l Sciences . By the 2000 academic year ,

the Rec into met the Carnegie Foundat ion requi rements as a Doctora l

Research/Teaching “ Intens ive” inst i tut ion. By the t ime of the University ’s

centennia l ce lebra t ion in 2003, the cr i ter ia o f “ Intensive” inst i tut ions

should be met . The Rec into is the only inst i tut ion in Puerto Rico to meet

these standards.

S ince i t was founded in 1903, the Universidad de Puerto Rico has

fo l lowed a course o f growth and uninterrupted deve lopment , in a process

that has been constant and progressive in i t s programs of study ,

organizat ion, administ rat ive comple xity , and genera l expansion. In

ful f i l l ing i t s miss ion, the University has cont inued to offer ever -

expanding opportunit ies for achiev ing an opt imum cultura l and

professiona l educat ion, within reach of the people of Puerto Rico .

1 .2 Inst i tut iona l M ission

The Universidad de Puerto Rico , as a publ ic inst i tut ion o f higher

educat ion, has been ent rusted by law with the responsib i l i t y o f serv ing

the people of Puerto Rico , adher ing to the idea ls o f a democrat ic socie ty .

I t s fundamenta l miss ion is to t ransmit and increase knowledge by means

of the deve lopment of the arts and sciences , p lacing this knowledge at

the serv ice of the community through the work of i t s faculty , students

and a lumni . I t is expected that it wi l l a lso contr ibute to the deve lopment

of the ethica l and aesthet ic va lues of cu lture .



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According to a rt ic le 2 (B) o f the University Law ( January 20, 1966) , the

University system is charged with the fo l lowing miss ion:

• Cult ivate the love of learning as conducive to freedom

through the search for tr uth with an at t i tude of respect

toward creat ive d ialogue .

• Preserve, enr ich and spread the cultural values of t he

Puerto R ican peop le and st rengthen the ir awareness of

the importance of so l idarity in so lv ing common problems

in the manner appropriate to a democrat ic t radit ion.

• Seek the ful l format ion of students in the l ight of the ir

respons ib i l i t y to serve the community .

• Develop the int el lectual and spir i t ual r iches latent in

our people, so that the values of t he except ional

personal i t ies t hat may ar ise from al l and any of the

soc ia l sectors may be put to t he serv ice of t he Puerto

Rican community.

• Col laborate with other organizat ions in t he s tudy of

the problems of Puerto Rico within those spheres of

act ion appropriate to a univers ity .

• Bear in mind that , by i t s very nature as a Univers ity ,

and i t s ident if icat ion with the ideals of Puerto Rico, i t is

l inked in an essent ia l way to the values and int erests of

every democrat ic community .

The Miss ion of the University o f Puerto Rico – Rec into de Río Piedras

By the nature of i t s specia l histor ica l and cul tura l c ircumstance , the

Rec into de Río P iedras Campus has i t s own part icula r miss ion, which

he lps to def ine i t s development , c la r i fy i t s spec ia l contr ibut ions to the

University and to socie ty as a who le , and dist inguish i t from the other

units o f the system:

1 . Foster the integra l educat ion of i t s students through

programs of study which promote inte l lectua l cur iosity ,

the capacity for cr i t ica l thinking , constant and ongoing

learning , e ffect ive commun icat ion, an apprecia t ion for

and cult ivat ion of e thica l and aesthet ic va lues ,

part ic ipat ion in the working of the campus, and a sense

of socia l awareness and responsib i l i t y

2 . Prov ide graduate educat ion of the h ighest qua l i ty , the

key e lements of which ar e research and creat ive act iv i ty ,

and which can he lp st rengthen undergraduate educat ion.

Furthermore , to prov ide post -bacca laureate programs for

the educat ion and t ra in ing of professiona ls o f the

highest ca l iber , persons commit ted to the idea ls and

va lues of Puerto Rican socie ty

3 . Prov ide an undergraduate educat ion of exce l lence ,

one which of fers students a uni f ied v is ion o f knowledge

that br ings genera l educat ion and spec ia l iza t ion into

harmony , and to foster in students a capacity for

independent study and research

4 . Deve lop teaching and research sk i l ls , and to promote

part ic ipat ion in the l i fe o f the community , and serv ice to

that community , with respect for the h istor ica l and



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socia l condit ions of Puerto Rico , taking into account i t s

Car ibbean and Lat in Amer ican surroundings , yet reaching

out into the internat iona l community ; to enr ich and

st rengthen the storehouse of knowledge associa ted with

the conso l idat ion of Puerto Rican nat iona l i ty , i t s h istory ,

language and culture , whi le a t the same t ime to fo ster

the growth and disseminat ion of knowledge a t an

internat iona l leve l

5 . Deve lop innovat ive , re levant programs o f research,

community serv ice , and cont inuing educat ion that wi l l

support and contr ibute to the academic and professiona l

act iv i ty o f the ca mpus. These programs w i l l a lso

contr ibute to the t ransformat ion and cont inuing

progress of Puerto Rican socie ty , to the ana lysis o f the

socio -economic and po l i t ica l problems of the is land, to

the formula t ion of so lut ions to those problems , and to

the improvement of the qua l i ty o f l i fe

1 .3 Program History

The School o f Architecture , founded over forty years ago in Apr i l 1966 , i s

the o ldest school o f a rchitecture in Puerto Rico . I t a lso has the only

accredited program in a rchitecture on the Is land that o ffers graduate

studies . I t was successful ly establ ished a fter three ear l ie r attempts , the

f i rst one be ing a Department of Architecture at the Col lege of Agr icu lture

and Mechanica l Ar ts in Mayagüez, begun by Prof. Freder ick Reve ls o f

Syracuse University in 1921. A lthough i t lasted only unt i l 1924 , severa l

important Puerto Rican architects began the ir studies there : Pedro

Méndez, E loy Ruiz , Augusto Pla rd and Juan Acevedo Chico . The second

at tempt occurred in 1946, w ith the establ ishment of an Architectura l

Eng ineer ing Program at the Department of Engineer ing of the same

Col lege of Agr icu lture in Mayagüez. The program, d irected by Arch. Juan

Amador , lasted only a short t ime .

Outside of the inst i tut ion, a separate attempt to establ ish an architecture

program was carr ied out by Interamer ican University a t i t s Metropol i tan

Campus. I t lasted for severa l years dur ing the decade of the 1960s , w ith

Arq . Angel Cabán as Dean. I n the beginning of the 1990s the program

was reestabl ished a t i t s San Germán campus as a fe eder program for the

School o f Architecture at the University o f Wisconsin - M i lwaukee. This

program was terminated in 2006.

In 1958 , the Legis la ture of Puerto Rico had approved a law request ing

that the Universidad de Puerto Rico explore the possib i l i t y o f

establ ishing a school o f a rchitecture on the Is land. That year , a t the AIA

Annua l Meet ing he ld in Cleve land, Ohio , a reso lut ion to that purpose,

presented by Arch. Sant iago Ig lesias , H i jo , won unanimous approva l and

resulted in an expression of support by the AIA for the School . In

recognit ion of h is commitment and support , the School 's Library is

named a fter him.

Interest remained st rong, and in October 1965, Architect Jesús Amara l

was appointed Execut ive Consultant and charged with the responsib i l i t y

o f organizing the School. In 1966 the Counc i l o f H igher Educat ion

off ic ia l ly created a School o f Architecture as a new unit o f the

Universidad de Puerto Rico -Recinto de Río P iedras. The School was the

result o f many years of labor by Puerto Rican and North Amer ican

architects. Spec ia l reports by Prof. José Luis Ser t and Prof . Reg ina ld

Isaacs , o f Harvard University , in February 1959 ("Creación de una Escue la

de Arquitectura en Puerto Rico" ) ; by the Amer ican Inst i tute of Architects ,



9 / 1 6

in Apr i l 1959 ("Report to the University o f Puerto Rico" ) ; and by Arch.

J esús Amara l , in 1966 ("Propuesta para la organización y func ionamiento

de la Escue la de Arquitectura de la Universidad de Puerto Rico" ) were

submit ted to then Chance l lor Ja ime Benítez .

The se lect ion of the R ío P iedras Campus as the s i te for the new School

was due to i t s humanist ic or ienta t ion, i t s proximity to cultura l act iv i t ies ,

the concentrat ion of a rchitectura l examples and f irms in the metropol i tan

area , contacts with the P lanning Board and the Inst i tute of Puerto Rican

Culture , bet ter employment opportunit ies , and greater housing opt ions

for students . The locat ion a lso permit ted the School to deve lop i ts own

dist inct character , d if fe rent from that o f the engineer ing facult ies in

Mayagüez.

Arq . Amara l was appointed the new Director o f the School , and he

recommended the rehabi l i ta t ion of the Facul ty Center bui ld ing as

temporary faci l i t ies for the new School unt i l a new st ructure could be

bui l t . I t was intended to ho ld 180 students , on a temporary basis . No ted

architect Henry Klumb, who co l laborated throughout his l i fe with Frank

Lloyd Wr ight , Neutra and Kahn, was the or ig ina l designer of the bui ld ing

and in charge of the rehabi l i ta t ion work, whi le J a ime Cobas , who st i l l

sponsors the School´s Thesis Awards , designed the inter ior spaces and

se lected the furnishings .

Dist inguished professors from the architecture programs a t Corne l l and

Harvard Universit ies , as wel l as from Massachuset ts Inst i tute of

Technology , acted as consultants for the creat ion of the f i r st academic

program and pensum, a s ix -year Bache lor o f Architecture degree . Dur ing

the summer of 1966, s ix hundred ent rance appl ica t ions to the School

were processed. S ixty of the appl icants were admit ted to form the f i rst

c lass . A curr icu la r rev is ion in 1976 t ransformed the s ix year B Arch into a

4 + 2 program: a four -year preprofessiona l degree , the Bache lor o f

Env ironmenta l Design (BED) , and a two -year f i rst profess iona l degree , the

Master o f Architecture (MArch) .

The School , accredited by the Nat iona l Architectura l Accredit ing Board

s ince 1973 , has graduated 93 students with a BArch degree , over 600

students with the BED degree , and over 300 s tudents with the MArch

degree , s ince i t s creat ion. Present ly , the School is on the last year o f a

s ix-year accreditat ion per iod, granted in 2001.



1 0 / 1 6

1 .4 Program Mission

Vis ion

To be an interdisc ipl inary community that discovers and const ructs the

best educat ion in a rchitecture .

Miss ion

Create a space for the format ion of va lues , invest igat ion, and work , that

promotes an educat ion devoted to researching diverse aspects of loca l

and globa l scopes of a r ts and technique; memory and desire ;

conservat ion, as wel l as , susta inable deve lopments; and , o f knowledge

and innovat ion.

Values

1. We commit to comply ing with our miss ion to achieve

our v is ion.

2 . We focus our e ffor ts on be ing a t the serv ice of Puerto

Rico by :

a. Educat ing architects, that for the most

part , wi l l work for and serve our is land.

b . L ink ing our educat ion to the prob lems

and opportunit ies of the is land by

st imulat ing the student ’s and professor ’s

act ive part ic ipat ion in related discuss ions

and so lut ions .

c . Promot ing the part ic ipat ion of t he

Schoo l , within t he Univers ity as wel l as in

the community at large, in concerns re lated

to the deve lopment of the is land and the

conservat ion of our cons tructed and natural

patr imony .

d . Forging the invest igat ion and dif fus ion of

knowledge on issues re lated to the

d isc ip l ine of architecture, profess ional

pract ice, construct ion industry and soc iety

in general .

3 . We be l ieve in a respons ib le interdiscipl inary educat ion

by :

a. Integrat ing the creat ion of knowledge of

architecture with humanist ic , art is t ic ,

t echnical and sc ient if ic endeavors . This is

achieved by creat ing an academic

environment that promotes t he

part ic ipat ion of the faculty and students in

cult ural and int erdisc ip l inary act iv it ies ,

both within t he Univers ity and beyond it s

campus .

b . Select ing our students from local and

internat ional candidates that show

intel lectual cur ios ity , cult ural uneasiness,

leadership, and the capacity to work as

part of a team.



1 1 / 1 6

c . Provid ing the students with knowledge as

to the histor ical , human and env ironmental

contexts of the disc ip l ine of architecture, as

wel l mot ivat ing them to proact ive ly seek

further knowledge and further their

academic format ion.

d . Support ing the academic deve lopment of

the students by means of an ef fect ive

counse l ing program that recognizes the

d ivers ity of the educat ional of fer ings both

within t he Schoo l and at the Unive rs ity in

general .

4 . We establ ish the best env ironment for deve lopment and

exce l lence by :

a. Focusing our academic deve lopment on

the constant evaluat ion and improvement of

the scope of the teaching of architecture .

b . Forg ing personnel employment po l ic ies

that support our miss ion and add to a

p lural is t ic and interdisc ip l inary

environment , al l centered on architecture .

c . Promot ing erudit ion and offer ing diverse

opportunit ies to d ivulge academic

achievements in t he appropr iate publ ic

forums, v ia pub l icat ions and other means .

d . Foment ing a studio cult ure t hat promotes

creat ive interdisc ip l inary act ion and

col laborat ion.

e . Ensuring that our fac i l i t ies and

interpersonal env ironment mot ivate t he

professors , s tudents , and administ rat ive

personnel to achieve their best work .

5 . We promote the product ion of new knowledge by :

a. Promot ing the development of

invest igat ions and act iv it ies that enhance

overal l knowledge and that of architecture .

b . Offer ing opportuni t ies to exchange

acquired knowledge throug h teaching and

invest igat ion. Also, by st imulat ing

interdisc ip l inary and interfaculty exchange

– both from within and without the campus

– with t he goal of s t rengthening the

constant search for new knowledge.

c . Seek ing the necessary mechanisms to

guarantee the a l locat ion of ext ernal

funding for invest igat ion, sharing of

knowledge and coordinat ion of academic

act iv it ies within t he School .



1 2 / 1 6

1 .5 Program Se l f -Assessment

Context

The UPR School o f Archi tecture is the most demanding and compet it ive

program on the ent ire publ ic and pr ivate university system of Puerto

Rico . The UPR School o f Architecture has been invo lved in a cont inuous

se lf -assessment process s ince i t completed i t s last NAAB reaccreditat ion

in 2001. This is due in part to the fact tha t the Rio P iedras Campus o f

the University o f Puerto Rico , to which the UPR School o f Architecture

be longs , was invo lved in i t s inst i tut iona l reaccreditat ion process by the

Middle Sta tes Counci l on Higher Educat ion, or MSCHE from 2003 to 2005.

The main focus o f the campus-wide reaccreditat ion by the MSCHE had to

do with the implementat ion of assessment procedures , the curr icula r

rev is ion of the bache lor degree program, and long -term st ra tegic

planning . I n fact , the rev is ion of the BA degree and the design of a new

st ra tegic plan were expl ic i t condit ions for reaccreditat ion by the MSCHE,

both of which were met by the Campus in 2006. Thus , the part ic ipat ion

of our School in the campus -wide process a l lowed us to acce lerate our

own implementat ion of procedures and indica tors for student learning

and the assessment of inst i tut iona l e f fect iveness , a ful l rev is ion of our

bache lor degree program, and the updat ing of our st rategic p lan in l ine

with that o f the Campus , t i t led Vis ion Universidad 2016, approved by the

Academic Senate on November , 2006.

Thus , the UPR School o f Architecture benefi ted in many ways from the

MSCHE reaccreditat ion process of the Rio P iedras Campus of the UPR. As

part ic ipants , we contr ibuted to design the inst i tut iona l se l f -assessment

procedure , and then we part ic ipated in the procedure i t se lf . We were

invo lved in the minute rev is ion of the campus -w ide BA degree st ructure ,

and took the opportunity to create a jo int academic commit tee ,

integrated by members o f the undergraduate and the graduate curr icu lum

commit tees , to undertake an in -depth rev is ion of our own BED degree

a imed a t st rengthening our graduate program in a rchitecture , which was

a lso submit ted to a fu l l rev is ion –both rev is ions were presented to and

unanimously approved by the facult y in a meet ing specia l ly ca l led for

that purpose - ; and we integrated into those rev is ions new and more

effect ive assessment of s tudent learning procedures required by the Dean

of Academic Affa irs o f the Campus. Throughout the campus -wide

reaccreditat ion process , the Dean of the School o f Architecture a t that

t ime -Prof . John B . Hertz, AIA—played a key ro le as par t o f the Rev is ion

Commit tee integrated by the Deans of a l l schools and co l leges of the

Campus. I n th is sense , our School had the opportunity to imp act in a

meaningful way the very processes that led to the most recent

reaccreditat ion of the Río P iedras Campus by the MSCHE.

In the wake of the Academic Senate´s approva l o f Vis ion University 2016

(the Rio P iedras Campus newly -approved st rategic p lan) , the UPR School

o f Architecture a lso took the opportunity to re frame its miss ion and

v is ion sta tements . Fo l lowing the Campus miss ion and v is ion sta tements ,

the UPR School o f Architecture´s new texts proude a more condensed and

descr ipt ive of the speci f i cs o f the d isc ip l ine of our profession.

In sum, the exper ience of two accreditat ion processes — the 2001 NAAB

and the 2005 MSCHE—resulted in a st ronger School o f Architecture , fu l ly

conversant with se lf -assessment procedures , more aware of i t s st rengths

and weaknesses , and capable of knowing ly embracing pro jects and

programs that wi l l focus on the st rengths and turn i t s weaknesses into

posit ive bluepr ints for the future .



1 3 / 1 6

New Physical Fac i l i t ies and Curricula

Cr it ica l to this process was the move into newly -bui l t physica l faci l i t ies

on Campus three years ago. Some of the problems po inted out dur ing the

a forement ioned accredit at ion processes were whol ly or par t ly due t o the

o ld , technica l ly obso lete bui lding . In the new bui ld ing , increased space ,

a l lows for be tter studios for teachers and students , ind iv idua l o f f ices

a reas for faculty and administ rat ion, and sta te of the ar t accommodat ions

for lectures , research centers , media lab , a nd interact ive c lasses a l lows

for a bet ter env ironment for faculty as wel l as s tudents . Fur thermore , the

new bui ld ing w i l l prov ide the necessary space to accomodate future

programs that the new complexit ies of the architectura l profession and

discipl ine .

The new bui ld ing is consonant with our new curr iculum, as the la t ter

requires speci f ic and ampler physica l faci l i t ies . The new curr icu lum —a

cont inuum that l inks in s ignif icant ways the BED degree with the

graduate degree in a rchitecture—str ikes a ba lance between a ser ies of

complementary opposites that operate as binary re lat ionship s to ensure a

dynamism encompass ing the loca l and globa l contexts , a r t ist ic and

technologica l va lues , the acquis it ion of knowledge and the

encouragement of innovat ion. This dynamic approach accounts for our

de l ibera te wi l l to incorporate interdisc ipl inary l inks between the di f ferent

components of our curr icu lum, whi le opening our school to fruit fu l

interact ion with the rest o f the Campus , the university system and our

internat iona l par tners . I t is a we l l -known fact that a rchitecture schools

a re somet imes e ither ar t ist ica l ly or technica l ly -or iented. I n our dr ive

towards curr icu la r rev is ion, we were guided by a st rong be l ie f in a more

f lexib le st ructure—ca l led for by the new Campus -wide BA degree

st ructure—as a goa l , in order to spur a constant and hea lthy deb ate on

key quest ions such as What wi l l be the ro le of research and book

authorship? Wi l l our a rchitects bui ld , design, coordinate , manage or

theor ize on a l l o f the above? Wi l l the graduate student´s d isser tat ion or

capstone pro ject focus on tectonic , theor et ica l or pract ica l issues of

a rchitecture?

Cr i t ica l to the curr icula r rev is ion was the reorganizat ion of the ind iv idua l

subject -matter commit tees within the School . The indiv idua l H istory and

Theory courses were restated to make a s ingle H istory and The ory

component ; subjects as St ructures and Technology were jo ined into one

component , and new Profess iona l Pract ice informat ion technology

components were int roduced. Together with the Design component , these

e lements const i tute the f ive p i l la rs that suppor t the rev ised curr iculum.

The fo l lowing ser ies of f ind ings and recommendat ions summar ize the

main act ions taken and implemented in the rev ised curr icu lum:

F inding: Students should deve lop the abi l i t y to

communicate st rong ly the ir ideas through dig i tal me dia

early in t heir educat ional process .

Recommendat ion: To create a requis ite f i rst -year dig ita l -

v isua l communicat ion course to increase the level o f v isua l

communicat ion sk i l ls . This wi l l a fford students an ear ly

awareness of the poss ibi l i t ies o f compute r media as a

integra l too l for des ign st ra tegies as wel l as a rchitectura l

pract ice .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F inding: Students should be present ed ear ly in t he

curr iculum´s sequence with the bas ic condit ions, themes,

respons ib i l i t ies and poss ib i l i t ies of t he architecture

profess ion.



1 4 / 1 6

Recommendat ion: In order to create the appropria te leve l

o f awareness among beginning students , int roductory

courses must be dev ised in each of the four subject

components , to be required dur ing the f i rst four semester s

of inst ruct ion: H istory and Theory of a rchitecture ,

Technology of a rchitecture , Professiona l Pract ice of

a rchitecture . The exist ing f irst -year course on Design has

a lso been reeva luated in theme and t ime commitment ,

go ing from twice a week course to a three t imes a week

course .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F inding: Students should be a l lowed to deve lop personal

f ie lds of inquiry within t he d isc ip l ine ear ly in t he

inst ruct ion process . The opportunity for spec ial izat ion

should be presented ear ly in t he curr iculum´s sequence in

order to fac i l i tate the students dec is ion mak ing process .

Recommendat ion: To create opt ion studios and specia l

sequences of int ensive studies . The f irst leve l o f opt iona l

studios wi l l be offered at the undergradute leve l dur ing

the fourth year o f studies. Opt ion studios wi l l form the

backbone of the studio design sequence for the graduate

program. In addit ion , f i ve a reas of concentrated f ie lds of

study wi l l be created: histor ic preservat ion, susta inable

design , urban des ign , pro ject management , and computer

graphics .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

F inding: Students should be a l lowed to deve lop a f lexib le

and interdisc ip l inary sequence of studies wi thin t he

inst i t ut ional st ructure .

Recommendat ion: Al low students to enro l l in courses that

wi l l d ivers ify the opt ions dur ing the ir bache lor degree .

Create a f lexib le process for the culm inat ion of graduate

studies . The des ign stud io requirement for the second

semester o f the fourth year o f undergraduate stud ies has

been made opt iona l . This wi l l a l low students to

incorporate the ir opt ion studios with the ir thesis /research

pro ject .

I t bears not ing that the need for new studios and workshops has been a

mainstay among student´s c la ims, as necessary for opening the

curr icu lum to new areas of or re la ted to architecture . Thus , the new

curr icu lum env is ions a learning , research, and t eaching exper ience that

wi l l bet ter prepare our academic community to share the wea lth of the

present state of architecture as a pract ice and as a f ie ld of study , which

have proven to be inseparable . The new curr icu lum wil l be able to bet ter

respond to and even ant ic ipate the needs and proposa ls o f the soc ia l

env ironment . The School , as a space for working , learning , teaching ,

creat ing and performing research can now bet ter plan the plura l ist ic

possib i l i t ies o f fur ther growth. Thus , this new curr icu lum, that has taken

severa l years to deve lop and had to wa it for the proper space to spawn

the projects and act iv i t ies germane to an opt imal educat ion in

a rchitecture , was approved by the School´s faculty and should be

approved by the Academic Senate by the t ime of the accredi tat ion v is i t .



1 5 / 1 6

Course Schedule Adminis t rat ion

Para l le l to the so lut ion of the space problem by the new School bui lding

was the reorganizat ion of the course schedule . Bet ter accommodat ions

have a l lowed for more sect ions per course , a divers if i ca t ion of t he

academic of fer , d i f ferent teachers with d i f ferent approaches teaching the

same course , and more comfortable and pract ica l condit ions for student

academic progress , as witnessed by the students themselves. In this

way ,a greates diversity o f cho ices has g iven students a rea l opportunity

to exper ience d i f ferent aspects of the archi tectura l disc ip l ine and

profession before commit t ing themse lves to a speci f i c f ie ld of graduate

study . Students wi l l ga in a more mature ins ight into the ir future career

and may make an informed choice that happens to be of momentous

importance. Students wi l l a lso be bet ter prepared for teamwork in

complex pro jects that encompass a plura l i ty o f f ie lds with in and outs ide

the architectura l rea lm architecture proper , and wi l l be more mot iva ted

to diversify the contents and d irect ions o f the i r l i fe long learning . Our

outgo ing student wi l l be more ef f ic ient , compet it ive , and cult iva ted.

Chal lenges

Even though our School has been able to overcome most cha l lenges

re lated to physica l fa ci l i t ies and curr iculum, there a re st i l l o ther

cha l lenges that are more di f f icult to address.

There is a geographica l cha l lenge . I t is a fact that Puerto Rico is an

Is land located fa r from the ma in or t radit iona l centers of a r t ist ic

product ion. St i l l , i t bears not ing that we have a very diverse faculty —

represent ing 13 countr ies—of which over 70% have graduated from IVY

League or European universit ies. A lso , a s igni f icant number of our

students go on to pursue graduate degrees at Harvard , Co lumbia , Penn,

RISD, Parsons , Pra t t , Georgia Tech, Texas A & M, USC, UCLA , Syracuse ,

V irg in ia Tech; and the Po l i technic Universit ies a t Madr id and Barce lona .

Geography has not l imited growing diversity nor has prevented our

students from acquir ing an exce l lent graduate ed ucat ion. However , we

are creat ing more opportunit ies for student exchange and jo int -stud io

exper iences where students from schools beyond our shores can share

the ir knowledge and exper ience with our students . UNAM, Sev i l la and now

Madr id.

There is a lso the budgetary cha l lenge , a complex rea l i ty that a i ls a l l

state -owned universit ies and co l leges around the wor ld . Although our

results a re comparable with those of the top universit ies , our budget i s

way be low the irs. Our answer to the budgetary cha l lenge ha s been to be

more resourcefu l in creat ing jo int venture s with universit ies l ike Harvard ,

Georgia Tech, M IT, Auburn , and Corne l l , or government and pr iva te

endeavors which serve us to fund our research pro jects such as the So lar

Decathlon and the Ecoquí mic ro House.

Making a more d iverse student body is an inst i tut iona l commitment

ca l led for by the Systemic St rategic P lan— t i t led “Diez para la Década ”—as

wel l as for the Campus st ra tegic p lan ment ioned above. I t i s a fact that

our students usua l ly make an exce l lent impression in the loca l and

internat iona l job market and obta in great opportunit ies to pursue

graduate studies abroad, due to the educat ion imparted by our school

and by our bi l ingua l condit ion. Although we f ind i t easy to send our

students into the wide wor ld , i t has proven di f f i cult to a tt ract students

from other par ts o f the wor ld to come and s tudy with us . A part ia l

response to that cha l lenge is our cont inuous agreements with sta teside

universit ies and with inst i tut ions in La t in Amer ica and Europ e to share

students and courses . St i l l , we have students from Mexico , the US , Spa in

and Dominican Republ ic .



1 6 / 1 6

Another cha l lenge we encounters f ind ing a ba lance between offer ing a

st rongly -or iented curr icu lum and keeping the adequate f lexib i l i t y to open

up the reperto ire of discip l inary cho ices for students: a ba lance we are

ca l led upon to mainta in because we are the publ ic university o f Puerto

Rico and are the f i rst cho ice for students who want to pursue a career in

a rchitecture . We must be a lmost as diverse in our of fer as diverse are the

preferences of our would -be students . Another cha l lenge is the aging of

our main faculty coupled with the fact that most new recruitments a re

star t ing up in the ir careers. Most professors who are midway into the ir

teaching careers end up go ing into pract ice ful l – t ime , or opt ing to teach

in a pr ivate university where they wi l l be able to contract with the

government for big or long -term pro jects , something that because of

exist ing ethica l laws is di f f i cu lt to do whi le they h o ld a posit ion in the

publ ic university . This is a cha l lenge that we have been able to dea l with

through our adjunct professor program for people whom we wish to hire

as professors in the pract ice . E f for ts have been made a t the graduate

leve l to insta l l a ser ies of adjunct professorships a imed a t a tt ract ing

successful pract i t ioners who are a lso ta lented teachers. We started the

exper iment last semester and were successfu l in a t t ract ing the last

winner of the Nat iona l Architecture Award, the former a ide to the

Governor in a rchitecture and urban a f fa irs , and a wel l establ ished

pract i t ioner who t rave ls back and for th from his o ff ice in NY .

The last s ix years have been crucia l in turning the page towards a

restated UPR School o f Architecture . We have a new adm inist rat ion, new

mission and v is ion s ta tements , new undergraduate and graduate

curr icu la , a new bui lding , and seven new tenure - track faculty new and

exc it ing recruitments in key areas of future growth. Al l this in the

context o f an inst i tut ion w ith a new s t rategic plan, a rev ised Bache lor

and Master degrees st ructure , and assessment procedures to guarantee

constant and informed decis ion -making and long -term p lanning . I t is our

be l ie f , based on the enthus iasm generated by these innovat ions that have

been brought about co llect ive ly and in common concert by students ,

faculty and sta ff , that we wi l l be ful ly able to meet the demands of our

academic community and both Puerto Rican and g loba l socie ty .

Summary of Responses to the Team Findings

2.1

Summary of Responses to Changes in the NAAB

Conditions

2.2

2: PROGRESS SINCE PREVIOUS SITE VISIT


2 : P RO G RESS S IN CE P REV IO US S I TE V IS I T

1 / 6

2 Progress S ince the Prev ious S ite Vis i t

2 .1 Summary of Responses to the Team Find ings

Summary of Responses

The Summary of Responses makes re ference to the number ing system of

the 2002 Architectura l Program Report as i t was re f lected in the Vis i t i ng

Team Report and subsequent School responses in the Annua l Reports.

Condit ions Not Met by 2002:

1 . Condit ion 12.11: Non Western Tradit ions – The team

f inds that non western t radit ions are not met in keeping

with the expectat ion that divergent and para l le l t radit ions

are exp lored. There are minimal ment ions of non -Western

references but without the r igor of understanding this

work in a larger context .

Signi f icant e f for ts have been made towards the integrat ion

of non-western t radit ions in the major ity o f the theory and

history of Architecture courses . A lthough the exist ing

sy l labi had a lready been rev ised to incorporate non -

western tradit ions , the recent ly approved curr iculum has

redefined course contents to include non -western case

studies as wel l .

To fur ther this e f for t in the History and Theory courses ,

the School has appointed new tenure t rack Faculty with

diverse academic backgrounds, such as , Mar ía I sabe l

Ol iver , PhD candidate and Jorge Lizardi Po l lock , PhD. In

addit ion, dur ing the las t three years , v is i t ing professors

Juan Ignacio de l Cueto PhD from México and Mar io

Cenique l PhD. from Brazi l , have suplemented our courses

with a complete ly non-western t radit ions approach.

Furthermore , the School is invo lved in the creat ion of

var ious new research centers , such as , iEsca la ( Inst i tuto de

Estud ios de Sociedad, Cultura y Arquitectura de

La t inoamér ica ) and CIUDAD (Centro Interdiscip l inar io de

Urbanismo, D iseño Ambienta l y Desarro l lo) that wi l l

specia l ize in La t in Amer ican and Car ibbean architecture ,

and urban design studies .

The lecture ser ies has inc luded Rodr igo Vida l and Al fredo

Landaeta , who presented the ir ongoing work in China and

the Middle East , respect ive ly . As inv ited adjunct

professors , they are in the process of creat ing research

pro jects to be offered as courses on sa id a reas.

2 . Condit ion 12.14: Access ib i l i t y

The Vis it ing Team noted the lack of ab i l i t y to des ign in

compl iance with the requirements of the Amer icans with

Disab i l i t ies Act even in f i f th and s ixth year des ign

projects . Fac ulty informed the team that these s tandards

are covered in support courses, but the connect ion of

apply ing the knowledge in the des ign studio appears to be

lack ing .

An intent iona l e f for t has been made to expose third and

fourth year students to complex de s ign so lut ions invo lv ing

accessib i l i t y and code compliance issues . Professors with

st rong profess iona l pract ices a re responsib le of

re inforcing compliance in these design stud ios. At the



2 / 6

graduate leve l , v is i t ing cr i t ics and professors with

dist inguished pract ices offer students a ba lance between

innovat ion and the rea l i ty o f award winning bui l t pro jects ,

as a pragmat ic model for the ir respect ive courses.

In addit ion, seminars and co l laborat ions between

professiona l organizat ions , such as , CSI , GBC, AIA, P MI

and prest ig ious corporate a rchitectura l f i rms have taken

place in order to st rengthen these two areas. SCF (S ier ra ,

Cardona y Ferrer ) , one of the most prest ig ious f i rms in

Puerto Rico , sponsors a 4th year design stud io compet it ion

where code compl iance is a fundamenta l requirement when

winning pro jects a re chosen. A course created and taught

by the current Dean h imsel f , foused on the creat ion of

contract documents and the importance of spec if i ca t ions

ADA and code compl iance .

Condit ion 12.24: Bui ld ing Code Compliance

The Vis it ing Team not iced a lack of bas ic egress

understanding mandated by bui lding codes . Whi le faculty

reported that bui ld ing code requirements are covered in

both support courses and des ign studio, t he team noted

that des igns, exhib ited in t he team room rated “high level

of achievement ” had unacceptable exit ing pat terns,

insuff ic ient sta irways and wrong swinging doorways .

An intentional effort has been made to expose third and

fourth year students to complex design solutions involving

accessibility and code compliance issues. Professors with

strong professional practices are responsible of reinforcing

compliance in these design studios. At the graduate level,

visiting critics and professors with distinguished practices

offer students a balance between innovation and the

reality of award winning built projects, as a pragmatic

model for their respective courses.

In addition, seminars and collaborations between

professional organizations, such as, CSI, GBC, AIA, PMI and

prestigious corporate architectural firms have taken palce

in order to strengthen these two areas. SCF (Sierra,

Cardona y Ferrer), one of the most prestigious firms in

Puerto Rico, sponsors a 4th

year design studio competition

where code compliance is a fundamental requirement

when winning projects are chosen. A course created and

taught by the current Dean himself, foused on the creation

of contract documents and the importance of

specifications ADA and code compliance.

Causes for Concern:

1 . Condit ion 1 .1 : Need for g reater co l laborat ion between

history, t echno logy and des ign faculty .

The curr icu la r rev is ion approved in May 2007, was

formula ted within an interdisc ip l inary approach

interconnect ing the d if ferent academic a reas. The

coordinat ion of these areas has been r edesigned in order

to faci l i tate both hor izonta l and vert ica l co l laborat ions

between the four subject -matter commitees.



3 / 6

2. Condit ion 1 .5: Need to greater address issues of urban

des ign.

The recent ly created research center , CIUDAD, wi l l address

and promote an interdiscipl inary approach to urban

design , not only as support to the design stud ios a t

graduate leve l , but as a community serv ice center as wel l .

CIUDAD wil l interact with the University o f Puerto Rico

community based pro ject for Río P iedras , CAUC E; in

inter faculty co l laborat ions w ith the UPR Law School as co -

organizer o f a symposium with the Po ly tecnic University in

Barce lona , Spa in and the Urban Stud ies Research Seminar

in the UPR Genera l S tudies Faculty ; IMDICE, another

recent ly created research center concentrates i t s e f fects

on the study of the architect´s ro le in urban

deve lopment . Fur thermore , a l l graduate design stud ios ,

some o f which are taught in conjunct ion w ith Corne l l and

Harvard, a re pr imar i ly urban in sca le and scope .

3. Condit ion 2 .0 : Need for greater co l laborat ion between

history, t echno logy and des ign faculty .

The curr icu la r rev is ion approved in May 2007, was

formula ted within an interdisc ip l inary approach

interconnect ing the di f ferent academic a reas . The

coordinat ion of these areas has been redesigned in order

to faci l i tate both hor izonta l and vert ica l co l laborat ions

between the three “comités de mater ias” .

4 . Condit ion 3 .0: Need to increase presence of women

faculty .

Since 2002, there has been a s igni f icant increase in

women faculty , inc lud ing one tenure and two tenure - t rack

posit ions . Fur thermore , key administ ra t ive posts such as

the Graduate Director , the Dean of Academic Affa irs , and

the Assistant to the Dean have been occupied by female

professors :

N a m e T e n u r e

T e n u r e

T r a ck

L i c en s e P h D

C e r t i f i c a t i o n s / A r e a o f

s p ec i a l i z a t i o n

A nn a G eo r a s

● ●

I n

p r o g r e s s

U r b a n d e s i gn / T h eo r y

M a gd a l e na C a mp o

● ●

I n

p r o g r e s s

D e s i gn /P l a n n in g

M a r i a I s a b e l

O l i v e r

●

I n

p r o g r e s s

D e s i gn / T h eo r y

M a y r a J i m é ne z D e s i gn

S o n i a M i r a nd a ● S u s t a i na b i l i t y / T ec h no lo gy

J a n n e t t e B a b i l o n i a ● ● L i b r a r i a n

C r i s t i n a A lg a z e L E E D A p

A n i x a G o n zá l e z D e s i gn

M a r u j a F u en t e s I n d u s t r i a l D es i g n

H e a t he r

C r i t c h f i e l d

●

I n

p r o g r e s s

T h e o r y

M a r í a B .

F e r ná nd e z

D e s i gn

M a r í a R o ss i ● D e s i gn



4 / 6

A nn a b e l l e

H e r n á n d e z

D e s i gn

N a d j a N e na d e ch

I n

p r o g r e s s

H i s t o r i c P r e se r v a t i o n

Y a sh a R o d r í g u ez ● H i s t . P r e s e r v a t i o n/ T h e s i s

L uz Ma r i e

R o d r í g ue z

I n

p r o g r e s s

A r c h i v a l I n fo r ma t i o n

S o n i a B a zá n D e s i gn

E v a C r i s t i n a V e l a P ub l i c a t i o n s

G lo r i a M i l a g r o s

O r t i z

A ca d e m i c A f f a i r s

N o r ma F i gu e r o a

I n

p r o g r e s s

D e s i gn

The School has a lso inv ited the fo l lowing female

professors from other Schools:

N a m e T e n u r e

T e n u r e

T r a ck

L i c en s e P h D

C e r t i f i c a t i o n s / A r e a

o f s p e c i a l i z a t i o n

B r un i l d a C o t t o ● ● H u m a n i t i e s

L i l l i a na Ra m o s

● ●

H u m a n i t i e s / A r t

H i s t o r y / Su m m e r

P r o g r a m

C l a r i b e l C a b á n ● ● B i o l o gy / E co l o gy

Y o l a nd a I zq u i e r d o ● ● R e s e a r c h

5. Condit ion 6 .0: Need to insure cont inuity in curr icular

areas .

Ear ly in the curr iculum rev is ion process , the school´s

Faculty approved the reorganizat ion of the indiv idua l

subject mat ter commit tees. The History and Theory

courses were combined into the History and Theory

component ; the St ructures and Technology subjects were

combined into the St ruct ures and Technology component

and the Profess iona l Pract ice component was created. A

one-day seminar was presided by inter im Dean Sennyey

dur ing which faculty members from each of the

commit tees discussed ways in which the courses of each o f

the subject ma t ters could be coordinated among

themselves and in re la t ion to the design studio sequence .

This e f for t led to the rev is ion of the contents of each

indiv idua l course and the ir subsequent implementat ion in

the rev ised curr icu lum.

As part o f this rev is ion, an int roductory course in each of

the four subject components wi l l be recquired dur ing the

f i rst four semesters of inst ruct ion. This w i l l set the stage

and a l low for a gradua l , integrated process of

coordinat ion to take place .



5 / 6

6. Condit ion 7 .0 : Need fo r commitment of addit ional f unds

to the Schoo l for new bui lding .

The new bui lding for the School o f Architecture was

completed in 2004.

2 .2 Summary of Responses to Changes in the NAAB Condit ions

S ince the last v is i t in 2002, the School o f Archit ecture has been engaged

in discussions and work sessions with Faculty , students and

administ ra tors in re la t ion to curr icu la r changes and stud io culture .

Act ions taken by the School that respond to changes in the NAAB

Condit ions are :

1- Dist r ibut ion of CD wit h NAAB Condit ions for

Accredita t ion 2004 and Procedures for Accreditat ion 2006 ,

to faculty , students and non faculty sta ff .

2- Deve loped a Studio Culture Po l icy and management

document as wel l as an ongoing research and assesment

plan d irected to a cont inuous improvement of our stud io

culture po l icy .

3- On May 16, 2007 , the Faculty approved a curr icu la r

rev is ion for undergraduate and graduate programs. The

rev is ion that had been in discuss ion for the last s ix years

was a ttuned to the Inst i tut ion’s rev is i on of undergraduate

studies . The new undergraduate curr iculum (pre -

professiona l ) complies with 42 credits in genera l studies

that do not have architectura l content . I n addit ion, the

students have 12 e lect ive credits a t the undergraduate

leve l and 12 e lec t ive credits a t the graduate level . These

e lect ives can be used in any course the student chooses.

Sem/Cred

(131 cred.)Diseño (35)

Historia

Teoría

(18)

Tecnología

Estructura

(21)

Práctica

Profesional

(3)

Electivas Dirigidas

(3)Electivas Libres (9) Generales (42)

Verano (3) Taller Intro. (0) Español I (3)

1 (17) Diseño I (5)Introducción a la

Arquitectura (3)

Español II (3)

Humanidades I (3)

Matemáticas I (3)

2 (17) Diseno II (5)

Introducción a la

Práctica

Profesional (3)

Comunicación

Visual Digital (3)

Humanidades II

(3) Matemáticas II

(3)

3 (17) Diseño III (5)Historia de la

Arquitectura I (3)

Introducción a la

Tecnología /

Estructura (3)

Física I (3)

Español-Lit./ Red.

(3)

4 (17) Diseño IV (5)Historia de la

Arquitectura II (3)

Estructura I (3)

Ambiental/

Sustentabilidad (3)

Física II (3)

5 (17) Diseño V (5)Historia de la

Arquitectura III (3)

Tecnología II (3)

Estructura II (3) Inglés I (3)

6 (17) Diseño VI (5) Tecnología III (3)

Estructura III (3)Electiva (3) Inglés II (3)

7 (12/17) Teoría I (3) Electiva (3)CISO I (3)

Inglés- Lit./ Red. (3)

8 (12/14) Teoría II (3) Electiva (3) CISO II (3)

Programa Subgraduado: Bachillerato en Diseño Ambiental

Diseño VII (5)



6 / 6

4- The School has part ic ipated in the So lar Decat lon for

the last s ix years , winning second p lace in the 2002

architecture compe t it ion. I t is only one of f ive

universit ies inv ited to a l l three versions of the

compet it ion.

5- Deve lopment of new courses in susta inabi l i t y in both,

graduate and undergradua te , leve ls .

6- A new minor in susta inabi l i t y has been approved for the

Master in Architecture by the Faculty .

7- A new minor in Pro ject Administ rat ion has been

approved for the Master in Architecture by the Faculty .

8- A new minor in Urbanism has been a pproved for the

Master in Architecture by the faculty .

9- A new concentrat ion in H istor ic Preservat ion has been

approved for the Master in Architecture by the faculty

10- Creat ion and act ive par t ic ipat ion of students in the

student chapter o f the Green Bui lding Counc i l .

11- Curr icu la r changes rev ised the content o f the

Profess iona l Pract ice course that addresses Cl ient Ro le in

Architecture .

12- Creat ion of an autonomous Professiona l Pract ice

Commit tee at the School leve l (unt i l now, they were

represented within the Technology Commit tee ) .

Program Response to the NAAB Perspectives

3.1

Program Self-Assessment Procedures

3.2

Public Information

3.3

Social Equity

3.4

Studio Culture

3.5

Human Resources

3.6

Human Resource Development

3.7

Physical Resources

3.8

Information Resources

3.9

Financial Resources

3.10

Administrative Structure

3.11

Professional Degrees and Curriculum

3.12

Student Performance Criteria

3.13

3: THE THIRTEEN CONDITIONS FOR

ACCREDITATION


3 : TH E TH I RTE EN CO ND I T ION S F O R A CCRE D I TA T ION

1 / 5 8

3 The Thirteen Condit ions of Accreditat ion

3 .1 Program Response to the NAAB Perspect ives

3 .1 .1 Architectura l Educat ion and the Academic Context

Faculty

For the professiona l courses , the School prefers to employ faculty

members who ho ld advanced degrees and l i censure in the ir f ie lds of

specia l iza t ion. Architects should be members of the Colegio de

Arquitectos (the mandatory professiona l associa t ion) , and Eng ineers of

the Colegio de Ingenieros , and a l l should ho ld post -professiona l degrees.

The School observes an establ ished recruitment process for the h ir ing of

our faculty , which begins by an eva luat ion of the credent ia ls o f

candidates by the Dean, who consults the var ious Comités de Mater ia

(Academic Area Commit tees) and the Comité de Persona l (P ersonnel

Commit tee ) , be fore making appointments . The h ir ing of tenure - t rack

faculty responds to a f ive -year recruitment p lan submit ted to the

Inst i tut ion by the School in Ju ly 2000 that responds to the Mission, Goa ls

and St ra tegic P lan of the School . The r etent ion and promot ion of Faculty

takes into account a process that begins with a per iodic eva luat ion of

indiv idua l faculty members by the Personnel Commit tee , which then

makes a recommendat ion to the Dean, who in turn makes a

recommendat ion to the pert ine nt author it ies. Par t o f this process

includes student eva luat ions of faculty per formance.

Students

In order to better serve undergraduate admiss ions , the School recent ly

undertook a semester long study of the re la t ionship of the process to

student per for mance , eva luat ing the admiss ion of a l l students for the

last four incoming c lasses . As wel l , the Undergraduate Commit tee

prepared a report for the Faculty as a whole regarding admissions . Both

of these effor ts are result ing in changes in the admiss ions pro cedures .

Current ly , students pass through a r igorous se lect ion process. The ir

academic prepara t ion, as demonstra ted by the ir GPA and the ir Co l lege

Board examinat ion scores , is the highest on any undergraduate program

at the University leve l in PR. Less tha n 25% of appl icants a re admit ted.

The major ity o f the students admit ted each year enter direct ly from High

School , a l though there are a s igni f icant number of students (between 35 -

40%) who arr ive a t the School a fter complet ing at least one year o f

co l lege in other facult ies a t the UPR or a t some other inst i tut ion. This

admiss ions process is unique with in the Inst i tut ion, where admiss ion is

based exc lusive ly on the Indice Genera l de So l ic i tante ( IGS – an average

of the student ’s h igh - school GPA and the Col lege Board) . The use of

o ther cr i ter ia is based on the consensus of the profession that t radit iona l

academic ind ica tors fa i l to measure cer ta in ta lents important for success

in the ir f ie ld such as v isua l and spat ia l acuity . Without diminishing the

va lue of academic abi l i t y , these measures are an at tempt to recognize the

diverse interdiscip l inary ta lents of the appl icants .

The admiss ions process enta i ls the se lect ion of s ixty to e ighty students

in three phases . F irst , a l l appl icants a re ranked in descending o rder

according to the ir IGS. From th is l i st , the top twenty appl icants a re

uncondit iona l ly admit ted. The next 140 students from the ranked IGS l ist

a re inv ited to a one -day "design workshop,” where drawing , composit ion ,

and v isua l and representa t iona l ana l ysis ab i l i t ies a re tested. The f ina l

ranking for these candidates is composed of 50% for the IGS and 50% for

the design workshop results . Those appl icants wi th the top twenty scores

a re admit ted. The next s ixty from th is new ranking are inv ited to an open



2 / 5 8

interv iew and port fo l io rev iew, where the remianing students a re

se lected.

The process is par t icu la r ly se lect ive: in the year 2007 , out o f 319

candidates , 80 were admit ted; in 2006 , out o f 294, 60 were admit ted; in

2004, out o f 377 , 80 were admit ted ,; in 2003, out o f 372, 60 were

admit ted; and in the year 2002 , out o f 294, 60 were admit ted.

At the graduate leve l , students a re admit ted on the basis o f an eva luat ion

of the ir GPA average, design grades , port fo l io , and le t ters o f

recommendat ion. Whi le most ca ndidates come from the undergraduate

program at the School , we have rece ived students from F lor ida , Pr inceton

and Wisconsin in recent years.

Int eract ion between the program and other programs in t he inst i t ut ion

There is a marked interact ion between the program and other programs

at the inst i tut ion. Facul ty in the School g ive courses in other academic

a reas , such as p lanning and env ironmenta l sciences , and part ic ipate in

studies made for the benefi t o f o ther academic units , in the areas of

design , acoust i cs ( law and theater ) , and h istory, among others. These

courses are open to students from other Schools .

Severa l jo int projects have been undertaken with the Facult ies of

Env ironmenta l Sc iences , P lanning , Genera l Studies , and the Law and

Business Schools . Other pro jects revo lve a round intervent ions in Río

P iedras , includ ing a new incent ive funded by the Legis la ture to g ive the

University a leadership ro le in an ef for t to address socia l , economic and

physica l needs o f the community .

Interact ion between othe r programs and ours can a lso be seen in the

required courses of fered within the School i t se l f in Humanit ies , Spanish,

Eng l ish , Mathemat ics , and Phys ics courses of fered by non -architecture

faculty . An exce l lent example is the new Bio logy course deve loped in

conjunct ion with the Faculty o f Natura l Sciences Department . This course ,

which current ly is a genera l educat ion requirement has been rest ructured

to emphasize issues of susta inabi l i t y and i t i s now be ing of fered to our

students .

There is a lso co l labora t ive work on AACUPR's (Archivo de Arquitectura y

Const rucc ionde la Universidad de Puerto Rico ) publ ica t ions by members

of o ther programs a t the University , such as Dr . Sy lv ia Alvarez Curbe lo

and Dr . Mar ía Luisa Moreno , among others. These include the works

"H ispanofi l ia : a rquitectura y v ida en Puerto Rico , 1900 -1950" and "San

Juan s iempre nuevo: arquitectura y modernización en e l s ig lo XX" . Both

works have won major awards from the AIA , and the B iena ls o f Puerto

Rico and Quito , among others. Moreover , Dr . E nr ique Vivoni ’s publ ica t ion

“Klumb An Architecture of Socia l Concern” (2006) and the exhib it ion

“Henry Klumb and the Poet ic Exhuberance in Architecture”exhib ited a t the

Museo de Arte de PR (2005) , represent a major contr ibut ion to the

inst i tut ion

Graduate students take directed e lect ive courses in the Graduate School

o f P lanning , as par t o f the ir curr icula r requirements . At both the

graduate and undergraduate leve l , many of our students take the ir

e lect ive courses in var ious f ie lds throughout the University , such as

Fore ign Languages , F ine Arts , and History of Ar t , among others.

The School´s Community Design Center has a fu l l - t ime tenured director ,

Prof . E l io Mart ínez Jof fre , whose main responsib i l i t y is to assist

community organizat ions in Puerto Rico in t he eva luat ion of urban design

pro jects and the preparat ion of counter proposa ls . He a lso assists in the

preparat ion of graphic documentat ion of var ious urban problems to be



3 / 5 8

presented to government agencies . The studio is a lso co l laborat ing with

the design of the emergency room for the UPR Hospita l in Caro l ina and

wi l l sta rt working with resident a r t ist Antonio Martore l l in a pro ject for

the UPR Cayey Campus. I n the Fa l l o f 2007, the Community Design stud io

wi l l jo in forces with the loca l AIA Chapter to pr opose so lut ions for the

Aguir re Company Town.

Contr ibut ions of t he s tudents , Faculty , and administ rators to the

governance as wel l as the intel lectual and soc ia l l i f e of t he inst i t ut ion

The contr ibut ions of the students , Faculty , and administ rators to th e

governance as wel l as the inte l lectua l and soc ia l l i fe o f the inst i tut ion

can be found in var ious areas: the part ic ipat ion of the School , through

Dean Francisco Rodr íguez, who is des igning the Puerto Rican Pav i l ion a t

the Fer ia Internaciona l de l Libro in Guada la jara , México . The Dean is the

exoff ic io president o f the Design Rev iew Board which counse ls the

Chance l lor about a l l a rchitectura l intervent ions on campus. The Faculty is

a lso represented in the Junta de Subastas at the Campus leve l , where a l l

bui lding const ruct ion contracts a re approved.

Our Faculty par t ic ipate act ive ly in the governance of the University by

e lect ing two members to the Academic Senate , the body that determines

a l l academic deve lopment of the var ious facult ies . The Dean is an

exoff ic io member of this body . He a lso part ic ipates in the Junta

Administ ra t iva , the administ rat ive decis ion -making body of the campus.

Academic senators ( inc lud ing the student representat ive ) part ic ipate in

a l l processes of the regular senate commit tees , inc lu ding those dea l ing

with Laws and Regula t ions , Faculty Af fa irs , Student Af fa irs , and Academic

Affa irs . This assures the representa t ion of the Faculty in a l l phases of

de l ibera t ions regarding academic decis ions .

The School is a lso represented on the board of the Decanato de Estud ios

Graduados e Invest igación (DEGI - Dean of Graduate Studies and

Research) .

The students a t the School play a very act ive ro le in the academic and

administ ra t ive l i fe o f the University , by par t ic ipat ing in a l l school

commit tees (with vo ice and vote ) , except Personnel , as we l l as on var ious

campus- leve l boards and commit tees. They part ic ipate in student

government through the Student Counc i l , and have a st rong

representa t ion in campus governance , by represent ing the School’s

student body in the Academic Senate . The students , through the ir e lected

representa t ives and the Faculty , through e lected representa t ives from the

Academic Senate , have vo ice and vot ing pr iv i leges a t the Junta

Universita r ia (University Counci l ) , which br ings to gether a l l 11 campuses

of the University system, and a t the Board of Trustees , the h ighest

author ity within the university system. This Junta is the equiva lent o f the

Board of Trustees in the U .S . , a l though with greater administ rat ive

author ity and management responsib i l i t ies .

Students contr ibute to the inte l lectua l and soc ia l l i fe o f the inst i tut ion

through act iv i t ies promoted by the Student Counc i l . Student

organizat ions such as OPEA, AIAS , CSI , GBC and CLEA promote cultura l

and educat iona l act iv i t ies . A l l o f the associa t ions incorporate the act ive

part ic ipat ion of our students in the l i fe o f the University . (See Appendix

9 .2) .



4 / 5 8

School members contr ibute e ffect ive ly to the inte l lectua l and socia l l i fe

o f the Inst i tut ion, as demonstrated by the publ icat io n of a newslet ter and

a new journa l . These publ ica t ions conta in wr it ten and graphic mater ia l

about a rchitecture that represents the inte l lectua l and creat ive

contr ibut ions of School members . This contr ibut ion is fur ther conf irmed

by art ic les and books publ ished by var ious Facul ty members . Arq . i .tec , a

magazine founded by the School´s graduate students , recent ly won an

AIA award and is current ly in i t s second year o f publ ica t ion.

The lecture and exhib i t ion programs sponsored by the School a lso

under l ine i t s contr ibut ions to the academic and genera l community ,

he lp ing to c la r i fy the ro le that a rchitects such as Mark Scogin, Wolf Pr ix ,

Jorge S i lvet t i , Nader Tehrani , Winka Dubbeldam, Beatr iz Co lomina , Merr i l

E lam, Dave Hickey , Juan Herreros , and Joshua Pr ince Ramus, p lay in

socie ty . (See Appendix 8 .1) .

Often the administ rat ion and faculty o f the School a re ca l led in

consulta t ion, both academic and administ rat ive in character , by the

ent i t ies within the University , in a reas such as design, planning ,

preservat ion, st ructures , and acoust ics .

The School mainta ins an act ive program of lectures and exhib it ions open

to the University community , as we l l as important archives of

a rchitectura l mater ia l ava i lable for research. The AACUPR has mainta ined

a constant program of exhib it ions and publ ica t ions on architecture for

the benefi t o f the School , the University , and the community . (See

Appendix 1 .1) .

In order to best serve the interest o f the University and the School

regarding the t ropica l condit ions in which we l ive , the School establ ished

the Inst i tuto de Arquitectura Tropica l - Henry Klumb (The Inst i tute of

Tropica l Architecture – Henry Klumb) . The development of the Inst i tuto

was arrested with the unfortunate death of i t s founder , Prof . Sy lv ia

Ramos. I t is enter ing into a new redefin it ion of i t s purpose and direct ion

under the leadership of Architect Jav ier Blanco , who founded and directed

the succesfu l Conservat ion Trust o f PR. Current ly the School i s foster ing ,

togehter with SHPO, the conso l idat ion of the Casa Kl umb, the house

where Henry Klumb l ived. A modest bunga low st ructure on severa l acres ,

the house was t ransformed by Klumb and i ts gardens deve loped as

exter ior rooms. There he produced most of the designs for the University

Campus, as wel l as other inst i tut iona l and pr ivate pro jects. H is or ig ina l

designs and drawings can be studied a t AACUPR. Upon Klumb’s death the

UPR acquired the house , which unfortunate ly is in a state of

abandonment . When restored, Casa Klumb wi l l become the s i te for the

Inst i tuto .

Contr ibut ions of t he ins t it ut ion to the program in terms of inte l lectual

resources as wel l as personnel

The University has been support ive of the needs of the School and has

contr ibuted the resources necessary for i t s inte l lectua l growth and the

personnel r equired for the deve lopment of i t s programs and support

a reas. One example is seen in the underwr it ing of much of the sa la ry of

the Director o f the Ta l ler de la Comunidad (Community Design Center ) by

the President o f the UPR. This a l lowed the School to suc cessful ly

inst i tut iona l ize the community out reach ef for ts o f the School . Other

examples can be seen in the recent a l locat ion of the fo l lowing funding to

purchase new computed equipment for the School ’s Media Lab, inc lud ing

new hardware , so ftware and furnishings: $78 ,720 in 2006-2007; $80 ,511

in 2005-2006 , $11 ,499 in 04 -05; $167 ,030 in 2003-2004; and $4,008 in

2002-2003.



5 / 5 8

The University is comple t ing a tota l rewir ing of the center , inc luding new

data and power serv ices. As wel l , the inst i tut ion contr ibutes b oth to the

computer laboratory and the Library through support for personnel

(work-study and graduate TA’s) .

Another example of inst i tut iona l support for the program is seen in the

independent budget for AACUPR, which g ives i t s f inancia l stabi l i t y . An

increase in funding has enabled AACUPR to hire addit iona l personnel and

more important ly increase i t s inte l lectua l contr ibut ion to the School and

the University communit y .

The Dean of Academic Affa irs as wel l as the Chance l lor ’s Off ice have

made poss ib le an extensive and cont inuing program of v is i t ing faculty

and guest lecturers , which has served to enr ich the inte l lectua l

env ironment of the School. S ince the last APR, the School awarded four

sabbat ica l leaves.

Espec ia l ly notable is the la rge number of Teac hing Ass istantships the

School rece ives, which fa r outweighs i t s proport iona l share . For the last

number of years , the Decanato de Estudios Graduados e Invest igación

(DEGI ) has a l located 11 teaching ass itantships to the School , which

represents approximate ly 25% of a l l fu l l t ime graduate students. The

DEGI has spoken highly o f the qua l i ty o f the academic exper ience that

these students rece ive as a just i f i ca t ion for the unusua l ly h igh number of

assistantships granted.

3 .1 .2 Architectura l Educat ion and the Students

How students part ic ipate in estab l ishing their individual and col lect ive

learning agendas

Students a re responsib le for act ive ly part ic ipat ing in determining the ir

educat iona l agendas. The University and the School encourage student

act iv ism in the def in it ion of the ir educat ion and prov ide them with the

necessary too ls to take command of the ir educat iona l exper ience .

Students par t ic ipate in the University and the School’s commit tees with

both vo ice and vote . I t is in these commit tees that impo rtant decis ions

l ike the curr icu lum changes are init ia ted. The ir vo ice and vote a re

represented , in other organizat ions and commit tees such as the

Academic Senate , the Student Counci l , t he Junta Universitar ia , the body

which represents a l l e leven Univ ersity campuses , and in the Board of

Trustees , the h ighest decis ion making body in the university system.

Students inf luence the contract ing of teaching st a ff , as a l l the faculty are

eva luated by students each semester . The results a re taken into

considerat ion by the personnel Commit tee and by the Dean in contract

negot ia t ions with teaching personnel . These assessments a re considered

as part o f the process of eva luat ion for tenure and promot ions . The

Student members of the Undergraduate and Graduate P rograms ,

part ic ipate in campus -w ide commit tees l ike the Deanship of Graduate

Studies and Invest igat ions (DEGI ) and vote in the se lect ion of a l l the

e lect ives offered a t both the graduate and undergraduate leve ls. At the

graduate leve l , and in d irected und ergraduate vert ica l studios , students

a re offered the opportunity to se lect design topics o f the ir own interest

that have a high impact on socie ty .

How they are encouraged to cooperate with, assist , share decis ion -

making with, and respect students who ma y be di f ferent from themselves:

Peer learning a lso takes p lace through the act ive par t ic ipat ion of many

students in nat iona l as wel l as internat iona l organizat ions such as the

Coordinadora La t inoamer icana de Estud iantes de Arquitectura (CLEA) ,



6 / 5 8

Organización Puertorr iqueña de Estudiantes de Arquitectura (OPEA) ,

Const ruct ion Spec i f ica t ion Inst i tute students chapter (CSI ) Emerging

Green Bui lders (EEPA) and the Amer ican Inst i tute of Architecture Students

(AIAS) . The ir invo lvement in these organizat ions inc lude t ravel

opportunit ies and part ic ipat ion in design compet it ions , lectures ,

charret tes , and forums, that contr ibute to the discussion of academic and

professiona l issues .

Their access to the cr it ica l informat ion needed to shape the ir f utures

The whole academic st ructure of the architectura l sequence is a imed a t

prov iding the students the cr i t i ca l informat ion need. The formal academic

content o f the program is fur ther enr iched by study t r ips , lecture and

exhib it ion programs, and spec ia l ized seminars .

The School has invested a s ignif icant amount of budgetary resources in

the L ibrary , cons idered the best in La t in Amer ica , to he lp the students

access cr i t ica l information. This autonomous st ructure which is the

biggest in i t s type in the Car ibbean, ho lds the b i ggest co l lect ion of Loca l

Const ruct ion Documentat ion. Both the School and the Inst i tut ion are

commit ted to the support o f AACUPR, an ent i ty that prov ides students

access to informat ion that is quite speci f ic to the context o f pract ice

within the Car ibbean and Puerto Rico . AACUPR of fers the opportunity for

students to carry out or ig ina l a rchiva l research as par t o f the ir academic

program. Moreover , i t prov ides Work/Study and Teaching Ass istants the

opportunity to learn about the management of a rchitectura l a rchival

co l lect ions .

As wel l , the students a re offered access to the latest technology in the

School ’s D igita l Foto Lab and Computer Lab, which a lso a l lows them

access to the Internet . The Computer Lab of fers opportunit ies for

students to expand the ir knowledge in dig ita l design and exper iment

with new technologies .

Courses such as the So lar Decathlon, the Ta l ler Comunitar io (Community

Studio ) and the Susta inabi l i t y Studio confront students with rea l l i fe

design and const ruct ion issues whi le incorporat i ng the ir exper iences to

the shi ft ing soc ia l and economic pressures that cont inuous ly cha l lenge

our bui l t env ironment . Other labs such as model -making , d ig ita l and

t radit iona l photography , and the wind tunnel , expand this exper ience .

Their exposure to the nat ional and internat ional context of pract ice and

the work of the a l l i ed des ign d isc ip l ines

The School has made a concerted effor t to deve lop study abroad and

internat iona l exchange opt ions for the students . This g ives the

part ic ipants a much wider a rray of learning agendas and become an

integra l part o f the learning process . This inc ludes exchange programs

with the Universidad Autónoma de México (UNAM), the Universidad de

Guada la ja ra , the Escue la Tecnica Super ior de Arquitectura a t the

Universidad de Sev i l la , the Universidad Iberoamer icana a t the Dominican

Republ ic (UNIBE) , and a Summer Program at Auburn, A labama. New

exchange programs with the Universidad Autonoma de Madr id and the

Po l i tecnica in Barce lona have a lready been approved by the Inst i tut io n.

S ince 2006, the School has been part ic ipat ing in an interact ive

internat iona l studio with Stanford University in Ca l i fornia . Through th is

co l laborat ive program, students have the opportunity o f working with

cut t ing-edge communicat ion and const ruct ion t echnologies , as wel l as

exchanging architectural knowledge with students from a l l over the

wor ld. In addit ion , jo int stud ios with Harvard and Corne l l University ,

engage students with innovat ive pedagogica l models in a rchitectura l

educat ion.



7 / 5 8

Through the O f ic ina de Intercambio , students a re of fered a wide array of

exchange opportunit ies in the U .S . , Europe and Lat in Amer ica .

How students ' d ivers ity , d ist inct iveness , se l f -worth, and dignity are

nurtured

The Student Body a t the School is representat ive of P uerto Rico 's

university popula t ion. Both urban and rura l popula t ions are represented,

and students from a l l socio -economic backgrounds can be found a t the

School .

Our students par t ic ipate act ive ly in the Amer ican Inst i tute of Architecture

Students (AIAS ) , Coordinadora La t inoamer icana de Estud iantes de

Arquitectura (CLEA) and the Universidad de Puerto Rico Genera l Student

Counci l . The ir academic achievements a re recognized by the Nat iona l

Dean's List , the A lpha Rho Chi Nat iona l Professiona l Fra ternity , th e

Amer ican Inst i tute of Architects (AIA) Academic Awards Program, and the

Colegio de Arquitectos (CAAPPR) , among others. The Universidad de

Puerto Rico a lso recognizes d ist inguished students in an annua l publ ic

act iv i ty , a t tended by the university communit y . The best thesis pro ject

and best thesis presentat ion are recognized through the Premios Ja ime

Cobas , that a lso prov ides a cash pr ize . An outstanding undergraduate

student with economic need is recognized with the Dan -El Viera

scho larship that is funded by the Colegio de Arquitectos y Arquitectos

Pa isa j istas de Puerto Rico (CAAPPR) .

By act ive ly part ic ipat ing in addressing community problems students a re

exposed to s i tuat ions which a l low them to express the ir divers ity and

dist inct iveness , and which he lp generate fee l ings of se l f -worth. The

Ta l ler de la Comunidad (Community Design Center ) a lso prov ides

constant opportunity for the students to part ic ipate in pro jects that

integrate margina l communit ies into the current architectura l discourses .

Required courses in h is tory , technology , and s t ructures , together with

e lect ive courses in drawing , h istor ic preservat ion, photography , law,

planning , and eco logy , among others , taught by non -architects , increase

the student ’s awareness of the d iversity and d ist inct iveness of o ther

discipl ines that direct ly or ind irect ly inf luence the ir educat ion.

Dur ing the past few years there has been a resurgence of study t rave l by

our students. There have been t r ips to Europe , Lat in Amer ica , the United

States , and the Car ibbean. These opportunit ies to t rave l have added a

specia l d imens ion to the students ' understanding of the internat iona l

context o f both the h istory and the pract ice of the ir future profession.

The sense of se l f worth is nurtured when the students enter the School ,

as the se lect ion process is h ighly compet it ive . They understand, upon

enter ing , that they are part o f an academica l ly e l i te group. Rea l iz ing that

se lf -esteem and se l f -worth are important character ist ics that a t t imes

require s igni f icant nur tur ing , the Inst i tut ion employs professiona l

counse lors ava i lable to the students. The School has a counse lor who

prov ides adv ice and orientat ion re lated to emot iona l , psychologica l ,

fami l ia r , or o ther problems of this type.

(See Appendix 9 .1) .



8 / 5 8

3.1 .3 Architectura l Educat ion and Reg ist ra t ion

Those of our a lumni , who upon graduat ion, dec ide to stay in Puerto Rico

and become l i censed here , must complete the regist rat ion procedures at

the PR L icensing Board Junta Examinadora (housed in the PR Departmen t

of State ) , where they are granted a cert i f ica te as “a rchitects in t ra ining”

(AIT) and are assigned a l i cense number . With this informat ion they are

required by the sta te law to become members of the Puerto Rico

Associa t ion of Architects (professiona l ass ocia t ion) and Landscape

Architects o f PR, as par t o f the l i cens ing process . They are granted

membership in the Colegio and are re ferred to as Arquitectos

Cert i f icados (Cert i f ied Architects) as they ho ld a cer t i f ica t ion from the

Examining Board. They may ta ke the NCARB Architectura l Regist rat ion

Exam (ARE) anyt ime a f ter graduat ion dur ing or a fter the internship

process. However , l i cens ing is only granted upon complet ion of the two -

year t ra ining (pasant ía ) per iod and successfu l complet ion of the NCARB

ARE. At that t ime they become Arquitectos Licenc iados (L icensed

Architects) . The ir cont inued membership in the Colegio is a requirement

for the pract ice of a rchitecture .

The Puerto Rico L icens ing Board , has mainta ined i ts po l icy of o ffer ing the

Nat iona l Counc i l o f Architectura l Regist rat ion Board (NCARB) Exams , for

the advantage of reciprocity with other jur isdict ions . Many of our a lumni

a re l i censed to pract ice the profess ion in var ious jur isd ict ions of the

United States and e lsewhere .

The program's re lat ionsh ip with the state regist rat ion board

While the School has no direct re lat ionship w ith the board, s ince the last

NAAB v is i t , a lumni of the School have served as members of the Board.

Another indirect re la t ionship is that the School o f fers cont inuing

educat ion courses that soon wi l l be required by the Board for mainta in ing

professiona l regist rat ion. These inc lude courses in Profess iona l Pract ice

and Deve lopment ; Health , Sa fety and Welfa re ; New Const ruct ion

Techniques and Procedures; AutoCAD, and PhotoShop, a mong others.

There is a greater re lat ionship between the Board and the Colegio , as the

la tter plays an act ive role in the regula t ion of a rchitectura l pract ice . A

la rge number of the off icers and board members of the Colegio are e ither

faculty o f the School or a lumni . These include the current Vice President ,

the Director o f Educat ion, and the Director of Professiona l Technica l

Matters. Former ly , i t inc luded the President and Vice President , D irector

o f Professiona l Pract ice , and two other members of the boa rd.

The exposure of students to internship requi rements and cont inuing

educat ion beyond graduat ion

Although the Examining Board has not establ ished an IDP Program in PR,

the School o f fers courses on Profess iona l Ethics and Profess iona l Pract ice

that inc lude informat ion about internship requirements and the new

cont inuing educat ion requirements . The School hosts cont inuing

educat ion courses for the profession in i t s faci l i t ies that are open to

students , these courses are required in order to renovate the cer t i f ica te

granted by the Junta Examinadora .

Students ' understanding of their respons ib i l i t y for profess ional conduct

The School o f fers courses on Profess iona l E thics and Profess iona l

Pract ice intended to make the student aware of professiona l

responsib i l i t ies and appropr iate conduct . Students who part ic ipate in the

Ta l ler de Diseño de la Comunidad (Community Workshop) have rea l wor ld

exper iences that teach them about professiona l r esponsib i l i t ies .

Many of the faculty members a re pract ic ing architects and constant ly

make reference to the ir professiona l exper iences in the ir courses . I n th is

informal way , students a re exposed to the f inanc ia l , lega l and ethica l

aspects of pract ice . The e lect ive course on Lega l Aspects in Architecture

focuses d irect ly on i ssues of professiona l conduct .



9 / 5 8

The school has reached agreements with var ious f i rms in Europe and the

US to prov ide Summer or year long internship opportunit ies for i t s

students .

The proport ion of a lumni who have sought and achieved l icensure s ince

the previous v is i t

I t has been imposs ib le to obta in th is informat ion in the form requested.

What is ava i lable is data on the number of a lumni who rece ived the ir

March from the UPR and have been l i censed in Puerto Rico s ince the last

NAAB v is i t . S ince 2002, 15 out o f 60 l icensed architects , a re from the

University o f Puerto Rico and were l i censed under the Colegio de

Arquitectos y Arquitectos Pa isa j istas de Puerto Rico (CAAPPR) : in 2002,

s ix graduates; in 2003, one graduate ; in 2004, two graduates; in 2005, 2

graduates; and in 2006, 4 graduates. I t should be noted that the Junta

Examinadora (L icensing Board) has not funct ioned proper ly s ince May

2001, as there is a major turn over o f the Board members; many st i l l

have to be replaced.

3 .1 .4 Architectura l Educat ion and the Profess ion

The establ ishment of a School o f Architecture in Puerto Rico was in great

measure the result o f the e ffor ts o f a number of loca l profess iona l

pract i t ioners , who approached University author it ies back in 1966.

Consequent ly , the Schoo l has kept a st rong re la t ionship with the Colegio

de Arquitectos y Arquitectos Pa isa j istas de Puerto Rico in a mutua l ly

benefic ia l re la t ionship , s ince the CAAPPR’s founding in 1978. The School

is an important source for adjunct professors and v is i t ing cr i t ics , as we l l

as for theme and pro ject assignments . At the undergraduate leve l the

presence of i t s pract i t ioners is espec ia l ly notable in pro ject rev iews. I t i s

a lso quite ev ident at the thesis leve l , where outside professiona ls

part ic ipate in thesis commit tees or act as consultants to the students.

The presence of loca l and internat iona l professiona ls in the presentat ion

of f ina l thesis pro jects is important , and encouraged.

I t has been a po l icy of the School to support an open and responsib le

re lat ionship w ith the profession. As a resul t , there is an act ive

recruitment program to ident i fy and se lect the best ava i lable

professiona ls to par t ic ipate in the School ’s academic program, e ither as

teachers , lecturers , or v is i t ing cr i t ics . At present , approximate ly two

thirds of the architects and engineers who teach a t the School a re

l i censed pract i t ioners , whi le the remainders a re a rchitects or engineers

in t ra ining . Many of the ful l - t ime faculty members work as pr inc ipa ls or

associa tes in professiona l f i rms , whi l e others have establ ished the ir

pract ice in a l l ied and a ff i l ia ted f ie lds , such as h istor ic preservat ion,

st ructura l engineer ing , urban design and planning , landscape

architecture , f ine a r ts , and indust r ia l des ign. The School promotes a

combinat ion of the a cademic pensum and pract ice , as a means of

encouraging the interchange between the c lassroom and the f ie ld .

In AACUPR, the School has establ ished a permanent a rchive that is the

repository of our a rchitectura l patr imony and which has become a center

for research and learning for the profession. New co l lect ions have arr ived

and research pro jects have been promoted. AACUPR has taken upon i tse lf

the responsibi l i t y o f disseminat ing knowledge of the profession through

the exhib it ion and publ ica t ion of i t s work. The archive has publ ished a

number of s igni f icant and award -winning books not only on indiv idua l

a rchitects but a lso on the sta te of a rchitecture , both past and present , in

Puerto Rico . These inc lude such recent noteworthy publ ica t ions as:

Klumb: Arquitectura de Impronta Soc ial (K lumb; Architecture of Socia l

Concern) , publ ished both in Spanish and Eng l ish, ear ly this year . An

exposit ion re la ted to the work of K lumb was a lso created as part o f the

invest igat ion: (K lumb y la exhuberancia poét ica en la a rqu itectura ) ,

organized together with the Museo de Arte de Puerto Rico (MAPR) . (See

Appendix 1 .1) .



1 0 / 5 8

As part o f a long -term arrangement , the School has prov ided support for

the profession by mainta ining i t s L ibrary as a center for research. In

exchange , the Colegio de Arquitectos y Arquitectos Pa isa j istas de Puerto

Rico has prov ided cont inuing funding to he lp fund part o f the cost o f

keeping the Library open for longer hours dur ing the evening in order to

g ive pract i t ioners more access to the co l lect ions .

The profession , co l lect ive ly as the Colegio , and indiv idua l ly as

pract i t ioners , has a lso responded favorably to our requests of f inanc ia l

support to he lp defray the cost o f ind iv idua l student t rave ls , such as to

at tend the annua l AIAS Forum. (See Appendices 9 .1 and 9.2) .

Contr ibut ions of a lumni and faculty to the qual i ty of t he bui l t

environment of the inst i tut ion

An important aspect o f the re lat ionship between the School and the

inst i tut ion is the act ive contr ibut ion that faculty and a lumni a re making

in the deve lopment of the campus. This inc ludes contr ibut ions to

pro jects such as the Natura l Sciences Bui lding I I , the f i rst bui lding on

campus des igned by graduates of the School , the award -winning des ign

for the restorat ion of the Río Piedras Campus’s Teat r o de la Universidad

in which Prof . Ar leen Pabón served as histor ic advisor , the award winning

Library for the School o f Law designed by a lumnus Segundo Cardona,

FAIA, the renovat ion of the Museo de Arte , H istor ia y Antropología de la

Universidad by Alumnus Manuel Bermudez , and the remodel o f the Lazaro

Genera l L ibrary by a lumnus Enr ique Abruña . I t should a lso be ment ioned

that severa l graduates of the School p lay important ro les in the Of ic ina

de P lani f icación y Desarro l lo F ís ico (Off ice of P lanning and Phy sica l

Deve lopment ) , the university ent i ty responsible for campus -wide planning

and bui ld ing pro jects.

The School has a long history of faculty part ic ipat ion in the oversight o f

the deve lopment of the Campus, through the Junta Asesora de Diseño ,

which has the respons ibi l i t y for rev iewing a l l design and const ruct ion

pro jects. Other faculty members have been act ive in the Junta de

Subastas , which rev iews, eva luates, and awards a l l const ruct ion

contracts. The Faculty has a lso been effect ive advocates in the ba t t les to

save a number of h istoric bui ldings on campus from be ing subjected to

det r imenta l and ir reparable a lterat ions. A case in po int i s the Student

Center , des igned by Henry Klumb and considered among the ten best

modern bui ld ings in Puerto Rico .

This par t ic ipat ion is not just l imited to contr ibut ions of faculty and

a lumni , as students a re making an ef for t to better the bui l t env ironment

on campus. Students from the CeRo Design Stud io (Roberto Biaggi) have

recent ly f inished the P laza Escultór ica , a ser i es of indiv idua l sculpture

l ike -benches p laced in the yard between the schools o f Architecture and

F ine Arts. Also , the susta inabi l i t y studio recent ly completed the

eco logica l micro dwel l ing known as “eco -quí” . The so la r Decathlon team

is current ly assembl ing the house in the southeast pat io of our faci l i t ies .

The accredited degree program must demonstrate how it prepares

students to pract ice and assume new ro les and respons ib i l i t ies in a

context of increas ing cultural d ivers ity , changing c l ient and reg ulatory

demands and an expanding knowledge base .

The program’s engagement with the architectura l community is decis ive ly

st rong. The School has an act ive cont inuing educat ion program that

o ffers a var ie ty o f courses for the profession. These include c lass es on

computer a ided dra ft ing, 3 -D v isua l iza t ion, graphics , and d igita l media .

Software programs used in these courses include: AutoCAD, Photoshop,

Core l Draw, 3D VIS , Rhino , Sketch -up and others. These courses are

offered through Div is ión de Educación Con t inuada y Extensión (DECE –

Div is ion of Cont inuing Educat ion and Extens ion) . They are offered with

cont inuing educat ion credits .



1 1 / 5 8

Dur ing the past three years , the School has part ic ipated in a ser ies of

seminars and t ra ining sessions of fered by the CAAPPR for candidates for

the ARE. Faculty o f the School o ffered most o f the sess ions and severa l

a lumni par t ic ipated in organiz ing the program.

The School has begun to act ive ly communicate with the architectura l

community through a magazine and a newslet ter tha t informs members of

the profession and some of the genera l publ ic about the act iv it ies the

school o ffers , such as conferences and exhib it ions . Recent ly a group of

graduate students created Arq - i - tec , the ir own magazine . I t won an AIA

award and is current ly on i t s second year o f publ ica t ion.

The School a lso co l laborates in other act iv i t ies known to the professiona l

community through ENTORNO , the of f ic ia l magazine of the Colegio .

Professor Humberto Cava l l ín is par t o f the Colegio ’s Editor ia l Commit tee

as wel l as Professor Abel M is la and Professor Nadja Nenadich.

The ongoing lecture and exhib it ion ser ies has proved very popular with

the professiona l community and is a means o f keeping current with

issues of design, theory and pract ice . The School has a co mplete mai l ing

l i st ut i l ized to extend inv itat ions to these events to a l l members of the

profession.

The School’s v is i t ing professor and lecture program exposes the students

to dist inguished pract i t ioners and academics , such as Wolf Pr ix , Jorge

S i lvett i o r Mack Scogin who by example embody these very desirable

qua l i t ies that should be promoted. (See Appendix 8 .1) .

In order to ga in an awareness of the need to advance the ir knowledge of

a rchitecture through a l i fe t ime of pract ice and research the students g et

invo lved in an array or act iv i t ies that a l low them to make a t ransit ion

into the professiona l wor ld . As expressed in the miss ion of the School ,

our goa l is to teach the students to acquire knowledge rather than

informat ion, to learn to learn. This enab les the student to confront the

chang ing nature of pract ice . In addit ion to st ressing that the educat ion

of an architect does not end with the diploma we grant , the School

endeavors to teach a lso by example . To that end, through a regular

ser ies of lectures and exhibit ions the professors of the School share the

results o f the ir pract ice and research with the students . The students

become aware of the faculty ’s act ive par t ic ipat ion in exhib it ions ,

compet it ions , Bienna ls , lectures and research, learning by ex ample how

to cont inuously inv igorate the ir own future pract ice as presented

e lsewhere . In many cases the students learn by actua l ly be ing invo lved in

these endeavors and working d irect ly with the faculty on these pro jects.

As par t o f the thesis pro ject , students must establ ish a c lose working

re lat ionship w ith var ious pract i t ioners – a rchitectura l and other - - tha t

responds in par t to NAAB’s concerns about how architecture educat ion

re lates to the pract ice of the profession. Many thesis pro jects re late to

government and pr ivate inst i tut iona l concerns , such as urban

deve lopment , susta inabi l i t y , t ransportat ion and architecture , publ ic

in frast ructure , among others . They a lso take advantage of the School ’s

archives , AACUPR, which as a center o f invest igat ion, is a l iv ing example

of the importance of the need for l i fe long learning. (See Appendix 1 .1 ) .

Students deve lop an apprecia t ion of the diverse and co l laborat ive ro les

assumed by architects in pract ice s ince they mainta in a cont inuous

re lat ionship as newcome rs in the professiona l community . Students begin

the ir stud ies a t the School with the two -semester sequence Int roduct ion

to Architecture . This course int roduces the students to the diversity of

pract ice and the necessit y for co l laborat ion and teamwork in p rofess iona l

pract ice . Severa l required and e lect ive courses at the graduate leve l dea l

speci f ica l ly with the study of a rchitectura l pract ice as a profession, w ith

i t s e thica l , administ rat ive , and sta tutory aspects. Courses on

env ironmenta l issues , planning , indoor a ir qua l i ty , and h istoric

preservat ion among others , re inforce these concerns . Aga in, the

community based projects in stud io and the Ta l ler de la Comunidad

(Community Design Center ) a l l contr ibute to this deve lopment . Here

students play a var iety o f ro les and interact with d iverse const i tuenc ies ,



1 2 / 5 8

from community act iv ists and groups to government bureaucra ts. (See

Appendix 4 .1) .

The second semester design studio a t the Graduate Leve l exempl i f ies how

students learn about the co l laborat ion required f or the product ion of

a rchitecture . Dur ing the semester the structures and technology

professors work with the design stud io inst ructors to promote a more

ho l ist ic approach to design. In this way , the students exper ience f i rst -

hand the importance of teamwor k. In most other courses , students a re

required to work in teams, and co l laborat ion of this type is a ha l lmark of

the School , exposing the students to important lessons about group

dynamics .

Besides , our students have consistent ly par t ic ipated in many st udent

design compet it ions he ld by the CAAPPR, inc lud ing an exhib its booth, a

playground, a community serv ices center , and a modular system for

exhib its . In th is par t icu la r case the c l ient was the Colegio i t se lf . The

compet it ion was won by two of our stude nts and the exhib it system has

been bui l t and is used consistent ly . These act iv i t ies have a l lowed the

students to establ ish important and va luable re la t ions with the

professiona ls . I n many instances , a l lowing them to be considered for a

summer job and becoming aware of the part icu la r i t ies o f profess iona l

pract ice beyond architectura l design.

The d iversity o f the faculty in terms of the ir academic preparat ion and

professiona l exper ience a lso shows the students by example the

mult ip l i c i ty o f ro les open to t hem as pract i t ioners. The four

concentrat ions approved for the masters Program fur ther st rengthen the

idea of divers ity in the profession.

In the School , we dedicate a great dea l o f e f for t in order to make the

students deve lop an understanding of and res pect for the ro les and

responsib i l i t ies o f the associa ted disc ip l ines .

Eng ineers in re la ted discip l ines: (e lect r ica l , mechanica l , indust r ia l , c iv i l ,

and env ironmenta l ) , together with landscape architects , surveyors and

contractors have served as guests and professors in the design studio

workshop, technology courses , f ie ld v is i t s and other act iv i t ies where the

students get acqua inted with the re la t ionship between the design and

const ruct ion indust ry discip l ines .

Aga in, the students begin the ir studies a t the School with the two -

semester sequence Int roduct ion to Architecture . This course int roduces

the students to the diversity o f pract ice and the necess ity for

co l laborat ion and teamwork in professiona l pract ice .

The School o f fers a var ie ty o f e lect ive and required courses that a re

taught by pract i t ioners of associa ted discipl ines , which he lp the students

deve lop a grasp of those ro les. In Bui lding Anatomy and other courses ,

such as Profess iona l Pract ice , students a re exposed to the part played by

a l l ied professions in the successful execut ion of a pro ject . Inv ited

lecturers in technology courses under l ine the contr ibut ions of the a l l ied

professions to the pract ice of a rchitecture .

A good example is the e lect ive course offered by Prof . Franc isco Jav ier

Rodr iguez, which invo lves a ser ies of successful professiona ls from

var ious f ie lds of the const ruct ion indust ry . This course lectures has

a l lowed the students to work co l laborat ive ly and learn inva luable lessons

on the ro le of re lated professiona ls in the crea t ion of bui l t works .

In order to learn to reconc i le the conf l i c ts between architects '

obl igat ions to the ir c l ients , the publ ic , and the demands o f the creat ive

enterpr ise , students a re frequent ly exposed to rea l l i fe case studies that

exempli f ies common s ituat ion in these re la ted areas.

In the Professiona l Pract ice and Professiona l Ethics courses , students

learn about the re lat ionship , contractua l and otherwise , between a ll

invo lved part ies in the creat ion of bui l t works , includ ing architect ,

consultants , contractors , regula tory agencies , mater ia l and serv ices



1 3 / 5 8

prov iders , f inancia l inst i tut ions , and owners and users . In upper - leve l

design stud io courses s tudents a re required to reconci le the d i ffer ing

demands of program, zoning , bui lding and l i fe -sa fety codes , and

economic and f inanc ia l i ssues . These areas are of par t icula r importance

due to rea l l i fe s i tuat ions common to our pract ice .

How students acquire the ethics for uphold ing the integr ity of t he

profess ion

The concern about c iv ic responsib i l i t y i s adequate ly addressed by the

st rong presence of facul ty in government and university serv ice , and by

the ir undertaking of pro jects o f socia l content , and by the act iv ism o f

faculty and students . In the School i t se lf there is a st rong presence of

socia l and civ ic concerns , as demonstra ted by the establ ishment o f the

Susta inabi l i t y and Community Design Stud ios . Professors communicate a

great sense of respect and responsibi l i t y for the d isc ip l ine i t se l f and for

i t s ro le in socie ty . Ethics a re st rongly emphas ized, s ince they are most

frequent ly taught by example . (See Appendix 4 .1) .

3 .1 .5 Architectura l Educat ion and Socie ty

The School is commit ted to address socia l and env ironmenta l issues , as i t

deve lops among its students the capabi l i t y to recognize the s i tuat ions

and propose factua l means to so lve the problems. The commitment of

the profession to work with the env ironment is ga in ing st rength as the

publ ic , c l ients and government agencies in genera l a re more aware of

problems such as g loba l warming. Demonstrat ive pro jects , f ie ld t r ips and

publ ic forums serve as act iv i t ies that nour ish th is need. The

Susta inabi l i t y Studio (c i ted in Architectura l Record) has been a leader in

problemat izing th is important rea l i ty .

Pub l ic serv ice is a key component of the architectura l educat ion in our

inst i tut ion, as these issues have become imperat ive . The School a l lows

the student to comprehend the ethic impl ica t ions re la ted to the bui l t

env ironment , as the student is cont inuously informed of loca l and globa l

issues re la ted to these mat ters.

An important aspect o f the process of educat ing and sens it iz ing students

to env ironmenta l and socia l i ssues is the commitment of the School and

the invo lvement of ind iv idua l faculty members in addressing crucia l

socia l and env ironmenta l problems that a ffect Puerto Rico . An important

character ist ics o f our country is the density o f popula t ion, the low

income of i t s inhabitants (per capita ) and the reduced physica l space of

the Is land i tse l f (3 .8 mi l l ion census inhabitants/ 3 ,500 per s quare mi les) .

Mobi l i t y , publ ic and pr ivate transportat ion, the rehabi l i ta t ion of the c i ty ,

as we l l as re lated concerns requires a great dea l o f e f for t to comprehend

in order to propose sensib le so lut ions .

The School cons iders i t important to encourage f aculty to serve as

adv isors , consultants and publ ic o f f ic ia ls in governmenta l agencies and

programs. Some have occupied important posit ions on the P lanning

Board, the Sta te H istor ic Preservat ion Off ice , the Publ ic Bui ld ings

Author ity and the Inst i tute of Puerto Rican Culture ( ICP) , as Specia l

Ass istants to the Governor , and in the administ rat ion of the Universidad

de Puerto Rico System. Others have undertaken the superv is ion of specia l

pro jects o f s igni f icant socia l and cultura l impact . This par t ic ipat ion h as

been of great va lue to the proper conduct o f government and to the

genera l benef i t o f socie ty , and the exper ience has been essent ia l to the

deve lopment of the ir professiona l careers. The ir presence in pr ivate

f i rms has had a s igni f icant impact in the ev o lut ion of pract ice in Puerto

Rico over the last two decades , and in recent years .



1 4 / 5 8

Fo l lowing are severa l examples of th is faculty serv ing on government ,

community , adv isory or managing boards , and other commit tees:

Esteban Sennyey , has worked as a cons ultant for the PR

Housing Department , the Munic ipa l i ty o f Caro l ina and the

Specia l Communit ies Program of PR.

John Hertz: par t ic ipated in the compet it ion: New

Housing for Puerto Rico , hosted by the PR Department of

Housing and organized by the CAAPPR. H ertz won the f i rst

place in the a lternat ive hous ing ca tegory . The pr ize

ent i t led him to deve lop the plans and spec i f i ca t ions for a

prototype house to be bui l t by the sta te government .

El io Mart ínez Jo ffre : is the act ing Director o f the Ta l ler

de Diseño Comunitar io . He has coordinated jo int projects

with government agencies , community groups and other

specia l interest groups .

Marissa Ol iver , serves as a member of the State

H istor ic Preservat ion Off ice Rev iew Board. She is a lso a

member of the Associat ion of Co l legia te Schools o f

Architecture (ACSA) .

María Magda lena Campo , has conducted severa l

a rchitectura l summer workshops for students in the

e lementary and intermedia te school leve ls , which are

offered free by the CAAPPR.

Jav ier I sado , par t ic ipated as a Consultant and

coordinator to the Governor ’s Adv isory Board on Urbanism,

in 2005-2006. He has work as co -editor in a publ ica t ion

commiss ioned by the CAAPPR ( S JU 3500)

Jav ier de Jesús , served as Adv isor to the Governor of

Puerto Rico , in the areas of I n frast ructure and Urbanism,

coordinat ing the work of more than a dozen government

agencies . Pro jects l ike MOBA, Ciudad Mayor , and Ciudad

RED were deve loped under his superv is ion. He a lso

worked as coordinator for the infrast ructure and faci l i t ies

improvements program of the UPR, under direct

superv is ion of the President o f the University .

Emil io Mart inez C imadev i l la , served as former

President o f the CAAPPR from 2003 to 2005; pa r t ic ipated

as a member of the Commit tee for the Puerto Rico Land

Use P lan

Humberto Cava l l ín: par t ic ipates as a member of the

Editor ia l Commit tee of ENTORNO, the of f ic ia l magazine of

the CAAPPR

Sonia Miranda , nowadays serves as the Director of The

Educat ion Commiss ion of the CAAPPR, responsib le for

design , organizat ion and implementat ion of the

Cont inuing Educat ion Program, which serves more than a

thousand member of the professiona l Associa t ion

Luis P ico Lacomba , serves as a member of the

Profess iona l Pract ice Commit tee of the CAAPPR, and is

invo lved in the Pro ject Management In st i tute



1 5 / 5 8

Prof . Fernando Abruña recent ly deve loped the Design

Guide l ines for Eco -Tour ism as commiss ioned by the PR

tour ism Company . He serves as Off ic ia l Architect for the

Bosque de l Pueblo , Adjuntas , Puerto Rico (1997 -present ) ;

is a member of the Governing Board of the F irst Eco logica l

School o f Puerto Rico (Montessor i ) , in Caguas (1998 -

present ) . He a lso designed an eco logica l school prototype

bui l t in the is land of Culebra .

Besides serv ing as the ful l - t ime Director of the

Architecture and Const ruct ion Ar chives a t the University o f

Puerto Rico (AACUPR) (1986 -present ) , Dr . V ivoni is a

member of the Consejo Asesor de S it ios y Zonas

Histór icas , o f the Puerto Rico Planning Board (1991 -1998) .

Recent works inc lude the exhib it and publ ica t ion on the

work or renowned architect Henry Klumb. He serves on the

State H istor ic Preservat ion Off ice Rev iew Board (1999 -

present ) and President o f the Puerto Rican Associa t ion of

Corsicans (2001 - present ) . He is a lso architectura l adv isor

for the Board of Directors of the Cas a Anda luc ia (1997 –

present ) and key contact for the Car ibbean Reg ion of the

Socie ty o f Amer ican Archiv ists (1996 – 98) . Dr . V ivoni

presented his book Alar i fe de Sueños , Pedro de Castro y

Besosa Presentación de l l ibro , a t the Casa de España , San

Juan. This book earned him the Pr ize for Research , a t the

5t a

B iena l de Arquitectura de Puerto Rico . He is a lso

invest igat ing the typo logy of Corsican funerary

monuments in Puerto Rico and created a jo int summer

exchange with the University o f Corsica .

Dr. Jorge Rocafor t gave a ser ies of lectures as par t o f a

cont inuing educat iona l program on the e f fects o f no ise on

hea lth to professiona ls in hea lth re la ted f ie lds . He a lso

gave a ser ies of ta lks on the same subject at the

University .

Former professor and a lumnus Ma nuel Bermudez, has

been a par t o f the Board of D irectors of the CAAPPR, f i r st

as Vicepresident and recent ly as President ( 2004 -2006)

Prof Edwin Qui les won an award for work with Ta l ler

Comunitar io at the Car ibbean Architecture Bienna le :

present ing the documentary : “Re -crear Rio Piedras” . He

a lso publ ished “San Juan t ras la fachada” and is current ly

working on another book.

Students and faculty par t ic ipate act ive ly in charrettes about important

design issues a f fect ing the University and the community a t large , a s

conf irmed by the charret te on the Master Plan of the University , and the

charret te on the Tren Urbano , which resulted in the Puerto Rico

Department of Transporta t ion requir ing that the professiona l f i rm hired

for the pro ject take into considera t ion the proposa l deve loped by the

student team for the designs of a new subway ent rances to the t ra in

termina ls be ing proposed for Río P iedras.

The Ta l ler de la Comunidad (Community Design Center ) under the

direct ion of Prof . Edwin Qui les has been invo lv ed in a s igni f icant number

of important e ffor ts s ince i t s founding in 1998. Recent ly , the Community

Design Center has developed pro jects as the Emergency Room for UPR

Caro l ina ’s Hospita l , the Corredor Eco lógico de l Noreste (eco logica l route ) ,



1 6 / 5 8

Bosque Rocoso , and part icu la r intervent ions in low income communit ies .

(See Appendix 4 .1) .

The faculty has historica l ly been invo lved in the two professional

associa t ions for a rchitects , the Colegio de Arquitectos y Arquitectos

Pa isa j istas de Puerto Rico (CAAPPR) and the Amer ican Inst i tute of

Architects – Puerto Rico Chapter (AIA) .

Glor ia M i lagros Ort iz , Professor and Ass istant to the Dean in Academic

Affa irs completed between 2005 and 2006 a Genera l Inventory of the Rio

P iedras Campus of the UPR, which consists o f a photographic and

documentary inventory of a l l campus st ructures , many with h istor ic and

architectura l va lue , monuments , sculptures as wel l as unoccupied land and

greens . Funding was obta ined part ia l ly with a grant from the Nat ional

Park Serv ice H istor i c Preservat ion Fund. The former purpose of th is work

is to ident i fy bui ld ings and st ructures that can be nominate to the

nat iona l register o f H istor ic P laces .

A grant by the fami ly o f former des ign studio professor Sy lv ia Ramos wi l l

a l low students to benefi t from the re insta l la t ion of a summer t ravel

program establ ished by the professor , to study the architecture of the

Car ibbean. The c lassroom course is completed with a boat t r ip dur ing

f i fteen days to v is i t the places covered in the seminar course .

The issue of gender equa l i ty in profess iona l pract ice wi l l be addressed

aga in by the organizat ion of an exhib it o f works by female a rchitects in

PR, cover ing most ly work done in the second ha l f o f the twent ie th century .

Invest igat ion for this pro ject is underway , and funding wi l l a lso come

from the Sy lv ia Ramos gi ft .

How students gain an informed understanding of architecture as a soc ial

art , inc luding the complex processes carr ied out by the mult ip le

stakeholders who shape bui l t environments:

The School accomplishes this by giv ing the students the too ls to form

character and persona l cr i ter ia : establ ishing in the process , the

foundat ions for a genuine and fa ir approach to problem so lv ing . The

School 's faculty act ive ly encourages students to recognize th e ir socia l

responsib i l i t ies as future a rchitects . Many studio and technology projects

a re created as a response to specia l pet i t ions e ither by pr ivate ent i t ies or

by government agencies . Des ign pro jects a lso dea l with such topics as

low- income hous ing , a rchitectura l barr iers , and the conservat ion of our

cultura l her i tage and our natura l resources , among others. Each course

and each pro ject undertaken at the School has the impl ic i t mot iva t ing

concept , that a rchitecture is both sc ience and ar t and, therefore , d irect ly

re f lects and impacts culture and soc ie ty .

Examples of school act iv i t ies in th is direct ion inc lude a number of

charettes dea l ing w ith urban sca le pro jects where a diversity o f issues

are put together : (socia l , physica l , spat ia l , env ironmenta l an d

economica l ) , br ing ing s tudents , faculty , pract i t ioners , and a lumni to

work towards so lut ions that represent informed responses to the

s i tuat ions . Such was the recent charrette organized by the CAAPPR:

“ Infraest ructura Verde y Nuest ras Ciudades” (Green In frast ructure and our

c i t ies) , where f ive teams of students , together with l icensed architects ,

landscape architects and planners presented a lternat ive so lut ions to s i tes

in the munic ipa l i t ies o f San Juan, Ce iba , Ponce , Guayani l la and the

southwest area of the Is land.

In 2006 a second charret te was conducted dea l ing with susta inable

hous ing . I t focused on prov iding so lut ions to f ive underdeve loped sectors

within the metropol i tan area of San Juan, and the urban centers of

Caro l ina , Santa Isabe l and Caguas. I n this case the teams inc luded

architecture students , l i censed architects , and deve lopers from the

Puerto Rico Home Bui lders Associa t ion and profess iona l planners from

the Puerto Rico P lanning Socie ty .

The f irst charrette took place in 2005. I t dea lt with the redeve lopment of

the c i ty a round f ive major avenues in the metropol i tan area of San Juan.



1 7 / 5 8

The results from this exercise were inc luded in a publ ica t ion made by

professors Jorge L izardi and Jav ier I sado ca l led “SJU: 7500 kms. de

oportunidad” .

Severa l o f our professors part ic ipated as leaders of var ious student

teams in these charrettes. Also the ent ire School dedica ted a complete

semester to work on various pro jects in Rio P iedras. The ef for t was led

by the Ta l ler Comunitar io , and resulted in a master plan a t var ious sca les

and complexit ies .

Emphasis g iven to generat ing the knowledge that can mit igate socia l and

env ironmenta l problems is achieved s ince the School promotes direct

student invo lvement in re levant socia l - re lated and urban issues . S tud io

courses constant ly explore specia l community pro jects , and courses in

the areas of a rchitectura l h istory and h istor ic preservat ion have

speci f ica l ly dea lt with the cultura l resources of the Is land and w ith the

issue of vernacular a rchitectura l her i ta ge. Emphasis re l ies in the

exposure to the problems and eva luat ing the too ls ava i lable to propose

adequate a lternat ive so lut ions .

The Des ign Studios a t the School a ttempt to address most problems and

concerns re la t ing to the bui l t env ironment in Puerto Rico , such as low -

income hous ing , publ ic hous ing , resort and tour ist deve lopments ,

indust r ia l complexes , h istor ic preservat ion projects and deve lopments in

histor ic zones , hurr icane -resist ing st ructures , and appropr ia te

technologies for the t ropica l zone ( e .g . , na tura l vent i lat ion, thermal

t ransfers , mechanica l equipment e ff ic iency , and day l ight ing among

others) .

The Community Design Center was created as a means of

inst i tut iona l iz ing these ef for ts and creat ing a possib i l i t y for the students

to address socia l and env ironmenta l issues . Pro jects inc lude proposa ls

for the Capet i l lo a rea of Río Piedras done in concert with the community

i t se lf . Students a lso were invo lved with the deve lopment plan for the

community o f P iñones de Lo iza , prepar ing a genera l pla n and design of

var ious projects. The Center acts as a ver t ica l stud io with both graduate

and undergraduate students par t ic ipat ing . (See Appendix 8 .1) .

At the graduate leve l , e lect ive mult id iscipl inary courses are a lso offered

in associa t ion with the Department of Env ironmenta l Sciences , P lanning

and Genera l Stud ies . At the undergraduate leve l , the School has been

inst rumenta l in t ransforming the B io logy general educat ion requirement

to one with a focus on susta inabi l i t y . The School a lso offers physics

courses ta i lored to a rchitectura l issues . The technology sequence and

e lect ives emphas izes issues of susta inabi l i t y , env ironmental

responsiveness , green architecture , and conservat ion. The recent ly

approved curr icu lum has of f ic ia l ly t ransformed the B io logy requirements

into required susta inabi l i t y courses.

There is an emphasis at the thesis leve l to address socia l and

env ironmenta l problems , result ing in about at least a third of a l l pro jects

hav ing this focus . This has been a goa l o f the School and is re f lected in

the support o f the Susta inabi l i t y Studio .

How students gain an understanding of t he ethical impl icat ions of bui l t

environment dec is ions

The School promotes faculty and student par t ic ipat ion in community

pro jects as a means of re inforcing a se nse of socia l respons ib i l i t y among

its graduates. I t is ant ic ipated that the result wi l l be a renewed

commitment to the so lut ion of these crucia l problems in our evo lv ing

socie ty .

Discuss ions on currents issues , as they appear in the loca l newspapers

and other publ ica t ions are necessary .

As an example , Profs . E l io Mart ínez Jo fre and Edwin Qui les worked with

the Ta l ler Comunitar io in a border town between the countr ies of Ha it i



1 8 / 5 8

and the Dominican Republ ic . As a result , the students re turned to Puerto

Rico with a he ightened sense of socia l awareness and an insight into

aspects that a ffect professiona l decis ion -making. They a lso rece ived a

va luable lesson in dea l ing with a l iv ing context di f ferent from the irs , as

we l l as of the importance of becoming invo lve d in the so lut ion o f soc ia l

issues .

Another example is seen in the pro ject done in the f i rst year graduate

design course o f Prof . Esteban Sennyey , in which the students deve loped

susta inable so lut ions a t the urban sca le .

Students a re current ly taking pa rt in the Third So lar Decathlon sponsored

by the US Department of Energy (DOE) . The School was se lected as one of

twenty academic inst i tut ions from a l l over the wor ld to take part in th is

year ’s prest ig ious event . Over thir ty o f our students , under the

leadership of Prof . Jorge Ramirez Buxeda are part ic ipat ing in this

interdisc ip l inary e ffor t to design a se l f -suf f ic ient residence of about 800

s . f . Our students a re working in conjunct ion with students and faculty

from the School o f Engineer ing of the Univers idad de Puerto Rico ,

Mayagüez Campus. The pro ject , which wi l l be exhibited in the

Washington DC Mal l , won an AIA Award for i t s use of biomimicry as a

conceptua l des ign part i . The team for the fourth So lar Decathlon, which

wi l l design an d bui ld a house fo r the 2009 compet it ion is a lready

working under the d irect ion of professor Francisco Gut ierrez. The

pro ject has ra ised a great dea l o f interest from the community in genera l

and has rece ived substant ia l media coverage in TV, newspapers and

magazines .

3 .2 Program Se l f -Assessment Procedures

The UPR School o f Archi tecture has been invo lved in a cont inuous se l f -

assessment process s ince i t completed i t s last NAAB reaccreditat ion in

2001. This is due in par t to the fact that the Rio Piedras Campus o f the

University o f Puerto Rico , to which the UPR School o f Architecture

be longs , was invo lved in i t s inst i tut iona l reaccreditat ion process by the

Middle Sta tes Counci l on Higher Educat ion, or MSCHE from 2003 to 2005.

The part ic ipat ion of our School in the campus -wide process a l lowed us to

acce lera te our own curr icula r rev is ion process , plus an in -depth

reconsiderat ion of our mission and v is ion sta tements . As part ic ipants of

the MSCHE process , we contr ibuted to the design of the inst i tut iona l se l f -

assessment procedure and i ts support ing documentat ion, and then we

part ic ipated in the procedure i t se lf . Our School had the opportunity to

impact in a meaningful way the very processes that led to the most

recent reaccreditat ion of the Río Piedras Campus by the MSCHE. Thi s

exper ience was ext remely use fu l for our present NAAB reaccreditat ion

process in terms of the e ffect iveness and re l iabi l i t y o f the process , and

in terms o f community par t ic ipat ion and of the disseminat ion and

compi la t ion of informat ion.

As to the NAAB se lf -assessment procedure i t se lf , we asked the Jo int

Curr icu lum Commit tee to carry out , hand in hand with the Dean´s sta ff ,

research, conduct po l ls and formula te a se lf -assessment quest ionna ire

c ircu la ted among a l l members of the school community . The

quest ionna ire was based on the NAAB Condit ions for Accredita t ion. I t s

format is s imi la r to the quest ionna ire used for the MSCHE inst i tut iona l

reaccreditat ion in 2005. We rece ived answers from teachers , students ,

a lumni , and administ rat ive employees. Be low p lease f ind que complete

quest ionna ire . An a lumni po l l was a lso conducted, the results o f which

we present be low.



1 9 / 5 8

Quest ions for prepar ing the NAAB 2007 Se l f -Assessment Report

1 . The F ive Perspect ives

1 .1 Architectura l Educat ion and the Academic Context

In what ways the UPR School o f Architecture benefi ts from

the academic env ironment a fforded by the Rio Piedras

Campus of the University o f Puerto Rico and by the

University o f Puerto Rico System?

What is the contr ibut ion of the UPR School o f Architecture

to this env ironment?

What a re the academic and professiona l standards set by

the UPR School o f Architecture for faculty and students?

What pro jects and act iv i t ies exempl i fy the interact ion of

the UPR School o f Architecture with the rest o f the Rio

P iedras Campus and with the UPR System?

What a re the contr ibut ions of UPR School o f Architecture

professors , students , administ rators , and employees to

the governance of the Rio P iedras Campus and of the UPR

System?

What a re the contr ibut ions of UPR School o f Arc hitecture

professors , students , administ rators , and employees to

the inte l lectua l and soc ia l env ironment of the Rio P iedras

Campus and the UPR System?

What resources the Rio P iedras Campus and the UPR

System contr ibute to UPR School o f Architecture?

1 .2 Architectura l Educat ion and the students

In what ways does the UPR School o f Architecture prov ide

support and encouragement for students to assume

leadership pos it ions a t the school and , la ter on, in the

professiona l mi l ieu?

In what ways the UPR School o f Architecture mainta ins and

promotes a cultura l ly diverse env ironment?

In what ways the miss ion statement of the Rio Piedras

Campus contempla tes student par t ic ipat ion in sett ing up

programs and pro jects that have to do with indiv idua l and

co l lect ive learning?

In what ways does the UPR School o f Architecture

encourage students to co l laborate , ass ist and share

decis ion-making with other students that may be dif ferent

from themselves?

What act iv i t ies , resources , and mater ia ls demonstrate that

students have access to the necessary informat ion to he lp

them shape the ir professiona l future?

What act iv i t ies , resources and mater ia ls show that

students a re constant ly exposed to the loca l , na t iona l , and

internat iona l context o f the pract ice of a rchitecture and

design?



2 0 / 5 8

In what ways does the UPR School o f Architecture nour ish

the diversity , d ist inct iveness , se lf -worth and d ignity o f i t s

students?

1 .3 Architectura l Educat ion and Reg ist rat ion


students w ith a sound preparat ion for the t rans it ion to

internship and l icensure?

Can you expla in the re lat ionship between the UPR School

o f Architecture and the sta te and other regist ra t ion

boards?

In what ways does the UPR School o f Architecture expose

i t s students to internship requirements , inc luding the

United States Intern Deve lopment Program, and to

cont inuing educat ion requirements?

In what ways does the UPR School o f Architecture make i ts

students aware of the ir responsib i l i t ies with regard to

professiona l conduct?

What is the proport ion of graduate students who have

sought and a tta ined l icensure s ince the last accredita t ion

v is i t ?

1 .4 Architectura l Educat ion and the Profess ion

In what ways does the UPR School o f Architecture prepare

i t s students for the pract i ce of the profession and for

assuming new ro les and responsib i l i t ies amidst the

growing cultura l divers ity , the chang ing demands of

c l ients and regula t ions , and the constant ly expanding

knowledge base?

In what ways does the program’s miss ion statement

integrate the profess iona l community to the l ive of the

UPR School o f Architecture?

In what ways does the UPR School o f Architecture create

awareness among students of the need for the ir

advancement of knowledge in a rchitecture by a l i fe t ime

dedica ted to research and the pract ice of the ir profession?

In what ways does the UPR School o f Architecture deve lop

in students an apprecia t ion for the diverse and

co l laborat ive ro les assumed by architects in the pract ice

of the ir profession?

In what ways does the UPR School o f Architecture deve lop

in students an understanding of the ro les and

responsib i l i t ies required by the disc ip l ines associa ted with

a rchitecture?

In what ways does the UPR School o f Architecture teach

students how to reconc i le the conf l i cts between the

obl igat ions of a rchitects towards the ir c l ients and the

genera l publ ic , and the demands of a creat ive enterpr ise?

In what ways does the UPR School o f Architecture he lp

students acquire the eth ics for upholding the integr ity o f

the profession?



2 1 / 5 8

1 .5 Architectura l Educat ion and Soc ie ty


i t s students w ith an informed understanding of socia l and

env ironmenta l problems and he lp them deve lop the

capacity to approach such problems with sound

architectura l and design so lut ions?

In what ways does the UPR School o f Architecture he lp i t s

students understand architecture as a socia l ar t , w ithin

the context o f the mul t iple e lements and persons who

co l laborate in the shaping of the bui l t env ironment?


emphasize the need to generate knowledge that may he lp

to mit igate socia l and env ironmenta l problems?

In what ways does the UPR School o f Architecture a fford

students the opportunity to understand the ethica l

impl ica t ions re la ted to the bui l t env ironment?

In what ways does the UPR School o f Architecture foster an

env ironment of c iv ic commitment , inc lud ing the

commitment to co l laborate with publ ic and professiona l

serv ice?

2 . Program Se l f -Assessment Procedures

In what ways does the UPR School o f Architecture may

demonstrate progress in the achievement of the F ive

Perspect ives , and how does i t eva luate the degree to which

i t complies w ith i t s mission statement?

This quest ion must be answered within the fo l lowing

contexts that dea l with program focus and learning:

2 .1 Curr icu lum

2 .2 Learning

P lease descr ibe the se lf -assessment process and how does

i t re la te to the cont inuous eva luat ion of the miss ion

statement of the UPR School o f Architecture .

Include the eva lua t ion carr ied out by faculty , students ,

and a lumni w ith regard to curr iculum and learning as

formula ted in the F ive Perspect ives.

P lease descr ibe the inst i tut iona l requirements fo r carry ing

out the se lf -assessment process.

3 . Publ ic Informat ion

I s the exact language set in Appendix I o f the NAAB

Condit ions for Accreditat ion inc luded by the UPR School o f

Architecture in i t s cata logs and other promot iona l

mater ia ls?

P lease descr ibe the degree program as i t appears in the

ca ta log of the University o f Puerto Rico and in other

inst i tut iona l l i te ra ture .



2 2 / 5 8

P lease furnish ev idence of the fact that new faculty

members and incoming students have been informed of

how to access the NAAB Condit ions for Accredita t ion.

4 . Socia l Equity


i t s faculty , students , and personnel – regardless of race ,

e thnic ity , creed, gender , age , nat iona l i ty , physica l abi l i t y

or sexua l or ientat ion—an educat iona l env ironment where

each person has the equitable opportunity to learn, teach,

and work?

Does the UPR School o f Architecture have a c lear po l icy on

diversity disseminated throughout i t s present and

prospect ive faculty , students and personnel?

I s this po l icy re f lected in the d ist r ibut ion of human,

physica l and f inancia l resources?

Are students a f forded the equitable opportunity to

part ic ipate in program governance?

5 . Studio Culture

What act iv i t ies , pro jects and documents demonstrate that

the UPR School o f Architecture prov ides a posit ive and

respect ful learning env ironment through the

encouragement of the fundamenta l va lues of opt imism,

respect , shar ing , engagement , and innovat ion between and

among the members of the faculty , student body ,

administ ra t ion and sta ff?


encourage students and faculty to appreciate these va lues

as guid ing pr inciples for the ir l i fe t ime professiona l

conduct?

Has the UPR School o f Architecture adopted a wr it ten

studio culture po l icy , w ith a plan for i t s implementat ion

and maintenance?

What ev idence can the UPR School o f Architecture furnish

to establ ish i t s compl iance with th is po l icy?

Does the implementat ion p lan inc lude student and faculty

t ime management issues?

6 . Human Resources

Does the UPR School o f Architecture prov ide adequate

human resources for the professiona l degree in

a rchitecture?

I s the faculty component suf f ic ient for the program?

Does the administ ra t ive execut ive have suf f ic ient t ime for

carry ing out an ef fect ive administ ra t ion?

Does the UPR School o f Architecture have suf f ic ient

personnel for carry ing out administ ra t ive , technica l , and

teaching work?



2 3 / 5 8

Does student enro l lment and the schedul ing of design

studios prov ide adequate t ime for the e ffect ive tutor ia l

exchange between faculty and students?

Does faculty workload af ford adequa te t ime for research,

scho larship and the pract ice of the profession in

fur therance of the ir professiona l deve lopment?

Have s igni f icant problems been detected dur ing the per iod

of the present accreditat ion, and what have been the

recommendat ions for mit igat ing or so lv ing them?

7 . Human Resource Deve lopment

Does the UPR School o f Architecture have a c lear po l icy

out l in ing ind iv idua l and co l lect ive opportunit ies for

faculty and student growth in and beyond the program?

How does the UPR School o f Architect ure faci l i ta te the

student ’s opportunity to part ic ipate in f ie ld t r ips and

other act iv i t ies outside the university campus?

What opportunit ies does the UPR School o f Architecture

a fford the students to par t ic ipate in professiona l

associa t ions and organizat ions , honor socie t ies , and other

campus-wide act iv i t ies?

Has the UPR School o f Architecture supported, s ince the

last accreditat ion v is i t , r esearch, scho larship , and creat ion

among faculty members , inc luding the grant ing of

sabbat ica l leaves and unpa id le aves of absence ,

opportunit ies for acquir ing new ski l l s and knowledge , and

f inancia l support o f a ttendance a t professiona l meet ings?

8 . Physica l Resources

Does the UPR School o f Architecture have the adequate

physica l resources necessary for the professi ona l degree

in a rchitecture , inc luding des ign stud io space for the

exc lusive use of the student in a stud io c lass , space for

lectures and interact ive learning , o ff ice space for the

exc lusive use of each fu l l - t ime faculty member , and other

space for inst i tut iona l support serv ices?

Do the faci l i t ies o f the UPR School o f Architecture comply

with the requirements o f the Amer icans with Disabi l i t ies

Act (ADA)?

Have s igni f icant problems been ident i f ied dur ing the

present accreditat ion per iod that have had an imp act on

the operat ions or serv ices of the UPR School o f

Architecture , and what have been the recommendat ions or

so lut ions proposed?

9 . I nformat ion Resources

Does the UPR School o f Architecture prov ide informat ion

resources to promote the research ski l ls a nd the

deve lopment of cr i t ica l think ing that a re necessary for the

pract ice of the profession and for l i fe long learning?



2 4 / 5 8

10. F inancia l Resources

Does the UPR School o f Architecture have suf f ic ient

inst i tut iona l support and resources to meet i t s needs?

Are these resources comparable to the resources ava i lable

to other professiona l programs in the inst i tut ion?

11. Administ ra t ive St ructure

Does the UPR School o f Architecture have a degree of

autonomy comparable to the autonomy granted to other

professiona l programs in the inst i tut ion, and is that

autonomy suff ic ient for ensur ing compl iance with the

condit ions for accreditat ion?

12. Profess iona l Degrees and Curr icu lum

Does the curr icu lum of the UPR School o f Architecture

have the required components of p rofessiona l studies ,

genera l educat ion, and e lect ive courses?

13. Student Per formance Cr iter ia

Do the a lumni of the UPR School o f Architecture have the

minimum knowledge and ski l l s for meet ing with the

demands of an internship leading to regist rat ion?

What ev idence can the UPR School o f Architecture furnish

in support o f the fact that i t has meet every student

per formance cr i ter ia through coursework?

Does the curr icu lum of the UPR School o f Architecture

contempla te both the deve lopment of understanding of

informat ion, as wel l as the sk i l l to per form a task , se lect

the correct informat ion and apply i t to the so lut ion of a

speci f ic problem?

Alumni Po l l for the 2007 NAAB Report

As an integra l part o f se lf -assessment process , the School undertook an

exhaust ive survey of i t s graduates in 2007, with 139 respondents . The

respondents were a lumni who graduated under the or ig ina l 6 -year BArch

program, those who rece ived the 4 -year BED degree and/or 2 -year March.

The quest ions on the survey were div ided into th eme areas. Those that

per ta in to the se l f -assessment include quest ions about the l i cens ing

exam, sa t isfact ion with the ir profession, sa t is fact ion with the ir academic

educat ion in re la t ion to the ir pract ice , and addit iona l academic a reas that

they consider re levant in re la t ion to the ir current professiona l pract ices .

I t is important to po int out that in Puerto Rico the l i cens ing process is

somet imes postponed or complete ly re legated because of two major

factors: 1) language handicap - whi le a rchitecture educat ion is o f fered in

Spanish, the l icense exam is o f fered in Eng l ish; 2) the l icense exam does

not address the part icu la r i t ies o f our c l imate , locat ion, bui ld ing

technologies and id iosyncrasy , which loca l educat ion emphasizes .

Bear ing this in mind, and a lthough only 10% cons idered they were wel l

prepared for the exam, 50% of the respondents had passed the ir l i cense

exams with an average of 2 to 3 t r ies . 90.7% descr ibed themselves as

very sat isf ied or sa t isf ied with the ir chosen profession.



2 5 / 5 8

In re la t ing the ir needs as pract i t ioners, the respondents rated the ir

exper ience a t the School with the subsequent a reas of inst ruct ion as

fo l lows:

Area Response to needs

Genera l educat ion Good

Design stud io Good

St ructures Good

Technology Adequate to Good

Theory Adequate to Good

History of a rchitecture Good to Exce l lent

Const ruct ion systems Defic ient to Adequate

Profess iona l pract ice Defic ient to Adequate

Thes is Adequate

Elect ives Good

In re la t ing the ir needs as pract it ioners , addit iona l acade mic a reas that

they consider re levant , in descending order :

Pro ject Administ rat ion

F inances

Urban Design

Landscaping

Profess iona l Pract ice

H istor ic Preservat ion

The most important recommendat ions of the a lumni to improve the

School were : more offer ings in histor ic preservat ion, f ie ld exper ience ,

const ruct ion and profess iona l pract ice .

These same a lumni noted that the most important strengths of the

School , in descending order of importance , were ; Library faci l i t ies;

Faculty exce l lence ; Ear ly int roduct ion to design; AACUPR; Prest ige of the

University ; and Qua l i ty of the students .

These same a lumni noted that the most important strengths of the

School , in descending order of importance , were ; Faculty exce l lence ;

Ear ly int roduct ion to design; Qua l i ty o f the students; and Graduates of

qua l i ty .

3 .3 Publ ic I nformat ion

Evidence that a l l faculty and incoming students have been prov ided with

a copy of t he 2004 Guide to Student Performance Criter ia

The School has made a concerted effor t to insure that a l l incoming

students and a l l Facul ty have been prov ided a copy of the NAAB

Condit ions for Accred itat ioon 2004, which inc ludes the Student

Per formance Cr iter ia . Moreover , Faculty as wel l as students a lso rece ived

the NAAB Procedures for Accredita t ion 2006. Th is d ist r ibut ion has been

achieved by giv ing each student a copy dur ing the or ienta t ion process

and fur ther ver i f ied by a redist r ibut ion , where necessary , in the f i rst year

design studio . A copy has been placed in the L ibrary . Addit iona l ly , th is

year the School has prepared a Guía de l Estudiante (Student Guide) in

Spanish, which inc ludes this informat ion.

The descr ipt ion of t he program as i t appears in univers ity catalogs and

any other inst i t ut ional ized author ized pr inted materia ls

See enclosed mater ia l and Appendix 10.3.



2 6 / 5 8

3 .4 Socia l Equity

The Río Piedras Campus of the Universidad de Puerto Rico

guarantees equal opportunit ies to students and employees for

both study and employment opportunit ies . The Campus does not

exclude from part ic ipat ion , nor exc lude from benefits , nor

discr iminate against , any person for reason of age , race , sex,

color , p lace of birth , socia l or ig in or condit ion ,sexual or ientat ion,

phys ica l or mental handicap, or pol it ica l or re lig ious bel iefs .

Criteria and procedures used to achieve equity and diversity in:

Student admissions:

Admission to the School of Architecture is open to all public or private

high school students who meet the admission requirements. Students’

admission tests scores are added to their grade point average creating an

admissions indicator, referred to as the Indice General de Escuela

Superior (IGS).

The School of Architecture automatically admits sixty (60) students with

the highest IGS who have turned in their application. The following sixty

(60) are called in for an additional test, “exámen taller”, administered by

the Faculty. The top twenty (20) students with the highest scores are

then admitted into the Program, for a total of eighty (80) in the incoming

freshmen class.

This process, though very competitive, guarantees that the students are

admitted based solely on their academic performance regardless of race,

social origin, religion, political affiliations, physical or mental conditions,

etc.

Advancement, Retention, and Graduation:

The acceptable grade point average of a student enrolled in the University

of Puerto Rico, Río Piedras Campus is of 2.00 or higher, in a scale of 1.00

to 4.00. The Registrars Office places on probation for a semester any

student who falls below 2.00 and suspends the student for a full

academic year if he/she does not bring the GPA back up to acceptable

levels.

The School of Architecture’s Counselor sends a letter requesting a

meeting to all its students whose GPA reaches or falls below 2.50.

During this meeting, the students is informed of Institutional Policies of

student retention and provided academic guidance. During the year, the

Counselor also meets with students on a regular basis and informs them

of graduation requirements, or meets with them at a student’s request.

Faculty, Student, and Staff Access to Policies and Procedures:

There are student representatives at each Faculty meeting, and Faculty

representatives at the Academic Senate meetings. Staff and other

employees have the opportunity of being members of the Union, which

represents them in University affairs. Every Representative has the

obligation to present to its peers minutes of the meeting and announce

any new agreements.



2 7 / 5 8

As prev iously sta ted, the Dean and Faculty part ic ipate in the governan ce

of the University through the ir representat ion in the Academic Senate ,

the body that determines a l l academic deve lopment . The Dean a lso

part ic ipates in the Junta Administ rat iva , the administ ra t ive decis ion -

making body of the Campus. The Faculty is repre sented on the Board of

the Graduate Faculty of Studies and Research (Decanato de Estudios

Graduados e Invest igación) and a lso part ic ipate in the var ious senate

commit tees , i .e . , Laws and Regula t ions , Faculty Af fa irs , and Student

Af fa irs .

Students a t the School p lay an act ive ro le in the academic and

administ ra t ive l i fe o f the University , by par t ic ipat ing in a l l School

commit tees (with vo ice and vote ) , except Personnel , as we l l as on var ious

Campus- leve l boards and commit tees. In th is manner they are made p art

o f the decis ion process leading to any changes proposed that a ffect the

program. Any substant ia l changes to the program must be approved by

the appropr iate School commit tee , the Faculty in genera l , the Off ice of

the Dean of Academic Affa irs , and the ca mpus- leve l commit tees a t the

Senate , be fore go ing to the Senate for f ina l approva l . I t then passes

through the Junta Administ ra t iva on which the Dean s its , the Junta

Universita r ia and f ina l ly the Board of Trustees. Al l these bodies have

administ ra t ive , faculty and student representa t ion with vo ice and vote .

Students a lso part ic ipate in student government through the Student

Counci l , and have a strong representat ion in campus governance with

vo ice and vote , by the ir representat ion in the Academic Senate , in the

Junta Universita r ia , which represents a l l e leven University campuses , and

the Board of Trustees , the highest author ity within the University system

(equiva lent o f the Board of Trustees in the U .S .)

Whi le the student body at the School is an academica l ly se lect ive group

they are quite representat iona l o f the ent ire I s land. The students come

from d iverse munic ipa l i t ies o f the Is land and represent a wide socia l

and economic spect rum. Whi le there a re students who have graduated

from both publ ic and pr iv ate high schools , the incoming students a re

dominated by those from publ ic inst i tut ions .

3 .5 Studio Culture

Our inst i tut ion considers that prov iding our faculty and students with a

posit ive and respect ful learning env ironment is one of our most

important goa ls . In order to achieve this goa l , we have produced dur ing

the last decade severa l wr it ten documents that define the way in which

the learning culture takes place in our ins t i tut ion, and a lso have

contr ibuted to shape our Studio Culture . Al l these are publ ic documents

to which every member of our inst i tut ion has access to . These documents

a re :

1 . The v is ion and miss ion of the school (1996,

2007) : as i t has been prev iously expla ined in this

document , in the Vis ion and Mission we st ress on

the s ignif icance of prov iding a hea lthy learning

env ironment to our r ich community that can foster

co l laborat ion, interdiscip l inary learning , and

creat ive act ions .

2. The Faculty ’s Regula t ions (2001) : The system of

rules that regula te the r ights and dut ies o f our

Faculty , has prev is ions in i t regarding the duty of

Faculty to c lear ly inst ruct the ir students on the

goa ls , eva luat ion methods, and any other

prev is ions pert inent to the ir courses . A lso , and

regarding the deve lopment of academic po l ic ies in



2 8 / 5 8

the Inst i tut ion , the Faculty ’s Regula t ions has a set

o f prev is ions regarding Faculty and students’

representa t ion on a l l instances of curr icu la r

planning and de fin it ion of academic po l ic ies in the

School .

3 . The Graduate Program Regula t ions (1992) :

defines the requirements and procedures to be

fo l lowed by the students throughout the ir Graduate

studies a t the School. This set o f regula t ions is

based on the Cert i f i ca t ion 72, by the Dean of

Graduate Studies a t the Campus Leve l .

4 . The design studio regula t ions (2001, 2002) :

produced by the Design Commit tee , the regula t ion

l i sts e ighteen po ints that summar ize the rules of

engagement for the use of the studios space . They

have some prescr ipt ive i tems regarding basic

behav iora l aspects to be expected from the

students when using these faci l i t ies .

5. The Student ’s Handbook for Undergraduates

Students (2005) : This handbook summar izes

diverse aspects regarding the rules , regula t ions ,

and serv ices that impact the students’ everyday l i fe

in our School. This document is regular ly up dated

every other year .

6. The Student ’s Handbook for Graduate Students

(2005) : This handbook was designed as a surv iva l

book to guide our students through the span of

the ir graduate studies . I t comments and expla ins

diverse aspects of the Graduate Progr am

Regula t ions .

The most re levant aspects of these documents impact ing the Studio

Culture have been compiled in the “The Stud io Culture Summary” (2007,

included as apendix XX o f th is document ) . This document summar izes our

po l ic ies regarding the Stud io Cu lture , inc lud ing the Vis ion and Mission of

our School . I t summar izes the va lues that should inform Stud io Culture ,

includ ing the rules and regula t ions that a lready apply to the dynamic of

the design stud ios . I t promotes better pract ices of t ime management , and

l i sts the d i fferent serv ices that support the studio work. More important

o f a l l , th is document c lear ly expresses the interest o f our inst i tut ion in

establ ishing a hea lthy learning env ironment that we consider has to be

the core and reason of our Stud io Culture . This document has been

dist r ibuted to the different members of our School , and our plan is to

rev iew and update i t on a regular basis in order to adjust i t s content to

the dynamics and needs of our Stud io Culture .

Regarding more spec i f i c issue s such as t ime management , we have taken

act ions that propend to the implementat ion of our Stud io Culture po l icy

on more pract ica l terms. For example , and as part o f these e f for ts , the

School has implemented a new schedule for the design studios that a l low

students and Faculty to se lect between morning and a fternoon sess ions

for those in the Bache lor ’s Program, and three di f ferent t ime s lots for

those in the Master ’s Program. We expect this f lexibi l i t y to have a

posit ive impact on our students ’ and Faculty ’ s t ime management by

a l lowing them to make schedule se lect ions bet ter su ited to the ir spec i f i c

interests and t ime needs .



2 9 / 5 8

Fina l ly , and through the recent ly created Center for Design Research

(CDR) , we have init ia ted the implementat ion of a l ine of researc h that wi l l

monitor and a lso assess the dynamics of our Stud io Culture . This study is

expected to lead to a permanent assessment system that wi l l de l iver

recommendat ions about the nature and deve lopment of our studios ,

which are expected to inform our Stud io Culture po l ic ies .

The assessment system wi l l be implemented by means of a research

program that wi l l keep t rack of both quant itat ive and qua l i tat ive aspects

re lated to the per formance of our stud ios and the ir connect ions to the

major academic and admin ist ra t ive framework of the School . The aspects

to be studied be long to three major dimensions: ski l l deve lopment ,

va lues in the stud io , and academic approaches and assessment . The

informat ion wi l l be co l lected v ia focus groups invo lv ing the di f ferent

members of our ins t i tut ion (students , Faculty , administ ra tors) ,

interv iews, discussion forums , and a lso quant itat ive measurements

regarding sa t isfact ion, t ime management , and use of resources , among

others.

This study wi l l de l iver reports at least once a yea r , which wi l l inc lude

proposed i tems for act ions . These i tems for act ion wi l l be used to

int roduce feedbacks to our Stud io Culture po l i t i cs . We expect the results

o f this ongoing research to cont inuous ly inform our Stud io Culture

po l ic ies , and wi l l a l low us to more eff ic ient ly adjust them to the dynamic

nature of our community . (See Appendix 5 .1) .

3 .6 Human Resources

Dur ing the academic year 2006 -07,there were 233 fu l l - t ime and for ty

three (43) par t -t ime s tudents in the preprofessiona l BED Program.

Another f i f ty three (53) fu l l - t ime and ten (10) part - t ime students were

enro l led in the profess iona l Master o f Architecture Program.

The School implements a direct admiss ions process with the

co l laborat ion of a specia l Admiss ions Commit tee . The process is

part icu la r ly se lect ive: 432 candidates appl ied for the 2004 -05 academic

year , 420 for BED and Masters in 2005 -2006, and 330 for 2006 -2007.

Each t ime s ixty to e ighty candidates were selected to enro l l in the

undergraduate program.

For the 2007-2008 academic year there were 319 appl ica t ions for e ighty

posit ions . I n response to a new admiss ion po l icy establ ished by the

Admiss ions Commit tee for this academic year, the candidates were

admit ted to the undergraduate program in accordance with the fo l lowing

cr i ter ia : For ty were prese lected on the so le basis o f the ir IGS , or i t s

equiva lent (For students enter ing direct ly from high school , the IGS

combines the student ’s high school academic record and Col lege Board

examinat ion results . For university leve l students the equiva lence is the

co l lege academic grade index) ; another twenty candidates were se lected

a fter a workshop he ld for the 100 candidates with the next best IGS

record , or i t s equiva lent . Within the University there is no freshman c lass

that has a higher ave rage IGS than the architecture students.

The School has just completed a commiss ioned s tudy of the e f fect iveness

of the admiss ion process as a predictor o f student achievement , us ing

the students admit ted dur ing the last four academic years. This ana lysis

has shed some l ight on the ways in which the admissions procedures

should be modi f ied to make them more meaningful . Dur ing the coming

academic year this issue wi l l be d iscussed by the faculty and appropr iate

changes implemented.



3 0 / 5 8

At the graduate leve l , st udents a re admit ted on the basis o f an eva luat ion

of the ir GPA, design grades , port fo l io , and le t ters o f recommendat ion.

Approximate ly s ixty percent o f appl icants were admit ted , with a lmost a l l

candidates coming from the undergraduate program at the School .

Admiss ions to the Graduate Program for the per iod were as fo l lows:

Academic year 2007-2008

41 appl ica t ions

30 enro l led


36 appl ica t ions

30 enro l led


46 appl ica t ions

30 enro l led


35 appl icants

30 enro l led

Time-to-graduat ion rates s ince the last accreditat ion sequence

The University re leases data on retent ion and graduat ion rates for the

School o f Architecture based on s ix year cohorts. The data perta ining to

the Undergraduate Program only inc ludes students who enter direct ly

from high school , and does not inc lude students a lready in the University

system that changed the i r majors to a rchitec ture . Although the University

ana lyzes data in s ix year cohorts , which is 150% of the t ime a student

completes h is or her degree , we have not iced that our students a re

complet ing the ir BDA in less t ime .

The t ime to graduate ra te f luctuates between 59.4% and 42.2%.

The retent ion rate f luctuates between 100% and 77.3%.

Class of 2000 – 2001

BDA

Academic year

Retent ion a t

beginning

of academic year

Graduated a t end

o f academic year

2000-2001 (1s t

year ) 100.0% 0%

2001-2002 (2n d

year ) 91% 0%

2002-2003 (3r d

year ) 84% 0%

2003-2004 (4t h

year ) 84% 11%

2004-2005 (5t h

year ) 68% 43%

2005-2006 (6t h

year )

32%

52%



3 1 / 5 8

Class of 2001-2002

BDA

Academic year

Retent ion a t

beginning

of academic year

Graduated at end

o f academic year

2001-2002 (1s t

year )

100%

0%

2002-2003 (2n d

year ) 73%

0%

2003-2004 (3r d

year ) 64%

0%

2004-2005 (4t h

year ) 59%

25%

2005-2006 (5t h

year ) 32%

52%

2006-2007 (6t h

year )

5%

52%

Classes of 2000 and 2001

MArch

Class

Retent ion a t

beginning

of 2n d

and 3r d

academic year

Graduated at end

of 6t h

academic year

2000 91% 76%

52%

2001

95%

100%

74%

For deta i led informat ion and complete tables see Appendix 10.4

Descript ion of the d ist r ibut ion of ef fort between teaching and other

respons ib i l i t ies of each faculty member and ev idence that students

evaluat e indiv idual courses and faculty

Our School has substant ia l human resources dedica ted to the mission of

teaching architecture . The part icu la r i t ies o f the Inst i tut ion are such that

members of the School , who typica l ly would be cons idered as ho lding

administ ra t ive or sta ff posit ions , here a re g iven academic rank and are

members of the faculty . This inc ludes three posit ions in the l ibrary , that

o f the Academic Counse lor , and a ha l f posit ion Director o f the Digita l

Photo Lab, D irector o f Ta l ler Comunitar io , Ta l ler de Sustentabi l idad,

Ta l ler de Acúst ica , Ta l ler de l Túnel de l V iento y Cie lo Art i f ic ia l .

Present ly a tota l o f 57 faculty members , a re current ly teaching courses .

Of the la t ter , 21 are ful l - t ime and 36 are contract/adjunct . Of the 51, 29

are Arquitectos Licenc iados , 17 are Arquitectos Cert i f icados , and 5 are

Ingenieros L icenciados . 10 faculty ho ld addit iona l l icenses , 4 in

planning , 4 in LEED , 1 in inter ior design, 1 contractor , a nd 1 pro ject

manager . .

The Faculty at the School a re act ive in a great var iety o f academic and

professiona l f ie lds . Faculty credent ia ls (h ighest degrees obta ined in the

f ie ld) a re as fo l lows: 1)Academic: four PhD , four in Arch, one B .Arch.

2)Professiona l : twenty three l icensed architect , and two M.L.S . They have

advanced academic degrees in a var ie ty o f f ie lds: a rchitecture , urban



3 2 / 5 8

design , design, engineer ing , acoust ics , st ructures , h istory of a rt and

architecture , a rchitectura l technology , regiona l planni ng , graphic a r ts ,

law , bus iness administ rat ion, l ibrary sciences , and communicat ion ar ts,

among others.

Most Faculty members a re act ive ly engaged in l imited professiona l

pract ice , and many work or have worked (e ither as directors , adv isors ,

consultants or employees) for governamenta l agencies in Puerto Rico .

The School 's Faculty a lso mainta ins c lose t ies with the loca l community

o f a rchitects through the ir profess iona l associat ions: the Colegio de

Arquitectos y Arquitectos Pa isa j istas de Puerto Rico (CAAPP R) and the

Amer ican Inst i tute of Architects (AIA) , Puerto Rico Chapter .

To fur ther st rengthen i ts academic o ffer ings , the School ma inta ins an

act ive internat iona l and nat iona l v is i t ing faculty program, drawing

part ic ipat ing professors from North and South Amer ica , the Car ibbean,

and Europe.

Faculty Evaluat ion

The Personnel Commit tee , composed of four (4) tenured Faculty with the

rank of Ful l Professor , r epresent each of the major academic a reas in the

School . They have the ro le of monitor ing facult y pe r formance , academic

deve lopment , and professiona l accompl ishments . Peer eva luat ions are the

pr imary cr i ter ia for Faculty recruitment , tenure , and promot ion. These

are complemented by s tudent eva luat ions , and c lassroom and stud io

v is i ts by members of the Co mmit tee .

As in prev ious years , non-permanent Faculty a re eva luated, e i the r

annua l ly or on a semester basis , depending on the length of the ir

indiv idua l contracts. The school cont inues i t s po l icy of student

eva luat ions of a l l courses taught by a l l Faculty every semester . These

eva luat ions are used for tenure and promot ion decis ions .

Teaching and Other Responsib i l i t ies

The fu l l - t ime teaching load equiva lency is 37 ½ hours of serv ice . The

University requires ful l - t ime design studio Faculty to carry a teach ing

load enta i l ing f i fteen contact hours per week; this inc ludes twelve hours

in the stud io and an addit iona l three hours in some other a rea . This is

considered to be the equiva lence of the twe lve credit -hour load required

for a l l ful l - t ime faculty in othe r academic a reas of the Inst i tut ion. Al l

ful l - t ime faculty a re expected to dedica te f i fteen or twe lve hours to

c lassroom contact , s ix to off ice hours , f i f teen to course -prepara t ion, and

four and a ha lf to Commit tee work and other meet ings .



3 3 / 5 8

Faculty l is t ing

For design stud io faculty , 5 credit -hours of a stud io course (12 contact

hours) and an addit iona l 3 credit -hours of coursework (3 contact hours) ,

or the ir equiva lent , is a ful l load. For other faculty members in the UPR

system, 12 credit -hours is the equiva lent o f a fu l l load (12 contact

hours) .

Abruña, Fernando . Arquitecto Licenc iado , Professor

9 credits – teaching , 3 credits - administ rat ion

Algaze , Crist ina . LEED A.P. , Inst ructor

5 .5 credits – team teaching , 2 credits administ rat ion

Alzérreca, Javier . Arqui tecto Cert i f i cado , Inst ructor

3 credits – teaching

Bernard , Jean . PhD. , I nst ructor


Biaggi , Roberto . Arquitecto Cert i f i cado , I nst ructor

9 credits – team teaching

Campo, José . Arquitecto Cert i f i cado , I nst ructor


Campo, María Magdalena. Arquitecta Cert i f i cada , Plani f i cadora

Licenciada , Ass itant Professor

10 credits – teaching , 2 credits – administ rat ion

Caro , José . Arquitecto Licenc iado , I nst ructor

3 credits - teaching

Caval l ín , Humberto . PhD. , Ass istant Professor


Daza, Luis. Ingeniero Licenciado , Professor


De Jesús-Mart ínez , Javier . Arquitecto Cert i f icado , Inst ructor

4 .5 credits – team teaching

Espinal , José . I ngeniero Licenciado , Inst ructor


Fernández , Maria Beatriz . Inst ructor


Fuentes , Maruja . Arquitecta Cert i f i cada , Inst ructor


Fúster , Nathaniel . Arqui tecto Licenciado , Associa te Professor


García, Carlos . Arquitecto Cert i f icado , Inst ructor

9 credits – teaching , 1 credit administ ra t ion

García -Fonteboa, Manuel . Associa te Professor

16 credits – teaching , 2 credits administ rat ion

Gavi lanes, Rafael . Arqui tecto Licenciado , Inst ructor


Georas, Anna . Arquitecta Licenc iada , I nst ructor


González , Anixa . Arquitecta Cert i f icada , Inst ructor


González -Peniza , José . Associa te Professor and Director o f

Digita l Photo Lab

6 credits – teaching; 3 credits – administ rat ion;

3 credits – university serv ice



3 4 / 5 8

Gutiérrez , Francisco . Arquitecto Cert i f icado , Inst ructor

11 credits – teaching , 1 .5 credits – administ rat ion

Hernández , Annabel le . Arquitecta Cert i f icada , I nst ructor


Hertz , John . Arquitecto Licenciado , Licensed Inter ior Designer ,

Professor


Isado, Javier . Arquitecto L icenc iado , I nst ructor , Undergraduate

Program Coordinator and co -Ed itor INFORMA


J iménez, Mayra . Arquitecta Cert i f i cada , Inst ructor

12 credits – teaching ; 2 credits – administ rat ion

Lizardi Pol lock, Jorge . PhD. , Ass istant Professor , co -Ed itor

INFORMA, D irector CIUDAD


Manríquez , Jul ián . Arquitecto Licenc iado , Inst ructor


Mart ínez - Joffre, E l io . Arquitecto Licenc iado , Associa te Professor

and Director o f Ta l ler Comunitar io

12.5 credits – teaching , 3 credits – administ rat ion

Mart ínez -Cimadevi l la , Emil io . Arquitecto Licenc iado, Associa te

Professor


Marty , Oscar . Arquitecto L icenc iado , Professor


Mil ler , Andrés . PhD., I ns t ructor


Miranda, Sonia . Arquitecta Licenciada , Inst ructor

2 credits – teaching , 1 .5 credits administ rat ion

Misla, Abel . Arquitecto Cert i f icado , Inst ructor

4 .5 credits team teaching , 2 credits administ ra t ion

Moreno, Gabriel . PhD. , I nst ructor


Muñiz , Pedro . PhD. , Arquitecto Licenc iado , Professor and

Director o f Laborator io Ambienta l de Arquitectura

Bio t ropica l

6 credits – teaching , 3 credits – administ rat ion,

3 credits – university serv ice

Nenadich , Nadya . Arquit ecta Cert i f icada , Inst ructor


Penabad, Juan . Arquitecto Licenc iado , Inst ructor


Oliver , María Isabel . Arquitecta Ce rt i f icada , Inst ructor , Graduate

Program Coordinator , and Director iESCALA

3 credits – teaching , 13.5 credits administ rat ion

Pico, Luis . Arquitecto Licenc iado , I nst ructor


Quiñones, E l iel . Lawyer , Inst ructor


Ramírez , Eugenio . Arqui tecto Cert i f i cado , Inst ructor


Ramírez , Jorge . Arquitecto Licenc iado , I nst ructor



3 5 / 5 8

10 credits – teaching ; 3 credits - administ ra t ion

Ramón, Enrique . Arquitecto Licenc iado , I nst ructor


Rocafort , Jorge . I ngenie ro Licenc iado , Professor


Rodríguez , Ernesto . Arquitecto Cert i f i cado , Inst ructor


Rodríguez , Francisco Javier . Arquitecto Licenc ido , Dean

12 credits – administ ra t ion

Rossi , María . Arquitecta Licenciada , Inst ructor


Sánchez , Arnaldo . Arqui tecto Cert i f i cado , Inst ructor


Trevisani , Marco . Inst ructor


Sennyey , Esteban . Arqui tecto Licenciado , Associa te Professor


Vivoni , Enrique . PhD., Arquitecto Licenc iado , Professor and

Director AACUPR

3 credits – teaching; 12 credits – administ rat ion

Other Faculty :

Babi lonia , Jannette . Ass istant Professor

12 credits – l ibrary administ rat ion

Flores, Jose . PhD. , Professor , L ibrary Director

12 credits – L ibrary Administ rat ion

Irrizary , Luis . Assoc ia te Dean


Ort iz , Gloria . Arquitecta Cert i f i cada , Ass istant Pro fessor and

Ass istant to the Dean in Academic Affa irs


Parri l la , Pedro E . Professor , Profess iona l Counse lor

12 credits – counse l ing , student adv is ing

Vela , Eva Crist ina . Arqui tecta Cert i f icada


Schoo l Administ rat ion: Descr ipt ion of t he d ist r ibut ion of ef fort between

administ rat ion and other responsib i l i t ies of each pos it ion

The administ ra t ive head of the School i s the Dean, who occupies a fu l l

t ime posit ion , supported by an Associa te Dean for Aca demic Affa irs , an

Ass istant Dean for Administ rat ive Affa irs , an assistant Dean for Specia l

Af fa irs , two Assistants to the Dean, one in Academic Affa irs , the other in

specia l a f fa irs , f ive secretar ies , and two Auxi l ia ry Administ rators. The

School has Graduate Program and Undergraduate Program Coordinators,

and four Design Year Coordinators (one for each undergraduate design

studio leve l ) . The secretar ia l poo l prov ides assistance to the faculty .



3 6 / 5 8

Academic Administ rat ive Personnel

Arq. Francisco Javier Ro dríguez , AIA , Dean

Arq. Luis I r izarry , Associa te Dean

Ms. Milagros Ramos , Assistant Dean for Adminis t rat ive Af fa irs

Eva Crist ina Vela , Ass istant Dean for Spec ia l Af fa irs

Gloria Ort iz , Assistant to the Dean for Academic Affa irs

Prof . María I . Ol iver , Graduate Program Director

Arq. Javier Isado , Undergraduate Program Director

The Dean

The Dean must ho ld a t least a Master 's Degree in a f ie ld of

specia l iza t ion, or i t s equiva lent , and have a dist inguished professiona l or

academic career . Among the dut ies as Execut ive Director o f the School

a re the proper operat ion of Faculty commit tees and represent ing the

School in University , publ ic and inst i tut iona l a f fa irs . The Dean is

responsib le for the preparat ion of the annua l budget proposa l and i ts

submiss ion to the Chance l lor , for the deve lopment of the academic

programs, for the recruitment and exce l lence of the faculty , and is

responsib le for put t ing into act ion a l l faculty direct ives.

The Dean recommends a l l candidates for appointment , promot ion, tenure

and leaves by the faculty , in consulta t ion with the Personnel Commit tee

and Program Coordinators , as wel l as promotes creat ive and academic

labor by the faculty , and superv ises the process of accreditat ion by the

proper ent i t ies.

Among the dut ies a re the coordinat ion and superv is ion of the faci l i t ies o f

the School , and the re lat ionship of the School to a l l externa l and interna l

ent i t ies. Any persona l professiona l pract ice may not inter fere with the

proper discharge of these dut ies . This is a ful l t ime admi nist ra t ive

posit ion with a ful l course re lease .

The Assoc iate Dean for Academic Affa irs

The ma in dut ies for the Associa te Dean cons ist in working w ith the Dean

on superv is ing and coordinat ing the establ ishment , rev is ion, and

implementat ion of the academic po l ic ies in the School o f Architecture .

The Associa te Dean works with the Dean on subjects re la ted to the

planning , implementat ion, and assessment of ongoing and pro jected

academic programs as wel l as on spec ia l issues connected to academic

aspects of sensit ive nature invo lv ing academic administ ra t ion and/or

Faculty .

The Assoc ia te Dean adv ises the Dean on act iv i t ies inherent to the

academic work , such as: recruitment of personnel ; def ining the academic

loads; inst i tut iona l assessment ; cont inuous educat i on; admissions;

professiona l improvement of the Faculty ; recruitment , admiss ion,

retent ion of students; p lans for the deve lopment of programs; l ibrary ;

promot ions , tenures , and leaves of the Faculty .

The Associa te Dean a lso acts as a l ia ison between the U ndergraduate and

Graduate Programs, as wel l as promot ing the academic and inte l lectua l

co l laborat ion with other academic inst i tut ions loca l and/or outside

Puerto Rico .



3 7 / 5 8

The Ass istant Dean for Administ rat ive Affa irs

The Ass istant Dean for Administ ra t iv e Affa irs i s responsib le for the

administ ra t ive aspects of the School . This includes a l l contracts for

serv ices or academic appointments , a l l purchases , and a l l accounts . The

posit ion acts as an inter face between the School and a l l the inst i tut iona l

ent i t ies which dea l with administ ra t ive a reas , inc luding account ing ,

purchasing , and personnel . The Assistant Dean for Administ rat ive Af fa irs

is respons ib le for the smooth operat ion of the faci l i t ies , includ ing

maintenance and repa irs , as we l l as equipment needs . The Ass istant Dean

for Administ rat ive Af fa irs mainta ins the Dean appr ised of the budgetary

s i tuat ion of the School and adv ises on appropr iate budget pr ior i t ies. The

Ass istant Dean is a lso responsible for the work/study program, the

teaching assistantships , and State Department requirements for v is i t ing ,

non-US cit izen Faculty . This is a ful l t ime adminis t rat ive posit ion.

The Ass istant to the Dean for Spec ial Affa irs

The Ass istant Dean for Specia l Af fa irs i s responsib le for a number of

in it ia t ives that are a pr ior i ty for the School. Among the respons ibi l i t ies

a re : coordinate the School publ ica t ions includ ing the ( in)FormA

magazine , deArquitectura bul le t in , exhibit ion and conference

announcements , ca ta log, and web page; par t ic ipate in fund -ra is ing

act iv i t ies; coordinate conferences and exhib it ions; coordinate and foment

cont inuing educat ion programs; coordinate and foment research pro jects

( in conjunct ion w ith the Graduate Coordinator ) ; and coordinate the

School mi lestonesće lebrat ions . This is a ful l t ime administ rat ive

posit ion with a ful l course re lease .

The Ass istant to the Dean for Academic Affa irs

The Ass istant to the Dean for Academic Affa irs co l laborates in the

deve lopment of new program offer ings and coordinates the creat ion and

rev is ion of courses and mainta ins a record of faculty academic

responsib i l i t ies . As wel l , t he Ass istant to the Dean eva luates student

academic records , t ransfer credits , exchange programs, and t ransfer

appl ica t ions . The Ass istant eva luates and makes recommendat ions of th e

candidates for graduat ion. The pos it ion works d irect ly with the Student

Af fa irs Off icer , the Professiona l Counse lor , and the Graduate and

Undergraduate Coordinators. The Ass istant a lso has responsibi l i t ies

re lated to recruitment e f for ts o f the School . Th is is a fu l l t ime academic

administ ra t ive posit ion with a ful l course re lease.

The Coordinator of the Graduate Program

The Coordinator o f the Graduate Program must ho ld a t least a Master 's

Degree in the f ie ld or i t s equiva lent . I n co l laborat ion with th e Dean,

there is a responsibi l i t y for establ ishing the phi losophy , miss ion and

object ives of the Graduate Program.

The Coordinator directs the academic a f fa irs o f the Graduate Program,

and enforces i t s regulat ions , adv ise candidates for admiss ion and

graduat ion. The Coordinator must establ ish the necessary administ ra t ive

procedures to guarantee a l l proceedings of the Program.

The Coordinator is an ex -of f ic io member and president o f the Graduate

Program Commit tee , and adv ises the Dean on the recruitment an d h ir ing

of faculty members to teach on the Program, as wel l as adv ise new

faculty on a l l that a ffects the proper discharge of the ir dut ies . This is a

ful l t ime academic administ rat ive posit ion with a ful l course re lease .



3 8 / 5 8

The Coordinator of the Undergrad uate Program

The Coordinator o f the Undergraduate Program must ho ld a t least a

Master 's Degree in the f ie ld or i t s equiva lent . In co l laborat ion with the

Dean, there is a responsib i l i t y for establ ish ing the phi losophy , miss ion

and object ives of the Underg raduate Program.

The Coordinator directs the academic a f fa irs o f the Undergraduate

Program, and enforces i t s regula t ions , adv ise candidates for admiss ion

and graduat ion. The Coordinator must establ ish the necessary

administ ra t ive procedures to guarantee a l l proceedings of the Program.

The Undergraduate Program Coordinator is a lso responsib le for out reach

to high school and counse l ing to undergraduates with an interest in

pursuing graduate educat ion.

The Coordinator is an ex-of f ic io member and president o f the

Undergraduate Program Commit tee , and adv ises the Dean on the

recruitment and h ir ing of faculty members to teach on the Program, as

wel l as adv ise new facul ty on a l l tha t a ffects the ir proper discharge of

the ir dut ies . This is a ful l t ime academic admi nist rat ive posit ion with a

ful l course re lease .

Administ rat ive Personnel ( ful l - t ime administ rat ive pos it ions)

Ms. Lizette Colón , Student Affa irs Off icer

Ms. Loida Morales , Execut ive Secretary to the Dean

Ms. Betty Pastrana , Administ ra t ive Secretary I I I

Ms. Evelyn Rolón , Administ rat ive Secretary I I

Ms. Carmen M. Esqui l ín , Administ rat ive Secretary I I I

Ms. Ivette Sánchez Rivera , Administ ra t ive Typist I I I

Mr. Saúl González , Laboratory Technician I

Mr. Víctor M . Torres , Property Mananger and Ass istant

Administ ra tor

Ms. Myriam Mart ínez , Administ rat ive Off icer

Ing . Ale jandro Valsega , Audiv isua l Technician

Mr. Noel Rivera Ayala , Assistant Librar ian I I I

Ms. Madel ine Ort iz , Assistant Librar ian I I

Ms. Ruth M. Carrión , Administ rat ive Secretary IV

Ms. Nydia Vigi l , Adminis t rat ive Assistant IV

Ms. Luz M. Rodríguez , Archiv ist

Ms. E lena García , Archiv ist

Prof . José González Peniza , D irector Photography Laboratory

(ha lf - t ime academic load and ha l f - t ime administ rat ive load)

Mr. Jorge Rodríguez Agost ini , Computer Technician

Descript ion of t he d ist r ibut ion of ef fort between administ rat ion and other

respons ib i l i t ies of each pos it ion

Student Affa irs Off icer . Coordinates the regist rat ion process , computes

academic ind ices , proposes candidates for st udent´s academic

recognit ion, represents the School a t o ff ic ia l mee t ings with the Off ice of

the Regist rar and the Dean of Student Af fa irs , superv ises assigned sta ff ,

prepares reports regarding academic and student act iv i t ies , o f fers

academic adv ise to students , organizes , w ith the Counse lor , the



3 9 / 5 8

or ientat ion process for incoming students , and is the o ff ic ia l custodian

of student and a lumni records.

Profess ional Counselor . This i s a ful l t ime administ rat ive posit ion to

prov ide professiona l and academic couns e l ing and coordinate the

School ’s academic counse l ing program.

Descript ion of t he pol ic ies , procedures, and cr it er ia for appo intment ,

promot ion, and tenure, and for access ing faculty development

opportunit ies

For professiona l courses , the School prefers to employ Faculty members

who ho ld advanced degrees and l icensure in the i r f ie lds of specia l iza t ion.

Architects should be members of the Colegio de Arquitectos y

Arquitectos Pa isa j istas de Puerto Rico (CAAPPR) , and Eng ineers of the

Colegio de Ingenieros (C IAPR) , and a l l should ho ld professiona l or post -

professiona l degrees a t the graduate leve l . For technology , history and

theory a reas , a doctora l leve l degree is preferred.


Faculty , which begins by an eva luat ion of the credent ia ls o f candidates

by the Dean, who consul ts the Graduate and Undergraduate Coordinators ,

and rece ives the recommendat ions of the Comité de Persona l before

making appointments . The promot ion of Faculty takes into account a

process that star ts with a per iodic eva luat ion of ind iv idua l faculty

members by the Comité de Persona l , who then make the a

recommendat ion to the pert inent author it ies. Par t o f this process

includes student eva luat ions of faculty per formance. App ointments can

be made e ither under serv ice contracts for one or two semester ,

renewable , or tenure t rack . Most Faculty members begin a t the Inst ructor

leve l unless they have he ld another teaching appointment a t a h igher

leve l . Fo l lowing University po l icy , Faculty members with doctora l degrees

begin as Ass istant Professors.

Only tenure t rack Faculty a re e l ig ib le for tenure, and this requires f ive

years of probat ionary serv ice unless a case for ext raordinary

c ircumstances can be made. Unl ike the U .S . , tenur e - what in Puerto Rico

is re ferred to as “permanenc ia ” - i t is separate from promot ions , and one

can be tenured a t any rank, from Inst ructor to Ful l Professor .

The Comité de Persona l , composed of f ive (5) tenured Faculty with the

rank of Ful l or Assoc iat e Professor , represent ing each of the major

academic a reas in the School , monitors Faculty per formance , academic

deve lopment , and professiona l accompl ishments . Peer eva luat ions are the

pr imary cr i ter ia for Faculty recruitment , re tent ion, tenure , and

promot ion. These are complemented by student eva luat ions and

classroom and Stud io v is i ts by members of the Commit tee .

Non-permanent Faculty are eva luated more frequent ly , e i ther year ly or on

a semester basis , depending on the length of the ir ind iv idua l contrac ts.

This inc ludes c lassroom v is i ts by the Personnel Commit tee to assess the

courses the faculty teach. For a l l faculty , each course taught is subject to

student eva luat ions.

Evidence of how facult y remain current in the ir knowledge of the

chang ing demands of pract ice and l icensure

Almost a l l studio Facul ty pract ice as a rchitects and therefore , remain

current in the knowledge of the profession. Other Faculty members

exercise the ir profession in other a reas, such as engineer ing , p lanning ,

preservat ion, technology, graphic and f ine ar ts, among others . Puerto

Rican law does not require cont inuing educat ion as a requis ite for

cont inued regist ra t ion as an architect or engineer i t is not yet be ing

implemented. The many examples of pro jects , exhib it ions , conferenc es,



4 0 / 5 8

and research a lready l isted in this document a re ev idence of the

commitment of our Facul ty to remain current in the ir profess ion.

3 .7 Human Resource Deve lopment

The School and the Inst i tut ion promote the deve lopment of Faculty , sta ff ,

and administ rators , by of fer ing them opportunit ies for advanced stud ies ,

seminars , and t ra ining act iv it ies , and var ious moda l i t ies o f leave of

absence. These inc lude leave without pay , leave with sa lary for

educat iona l or publ ic serv ice , and leave without pay with f in anc ia l a id ,

pr incipa l ly for advanced studies . Addit iona l ly , Faculty qua l i fy for

sabbat ica l leave . An addi t iona l important benefi t o f be ing an employee of

the University is the r ight to study for free anywhere within the

Inst i tut ion. This inc ludes any of the academic programs in the e leven

campuses of the University system. Both administ rators and faculty at the

School a re current ly taking advantage of these possibi l i t ies .

The School act ive ly promotes Faculty part ic ipat ion in profess iona l

deve lopment act iv i t ies as a means of human resource deve lopment . This

includes support for t rave l , per d iem, and inscr ipt ion costs . The support

for these act iv i t ies , as wel l as the inst i tut ion of new mechanisms for the

capture of externa l funding , forms a s igni f icant part o f St rategic Goa l E:

Administ ra t ive Env ironment . As wel l , faculty a re encouraged to engage in

the pract ice of a rchitecture or the ir speci f i c expert ise .

The University a lso of fers scho larship opportunit ies to Faculty for

cont inued educat ion in pursuit o f a higher degrees . The School worked to

ident i fy the design area as potent ia l ly benefi t ing from hav ing Faculty

with advanced degrees , speci f i ca l ly the Doctora l leve l .

The School is a lso interested in promot ing Faculty part ic ipat ion in

programs a imed a t improv ing academic of fer ings . We are beginning to

encourage Faculty to take advantage of exchange opportunit ies with

other NAAB accredited schools , as wel l as with schools in Mexico and

Europe. The Universidad de Puerto Rico has a sabbat ica l leave plan

intended to support faculty research, and our School faculty has taken

advantage of this opportunity . We a lso have an act ive program for the

support o f advanced stud ies by our faculty , intended to advance the ir

academic and professiona l status .

F inancia l suppor t for Faculty t rave l has been prov ided by the School to

a l low part ic ipat ion in seminars , lectures , and conferences . These include

ACSA regiona l , annua l , and internat iona l meet ings . This a lso inc ludes

f inancia l support for faculty to par t ic ipate a long with students in for and

t rave l through the AIAS , CLEA and CLEFA.

Faculty members have been act ive ly part ic ipat ing in academic and

professiona l act iv i t ies in representat ion of the School . Dean Francisco

Jav ier Rodr íguez and Prof . Mar ía I . Ol iver , ACSA Faculty Counc i lor , have

represented the School at the ACSA Annua l , Regiona l and Internat iona l

Meet ings , as wel l as the Administ rators Conferences . Tradit iona l ly , the

Dean and the ACSA Facul ty Counc i lor attend the Annua l Meet ing . In 2007 ,

Prof . Mar ia I sabe l Ol iver and Prof . Jose F lores , a t tended the Annua l ACSA

Meet ing "Fresh A ir " in Phi lade lphia . Another example o f faculty

deve lopment act iv i t ies inc ludes Prof . Enr ique Vivoni ’s par t ic ipat ion in

Annua l Meet ings of the Socie ty o f Architectura l H istor ians .

The School has created and act ive ly supports severa l inst i tutes and

centers for research. These inc lude the Susta inabi l i t y Studio (Appendix

4 .0) , the Centro de Serv ic io a la Comunidad (Community Design Center ,

Appendix 4 .1) , the Ins t i tuto de Arquitectura Tropica l He nry Klumb,

Laborator io Ambienta l de Arquitectura Biotropical (LAAB) , the Laborator io



4 1 / 5 8

Acúst ico , the AACUPR (Appendix 1 .1) , CIUDAD (Appendix 4 .2) , iESCALA

(Appendix 4 .3) , IMDICE (Appendix 4 .5) , and CIDI (Appendix 4 .4) .

A l is t of guest lecturers and v is i t ing cr it ics brought to the program s ince

the previous s it e v is i t

The School promotes an act ive approach to the enr ichment of the

academic and inte l lectua l exper ience of i t s students and faculty . Our

Vis i t ing Lecturer Program has been ext remely popular and s uccessfu l

dur ing the past four years. Many of these v is i tors have a lso prov ided

Studio cr i t ique sess ions for the benef i t o f our students . Dur ing that

per iod, the l ist o f v is i t ing lecturers inc ludes (see Appendix 8 .1) :

2 0 0 2 - 2 0 0 3

I X S e m i n a r i o d e l a A r q u i t e c t u r a L a t i n o a me r i c a n a

D r a . S y l v i a A l v a r e z C u r b e l o , U P R

H e r m i l i o S a l a s E s p i n d o l a , T e x a s

A r q J a v i e r d e J e s ú s , P R

A r q A b e l M i s l a , P R

M a r i o S c h j e t n a n , M e x i c o

A r t e P ú b l i c o L e c t u r e : A n n H a m i l t o n , U S A

A r t e P ú b l i c o L e c t u r e : J o s e p M u n t a d a s , B a r c e l o n a

G a b r i e l R u i z C a b r e r o , M a d r i d

2 0 0 3 - 2 0 0 4

S a m u e l I s e n s t a d t , N e w H e a v e n , C o n n e c t i c u t

T o d d W i l i a m s , N e w Y o r k

B i l l i e T s i e n , N e w Y o r k

L i n d y Ro y , N e w Y o r k

J o h n R . P a t k a u , C a n a d a

M a r i o C e n i q u e l , B r a s i l

H u m b e r t o C a v a l l í n , V e n e z u e l a

2 0 0 4 - 2 0 0 5

J a v i e r d e J e s ú s , S a n J u a n

J o r g e S i l v e t t i , B o s t o n ( H a r v a r d )

N a d e r T e h r i n i , O f f i c e d A , B o s t o n ( M I T )

E n r i c P e r i c a s B o s h , B a r c e l o n a

J u a n H e r r e r o s , M a d r i d

A n d r é s M i g n u c c i , S a n J u a n

T o m M a r v e l , S a n J u a n

D i n o d e l C u e t o , M e x i c o

E n r i q u e V i v o n i , U P R

S e g u n d o C a r d o n a , S a n J u a n

2 0 0 5 - 2 0 0 6

F . A b r u ñ a / J . R a m í r e z / E . M a r t í n e z J o f f r e , U P R

J a v i e r I s a d o / J o r g e L i z a r d i , U P R

A n í b a l S e p ú l v e d a , U P R

A n d r é s S a l a s A c o s t a , S a n J u a n

E l í a s T o r r e s T u r , B a r c e l o n a

M a r i a n o d e l C u e t o , M e x i c o

S e g u n d o C a r d o n a , F A I A

C e r o D e s i g n ( C e l s o G o n z á l e z y Ro b e r t o B i a g g i ) P R

W e s t 8 , J e r r y v a n E i j c k , N e t h e r l a n d s

M a r i a I s a b e l O l i v e r ,U P R

M i g u e l A . R i v e r a , A u s t i n , T e x a s

J u a n M i r ó , A u s t i n , T e x a s

C h r i s t i a n D a g g , A u b u r n , A L

J u d e L e B l a n c , A t l a n t a , G e o r g i a T e c h

T o s h i k o M o r i , N e w Y o r k ( H a r v a r d )

M a c k S c o g i n , A t l a n t a ( H a r v a r d )

M e r i l l E l a m , A t l a n t a



4 2 / 5 8

2 0 0 6 - 2 0 0 7

R o d r i g o V i d a l , N e w Y o r k

J o r g e L i z a r d i , U P R

C e l i n a N o g u e r a s , P u e r t o R i c o

J u a n P e n a b a d , P u e r t o R i c o

F r a n c i s c o J a v i e r Ro d r í g u e z , P u e r t o R i c o

J o s h u a P r i n c e Ra m u s , N e w Y o r k

J o n a t h a n M a r v e l , N e w Y o r k

W o l f P r i x , A u s t r i a

B e a t r i z C o l o m i n a , N e w Y o r k ( P r i n c e t o n )

D a v i d H i c k e y , L a s V e g a s , N e v a d a

V a l W a r k e , N e w Y o r k ( C o r n e l l )

J e f f K i p n i s , C o l u m b u s , O h i o S t a t e

W i n k a D u b b e l d a m , N e w Y o r k ( P e n n )

P r o p o s e d L i s t f o r 2 0 0 7 - 2 0 0 8

Luis Ro jo , Madr id

Paxt i Mangado , Pamplona

Ecosistema Urbano, Madrid

Barozzi -Ve iga , Barce lona

Mohsen Mosta fav i , Corne l l -Harvard

Jer ry Wel ls , Corne l l

Maryann Thompson, Harvard

Fares e l -Dadah, Rice

Sanford Kwinter , Rice

Laur ie Hawkinson, NYC

Michae l Sorkin, NYC

Francisco Jav ier Blanco , San Juan

Evan Dougl is , NYC

The Exhib its Program dur ing the pa st two years inc ludes:

2 0 0 5 - 2 0 0 6

B i e n a l d e A r q u i t e c t u r a 2 0 0 5

E x h i b i c i ó n C o m p e t e n c i a d e J u n c o S t e e l

O b r a s d e M i r o y R i v e r a , A r q u i t e c t o s

E x h i b i c i ó n A c c i ó n U r b a n a

E x h i b i c i ó n o b r a s p o r E g r e s a d o s

E x h i b i c i ó n p r e m i o s A I A 2 0 0 6 - 0 5 - 2 5

E x h i b i c i ó n E s t u d i a n t e s 2 d o a ñ o

E x h i b i c i ó n T a l l e r d e T e c n o l o g í a

2 0 0 6 - 2 0 0 7

C o m p e t e n c i a d e l M u e b l e A I A

P r e m i o s d e H o n o r A I A 2 0 0 7

E x h i b i c i ó n d e p r o p u e s t a s p a r a e l C h a r r e t t e I n f r a e s t r u c t u r a

V e r d e y N u e s t r a s C i u d a d e s d e l C A A P P R

T a l l e r d e S e g u n d o A ñ o

E x h i b i c i ó n F o t o s d e C ó r c e g a

E x h i b i c i ó n T a l l e r d e A r t e s G r a f i c a s

X V P r e m i o s O b r a s C e m e x

E x h i b i c i ó n P a r q u e E s c u l t ó r i c o

E x h i b i c i ó n d e E s t u d i a n t e s q u e p a r t i c i p a r o n d e l I n t e r c a m b i o

e n S e v i l l a

E x h i b i c i ó n C a s a S o l a r



4 3 / 5 8

Specia l Events dur ing the past two years include:

2 0 0 5 - 2 0 0 6

C e l e b r a c i ó n 4 0 A n i v e r s a r i o

C o n v e r s a t o r i o : 4 0 a ñ o s d e l a E s c u e l a d e A r q u i t e c t u r a

R e c o n o c i m i e n t o c l a s e 1 9 6 6

P r e s e n t a c i ó n F i d e i c o m i s o

R e v i s t a ( i n ) F o r m A , v o l . 2

S u b a s t a S i l e n t e ( o b r a s d o n a d a s p o r e g r e s a d o s )

2 0 0 6 - 2 0 0 7

E n c u e n t r o T o r r e s M a r t i n ó y s u s A l u m n o s

P a r t i c i p a c i ó n e n e l P r o y e c t B a s e d L e a r n i n g C o u r s e

a u s p i c i a d a p o r S t a m f o r d U n i v e r s i t y

J o i n t S t u d i o c o n C o r n e l l U n i v e r s i t y

E c o - M i c r o c a s a E c o - q u í

D i s e ñ o d e l a C a s a S o l a r

F i r ma d e c o n v e n i o c o n l a U n i v e r s i d a d d e C ó r c e g a

Descript ion of student support services , inc luding academic a nd personal

adv is ing, career guidance, evaluat ion of progress, and internship

p lacement

Student Support Services . The Student Af fa irs Off icer mainta ins

actua l ized students records and prov ides students adv ice about the

administ ra t ive processes of the Arch itecture School re lated to : course

se lect ion, regist rat ion, admiss ion requirements , f inancia l a id ,

scho larships , t ransfer , reclassi f i ca t ions , spec ia l requests , subst i tut ions ,

student placement , and other aspects of academic progress.

The Undergraduate and Graduate Program Coordinators are responsib le ,

in coordinat ion with the Dean, for the implementat ion of the phi losophy ,

mission , goa ls , and object ives of the Architecture School on each

Program. They are respons ib le for the coordinat ion and direct ion of t he

administ ra t ive and academic procedures of each Program. They give

adv ice to the candidates for admiss ion on academic mat ters and to the

Program students on advanced and internship p lacement . They are

responsib le for the organizat ion and coordinat ion of the courses and for

implement ing the administ rat ive procedures in order to best ful f i l l the

integrat ion of the courses. They a lso adv ise recent ly recruited Faculty

regarding the ir r ights , dut ies and respons ib i l i t ie s on each Program.

Dur ing the 2001-02 academic year , the School implemented a program o f

out reach to high school students and recruitment of possible candidates

for admissions . As wel l , the Undergraduate and Graduate Coordinators

a re responsible for adv is ing students in the i r fourth year who are

interested in graduate educat ion.

A Professiona l Counse lor he lps the students to understand and c la r i fy

the ir v iews of the ir l i fespace , and to learn to reach the ir se l f -determinate

goa ls through meaningful , we l l - informed choices and through reso lut ions

of problems of an emot iona l or interpersona l nature . The f ive major

goa ls o f th is counse l ing concentrate on faci l i ta t ing behav ior change;

improv ing the student ’s abi l i t y to establ ish and mainta in re la t ionships ;

enhanc ing the student ’s e ffect iveness and abi l i t y to cope; promot ing the

decis ion-making process; and fac i l i ta t ing the s tudent ’s potent ia l and

deve lopment ;

The profess iona l serv ices of Counse l ing and Guidance in a set t ing l ike

the School o f Architecture , responds to a prevent ive , as wel l as the

growth needs of students , o f fer ing such serv ices as asser t iveness



4 4 / 5 8

t ra ining , se l f -esteem deve lopment , career planning and persona l growth

group exper ience . These serv ices a re re lated to the needs of the students

and respond to the regula t ion st ipula ted by the F aculty . These can be

summar ized in four mayor categor ies: Academic Counse l ing; Persona l

Counse l ing; Occupat ional Counse l ing; and Educat iona l Guidance .

The funct ions of the professiona l counse lor at the School

include the fo l lowing:

• Detect deep confl i c ts and ser ious needs in

the students that require the a ttent ion of o ther

professiona l such as psychologists ,

psychia t r ists or socia l workers and refer those

students to them. Offer the necessary fo l low -up

to those students. De tect and eva luate by

interv iew and other techniques emot iona l and

adjustment problems that can a ffect the

student academic per formance . Prov ide

counse l ing and guidance to the students who

present emot iona l confl i cts that e ffect

academic and persona l growth. Eva luate the

academic records of the students to ident i fy

possib le conf l ict a reas , interest and needs .

Intervene with the students , i f necessary , so

that they can dea l in a posit ive way with the

s i tuat ion. Par t ic ipate as par t o f a team o f

he lp ing profess iona ls or with other universit y

or community personnel in a spec if ic case .

• Prov ide occupat iona l guidance and adv ice to

promote in the students the e ffect ive

achievement of the ir professiona l goa ls. He lp

students in the ana lysis o f the ir needs ,

interests , apt i tudes , ab i l i t ies , work e xper ience ,

and l i fe sty le . Prov ide counse l ing and guidance

to students with vocat iona l indec is ion or with

psychologica l problems.

• Prov ide academic advis ing and guidance to

the student body .

• Adv ise and co l laborate with the Dean in the

design and organizat ion of the counse l ing and

adv is ing programs in the School o f

Architecture . Design a working plan regarding

the student body character ist ics and needs .

Conduct stud ies re la ted to the student ’s needs

and prov ide guidance based on those f ind ings .

• Acts as a faci l i ta tor to promote good

communicat ion between the students , the

faculty and the administ rat ion. Coordinate ,

co l laborate and part ic ipate in of f ic ia l student

act iv i t ies.

• Offer or ientat ion regarding the obl igat ions

and r ights of students as wel l as professors

according to the academic norms and

regula t ions of the Inst i tut ion.

• Coordinate student serv ices for students with

specia l needs in conjunct ion with the Off ice for

Students with Disabi l i t ies located a t the

University campus.

• Col laborates with the Coordinators of the

Graduate as wel l as Undergraduate Programs



4 5 / 5 8

regarding conf l ict ing s ituat ions that negat ive ly

a ffect the academic per formance of the

students .

Other Support Services

The Off ice of the Dean of Students of fers the fo l lowing pro grams:

Housing , Hea lth Educat ion, Peer Counse l ing , Vocat iona l Rehabi l i ta t ion,

Psychologica l and Psychometr ic Serv ices , Veteran 's Af fa irs , Occupat iona l

Deve lopment Placement , Cultura l and Recreat ional Act iv i t ies , and Student

Organizat ions.

The Off ice of the Dean of Students a lso administers a Guidance and

Counse l ing Center for Student Deve lopment (C .O.D.E . ) that integrates a l l

the professiona l assistance serv ices in the f ie ld of human behav ior in a

mult i -d isc ip l inary approach to attend to student needs. Soc ia l workers ,

guidance and rehabi l i ta t ion counse lors , psychologists and other

specia l ists const i tute the sta ff o f this Center . There is an Occupat iona l

and Educat iona l Informat ion Sect ion, which int roduces students to

occupat iona l and educat iona l f ie lds , and prov ides them with informat ion

on the curr icula of co l leges and universit ies in Puerto Rico and abroad.

Tuit ion Costs / Scholarship / A id

Due to the support o f the Government of Puerto Rico for publ ic higher

educat ion, tuit ion costs a t the University a re very reasonable . This

commitment is re f lected in a cost o f $40 per tuit ion credit a t the

undergraduate leve l and $115 a t the graduate . Each year there wi l l be an

increase in tuit ion only appl icable to the c lass be ing admit ted that year .

That fee wi l l be mainta ined dur ing a per iod of t ime equiva lent to 150% of

the t ime required to complete a student ’s study program.

The University F inancia l Aid Off ice prov ides students with assistance to

he lp defray the cost o f educat ion. There are loca l scho larship fu nds

ava i lable to the architectura l student , such as Legis la t ive Scholarships ,

as wel l as federa l ones , such as the Supplementa l Educat ion Opportunity

Grants (SEOG) , the S ta te Student Incent ive Grants (SSIG) , Basic

Educat iona l Opportunity Grant Program (BEO G) , Nat iona l Direct Student

Loan Program (NDSLP) , and Guaranteed Student Loan Program (GSLP) .

There are a lso Work/Study Programs and Teaching Assistantships

ava i lable to qua l i f ied students . The vast number of undergraduate

students a re benef ic ia r ies of Pe l l Grants . At the graduate leve l ,

approximate ly 20% o f the students rece ive teaching assistantships .

The Universidad de Puerto Rico a lso of fers i t s own scholarship a id

program: President ia l Scho larships , Honor Student Grants , and Graduate

Teaching Ass istantships , among others . The School o f Architecture , in i t s

e ffor t to encourage community support for our s tudents , establ ished the

Dan-El V iera Scholarship in co l laborat ion with the Colegio de Arquitectos

de Puerto Rico .

Evidence of the program’s fac i l i tat ion of student opportunit ies to

part ic ipate in f ie ld t r ips and other of f -campus act iv it ies

The Program supports both in theory and in pract ice with t ime and

f inancia l resources , the student´s opportunit ies to par t ic ipate in off -

campus act iv i t ies , seminars , symposia and congress. The Dean h imsel f

has t rave led with students to a t least two AIAS Forum Nat iona l

Convent ions. (See Appendices 9 .1 and 9.2) .



4 6 / 5 8

Most of the activities at the Scool of Architecture involve the collaboration of students as

well as faculty in general. Many of these activities are supported by students’ organizations

(Student Council, AIAS,CSI, Emerging Green Builders) with the support of the Dean. Some of

these include Design Competitions and Charrettes; Field Trips with the AIAS CSI Emerging

Green Builders; local as well as international AIA and AIAS Conventions, Bienals and other

programs sponsored by the Colegio de Arquitectos y Arquitectos Paisajistas; Lectures,

Exhibitions, Documentaries and Film Festivals as well as ahtletic intramurals.

In some occasions, final reviews take place in professional local offices in order to acquaint

students to the professional realm and expose them to the environment of professional

architects. Moreover, some projects require site visits outside of the San Juan area, these

visits broaden the students´ understanding of our local needs and traditions.

Descript ion of t he pol ic ies , procedures, and cr it er ia for appo intment ,

promot ion, and tenure, and for access ing faculty development

opportunit ies

Because of the professiona l nature of the School , the preference is to

employ Faculty members who ho ld advanced degrees and l i censure in

the ir f ie lds of spec ia l iza t ion. Architects should be members of the

Colegio de Arquitectos y Arquitectos Pa isa j istas de Pue rto Rico (CAAPPR) ,

and Engineers of the Colegio de Ingenieros (CIAPR) .


Faculty , which in the case of tenure t rack posit ions required

advert isement of the opening . This is fo l lowed by a pre l iminary

eva luat ion of the credent ia ls o f candidates by the Dean. Consultat ion

takes place with the Graduate and Undergraduate Coordinators pr ior to

present ing the candidates to the Personnel Commit tee . The Personnel

Commit tee has the respons ib i l i t y to make recommendat ions on the h ir ing

of any candidate . The Dean then forwards a recommendat ion

accompanied by the recommendat ion of the Commit tee . Appointments

can be made e ither under serv ice contracts for one or two semester ,

renewable , or tenure t rack. Most Faculty begin a t the Inst ructor leve l

unless they have he ld another teaching appointment a t a h igher leve l .

Faculty with doctora l degrees begin as Assistant Professors.

Only tenure t rack Faculty a re e l ig ib le for tenure, and this requires f ive

years of probat ionary serv ice unless a case for ext raordinary

c ircumstances can be made. Unl ike the U .S . , tenure – what in Puerto Rico

is re ferred to as “permanenc ia ” – is separa te from promot ions , and one

can be tenured a t any rank, from Inst ructor to Ful l Prof essor .

The promot ion of Faculty takes into account a process that sta rts with a

per iodic eva luat ion of indiv idua l faculty members by the Personnel

Commit tee , who then make the a recommendat ion to the pert inent

author it ies. The Personnel Commit tee , compose d typica l ly o f f ive (5)

tenured Faculty with the rank of Ful l or Associa te Professor , represent ing

each of the major academic a reas in the School , monitors faculty

per formance , academic deve lopment and professiona l accompl ishments .

Peer eva luat ions are the pr imary cr i ter ia for faculty recruitment ,

retent ion, tenure , and promot ion. These are complemented by student

eva luat ions and c lassroom and Stud io v is i ts by members of the

Commit tee .

Non-permanent faculty a re eva luated e ither annua l ly or on a semester

basis , depending on the length of the ir indiv idua l contracts. The

Personnel Commit tee assesses the courses these faculty teach, which

include the use of student eva luat ions . Permanent members of the faculty

a re not eva luated by peer rev iew on a regular basi s , a s i tuat ion that the

Personnel Commit tee wi l l be addressing in the near future , a l though they

are subject to student eva luat ions each semester . These eva luat ions are

rev iewed by the Dean and form a part o f the faculty member ’s permanent



4 7 / 5 8

record. The Commit tee intends to begin the annua l peer eva luat ion of a l l

tenure t rack faculty members soon.

Evidence of how facult y remain current in the ir knowledge of the

chang ing demands of pract ice and l icensure

Vir tua l ly a l l studio facul ty pract ice as a rchitects and remain current in

the knowledge of the profession. Other faculty exercise the ir profession

in other a reas , such as engineer ing , p lanning , preservat ion, technology ,

graphic and f ine ar ts , among others. Puerto Rican law requires

continuing education as a prerequisite for continued registration as

an architect or engineer. Efforts have been made by the School of

Architecture in order to support this requirement; as such, the School

will be offering continuing education courses for architects and

practitioners in and outside the academic realm.

3 .8 Physica l Resources

As an independent academic unit with in the University , the School o f

Architecture occupies i t s own bui ld ing , which houses i t s administ rat ive

off ices , spec ia l ized l ibrary , exhibit ion ga l lery , a rchives , design studios ,

c lassrooms and severa l support faci l i t ies . Our specia l ized faci l i t ies a lso

serve the genera l University and professiona l communit ies . (See Appendix

3 .1) .

The School has the only specia l ized architectura l Library and s l ide

co l lect ion in Puerto Rico (which includes records of much student work) .

I t is a lso the la rgest col lect ion in the Car ibbean. I t a lso has AACUPR -

Archivo de Arquitectura y Const rucc ión de la Universidad de Puerto Rico -

a repository of documents and a source of research perta ining to Puerto

Rican architecture , and which assists in the preservat ion of the h istory of

Puerto Rican des ign and const ruct ion. The School a lso is connected with

the University -wide LAN (UPR-NET) and the Internet .

Techno logy Laboratory Resources

The Technology area offers courses in a reas direct ly re lated to the Puerto

Rican and Car ibbean env ironment and cl imate , includ ing research and

exper iments in a var iety o f spec ia l ized f ie lds , such as Architectura l

Acoust ics and Computers . There is a w ind tunnel used in the natura l

vent i la t ion and required technology courses , as wel l as for indiv idua l

studio pro jects , and a he l iodon used in the required and e lect ive

technology courses. The School has a dig ita l photography laboratory that

o ffers e lect ive and cont inuing educat ion courses , as wel l as prov ides

support to students and faculty . A workshop for model const ruct ion is

a lso ava i lable . There are faci l i t ies for research and demonstrat ion in the

areas of Computer Graphics , Acoust ics , Light ing and Natura l Vent i la t ion.

Acoust ics Laboratory

The School mainta ins an acoust ics laboratory, with equipment that

supports courses in the areas of basic acoust ics , env ironmenta l

acoust ics , a rchitectura l acoust ics , and no ise contro l . E lect roacoust ic

inst rumentat ion (sound- leve l meters , rea l - t ime spect rum ana lyzers , FFT

ana lyzer , ana log f i l ters , no ise generator , wave synthesizer , reverberat ion

t ime inst rumentat ion, s ta t ist ica l ana lyzer , osc i l loscopes , and others)

a l low the inst ructors to present demonstrat ions of important acoust ic

and psychoacoust ic phenomena in c lass and to conduct f ie ld -

measurements and basic research re la ted to a rchitectura l acoust ics and

community no ise . A re ference sound -reproduct ion system and dig ita l

sound-recording system is ava i lable for demonstrat ion purposes .



4 8 / 5 8

Laboratory and demonstrat ion equipment for the Physics courses is a lso

ava i lable , par t icula r ly for the mechanics , st ructures , wave mot ion,

e lect r ic i ty , l ight , and the rmal physics a reas.

Biotropical Architecture and Environme ntal Systems Laboratory

(Laboratorio Ambiental de Arquitectura B iot ropical - LAAB)

A low-speed wind tunnel designed and const ructed by Prof . Pedro Muñiz ,

PhD , is used to study the interact ion between bui ld ings and wind ,

ut i l iz ing sca le models . Recent ly , new and updated per iphera ls have

augmented i ts research capabi l i t y inc luding new and updated wind speed

anemometers in a mult i -channel conf igura t ion. Computer and manua l

contro l , smoke and data co l lect ion dev ices for f low ana lysis a re be ing

added.

Photometers ( luminance and i l luminance meters) a re ava i lable for f ie ld

and laboratory studies for day l ight ing ana lysis us ing sca le models .

The LAAB conta ins addit iona l too ls and inst ruments for the

demonstrat ion and ana lysis o f d iverse cr i ter ia re lated to so lar p rotect ion

and env ironmenta l aspects in a rchitecture . With the a id of a he l iodon,

students carry out ana lysis o f exist ing and proposed bui ldings by means

of sca le models test ing .

Computer Laboratory (Media Lab)

The Computer Laboratory has as a pr imary g oa l to serve as a support

faci l i t y for overa l l academic needs . I t s goa l i s to educate and t ra in our

students and faculty in the use of computer technology as an

inst rument for new ways to undertake a rchitecture invest igat ion

and representa t ion. The Laboratory encourages the learning of new

appl ica t ions and equipment usage that wi l l open possib i l i t ies for deeper ,

faster and more product ive way to explore architecture .

The Laboratory has expanded with the new faci l i t ies to a lmost twice

the ir prev ious s ize , and have PC an Mac. A new server -based

administ ra t ive system a l lows each student a pr ivate password, persona l

account , and server storage. This a lso a l lows the system to keep a log of

t ime and use of each student . This new bui ld ing is t o ta l ly networked

a l lowing for the int roduct ion of technology in studio and other courses .

Sta ff members give support and assistance a t the laboratory at a l l t ime .

Sta ff members a re each assigned a regular task to per form dur ing the ir

scheduled t ime . The Laboratory has sta ff meet ings every week to

establ ish weekly tasks and new goa ls . A per iodic technica l rev is ion to the

system takes place every weekend.

With the acquis it ion and implementat ion of new high per formance

equipment , the leve l o f technologica l capacit ies of the laboratory has

increased. The new equipment and appl ica t ions have improved student

product iv i ty and interest in a rchitectura l educat ion.

Present ly , the Computer Lab has the fo l lowing equipment as par t o f the

School ’s academic network: 12 IMac G3 500MHz, 128 Mb RAM and 20Gb

HD, 20 De l l Opt ip lex 745Inte l core 2 Duo 2.66GHz, 4Mb RAM and 80Gb

HD, 22 Del l Precis ion 360 Pent ium IV 2 .8 or 3 .06GHz, 1 .2Gb RAM and

74Gb HD., 6 De l l Precis ion 380 Pent ium IV 3 .2GHz, 1Gb RAM and 80Gb

HD, 3 De l l Prec is ion 330 Pent ium IV 1 .42GHz, 256Mb and 20Gb HD. They

have e ither Windows 2000 Profess iona l , W indows XP Profess iona l or

Windows Server 2003, AutoCAD 2006, Off ice 2003 Professiona l , SketchUp

5, Etabs 2000, Photoshop CS , Acrobat Reader , VIZ 2006 , Symantec

Ant iv irus , ArchiCAD, Core l 12. The Lab counts w ith an Infocus pro jector



4 9 / 5 8

for presentat ions , a router antenna for wire less access internet throw the

university network, 2 scanners HP ScanJet xpa and HP Scan Je t 5470c and

a Team board. There are a lso 4 pr inters , HP DeskJet 9800, HP LaserJet

4200n, HP DesignJet 500 and HP DesignJet 800, connected throw a

pr inter server that enable to pr int from any unit in the Lab.

The School of Architecture’s efforts in providing both Faculty and Students the latest

digital and technological tools reinforce not only the curriculum, but also the learning

experience.

The Media Lab offers, within the School, a unique space dedicated to the exploration,

investigation, experimentation, creation, and application of new digital methods and

systems of design.

In order to maintain an continuously develop this Digital Program and produce the

highest level of research and critique, the School must provide a system that allows

our local network to have rapid access to ideas that live in other regional and global

networks; along with the software and hardware that permit the two dimensional

image in the computer screen to become a three dimensional object for further study.

The University of Puerto Rico’s Technology Fund grants the Media Lab the necessary

funds to obtain essential equipment. This year the Media Lab is to be furnished with

the following:

Microfilm scanner to be available in the Library.

Milling Machine- used for the complex shaping of metal and other solid materials.

Milling machines may be operated manually or under computer numerical control.

Milling machines can perform a vast number of complex operations, such as slot

cutting, planning, drilling, rebating, routing, etc.

A HP8300 Professional Image scanner in the Computer Room

More licenses of the Office Professional Plus 2007 Win program

More programs of Office Mac 2004

CS3 Design Standard Mac

CS3 Design Standard Window

Autodesk Autocad 2008 Full Education Edition

Arcview 9.2 Labkit

Infocus Work Big V 10 Ultra Mobile projector

Nerv8 input Scaler /Switcher with unbalanced stereo audio (Console)- console that

integrate all audio equipment for better performance and control.

D830 Dell Latitude Notebook, duel-core Intel processor with 64 bit support – for

use in presentations in the classroom.

Dell optiplex 755 mini tower- assigned to the Taller Comunitario and the Acoustic

Laboratory for research and field investigation.

Enhanced Acoustic Simulator for Engineers Version 4.2 for Windows - this

program allows students to perform acoustics tests utilizing simulators and high

technology in the Acoustics Laboratory.

We are working in the new design of the Web site for the School o f

Architecture , which wi l l prov ide informat ion and new ways of us ing the

faci l i t ies . The new site wi l l incorporate and integrate infor mat ion about

a l l o ther faci l i t ies , which w i l l he lp profess iona ls and internat iona l

students to learn and interact more with our School . The re -design is

be ing carr ied out by Prof. Abe l M is la and the New York -based f irm

ANIMA.

http://en.wikipedia.org/wiki/Metal

http://en.wikipedia.org/wiki/Solid

http://en.wikipedia.org/wiki/Materials



5 0 / 5 8

Dur ing the academic per iod, t he Laboratory is open M -Th 8:00 AM-8:00

PM , and Fr iday 8:00 AM -4:30 PM . At o ther t imes , the schedule is M -F

8:00 AM-4:30 PM. The Computer Lab is present ly undergoing a

conceptua l process of redesigning i ts funct ion to serve more as a Media

Lab. (See Appendix 4 .6) .

Digital Photography Laboratory

The photography laboratory prepares the students to express the ir

creat iv i ty in the cha l lenging wor ld of a rchitectura l photography and in

image dig ita l iza t ion. Students a re prov ided with both the technica l and

art ist ic too ls needed to create a var iety o f pro jects . Courses are offered

in non-t radit iona l photography , that is both appl ied architectura l

photography and dig ita l image making , that a re f lexib le enough to

prov ide for each student ’s par t icu la r needs .

The Lab now has integrated the la test e lectronic imaging systems

technologies in a rchitectura l photography . This includes 12 Apple I -Mac

G3 computers , a Power Mac G -4 server , an Apple I Book and two Apple G -

5 a l l with so ftware that inc ludes Photoshop 6, Adob e Page Maker and

I l lust rator . Professiona l leve l dig it iz ing equipment includes two Sony

Digita l V ideo Camara , one Nikon FM -2 Camara , Nikon F -11 Camara , N ikon

Digita l Camara D-70, a Sony Viao , Co lor t ran Lamps, Kodak pr inter , Kodak

scanner and a Camara Hasse lb lod.

The actua l physica l faci l i t ies in which the Lab is located are cont igous to

the design stud ios and in great condit ions . An agreement with the

Department of F ine Arts o f the Col lege of Humanit ies is leading towards

the phasing out o f the teaching of t radit iona l photography courses and

the concentrat ion on digita l imaging . The faci l i t ies o f F ine Arts a re

adjacent to the new architecture bui ld ing . This adjacency prov ides a

convenient locat ion for architecture students who wish to take t radit iona l

photo courses that F ine Arts wi l l cont inue to offer .

In response to new technology and student demand and supported by the

new digita l photo equipment , the School has begun to offer new courses

in photography for students with spec if ic interest in a rchitec tura l image

creat ion and preservat ion of h istor ica l p laces and bui ld ings . For the

la tter , ass ignments a re designed to emphasize the deve lopment and

explorat ion of profess iona l a t t i tudes and techniques , whi le prov iding a

comprehens ive study of the subject o f preservat ion of h istor ica l s i tes and

bui ldings through the use of photography .

Schoo l of Architecture Research Centers

See Appendices 4 .2 , 4 .3 , 4 .4 , and 4.5 .

The New Architecture Schoo l Bui lding

The new fac i l i t ies integrated a l l the components of the School o f

Architecture . I t is des igned as two para l le l wings , each two stor ies in

he ight . A conscious decis ion was made to locate a l l the studios and

support faci l i t ies , such as the computer lab , technology areas and jury

space , on the upper f loor , a lo ng w ith necessary faculty o ff ices and other

anci l la ry spaces. The lower f loor , a more publ ic a rea , houses the

administ ra t ive areas , c lassrooms, l ibrary , exhibit ion area , auditor ium,

and AACUPR. (See Appendix 3 .1) .

The bui lding of the School o f Architectur e i t se lf is designed to become

an object o f research for our students , espec ia l ly in a reas of bui ld ing



5 1 / 5 8

performance in the hot -humid t ropics . This wi l l inc lude both qua l i ta t ive

and quant itat ive aspects. The la rge open design stud io area wi l l fea ture

natura l and ar t i f ic ia l vent i la t ion systems that wi l l g ive the opportunity o f

compar ing a var ie ty o f coo l ing techniques .

This bui lding is more than twice the amount of space in the o ld fac i l i t ies ,

which enable us to rea l ize a number of the goa ls o f the St rategic P lan,

such as the implementat ion of new graduate studies in H istor ic

Preservat ion, U rban Design , and Pro ject Administ ra t ion. The exhibit ion

space increased, and fac i l i ta te the st rategic goa l o f increasing the soc ia l

ro le o f the School. The vast ly improved condit ions that the bui ld ing of fer

to the School , he lp us achieve the st rategic goa l o f creat ing a better

env ironment for student learning .

3 .9 Informat ion Resources

The Sant iago Iglesias , Hi jo , Library (See Appendix 1 .2) .

AACUPR (See Appendix 1 .1) .

3 .10 F inancia l Resources

As the University faces di f f i cu lt f inanc ia l t imes , so too does the School ,

l ike many other NAAB accredited inst i tut ions that are part o f a publ ic

higher educat ion system. Neverthe less , aware of the importance of

profess iona l schools and the ir impact upon soc ie ty and concerned with

mainta ining the accreditat ion of the Program, the Inst i tut ion has

supported and encouraged the School. This has been part icu la r ly so in

the areas of faculty recruitment and employment . The sa la ry sca le whi le

low by U .S . standards*, i s h igher that for most o f the other Campus

units , except for P lanning and Law. Inst i tut iona l support has inc luded

funding for t rave l , equipment , physica l improvements , course

subst i tut ions , and part ic ipat ion in va r ious fora .



5 2 / 5 8

The School o f Architecture has operated for the past three years with the

fo l lowing annua l budget assigned by the University :

Year

Salaries*

Library

AACUPR

Travel

Expenses

Equipment

Visiting

Professors

Others

Total

04 - 05

2 ,342 ,881

442 ,973

246 ,360

14 ,733

**108 ,417

15 ,397

77 ,707

3 ,248 ,468

05 - 06

2 ,498 ,517

502 ,306

221 ,910

12 ,299

11 ,938

12 ,173

82 ,446

3 ,341 ,589

06 - 07

2 ,761 ,629

509 ,055

264 ,545

30 ,219

55 ,629

17 ,175

102 ,628

3 ,740 ,880

*According to the la test data from the Associa t ion of Co l legia te Schools

o f Architecture (ACSA) survey publ ished in 2000, sa la r ies a t the School

lag behind those of Inst i tut ions in the cont inental United States.

**Includes funds ass ignment for the acquis it ion of equipment for t he new

faci l i t ies o f the School .

On a per student and per faculty basis , the monetary assignments to the

School lag behind those of the Law School but s l ight ly ahead of the

P lanning School .

P r o f e s s i o n a l P r o g r a m

B u d g e t A s s i g n e d f o r

2 0 0 7 - 2 0 0 8

T o t a l S t u d e nt s

Re g i s t e r e d

B u d g e t A s s i g n e d p e r

S t u d e nt

A r ch i t e ct ure

3 ,595 ,718

374

9 ,614

La w

9 ,688 ,929

729

13 ,291

P l a nn ing

1 ,366 ,035

110

12 ,418



5 3 / 5 8

3 .11 Administ rat ive St ructure

The Midd le St at es Associa t ion of Co l leges and School s has accred i t ed the Río

P iedras Campus of the Univers idad de Puerto Rico cont inuously s ince 1946.

The Campus is a lso accred i t ed by the Consejo de Educación Super ior , t he

accred i t ing agency for a l l inst i t ut ions of h igher learning in Puer to R ico .

Ind iv idua l accred i t at ion of the Graduate School o f P lanning , the Law School ,

t he School o f Archi t ecture , and other co l leges , schools and departments of

the Campus is compl ied wi th as required .

The School o f Archi t ecture is one of e ight academic facul t ies on the Río

P iedras Campus . I t operates as an autonomous facul ty , wi th i t s own ass igned

annual budget . I t has over 430 fu l l and par t - t ime students enro l led in i t s

undergraduate and graduate programs. I t funct ions under the d i rect ion of a

Dean , one Assoc ia t e Dean , two Ass ist ant s to the Dean , and Graduate and

Undergraduate Program Coord inators . There is a l so a S tudent Affa i rs Off ice .

The School a lso has an autonomous L ibrary , i t s own archi t ectura l a rchives

co l lect ion , Computer , Photographic and Technology Laborator ies , and two

Centers , one focused on t rop ica l a rchi t ecture issues and one for communit y

based pro ject s . The School o f fers a Bachelors Degree in Env i ronmenta l

Des ign and a Master Degree in Archi t ecture . No other degree programs are

of fered in the same admin ist rat ive uni t as the accred i t ed archit ecture degree

program.

The other two profess iona l programs on campus are both graduate leve l

curr icu la , and therefore do not have a system of Coord inators . The Law

School , which is most s imi lar t o Archit ecture , ut i l ize s a system of Associa te

and Ass istant Deans . The other profess iona l program, that o f P lanning , whi le

a lso a graduate “School ,” is headed by a Director and not a Dean, and is

under the jur isd ict ion of the Dean of Graduate Stud ies and Research

(Decanato de E stud ios Graduados e Invest igac ión - DEGI ) . These three ent i t ies

are s imi lar in that they , unl ike most other academic areas on campus , have a

system of program areas ra ther than a departmenta l st ructure . For th is

reason , the School has program coord inators rather than department heads.



5 4 / 5 8

3 .12 Profess iona l Degrees and Curr icu lum

The Undergraduate Program: Bachelor o f Env i ronmenta l Des ign (BED)

Phi losophy Statement

The pre -profess iona l degree is des igned to give the student a sound genera l

educat ion, founded in the humanit ies , t he socia l and natura l sc iences , and

prov id ing genera l language and mathemat ica l sk i l ls . I t int ends to prepare

students with the bas ic ab i l i t ies and knowledge needed to enter advanced

programs that lead to profess iona l degrees i n archi t ecture , as we l l as other

re la t ed f ie lds . Upon graduat ion , s tudents are expected to underst and

int roductory and int ermediate archi t ectura l des ign , t echnology and

st ructures , and archi t ectura l t heory and h istory . I t is expected that they wi l l

have the too ls needed to cont r ibute const ruct ive ly to the formulat ion of a

bet ter env i ronment .

The undergraduate program seeks to ba lance a specia l i zed educat ion in

des ign with t echnica l t ra in ing , in response to the requirements that soc iety

p laces on profess iona l deve lopment wi th in the context o f the Is land and the

Car ibbean. The Bache lor o f Env i ronmenta l Des ign (BED) emphasizes the

ident i f ica t ion, ana lys is , and so lut ion of rea l - l i f e prob lems , as wel l as the

deve lopment of dec is ion -making capac i ty in the des ign process . The program

pays specia l a t t ent ion to issues such as t rop ica l c l imato logy , urban and non -

urban des ign , and the specia l env i ronmenta l concerns of is lands in

deve lop ing count r ies , wi thout neglect ing the need for wel l - rounded

knowledge needed by ind i v idua ls who can work anywhere in the wor ld .

Program Descr ipt ion

The four -year undergraduate program leads to the degree of Bachelor o f

Env i ronmenta l Des ign (BED) . This pre -profess iona l degree is usefu l for those

wish ing a foundat ion in the f ie ld of arch i t ec ture , as preparat ion for

cont inued educat ion in a profess iona l degree program or for employment

opt ions in archi t ecture -re la t ed areas .

The f i rs t two years of the program combine a bas ic des ign and e lementary

archi t ectura l des ign studio exper ience wi th bas ic courses in the ar t s and

sc iences (B io logica l Sc iences , Human it ies , Soc ia l Sc iences , Mathemat ics and

Phys ics ) . The th i rd and fourth years combine more advanced stud io work in

archi t ectura l des ign , wi th bas ic and int ermediate profess iona l s tud ies in

s t ructures , archi t ectura l t echnology , c l imato logy , and archi t ectura l h istory

and theory . E lect ive courses are ava i lab le in ar t h is tory , a r t , drawing , s tudy

t r ips , landscape archi t ecture , and computers , among others . Ind iv idual

research pro ject s are encouraged by many of the courses . To obta in the BED

degree , the student must complete 138 cred i t hours wi th a 2 .00 min imum

grade po int average .

The Graduate Program: Master o f Archit ecture (MArch)

Phi losophy Statement

The Graduate School prov ides study oppor tunit ies for those who have a BED

or i t s equiva lent and seek a f i rs t profess iona l degree in archi t ecture . I t a lso

welcomes profess iona ls look ing to cont inue the ir educat ion by advancing

research into des ign prob lems with st rong urban and socia l imp l icat ion s ,

env i ronmenta l impact and cul tura l context .



5 5 / 5 8

The Graduate Program has centered i t s pr ior i t ies on the fo l lowing aspect s :

1 . Expand and of fer at t ract ive academic

courses/fac i l i t ies to adapt to present work -market

needs .

2 . Opt imize the student ’s t ime in the program

avo id ing pro longed and unproduct ive student

ass is t ance .

3 . Conso l idate the phys ical space .

4 . Est ab l ish c lose co l laborat ion with support

centers for the school ’s facul t y .

5 . Prov ide d ig i t a l support for program courses .

6 . Increase f inancia l ass is t ance and incent ives for

program students .

7 . Est imulate nexus between the pr ivate sector

and the Program

Program Descr ipt ion

The Master o f Archi t ecture (M .Arch .) is t he profess iona l degree of fered by

the School . I t is s t ructured to educate tho se who asp ire to

regist rat ion/ l icensure as a rchi t ect s .

Admiss ion to the Program requires complet ion of the School 's undergraduate

BED program with a 3 .00 grade po int average (on a 4 .00 sca le ) or i t s

equiva lent f rom another accred i t ed program. Students en ter the advanced

phase of profess iona l s tudy by complet ing required work in pract ice -or iented

courses and advanced courses in the areas of theory , s t ructures, t echnology ,

and des ign . They choose among a var iety o f f ree e lect ives or top ics of the i r

own interest (e .g . , h is tor ic preservat ion, eco logy , p lann ing , soc iet y and

cul ture , acoust ics , env i ronmenta l t echnology , and archi t ectura l h is tory ,

among others ) .

The f ina l year o f the two -year program, requires a tot a l o f f i f t y -s ix graduate -

leve l cred i t hours . A l though some changes have been made to the Graduate

Program Curr icu lum in t erms of Graduate Stud io Opt ions , the program has

re l ied most ly on the development of a f ina l Des ign thes is that demonst rates

the student 's competence for funct ioning at a se l f -d isc ip l ined ,

comprehens ive , and int egrat ive profess iona l leve l . In consul t at ion wi th the

Graduate Commit t ee and thes is adv isers , t he student ident i f ies a re levant

archi t ectura l des ign prob lem and proceeds to research i t and develop a

v iab le so lut ion .

S tudent s who a l ready possess a f i rs t profess iona l degree may rece ive cred i t

for work completed through the t ransfer o f cred i t s or through advanced

st anding , and may pursue an M .Arch . program tai lored to the i r ind iv idua l

needs .

These components are def ined as fo l l ows ,

Genera l s tud ies : A profess iona l degree must inc lude genera l s tud ies in the

art s and sc ience , e i ther as an admiss ion requirement or as part o f the

curr icu lum. Whi le th is work is t rad it iona l ly governed by guide l ines

est ab l ished by the inst it ut ion, the program must ensure that s tudents have

the prerequis it e genera l s tud ies to undertake profess iona l s tud ies .

The Univers i ty be l ieves st rongly in a l ibera l a r t s educat ion as the

fundamenta l core to a l l stud ies . This has r esul t ed in students be ing required

to t ake both two years each of Spanish and Engl ish, as we l l as two -semester

sequences each of Socia l Sc iences , Human it ies , B io logy , Phys ics , and



5 6 / 5 8

Mathemat ics . The resul t i s t he format ion of b i l ingua l cr i t ica l t h inkers who

are knowledgeable of the i r changing s oc ia l context . However , t h is is achieved

at the expense of a la rge number of cred i t hours .

Concerned about the somewhat l imit ed cho ices poss ib le due to th is s i t uat ion,

the Univers ity has re -eva luated the genera l s tud ies component of the

bachelor ’s degree . The resul t o f th is ef fort , t he Nuevo Bachi l lera to , reduced

the number of required core courses and increase that o f e lect ives , wi thout

los ing the commitment to a fundamenta l l ibera l a rt s educat ion. The School

shared th is concern and act ive ly part ic ipated in th is reeva luat ion. At the

Univers ity leve l , our facu l ty and students took par t in the decis ion -making

process , and at the School leve l , fa cul t y and students worked in t ransforming

the speci f ics o f our program.

Profess iona l s tud ies : The core of a profe ss iona l degree consist s o f the

required courses that sat is fy the NAAB Student Per formance Cr i t er ia . The

program may require addi t iona l core courses to address it s miss ion or

inst i t ut iona l context , but profess iona l s tud ies must compr ise no more than

60 percent o f the student 's required post -secondary educat ion.

The School cons iders the Design courses as the cent ra l core of the

curr icu lum. Specia l a t t ent ion is g iven to the organizat ion of the Design

sequence . A l though substant ia l changes are current ly t ak ing ef fect in the

Graduate curr icu lum, the Design sequence has t radi t iona l ly re l ied on a f iv e

year sequence fo l lowed by a s ixth year thes is . Dur ing the s ixth year ,

s tudent s are required to work on the ir Master 's thes is , which inc ludes a

semester o f research , program creat ion , s i t e ana lys is , and other issues .

Dur ing the prev ious f ive years , s tudent s are guided through an ever -

progress ing sequence that present s more complex pro ject s as the student

passes through i t . Beginning f rom bas ic pr inc ip les the students a re expected

to eventua l ly be ab le to ut i l ize sophist icat ed des ign pr inc ip les and

processes .

S ince Archi t ecture is so c lose ly t ied to economic rea l i t ies , i t is imperat ive

that des igners be aware of the f inancia l impact o f the i r proposa ls , in order

to ensure the ir v iab i l i t y . The School s t art s creat ing th is awareness in the

Design Stud ios incrementa l ly , beg inning in the la t er s t ages of the

int ermediate leve l and culminat ing at the advanced leve l , w i th a required

course in const ruct ion f inances a t the graduate leve l . Int eract ion with

profess iona ls in re la t ed f i e lds st rengthens the student 's underst anding of the

profess iona l concerns that d i rect ly a f fect s re lat ions between a l l t hose

invo lved in the pro ject process , par t icu lar ly f rom the po int o f v iew of the

des ign and const ruct ion teams.

The Technology sequence is support ive of and co l laborat ive wi th the Design

sequence . Considerat ion is g iven to the incorporat ion of cr i t er ia for the

se lect ion of bui ld ing mater ia ls and processes , s t ructura l and mechanica l

syst ems , et c . , and how they are incorporated into the des ign process . The

profess iona l pract ice courses int roduce students to the actua l work ings of

archi t ectura l o f f ices , exposing them to a l l aspect s invo lved in the concept ion

and development of pro ject s and it s anci l la ry responsib i l i t ies . A pract icum

e lect ive g ives students the opportunity to put the academic exper ience into

pract ice .

In the f ina l s t ages of the Graduate Program, students come to underst and

those aspect s of the pract ice of the profess ion that r e lat e to eth ics ,

administ ra t ion, and regula t ions, as we l l a s the int eract ion between c l ient and

archi t ect , and between archi t ect and cont ractor . Contractua l documentat ion

and const ruct ion management is covered in two graduate leve l required

courses . The School be l i eves that a comprehensive underst anding of the

responsib i l i t ies o f the archi t ect regard ing the bui ld ing process is necessary

to ensure a responsib le and eth ica l pract ice of the profess ion .

The Design Stud io sequence incorporates aspects of code r equirements

beginning in the th i rd year . Considerat ion is g iven to bui ld ing laws and

appl icab le regulat ions , in an incrementa l manner , as the student progresses

in the sequence .



5 7 / 5 8

Laws , regu lat ions , codes , and speci f ica t ions , which are covered in a genera l

manner in the undergraduate Technology / St ructures sequence , are dea l t

wi th in greater deta i l in the pract ice and lega l aspect s courses at the

graduate leve l . The School a lso covers speci f ic lega l aspect s of archi t ectura l

pract ice in an e lect ive course a t the graduate leve l . I t i s a imed at those

students p lanning to est ab l ish pr ivate of f ices for the pract ice of the

profess ion .

E lect ives : A profess iona l degree must a l low students to pursue the ir specia l

int erest s . The curr i cu lum must have suff ic ient f lexi b i l i t y so that students can

complete minors or deve lop areas of concent rat ion, e i ther wi th in or out s ide

the program.

E lect ive courses of fered a t the School prov ide students wi th the opportunity

to expand the ir exper ience in areas d i rect ly re la t ed to the S ocia l concern of

the profess iona l aspect s of our program. Among these are courses in Ar t

H istory , Archi t ectura l History Seminars , Ident i ty and Culture of the

Car ibbean, and Themes in Puer to Rican Cul ture . The School a lso of fers

opportunit ies for s tudents t o increase the ir t echnica l exper t ise w i th e lect ives

in areas such as Acoust ics , Natura l Vent i lat ion, Model Making , Computer -

A ided Design , and Visua l izat ion . Other e lect ive courses address areas of

profess iona l pract ice ( law and archi t ecture) , a l l i ed profes s ions ( landscape

archi t ecture , h is tor ic preservat ion, graphic des ign and desktop publ ish ing) ,

and the f ine ar t s .

S tudent s a lso have the opportunity to se lect e lect ive courses in speci f ic

areas of int erest in the var ious departments throughout the Univers i ty , such

as in p lanning , eco logy , l anguages , l i t erature , and business , among others .

Some students have e lected to t ake courses in other campuses or even other

univers i t ies , in order to round out the i r int erest s .

THE UNDERGRADUATE PROGRAM: Bachelor o f Env i ronmenta l Des ign (BED)

L i s t of Req ui red Cours es (B E D) Cr ed i t s

F i r s t Year F I RST SEME STE R 16

AR CH 3131 Des ign Fundament a ls I 4

AR CH 3121 In t roduc t ion t o Archi t ec t ure I 2

AR CH 3045 Mat hemat ics I 4

S PAN 3101 Spani sh I 3

ENGL 3101 Eng l i sh I 3

S E COND SE MESTE R 16

AR CH 3032 Desig n Fundament a ls I I 4

AR CH 3122 I n t roduc t ion t o Archi t ec t ure I I 2

AR CH 3046 Mat hemat ics I I 4

S PAN 3102 Spani sh I I 3

ENGL 3102 Eng l i sh I I 3

Sec ond Y ea r F I RST SEME STE R 17

AR CH 3133 Beg inning Archi t ec t ura l Desig n I 5

AR CH 3521 Physic s I 3

HUM A 3011 Human i t ies I 3

SOSC 3121 Soc ia l S c iences I 3

B I SC 3001 Bio log ica l S c iences I 3


AR CH 3134 Beg inning Archi t ec t ura l Desig n I I 5

AR CH 3522 Physic s I I 3

HUM A 3012 Human i t ies I I 3

SOSC 3122 Soc ia l S c iences I I 3

B I SC 3002 Bio log ica l S c iences I I 3

Th i rd Year F I RST SEME STE R 18

AR CH 4133 I n t erm edia t e Des ign I 5

AR CH 4045 Archi t ec t ura l Theo ry I 1

AR CH 4321 S t ruc t ures I 3

AR CH 4211 Hist o ry o f Archi t ec t ure I 3

AR CH 4311 Techno logy I 3



5 8 / 5 8

E l ec t i v e 3


AR CH 4134 I n t erm edia t e Des ign I I 5

AR CH 4046 Archi t ec t ura l Theo ry I I 1

AR CH 4322 S t ruc t ures I I 3

AR CH 4212 Hist o ry o f Archi t ec t ure I I 3

AR CH 4312 Techno log y I I 3

E l ec t i v e 3

Four t h Year F I RST SEME STE R 18

AR CH 4135 I n t erm edia t e Des ign I I I 5

AR CH 4047 Archi t ec t ura l Theo ry I I I 1

AR CH 4323 S t ruc t ures I I I 3

AR CH 4213 Hist o ry o f Archi t ec t ure I I I 3

AR CH 4313 Techno logy I I I 3

E l ec t i v e 3


AR CH 4136 I n t erm edia t e Des ign IV 5

AR CH 4048 Archi t ec t ura l Theo ry IV 1

AR CH 4032 S t ruc t ures IV 3

AR CH 4214 Hist o ry o f Archi t ec t ure IV 3

AR CH 4314 Techno logy IV 3

E l ec t i v e 3

138

THE UNDE RGRADU ATE PROGRAM : B ache l or of E nv i ronmen t al Des i gn (B E D)

Gen era l - L i bera l S t ud i es : 46 c reds . (33 % )

P rof ess i ona l S t ud i es : 80 c reds . (58 % )

E l ec t i v es : 12 c reds . (9 %)

THE GRADU ATE PROGR AM : Mas t er of Arch i t ec t ur e (M Arc h )

L i s t of Req ui red Cours es (MArch ) Cr ed i t s

F i r s t Year F I RST SEME STE R 14

AR CH 6311 Ad vanced Arch i t ec t ura l Des ign I 5

AR CH 6361 Bu i ld ing Ana t omy 3

AR CH 6225 Archi t ec t ura lTheo ry and Cri t i c i sm 3

E l ec t i v e 3


AR CH 6312 Ad vanced Arch i t ec t ura l Des ign I I 5

AR CH 6145 Research Techniq ues 3

AR CH 6383 Pro fessiona l P rac t i ce 3

E l ec t i v e 3

Sec ond Y ea r F I RST SEME STE R 17

AR CH 6313 Archi t ec t ura l Desig n Thesi s I 5

AR CH 6385 Fina nc ia l Aspec t s o f Const ruc t ion 3

AR CH 6384 Pro fessiona l E t h ics ,

Admini st ra t ion ,and Regula t ions 3

E l ec t i v e 6


AR CH 6314 Archi t ec t ura l Desig n Thesi s I I 5

E l ec t i v es 6

56

The 1 8 e l ec t i v e - c red i t r eq u i remen t a t t he g rad uat e l eve l i s d i v i ded as

fo l l ow s : 6 i n f ree e l ec t i v es ; 6 e l ec t i v es a t t he S chool of Arch i t ec t ur e ;

and 6 e l ec t i v es i n ot her g rad uat e p r og r ams .

Gen era l - L i bera l S t ud i es : 3 c r eds . (5 % )

P rof ess i ona l S t ud i es : 35 c reds . (63 % )

E l ec t i v es : 18 c reds . (32 % )

Tot a l f or t he 4+2 d eg ree : 194 c r eds .

Gen era l - L i bera l S t ud i es : 49 c reds . ( 25 %)

P rof ess i ona l S t ud i es : 115 c r eds . (59 %)

E l ec t i v es : 30 c reds . ( 16 %)

3 .13 Student Per formance Cr iter ia

Student Progress Evaluation Procedures

4.1

Studio Culture Policy

4.2

Course Descriptions

4.3

Faculty Résumés

4.4

Visiting Team Report from the Previous Visit

4.5

Annual Reports

4.6

School Catalog

4.7

4: SUPPLEMENTAL INFORMATION

SCH OO L O F ARCH IT ECTU RE , U N I V E RS ITY O F PUE RT O R I CO AP R 2 00 7

4 : S UPP LE M EN TA L I NFO RMA T I ON

1 / 3

4 Supplemental Informat ion

4 .1 Student Progress Eva luat ion Procedures

The eva luat ion of a student ’s progress is superv ised by the Of ic ia l de

Asuntos Estudiant i les (S tudent Affa irs Off icer ) . The School has a pre -

enro l lment process , which requires that a l l students who w ish to take

c lasses the fo l lowing semester have the ir plan of stud ies approved by

the ir Academic Counse lor . Once the plan o f study has been approved, the

student can then register for c lasses for the fo l lowing semester through

the Inte rnet , through termina ls in the recept ion area of the Dean’s Off ice

or the Computer Center, or direct ly with the School ’s Student Af fa irs

Officer . Those students with course enro l lment problems meet direct ly

with the Student Af fa irs Off icer . This means that a l l students see the ir

Faculty Counse lor at least once a semester , and many see the Student

Af fa irs Off icer as wel l . Graduate students work direct ly with the Graduate

Program Coordinator and the Program Secretary when they matr icula te .

The Student Af fa ir s Off icer a lso t racks student progress through a

monthly l ist suppl ied by the Regist ra r ’s Off ice . Undergraduate students

with an academic average under 2 .20 are then not i f ied by the School in

order to propit iate a meet ing and ant ic ipate so lut ions to proble ms with

the ir academic progress. This i s des igned to he lp students before they

are put on academic probat ion. They can a lso be re ferred to the

Profess iona l Counse lor as necessary . This program is a spec ia l serv ice

deve loped and offered by our School .

At the Graduate leve l , progress is rev iewed at the end of each semester .

Students with a grade average be low 3.0 rece ive a warning le t ter . I f they

fa l l into probat ion and later a re dismissed academica l ly , they must wa it a

per iod of one semester before apply ing for readmiss ion.

When a student is ready for graduat ion, the Coordinators f i l l out a form

that l i sts a l l courses t aken. The f ina l grade po int o f the student is

rever i f ied to see that minimum grade standards are be ing met and then

the student is recommended for graduat ion to the Regist rar .

A descr ipt ion of t he procedures for evaluat ing student t ransfer credit

and advanced placement

The process for t ransferr ing a t the undergraduate leve l begins w ith an

eva luat ion by the Undergraduate Program Director , t o see i f the student

is qua l i f ied . I f the student is t ransferr ing from a non -architecture degree

program, that student must par t ic ipate in the normal admiss ions

procedure . I f the student is t ransferr ing from a qua l i f ied architectura l

program, then the student is eva luated for placement in the appropr ia te

design year . This eva luat ion is conducted by the Undergraduate Program

Commit tee . Actua l decis ions about speci f ic t ransfer credits a re made by

the Assistant to the Dean for Academic Affa irs in coordinat ion with the

Undergraduate Program Director . To determine course equiva lencies they

consult with the faculty who teach in spec i f i c a reas of concentra t ion. I f

the candidate for t ransfer i s in agreement with the condit ions of

admiss ions , the School then proceeds with the University admiss ions

process.

At the Graduate leve l , t he Graduate Program Commit tee has the

responsib i l i t y to eva luate t ransfer students . Fourteen credits a re the

maximum that can be t ransferred and appl ied to the degree , and these

credits cannot inc lude stud io or thesis work.



2 / 3

Advanced placement a t the undergraduate leve l occurs most frequent ly

with required genera l educat ion courses . Through an examinat ion

process administered by the Col lege Board, students rece ive credit for

speci f ic courses pr ior to enro l lment . Because of the h igh standards of

admiss ion of the school and the qua l i ty o f students who apply ,

approximate ly 75% of the incoming freshmen rece ive advance placement

in Spanish and Eng l ish and 25% in Ca lculus . Wi thin the School , advanc e

placement is possib le a t the discret ion of e i ther the Undergraduate or

Graduate Program Commit tees. University regula t ion a l lows advanced

placement by examinat ion to be subst i tuted fo r up to 25% of the tota l

credits required by a degree .

Readmiss ion Af ter Suspension of Studies

Students who seek readmission a fter a lapse of enro l lment a re eva luated

by the Assistant to the Dean for Academic Affa irs , who determines i f

there have been any curr icu la r changes s ince last enro l lment and i f any

courses prev ious ly taken are no longer appl icable . Va l id courses are

eva luated, and the student is readmit ted based on prev ious stud ies .

The process of readmission for undergraduate students suspended for

academic reasons is more complex and requi res a mandated wa it ing

per iod for readmiss ion of a t least one year . The Dean has the author ity

to readmit or not any suspended student .

Any readmission would be probat ionary and requi res academic counse l ing

dur ing that per iod. Any student suspended twice for academic def ic iency

would have to wa it a t least f ive years to apply for readmiss ion. No

coursework taken a t any other inst i tut ions dur ing the per iod of

suspens ion is va l id for a t ransfer credit . At the Graduate leve l the wa it ing

per iod is only one semester .

4 .2 Studio Cul ture Po l icy

See Appendix 5 .1 .



3 / 3

4.5 V is i t ing Team Report from the Prev ious Vis i t

See Appendix 2 .1 .

4 .6 Annua l Reports

See Appendix 2 .2 .

4 .7 School Cata log

See enclosed mater ia ls .


4 . 3 : SUP PL E MEN TAL INF O RM AT IO N_ CO URS E DES CR IP T IO N S

1 / 4 1

4 .3 Course Descr ipt ions

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ARCH 3009 ( E l e c t i v e ) C r e d i t s : 3

C o u r s e t i t l e : A r c h i t e c t u r a l M o d e l T e c h n i q u e s

I n s t r u c t o r : J . M . C a m p o ( O f f e r e d 2 0 0 1 - 0 6 )

P r e r e q u i s i t e s : N o n e

C o u r s e d e s c r i p t i o n

A s t u d y o f mo d e l - b u i l d i n g t e c h n i q u e s a n d a n a l y s i s a n d s e l e c t i o n o f

m a t e r i a l s , b o t h t r a d i t i o n a l a n d mo d e r n , w h i c h a r e s u i t a b l e f o r

m a k i n g s c a l e mo d e l s . C r e a t i v e u s e o f t o o l s , m a t e r i a l s , a n d

p r o c e d u r e s a s a me a n s o f b r o a d e n i n g t h e d e s i g n p r o c e s s e s a n d t h e

d e t e r m i n a t i o n o f a c o r r e c t r e l a t i o n s h i p b e t w e e n c o n c e p t s a n d

m e d i a .

T e x t s

N o n e

C o m p l e t i o n r e q u i r e m e n t s

M o d e l i n g p r o j e c t s

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : F i e l d W o r k S e m i n a r s

T h i s c o u r s e n u m b e r i s u s e d a s a n u m b r e l l a f o r a p p l i e d c o u r s e s

t h a t a r e d i f f e r e n t i a t e d b y t h e i r s e c t i o n n u m b e r w h e n e v e r

o f f e r e d .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : D i g i t a l P h o t o g r a p h y

I n s t r u c t o r : J . G o n z á l e z P e n i z a ( O f f e r e d 2 0 0 2 - 2 0 0 6 )



B a s i c c o u r s e i n t h e n e w t e c h n i q u e s o f d i g i t a l c a p t u r e a n d

m a n i p u l a t i o n f o r t h e f u t u r e p r o f e s s i o n a l i n t h e f i e l d o f

a r c h i t e c t u r e . D i g i t a l c a p t u r e a n d r e s o l u t i o n , p r i n t o u t p u t a n d

p r o o f i n g , c o n f i g u r i n g A d o b e P h o t o s h o p , b a s i c i ma g e c o r r e c t i o n s .

M o n t a g e a n d o t h e r a d v a n c e d t e c h n i q u e s .

T e x t

G e o r g e s , G r e g o r y , D i g i t a l C a m e r a S o l u t i o n s .


F o u r c l a s s e x e r c i s e s a n d t h r e e p r o j e c t s a r e r e q u i r e d t o c o mp l e t e

t h e c o u r s e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



2 / 4 1

ARCH 6991 ( 3 0 1 5 ) ( E l e c t i v e ) C r e d i t s : 3

C o u r s e t i t l e : S t r u c t u r a l R e h a b i l i t a t i o n

I n s t r u c t o r : L . D a z a ( 2 0 0 2 )

P r e r e q u i s i t e s : G r a d u a t e s t a n d i n g


T h e c o u r s e a i m s t o o r i e n t a t e t h e s t u d e n t s i n t h e u s e o f s t r a t e g i e s

t h a t c a n b e a p p l i e d i n t h e p r o c e s s o f r e h a b i l i t a t i o n , f o c u s i n g t h e m

i n t h e f i e l d s o f a r c h i t e c t u r e a n d t e c h n o l o g y . T h e y w i l l s t u d y t h e

t e c h n i q u e s o f r e h a b i l i t a t i o n f r o m a s t r u c t u r a l p o i n t o f v i e w a n d

v e r i f y i n g i t s a e s t h e t i c , e c o n o m i c , f u n c t i o n a l a n d o p e r a t i v e i m p a c t .

T h e c o u r s e r e q u i r e s t h e i n t e r v e n t i o n o f a D e s i g n a n d T e c h n o l o g y

p r o f e s s o r .

T e x t

D o c u m e n t s f r o m t h e A p p l i e d T e c h n o l o g y C o u n c i l


R e q u i r e me n t s i n c l u d e a s s i s t a n c e a n d a f i n a l p r o j e c t .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t r o d u c t i o n t o U r b a n i s m

I n s t r u c t o r : M . C e n i q u e l ( O f f e r e d 2 0 0 5 )



T h e c o u r s e s e e k s t o e x p o s e t h e s t u d e n t t o t h e u r b a n t h e me i n a

g e n e r a l ma n n e r t h r o u g h a s t u d y o f i t s h i s t o r i c a l b a c k g r o u n d a n d

a c k n o w l e d g i n g t h e d i f f e r e n t b a s i c e l e me n t s o f i t s c o m p o s i t i o n .

T h e s t u d e n t s h o u l d l e a r n t o e x e r c i s e a c r i t i c a l j u d g me n t o v e r t h e

i m p o r t a n c e o f u r b a n d e s i g n a n d i t s c o n s e q u e n c e s i n t h e c i t y .

L i k e w i s e , t h e c o u r s e m a k e s a n a p p r o a c h t o L a t i n - A m e r i c a n c i t i e s

a n d P u e r t o R i c o i n a C a r i b b e a n c o n t e x t . I t w i l l a l s o d i s c u s s t h e

d i f f e r e n t t r a n s f o r ma t i o n s t h a t h a d o c c u r r e d i n t h e c i t i e s d u r i ng

t h e X X C e n t u r y a n d s o m e a c t u a l mo v e me n t s l i k e N e w U r b a n i s m a n d

T r a n s i t O r i e n t e d V i l l a g e s .

T e x t s

B a c o n , E d m u n d ; D e s i g n o f C i t i e s ; B a i g o r r i , J e s ú s ; E n s e ñ a r l a

c i ud a d , D i d á c t i c a d e l a g e o g r a f í a u r b a n a ; B a r n e t t , J o n a t h a n ; T h e

E l u s i v e C i t y ; B e n e v o l o , L e o n a r d o ; T h e H i s t o r y o f t h e C i t y ; B e r n i c k

& C e r v e r o ; T r a n s i t V i l l a g e s i n t h e 2 1s t

C e n t u r y ; C a l t h o r p e , P e t e r ;

T h e N e x t A m e r i c a n M e t r o p o l i s , T h e P e d e s t r i a n P o c k e t B o o k ;

C a s t e l l s , M a n u e l ; I m p e r i a l i s m o y u r b a n i z a c i ó n e n A m é r i c a L a t i n a ;

C h u e c a G o i t i a , F . ; B r e v e H i s t o r i a d e l U r b a n i s m o ; D u a n y & P l a t e r -

Z y b e r c k ; T o w n s a n d T o w n M a k i n g P r i n c i p l e s ; E s t e b a n y N o r i e g a J . ;

E l e m e n t o s d e o r d e n a c i ó n u r b a n a ; F r e n c h , J . S . ; U r b a n S p a c e ;

G o r d o n , C u l l e n , T o w n s c a p e ; J a c o b s , A l l a n ; G r e a t S t r e e t s ; K a t z ,

P e t e r ; T h e N e w U r b a n i s m ; K o s t o f , S p i r o ; T h e C i t y S h a p e , T h e C i t y

A s s e m b l e d ; K o h r , L e o p o l d ; T h e I n n e r C i t y ; K r i e r , R o b ; U r b a n S p a c e ;

M o r r i s , A . E . J . ; H i s t o r y o f U r b a n F o r m ; R u d o f s k y , B e r n a r d ; S t r e e t s

f o r P e o p l e ; S c u l l y , V i n c e n t ; A m e r i c a n A r c h i t e c t u r e a n d U r b a n i s m ;

S e p ú l v e d a y C a r b o n e l l ; C a n g r e j o s - S a n t ur c e ; S e p ú l v e d a , A n í b a l ; S a n

J u a n , H i s t o r i a i l u s t r a d a d e s u d e s a r o l l o u r b a n o ; S i t t e , C a m i l l o ;

C o n s t r uc c i ó n d e c i ud a d e s s e g ú n p r i n c i p i o s a r t í s t i c o s ; U n w i n ,

R a y mo n d ; T o w n P l a n n i n g i n P r a c t i c e ; W e b b , M i c h a e l ; T h e C i t y



3 / 4 1

S q ua r e ; W h i t e , W i l l i a m ; C i t y , R e d i s c o v e r i n g t h e C e n t e r ; Z u c k e r ,

P a u l ; T o w n a n d S q ua r e .

C o m p l e t i o n r e q u i r e m e n t s :

A s s i s t a n c e , p a r t i c i p a t i o n d u r i n g c l a s s , r e a d i n g , q u i z z e s , a n d o r a l

a n d w r i t t e n p r e s e n t a t i o n o n f i n a l mo n o g r a p h .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ARCH 3015 (6995) ( E l e c t i v e ) C r e d i t s : 3

C o u r s e t i t l e : V i s u a l C u l t u r e : T h e o r y a n d P e r c e p t i o n

I n s t r u c t o r : F . R o d r í g u e z ( O f f e r e d 2 0 0 4 - 2 0 0 5 )


C o u r s e d e s c r i p t i o n :

T h e c o u r s e f o c u s e s o n t h e r o l e o f a r c h i t e c t u r e i n t h e ma k i n g o f

v i s i b l e c u l t u r a l i c o n s a n d s y mb o l s f r o m i t s h i g h p o i n t w h e n t h e

c a t h e d r a l w a s t h e c u l t u r a l r e s e r v o i r o f s y m b o l i c k n o w l e d g e t o

t o d a y ’ s e r a o f a d v e r t i s i n g , I n t e r n e t a n d v i r t u a l r e a l i t y .

T h r o u g h o u t t h e s e me s t e r t h e s t u d e n t w i l l e x p l o r e t h e p r o c e d u r e s

b y w h i c h t e c h n o l o g i c a l i n v e n t i o n s s u c h a s t h e p r i n t i n g p r e s s ,

c a me r a , c o l o r i ma g e , a n d t h e c o m p u t e r c h a n g e d t h e w a y w e

e x p e r i e n c e a n d u n d e r s t a n d t h e a r c h i t e c t u r a l w o r l d .

T e x t

B a r t h e s , R o l a n d , C a m e r a L uc i d a ; B e r g e r , J o h n , W a y s o f S e e i n g ;

C a l v i n o , I t a l o , I n v i s i b l e C i t i e s ; G o n z a l e z , J o s é L u i s , E l P a í s d e

C ua t r o P i s o s ; H i c k e y , D a v i d , I n v i s i b l e D r a g o n

R e q u i r e m e n t s

W e e k l y p r o j e c t s , M i d - t e r m P r o j e c t , F i n a l P r o j e c t , A t t e n d a n c e a n d

P a r t i c i p a t i o n

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : A p p r e c i a t i o n o f c i n e m a t o g r a p h i c a r t

w i t h a n a r c h i t e c t o n i c v i s i o n

I n s t r u c t o r : J . R o c a f o r t ( O f f e r e d 2 0 0 2 - 2 0 0 7 )



A v o y a g e t h r o u g h t h e w o r l d o f t h e c i n e ma , i n s e a r c h o f

e x p e r i e n c e s t h a t ma y b e t a n g e n t i a l w i t h t h e i ma g i n a t i o n

a s s o c i a t e d w i t h t h e c r e a t i o n o f v i r t u a l s p a c e s a n d p l a c e s .

T e x t s

F I L M S : “ Ro ma , ” “ L a D o l c e V i t a , ” “ D o n ’ t L o o k N o w , ” “ B l o w U p , ” “ L a

C i u d a d B l a n c a , ” “ 2 0 0 1 , ” “ T h e S h a p e o f T h i n g s t o C o me , ” “ B l a d e

R u n n e r , ” “ B r a z i l , ” “ I l D e s e r t o Ro s s o , ” “ Z a b r i s k i e P o i n t , ” “ E l u l t i mo

a ñ o e n M a r i e n b a d , ” “ L a J e t t e , ” “ T h e C o n v e r s a t i o n , ” “ K o y a n i s q a t s i , ”

a n d “ C h r o n o s ” .


A s s i s t a n c e a n d c l a s s p a r t i c i p a t i o n a n d a f i n a l s h o r t , mo v i e - ma k i n g

p r o j e c t .



4 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : B a s i c P r i n c i p l e s o f L a n d s c a p e A r c h i t e c t u r e

D e s i g n

I n s t r u c t o r : M . C e n i q u e l ( 2 0 0 4 - 0 5 )



T h e c o u r s e w i l l e x p l o r e t h e b a s i c a s p e c t s o f l a n d s c a p e

a r c h i t e c t u r a l d e s i g n i n i t s i n t r i n s i c r e l a t i o n s h i p t o a r c h i t e c t u r e . I t

w i l l f o c u s o n l a n d s c a p e s i t e a n a l y s i s a s a r e q u i r e d p r e l i m i n a r y

p h a s e t o t h e a r c h i t e c t u r a l d e s i g n p r o c e s s , i n o r d e r t o a c h i e v e a

h a r mo n i o u s i n t e g r a t i o n o f h u ma n - ma d e s t r u c t u r e s w i t h t h e

e x i s t i n g s u r r o u n d i n g s a n d n a t u r e . T h e me s u p o n w h i c h p r o m i n e n t

i s s u e s ma y b e b r o u g h t i n t o f o c u s a r e : t h e p r e s e r v a t i o n a n d

u t i l i z a t i o n o f n a t u r a l r e s o u r c e s ; t h e o u t d o o r s c a l e ; g r a d i n g a s t h e

a r t o f e a r t h s c u l p t u r e ; l a n d s c a p e f e a t u r e s , s u c h a s t o p o g r a p h y ,

w a t e r , p l a n t ma t e r i a l , e t c . , a s d e s i g n e l e me n t s f o r t h e c o n t r o l o f

e r o s i o n , w i n d , h e a t , n o i s e a n d v i s u a l p o l l u t i o n , e n e r g y

c o n s e r v a t i o n , a mo n g o t h e r s .

T h r o u g h s i t e v i s i t s a n d w o r k s h o p s , t h e c o u r s e a i m s t o i n t e g r a t e

l a n d s c a p e a r c h i t e c t u r a l p r i n c i p l e s i n t o t h e s t u d e n t s ' c u r r e n t

d e s i g n p r o j e c t s i n a n i n t e r - d i s c i p l i n a r y ma n n e r .

T e x t s

R e a d i n g a s s i g n m e n t s i n v a r i o u s t e x t s .


S i t e v i s i t s , g r a p h i c a s s i g n me n t s a n d a mo n o g r a p h .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : V i s u a l C o m m u n i c a t i o n

I n s t r u c t o r : E . R o l ó n , L . V é l e z ( 2 0 0 2 - )



A n i n t r o d u c t i o n t o t h e u s e o f g r a p h i c s a s a t o o l f o r t h i n k i n g

a b o u t , d o c u me n t i n g , a n d e x p r e s s i n g a r c h i t e c t u r a l d e s i g n . T h e

c o u r s e w i l l c o v e r g r a p h i c t e c h n i q u e s f o r a n a l y s i s , c o n c e p t u a l

s t u d i e s , d e s i g n d e v e l o p me n t , a n d p r e s e n t a t i o n . T h i s i s a c o u r s e

t h a t e mp h a s i z e s h a n d s - o n e x p e r i e n c e , b u t i n c l u d e s l e c t u r e s ,

d e mo n s t r a t i o n s , a n d r e v i e w s . E x e r c i s e s c o n t a i n i n g a r c h i t e c t u r a l

i d e a s a n d i s s u e s w i l l b e u s e d a s a v e h i c l e t o d e v e l o p g r a p h i c - a n d

m o d e l - ma k i n g s k i l l s .

P r i n c i p l e s o f s c a l e . P r i n c i p l e s o f l i n e a n d t o n e . D r a w i n g p r i n c i p l e s

o f s h a d e a n d s h a d o w . R e p r e s e n t a t i o n o f b u i l d i n g ma t e r i a l s a n d

e n t o u r a g e . P r i n c i p l e s o f p e r s p e c t i v e . P r i n c i p l e s o f t h e

a x o n o me t r i c . H i s t o r y o f a r c h i t e c t u r a l d r a w i n g . P r i n c i p l e s o f

s k e t c h i n g

T e x t s

F r a n c i s D . K . C h i n g , A r c h i t e c t u r a l G r a p h i c s ; B e t t y E d w a r d s ,

D r a w i n g o n t h e R i g h t S i d e o f t h e B r a i n ; H a l s e , A r c h i t e c t u r a l

R e n d e r i n g


A s s i g n e d p r o j e c t s



5 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ARCH 3045 ( R e q u i r e d ) C r e d i t s : 4

C o u r s e t i t l e : M a t h e m a t i c s I

I n s t r u c t o r s : L . C a l c a ñ o

P r e r e q u i s i t e s : A d m i s s i o n t o t h e S c h o o l o f A r c h i t e c t u r e


I n t r o d u c t o r y c o u r s e i n p r e c a l c u l u s ma t h e ma t i c s f o r s t u d e n t s i n t h e

A r c h i t e c t u r e p r o g r a m , e m p h a s i z i n g a p p l i c a t i o n s a n d b a s i c p r o b l e m

s o l v i n g a n d c a l c u l a t i o n . U t i l i z a t i o n o f t h e p o c k e t c a l c u l a t o r , o r

p o r t a b l e c o mp u t e r i s s t r o n g l y e n c o u r a g e d .

T o p i c s i n c l u d e t h e f o l l o w i n g : r e v i e w o f a l g e b r a a n d g e o me t r y ,

f u n c t i o n s , c o o r d i n a t e s y s t e m s , b a s i c s a n a l y t i c g e o me t r y , g r a p h s ,

p o l y n o m i a l f u n c t i o n s , s o l u t i o n o f e q u a t i o n s , e x p o n e n t i a l a n d

l o g a r i t h m i c f u n c t i o n s , t r i g o n o me t r y , s i m p l e t r i g o n o me t r i c

a p p l i c a t i o n s , t r i g o n o m e t r i c f u n c t i o n s , s y s t e m s o f e q u a t i o n s ,

v e c t o r c o n c e p t s a n d c o n i c s e c t i o n s .

T e x t s

M u n e m & Y i z z i e , P r e c a l c u l u s : F u n c t i o n s a n d G r a p h s


T h r e e p a r t i a l e x a m i n a t i o n s a n d a c o m p r e h e n s i v e f i n a l e x a m .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : M a t h e m a t i c s I I

I n s t r u c t o r s : L . C a l c a ñ o

P r e r e q u i s i t e s : A R C H 3 0 4 5


A p p l i c a t i o n s o f t h e c a l c u l u s t o s i m p l e p r o b l e m s o f i n t e r e s t i n

t e c h n o l o g i c a l c o u r s e s a r e i n c l u d e d . T h e h i s t o r y o f t h i s f i e l d o f

m a t h e ma t i c s i s d i s c u s s e d b r i e f l y , e m p h a s i z i n g i t s g e n e s i s i n b a s i c

p h y s i c a l p r o b l e m s .

T o p i c s d i s c u s s e d i n c l u d e : l i m i t c o n c e p t s , s p e e d a n d i t s

m e a s u r e me n t , t h e d e r i v a t i v e , d e r i v a t i v e f u n c t i o n s , g e o me t r i c a l

i n t e r p r e t a t i o n o f t h e d e r i v a t i v e , t a n g e n t s t o a c u r v e ,

d i f f e r e n t i a t i o n ma x i ma a n d m i n i m a , d i s t a n c e a n d i t s me a s u r e me n t

t h e d e f i n i t e i n t e g r a l , a p p l i c a t i o n s o f i n t e g r a t i o n , a n t i d e r i v a t i v e s .

T e x t s

D e b o r a h H a l l e t t - H u g h e s , e t a l . , C a l c u l u s


T h r e e e x a m i n a t i o n s a n d a c o mp r e h e n s i v e f i n a l e x a m i n a t i o n .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



6 / 4 1


C o u r s e t i t l e : H i s t o r y o f A r t I

I n s t r u c t o r : R . C r e s p o

P r e r e q u i s i t e s : H U M A 3 0 1 2


T h e H i s t o r y o f A r t c o u r s e p r e s e n t s t h e o p p o r t u n i t y t o a n a l y z e

e x a m p l e s o f a r t i s t i c c r e a t i o n w i t h i n t h e i r h i s t o r i c a l c o n t e x t . W o r k s

o f a r t a r e s t u d i e d a s c u l t u r a l c r e a t i o n s i n d i r e c t r e l a t i o n t o t h o s e

c o n s i d e r a t i o n s t h a t a f f e c t t h e m d i r e c t l y a n d i n d i r e c t l y : r e l i g i o n ,

s o c i e t y , e c o n o my , p o l i t i c s , g e o g r a p h y a n d t o p o g r a p h y , a n d

c l i ma t e , a mo n g o t h e r s . T h e d i s c u s s i o n o f a r t i s t i c p r o d u c t i o n i n i t s

h i s t o r i c a l c o n t e x t i s i n t e n d e d t o h e l p s t u d e n t s g a i n a b e t t e r

u n d e r s t a n d i n g o f a r c h i t e c t u r a l p r o d u c t i o n .

T h e c o u r s e a l s o i n t e n d s t o p r e s e n t h i s t o r y a s a g r e a t s o u r c e o f

k n o w l e d g e a n d i n s p i r a t i o n . I t p r o v i d e s t h e t o o l s n e c e s s a r y t o

u n d e r s t a n d h u ma n c r e a t i o n , a n d t o b e t t e r u n d e r s t a n d t h e s o l u t i o n

o f p r o b l e ms t h a t r e l a t e t o t h e b u i l t e n v i r o n m e n t . I t a l s o g i v e s

a e s t h e t i c p l e a s u r e a n d a b e t t e r a p p r e c i a t i o n o f t h e e x p r e s s i v e

c h a r a c t e r o f s o c i e t y .

T h i s c o u r s e c o v e r s t h e H i s t o r y o f A r t f r o m P r e h i s t o r y t o t h e e n d o f

t h e M i d d l e A g e s . I t i s o f f e r e d j o i n t l y t o g r a d u a t e s t u d e n t s a s

A R C H 6 9 9 1 .

T e x t s

H a r o l d S p e n c e r ( e d . ) , R e a d i n g s i n A r t H i s t o r y , V o l . I ( N e w Y o r k :

S c r i b n e r ' s , 1 9 6 9 )

H . W . J a n s o n , H i s t o r y o f A r t ( E n g l e w o o d C l i f f s : P r e n t i c e H a l l , 1 9 9 0 )

J o s é M a r í a d e A z c á r a t e , H i s t o r i a d e l a r t e ( M a d r i d : A N A Y A , 1 9 9 5 )


R e q u i r e me n t s i n c l u d e p a r t i a l a n d f i n a l e x a m i n a t i o n s , a n d / o r

r e s e a r c h p r o j e c t s . W h e n r e q u i r e d , s t u d e n t s m a y p r e s e n t r e s e a r c h

p r o j e c t s e i t h e r i n w r i t t e n o r o r a l f o r m .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : B a s i c P h o t o g r a p h y f o r A r c h i t e c t s

I n s t r u c t o r : J . G o n z á l e z - P e n i z a ( O f f e r e d 2 0 0 2 - 2 0 0 6 )



B a s i c p r i n c i p l e s o f p h o t o g r a p h y . T h e h i s t o r y o f p h o t o g r a p h y .

L i g h t , t h e b a s i c e l e m e n t o f p h o t o g r a p h y . T h e p h o t o g r a p h i c

c a me r a : t y p e s o f c a me r a s , l e n s e s a n d d e p t h o f f i e l d c o n t r o l , t h e

s h u t t e r a n d mo v e me n t c o n t r o l , e x p o s u r e c o n t r o l , a n d l i g h t me t e r s .

T h e e s s e n t i a l e l e me n t s o f p h o t o g r a p h y a n d b a s i c c o m p o s i t i o n .

L a b o r a t o r y p r a c t i c e i n b l a c k a n d w h i t e p r o c e s s e s , f i l m

d e v e l o p me n t , a n d p r i n t i n g .

T e x t s

M i c h a e l L a n g s f o r d , S t e p b y S t e p G u i d e t o P h o t o g r a p h y


I n a d d i t i o n t o w r i t t e n t e s t s t h e s t u d e n t s a r e r e q u i r e d t o c o mp l e t e

a t l e a s t f o u r l a b o r a t o r y p r o j e c t s d u r i n g t h e s e me s t e r .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



7 / 4 1


C o u r s e t i t l e : I n t r o d u c t i o n t o C o m pu t e r s I

I n s t r u c t o r : E . R o l ó n



T h e i n t r o d u c t i o n t o c o m p u t e r s c o u r s e p r o v i d e s s t u d e n t s w i t h t h e i r

f i r s t e x p e r i e n c e w i t h c o m p u t e r s . H a r d w a r e a n d s o f t w a r e

c o m p o n e n t s a r e s t u d i e d i n d e t a i l w i t h e m p h a s i s o n d e s k t o p

a p p l i c a t i o n s . G e n e r a l k n o w l e d g e o f o p e r a t i n g s y s t e ms , p e r i p h e r a l s

a n d c o m mo n l y u s e d c o m p u t e r s a r e c o v e r e d . W o r d p r o c e s s i n g ,

s p r e a d s h e e t s a n d d a t a b a s e a p p l i c a t i o n s a r e u s e d t o s o l v e b a s i c

p r o b l e m s f o u n d i n a r c h i t e c t u r a l p r a c t i c e . P a i n t i n g a n d d r a w i n g

a p p l i c a t i o n s a r e u s e d t o p r e p a r e b u s i n e s s - t y p e p r e s e n t a t i o n s .

B a s i c c o n c e p t s o f c o mp u t e r p r o g r a m m i n g a r e d i s c u s s e d u s i n g t h e

C l a n g u a g e .

T e x t s

M S - D O S U s e r R e f e r e n c e G u i d e ; M S - E x c e l U s e r R e f e r e n c e G u i d e ; M S -

W i n d o w s U s e r R e f e r e n c e G u i d e ; M S - W o r d U s e r R e f e r e n c e G u i d e ;

U N I X U s e r R e f e r e n c e G u i d e ; W i n g z U s e r R e f e r e n c e G u i d e ; X - W i n d o w

U s e r R e f e r e n c e G u i d e ; K e r n i n g h a n a n d D . R i t c h i e , T h e C

P r o g r a m m i n g L a n g ua g e ; O t h e r r e a d i n g ma t e r i a l i s s u p p l i e d b e f o r e

e a c h t o p i c d i s c u s s i o n .


U s i n g p a r t i c u l a r a p p l i c a t i o n s , s t u d e n t s s o l v e r e a l p r o b l e m s i n t h e

f o l l o w i n g a r e a s : s t r u c t u r a l d e s i g n , b u d g e t a n a l y s i s , c o n s t r u c t i o n

c o s t a n a l y s i s , a r c h i t e c t u r a l r e s e a r c h , a n d p r e s e n t a t i o n . E a c h

s t u d e n t n e e d s t o c o mp l e t e a n e x e r c i s e f o r e a c h o f t h e a b o v e a r e a s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t r o d u c t i o n t o C o m pu t e r s I I

I n s t r u c t o r : E . R o l ó n



T h e c o u r s e p r o mo t e s t h e s t u d e n t ' s u n d e r s t a n d i n g o f t h e u s e o f

c o m p u t e r s a s t o o l s f o r m o d e l i n g a n d a n a l y z i n g d i f f e r e n t p r o b l e ms

r e l a t e d t o a r c h i t e c t u r e . E m p h a s i s i s g i v e n t o a r c h i t e c t u r a l r e s e a r c h

m e t h o d s , c o m p u t e r p r o g r a m m i n g a n d a p p l i c a t i o n c u s t o m i z i n g

u s i n g t h e C l a n g u a g e , s p r e a d s h e e t , m a c r o l a n g u a g e s , a n d d a t a b a s e

m a n a g e me n t a p p l i c a t i o n s . T h e c e n t r a l o b j e c t i v e i s t o h e l p s t u d e n t s

d e v e l o p s k i l l s i n p r o b l e m s o l v i n g , f o r m u l a t i n g s t r a t e g i e s f o r t h e

t r a n s f o r ma t i o n o f s u c h k n o w l e d g e i n t o a w o r k i n g c o m p u t e r

p r o g r a m; a l t e r n a t i v e l y , t h e u s e o f e x i s t i n g a p p l i c a t i o n s ma y b e

a p p l i e d t o t h e s o l u t i o n o f t h e p r o b l e m .

T e x t s

A ut o C A D A u t o L i s t r e f e r e n c e m a n ua l ; A u t o C A D C A p p l i c a t i o n

P r o g r a m m i n g ; D B a s e a n d M S - A C C E S S r e f e r e n c e m a n ua l s ; I n t e r p h a s e

( A P I ) r e f e r e n c e m a n u a l ; B . K e r n i n g h a n a n d D . R i t c h i e , T h e C

P r o g r a m m i n g L a n g ua g e ; O t h e r r e a d i n g m a t e r i a l s a r e s u p p l i e d

b e f o r e e a c h t o p i c d i s c u s s i o n .


S t u d e n t s a r e e x p e c t e d t o d e mo n s t r a t e s k i l l s i n o r g a n i z i n g i d e a s ,

d e t a i l i n g p r o c e d u r e s a n d s t r a t e g i e s f o r s o l v i n g p r o b l e m s , a n d

d e v e l o p i n g a p p l i c a t i o n s a n d s o l u t i o n s . Re q u i r e d p r o j e c t s i n c l u d e :



8 / 4 1

d e s i g n a n d i m p l e me n t a t i o n o f a f a c i l i t i e s ma n a g e me n t a p p l i c a t i o n

u s i n g a Re l a t i o n a l D a t a b a s e M a n a g e me n t S y s t e m , d e s i g n o f a n

a r c h i v e o f h i s t o r i c b u i l d i n g s l i n k i n g g r a p h i c s w i t h d a t a u s i n g

A u t o L i s p o r C l a n g u a g e s , a n d a d a t a b a s e , s t a t i s t i c a l - s u r v e y

a n a l y s i s u s i n g a s p r e a d s h e e t , a n d o t h e r s . T h e s t u d e n t s e l e c t s t h e

f i n a l p r o j e c t t o p i c .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t r o d u c t i o n t o A r c h i t e c t u r e I

I n s t r u c t o r : E . V i v o n i , J . I s a d o , J . P e n a b a d



I n t r o d u c t i o n t o t h e d i s c i p l i n e o f a r c h i t e c t u r e . D e f i n i t i o n s .

R e s o u r c e s t o u n d e r s t a n d a r c h i t e c t u r e . P a n o r a m i c v i e w o f

a r c h i t e c t u r a l p r o d u c t i o n . F o r ma l a n a l y s i s o f a r c h i t e c t u r e .

T e x t s

A n t o n i a d e s , A r c h i t e c t u r e a n d A l l i e d D e s i g n : A n E n v i r o n m e n t a l

D e s i g n P e r s p e c t i v e ; C h i n g , F r a n c i s D . K . A r c h i t e c t u r e ; F o r m , S p a c e

a n d O r d e r ; Ro t h , L e l a n d . U n d e r s t a n d i n g A r c h i t e c t u r e , i t s E l e m e n t s ,

H i s t o r y , M e a n i n g ; S a l v a d o r i , M a r i o . W h y B u i l d i n g s S t a n d U p ; V o n

M e i s s , P i e r r e . E l e m e n t s o f A r c h i t e c t u r e , F r o m F o r m t o P l a c e ; W a r e ,

D . B e a t t y . D i c c i o n a r i o m a n u a l i l u s t r a d o d e a r q u i t e c t u r a .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t r o d u c t i o n t o A r c h i t e c t u r e I I

I n s t r u c t o r s : E n r i q u e V i v o n i



D e t e r m i n a n t s o f a r c h i t e c t u r a l f o r m : T e c h n o l o g y / C o n t e x t /

P r o g r a m; I n t r o d u c t i o n t o a r c h i t e c t u r a l p r a c t i c e ; H i s t o r y o f t h e

p r o f e s s i o n ; D e s i g n p r o c e s s ; d r a w i n g ; I n t r o d u c t i o n t o p a r a l l e l

d i s c i p l i n e s ; A r c h i t e c t u r e a n d t h e h u ma n b e i n g ; A r c h i t e c t u r a l

c r i t i c i s m


E x a m s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e T i t l e : D e s i g n F u n d a m e n t a l s I

I n s t r u c t o r s : M . J i m é n e z , S o n i a M i r a n d a , C . A l g a z e ,

M . O l i v e r , M . G a r c í a



T h e p r i ma r y e l e me n t s o f a r c h i t e c t u r a l s p a c e ( s u r f a c e , h o r i z o n t a l i t y

a n d v e r t i c a l i t y , l i n e a n d p l a n e , e n c l o s u r e , f u n c t i o n , p r o g r a m ,

v o l u m e , l a n d s c a p e , p a t h , c e n t e r , f r a me , i n t e r i o r a n d e x t e r i o r ,

t r a n s p a r e n c y a n d o p a c i t y , a mo n g o t h e r s ) a r e i n t r o d u c e d a n d

e x p l o r e d t h r o u g h a s e r i e s o f t w o - a n d t h r e e - d i m e n s i o n a l e x e r c i s e s .



9 / 4 1

T h e p r i n c i p l e s a n d t e c h n i q u e s o f t w o - a n d t h r e e d i me n s i o n a l

r e p r e s e n t a t i o n , g r a p h i c c o m m u n i c a t i o n , a n d d e s c r i p t i v e g e o me t r y

a r e i n t r o d u c e d a n d e x p l o r e d t h r o u g h a s e r i e s o f t e c h n i c a l a n d

f r e e - h a n d d r a w i n g s , a n d mo d e l - ma k i n g e x e r c i s e s .

T e x t s

F r a n c i s D . K . C h i n g , A r c h i t e c t u r a l G r a p h i c s ; F r a n c i s D . K . C h i n g ,

A r c h i t e c t u r e : F o r m S p a c e a n d O r d e r ; F r a n c i s D . K . C h i n g , D r a w i n g

A C r e a t i v e P r o c e s s ; A r e a d i n g l i s t i s p r o v i d e d w i t h e a c h d e s i g n

e x e r c i s e .


D e s i g n p r o j e c t s ( m o d e l s , d r a w i n g s a n d m i x e d me d i a c o m p o s i t i o n s ) .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e T i t l e : D e s i g n F u n d a m e n t a l s I I

I n s t r u c t o r s : M . J i m é n e z , S o n i a M i r a n d a , F r a n c i s c o

R o d r í g u e z , C . A l g a z e , M . O l i v e r , A . S á n c h e z



A c o n t i n u a t i o n o f t h e e x p l o r a t i o n o f t h e p r i ma r y e l e me n t s o f

a r c h i t e c t u r a l s p a c e ( s u r f a c e , h o r i z o n t a l i t y a n d v e r t i c a l i t y , l i n e a n d

p l a n e , e n c l o s u r e , f u n c t i o n , p r o g r a m , v o l u m e , l a n d s c a p e , p a t h ,

c e n t e r , f r a me , i n t e r i o r a n d e x t e r i o r , t r a n s p a r e n c y a n d o p a c i t y ,

a mo n g o t h e r s ) a r e i n t r o d u c e d a n d e x p l o r e d t h r o u g h a s e r i e s o f

t w o - a n d t h r e e - d i me n s i o n a l e x e r c i s e s .

T h e p r i n c i p l e s a n d t e c h n i q u e s o f mo r e a d v a n c e d t w o - a n d t h r e e

d i m e n s i o n a l r e p r e s e n t a t i o n , g r a p h i c c o m m u n i c a t i o n a n d

d e s c r i p t i v e g e o me t r y a r e i n t r o d u c e d a n d e x p l o r e d t h r o u g h a s e r i e s

o f t e c h n i c a l a n d f r e e - h a n d d r a w i n g , a n d mo d e l - ma k i n g e x e r c i s e s .

T e x t s

F r a n c i s D . K . C h i n g , A r c h i t e c t u r a l G r a p h i c s ; F r a n c i s D . K . C h i n g ,

A r c h i t e c t u r e : F o r m S p a c e a n d O r d e r ; F r a n c i s D . K . C h i n g , D r a w i n g

A C r e a t i v e P r o c e s s ; A r e a d i n g l i s t i s p r o v i d e d w i t h e a c h d e s i g n

e x e r c i s e


D e s i g n p r o j e c t s ( m o d e l s , d r a w i n g s a n d m i x e d me d i a c o m p o s i t i o n s ) .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . .


C o u r s e t i t l e : E l e m e n t a r y A r c h i t e c t u r a l D e s i g n I

I n s t r u c t o r : R . B i a g g i , A . G e o r a s , E . R a m í r e z , E .

R o d r í g u e z ,

A . S á n c h e z

P r e r e q u i s i t e s : A R C H 3 1 2 2 , A R C H 3 1 3 2

C o u r s e D e s c r i p t i o n

T h i s i s t h e f i r s t c o u r s e i n t h e s e q u e n c e o f a r c h i t e c t u r a l d e s i g n

s t u d i o s . I t s e r v e s a s a n i n t r o d u c t i o n t o t h e p r o c e s s e s a n d

s t r a t e g i e s o f a r c h i t e c t u r a l d e s i g n . T h e c o u r s e i n v o l v e s e l e me n t a r y

e x e r c i s e s a n a l y z i n g t h e c o m p o n e n t s o f t h e a r c h i t e c t u r a l p i e c e

a l o n g w i t h i t s f o r ma l d e t e r m i n a n t s .



1 0 / 4 1

T h e c o u r s e s t u d i e s t h e f o l l o w i n g s u b j e c t s , a mo n g o t h e r s : T h e

h u m a n b e i n g , t h e h a n d l i n g o f s p a c e , a r c h i t e c t u r a l s p a t i a l s e q u e n c e

a n d c i r c u l a t i o n , a n d u l t i ma t e l y , t h e f u n d a me n t a l e l e me n t s o f

a r c h i t e c t u r e s u c h a s b e a ms , c o l u m n s , w a l l s , r o o f s , a n d f l o o r s l a b s

a c t i n g t o g e t h e r .

A n o t h e r e s s e n t i a l a s p e c t o f t h i s d e s i g n s t u d i o i s t h e d e v e l o p me n t

o f t h e t w o a n d t h r e e - d i me n s i o n a l g r a p h i c s k i l l s a p p l i e d t o

a r c h i t e c t u r e . T h e c o u r s e ' s s t r u c t u r e c o n s i s t s o f f o u r s e q u e n t i a l

e x e r c i s e s .

T e x t s

F r a n c i s D . K . C h i n g , A r c h i t e c t u r e : F o r m S p a c e a n d O r d e r ; B r u n o

Z e v i , H o w t o L o o k a t A r c h i t e c t u r e


D e s i g n p r o j e c t s ( d r a w i n g s a n d mo d e l s ) .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e T i t l e : E l e m e n t a r y A r c h i t e c t u r a l D e s i g n I I

I n s t r u c t o r : E . R o d r í g u e z , H . C a v a l l i n , A . G e o r a s , E .

R a m í r e z



T h i s i s t h e s e c o n d c o u r s e i n t h e s e q u e n c e o f a r c h i t e c t u r a l d e s i g n

s t u d i o s . I t s e r v e s a s a n i n t r o d u c t i o n t o t h e p r o c e s s a n d s t r a t e g i e s

o f a r c h i t e c t u r a l d e s i g n . T h e c o u r s e i n v o l v e s e l e me n t a r y e x e r c i s e s

a n a l y z i n g t h e c o mp o n e n t s o f t h e a r c h i t e c t u r a l p i e c e a l o n g w i t h i t s

f o r ma l d e t e r m i n a n t s .

T h e c o u r s e s t u d i e s t h e f o l l o w i n g s u b j e c t s , a mo n g o t h e r s : T h e

h u m a n b e i n g , t h e h a n d l i n g o f s p a c e , t h e a r c h i t e c t u r a l s p a t i a l

s e q u e n c e a n d c i r c u l a t i o n a n d u l t i ma t e l y , t h e f u n d a me n t a l e l e me n t s

o f a r c h i t e c t u r e s u c h a s b e a m s , c o l u m n s , w a l l s , r o o f s a n d f l o o r

s l a b s a c t i n g t o g e t h e r . S o me mo r e c o m p l e x a s p e c t s s u c h a s f a c a d e

c o m p o s i t i o n , c l i ma t e , l a n d s c a p e , m a t e r i a l s , s t r u c t u r e a n d

c o n s t r u c t i o n t e c h n i q u e s , a l o n g w i t h c l i e n t a n d p r o g r a m n e e d s , a r e

a l s o s t u d i e d d u r i n g t h i s s e c o n d i n t r o d u c t o r y c o u r s e t o

a r c h i t e c t u r a l d e s i g n .

A n e s s e n t i a l a s p e c t o f t h i s d e s i g n s t u d i o i s t h e d e v e l o p me n t o f

t w o - a n d t h r e e - d i me n s i o n a l g r a p h i c s k i l l s a p p l i e d t o a r c h i t e c t u r e .

T h e c o u r s e ' s s t r u c t u r e c o n s i s t s o f f o u r s e q u e n t i a l e x e r c i s e s .

T e x t s

F r a n c i s D . K . C h i n g , A r c h i t e c t u r e : F o r m S p a c e a n d O r d e r ; J o h n

S u m m e r s o n , T h e C l a s s i c a l L a n g ua g e o f A r c h i t e c t u r e ; R u d o l f

W i t t k o w e r , A r c h i t e c t u r e P r i n c i p l e s i n t h e A g e o f H um a n i s m ; B r u n o

Z e v i , H o w t o l o o k a t a r c h i t e c t u r e


D e s i g n p r o j e c t s ( d r a w i n g s a n d mo d e l s ) . C o m p r e h e n s i o n w r i t t e n

t e s t s o n a l l t e x t s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



1 1 / 4 1


C o u r s e t i t l e : A p p l i e d P h y s i c s I f o r S t u d e n t s o f

A r c h i t e c t u r e

I n s t r u c t o r : J . R o c a f o r t



I n t r o d u c t o r y p h y s i c s f o r s t u d e n t s o f a r c h i t e c t u r e : b a s i c t o p i c s i n

m e c h a n i c s ; v e c t o r s a n d f o r c e s ; k i n e ma t i c s ; N e w t o n ' s L a w s ; e n e r g y

a n d p o w e r ; c o n s e r v a t i o n o f e n e r g y ; i m p u l s e a n d mo me n t u m ;

r o t a t i o n ; e l a s t i c i t y ; s i m p l e h a r mo n i c mo t i o n ; f l u i d s t a t i c s a n d

d y n a m i c s . T h e c o u r s e i n c l u d e s d e mo n s t r a t i o n s o f r e l e v a n t p h y s i c s

p r i n c i p l e s .

T h e c o u r s e t r e a t s t o p i c s o f ma j o r r e l e v a n c e i n t h e d e v e l o p me n t o f

a r c h i t e c t u r a l t e c h n o l o g y a n d s t r u c t u r e s a t a l e v e l c o m p a t i b l e w i t h

t h e ma t h e ma t i c a l a n d s c i e n t i f i c b a c k g r o u n d o f s t u d e n t s i n t h e

p r o g r a m .

T e x t s

C u t n e l l a n d J o h n s o n , C o l l e g e P h y s i c s , 4 t h E d i t i o n , W i l e y ( 1 9 9 7 ) ;

S t ud y G u i d e f o r C o l l e g e P h y s i c s


3 w r i t t e n e x a m i n a t i o n s , r e q u i r i n g n u m e r i c a l s o l u t i o n o f s i m p l e

p r o b l e m s b a s e d o n c l a s s d i s c u s s i o n .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : A p p l i e d P h y s i c s I I f o r S t u d e n t s o f

A r c h i t e c t u r e

I n s t r u c t o r : J . R o c a f o r t

P r e r e q u i s i t e s : A R C H 3 0 4 6 / A R C H 3 5 2 1


C o n t i n u a t i o n o f i n t r o d u c t o r y p h y s i c s f o r s t u d e n t s o f a r c h i t e c t u r e :

m e c h a n i c a l w a v e s ; s o u n d a n d a c o u s t i c s ; h e a t a n d t e mp e r a t u r e ;

h e a t t r a n s f e r ; b a s i c t h e r mo d y n a m i c s ; e l e c t r i c i t y a n d ma g n e t i s m ;

e l e c t r i c a l c i r c u i t s ; e l e c t r o ma g n e t i c w a v e s ; l i g h t a n d g e o me t r i c a l

o p t i c s .

C o u r s e i n c l u d e s d e mo n s t r a t i o n o f r e l e v a n t p h y s i c a l p r i n c i p l e s i n

c l a s s . I t i n c l u d e s t o p i c s o f ma j o r r e l e v a n c e i n t h e d e v e l o p me n t o f

a r c h i t e c t u r a l t e c h n o l o g y a t a l e v e l c o mp a t i b l e w i t h t h e s c i e n t i f i c

a n d ma t h e ma t i c a l b a c k g r o u n d o f t h e s t u d e n t s .

T e x t s

C u t n e l l a n d J o h n s o n , C o l l e g e P h y s i c s , 4 t h E d i t i o n , W i l e y ( 1 9 9 7 )


3 e x a m i n a t i o n s , r e q u i r i n g n u m e r i c a l s o l u t i o n o f p r o b l e m s a n d

d i s c u s s i o n o f t o p i c s p r e s e n t e d i n c l a s s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



1 2 / 4 1


C o u r s e t i t l e : I n t r o d u c t i o n t o A c o u s t i c s

I n s t r u c t o r : J . R o c a f o r t ( O f f e r e d 2 0 0 2 - 2 0 0 5 )



A n i n t r o d u c t i o n t o t h e b a s i c p r i n c i p l e s , b o t h p h y s i c a l a n d

p s y c h o a c o u s t i c a l , u n d e r l y i n g t h e i n t e r d i s c i p l i n a r y f i e l d o f

a c o u s t i c s . T h e c o u r s e i s o p e n t o s t u d e n t s i n o t h e r d e p a r t me n t s ,

p a r t i c u l a r l y E n v i r o n m e n t a l S c i e n c e s , P h y s i c s , a n d M u s i c .

T o p i c s i n c l u d e : r e v i e w o f b a s i c w a v e p h y s i c s , s o u n d i n a i r ,

a c o u s t i c a l me a s u r e me n t s a n d t h e d e c i b e l s c a l e , r e f l e c t i o n ,

r e f r a c t i o n , d i f f r a c t i o n , d i f f u s i o n a n d a b s o r p t i o n o f s o u n d ,

d e s c r i p t i o n o f b a s i c s o u n d s i g n a l s a n d t h e c o n c e p t o f f r e q u e n c y

a n d s p e c t r a l ( F o u r i e r ) a n a l y s i s ; p h y s i o l o g y o f h e a r i n g , p e r c e p t u a l

f a c t o r s i n a c o u s t i c s ; e l e c t r o a c o u s t i c s a n d s o u n d r e p r o d u c t i o n ;

b a s i c a r c h i t e c t u r a l a c o u s t i c s : s o u n d i n r o o m s , r e v e r b e r a t i o n , a n d

i s o l a t i o n o f s o u n d s o u r c e s .

T h e c o u r s e i n c o r p o r a t e s n u me r o u s d e mo n s t r a t i o n s o f r e l e v a n t

a c o u s t i c a l p h e n o me n a i n c l a s s .

T e x t s

R . B e r g & T . S t o r k , P h y s i c s o f S o un d ; J . P i e r c e & D . D a v i d , W a v e s

a n d t h e E a r ; T . Ro s s i n g , T h e S c i e n c e o f S o u n d


M i d - t e r m e x a m i n a t i o n , f i n a l e x a m i n a t i o n a n d a p r o j e c t o r p a p e r

r e l a t e d t o t o p i c s d i s c u s s e d i n c l a s s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


A R Q U 3 0 1 5 V I A J E E U RO P A ( F . R o d r í g u e z , V e r a n o 2 0 0 3 )

A R Q U 4 0 1 0 V I A J E B R A S I L ( E . R o d r í g u e z , M . C e n i q u e l ,

V e r a n o 2 0 0 6 )

A R Q U 4 0 1 0 V I A J E N U E V A Y O R K ( M . O l i v e r , M . G a r c í a , 2 0 0 1 - 2 0 0 5 )

C o u r s e t i t l e : S t u d y T r i p R e s e a r c h

I n s t r u c t o r s : M . G a r c í a F o n t e b o a / E . R o d r í g u e z / F .

R o d r í g u e z /

M . O l i v e r , M . C e n i q u e l .



T o p r e p a r e s t u d e n t s f o r t r a v e l t o o t h e r c o u n t r i e s a s p a r t o f

A r c h i t e c t u r a l T r a v e l T r i p s . C o n t e n t v a r i e s w i t h e a c h t r i p . S k i l l s a r e

d e v e l o p e d i n t h e a r e a s o f o n - s i t e g r a p h i c a l d o c u m e n t a t i o n a n d

a n a l y s i s , a n d r e s e a r c h m e t h o d s . L e c t u r e s a n d r e a d i n g a s s i g n me n t s

r e g a r d i n g t h e h i s t o r y a n d a r c h i t e c t u r a l d e v e l o p me n t s o f t h e p l a c e s

t o b e v i s i t e d .

T e x t s

A s s i g n m e n t s i n L i b r a r y – v a r i e s w i t h e a c h c o u r s e o f f e r i n g


S k e t c h b o o k , w r i t t e n a n d o r a l p r e s e n t a t i o n

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



1 3 / 4 1


C o u r s e t i t l e : T h e o r y o f A r c h i t e c t u r e I

I n s t r u c t o r : E . M a r t í n e z - J o f f r e

P r e r e q u i s i t e s : H U M A 3 0 1 2 , A R C H 4 1 3 3 .


F i r s t c o u r s e i n t h e s e q u e n c e o f a r c h i t e c t u r a l t h e o r y . I n t r o d u c t i o n

t o t h e p h e n o me n o l o g i c a l c o n c e p t o f t h e b u i l d i n g t a s k a n d t h e

e f f e c t s t h a t t h e e n v i r o n m e n t , r e g i o n , a n d c u l t u r e h a v e u p o n t h e

w o r k o f a r c h i t e c t u r e .

A r c h i t e c t u r e c o n s i d e r e d a s p a r t o f e v e r y d a y l i f e ; a " r e t u r n t o

t h i n g s " i n c o n t r a s t t o t h e a b s t r a c t i o n s a n d m e n t a l c o n s t r u c t i o n s

t h a t t h e s c i e n t i f i c me t h o d h a s i m p o s e d i n t h e i d e n t i f i c a t i o n o f t h e

d e s i g n p r o c e s s .

T e x t s

T e x t s v a r y a c c o r d i n g t o e a c h s e m e s t e r , e x a m p l e s a r e : M .

H e i d e g g e r , B u i l d i n g , D w e l l i n g a n d T h i n k i n g ; J . R . M u c k a r o v s k y , O n

t h e P r o b l e m s o f F u n c t i o n i n A r c h i t e c t u r e ; C . N o r b e r g - S c h u l z ,

G e n i u s L o c i ; C . N o r b e r g - S c h u l z , T h e C o n c e p t o f D w e l l i ng ; J . O r t e g a

y G a s s e t , E l m i t o d e l h o m b r e a l l e n d e l a t é c n i c a ; V i t r u v i u s , T h e T e n

B o o k s o n A r c h i t e c t u r e


M i d t e r m a n d f i n a l e x a m s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T h e o r y o f A r c h i t e c t u r e I I

I n s t r u c t o r : E . M a r t í n e z - J o f f r e



S e c o n d c o u r s e i n t h e s e q u e n c e o f a r c h i t e c t u r a l t h e o r y .

T h e s t u d y o f t h e c o n c e p t u a l d e v e l o p me n t o f a r c h i t e c t u r a l f o r m .

T h e a n a l y s i s o f t h e h i s t o r i c , s y m b o l i c a n d t e c h n i c a l d e t e r m i n a n t s

o f a r c h i t e c t u r a l f o r m w i t h i n a s o c i a l a n d c u l t u r a l c o n t e x t i s

u n d e r t a k e n t h r o u g h t h e a n a l y s i s / ma p p i n g o f a b u i l d i n g b y L e

C o r b u s i e r , p a r t i c u l a r l y t h o s e l o c a t e d o u t s i d e t h e E u r o p e a n

c o n t i n e n t . T h i s a n a l y s i s / ma p p i n g w i l l i n c l u d e t h e g e o me t r i c ,

t o p o g r a p h i c , a n d t o p o l o g i c r e l a t i o n s h i p s o f m a s s , s p a c e , s u r f a c e ,

p r o g r a m , a n d f u n c t i o n , a m o n g o t h e r s .

A n a l y s e s h a v i n g c o m m o n c r i t e r i a , f o r ma t a n d a n a l y t i c a l p r o c e d u r e

w i l l b e r e q u i r e d f r o m e a c h s t u d e n t .

T e x t s

A s s i g n e d r e a d i n g s i n c l u d e : W i l l i a m J . R . C u r t i s , M o d e r n

a r c h i t e c t u r e s i n c e 1 9 0 0 ; C o l i n Ro w e a n d Ro b e r t S l u t z k y , T h e

M a t h e m a t i c s o f t h e I d e a l V i l l a ; V i n c e n t S c u l l y , J r . , M o d e r n

a r c h i t e c t u r e ; D e n n i s S h a r p , M o d e r n a r c h i t e c t u r e a n d

e x p r e s s i o n i s m ; B r u n o Z e v i , P o é t i c a d e l a a r q u i t e c t u r a n e o p l á s t i c a ;

S e l e c t e d a r t i c l e s f r o m O p p o s i t i o n s


P a p e r , e x a m , a n d c l a s s p r e s e n t a t i o n o f a n a n a l y t i c a l p r o j e c t .



1 4 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T h e o r y o f A r c h i t e c t u r e I I I

I n s t r u c t o r : H e a t h e r C r i t c h f i e l d , M . O l i v e r



T h i r d c o u r s e i n t h e s e q u e n c e o f a r c h i t e c t u r a l t h e o r y . T h e s t u d y

a n d a n a l y s i s o f t e c h n i q u e a n d i t s a r c h i t e c t u r a l e x p r e s s i o n : t h e

n a t u r e o f ma t e r i a l s , s t r u c t u r e a s o r g a n i z e r o f a r c h i t e c t u r a l f o r m ,

o r g a n i z a t i o n a l s y s t e ms o f a r c h i t e c t u r a l s p a c e , a n d h o w t h e s e

r e f l e c t a p a r t i c u l a r c u l t u r e a t a p a r t i c u l a r t i m e . T h i s w i l l b e

u n d e r t a k e n t h r o u g h t h e a n a l y s i s o f a b u i l d i n g b y a n i n f l u e n t i a l

t w e n t i e t h - c e n t u r y a r c h i t e c t . T h i s a n a l y s i s i n c l u d e s s t u d i e s t h r o u g h

d r a w i n g , p h o t o g r a p h y a n d mo d e l s .

A n a l y s i s i n v o l v i n g c o m mo n c r i t e r i a , f o r m a t , a n d a n a l y t i c a l

p r o c e d u r e i s e x p e c t e d f r o m e a c h s t u d e n t .

T e x t s

F r a n k L l o y d W r i g h t , T h e N a t ur a l H o us e ; P e t e r B u c h a n a n , L a

T o ur e t t e a n d L e T h o r o n e t ; W i l l i a m J . R . C u r t i s , C o n t e m p o r a r y

T r a n s f o r m a t i o n s o f M o d e r n A r c h i t e c t u r e ; C o l i n S t . J o h n W i l s o n ,

S a c r e d G a m e s ; P i e r r e v o n M e i s s , F o r m a n d t h e N a t ur e o f M a t e r i a l s ;

A n t h o n y C . W e b e r , Ut i l i t y , T e c h n o l o g y a n d E xp r e s s i o n


P a p e r , e x a m a n d c l a s s p r e s e n t a t i o n o f a n a l y s i s p r o j e c t .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T h e o r y o f A r c h i t e c t u r e I V

I n s t r u c t o r : H . C r i t c h f i e l d / M . O l i v e r



F o u r t h c o u r s e i n t h e s e q u e n c e o f a r c h i t e c t u r a l t h e o r y . C o n t e n t o f

t h e a r c h i t e c t u r a l w o r k : s y m b o l s , m e a n i n g , s e m i o t i c s a n d

a r c h i t e c t u r a l r e p r e s e n t a t i o n .

T h i s f i n a l s e me s t e r o f T h e o r y i n t h e u n d e r g r a d u a t e p r o g r a m i s

d e d i c a t e d t o t h e e x p l o r a t i o n o f me a n i n g i n a r c h i t e c t u r e . T h e s t u d y

o f s e m i o t i c s , s y m b o l s , a n d s i g n i f i c a t i o n i s e m p h a s i z e d . S t u d e n t s

a r e ma d e a w a r e o f c o n c e p t u a l f r a me w o r k s d e v e l o p e d b y a r c h i t e c t s ,

r e s e a r c h e r s , a n d t h e o r i s t s , a n d a p p l y t h e m t o t h e a n a l y s i s o f t h e i r

o w n w o r k .

T e x t s

T e x t s v a r y a c c o r d i n g t o e a c h s e me s t e r , e x a m p l e s a r e : G .

B a c h e l a r d , T h e P o e t i c s o f S p a c e ; M . F r a s c a r i , M o n s t e r s i n

A r c h i t e c t u r e ; C . J e n c k s , M e a n i n g i n A r c h i t e c t u r e ; C . J u n g , S y m b o l s

o f T r a n s f o r m a t i o n ; L . K a h n , O r d e r I s ; G . K e p e s , S i g n , I m a g e ,

S y m b o l ; W . L e t h a b y , A r c h i t e c t u r e , M y s t i c i s m a n d M y t h ; C . L e v i -



1 5 / 4 1

S t r a u s s , M y t h a n d M e a n i n g ; C . N o r b e r g - S c h u l z , A r c h i t e c t u r e :

M e a n i n g a n d P l a c e ; P . O l i v e r , S h e l t e r , S i g n a n d S y m b o l


O r a l p r e s e n t a t i o n a n d e s s a y .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t e r m e d i a t e A r c h i t e c t u r a l D e s i g n I

I n s t r u c t o r s : F . A b r u ñ a / O . M a r t y / S . M i r a n d a / C . T o r r e s


C o - r e q u i s i t e : A R C H 4 0 4 5


F i f t h c o u r s e i n t h e a r c h i t e c t u r a l d e s i g n s t u d i o s e q u e n c e .

D e v e l o p me n t o f t h e p r o c e s s e s a n d s t r a t e g i e s o f a r c h i t e c t u r a l

d e s i g n a p p l i e d t o p r o j e c t s o f m e d i u m c o m p l e x i t y . E m p h a s i s o n t h e

f o r m u l a t i o n o f a r c h i t e c t u r a l c o n c e p t s a n d f o r m d e t e r m i n a n t s , a n d

o n t h e a n a l y s i s a n d d e s i g n o f t h e s i t e .

T h e g e n e r a l o b j e c t i v e s o f t h e c o u r s e a r e :

1 . R e i n f o r c e t h e d e s i g n p r o c e s s b y e mp h a s i z i n g t h e f o r m u l a t i o n

o f a r c h i t e c t u r a l i d e a s a n d c o n c e p t s a t t h e s c h e ma t i c l e v e l ;

2 . D e v e l o p t h e c a p a c i t y t o s o l v e a r c h i t e c t u r a l p r o b l e m s o f

i n t e r me d i a t e c o m p l e x i t y , c o n s i d e r i n g t h o s e d e t e r m i n a n t s s t u d i e d

i n p r e v i o u s s e me s t e r s , a n d i d e a s c o m p a t i b l e w i t h t h e p r o g r a m ,

i d e n t i f y i n g i t s p a r t i c u l a r c h a r a c t e r a n d s c a l e ;

3 . D e v e l o p a r c h i t e c t u r a l i d e a s t a k i n g i n t o a c c o u n t t e c h n i c a l

a s p e c t s ;

4 . D e v e l o p t h e c a p a c i t y t o ma k e v e r b a l a n d d r a w n

p r e s e n t a t i o n s .

T e x t s

A s s i g n e d r e a d i n g i n L i b r a r y .


D e s i g n p r o j e c t s ( d r a w i n g , m o d e l a n d v e r b a l p r e s e n t a t i o n s ) .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t e r m e d i a t e A r c h i t e c t u r a l D e s i g n I I

I n s t r u c t o r s : F . A b r u ñ a / R . G a v i l a n e s / F . G u t i é r r e z /

M . J i m é n e z / O . M ar t y / S M i r a n d a / H .

C r i t c h f i e l d




S i x t h c o u r s e i n t h e a r c h i t e c t u r a l d e s i g n s t u d i o s e q u e n c e .


d e s i g n a p p l i e d t o p r o j e c t s o f i n t e r me d i a t e c o m p l e x i t y . E m p h a s i s

o n t h e f o r mu l a t i o n o f a r c h i t e c t u r a l c o n c e p t s a n d f o r m

d e t e r m i n a n t s , a s w e l l a s s t r u c t u r a l , c o n s t r u c t i o n , a n d

t e c h n o l o g i c a l , a s a r c h i t e c t u r a l p r o p o s a l s a r e f o r m u l a t e d .



1 6 / 4 1


1 . R e i n f o r c e t h e d e s i g n p r o c e s s b y e m p h a s i z i n g f o r m u l a t i o n o f

a r c h i t e c t u r a l i d e a s a n d c o n c e p t s a t t h e i r s c h e ma t i c l e v e l ;

2 . D e v e l o p t h e s t u d e n t s ’ c a p a c i t y t o s o l v e a r c h i t e c t u r a l

p r o b l e m s o f i n t e r m e d i a t e c o mp l e x i t y , c o n s i d e r i n g t h o s e

d e t e r m i n a n t s s t u d i e d i n p r e v i o u s s e me s t e r s , a n d o n t h e

d e v e l o p me n t o f i d e a s c o m p a t i b l e w i t h t h e p r o g r a m , i d e n t i f y i n g i t s

p a r t i c u l a r c h a r a c t e r a n d s c a l e ;

3 . D e v e l o p a r c h i t e c t u r a l i d e a s c o n s i d e r i n g t e c h n i c a l a s p e c t s ;

4 . D e v e l o p t h e c a p a c i t y t o ma k e v e r b a l a n d d r a w n

p r e s e n t a t i o n s .

T e x t s

A s s i g n e d r e a d i n g s i n L i b r a r y .


D e s i g n p r o j e c t s ( d r a w i n g , m o d e l a n d v e r b a l p r e s e n t a t i o n s ) .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t e r m e d i a t e A r c h i t e c t u r a l D e s i g n I I I

I n s t r u c t o r s : J . B o n n í n / N . F i g u e r o a / N . F ú s t e r / J . I s a d o

/

E . R a m ó n / E . M a r t í n e z J o f f r e

P r e r e q u i s i t e s : A R C H 4 1 3 4 / A R C H 4 2 1 2 / A R C H 4 3 1 2 /

A R C H 4 3 2 2 / A R C H 4 3 2 1



S e v e n t h c o u r s e i n t h e a r c h i t e c t u r a l d e s i g n s e q u e n c e o f s t u d i o s .


d e s i g n a p p l i e d t o p r o j e c t s o f i n t e r me d i a t e c o m p l e x i t y . T h e

d e v e l o p me n t o f a r c h i t e c t u r a l c o n c e p t s a n d t h e c o m p o n e n t s a n d

d e t e r m i n a n t s o f a r c h i t e c t u r a l f o r m a r e e m p h a s i z e d a n d e x p l o r e d .


1 . D e v e l o p a r c h i t e c t u r a l p r o p o s a l s , c o n s i d e r i n g t e c h n i c a l

a s p e c t s ;

2 . A p p l y t h e p r o c e s s o f a r c h i t e c t u r a l d e s i g n a n d c o m m u n i c a t e

i d e a s e f f e c t i v e l y .

T e x t s

A l e x a n d e r , C h r i s t o p h e r , A P a t t e r n L a n g ua g e : T o w n s , B u i l d i n g s ,

C o n s t r uc t i o n ( N e w Y o r k : O x f o r d U n i v e r s i t y P r e s s , 1 9 7 7 ) ; B o y n e ,

D . A . C . ( e d . ) , A r c h i t e c t s W o r k i n g D e t a i l s ( L o n d o n : T h e A r c h i t e c t u r a l

P r e s s , 1 9 6 2 )

C h i n g , F r a n c i s D . K . , B u i l d i n g C o n s t r uc t i o n I l l u s t r a t e d ( N e w Y o r k ”

v a n N o s t r a n d Re i n h o l d , 1 9 9 1 ) ; F e r n á n d e z , J o s é A . , A r c h i t e c t u r e i n

P ue r t o R i c o ( N e w Y o r k : A r c h i t e c t u r a l B o o k P u b l i s h i n g C o mp a n y ,

1 9 6 5 )


D e s i g n p r o j e c t s ( d r a w i n g , m o d e l a n d v e r b a l p r e s e n t a t i o n s )

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



1 7 / 4 1


C o u r s e T i t l e : I n t e r m e d i a t e A r c h i t e c t u r a l D e s i g n I V

I n s t r u c t o r s : J . B o n n í n / N . F i g u e r o a / N . F ú s t e r / J . I s a d o

/

E . R a m o n

P r e r e q u i s i t e s : A R C H 4 1 3 5 / A R C H 4 0 4 8 / A R C H 4 2 1 2

/ A R C H 4 3 1 3 A R C H 4 2 2 2 / A R C H 4 3 1 2 / A R C H 4 3 2 2


E i g h t h c o u r s e i n t h e a r c h i t e c t u r a l d e s i g n s e q u e n c e o f s t u d i o s .

F u r t h e r d e v e l o p me n t o f t h e p r o c e s s e s a n d s t r a t e g i e s o f

a r c h i t e c t u r a l d e s i g n a p p l i e d t o p r o j e c t s o f s u c h c o m p l e x i t i e s a s t o

r e q u i r e c o o r d i n a t i o n o f v e r t i c a l l y r e l a t e d f u n c t i o n s , m e c h a n i c a l

a n d s t r u c t u r a l s y s t e m s .


1 D e v e l o p a r c h i t e c t u r a l p r o p o s a l s , c o n s i d e r i n g t e c h n i c a l

a s p e c t s ;

2 A p p l y t h e p r o c e s s o f a r c h i t e c t u r a l d e s i g n a n d c o m m u n i c a t e

i d e a s e f f e c t i v e l y .

3 L e a r n t o w o r k e f f e c t i v e l y i n t e a ms .

T e x t s

A l e x a n d e r , C h r i s t o p h e r , A P a t t e r n L a n g ua g e : T o w n s , B u i l d i n g s ,

C o n s t r uc t i o n ( N e w Y o r k : O x f o r d U n i v e r s i t y P r e s s , 1 9 7 7 ) ; B o y n e ,

D . A . C . ( e d . ) , A r c h i t e c t s W o r k i n g D e t a i l s ( L o n d o n : T h e A r c h i t e c t u r a l

P r e s s , 1 9 6 2 )

C h i n g , F r a n c i s D . K . , B u i l d i n g C o n s t r uc t i o n I l l u s t r a t e d ( N e w Y o r k ”

v a n N o s t r a n d Re i n h o l d , 1 9 9 1 ) ; F e r n á n d e z , J o s é A . , A r c h i t e c t u r e i n

P ue r t o R i c o ( N e w Y o r k : A r c h i t e c t u r a l B o o k P u b l i s h i n g C o mp a n y ,

1 9 6 5 )


D e s i g n p r o j e c t s ( d r a w i n g , m o d e l a n d v e r b a l p r e s e n t a t i o n s )

W a l l s e c t i o n s , d e t a i l e d d r a w i n g s

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : H i s t o r y o f A r c h i t e c t u r e I

I n s t r u c t o r s : R . C r e s p o , D . d e l C u e t o , J . L i z a r d i



T h e H i s t o r y o f A r c h i t e c t u r e s e q u e n c e p r e s e n t s t h e o p p o r t u n i t y t o

a n a l y z e e x a mp l e s o f a r t i s t i c c r e a t i o n w i t h i n i t s h i s t o r i c a l c o n t e x t .

W o r k s o f a r t a r e s t u d i e d a s c u l t u r a l c r e a t i o n s i n r e l a t i o n t o t h o s e

c o n s i d e r a t i o n s t h a t a f f e c t i t d i r e c t l y a n d i n d i r e c t l y : r e l i g i o n ,

s o c i e t y , e c o n o my , p o l i t i c s , g e o g r a p h y a n d t o p o g r a p h y , c l i ma t e ,

a mo n g o t h e r s . T h e d i s c u s s i o n o f a r t i s t i c p r o d u c t i o n i n i t s

h i s t o r i c a l c o n t e x t i s i n t e n d e d t o h e l p b e t t e r u n d e r s t a nd

a r c h i t e c t u r a l p r o d u c t i o n .

H i s t o r y o f A r c h i t e c t u r e I a n a l y z e s t h e h i s t o r i c a l d e v e l o p me n t o f

a r c h i t e c t u r e f r o m P r e - H i s t o r i c t i me s u n t i l t h e e n d o f t h e Ro ma n

E m p i r e . I t s t u d i e s t h e d e v e l o p me n t o f t h e a r c h i t e c t u r a l a r t i f a c t

w i t h i n i t s c u l t u r a l c o n t e x t , i n c l u d i n g s u c h a s p e c t s a s t y p o l o g y ,

m o r p h o l o g y , i c o n o g r a p h y , t e c h n o l o g y , a n d c o n s t r u c t i o n i s s u e s , a s

w e l l a s i t s r e l a t i o n t o t h e u r b a n c o n t e x t .



1 8 / 4 1

S l i d e s , m o v i e s a n d a r c h i t e c t u r a l mo d e l s , a m o n g o t h e r s , a r e u s e d

a s a me a n s o f p r o v i d i n g i n s i g h t i n t o t h e c o mp l e x i t i e s o f t h e

a r c h i t e c t u r a l f o r m . T h e m a t e r i a l i s p r e s e n t e d i n l e c t u r e s b y f a c u l t y

m e m b e r s w h o a r e s p e c i a l i s t s i n t h e f i e l d o f a r c h i t e c t u r a l h i s t o r y

a n d a r e k n o w l e d g e a b l e o f t h e s u b j e c t s d i s c u s s e d i n c l a s s . C l a s s

p a r t i c i p a t i o n i s s t r o n g l y e n c o u r a g e d .

T e x t s

S p i r o K o s t o f , A H i s t o r y o f A r c h i t e c t u r e . 2 d . e d . N e w Y o r k a n d

L o n d o n : O x f o r d U n i v e r s i t y P r e s s , 1 9 9 5 ; M a r v i n T r a c h t e n b e r g ,

A r c h i t e c t u r e : F r o m P r e h i s t o r y t o P o s t - M o d e r n i s m : t h e W e s t e r n

T r a d i t i o n . N e w Y o r k , 1 9 8 6 ; J o s é M . d e A z c á r a t e , e t a l , H i s t o r i a d e l

A r t e . M a d r i d : A N A Y A , 1 9 9 5 ; A l e x a n d e r B a d a w y , A r c h i t e c t u r e i n

A n c i e n t E g y p t a n d t h e N e a r E a s t ; H o r s t W . J a n s o n , H i s t o r y o f A r t .

E n g l e w o o d C l i f f s : P r e n t i c e H a l l [ l a t e s t e d i t i o n ] ; D . S . Ro b e r t s o n ,

H a n d b o o k o f G r e e k a n d R o m a n A r c h i t e c t u r e ; I a n S u t t o n , W e s t e r n

A r c h i t e c t u r e . L o n d o n : T h a me s & H u d s o n , 1 9 9 9 .

C o m p l e t i o n R e q u i r e m e n t s

P a r t i a l a n d f i n a l e x a m i n a t i o n s , r e a d i n g q u i z z e s , a n d / o r r e s e a r c h

p r o j e c t s . W h e n r e q u i r e d , s t u d e n t s ma y p r e s e n t r e s e a r c h p r o j e c t s

e i t h e r i n o r a l f o r m .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : H i s t o r y o f A r c h i t e c t u r e I I

I n s t r u c t o r s : R . C r e s p o , D . D e l C u e t o , J . L i z a r d i

P r e r e q u i s i t e s A R C H 4 2 1 1


H i s t o r y o f A r c h i t e c t u r e I I d e a l s w i t h t h e d e v e l o p me n t o f

a r c h i t e c t u r e f r o m t h e b e g i n n i n g s o f E a r l y C h r i s t i a n a n d B y z a n t i n e

a r c h i t e c t u r e u n t i l t h e e n d o f t h e G o t h i c p e r i o d i n E u r o p e . A

h i s t o r i c a l b a c k g r o u n d i s p r e s e n t e d i n o r d e r t o u n d e r s t a n d t h e

c u l t u r a l d e v e l o p me n t o f t h e a r c h i t e c t u r a l a r t i f a c t , i n c l u d i n g , b u t

n o t l i m i t e d t o , s u c h a s p e c t s a s t y p o l o g y , mo r p h o l o g y ,

i c o n o g r a p h y , t e c h n o l o g i c a l a n d c o n s t r u c t i o n i s s u e s , a s w e l l a s i t s

r e l a t i o n t o t h e u r b a n c o n t e x t a n d i t s h i s t o r i c a l d e v e l o p me n t . T h e

c o u r s e b e g i n s w i t h t h e a n a l y s i s o f L a t e A n t i q u e p e r i o d a n d i t s

i m p a c t o n E a r l y C h r i s t i a n a n d B y z a n t i n e a r t a n d a r c h i t e c t u r e , a n d

c o n t i n u e s w i t h t h e C a r o l i n g i a n , R o ma n e s q u e a n d G o t h i c p e r i o d s . I t

a l s o c o v e r s d e v e l o p m e n t s a mo n g t h e v a r i o u s g r o u p s t h a t s e t t l e d i n

E u r o p e d u r i n g t h e M i d d l e A g e s , a s w e l l a s t h o s e i n t h e N e a r E a s t

a n d N o r t h e r n A f r i c a . S p e c i a l e m p h a s i s i s g i v e n t o t h e d e v e l o p me n t

o f u r b a n c e n t e r s , a n d t h e p a r t i c u l a r b u i l d i n g t y p o l o g i e s t h a t a p p l y

t h e r e t o , i n c l u d i n g d e f e n s i v e a r c h i t e c t u r a l o r g a n i z a t i o n s , d o me s t i c ,

c i v i c a n d r e l i g i o u s e x a m p l e s , a n d p u b l i c a r c h i t e c t u r e a n d s p a c e s .

T h e c o u r s e a l s o d e a l s w i t h I s l a m i c a r c h i t e c t u r e a n d i t s i m p a c t o n

E u r o p e . T h e r e i s a l s o d i s c u s s i o n o f t h e d e v e l o p me n t o f t h e o t h e r s

a r t s s c u l p t u r e , p a i n t i n g , s t a i n e d g l a s s , c r a f t s i n o r d e r t o b e t t e r

e x p l a i n t h e c u l t u r a l m i l i e u o f a r c h i t e c t u r a l p r o d u c t i o n .

S l i d e s , m o v i e s a n d a r c h i t e c t u r a l mo d e l s a r e u s e d . T h e a c a d e m i c

m a t e r i a l i s p r e s e n t e d i n l e c t u r e s b y p r o f e s s o r s w h o a r e

k n o w l e d g e a b l e o f t h e s u b j e c t s d i s c u s s e d i n c l a s s . S t u d e n t

p a r t i c i p a t i o n i s s t r o n g l y e n c o u r a g e d .

T e x t s

S p i r o K o s t o f , A H i s t o r y o f A r c h i t e c t u r e . 2 d . e d . N e w Y o r k a n d

L o n d o n : O x f o r d U n i v e r s i t y P r e s s , 1 9 9 5 ; M a r v i n T r a c h t e n b e r g ,

A r c h i t e c t u r e : F r o m P r e h i s t o r y t o P o s t - M o d e r n i s m : t h e W e s t e r n

T r a d i t i o n . N e w Y o r k , 1 9 8 6 ; J o s é M . d e A z c á r a t e , e t a l , H i s t o r i a d e l

A r t e . M a d r i d : A N A Y A , 1 9 9 5 ; H o r s t W . J a n s o n , H i s t o r y o f A r t .



1 9 / 4 1

E n g l e w o o d C l i f f s : P r e n t i c e H a l l [ l a t e s t e d i t i o n ] ; I a n S u t t o n ,

W e s t e r n A r c h i t e c t u r e . L o n d o n : T h a me s & H u d s o n , 1 9 9 9 .


P a r t i a l a n d f i n a l e x a m i n a t i o n s , r e a d i n g q u i z z e s , a n d / o r r e s e a r c h

p r o j e c t s . W h e n r e q u i r e d , s t u d e n t s ma y p r e s e n t r e s e a r c h p r o j e c t s i n

o r a l f o r m .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : H i s t o r y o f A r c h i t e c t u r e I I I

I n s t r u c t o r s : R . C r e s p o , J . d e l C u e t o , J . L i z a r d i



T h i s c o u r s e d e a l s w i t h t h e h i s t o r i c a l d e v e l o p me n t o f a r c h i t e c t u r e

b e t w e e n t h e e a r l y 1 5 t h c e n t u r y a n d t h e m i d d l e o f t h e 1 8 t h

c e n t u r y . T h e f o l l o w i n g p e r i o d s a r e s t u d i e d i n d e t a i l : E a r l y

R e n a i s s a n c e , H i g h Re n a i s s a n c e , M a n n e r i s m , B a r o q u e a n d Ro c o c o .

A h i s t o r i c a l b a c k g r o u n d i s g i v e n i n o r d e r t o u n d e r s t a n d t h e

c u l t u r a l d e v e l o p me n t o f t h e a r c h i t e c t u r a l a r t i f a c t , i n c l u d i n g b u t

n o t l i m i t e d t o , s u c h a s p e c t s a s : t y p o l o g y , mo r p h o l o g y ,

i c o n o g r a p h y , t h e o r e t i c a l i s s u e s , a s w e l l a s t h e r e l a t i o n s h i p

b e t w e e n a r c h i t e c t u r e , i t s u r b a n c o n t e x t a n d h i s t o r i c a l

d e v e l o p me n t . T h e c o u r s e b e g i n s w i t h t h e a n a l y s i s o f t h e e a r l y

d e v e l o p me n t o f t h e a r c h i t e c t u r e o f t h e R e n a i s s a n c e a n d t h e

e v o l u t i o n o f t h e a r c h i t e c t a s a p r o f e s s i o n a l a n d h i s r o l e w i t h i n

s o c i e t y . S p e c i a l e mp h a s i s i s g i v e n t o t h e i n d i v i d u a l a r t i s t i c

a p p r o a c h a n d t o t h e i n t e r a c t i o n b e t w e e n t h e a r c h i t e c t u r a l f o r m

a n d o t h e r a r t f o r m s .

S l i d e s a r e u s e d e a c h s e me s t e r a s a me a n s o f p r o v i d i n g i n s i g h t i n t o

t h e c o mp l e x i t i e s o f a r c h i t e c t u r a l f o r m . I n a d d i t i o n , v i d e o s , mo v i e s

a n d a r c h i t e c t u r a l mo d e l s a r e a l s o u s e d . T h e a c a d e m i c ma t e r i a l i s

p r e s e n t e d b y me a n s o f l e c t u r e s b y p r o f e s s o r s w h o h a v e v i s i t e d a n d

s t u d i e d m o s t o f t h e b u i l d i n g s a n d s i t e s , a s w e l l a s a r t o b j e c t s .

C l a s s p a r t i c i p a t i o n a n d d i s c u s s i o n a r e s t r o n g l y e n c o u r a g e d .

T e x t s

B o t h a g e n e r a l a n d a s e l e c t e d b i b l i o g r a p h y a r e d i s t r i b u t e d t o t h e

s t u d e n t s a t t h e b e g i n n i n g o f t h e s e m e s t e r . D u e t o t h e c o m p l e x i t y

o f e a c h p e r i o d a n d t i m e s p a n c o v e r e d b y t h e c o u r s e n o s i n g l e t e x t

i s u t i l i z e d .





. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



2 0 / 4 1


C o u r s e t i t l e : H i s t o r y o f A r c h i t e c t u r e I V

I n s t r u c t o r s : R . C r e s p o , D . d e l C u e t o , J . I s a d o , J . L i z a r d i



T h i s c o u r s e a n a l y z e s t h e d e v e l o p m e n t o f t h e a r c h i t e c t u r a l a r t i f a c t

s i n c e t h e m i d d l e o f t h e 1 8 t h c e n t u r y a n d c o n t i n u i n g t o t h e p r e s e n t

t i m e . A s i n a l l o t h e r c o u r s e s i n t h e h i s t o r y o f a r c h i t e c t u r e

s e q u e n c e , a r c h i t e c t u r e i s s t u d i e d w i t h i n a h i s t o r i c a l c o n t e x t . I t

p r e s e n t s t h e d e v e l o p me n t o f i d e a s a n d t h e o r i e s t h a t h a v e s h a p e d

a r c h i t e c t u r a l f o r m d u r i n g t h i s t i me s p a n . S u b j e c t s s u c h a s n e w

m a t e r i a l s , c o n s t r u c t i o n t e c h n i q u e s , e s t h e t i c v a l u e s , a n d n e w

t y p o l o g i e s t h a t c h a r a c t e r i z e t h e p e r i o d a r e a l s o a n a l y z e d . T h e

c o u r s e i n c l u d e s t h e A m e r i c a n e x p e r i e n c e , f r o m t h e m i d d l e o f t h e

1 8 t h c e n t u r y t o t h e p r e s e n t . A s t r o n g e m p h a s i s i s ma d e o n

p r e s e n t i n g c o n t e mp o r a r y e x a m p l e s a s a m e a n s o f u n d e r s t a n d i ng

t h e p r e s e n t p r a x i s o f t h e p r o f e s s i o n .

P a r t i c u l a r t h e me s , i m p o r t a n t f o r t h e i r r e l e v a n c e t o t h e f u t u r e

p r o f e s s i o n a l , a r e s t u d i e d . T h e s e i n c l u d e , a mo n g o t h e r s , t h e

a n a l y s i s o f t h e d e v e l o p m e n t o f t h e p r o f e s s i o n a n d t h e s t u d y o f t h e

p r o f e s s i o n w i t h i n d i f f e r e n t c u l t u r a l t r a d i t i o n s , s u c h a s t h e É c o l e

d e s B e a u x - A r t s , t h e B a u h a u s a n d t h e B r i t i s h e d u c a t i o n a l

e x p e r i e n c e , a mo n g o t h e r s . E m p h a s i s i s a l s o p l a c e d o n t h e

d e v e l o p me n t o f t y p o l o g i e s a n d o n i n d i v i d u a l a r c h i t e c t u r a l

e x p r e s s i o n . D e v e l o p m e n t o f b u i l d i n g t e c h n i q u e s , s p e c i a l i z e d

t e c h n o l o g i c a l d e v e l o p m e n t s a n d t h e d e v e l o p m e n t o f n e w ma t e r i a l s

a r e p r e s e n t e d t o t h e s t u d e n t . B y t h e e n d o f t h e c o u r s e , s t u d e n t s

a r e e x p e c t e d t o u n d e r s t a n d t h e mo s t i m p o r t a n t u r b a n

d e v e l o p me n t s o f t h e p e r i o d , r a n g i n g f r o m t h e o r e t i c a l e x p r e s s i o n s

t o b u i l t o n e s .

T e x t s

A g e n e r a l a n d a s e l e c t e d b i b l i o g r a p h y a r e d i s t r i b u t e d t o t h e

s t u d e n t s a t t h e b e g i n n i n g o f t h e s e me s t e r . D u e t o t h e c o m p l e x i t y

a n d s p a n o f t h e p e r i o d c o v e r e d b y t h e c o u r s e , n o s i n g l e t e x t i s

u s e d .





. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T e c h n o l o g y I

I n s t r u c t o r : J . H e r t z / S . M i r a n d a / P . M u ñ i z R i v e r a



T h e h u ma n p h y s i o l o g i c a l r e s p o n s e t o t h e e n v i r o n me n t . B a s i c

m e t h o d s , s t r a t e g i e s , a n d a r c h i t e c t u r a l c o mp o n e n t s t h a t p r o mo t e

n a t u r a l o r p a s s i v e e n v i r o n me n t a l c o n t r o l s y s t e m s w i t h i n a

p a r t i c u l a r c l i ma t i c r e g i o n , w i t h e m p h a s i s o n h o t a n d h u m i d

c l i ma t e s . A p p l i c a t i o n o f s u c h p r i n c i p l e s i n t h e a r c h i t e c t u r a l d e s i g n



2 1 / 4 1

p r o c e s s i n c l u d i n g t h e b u i l d i n g e n v e l o p . I s s u e s o f e n e r g y , a n d

e n e r g y a n d e n v i r o n me n t a l c o n s e r v a t i o n a r e s t r e s s e d .

T e x t s

M u ñ i z R i v e r a , P . A , E n f o q ue B i o t r o p i c a l p a r a l a A r q u i t e c t u r a e n

P ue r t o R i c o ; M o o r e , F . , E n v i r o n m e n t a l C o n t r o l S y s t e m s : H e a t i ng ,

C o o l i n g , L i g h t i n g ; B r o w n , G . Z . , S u n , W i n d a n d L i g h t ; F e r n á n d e z -

G a l i a n o , L . , F i r e & M e m o r y , o n A r c h i t e c t u r e a n d E n e r g y ; H e s c h o n g ,

L . , T h e r m a l D e l i g h t ; I z a r d , L . , A r q u i t e c t u r a B i o c l i m a t i c a


S t u d e n t s w i l l c a r r y o u t a n a l y t i c a l p r o j e c t s o f e x i s t i n g b u i l d i n g s i n

t h e L a b o r a t o r i o A m b i e n t a l d e A r q u i t e c t u r a B i o t r o p i c a l ( L A A B ) a t

t h e S c h o o l , b y me a n s o f s c a l e mo d e l s t e s t e d i n t h e h e l i o d o n .

E x a m i n a t i o n s . F i n a l p r o j e c t d e a l i n g w i t h p a r t i c u l a r a r c h i t e c t u r a l

c o m p o n e n t s o r p a s s i v e me t h o d s . P a r t i c i p a t i o n i n c l a s s a n d

l a b o r a t o r y d e mo n s t r a t i o n s i s r e q u i r e d . T e s t s , p a p e r s a n d o r a l

p r e s e n t a t i o n s a r e r e q u i r e d .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T e c h n o l o g y I I

I n s t r u c t o r : J . H e r t z / S . M i r a n d a / P . M u ñ i z R i v e r a



C o n s i d e r a t i o n o f t h e d e t a i l e d a n a l y s i s o f a p a r t i c u l a r p l a c e o r s i t e :

g e o l o g i c a l , t o p o g r a p h i c a l , e c o l o g i c a l , c l i ma t o l o g i c a l , a n d

i n f r a s t r u c t u r a l c h a r a c t e r i s t i c s . M o v e me n t a n d c i r c u l a t i o n s y s t e ms ,

s e r v i c e s a n d u t i l i t i e s i n r e s p o n s e t o s i t e c o n d i t i o n s , a n d l a n d u s e

a n d c o d e r e s t r i c t i o n s .

C o n s i d e r a t i o n o f s i t e c o n s t r a i n t s , s a f e t y r e q u i r e me n t s , a n d

s e l e c t i o n o f p a r t i c u l a r s i t e i m p r o v e me n t a n d c o n s t r u c t i o n

t e c h n i q u e s . S o i l t e s t i n g , d r a i n a g e , g r a d i n g , e a r t h w o r k ,

f o u n d a t i o n s , t e m p o r a r y s u p p o r t s , a n d s i t e i m p r o v e me n t s v i s - à - v i s

a b u i l d i n g a n d e n v i r o n m e n t m e t i c u l o u s l y d e s i g n e d .

T e x t s

A r c h i t e c t u r a l G r a p h i c S t a n d a r d s ; D e C h i a r a , S i t e P l a n n i n g

S t a n d a r d s ; R u b e n s t e i n , A g u i d e t o S i t e a n d E n v i r o n m e n t a l

P l a n n i n g ; T i m e - S a v e r S t a n d a r d s ; L o c a l b u i l d i n g c o d e s a n d

r e g u l a t i o n s .


S t u d e n t s w i l l c a r r y o u t p r o j e c t s w i t h s c a l e m o d e l s ( w a l l s e c t i o n s

a n d c o mp o n e n t s ) o f e x i s t i n g b u i l d i n g s . L e c t u r e s f o l l o w e d b y

d i s c u s s i o n . S i t e a n a l y s i s , s i t e w o r k , a n d d e t a i l s f o r a p a r t i c u l a r

p r o j e c t . E x a m s a n d c l a s s p a r t i c i p a t i o n a r e r e q u i r e d . T e s t s , p a p e r s

a n d o r a l p r e s e n t a t i o n s a r e r e q u i r e d .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



2 2 / 4 1


C o u r s e t i t l e : T e c h n o l o g y I I I

I n s t r u c t o r s : J . R o c a f o r t



A g e n e r a l i n t r o d u c t i o n t o e l e c t r i c a l p o w e r s y s t e ms a n d

c o m m u n i c a t i o n s s y s t e m s u t i l i z e d i n mo d e r n b u i l d i n g s , a n d t o t h e

t e c h n o l o g y o f a r t i f i c i a l l i g h t i n g a n d a c o u s t i c a l c o n t r o l .

S p e c i f i c t o p i c s i n c l u d e : r e v i e w o f t h e b a s i c p h y s i c a l p r i n c i p l e s o f

e l e c t r i c i t y , l i g h t a n d s o u n d ; e l e c t r i c a l c i r c u i t s ; a l t e r n a t i n g

c u r r e n t ; g e n e r a t i o n , t r a n s m i s s i o n a n d d i s t r i b u t i o n o f e l e c t r i c a l

p o w e r ; e l e c t r i c a l s y s t e m s i n r e s i d e n c e s , b u i l d i n g s a n d i n d u s t r y ;

c o m m u n i c a t i o n s a n d s i g n a l i n g s y s t e ms ; l i g h t s o u r c e s a n d

i l l u m i n a t i o n ; a r t i f i c i a l l i g h t i n g s y s t e ms ; m e t h o d s o f l i g h t i n g

c a l c u l a t i o n s ; d e s i g n o f s i m p l e l i g h t i n g s y s t e m s ; s o u n d i n r o o m s ;

a c o u s t i c a l me a s u r e me n t s ; a c o u s t i c a l c o n t r o l i n b u i l d i n g s ; l i f e -

s a f e t y a n d s e c u r i t y i s s u e s .

D e mo n s t r a t i o n s o f e l e c t r i c a l , l i g h t i n g a n d a c o u s t i c a l

m e a s u r e me n t s a r e p e r f o r me d i n c l a s s . I n c l u d e s f i e l d t r i p s t o

s p e c i a l i z e d f a c i l i t i e s a n d p r o j e c t s u n d e r c o n s t r u c t i o n .

T e x t

M c G u i n e s s , S t e i n & Re y n o l d s , M e c h a n i c a l a n d E l e c t r i c a l S y s t e m s i n

B u i l d i n g s , 8t h

e d i t i o n . J o h n W i l e y & S o n s , 1 9 9 4


M i d - t e r m a n d f i n a l e x a m i n a t i o n s . A s p e c i a l i z e d p r o j e c t ( i n d i v i d u a l

o r g r o u p ) ma y b e a s s i g n e d .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T e c h n o l o g y I V

I n s t r u c t o r : F . A b r u n a



A n i n t r o d u c t i o n t o p l u m b i n g , v e n t i l a t i o n a n d a i r c o n d i t i o n i n g

s y s t e m s u t i l i z e d i n mo d e r n b u i l d i n g s , a n d t o t h e v e r t i c a l

t r a n s p o r t a t i o n a n d s a f e t y t e c h n o l o g y r e q u i r e d i n b u i l d i n g d e s i g n .

S p e c i f i c t o p i c s i n c l u d e : r e v i e w o f b a s i c p r i n c i p l e s o f h e a t ,

t e mp e r a t u r e , h e a t t r a n s f e r , a n d f l u i d d y n a m i c s ; p h y s i o l o g i c a l

f a c t o r s r e l a t e d t o c o m f o r t ; p s y c h o me t r i c s ; t h e r ma l d y n a mi c s o f

b u i l d i n g s ; s i m p l e l o a d c a l c u l a t i o n s ; a i r - c o n d i t i o n i n g s y s t e m s ;

v e n t i l a t i n g s y s t e m s ; c o n t r o l s y s t e m s ; e n e r g y c o n s e r v a t i o n i n

b u i l d i n g s ; w a t e r s u p p l y ; p l u m b i n g s y s t e ms ; s e w a g e d i s p o s a l ; f i r e

p r o t e c t i o n ; e l e v a t o r s a n d e s c a l a t o r s .

T e x t s :

M c G u i n e s s , S t e i n & Re y n o l d s , M e c h a n i c a l a n d E l e c t r i c a l S y s t e m s i n

B u i l d i n g s , 8t h

e d i t i o n . J o h n W i l e y & S o n s , 1 9 9 4


M i d - t e r m a n d f i n a l e x a m i n a t i o n s . G r o u p p r o j e c t s .



2 3 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : S t r u c t u r e s I

I n s t r u c t o r s : L . D a z a / J . E s p i n a l



I n t r o d u c t i o n t o t h e s t u d y o f s t r u c t u r e s . P r i n c i p l e s a n d c o n c e p t s o f

s t a t i c s a n d s t r e n g t h o f ma t e r i a l s . F o r c e s y s t e ms a n d t h e l a w s o f

s t a t i c e q u i l i b r i u m . T y p e s o f s u p p o r t s a n d t h e i r r e a c t i o n s . F r e e

b o d y d i a g r a m s . F r i c t i o n f o r c e s . S t r e s s a n d s t r a i n . T h e s t r e s s - s t r a i n

c u r v e o f a ma t e r i a l . T e m p e r a t u r e s t r e s s e s . M e c h a n i c a l p r o p e r t i e s

o f ma t e r i a l s . A p p l i c a t i o n o f t h e s e c o n c e p t s t o t h e a n a l y s i s o f

s i m p l e s t r u c t u r e s , p l a n e a n d s p a c e t r u s s e s .

T e x t s

J e n s e n a n d C h e n o w e t h , S t a t i c s a n d S t r e n g t h o f M a t e r i a l s


T h r e e ma j o r m i d - t e r m e x a m i n a t i o n s , h o me w o r k , a n d f i n a l

e x a m i n a t i o n .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : S t r u c t u r e s I I

I n s t r u c t o r s : L . D a z a



C o n t i n u a t i o n o f s t r e n g t h o f ma t e r i a l s . S h e a r a n d b e n d i n g mo m e n t

i n b e a ms . S h e a r a n d m o me n t d i a g r a ms . S h e a r a n d b e n d i n g

s t r e s s e s . B e a m d e f l e c t i o n s . C o m p r e s s i o n m e m b e r s , b u c k l i n g o f

s l e n d e r c o m p r e s s i o n m e m b e r s . A p p l i c a t i o n o f t h e s e c o n c e p t s t o

t h e a n a l y s i s a n d d e s i g n o f w o o d a n d s t e e l b e a m s .

T e x t s

J e n s e n a n d C h e n o w e t h , S t a t i c s a n d S t r e n g t h o f M a t e r i a l s


T w o ma j o r m i d - t e r m e x a m i n a t i o n s , h o me w o r k , a n d f i n a l


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



2 4 / 4 1


C o u r s e t i t l e : S t r u c t u r e s I I I


P r e r e q u i s i t e s : A R C H 4 3 2 1 - 4 3 2 2


S t r u c t u r a l a n a l y s i s . C o n c e p t s o f s t a b i l i t y a n d s t a t i c a l d e t e r m i n a c y .

A n a l y s i s o f i n d e t e r m i n a t e s t r u c t u r e s . M e t h o d o f t h e r e d u n d a n t

r e a c t i o n . M o me n t d i s t r i b u t i o n me t h o d . A p p r o x i ma t e me t h o d s f o r

t h e a n a l y s i s o f c o n t i n u o u s b e a m s . T h e p o r t a l m e t h o d f o r l a t e r a l

l o a d s .

T e x t s

S t e r l i n g K i n n e y , I n d e t e r m i n a t e S t r uc t u r a l A n a l y s i s ; J a c k C

M c C o r ma c , S t r uc t u r a l A n a l y s i s ; L o u i s C . T a r t a g l i o n e , S t r uc t u r a l

A n a l y s i s


T w o ma j o r m i d - t e r m e x a m i n a t i o n s , h o me w o r k , f i n a l e x a m i n a t i o n .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : S t r u c t u r e s I V




D e s i g n o f r e i n f o r c e d c o n c r e t e s t r u c t u r e s . P r o p e r t i e s o f c o n c r e t e

a n d r e i n f o r c i n g s t e e l . A n a l y s i s a n d d e s i g n o f o n e - w a y s l a b s ,

b e a m s , c o l u m n s , w a l l s , a n d f o o t i n g s . D i s c u s s i o n o f t h e A C I C o d e .

A p p l i c a t i o n s .

T e x t s

H e n r y J . C o w a n , D e s i g n o f R e i n f o r c e d C o n c r e t e S t r uc t u r e s ;

A m e r i c a n C o n c r e t e I n s t i t u t e , B u i l d i n g C o d e R e q u i r e m e n t s f o r

R e i n f o r c e d C o n c r e t e ( A C I 3 1 8 - 8 9 ) ; N i l s o n a n d W i n t e r , D e s i g n o f

C o n c r e t e S t r uc t u r e s


T w o ma j o r m i d - t e r m e x a m i n a t i o n s , h o me w o r k , f i n a l e x a m i n a t i o n .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



2 5 / 4 1


C o u r s e t i t l e : C A D - S t u d i o ( I n t r o d u c t o r y L e v e l )

I n s t r u c t o r : E . R o l ó n / R . L u g o / C . G a r c í a ( O f f e r e d 2 0 0 2 -

2 0 0 7 )



T h e c o u r s e i n t r o d u c e s t h e s t u d e n t s t o b a s i c C A D c o n c e p t s .

M e c h a n i c a l d r a w i n g , a r c h i t e c t u r a l a n d s o l i d m o d e l i n g a p p l i c a t i o n s

a r e s t u d i e d a n d u s e d . P r e s e n t a t i o n , r e n d e r i n g , a n d m u l t i me d i a

a p p l i c a t i o n s a r e u s e d t o p r e p a r e s t u d i o q u a l i t y d o c u me n t s . T h i s

c o u r s e a l l o w s t h e s t u d e n t s t h e o p p o r t u n i t y t o g e n e r a t e d e s i g n

s t u d i o d r a w i n g s a n d p r e s e n t a t i o n s a s p a r t o f t h e c l a s s

r e q u i r e me n t s .

T e x t s

A ut o C A D R e f e r e n c e M a n u a l ; M i c r o S t a t i o n ; M o d e l - V i e w R e f e r e n c e

M a n u a l s ; P l a n G e d i t R e f e r e n c e M a n ua l

F o r o t h e r a p p l i c a t i o n s , t h e i r r e s p e c t i v e r e f e r e n c e g u i d e s a r e u s e d .

O t h e r r e a d i n g ma t e r i a l s a r e s u p p l i e d b e f o r e e a c h t o p i c d i s c u s s i o n

t a k e s p l a c e .


E a c h s t u d e n t m u s t p r e p a r e d r a w i n g s a n d mo d e l s o n v a r i o u s

a p p l i c a t i o n s . T h e f i n a l p r o j e c t i n v o l v e s mo d e l i n g o f a b u i l d i n g a n d

a p r e s e n t a t i o n c o n s i s t i n g o f r e n d e r i n g o r m u l t i m e d i a a p p l i c a t i o n s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : C o m p u t e r G r a p h i c s P r o g r a m m i n g

I n s t r u c t o r : E . R o l ó n / R . L u g o / C . G a r c í a ( O f f e r e d 2 0 0 4 -

2 0 0 5 )



2 - D a n d 3 - D d a t a s t r u c t u r e s a n d a l g o r i t h m s u s e d t o s u p p o r t

c o m p u t e r - g e n e r a t e d g r a p h i c s a n d i ma g e s a r e s t u d i e d i n d e t a i l .

O b j e c t d e s c r i p t i o n , d e f i n i t i o n a n d t r a n s f o r ma t i o n a n d r e l a t e d

p r o c e d u r e s t o s u p p o r t t h e s e a n d o t h e r ma n i p u l a t i o n s a r e s t u d i e d

u s i n g t h e C / C + + p r o g r a m m i n g l a n g u a g e s . S o m e o f t h e t o p i c s t h a t

a r e c o v e r e d a r e : b a s i c d a t a s t r u c t u r e s t o d e s c r i b e p r i m i t i v e

o b j e c t s , b a s i c t r a n s f o r ma t i o n s t o t r a n s l a t e , r o t a t e a n d s c a l e ,

i n t e r a c t i v e t e c h n i q u e s t o b u i l d a 2 - D / 3 - D s c e n e , v a r i a b l e g e o me t r y

d a t a s t r u c t u r e s , a n d o t h e r s .

T e x t s

A ut o C A D A u t o L i s t R e f e r e n c e M a n ua l ; A u t o C A D C A p p l i c a t i o n

P r o g r a m m i n g I n t e r p h a s e ( A P I ) R e f e r e n c e M a n u a l ; W . J . M i t c h e l l ,

R . S . L i g g e t , a n d T . K w a n , T h e A r t o f C o m p ut e r G r a p h i c s

P r o g r a m m i n g . O t h e r r e a d i n g ma t e r i a l s a r e s u p p l i e d b e f o r e e a c h

t o p i c d i s c u s s i o n .


E a c h s t u d e n t i s e x p e c t e d t o c o m p l e t e 4 c o m p u t e r - p r o g r a m m i n g

p r o j e c t s . S o me o f t h e p r o j e c t t o p i c s a r e : i n t e r a c t i v e 2 - D o r 3 - D



2 6 / 4 1

a p p l i c a t i o n s f o r ma n i p u l a t i n g p r i m i t i v e o b j e c t s , g e o me t r y e d i t o r

b u i l d i n g 2 - D o r 3 - D s c e n e s , d a t a c o n v e r s i o n o f C A D f o r ma t s , a n d

o t h e r s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : C o n s t r u c t i o n D o c u m e n t s a n d P r o f e s s i o n a l

P r a c t i c e

I n s t r u c t o r : F r a n c i s c o J a v i e r R o d r í g u e z , A I A ( O f f e r e d

2 0 0 6 )

P r e r e q u i s i t e s : G r a d u a t e S t a n d i n g


T h e c o u r s e w a s d e s i g n e d a s a s e r i e s o f s e m i n a r s c o n d u c t e d b y

w e l l - k n o w n p r a c t i t i o n e r s , c o n t r a c t o r s , d e v e l o p e r s , p r o j e c t

m a n a g e r s , s u p p l i e r s , p o l i t i c i a n s a n d l a w y e r s t h a t s o u g h t t o

f a m i l i a r i z e u p p e r l e v e l s t u d e n t s w i t h t h e i m p o r t a n c e o f a w e l l -

c o o r d i n a t e d s e t o f p l a n s a n d s p e c i f i c a t i o n s . T h e d i v e r s i t y o f t h e

g u e s t l e c t u r e r s p r o v i d e d a u n i q u e i n s i g h t o n t h e d i f f e r e n t

p e r s p e c t i v e s e n c o u n t e r e d i n t h e b u i l d i n g i n d u s t r y .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : A r c h i t e c t u r a l T h e o r y a n d C r i t i c i s m

I n s t r u c t o r N . F ú s t e r / A . G e o r a s / H . C r i t c h f i e l d /

C a v a l l i n M . O l i v e r



E x p l o r a t i o n t o w a r d s a d e f i n i t i o n o f a r c h i t e c t u r e , a n d t h e

a r c h i t e c t ' s m i s s i o n , b y m e a n s o f a s t u d y o f t h e l i t e r a t u r e i n t h e

f i e l d , l e c t u r e s , p r o j e c t s , a n d d i s c u s s i o n . T h e a r c h i t e c t a s a

h u m a n i s t . A r c h i t e c t u r e a s a v e h i c l e o f s o c i a l a n d c u l t u r a l

d e v e l o p me n t . I n t e r d i s c i p l i n a r y r e l a t i o n s a n d c o m m u n i c a t i o n .

T h i s g r a d u a t e t h e o r y a n d c r i t i c i s m c o u r s e p r e s u p p o s e s t h a t

s t u d e n t s h a v e a l r e a d y t a k e n t h e u n d e r g r a d u a t e t h e o r y c o u r s e s

w h e r e t h e y a r e p r e s e n t e d a r c h i t e c t u r e a s p h e n o me n o n a n d , a s

s u c h , d e p e n d e n t o n a n i d e o l o g y t o p r o d u c e i t a n d i n t e r p r e t i t . I n

t h i s f i n a l s e me s t e r o f t h e t h e o r y s e q u e n c e , t h e s t u d e n t s w i l l

e x p l o r e t h e i r o w n t h e o r e t i c a l f r a me w o r k a n d a p p l y i t t o e x i s t i n g

a r c h i t e c t u r a l w o r k . T h e e x a m p l e s a r e p r i ma r i l y t a k e n f r o m

c o n t e mp o r a r y P u e r t o R i c a n a r c h i t e c t u r e , w h e r e i n s o me c a s e s ,

t h e r e e x i s t s t h e o p p o r t u n i t y t o l i s t e n t o a r c h i t e c t s t a l k a b o u t t h e i r

o w n a r c h i t e c t u r a l c r e a t i o n s a n d p r i n c i p l e s .

T h i s c o u r s e a l l o w s s t u d e n t s t o r e v i e w t h e i r p a s t f o u r y e a r s o f

a r c h i t e c t u r a l s t u d i e s , a n d r e d e f i n e o r e x p l o r e t h e i r o w n t h i n k i n g

o n a r c h i t e c t u r e .

T e x t s

S t u d e n t s a r e a s k e d t o d e v e l o p t h e i r o w n b i b l i o g r a p h y i n

c o n s u l t a t i o n w i t h t h e p r o f e s s o r .


O r a l p r e s e n t a t i o n a n d w r i t t e n m o n o g r a p h .



2 7 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e T i t l e : R e s e a r c h T e c h n i q u e s

I n s t r u c t o r : E . Q u i l e s / Y . I z q u i e r d o / J . L i z a r d i / H .

C a v a l l i n



D i s c u s s i o n a n d d e v e l o p m e n t o f r e s e a r c h t e c h n i q u e s t h a t a i d t h e

s t u d e n t i n s e l e c t i n g a t o p i c f o r t h e t h e s i s a n d p r e s e n t i n g a

p r o p o s a l f o r t h e d e v e l o p me n t o f t h e t h e s i s t h a t c o m p l i e s w i t h t h e

r e q u i r e me n t s f o r a M a s t e r ' s d e g r e e .

T h i s i s a c h i e v e d t h r o u g h o r i e n t a t i o n f o r t h e s e l e c t i o n o f a n a l y t i c a l

r e s e a r c h t o p i c s i n t h e f i e l d o f a r c h i t e c t u r e , d e v e l o p me n t o f r e p o r t -

w r i t i n g me t h o d s , d e t e r m i n a t i o n o f t h e p r o b l e m s c o p e , p l a n n i n g o f

t h e i n v e s t i g a t i o n , g a t h e r i n g o f i n f o r ma t i o n , l i b r a r y r e s e a r c h ,

p r i ma r y r e s e a r c h , u s e o f g r a p h i c a i d s , a r r a n g i n g a n d i n t e r p r e t i n g

o f i n f o r ma t i o n , c o n s t r u c t i o n o f a n o u t l i n e , a c t u a l w r i t i n g o f t h e

p r o p o s a l , a n d d e v e l o p m e n t o f t e c h n i q u e s o f r e a d a b l e a n d e f f e c t i v e

w r i t i n g . T h e q u a l i t i e s o f e f f e c t i v e w r i t i n g , r e s u l t i n g i n c o r r e c t

w r i t t e n c o m m u n i c a t i o n , a r e e mp h a s i z e d .

T e x t s

I . G a r c í a d e S e r r a n o , M a n u a l d e P r e p a r a c i ó n d e I n f o r m e s y T e s i s ;

J . G i b a l d i , H a n d b o o k f o r W r i t e r s o f R e s e a r c h P a p e r s


C o m p l e t e d e v e l o p me n t o f p r o p o s a l f o r t h e t h e s i s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : A d v a n c e d A r c h i t e c t u r a l D e s i g n I

I n s t r u c t o r : M . B e r m ú d e z / M . C a m p o / T . M a r v e l / E .

S e n n y e y F . G u t i é r r e z



T h e p r i n c i p a l o b j e c t i v e i n v o l v e s a s t u d y o f t h e i m p a c t t h a t

a r c h i t e c t u r a l o b j e c t s h a v e u p o n t h e mo r p h o l o g y o f t h e c i t y . A l l t h e

c o n s t i t u e n t e l e me n t s o f t h e s p a t i a l mo r p h o l o g y o f t h e c i t y - - t h e

s t r e e t , t h e s q u a r e , t h e p a r k , t h e b l o c k - - a r e t o b e e x a m i n e d ,

a l o n g w i t h a l l c i r c u m s t a n t i a l d e t e r m i n a n t s - - c u l t u r a l , e c o n o m i c ,

l e g a l , t o p o g r a p h i c - - a n d f r o m t w o p e r s p e c t i v e s - - r e g i o n a l a n d

i n t e r n a t i o n a l . T h i s i s d o n e i n o r d e r t o s p e c u l a t e a b o u t t h e

a l t e r n a t i v e a r r a y o f c o n t r i b u t i o n s t h a t t h e a r c h i t e c t u r a l o b j e c t c a n

m a k e t o t h e e n h a n c e me n t o f t h e s p a t i a l a r ma t u r e s o f c i t i e s . T h i s

i s a c h i e v e d b y a p p l y i n g s t r a t e g i e s a n d d e s i g n p r o c e s s e s d e v e l o p e d

b y t h e s t u d e n t a t t h i s l e v e l i n t h e r e s o l u t i o n o f a n a r c h i t e c t u r a l

p r o b l e m c o m p l e x i n i t s s y m b o l i c , s p a t i a l , t e c h n i c a l , a n d u r b a n

a s p e c t s .

T h e f i r s t e x e r c i s e i n v o l v e s a n a n a l y s i s o f t h e mo r p h o l o g y o f

s i g n i f i c a n t u r b a n c e n t e r s a t d i f f e r e n t p e r i o d s i n h i s t o r y , b o t h f r o m

r e g i o n a l a n d i n t e r n a t i o n a l p e r s p e c t i v e s . S t u d e n t s d e c o d e t h e

d i f f e r e n t d e t e r m i n a n t s t h a t i n f l u e n c e d t h e f o r m a n d s t r u c t u r e o f

b o t h u r b a n s p a c e a n d t h e a r c h i t e c t u r a l o b j e c t . L a t e r , e a c h i s



2 8 / 4 1

a s s i g n e d a n u r b a n c o n t e x t o f a mo r e c o mp l e x l e v e l a n d r e q u i r e d ,

a f t e r a n a l y s i s o f i t s p a r t i c u l a r c i r c u m s t a n c e s , t o i d e n t i f y i t s

m o r p h o l o g i c a l p r o b l e m s a n d p r o p o s e r e s o l u t i o n s t o t h e s e i s s u e s .

F i n a l l y , t h e y w i l l d e v e l o p a p o r t i o n o f t h e i r p r o p o s a l s o l u t i o n t o

e x p l o r e , i n g r e a t e r d e t a i l , t h e r e l a t i o n s h i p b e t w e e n t h e

a r c h i t e c t u r a l o b j e c t a n d t h e c r e a t i o n o f u r b a n s p a c e .

T e x t s

S e l e c t e d r e a d i n g s f r o m t h e f o l l o w i n g r e f e r e n c e s : J . B a r n e t t , T h e

E l u s i v e C i t y : F i v e C e n t ur i e s o f D e s i g n A m b i t i o n a n d M i s c a l c u l a t i o n ;

S p i r o K o s t o f , T h e C i t y S h a p e d : U r b a n P a t t e r n s a n d M e a n i n g

T h r o ug h o u t H i s t o r y ; K e v i n L y n c h , T h e o r y o f G o o d C i t y F o r m ;

A n t h o n y E d w i n M o r r i s , T h e H i s t o r y o f U r b a n F o r m : P r e h i s t o r y t o

t h e R e n a i s s a n c e ; J o r g e R i g a u , P ue r t o R i c o 1 9 0 0 ; C o l i n Ro w e & F r e d

K o e t t e r , C o l l a g e C i t y


S u b m i t t a l o f p r o j e c t s t h a t i l l u s t r a t e d e s i g n p r o p o s a l s f o r t h e

r e h a b i l i t a t i o n o f a l a r g e u r b a n c o n t e x t o f a c o m p l e x l e v e l , t h r o u g h

t h e u s e o f a r c h i t e c t u r a l d r a w i n g s a n d mo d e l s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : A d v a n c e d A r c h i t e c t u r a l D e s i g n I I

I n s t r u c t o r : M . B e r m ú d e z / M . C a m p o / T . M a r v e l / E .

S e n n y e y

H . C a v a l l i n / J . R a m í r e z



T h e p r i n c i p a l o b j e c t i v e o f s t u d i o w o r k a t t h i s l e v e l i s t o i n v o l v e

t h e s t u d e n t i n a h i g h l y d e t a i l e d a n d s o p h i s t i c a t e d d e v e l o p me n t o f

t h e a r c h i t e c t u r a l o b j e c t . T h e e m p h a s i s w i l l b e o n t h e v a r i o u s

d e s i g n d e v e l o p me n t i s s u e s e n c o u n t e r e d t h r o u g h o u t t h e d e s i g n

p r o c e s s , f r o m i n t e g r a t i o n o f t h e v a r i e d t e c h n i c a l r e q u i r e me n t s o f a

g i v e n p r o j e c t , t o t h e d e v e l o p me n t o f a r c h i t e c t u r a l d e t a i l s a n d

t e c t o n i c v o c a b u l a r y c o n s i s t e n t w i t h b o t h t h e p a r t i c u l a r

c i r c u m s t a n c e s i n h e r e n t i n t h e p r o b l e m a n d t h e s p a t i a l a s p i r a t i o n s

o f t h e d e s i g n e r .

T h i s p u r s u i t b e g i n s w i t h t h e a n a l y s i s o f t h e r e a l u r b a n c o n t e x t a n d

t h e p r o p o s e d ma s t e r p l a n f o r i t s d e v e l o p me n t . T h i s ma s t e r p l a n

w i l l i d e n t i f y t h e l o c a t i o n o f a s p e c i f i c b u i l d i n g t y p e , t o b e

d e v e l o p e d i n d e t a i l l a t e r , a n d w i l l i n d i c a t e g e n e r a l u s e s a n d

c o n f i g u r a t i o n s f o r t h e r e s t o f t h e c o n t e x t c r e a t e d . W h e n

c o m p a t i b i l i t y h a s b e e n e s t a b l i s h e d b e t w e e n t h e s p e c i f i c

d e t e r m i n a n t s o f t h e b u i l d i n g t y p e a n d t h o s e o f i t s c o n t e x t , t h e

b u i l d i n g w i l l b e d e v e l o p e d i n g r e a t e r d e t a i l . T h e s u b s e q u e n t s t a g e

w i l l c o n c e n t r a t e o n t h e d e t a i l e d r e s o l u t i o n o f a l l p r o g r a m ma t i c

r e q u i r e me n t s i n p l a n a n d s e c t i o n , t h e s e l e c t i o n o f m a t e r i a l s a n d

a s s e m b l i e s f o r t h e i n t e r i o r a n d e x t e r i o r o f t h e p r o p o s a l a n d t h e

s e l e c t i o n a n d i n t e g r a t i o n o f s t r u c t u r a l a n d e n v i r o n me n t a l s y s t e ms

i n t o t h e p r o j e c t .

T e x t s

A v a r i e t y o f t e x t s w i l l b e u s e d a s r e f e r e n c e s t h r o u g h o u t t h e

s e m e s t e r , a mo n g t h e m : A I A , T h e B u i l d i n g S y s t e m s I n t e g r a t i o n

H a n d b o o k ; F r a n c i s D . K . C h i n g , B u i l d i n g C o n s t r uc t i o n I l l u s t r a t e d ;

J a me s K . L a t h r o p , L i f e S a f e t y C o d e H a n d b o o k




2 9 / 4 1

S u b m i t t a l o f a p r o j e c t t h a t i l l u s t r a t e s a d e s i g n p r o p o s a l f o r a

b u i l d i n g p r o g r a m o f a c o m p l e x l e v e l w i t h i n a n u r b a n c o n t e x t o f

h i s t o r i c s i g n i f i c a n c e , t h r o u g h t h e u s e o f a r c h i t e c t u r a l d r a w i n g s

a n d d e t a i l e d , l a r g e - s c a l e mo d e l s . C r e a t i o n o f t e c h n i c a l

c o n s t r u c t i o n d o c u me n t s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T h e s i s i n A r c h i t e c t u r a l D e s i g n I

I n s t r u c t o r s : G r a d u a t e f a c u l t y

P r e r e q u i s i t e s : A R C H 6 1 4 5 / A R C H 6 2 2 5 / A R C H 6 3 1 2 / A R C H

6 3 6 1


I n d i v i d u a l w o r k d e mo n s t r a t i n g t h e c a p a c i t y o f t h e s t u d e n t t o

i d e n t i f y a p r o b l e m , c o n d u c t r e s e a r c h , a n d f o r m u l a t e a n

a r c h i t e c t u r a l d e s i g n p r o g r a m . T h e s t u d e n t w i l l w o r k u n d e r t h e

s u p e r v i s i o n o f a t h e s i s d i r e c t o r .

T e x t s

C o n s i s t i n g ma i n l y o f r e l e v a n t b o o k s , a n d a r t i c l e s f r o m

p r o f e s s i o n a l j o u r n a l s a n d o t h e r s o u r c e s .


A w r i t t e n r e s e a r c h d o c u m e n t i s s u b m i t t e d b y e a c h s t u d e n t . T h e

t h e s i s a d v i s o r a n d t h e t h e s i s c o m m i t t e e r e v i e w t h i s d o c u me n t a n d ,

w h e n a p p r o v e d , t h e s t u d e n t i s p e r m i t t e d t o mo v e f o r w a r d t o t h e

n e x t c o u r s e , A R C H 6 3 1 4 .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : T h e s i s i n A r c h i t e c t u r a l D e s i g n I I

I n s t r u c t o r s : G r a d u a t e f a c u l t y



F i n a l s t u d e n t w o r k i n t h e a r e a o f a r c h i t e c t u r a l d e s i g n . E x p r e s s i o n

o f t h e s t u d e n t ' s p e r s o n a l c o n c e r n s a n d v a l u e s . T h e c o u r s e o f f e r s

s t u d e n t s t h e o p p o r t u n i t y t o d e v e l o p a n i n n o v a t i v e c o n c e p t t h a t

w i l l e x p a n d t h e i r p o t e n t i a l a n d w i d e n t h e i r u n d e r s t a n d i n g o f

a r c h i t e c t u r e .

T h e c a p s t o n e p r o j e c t w i l l r e q u i r e t h e i n t e g r a t i o n o f t e c h n o l o g y ,

s t r u c t u r e s , a n d o t h e r s u p p o r t a r e a s .

T e x t s

T h e b i b l i o g r a p h y d e v e l o p e d i n t h e f i r s t p h a s e i s e x p a n d e d a s

r e q u i r e d a n d r e f e r r e d t o d u r i n g t h e d e s i g n p r o c e s s .


S t u d e n t s a r e r e q u i r e d t o s u b m i t p r o g r e s s r e p o r t s f o r r e v i e w , u p o n

c o m p l e t i o n o f a l l t h e d i f f e r e n t p h a s e s o f t h e d e s i g n p r o c e s s .

A p r e l i m i n a r y j u r y i s r e q u i r e d p r i o r t o t h e f i n a l j u r y w h e r e i t i s

d e t e r m i n e d i f t h e s t u d e n t h a s d e v e l o p e d t h e d e s i g n t h e s i s t o t h e

l e v e l o f q u a l i t y r e q u i r e d f o r t h e a w a r d o f t h e a r c h i t e c t u r a l

p r o f e s s i o n a l d e g r e e .



3 0 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : S e m i n a r : P u e r t o R i c a n A r c h i t e c t u r e

I n s t r u c t o r : E . V i v o n i



T h e c o u r s e s t u d i e s t h e a r c h i t e c t u r e o f P u e r t o R i c o d u r i n g t h e

t w e n t i e t h c e n t u r y , f r a m e d w i t h i n t h e p o l i t i c a l a n d c u l t u r a l e v e n t s

a f f e c t e d i t . I t u s e s a r c h i v a l d o c u me n t s i n t h e A r c h i v o s d e

A r q u i t e c t u r a y C o n s t r u c c i ó n d e l a U P R ( A A C U P R ) a s w e l l a s

a r t i c l e s , t e x t s a n d s i t e v i s i t s .

T h e o b j e c t i v e s i n c l u d e : i n c r e a s i n g k n o w l e d g e a b o u t P u e r t o R i c a n

a r c h i t e c t u r e ; a n a l y z i n g t h e a r c h i t e c t u r a l a r t i f a c t a s a “ c u l t u r a l

t e x t ” ; l e a r n i n g t o u s e a r c h i t e c t u r a l d o c u m e n t s i n h i s t o r i c a l o r

t h e o r e t i c a l r e s e a r c h .

T e x t s

S p e c i a l r e a d i n g s w i l l b e a s s i g n e d f r o m v a r i o u s s o u r c e s .


t t e n d a n c e a n d c l a s s p a r t i c i p a t i o n , p a r t i a l e x a m a n d r e s e a r c h

p a p e r .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : B u i l d i n g A n a t o m y

I n s t r u c t o r s : F . A b r u ñ a / O . M a r t y



T h e mo d e r n b u i l d i n g i s a c o m p l e x s y s t e m ; m a n y s u b s y s t e ms m u s t

b e s u c c e s s f u l l y i n t e g r a t e d i n o r d e r t o c r e a t e a n e f f i c i e n t a n d

p l e a s a n t e d i f i c e . I n t h e B u i l d i n g A n a t o my c o u r s e s t u d e n t s l e a r n

f u r t h e r h o w t o i n t e g r a t e b o t h t h e i r d e s i g n s k i l l s a n d t h e i r

u n d e r s t a n d i n g o f s t r u c t u r a l a n d t e c h n o l o g i c a l s y s t e ms w i t h r e a l

c o n s t r u c t i o n p r o j e c t s . C o n t r a c t u a l r e l a t i o n s h i p s b e t w e e n a l l

i n v o l v e d p a r t i e s , i n c l u d i n g a r c h i t e c t , c o n s u l t a n t s , c o n t r a c t o r ,

r e g u l a t o r y a g e n c i e s , m a t e r i a l a n d s e r v i c e s p r o v i d e r s , f i n a n c i a l

i n s t i t u t i o n s , a n d o w n e r s a n d u s e r s , a r e p r e s e n t e d a n d s t u d i e d .

T h e r e a l - l i f e o p e r a t i o n o f t h e b u i l d i n g i s c a r e f u l l y e x a m i n e d

t h r o u g h t h e e v a l u a t i o n o f d i f f e r e n t p e r f o r ma n c e c r i t e r i a .

T e x t s

M c G u i n e s s , S t e i n & R e y n o l d s , M e c h a n i c a l a n d E l e c t r i c a l E q u i p m e n t

f o r B u i l d i n g


S i t e v i s i t s t o t h e c h o s e n p r o j e c t a r e r e q u i r e d .

D e t a i l e d d o c u me n t a t i o n o f a c l a s s p r o j e c t , a m i d - t e r m a n d a f i n a l




3 1 / 4 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : L e g a l A s p e c t s o f A r c h i t e c t u r a l P r a c t i c e

I n s t r u c t o r : E . Q u i ñ o n e s - M o n t a l v o ( O f f e r e d 2 0 0 2 - 2 0 0 6 )



T h e c o u r s e g o a l i s t o d e v e l o p a n a w a r e n e s s o f t h e l e g a l

c o n s e q u e n c e s o f d e c i s i o n s ma d e d u r i n g t h e a r c h i t e c t u r a l d e s i g n

p r o c e s s . T h e c o u r s e e m p h a s i z e s t h e l e g a l r e s p o n s i b i l i t i e s o f

a r c h i t e c t s i n t h e i r p r o f e s s i o n a l w o r k t h o r o u g h l e c t u r e s a n d c a s e

s t u d i e s . I t i s s t r u c t u r e d i n t h r e e p a r t s : l a w s r e g u l a t i n g t h e

a d m i s s i o n s t o t h e p r a c t i c e o f a r c h i t e c t u r e , t h e a r c h i t e c t ' s

c o n t r a c t u a l a n d e x t r a c o n t r a c t u a l r e s p o n s i b i l i t i e s , a n d c o n t r a c t

a n d r e a l - e s t a t e l a w p r i n c i p l e s .

T e x t s

A I A C o n t r a c t F o r m s ; P u e r t o R i c o C i v i l C o d e A n n o t a t e d ; P ue r t o R i c o

C o n s t r uc t i o n C o d e


M i d - t e r m a n d f i n a l e x a m . P a p e r c o n s i s t i n g o f a n a n a l y s i s o f a c a s e

s i t u a t i o n c h o s e n b y t h e s t u d e n t .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : P r o f e s s i o n a l P r a c t i c e

I n s t r u c t o r : L . P i c o / J . C a r o

P r e r e q u i s i t e s : A R C H 6 2 2 5 / A R C H 6 3 1 1 / A R C H 6 3 6 1


T h i s i s a n e n t r y - l e v e l c o u r s e i n t h e a r e a o f p r o f e s s i o n a l p r a c t i c e .

T h e s t u d e n t i s i n t r o d u c e d t o t h e c o n s t r u c t i o n i n d u s t r y , t h e r o l e o f

o t h e r p r o f e s s i o n a l s a n d t h e i r r e l a t i o n w i t h t h e a r c h i t e c t . I n

a d d i t i o n , h e g a i n s a w a r e n e s s o f t h e i m p o r t a n c e o f t h e i n d u s t r y t o

t h e e c o n o my o f a s o c i e t y . T h e n a t u r e a n d n e e d s o f t h e c l i e n t , h i s

i n t e n t i o n s w h e n b u i l d i n g , t h e e f f e c t o f h i s k n o w l e d g e o r

e x p e r i e n c e i n t h e c o n s t r u c t i o n p r o c e s s a n d h i s r e l a t i o n w i t h t h e

a r c h i t e c t a r e s t u d i e d .

T h e s t u d e n t r e v i e w s t h e r e l a t i o n b e t w e e n h i s c o l l e g e f o r ma t i o n ,

w o r k a s a n i n t e r n , t h e r e a s o n s b e h i n d b o a r d e x a m i n a t i o n s ,

l i c e n s i n g a n d f o r ma l a n d i n f o r ma l c o n t i n u e d e d u c a t i o n p r o g r a m s .

H e b e c o me s f a m i l i a r w i t h t h e l o c a l l a w s t h a t d e f i n e a n d r e g u l a t e

t h e p r a c t i c e o f a r c h i t e c t u r e a n d b e c o me s a w a r e o f t h e p r o f e s s i o n a l

a n d e t h i c a l i s s u e s o f a r c h i t e c t u r a l r e g i s t r a t i o n , i t s r e l e v a n c e t o

t h e h e a l t h a n d w e l f a r e o f t h e c o m m u n i t y a n d p r i ma r y c o n t r a c t

r e s p o n s i b i l i t y .

T h e c o u r s e e n d s w i t h d i s c u s s i o n s o n t h e n a t u r e o f c o n s t r u c t i o n

p r o j e c t s , t h e c h a r a c t e r i s t i c s o f i t s d i f f e r e n t p h a s e s a n d t h e r o l e o f

t h e a r c h i t e c t i n e a c h o n e . T h e a r c h i t e c t ’ s t r a d i t i o n a l s e r v i c e s a r e

i n t e r t w i n e d w i t h t h e p r o j e c t l i f e c y c l e , s t r e s s i n g t h e r o l e o f t h e

a r c h i t e c t a s l e a d e r , q u a l i t y c o n t r o l l e r a n d m a n a g e r o f t h e p r o c e s s .

T h e s t u d e n t i s i n t r o d u c e d t o t h e u s e o f c o d e s , d r a w i n g s ,



3 2 / 4 1

s p e c i f i c a t i o n s , c o n t r a c t f o r m s a n d r e l a t e d p r o j e c t d o c u me n t a t i o n

a s t o o l s f o r q u a l i t y , t i m e a n d c o s t ma n a g e me n t .

T e x t s

J o s é F . L l u c h , I n t r o d uc c i ó n a l a G e r e n c i a d e C o n s t r uc c i ó n , E d i t o r i a l

U n i v e r s i d a d , 1 9 9 8 ; C o l e g i o d e A r q u i t e c t o s d e P u e r t o R i c o , M a n ua l

d e l a P r á c t i c a P r o f e s i o n a l p a r a S e r v i c i o s d e A r q u i t e c t u r a ; L a w 1 7 3

o f 1 9 8 8 ; L a w 1 8 5 o f 1 9 9 7 ; L a w 1 3 8 o f 2 0 0 0 ; S e l e c t e d A I A

D o c u m e n t s

C o m p l e t i o n R e q u i r e m e n t s :

P r o o f o f p e r f o r ma n c e t h r o u g h w r i t t e n e x a m i n a t i o n s .

D e mo n s t r a t i o n t h r o u g h o p e n d i s c u s s i o n s o f t h e r e g u l a t i n g l a w s .

O r a l a n d w r i t t e n p r e s e n t a t i o n d o c u m e n t i n g t h e s t u d e n t ’ s

e v a l u a t i o n o f t h e p r a c t i c e o f a l o c a l f i r m d e d i c a t e d t o t r a d i t i o n a l

o r n o n - t r a d i t i o n a l p r o f e s s i o n a l o p t i o n s . P u n c t u a l c o m p l i a n c e w i t h

s e s s i o n s i s a r e q u i s i t e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : P r o f e s s i o n a l E t h i c s ,

A d m i n i s t r a t i o n a n d R e g u l a t i o n s

I n s t r u c t o r : L . P i c o / J . C a r o



T h e f i r s t p a r t o f t h e c o u r s e p r e s e n t s t h e f u n d a me n t a l s o f

m a n a g i n g a n d ma r k e t i n g a n o f f i c e . T h e i m p o r t a n c e o f a n

o r g a n i z a t i o n a l v i s i o n , m i s s i o n a n d g o a l s , t h e n e e d f o r c l e a r

b u s i n e s s a n d w o r k i n g o b j e c t i v e s , t h e i m p o r t a n c e o f ma n a g i ng

h u m a n r e s o u r c e s a n d k e y c o n c e p t s i n s t a f f r e c r u i t i n g a r e

e x p l a i n e d . A w a r e n e s s o f l o c a l a n d f e d e r a l l a w s r e l a t e d t o t h e

w o r k p l a c e a n d r e s p o n s i b i l i t y a s a s u p e r v i s o r , t h e f u n c t i o n a l a n d

l e g a l o r g a n i z a t i o n o f t h e o f f i c e , a s w e l l a s t h e i m p o r t a n c e o f

p e r s o n a l t i me m a n a g e me n t a r e d i s c u s s e d . B a s i c ma r k e t i n g

c o n c e p t s a n d t h e i r a p p l i c a t i o n t o t h e a r c h i t e c t ’ s p r a c t i c e a r e a l s o

e x p l a i n e d .

T h e s e c o n d p a r t o f t h e c o u r s e p r e s e n t s t h e a d m i n i s t r a t i o n o f t h e

d e s i g n a n d c o n s t r u c t i o n p r o c e s s , a c h i e v e d t h r o u g h t h e s t u d y a n d

d i s c u s s i o n o f f u n d a me n t a l c o n c e p t s o f c o n t r a c t s a n d o f t h e A I A

d o c u m e n t s f o r a r c h i t e c t - o w n e r , a r c h i t e c t - c o n s u l t a n t a n d o w n e r -

c o n t r a c t o r a g r e e me n t s a s w e l l a s t h e “ G e n e r a l C o n d i t i o n s t o t h e

C o n t r a c t f o r C o n s t r u c t i o n . ” I n a d d i t i o n , a n o v e r v i e w o f t h e l o c a l

r e g u l a t i n g a g e n c i e s , t h e p r o f e s s i o n a l c e r t i f i c a t i o n o f p r o j e c t s a n d

t h e p e r m i t t i n g p r o c e s s i s d i s c u s s e d , a s a r e t h e u s e o f a l t e r n a t e

d i s p u t e r e s o l u t i o n m e t h o d s d u r i n g c o n s t r u c t i o n a n d d i f f e r e n t

m e t h o d s o f p r o j e c t d e l i v e r y . T h e c o u r s e e n d s w i t h t h e

r e s p o n s i b i l i t i e s o f t h e a r c h i t e c t a s s t a t e d i n t h e P u e r t o R i c o C i v i l

C o d e a n d t h e p r o f e s s i o n a l c o d e s o f e t h i c s p u b l i s h e d i n t h e

h a n d b o o k f o r p r o f e s s i o n a l p r a c t i c e o f t h e C o l e g i o d e A r q u i t e c t o s y

A r q u i t e c t o s P a i s a j i s t a s d e P u e r t o R i c o .

T e x t s



d e l a P r á c t i c a P r o f e s i o n a l p a r a S e r v i c i o s d e A r q u i t e c t u r a ; S e l e c t e d

a r t i c l e s f r o m t h e P u e r t o R i c o C i v i l C o d e ; S e l e c t e d A I A D o c u me n t s


P r o o f o f p e r f o r ma n c e t h r o u g h w r i t t e n e x a m i n a t i o n s . D e mo n s t r a t i o n

o f f a m i l i a r i t y o f t h e a d m i n i s t r a t i v e a n d ma r k e t i n g p r i n c i p l e s

t h r o u g h o p e n d i s c u s s i o n s , a p p l y i n g t h e p r i n c i p l e s t o t h e o f f i c e



3 3 / 4 1

e v a l u a t i o n s p r e p a r e d i n A R C H 6 3 8 3 . O r a l a n d w r i t t e n p r e s e n t a t i o n s

d o c u m e n t i n g t h e s t u d e n t s ’ f a m i l i a r i t y w i t h t h e c o n t r a c t f o r m s .

P u n c t u a l c o m p l i a n c e w i t h s e s s i o n s i s a r e q u i s i t e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : C o n s t r u c t i o n F i n a n c e f o r A r c h i t e c t u r e

I n s t r u c t o r : L . P i c o



T h e c o u r s e d e a l s w i t h q u a n t i t a t i v e m e t h o d s u s e d i n t h e

c o n s t r u c t i o n p r o c e s s c o n c e n t r a t i n g i n t h e c a l c u l a t i o n a n d

i m p l i c a t i o n s o f c o s t t o t h e o w n e r , t h e a r c h i t e c t a n d t h e

c o n t r a c t o r . T h e c o u r s e b e g i n s w i t h f u n d a m e n t a l s o f f i n a n c e s i n

o r g a n i z a t i o n s a n d t h e t r a n s f o r ma t i o n o f l i q u i d a s s e t s t o f i x e d

a s s e t s . T h e e f f e c t o f t i m e i n mo n e y a n d d e p r e c i a t i o n o f a s s e t s i s

b r i e f l y e x p l a i n e d . T h e n a t u r e o f d i r e c t a n d i n d i r e c t c o s t i n t h e

o f f i c e a n d t h e p r o j e c t i s d i s c u s s e d . A n o v e r v i e w o f c o n s t r u c t i o n

f i n a n c i n g i s p r e s e n t e d .

T h e s e c o n d p a r t o f t h e c o u r s e d e a l s w i t h e s t i ma t i n g c o n s t r u c t i o n

c o s t a n d b e c o m i n g a w a r e o f t h e i m p l i c a t i o n s o f l o n g t e r m a n d l i f e -

c y c l e c o s t w h e n d e s i g n i n g . T h e a d v a n t a g e s a n d a p p l i c a b i l i t y o f

d i f f e r e n t e s t i ma t i n g m e t h o d s i s s t u d i e d . I n a d d i t i o n , v a r i o u s

o p t i o n s f o r e s t i ma t i n g c o m p e n s a t i o n f o r p r o f e s s i o n a l s e r v i c e s a r e

d i s c u s s e d . A l o n g w i t h t h e b a s i c s o f m a n a g i n g c o s t d u r i n g

c o n s t r u c t i o n . T h e s t u d e n t b e c o me s f a m i l i a r w i t h t h e r e l e v a n t A I A

f o r m s f o r t h i s p u r p o s e .

T h e c o u r s e e n d s w i t h a b r i e f i n t r o d u c t i o n t o t i me ma n a g e me n t

t o o l s a n d t h e c o n c e p t o f t o l e r a n c e s i n c o n s t r u c t i o n .

T e x t s



d e l a P r á c t i c a P r o f e s i o n a l p a r a S e r v i c i o s d e A r q u i t e c t u r a ; E x c e r p t s

f r o m K l a s s M e l a n d e r , A p p l e s a n d O r a n g e s ; S e l e c t e d A I A D o c u me n t s



t h r o u g h o p e n d i s c u s s i o n s . W r i t t e n p r e s e n t a t i o n o f a d e t a i l e d c o s t

e s t i ma t e a n d o u t p u t c o m p a r i s o n o f o p t i o n a l m e t h o d s f o r

e s t i ma t i n g c o n s t r u c t i o n c o s t . P u n c t u a l c o m p l i a n c e w i t h s e s s i o n s i s

a r e q u i s i t e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : F i e l d W o r k S e m i n a r s

T h i s c o u r s e n u m b e r i s u s e d a s a n u m b r e l l a f o r a p p l i e d c o u r s e s

t h a t a r e d i f f e r e n t i a t e d b y t h e i r s e c t i o n n u m b e r w h e n e v e r

o f f e r e d .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



3 4 / 4 1

ARQU 5995 ( E l e c t i v e ) C r e d i t s : 3

C o u r s e t i t l e : S e m i n a r i o d e i n v e s t i g a c i ó n y t r a b a j o d e

c a m p o :

r e c o n o c i m i e n t o i n t e n s i v o d e l b a r r i o d e

M i r a m a r

I n s t r u c t o r : E . V i v o n i ( O f f e r e d S u m m e r 2 0 0 4 y 2 0 0 5 )



S e m i n a r i o , a b i e r t o a e s t u d i a n t e s d e n i v e l a v a n z a d o d e b a c h i l l e r a t o

y d e m a e s t r í a , d i r i g i d o a l t r a b a j o d e c a mp o y l a i n v e s t i g a c i ó n

d i r i g i d a a e f e c t u a r u n r e c o n o c i m i e n t o i n t e n s i v o d e l b a r r i o d e

M i r a ma r e n S a n t u r c e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : S t r u c t u r a l R e h a b i l i t a t i o n

I n s t r u c t o r : L . D a z a ( O f f e r e d 2 0 0 2 )



T h e c o u r s e a i m s t o o r i e n t a t e t h e s t u d e n t s i n t h e u s e o f s t r a t e g i e s

t h a t c a n b e a p p l i e d i n t h e p r o c e s s o f r e h a b i l i t a t i o n , f o c u s i n g t h e m

i n t h e f i e l d s o f a r c h i t e c t u r e a n d t e c h n o l o g y . T h e y w i l l s t u d y t h e

t e c h n i q u e s o f r e h a b i l i t a t i o n f r o m a s t r u c t u r a l p o i n t o f v i e w a n d

v e r i f y i n g i t s a e s t h e t i c , e c o n o m i c , f u n c t i o n a l a n d o p e r a t i v e i m p a c t .

T h e c o u r s e r e q u i r e s t h e i n t e r v e n t i o n o f a D e s i g n a n d T e c h n o l o g y

p r o f e s s o r .

T e x t

D o c u m e n t s f r o m t h e A p p l i e d T e c h n o l o g y C o u n c i l


R e q u i r e me n t s i n c l u d e a s s i s t a n c e a n d a f i n a l p r o j e c t .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t r o d u c t i o n t o U r b a n i s m

I n s t r u c t o r : M . C a m p o / E . M a r t í n e z



T h e c o u r s e s e e k s t o e x p o s e t h e s t u d e n t t o t h e u r b a n t h e me i n a

g e n e r a l ma n n e r t h r o u g h a s t u d y o f i t s h i s t o r i c a l b a c k g r o u n d a n d

a c k n o w l e d g i n g t h e d i f f e r e n t b a s i c e l e me n t s o f i t s c o m p o s i t i o n .

T h e s t u d e n t s h o u l d l e a r n t o e x e r c i s e a c r i t i c a l j u d g me n t o v e r t h e

i m p o r t a n c e o f u r b a n d e s i g n a n d i t s c o n s e q u e n c e s i n t h e c i t y .

L i k e w i s e , t h e c o u r s e m a k e s a n a p p r o a c h t o L a t i n - A m e r i c a n c i t i e s

a n d P u e r t o R i c o i n a C a r i b b e a n c o n t e x t . I t w i l l a l s o d i s c u s s t h e

d i f f e r e n t t r a n s f o r ma t i o n s t h a t h a d o c c u r r e d i n t h e c i t i e s d u r i ng



3 5 / 4 1

t h e X X C e n t u r y a n d s o m e a c t u a l mo v e me n t s l i k e N e w U r b a n i s m a n d

T r a n s i t O r i e n t e d V i l l a g e s .

T e x t s

B a c o n , E d m u n d ; D e s i g n o f C i t i e s ; B a i g o r r i , J e s ú s ; E n s e ñ a r l a

c i ud a d , D i d á c t i c a d e l a g e o g r a f í a u r b a n a ; B a r n e t t , J o n a t h a n ; T h e

E l u s i v e C i t y ; B e n e v o l o , L e o n a r d o ; T h e H i s t o r y o f t h e C i t y ; B e r n i c k

& C e r v e r o ; T r a n s i t V i l l a g e s i n t h e 2 1s t

C e n t u r y ; C a l t h o r p e , P e t e r ;

T h e N e x t A m e r i c a n M e t r o p o l i s , T h e P e d e s t r i a n P o c k e t B o o k ;

C a s t e l l s , M a n u e l ; I m p e r i a l i s m o y u r b a n i z a c i ó n e n A m é r i c a L a t i n a ;

C h u e c a G o i t i a , F . ; B r e v e H i s t o r i a d e l U r b a n i s m o ; D u a n y & P l a t e r -

Z y b e r c k ; T o w n s a n d T o w n M a k i n g P r i n c i p l e s ; E s t e b a n y N o r i e g a J . ;

E l e m e n t o s d e o r d e n a c i ó n u r b a n a ; F r e n c h , J . S . ; U r b a n S p a c e ;

G o r d o n , C u l l e n , T o w n s c a p e ; J a c o b s , A l l a n ; G r e a t S t r e e t s ; K a t z ,

P e t e r ; T h e N e w U r b a n i s m ; K o s t o f , S p i r o ; T h e C i t y S h a p e , T h e C i t y

A s s e m b l e d ; K o h r , L e o p o l d ; T h e I n n e r C i t y ; K r i e r , R o b ; U r b a n S p a c e ;

M o r r i s , A . E . J . ; H i s t o r y o f U r b a n F o r m ; R u d o f s k y , B e r n a r d ; S t r e e t s

f o r P e o p l e ; S c u l l y , V i n c e n t ; A m e r i c a n A r c h i t e c t u r e a n d U r b a n i s m ;

S e p ú l v e d a y C a r b o n e l l ; C a n g r e j o s - S a n t ur c e ; S e p ú l v e d a , A n í b a l ; S a n

J u a n , H i s t o r i a i l u s t r a d a d e s u d e s a r o l l o u r b a n o ; S i t t e , C a m i l l o ;

C o n s t r uc c i ó n d e c i ud a d e s s e g ú n p r i n c i p i o s a r t í s t i c o s ; U n w i n ,

R a y mo n d ; T o w n P l a n n i n g i n P r a c t i c e ; W e b b , M i c h a e l ; T h e C i t y

S q ua r e ; W h i t e , W i l l i a m ; C i t y , R e d i s c o v e r i n g t h e C e n t e r ; Z u c k e r ,

P a u l ; T o w n a n d S q ua r e .


A s s i s t a n c e , p a r t i c i p a t i o n d u r i n g c l a s s , r e a d i n g , q u i z z e s , a n d o r a l

a n d w r i t t e n p r e s e n t a t i o n o n f i n a l mo n o g r a p h .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : G r a d u a t e S e m i n a r i n t h e H i s t o r y o f

A r c h i t e c t u r e : A s p e c t s o f C l a s s i c i s m . F r o m t h e p r i m i t i v e

h u t t o t h e f e d e r a l e d i f i c e

I n s t r u c t o r : R . C r e s p o ( O f f e r e d 2 0 0 3 - 2 0 0 4 )



T h e o b j e c t i v e o f t h e c o u r s e i s t o f a m i l i a r i z e t h e s t u d e n t w i t h t h e

h i s t o r i c m a n i f e s t a t i o n s o f C l a s s i c i s m , t h r o u g h t h e a n a l y s i s o f

t h e o r e t i c a l w r i t i n g s a n d a r c h i t e c t u r a l e x p r e s s i o n s f r o m A n c i e n t

G r e e c e a n d Ro me t h r o u g h t h e f i r s t q u a r t e r o f t h e 1 9t h

c e n t u r y . T h e

c o u r s e e m p h a s i z e s t h e e m p l o y me n t o f C l a s s i c i s m a s a l a n g u a g e f o r

t h e e x p r e s s i o n o f s o c i a l a n d p o l i t i c a l c o n c e p t s , c u l m i n a t i n g w i t h

t h e a n a l y s i s o f t h e e m p l o y me n t o f C l a s s i c i s m i n t h e d e f i n i t i o n o f

n e w b u i l d i n g t y p o l o g i e s s e r v i n g t h e n e w f u n c t i o n s a n d i n t e n t i o n s

o f l a t e 1 8t h

- a n d e a r l y 1 9t h

- c e n t u r y s o c i e t y .

T e x t s

R i c h a r d E t l i n , S y m b o l i c S p a c e . C h i c a g o : T h e C h i c a g o U n i v e r s i t y

P r e s s , 1 9 9 4 ; G e o r g e H e r s e y , T h e L o s t M e a n i n g o f C l a s s i c a l

A r c h i t e c t u r e . C a mb r i d g e , M A : M I T P r e s s , 1 9 8 8 ; J o h n S u m m e r s o n ,

T h e A r c h i t e c t u r e o f t h e E i g h t e e n t h C e n t ur y . L o n d o n : T h a me s a n d

H u d s o n , 1 9 6 9 ; J o h n S u m m e r s o n , T h e C l a s s i c a l L a n g ua g e o f

A r c h i t e c t u r e . C a m b r i d g e , M A : T h e M I T P r e s s , 1 9 6 3 ; A s s i g n e d

s e l e c t i o n s f r o m P l a t o , A r i s t o t l e , G a l e n , V i r g i l , V i t r u v i u s ,

P a u s a n i a s , M a n e t t i , A l b e r t i , P a l l a d i o , L a u g i e r , P i r a n e s i ,



3 6 / 4 1

W i n c k e l ma n n , L e s s i n g , M i l i z i a , L o d o l i , M e n g s , G o e t h e , B o u l l é e ,

L e d o u x , L a t r o b e , M i l l s , a m o n g o t h e r s .


T h e s t u d e n t s h a l l p r e s e n t a p a p e r d e a l i n g w i t h a n a s p e c t o f t h e

i m p a c t o f C l a s s i c i s m o n a r c h i t e c t u r e s i n c e t h e 1 8t h

c e n t u r y ,

p r e f e r a b l y i n t h e c o n t e m p o r a r y p e r i o d .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : G r a d u a t e S e m i n a r i n t h e H i s t o r y o f

A r c h i t e c t u r e : C l a s s i c a l A r c h i t e c t u r e i n W e s t e r n T u r k e y

I n s t r u c t o r : R . C r e s p o ( O f f e r e d 2 0 0 3 )



T h e o b j e c t i v e o f t h e c o u r s e i s t o f a m i l i a r i z e t h e s t u d e n t w i t h

G r e e k a n d Ro ma n u r b a n a n d a r c h i t e c t u r a l d e v e l o p me n t s i n W e s t e r n

T u r k e y , f r o m t h e 5t h

c e n t u r y B C t o t h e 2n d

c e n t u r y A D . E x a m p l e s o f

b u i l d i n g s a r e a n a l y z e d i n r e l a t i o n t o t h e i r g e o g r a p h i c a l ,

t o p o g r a p h i c a l a n d c u l t u r a l c o n t e x t s . T h e c o u r s e a l s o e x p l o r e s t h e

e me r g e n c e o f n e w b u i l d i n g t y p e s i n r e s p o n s e t o t h e n e e d s o f n e w

s e t t l e r s , a s w e l l a s t h e a d a p t a t i o n o f e x i s t i n g t y p o l o g i e s .

T e x t s

R y k w e r t , I d e a o f a T o w n . O x f o r d : O x f o r d U n i v e r s i t y P r e s s , 1 9 8 9 ;

W y c h e r l e y , R . E . , H o w t h e G r e e k s B u i l t T h e i r C i t i e s . 2 d . e d .

L o n d o n , 1 9 6 3 ; A s s i g n e d r e a d i n g s f r o m v a r i o u s a n c i e n t s o u r c e s .


T h e s t u d e n t s h a l l p r e s e n t a p a p e r d e a l i n g w i t h a n a s p e c t o f

a n c i e n t a r c h i t e c t u r e o f t h e r e g i o n , a s i t r e l a t e s t o l a t e r e x a m p l e s

o f h i s t o r i c a l a r c h i t e c t u r e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


C o u r s e t i t l e : I n t r o d u c t i o n t o P r o j e c t M a n e g e m e n t

I n s t r u c t o r : L . P i c o ( O f f e r e d 2 0 0 5 - 2 0 0 6 )


C o u r s e d e s c r i p t i o n :

T h i s c o u r s e i n t r o d u c e s t h e s t u d e n t t o t h e f u n d a me n t a l s o f p r o j e c t

m a n a g e me n t . T h e c o u r s e p r e s e n t s q u a l i t a t i v e a n d q u a n t i t a t i v e

p r i n c i p l e s f o r a n e f f i c i e n t a n d e f f e c t i v e ma n a g e me n t o f p r o j e c t s . I t

b e g i n s e x p l a i n i n g t h e d e f i n i t i o n o f a p r o j e c t , i t s c h a r a c t e r i s t i c s

a n d i t s d i f f e r e n c e s w i t h r o u t i n e o p e r a t i o n s a n d t h e n e e d f o r , a n d

b e n e f i t s f r o m , p r o j e c t m a n a g e me n t . T h e c o u r s e d e s c r i b e s t h e l i f e

c y c l e o f p r o j e c t s a n d t h e p r o c e s s e s r e q u i r e d t o i n i t i a t e , p l a n ,

e x e c u t e , c o n t r o l a n d b r i n g c l o s u r e t o p r o j e c t s w i t h i n t h e

p a r a me t e r s o f q u a l i t y , t i m e a n d c o s t .



3 7 / 4 1

T h r o u g h i n - c l a s s g r o u p e x e r c i s e s , t h e s t u d e n t s a c t i v e l y p a r t i c i p a t e

i n p r e p a r i n g s c o p e s t a t e me n t s , w o r k b r e a k d o w n s t r u c t u r e s ,

a c t i v i t y d e f i n i t i o n s , a c t i v i t y s e q u e n c e s , d u r a t i o n e s t i ma t e s , b a s i c

c r i t i c a l p a t h c h a r t s , p r o j e c t b u d g e t s , s c h e d u l e s , m i l e s t o n e s c h a r t s

a n d a f i n a l p r o j e c t p l a n .

T h e c o u r s e e n d s w i t h a b r i e f d e s c r i p t i o n o f t h e n i n e k n o w l e d g e

a r e a s i n p r o j e c t : Q u a l i t y M a n a g e me n t , C o s t M a n a g e me n t , T i me

M a n a g e me n t , S c o p e M a n a g e me n t , H u ma n Re s o u r c e s M a n a g e me n t ,

R i s k M a n a g e me n t , P r o c u r e me n t M a n a g e me n t , C o m m u n i c a t i o n s

M a n a g e me n t , a n d I n t e g r a t i o n M a n a g e me n t .

T e x t :

I n - c l a s s p r e s e n t a t i o n s ; S e l e c t e d r e a d i n g s f r o m p r o j e c t ma n a g e me n t

p e r i o d i c a l s



t h r o u g h o p e n d i s c u s s i o n s a n d i n - c l a s s g r o u p e x e r c i s e s .

P r e p a r a t i o n a n d p r e s e n t a t i o n o f a r e f e r e n c e ma n u a l w i t h t h e

c o m p i l a t i o n o f ma t e r i a l p r e s e n t e d i n c l a s s , g r o u p e x e r c i s e s a n d

o t h e r r e f e r e n c e . P u n c t u a l c o mp l i a n c e w i t h s e s s i o n s i s a r e q u i s i t e .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

HUMA 3011 ( R e q u i r e d ) C r e d i t s : 3

C o u r s e t i t l e : I n t r o d u c t i o n t o t h e S t u d y o f W e s t e r n

C i v i l i z a t i o n

I n s t r u c t o r : M . A l v a r e z / S . A l v a r e z / B . C o t t o



T h e s t u d y o f t h e mo s t i m p o r t a n t s t r u c t u r e s i n t h e d e v e l o p i n g o f

w e s t e r n c u l t u r e i n t h e f i e l d s o f p h i l o s o p h y , l i t e r a t u r e , a r t a n d

h i s t o r y . D i f f e r e n t t y p e s o f d i s c o u r s e s a r e s t u d i e d i n r e l a t i o n t o

h i s t o r i c a l c o n t e x t s t h a t a r e r e l a t e d t o t h e c i t y a n d s p a c e s y s t e m s .

T h e c o u r s e a l s o p r o p o s e s o t h e r c u l t u r a l m o d e l s t o g i v e a

p l u r a l i s t i c v i s i o n o f t h e r i s e a n d d e v e l o p me n t o f h u ma n s o c i e t i e s .

T e x t s



E x a m s , d i s c u s s i o n s a n d r e p o r t s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



3 8 / 4 1

HUMA 3012 ( R e q u i r e d ) C r e d i t s : 3

C o u r s e t i t l e : I n t r o d u c t i o n t o t h e S t u d y o f W e s t e r n C u l t u r e

I n s t r u c t o r : A . C r u z / M . A l v a r e z / S . A l v a r e z / B . C o t t o



C o n t i n u a t i o n o f H U M A 3 0 1 1 . T h e s t u d y o f t h e mo s t i m p o r t a n t

s t r u c t u r e s i n t h e d e v e l o p i n g o f w e s t e r n c u l t u r e i n t h e f i e l d s o f

p h i l o s o p h y , l i t e r a t u r e , a r t a n d h i s t o r y . D i f f e r e n t t y p e s o f

d i s c o u r s e s a r e s t u d i e d i n r e l a t i o n t o h i s t o r i c a l c o n t e x t s t h a t a r e

r e l a t e d t o t h e c i t y a n d s p a c e s y s t e m s . T h e c o u r s e a l s o p r o p o s e s

o t h e r c u l t u r a l mo d e l s t o g i v e a p l u r a l i s t i c v i s i o n o f t h e r i s e a n d

d e v e l o p me n t o f h u ma n s o c i e t i e s .

T e x t s



E x a m s , d i s c u s s i o n s a n d r e p o r t s .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ARQU 3015

LEED 2.2

The Green Bui ld ing Counc i l ’s LEED NC 2.2 is rev iewed in deta i l for a

complete understanding of c lassi f ica t ion of green bui ld ings .

ARQU 3015

Susta inable Architecture Inst i tute I

Students and professors wi l l p lan and design work st ra tegies and

pro jects that wi l l form the core of the Susta inable Architecture Inst i tute .

Exist ing resources of School wi l l be maximized. The Klumb House wi l l be

establ ished as the Insi tute ’s , as we l l as , the Puerto Rico US Green

Bui ld ing Counc i l ’s center .

ARQU 3015

Natura l Nocturna l I l luminat ion

This course studies the dif ferent st rategies for the use of natura l

nocturna l i l luminat ion as an essent ia l resour ce ava i lable to a rchitects in

the design and creat ion of space .

ARQU 5030

Architectura l Design / So la r House

ARQU 5995

Furniture Design (a rchitecture , space and furniture )

The course explores the use of furn iture as fundamenta l e lements of

a rchitectura l space . The main object ive is for the students to grasp the

importance of the human sca le and the ro le i t p lays in furniture design

and i ts re la t ionship to space .

ARQU 6991

Explorat ion of Deta i l

This course cr i t iques in depth and explores a rchi tectura l deta i l based on

the pro jects completed by students in the graduate program’s design



3 9 / 4 1

studios . The tectonic language of an architectura l deta i l is exp lored and

understood as means of interpreta t ion of i t s capacity to supplement and

expand the conceptua l and exper imenta l aspects of a pro ject .

ARQU 6992

Susta inable Urbanism

The course d iscuss ion focuses on urban design tendencies that a re

associa ted with susta inabl i l i t y . I t exp lores cr i t ica l ly , but is no l imited

to , such concepts as: inte l l igent deve lopment , new urbanism, eco -

urbanism, t ransit or iented deve lopment , habitable c i ty and susta inable

mobi l i t y , among others.

ARQU 3015

Wood Const ruct ion Workshop

The course achieves a basic understanding of woodwork and i ts

appl ica t ions in a rchitecture beyond cus tomary ornamenta l uses .

ARQU 5005

Int roduct ion to Auto Cad

This int roductory course offers the basic concepts of computer dra ft ing

includ ing i ts appl ica t ions in a rchitectura l design, representa t ion, and the

product ion of const ruct ion documents .

ARQU 5006

Computer Graphics

Technologica l knowledge has grown exponent ia l ly in the past ten years

result ing in the use of v irtua l representat ion of ideas and concepts v ia

computer graphics . This course of fers the student the basic too ls to

express the conceptua l deve lopment , as wel l as the f ina l presentat ions ,

o f the ir design pro jects us ing such programs as: Sketchup , 3d Studio Viz

y Adobe Photoshop.

ARQU 6991

Advanced Computer Graphics

This course prov ides advanced pr inciples of animat ion, three -dimens iona l

model ing and i l luminat ion and the ir appl ica t ion dur ing post -product ion

processes.

ARQU 6992

Pro ject Management

This is an int roductory course to project fundamenta ls , present ing

quant itat ive and qua l i tat ive pr inc ip les of e f f i c ient administ rat ion of

const ruct ion pro jects , professiona ls and bus inesses.

ARQU 3015

Art ist ic Drawing for Architects

This creat ive workshop focuses on ar t ist ic drawing addressing part icula r

appl ica t ions for a rchitecture students .

ARQU 3015

Basic Architectura l Drawing: descr ipt ive g eometry pr inc ip les

This int roductory course to the disc ip l ine of descr ipt ive geometry studies

i t s appl ica t ion to a rchitectura l drawing , th is be ing understood as a

means of representat ion for v isua l communicat ion.

ARQU 3015

Waterco lor Technique: a source of a rchitectura l presentat ion



4 0 / 4 1

The course of fers waterco lor techniques as a complementary resource for

a rchitectura l design i l lus t rat ions .

ARQU 3015

Apprecia t ion of the Art o f Cinematography

The course explores f i lm as a means of persona l , soc ia l and c ultura l

expression. I t covers a l l apects of f i lm and includes di f ferent genres in a

sample se lect ion for the c lass .

ARQU 5995

Urban insta l la t ions: a rt ist ic intervent ions in the Río Piedras urban center

This course promotes the creat ion of a r t ist ic insta l la t ion in the urban

center o f Río P iedras due to i t s proximity to the U inverst iy o f Puerto Rico

Campus and the School . The creat ive process wi l l be based on the

community ’s character ist ic a rchitectura l e lements .

ARQU 6991 / ARQU 6992

Ethics and aesthet i cs o f Architecture

This course may be considered and int roduct ion to aesthet ics , or more

precise ly , an int roduct ion to cultura l hermeneut ics in a rchitecture .

5995

Invest igat ing Architecture

The course covers var ious invest igat ion methods re levant to the

discipl ine . The d iscussion covers three areas: invest igat ion paradigms ,

methods and methodologies , and des ign invest igat ion and pract ice .

6991

Contemporary Think ing and Architecture

The spir i t o f this course is to establ idh the importance of a theoret i ca l

foundat ion in any given architectura l intervent ion. This in complete

recognit ion of per t inent cultura l , phi losophica l , aesthet ic and sc ient i f i c

considerat ions .

ARQU 3015

Architecture and L iterature : narrat ives , space and representat ion

This interdiscipl inary course explores the spat ia l , a rchitectura l and urban

phenomenon by study ing narra t ive texts. I t seeks to ana lyze and

understand representat ion as a complex re la t ionship between space ,

a rchitecture and the c i ty .

ARQU 4009

Panoramic View of Braz i l ian Architecture

Prov ide the student with a themat ic int roduct ion on Bazi l ian modern and

contemporary a rchitecture . The course spans 20th century to present

day pro jects with emphasis on the product ion of a rchitecture dur ing the

modern movement .

ARQU 4010

New York Study Tr ip

The course ana lyses the most important histor ica l , a r t ist ic , urban and

architectura l aspects of the c i ty o f New York. A 9 -day t r ip to the c i ty

conc ludes the semester .

ARQU 6991



4 1 / 4 1

Between the mask and the mirror: architecture and i dent ity o f Puerto Rico

dur ing the 20th century

The course centers on the discuss ion of the deve lopment of the

architectura l pract ice in Puerto Rico and i ts re la t ionship to the search for

ident ity in the 20th century .

ARQU 6991

History of Architecture and Urbanism of Puerto Rico : f i rst par t 16th –

19th century

The course d iscusses the deve lopment of the pract ice of a rchitecture in

Puerto Rico , includ ing the h istory of urban st rategies as a re f lect ion of

the socio -economic organizat ion of the is land.

ARQU 6992

Intersect ions: an interdiscip l inary approximat ion of a rchitecture

The c lass explores the theoret ica l intersect ions of history and socia l

sciences w ith the universe of a rchitecture and the c i ty . The goa l is to

deve lop the capacity to ident i fy , und erstand and so lve a rchitectural

di lemmas us ing interpreta t ion too ls o f a l ternat ive discipl ines such as:

history , anthropology , psychology , semio logy , and others.

ARQU. 6343

History of Architecture of Puerto Rico (20th century )

The course in it ia tes the s tudents in the discovery and apprecia t ion or our

a rchitectura l patr imony inser ted with in i t s h istor ica l context .

Architecture of the 20th century wi l l be presented in the context o f

per t inent po l i t ica l and cultura l events. Documents of the Architecture

and Const ruct ion Archive of the University o f Puerto Rico (AACUPR in

Spanish) w i l l be serve as the main source for the invest igat ions .

HIST 80008

Seminar on the Invest igat ion of the History of Puerto Rico : h istor ica l ,

a rchitectura l and anthropologica l ass essment through the study of

cemeter ies in Puerto Rico , 19th and 20th century

The course includes the ana lysis , invest igat ion and documentat ion of the

cemeter ies of Puerto Rico of the 19th and 20th centur ies . The stud ies

wi l l center on the San Blas de I l lesca cemetery located in Coamo, Puerto

Rico .

INTRODUCTION TO CONSERVATION

This course addresses the concept of conservat ion as an answer to the

quest ion: What is conservat ion? I t is answered with a br ie f study o f

conceptua l iza t ion and deve lopment o f the disc ipl ine . I t wi l l exp lore both

the h istor ica l deve lopment of conservat ion and i ts theoret ica l tenets, to

then address the cent ra l themes of the va lue , need and pract ice of

conservat ion today .

Córcega Summer Course / Vertical Studio

Design Intervent ion in Casa Amer icana / F igare l la , Córcega FR

The students wi l l deve lop an architectura l intervent ion in an exist ing

st ructure . The intervent ion should prov ide an area of 300 to 400 square

meters , w ith and inst i tut iona l use to react ivate the preexist in g st ructure .

Suggested uses inc lude a museum of the h istory of the st ructure and

support a reas for v is i tors (restaurant , museum store , e tc .) as we l l as

administ ra t ive off ices . Specia l emphasis wi l l be given to deta i l ing the

components of the proposed edi f ica t ion and thus revea l ing the design

intent ions o f the connect ion between the new and exist ing st ructures .

SCH OO L O F ARCH IT ECTU RE , U N I VE RS ITY O F PUE RT O R I CO

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4.4 Faculty Resumes

I t should be noted that in order to be a l icensed pract i t ioner in Puerto

Rico , an architect must jo in the Colegio de Arquitectos de Puerto Rico

(CAAPPR) and an engineer must jo in the Colegio de Ingenieros y

Agr imensores de Puerto Rico (CIAPR) . Architects - in-Tra in ing and

Eng ineers - in-Tra in ing are a lso members of the ir respect ive Co legios.

Faculty l ist ing

Fernando Abruña, L icensed Architect , Tenured Professor and Director ,

Susta inabi l i t y Studio , MArch, Pra t t Inst i tute , Des ign, Techno logy,

Sustainabi l i t y

Javier Alzérreca Frambes , I nst ructor , MArch, Universidad de Puerto Rico ,

Graphic and Presentat ion Des ign

Crist ina Algaze Beato , Architect in Tra ining , I nst ructor , Env ironment

Studies and Bioc l imat ic Architecture , Madr id Po ly technic University ,

Spa in, Des ign, Sustainab i l i t y

Jannette Babi lonia Cortes , L ibrar ian, Doctora l Program in

Documentat ion, Universidad Car los I I I , Madr id , Spa in

Sonia Bazán del Val le , Architect in Tra ining , I nst ructor , MArch University

o f Pennsy lvania , 1997, Design

Javier Bonnín , L icensed Architect , Inst ructor , MArch, Georgia Inst i tute of

Technology , Des ign, Urban Design

Roberto Biaggi , Architect in Tra in ing , Inst ructor , MArch, Southern

Ca l i fornia Inst i tute of Technology , Des ign

José Campo

María Magdalena Campo , Architect in Tra ining , L icensed Planner ,

Ass istant Professor , MArch , Universidad de Puerto Rico , Design

José C . Caro , Inst ructor , MBA & MArch, University o f I l l ino is , Profess ional

Pract ice

Humberto E . Caval l ín Calanche , Assistant Professor on Tenure T rack ,

PhD , Architecture , University o f Ca l i fornia , Berke ley , Des ign, Research

Mario Ceniquel , Vis it ing Professor , PhD Architecture , Facultad de

Arquitectura y Urbanismo, Universidad de Sao Paulo , Design

Astrid Colón , Professor (Ret ired) , L ibrary Director MLS , Universidad de

Puerto Rico , L ibrar ian

Alberto Correa Guzmán , Ph.D. Mathemat ics Educat ion, Interamer ican

University , Pre -Calculus

Bruni lda Cotto Ibarra , Ph.D. , Université de Montpe l l ie r I I I , Humanit ies

Rafael A . Crespo, Professor (Ret ired) , Ph. D. , Harvard University , History

Heather Crichfield , L icensed Architect , I nst ructor , MArch , Massachuset ts

Inst i tute of Technology , Design , Theory

Luis Daza-Duarte, P .E . , Professor , PhD Civ i l Eng ineer ing , UPR -Mayaguez,

Structures

Javier De Jesús-Mart ínez , Architect in Tra ining , Professor in Pract ice ,

Director o f IMDICE, BArch, Cooper Union, Design

Juan Ignacio del Cueto, Visit ing Professor , PhD Architecture , Escue la

Técnica Super ior de Arquitectura de Barce lona , Spa in, Design

José A. Espinal , P .E . , I ns t ructor , M.S . Civ i l Eng ineer ing , Stanford

University , CA, Structures

María Beatriz Fernández Cerra, Inst ructor , Architect in Tra in ing , BArch,

Corne l l University , NY , Design

Norma Isa Figueroa , L icensed Architect , Inst ructor , MArch, University o f

M i lwaukee -Wiscons in , Design


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José E . Flores Ramos , L ibrar ian, Ph.D. H istory of Puerto Rico and the

Car ibbean, Universidad de Puerto Rico , L ibrar ian

Maruja Fuentes Vigié , Architect in Tra ining , I nst ructor , MArch, Georgia

Inst i tute of Technology , Design, Industr ial Des ign

Nathaniel Fúster , L icensed Architect , Assoc ia te Professor , Doctor o f

Design (DDes) , Harvard University , Design

Manuel García Fonteboa , Associa te Professor , MFA, University o f

Massachuset ts , Design, Graphic Des ign

Carlos García Moreira , Architect in Tra in ing , Ins t ructor , MArch, Georgia

Inst i tute of Technology , Computers

Rafael B . Gavi lanes Sánchez , L icensed Architect , Inst ructor , MArch,

Harvard University , Design, Techno logy

Anna L . Georas , L icensed Architect , Inst ructor on Tenure Track , MArch,

Harvard University , Design

José González -Peniza , Assistant Professor , D irector Digita l Photo Lab,

MA, Indiana University , Photography

Anixa González Ríos , Architect in Tra in ing , Inst ructor , MArch , Ohio Sta te

University , Des ign

Francisco J . Gut ierrez , L icensed Architect , Inst ructor , MArch, Harvard

University , MA, Des ign

Annabel le Hernández , Architect in Tra ining , I nst ructor , MArch,

University o f Pennsy lvania , Des ign

John B . Hertz , L icensed Architect , Professor , MArch , University o f

Ca l i fornia -Berke ley , Des ign

Javier Isado , Licensed Architect , Undergraduate Program Director and

Inst ructor in Tenure Track , Master ’s Degree in H is tory and Theory of

Architecture , Universidad Po l i técnica de Cata luña , Barce lona , BArch,

Corne l l University , Design, Theory

Mayra J iménez Montano , Architect in Tra ining , Inst ructor , MArch,

Universidad de Puerto Rico , Des ign

Jorge L . Lizardi Pol lock , Ass istant Professor and Director CIUDAD, Ph.D.

H istory of La t in Amer ica , Universidad de Puerto Rico , History

Emil io Mart ínez -Cimadevi l la , L icensed Architect , Professor in Pract ice ,

MSAUD, Co lumbia University , Design, Urban Design

El io Mart ínez - Joffre , L icensed Architect , Assoc ia te Professor and

Director o f Tal ler Comunitar io , Arquitecto , Inst i tutoTecnológicode

Estud ios Super iores de Monterrey , México , Des ign, Theory

Oscar Gui l lermo Marty - Baldissone , L icensed Architect , Professor ,

MAUD, Harvard University , 1965, Des ign, Techno logy

Jul ián Manriquez , I nst ructor , MArch, Southern Ca l i fornia Inst i tute of

Technology , D irector o f Media Lab

José L . Marrero Sicardó , P.E . , B .Mechanica l Engineer ing , Universidad

Po l i técnica de Puerto Rico

Sonia M. Miranda Palacios , L icensed Architect , Inst ructor , MArch,

Massachuset ts Inst i tute of Technology , Des ign, Techno logy,

Sustaintabi l i t y

Abel Misla , Arch itect in Tra ining , Pro fessor in Pract ice , Director IMDICE,

MArch, Co lumbia University , Des ign

Enrique Ramón Mil ián , L icensed Architect , Inst ructor , MArch, Harvard


Pedro Muñiz -Rivera , L icensed Architect , Professor and Director o f

Labora tor io Ambienta l de Arquitectura Biot ropica l , PhD, Virg in ia

Po ly technic Inst i tute , 1986, Technology, C l imatology

Nadya K. Nenadich , Inst ructor , Ph. D. candidate in the Architecture

Department , Escue la Técnica Super ior de Arquitectura de Barce lona ,

Universidad Po l i técnica de Cata luña - Barce lona , Spa in, Conservat ion


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María Isabel Ol iver , MArch , Co lumbia University , Director o f Graduate

Program, D irector o f iEsca la , and Inst ructor in Tenure Track , Theory,

Des ign

Gloria Milagros Ort iz , Architect in Tra ining , Assistant Professor and

Ass istant to the Dean in Academic Affa irs , BArch , Universidad de Puerto

Rico , 1976, Preservat ion

Marc Passerieu Dit Jean -Bernard, Associa te Profesor , PhD in Phi losophy ,

Sorbonne University , Par is , Phi losophy

Pedro E . Parri l la , Associate Professor and Counse lor , MRC, Universidad

de Puerto Rico , Student Counsel ing

Luis A . Pico -Lacomba , L icensed Architect , I nst ructor , MBA in

Management , University o f Phoenix, Profess ional Pract ice, Project

Management

Edwin Qui les , L icensed Archit ect , Professor (Ret ired) , MArch ,

Massachuset ts Inst i tute of Technology , Tal ler Comunitar io

Jorge Rocafort , L icensed Engineer , Professor , PhD, Northwestern

University , 1979, Techno logy, Architectural Acoust ics , Appl ied Phys ics

Eugenio Ramírez Bal lagas , I nst ructor , MArch, V i rg inia Po ly technic


Jorge Ramírez Buxeda , L icensed Architect , Professor and Pro ject

Architect for the So lar Decathlon, M .Arch, University o f V irg inia , Design

Ernesto Rodríguez, L icensed Architect , I nst ructor , MArch , Massachuset ts

Inst i tute of Technology , Design

Francisco J . Rodríguez Suárez , L icensed Architect , Dean, MArch Harvard

University 1997, Design

Maria T. Rossi Coughl in , Professor in Pract ice , B . Architecture , Corne l l


Arnaldo Sánchez , Architect in Tra in ing , Inst ructor , MArch , Harvard


Esteban Sennyey , L icensed Architect , Assoc ia te Professor , MArch, Corne l l

University , 1982, Des ign, Urban Design

Nathan Glenn Smith , Ins t ructor , MArch, Rice University , Design

Marco Trevisani , Inst ructor , MArch, School o f Architecture , Po l i tecnico

di M i lano , I ta ly , Int eract ive and Industr ial Des ign

Edgardo Vélez Sáez , P .E . , I nst ructor , B .Mechanica l Eng ineer ing , UPR

Mayaguez, Technology

Enrique Vivoni Farage , L icensed Architect , Professor and Director

AACUPR, PhD , University o f Pennsy lvania , Archives, History


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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Fernando Abruña-Charneco

Posit ion: Professor and Director , Sustainable Design Studio

Courses taught

ARCH 4134-35 3015 , 6361

Educat ional background and registrat ion data

Doctor of Design Science , I nternat iona l Co l lege , Ca l i fornia , 1977

MArch, Pra tt Inst i tute1976

BArch, Rhode Is land School o f Des ign ,

Registered Architec t , L icense # 7785

Recent honors and awards

Cit izen of the Year , Env ironmenta l Qua l i ty Award by the US Env ironmenta l

Protect ion Agency ;

Current research , scholarship , and creat ive act ivity

Publ ica t ions

“The Absent House: Designing , Bui lding , and L iv ing in an Eco House”

Design Guide l ines for Ecotour ism and Susta inable Tour ism Faci l i t ies ,

Puerto Rico Tour ism Company

Design Guide l ines for Susta inable Deve lopment , Munic ipa l i ty o f Caro l ina ,

PR

Research

Eco Park dedica ted to Moonl ight

Hybr id E lect r ic/So lar U rban Car , U rbano Green Works

Lectures

"Tres casas, t res a rquitectos , t res v is iones" Escue la de Arquitectura ,

Universidad de Puerto Rico , 2005

TV

Ext reme Homes, HGTV

F irst Eco House , Univ is ión TV

Current academic , professional , and publ ic service

Fe l low, Amer ican Inst i tute of Architects ,

Founding President o f the US Green Bui ld ing Counc i l , Car ibbean Chapter

Faculty Adv isor , Const ruct ion Spec i f i ca t ions Inst i tute

Faculty Adv isor , Emerging Green Bui lders

Design and Bui ld , Eco School , Caguas , PR

Design and Bui ld , Eco School , Culebras , PR

Design and Bui ld , “So la r ia” , Predesigned Eco House for Vi l las M iantojo

Enterpr ises

Architecture Team Director , So la r Decathlon, Washington D.C. (House won

2n d

P lace in Design and L ivabi l i t y contest judged by Pr i tzker laureate ,

Glenn Murcut t and Edward Mazr ia

Professional memberships

Member , Co legio de Arquitectos de Puerto Rico , 1978 -present ; Member ,

AIA , 1978-present ; Member , Associa t ion of Energy Engineers , 1979 -

present ; Member , Nat iona l Trust for H istor ic Preservat ion, 1984 -present ;

Member , Amer ican Socie ty o f Landscape Architects , 1992 -present ;

Founding Member , Nat iona l Bui lding Museum, Washington, DC; 1978 -

present ; 1978-present

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Crist ina Algaze Beato

Posit ion: Instructor

Courses taught

ARCH 3131, 3132

Educat ional background and registrat ion data:

Master 's program in Env ironment Studies and Biocl imat ic Architecture ,

Advanced Technica l School o f Archite cture , Madr id Po ly technic University ,

Spa in, 2005


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MArch Col lege of Architecture and Urban Studies , V irg inia Po ly technic

Inst i tute and State University , Blacksburg , V irg in ia , 2002

Bache lor in Env ironmenta l Des ign , Escue la de Arquitectura , Universidad

de Puerto Rico , 1998

Cer t i f ica te in Loca l Env ironmenta l Po l ic ies and Permits , Cont inuing

Educat ion Department , UPR, 2007

Architect in Tra in ing , Cert i f ica te # 19826

LEED Accredited Profess iona l , 2007

Recent honors and awards:

Architecture Thes is Book Awar d, Col lege of Archi tecture and Urban

Studies , V irg in ia Po ly technic Inst i tute , 2003.

Current research , scholarship , and creat ive act ivity :

( In progress) LEED EB v .2 Cert i f i ca t ion Pro ject for the School o f

Architecture Bui ld ing , UPR

( In progress) LEED Consu ltant for Pr ivate Housing Pro ject

( In Progress) Susta inable Design St ra tegies , Pope lnik Pr iva te Res idence

( In Progress) Design , Fuentes – Rov ira Pr ivate Residence

Puerto Rico ’s Department of Hea lth New Off ice Bui lding , Programming

Phase , 2007

Puerto Rico ’s Department of Just ice New Off ice Bui ld ing , Programming

Phase , 2006 – 2007

Furniture and Inter ior Design, var ious , 2003 – 2006.

Publ ica t ions

“ Inst rumento para Habitar ” , Rev iew, ( in)Forma , Journa l o f Architecture

and Culture , Vo lume No . 2 , 2005.

Current academic , professional , and publ ic service:

( In progress) Master ’s Thesis Adv isor , School o f Architecture , UPR

Inst ructor , Int roductory Summer Stud io for F irst Year Students , School o f

Architecture , UPR, 2003 and 2007 Susta inable Design St ra tegies for the

Habitat for Humanity Projects , Puerto Rico Chapter , 2006

Exhib it ions Coordinator , School o f Architecture , UPR, 2004

Ass istant to the Dean of the School o f Architecture in Spec ia l Af fa irs ,

UPR, 2003 -2004.


Colegio de Arquitectos y Arquitectos Pa isa j istas de Puerto Rico CAAPPR;

US Green Bui ld ing Counci l - Car ibbean Chapter .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Javier Alzérreca Frambes


Courses taught

ARQU 3015


MArch, Escue la de Arquitectura , UPR;


de Puerto Rico


Commiss ioned by the Nat iona l Farmworker Hea lth Insurance , Nat iona l

Convent ion 2005


Lecture


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School o f F ine Arts , Universidad de Puerto Rico , 2006

Rotary Club of Puerto Rico , 2004


Exhib it ions ( ind iv idua l )

“Famil ia y cu ltura ” , Liga de Arte , San Juan, PR 2007

“Fragmentos de Famil ia y Cultura ” , Universidad de l Este , Caro l ina , PR

2007

“Ra ices , Mús ica y Co lor” , Casa Escuté , Caro l ina , PR 2006

“Don Cholores y su legado” , Capito l io , San Juan, PR 2004

‘ ’E l Josco Agreste” , Casa Escuté , Caro l ina , PR 2003

‘ ’Estampas de l Mar y la Montaña” , Howard Jonson Hote l , San Juan, PR

2003

Exhib it ions (co l lect ive )

“Los mas buscados” , Universidad de l Este , Caro l ina , PR 2007

Capito l io , San Juan, PR 2005

Museo de l Munic ip io de Dorado, Dorado, PR 2005

“Presencia Bor icua” , M .O.A. , M iami , FL 2005

Tur ismo , Paseo de la Pr incesa , V ie jo San Juan, PR 2004

Ga ler ia Gómez, Puerto Nuevo , PR 2004

Muestra Naciona l de Artes P lást icas , I .C .P , San Juan, PR 2003

Casa de l Rector , Universidd de l Turabo , PR 2003

Ga ler ía San Juan Baut ista, A lca ld ía de San Juan, PR 2003

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Jannette Babi lonia -Cortés

Posit ion : Librarian I I


Docatora l program in Documentat ion, Universidad Car los I I I , 2005

MLS Universidad de Puerto Rico , 1999

BA Secretar ia l Sciences , Universidad de Puerto Rico , 1990


Delegate , FESABID 2005, 9as Jornadas Españolas de Documentación,

Madr id , Spa in, 2005

Presenter , Workshops on Indexing , Assigned by the Library Inst ruct ion

Program, Universidad de Puerto Rico L ibrar ies System, 1998 -2000

Delegate , V Congreso Internaciona l de I nformación ( INFO99) , La Habana ,

Cuba , 1999

Delegate , XI I Fer ia Internaciona l de l L ibro , Guada la ja ra , México , 1998


Sociedad de B ib l io tecar ios de Puerto Rico (SBPR) ; Asociación de

Estud iantes Graduados de Bib l io teco logía y Ciencias de la Información

(ASEGRABCI )

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Sonia Bazán del Val le

Posit ion : Instructor

Courses taught

ARCH 3133, 3134

Educat ional background and regis trat ion data

MArch University o f Pennsy lvania , 1997

Bache lor in Env ironmenta l Des ign , Escue la de Arquitectura , UPR, 1993

Architect in Tra in ing

Recent Honors and awards

First Award, V Concurs Pensar e l Mobi l ia r i de l Futur . “a2” , a p iece of

furniture for reading and rest ing , Barce lona , 2005.


Exhib it ion

“a2” , a piece of furniture for reading and rest ing , in P laers Po l idramàt ics ,

a per formance presented by La Ca lba Teat re , Barce lona , 2005.

Publ ica t ion


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“F ie l a l D iseño” , a r t ic le on “a2” , a p iece of furn iture for reading and

rest ing , in Rev ista Domingo , E l Nuevo Día , 2006


Bazán Design Workshop, present

H iroshi Tsunoda Design Studio , BCN, 2005

Dav is , Fúster Arquitectos, 1997-2004

Vis i t ing Cr it ic Des ign Studios , Universidad de Puerto Rico , 1997 -2004 and

Universidad Po l i técnica , 2000 -2004


Co legio de Arquitectos y Arquitectos Pa isa j istas de Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Roberto Biaggi


Courses taught

ARQU 3134, 4135


MArch, Southern Ca l i forn ia Inst i tute of Architecture , CA, 1999

SCIARC Vico Morcote , Sw itzer land, 1997

La L iga De Arte , V ie jo San Juan, Puerto Rico , Drawing & Pa int ing

Workshops, Summer 1993-1994

BA w ith Major in Architecture , Washington University School o f

Architecture , St . Louis , MO, 1995



Honorable Ment ion- Ceramic Ti les of I ta ly compet it ion, Cover ings

convent ion, Chicago, I l l . 2007

Sculptures on Sample - Publ ic a r t compet it ion, Cora l Spr ings F lor ida , 2006

Porta l Este , mosa ico Negros con Alas , Community Award, USVI , 2006

Internat iona l Poet o f Merit and Honored Member of the Internat iona l

Socie ty o f Poets , 2005

Editor ’s Choice Award, “Wr ite , r ide and arr ive a l ive” , poetry .com, 2005

Día de la Puertorr iqueñidad, Escue la Don Ramón Mora les Peña , 2004

Internat iona l Poet o f Merit and Honored Member of the Internat iona l

Socie ty o f Poets , 2002

Editor ’s Choice Award, “Rather See Time” , poet ry.com, 2002

Editor ’s Choice Award, “ I t ’s About T ime” , poet ry .com, 2001


Working on a new poetry book and a new pa int ings exhib it ion

Exhib it ions

Rob-a -dub , so lo show, d ibujos recientes , black box ar t , v ie jo san Juan,

PR 2007; De let rearte , so lo show, p inturas recientes , RoKa Espacio ,

Santurce , PR, marzo - abr i l 2007; Hoy , Co lect iva de pinturas , b lack box

art , v ie jo san Juan, PR 2007; Una Mirada sobre San Juan, V Biena l de

Fotogra fías de Puerto Rico , Museo de las Amér icas, V ie jo San Juan,

octubre 2006; M i Gente , t r ibuto a Hector Lavoe – co lect iva de pinturas ,

Museo de las Amér icas , V ie j o San Juan, agosto -nov . 2006; Santos

Puertorr iqueños – p inturas de Ce lso y Roberto , Ga ler ie Fantome, Par is ,

France , junio 2006; La crema – p intura en v ivo de un carro para show de

WAPA TV; Pape landia I I – a rte insta lación con p inturas , E l Café Seda ,

V ie jo San Juan, PR, enero 2006


Pub l ic Ar t , Design & Bui l t , "Fuente Río Hombre" , Caro l ina , PR, 2007

Design & Bui l t , "Rosas tatuadas" , Rodr íguez Residence , Caguas , PR, 2007

Publ ic Ar t , Design & Bui l t , "Ta l lados en e l Ba tey" , Caguas , PR, 2007

Publ ic Ar t , Design & Bui l t , "No Somos Mol inos , Somos Gigantes" ,

Caro l ina , PR, 2007

Publ ic Ar t , Design & Bui l t , "Negros con A las I I " , Pub l ic Ar t , Design &

Bui l t , "Rec ic l -a r te" , a r te en p intura a t res contenedores de r ecic la je en

Caro l ina PR, 2006

Product ion Des ign , D igit a l TV Commercia l , Ke l logs Zucar itas , Cataño, PR,

2007

Teacher , Ta l ler de Mosa icos , Ricky Mart in Foundat ion, San Juan, PR;

Publ ic Ar t , Design & Bui l t , "U rb. Santa Rita" , Rio P iedras , PR, March 2006


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Product ion Des ign , 35 mm TV Commerc ia l , Harr is Pa int , Bayamon PR, J une

2006

Publ ic Ar t , Design & Bui l t , "Esp ira l Ceremonia l" , Universidad de Puerto

Rico Rio P iedras , PR, Apr i l 2006

Publ ic Ar t , Design & Bui l t , "Negros con A las" , Caguas , PR, March 2006

Scenery and L ight ing Des ign , “Sc ion Wake up w ith Ludacr is” , Raulo Gr ip ,

Cataño, PR 2005

Design & Bui ld , “A ga lope” , mosa ic , Truj i l lo A lto , PR, 2005

Design & Bui ld , “Sun r is ing in the Spr ing” , mosa ic , Sculptures on S imple

Road, Cora l Spr ings , FL , 2005

Design & Bui ld , “ Lanes” , mosa ic , Lanes Car & Truck Renta l , Santurce , PR,

2005

Teacher , Ta l ler de mosa icos , Escue la abier ta , Dr . Ramón Mora les Peña ,

Santurce , PR, 2005

F i lm Director , Scenery and Light ing Design, Pro ject ions and scenery for

Hermanos Cepeda , Cepeda Foundat ion, 2 l ive shows, Teat ro Tapia , V ie jo

San Juan, PR, 2005

Design & Bui ld , “V i l las de l Mar” , mosa ic , Lo iza , PR 2005

Publ ic Ar t , Design & Bui ld , “Metrópol is” mosa ic , U rbanización Metrópol is ,

Caro l ina , PR 2005

Publ ic Ar t , Design & Bui ld , Ort iz Res idence , Ba rranquitas , PR 2004

Teacher , Ta l ler de Arte y Juegos no Be l icos , Río P iedras, PR 2004

Mosa ic restorat ion, La Sant ís ima Tr in idad Methodist Church, V ie jo San

Juan, PR 2004

Design & Bui ld , “ Puente a l Urbanismo” , mosa ic , A ireko Const ruct ion,

Caguas , PR 2004

Design & Bui ld , “Atardecer en la loma” , Angel Res idence , Canóvanas , PR

2004

Design & Bui ld , “ Perravo 2004” , mosa ic , Country Club Shopping Plaza ,

Caro l ina , PR 2004

Design & Bui ld , “Contranatura” , mosa ic , Rodíguez Residence , San Pat r ic io ,

PR, 2004

Publ ic Ar t , Design & Bui ld , “Neptuno en la T ierra” , mosa ic , The Vi l lage in

San Pat r ic io , San Juan, PR 2004

Design & Bui ld , “A l la Natura ” , mura l , Mar ino’s BBQ, 2004

F i lm Director , Scenery , and L ight ing Design, Pro ject ions and scenery for

Hermanos Cepeda , Cepeda Foundat ion, 8 l ive shows, Teat ro Tapia , V ie jo

San Juan, PR, 2004

F i lm Director , Scenery , and L ight ing Design, Pro ject ions and scenery for

Wil l iam Cepeda ’s Suite Tierra Negra and El Conservator io de Música de

Puerto Rico , Ant iguo Asi lo de Niñas de Miramar , PR 2003

Scenery and L ight ing Des ign , Pro ject ions and scenery for Vivanat iva ’s

Acoust in presenta t ion, Aquí se puede, Vie jo San Juan, PR 2003

Design & Bui ld , “Neptuno encuentra a Venus” , mosa ic , Rodr íguez

Res idence , Cupey , PR 2003

Art Design, 6th Annua l Car ibbean Boat Show, Mar ina Puerto de l Rey ,

Ce iba , PR 2003

Pre l iminary Design, W inter House , Snow Owl Lodge , Hawk Mounta in,

Vermont , 2003

Publ ic Ar t , Design & Bui ld , “Ensueño de Gigantes I & I I ” , mosa ic , Caro l ina ,

PR, 2003

Design & Bui ld , F io l Res idence , O ld San Jua n, PR 2003

Scenery and L ight ing Des ign , Pro ject ions and scenery for Vivanat iva ’s

Concert , Centro de Be l las Artes de Guaynabo , PR 2003

Scenery , L ight ing , Design & Bui ld , “ Placer ” , Furni ture , Pro ject ions , and

scenery for MAF & Lana Product ions New Years Par t y , E l Chayote

Restaurant , M iramar , PR 2003

Conferences

40 Aniversar io de la Escue la de Arquitectura de PR, Universidad de Puerto

Rico , 2006

Cora l Spr ings Museum of Art , Cora l Spr ings , F lor ida , 2005

Escue la Don Ramón Morales Peña , Ar te Sobre Ruedas , Bayamó n, PR 2004


M iembro de l Co legio de Arquitectos y Arquitectos Pa isa j istas de Puerto

Rico

Miembro de “The Internaciona l Socie ty o f Poets”


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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: María Magdalena Campo Urrut ia

Posit ion: Assistant Professor

Courses taught

ARCH 6311, 6313, 6314


Ph. D. Candidate in Phi losophy , Universidad de Puerto Rico

MArch, Escue la de Arquitectur a , Universidad de Puerto Rico , 1989



Architect in Tra in ing #12066

Pani f icadora Licenc iada #624.


Conferences

San Juan/La Habana, Suburbias nuevas, histor ias viejas… Universidad de

Puerto Rico and University o f M ichigan , September 2007

Publ ica t ions

El Nuevo Trato y e l Suburbio: Nueva Deal -ét ica de la C iudad Amer icana ,

H istor ia y Sociedad, September 2007

CIV ITAS y Espacio Públ ico, Una cuest ión de Géneros?, Archivos de

Arquitectura Ant i l lana , 2002


Ta l leres de Arquitectura para Niños , Universidad de Puerto Rico , summer

2003-2007

Magda lena Campo Architect , Consultant on Planning and Urban Design,

2000-present

Member , Des ign Commit tee ,

Representa t ive , Architects in Tra in ing , Co legio de Arquitectos y

Arquitectos Pa isa j istas de Puerto Rico , 2002 - present

Professional Memberships

Colegio de Arquitectos de Puerto Rico (De legate ) ; Asociac ión

Puertorr iqueña de Planif i cadores .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Humberto E . Caval l ín Calanche

Posit ion : Assistant Professor on Tenure Track

Courses taught

ARQU 3134, 5993, 6895


PhD, Architecture , University o f Ca l i fornia System,Berke ley , 2006

MS, Socia l Psychology , Universidad Centra l de Venezue la , Venezuela ,

1997

B. Arch. Universidad Naciona l Exper imenta l de l Tachira , Venezuela , 1990


ARCC 2004 Best Presentat ion Award. Presented by the EAAE ARCC

Conference , Dubl in , I re land


Research

W. M. Mart in (01- JAN-04 a 01-MAR-04) . AutoCAD 2005 Product iv i ty

Research. Fondos: Autodesk Inc .

(01-NOV-02 a 01-APR-03) . AutoCAD Red Deer Product iv i ty Research

(01- JAN-00 - Present ) . The ro le of conceptua l st ructures deve loped by

the use of models in the sett ing and so lv ing of design problems in

a rchitecture .


Conferences

Mike Mart in and Humberto Cava l l in . Bui lding Stor ies / A case study

method in architecture .

Humberto Cava l l in , W . M ike Mart in & Ann Hey l ighen (2005) . Mind- ing the

task: The ro le of co ntext in


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usab i l i t y research . Humberto Cava l l in , 4th Socia l Inte l l igence Design

Workshop. Stanford University ,

Ca l i fornia . (2004-2005 Sem 2) .

Rev is ión de l Curr iculum de la Carrera [Comité ad -hoc]

Member , Comite Ampl io , 2005

Member , Comite de Maest r ia , 2 005

Graduate Program Director , Universidad de Pueto Rico , 2005 -2007

Publ ica t ions

Ann Hey l ighen , W .Mike Mart in & Humberto Cava l l in (2006) . Bui ld ing

Stor ies Rev is i ted / Unlocking the

knowledge capita l o f a rchitectura l pract ice [Abst racto] , Architecture

Engineer ing and Des ign Management . .

Deve loping methods to understand discourse and workspace in

dist r ibuted computer media ted interact ion Renate Fruchter and Humberto

Cava l l in Publ ished in AI & Soc ie ty (2006)20:169 -188

Ann Hey l ighen , W .Mike Mart in & Humberto C ava l l in (2006) . Knowledge

exchange in the w i ld / Bui ld ing

Stor ies’ a ttempt to unlock the knowledge capita l o f a rchitectura l pract ice

, Proceedings of the C IB W096

Architectural Management . .

Ann Hey l ighen , W .Mike Mart in & Humberto Cava l l in (2005 ) . Accidental

Resource / A Fab le of Des ign

Research through Storytel l ing . En J S Gero and N Bonnarde l (Editor ) ,

Study ing Designers '05(pp. ) . : .

Ann Hey l ighen , W . M ike Mart in & H . Cava l l in ( June 23, 2005) . How to

Teach and Archive Tacit Design

Knowledge , Design Inte l l igence . 11(6) .

Ann Hey l ighen , Humberto Cava l l in & W. M ike Mart in (2004) . The student ,

the architect , his intern and her

knowledge [Abst racto] , Between Research and Pract ice, Proceedings of

the EAAE ARCC Conference . (pp . 111-119) . .Dubl in School o f Architec ture

DIT , I re land: EAAE Transact ions on Architectura l Educat ion.

Rea l i ty Check/An intent iona l v iew on the design -science re la t ionship Ann

Hey l ighen, Humberto Cava l l in &

Matteo Bianchin presented a t The unthinkable doctora te , NETHCA

Col loquium, Brusse ls (Be lg ium) , Apr i l 2005

Mind- ing the task, The ro le of context in usab i l i t y research Humberto

Cava l l in , W . M ike Mart in & Ann

Hey l ighen SID 2005, Proceedings of the 4th Socia l Inte l l igence Design

Workshop, Stanford (Ca ) , March 2005

(CD Rom)

The r ight story at t he r ight t ime Towards a tacit knowledge support for

(student ) designers W. M ike Mart in , Ann

Hey l ighen & Humberto Cava l l in Accepted for publ ica t ion in AI & Socie ty

( J anuary 2005) .

This is not a Caucus -Race Or why upgrades in so f tware GUIs wi l l (not

necessar i ly ) make (a l l ) users ( instant ly )

more product ive Humberto Cava l l in , W . M ike Mart in & Ann Hey l ighen SID

2005, Proceedings of the 4th Socia l

Inte l l igence Design Workshop, Stanford (Ca ) , March 2005 (CD Rom)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Mario Ceniquel

Posit ion: Visit ing Professor , Universidad Federa l de Río de Jane iro ,

Brazi l

Courses taught

ARCH 4133, 4134, 6312, 6991 , 6992


PhD Architecture , Facultad de Arquitectura y Urbanismo, Universidad de

Sao Paulo , 1996

Master in Architecture and Urban Design, Facultad de Arquitectura y

Urbanismo, Universidad de Sao Paulo , 1990

Arquitecto , Facultad de Arquitectura y Urbanismo, Universidad de Buenos

Aires , Argent ina , 1973

Architectura l Liscence from Conse lho Regiona lde Engenhar ia , Arquite tura

e Agronomia (CREA) , Brazi l


AP R 2 00 7


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Honorable Ment ion, Concurso Púbi lco Naciona l de Reconversao, U rbana

do Largo da Bata tá , Sao Paulo , Brasi l , 2002


Termina l , Internat iona l Airport , da Cidade de Boni to , Matogrosso do Sul ,

Brasi l , 2003

Renewal Pro ject , Travessa Mercur io e Praça das Artes , Curumbá ,

Matogrosso do Sul , Brasi l , 2002

Urban Intervent ion in Area Centra l do Casar io do Porto , Curumbá ,

Matogrosso do Sul , Brasi l , 2002


Sociedad Centra l de Arquitectos de Buenos A ires , Argent ina

Inst i tuto de Arquite tos du Barsi l

S indica to dos Arquite tos do Rio de Jane iro

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Astrid Colón de Jesús

Posit ion: Librarian IV (Ret ired)


Master Library Science , Universidad de Puerto Rico , 1971; BA, Universidad



“Bibl io tecar io : a rquitecto de un Nuevo paradigma ,” lecture at the XX

Asamblea Anua l ASEGRABCI , 1998

Current academic , professional , and publ ic serv ice

Member , Centro Car ibeño de Recursos UPR, Comité de Documentación,

1997-2001; Member , Junta de Directores de Bibl io tecas UPR, Comité de

Persona l , 2001; De legate, XI I Fer ia Internaciona l de l Libro , Guada la jara ,

México , 1998


Associa t ion of Architectura l School Librar ians , Visua l Resources

Associa t ion, Ar t Librar ies Socie ty o f North Amer ica (ARLIS/NA) ,

Asociación de Maest ros de Puerto Rico , Nat iona l Educat ion Assoc ia t ion,

Asociación de Estud iantes Graduados de B ib l io teco logía y Ci encias de la

Información (ASEGRABCI )

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: José C . Caro


Courses taught

ARQU 6313, 6314, 6383, 6384


MBA University o f I l l ino is , U rbana , I l l ino is , 1981

M.Arch University o f I l l ino is , U rbana , I l l ino is , 1981

B. Env ironmenta l Design , Texas A&M University , Co l lege Sta t ion, Texas ,

1974

Nat iona l Counc i l o f Archi tectura l Regist rat ion Bo ard , Lic . # 9732 , PR

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Alberto Correa Guzmán


Courses taught

ARQU 3045, 3046


Ph.D. Mathemat ics Educat ion, Interamer ican University , 1999

M.A. Educat ion, Universidad de Puerto Rico , 1982

B.S . Mathemat ics , Wor ld University o f Puerto Rico , 1978


Lectures

Sobrepasando la Matefobia; San Juan, PR, 2005

La Educac ión Matemát ica emergente y el ro l de l maestro; San Juan, PR,

2005


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La intel igenc ia emoc iona l y la Matemát icas; San Juan, PR, 2003


Associa te Professor , Interamer ican Univer sity , Bayamón, PR

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Bruni lda Cotto Ibarra

Posit ion: Professor

Courses taught

HUMA 3011-12


Doc teur de l ’Université de Montpe l l ie r I I I , Francia , 1986

D.E .A Diplôme D’Etudes Approfondies . Etudes Romanes . Montpe l l ie r I I I ,

1983

Master o f Ar ts . New York University , 1975

B.Arts , Universidad de Puerto Rico , 1972

Addit iona l stud ies in M iddlebury Univers ity and a t the Universidad

Complutense de Madr id.


Conferences

“La Unión Europea y su exper ienc ia educat iva y cultura l” . Coloquio sobre

la Unión Europea y e l Gran Car ibe Universidad de Puerto Rico , 2007

Portrait : Not ice b iographique sur Mar ía Ester Herrera à propos du Liber

Lapidum. A l l iance França ise , Porto Rico 2006.

Moderador , El Mal l by Rubén Dáv i la , Sa la de l Decanato de la Facultad de

Estud ios Genera les , Universidad de Puerto Rico , 2003

Victor Hugo and Notre Dame of Paris , Museo de Arte de Puerto Rico ,

March 2002


Coordinator , Humanit ies sequence designed for a rchitecture students ,

1991-present

Representa t ive , Academic Senate , 2001

Member , Junta Consult iva , Conse jo de Educación Super ior de Puerto Rico ,

1999-present

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Rafael A . Crespo

Posit ion: Professor (Ret ired)

Courses taught

ARCH 3051, 3052, 4211, 4214 , 6991 , 6992

Educat ional background

PhD, Harvard University , 1987

M.F .A. , Harvard University , 1969; M.A. , George Washington University ,

1963

B.A. , Universidad de Puerto Rico , 1961


Twenty - f ive Years of Dist inguished Serv ice Award, Universidad de Puerto

Rico , 2000


Producer and on-camera interv iewer for te lev is ion ser ies “Conversaciones

con arquitectos ,” Par t I (e ight one -hour interv iews with dist inguished

architects) , 2000-01

Recent publ icat ions

Doctora l disser ta t ion: Flor ida’s F irst Spanish Renaissance Rev ival . 3 vo ls.

Ann Arbor : University M icrofi lms , 1987 (xxxv i + 406 pp. , 369 i l ls .)

"Los est i los de l resurgimiento español en la a rquitectura de F lor ida ," in

Hispanof i l ia: arquitectura y v ida en Puerto Rico (1900 -1950) . San Juan:

AACUPR, 1998

Co-author , Arquitectura, Histor ia y Patr imonio . San Juan: Ofic ina Estata l

de Preservación Histór ica, 1995 (xi i + 153 pp. , i l l s .)

Current academic , professional , and pu bl ic service

Member , Internat iona l Jury for the Monument to the Third Mi l lennium ,

June -August , 2000


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Visit ing Scholar , Smithsonian Inst i tut ion, 1996 -1998

Commit tee member , “Architecture Program Report” (APR) , 1999

Commit tee member , “Architecture Program Rep ort” (APR) , 2001

Director , H istory and Theory Commit tee , School o f Architecture (1999 -

2001)

Member , Personnel Commit tee , School o f Architecture (1998 -2001)


Asociación Puertorr iqueña de Histor iadores

Asociación Puertorr iqueña de P rofesores Universita r ios

Socie ty o f Architectura l H istor ians , La t robe Chapter , Washington, D.C.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Heather Crichfield


Courses taught

ARCH 3134, 4047, 4048, 4133 , 4134 , 6314, 6313, 6225


Master o f Sc ience in Architecture , Massachuset ts Inst i tute of Technology ,

2000

B Arch , Boston Architectura l Center , 1992

LEED Cert i f ied


Guest Ed itor , Rev ista ( in)Forma , Escue la de Arquitectura , Universidad de

Puerto Rico , 2003

Current academic , professional , and publ ic service:

Senior Archir tect , Fúster and Par tners

Professional membershi ps:

Colegio de Arquitectos y Arquitectos Pa isa j istas de Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Luis G . Daza-Duarte


Courses taught

ARCH 4321, 4322, 4323, 4324


PhD Civ i l Eng ineer ing (St ructura l Engineer ing) , Universidad de Puerto

Rico , 1996

M.E . C iv i l Eng ineer ing (St ructura l Engineer ing) , Universidad de Puerto

Rico , 1992

B.S . Roadways and Transportat ion Eng ineer ing , Universidad Pedagógica y

Tecnológica de Colombia , 1988

Licensed Engineer # 016707


Ph i Kappa Phi Honor Socie ty , Res idencia Viera , Hato Rey P.R. (award AIA

2005 & IX B iena l Arquitectura designed by Fuster + Par tners Arqs .)

Bibl ioteca munic ipal de Barranquitas , Barranquitas , PR. , award AIA 2005

Amador + Ca lzada Arquitectos


Publ ica t ions

“Metodolog ía Para Evaluar Pórt icos de Hormigón Armado somet idos a

Cargas de Terremoto” . Conferencista inv itado a l Seminar io de Ingenier ía

Est ructura l y Const rucción 2006 , Octubre 25 -27 de l 2006, Universidad

Pedagógica y Tecnológica de Colombia , Tunja , Boyacá

“Estudio de la Ef ic ienc ia en e l Contro l de Desp lazamientos Laterale s en

Pórt icos de Hormigón Armado” . Conferencista inv itado a l Seminar io de

Ingenier ía Est ructura l y Const rucc ión 2006 , Octubre 25 -27 de l 2006 ,

Universidad Pedagógica y Tecnológica de Colombia , Tunja , Boyacá .

Current academic , professional , and publ ic serv ice

Pr incipa l , DAZA St ructura l Eng ineer Serv ices , P .S .C. 2001 -Present

Escue la Super ior University Gardens , Rio Piedras , PR. ; Comandancia de La

Po l ic ía , Caguas , PR.

Escue la Intermedia de l Barr io Pi le tas , Lares , PR.


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Inn On the B lue Hor izon, Vieques , PR

Boulevard Off ice Bui lding and Parking , Humacao, PR.

Viv ienda Eco lógica , St ructura l consultant , Arch. John Hertz , Specia l

cooperat ion program: Escue la de Arquitectura UPR and Departamento de

la Viv ienda de PR. Río P iedras, P .R. , 2006

Solar ia, Una casa Auto -sustentable , St ructura l consultant . Arch. Fernando

Abruña , Low cost and se l f -susta inable resident ia l units . San Juan, P .R. ,

2005.

Par t ic ipat ion in Academic Comitees: Undergraduate Commit tee .

Comité ad Hoc. , Comité Amplio , Comité de Tecnología , Comité de

Persona l .


Earthquake Engineer ing Research Inst i tute

Amer ican Socie ty o f Civ i l Engineer ing

Concrete Re inforcing Stee l Inst i tute

Co legio de Agr imensores de Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Juan Ignacio del Cueto

Posit ion: Visit ing Profesor , Facultad de Arquitectura , Universi dad

Nacional Autónoma de México

Courses taught

ARCH 4212, 4214, 6225, 6314

Educat ional background and registrat i on data

PhD Architecture , Escue la Técnica Super ior de Arquitectura de Barce lona ,

Spa in, 1996

Arquitecto , Facultad de Arquitectura , Universidad Naciona l Autónoma de

México , 1985


Dist iguished Professor , I nst i tuto de Estud ios Super io res de Monterrey ,

Campus Ciudad México , 2002

Honorable Ment ion, I I I B iena l Iberoamer icana de Arquitectura , B itácora -

Arquitectura , 2002

Honorable Ment ion, XI I B iena l de Arquitectura de Quito , Ecuador ,

Bitácora -Arquit ectura , 2002

Rec ip ient , Programa de Pr ima s a l Desempeño de l Persona l Académico de

Tiempo Completo (PRIDE) , 2004


“La Arquitectura en e l Espacio y en e l T iempo” , UNAM Radio Stat ion, 2003

Lectures

“La arquitectura como arte públ ico” , Pr imer Co lo quio sobre Espacio y Arte

Públ ico , Sa la de Arte Públ ico S ique iros , 2002

“Ciudad Universita r ia” , Universidad Autónoma Metropol i tana -

Azcapotza lco , 2002

‘Arquitectos españoles exi l iados en México” , V Co loquio Internaciona l , La

l i t eratura y la cult ura de l exi l io republ icano español de 1939, La Habana ,

Cuba , 2004

Compet it ions

Concurso para e l Auditor io Metropol i tano de l Centro Cultura l

Universita r io de la Universidad de Guada la ja ra , 2003

Publ ica t ions

“Arquitectura en Barce lona : de l modernismo a la modernidad” , Estud ios

H istór icos No. 7 , Arquitectura y Diseño , 2002

Rev iew, Ciudad Univers itar ia, C incuenta Años . Rev ista Bitácora No. 9 ,

abr i l - junio 2003, Facultad de Arquitectura , UNAM

Text , “La p lanta embote l ladora Bacardí , de Fé l ix Candela y M ies van der

Rohe” , LXX Convent ion of ASINEA, FA , UNAM

“E l Sanator io Español de México” , chapter for Arcas . Arquitectos , by

Manuel Sánchez , Madr id , Spa in , 2003

Art ic le , “Abraham Zabludovsky: medio s ig lo de arquitectura” , Publ ished in

Letras L ibres , año V, no . 54 , México , 2003

Ar t ic le , “Hacer a rquitecura: ideas , o f ic io , c ir cunstancias . Ent rev ista con

Nuño , MacGregor y de Buen” , Pub l ished in Bitácora-Arquitectura , no .12,

summer 2004, Facultad de Arquitectura , UNAM


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Thes is Directo r 2000- present

Co-Director , Student Exchange Program between the Technica l University

o f Ber l in and UNAM, 2004

Member , Comité de B ib l io tecas de la Facultad de Arquitectura , UNAM,

2003

Coordinator , Centro recreat ivo y deport ivo en Yautepec, More los ,

Facultad de Arquitectura, UNAM, 2003

Co-Director , Proyecto PAPIME “Ta l ler Exper imenta l de Composición

Arquitectónica ” , UNAM, 2003

Director , Ta l ler Max Cet to , Facultad de Arquitectura , UNAM

Editor , B itácora-Arquitec tura, 1998-2004

Editor ia l Board , “sobrearquitec tura .com” , webs ite , 2001 - present

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Javier de Jesús Mart ínez

Posit ion: Professor in Pract ice, Director , IMDICE

Courses taught

ARCH 5313-5314; 6313-6314


MPhi losophy , Humanit ies Faculty , Uni versidad de Puerto Rico , 1999 -

present

BArch, The Cooper Union for the Advancement of Sciences and Arts 1997,

Escue la de Arquitectura , Universidad de Puerto Ri co , 1990-95

Architect in Tra in ing , Cert i f ica te #17176


AIA Honor Award 2001; Honor Award, VI B iena l de Puerto Rico for the

magazine ( in )FormA;


Research

IMDICE-Execut ive Director o f the Mult isector ia l Interphase for the

Deve lopment of St rategic Capita l Investments a t the School o f

Architecture University of Puerto Rico


Founder , Adaptable Pa ths , St ra tegies , Resources , Investments , San Juan,

PR

Lectures and Publ ic Forum

May 2007-Urbanism and Planning Adv isor Board to The Governor FORMUM

at the School o f Architecture University o f Puerto Rico ;

November 2006 Mayaguez 2010: a Regiona l Investment Approach CMI

Convent ion

October 2005- Encruci jadas Urbanas Convencion Colegio de Arquitectos

March 2005-Publ ic St rategic Investment School o f Architecture University

o f Puerto Rico

July 2005-Ciudad RED Colegio de Arquitectos y Arquitectos Pa isa j istas


February 2007-present President o f Adaptable Pa ths|

St ra tegies | Investment |Resources

January 2005- January 2007- Adv isor to the Governor on Urbanism,

Infrast ructure and Env iroment

January 2003- January 2005-Director o f the Design and Const ruct ion

Off ice University o f Puerto Rico President Off ice

July 2002-December 2002- Undergraduate Coordinator School o f

Architecture University of Puerto Rico

July 2001- Ju ly 2002- Auxi l ia r Dean School o f Architecture , University o f

Puerto Rico .

Pro jects

Ciudad Mayor:Metropol is de l Car ibe - Respons ib le for the

Conceptua l iza t ion, Po l icy Implementat ion and Pro ject Management of a 5

bi l l ions Publ ic and Pr ivate Investment Plan for an Urban Transit Or iented

Redeve lopment In it ia t ive for the San Juan Metropol i tan Region. C iudad

Mayor inc ludes among the investments , three mass t ransporta t ion

pro ject , three redeve lopment dist r ict pro jects , a Science C ity

deve lopment , a New San Juan Water front and the f i rst Green Urban


AP R 2 00 7


1 6 / 4 3

Infrast ructure Init ia t ive .

Mayaguez 2010-1.8 b i l l ion Publ ic I nvestment for a Regiona l and Urban

Inia t iat ive at the west coast o f the is land. This pro ject inc ludes a 450

mi l l ion do l la rs investment for the sport and recreat iona l faci l i t ies for the

2010 Centra l Amer ican Games.

Porta l de l Futuro - Respons ib le for the management of the Reuse and

Redeve lopment P lan and Implementat ion for the US Navy Base Rooseve lt

Roads in Ce iba .

Port o f the Amer icas - Respons ible for the management o f the

deve lopment and const ruct ion of the 250 new t ransboard and port in

Ponce .

Reuse and Redeve lopment of Governamenta l Propert ies - In charge of the

deve lopment st rategy , inventory , and urban concepts of over 50 vacant

parce ls own by the Goverment .

Her itage 100,000- In charge of monitor ing an adquis it ion and consevat ion

plan of 100 ,000 a cres for the preservat ion and management of natura l

resources.

Professional memberships:


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: José Antonio Espinal Cast i l lo


Courses taught

ARCH 4321


M.S . Civ i l Eng ineer ing , Stanford University , Stanford , CA 1994

B.S . Civ i l Engineer ing , Rensse laer Po ly technic Inst i t ute , Troy , N .Y . 1993

Puerto Rico , PE License #14777

St ructura l Eng ineer ing Cert i f i ca t ion Board #1149 -0705


Post - tensioning Inst i tute (PTI ) Bui ld ing Category Award of Mer it 2006 –

Br isto l Condominium, Condado , PR


Lectures

“St ructural Des ign of High Rise Res ident ia l St ructures ” , Internat iona l ACI

Convent ion to be he ld a t the Conquistador Hote l , Fa ja rdo, PR, in October

2007


Colegio de Ingenieros y Agr imensores de PR

Amer ican Socie ty o f Civ i l Engineers; Amer ican Concrete Inst i tute

Concrete Re inforcing Stee l Inst i tute

Co legio Dominicano de Ingenieros , Arquitectos y Agr imensores

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: María Beatriz Fernández Cerra


Courses taught

ARCH 4136, 3131


BArch, Corne l l University , NY , 1997



Architect , Agra it Betancourt Arquitectos , San Juan, PR 2003 - present

Architect , Dav is Brody Bond Architects and Planners , NY , 1999 -2003




AP R 2 00 7


1 7 / 4 3

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Name: Norma Isa Figueroa


Courses taught

ARCH 5030


PhD candidate , H istory Department , Universidad de Puerto Rico , 2008

Master in Architecture , University o f Wisconsin, M i lwaukee , 1982




ACSA Student Wood Compet it ion, second pla ce in a rchitecture ,

Washington, 2004

ACSA Student Wood Compet it ion, honorary ment ion in furniture design ,

Washington 2004


Exhib it ions (co l lect ive )

Group, House for sale , E l Monte , Ponce , 2007

Pro jects

Inter ior design, K ing ’s Court Playa , Condado , A lexis Papadakis’

Inter ior design, La Vi l la de Torr imar , Mr . & Mrs. . Joav Cohen

Inter ior design, Ga l ler ía de l Condado , Mr . & Mrs. Carr ión

Commerc ia l rehabi l i ta t ion, Casas mi Est i lo , Ponce

Histór ica rehabi l i ta t ion, Muebler ia Co lumbia , Mayor 83, Ponce

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: José E . Flores Ramos

Posit ion: Director , Sant iago Iglesias,Hi jo . Library


Ph.D., H istor ia de Puerto Rico y e l Car ibe , Universidad de Puerto Rico ,

2002

M.A. , H istor ia , Universidad de Puerto Rico , 1995

MLS, B ib l io teco logía , Universidad de Puerto Rico , 1984

B.A. , Ar tes P lást icas , Universidad de Puerto Rico , 19 83

Recent publ icat ions

Mujer, famil ia y prost i t uc ión: la construcc ión del género bajo la

egemonía de l Part ido Pupular Democrát ico, 1940 -1968 ; San Juan, PR,

Departamento de Educación, 2007

"La B ib l ioteca Nac ional y e l miedo a la palabra" en Rev ista de l Ins t i tuto

de Cultura Puertorr iqueña , año 6 , núm. 12, segunda ser ie , 2006

Eugenes ia, hig iene púb l ica y alcanfor para las pas iones: la prost i t uc ión

en San Juan de Puerto R ico, 1876 -1919; San Juan, P .R. , Pub l icaciones

Puertorr iqueñas , 2006


Seminars

“Vida cot idiana de las prost it utas en San Juan de Puerto R ico: 1890 -1919”

en Rev ista de l Inst i tuto de Cultura Puertorr iqueña , año 6, núm.13 ,

segunda ser ie , 2006

Modelos de co laboración para integrar las competenc ias de información y

la invest igac ión a los cursos, Ta l ler . U .P.R. Rec into de Río P iedras , San

Juan, Puerto Rico : UPR Centro de Exce lenc ia Académica . 2006

Encuent ro: Rompiendo paradigmas en la p lani f icac ión, imp lantac ión y

evaluac ión profes ional de la b ib l io teca académica; P ichys Convent iona l

Center , Guayani l la , Puerto Rico : V icepresidenc ia de Asuntos Académicos ,

U .P.R. 2005

Manipulac ión de imágenes con Adobe Photoshop; Ta l ler . San Juan, Puerto

Rico : LABCAD, U .P.R.2005;

Creac ión de páginas en la red con Mi crosoft FrontPage 2000; Ta l ler . San

Juan, Puerto Rico : LABCAD, U .P.R . 2005


AP R 2 00 7


1 8 / 4 3

Cómo dig ital izar o escanear documentos; Ta l ler . San Juan, Puerto Rico :

LABCAD, U .P.R. 2005

Lectures

El ro l de la organizac iones profes ionales en el desarro l lo profes ional de l

b ib l iotecar io ; Conferencia . Escue la de Derecho , U .P.R. , San Juan, Puerto

Rico .2006

Reserva E lect rónica y Derechos de Autor ; Conferenc ia . Esc . de

Comunicación , U .P.R. Rec into Río P iedras , San Juan, Puerto Rico : Centro

para e l Desarro l lo de Competencias de Info rmación, Bib l io teca Gerardo

Se l lés So lá , U .P.R . 2005


Associa t ion of Architecture School L ibrar ians

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : Maruja Fuentes Viguié

Posit ion : Instuctor

Courses taught

ARCH 3015, 3131, 5995


Furniture and Text i le Design, Savannah Col lege of Ar t and Design,

Savannah GA 2004

M.Arch Georgia Inst i tute of Technology , At lanta G A 2002

Bache lor o f Science in Architecture , Catho l ic University o f Amer ica ,

Washington DC 1999





Internat iona l Contemporary Furniture Fa ir , New York NY 2007

Macef Internat iona l Home Show, Mi lan, I ta ly 2007

Curvature , Red Ga l lery , Savannah GA 2004

Internat iona l Contemporary Furniture Fa ir , New York NY 2004

Won editors award for design school , 8th Annua l F ine Furnishing

Prov idence Show, Rhode Is land NY 2003 Se lected one of the best thesis

o f 2002, Georgia Inst i tute of Technology 2002.


Courses thought in School o f Architecture at the University o f Puerto

Rico : Int roduct ion to Indust r ia l Design, Architecture , Space and

Furniture , Design Workshop.

Courses taught a t the Escue la de Artes Plást icas de Puerto Rico :

Int roduct ion to Furniture Design, Design Basics , Universa l Design, and

Int roduct ion to Indust r ia l Des ign.


Director o f the Department of Indust r ia l Design a t the Escue la de Artes

P lást icas de Puerto Rico

Bar ista Espresso Bar , AIG Bui ld ing , Hato Rey PR 2006

Iguina Res idence , Mansiones de Tint i l lo H i l ls , Guaynabo PR 2 006

Starbucks , Los Paseos , San Juan PR 2006

Bar iaults Residence , Caguas PR 2005

Yacumama Lodge , Amazons Peru 1999



The Furniture Socie ty


AP R 2 00 7


1 9 / 4 3

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Name: Nathaniel Fúster Fel ix


Courses current ly taught

ARCH 6311, 6312, 6313, 6314 , 4135 , 4136


Doctor of Design (DDes) , Harvard University , 1999

Master in Architecture , Universidad de Puerto Rico , 1991



Registered Architectura l Liscence # 12963


2007- A .I .A . Honor Award - 'Casa Delp ín '

2007- A .I .A . UnBui l t Des ign Honor Award - 'Casa 774 ' '

2007- A .I .A . Ment ion - 'Casa i 2 .1 ' '

2006- A .I .A . UnBui l t Des ign Honor Award - 'Oceania '

2005- Honor Award. I X Biena l o f Puerto Rico - 'Casa Vie ra '

2005- A .I .A . Ment ion- 'Casa Viera '

2004- A .I .A . Honor Award - - 'Casa de l Cast i l lo '

2004- Third Pr ize , ‘Casa Pat io ’ CAAPPR Hous ing compet it ion; Category:

Convent iona l Housing

2004- Third Pr ize , ‘Casa Ti l t -up’ CAAPPR Hous ing compet it ion; Category :

Exper imenta l Housing

2003- Ment ion. VI I I B iena l o f Puerto Rico - 'Casa de l Cast i l lo '

2003- 2nd. Pr ize -CAAPPR Annex Design Compet i t ion

2002- Honorable Ment ion - VI I B ienna l o f Puerto Rico - 'Escue la de Be l las

Artes de Caro l ina '


Editor , Rev ista ( in)Forma, vo l . 1 & 2

Publ ica t ions

Just Add Water , Architectura l Record, 2007

Homes, Renovat ions , Dwel l Magazine , 2007

Young House , Architecura l Rev iew, 2007

Wal l Paper , 2006

IW Magazine , J apan, 2006

Por Dentro , E l Nuevo Día , 2006

Una casa perfectamente d iseñada , Deco Ambiente


Pr incipa l , Fúster and Par tners , San Juan, PR

Vis i t ing Professor , New School o f Architecture , Po ly technic University o f

Puerto Rico



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Manuel García Fonteboa

Posit ion: Associate Professor

Courses taught

ARCH 3015, 3131, 3132, 6991

INGE 3015


MFA, University o f Massachuset ts 1984

BA, Universidad de Puerto Rico , 1971.


Complete as bui ld drawings sets o f four of the bui ld ing stud ied w ith the

co l laborat ion of school o f a rchitecture students. (2005)

Newspaper and magazine research of the p lanning and bui lding process

of s ix mid twenty -century academic bui ldings in the University o f Puerto

Rico Medica l Science Campus and Mayaguez Eng ineer ing Campus. Between

them: Agr icultura l Science Bui lding and Genera l Engineer ing Bui ld ing by

architect Henry Klum, Physics , Geo logy and Mar ine Science Bui lding by

architect Tom Marve l and The Residence for Nurse Student and The


AP R 2 00 7


2 0 / 4 3

Academic Bui lding for Nurse Studies by architect Efra in Pérez -Chanis .

(2004)

Study in progress: the deve lopment of the town centers of Comer io ,

Barranquitas , Quebradi l las. Canóvanas , and Lo iza towns.

Current academic , professional , and publ ic se rvice

President , Academic Affa irs Commit tee , 1995 -98

Member , Undergraduate Program Commit tee , 1998 -present

F irst Year Design Coordinator 2002 -2005.

Member , Ad-Hoc Commit tee for Curr icu la r Rev is ion, 1994 -2006

Member CIEPA, I nst i tut iona l Commit tee for the Eva luat ion of the

Academics Programs of the U .P.R. , Río P iedras , 2000 -present .

Member , Personnel Commit tee 2005 - present

Member , Inst i tut iona l Commit tee for the integrat ion of Ar ts Curses in the

new undergraduate curr icu lum

Conferences

Escue la de Artes P lást icas de Puerto Rico , 2007


Asociación Puertorr iqueña de Profesores Universita r ios

Museo de l Ar te de Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Carlos García Moreira


Courses taught

ARCH 5005, 5006, 6991


M.Arch , Georgia Inst i tute of Technology 2005

Bache lors in Env ironmenta l Design , Escue la de Arquitectura , Universidad

de Puerto Rico 2000



Honorable Ment ion, Casa en Torr imar , Premios Obras Cemex, 2007


Architect , RVMD Des ign Group


Colegio de Arquitectos y Ar quitectos Pa isa j istas de Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Rafael Gavi lanes Sánchez


Courses taught

ARCH 4134, 6361

Educat ional backgroun d and registrat ion data

M. Arch. Harvard University , Cambr idge , Massachuset ts , 1992

B. Env ironmenta l Design , North Caro l ina State University , Ra le igh , North

Caro l ina 1985

Registered Architect , New York Sta te and Puerto Rico


Pr incipa l , Ra fae l Gav i lanes , Arquitecto , San Juan, Puerto Rico

Cl i ft Residence , Gurabo, Puerto Rico

Guest Cr it i c , University of Puerto Rico

Architecture Group Director , Behar -Ybarra & Associa tes - Pro ject Architect :

Comple jo Deport ivo Ma yaguez 2010 , Nuevo Is idoro Garcia Baseba l l

Stadium, Comprehensive Rehabi l i ta t ion and expansions of Residenc ia l

Frankl in D. Rooseve lt , Mayaguez



NCARB Cert i f ica t ion


AP R 2 00 7


2 1 / 4 3

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Name: Anna L . Georas

Posit ion : Instructor on Tenure Track

Courses taught

ARCH 4135, 4136, 3133, 3134

Educat ional background and registrat ion da ta

Ph. D. in Phi losophy , Candidate , Universidad Complutense , Madr id

M.A. in Architecture , Graduate School o f Des ign , Harvard University , 1991



Registered Architect , L icense #12942

Profess iona l P lanner , L icense #633


Publ ica t ions

San Juan Star a rt ic le in defense of the conservat ion of La Concha Hote l at

the he ight o f the controversy of i t ’s imminent demol it ion; In forma essay

of the new-minimal ist House a t Winnipeg des igned by the architect

Francisco Jav ier Rodr íguez, Canada .

Compet it ions

Tower Museum in Manhattan, New York 2007; SPAC, Seoul Korea 2007;

P laza 18 RFP , Santurce 2007; 21st M i l lennium Hous ing , Universi ty o f

Puerto Rico , Puerto Rico (2004)


I was given the opportunity – under the Puerto Rico Department of

Housing – to create and direct an urban redeve lopment program which we

named Renace . Our e f fo r ts focused on the t radit iona l urban centers of

non-ent i t lement municipa l i t ies. The urban planning ef for t focused on

integrat ing per iphera l low - income communit ies into the t radit iona l urban

center . These plans a lso addressed a var ie ty o f urban issues in order to

improve the overa l l recreat iona l and inst i tut iona l amenit ies , as wel l as

movement , throughout the center . An 18 -agency commit tee was created

to promote more coherent inter -agency investment and coordinat ion. In

1997, Renace rece ived a John J . Gunther B lue R ibbon Pract ices in

Community Development in the ca tegory of Suitab le L iv ing Env ironments

o f the Federal Department of Hous ing and Urban Dev elopment . Dur ing

the per iod as founder and d irector o f the program we completed e ight

master plans , prepared the base -work for s ix more and offered Design

Studios with the School o f Architecture at the University o f Puerto Rico .



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : José González -Peniza

Posit ion : Instructor, Supervisor Digital Photography Laboratory

Courses taught

ARCH 3071, 3072, 3015


M.A. in Educat ion, Inst ruct iona l Systems Technology , Ind iana University ,

Bloomington Ind. , 1973

B.A. in Secondary Educat ion, Universidad de Puerto Rico , 1972


Profess iona l Photographer ; Secretary of the Facul ty , School o f

Architecture ; Faculty Representat ive , Campus Academic Senate ; Member ,

Faculty Af fa irs Commit tee , Campus Academic Senate .


AP R 2 00 7


2 2 / 4 3

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Name: Anixa González Ríos


Courses taught

ARQU 313 , 3132 , 3133, 3134


MArch, School Of Architecture , Ohio Sta te University , 2000





Aust in School o f Architecture Fe l lowship – outstanding per formance in

design stud ios , 2000

Amer ican Inst i tute of Architects Henry Adams C itat ion for the h ighest

grade po int average in the Master ’s Program, 2000


Current ly deve loping new ideas/designs for h igh -end pre -designed

residences to market loca l ly


Pr incipa l , Architectura l Studio , PSC.

Professor , Ta l ler Int roductor io de Verano , Universidad de Puerto Rico ,

2003–2006

Professor , Po ly technic University o f Puerto Rico , 1st year Design Studio ,

2001-2003



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Francisco J . Gut ierrez


Courses taught

ARCH 4134, 6313

Registered Architect , Puerto Rico

Educat ional background and regi strat ion data

M.Arch , Graduate School o f Design, Harvard University , 1996

Bache lor o f F ine Arts , Ot is Ar t Inst i tute of Parsons School o f Design,

1990


Fina l ist : AIA Puerto Rico Furniture Design Competit ion, Universidad de

Puerto Rico , 2007


Pr incipa l , Ta l leres , Muebles y Arquitectura , San Juan, PR

Hacienda la Esperanza , Manat í , PR, present

Alca lá , San Juan, PR, 2007; Ra ld ir i Res idence , San Juan, PR, 2006

Off ices – Hacienda Buena V ista , Ponce , PR, 2006; Guard House – hacienda

buena v ista , Ponce , PR, 2006 Dinning/Conference Room – Las Cabezas de

San Juan, Fa ja rdo , PR, 2005

Berr ios Residence , Barranquitas , PR, 2005


Colegio de Arquitectos y Arquitectos pa isa j i stas de Puerto Rico


AP R 2 00 7


2 3 / 4 3

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Name: Annabel le Hernández


Courses taught

ARCH 4133


MArch, University o f Pennsy lvania ; School o f Design, Phi lade lphia , PA





GSFA Grant , Dean 's Mer it Scho larship , May 2003


Junior Architect , U rbana: Diseño y Arquitectura CSP; San Juan, PR, 2007.

Per forming Const ruct ion Documents for the renovat ion of an exist ing

house located in the Caparra Area .

Junior Architect , Toro Ferrer Arquitectos CSP; San Juan, PR, 2003-2006

General Studies Bui ld ing, Univers ity of Puerto Rico, San Juan. Carr ied out

the programming , compi led data and interv iewed users for new bui ld ing

proposa l . Par t ic ipated on the design deve lopment documents and

const ruct ion documents for the Annex of the Genera l Studies Bui lding .

Executed const ruct ion documents and coordinated with consultants for

the renovat ion of the exist ing Genera l Studies Bui ld ing .

Dr. Montes Off ice,Hospita l Auxi l io Mutuo, San Juan. Excecuted des ign

deve lopment documents for a high -end inter ior o ff ice ded ica ted to the

Botox Cosmet ic . Carr ied out research of new mater ia ls and systems.

Po ly technic University o f Puerto Rico ; New School o f Architecture , San

Juan, PR. 2004



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: John B . Hertz


Courses taught

ARCH 4311, 4312, 6361, 68 95


MArch, University o f Ca l i fornia -Berke ley , 1971

BArch (w ith D ist inct ion) , Ar izona Sta te University , 1970

Registered Architect , Puerto Rico , New Mexico and Texas


(Co -author ) Master Plan Proposa l for the Restorat ion of Aguire , AIA

Bluepr int for Amer ica Program, 2007

(Co-author ) 2007 So lar Decathlon Proposa l , DOE, 2005.

Current Research , scholarship and creat ive act ivity

Publ ica t ions

“Affordable Housing for the Hispanic Community ,” Affordab le Des ign:

Convening the Conversat ion. Los Angeles: Associat ion for Community

Design Annua l Conference , June 2006. (One of 8 papers se lected

nat iona l ly by ACSA for publ ica t ion)

(Co -author with Luis H. A lva and Jorge E. Gonzá lez) “ Impact o f

Construct ion Mater ia ls on Energy Consumpt ion In Homes In the

Car ibbean,” Int ernat ional Solar Energy Conference Proceedings .

Washington, D.C.: I nternat iona l So la r Energy Socie ty , 2005.

“Henry Klumb: La búsqueda de una arquitectura apropiada para los

t rópicos ,” Anuario Estudios de Arquitectura B ioc l imát ica 2004 , Ed .

Mor i l lón, Dav id. Ciudad de México : UNAM, 2005.

Conferences

(Presenter ) “Modernidad Tropica l y la Lucha Para la Autent ic idad,” I I I

Biena l de la Habana . La Habana: Biena l de la Habana , May 2006.

(Presenter ) “Wr it ing Green into Spec if ica t ions .” USGBC -San Juan Chapter ,

Apr i l 2006.


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(Presenter ) “Casa Libre ,” Low Energy Homes for Puerto Rico . San Juan:

Departamento de Vivenda de PR and Env ironmenta l Protect ion Agency ,

Oct . 2005

(Presenter ) “Arquitectura B iocl imat i ca : 4 Pa ises/7 Proyectos.” Santo

Domingo: Universidad Iberoamer icano , Sept . 2005.

Current academic , professional and publ ic services

Dean, School o f Architecture , Universidad de Puerto Rico , San Juan,

Puerto Rico ,1998-2006

University o f Puerto Rico : Cha ir , University Design Adv isory Board ,

University 2011 St ra tegic Plan Commit tee , Resources Conservat ion

Commit tee , University Administ rat ive Counc i l , University Senate ,

Community Outreach/Serv ice Center Commit tee , University

Internat iona l iza t ion Commit tee , Un iversity Master Plan Commit tee


Arquitecto Licenc iado -Puerto Rico , 1998; Registered Architect -Texas ,

1984, New Mexico , 1974

Registered Inter ior Designer -Texas , 1992

Licensed Contractor -New Mexico -Leve l GB-2 , 1974

Nat iona l Counc i l o f Archi tectura l Regist rat ion Boards Cert i f ica te , 1981

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Javier Isado Vigi l

Posit ion : Instructor and Undergraduate Program Director

Courses taught

ARCH 3121, 3122, 6313, 4135 , 4136


Master´s Degree in H istory and Theory of Architecture , Universidad

Po l i técnica de Cata luña ,

Barce lona , Spa in

B . Arch, Corne l l University , I thaca , New York

Registered Architect , L icense # 15408


Editor , Rev ista InForma

Adv isor , Programa ATI de Becas para Invest igación

Excecut ive Director , Junta Asesora de Urbanismo, San Juan, PR

Vis i t ing Cr it ic , Corne l l University , 2007

Inter im Director H istory and Theory Commit tee , Escue la de Arquitectura ,

Universidad de Puerto Rico


Draft , Soto Fernández Residence , San Juan, PR; Dra ft , Off ice Bui lding , ,

Rooseve lt 301, San Juan, PR

Graphic Design and I l lust rat ions Ed itor , SJU 7500 Km de Oportunidad

Editor , Report from The Junta Asesora de Urbanismo



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Mayra J iménez Montano


Courses taught

ARCH 3131 , 3132 , 6313, 6314


MArch, Escue la de Arquitectura ,Universidad de Puerto Rico , 1993





Independent Consultant ; Cast ro Residence , Adjuntas , Puerto Rico 2007

Mart ínez Residence , San Juan Puerto Rico , 2007

Maza Residence , Ocean Park 2007; 161 Ponce de León Off ices , Hato Rey ,

Puerto Rico 2006

Sul l ivan Res idence , Guayama , Puerto Rico , 2005

Maza Portuondo Residence , Guaynabo, Puerto Rico , 2005


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Centro de Usos Múlt iples Lares ,Puerto Rico , 2005


Furniture Design



Amer ican Inst i tute of Architects

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Jorge L . Lizardi Pol lock

Posit ion: Associate Professor and Director Centro

Interdiscipl inario de Urbanismo, Diseño Ambiental y Desarrol lo

(CIUDAD)

Courses taught

ARCH 4211 , 4212 , 4213, 4214, 6145, 6992


Ph.D. La t in Amer ican His tory , Universidad de Puerto Rico , 2002

M.A. European History , Universidad de Puerto Rico , 1997

El Co legio de México , 1995 -1996

B.A. La t in Amer ican History , Universidad de Puerto Rico , 1992


2003 – Ríos-Pasare l l Foundat ion, Dr . Ana Sagardía Award to the best PHD

Thes is in H istory


Publ ica t ions

“Fronteras e lusiva s: enunc iación de l urbanismo en San Juan” , en Haro ldo

Dil la (ed .) , Fronteras Int ernas : las nuevas formas de la exc lus ión , CIECA ,

Grupo Ciudades y Fronteras , Universidad Iberoamer icana , Santo Domingo ,

2007.

“La creat iv idad destruct iva de la a rquitectura moderna , las

incer t idumbres de la Nación” , en Entorno, Revista del Colegio de

Arquitectos y Arquit ectos Paisaj is tas de Puerto R ico , No . 7 , jul io 2007.

SJU 7500: de los escept ic ismos a la reinvención de la c iudad. San Juan:

Co legio de Arquitectos y Arquite ctos Pa isa j istas de Puerto Rico , 2006.

“Ponce , o los a r t i lug ios de una capita l a l terna” , en Histor ia y Soc iedad,

Departamento de Histor ia , Universidad de Puerto Rico , Río Piedras , 2007.

“Pensar e l espacio , const ruir ident idades “ tropica les” : re f lexione s en

torno a la memor ia , e l poder y la a rquitectura en e l Car ibe” , en Car los

Pabón (ed .) , E l Pasado ya no es lo que era: la histor ia en t iempos de

incert idumbre . San Juan: Vért igo , 2005.

“De cirug ías y anulac iones: memor ia , poder y espacio en San Juan” , en

Revista Debats , Va lencia , número especia l ded icado a San Juan y editado

por Eduardo

“La lo” Rodr íguez, Barce lona , 2005.

“De implosiones y ot ros demonios de l espacio” , En Bordes , no . 9 , Grupo

de Estud ios A lternat ivos , Universidad de Puerto Rico , 2003.

Conferences

“Fronteras e lusivas: enunc iación de l urbanismo en San Juan” , en Ta l ler

Fronteras Int ernas : las nuevas formas de la exc lus ión , CIECA , Grupo

Ciudades y Fronteras, Universidad Iberoamer icana , Santo Domingo , 29 de

nov iembre de 2006.

“De la c iudad promesa a la ant i -c iudad: concepto y exper ienc ia de San

Juan” . Char la int roductoria a la conferenc ia magis t ra l de Enr ique

Peña losa , 13 de marzo de 2006, Hote l Car ibe Hi l ton.

Memor ia, espacio y c iudadanía: c iudad, paisaje e ident idad en México ,

Conferenc ia Magist ra l , México D.F . , Universidad Autónoma Metropol i tana ,

13 de enero de 2006.

“Los re la tos y las práct icas: una hipótesis acerca de l saber y e l hacer en

la a rquitectura” , (en conjunto a l Arq . J av ier I sado) . Escue la de

Arquitectura de la Universidad de Puerto Rico , nov iembre 2 de 2005.


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“Think ing Spaces , Bui lding Tropica l Ident it ies: Reflect ions on the

Car ibbean Memory and Architecture” , en 11th Conference of the

Internat iona l Planning History Society , P lanning Models and the Cult ure

of C it ies , 14-17 July , Barce lona , 2004.

“Pensar e l espacio , const ruir ident idades: re f lexiones en torno a la

memor ia y e l pat r imonio arquitectónico de l Car ibe” , en 35ta Conferencia

Anua l de Histor ia de l Car ibe , Asociac ión de Histor iadores de l Car ibe ,

Universidad de Puerto Rico Colegio de Abogados, Santurce , 1 de mayo de

2004.

“Sobre e l est i lo : memor ia , moda y a rquitectura en Puerto Rico” Jorge L .

Lizardi y J av ier I sado, en Intersecc iones de la histor ia: la posmodernidad

y las miradas interdisc ip l inar ias , XI Reunión Anua l de la Asoc iación

Puertorr iqueña de Historiadores , Humacao , 4 de octubre de 2003

La construcc ión de modernidades: una genealogía de l Comité de Diseño

del Departamento del Int er ior, 1938 -1948 , Co legio de Arquitectos de

Puerto Rico , 22 de octubre de l 2003.

“E l Car ibe : más a l lá y más acá de la urbanidad car ibeña . H istor ia de la

región y su arquitectura ” , ser ie de conferenc ias para la Maestr ía en

Arquitectura Tropica l Ca r ibeña , Universidad Naciona l Pedro Henr íquez

Ureña , Santo Domingo , Repúbl ica Domini cana , 18 a l 23 de octubre , 2002.


Halt c i t ies: re f lect ions on the Car ibbean urban exper ience (Essays

compi la t ion to be publ ished in 2008)

Space , memory and ident it ies in Mexico (1863-1911) (To be publ i shed in

2008)

Popul ist Space : Ideo logy and Architecture in México (1917 -1940) .

Research in progress.

Ra t iona l Dreams: to ta l i tar ianism and design in I ta ly (1922 -1945) .

Research in Progress.

In search for the imaginary c i ty o f Santurce : urbanism and po l i t ics in

Puerto Rico , co l lect ive research pro ject for CIUDAD (coordinator and

editor )


La t in Amer ica Stud ies Associa t ion

Grupo Ciudades y Fronteras , CIECA , Universidad Iberoamer icana , SD

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Emil io Mart ínez -Cimadevi l la

Posit ion: Professor in Pract ice

Courses taught

ARCH 6311, 6314


MS Architecture and Urban Design, Co lumbia University , 1985

MArch, Escue la de Arquitectura ,Universidad de Puerto Rico , 1979

Registerd Architect , License # 9097


AIA Honorable Award, Comunidad E l Cie l i to , Comer ío , 2006

IX Biena l , Co legio de Arquitectos y Arquitectos de Puert o Rico , Nat iona l

Honor Award

Bibl io teca Eléct rónica de Morov is , 2005

IX Biena l , Co legio de Arquitectos y Arquitectos de Puerto Rico , Honor

Award, P lan Maest ro de l Caño Mart ín Peña , San Juan, 2005

IX Biena l , Co legio de Arquitectos y Arquitectos de Puerto R ico , Ment ion,

Proyecto Urbano para la Comunidad E l Cie l i to , Comer ío , 2005


Pr incipa l , Emil io Mart inez y Asoc iados , 1987 - present (Pub l ic ,

Governmenta l and Pr ivate commiss ions)

V is i t ing Professor , Universidad Po l i técnica de Puerto Rico , School o f

Architecture , 2006-2007


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Sociedad Puertorr iqueña de P lani f icac ión


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : El io S . Mart ínez – Joffre

Posit ion : Associate Professor and Director of the Tal ler de Diseño

Comunitario

Courses taught

ARCH 4133, 4134, 5030, 4045 , 4046 , 63 13


Arquitecto , Inst i tuto Tecnológico y de Estud ios Super iores de Monterrey ,

ITESM , N .L . , México , 1980 Registered Architect , L icense# 9948

Recent Honors and Awards

Premio a la So l idar idad 2007 , Fundación Miran da , Ta l ler de Diseño

Comunitar io - Escue la de Arquitectura , Universidad de Puerto Rico

Honor Award AIA, Bui l t Pro ject , AIA Honor Awards 2006 , "Casa en Cupey" ,

San Juan, PR

URBE Award for Exce l lence in Architecture 2003 , “Rea lo jo Barr iadas Israe l

y Bitumul ” , San Juan, PR

URBE Award for Exce l lence in Architecture 2003 , Honorable Ment ion,

“Castaña 5” , Guaynabo , PR

Honor Award AIA, Bui l t Pro ject , AIA Honor Awards 2002 , “Rea lo jo

Barr iadas Israe l y Bitumul” , San Juan, PR

Exce l lence in Educat ion Award, AIA Honor Awards 2002, Puerto Rico ,

December 2002

Dist inc ión a la Labor de la Enseñanza , Conse jo Genera l de Estud iantes

Escue la de Arquitectura , Universidad de Puerto Rico , 2001


"La Idea y la Imagen como Precedente de la Forma Arquitectónica " ,

Cont inuous research

Conferences

Foro Socia l de Puerto Rico , “ Protesta con propuesta : E l Ta l ler de Diseño

Comunitar io , una exper iencia de diseño a lternat ivo y part ic ipat ivo” , en

co laboración con e l Prof . Edwin Qui les Rodr íguez, 2006

“Pr imera Cumbre de Comunidades en Riesgo de Ser Desplazadas” ,

Edi f ic io Luís A . Ferre de l Senado de PR, 2005

Conferenc ia de Prensa : “Comunidad Maine” , Guaynabo , PR 2005

"Tres casas , t res a rquitectos , t res v is iones" Escue la de Arquitectura –

UPR, 2005

2do Congreso APPU Asociación Puertorr iqueña de Profesores

Universita r ios, Caro l ina , PR, “Universidad y Comunidad: ¿Rumbos

Divergentes?” , en co laboración con e l Arq . Edwin Qui les Rodr íguez

Ta l ler : Est rategias de Intervenciones para la Rehabi l i t ación de

Comunidades Espec ia les – “Rea lo jo de las Barr iadas Israe l y Bitumul” ,

Apr i l 2003

Universidad Autónoma de México - UNAM, “Traba jos Docencia y

Estud iantes - Escue la de Arquitectura UPR” , June 2002

“Conversator io de l Ta l ler de la Comunidad” , Escue la de Arquitectura , UPR,

March 2001

IX SAL-Seminar io de Arquitectura Lat inoamer icana , “Ta l ler Comunitar io -

Escue la de Arquitectura , UPR” , 2001.

Publ ica t ions

“Nueva Casa para los esfuerzos franc iscanos en Toa Ba ja ” , E l Nuevo Día ,

27 agosto 2007

“Cañón ba jo amenaza” , E l Nuevo Día , 19 de agosto 2007

“Opción Eco - tur íst ica a l Noreste” , E l Nuevo Día , 7 dic iembre 2006

“Desarro l lo Sustentable” , E l Nuevo Día , 7 d ic iembre 2006

Rev ista Integratec - “Premian Obra Arq . E l io S . Mart ínez - Jo ffre ” - ITESM

2006


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México ; “Premios de Honor - AIA 2006” , E l Nuevo Día , 20 agosto 2006

“Cumbre sobre desplazamiento de comunidades” , E l Nuevo Día , 6 agosto

2005

“En México Estud iantes de Arquitectura de la UPR” , E l Nuevo Día , 6

agosto 2005

“People in Focus” , Car ibbean Bus iness , March 3 , 2005

“Para Hacer un Sueño Rea l idad” , Pr imera Hora , 5 febrero 2005

“E l Ta l ler de Diseño Comunitar io: una propuesta de t ransformación en la

enseñanza y práct ica de la a rquitectura” , en co laboración con e l Arq .

Edwin R. Qui les Rodr íguez

Ta l ler de Diseño Comunitar io , UPR, Escue la de Arquitectura , Universidad

Centenar ia : ¿Y Ahora Qué? , 2do Congreso de Invest igación, 8 de octubre

2004

“Centro de Tutor ías y aprendiza je , Crean Casa Esperanza para niños de

Toa Ba ja” , Pr imera Hora , 29 sept iembre 2003

F lor ida/Car ibbean Archi tect , AIA Puerto Rico Honor Pro jects , Summer

2003

“Compromiso para proteger la Cueva de l Ind io” , Pr imera Hora , 21 mayo

2003

“Barr iada Israe l y Bitumul” , E l Nuevo Día 2 abr i l 2003

“Arquitectura de Honor” , E l Nuevo Día , 24 nov iembre 2002

“De la Teor ía a la Práct ica un paso es” , D ia logo. Mayo 2002

“Ajustes para un padre a t iempo completo” , E l Nuevo Día , 17 junio 2002

AAA-Archivos de Arquitectura Ant i l lana , Año 7, Número 13/enero 2002

ARQ 2002 , Viv ienda Unifami l ia r Castaña 5 , Proyecto de Interés

Socia l/Rea lo jo de la Barr iada Israe l y Bitumul .


Pr iva te Pract ice : Pr inc ipa l , E l io S . Mart ínez - Jo ffre AIA/CAAPPR, Arquitecto ,

1987 to present

Director Ta l ler de Diseño Comunitar io , 2005 to present

Internat iona l Studio Coordinator and Profesor UPR/UNAM, 1999 to

present

Coordinator , AIAS , Student Chapter , Universidad de Puerto Rico , 2000 -

2004

4th Year Design Stud io Coordinator , Escue la de Arquitectura ,

Universidad de Puerto Rico , 2004-2006

History and Theory Coordinator , Escue la de Arquitectura , Universidad


Member , Comité de Diseño Escue la de Arquitectura , Universidad de

Puerto Rico

Member , Graduate Program Comité Escue la de Arquitectura , Universidad

de Puerto Rico

Member , Comité Ampl io Escue la de Arquitectura , Universidad de Puerto

Rico

Member , Comité de Dia logo Escue la de Arquitectura , Universidad de

Puerto Rico

Academic Senator Universidad de Puerto Rico , 2005-2007

Member , Comité de Asuntos Estudiant i les de l Senado Académico 2005 -

2007

Architectura l Consultant for “Corporación para e l desarro l lo de las

Barr iadas Israe l y Bitumul , San Juan, PR” , 1996 to present

Profess iona l Pract ice Director Co legio de Arquitectos y Arquitectos

Pa isa j istas de Puerto Rico 2000 -2004

2 Year Director Amer ican Inst i tute of Architects –Puerto Rico , 2002-2004

Member , Comité para e l Desarro l lo de l Parque de l Centenar io Universidad

de Puerto Rico , 2007-2008, Universidad de Puerto Rico , Río P iedras.


Colegio de Arquitectos y Arquitectos Pa isa j istas de Puerto Rico , 1988 -

present

Amer ican Inst i tute of Architects , 1988 - present

GT L ieux de Culte , U IA , 1995 - present

WG Profess iona l Pract ice , U IA , Par is – Ber l in , 2002


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............................................................................................................

Name: Oscar Guillermo Marty-Baldissone Posit ion : Professor

Courses taught

ARCH 4133, 4134, 6361


MArch in Urban Design , Graduate School o f Design, Harvard University

1965

Arquitecto , Universidad Naciona l de l Li tora l , Rosar io , Argent ina , 1962

B.A. L ibera l Ar ts , Co legio Jul io A . Roca , Buenos Ai res , 1955


Registered Architect , U .S . Virg in Is lands , 1966

Registered Architect , Santa Fe , Argent i na , 1962

IBS Prefab Const ruct ion System, US Patent 7 ,185,467 B2


Panel ist , Asociacion de Contrat istas de Hogares , Af fordable hous ing ,

Design st rategies and a lternat ive , Const ruct ion systems, San Juan,Puert o

Rico 2006

G.R.C.Associa t ion 14th B i - Annua l Congress , P laza Venecia Prefab

Bui ld ing Presentat ion, Hong -Kong 2005

Exhib it ion & Lecturer IBS System. Const ruct ion Specif i ca t ion Inst i tute

Nat iona l Convent ion San Juan, P .R. 2005



Co legio de Arquitectos de Santa Fe , Argent ina

Glass Re inforced Concrete Associa t ion, London

PCI - member , 2000.

............................................................................................................ Name: Sonia M. Miranda Palacios


Courses taught

ARCH 3131, 3132, 4133, 4134 , 6313 , 6314


M . Arch, Massachuset ts Inst i tute of Technology , 2000

B.A. Socia l Sc iences , Ma jor in Urban Geography , M inor in Env ironmenta l

Design , Universidad de Puerto Rico , 1996

Registered Architect L icense #18600


ATI/UPRRP/UPPR Technology Transfer Pro ject , funded by the Puerto Ri co

Highway and Transportat ion Author ity and the Env ironmenta l Protect ion

Agency . The pro ject is part o f the Susta inable Urbanism Laboratory in

the Env ironmenta l Sc iences Department , and is an interdiscipl inary

approach to transportat ion and urbanism, with study areas in

a rchitecture , p lanning , engineer ing , socia l sc iences , administ rat ion and

others. The pro ject funct ions as an invest igat ion laboratory for the above

ment ioned topics and se rves as a plat form for work for the students

part ic ipat ing . Di f ferent universit ies and schools part ic ipate in the

invest igat ion, such as the University o f Puerto Rico School o f

Architecture , the Env ironmenta l Sc iences Department , the P lanning

School , Bus iness Adminis t rat ion, Socia l Sc iences , Eng ineer ing (University

o f Puer to Rico - Mayaguez Campus) and the Po ly technic University o f

Puerto Rico with severa l o f i t s departments . The program includes a

t rave l abroad. We have been to dif ferent countr ies with proven or new

technology in the f ie ld o f t ransportat ion and urban des ign, such as

Co lombia - Bogota and Medel l in , the United States of Amer ica - Por t land,


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Oregon; and this year we wi l l v is i t Argent ina , Buenos A ires and Sant iago

de Chi le with the new Trans -Sant iago pro ject .

Current academic , professional , and publ ic servic e

Senior Designer and Head of Sta ff , U rbana , Arqui tectura y Diseño , 2006 -

present Design and UFAS 504 Consultant , Lu is Manue l Carr i l lo & Assoc . ,

2004- present

Design Consultant , VIAt res , 2003 -2006

Juror , “ Innovat ion in Des ign with concrete” Compet it ion fo r this year

Educat ion Commission Di rector , Co legio de Arquit ectos y Arquitectos

Pa isa j istas de Puerto Rico

Inst ructor , Ta l ler Int roductor io , 2006 , 2007

Coordinator , 2007 So lar Decathlon Compet it ion


Amer ican Inst i tute of Architect s


United States Green Bui lding Counci l , Car ibbean Chapter

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Enrique Ramón Mil ián


Courses taught

ARCH 4135 , 4136


M. Arch, Harvard University Graduate School o f design, 2000

B.Arch. School o f Architecture , Washington University , M issour i



Pr incipa l , De2 Arquitectos , 2006 - present

Const ruct ion and Pro ject Manager , Const ruct ion Management Consultant

Group, 2003- 2006

Lecture

Ye l low Br ick Road, School o f Architecture , Texas Tec h University 2006

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : Pedro A . Muñiz -Rivera

Posit ion : Professor

Courses taught

ARCH 4017, 4311, 4312, 4037 , 6313 , 4135, 6361

Educat ional backgroun d and registrat ion data

PhD, Virg in ia Po ly technic Inst i tute & State University , 1986

MArch, Escue la de Arquitectura , Universidad de Puerto Rico , 1981





Pr incipa l , P .A . Muñiz Rivera , Arquitecto & Asociados , 1991 -present

Coordinator , Technology Commit tee

Director , Laborator io Ambienta l de Arquitectura Tropica l , School o f

Architecture , 1992-present

Academic Senator , University o f Puerto Rico , 2007



Member , The Masonry Socie ty

Member , Bui ld ing Env ironment and Thermal Enve lope Counc i l

Member , Soc ie ty o f Bui ld ing Sc ience Educators



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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Nadya K. Nenadich


Courses taught

ARCH 6443

Educat ional background and registrat ion data :

Ph. D. candidate in the Architecture Department , Escue la Técnica

Super ior de Arquitectura de Barce lona , Universidad Po l i técnica de

Cata luña - Barce lona , Spa in, 2000 - 2005

Cer t i f ica te in Advanced S tudies , 2 003

Master o f Sc ience in H istor ic Preservat ion, Co lumbia University , NY , 1999

Bache lor in Architecture , Pra tt Inst i tute , NY , 1997

Escue la de Arquitectura , Universidad de Puerto Rico - San Juan, PR, 1995


President ia l Fe l lowship , University o f Puerto Rico , 2000 -2004


The Urban Pro ject in the New Urbanism: space and memory

Closing /Closed: Po l i t ics and Pro jects o f the New Urbanism

In Search of a Cultura l Ident ity : I t ’s Impact on Histor ic Preservat ion

A History of the Preservar ion of Modern Architecture in Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Maria Isabel Ol iver

Posit ion: Instructor and Graduate Program Coordinator

Courses taught

ARCH 3131, 3132, 4133, 4134 , 4047 , 4048, 6225


Sabbat ica l Leave , Parsons School o f Design, 2005


Ph.D. Candidate , Harvard University , -present

M.A. in Architecture , Co lumbia University , 1990




APR ‘07 Commit tee , H istory and Theory Commit tee , Director of Esca la

Lectures:

‘De Representaciones , Ident idades y Otros Demonios ’ , Universidad de

Puerto Rico , School o f Architecture , Fa l l 2005

‘Works in Progress’ , Parsons School o f Design, 2004

Exhib it ions:

Curator for exhib it ion on Cuban architect Jose Antonio Choy ‘Works on

Paper ’ , Parsons School o f Design, 2003


Exhib it ion Rev iew: Architecture and Revo lut ion in Cuba, 1959 -1969 ,

publ ished in Co lumbia University ’s Future Ant er ior, Journal of Histor ic

Preservat ion, History, Theory and Cr it ic ism, Summer 2005

ACSA Coordinator o f Symposium Architecture, Cul ture, and the

Chal lenges of G lobal izat ion he ld in Havana , Cuba Architecture , 2002


AP R 2 00 7


3 2 / 4 3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Gloria Milagros Ort iz

Posit ion: Assistant Professor and Assi stant to the Dean for

Academic Affai rs


B Arch (6 year degree) , University o f Puerto Rico , 1976;

Architect in Tra in ing , Puerto Rico # 11801


Grants

Reconocimiento General del Rec into de Río P iedras, Univers idad de Puerto

Rico , H istor ic Preservat ion Funds , Nat iona l Park Serv ice , State H istor ic

Preservat ion Off ice , San Juan, Puerto Rico , Photographic and genera l

documenta l survey of his tor ic propert ies in the Río P iedras Campus , ($42,

000.00)

Pr incipa l , G.M.O. Tal ler Creat ivo -Studio : Architectura l and graphic

design; des ign and fabr ica t ion of a rchitectu ra l s ignage and mura ls ;

a rchitectura l sta ined glass .


Inter im Dean, School o f Architecture , University o f Puerto Rico ,

2006/2007

Inter im Undergraduate Program Coordinator and Assistant to the Dean in

Academic Affa irs , School o f Architecture , University o f Puerto Rico , 2003 -

2004

Ass istant to the Dean in Academic Affa irs , School o f Architecture ,

University o f Puerto Rico , 2001 -present .

Lectures

"The Secretary of t he Int er ior Standards for Rehabi l i tat ion " (Na t iona l

H istor ic Preservat ion Act , as amended 2000) H istory of Architecture

Course , Prof . Ra fae l Crespo , School o f Architecture , University o f Puerto

Rico 2003

"Preservat ion and it s Laws in Puerto Rico" ,1st year Graduate Design

Studio , Profs . Nathanie l Fuster y Jerry Torres , School o f Architecture ,

University o f Puerto Rico 2002

"Preservat ion and it s Laws in Puerto Rico" (5 c lasses) , Rehabi l i ta t ion of

Exist ing Histor ic St ructures Course , Prof . Lu is Daza (St ructure ) School o f

Architecture , University o f Puerto Rico 2002

"Technical Aspects of Stained G lass Fabr icat ion" , H istory of Architecture

Course , Prof . Ra fae l Crespo , School o f Architecture , University o f Puerto

Rico 2002


Member , ICOMOS Internat iona l ; DOCOMOMO

Colegio de Arqui tectos y Arquitectos Pa isa j istas de Puerto Rico

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Marc Passi reiu Dit Jean -Bernard

Posit ion: Associate Professor , Genera l Studies Department

Courses taught

ARCH 6991


PhD in Phi losophy , Sorbonne University , Par is , 1996

Masters in Phi losophy , Sorbonne University , Par is , 1975

Bache lors in Phi losophy , Sorbonne University , Par is , 1973


Commander , Orden de l Barón de Humbolt , Puerto Rico , 2005

Honorable Consul o f France , 2004

Academic , Academia de Artes y Ciencias de Puerto Rico , 2004


Publ ica t ions

Cantus F irmus D ’un Exi l Mus ico -Phi losophique : La Geste De Pau Casals Á

Puerto R ico (1955-1973) , Actas de l Co loquio 2006 L ’ EXI L ESPAGNOL


AP R 2 00 7


3 3 / 4 3

AUX AMÉRIQUES de l Centro de Estudios H ispánicos de Amiens (CEHA

2006) , 2007

Paro le e t Musique , Centro de Estud ios H ispanos de Amien s (CHEA 2005) ,

Université de P icardie Jules Verne , 2006

“Unity and Diversity in Re l ig ion and Culture” , UNESCO, 2005

TV

Presenter , Fest ival Casals , WPR, Channe l 6 , 2003 and 2004

Director , Espec ia l Fest ival Casals 2004 en dos Tiempos, WPR, Channel 6 ,

2005- 2007

Speaker , Fest ival Casals de Puerto R ico , WPR, Channe l 6 , 2007

Research

Esthet ic and Hermeneut ic Theory of Culture , Seven essays to be

publ ished in 2007

Lectures

“André Malraux, Europa Y Los Dest inos De La Cul tura Mundial” , Coloquio

Naciona l La Union Europea Y E l Gran Car ibe Universidad De Puerto Rico ,

2007

“Wittgenstein Y E l C írculo De Viena”, Librer ía La Tertul ia , Vie jo San Juan,

Nov 2006 ,

“La S imból ica De Las P iedras Preciosas: Desde La Taxonomía De Las

Gemas Hasta La Meta fís ica De l Lapidar io Medieva l” , Ateneo

Puertorr iqueño, PR 2006

Cantus F irmus d’un exi l mus ico phi losophique: la geste de Pau Casals à

Puerto R ico (1955-1973) , Coloquio LÉXIL ESPAGNOL AUX AMÉRIQUES,

Centre d´Études Hispaniques de lÚniversidad dÁmiens , France , 2006

Herméneut ique des st ruc tures narrat ives dans la mus ique

Iberoaméricaine du XXè S ièc le, Université dÁmiens , France , 2005

Nuevas Inquis ic iones acerca de la Teor ía de lo mental , Fundación N .

Vientos , Universidad de Puerto Rico e Fundaciones cultura les , 2005

Fi losof ía de la mús ica, F i losof ía de l conocimiento y Teor ía de la cult ura,

Academia de Artes y Cienc ias de Puerto Rico , Discurso de Recepción ,

2005

Teoría y Estét ica del Inf inito , I , Sociedad Puertorr iqueña de F i losofía ,

2005

Unity and Div rs ity in Re l ig ión and Culture , UNESCO, University o f Ant ioch

Seatt le , 2004

Mesure pour Démesure : Héctor Ber i los e t Richard Wagner , Al l iance

Franca ise , 2003

“Ludwig Wit tgenste in: una arquitectura de la transparencia ” , Universidad


Juror

Concursos Naciona les e Internaciona les de Música , Per formance y

Orator ia , 1979-2004


Board Member , Cuerpo Consular de Puerto Rico , 2006

Treasurer , Cuerpo Consular de Puerto R ico , 2006

Chef D ’ I lot for the Secur i ty P lan, 2006

President , 2007 French President ia l E lect ions

President , A l l iance Franca ise de Puerto Rico , 2007

Member , Graduate Studies Commit tee , Genera l Stdies Department

Adv isor , Asociación Puertorr iqueña de la UNESCO


Member , Fondat ion Fr ance F lor ide , M iami

Sociedad Civ i l de los Autores Mult imedia

Sociedad de las Gentes de las Let ras


AP R 2 00 7


3 4 / 4 3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : Pedro E . Parri l la -Díaz

Posit ion : Counselor I I I


Master in Rehabi l i tat ion Counse l ing (M.R.C. ) , Universidad de Puerto Rico ,

198

Bache lor o f Ar ts in Geography , Universidad de Puerto Rico , 1975

Bache lor o f Ar ts in Psychology , Universidad de Puerto Ric o , 1973


Director , Off ice of Student Counse l ing , School o f Architecture , 1997 -

present

President , Personnel Commit tee , School o f Archi tecture , 1998 -present

Design and Coordinate the Guidance Program for the f i rst students year

in the “Guidance Week ” dur ing a l l summers for the Architecture School

Guidance and Counse l ing informat ion for publ ic and pr ivate high school

students interested in Architecture School admiss ion process , 2000 -2004

Professional membersh ips

Amer ican Counse l ing Associa t ion

Amer ican Col lege Counse l ing Assoc ia t ion.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Luis A . Pico -Lacomba


Courses taught

ARCH 6383, 6384, 6385, 6992


MBA in Management , University o f Phoenix , 1996

MArch, University o f Puerto Rico , 1982


de Puerto Rico , 1980;

Pro fess iona l Pro ject Management Cert i f ica t ion, 2001

Registered Architect , L icense # 8807.

Current research , scholarships and creat ive act ivity

Conferences

Renovat ing the C ity by Bui ld ing Renewal , PMI ’s Annua l Const ruct ion

Symposium, 2006;

Fundamenta ls o f Pro ject Management for Architects , CAAPPR 2006

Convent ion, 2005;

F ly ing the Fr iendly Sk ies , a Check l ist Approach to Pro ject Management for

PMI ’s Cont inued Educat ion Program, 2005; Pr incip les of Profess iona l

Pract ice for Architects in Tra in ing and L icensed A rchitects in PR CAAPPR

2003 Convent ion, 2003; Cont inued Educat ion course in Pro ject

Management for the School o f Architecture , UPR Cont inued Educat ion

Program, 2003; Understanding Creat iv i ty and How to Increase I t for PMI ’s

Cont inued Educat ion Program, 2003; Member of the PMI ’s 6th Sympos ium

Organizat ion Commit tee ; Moderator PMI ’s Pro ject Management

Symposium

Current academic , professional and publ ic service

Manager, P lanning, Des ign and Construct ion Department . Banco Popular

de Puerto Rico ,

Corporate Rea l Esta te Administ rat ion

Professional memberships :

Member of the Colegio de Arquitectos de Puerto Rico , License No.: 8807;

Member of the Profess iona l Pract ice Commission; Member Pro ject

Management Inst i tute , PR, Chapter PMP Cert i f i ca t ion 46131


AP R 2 00 7


3 5 / 4 3

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : Edwin R . Qui les-Rodríguez

Posit ion: Professor and Director of the Tal ler Comunitario

(Ret ired)

Courses taught

Design: ARCH 5030; ARCH 6145


MArch, Massachuset ts Inst i tute of Technology , 1972

Dip loma in P lanning , Architectura l Assoc ia t ion, London, 1985

BSAD, Washington University , St . Louis , 1970


Registered Planner , Puerto Rico


Honorable Ment ion, VI B iena l de Arquitectura de Puerto Rico , 2001 for

San Juan t ras la fachada: una mirada desde sus espacio omit idos (1508 -

1910) ; URBE Award for community based design, 2001; Award for

Exce l lence , President o f the University o f Puerto Rico , 2001; Manuel A .

Pérez Award for publ ic serv ice from the Governor of Puerto Rico , 1999;

URBE Award for Exce l lence in Architecture , Manuel Zeno Gandía Credit

Union Bui ld ing , 1998.

Current research , scholarship , and crea t ive act ivity

( In progress) San Juan t ras la fachada: una mirada desde sus espac io

omit idos (1508-1910) ; ( I n progress) “The Histor ica l deve lopment of

squat ters and urban space in San Juan” ; ( In progress) “The Barr io as place

and the place of the Barr io in the c i ty ” ; ( In progress) “The deve lopment of

vernacular housing in Santurce” ; “La c iudad popular de l 1898; una

lectura cr í t ica de l espac io urbano de San Juan en los f ina les de l s ig lo

XIX,” en Eda Burgos , ed . , Memor ias del 1898 , San Juan: UPR, 2000;

“Comun idad v iequense d iscute en v ista públ ica e l plan de ordenamiento

ter r i tor ia l ,” Revista Soc iedad Puertorr iqueña de P lanif iacac ión , Nov .

2000; “E l barr io que v ia ja en la guagua aérea : Apropr iación y

const rucc ión de espacios urbanos por los migrantes ,” Dialogo . San Juan:

UPR, 1999; ¨Publ ic hear ings for the terr i tor ia l plan for Vieques ; a unique

case of empowerment ” ; Co -author of the Guide l ines for the Susta inable

Deve lopment of V ieques ; Design of c i t izen part ic ipat ion st rategies for the

deve lopment of V ieques .


Respons ible for the design of severa l bui ld ings and community

deve lopment pro jects. Consultant to community groups in Puerto Rico

and abroad. Director , Charrette El Borde , 2001. Founding member of the

Technica l and Professiona l Support Group for the Susta inable

Deve lopment of V ieques ( a mult id iscip l inary team of consultants for the

community o f V ieques is land) ; Consultant to community groups

is landwide; Responsib le for the design of community deve lopment

pro jects (current ly designing the new community É l Ca l le jón de los

Buenos; Jury Member URBE Awards , 1999.




. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Eugenio M. Ramírez Bal lagas


Courses taught

ARCH 3133, 3134

Educat ional background and registrat ion data: Mestria :

M . Arch, V irg in ia Po ly technic Inst i tute and State University ,





Exhib it ions


AP R 2 00 7


3 6 / 4 3

I X Biennia l , Co legio de Arquitectos y Arquitectos Pa isa j istas de Puerto

Rico


Pr incipa l , ER + ER dEs ign gRoup , 2006

Santos Febres Residence , Condado , PR 2006

Esmera lda Esta te (Design Deve lopment ) , Pa t i l las , PR, 2006

Hacienda La Esperanza , with El F ideicomiso de Conservación de Puerto

Rico, Manat í , PR, 2006

Maldonado Residence , San Juan, PR 2006

Sáez Res idence , Redes ign, San Juan, PR, 2006

Unl imited Pr int , Redesign, San Juan, PR, 2006

Plaza de l Quinto Centenar io , U rban Renewal , Sta te H istor ic Preservat ion

Off ice , San Juan, PR, 2003

Plaza de l Soporta l y Benefic ienc ia , U rban Renewal , State H istor ic

Preservat ion Off ice , San Juan, PR, 2003

Plan de Ocupación de l Cuarte l de Ba l la já , State Histor ic Preservat ion

Off ice , San Juan, PR, 2003

Z iegler Res idence , WQRKS, Santa Rosa , CA, 2002

Founding Member s ince 2004: Fundación Casa José (For chi ldren with

cacer and the ir famil ies)

Member , Des ign Commit tee , Escue la de Arquitectura , Universidad de

Puerto Rico

Ta l ler Int roductor io , 2003 - present , Escue la de Arquitectura , Universidad

de Puerto Rico



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Jorge F . Ramírez Buxeda


Courses taught

ARQU 3015


M. Arch. University o f Vi rg inia . Char lottesv i l le , V i rg inia , 1996

Bache lor o f Ar ts , V isua l and Env ironmenta l Studies Department , Harvar d

University , 1993



Honor Award for Un-Bui l t Pro ject , Museum Park – Condominium, Amer ican

Inst i tute of Architects , Puerto Rico Chapter , 2007; Emerg ing Pract ice

Award, Amer ican Inst i tute of Archi tecture Students , Nat iona l , 2006 ;

Honorable Ment ion , Casa So lar , Biomimicry Study , ( This award was given

to the University o f Puerto Rico students in Jorge F . Ramírez Buxeda ’s

Design Stud io ) Amer ican Inst i tute of Architects , Puerto Rico Chapter ,

2006 ; Honor Award for Bui l t Pro ject , Coca Cola Bot t lers o f Puerto Rico ,

Administ ra t ive Off ices , Amer ican Inst i tute of Architects , Puerto Rico

Chapter , 2005


Exhib it ions

IX Biennia l , CAAPPR

Coca Cola Bott lers o f Puerto Rico , Administ rat ive Off ices; Rivera Díaz

Res idence

2004 Departamento de la Viv ienda and CAAPPR

Exper imenta l Housing

Amer ican Inst i tute of Architects –Puerto Rico Chapter

VS Houses

2003 Colegio de Arquitectos y Arquitectos Pa isa j istas de Puer to Rico

Expans ion of the CAAPPR fac i l i t ies


Pr incipa l Architect , Ramírez Buxeda Arquitectos , PSC, Landscape

Architects , P lanners , and Urban

Designers . San Juan, Puerto Rico . J anuary 2004 to present .

Professor , University o f Puerto Rico , School o f Architecture . San Juan,

Puerto Rico .


AP R 2 00 7


3 7 / 4 3

January 2005 to present .

Technica l coordinator and architecture studio professor for the UPR’s

entry to the 2007 So lar

Decathlon to be he ld in Washington D.C. on September .

Pr incipa l Architect , BCJR, Inc . Architects , Landscape Architects , Planners ,

and Urban Designers.

San Juan, Puerto Rico . August , 1999 to December 2003.

Fide icomiso de Conservación de Puerto Rico , Vis itor ’s center campus for

the Hacienda la Esperanza Nature Reserve , Manat í – 2 ,278 acres , 35 ,000

sf . Master Plan and bui ld ing design o f seven bui ldings . Undergoing

process for USGBC LEED

Pla t inum Cert i f i ca t ion.


Colegio de Arquitectos y Arquitectos Pa isa j istas de Puerto Rico , Amer ican

Inst i tute of Architects #30160176 , Amer ican So lar Energy Socie ty , U . S .

Green Bui ld ing Counc i l

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Jorge Rocafort -Rivera


Courses taught

ARCH 3521; ARCH 3522; ARCH 3995; ARCH 6531, CINA 4995 , ARCH 4313

Educat ional background and professional registrat ion data

PhD (Engineer ing / Acoust ics) Northwestern University , 1979; MS

Northwestern University (E lect r ica l Eng ineer ing) , 1976; BSEE , (cum laude) ,

University o f Notre Dame (E lect r ica l Engineer ing) , 1969; P.E . Reg istered

Profess iona l Eng ineer , License # 5447


Thir ty - f ive Years of Dist inguished Serv ice Award, Universidad de Puerto

Rico , 2005


Invest igat ions re la ted to c lassroom acoust ics; Studies of Background

Env ironmenta l No ise in the San Juan Metro Area ; Deve lopment of

e lect r ica l generator no ise contro l techniques; S igna l ana lysis : acoust ic

waveform s igna tures of Puerto Rican fauna ; Lecturer at var ious loca l and

internat iona l symposia on Env ironmenta l No ise

Recent Publ icat ions

Co-author , Architectural Acoust ics : Pr inc ip les and Design. Rev ised edit ion

to be publ ished by the authors , 2007


Member : Technology Commit tee (1979 -present ) ; Member , Personnel

Commit tee , (2002-2007) . Member : Undergraduate Stud ies Commit tee

(2003-2007) . Consultant (ad -honorem basis) to the Env ironmenta l Qua l i ty

Board of Puerto Rico (2002-2007) . Founding Member : Cit izens and

Interagency Commit tee for Noise Contro l Act ion (CICAR)

Professional Membership

College of Eng ineers and Surveyors of Puerto Rico (CIAPR) ; Acoust ica l

Socie ty o f Amer ica (e lected professiona l member ) ; Audio Enginee r ing

Socie ty ; Inst i tute of Noise Contro l Engineer ing (e lected professiona l

member ) ; Inst i tute of E lect r ica l and Elect ronics Engineers ( IEEE) .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Ernesto F . Rodríguez Matos



ARCH 3015, 3121, 3122, 3133 , 3134 , 4009, 4010, 6312, 6313, 6314 ,

6991


MArch, Massachussets Inst i tute of Technology , 1996

Bache lor in Env ironmenta l Des ign , Escue la de Arquitectura , UPR , 1992

Student Exchange Program, Universidade Federa l F luminese , N itero i , RJ ,

Brasi l , 1993


AP R 2 00 7


3 8 / 4 3

Student Exchange Program, Universidad Po l i tecnica de Madr id , Spa in ,

1990


Current Research , Scholarship and Creat ive Act ivity

Lectures

“Tres Arquitectos Brasi leños , t res lecc iones esenc ia les: aspectos en la

obra de Luc io Costa , Paulo Mendez daRocha y Lina BoBardi” , Escue la de

Arquitectura , Universidad de Puerto Rico , 2003

Current Research

Brazi l ian Architecture and History

Publ ica t ions

“Explorac ion de Fenómeno Contextual Mult ip le: Diagramando lo Informal

en los Nuevos Agenc iamentos C iudadanos ” , Rev ista “BORDES” , #9 , Grupo

de Estud ios A lternat ivos de la Universidad de Puerto Rico , 2004

“Cuarte les de l Deseo : Revis ión de la Emergenc ia del Emblema de

Vig i lanc ia y Poder ” , Rev ista ( in)Forma

vo l . 1 , Escue la de Arquitectura , Universidad de Puerto Rico , 2002

Current academic , professional and publ ic service

Pr incipa l , ER + ER dEs ign gRoup , 2006

Santos Febres Residence , Condado , PR 2006

Esmera lda Esta te (Design Deve lopment ) , Pa t i l las , PR, 2006

Hacienda La Esperanza , with El F ideicomiso de Conservación de Puerto

Rico, Manat í , PR, 2006

Maldonado Residence , San Juan, PR 2006

Sáez Res idence , Redes ign, San Juan, PR, 2006

Unl imited Pr int , Redesign, San Juan, PR, 2006

Amphitheater , Facultad de Estud ios Genera ls , Universidad de Puerto Rico ,

2005

Member , H istory and Theory Commit tee , 2005 -2006

Member , Des ign Commit tee , 1997 - present

Inst ructor , Ta l ler Int roducto r io , 2003-present

ASCA Faculty Counse lor , 2002 -2003

Professional Membership


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Francisco Javier Rodríguez Suárez

Posit ion: Dean

Courses taught

ARCH 3015, 3131, 3132, 4009


MArch Harvard University 1997

BS Arch , Georgia Inst i tute of Technology 1992



CEMEX Honorable Ment ion: Casa en Torr imar , Guaynabo, PR, 2007

AIA Honorable Ment ion (PR Chapter ) Plaza de los Art istas, Guaynabo, PR,

2007

AIA Honorable Ment ion (PR Chapter ) Casa en Culebra , Culebra , PR, 2006

AIAS Nat iona l Emerging Pract ice Honor Award, Washington DC, 2005

BIENAL CAAPPR Hon. Ment ion: P laza de la Cultura , Guaynabo , PR, 2003

URBE Exce l lence in Arch.Award: Plaza de la Cultura , Guaynabo, PR, 2003


Lectures

Georgia Inst i tute of Technology , 2007

Escue la de Arquitectura , Universidad de Puerto Rico , 2006

Auburn University , Auburn, AL 2005

Congreso Iberoamer icano de Urbanismo, San Juan, PR, 2004

Universidad de Puerto Rico Escue la de Arquitectura , Río P iedras PR, 2003

Compet it ions

CAAPPR Charrette : Viv ienda Sustentable/Ca imito , San Juan, PR, 2006

CAAPPR Charrette : Vias Urbanas/Ave. Amér ico Miranda , San Juan, PR,

2005


AP R 2 00 7


3 9 / 4 3

Innovat ive Housing Compet it ion -Honorable Ment ion, San Juan, PR , 2004

Exhib it ions

AIA Awards , Museo de Art e Contemporáneo, San Juan, 2007 and 2006

Biena l de Arquitectura : Paseo de la Pr incesa , V ie jo San Juan, PR, 2005

Ga ler ía La P intadera : Fotogra fía por Arquitectos , San Juan, PR , 2005

Congreso Iberoamer icano de Urbanismo, San Juan, PR , 2004

UPR Escue la de Arquitectura: Recent Work , Río P iedras, PR , 2003

Ga ler ía La P intadera : Dibujos a Mano Alzada , San Juan, PR , 2003

Ga ler ía Bote l lo : Arquitectos en Bote l lo I I I , San Juan, PR, 2003

Juror

URBE Exce l lence in Archi tecture Awards , San Juan, PR, 2004-Pres

Publ ica t ions

En Arroz y Habichue las , E l Nuevo Día , San Juan, PR 2007

Nuevo decano en la escue la de Arquitectura , E l Nuevo Día , San Juan, PR

2007

Interv iew, ENTORNO, 2007

Interv iew, Arq - i - tec , 2007

SJU 7500km de Posib i l idades , San Juan, PR, 2006

Pat io Inter ior , E l N uevo Día , San Juan , 2006

Las casas y sus Sombreros , E l Nuevo Día , San Juan, PR, 2006

Lofts , E l Nuevo Día , San Juan, PR, 2006

Arq- i - fo l io : RVMDG, Rev ista Arq - i - tec , San Juan, PR, 2006

Shannan’s Pub, Rev ista Arq- i - tec , San Juan, PR, 2006

Shannan’s Pub, GCity Magazine , Guaynabo , PR, 2006

Los Jueces no Tienen que ser los Otros , ENTORNO -03 , San Juan, PR,

2006

Gesto Mínimo en Winnipeg, Rev ista ( in)Forma , San Juan, PR, 2006

Ent re e l Damero Espanol y la Ret icula Amer icana , Rev ista Arq - i - tec ,San

Juan, PR, 2006

Casa Weyne , MODO DE VIDA, San Juan, PR, 2006

ENTORNO, San Juan, PR, 2005

RVMDG en Guaynabo, GCity Magazine , Guaynabo, PR, 2004


AAA Archivos de Arquitectura Ant i l lana , Santo Domingo , RD, 2003



Design Director RVM+A 2000 -present

Dean, 2007-Pres

Inter im Dean, 2004

Undergraduate Program Director , F irst & Fourth Year Studio Inst ructor ,

Grad. Seminar Prof . & Thesis Adv isor , Europe Trave l Seminar

Director2004-2007

Guest Cr it i c

Corne l l University , I thaca , NY

Auburn University , Auburn, AL

Universidad Po l i técnica de Puerto Rico , San Juan, PR

Harvard University GSD, Cambr idge , MA

RISD, Prov idence , RI ; Universidad de Puerto Rico , Río P iedras , PR

Boston Architectura l Center , Boston, MA

Northeastern University , Boston, MA





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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name : Maria T. Rossi Coughl in

Posit ion: Professor in Pract ice

Courses Taught

ARQU 6311


BA Architecture , Corne l l University 1988

Registered Architect , L icense #120 79

Recent Honor and Awards

First Pr ize , Teat ro Municipa l V i l la lba , V i l la lba , Puerto Rico

F irst Pr ize , Land Adminis t rat ion Off ice , San Juan, Puerto Rico , In

co l laborat ion with the Off ice of Hector Arce , Architect

F ina l ists , School o f Architecture , Gra duate School o f Planning and the

Department of F ine Arts , University o f Puerto Rico , San Juan, P .R . , I n

co l laborat ion with Toro -Ferrer Architects

Current Academic , professional and Publ ic Services

Inst ructor , 5th year Design Studio , New School o f Archite cture ,

Po ly technic University , San Juan, P .R. 2006



. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name Arnaldo Sánchez Núñez

Posit ion Instructor

Courses taught

ARQU 3132, 3133, 3134, 4133


M.Arch , Harvard University Graduate School o f Design , 2003

B. Architecture , University o f M iami , F lor ida , 2000



Casa Mana j , Honor Ment ion: AIA Honor Awards 2006, Amer ican Inst i tute

of Architects Puerto Rico

Casa Mana j , Se lected: Possible Futures: Biena l M iami + Beach 2005,

F lor ida Internat iona l University -M iami AIA Miami Chapter -Federación

Panamer icana de Arquitectos .


Research

Design Compet it ion: New Housing for Puerto Rico (M in imal Hous ing in

Puerto Rico ) , Tradit iona l Housing + Exper imenta l Housing , San Juan,

Puerto Rico ; Stockholm Publ ic L ibrary Annex Internat iona l Architectura l

Compet it ion, Stockholm, Sweden.

Scholarship

Publ ica t ion/Casa Mana j , 2005 FEIDAD AWARD (D is t inguishing Dig ita l

Architecture ) , Yu Tung L iu , B irkhauser , Pr inceton Architectura l Press ,

2007; Publ ica t ion/Art i f i c ia l Nature , I nforma , Dr , J orge Lizardi , Ed itor ia l

Universidad de Puerto Rico , San Juan, Puerto Rico , For thcoming.

Creat ive Act iv i ty

Casa Viera , Fuster + Par tners , Architect in Tra in ing , Par t ic ipat ion in

Schemat ic Design, Design Deve lopment , and Const ruct ion Documents

phases; Casa Mana j , Danie l Mercado Soto (PE) , Architect in Tra in ing ,

Par t ic ipat ion in Schemat ic Des ign , Des ign Deve lopment , and Const ruct ion

Documents phases; Casa Pat io , Danie l Mercado Soto (PE) , Architect in

Tra ining , Par t ic ipat ion in Schemat ic Des ign phase; Casa P1, Norberto

Torres Nunci , (PE) , Archi tect in Tra in ing , Par t ic ipat ion in Schemat ic

Design phase.


Thes is Adv isor

Inv ited juror at the Po ly technic School o f Architectu re in San Juan, Puerto

Rico

Ta l ler Int roductor io para Estud iantes de Nuevo Ingreso


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Inst ructor , Inter ior Archi tecture , and ARIA History of Inter ior

Architecture , Auburn University ,2006


Colegio de Arquitectos y Arquitectos Pa isa j ist as de Puerto Rico


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Esteban L . Sennyey -Halasz

Posit ion: Associate Professor


ARCH 6311-6312; ARCH 6991


MArch, Corne l l University , 1982

BArch, Universidad Centra l de Venezuela , 1979


Registered Architect in Venezuela , L icense , #54410.

Profess iona l P lanner #530


Member , President ia l Commit tee for Culture Cit ies and Minist ry o f

Coulture and Tour ism, Gwangju, Korea , 2006

Compet it ions

Union Internat iona le Des Architects & Technica l Chamber of Greece


Member , Ad Hoc Curr iculum Commit tee

Member , Graduate Program Commit tee

Adv isor , Puerto Rico Higher Educat ion Counc i l , 2007

Inter im Dean, Escue la de Arquitectura , Universidad de Puerto Rico , Ju ly -

December 2006



Colegio de Ingenieros de Venezuela

Co legio de Arquitectos de Venezuela


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Nathan G . Smith


Courses taught

ARQ 3131


MArch, Rice University , 2006; Bache lor o f Architecture , University o f

Kentucky , 1998; (current ly passed 4/9 of ARE exams, expected

complet ion October 2007)


The City for 3 Mi l l ion Avocadoes , San Juan, PR; Proto -Architectures

deve lopment (cont inuat ion of graduate work) ; U rban Morpho logy Photo

Pro ject

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Marco Trevisani


Courses taught

ARCH 5995


MArch, School o f Architecture , Po l i tecnico d i M i lano , University o f M i lan,

I ta ly ,1990; Hochschule fur Musik , Mus ic and Technologies Program, 1992


Fe l lowship in I ta l ian Department Stanford University

Current research , scholarsh ip , and creat ive act ivity

Exhib it ion


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Gritos , a 3D animat ion audio v ideo pro ject , sponsored by the Museum of

Contemporary Arts in San Juan Puerto Rico , 2005

Conference

Arts, Technologies in the Internet T imes , Conference a t Ar t Museum of

San Juan, Puerto Rico , 2006


Rea l iza t ion of a Urban Insta l lat ion in Co l laborat ion with University o f Puerto

Rico and the Rio Piedras Cit izen Associa t ion, in Memory of a bui ld ing

explosion v ict ims (10th anniversary ) , 2006; Rea l iza t ion of a Urban insta l lat ion

in the C ity Ha l l square of Caguas , Puerto Rico . Sponsored by the Caguas City

Mayor , 2006

Technica l D irector o f the Agnula Pro ject , Centro Tempo Rea le , F lorence , I ta ly ,

2004

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Eduardo Velez Sáez


Courses taught

ARQU 4025


B. Mechanica l Eng ineer ing , Universidad de Puerto Rico , Mayaguez

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Name: Enrique Vivoni -Farage

Posit ion: Professor and Director , Archivo de Arquitectura

y Construcción de la Universidad de Puerto Rico (AACUPR)

Courses taught

ARCH 6343


PhD in Architecture , University o f Pennsy lvania , 1985

MArch, Universidad de Puerto Rico , 1973

BED , Universidad de Puerto Rico , 1971

Registered Architect , L icense #7380.


Dist inguished Professor , Associa t ion of Co l legia te Schools o f

Architecture , 2002


Programa de Estudios en Córcega (2007; 1st Spec ialty Internat ional

Conference on Monumental Cemeter ies : Knowl edge, Conservat ion,

Resty l ing and Innovat ion, May 3-5 , 2006 , Modena , I ta ly . Sponsored by

the UNESCO Wor ld Her itage Centre .

Reconocimiento general e intens ivo de los cementer ios catól icos y c iv i l de

Coamo. AACUPR y Facultad de Humanidades , Dr . Ja ime Pérez co -

invest igador . (2006)

Desarrol lo de una secuencia curr icular en conservación patr imonial ,

Programa de Maest r ía , Escue la de Arquitectura (2006)

Reconocimiento intens ivo de l Barr io Miramar , Of ic ina Estata l de

Conservación Histór ica (2005 -2006) Architectural records, inventories

and informat ion systems for conservat ion, 1-30 Apr i l , 2005, Roma , I ta ly .

Sponsored by the Getty Conservat ion Inst i tute and ICCROM.

Lectures

“Santurce: reconst rucción de l Versa l les puertorr iqueño . El caso de la casa

para los Giorge t t i Ba lse iro” , induct ion lecture to the Puerto Rico Academy

of H istory , February 2007.

“One Last Dwel l ing: From the Study of Immigrat ion to the Documentat ion

of Cemeter ies , the Case of Corsica and Puerto Rico” , 1st Spec ia lty

Internat iona l Conference on Monumenta l Cemeteries: Knowledge ,

Conservat ion, Resty l ing and Innovat ion , Modena , I ta ly , May 3 -5 , 2006.

“Viv ir la is la en est i lo ” , Cont inued Educat ion seminar for the Colegio de

Diseñadores de Inter iores de PR, Hote l Paradisus , Río Grande , P .R. , March

2006.

“E l Versa i l les puertorr iqueño: una mirada a l desarro l lo de Santurce” ,


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Lecture sponsored by the Nat iona l Endowment for the Humanit ies and the

Col lege of Genera l Studies , UPR, J anuary 2006

“Arte tropica l : la formación de una nueva arquitectura en Puerto R ico ,

1943-1956” , Fundación Luis Muñoz Mar ín , Truj i l lo Alto , P .R. March 2005.

“Al debut de l s ig lo XX: un romance con est i lo ” , Cont inued Educat ion

seminar for the law f irm of F iddler , Gonzá lez y Rodr íguez , Bankers ’ Club ,

Hato Rey , P .R. May 2004.

“La arquitectura tropica l y sus mani festaciones en Puerto Rico ,”

Cont inued Educat ion seminar for the Colegio de Diseñadores de

Inter iores de PR, E l San Juan Hote l , I s la Verde , P .R. , February 2004.

“ Invest igaciones y publ icaciones en e l AACUPR,” Pr imer Congreso

Internaciona l de Archivos de Arquitectura , Alca lá de Henares , Spa in.

January 2004.

“Obra públ ica , a rquitectura moderna y la gramát ica tropica l ,” 50th

Anniversary of the Puerto Rican Const i tut ion , Banco de Desarro l lo , San

Juan, P .R. , May 2003.

Exhib it ions

El Archivo de Arquitectura y Construcc ión de la Univers idad de Puerto

Rico : Veinte años de su fundac ión, Plaza las Amér icas / Escue la de

Arquitectura , August -November 2006.

La Arquitectura de la Jus t ic ia, en conmemoración de l 50 aniversar io de

la const rucción de l Tr ibuna l Supremo de Puerto Rico , B ib l io teca de l

Tr ibuna l Supremo, 1 March 2006.

Henry K lumb y la exuberancia poét ica en la arqui tectura , Museo de Arte

de Puerto Rico (2005-2006) Modernidad t ropical : Arquitectura y la

fuerza creadora de l 1950 . Museo de Ba l la já (2005)

Recent publ ica t ions

Klumb. Una arquitectura de impronta soc ia l Editor . B i l ingua l ed it ion

(Spanish/Engl ish) (San Juan: Editor ia l de la UPR/AACUPR, 2007.

Reconocimiento intens ivo de l barr io de Miramar, AACUPR y la Ofic ina de

Conservación Histór ica de Puerto Rico , I nventory , unpubl ished , 2006.

Arte t ropical : e l imaginario de Osvaldo Toro y Migue l Ferrer en la

formación de una nueva arquitectura para Puerto R ico .

Exhib it ion ca ta log: “La arquitectura de la just ic ia ” . Guía arquitect ónica

del Rec into de Río P iedras de la Univers idad de Puerto Rico .

Coordinator o f the publ ica t ion, co -author of texts . (Unpubl ished, 2006) .

Puerto R ico moderno, de los inic ios a la obra de Henry K lumb publ ished

in the DOCOMOMO journa l , t r i l ingua l edit io ns (Par ís : DOCOMOMO

Internaciona l , 2005)

Modernidad t ropical : Arquit ectura y la f uerza creadora de l 1950 .

Exhib it ion ca ta log. Co -editado con Mary Frances Ga l la rt , 2003.

Los corsos -americanos . Ensayos sobre sus arquitecturas, v idas y fortunas

en e l s ig lo X IX , Editor . Bi l ingua l edit ion (Spanish/French) San Juan:

AACUPR, 2002. Author of the essay: M is t íos de Amér ica . . .”


Puerto Rico Academy of H istory , 2006

Puerto Rico Academy of Arts and Sc ience , 2006

Adv isory Board State H istor ic Preservat ion Off ice , 1999 -2006

Adv isory Board on Monuments and Histor ica l S i tes , P lanning Board , 1991 -

present

H istor ica l Archives Network f irst president and founder , 1988 -present

Member , Associa t ion of Car ibbean Histor ians , 1993 -present

Member , Soc iedad de B ib l io tecar ios de Puerto Rico , 1993 -present

Founding member , Asoc iación Puertorr iqueña de Histor iadores , 1993 -

present

Member , Soc ie ty o f Amer ican Archiv ists , 1991; Member , Socie ty o f

Architectura l H istor ians , 1990

Founding member , Co legio de Arquitectos y Arqui tectos Pa isa j istas de

Puerto Rico , 1978-present

5: APPENDICES

Architecture and Construction Archives

of the University of Puerto Rico: Self -Study 2001-2005

1 .1

Santiago Iglesias, Hijo Library:

Information Resources Self -Assesment and Statistics

Report

1 .2

2002 NAAB Visiting Team Report

2 .1

2003-2007 NAAB Statistical Report

2 .2

Floor Plans, New Building, School of Architecture UPR

3 .1

Administrative Structure Diagram

3 .2

Synergetic Resources Diagram

3 .3

Sustainable Studio Report

4 .0

Community Design Workshop Report

4 .1

5: APPENDICES

CIUDAD Program Description

4 .2

iESCALA Program Description

4 .3

CENTER FOR DESIGN RESEARCH Program Description

4 .4

IMDICE Program Description

4 .5

DIGITAL NETWORK AND ARCHIVE Program Description

4 .6

Studio Culture Summary

5 .1

PLAN DE TRABAJO

DECANO FRANCISCO RODRÍGUEZ SUÁREZ

6 .1

CURRICULUM REVISION REPORT /

34 CRITERIA COMPARISON MATRIX

7 .1

2005-6, 2006-7, 2007-8 LECTURE SERIES POSTERS

8 .1

SCHOOL OF ARCHITECTURE,

5: APPENDICES

TRAVEL FUNDS REPORT 2004-7

9 .1

INFORME DE VIAJES DE LA OPEA

9 .2

NAAB DOCUMENTATION REGISTER

10 .1

SONDEO DE EGRESADOS

10 .2

NAAB REQUIRED TEXT FOR CATALOGS AND

PROMOTIONAL MATERIALS

10 .3

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