AULA MAGNA Escuela de Arquitectura

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Urban Scapes and Communities Experimental Unit

Roberto Alsina Miranda, Unit Director

The dynamics of transformation in cities and urban environments demand integral actions to make a sustainable economic and social model. The understanding of a city has been historically abducted by the disciplinary methodological approximations of the professions that traditionally has been responsible in presenting solutions and implementing projects and master plans. Given this situation, the development of social, political and economical knowledge on territories and cities happens isolately without a common transdisciplinary platform to be the catalyst of innovative approximations to the problematic prevailing.

The curricular structure of the Academy has been part of the problem. Cities and territories are complexities that resist ordinary categorization and isolation of problems to resolve. The Academy has the responsibility of gestate innovative methodologies, knowledge and professionals to confront the intricacies of the urban environment.

To develop a new generation of Urban Design professionals well aware, not only of how his surroundings and environment affect his designing and creation process, but also Social , economical and political forces that guide that process, as well as how the latter can be changed and modified to achieve the cities of the future.

Course Descriptions

ARAD 402 Contextual Design Studio II: Urban Scapes and Communities, 5 credits

The studio aims to introduce students to the political aspects of urban design (i.e. land use and environmental policy), as well as the key concepts for the analysis, development and design of urban realms, and the application of strategies that contextual equilibrium, pedestrian settings, cultural rituals, perception, density and organizational elements within the parameters of geography, public policy, ecology, infrastructure, cultural definition, character and social activity. 3 hours, 1 semester, 3 credits

ARUS 101 Theory and Principles of Urban Design, 3 credits

This course investigates the relationship between socio-cultural practices and the development and organization of contemporary built environments. Using theoretical orientations from landscape architecture, architecture, urban planning, geography, sociology, and cultural anthropology, the course will investigate how social structures are spatially embedded within historical and contemporary urban realms. 3 hours, 1 semester, 3 credits

ARUS 201 Territorial and Urban Public Policy in a Global Society, 3 credits

The course will provide a comparative analysis of the changing nature of cities, economic adjustment and political structures, placing special emphasis on issues of policy and planning at different scales, and on current reforms in systems of urban governance. 3 hours, 1 semester, 3 credits

ARUS 301 Territorial Planning Strategies on Infrastructures and Communities, 3 credits

This course aims to expand on the implementation of territorial planning based on the exploration of various models for promoting economic health, distributing capital, understanding poverty and revitalizing low and moderate income neighborhoods in economically distressed communities. 3 hours, 1 semester, 3 credits

ARUS 401 Studies on Emergent Urban Practices, 3 credits Elective

This course aims to expose students to the practice of urbanism towards creating new and innovative city fabrics. Case studies shall cover world-wide examples of innovative urban practices on both the conceptual (proposals) and implementation (constructed) levels. 3 hours, 1 semester, 3 credits

ARUS 501 Urban Economic and Financial Milieu, 3 credits Elective

This course aims to provide a platform for discourse on historical and current economic models as related to urban environments and communities, and more specifically, the impact of those models on urban sprawl, housing, transportation, zoning and land use. 3 hours, 1 semester, 3 credits

ARUS 601 Urban Sociology and the Cultures of Cities, 3 credits Elective

This course aims to provide the basis for an interdisciplinary research approach to the political, social and economic factors affecting the growth and development of cities in Africa, Asia, Latin America, and Europe. Emphasis shall be placed on the major sociological theories of urbanism (from the classical formulations of Wirth and Simmel to contemporaries like Fischer), urban political & economical models, world-system theory, and the socio-economical impact of Globalization. 3 hours, 1 semester, 3 credits

Building Technology and Sustainability   Experimental Unit

Luis V. Badillo, Unit Director

The expression of technological achievement has been a key concern in the development of contemporary architecture. A critical aspect of the interaction between architecture and technology is the way in which they have continually redefined each other. Crucial to this approach is the communication of many previously semi-independent disciplines, such as structural engineering, materials, computer programming and ecological sciences.

The result of meshing of sustainable technologies within the architectural design process has transcended the supplementary era and become a complimentary, if not required, expression of a though process. Contemporary sustainable architecture is not as static as the finite lines and objects prevailing on historical buildings, but an indeterminate architecture containing both permanence and transformation. Performance systems are no longer machines that claim spaces on buildings, but an integral part of its intricacacy and the culture of the life within them.

Along the history of humanity, all Architectural Periods are the result of human beings responding to their current socioeconomical circumstances, by employing the available technology. The Building is no more than an adequate response to a design problem, a technological device, capable of addressing “multi-faceted” challenges. An architect, should be professional skillful in the application of the latest technologies, in the pursuit of attaining a harmonious solution.

Course Descriptions

ARAD 302, Experimental Design Studio II: Building Technology and Sustainability, 5 credits

The Design Studio aims to provide a fundamental understanding of mechanical, electrical, lighting, and fire protection systems within the built environment. This shall also give way to the integration of sustainable techniques to further enhance building efficiency.

ARST 101, Tectonics on Material Applications and Methods, 3 credits Theory

This course introduces students to building materials and methods as integral to building tectonics.  The students shall gain a better understanding of material and system selection, gaining awareness of the correlation between material specification and the tectonic in the architectural composition.

ARST 201, Introduction to Mechanical and Electrical Systems, 3 credits Theory

This course provides students with an understanding of the concepts a of environmental systems in buildings.  Students will be exposed to the basic principles in the design and integration of the electrical and mechanical systems.  Emphasis will be given to the impact these systems will have in the architecture.

ARST 301, Building Acoustics, Illumination, and Special Systems, 3 credits Implementation

This course focuses on the principles, design, application and performance of buildings as related to acoustics, lighting among other specialized systems.  The course must create awareness of the principles driving these phenomena and their successful integration within buildings.

ARST 401, Sustainable Building Design Philosophy and Practices, 3 credits Elective

This course will explore the philosophy, principles and application of sustainable technologies as feasible alternatives to traditional building technologies.  The course will focus on sustainability from the standpoint of performance, availability, feasibility, integration, and programmatic criteria within an architectural solution.

ARST 501, Aesthetics of Sustainable Building Design, 3 credits Elective

This course will expose the symbiotic relationship between sustainable building systems and architectural design within the context of design integrity.  It should provide students with the understanding that sustainable systems and building aesthetics can be complimentary.

ARST 601, Sustainable Design Rating Systems and Efficiency Standards, 3 credits Elective

This course aims to provide an awareness of the sustainable design rating systems used throughout the world, and an understanding of their methodology and criteria prior, during, and after the design process.  Special emphasis will be given to major certification organizations and their impact in current design strategies.

Structural Framework and Assemblages Experimental Unit

Jose Pagan Pares, Unit Director

The common definition of the word structure could be explained in terms of the organization or interrelation of all the parts of a whole. Structures exist almost everywhere, even on intangible things. From an engineering point of view, the structure of a building can be defined as the assemblage of those parts that exist for the purpose of maintaining shape and stability. In terms of architecture, the structure of a building is an inseparable part of the building form, moreso, even the generator of its morphology.

Used skillfully, the building structure can establish or reinforce orders and rhythms among the architectural volumes and surfaces. It can be visually dominant or recessive and can develop harmonies or conflicts. It can be both confining and emancipating, and unfortunately in some cases, it cannot be ignored. It is physical.

Experimental Unit Strategic Plan

I.             INTRODUCTION

The creation of the School of Architecture at the Pontifical Catholic University of Puerto Rico provides a new venue for the discussion on the importance of structural assemblies as part of the architectural project. Through this venue, the Structural Framework and Assemblages Platform will have an important roll in preparing and guiding the architects of the future in understanding the importance of the basic concepts and methods of structural analysis, material properties, structural typologies, form and how they can contribute to the design process.  The Platform will not only help minimized the gap between structural engineers and architects in Puerto Rico, but also will establish itself as one of the referents in material and structural assemblies investigation in Puerto Rico.  This Platform is comprised within the Vision and Mission of the PCUPR, and will only be achieve through the development of a multi-disciplinary well rounded professional, an architect well aware not only about his surroundings and how it affects his design process, but the material, structural assemblies, and construction methods available for the materialization.

II.            VISION

To develop a new generation of architects well aware, not only of the political, economical, and social context in which the architectonic project takes place, but also of the structural assemblages, materials, dimensioning, calculations methods, codes, and technology available to construct the architectonic project, as well as using these tools as an integral part of the design process.

III.           MISSION

Provide the students with an extensive knowledge of the Structural Framework and Assemblages applicable to the architectonic project and of the logical, theoretical, and practical structural concepts that govern the architecture, in order to reinvent new Structural Framework and Assemblages that best fit their design intentions.

IV.          ACADEMIC PLATFORM DESCRIPTION

Mutualistic Symbiosis: Architecture and Structures

The Platform of Structural Assemblies and Frameworks will focused in The Mutualistic Symbiosis: Architecture and Structures. In biological science, a mutualistic symbiosis is a relationship between individuals of different species, in which both individuals benefit from the association.  The Mutualistic Simbiosis: Architecture and Structures, is a relationship between discipline, art and science, in which both disciplines benefit from the association. In other words, The Mutualistic Symbiosis: Architecture and Structure, is the coexistence of both, the poetics of the architectonic space and the rigorous of the structural assembly. This coexistence implies a relationship of codependence, in which if the Structure disappears there is no Architecture and vice versa.  The intention is for the structural assembly to become a key component in the design process of architecture, as it can contribute to the quality, poetics and phenomenology of the architectonic space. Often structures are relegated to the end of the design process, when the decisions involving the architectonic space have been decided. The Mutualistic Symbiosis: Architecture and Structure, will introduce structural concepts and assemblies from the beginning of the design process, so the structural assembly and architectonic space can evolve as one, during the design process.

The Mutualistic Symbiosis: Architecture and Structure, is subdivided in three main lines of investigation. They are: Structure Tectonics, Morphology of the Structural Assembly and Re-Adaptation of the Architectonic Space.  Structure Tectonics will emphasize in the study of materials as the essential component in the creation of architectonic structural assemblies. Structure Tectonics will be directly related the other two lines of investigation: Re-Adaptation of the Architectonic Space and Morphology of the Structural Assembly.

The Morphology of the Structural Assembly will focus itself in the design of new structural assemblies, that respond to the same requirements of space, program, context and users intended for the architectonic space. Biomimicry will play an important role in this line of investigation, given that is the best fusion between the poetics of nature (space) and the rigor of parametric design for its understanding (structure).

Re-Adaptation of the Architectonic Space will focus itself in the process for the intervention on existing and abandoned structural assemblies of the urban center of our cities and how the existing structural assembly and the required reinforcement adapts and fuse itself with the existing and new architectonic space.

As part of the Mutualistc Symbiosis: Architecture and Structure, CIMAS (Center for the Investigation of Materials and Architectonic Structures) will become the extracurricular center of investigation, capable of providing important feedback and sequence of study to the three main lines of curricular investigation (Structure Tectonics, Re-Adaptation of the Architectonic Space, and Morphology of the Structural Assembly).  Is intended for CIMAS to be at the center of these three main lines of investigation giving them academic support, as well as contribute to the Platform innovative approach towards the Symbiosis of structure and Architecture. The following diagram explains how the Platform functions and the hierarchy relationships between the different lines of investigation and components of the Platform.

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Legal and Administrative Consciousness Experimental Unit

Luis D. Muniz Martinez, Unit Director

Expermiental Unit Strategic Plan

Unit Statement

The Legal and Administrative Awareness Unit (ARLA) serves as the platform for the research, development and implementation of all legal and administrative function within the practice of architecture and urban design. The unit shall provide the tools necessary for student to understand that while architectural design yields a physical manifestation, the design process is bound by strict codes, regulations, boundaries and systems. The unit shall focus on the legality of the practice, from office management, project management, building codes, regulations, and responsibilities of all professionals involved in the design and construction process.   

I.             INTRODUCTION

The creation of the School of Architecture at the Pontifical Catholic University of Puerto Rico (“PCUPRA”) provides a new venue for the discussion of ideas and development of initiatives to propel the economic development and creation of wealth in Puerto Rico. Through this venue, Puerto Rico, and specifically the southern part of the island, will benefit of a steam of knowledge and professional discussion of how we believe and foresee our economic development and the construction and redevelopment of our cities and suburbs should be in the future. This re-conceptualization of our living environment will be managed through what we call a “Laboratory for Cities”. This Laboratory for Cities is comprised within the Vision and Mission of the PCUPRA, and will only be achieve through the development of a transdiscipline-well rounded professional, an architect well aware not only about his surroundings and how it affects his designing and creation process, but also the legal structure, regulations and ordinances that guide and influence that process.

 
Then, considering the abovementioned, the legal consciousness curriculum will provide the PCUPRA student the necessary tools to become, not only a multi-discipline professional, but also a person capable of creating and discuss how the shape of the future city shall be. The legal consciousness curriculum seeks two general objectives: provide the student a basic knowledge of the legal structure affecting and intervening with his profession, and, provoke and in depth analysis of how that interaction can be geared towards the creation of better cities and quality of life.

 II.            VISION

 To develop a new generation of multidiscipline professionals well aware, not only of how his surroundings and environment affect his designing and creation process, but also the legal structure, regulations and ordinances that guide that process, as well as how the latter can be changed and modified to achieve the cities of the future.

 III.           MISSION

Provide the student a basic knowledge of the legal structure affecting and intervening with his profession, and, provoke and in depth analysis of how that interaction can be geared towards the creation of better cities and improvement of the quality of life.

 IV.          ACADEMIC PLATFORM DESCRIPTION

ARAD 501,Developmental Design Studio I: Legal and Administrative Awareness, 5 credits

This course aims to provide practical experience applying the legal framework theory inherent to the design and construction of urban environments in the design process.

 ARLA 101, Introduction to Law, Contracts and Professional Liability, 3 credits

This course is intended to introduce students to the basic legal concepts, contracts and professional liability issues arising out of the design and development process.

ARLA 201, General Real Estate, and Administrative Law Principles, 3 credits

This course is for students to acquire a complete understanding of real estate law, legal ordinances affecting it and secure and structure of simple transactions.

 ARLA 401, Human Resources on Strategic Administration, 3 credits Elective

This course introduces students the basic principles of administrating a successful business and the human resources that comes with it.

ARLA 501, Development of Business Plans, 3 credits Elective

This course is to provide students the necessary skills to accomplish their self discovery by developing their first real life project.

 ARLA 601, Administrative Initiatives, 3 credits Elective

In this course students will study formal compensation arrangements and successful management of resources and employees.

V.            OBJECTIVES OF ACADEMIC PLATFORM

                A.            Academic Objectives

1. Introduce the students to the basic legal concepts, legal sources and issues that comprise the legal profession, the law of contracts and professional liability and its direct interaction and integration with the architect professional and working environment. 
2. Introduce the student to the basic concepts of real estate law, administrative law, and the jurisdiction of administrative agencies, construction law, permits, environmental law, and the effect of the legal structure in the development and design process.
3. Introduce the student to the concept of public private partnerships, its origins and history, the different types on PPP’s, and the advantage and disadvantages of such model in the construction and development of critical public infrastructure.
4. Open the facilities and professionals of the PCUPRA to the rest of the college community by adapting and modifying some courses for business administration students by offering the same as electives courses.
5. Provide a platform for the discussion of the effect of Puerto Rico’s legal framework in the development of our cities and the pragmatic application of design concepts.
6. Establish internship agreements with government agencies in charge of construction and development (i.e. P.R. Planning Board, P.R. Regulations and Permits Administration, and Autonomous Municipalities) in order to provide opportunities for the students to apply their knowledge and gain experience.
7. Promote, together with the Historic Architecture Platform, academic foreign exchanges in order to provide the students with hands on practice and experience on comparative architecture and the legal framework that shape it.

                B.            Research and Development Objectives

1. Create the Urban Re-Development Institute (URDI), to provide continuous assistance and advice, either direct or through internships programs, to the state government and the municipalities.
2. Analyze the applicable laws, regulations and ordinances of urban construction and development in order to provide suggestions for amendments, repeals, and new legislation.
3. Analyze the effect of the applicable laws, regulations and ordinances through history and how they had impacted a specific region, city or municipality.
4. Analyze and provide a comparative approach to the laws, regulations and ordinances that apply in other jurisdictions around the world, how they can be adopted in Puerto Rico, and how we can export knowledge to other regions.

            C.        Financial Objectives

1. Provide specialized consulting and advisory services to the state government, municipalities and other jurisdictions in the Caribbean through the URDI and charge for those services.
2. Create a cooperative internship program, with the private sector, where PCUPRA students could work and receive payment while studying.
3. Research, analyze and pursue opportunities for grants, in the federal, state, private or non profit sector level, to provide funds for the research and development of ideas and new projects.
4. Through a Continuing Education Center (the “CEC”) create a continuing professional education curriculum to provide seminars and lectures to professionals in different areas (i.e. architects, lawyers, planners), which fees will be deposited in an account on behalf of the legal consciousness platform.
5. Develop and create the “South Puerto Rico Economic Development Forum”, through which important players of the economic development arena in the world will come to Ponce, Puerto Rico to offer lectures and seminars regarding opportunities of the region as an economic engine.

             D.   Faculty Development Objectives

1. Professionalize the faculty in order to keep them up to date in all aspects regarding urban development in Puerto Rico.
2. Periodic evaluations of each professor.
3. Exchange of faculty professors with other Schools of Architecture as well as other faculties within the PCUPR.

            E.  Community Relations Objectives

1. Create an Urban Conservation and Development Clinic (the “UCDC”), in a joint venture with the PCUPRA School of Law and the College of Business Administration.
2. Through the UCDC provide assistance and advice to communities, for them to learn about their urban environment, their rights, duties and how they can conserve and improve their urban surroundings.
3. Through the UCDC, provide services and advice to low income people about construction and development, including, urban improvements, public utilities and infrastructure, and housing.
4. Through the UCDC provide assistance to low income communities in economic development, small and micro businesses and self starting job creation.

              F.    Industry Relations Objectives

1. Create and organize the CEC to provide advance courses to architects and other professionals related to the construction and development field.
2. Subscribe and participate as a member of international entities related to urban development.
3. Create the South Puerto Rico Construction Council (the “SPRCC”).
4. Sign a cooperation agreement with the Home Builders Association and the Puerto Rico Hotel and Tourism Association to assist and advice in legislation and development proposals.

Landscape Ecology and Environment Experimental Unit

Tamara Orozco Rebozo, Unit Director

Unit Statement

The actual condition and issues of the environment, such as the climatic changes, the global processes of production and the process of consumption, claim an innovative approach from the disciplines that have the knowledge to make territorial interventions on our cities. Landscape Architecture, Botany, Ecology and Geology are some of those disciplines that have the necessary comprehension of our natural resources. However, the division between profession, academy and faculty has limited the effective integration of knowledge on integral solutions to the problems that we encounter as a society.

The protection and conservation of natural resources, the enjoyment of sceneries and natural habitats, the recuperation of brownfields, the consolidation of green infrastructures on our cities, the development of advanced technologies to protect the environment, and the design/implementation of public spaces with high environmental and aesthetic qualities are some of the challenges that contemporary societies encounter. The Academy, through innovative programs, must educate professionals with the capacity of integrate their knowledge on vanguard solutions.

 “The purpose of the Landscape Ecology and Environment core courses is to instill architecture students with a sensitivity and understanding of the natural processes that shape our social, cultural and natural environment on a local, regional and global scale, by exposing them to the latest technological knowledge available and an applied approach, hence provoking exploration and the creation of new knowledge.”

Experimental Unit  Strategic Plan

I.  INTRODUCTION                                                                         

The actual condition and issues of the environment, such as the climatic changes, the global processes of production and the process of consumption, claim an innovative approach from the disciplines that have the knowledge to make territorial interventions on our cities. Landscape Architecture, Botany, Ecology and Geology are some of those disciplines that have the necessary comprehension of our natural resources. However, the division between profession, academy and faculty has limited the effective integration of knowledge on integral solutions to the problems that we encounter as a society. The protection and conservation of natural resources, the enjoyment of sceneries and natural habitats, the recuperation of brownfields, the consolidation of green infrastructures on our cities, the development of advanced technologies to protect the environment, and the design/implementation of public spaces with high environmental and aesthetic qualities are some of the challenges that contemporary societies encounter. The Academy, through innovative programs, must educate professionals with the capacity of integrating their knowledge on vanguard solutions.

II. MISSION                                                                                                                                                          

The unit’s mission is to prepare successful professionals in the field of architecture through an integrated academic and service program that develops knowledge regarding the enhancement and preservation of natural and built environments. A program that addresses the needs of societies, fostering awareness on environmental issues, the promotion of innovative practices, the forming of space and the achievement of sustainable cultural and natural landscapes.

III.OBJECTIVES                                                                                                                                                                                               

A.     Academic –

1. Provide students with a contextual perspective specific of Puerto Rico and the Southern Region, while instilling in them the desire to experience and appreciate diversity of cultures and places.

2. As designers and interventionists of the natural landscape and man-made landscapes students shall explore the components of the site on various scales from gardens, to cities, to regions.

3. Provide a thorough understanding of the natural processes on a local, regional and global scale and how as designers of the environment they influence these processes.

4. Provide students with professional practice aspects through hands on experience with internship opportunities.

5. Examine the linkages between theory and practice, culture and nature, art/design and science, history and design today, theory and philosophy of landscape architecture.

6. Instruct students in ways to make new connections, find new ways of solving complex problems, and working in multidisciplinary effort from the unique perspective of Landscape Ecology and Environment.

7. Be renowned for its rich and extensive off-campus local educational opportunities. Concurrently with the unit’s design studios there shall be at least one local or regional field trip, lead by the course professor, to visit natural and/or enhanced landscapes of significance.

8. Be renowned for its rich and extensive off-campus international educational opportunities. Students shall de exposed to travel experiences in a regional, local and global scale through field trips, professional and academic events, study abroad programs and professional experiences such as internships. The program recognizes that the value of students’ experiences from these trips is immense and further expanded when they return to the studio and classroom.

 B.      Research

1. Expose and encourage students and professors to participate in research field trips locally and internationally.
2. Assume a leading role on development of knowledge applicable to landscape ecology and the environment.
3. Research, analyze and pursue opportunities for grants, in the federal, state, private or non profit sector level, to provide funds for the research and development of ideas and new projects.
4. Develop collaborations with industries of the region focused on sustainable materials and methods in order to implement the knowledge developed in the academia.
5. Collaborate with other universities research programs through local of international alliances.

C.      External Resources  

1. Provide services to the professional community and the local community of the region, enabling the sustainability of community outreach programs.
2. Capitalize over field trip events, offering participation to the professional community and generating funding to support the Units efforts.
3. Serve the professional community of the region as THE knowledge exchange HUB.
4. Research, analyze and pursue opportunities for grants, in the federal, state, private or non profit sector level, to provide funds for the research and development of ideas and new projects.
5. Alumni relations shall be fostered and maintained

D.     Faculty Development

1. Professionalize the faculty in order to keep them current on all aspects regarding the Landscape Architecture Profession and Academia locally and globally.
2. Periodic evaluations and academic counseling of each professor.
3. Collaborations with other Schools of Architecture with Landscape programs.

 E.      Community Outreach

1.   Institutionalize research, design and planning organization(s) dedicated to the needs of the community.

F.       Publication

1. Experimentation Unit selected courses shall incorporate as part of the curricular requirement the production of publication material.
2. Academic staff shall pursue publication of material on a professional level in the local arena. 
3. Academic staff shall pursue publication of material on a professional level in the international arena.

 G.     Spreading the SEEDS -Disseminating

1. Schools dissemination initiatives shall be pursued by the Unit’s professorate through participation in various media alternatives.
2. Professors shall lead an active role in collaborating with other architecture schools and related programs.
3. Disseminate the School’s initiatives by harvesting prositive alumni relationships.

Course Descriptions

ARAD 401 Contextual Design Studio I: Landscape Ecology and Environment- Design Studio

The studio aims to provide students an understanding of the ideological, architectonical, socio-economical, physical and technological aspects inherent to the organization and morphology of human communities through the implementation of a fully developed Landscape Architecture project.  The projects will include site analysis, place evaluations, territorial planning and green master planning at diverse scales and under diverse conditions.  Through a diversity of design problems, students will be able to apply this understanding while adhering to the parameters of program, context and topology. The concepts of presence and scale, flow and circulation, ecosystems and the sense of awareness and sensibility towards the natural environment will also be assessed within the final design solution.

8 hours, 1 semester, 5 credits

ARAR 401 (Laboratory) Scripting and Procedural Morphology- Digital Laboratory

Students will learn the advent of scripting and three-dimensional modeling of organic contexts in the representation of tangible design solutions. The computer-aided technologies will also allow them to investigate contextual relationships and overall design cohesiveness through the use of Fabrication technology.

Within the Design Studio – 2 hours, 1 semester, 1 credit

ARLE 101 Built Environment and Culture in the History of Landscape Architecture – Theory

This course investigates the relationship between socio-cultural practices and the development and organization of contemporary built environments. This interdisciplinary course is based on the premise that space is an active structuring element of human experience. Using theoretical orientations from landscape architecture, architecture, urban planning, geography, sociology, and cultural anthropology this course will investigate how social structures are spatially embedded in contemporary built environments. Professionals in the subject will be invited to do lectures so students can develop critical analysis skills that will promote ongoing discussions on environmental issues.

3 hours, 1 semester, 3 credits

ARLE 201 Environment Construction Processes, Materials and Techniques - Theory  

As an introductory design implementation course, this course provides the foundation for site design in landscape architecture, to integrate the principles of construction with design. At the core of the course are five general bodies of knowledge: Biology/Ecology, Geometry, Landform Manipulation, Site Systems, and Computer Applications for Site Analysis and Design. Analysis will be based on biological, ecological and topographical elements inherent I site manipulation. Building on this components, the course provides the first site specific and organic understanding of basic site systems critical to every landscape architect’s design. Students will primarily focus on the major site features as related to site drainage and topography, lighting, site layout, and surface geology, amongst others; but will also be expected to recognize regional context in their designs. The course will consist of lectures, case studies, written and graphical assignments, and presentations.

3 hours, 1 semester, 3 credits

ARLE 301 Ecological Principles in the Built Environment – Implementation

The course focuses on basic ecological principles and concepts at two general scales – the small-scale site and the larger, regional-scale landscape. Focus will be given on the design of the built environment as an ongoing activity integrating ecological, social, and cultural values. Key concepts to be explored within the course include: population, community, ecosystem, land use patterns and policies, development and resource management, community design issues, and strategies for improving environmental integrity and quality of life. Students will learn the concept and functioning of ecosystems and how this understanding can be applied in environmental design, and will also review of adverse impacts that can result from failure to apply sound ecological principles. The principles learned in this class provide the foundation for later explorations that include responses to overlying patterns of human land use and development.

3 hours, 1 semester, 3 credits

ARLE 401 Urban Ecology – Elective

This course aims to provide students an understanding of the theories, applications, and implementation of landscape ecology towards the planning and design of sustainable and ecological urban environments where a real world, interdisciplinary problem drives the acquisition of knowledge. The course will be tailored around a combination of readings, discussions, case studies, and presentations to help each student develop a framework and conceptual vocabulary that can be applied to the planning and design of urban landscapes and a city’s “green infrastructure”. This course will also examine the concept and implementation of urban sustainability, promoting questions relating to both theory and application.

3 hours, 1 semester, 3 credits

ARLE 501 Planting Materials in Landscape Design – Elective

This course will study the morphology and behavior of native and ornamental plant material of the region. The design suitability of plants will be studied through fieldwork, case studies, traditional and computer rendering, as well as through documentation by means of digital and photographic tools. Students will study plant taxonomy and the use of identification keys, and will be expected to develop a personal handbook of planting design resources, including an illustrated collection of plant species characteristics, based on their field work experiences for use in later courses and professional practice. They will record their observations on the cultural values and meaning of plants, as well as their application in design. This course is part of the preparation for later courses in planting design in the landscape architecture professional curriculum.

3 hours, 1 semester, 3 credits

ARLE 601 Advanced Landscape Architectural Design - Elective

This course will provide students with additional review of landscape architectural theories and issues. Topics are related to issues that have been introduced in previous studios and courses, and it is intended to provide a framework for follow-up investigation and exploration. This allows students to select a topic of interest to explore with great intensity and detail. Emphasis will be given to larger scale projects where students can show their ability to investigate urban form, community identity and open-space systems in sensitive contextual environments.

3 hours, 1 semester, 3 credits

Digital Representation Experimental Unit 

Alberto Dueno, Unit Director 

The Architectural Design and Representation Experimental Unit (ARAD/ARAR) is established as the cornerstone of the architectural design platform. Its goal is to lay the groundwork for all design and representation courses, and provide students with the most current trends, theories and tools available to the design professional Through a solid curricular intervention, the Unit shall promote the digital approach as an efficient tool for visualizing, manipulating and representing design work within a platform rooted in exploration, experimentation and implementation.  

Experimental Unit Strategic Plan

I.             INTRODUCTION 

We live in a world where technology is advancing rapidly, where it is the product of the environment in which we live. Technology has always functioned as a design tool which conveys the thoughts and ideas. The architecture also reflects this advanced level where we use this to develop some advanced computations THROUGH design that take you to another level of thinking and exploration.

We have to get in tune with the ways of living and thinking today. In an environment where we use and depend on technology for day to day, we cannot leave out of being an instrument for the development of the area today. In a world where children grow and alternate with a virtual world and learn to visualize and understand the space in a digital world we cannot divert the new capacity development, exploration and understanding of design tools offer today.

The digital world helps us to understand, explore and build the world tectonic. Help viewing speed and produce a piece. It is a space where you can explore more options and variables. It also allows the discovery of new materials and new applications. The architecture depends on a changing technology to develop and maintain a world unstressed with the times in which plays the role of vision and technology. The school uses technology as a design tool to reach a level of critical thinking and more advanced. The programs used from the first moment of development of the architect help broaden their skills and develop a more advanced design process. 

II.            VISION 

To develop a new generation of architects aware and prepare with the technological and digital advance he needs to create his own vision, methods or concepts for his designing and creation process. 

 III.           MISSION 

This Experimental Unit practices and researchs methods through which architecture will be represented, investigated, presented and designed using advance computer technology. The Unit challenges the students to understand media and how the theories regarding media influence architecture. In this class we will explore many digital media applications and how digital design can inform architectural production, research and presentation. We will explore a wide range of material – not all of which are typically considered “architectural” but all will relate to idea generation and the creative process. The Unit provide the students with the tools and knowledge to conceive, develop, represent and build his designs, and to promote the investigation and exploration of new ways of representation and design process.  

IV. OBJECTIVES OF ACADEMIC PLATFORM 

A.            Architectural Education and the Students: Academic Objectives 

1.  Provide training to create virtual models of architectural or items related to architecture. This objective is aimed at professional practice in such a way that serves both to take advantage of computer simulation techniques in the design phase of the project (to support the visualization and formal experimentation), to develop multimedia presentations in different stages of project development, to clients or collaborators. 
2. Students learn to use tools of representation as means of investigating visual ideas.
3. Students develop skills for detailed observation and to-scale translation of visual and spatial ideas.
4. Students will learn media techniques to pick up tools for visual analysis and representation.
5. Introduces students to issues of scale, measurement and methods of transposing information from one medium to another.
6.  Maintain and expose the student to what is happening today in the outside world via chat participation, access to libraries updated, global skills and facilitate partnerships with and abroad for Internships programs.
7. Students learn Computer Graphics for 3D Modeling and Animation.
8. Students learn Techniques in the generation and production of animated 3D shapes.
9. Create elective class to investigate and explore other capacities of the software
10. Develop and create a digital representation magazine with all the new tendencies, techniques, interviews, school projects, and competitions.

B.            Architecture Education and the Academic Community Research and Development 

1. Create and develop a master program focus in advance digital representation, digital media and prototyping were students from around the world can come to study and specialize.  
2. Create and develop summer programs that concentrate in the Studies such as materials, light, shadows, and architectural representation.
3. Analyze vision and concepts of representations through history and how they had impacted architecture.
4. Create a 3d base map of Ponce for future projections and city planning.

C. Financial Objectives 

1.  Create a digital center for renders services, animation, multimedia presentations and printing industry for the local private practice and the Caribbean.
2. Create and develope a digital center that Works as interface between the School and offices.
3. Create and develop a master program focus in advance digital representation, digital media and prototyping were students from everywhere can come to study and specialize. 
4. Create and develop summer programs that concentrate in the Studies such as materials, light, shadows, and architectural representation.
5. Create a cooperative internship program, with the private sector, where PCUPRA students could work and receive payment while studying.
6. Research, analyze and pursue opportunities for grants, in the federal, state, private or non profit sector level, to provide funds for the research and development of ideas and new projects.
7. Through a Continuing Education Center (the “CEC”) create a continuing professional education curriculum to provide seminars and lectures to professionals in different areas (architects, graphic artist, engineers, and planners), which fees will be deposited in an account on behalf of the digital representation platform.
8. Develop and create a digital representation magazine with all the new tendencies, techniques, interviews, school projects, and competitions.
9. Provide a epicenter of technology where we can support related industries as tv industries, advertising agencies, and cinematography industries.
10. Provides digital representation for advertising on real estate.

D. Faculty Development Objectives

1. Professionalize the faculty in order to keep them up to date in all aspects regarding Digital representation, digital media and digital base for fabrication and prototyping.
2. Periodic evaluations of each professor.
3. Exchange of faculty professors with other Schools of Architecture as well as other faculties within the PCUPR.
4. Keep the faculty up to date with software’s and concepts in digital design and representation modes sending them to workshops and educational programs in this specialties and areas.  
5. Develop and create a digital design consultant manual that can help faculty to develop project for the design classes.
6. Create a faculty blog where they can publish studio projects , add comments and questions, research themes, and  developed a new way of communication between faculty.

E.                   Architecture Education and the Public Good: Community Relations

1. Create a lecture series free of cost to the community.
2. Create and develop seminars for low income communities.
3. Create seminars for high school students where they educate, encourage and enter about architecture through digital representations and animations.

 F.                   Architecture Education and the Profession: Industry Relations Objectives  

1. Create and organize the CEC to provide advance courses to architects and other professionals related to the construction and development field.
2. Subscribe and participate as a member of international entities related to urban development.
3. Through a Continuing Education Center (the “CEC”) create a continuing professional education curriculum to provide seminars and lectures to professionals in different areas (architects, graphic artist, engineers, and planners), and other professionals related to the construction and development field.
4. Provide a epicenter of technology where we can support related industries as tv industries, advertising agencies, and cinematography industries. Sign a cooperation agreement with manufacture companies for digital drawing and representation to explain and advertise their products. And in the other hand school can use some of the facilities of manufacture to investigate in other scale of fabrication. 

Develpment Assessment and Feasibility Experimental Unit

Ricardo Hatton Rentas

Experimental Unit Strategic Plan

I. VISION

The development and feasibility seeks to create new architects with the skills and abilities to handle each of the stages that compose the real estate development process so they can perform more functional, dynamic and efficient manner. On the other hand, far from developing trained architects prepared to perform their traditional activities of their industry, we want to build a corporate culture, leadership, and vision that enable them to implement mechanisms and structures for a more efficient real estate development process.

II.         MISSION

To provide the student the necessary knowledge of the various stages of the real estate development process and develop entrepreneurship enabling them to analyze the real estate development process not from the traditional conceptual framework of the designer but as the entrepreneur, providing them the tools and skills needed to perform a successful decision-making process in every stage of the real estate development process in an agile and dynamic manner.

III.        OBJECTIVES OF ACEDEMIC PLATAFORM

            A.         Academic Objectives

1.         Introduce students to the many stages of the real estate development process that includes: identifying the needs of an area, property selection, feasibility and profitability analysis, mechanisms of acquisition of property, design process, governmental permits process, financing, construction, marketing of the project, and the sales stage.

2.         Capacitate students to use the knowledge of every stage of real estate development process and efficiently implement and integrate it in the designing process.

3.         Provide at platform for the discussion for the different discipline that directly impact the real estate development process.        

4.         Establish continuing education program that allows not only students but professionals in the industry of architecture and real estate development access to new models of real estate development and technological infrastructure available.

5.         Develop an exchange program with other universities of architecture so that students have the opportunity to interact with other models and platforms of real estate development of other cities and countries and encouraging the development of research skills and promote the comparative analysis.

6.         Establish internships agreements with private and public entities related to the real estate development industry in order to provide opportunities for the students to apply their knowledge and gain experience.  

B.         Research and Development Objectives

1.         Create a conceptual development laboratory to promote and facilitate access to information relevant to real estate development process and allow the development of conceptual model plans for real estate development.  The lab will promote the comparison of alternative models of real estate development through the investigation for the purpose of importing knowledge and adopt those concepts that result in greater benefit to the model of Puerto Rico.

2.         Provide the knowledge and tools for students to develop their research skills through the gathering of information from reliable sources that enables them to make future projections with reasonable reliability.

3.         Analyze and provide a comparative approach of real estate development models of other jurisdictions around the world in order to integrate them in our models.

C.         Financial Objectives

1.         Encourage partnerships between the Ponce School of Architecture and the public and private sector through financial contributions or donations to promote research and development in the real estate development industry.

2.         Providing paid expert advice and knowledge to the state government, municipalities and governmental agencies.

3.         Establishing a continuing education program where they conduct seminars and lectures to industry professionals in the area of real estate development, which fees will be deposited on behalf of the development and feasibility platform.

            D.         Faculty Development Objectives

1.         Recruit known personalities of the real estate development industry in Puerto Rico that could provide students not only the theoretical framework of real estate development but the practical framework of the industry while promoting entrepreneurship.

 2.        Perform periodic evaluations of teachers.

3.         Exchange of faculty professor with other School of Architecture as well as other faculties within the PCUPR.

E.         Community Relations Objectives

1.         The use of the conceptual development laboratory to provide specialized consulting and advisory services to state government, municipalities and governmental agencies in developing public projects by providing ideas and conceptual models developed within the Ponce School of Architecture.

2.         Create student organizations dedicated to assisting and advising communities to develop plans to enable more functional and efficient use of the properties and infrastructure.

3.         Create a journal that published the most outstanding conceptual developments in the area in order to present them to the community and encourage the exchange of ideas between the community and the Ponce School of Architecture. In harmony with the publication organize activities within the School of Architecture where the community can learn about regional conceptual developments while encouraging discussion of them in order to acquire new perspectives. These activities are intended to bring the Ponce School of Architecture closer to the community.

            F.         Industry Relations Objectives

1.         Create and organize a continuing education program where we conduct seminars and lectures to industry professionals in the area of real estate development and other areas related.

2.         Subscribe and actively participate as a member on regional, state and international entities and organizations related to real estate development and related areas and disciplines.

Course Descriptions

ARAD 502, Developmental Design Studio II: Dev. Assessment and Feasibility, 5 cred.

Will provide students with a theoretical and practical backdrop by subjecting them to the fundamental sequence of development, from pre-design and feasibility to construction marketing.

 ARDA 101, Entrepreneurship on Developmental Politics, 3 credits

Aims to provide students with the knowledge, skills, vision, and strategies to become entrepreneurs and leaders within the development industry. 

 ARDA 201, Economic Feasibility and Finances on Real Estate, 3 credits

Aims to introduce students to the fundamental concepts and practice of cost effective real estate planning and development.

ARDA 301, Marketing and Branding through Commercial Communication Skills, 3 credits

Aims to introduce students to the significance of marketing process, branding and identity as critical tools prior, during and after the development process.

 ARDA 401, Real Estate Development Process, 3 credits (Elective)

This course is intended to provide an in depth look into the real estate process through a legal perspective from the developers stand point.

 ARDA 501, Public Private Partnerships and the Port of the Americas, 3 credits (Elective)

This course will provide students basic information on public private partnerships, its origins and history, its different models, and it’s importance in modern governance.

 ARDA 601, Value and Appraisal of Land, 3 credits   (Elective)

The purpose of this course is to expose the students to the basic principles of land valuation and appraisal and its effects on development and design.