School of Architecture Pontificia Universidad Católica de Chile

School of Architecture Pontificia Universidad Católica de Chile

 School of Architecture
Pontificia Universidad Católica de Chile
Architecture Program Report (APR)
Submitted to
The National Architectural Accrediting Board
December 2015
Architecture Program Report (APR) School of Architecture Pontificia Universidad Católica de Chile DEGREE PROGRAMS Licentiate in Architecture Professional Title in Architecture INSTITUTION
FACULTY
SCHOOL
Pontificia Universidad Católica de Chile Av. Libertador Bernardo O'Higgins 340, Santiago, CHILE. Grand Chancellor Monseñor Ricardo Ezzati Rector Dr. Ignacio Sánchez Díaz Provost Guillermo Marshall Secretary General: María Elena Pimstein Scroggie Vice-­‐Rector for Academic Affairs: Juan Agustín Larraín Correa Vice-­‐Rector for Economic and Administrative Affairs: María Loreto Massanés Vice-­‐Rector for Communications and Public Affairs: María Paulina Gómez Faculty of Architecture, Design and Urban Studies El Comendador 1916, Providencia, Santiago, CHILE. Dean : Mario Ubilla Sanz Academic Secretary : Pilar García Alfonso Director of Research and Graduate Studies : Felipe Encinas Director of Communication and Outreach : Macarena Cortés Head of the Professional Integrated Platform : Paula Martinez Torres Director of Economic Management and Administration : Marcos Parraguez School of Architecture El Comendador 1916, Providencia, Santiago, CHILE. Head (Director) Emilio De La Cerda Errázuriz Subdirector of Academic Affairs Rocío Hidalgo Subdirector of Outreach Francisco Quintana Subdirector of Development Umberto Bonomo Subdirector of Research and Graduate Studies Claudio Vásquez a. PART ONE (I): INSTITUTIONAL SUPPORT AND COMMITMENT TO CONTINOUS IMPROVEMENT SECTION 1 – IDENTITY & SELF-­‐ASSESSMENT : i.1.1 Identity & Self Assesment i.1.1.1 History and Mission……………………………………………………………………………………………………………… 005 i.1.1.2 Learning Culture and Social Equity……………………………………………………………………………………….. 014 i.1.1.3 Response to the Five Perspectives……………………………………………………………………………………….. 021 A. Architectural education and the Academic Community………………………………………………. 021 B. Architectural Education and Students………………………………………………………………………….. 022 C. Architectural Education and the Regulatory Environment…………………………………………… 026 D. Architectural Education and the Profession………………………………………………………………… 028 E. Architectural Education and the Public Good ……………………………………………………………… 032 i.1.1.4 Long-­‐Range Planning……………………………………………………………………………………………………………. 035 i.1.1.5 Self Assesment Procedures………………………………………………………………………………………………….. 044 SECTION 2 – RESOURCES : ii.1.2 Resources ii.1.2.1 Human Resources & Human Resource Development………………………………………………………….. 052 ii.1.2.2 Administrative Structure & Governance……………………………………………………………………………… 079 ii.1.2.3 Physical Resources………………………………………………………………………………………………………………. 082 ii.1.2.4 Financial Resources ……………………………………………………………………………………………………………. 095 ii.1.2.5 Information Resources……………………………………………………………………………………………………….. 101 SECTION 3 – INSTITUTIONAL AND PROGRAM CHARACTERISTICS : iii.1.3 Institutional Characteristics iii.1.3.1 Statistical Reports………………………………………………………………………………………………………………. 106 iii.1.3.2 Faculty Credentials …………………………………………………………………………………………………………….. 111 SECTION 4 – POLICY REVIEW………………………………………………………………………………………………………….. 112 b. PART TWO (II): EDUCATIONAL OUTCOMES AND CURRICULUM SECTION 1 – STUDENT PERFORMANCE – EDUCATIONAL REALMS & STUDENT PERFORMANCE CRITERIA i.1.1 Student Performance Criteria………………………………………………………………………………………………….. 113 SECTION 2 – CURRICULAR FRAMEWORK : ii.2.1 Curricular Framework ii.2.1.1 National Authorization………………………………………………………………………………………………………… 123 ii.2.1.2 Professional Degrees and Curriculum………………………………………………………………………………….. 124 ii.2.1.3 Curriculum Review and Development…………………………………………………………………………………. 140 SECTION 3 – EVALUATION OF PREPARATORY / PRE-­‐PROFESSIONAL EDUCATION iii.2.3 Evaluation of Preparatory /Pre-­‐Professional Education ………………………………………………………… 141 SECTION 4 – Public Information: iv.2.2 Public Information …………………………………………………………… 145 c. PART THREE (III): PROGRESS SINCE LAST VISIT i.3.1 Summary of Responses to the Team Findings i.3.1.1 Responses to Conditions Not Met ……………………………………………………………………………………….. 146 i.3.1.2 Responses to Causes of Concern………………………………………………………………………………………….. 147 i.3.2 Summary of Responses to Changes in the NAAB Conditions…………………………………………………. 149 d. PART FOUR (IV): SUPPLEMENTAL INFORMATION 4.1 Course Descriptions…………………………………………………………………………………………………………………… 151 4.2 Tenure Faculty Resumees………………………………………………………………………………………………………….. 179 4.3 Visiting Team Report ………………………………………………………………………………………………………………… 242 4.4 School Catalog ………………………………………………………………………………………………………………………….. 242 4.5 FADEU Development Plan 2012-­‐2017 ……………………………………………………………………….. ……………..242 4.6 Escuela de Arquitectura Común ……………………………………………………………………………………………….. 242 4.7 DIRIP Funds to School of Architecture Academics 2014 – 2015 ………………………………………………… 242 4.8 Research Projects – School of Architecture Academics 2008 – 2015 ………………………………………… 242 4.9 National and International Outreach Activities 2009 – 2015 …………………………………………………….. 242 4.10 Students Participating of International Academic Exchange Programs 2009 – 2015………………… 242 4.11 Student Financial Aid 2009 – 2015 …………………………………………………………………………………………. 242 4.12 Prototype Laboratory Life Safety Protocol………………………………………………………………………………. 243 4.13 Curricular Charts for Master’s Programs…………………………………………………………………………………. 244 4.14 Learning Culture Policy …………………………………………………………………………………………………………… 248 4.15 Academic Management Policies for Faculty Members ……………………………………………………………. 248 4.16 National Accreditation EAUC AADSA report ……………………………………………………………………………. 248 4.17 Riba Report …………………………………………………………………………………………………………………………….. 248 4.18 School of Architecture Licenciate and Professional Degree curriculum chart …………………………. 249 PART ONE (I): SECTION 1 – IDENTITY & SELF-­‐ASSESSMENT I.1.1 History and Mission Institutional History and Mission: The Legacy of the Pontificia Universidad Catolica: 125 years of tradition. The Pontificia Universidad Católica de Chile during its 125 years of existence has created a tradition of prestige and relevance, clearly demonstrated in its graduating professionals, whom, since the origin of this institution, have been prepared with ethical values and academic excellence to contribute to the country. The Pontificia Universidad Católica de Chile (UC) was founded on June 21 of 1888, with the goal of being an institution that will integrate the academic excellence and a formation inspired by the Christian doctrine. At the beginning, the Pontificia Universidad Católica only had two courses: Laws and Mathematics. However, with the years classes increased, and the schools and faculties multiplied. In 1894 the first architectural course was given in Chile. The first graduates were civil engineers, architects and licentiates in law. From 1920 onwards, the visionary attitude of Rector, Monsignor Carlos Casanueva Opazo, promoted the establishment of six new faculties: Architecture, Economy, Philosophy and Educational Sciences, Medicine, Technology and Theology, four new schools, as well as the University Sports Club, the Medical Hospital and the Student Federation. Another important goal of that time was the state subsidy, granted in merit to the importance and prestige that the University had acquired in the Chilean society. On February 11, 1930, Pope Pius XI declared it a “Pontificial University”, and in 1931 it was granted its academic autonomy by the Chilean government. Currently, The Pontificia Universidad Católica <UC> is a private (with public support), urban multi-­‐campus University. Its 18 Faculties are distributed on four campuses in Santiago: Casa Central, Campus San Joaquín, Campus Oriente and Campus Lo Contador; and one regional campus located at Villarrica, southern Chile. Approximately 22,600 students are enrolled in undergraduate programs, and 3.000 in graduate programs, which encompass a wide range of disciplines and professional schools. Includes approximately 3400 faculties (1650 full time), several of whom have received prestigious national and international awards for their contributions to the country. Over the last few years the University’s leadership in research, undergraduate and graduate programs has had considerable influence on the country’s cultural and scientific 1
development . In these 125 years of higher educational project the UC has aimed to contribute to the development of the country. Its development process is divided in three main phases: The first one, from the foundation to the end of the 40´s, as a “Teaching University”, characterized by an academic activity carried out by faculties with part-­‐time contracts. In this period the aim of the university was only undergraduate teaching. The second phase, that covers the early 50´s to the 80´s, the university gradually established an academic full-­‐
time faculty teaching nucleus, and at the same time started to develop research activities, that increasingly contributed to the expansion of knowledge. It was a phase that corresponds to “Teaching and Research University”. And finally a third stage, from the 80´s to nowadays, with an important research production, has created 35 doctorate and 86 graduate programs, and it has been its compromise with the country´s development in fundamental and applied research, what has turned it into a “Research and Graduate degree University”, of the highest level in the country. Largely the challenges that the university has assumed throughout its history reflect ideals that have become part of its institutional culture and of its traditions. Firstly, its faithfulness to the Catholic identity and to its foundational mission of service to Chilean society, which turns out into shared ideals, institutional 1
Rank number 78 in QS World University Rankings 2015. See http://www.topuniversities.com/universities/pontificia-­‐universidad-­‐cat%C3%B3lica-­‐de-­‐chile-­‐uc/postgrad commitment and a constant requirement of academic excellence. Secondly, the university government periods and stability has enabled long-­‐range planning and the application of key policies. In addition the responsible management of its resources has allowed the adequate financing of its academic project. Also its constant openness to innovation has meant successive changes to its educational offer and to its organizational structure. Finally, in a context where political confrontations constantly affects our country, but also the whole higher education system, this university has been able to avoid the negative consequences thanks to its autonomy and its efficient academic management. The PUC is one of the eight Catholic Universities in Chile, and one of 61 institutions within the Chilean University system. Our University currently enjoys the prestige of being the best in our country, the third in 2
Latin America . A series of indicators and strengths supports this well-­‐deserved reputation, some of them being: • Its capacity to attract the majority of the youth of the country with the highest academic achievements 3
and scores in the PSU (The National University Selection Test). • Having a highly qualified Academic body that exhibits the greatest national proportion of Professors with Graduate Studies: 92% of the 33 or 44 hours full-­‐time professors, of whom 75% have Doctorates, and 15% have a Masters or Graduate Degree. • Has a research nucleus in the main areas of knowledge, some of which, due to their contributions, have received International recognitions. • The quality of its undergraduate programs which have been accredited by means of national and international accreditations. Likewise the 35 the Doctorate Programs carried out in wide range of disciplines 4)
(30 of them are accredited • Has a high degree of attention in the more than 1500 annual ISI scientific publications. • The quality of teaching infrastructure, as well as the computer and library services, is compared to national and continental region standards. • Has an open disposition to academic innovation, as much as in its Educational Project as in its internal management. • Presents a high degree of internal cohesion, concerning a shared project, in relation to the working environment, and in the attainment of demanding goals. • By means of its affiliated institutions, its extra-­‐curricular projects and social service, the university has a wide insertion in Chilean society, maintaining close relationship with various sectors thanks to the presence 5
of its alumni in leadership positions . • Has assumed as an initiative to achieve greater inclusion and to increase the revenue to the PUC of talented young students from municipal or private subsidized establishments, despite its low and medium 6
incomes . The University has an educational infrastructure, including digital support and libraries services, of a very good quality in comparison to national and continental region standards. On the other hand, being a University located in a geographically distant country, we believe that an active exchange program with foreign universities is crucial for our academic development. This interest has 2
Rank number 3 in QS World University Rankings: Latin America 2015. See http://www.topuniversities.com/university-­‐rankings/latin-­‐american-­‐university-­‐
rankings/2015#sorting=rank+region=+country=+faculty=+stars=false+search= 3
The 67% of the top 100 national scores of the PSU first choice for admission was the PUC. Similar situation occurred in the analysis of the 1.000 and 4.000 first scores, where the 53% and 40% of the scores first choice for admission was the PUC. 4
See: http://uctransparente.uc.cl/index.php?option=com_content&view=article&id=171%3Aacreditacion-­‐
nacional&catid=197%3Aacreditacion&Itemid=1269 5
See: http://www.uc.cl/es/extension-­‐y-­‐servicios 6
The University destined more of $ 7.200 million Chilean pesos in scholarships and maintenance for undergraduate students in the year 2014 (apart from those assigned by the goverment) and ensures the complementary scholarship to all students who enters via Talent and Inclusion and BEA programs. See: http://admisionyregistros.uc.cl/futuros-­‐alumnos/admision-­‐especial/casos-­‐de-­‐
postulacion/169-­‐futuros-­‐alumnos/admision-­‐especial/casos-­‐de-­‐postulacion/1211-­‐talento-­‐e-­‐inclusion-­‐3#postulación 7
generated a series of academic exchange agreements with 506 universities in fifty-­‐four countries . Each year a growing number of students and faculty, most of them from Latin America, Europe and Asia come to study to our university. Additionally, the University maintains 14 double degree agreements with European universities (4 of them are for architecture). Since its foundation, the UC continuously has develop its existing facilities and institutions, as well as contributing with the intellectual, creative, and spiritual capacities to the community. The University believes that the progress of Chile relies on the contribution of higher educational institutions, the generation of new knowledge, public policy proposals and the promotion of technological transfer. Our University has assumed this challenge as part of its mission. The mission of PUC searches for: "Achieving excellence in the creation and transfer of knowledge and student´s formation, inspired by a Catholic conception, and always at the service of the Church and 8
society" . This mission can be achieved only if we have the vision of being able “to aspire to build as a whole a university of border, which from its own catholic identity imagines new realities, wide opportunities and 9
commits itself with society" . Architectural Program and Mission: The School of Architecture at UC <EAUC> The teaching of architecture as a discipline at EAUC began in the late 19th century. The School itself was created in 1894 with the first course of Architecture, which makes it the first formal School of the country and one of the first in America. Since its beginning, the school has focused on the relations between culture, architecture and the city. During its 120 years of existence, there have been three main stages that characterize this School of Architecture. The first moment coincides with its origin, when the challenge was to incorporate the discipline of architecture to the recently constituted Universidad Católica. In those first years, the teaching of Architecture shared with civil engineer some courses and with the Beaux Arts perspective promoted by its founders and faculty. This dialogue rise the most emblematic buildings in the city, carried out by the same faculty and/or alumni, such as: The National Art Museum by Emilio Jequier, who also designed the university’s main institutional campus. The first professional graduation was in 1899 and since 1920 onwards, the School of Architecture became the first autonomous Architecture Faculty of the country. The second moment, coinciding with a period of intensive university reforms, is characterized by the disciplinary debate, encouraging the introduction of theory and abstraction in architecture teaching, mainly motivated by the artistic ideas and architects who participated in the International Modern Movement. Emblematic works such as The Benedictine church of OSB Gabriel Guarda and the brother Martin, both UC architects, is an example of this. During this period a notorious international opening of the School took place, for example a close relationship with the United States through visiting professors, such as Joseph Albers in 1953, Halasz in 1964, Goody in 1965, and many of our students and faculty went to study to American universities and related with architects such as Neutra, Gropius and Wright. A significant number of qualified architects from this period formed professional prestige studios, and built high quality works both in Santiago city and regions in that time. It is the case of Emilio Duhart, Mario Pérez de Arce, or Bresciani, Valdes, Castillo & Huidobro. 10
Also at the beginning of the sixties the school of architecture moved to Lo Contador Campus . Its privileged location, close to two exceptional geographic conditions of the city –The San Cristobal Hill and The Mapocho 7
See: http://relacionesinternacionales.uc.cl/la-­‐uc-­‐en-­‐cifras/informacion-­‐general See Annual Rectory account 2015: http://rectoria.uc.cl/images/stories/docs/Cuenta_rectoria2014.pdf 9
Ibid 10
Lo Contador originally was an Hacienda or farmhouse whose owner was Mrs. Mercedes Contador family(1778-­‐842), later it was used as San rafael House for Retreats. During those years a Chapel and a Refectory was added giving shape to the courtyard garden as 8
11
River -­‐ the patrimonial House of undeniable architectural value, with its characteristically patios and corridors, contributed to the School of Architecture´s strong identity related to Lo Contador Campus and constitutes an exceptional environment for architectural education. A third moment is related with an opening to a globalized world, the influence of the new methods of thinking and doing architecture, as well as the interaction of architecture, the city and its territory from a sustainable perspective, have consolidated the school in its educational role, with a special care for the discipline and profession as well. The richness of this opening and the influence of the new media technologies, through which the city and architectural works are being produced, makes necessary for EAUC to be constantly attentive to: maintain the academic quality of its teaching and to increase its research, to the demands of professional training, and to the debates on professional practice and its consequences for the country. The interaction of architecture with the city and its territory has produced new challenges that demand an increasingly interdisciplinary approach and at the same time an awareness about architecture’s disciplinary boundaries. Currently, Lo Contador Campus is formed by the Faculty of Architecture, Design and Urban Studies, together with two other academic units, the School of Design <DNO>and the Institute of Urban and Territorial Studies<IEU>, a complex and interesting group of buildings of different periods, from the main Patrimonial House of Lo Contador, up to recent building interventions carried out by our faculty. Amongst these, one of the most outstanding is the Sergio Larraín García Moreno Documentation Center that consists in a building underneath the Campus’ Patio de Madera, where our specialized library and the Original’s Archive Center is located, as the main campus auditorium and the Prototypes Laboratory as well. These underground facilities are part of a series of exterior routes that completely connects all the installations of the Campus, shifting the university life between patios, alcoves, gardens and studios. Architecture at UC: Insertion in a leading University Being part of the UC, a University of long tradition and high profile in Chile, has been determinant to our School. The UC’s reputation is achieved by the high level of its academics and students, by its scientific productivity and by the development of innovative areas in all lines of knowledge. Together with the leadership position that many of our alumni have reached, has both facilitated the social recognition of our professionals, and has stimulated and demanded from us the keeping of the highest disciplinary level. The School of Architecture is an integral part of UC ´s educational Project, characterized for a General 12
Formation Plan (PFG) , whose objective is to impart wider knowledge than the specific professional training. This Plan consists in introducing in all the different careers a significant number of optional courses in other disciplines –approximately 15 percent, with the target of an integral formation for the student, in a wider interdisciplinary and cultural experience as a whole; as well as courses on anthropologic-­‐ethics and theological orientation, devoted to the integral formation of the students in ethical and catholic principles which inspire the University, and finally the performance of communicational skills and comprehension in other languages. Additionally, this turned into the possibility for students in obtaining an Academic Certificate or Minors complementary to the architect degree, in a specific area related with other discipline. At the same time, the School of Architecture offers to the student of other disciplines, the possibility of obtaining Interdisciplinary Minors in different subjects. The Plan has also benefited the physical integration with other university campuses, since the students have to move through the different campuses. it is known today. For a detailed description of the house and its historic value see: Strabucchi, Wren & Iturriaga, Sandra. “Lo Contador: Houses, Gardens and Campus”. Editions ARQ, Santiago de Chile, 2012. 11
Nowadays the house is National Heritage. 12
The General Formation Plan was initiated in 2002 in the University, and it was implemented in the Study Plan of the School of Architecture since 2003. At the moment the School of Architecture (EAUC) has 702 undergraduate and 123 graduate students, from a total of 1645 students in the Faculty. It is the School with the highest number of students and professors, as well as being the eldest of the three academic units, fact that grants a leadership in the actions to undertake in relation to the Faculty and to the University as a whole. Our graduates are holders of an architectural teaching tradition of more than one hundred years that has situated the EAUC in a prominent place within the set of schools of architecture, in both the national ambience and the international one. Each year around a hundred of professional architects come out from our School, many of whom have received national and international recognition for their outstanding practice. School of architecture at UC The School of Architecture from its scope contributes both to the Faculty, the University and the public realm as well, for its leadership position in the quality of its teaching, research and disciplinary dissemination, academic cooperation with other units and related areas of the university, contributing with an interdisciplinary dialogue and positioning the university in a relevant cultural field. A series of activities and facts supports this well-­‐deserved reputation, some of them being: 13
-­‐ Its capacity to attract the very best students of the country: The highest PSU scores (National University Selection Test) for admission 2014-­‐2015, one of the six careers of PUC that are ranked in The Best 50 of the 14
World: Architecture UC is number 29/QS World University Ranking 2015 . -­‐ Has a highly qualified academic body, 40% of the full time-­‐professors have doctorate, 44% have magister and 12% are highly recognized professionals. The EAUC faculty has a recognized research nucleus, with an important participation and leadership in Interdisciplinary PUC Research Centers: Centro de Desarrollo 15
16
Urbano Sustentable (CEDEUS) ; Centro UC de Innovación en la Madera (CIM UC) ; Centro del Patrimonio 17
18
Cultural UC ; Centro del Desierto de Atacama ; Centro Nacional de Investigación para la Gestión Integrada 19
20
de Desastres Naturales – CIGIDEN ; and Proyecto Anillo , among others <See Centers description at the end of this chapter>. -­‐ In the professional field our teachers have developed a remarkable work, recognized both nationally and internationally. They have recently been highlighted with various recognitions as an example: Professor Teodoro Fernandez has been distinguished with the National Architecture Prize 2015; Professor Alejandro 21
Aravena from Elemental has been awarded with “Designs of The Year” Prize ( 2015) for the Innovation Center UC building, and recently named as the Director of the 15th Architecture Biennale of Venice; since march 2015 two chairs designed by professor Juan Ignacio Baixas are part of MOMA´s permanent collection; professor Pedro Alonso & Hugo Palmarola won the “Silver Lion” award at the 14th Architecture Biennale in 22
Venice 2015, for the Best Research Project ; and also in representation of the architects guild, the three past-­‐presidents of The National Architects Association teach in our EAUC: Luis Eduardo Bresciani P. (2010-­‐
2013), Sebastian Gray (2013-­‐2015) and lately Pilar Urrejola (2015-­‐2018.) -­‐ In the cultural dissemination field, the editorial project of the EAUC, ARQ Editions is a guildstar publishing support service to teaching, research and creation in the university. It is an important actor in the dialog with culture, the architecture and a window of the architecture to the society, offering an effective space for the publication of books of the highest quality that extent and spread architectural documentation of architectural and urban knowledge. 13
School of architecture PUC: Number one in Ranking of schools of architecture America & Economía magazine, 2014. http://rankings.americaeconomia.com/mejores-­‐universidades-­‐chile-­‐2014/ranking-­‐por-­‐carreras/arquitectura/ 14
Qs World University Ranking by Subject 2015 15
UC Sustainable Urban development Center: http://investigacionypostgrado.fadeu.uc.cl/centros/centro-­‐de-­‐desarrollo-­‐urbano-­‐
sustentable-­‐cedeus/ 16
UC Timber Innovation Center: http://investigacionypostgrado.fadeu.uc.cl/centros/centro-­‐de-­‐innovacion-­‐madera/ 17
UC Cultural Heritage Center: http://investigacionypostgrado.fadeu.uc.cl/centros/centro-­‐del-­‐patrimonio-­‐cultural-­‐uc/ 18
UC Atacama Desert Center: http://www.cda.uc.cl/ 19
National Research Center for the Integrated Management of Natural Disasters:http://www.cigiden.cl/wp/# 20
Ring Project: Proposals for institutional redesign and reformulation of public policies, on the basis of an analysis of the incidence of regional and local governments in the quality of life in the metropolitan cities of Chile 21
Also distinguished with Marcus Prize in Architecture(2009), and Silver Lion award in the Architecture Biennale Venice (2008) 22
Chilean pavillion "Monolith Controversies" Architecture Biennale Venice(2015): http://www.plataformaarquitectura.cl/cl/623029/bienal-­‐de-­‐venecia-­‐2014-­‐chile-­‐corea-­‐y-­‐el-­‐espanol-­‐andres-­‐jaque-­‐entre-­‐los-­‐ganadores -­‐ As a contribution to culture, and to think better cities is the cycle "La Ciudad y las Palabras" (The City and 23
Words ), organized by our Faculty of Architecture, Design and Urban Studies and the Doctorate program. This activity has brought together the most outstanding international writers open to all public sessions. Three Nobel Prizes have passed through this cycle: Mario Vargas Llosa, J.M.Coetzee and Orhan Pamuk, as well as Jonathan Franzen, Ricardo Piglia, Enrique Fogwill, Julian Barnes, Michel Houellebecq, Javier Marías, Ian McEwan, Richard Ford, Andrés Neuman y Alan Pauls, among others. UC CENTERS AND PROGRAMS_FADEU UC WOOD INNOVATION CENTER (CIM UC) / President: Juan José Ugarte, Professor PUC School of Architecture Is an interdisciplinary research center focused in research and development of wood building in Chile, and constitutes a strategic alliance between the local wood industry and the university with the participation of FADEU and the Faculty of Engineering UC. Its objective is to create specific knowledge and to open new application fields for wood in Chile – and to transfer this new knowledge through publications, product development, teaching, extension and professional services. These experiences are transmitted in courses and Studios at the School of Architecture teaching, designing specific prototypes that later have to been built in different places of the country. UC ATACAMA DESERT STUDIES CENTER (CDA) / www.cda.uc.cl / Director: Juan Luis García. Professor PUC Faculty of History, Geography and Political Sciences. The Atacama Desert Study Center was created in order to research in science and technology for the integral development of the arid and semiarid zones, at the north of the country. It was established as an interdisciplinary research center, integrated by the Faculty of Architecture, Design and Urban Studies; Faculty of Agronomy and Forestry; and the Faculties of History, Geography and Political Sciences and the Faculty of Biological Sciences. Its enhancement is are related with the sustainable management of natural resources and landscape, promoting strategies that lead to an environmental care, social and economic development and territorial ordering. Different courses and activities have been developed in our school, led by professors Rodrigo Perez de Arce and Pedro Alonso: International Workshops DESERTA (2012,2013, 2014), a regular MAPA course Xerofit Landscapes, and important research in Master of Landscape architecture Thesis. UC CULTURAL HERITAGE CENTER (CDC) / Director: José Rosas V. Professor PUC School of Architecture. This is a center oriented to the study, research and preservation of cultural, artistic, architectural, urban and landscape Heritage of the country. It is a multidisciplinary center integrated by: the Faculty of Architecture, Design and Urban Studies, the Faculty of Arts, the Faculty of History, Geography and Political Sciences and the Faculty of Engineering. The center promotes the knowledge of heritage values, tangible and not tangible in the country, through programs and activities coming from the academic field, to contribute to the consolidation and strengthening of identity and cultural legacy that has been built in its historically. The program at the same time have an important impact at the interior of the EAUC, contributing with courses and studios related to the area, one of the UC Minors and recently opened a new interdisciplinary Master in 24
Cultural Heritage . UC CENTER OF PUBLIC POLICIES / www.politicaspublicas.uc.cl / Director: Ignacio Irarrázaval. Professor PUC Institute of Sociology The Center is formed by a multidisciplinary academic and professional team, with the participation of nine UC Faculties: Law School, Architecture School, School of Engineers & Business Administrators, School of Education, School of Medicine, amongst others. And one of its headquarters is located in our Faculty of Architecture, Design and Urban Studies. Its scope of action is to contribute to the country´s development by 23
http://www.uc.cl/academicos/5866-­‐qla-­‐ciudad-­‐y-­‐las-­‐palabras-­‐y-­‐el-­‐profesor-­‐teodoro-­‐fernandez-­‐fueron-­‐premiados-­‐por-­‐la-­‐fundacion-­‐
futuro. 24
See: http://magisterpatrimonio.uc.cl/programa/fundamentacion linking the UC academic work with the major challenges of the country public policy. In fact UC has been an relevant actor in the promotion of projects, research and open debates in the Chilean’s scenario of major reforms: in the educational field, the tributary and institutional ambience, among other social phenomena. The EAUC has participated since the very beginning with this center, especially through the program PUENTES UC, oriented to develop academic initiatives to real problems solutions, at a local level or Town Councils all along the country. In that sense students participate in undergraduate or graduate courses, Design Studios, extracurricular activities and finally through the Service Practice, which is minimum of EAUC curriculum. ELEMENTAL PROGRAM / www.elementalchile.cl / Director: Alejandro Aravena M., Associate Professor PUC School of Architecture The ELEMENTAL Program was born as an academic initiative to improve the quality of social housing, currently Elemental is a professional studio, linked to PUC and Empresas Copec, which has its focus in the design and implementation of urban projects of social interest and public impact. Among its objectives are, to think and build better neighborhoods, housing and urban services for low-­‐income areas. This initiative and its specific projects have obtained awards and honors in local and international Biennials such as the Silver Lyon Award at the past XI Architecture Biennale, Venice. For EAUC students, this program has been an important place and a reference to realize their professional practice. UC CENTER OF SUSTAINABLE DEVELOPMENT CEDEUS http://www.cedeus.cl/ Director: Margarita Greene, professor of School of Architecture. CEDEUS is a multidisciplinary research center constituted by PUC University and the University of Concepción (UDEC), funded by the National Commission of Scientific and Technological Research of Chile (CONICYT), and began its operations in January of 2013. The objective of the Center is to be a reference to national and international level, in research and discussion on the challenges of the urban sustainable development for Chile. The Center seeks to support the national development process so as to improve the quality of life for the residents, current and future of the urban centers of our country. It is organized in different thematic clusters, where more than ten faculty of the EAUC participates as researchers in different areas. Lately the EAUC organized an International Workshop and Conference: ADU X field Urban Manifestos for six cities, with the participation of more than 50 teachers and students of 18 Latin American and 25
European schools of Architecture . NATIONAL CENTER OF RESEACH AND INTEGRATED MANAGEMENT OF NATURAL DESASTERS, CIGIDEN. http://www.cigiden.cl/ Director: Roberto Moris, faculty of School of Architecture and Urban & Territorial Institute as Principal Researcher. CIGIDEN is an interdisciplinary center (started 2012), with the participation of four universities, an academic and public alliance, that contributes to mitigate the tremendous impact of natural disasters: in our society, in physical infrastructure and in its economic development. Based on the fact that Chile is one of the most important natural laboratories in the world to study in depth these phenomena, its aim is to develop new knowledge and technologies, in order to contribute to the understanding and mitigation of the global implications of natural disasters, and to generate less exposed territories and more resilient communities. Professors and researches of FADEU are part of the Scientific Committee of this center. School of Architecture at the Faculty of Architecture, Design and Urban studies UC Within an institutional and academic context, the School of Architecture belongs to the Faculty of Architecture, Design and Urban studies (FADEU) , formed by the School of Design and the Institute of Urban & Territorial Studies, both undergraduate and graduate programs related to design and territorial issues. This FADEU within the university tackles areas of habitability in all its extension, from the object to the 25
Alfa Project ADU 2020 was a cooperation project between Higher Education Institutions of European Union and Latin America, in the expanded field of Architecture, Design and urbanism(2011-­‐2014). See: http://adu2020.org/ territorial scale. This is one of its greatest strengths since it enables our school and its academic community to be enriched of such diversity of fields, and participate in interdisciplinary developing spaces within the 26
27
University , such as UC Centers and Programs , academic exchange networks, and especially in the articulation of researchers and practitioners teams, concerning the country necessities. At the same time, there are specific academic activities that three schools share each semester, such as: the Integrated Studio DISARQ which is oriented to Architecture and Design students of the last years of the career based on interdisciplinary subjects; the Research Projects developed together with the faculty of the different units; the Research Studio at the third year of Architecture that is performed indistinctly by EAUC and IEU faculty in related subjects; as well as a huge and assorted offer of extracurricular activities each semester, carried out by each of the units or all of them together, turns out of great interest in the interdisciplinary student training. One of the most outstanding public exhibits that is performed every year in relation to the FADEU´S academic production is the INTERVALOS exhibit at the main Central Campus Hall, where it is showed the rich disciplinary range that interacts at the Faculty level. On the other hand, one of the most important contributions promoted in the last years at the FADEU, has been the increasing growth of the Graduate programs. Since the year 2004, FADEU grants a Doctorate Degree in Architecture and Urban Studies, the only one in this area in the country, with a multidisciplinary orientation (Architects, Designers, Geographers, Historians, Sociologist, Urbanists among others), with 25 percent of foreign students participation, important international relations , and strong extracurricular activities that influence the whole academic activity of FADEU. FADEU promotes interdisciplinary relations not only for its faculty, but promotes interdisciplinary work within the eight existing Masters programs: Master in architecture MARQ; Master in Urban Project MPUR; Master In Landscape Architecture MAPA; Master In Advanced Design MADA; Master in Human Settlements MHM; Master in Urban Development, and lately Master in Sustainable Architecture & Energy, with a 28
“Graduate Integrated Curriculum” , that enables graduate students to define their profile of graduation with greater flexibility and interdisciplinary knowledge. FADEU and School of Architecture Mission The school of architecture is represented at the institutional scale of the University by its Dean: Mario Ubilla Sanz, who is the highest authority of the FADEU. As part of this institutional framework the FADEU adhere the principles of this University and from its particular specificity discipline aims and proposes for its three 29
units (schools) to work together concerning : -­‐ A sensitive Leadership and projects with social emphasis. -­‐ To design proposals in the area of the city and its inhabitants. -­‐ To articulate Theory, Practice and Research: Innovation in Teaching and Research + Publications -­‐ For the strengthening of the Prototypes Laboratories. -­‐ To develop monolithic undergraduate curriculums(Degree+ Magister) -­‐ To establish interdisciplinary relationships between FADEU/ the University and the external environment. -­‐ To have an effective Latin American leadership and increase international relationships. -­‐ To implement better work and study spaces for the academic community and its sustainable processes. In this context the fundamental task of the EAUC is to educate people who will be interested with the contribution to the country's growth, both in the discipline and the cultural field. The curriculum aims to train professionals capable of providing adequate responses from their own discipline to the needs of our society. The formation of UC architects is based on an integral formation that considers the transmission of knowledge and skills in the discipline itself, as well as give the student substantial autonomy through 26
College UC-­‐Architecture UC; Engineer-­‐Architecture UC: Major in Architecture for engineers UC. http://investigacion.uc.cl/Centros-­‐y-­‐Programas/centros-­‐uc.html 28
The Graduated Integrated Curriculum is a central coordination of all the postgraduate available courses. 29
See: Development Plan FADEU 2012-­‐2017 27
appropriate technologies and management tools, communicational abilities and other languages 30
understanding, and critical and informed vision of the contemporary world. Current EAUC Head (Director) Emilio de la Cerda proposes a vision that reflects the spirit of our tradition and proposes 10 guidelines as a projection into the future: "The Common School of Architecture" EARQ UC from 2014 to 2024, which titles are described below: 1. A Humanist School of Architecture 2. A Public School of Architecture 3. A Diverse School of Architecture 4. An Innovative School of Architecture 5. A Mindful School of Architecture 6. A collaborative School of Architecture 7. A Professional School of Architecture 8. A Transparent School of Architecture 9. An International School of Architecture 10. A Project-­‐Oriented School of Architecture The entire document for “Escuela de Arquitectura Común” can be found in Supplemental information 4.6. 30
See SoA WEB: Web http://arquitectura.uc.cl/index.php/lo-­‐contador/campus/mision-­‐y-­‐vision PART ONE (I): SECTION 1 – IDENTITY & SELF-­‐ASSESSMENT I.1.2 Learning Culture and Social Equity LEARNING CULTURE Introduction The school of architecture UC, is an academic community committed to contribute from their own discipline with: the Mission of the UC and its principles; the interdisciplinary debate within the University; to give students an ethical and disciplinary training; and to contribute to the architectural, urban and territorial development and its physical heritage, promoting the building of a dignified, contemporary and sustainable city. 31
For this purpose, the EAUC has the following objectives : a) To realize a teaching of undergraduates and graduated, updated and explorative of recognized national and international level, that would help to train competent people, with academic and professional leadership in the discipline. b) To develop, update and evaluate the program´s processes and activities, leading to obtain degrees and professional qualifications, issued by the university, in accordance with current regulations. c) Undertake sustained activities in research and development, with innovative contributions in the field of architecture and in multidisciplinary instances that the University, the EAUC, or the FADEU proposes. d) To implement actions that contribute to the formation and improvement of its teachers and researchers, according to the policies that the university, the EAUC and FADEU has establish in this matter. e) To carry out service activities, outreach and publications in the fields that is proper, as a contribution to the development of the country, the discipline debate and the formation of its students. f) To develop, update and evaluate Development Plans for the medium term, in accordance with the University Development Plan, to provide a route of development for the period in the areas of teaching, research, academic improving, extension, physical infrastructure and academic management. School of Architecture Identity Based on these objectives and the 120 years of experience and tradition have collaborated in the construction of an academic community that is identified with: -­‐
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An educational community that values and is centered in its people: students, administrative, service personnel and faculty. An integrated and collaborative community that promotes a close relationship between all its members. A community that recognizes its history and the contribution of previous experiences as a constitutive part of its tradition. A community that values diversity and the different profiles, which may have its members, therefore respects the different religious beliefs, ideologies or political positions. As well as respects the principles that govern our University. We value diversity and individual autonomy, in an atmosphere of respect for the community as a whole. So the EAUC is committed to: -­‐ To provide a suitable environment for the development and improving of all its members. -­‐ To promote an internal dialog in our disciplinary field of highest level. -­‐ To provide updated and explorative, critical and inquisitive formation, face up to reality. -­‐ To review and permanently improve its programs, contents and teaching methods, that challenges the profession. -­‐ To contribute to the needs of the country, through its academic activities. -­‐ To contribute to the debate and diffusion of the disciplinary knowledge, by means of extension activities and publications. 31
Extracted from: “The School of Architecture Estatutes”, april 2010. Título I, Art.1° Learning Culure Policy Process The School of Architecture UC started its process of a written Learning Culture Policy in 2010, after NAAB 32
Visit II Report. The first written agreement was developed in September 2010 , it was based in The Studio Culture Policy (NAAB Conditions for substantial Equivalency 2009). After that initial stage and related with the new requirements of NAAB 2012, the EAUC started a submission to the Learning Culture Policy, that has broader implications that the Studio Culture ones. This new process started in September 2014 is going to pursue the following steps: Policy Implementation Outline -­‐
Step 1: Community Self-­‐Assessment: Party-­‐to-­‐Party Conversation (FACULTY – STAFF – ALUMNAE-­‐ STUDENTS)/ first outlines proposal. -­‐
Step 2: CLAUSTRO meeting (Faculty special meeting): The EAUC Director presents a draft for discussion to the whole community. -­‐
Step 3: School Committee lineaments Self-­‐Assessment: -­‐
Step 4: Each Claustro Group Table sent their proposals to the Staff, a synthesis is realized. -­‐
Step 5: Work meeting with Staff, Area Coordinators, CEARQ team and student’s representative: Brochure Design and Agreement´s signature. See brochure here -­‐
Step 5: Public session for presentation of the Learning Culture Policy to all the School Faculty and students. Will be presented in March 2016 in Initial Lectures of the beginning of the semester. -­‐
Step 6: Public Spreading of Learning Culture Policy through EAUC website and printed brochures, states the completion of the process and makes de Policy available to all the FADEU members. Learning Culture Policy A.
IDENTITY OF EAUC COMMUNITY -­‐ Committed to people and society: Educational community that values and is centered in people, students, administrators, service personnel and academics. It is committed to the socio -­‐ cultural context, city and natural environment in which belongs. -­‐ Diverse and collaborative: Community that values diversity and various professional and academic skills, as well as respects religious, ideological, ethnic, sexual and political differences its members may have. Individual autonomy is valued on a collective work environment and respect for the entire community. -­‐ Local and International: Community that values its 120 years of tradition, recognizes in its history the contribution of people to the discipline and academia. A community that builds its own environment and a permanent connection to the international context, as an integral part of its identity and the basis on which is projected into the future. -­‐ Thoughtful and innovative: Optimistic Community that stimulates innovation and curiosity as a path of shared exploration between academics and students, promoting greater tension between intellectual rigor and concrete problems of reality in the realm of theory, design and research. -­‐ A Project-­‐Oriented Community: Community that understands project-­‐oriented thinking as architecture’s main means of reaching society and improving people’s relationships with their surroundings. Community that carries out the project in a broad context, from the object to territory, because there are no issues of 33
built form that are unfamiliar to architecture. 32
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PUC School of Architecture Studio Culture Policy is incoporated in Supplemental Information 4.14. “Escuela de Arquitectura Común”, Director. Emilio de la Cerda E., 2014. B.
CULTURE OF RIGOR AND CARE -­‐ Taking Care of Rigor in Work: Commitment and rigor in work is stimulated in all members of the community: academics, students and staff. Perseverance is promoted in teaching-­‐learning process and in the search in the depth of ideas. Quality in results is based in respect for each other’s and own work, and in special precision and care on the language used to communicate ideas. -­‐ Taking Care of Time: Students are stimulated to distribute in a balanced manner their time, between courses and design studios, for which annual programming and scheduling of academic activities and evaluations is made. This programme is informed and published, it must be respected by the academic community. Punctuality is a value of coexistence between academics and students. This includes arrival times, beginning and end of classes; and timely delivery of work. Community is encouraged to have a healthy and balanced lifestyle, respecting the times of dedication to study or work activities and to develop a comprehensive and healthy life. -­‐ Taking Care of Workspace: School promotes efficient and carefull use of workspace, cultivating a caring relation with Campus and its facilities, Casona patrimonial building and its gardens. C.
STUDIO CULTURE Learning in the architectural discipline takes place mainly in Design Studios. This kind of education promotes each student’s architecture learning through critical observation of reality, the rigourous study of disciplinary culture and the exercise of creativity. Incouraging the students to imaine innovative and informed solutions to address the complexity of reality, through projects that provide relevant answers to determined problems of society. -­‐ Collective Body: The studio is a body that investigates a common subject, where ideas and discoveries are shared and discussed in a collaborative work. Critic sessions are collective and public, where the opinion of all members is valued, in an environment of respect where appropriate language is used to guide and inform students about their performance in a broader sense than just scores or qualification. Likewise, students must respond with an interested and self-­‐critic attitude about their own performance. -­‐ Constructive Critic: Critic must be respectful and constructive from academics, for students is an opportunity for discussion and learning in depth articulation of ideas through debate and the construction of an argument. It’s also an opportunity to see themselves in relation to peers and to develop self-­‐critic as a learning exercise. -­‐ Studio Exposed: Studio work is exposed to external evaluation on its Final Review. This is a formal instance of communication of ideas and a fundamental part of learning. Academics present to the academic community the work of the semester and an external committee evaluates individual work of students. D. PATIO CULTURE EAUC understands that education goes beyond the curriculum and beyond the classroom. EAUC encourages intelectual encounter and dialogue between its members in a broader cultural context. The space environment of our Campus, its patios and corridors promote spontaneous interaction and encounter in outdoor spaces, where all members of the community encounter in a generational and disciplinary crossing. At ‘the patio’ take place all kind of events: formal ceremonies, outreach activities and informal instances of relaxation and celebration. -­‐ Patio for Meeting and Opportunities: Patio is a place of horizontal interaction and creativity, another type of networks and relationships are built, fundamental for our formation. -­‐ Patio for Learning: EAUC promotes self-­‐learning. Students complement their education with other experiences, with a proactive attitude towards the panorama of extracurricular and outreach activities that the School and/or the same students have to offer. -­‐ Patio for Celebration: Place where various events are held throughout the year. El Patio is transformed for graduation ceremony, the congratulations for outstanding performance of teachers or students, the Celebrations of "18 de septiembre", FADEU Party, among others. SOCIAL EQUITY The School of Architecture program responds to the University principles and policies, in relation with the academic community equal opportunities, regardless of ethnicity, creed, origin, gender, age, physical ability or sexual orientation. The Declaration Principles that governs it makes explicit reference to equality to all people that are part of its educational project (See: UC Declaration of Principles): I/3. " For the accomplishment of its mission, the University requires the testimony of the faith of its faculty members and of others; it does not, however, exclude those who do not share the faith of the Church and is likely to pay due respect to their conscience. Nonetheless, its institutional Catholic seal demands of the members of the university community an attitude of respect and willingness towards the principles on 34
which the University is founded and towards the mission it has been ordained with by the Church." III/1. “The actor of the work of the University is its community, constituted by everyone who works in it, and organized so that each and every one has responsibilities, rights and duties to fulfill in consonance with their 35
natural right and the doctrine of the Church.” III/6. “University members are called to work for culture, in an extensively collaborative, original and creative way, and to consequently cultivate a true sensitivity that will allow them to discern, discover and 36
help in everything that is born within and outside it, and to participate in it” III/7. “The university community is composed of people from different ages, training, ideas and character from all walks of life. These factors, and others, can eventually produce differences that must be valued, on the one hand, as positive contributions that enrich the university heritage and, on the other, in a way that they do not undermine the common task of the University nor hinder authentic Christian cohabitation, 37
which is its true lifestyle and most effective testimony of the Gospel.” IV/3. “As a University embedded in a globalized world, it must be open to other cultures and nations and, at the same time, offer those foreign cultures a genuine and true depiction of ours. The University avoids all forms of cultural isolation; but it maintains, at the same time, the essential requirements for an assiduous 38
intellectual work, the only way to maintain a steadfast path for it to fulfil its task.” IV/ 5. “The constant will of the Chilean people, in line with the teachings of the Church, aims at giving everyone access to the benefits of culture, according to their individual capacities in a way that it promotes the individual's full development. For this reason, the University coordinates its efforts with those of the national community, with the aim of providing universal access to these goods, particularly for those from a 39
disadvantaged socio-­‐economic background.” 34
Ref. www.puc.cl / PUC Declaration of Principles: Chapter I The University, an institution of the Catholic Church. Ref. www.puc.cl / PUC Declaration of Principles: Chapter III The University Community. 36
Ref. www.puc.cl / PUC Declaration of Principles: Chapter III The University Community. 37
Ref. www.puc.cl / PUC Declaration of Principles: Chapter III The University Community. 38
Ref. www.puc.cl / PUC Declaration of Principles: Chapter IV. The university and the Nation 39
Ref. www.puc.cl / PUC Declaration of Principles: Chapter IV. The university and the Nation 35
The regulatory mechanisms for Learning Culture and Social Equity principles, are formalized on the one hand in the UC Statutes and the FADEU Statutes, and on the other by a UC Regulations, in relation to students, faculty and staff: 1. Students Regulations / See UC Transparence The University is governed by internal rules that regulate and organize in order to maintain a peaceful, just and properly well-­‐ordered coexistence. In relation to students, the existing rules regulate the admission, retention, access to scholarships and academic life for students at the UC. This information is updated in a document entitled "Compendium of regulations and rules governing the Pontificia Universidad Católica de Chile for student members". This manual is available for students at their annual UC Agenda, that is delivered to each student every year, also at the website: http://admisionyregistros.uc.cl/alumnos/informacion-­‐academica/reglamentos-­‐estudiantiles, at the Student Division of each unit, at the University Libraries and in the offices of the Academic Registers and Services Direction of each campus. Mainly these are organized in Regulations for the following aspects: C. Academic Records c.1 Rules for Undergraduate Students. c.2 Rules for Graduate Students c.11 Rules on academic activities assistance develop within the university. D. Admission process E. Social and economic benefits G. Students Health Service H. Library System I. Stipendiary Works 2. Rules of Disciplinary liability for the academic community (Faculty, Students and Staff), in this case there is a Counselor or university mediator , called the OMBUDS, who has the function of contributing to a proper 40
coexistence of the whole community of UC, in the case of a conflict . In the case of abuse or harassment, physical or psychological mistreatment, the University has available for the whole community a specialized and professional program to support them, to guide the procedures and regular conduits that the University arranges to investigate and resolve these above mentioned cases. Each member of the community (teachers, students and/ administrative) that is a victim or a witness in some 41
case, can consult in a completely and confidential form for this service. 3. Faculty Regulations The UC in terms of academic policies aspires to an academic management focused on the person, which is characterized to be participatory and effective, founded in practices and the proper values of the institution´s Catholic identity, therefore oriented to an integral development, both personal and the community Policies for Academic Structure Management. (See: Politicas de Gestión del Cuerpo académico) http://uctransparente.uc.cl/images/PGCA08_.pdf All UC policies and regulations are approved by representatives of all levels in the Honorable Superior 42
Council of the university, as defined by its statutes . This is the highest government instance of UC and involved as representatives: The highest authorities of the university, the deans of all the different Faculties, the president of the student council (FEUC), and four faculty elected by their peers. Such policies consider ten main subjects: -­‐ An Institutional management focused on the people -­‐ The Strengthening of our catholic identity 40
See:http://uctransparente.uc.cl/images/stories/docs/acreditacion/nacional/magister/Reglamento_de_Ombuds_Consejero_o_Mediad
or_de_la_PUC.pdf 41
http://uctransparente.uc.cl/index.php?option=com_content&view=article&id=162&Itemid=1352 42
PUC General Satutes. See: file:///C:/Users/Pilar%20Garc%C3%ADa/Downloads/estatutos_generales%20(2).pdf -­‐ A common base and distinct academic profiles -­‐ The academic rights and duties. -­‐ Academic career and academic category -­‐ Academic selection and promotion processes -­‐ Academic upgrading and development -­‐ Regular, rigorous and informed academic evaluations -­‐ Remunerations -­‐ Cessation and academic retirement plan. The selection and promotion mechanisms of faculty and staff at EAUC are defined in accordance with The Regulations for Faculty members UC and The FADEU Complementary Regulations, detailed above. This regulations, procedures, and conditions ensure that the selection, recruitment and access to promotion for UC faculty is defined according to merit and objective backgrounds selection. This also ensures gender equality in accessing the various categories of the academic staff, and to administrator positions. According to the details in section 1.2.1 regarding the faculty and Staff structure of the School, is possible to verify all of these charges under this criterion. These policies are regulated by: 3.1 The Regulations for Faculty members (Reglamento del Académico) and the Internal Rules of Order and Safety and Hygiene Rules. See: Regulation for Faculty Members See: UC Transparence 3.2 The FADEU Statutes (Estatuto de la Facultad de arquitectura, diseño y estudios urbanos), and FADEU Complementary Regulations. This particularly values the innovative and reflective professional practice, equivalent to academic research production. And also defines the different types of academic Profile. See FADEU in Webpage FADEU Statutes Complementary Regulations 4. The academic honesty in the Pontificia Universidad Católica de Chile is an ethical imperative due to all the members of the university community. Infringe it, among others: data falsification, plagiarism and the concealment of information´s origin. It is permissible to use others material in your own work, whenever it is expressly recognized. “The auto-­‐plagiarism is understood as a deception that is derived from the multiple use without knowledge and prior authorization of the professor for which the work is being done, of another academic work, identical or similar. Those who violate the academic honesty as stated, are exposed, first, to the immediate suspension of the activity and the application of the minimum note, which, at the discretion of the professor, may be applied as a final note to the course and, in addition, a Responsibility Process by the General Secretariat of the University” See: Plagiarism definition in UC AGENDA 2015. 4.1 The university has incorporated special articles in its Principle Statements, Regulations and guidelines, where it is clearly explicit contrary conducts to these documents and its respective sanctions. In case of copy or plagiarism there are special regulations for students: -­‐ Undergraduate: Regulation of undergraduate students: Title IX, Art.39 and Art. 40: Off the Disciplinary Academic Infractions. (Reglamento del alumno de pregrado: Título IX, Art.39 y Art. 40 : De las infracciones 43
académicas disciplinarias.) Graduate: Regulation of graduate students: Title IX, Art.27 and Art. 28 43
file:///C:/Users/Pilar%20Garc%C3%ADa/Downloads/alumnopregrado%20(1).pdf -­‐
Copyrights and authorship: Related to this, there are some internal regulations referred to academic production. “The University promotes and encourages the intellectual creation of all members of the university community of: literary works, artistic and original scientific works, research, inventions or other creations, in any discipline. Every member of the University community, including to the academicians, administrative, students and any other participant in activities or projects of the University, under any regime, will be ruled in these matters, by the politics and the Manual of Intellectual and Industrial Property of the University. It is the Vice-­‐rectory for Research, the responsible entity for evaluating, protecting and commercializing the creations made in the university environment, which include intellectual and industrial property protection.”
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http://uctransparente.uc.cl/images/Reglamento_interno_UC_2015.pdf. See: Title XXI: Intellectual property and Confidentiality. Art.127 -­‐ Art. 130. PART ONE (I): SECTION 1 – IDENTITY & SELF-­‐ASSESSMENT I.1.3 Response to the Five Perspectives A. Architectural education and the Academic Community The EAUC is an integral part of the UC and as such its educational community adheres to the University's and FADEU's principles, mission and vision. EAUC's educational project is guided by our traditions and identity (outlined in I.1.2), which are reflected in the proposals set out for the next 10 years. "Building a Common 45
School of Architecture.” (Escuela de Arquitectura Común). These guidelines are reflected in the following axes that apply to all of the academic community's activities and undertaking, and for which the school is committed to provide full development resources. A1. Commitment to People and Society Our community is committed to a permanent responsibility for quality and excellence, integrating knowledge provided by each of its members to develop people that place human dignity at the center of their work and who understand that Architecture's role is the construction of the common good. For this, EAUC proposes a public agenda that integrates areas of overlap between society's needs and the Faculty and University's existing resources, as core inputs to its educational mission. A2.Mindful and Innovative Practice The aim is to provide the academic community with a context for academic training and development by conducting studies, explorations, and research with appropriate facilities and support services: This aim is met by FADEU's Directorate of Research and Graduate Studies < DIRIP> (Dirección de Investigación y Postgrado) whose role is to coordinate and manage the work of institutions scholarship and research grant recipients from around the country, and to manage scholarships, contests and programs offered by the UC's Vice-­‐rectory of Research (VRI). The EAUC also has an assistance and support area for its own research efforts, whose role is to link the school’s academic teaching, research and publication activities. Another area of academic enrichment in both teaching and research is provided by the various Centers and Programs that involve FADEU students and academics. (Described in Section I.1.1). Another significant undertaking is the School of Architecture's academic editorial project (Ediciones ARQ), which aims to build bridges between academia and professional practice, and above all to make a very important contribution to architectural education through its specialized ARQ magazine, the documentary record of Latin American architecture, and the publication of books and texts for teaching architecture. A3.Diverse and Collaborative Community The School has an ongoing commitment to seeing that everybody feels welcomed and valued, and to being a place where good work is recognized and personal development is encouraged. EAUC promotes a variety of culturally broad collaborative and participatory opportunities, "A school interested in linking the field of 46
architecture with a broad cultural context and contributing to it from our specific disciplines." To this end, through the medium of open competitions EAUC has fostered the inclusion of teachers from different backgrounds. 45
See: Appendix 4.6: Guidelines for Director Emilio Cerda's School of Architecture: "Common School of Architecture: Ten 2014-­‐2024 Axes," April 2012. 46
See: Appendix 4.6: 1. School of Humanistic Architecture, "Common School of Architecture: Ten 2014-­‐2024 Axes " Director Emilio Cerda. This approach is exemplified by our professors’ commitment to architectural teaching. In 2015 three of our teachers have distinguished themselves with their contributions to the discipline and their teaching in different areas: 1.
2.
3.
4.
Professor Margarita Greene: Winner of the "Sergio Larraín García Moreno 2015" Teaching Prize, awarded by the College of Architects of Chile. Professor Jose Rosas: Winner of the “Manuel Moreno 2015” Prize, for contributions to the appreciation of the national architectural heritage, awarded by the College of Architects of Chile. Professor Alejandro Aravena. "UC Abdon Cifuentes, 2015" Prize. For his academic career and 47
contributions to society and to the development of public policies . Professor Teodoro Fernandez, 2014 National Architecture Prize, awarded by the College of Architects of Chile. A4. An Open and International School The aim is to relate the school’s activities to the external environment, as a way of establishing and strengthening bonds to society and with its needs. At the national level through collaboration with other schools of architecture and a strong diverse and ongoing educational offerings (certificates and professional courses). At the international level through permanent exchange agreements for students and teachers, the creation of new research and cooperation networks, as well as a calendar of guests and events to encourage innovation in teaching and the discipline. A5. Professional and Project Design Education This approach is based on offering an educational project reflective of our identity (Described in Section I.1.1 EAUC Mission), which is characterized by the idea of educating people to conceive the discipline of architecture as a way of thinking and acting, rather than an accumulation sequential information. This education features our commitment to "A mindful and reality-­‐engaged project" and "Stimulating both 48
ethical excellence and creativity in the service of the common good." This approach is designed to foster student autonomy and diversity of interests through a flexible curriculum of general education courses (OFG) and in-­‐depth elective courses (OPR) and / or through thematic Studio lines that trace pathways to specialization through the range of postgraduate courses. (Described in Section II.2.2 Curricular Framework). An integral part of the EUAC educational project is to encourage self-­‐education with a schedule of extracurricular activities and a broad and diverse extension cycle, which is a fundamental part of the students' cultural education. See: Part 1.2.1. Human Resources / National and International Outreach Activities. B. Architectural Education and Students One of our School strengths is the quality of our students, the best ones in the country who apply to the Architecture Programs. Above other factors, the quality and academic results of these students are the main condition for the students' preference for our school. This represents one of the potentials and challenges for the academic and extracurricular activities that take place at EAUC, to be stimulating for both faculty and the students, and promotes the commitment with the EAUC educational project. B.1 Diversity and Inclusion An important EAUC commitment is to the country's students. The reality is that there is great inequality in secondary education, both in terms of quality and the opportunities to go on to a university education. Our school is interested in diversity and the inclusion of different socioeconomic and cultural sectors. EAUC was one of the University’s pioneering schools in this regard, initially through its participation in the UC Talent & Inclusion program(2013), which includes both admission slots (10 per year), and integration, leveling and 47
http://www.uc.cl/la-­‐universidad/noticias/20731-­‐el-­‐arquitecto-­‐alejandro-­‐aravena-­‐recibe-­‐premio-­‐uc-­‐abdon-­‐cifuentes See: Appendix4.6: 1. School of Humanistic Architecture, "Common School of Architecture: Ten 2014-­‐2024 Axes " Director Emilio Cerda. 48
student tracking activities. Another effort is the inclusion of 2 annual special admission slots as part of the UC PIANE programs (students with special needs). EAUC also has established a special scholarships fund, administered by Architecture Student’s Center <CEARQ>, to assist these students and others with socio-­‐
economic difficulties in covering their cost of materials. The University Scholarships Policy includes financial aid oriented to low-­‐income students, and also awards outstanding students every year with Academic Excellence Scholarships. As can be seen on the next table, the origin of our students has been every year growing in diversity: Table 01: EAUC Student Admission according to Educational Origin School Private Subsidy Municipal No School 2000 % 91,59 5,61 2,8 0 100 2001 % 79,09 11,82 9,09 0 100 2002 % 80,91 10,91 7,27 0,91 100 2003 % 79,65 13,27 7,08 0 100 2004 % 74,14 15,52 10,34 0 100 2005 % 82,57 11,93 5,5 0 100 2006 % 79,49 14,53 5,98 0 100 2007 % 81,03 12,93 6,03 0 100 2008 % 79,84 14,52 5,65 0 100 2009 % 90,48 8,73 0,79 0 100 2010 % 78,99 17,65 3,36 0 100 2011 % 77,78 16,67 4,76 0,79 100 2012 % 84,38 13,28 1,56 0,78 100 2013 % 77,52 14,73 7,75 0 100 2014 % 78,26 15,22 6,52 0 100 2015 % 74,36 17,95 6,84 0,85 100 B.2 Student Participation The EAUC study program promotes responsibility and autonomy in the student’s formation. Based on a flexible study curriculum, allows the possibility of defining along its formation a disciplinary specialization, based in student’s own interests and talents. This enables students to orient their undergraduate formation towards a future specialization. On the other hand, integration of undergraduates and graduates students is promoted, the curriculum permits undergraduates to take elective graduate courses as part of their education, what is challenging and motivating for them and enriches their formation. At the same time, within the courses and design studios activities the EAUC has the tradition to promote student´s participation in teaching assistantships as part of their academic activity, to increase their research and knowledge, and to train the critical capacities. Since the beginnings of the School of Architecture, and in the different periods of our school, the students have had an active participation in the academic decisions, activities and the extracurricular activities throughout the year, as well. This participation is reflected in the formal organizations representing students; student´s organizations for specific projects or activities not only in the School, but also in University. Student´s participation is channeled through the School Center of Architecture Students (CEARQ -­‐ CEARQ 49
Website) organism that takes care of student´s interests, through representatives in the institutional instances of the School, the Faculty and the University. At the EAUC level, the representatives participate of the Academic Board of the School -­‐ The Curriculum Committee, organism whose mission is to advise the direction of EAUC in subjects regarding the Study program -­‐ The Broad Direction, periodic meetings with the Director and the different Heads of curricular areas, to review projects and EAUC activities, and lastly as 50
student’s defenders on cases of elimination in UC Elimination Causes Board . At the Faculty level student´s 49
The School of Architecture Student Council (CEARQ) is composed by: a Direction, an Academic Advisor (that represents the students the Academic Council and the Curricular committee) and the Delegates Board (two student representatives of each Design Studio). Each government lasts for one year period. 50
The Student Elimination Board, revises the conditions to stay at the School of students that incurr in the following causes (30 Article – Undegraduate Students Regulation Code): a. Students that after a third term at the School, dont maintain a GPA equal or above 4,0. b. Students that after finishing the first two terms, havent approved the required credits established by their Programs. (minimum 50 credits approved). c. A student that has failed the same course in three terms. d. A student that has failed three different courses in two opportunities each one. e. A student that in the third term fails a number of courses established by the Academic Unit where he belongs. Students nominated to be expeled can defnd themselves in the Elimination Causes Board Meeting and explain their reasons for not approving the needed credits. The Elimination Causes Board is integrated by three Faculty members of the Academic Unit, designated TOTAL % 80,58 13,54 5,67 0,21 100 representatives participate in the Academic Board of the Faculty, and at the University level, in the Superior Council of the University, by means of the UC Student Association 51
See : (FEUC http://www.feuc.cl/sitio2015/) . B.3 University Context The University offers its students a range of services, funds and activities which they can participate in for their self-­‐development. These services are administered by the Department of Student Affairs DGA and the Vive la UC program (http://vidauniversitaria.uc.cl/). Offerings include extra-­‐curricular activities, contests, and sports activities, such as: -­‐ Extra-­‐curricular activities: The University offers its students a range of additional activities and workshops: dance, singing, photography, musical instruments, languages and sports, among others. (http://vidauniversitaria.uc.cl/talleres/ ) -­‐ Volunteer work: Social involvement and commitment are a necessary and important part of a UC student’s well-­‐rounded education. This is exemplified in dozens of student organizations that perform volunteer work during student winter and / or summer vacations. For example, this year as part of the "UC serves Chile" program, work was carried out in the north of the country, specifically in the Atacama region recently devastated by a flood that destroyed several villages and mining towns. The Directorate of Student Affairs (DGA in Spanish) used its emergency funds to finance a series of student-­‐proposed projects to address the specific needs encountered in the disaster area. (See Vida Universitaria http://issuu.com/vivelauc la UC, revista digital Agosto 2015) -­‐ Pastoral UC which fosters a culture of comprehensive human development and Christian solidarity. This organization works at both the central university level and pastorally with the different majors through a series of programs and / or student volunteer activities and service including: (http://pastoral.uc.cl/alumnos-­‐3/) a)
Trabajo País (founded 2016), administered by Pastoral UC, this year brought together more than 1,500 students to build homes or community centers throughout Chile. (http://www.trabajopais.cl/v2/) b) Misión País ( http://www.misionpais.cl/); c) Capilla País (http://www.capillapais.cl/v2/) this EAUC student-­‐led initiative conducted a contest for architecture students and teachers, with the winning project being a model to build 50 chapels across Chile. During 2015 the first 10 chapels will be built in Chile's central zone. -­‐
Belen UC, whose volunteer base educates and trains economically disadvantaged people. These workshops are intended for children, youths and adults, and allow the whole family to participate in an educational improvement process. (http://www.belenuc.cl/sitio/) -­‐
CTR FEUC Central Job Bank, where students can apply for paid jobs to supplement their income. (http://www.ctruc.cl/). This Center is open to employers who have positions to fill and students who need to work. Registration is web-­‐based. B.4 EAUC Student Initiatives EAUC students have historically been proactive in contributing to the country and the university community. They have provided major initiatives in the spread of architecture and urbanism. The following projects were initiated by students in our school, and many of them are currently alumni-­‐run foundations: -­‐ Plataforma de Arquitectura ((http://www.plataformaarquitectura.cl/) is one of the most widely read Spanish language architectural websites specializing in realized international pieces, interviews and articles. by the Dean or the School Director and also one member of the Academic Unit Student Council, in the case of the School of Architecture, a member of CEARQ. 51
The Students Federation of the Pontificia Universidad Católica de Chile (FEUC) is an organization that represents students in the University and the country authorities. Is composed by the FEUC Direction, Territorial Advisors of each program or Faculties, student’s organization of each program, and a Superior Board. -­‐ Plataforma Urbana ((http://www.plataformaurbana.cl/plataforma/) is a website, aimed at informing city dwellers about city, urban projects, and public policy related issues. -­‐ Revista 110 (http://cientodiez.cl/revistas/index.htm): It is a web and also printed magazine, which seeks the discussion, dissemination and criticism of architecture, through articles and interviews. This magazine started at 2001 at our EAUC, by a group of students, now most of them are teachers of our school -­‐ 0300TV (http://0300tv.com/) It is an editorial production on architecture, in various formats such as audiovisual portraits of buildings, video-­‐interviews, scale-­‐model recordings and heritage site documentary films. Started at 2006 at the EAUC, leaded by a group of students, now most of them are teachers a t the EAUC. -­‐ BARQO (http://www.barqo.cl)WEB site whose target is the diffusion of chilean architecture through the online publication of an extensive iconographic catalog, which is being constantly expanded thanks to the collaboration of both professionals and amateurs alike to photography. Started at 2005 by iniciative of a group of students, most of them are young teachers a t our school. -­‐ SANTIAGO CERROS ISLA (http://www.santiagocerrosisla.cl/#!equipo/c1dwd) is an organization that is seeking to interconnect greater Santiago's 26 island hills into a metropolitan system of green areas. While the organization is now focused on the hills within Santiago's urban area, in the future the plan is to expand towards outlying hills, and to other cities with a similar problem. This organization started as an initiative between teachers and students from FADEU and other UC disciplines. It began with a research project known as the "Plan de integración de los cerros islas al sistema de áreas verdes de Santiago" which was presented as a submission to the 2012 Public Policy, Proposals for Chile contest. Following this work, the organization itself was founded and is currently led by alumni of this school. To date the organization has managed to not only position the importance of these hills on the public agenda but also to secure and manage funding for contest to recover some of these hills. -­‐ CENSO LO CONTADOR (http://es.slideshare.net/patriciaisidora/censo-­‐lo-­‐contador-­‐2013-­‐mitos-­‐y-­‐
realidades) The origin of “Censo Lo Contador 2013: Myths and Realities” dates back to 2011, when five students, including student representatives, had the idea to "X-­‐ray" the Lo Contador campus and developed a statistical profile of its students to do so. This work was triggered in response to their realization that to that time all of the different projects being undertaken were based on myths or personal perceptions of reality. This ultimately led to a book, produced by a group of Lo Contador students that laid out in numbers a true portrayal of who the students of this UC campus, located in Providencia, were. The news was published in Vive La UC: (http://vidauniversitaria.uc.cl/component/option,com_noticias/task,ver/id,924/Itemid,5/) B.5 EAUC Student Center Participation In addition to the outreach and volunteer work mentioned above, students regularly participate in activities held at the Student Center (ARCADA2014-­‐2015): a)
Regular student activities include: -­‐
New student welcome and orientation, and regular mentoring for new and Talent & Inclusion students. -­‐
Disbursement of economic funds for student support. Both FEUC and EAUC provide scholarship funds for purchase of necessary materials. CEARQ disburses the funds based on individual student needs. These funds are for EAUC coursework materials and plots. -­‐
Coordination of the student job bank. -­‐
Organization of sports activities such as soccer leagues, among others. b) Outreach activities -­‐ Radio ARCADA (https://www.facebook.com/radioarcada). Interview program, where invited professors and guest professionals examine and reflect on different generational views and positions vis-­‐à-­‐vis current architectural issues and debates. -­‐ Faculty Week: Since 2009, when this CEARQ initiative was instituted, the entire school community becomes involved in a week of extracurricular academic activities during which time normal activities are put on hold. 52
In 2013 this became a Faculty-­‐wide event. It runs along general thematic lines, and includes interdisciplinary workshops involving professors, students and administrators from the three schools. The event culminates with a party for the entire Faculty. -­‐ Community celebrations : Rock Lo Contador (organized by CEARQ, this is an event to introduce different rock bands), Fonda Lo Contador (organized by the Faculty, as a place for the celebration of national holidays, and includes performance by a folk group whose musicians are the dean, professors, students and administrators). C. Architectural Education and the Regulatory Environment C.1 UC Architecture Program in the framework of the Chilean Legislation UC Architecture Program of studies is framed within the attributions that the Chilean Legislation gives to Higher Education Institutions, allowing them to grant Degrees and Professional Titles to their students. The legal regime of Higher Education in Chile is currently ruled on the base of the General Teaching Law (Ley 53
General de Educación LGE) , which establishes the requirements in order to ensure the quality of higher education and legally authorize the existence of universities and professional institutes. The Chilean Legislation distinguishes between Official Recognition to impart teaching conducive to obtain a Professional Title and/or a Degree; and the Autonomy of the institution, to grant Titles or Degrees independently. In the case of Architecture, the Chilean legislation requires that a candidate obtain a Licentiate Degree prior 54
to obtaining a Professional Title. So Architecture Programs in Chile grant the licentiate and professional title as well. Until the fifties, only the State Universities had the faculty to grant titles and degrees in an autonomous manner. The other existing Universities obtained these by means of an evaluation made by Universidad de Chile –the first University created by the State. Diverse laws liberated the imparted careers from this obligation, in accordance to the Contraloría General de la República “the titles and degrees of the universities recognized by the State, for all legal terms, have the same value as those given by the Universities of the State, according to the constitutional guarantees of freedom of education and of equality to apply to public positions”. Since then, the Higher Education Institutions in Chile operate autonomously in granting titles and degrees, except for private Universities, created after 1981, that have to be accredited in their initial period of functioning by the Superior Education Board (CSE). Pontificia Universidad Católica de Chile (UC) was officially recognized by Law Decree in 1927 and holds complete autonomy to grant Professional Titles and Academic Degrees –amongst which are the associate, 55
Licentiate, Master and Doctorate -­‐ without the supervision of any entity. "In our country, the universities are authorized to grant all types of academic titles and degrees, professional institutes may only grant professional titles (except those reserved solely for the universities) and upper level technical degrees, while technical training centers are only authorized to grant upper level technical 56
degrees." Moreover, there are some professional degrees such as those in medicine, law, architecture and engineering, which carry a requirement to have obtained a Licentiate Degree followed by the professional degree and title in order to practice the profession legally: "The professional degree and title are to ensure the comprehensive and scientific education required for adequate professional performance. There is a set of 52
2010 School Week “Sudakamerican Architecture” : Different teams produced some proposals for Emergency Units. 2012 School Week “Santiago Incognito”): workshops proposed 9 different lectures of unknown Santiago city. 2013 FADEU Week “Midday at Campus Lo Contador”: workshops proposed different installations for Midday at the campus. 53
Constitutional Law of Education (LGE) #20370, 2009, that replaces the previous law #18.962 of 1990. 54
Art. 63 Law No. 20.370, 2010. 55
See: National Authorization Part Two (II) Section 2. National Ministry of Education Certificate. 56
http://www.cned.cl/public/Secciones/SeccionEducacionSuperior/conceptos_basicos.aspx professional degrees defined in the law that require obtaining an academic licentiate degree prior to 57
completing the professional degree, and these can therefore only be granted by a university. " The Educational Institutions are part of the National Higher Education Board (Consejo Nacional de Educación Superior CNED), that ensures the quality of institutions and programs of the Higher Educational system, 58
through the National Accreditation Board (CNA-­‐ Chile ). The CNA-­‐Chile is responsible for the Accreditation of Programs leading to a Professional or a Technical Title, or to an Academic Degree of Licentiate. This process was initially voluntary for both institutions and programs of higher education. Currently, Law N° 20.129, stipulates a National System for Quality Assurance in Higher Education, comprising the National Council of Education (CNED in Spanish), the National Accreditation Commission (CNA in Spanish) and the Ministry of Education, through its Division of Higher Education (MINEDUC in Spanish). At present Chile is 59
undergoing a major Educational Reform process, being driven by the current government, affecting primary through higher education. The reform aims to deliver free education. In the case of university and technical level education, the reform, among other things, proposes that the most vulnerable 50% of 60
university students who are enrolled in establishments belonging to the CRUCH (an organization to which our university belongs) and some private universities receive a free education (subsidized by the State). The draft bill of the reform establishes a requirement that for a university and/or technical institution to be eligible for funding the institution itself and its various programs must be accredited for at least a four year term (the UC has twice been accredited for a seven year term, the maximum possible, in all of its academic areas). In the case of UC Architecture Studies Program is successfully accredited by CNA since 2002, and received in July 2010 a seven year maximum Re-­‐Accreditation. Additionally, UC School of Architecture Program was validated by RIBA (Royal Institute of British Architects) in 2003 for a five years period. And later RIBA Visiting New Board recommended Validation program, in May 2010, for another five year period. C.2 The profession and its relationship with the Association of Architects of Chile. There is a Chilean Association of Architects (Colegio de Arquitectos de Chile) that brings together professionals from across the country. Since 1981 professional schools in Chile have been private institutions and therefore membership is voluntary. Nonetheless the Association plays an important ethical role with its members, and advocates for the protection and prestige of the profession and its proper practices. Exercise the profession of is based on the law defining the domains and skills of the architectural profession. To these ends, and in accordance with Art. 12 of Law No. 7.211, the acts and services of the Architectural profession are deemed by Article 12 of Law No. 7.211 to: "Design and supervise the construction of buildings and carry out stability calculations, as well as the corresponding and complementary work; design, direct and supervise the construction of essentially artistic or monumental installations, and the urbanization work related to the public aesthetics; city plans and gardens and their additions and alterations; act as arbiter or expert in matters relating to architecture and urban planning, and as technical director or consultant in 61
companies or departments requiring the services of an architect." Also considered as acts of architectural service are urban and rural territorial land use planning, the study of development plans, the consideration of sustainability and environmental issues in all areas related to the profession, as well as real estate management and appraisal. 57
http://www.cned.cl/public/Secciones/SeccionEducacionSuperior/conceptos_basicos.aspx www.cnachile.cl 59
The educational reform project being pursued by the current government currently is under study in the national Congress pending its approval. 60
CRUCH: This Governing Council of the Chilean Universities is an independent public legal agency, established on 14 August, 1954, as a body for coordinating the work of the country's universities. It comprises the Rectors of the country's 25 public and traditional universities. See WEB: http://www.consejoderectores.cl/web/index.php 61
Articule 2 of the Statutes of the Association of Architects. http://www.colegioarquitectos.com/DOCUMENTOS/ESTATUTOSDEFINITIVOS.pdf 58
C.3 Rules and Regulations -­‐ Urban Planning and Construction The professional practice of architecture, urbanism and construction in Chile is governed and / or regulated by the Ministry of Housing's General Ordinance on Urbanism and Construction (OGUC in Spanish). The 62
responsibilities are described under Title 1 of the Urbanism and Construction Regulations, : General Provisions Chapter 2: Responsibilities, Art 1.2.1 among others.( See article 1,2,1) D. Architectural Education and the Profession UC School of Architecture prepares their students to the complex insertion in the working world. This preparation is based in a solid formation, in both, ethical values and in its academic excellence, both characteristics of the UC Educational Project. The study program promotes a reflective attitude related to architecture and the project as well, in a continuous ambience between theoretical reflection and the connection with reality. This collaborative aspect of our teaching has been especially emphasized by the current Head of the School of Architecture by means of a declared intention of connecting the proper work with the external reality. This being exercised in the Design Studio experiences as the nucleus of our teaching. D.1 Participation of Practicing Architects In this formative experience students relate with the professional field through different mechanisms: First, by the direct contact with outstanding professionals who are permanent professors of our School and who contribute to the student’s teaching process with their professional practice. This fact has been a distinctive characteristic of the teaching at the UC School of Architecture since its very beginnings, where many of its professors –mostly our own alumni-­‐ have received national and international recognition for the exercise of their Profession, not only Professors with many years’ experience, but also young teachers of 63
recognized emergent and outstanding careers. Each semester renowned architects are invited every semester to participate as Design Studio professors or as Final Project tutors, at the last stage of the career, facing a greater degree of specialization. Also the participation of architects in Final Design Studio Examinations, at the end of the academic semester, and specially for the Final Projects examinations, where external architects are invited to be part of the student’s final evaluation Commission. There is a long EAUC tradition of ongoing participation and cooperation of practicing architects in both teaching and management. In fact, many of its Heads and Deans have been practicing architects; over the past seven years both FADEU and EAUC have been led by practicing architects: The current Director, Emilio de la Cerda, former Director Juan Ignacio Baixas and former Director and Dean Juan José Ugarte, among others. In terms of academic management, whether on academic or management committees, EAUC invites 64
practicing architects to be permanent committee members , first as a way to self-­‐evaluate our education and second as a way to constantly update both the content and educational approaches relative to the needs of the profession. D.2 The curricular structure and the Professional profile. The School of Architecture aims to educate professionals who are well versed in design, professional and mindful practice, who have specific research and innovation skills at the different scales of interventions, while also emphasizing strong critical capacities and providing a solid background in history and theory. For this reason the Curricular framework defines a set of disciplinary areas that allow students to embark upon different paths for a professional specialization and opens fields in order to answer society’s current requirements. Our curriculum “is based not only on the architect’s role in building the contemporary city, but also on a model of university level academic education, and takes each of these approaches to be an 65
opportunity for development in the discipline and as professionals.” 62
D.F.L. N°458 de 1975 Ley General de <urbanismo y Construcciones. Actualizada por Ley n° 20.791, 29 de Octubre de 2014. Most of them have received awards and distinctions for their work. See Faculty Résumés 64
Currently as an external member of the Academic Committee of the EAUC, was appointed the architect Jose Cruz Ovalle (With an out-­‐standing career and Ex-­‐National Architecture prize) 65
S.XXI curriculum. UC School of Architecture, 2012. P.4 63
This Disciplinary Areas forming a total of four, participate in the academic project from undergraduate to graduate, research and extra-­‐curriculum level. These main areas are: Design studio and representation (AQT); Theory,history and criticism (AQH); 66
Technique, construction and Energy (AQC); and City and landscape (AQU) . The Table below shows how the concentration of elective courses and Design Studios related to these areas, allows students to direct their studies towards one of the Master's programs that EAUC or FADEU offers; the different possible paths a student can choose in conjunction with a group of professional practicum experiences are intended to provide wide ranging experience as preparation for the challenges that to come as a practicing professional. This approach also encourages work that is congruent and cooperative with the numerous needs of the country, and makes students aware of the contribution that well done work can make to the inhabitant's quality of life. Table 02 : Disciplinary Areas EAUC and Curricular Thematic Areas DISCIPLINARY AREAS DESIGN STUDIOS AND REPRESENTATION CURRICULAR THEMATIC AREAS MASTER Architecture Project Representation History, Theory and Criticism Master in Architecture [MARQ] THEORY, HISTORY AND CRITICISM Patrimony Building Structures BUILDING , TECHNICS AND ENERGY Energy, Facilities & Environment Master in Sustainable Architecture & Energy [MASE] Management and Administration Landscape Architecture Master in Landscape Architecure [MAPA] CITY AND LANDSCAPE Urban Project Housing Master in Urban Design [MPUR] To this end, each semester's coursework is scheduled to offer upper level students the possibility to pursue lines and/or themes that interest them through courses and/or studios. This is structure is designed to encourage a student's autonomy and nurture in depth knowledge in areas of the student's interest. 66
See description in: Part Two, 2.2 Curricular Framework. Table 03: Degree design studios topics and Thematic areas DISCIPLINARY AREAS 1 st semester 2015 2 nd Semester 2014 *Studios worked mainly 2 nd Semester 2015 * Studios worked mainly in the 1 st Semester 2014 in the Atacama region city of Valparaíso (after the fire) (after the flood ) HISTORY, THEORY & CRITIC BUILDING, TECHNICS & ENERGY CITY & LANDSCAPE Heritage interventions in 10 monasteries of Chile Belvederes in Chile: Architecture, place and narratives Fluvial culture and timber architecture: Rowing Club , Valdivia Subway Line 6 : Office Building and Public Space Design Solar House Urban tribes: In Santiago´s downtown CAP Competition: Steel social housing Monopoly: Housing projects Analog Design: Material, form and architectural quality From suburb to neihgborhood: A new approach to "9X18 Lot" G-­‐21: Andes mountain route and the new mountain centers development. Public Parks in complex territories Techtonic Atmospheres Atlas of Urban gaps II: The Valparaiso´s ravines Renewal of 7 Valparaiso's Patromonial Lifts for public realm Sustainable Public Space Strategy for the Public facilities for Valaparaiso´s Hills hills of Valparaiso Baróns Dock Restoration, Valparaíso Public Transportation: For social and urban restoration in Valparaiso Pedestrian bridge, Providencia Ecocité : Sustainable urban density in santiago´s downtown Collective Housing Santiago´s downtown Social housing : Centenario´s Common places/ Collective spaces : The cardboard house neighborhood restoration Independencia CORMA competition: highrise wooden Public Library pavillion Wood housing La Pampilla Park, Coquimbo : urban Sustentability in ofice buildings facilities for a permanent landscape Mínimum/ Maximum : Shelter for Continuity in la Serena city minimum dwelling Transformations: Open Large Spaces Chañaral´s refoundation , Atacama Laboratory of architecture Housing in Providencia, high quality Public service building: Chañaral, Atacama density Luthier workshop: The crafts house, The rebuilding of El Salado´s mining camp, Valdivia Atacama Masive characterization: From conceptual to thre Technical thing the Urban landscape and infrastructure Atlas of Urban gaps III: Pozos de extraccion de aridos en La florida y Puente Alto. Journal of a First Voyage: Territorial mitigation As a way of permanently updating knowledge and maintaining a relationship with the professional environment, each semester there is an open competition for architects to propose OPR courses and/or elective studio projects. This approach is a way to include young architects and new architectural subjects into the curriculum, which adds diversity and enriches our students' educational experience. On the other hand, the Practical experiences, that are mandatory in our Studies program, allow our students a direct experience with the professional reality of the discipline, “the practical experiences are conceived and designed to be a core learning element in an architect’s education, firmly rooted in the real world with real-­‐world solutions to specific problems. The value of this approach lies in its proximity to professional reality, and gives the student the opportunity to use elements taken from his university experience and apply them in practical ways. In this way the student will embody and synthesize the key elements required for a 67
full and proper exercise of our discipline.” This is carried out by 3 practical experiences: The Building Site Experiences, where the student works at a construction company or a Technical Inspection Office and is directly involved in all of the daily activities entailed in a good-­‐sized project, thereby having the opportunity to inquire and learn about the various administrative, management and building process involved; The Practical Service Experience, opens new aspects of the profession to students, by allowing them to relate their formation with service for the community, with a focus on the demands of poorer areas, or aspects related with its habitability. The Practical Professional Experience, relate students with a professional workplace in public or private offices or institutions and enables them to have an idea of the professional exercise. This work environment promotes the application of technical and constructive knowledge, the learning about the different stages of a project, budgetary aspects of a building and the application of the Building Codes and Regulations. The EAUC provides with a Practical coordination area, with a broad contacts network of building companies, institutions and professional architecture offices. Approves the Practical Plan proposed by each student and realizes its pursuit. This permanent link, especially with our alumni, enables our students to be hired in many of those offices, once they graduate. Additionally, there exists a wide range of Professional Practical Experiences carried out by our students in prestigious offices abroad. Students participating of the Study Abroad Program usually apply to offices abroad to do the Practical Professional Experience, also some of our regular students apply to summer practical experiences abroad, having the opportunity to learn about the Professional world in a different context and expand their knowledge base. Table 04: PROFESSIONAL PRACTICAL EXPERIENCE 2015 -­‐ EXPERIENCES ABROAD COUNTRY / STUDIO Student name Topic ESPAÑA 1 Estudio Urgari (País Vasco) Angélica De la Barra Barrientos 2 Archikubik (Barcelona) Filippo Mattioda ALEMANIA 3 Technische Universität (Berlín) Miguel Angel Delso Paez 4 Schaltraum Architektur Marko Klaus Gaertner Babylon Diverse 5 4D Landschaft Architekten Landscape 6 Reclaiming Heritage Ángela Lohse Álvarez Macarena Alejandra Guajardo Mavroski CANADÁ 7 Allen + Maurer Architects LTD Catalina Polloni Vivero URUGUAY 8 M. Daguiló y Asociados Nicole Cullen Aravena Commercial Equipment adn Services 9 M. Daguiló y Asociados Claire Valette Cuchet Commercial Equipment adn Services NORUEGA Sustainability 10 Pushak As Tomas Tironi Rodo Urban and Territorial Design HOLANDA 67
2012 Curricular Proposal 11 Mecanoo Architecten Marcello Licitra Commercial Equipment adn Services 12 Poggione y Bondi PERÚ Felipe González Hevia Colective Housing Diego Varas Cobarrubias Urban and Territorial Design ESTADOS UNIDOS 13 Archi-­‐Tectonics NYC Other formative experiences where students relate with the Professional ambience and promote team work, are the participation in Student´s Design Competitions, which have been traditionally handled by the Elective Studios. Relevant examples are the “CAP Steel Design Competition” promoted Pacific Steel Company CAP or the “CORMA Wood Design Competition”, where students must show technical knowledge and expertise to make innovative proposals using these materials, helping them to develop skills that will be used in their future career as architects. There are also integrated Design Studios with the School of Design and the Engineering School UC, these are equally stimulating in encouraging inter-­‐disciplinary work, a reality in the professional world. Design Studios -­‐ Student´s competions awards 2013 CAP "Public Media Library": First Prize, EAUC UC Team. Team members were Clarita Reutter, Miguel Ángel Reyes, Alberto Contreras and Claudio Torres, with Alberto Moletto Rodríguez and Paula Velasco Ureta 68
as Mentor Professors . 2014 Sustainable Affordable Housing Competition: Student team’s “Casa Tempero” project was selected 69
among the six finalists; directed by Professor Juan Ignacio Baixas 2015 CORMA "The Design of a Technological Neighborhood in Wood": Directed by Professor Mario Carreño. 70
EAUC students won two of the three prizes. 2nd Prize for the “Wooden Housing Complex “project, at the Coquimbo Meet. Pontificia Catholic University of Chile team members were: Armando Grand, Carla Olivares, Cristian Fuhrhop, Diego Rivera and Valentina Villa. 3rd Prize for the “Terraces” project. Pontificia Catholic University of Chile team members were: Juan José León, Diego José Maige and Aline Meyer 71
2015 1st Prize "Island Hills. The San Bernardo Green Corridor" Team of architecture and geography students, graduates and professors won first prize with their “Integrated Patches System" project. Team Members: Francisco Walker Martínez, Inés Burdiles, Francisco Chateau, Alejandra Vásquez, Juan Ramón Samaniego, Francisco Javier Salas, Lucas Mateluna, Santiago, Martín Fonck. E: Architectural Education and the Public Good The UC Statement of Principles declares that it "seeks to play a leading role in the country's development, by educating people to be agents of change and producing high quality knowledge to promote progress and deliver solutions to Chilean's problems.” There are a number of opportunities for academics and students seeking ways to channel the University's contributions to the national agenda. One of them is through an ongoing, consistent and significant Cultural Extension program promoted by the university that includes theater, films, and exhibits all open to the community. The INTERVALO exhibit is a good example of this, this annual event, open to the general public, and organized by the Faculty of Architecture, Design and Urban Studies, showcases the research projects 72
and realized works of pfaculty and students alike, in an exhibition at the Extension Center on the University's main Central campus. 68
http://www.plataformaarquitectura.cl/cl/02-­‐293713/primer-­‐lugar-­‐concurso-­‐cap-­‐2013-­‐biblioteca-­‐mediateca-­‐publica http://www.construyesolar.com/equipos/ 70
http://www.corma.cl/corma-­‐al-­‐dia/nacional/se-­‐conocieron-­‐los-­‐ganadores-­‐de-­‐los-­‐concursos-­‐en-­‐la-­‐semana-­‐de-­‐la-­‐madera 71
http://arquitectura.uc.cl/index.php/noticias/1381-­‐resultados-­‐concurso-­‐cerros-­‐isla-­‐corredor-­‐verde-­‐de-­‐san-­‐bernardo 72
http://artesvisuales.uc.cl/index.php/cartelera/75-­‐INTERVALO 69
EAUC's ongoing commitment to society and the common good encourages a mindset of active participation and engagement of its prfaculty and students with Chile's real needs, through a series of regular academic and extracurricular activities, teachers and students become involved with proposals and research projects in different fields that contribute to an agenda aimed at the public good and the country's development: E1. In the field of Public Policy, each year the UC sponsors a contest for scholars in all fields to propose projects and / or studies, which are then formally presented in a "Proposals for Chile" publication. 73
In 2012 three proposals formulated by interdisciplinary teams from our Faculty were included: Chap.IV "Family Condominiums. An alternative residential solution for extended families living together on 9 × 18" lots," developed by Professors Rodrigo Tapia (School of Architecture), Consuelo Araos (Institute of Sociology), Carolina Salinas (Faculty of Law). Chap.V "Integrated greenway systems in the metropolitan waterways," directed by Professors Sandra Iturriaga and Sebastián Seisdedos (School of Architecture) and José Molina (School of Design). Cap.VI "Integrating the island hills into Santiago's 2011 green areas" developed by professors: Rosanna Forray (School of Architecture), Eduardo Arellano (Faculty of Agronomy), Ignacio Fernandez (Institute of Biology), Etienne Lefranc (Designer and UC Architect) and their students: M. Catalina Picon -­‐ Fernanda Ruiz Antonia Besa (UC Architects). In 2014 the academic team of Miguel Angel Ruz (Institute of Sociology), Maximiliano Maldonado (Institute of Sociology), Arturo Orellana (Institute for Urban and Regional Studies) and Magdalena Vicuña (School of Architecture) was selected for their project: "Community Development Plans: proposals to improve their 74
effectiveness as an instrument for planning, participation and municipal accountability" (Chapter VI). E2. Chile faces a series of very complex economic and social difficulties insofar as achieving equitable sustainable development, these difficulties are reflected in our cities , and in the quality of life of inhabitants throughout the country. Late or often inexistent territorial planning to face uncontrolled growth in productive areas of the country, whether due to mining development in the north, fishing and aquaculture in the south, the high cost and scarcity of urban land in the metropolitan and or coastal and port areas have led to urban sprawl characterized by a strong spatial segregation. In addition, because of Chile's geographic features and extreme weather conditions this socio-­‐spatial situation is constantly being affected by natural disasters such as earthquakes, floods or droughts, landslides, etc. For EAUC these recurring "events" lead to continual modifications in academic planning, priorities and agendas, and these contingencies are reflected in both normal academic activities and the topics covered in the different project studios. In 2010 the country suffered one of the strongest earthquakes in its history (8.8), which affected half the country and destroyed a large part of the architectural and urban legacy of cities and towns in those areas. A tsunami triggered by the quake had devastating effects on the coastlines of the same regions. This Earthquake context, forced our students and faculty to practice and assume new roles and responsibilities and together define a collective strategy and a new schedule for the semester that was divided in two stages. The first one (March and April), was a response to “emergency”, where students and faculty work in registration of structural damages of houses and institutions. The second one, were different proposals for “reconstruction”, where almost all the design studios and technical courses focused in the rebuilding and recovery of urban heritage of Maule Region (VII Región). One of the more significant activities carried out by our school, in conjunction with the UC Heritage Center and the UC School of Civil Construction, was the 75
recovery of the town of Curepto's (VIIth. Region) architectural heritage . Another example is the case of the port city of Valparaiso, which in 2013 was struck by a devastating hilltop 76
forest fire that destroyed more than 300 homes, schools and public service facilities and thousands of hectares of forest (1,500 people were directly affected). Currently, Valparaíso is also facing a port infrastructure expansion project that would forever change the city´s relationship with its own coastline. Against this backdrop, in 2014 EAUC scheduled 13 different design studios and degree design studios in 73
http://politicaspublicas.uc.cl/wp-­‐content/uploads/2015/02/propuestas-­‐para-­‐chile-­‐2012-­‐capitulo-­‐v.pdf http://politicaspublicas.uc.cl/publicacion/concurso-­‐de-­‐politicas-­‐publicas-­‐2/propuestas-­‐para-­‐chile-­‐2014/ 75
See: http://reconstruccioncurepto.uc.cl/ 76
Valparaiso, the country's oldest port, was declared a UNESCO World Heritage site in 2003. 74
Valparaiso to work on issues of rebuilding in the hills and providing input to the coastline project. This work 77
was subsequently further developed in conjunction with other schools of architecture in the country , and presented as a joint proposal for Valparaiso titled "Project in Common for the Coastline: The Valparaiso We 78
Do Want," which was presented at the National Congress within the framework of the 2015, XIX Architecture Biennial, held in that city. Finally in 2015 Chile's north was hit by a highly unusual rainstorm which affected the Atacama Region. The storm caused unprecedented and catastrophic avalanches and mudslides which destroyed cities, towns and mining communities. Since then the University has signed a cooperation agreement with the Atacaman Regional Municipality to help restore and improve living conditions for the residents and localities affected by the catastrophe, primarily focusing its efforts on the community of Chañaral. The School of Architecture as a member of this initiative proposed a series of measures ranging from medium-­‐term professional agreements to academic activities such as: 1. Five design studios, and a degree design studio all focused on different aspects of the urban recovery process at different scales. 2. Donation of the architectural pre-­‐ design for the El Salado Logistics Center, Atacama. 3. Donation of architectural pre-­‐ design for the public library in Chañaral, Atacama. 4. The CODELCO/OCUC agreement for the "Recovery of locations in the Province of Chañaral." 5. The agreement between the UC Center for Innovation in Wood CIDM and MINVU (ministery of Housing and urbanism), with the design and building of "Eco-­‐Neighborhoods -­‐ Sustainable housing for Chañaral and El Salado". (see madera.uc.cl) 77
64 proposals for Valparaíso: Schools of Architecture of Universidad de Chile, Universidad de Valparaíso, Universidad Católica de Valparaíso, Pontificia Universidad Católica. 78
See: http://arquitectura.uc.cl/index.php/noticias/1081-­‐el-­‐valparaiso-­‐que-­‐si-­‐queremos PART ONE (I): SECTION 1 – IDENTITY & SELF-­‐ASSESSMENT I.1.4 Long-­‐Range Planning Long range planning at the University is done every five years, based on the Development Plan. These plans 79
are created by the University’s Governing Board and assessment, ideas and proposals are analyzed during “Planning Journeys”, which are meetings with each Faculty’s authorities, faculty, students, professionals and 80
administrators and the various commissions of the University’s Honorable High Council . The Development Plan, based on the University’s mission statement, defines some general goals to be reached (a vision for the future), a “strategic analysis”, goals for the period, and an action plan. The guidelines and objectives of the development plan proposed by the University are given to the various Faculties, who are then charged with creating and executing their own development plan, along with its economic evaluation and prioritization of sums needed for budget allocation. To ensure continuity in long-­‐term planning, projects, or actions, the University has established that Development Plans will not coincide with the terms of office of the various University or Faculty authorities. The current UC Development Plan is for the 2010-­‐2015 period. The process of formulating a plan for each department and school within the University begins after the plan is presented to the entire academic community. The UC School of Architecture creates its own development plan, which is presented to the 81
University’s Governing Board for its approval, as The FADEU 2012-­‐2017 Development Plan . (APPENDIX 4.5 FADEU 2012-­‐2017 Development plan) A. The FADEU 2012-­‐2017 Development Plan proposes 4 main strategic directions: 1. Institutional: This includes management of the Faculty, election of authorities, and political rights. It also includes the contractual status of the academic staff and the campus space. 2. Interdisciplinary: Encompasses academic, teaching and research relationships, both within the Faculty and with other University faculties, while seeking to incorporate greater interaction among undergraduate and graduate content, courses and curriculum at FADEU. 3. Advanced knowledge: Relates to support the research, the approval of undergraduate studies program at the IEU (Institute for Urban Studies) via College and Master's plus Urban Planner degree. It includes the PhD triad of Architecture, Design and Urban Studies, and also incorporates the Accreditation Program. 4. Reciprocal Linkages: These are the relationships between the Faculty and society, and contributions to the country, including communications, outreach, continuing education and projects with a socially useful emphasis. Contemplates an effective network of activities that promote a permanent information structure on the various available platforms. Thus, the ultimate purpose of these strategic initiatives is to achieve a cohesive Faculty, strengthened in its original and foundational purpose. To this end, the Plan will consider elements such as: • Meaningful leadership and projects with social emphasis. • Proposals in the sphere of the city and its inhabitants. • Theory, Practice and Research Innovation in Teaching and Research + Publications • Strengthening of technological laboratories • Integrated Undergraduate program (Degree + Master's) • Interdisciplinary and transversal relations between FADEU/ University and the external environment. • Effective Latin American leadership and international relations • Implementation of sustainable spaces and processes. 79
The Governing Board is comprised of the following Vice-­‐rectories: Academic, Research, Financial and Communications. The Honorable High Council is the highest collegiate institution at the university. It is presided by the Rector and includes the deans from all of the Faculties, representative professors and representatives from the Student Center. 81
FADEU 2012-­‐2017 development plan: Five year plan, the period will be established once the plan is approved by the Governing Board. 80
B. The EAUC 2012-­‐2017 Development Plan, proposed within this framework, highlights the following points and actions: B1. INSTITUTIONAL B1.1 A campus with high standards a) Infrastructure -­‐ Space requirements for teaching, research, management, meetings and recreation. It was developed an outlining of requirements for the growth of EAUC’s physical space. Based on this, it was defined the space needs for two new buildings oin the Campus. For the first, there was an architecture 82
competition in 2013, won by the team led by Professor Gonzalo Claro . The new 2,000 square meter education building is currently under construction and will be completed in december, 2015. Its financing was based on funds granted by the university. FADEU then held a competition for a new Lo 83
Contador Campus Master Plan (July 2015). The team of professors Loreto Lyon and Alejandro Beals , won this competition with a plan outlining regulation and growth parameters for the Campus. Among other things, the site for a new 2,500 square meter FADEU STUDENT´S building, that was recently called for a competition (October 2015). It will be built during 2016-­‐2017 with shared financing 84
between the University and CMPC Maderas . b) Sustainability and Laboratory Equipment Renewal Plan. A development plan will be implemented based on the following actions: -­‐
Relate laboratory use with “Continuing Education program” (post professional education Diplomas and courses) -­‐
Implement a Safety Manual protocol for the Model and Prototype laboratories. -­‐
Increased resources allocated to the Faculty and the various programs, research centers, to improve facilities, update equipment etc. -­‐
Reconfiguration and increase of physical space for implementation of the Energy Laboratory among others. c) Assessment and Report on computer equipment (hardware) and software, to improve equipment, with particular emphasis on the acquisition of BIM licenses, and training and skill improvement in new software for instructors. In 2014: (See Part 1.2.3 Physical Resources / FADEU COMPUTER LABS) B1.2 Strengthen New Curriculum management a) Adapt the academic, teaching and research management structure in accordance with the New Architectural program curriculum : The School of Architecture implemented a new academic and management structure for 2014, in accord with implementation of the New Curriculum and the guidelines proposed under the new management of Emilio De la Cerda E. (period from 2014-­‐2017). (See Part 1.2.2 Administrative Structure and Governance). b)
Faculty Development Plan, includes an academic staff that covers all disciplinary areas and innovation in the teaching fields, among other things. -­‐
A total of 33 academic hours of faculty are assigned to 3 professors (11 hours each) for cacademic upgrading at Doctoral programs (Francisco Chateaux, Pilar Urrejola, Sandra Iturriaga). -­‐
For 2014 and 2015, 100 faculty academic hours were included for development of the following areas: 66 hours for City and Landscape area: Elke Schlaak (22 hrs.), Alejandra Bosch (22 hrs.), Osvaldo Moreno (22 hrs.) 82
The winning team of the new UC Architecture building contest: Gonzalo Claro, Pablo Levine, Luis Laliena, Luis Abengozar, Carola Ureta, Alberto Jiménez y Juan Pablo Vásquez. 83
http://www.plataformaarquitectura.cl/cl/768574/beals-­‐plus-­‐lyon-­‐arquitectos-­‐primer-­‐lugar-­‐en-­‐concurso-­‐de-­‐plan-­‐maestro-­‐del-­‐
campus-­‐lo-­‐contador-­‐chile 84
Company that manufactures wood products. Member Centro de Innovación en Madera UCCIDM (Wood Innovation Center) http://www.cmpcmaderas.cl/ 44 hours for Building, Techniques, and Energy area: Renato D’Alençon (44 hrs.) c) New methodologies related to measurement, simulation, and prototyping processes. EAUC academic programming added 10 new elective courses OPR (2014-­‐2015) that incorporate innovation in methodologies through laboratory work. d) Revision and implementation of the curriculum, specially in the initial design studios and minimum courses. As an example for the Foundational Studios, sections were introduced as a way of enhancing the professor-­‐student relationship: Foundational Representation Studio I: Increase the number of faculty. Foundational Representation Studio II: Increase the number of faculty. Foundational Representation Studio III: The course is divided into 2 sections. Foundational Representation Studio IV: The course is divided into 2 sections. Foundational Representation Studio V: The course is divided into 4 sections Also the coordination of Practical Experiences with the Building, Techniques and Energy area courses: Structured and delivered as hourly modules. e)
Teaching innovation. For this a competition was created for new courses and/or Design tudio themes proposals. For academic programming in 2015 -­‐2016, the competition introduced the following elements: Design studios: Won by Architect Emilio Marin (of a total of 35 entries), for the Building, Techniques and Energy area: "Diario del primer viaje” (Journal of a First Voyage Territorial mitigation for a wind farm located in Chile’s Region IV). nd
Elective Courses OPR: (11 vacant a total of 56 entries), two of them were selected for 2 semester 2015 and the othersare being taught in 2016. -­‐ Una Habitación propia (A Room of One’s Own). Gonzalo Carrasco -­‐ El sentido de las reglas (The Significance of Rules). Cristian Izquierdo -­‐ Historia de la vida cotidiana en Santiago (A History of Daily Life in Santiago). Tomás Errazuriz -­‐ Fachada Estructural y Ornamentos Arquitectónico (Structural Facade and Ornament in Architecture). Juan Eduardo Ojeda -­‐ Diseño con el viento (Design with Wind). Andrés Ureta -­‐ CO2, Energía incorporada y edificios (CO2, Incorporated Energy and Buildings). Diego Palma -­‐ Paisajes de la Catástrofe (Landscapes of the Catastrophe: from a destroyed project to a project to (re)build). Mauricio Onetto -­‐ Urbanismo Cotidiano (Quotidian Urbanism). Ernesto Silva B 2. INTERDISCIPLINARY B2. 1 Foster an interdisciplinary approach a)
The active participation of the EAUC in UC’s Interdisciplinary Programs and Centers (Section I. 1.1), is seen in the hours this school’s instructors devote to these centers. -­‐
UC Wood Innovation Center: Directed by Professor Juan José Ugarte (President) + staff of 4 architects who are EAUC alumni. -­‐
UC Atacama Desert Studies Center: Professor Rodrigo Perez de Arce and students of Master in Landscape Architecture/MAPA Master’s Thesis. -­‐
UC Cultural Heritage Center: Professors José Rosas (Director) and Juan Camilo Pardo; Professor Elvira Perez (Head of the Cultural Heritage Master’s program). -­‐
Directorate of Extension and External Services , FADEU: Professor Paula Martinez (Director) -­‐
FADEU academic management positions: Director of Outreach and Communications -­‐ Professor Macarena Cortes; Director of Research and Graduate Studies -­‐ Professor Felipe Encina; Academic Secretary of the Faculty -­‐ Professor Pilar Garcia. b) To promote interdisciplinary teaching. In 2014 EAUC and Engineering developed a major in Engineering and Architecture; an interdisciplinary program that allows engineering students to delve into architecture. Enrollment of 8 students (2014) and 10 students (2015). In addition there is an AIC Collaborative Studio (AQA0880I), which included professors from the Faculty’s three units and students from Design and Architecture. c) Linkage with the College UC program via a major in Architecture; there are 5 vacancies in the first semester and 10 vacancies in the second semester for the “Exploratorio” course: Foundational 85
Representation Studio 1 . 86
d) Participation in the creation of the new Master’s in Cultural Heritage initiated the second semester of 2015. Interdisciplinary program among 4 faculties. Faculties of Engineering, History, Geography and Political Science, Arts and FADEU. B 3. ADVANCED KNOWLEDGE B3.1 Research For the development of research the EAUChas the support of thr Direction of Research and Graduate Studies DIRIP( explained in 1.2.1 C) with a part –time dedication personell, whose objective is the maintenance of the Academic Record in which faculty research and publications are approved. This is of particular importance for maintaining updated information to be used for accreditation, the INE questionnaire, the Rector’s account, academic categorization, internal competitions at UC, etc. Specifically, the PREI 2015 competition (September-­‐October) has been opened, offering an incentive for publication using the Record to this end. This infotmation also applicable for the FADEU´s Faculty Protocol for Remunerations, the objective of this is to validate research hours through publication, dissemination of research and participation in scientific conferences. (ADA ‘Asignation of Academic 87
Performance’) Another important aspect has been the dissemination of research. This output has resulted in low-­‐cost publication of faculty research and works by the ARQ press, which has been used as instructional texts in courses. -­‐
-­‐ -­‐ -­‐ -­‐
March 2014 Alejandro Crispiani (editor): “Concurso Palacio Pereira | Historia de una Recuperación Patrimonial” August 2014. Francisco Díaz, Alejandro de Castro (editors): “Who Cares for Chilean Cities?” November 2014 Francisco Díaz, Felipe De Ferrari (editors) : “Pier Vittorio Aureli | Entrevistado por 0300TV”. November 2014. Francisco Díaz, Francisco Quintana (editors): “Fernando Pérez Oyarzun | Ortodoxia/Heterodoxia” December 2014. Macarena Cortés et ál. : “Turismo y Arquitectura Moderna en Chile” 85
Since the first semester we had the additional enrollment of 10 students from the UC Talent and Inclusion program. See: http://magisterpatrimonio.uc.cl/). 87
Compensation Protocol Catholic University of Chile Since 2010, the university implemented a new system of academic salaries based on academic qualifications <Academic Remuneration Policy>. This system applies to all new hires of academics, entrants with a base salary of assistant professor which increases by the ADA (Asignation of academic achievement), the ADA corresponds to approximately $ US100 ($ 65,000 chilean pesos). According to the academic qualification by the Dean's Advisory Committee, which determines the rating of each academic according to their background, qualifications include: MB + ADA = 3 ADA MB = 2 ADA B = 1 ADA 86
-­‐ -­‐ -­‐
January 2015. Jeannette Sordi, Felipe Vera (eds.).: “Andrea Branzi | Diez Modestas Recomendaciones para una Nueva Carta de Atenas” April 2015 Francisco Díaz, Felipe de Ferrari, Diego Grass (editors.): “Atelier Bow-­‐Wow | Comunalidad Arquitectónica: una Introducción” April 2015 Hugo Modragón, Catalina Mejía (editors.): “Sudamérica Moderna | Objetos . Edificios . Territorios” May 2015 Elke Schlack (editor): “POPS: El Uso Público del Espacio Urbano” August 2015 Francisco Díaz, Francisco Quintana (editors): “Alberto Sato Kotani / Cara/Sello” -­‐ -­‐ B3.2 Sustainability of the Doctoral Platform a) Inclusion of teaching scholarship recipients in the School of Architecture. Among the students who participate and/or have participated from the School of Architecture to later become part of Tenure or Non-­‐Tenure faculty are: Umberto Bonomo, Macarena Cortés, Danilo Lagos, Hugo Mondragón, Philippe Blanc, Elvira Pérez, Andrea Rojas, Julián Varas, Fulvio Rosetti, Daniel Rudoff, Andrés Tellez, Fernando Carvajal, and Sandra Iturriaga. While the courses in the integrated curriculum of the Faculty such as Ethics and Research have included the participation of: Christian Matus, Felipe Link, Francisca Pérez, Alejandra Rasse, Andrea Rojas, Paula Vera and Marco Barrientos. All the above mentioned are Doctoral program scholarship recipients. Currently the Doctoral program is developing a change to the curriculum which will incorporate participation in teaching activities at FADEU as a requirement for doctoral candidates. b) School of Architecture participation in the PhD Steering Committee. The Doctoral Committee comprises 2 professors with PhD in architecture and 2 professors with PhD from the Institute of Urban and Regional Studies. 2014 Fernando Perez O. – Program Director, Professor of Architecture. _Alejandro Crispiani-­‐ Professor of Architecture _Horacio Torrent-­‐ Professor of Architecture _Jonathan Barton – Professor IEU _Arturo Orellana – Professor IEU 2015 Fernando Perez O. – Program Director, Professor of Architecture. _Alejandro Crispiani-­‐ Professor of Architecture _Horacio Torrent (first semester) -­‐ Professor of Architecture _Macarena Ibarra – Professor IEU _Arturo Orellana – Professor IEU c) School of Architecture professors involved in Doctoral teaching, thesis advisory, management positions, and thesis commissions. Table 05 : Architecture faculty PhD thesis advisory and committees since 2014 Architecture Academics advising PhD Thesis José Rosas PhD Candidates Claudia Vidal Mariana Rodríguez Gloria Saravia Carolina Hermosilla Gloria Saravia Teodoro Fernandez Pedro Alonso Gloria Saravia Carolina Maturana Rosanna Forray Sandra Iturriaga Francisca Avilés Hugo Mondragón Architecture Academics in Thesis Comitee Fernando Carvajal Andrés Tellez Rodrigo Perez de Arce Andrea Rojas Macarena Cortés Elke Schlack Rocío Hidalgo Alejandro Cortés Horacio Torrent Luciano Basauri Macarena Cortés Ursula Exss Rocío Hidalgo José Quintanilla Marco Barrientos Claudio Vasquez Isabel García Fernando Pérez Viviana Bravo Cecilia Vera Romy Hecht Marcelo Mardones Rosanna Forray Filipe Temtem José Rosas Pía Montealegre José Rosas Pilar González Fulvio Rosetti Rodrigo Perez de Arce Pilar Urrejola Germán Hidalgo Pedro Alonso Alejandro Crispiani Fernando Pérez Romy Hecht Wren Strabucchi Magdalena Undurraga Rosanna Forray Elvira Pérez José Rosas Germán Hidalgo Gloria Naranjo Wren Strabucchi Rodrigo Perez de Arce Alejandro Crispiani Fernando Pérez Fernando Pérez Alejandro Crispiani José Rosas Fernando Pérez Rosanna Forray Alejandro Crispiani Khaled Saleh Igor Fracalossi Marcelo Grez Rodrigo Pérez de Arce Daniel Ruddoff Julián Varas Felipe Link Amparo Gallegos María Elena Ducci Ana Ximena Arizaga Pedro Alonso Gonzalo Carrasco Participation of Doctoral students in management positions: Former Doctoral program students have taken on management positions: Hugo Mondragón: FADEU Directorate of Research and Graduate Studies (2012-­‐2015) Macarena Cortés: FADEU Directorate of Outreach and Communications (2015-­‐2018) Umberto Bonomo: EAUC Sub-­‐directorate Development Office (2014-­‐2017) Philippe Blanc: Head of EAUC Studios (2011-­‐2014) B3.3 Implementing the New Curriculum: Better training in less time. A four year Licentiate phase, a Professional and Master’s Degree in a one and a half years (Professional and Specialization) a) The Licentiate phase of the new curriculum is already in effect, and is currently in its fourth year. This has resulted in adjusting the content of courses, and coordinating the Practical Experiences with the building courses. b) Degree and Master’s: The new curriculum was put into effect in 2013, therefore the first generation of this phase starts in 2016. The EAUC degree phase consists of two parts: degree + Master’s and traditional degree. The objective of the new curriculum is for students to obtain their architectural degrees through the 88
Master’s programs offered by FADEU, but this cannot be made obligatory under Chilean law. Therefore a strictly professional title must be offered, to this end EAUC proposes a specific curricular program for each option. (See: Part II: Section 2-­‐B.3 Architecture Degree) Regarding the Professional + Master’s degree program, there are 4 options: Master’s in Architecture, Master’s in Landscape Architecture, Master’s in Urban Projects and the newly incorporated Master’s in 89
Sustainable Architecture and Energy program . The possibility of a degree in the recently begun Master’s in Cultural Heritage program is being considered. (See: Part II 2.2 Curricular Framework, Master’s program) c) General formation through minors. EAUC is in the process of creating new academic certificates for UC general formation, in 2014 two interdisciplinary minor programs were initiated, open to the entire university: 90
91
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Collaborative Projects in Vulnerable Contexts . (no students enrolled to date ) 92
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Material Cultural Heritage (8 students enrolled in 2014) B3.4 Strengthen areas for in-­‐depth studies; Relate research and teaching. The new 2012 curriculum is organized around 4 Areas with various instructional options: courses, laboratories or studios. In addition there is also connection between Research and Graduate programs. EAUC implemented a new academic management structure combining the Degree and Graduate programs under a single leadership, with the goal of building a new curricular sequence for this phase in accordance with the undergraduate curriculum. Among other things the new Master’s in Sustainability and Energy was developed and approved. (See: Part Two 2.2 Curricular Framework, Master’s program) B3.5 Teaching and “Mindful Practice” unifying the profession, teaching and research. 3.5.1 The relationship between teaching and practice has traditionally been the main objective for this school. To bring together the best professionals whose practice constitutes a mindful contribution to architecture and involve them in teaching. Each semester at least two or three distinguished professionals are invited to teach in the Design Studios or Degree Design Studios. (See Visiting Faculty Matrix in I.2.1 Human Resources & Human Resource Development. And Appendix 4.2 Faculty Resumees) 3.5.2 A broad array of Extension offerings, as an integral part of architectural reflections on the discipline as part of students’ education. These activities occur throughout the semester, promoting a diverse environment: Combining academic work and Research, Project and Reflection in: Events, Exhibits, Talks and Workshops. (See: Supplemental information 4.9 National and International Outreach Activities). In 2014 there were 14 exhibits, 77 conferences, and 8 workshops among other activities. B.4 RECIPROCAL LINKAGES 4.1 Assume national leadership in the discipline 88
The legislation of Chilean higher education indicates that the only level required for a professional title is the Licenciature. MASE begins the second semester of 2015 See: http://formaciongeneral.uc.cl/certificados-­‐academicos/interdisciplinarios/arquitectura-­‐diseno-­‐y-­‐estudios-­‐urbanos/escuela-­‐de-­‐
arquitectura/proyectos-­‐colaborativos 91
Students may enroll in Academic Certificates at any phase of their coursework. 92
See: http://formaciongeneral.uc.cl/certificados-­‐academicos/interdisciplinarios/arquitectura-­‐diseno-­‐y-­‐estudios-­‐urbanos/escuela-­‐de-­‐
arquitectura/patrimonio-­‐cultural-­‐material 89
90
4.1.1 This part of the Plan addresses teaching and research participation in country projects, and connecting teaching-­‐related activities with the needs of these projects. Among EAUC’s contributions are a public agenda for common work, which is based on a series of agreements with public institutions and a “Project Incubator” in which professors and/or students can introduce and manage proposals related to those agreements in the context of studios or courses. Among these: -­‐ Agreements with Fundación Vivienda: The goal of supporting technological innovation in developing Emergency Housing. The first semester of 2015 professor J. Eduardo Ojeda’s OPR class developed 93
prototypes for self-­‐construction. -­‐ Participation in applied research projects: Development of UC-­‐MINVU’s Eco-­‐Sustainable Neighborhoods for Chañaral – El Salado, through the CIDM, with the hands-­‐on participation of professors, ex-­‐students and students. -­‐ Municipality of Frutillar Agreement, wherein students in the Degree phase (2014) worked on a municipal 94
commission, developing a civic center and town hall for Frutillar , led by Professor Mauricio Lama. This Degree Design Studio is in addition to the second Research Studio, 2015 led by Professor Gloria Saravia, for the survey and recording in the Frutillar historical record. 4.1.2 Academic Production and Dissemination: One objective is to continue the EAUC Yearbook which collects undergraduate and graduate academic work. In 2013 an online yearbook was created, published on 95
the EAUC WEB in addition to teaching texts. 4.1.3 An important part of EAUC’s role in the discipline’s development has been the Continuing Education program, related to the existing resources EAUC has in its Master’s and academic research areas. The program focuses on continuing education to keep professionals in the discipline up to date, with a revised 96
selection of Diplomas and professional development courses. EAUC Diplomas 2015 -­‐BIM Diplomas -­‐Landscape Design Diploma -­‐Cultural Heritage Diploma -­‐Digital Manufacturing Diploma -­‐Sustainable Architecture Diploma -­‐Construction with Earth Diploma (new) EAUC Courses 2015 -­‐ Architectural Photography (new) -­‐ Landscape and Architectural Photography Studio -­‐ Stucco and Raw Earth Finishes (new) -­‐ Rhino 2D and 3D (new) -­‐ Film and the City: history and criticism (new) -­‐ How to Publish in Architecture (new) 4.2 Improve the International Network There is a long tradition of connecting with the international world at EAUC, not only through the connections or networks of its academics and student exchange, but also through scheduling of academic activities and annual extension. 93
See: http://fundacionvivienda.cl/node/107 See: http://politicaspublicas.uc.cl/noticia-­‐estudiante/titulos-­‐de-­‐arquitectura-­‐uc-­‐son-­‐presentados-­‐como-­‐propuestas-­‐para-­‐nuevo-­‐
centro-­‐civico-­‐de-­‐frutillar/ 95
See: http://online.fliphtml5.com/ylsl/zhat/#p=10 96
See: http://educacioncontinuaarquitectura.uc.cl/ 94
4.2 1 International Workshops: -­‐ Workshop: “Collaborative Structures for Citizen Urbanism” / ETH Zurich DArch Structural Design (M. Beckh, P. D' Accunto, J. Castellón) + SF Mayor's Office of Civic Innovation (K. Canellakis), UC School of Architecture. (March 2015) -­‐ Workshop: “Commonalities: Recoleta / Independencia” / Professors: Atelier Bow-­‐Wow (Y. Tsukamoto), S. Takuto, Plan Común (F. De Ferrari, D. Grass) Co-­‐organize: OnArchitecture. (April 2015) -­‐ Workshop: “W.A.S.15 Workshop Architecture Santiago 2015” (July 2015) 4.2.2 Participation in international research networks -­‐During 2013-­‐2014, EAUC participated in The ALFA III Project “The Restructuring of Higher Education for the 21st Century in The Expanded Field of Architecture, Design &Urbanism (ADU 2020). This project includes 18 partners: 13 from Latin America and 5 from European Union. Its objective was to contribute to the development of higher education in Latin America. The four main topics were: New Professional Areas; Global and Local Competences; Creative Design and Transdisciplinary Thinking; and New Educational Strategies. This project was led and coordinated by professor Margarita Greene of the UC School of Architecture and 97
professor Yves Schoonjans of Sint Lucas School of Architecture, KU Leuven, with the participation of a significant number of our faculty, including professors Pilar Urrejola and Pilar García representing EAUC. -­‐
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Participation in the DOCOMOMO through Grupo de DOCOMOMO Chile, Professor Horacio Torrent, President: The V° Seminario Nacional Docomomo Chile (Fifth National Docomomo Seminar) took 98
place at the UC School of Architecture. Participation Congreso ACSA, "Cross-­‐Americas, probing disglobal networks” as co-­‐chair with Umberto Bonomo. Participated in coordinating and producing the event. This year we were visited by Eric Wayne and Marilis Nepomechie from that institution. Participation in the Ibero-­‐American Urban History Association’s conference “Cities in Time, Infrastructure, Territory and Heritage” as the general coordinator along with Rodrigo Booth and with the support of the Centro del Patrimonio, FADEU and FAUCH. LATI7UDES International Conference: The seventh symposium of the series, co-­‐organized by the 99
School of Architecture at the University of Texas at Austin, USA (UTEAUC) and EAUC. 4.2.3 Exchange agreements and dual degree Existing dual degree agreements: TUB Technische Universität Berlin (since 2008) Università IUAV de Venezia (since 2009) Politécnico di Milano (since 2007) Politécnico di Torino (since 2008) Two new Graduate Student Exchange agreements were established in 2015. Sint-­‐Lucas School of Architecture, KU Louvain University of Strathclyde, Glasgow 4.2.4 National and international accreditation processes. One of the objectives is ongoing self-­‐evaluation and improvement of the program of studies offered by EAUC (undergraduate and graduate). This includes the review, update and completion of EAUC’s accreditation processes: -­‐ Finalize the NAAB accreditation process, in accordance with Visit III of the process. Per EAUC’s new management, this last phase begins in March of 2015. -­‐ Review RIBA accreditation (2010-­‐2015). Process of re-­‐accreditation will begin in 2016. -­‐ AADSA national accreditation (2010-­‐2017), still current. 97
See: http://adu2020.org/ See: http://www.docomomo.cl/2014/09/03/extension-­‐de-­‐plazo-­‐de-­‐envio-­‐de-­‐resumenes-­‐al-­‐v-­‐seminario-­‐docomomo-­‐chile/ 99
See: http://arquitectura.uc.cl/index.php/agenda/1301-­‐sep-­‐07-­‐08-­‐congreso-­‐latitudes-­‐7 98
PART ONE (I): SECTION 1 – IDENTITY & SELF-­‐ASSESSMENT 1.1.5 Self-­‐Assessment Procedures Description of the self-­‐assessment process based on the following points 1. The Program’s progress toward accomplishing its mission: The program faces multiple internal and external changes which affect the teaching and the discipline of architecture. Among them are the growth of higher education, institutional definition of new academic profiles, and the explosion of discipline related knowledge, without which it is impossible to practice, as well as diversification of areas of professional and academic action, and advances in teaching and research methods, among others. The EAUC is constantly evaluating, reviewing and adapting its educational program and academic management structure in order to reach its objectives of improving the quality of its instruction. EUAC regularly seeks external opinions and has implemented a collection of self-­‐assessment 100
elements which are in part informed by national and international accreditation processes and alumni surveys. In addition, internal opinions from institutional bodies such as the Academic Committee, the Curriculum Committee, the faculty and the Graduate Committee, among others, are implemented by the school. Regular monitoring of courses through student’s evaluation EVALDOC is also conducted each semester. These different self-­‐evaluation tools provide very important information which is used in crafting the school’s Development Plan, and has resulted in, for example, the design and implementation of a new 101
curriculum in 2012 , planning and improving the physical space, a more diverse academic staff, increased research and innovation within the discipline and newly structured academic management. 2. According to the Development Plan: The challenges reported by VTR NAAB (as described in I.1.4 Long – Range Planning), became the EAUC’s Development Plan axes. The Plan represents an institutional commitment to financial resources or funding for the projects it proposes. Accomplishing the strategic lines and their corresponding actions is very important for EAUC as groundwork for future approval of the next Development Plan (2016-­‐2021). This Plan is monitored every semester by the Academic Council and the Faculty’s Financial Directorate (for example, for the approval of each unit’s academic programming, hiring and faculty competitions, among other things, and annual monitoring by the university’s Academic and Financial Vice-­‐Rectory. 3. Strengths, Challenges and Opportunities the Program Faces in Developing its Mission and Institutional Culture. 5 Perspectives. A. According to External Evaluations-­‐Accreditations 102
The various external evaluations include: national accreditation by AADSA , international evaluation by 103
RIBA and Substantial Equivalency by NAAB. Below is a summary of the various opinions concerning the strengths and main challenges faced by the EAUC. Strengths: 104
105
a) The strengths identified by NAAB primarily highlight the good national reputation enjoyed by EAUC, 106
the quality of the professors and students and the growth in research, publication and graduate 107
programs. 100
Between 2009 and 2010 the School was visited by accreditation teams from the United States (NAAB, October 2009), England (RIBA, May 2010), and Chile (AADSA, July 2010). Each of these teams issued a report with observations on our architecture programs and teaching, in terms of the courses content and the methodologies in place. 101
The previous curriculum dated back to 2003, and underwent a series of curricular reviews over the 10 year period that it was in force. 102
AADSA Agencia Acreditadora de Arquitectura, Arte y Diseño de Chile SA. (Architectural Accreditation Agency of Chile, SA) 103
RIBA Royal Institute of British Architects 104 NAAB Visiting Team Report, Visit Two for Substantial Equivalency, 2009. b) AADSA highlighted the quality of the School’s board, teaching, and administrative bodies, properly qualified and sufficiently staffed, which includes not only professors with Master’s and PhDs, but also architects who are distinguished in their profession. It also commended the monitoring of the educational process and alumni placement, the use of a curriculum appropriate to the graduate profile and the option to employ a process of continuing education dictated by the Licentiate and the Master’s. AADSA and NAAB both highlighted the Prototype Laboratory and the Biblioteca y Centro de Documentación Sergio Larraín García–Moreno (the Sergio Larraín García–Moreno Library and Documentation Center). c) The RIBA report noted the School’s overall approach to architecture, specifically highlighting its interesting design projects, expansive cultural education, quality of representation and technical aspects in the training studios. Main Challenges: a) NAAB cited the following regarding challenges facing EAUC going forward: -­‐ A curriculum for the XXI century should be developed which clearly establishes minimum course content, training, new methodologies, the introduction of tutorial support systems, and review of the number of hours each course requires to avoid imposing an excessive burden on the students. -­‐ The formation of a FADEU Center for Knowledge Creation with academic incentives for research and publication is a very important goal in the teaching area because ongoing feedback generated by faculty research results in remaining up to date and improved teaching quality. -­‐ Maintain a response to the national agenda not only through strengthened international relations, but also by including students in real-­‐life professional challenges that are connected to national issues, specifically through development of studios and practical experiences around issues related to the public agenda. -­‐ Create access to advanced logistical and technological resources, specifically physical space that is appropriate for student studios, research offices and space for visiting professors (it should be noted that this was resolved for professors, but not entirely for students, an issue that will only be addressed by the construction of a new building). a) AADSA: Challenges AADSA identified as challenges the need to reevaluate the insufficiently addressed regarding regulatory and legal issues, evaluation, and management. They also recommend inclusion of contemporary issues in architecture such as globalization, consumerism and the market. In addition, they propose review of consistency between the graduation profile and the purposes and values of the University and the School, incorporating them clearly in the educational process. b) RIBA: Challenges 1. Achieve the addition of a required constructive technologies document within the curriculum, verifiable in the last two years of the program. 2. Incorporate technological and environmental issues into the studios, particularly in the required content, ensuring that the resulting project is informed by tectonic thinking. 3. Offer more and better spaces for student studios and work groups with tutors, encouraging debate during the design process. This recommendation is a repetition of a 2003 recommendation by this same accrediting institution. 4. Greater transparency in teacher evaluations. 105
The positive perception of the school nationally was a result of the prizes awarded and of the roles played in international institutions and its presence through publications by our school’s academics, in addition to the quantity and quality of professors who are practicing architects, invited to teach classes abroad, and with a considerable number of graduate students. See NAAB Visiting Team Report. 106
Among students applying to the Architecture degree program priority was given to recognition of those in prestigious international programs and to the fact that 50% of them received some kind of financial aid. See NAAB Visiting Team Report. 107
The positive aspects identified with regard to teaching included ongoing review, overhaul and adjustments of our curriculum. The modifications to the electives for general education as part of academic certificates or minors, the creation of an integrated Master’s (MAC), creation of specialized diplomas, a teacher to student ratio of 1:13 were also highlighted. In addition, they noted the role of the Research Studio, the good reputation of graduates and the growing role of graduate programs and research, which experienced a four-­‐
fold increase in hours spent on research over 2006. They also noted the creation of a new Master’s in the Urban Project and Landscape Architecture and the increased the number of activities and talks in the Doctorate program, as well as an increased presence for our researchers in international networks. See NAAB Visiting Team Report. 5. Overcome the lack of understanding of evaluation criteria by students, especially in the first years of study, and specifically in the architecture studios. 6. Overall review of study programs to improve innovation and teaching methodologies. In general terms, 108
the accrediting agencies (RIBA and AADSA ) mentioned the lack of some thematic content. RIBA highlighted technology in particular. AADSA has focused their observations on the need for alumni to acquire skills with regard to regulation and management. All of the agencies report a lack of physical space to properly accommodate the students’ studio activities. Our students’ skills acquisition is also recognized, even though those skills are not clearly stated. B. According to External Evaluations and Alumni Surveys 109
The SoA along with the University began a project to create a UC alumni network in 2008 . In addition to creating the network, their goal was to gather information through the use of surveys, in order to gauge opinions on the EARQ.UC program’s contributions to skill acquisition, ability and knowledge of the discipline, levels of satisfaction with the University and the School. This includes employment and compensation, among other things. Alumni surveys are conducted every 5 or 7 years. In that first survey (including alumni from 2005-­‐2008), the rate of satisfaction with the program among alumni was 65.3%. They identified as strengths firstly the education of architects with the ability to think critically (70.8%); secondly, the education of architects able to solve architectural problems (57.4%) and thirdly, the education of architects capable of teamwork (57.4%). The fact that the program (2003 curriculum) did not deliver the tools to entrepreneurially engage in the professional environment was highlighted as a weakness. There was a lack of knowledge of regulation and legislation affecting the profession, and a lack of knowledge of issues affecting administration and management, and a failure to manage topics of sustainability and energy efficiency. Another significant fact is that only 2.8% of the professionals surveyed pursued graduate studies. 110
Fig 06: Survey 2008. Principal Areas of Specialization for EAUC Architects 108
RIBA Royal Institute of British Architects / AADSA : Agencia Nacional Acreditadora de Arquitectura, Arte y Diseño UC project by the Fondo de Desarrollo Institucional del Ministerio de Educación (FDI). The project also conducted a survey with the participation of the School of Architecture’s Curriculum Committee and the FDI Project team, which determined the specific questions. 110
Study of UC Architecture Alumni, 2008, conducted by the Dirección de Análisis Institucional y Planificación UC. 109
111
Subsequently the SoA commissioned a new study to obtain more up to date information about perceptions of the architecture program from its degreed students. This study was conducted in 2014 and included a sampling of degreed students from 2008 to 2014. The program’s rating overall is noted, with a 70% positive evaluation, and 89% would recommend study with UC’s program. The level of professional training and tools delivered by the program is considered to be adequate or superior (81%). There is also high praise for its specific contribution to creating and developing projects, by far the most important element (86%). This study indicates a decrease in employability (90.4%) with respect to the 2008 survey (92%), the reason is that there is an increase in architects who are currently pursuing graduate studies (25.3%) Table 07: Survey 2014. Universities and institutions where EAUC Architects are studying their Master's Degree. País
Universidad
Escuela
N
Alemania
Technische Universität Berlin
Arquitectura
1
Innsbruck
Arquitectura
1
Austria
Chile
UC
Arquitectura
8
Facultad de Arquitectura
1
FADEU
7
FADEU-­‐IEUT
1
Periodismo
1
U. de Chile
N/A
1
Chile/Australia
Universidad de Chile y Melbourne Business School
DII
2
Columbia University
Arquitectura
1
EEUU
Graduate School of Architecture, Planning and Preservation
3
Cornell
City and Regional Planning
1
Planificacion Urbana
1
Harvard
Graduate School of Design
1
MIT
Arquitectura
1
Pratt Institute
Arquitectura
1
España
Universidad de Navarra
Facultad de Arquitectura
1
Reino Unido
Architectural Association
Sustainable Environmental Design
1
Kingston University
Architecture and Landscape
1
University College of London UCL
Bartlett School of Architecture
2
Development Planning Unit (DPU) -­‐ The Bartlertt
1
University of Nottingham
Built Environment
1
KTH
Ciencias
1
Suecia
40
Total general
Respondents indicated that the following content areas were either lacking or insufficiently covered: needs a larger practical component to include the constructive, management and development aspects of a project, regulatory issues and interpretations, understanding of how projects are evaluated from a cost and 112
social context point of view. There is also a need to strengthen the technical training . The architects are particularly critical of the program's scant educational contribution to their training in areas such as: project administration and management (1.6%), regulatory and legal aspects of the discipline (4.2%) and management of heritage issues (11%). 111
Study of UC Architecture alumni 2014, conducted by the Dirección de Análisis Institucional y Planificación UC. Number of mentions by topic: legal and regulatory dimensions (80 mentions), project management and development (66 mentions), building and technical education (47 mentions) and among the soft skills, entrepreneurship and self-­‐management (20 mentions). 112
Fig 08: Survey 2014. Distribution of answers about the contribution of the EAUC architecture program to specific areas of formation. On the other hand, the architects self evaluated their most important professional skills well, except in regard to their ability to manage projects and apply the project's technical aspects. 77% believe they are better / much better prepared than graduates from other universities, and most are working (90.4%) in areas related to their program of study. Fig 09: Survey 2014. Distribution of EAUC Architects by type of establishment where they perform their primary work C. Internal Evaluation by -­‐ Faculty / Curriculum Committee / School Board Faculty “Cloister Meeting” At the UC School of Architecture faculty meeting N°9, the board's primary agenda items for discussion were the academic unit's long-­‐term challenges (2030). The issues were addressed in four panel discussions based around the following topics: Connection with the country and building a strong faculty core; the Role of EAUC and of architects in the public domain; Research and innovation; Architectural education: design thinking comprehensive learning. All of the panels discussed specific NAAB accreditation process questions relating to: EAUC Community Identity and Learning Culture. a) Linkages with the country and the university itself, development of the faculty core, and challenges of professional credentialing. -­‐ Professional Credentialing: The UC School of Architecture must address this important issue. Especially considering that the implementation of the 2012 curriculum is an excellent opportunity to take the lead in this area. It will be advantageous to establish suitable requirement parameters and avoid a completely intramural approach to the process. Rather it is an opportunity to invite participation by external voices, not only from Chile but from our robust international relations network. -­‐ Faculty Core: It is necessary to search for a faculty structure that ensures unity in diversity, and to thereby avoid the problems of specialization and departmentalization that other schools have used for this kind of a process. Rather, while it is necessary to address the disciplinary specificity, this must be done without losing sight of the bigger picture in which each discipline operates. One important key in dealing with this challenge is to keep the architectural project, both as a way of knowing and as a research tool, at the center. -­‐ In conjunction with this approach, the EAUC proposal for research and design faculty groups is considered as a valuable and attractive proposition. This system collectively developed in 2015 by the school board, the Graduate studies Committee, the Subdirectorate of Research and Graduate Degree, will reconcile each areas of specialization, as reflected in the master's degrees offer, with a cross-­‐disciplinary logic that will relate the different work area. In addition, these research and design faculty groups can be a way to establish links with other disciplines, Faculties and other programs within the University. b)The role of the school and of architects in the public domain The discussion revolved around aspects related to disciplinary boundaries, the architect's role in politics, and how to include the importance of public projects in teaching architecture. -­‐ In relation to the public, the need for a way of teaching that addresses ways of thinking about the city and views of society arose because ultimately public impact is not related to the scale of a project <urban architecture> as every project ends up having an impact on people. Another issue is that the concern for what is public is not the exclusive domain of politics. This area requires long-­‐term thinking. There is no authorship in the design of public or urban space, and the processes involved go on far longer than any single government. -­‐ The university’s role and architectural education: The University plays a fundamental role in contributing to public life, and there are opportunities that arise in the middle ground between the academic and the professional. The school's role is to think about the future and engage in long-­‐term thinking, linking academic research with effective responses to the actual contingencies that arise from experiences in the working world. It is important to better use and improve FADEU's installed capacity; e.g. the OCUC as an information platform for georeferenced academic production. The school's initiatives to work collectively, as in the case of Valparaíso, are valuable. -­‐ Ways of working: It is at the university where collective work (no single author) involving public projects must be valued and enhanced. There is a need to implement new ways of working, thinking about flexible physical spaces that foster dialogue and interaction between professors with different experiences and students with different interests. c) Research and Innovation The discussion focused on development of disciplinary research, the dissemination of the products that emerge from the scholarship and mindful practice, and proposals for developing new areas. -­‐ On Research -­‐ Outstanding professional work: the importance that mindful practice has within the context of the academic community is valued, and considered on an equivalent basis to research, in accordance with FADEU's Complementary Protocol for Academic Performance. Nonetheless, it is important to make clear that neither the objectives nor the products of each are equivalent. Regarding designated research hours, productivity is measured on the basis of funds obtained. More transparency is required in the allocation of contract hours to professors with distinguished professional practices. The school needs to define and clarify protocols and expected outcomes. -­‐ Dissemination of academic achievements and production: There is currently a gap between what research produces and its dissemination. Normally the result of an investigation is the publication of an ISI article (a 113
CONICYT requirement), or the publication of a book. But there is an interesting field of innovation in our discipline's research processes that is not taken advantage of, or simply has no place. For example areas such as cartography or representation where the end products are drawings or plans, which do not always follow patenting logic, but certainly are intellectual property, or other such examples. All this wealth of products sometimes remains beyond official dissemination simply due to its format. -­‐ Development of new disciplinary areas: EAUC is considering a research group structure (clusters) related to the new Master's degree structure, as a way of fostering greater interaction between the different academic areas. In this regard there are already a number of potential cross specialization opportunities which could become areas, including: Heritage and Sustainability, Housing, and especially the field of R & D (applied research) and Digital Manufacturing. d) Architectural education: Design Thinking and Comprehensive Learning -­‐ About Studio culture: The existence of an exclusive studio space is valuable; it fosters the concept of the studio as a working team of professors and students. What characterizes us is in depth training and the rigor with which students undertake working at different levels. An important school tradition is that teaching is not influenced by what is in "fashion." Students are encouraged to work mindfully and to face deeper issues than the simple expression of a building. A focus on productivity conspires against mindfulness. Taking the time to do things calmly is valued. -­‐ About the community: The close relationship of its members and alumni is remarkable, but also presents a challenge. This kind of "tacit culture” that is familiar, respectful and non-­‐confrontational, has a certain aversion to diversity, and that affects the level of discussion. The same thing happens with the students and there is a danger of “modelling” them. In order to face challenges, risk-­‐taking and discovery must be encouraged, to prevent students from developing "formulas" instead of problem solving capacities. The more interesting students seem to be more varied, those who do things outside of school. Those students make more systematic contributions to the academy, than those who are only studios. There is a need to nurture a broader culture that is not so focused on what is to be delivered in the studio. -­‐ The culture of success: There is currently an excessive concern for high visibility and quantification. What is intimate and private space? What is public space and the space to be public? The latter is a question asked starting from the architect's way of working to the identity and autonomy of the school itself. In the past, 113
CONICYT: National Commission for Scientific and Technological Research. the authorship of the project was less important because the idea was that the author was the UC. The concept of donation existed. Currently the excessive concern for authorship leads to frivolity and shallowness. D. Self-­‐evaluation procedures: Views on teaching and learning, course evaluations, assessment of the program's pedagogical focus, UC-­‐
OPINA institutional evaluation. a) Periodic surveys (Views on teaching and learning) -­‐ School Committee (Comité Escuela) : Internal & External / Includes representatives elected by Tenure faculty, a student’s representative, one external member (currently Architect José Cruz) and the EAUC Head Emilio De La Cerda. -­‐ Curriculum Committee (Comité Curricular) : Internal / Assessment of the program's pedagogical focus, curriculum monitoring and adjustments, involves faculty in charge of the disciplinary areas and EAUC board. -­‐ Faculty Cloister (Claustro de profesores): Internal & External / Participation of full time faculty and adjuncts for EAUC’s long range planning. b) Information gathering meetings: -­‐ Students: Student Centers and representatives from undergraduate, degree and graduate levels. -­‐ Administrative and professional staff: managers of school and FADEU resources (LAB, ARQ, DOC, research, administration, etc.) -­‐ Alumni: (survey various generations) c) Opinion polls and/or evaluations -­‐ EVALDOC: Individual course evaluations, for the whole university courses each semester. -­‐ Alumni Survey : Raised by the UC Institutional Analysis Department -­‐ Other Accreditation processes Reports. PART ONE (I): SECTION 2 – RESOURCES I.2.1 Human Resources & Human Resource Development School of Architecture hosts 825 Students and 140 faculty members. There are 46 Tenure faculty and 94 Non-­‐Tenure faculty, including Adjunct and Visiting Professors. (For more information, see I.3.1 Statistical Reports). FACULTY Faculty Matrix: Summary of Expertise, recent reasearch, or experience (limit 25 word) Faculty Member ABUAUAD AGUILÓ ALONSO ARAVENA ARROYO BAIXAS BEALS RICARDO DIEGO 2014 Architect, Master in Urban Design, ENPC Paris. Has a prolific Independent Practice and is Director of the School of Architecture of Universidad Diego Portales since 2004. Architect with Professional Profile. Has a professional Partnership with Rodrigo Pedraza. AQT007X AQT008X ARQ3XXX (eq:AQA1000) 2015 AQU0200 PEDRO Architect and Master in Architecture PUC. Phd in Architecture Architectural Association UK. Silver AQH0400 Lyon Venice Biennale 2014 with Monolith Controversies, Chilean Pavilion AQT006X AQH0400 ALEJANDRO Architect PUC with a Professional Profile on charge of ELEMENTAL studio, with an outstanding International Career. Appointed as Curator of 2016 Venice Biennale of Architecture AQT0000 AQH0000 AQT0000 AQH0000 DIEGO Architect PUC Master of Design Science, Building Services – Sustainable Design, University of Sydney, recent research on Barriers and Opportunities for Retrofitting PV Systems for Integration to Commercial Buildings AQC0100 AQC0100 JUAN IGNACIO Archtect PUC with Postgraduate studies under the direction of Jean Prouvé. Specialized on Structures and Construction. Associate on Baixas Del Rio Architects AQT007X AQT008X ARQ3XXX (eq:AQA1000) ARQ3XXX (eq:AQA1100) AQT007X AQT008X ARQ3XXX (eq:AQA1000) ALEJANDRO Architect with professional Profile, with Phd Studies in Royal College of London UK. Associate on Beals Lyon Arquitectos. On 2013 won YAP Chile and recently won the Master Plan Contest for Campus Lo Contador. AQT007X AQT008X ARQ3XXX (eq:AQA1000) BEHRENS RAFAELA Architect PUC with Professional Profile, with Master on Sustainability and Postgraduate studies on Lighting. Recent AQT0300 participation in the New SoA AQT0500 Teachers Building with G.Claro from DESE and collaborator at Labbe Portugueis Studio. BERTHOLET PATRICIO Civil Engineer with Professional Profile, has taught at PUC in Civil AQC0210 Engineer School and SoA since 2011 AQC0210 MAGADALENA Architect PUC with Professional Profile, has collaborated in several chilean Studios of International recognition such as Izquierdo Lehman Architects AQT0300 AQT0400 AQT0400 AQT0300 AQT0500 AQT0500 AQH0000 AQT006X AQT0200 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT007X AQT008X ARQ3XXX (eq:AQA1000) BESOMI BLANC PHILIPPE BONOMO UMBERTO BOSCH BRESCIANI L BRESCIANI P BURDILES CARRASCO Architect and PhD in Architecture and Urban Studies PUC with academic approach on technologies and wood construction. Recent research on Architectural Photography. Architect IUAV, PhD in Architecture and Urban Studies PUC. Specialized in Modern Architecture. Active member of Docomomo Chile. Recent Research on Economic Housing in Chile. AQT007X AQT008X ARQ3XXX (eq:AQA1000) ALEJANDRA Architect PUC, MA Landscape Urbanism, Architectural Association UK. Recent Research on Landscape and Territorial Dynamics and the specific case of the HidroAysen Project in Chile. Has recently won the 'Alameda Reconvertion' International Competition. L.EDUARDO Architect PUC, Master of Architecture in Urban Design, Harvard University. Worked for several years on Ministry of Housing AQU0000 and Urbanism MINVU. Recent research on Urban Reconstruction after Disasters. AQU0000 AQT007X AQT008X ARQ3XXX (eq:AQA1000) L.EDUARDO Archtect PUCV with Professional Profile. Recently was the President of the Chilean Association of Architects. Associate of Bresciani Gray Architects AQS0100 ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) I.MACARENA Architect and Master in Architecture PUC, In technologies and Light Construction. Collaborated in AQT0000 chilean Studios of International recognition such as Sebastián Irarrázaval Architects AQT0000 GONZALO Architect, Phd in Architecture and Urban Studies. Specialized on History, Theory and Critic. Has worked on Studios of National Recognition. AQH0200 AQS0100 AQO0100 ARQ3XXX (eq:AQA1100) CARREÑO CHATEAU CHRISTIE CLARO MARIO Architect PUC with a Professional profile and a recognized career in Chile. Associate on Carreño Sartori Architects. Built work exposed on several architecture biennale. ARQ3XXX (eq:AQA1100) AQT007X AQT008X ARQ3XXX (eq:AQA1000) FRANCISCO Architect and Marq PUC. Master in Architecture and Sustainability and PhD in Architecture (c), UPC. Interest in meeting of History Theory and Criticism Area (PhD) withTechnological Area (Master) AQT0200 AQT007X AQT008X AQT0000 JORGE Architect and Marq PUC. Has an independent practice and professional profile. Has published in several national and international magazines. AQT007X AQT008X ARQ3XXX (eq:AQA1000) Architect PUC with professional profile. Master on History and Theory UPC. Has recently won the competition for New School of Architecture Teachers Building AQT0300 AQT0300 AQU0400 AQU0400 MAT1307 MAT1307 GONZALO CONTRUCCI PABLO CORRADA MANUEL Architect specialized on Urban Studies and Real State management. Has worked on the Development Corporation of Santiago Mathematician. Has studied visuality through mathematics, exploring Visual Geometry for example in the work of Marcel Douchamp. Written several articles with Architects such as Smiljan Radic. CORTÉS MACARENA Architect, Phd on Architecture and Urban Studies PUC, specialized on Research on Architecture and AQT006X Leisure. Studies on coastal cities and settlements COURARD PAULINA Architect with Professional Profile. Associate on Teodoro Fernandez Arquitectos. Practice with relevant national recognition. ALEJANDRO Architect, Doctor in Humanities and Social Sciences, National University of Quilmes, Argentina. Specialist on AQH0200 History, Theory, Critics and Patrimony. AQT006X AQH0400 RODRIGO Architect and Master in Architecture PUC. Director AreaWeb, agency expert in digital developments. AQR1000 Parametric researcher, digital design group. AQR1000 FELIPE Architect PUC. Associate of Plan Común and Audiovisual Project 0300 with Diego Grass. Has published his work in international media. AQT007X AQT008X ARQ3XXX (eq:AQA1000) CRISPIANI CULAGOVSKI DE FERRARI AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0200 AQT006X AQT007X AQT008X ARQ3XXX (eq:AQA1000) DE LA CERDA DEL RIO DEL RIO EMILIO Architect and Master in Architecture PUC with specialty on Patrimony Project. Associate in OWAR Architects. Executive Secretary of National Monuments Council. Current Director of SoA PUC. ENRIQUE Architect PUC with Professional Profile, associate in Baixas Del Rio AQT0400 Architects with relevant disciplinary recognition on National media. AQT0400 JAVIER Architect PUC, with Diploma on Energy Programme at Architectural Association UK. Recent publication on energy efficiency ARQ3XXX (eq:AQA1100) AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQC0100 AQC0202 AQC0100 AQC0202 DELSO MIGUEL DUQUE RODRIGO ENCINAS FERNANDEZ FLORES AQT0000 ARQ3203 AQT007X AQT008X ARQ3XXX (eq:AQA1000) FELIPE Architect PUC, MSc Renewable Energy and Architecture, University of Nottingham UK. PhD Art de Bâtir AQC0300 et Urbanisme, Université Catholique de Louvain, Bélgica. Specialty on Sustainability and Energy. AQC0300 TEODORO Architect PUC with Professional Profile. Associate on Teodoro Fernandez Arquitectos. Practice with relevant national recognition. Recently received National Price of Architecture AQT0400 MONICA FOLCH TOMÁS FONTECILLA FELIPE FORRAY Architect PUC, MSc. Architektur Technishe Universität Berlin. Member of Reclaiming Heritage. Collaborator in Bresciani Gray Architects. Architect PUC with prolific independent practice and professional profile. Has published in several national and international media. Has won several prices for his architectural design. ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) ROSANNA AQT0400 Architect PUC, with interest in History , Theory and Critics area. Recent participation in Campus AQH0200 Oriente Project with F.Perez.O from DESE Architect and Marq PUC. Master in Landscape Architecture , Harvard GSD. Associate Investigator in several Harvard GSD initiatives. Since 2013 Teaching Associate in Department of Architecture at Harvard GSD. Architect PUC with professional practice in Architectural AQT0300 Photography Architect, Ph.D. Applied Sciences: Urban planning and Master of Science, Urban planning. Catholic University of Louvain,Belgium. Head of the City and Landscape Area at SoA ARQ3XXX (eq:AQA1100) AQH0000 ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) AQT0300 AQR1000 AQT006X ARQ3XXX (eq:AQA1200) MACARENA Architect and Master in Architecture PUC with specialty on rammed earth architecture. Member of AQT0300 Enacot. Has collaborated in Teodoro Fernandez Architects with landscape projects. AQT0300 EUGENIO Architect UCH and PhD UPC Barcelona. Researcher of AQT006X patrimonial architecture, specially in Region of Magallanes Chile AQT006X IGNACIO Architect, Master in Architecture PUC. Has a prolific Independent Practice in association with Arturo Scheidegger (UMWELT) With relevant discipline coverage on national media. Won the 2013 version of YAP Chile. AQT006X ARQ3005 PILAR Architect, Master in Landscape Architecture PUC. Recent Research on the construction of the AQT0400 agricultural landscape in the Central Valley of Chile AQT0400 AQT006X DIEGO Architect PUC. Associate of Plan Común and Audiovisual Project 0300 with Felipe de Ferrari. Has published his work in international media. AQT0200 AQT007X AQT008X ARQ3XXX (eq:AQA1000) SEBASTIAN Architect PUC and SMArchS MIT with Professional Profile. Recently was the President of the Chilean Association of Architects. Associate of Bresciani Gray Architects AQT0500 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0500 ARQ3XXX (eq:AQA1100) ROMY Architect and Marq PUC, Ph.D History and Theory of Architecture and Master of Arts, Princeton University. With specialty in Landscape Design and research AQU0300 AQT006X AQU0300 SEBASTIÁN Architect PUC with Professional Profile. Associate on Teodoro Fernandez Arquitectos. Practice with relevant national recognition. AQT0300 AQT0300 GUILLERMO Architect PUC with professional profile. Associate at Hevia Urzua Associates. With relevant discipline coverage on national and internationoal media. Has recently won the last version of YAP Chile. AQT0300 AQT0300 HIDALGO GERMAN Architect PUC, Doctor in Theory and History of Architecture. ETSAB-­‐UPC. Barcelona. Specialized on AQT0000 Representation. Recent Research on Cartographic Lessons on Plans of Santiago ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) HIDALGO ROCIO Architect, PhD in Architectural Design and Master in Large Scale, UPC. Specialized on Urban Design AQT0400 GAETE GARCES GARCIA GARCIA GRASS GRAY HECHT HERNANDEZ HEVIA AQT0400 SEBASTIAN Architect PUC with Professional Profile. Has a prolific International Practice. His Professional studio has AQT0400 outstanding discipline coverage on National and International Media ARQ3XXX (ARQ3005) AQT007X AQT008X ARQ3XXX (eq:AQA1000) SANDRA Architect PUC, Master in Architecture UPC. PhD in Architecture and Urban Studies (c) PUC with specialty on River sorrounding landscape. Head of Mapocho 42K project. ARQ3XXX (eq:AQA1100) AQT006X AQT007X AQT008X ARQ3XXX (eq:AQA1000) CAROLINA Architect PUC, Master in Urban Engineering, ENPC, Paris-­‐Université Technologique de Compiègne.. Recent reaserch on Sustainability in Urban Project. AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT007X AQT008X ARQ3XXX (eq:AQA1000) VIVIAN Architect PUC with Professional Profile, has collaborated in several chilean Studios of National recognition such as Labbe-­‐
Portugueis Architects. AQT0400 AQT0400 CLAUDIO Architect, Master in Architecture and Urban Design UCLA. Has an independent professional practica. Teaches BIM Parametric Design in undergraduate courses and Continuos Education Program sice 2012. AQR1000 MARTIN Architect PUC with professional profile with independent practice. Labbé Portugueis Associates. With relevant discipline coverage on national and internationoal media. AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0000 M.JOSE Architect and Master in Architecture PUC. Professional Profile. Associate in All* Arquitectos. Studio with a AQS0100 large amount of built work AQO0100 specialized on Industrial and Institutional architecture projects. AQO100 MAURICIO Architect, Master of Science in Renewable Energy and Architecture, University of Nottingham, UK. Recent Publications on Sustainable Social Housing AQC0300 ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) LIN TAI Architect and Master in Urban Development PUC with a minor on Sociology. Recent publication on AQU0200 Selfconstruction and Vulnerability in social housing settlements AQU0000 LIPTHAY ANTONIO Architect, MSc City Design and Social Science. LSE. UK. Dedicated professionally to Urban Design in an international practice. ARQ3505 IRARRAZAVAL ITURRIAGA KATZ KLEIN LABARCA LABBE LAGOS LAMA AQC0300 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT007X AQT008X ARQ3XXX (eq:AQA1000) LYON LYON MARDONES MARIN MARTIC MARTINEZ ARTURO Architect PUC with a professional profile, Master / MArch, Architectural Association UK. Independent professional practice in Lyon Bosch Architects. Has recently won the 'Alameda Reconvertion' International Competition. LORETO Architect with professional profile. Master of Science (MSc) Environmental Design and Engineering, The Bartlett, UCL, London. Associate on Beals Lyon Arquitectos. On 2013 won YAP Chile and recently won the Master Plan Contest for Campus Lo Contador. PATRICIO EMILIO DANILO PAULA MARTINEZ SOFÍA MAZE JERONIMO Architect with editorial profile. Has been the Editor of Ediciones ARQ since 2011. Has written essays on a series of chilean architect's projects for national and international disciplinary publications. Architect from Universidad de Chile. Has a prolific Independent Studio with relevant national and international media coberage. Has an independent editorial called Public Library that publishes the work of independent artists. Architect PUC, Master in Landscape Architecture (MLA.) U.Pennsylvania. Has independent professional practice and worked in Studios of National and International recognition such as Teodoro Fernandez Arquitectos and James Corner Field Operations. Has recently won the 'Alameda Reconvertion' International Competition. Architect and Master in Landscape Architecture (c) PUC. Professional Profile. Has been director of CIM Wood Innovation Center and DESE UC. AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT007X AQT008X ARQ3XXX (eq:AQA1000) ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0300 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT007X AQT008X ARQ3XXX (eq:AQA1000) ARQ3XXX (eq:AQA1200) AQT007X AQT008X ARQ3XXX (eq:AQA1000) ARQ3305 AQT0500 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0500 Architect with a professional profile. Has a prolific International practice with Mauricio Pezo. Pezo Von Ellrichshausen Arquitectos. With wide national and International coverage in specialized media. Electric Industrial Engineer PUC. M.Sc. PUC, M.Sc. Harvard University. Ph.D Harvard University. Recent research in defects in solid state systems for quantum information and high precision measurements with applications to biology and material science. ARQ3005 FIS1032 MEDINA CAMILA Architect and Master in Landscape Architecture PUC. Participates in Fondecyt Research 'Urbanism from the Landscape: Twelve Urban Pieces Reading Process. Santiago 1910 vs. 2010' with Romy Hecht. AQU0300 AQU0300 MILLA FRANCISCO Civil Engineer with Professional Profile, has taught at PUC in Civil AQC0110 Engineer School and SoA since 2012 AQC0110 ALBERTO Architect PUC, MSc Sustainable Environmental Design, Architectural Association,UK. With professional profile and independent practice. Moletto Velasco Associates. AQT007X AQT008X ARQ3XXX (eq:AQA1000) ARQ3XXX (eq:AQA1100) ARQ3601 HUGO Architect, PhD in Architecture and Urban Studies PUC Specialized in Modern Architecture. Active member of Docomomo Chile. Recent Research inModern Latin American Architecture Publications AQT006X AQH0300 ARQ3XXX (eq:AQA1100) ALEX Architect and Master in Architectur PUCe, related to representation and fabrication of artifacts, exhibitions and furniture. AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT007X AQT008X ARQ3XXX (eq:AQA1000) ROBERTO Architect PUC, MSc City Design and Social Science. LSE. University of London, UK. Recent research on reconstruction on vulnerable areas in a scenario of unequal reconstruction. ARQ3XXX (eq:AQA1100) AQU0400 M.PILAR Architect PUC, M. Arch., Technische Universität Berlin. Has independent professional practice which fuses AQC0210 architecture and structural calculation services. AQC0210 MAX Architect and Master in Architecture PUC. M.Sc Advanced Architectural Design GSAPP, Columbia University. Has a prolific International practice. With wide national and International coverage in specialized media. AQT007X AQT008X ARQ3XXX (eq:AQA1000) J.EDUARDO Architect and Master in Architecture PUC with specialty on Digital Fabrication and BIM Parametric AQT0300 Design. Teaches BIM on Continuos AQR2000 Education Program since 2012. Participates on Plan Oriente project woth F.Perez.O from DESE UC. AQR2000 PAULA Architect and Marq PUC with a professional profile, Master of Sciences in Advanced Architectural Design, Columbia University. Recently worked on the design of STEM Engineering School building with Ph.Blanc from DESE. AQT0500 MOLETTO MONDRAGON MORENO MORIS MUÑOZ NUÑEZ OJEDA ORTA AQT0500 PALMAROLA PEDRAZA HUGO RODRIGO PEREZ FERNANDO PEREZ SANTIAGO PEREZ DE ARCE PEZO PODUJE PORTAL RODRIGO MAURICIO Designer, Master of History and Theory of Design and Candidate Doctor in Latin American Studies, National Autonomous University of Mexico UNAM. Silver Lyon Venice Biennale 2014 with Monolith Controversies, Chilean Pavilion. Architect with Professional Profile. Has a professional Partnership with Diego Aguiló AQT006X AQT007X AQT008X ARQ3XXX (eq:AQA1000) Architect PUC, PhD in Architecture UPC. Renowned academic with relevant national and international body of published work, and ongoing research. Has had a parallel AQH0000 practice designing several buildings for PUC with Alejandro Aravena. Architect of Plan Oriente from DESE UC. Physics Undergraduate and graduate studies at PUC. Ph.D in "Stability in different cases of Atomic and Molecular Physics." PostDoc at Department of Physics at FIS1032 Universidad de Chile, with project "Methods of mathematical physics-­‐
applied to problems of fluid physics and atomic physics" Architect PUC, with Graduate Diploma in AA, UK, Doctor in Central University of Venezuela. Renowned academic with relevant national and international body of published AQT0200 work. Has had a parallel independent practice designing relevant chilean projects, such as remodelling Plaza de Armas of Santiago, and Estación Mapocho. Architect with a professional profile. Has a prolific International practice with Sofia Martinez. Pezo Von Ellrichshausen Arquitectos. With wide national and International coverage in specialized media. IVAN Architect PUCV, Master in Urban Dvelopment. Associate of Atisba, succesfull private urban design practice. Works as consultant on mobility and orban projects for the government of Chile. FERNANDO Architect and Marq PUC, Ms. Critical. Curatorial and Conceptual Practices in Architecture, Columbia GSAPP. Specialized on History, Critic AQT006X and Theory. Recent Research on the relation of Art and social public environment. AQT0200 FIS1032 AQT0000 ARQ3005 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT006X CAROLINA Architect and Master in Landscape Architecture PUC with professional profile with independent practice. Labbé Portugueis Associates. With relevant discipline coverage on national and international media. AQT0200 AQT0000 FRANCISCO Architect and Marq PUC, Master in Design Studies GSD, Harvard. With experience on management of editorial projects. Currently Outreach Subdirector of SoA PUC. AQT0000 AQT0200 JOSÉ Architect PUC, PhD in Architecture Polytechnic University of Catalonia. Specialized in History, Theory and AQT0000 Critic Area. Architect of Plan Oriente form DESE UC. AQH0000 ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) ERNESTO Degree in Philosophy. Coordinator of the Critic and Celebration Program, Center of Public Studies (CEP). Several publications on widely spread National Media. FIL184A J.TOMÁS Architect PUC with Professional Profile. Has an independent pratice since 2011 TRD Architects. Has collaborated in Bbats+Tirado Architects AQT0400 AQT0400 ROSAS JOSÉ Architect PUC, Master in Planning Urban-­‐Regional Development. PhD in Architecture UPC. Recent Research on History of Urban Design of Santiago de Chile. AQU0200 AQT0500 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0500 RUDOFF DANIEL Architect PUCV . PhD in Architecture and Urban Studies © PUC with AQH0000 specialty on studies for the City of Valparaíso. CRISTIAN Civil Engineer, PhD in Construction Engineering UPC. Recent research on seismic evaluation, failure and reinforcement of brick masonry walls. GLORIA Architect, Master and PhD in Architecture UPC, recent courses refer to architectural project AQT006X regarding the artistic disciplines and landscape in modernity. AQT006X SAROVIC MARCELO Architect and Marq PUC. Associate of CONSTRUCTO. Independent editorial project. With MOMA, has implemented YAP in Chile since AQT006X 2010. And recently paticipated in making models for Moma's 'Latin America in Construction' Exhibition. AQH0000 SAUMA SEBASTIAN Architect PUC, with a professional profile has an Independent Practice AQC0101 AQC0200 PORTUGUEIS QUINTANA QUINTANILLA RODRIGUEZ RODRIGUEZ SANDOVAL SARAVIA AQT0200 AQC0110 AQC0101 SCHEIDEGGER SCHLACK SIERRA SIGNORELLI SOFFIA STRABUCCHI STUTZIN SUAREZ TAPIA TIRADO ARTURO Architect, Master in Architecture PUC. Has a prolific Independent Practice in association with Ignacio García (UMWELT) With relevant discipline coverage on national media. Won the 2013 version of YAP Chile. AQT006X ELKE Architect PUC, Dr.Ing. Specialties International Urban Development and Urban Legislation, TU Berlin. Also her area of professional and academic work. ANDRÉS Architect and Master in Architecture PUC. Specialized in Wood AQC0200 Construction. Has worked in CIM Wod Innovation Center since 2012. ARQ3XXX (eq:AQA1100) LAURA Architect PUC with Professional Profile, has collaborated in several chilean Studios of National and International recognition such as Guilermo Acuña Arquitectos and Undurraga Devés Arquitectos. AQT007X AQT008X ARQ3XXX (eq:AQA1000) ALEJANDRO Architect and Master in Architecture PUC, with a professional profile and independent practice. With relevant AQT0300 discipline coverage on national and internationoal media. AQT0300 WREN Architect PUC and PhD University of Cambridge. Specialty on Theory and Critic. Recent Research on AQT0000 Reconstruction of the Plans of Santiago de Chile 1910, 1930. AQT006X AQT0500 NICOLAS Architect UCH. Master of Science in Advanced Architectural Design, Columbia University. Has a professional profile and an independent practice. AQT007X AQT008X ARQ3XXX (eq:AQA1000) LEONARDO Architect PUC, Master in Visual Arts UCH. Specialized on representation courses. Independent practice related to Historical preservation of Matta Viel Neighbourhood in Santiago. AQT0200 RODRIGO Architect and Master in Urban Development PUC. Specialized on AQC0101 Vulnerable Settlement Analysis, and Sustainable Collective Housing AQT007X AQT008X ARQ3XXX (eq:AQA1000) CRISTOBAL Architect, Master in Arts and Ephemeral Space UPC. Professional Profile. Architect with Independent practice in association with large scale Spanish Studio BBats specialized in hospitals. AQT0400 AQT006X AQT0500 AQT0400 ARQ3505 AQT0000 TORRENT TUGAS UBILLA UGARTE URZUA VASQUEZ VASQUEZ VELASCO VERGARA HORACIO Architect, Marq PUC, PhD in Architecture and Urban Studies University of Rosario. Specialized in Modern Architecture Patrimony. AQH0300 Active member of Docomomo Chile. Recent Research and publication in Modern Architecture Patrimony. AQH0300 NICOLAS Architect PUC, Master in Urbanism Polytechnic University of Catalonia. Independent Consultant on Urban Development Projects. AQU0200 AQU0200 MARIO Architect and Industrial Designer PUC, has been Director of PUC School of Design , and Dean of FADEU since 2012. Recent research on Wood Housing in CIM Wood Innovation Center. AQC0200 AQC0200 JUAN JOSÉ Architect PUC, currently working as director of CIM Woof Innovation Center. Has been director of SoA and Dean of FADEU. Has worked as ARQ3XXX Chief Division of Higher Education in (eq:AQA1100) Ministry of Education Member of National Accreditation Commission ARQ3XXX (eq:AQA1200) ARQ3XXX (eq:AQA1100) NICOLAS Architect PUC with independent practice. Hevia Urzua Associates. With relevant discipline coverage on AQT0000 national and internationoal media. Has recently won the last version of YAP Chile. AQT0200 CLAUDIO Architect and Marq PUC, PhD in Architecture, UPC. Vast research in Technology, Structural Systems and Sustainability. Has earned a large number of Public Funds for Research, such as Fondecyt , CORFO, and Fondef. AQC0100 AQT006X AQC0100 J.PABLO Architect PUC, Master in Architecture UPC. Architect with professional profile and independent practice. Specialized on Energy and Sustainability. AQT0000 AQT0200 PAULA Architect PUC, Msc Emergent Technologies and Design, Architectural Association. Has an AQC0300 Independent professional practice. AQR1000 Works in association with Cecilia Puga, Alberto Moletto and Cristobal Tirado. AQT0300 FRANCISCO Architect PUC with professional profile. Prolific independent practice. AQT0500 AQT007X AQT008X ARQ3XXX (eq:AQA1000) AQT0500 ZARRAGA ZEGERS CARLOS Bachelor in Philosophy PUCV, PhD in Phiosophy Deusto University. Expert in basque studies UNED Spain. FIL184A Recent research and publication on philosophical anthropology. MATIAS Architect PUC with an independent practice and a professional profile. Has collaborated in internationally recognized Architectural Studio such as Rick Joy Architects. Has won several architecture competion in association with Lyon&Beals Architects. FIL184A AQT007X AQT008X ARQ3XXX (eq:AQA1000) Visiting Faculty Matrix: Summary of Expertise, recent reasearch, or experience (limit 25 word) CASTILLO MARIA JOSE Architect, Specialis tin cooperation for human settlements development in the Third World and Doctor of Architecture and Planning, Polytechnic University of Madrid. Has worked in several Housing and Settlement NGO and is Urbanist-­‐Chief Adviser Municipality of Providencia. ANTONIO BA in Comparative Literature, Inidana University, Bloomington. Master of Comprartive Literature, Master in Economy and PhD in Comparative Literature, University of California, Berkeley. CUSSEN ELIASH HURTADO IBAÑEZ IZQUIERDO 2014 2015 AQT007X AQT008X ARQ3XXX (eq:AQA1000) Faculty Member AQT006X HUMBERTO Architect with a professional profile. Has a prolific practicemainly on public and institutional character, with buildings in various countries of Latin America. He has written numerous books and articles on modern architecture in Chile and Latin America. ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) MARTIN Architect with Professional Profile. Associate MHC Architects. Studio with relevant discipline coverage on National Media ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) AQT007X AQT008X ARQ3XXX (eq:AQA1000) DANIEL LUIS Architect, MArch, MAA, MDesS Architecture / Urbanism Doctor of Design Candidate, GSD, Harvard University. Has worked as Reaserch Manager on Urban Theory Lab at GSD and as Reaserch Director at IaaC Architect with Professional Profile. Associate onIzquierdo Lehman Arquitectos. Practice with relevant national recognition and very prolific. On 2004 Received National Price of Architecture ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) AQT006X MOZÓ PEÑAFIEL PUGA ALBERTO Architect with Professional Profile. Has experience in design and development of construction techniques. His works stand out in a wide area from furniture, interior design, commercial architecture, retail, housing and buildings. AQT007X AQT008X ARQ3XXX (eq:AQA1000) JOSE DOMINGO Architect with a professional profile, has worked in association with other renowned architects of national recognition, such as Raimundo Lira, Luis Izquierdo and Antonia Lehman. ARQ3XXX (eq:AQA1100) ARQ3XXX (eq:AQA1200) CECILIA Architect PUC with Professional Profile. Independent Practice. Studio with outstanding discipline coverage on National and International Media AQT0300 AQT0300 Architect with a professional profile. Associate of Undurraga Devés Arquitectos. With a prolific architectural work and relevant projects such as Centro Cultural Palacio de la Moneda and recently Chilean Pavilion in Expo Milan AQT007X AQT008X ARQ3XXX (eq:AQA1000) UNDURRAGA CRISTIAN Faculty and Staff: According to the FADEU Development Plan 2012-­‐2017 in collaboration with the School of Architecture, one of the main goals is to develop and maintain high quality academic staff, with a sufficient critical mass to address this challenge. It becomes necessary to hold a medium to long term planning that considers upgrading the existing faculty, incorporation of new lecturers, and retirement processes. Support for Academic Faculty Development (FADEU Development Plan 2012-­‐2017 : 2 Institutional Vector): a) Retirement Plan (1 professor every two years) b) Rotating staff for professors who by virtue of their areas of expertise can teach classes in all three units. c) Ongoing education and support of academic activity: • Approval of new FADEU statutes. • Welcoming day for new professors: folder with information and FADEU welcome, presentation of key people and data. • Committee and Program for teaching academic methodology and content updating. • Mentored academic training (transfer of academic experience). • Review of academic pay and application of grading processes. The project allows acquiring the following competences: -­‐ Loyalty and retain our key academic projects that are part of our Development Plan. -­‐ Time, paid recognition to investigate. -­‐ Tutorial teaching, improving the student / teacher ratio. -­‐ Faculty improvement according to the teaching and research required. 114
The document titled ‘Reglamento del Académico UC’ describes the methodology established by the University for hiring faculty and the assignment of academic categories. Also the conditions for promotion 114
“Reglamento del Académico UC” can be found at: http://fadeu.uc.cl/wp-­‐content/uploads/2012/01/reglamento_del_academico-­‐UC.pdf from one category to another. Complementary the FADEU has developed an annex to this document called 115
‘Normas Particulares y Complementarias’ for FADEU Faculty in order to specify policies applied particularly to our creative disciplines in our Faculty. Specially regarding the case of academics that have a professional practice, and how these activities can be valued in comparison to research activities. Academic Categories 116
According to the ‘Faculty Rules of Policy and Management’ (Art. 4), the faculty staff is nominated in categories according to their strengths and development of their respective activities. The academic activities are: -­‐ Teaching or training. -­‐ Research or creation in any form. -­‐ Outreach, dissemination or the application of each discipline. -­‐ Participation in the University management. There are two types of Academic categories: Tenure: Those that by virtue of their academic background, and independent of its particular profile, perform functions of a permanent nature and are incorporated into an academic career. Each tenure faculty must necessarily, and as part of its academic base activities, carry out teaching and research or creation 117
above a certain minimum volume, to be defined within each unit or faculty. The categories for Tenure faculty are: Professor<Titular>, Associate<Asociado> and Assistant < Asistente>. Non-­‐tenure: The non-­‐tenure faculty has certain roles, appointed for fixed periods of time, which are renewable. The Non Tenure category is equivalent to the Tenure, to which is added the adjective "Adjunct" <adjunto>: Adjunct Professor<Titular adjunto>; Adjunct Associate < Asociado adjunto >; Adjunct assistant <Asistente adjunto>, in addition to special categories "Visiting professor” and “Adjunct instructor”. School faculty working committees for Continuous Improvement According to the ”School of Architecture Regulations” and the “Faculty of Architecture, Design and Urban Studies Statute”, the main working committees that meet on a regular basis are: -­‐ FADEU Council: Dean + Heads of each program + 5 representative of the faculty + 2 undergraduate students representative + 1 graduate students representative (meets once a month). -­‐ Executive Committee: Dean + Heads of each program + Director of Management and Financial + FADEU Academic Secretary (meets once a week). -­‐ Curricular Committee: EAUC board + 4 Disciplinary areas heads + 2 Students ‘representative (meets once a month). -­‐ School of Architecture Committee: Dean + EAUC Head + 4 representative of the Faculty and profession +1 Students representative (meets once every 2 months). -­‐ Graduate Committee: Subdirector of Research and Gradate Degree programs + 3 faculty + 1 degree Students representative (meets once a month). 115
“ Normas Particulares y Complementarias” can be found at: http://fadeu.uc.cl/wp-­‐content/uploads/2012/01/Normas-­‐Particulares-­‐y-­‐
Complementarias-­‐Facultad-­‐de-­‐Arquitectura-­‐Diseño-­‐y-­‐E-­‐Urbanos.pdf 116
“Reglamento del Académico UC” con be found at: http://fadeu.uc.cl/wp-­‐content/uploads/2012/01/reglamento_del_academico-­‐UC.pdf 117
http://www7.uc.cl/dadevra/wseleccion/PDFs/politicasAcademicas.pdf DE LA CERDA EMILIO HIDALGO ROCIO QUINTANA FRANCISCO BONOMO UMBERTO ACADEMIC RANK POSITION MASTER Assistant Head (Director) 33 11 Ph.D. Assistant Academic SubDirector 22 11 11 MASTER Adj. Assistant SubDirector of Outreach 33 11 Ph.D. Assistant Sub director of Development 22 11 11 Ph.D. Associate Sub Director of Research and of Graduate Degree Programs 22 Professional Degree Adj. Assistant Coordinator of Design Studio and Representation Area 11 11 MASTER Associate Coordinator of Internships Area 11 11 11 Ph.D. Associate Coordinator of History, Theory and Critique Area 11 22 11 Ph.D. Associate Coordinator of City & Landscape Area 11 11 22 Ph.D. Assistant Coordinator of Building and Technologies Area 11 22 Ph.D. © Associate Head of Laboratory 22 11 11 Research DEGREE Teaching NAME Administration Table 10: EAUC Board Hourly Dedication VASQUEZ CLAUDIO 22 LABBÉ MARTÍN TAPIA RODRIGO CRISPIANI ALEJANDRO FORRAY ROSANA BLANC PHILLIPE CHATEAU FRANCISCO EAUC Staff members According to the FADEU 2012-­‐2017 Development Plan (annex 4.5) should give opportunities of development to administrative and professional Staff. To promote research, teaching, extension and services FADEU´s requires a skilled Professional team that supports and complements the Faculty. This is achieved through the implementation of the following objectives of FADEU 2012-­‐2017 Development Plan: -­‐ To Study and manage the administrative and professional staff, according to the academic activities and its sustainable long-­‐term development. -­‐ Development plan and improvement of administrative and professional staff. -­‐ Revenue Review and Performance Evaluations. Table 11: EAUC Staff Members Hourly Dedication Name Position Unit Hours FALLAD MARGARITA Undergraduate Academic Secretary School of Architecture 44 SILVA MÓNICA Direction Secretary School of Architecture 44 JOSE REYES SALDIAS Graduate Studies Assistant School of Architecture 44 PATRICIA MONSALVE Graduate Studies Secretary School of Architecture 44 GEORGINA CASTRO Academic Coordinator Assistant School of Architecture 44 PAULETTE SIRNER Academic Coordinator School of Architecture 44 SHAKTI FEUERHAKE Continous Education Responsible School of Architecture 22 KATHERINE LAVIN Continous Education Secretary School of Architecture 44 FERNANDA LARRAÍN Outreach Sub Direction Assistant School of Architecture 22 TRINIDAD SANCHEZ Outreach Sub Direction Assistant School of Architecture 22 ISABEL SIERRALTA Research Coordinator School of Architecture 22 LORETO VILLARROEL Outreach and Communication Coordinator School of Architecture 22 Name Position Unit Hours PATRICIO MARDONES HICHE Director ARQ Editions 28 FRANCISCO DIAZ Editor ARQ Editions 33 CAROLINA VALENZUELA MORENO Graphic Editor ARQ Editions 28 Assistant Manager -­‐ Sales and Marketing ARQ Editions 33 CECILIA HERNANDEZ Administrative Assistant / Distribution ARQ Editions 44 ROLF FOLLERT Sales rep. / Advertising ARQ Editions 44 LORENA LOBOS Table 12: FADEU Staff Members Hourly Dedication Name Position Unit Hours GAGGERO MADRID DANIELA Fadeu Dirip Assistant FADEU 22 MARDONEZ EYZAGUIRRE MARIA IGNACIA Outreach Assistant FADEU 22 PENALOZA FERNANDEZ LUISA PATRICIA Secretary FADEU 44 POBLETE DIAZ MARIA TERESA Dean Secretary FADEU 44 Name Position Unit Hours AHUMADA PAVEZ PILAR Administrative Assistant FADEU Economic Direction 44 CARRASCO ALIAGA MONICA RAQUEL Administrative and Accounting Chief FADEU Economic Direction 44 GUTIERREZ LINE SOFIA ISABEL Administrative Assistant FADEU Economic Direction 44 NAVARRO GUERRERO ANDREA Administrative Assistant FADEU Economic Direction 44 NEIRA LIZAMA CLAUDIA ANDREA Financial and Accounting Chief FADEU Economic Direction 44 Name Position Unit Hours ASTORGA PACHECO ALEXIS Assistant Computational Platform 44 PUELPAN ESCOBAR HENRY JACK Assistant Computational Platform 44 SYLLEROS ELLMEN RAUL RODRIGO Coordinator Computational Platform 44 VEGA ESCOBAR MARIA ANTONIETA Assistant Computational Platform 44 Name Position Unit Hours MERCADO AGUSTÍN Laboratory Technician Prototype Laboratory 44 LEON PEDRO Laboratory Technician Prototype Laboratory 44 CRISTIÁN ROSENTHAL Laboratory Technician Digital Laboratory 44 Name Position Unit Hours GUZMAN MUNOZ ANA BERNARDITA Secretary DESE 44 MORALES ROJAS FELIPE ERNESTO SubDirector DESE 44 ALTAMIRANO ESTAY PAULA Project Coordinator DESE 44 ESCOBAR MEZA GONZALO Project Coordinator DESE 44 Name Position Unit Hours PARRINI ROSES PALOMA TERESA PARDO DE CASTRO JUAN CAMILO Documentation Center Coordinator FADEU 44 Heritage Center Coordinator FADEU 22 Name Position Unit Hours BIGORRA MUÑOZ JAQUELINE Secretary Doctorate 44 MASUERO ESPINOSA ANDREA Coordinator Doctorate 22 A description of the institution’s policies and procedures relative to social equity and diversity initiatives are described in I.1.2 Learning Culture and Social Equity chapter of this APR. Human Resource Development 118
One of the main transversal Axis of Universidad Católica`s 2015-­‐2020 Development Plan is the “Frontier Knowledge Creation”. This document states that: “Research is one of the main activities of a complex university as ours, and one of the most significant areas from which we make our commitment to society. UC will continue to promote basic and applied high impact research between its academics. The application and implementation of Fondecyt projects is the base from which this is built. Along with this, the application to other competitive funds of national and international significance will be encouraged.” Aligned with this, FADEU’s Development Plan 2012 -­‐ 2017 proposes an Advanced Knowledge Vector, which indicates as some of its main goals to: -­‐ Provide Continuity to the Doctoral Platform -­‐ Support for Research Development -­‐ Promote Publications There are different instances, both at University and Faculty levels, enabling faculty to access funding that stimulate research, promoting and developing the production of knowledge. These are the Vice-­‐rectory for Research and Graduate Studies (VRAID), the Direction for Academic and International Relations (DRAI) and at Faculty level theDirection of Research and Graduate Studies (DIRIP). A. VICE-­‐RECTORY FOR RESEARCH AND GRADUATE STUDIES (VRAID) 1. Supporting Research in Priority Areas 1.1 Special competition for interdisciplinary research: The competition is aimed for inter faculties’ projects that address issues that haven’t been studied from an interdisciplinary point of view. 1.2 Competition for creation and art culture: Promotes initiatives in the areas of art, music, theater, literature, audiovisual, and architecture and design, that give rise to an artistic work or a theoretical essay. 2. Support Projects for FONDECYT Competitions (Knowledge and Technology Fund) 2.1 Fondecyt Inicio: This fund competition is designed to support basic resources for young researchers with no external funding. 2.2 PUENTE Competition: For researchers with a wide experience, having completed a previous project, do not have other Funds to continue their research work. 3. Special Support Areas 3.1 Program for young researchers: Support the recruitment of full-­‐time young academics for research, artistic creation, graduates teaching. 3.2 P.R.E.I.: This program encourages the publication of research results conducted within the University. 3.3 Competition complement for projects with external financing: Complement to FONDECYT, FONDEF (Scientific and Technological Development Promote Funds) or other requests for funds. 3.4 Program Completion sabbatical period: Promote research stays in external excellence centers. 118
http://www.uc.cl/images/stories/Plan_de_desarrollo_2015_2020/Plan_Desarrollo2015-­‐20.pdf 4. Support for Research Project development 4.1 Funds for projects counterpart: Support for research projects that require external counterpart. 4.2 Support Funds for Projects Formulation: Encourage the presentation of national funds as FONDECYT, FONDEF, IDF, IAF. 4.3 Advice on sources of external financing: Information about main international sources of finance for research projects. 5. Incentive for the Internationalization of the Ph.D. programs 5.1 Internship Grants for students. Competition of stay abroad for: Support for research activities in areas and levels that are not available in our country. 5.2 Funds for Visiting Professor for Ph.D. thesis Comitee: Enhance the training of PhD students, through professors of international renowned participation in the development and / or assessment of their thesis. 5.3 Supporting the participation of PhD students in International Congress. B. Direction for International and Academic Relations (DRAI) (www.puc.cl/drai/) Its mission is to promote, manage and support the academic international development at the University. DRAI work involves the following activities and programs: -­‐ International Networks -­‐ Academic Exchange Program -­‐ Management of international agreements -­‐ Double degree Agreements -­‐ Support for International Accreditation -­‐ Academic Program for Regional Studies -­‐ Language courses -­‐ Competitive funds: • Mini sabbaticals / short term stay for UC faculty • Foreigners Distinguished Visiting Professors at UC • International Insertion of UC Authorities • Diffusion of the UC Graduate Programs in Latin America C. FADEU DIRECTION OF RESEARCH AND GRADUATE STUDIES (DIRIP) This Faculty direction aims to promote and encourage the faculty research, in the respective programs, focusing on the following support policies: 1. Support for funds postulations: To establish partnerships between faculty with more experience and instructors or associated researchers, identifying interests and accompanying applications. 2. Building a community of researchers and thematic areas: Identify topics relating to the country’s agenda, contributing and disseminated through an updated website with relevant information for lecturers and students. 3. Encourage ISI articles publication: support for studies, research, consulting and teaching experiences that can be published in ISI journals. 4. Develop a System of Virtual Publications: Promote publications with Editorial Committee within the FADEU editorial projects (EURE, ARQ). 5. Promote International Partnerships: Maintain and enhance linkages to cooperation, research and thesis networks with national and international organizations. 6. Encourage the Internationalization of the Academic staff: Support for attendance at meetings and conferences with involvement of publication. All internal Faculty appliable funds for research and development support, is mainly carried out by DIRIP
Its current director is Felipe Encinas, Architect and academic of School of Architecture. 119
http://investigacionypostgrado.fadeu.uc.cl 119
. DIRIP does not only manage and sponsor the internal research competitions and grants inside of FADEU, but also promotes and gives support to faculty and students willing to participate in Competitions and Grants sponsored by other National and International Institutions, such as CONICYT (National Commission for Scientific and Technological Research), CORFO (Corporation for the Promotion of Production) and CNCA (National Council for Culture and the Arts), among others. It’s website platform is particularly useful by displaying all available research competition and funds. Some of the competitions and grants offered and promoted annually through DIRIP can be found at the following link: DIRIP Applicable Funds. The specific funds offered this year by PUC through DIRIP for Faculty Members and Students to develop specific research, academic, and artistic creation activities are: - High Impact Publication Incentive. - Support for International Conferences Attendance. - Fund Appliance for Brief Internship in Teaching Innovation. - Fund Appliance in Support for PhD and Postdoctoral Participation in International Events. - FONDEDOC: Fund for Teaching Development. - VRI | Fund to support the organization of scientific Interdisciplinary meetings and seminars. - 4th National Competition for Young Researchers. - Academic Exchange Program between Catholic Universities: Notre Dame -­‐ Boston College and Pontifical Universities in Rome. - Fund Appliance for Support of Research Projects in Wood | CIM-­‐UC. - Undergraduate Research Competition | summer 2015. - DIRIP Competition -­‐ Support for the dissemination of works and projects of art and culture. - DIRIP Competition -­‐ Original Files SLGM. - Fund Appliance for Creation and Artistic Culture. On year 2013, DIRIP gave 8.114.224$ Chilean pesos in funds to School of Architecture faculty, only through ‘High Impact Publication Incentive’ and ‘Support To Attend International Conference’ funds. In year 2014, this amount raised up to 9.561.666$. The list of Academics and Projects that received these grants in the past two years can be found in Supplemental Information 4.7. Faculty Research Projects Since Last Visit Due to University`s and Faculty policies for promoting Research as a main axes for generating knowledge, Academics from School of Architecture have increased the number of ongoing Research. Through appliance for assignation of public or private funds Research Projects have increased considerably since NAAB’s Last Visit on year 2009. -­‐ 2015: 13 new research projects -­‐ 2014: 11 new research projects -­‐ 2013: 10 new research projects -­‐ 2012: 10 new research projects -­‐ 2011: 16 new research projects -­‐ 2010: 9 new research projects -­‐ 2009: 2 new research projects -­‐ 2008: 2 new research projects The list of faculty Research Projects from year 2008 to 2015 can be found in Supplemental Information 4.8. Sabbatical Leaves 120
On Article 45 of ‘Reglamento del Académico UC it is stipulated that only Associate and Professor Tenure faculty are entitled to apply for sabbaticals, according to the ‘Regulations on Sabbaticals and other 121
Temporary Absences of Academics’ University regulation. On Article 1 of this regulation, ‘Sabbatical Leave’ is defined as: “The period of time in which an academic is released from its contractual commitments to conduct research and development activities in a specific field or subject, in the country or abroad, from which emerges an outcome of academic interest to the University.” According to this, all academics eligible for Sabbatical Leave are due to be sponsored by EAUC Head and FADEU Dean and Academic Vice Rectory (VRA) approval. Table13: Since NAAB Last Visit the School of Architecture Academics that have taken a Sabbatical Leave are: 2009: Margarita Greene – 1 YEAR March 2009 to January 2010 Subject : Space Sintax, Social Housing and Incremental Housing Institutions: 1. Architectural Association (AA), London, England. 2. The Oslo School of Architecture and Design (AHO), Norway. 3. Technische Universität Berlin (TUB), Germany. 4. Escuela Técnica Superior de Ingenieros de Caminos, Canales y Puertos, Universidad de Cantabria, Santander, España. 5. Instituto Universitario de Desarrollo Regional, Universidad de La Laguna, Tenerife, España. 2013: María Rosanna Forray Claps – 1 YEAR August 2013 to August 2014 1.
“BRT -­‐ Bus Rapid Transit -­‐ Corridor Design” in collaboration with the department of Urban Studies and Planning M.I.T and Excellence Center on Transport Engineering PUC (Centro de Excelencia de Ingeniería del Transporte . PUC) 2.
“The design of the streets and mobility in Latin American Cities” in collaboration with the Latin American Chair of the Institut pour la Ville en Mouvement (IVM) Paris and Buenos Aires offices. 2013: Juan José Ugarte Gurruchaga – 1 YEAR August 2013 to August 2014 1.
“Characteristics and Outcomes of College Program” at Harvard Graduate School of Design GSD. 2.
“Professional Degree via Master” at Harvard Graduate School of Design GSD. 2013: Rodrigo Pérez de Arce Antoncich – 1 SEMESTER 1.
“Paths of Leisure and the South American Project” at Harvard Graduate School of Design GSD. 2.
Doctoral Thesis edition “Materia Lúdica, juego, ciudad, arquitectura”. 2015: Pedro Ignacio Alonso – 1 YEAR August 2015 to August 2016 1.
Fellowship “Princeton-­‐Mellon initiative in Architecture, Urbanism and the Humanities” given by Princeton University and Andrew W.Mellon Foundation to develop “Earthbound visions: received cultures of Latin American sky observation” research. 2.
Courses and Lectures as visiting professor in Princeton School of Architecture. 2015: Horacio Torrent Schneider – 1 YEAR August 2015 to August 2016 1.
Study of Original Archives related to research topic “Architecture of the Big City” in 5 institutions in Germany: Ibero-­‐Amerikanisches Institut. Technische Universitat Berlin. Deutsches Architekturmuseum, Frankfurt. Hafen City Universitat, Hamburg Bauhaus Universitat, Weimar. 2.
Consolidate the relations with Docomomo Net. 2015: Waldo Bustamante – 1 YEAR August 2015 to August 2016 1.
“Architecture in warm cimate, the case of Andalucía” at Escuela Técnica Superior de Arquitectura ETSA Universidad de Sevilla. 120
“Reglamento del Académico UC” can be found at: http://fadeu.uc.cl/wp-­‐content/uploads/2012/01/reglamento_del_academico-­‐UC.pdf 121
“Reglamento sobre Periodos Sabáticos y otras Ausencias Temporales de los Académicos” can be found at: http://direcciondedesarrolloacademico.uc.cl/files/DR%20273_%202013%20Reglamento%20Periodos%20Sabáticos%20y%20otras%20A
usencias%20Temporales%20de%20los%20Académicos.pdf 2.
3.
“Architecture in cold climate, the work of Alvar Aalto” at Department of Architecture. Aalto University Helsinky. “Architecture in cold climate and wood” at Department of Architectural Sciences Structural Design and Timber Engineering TU Wien. School of Architecture and FADEU also give Tenure faculty the opportunity to apply for grants to make postgraduate studies within the programs offered at FADEU as well as on International Programs. Table 14: Faculty that have received these grants for Postgraduate Studies: Name Program Institution Scholarship ALONSO ZUNIGA PEDRO Assistant IGNACIO Rank Ph.D. MECESUP CHATEAU GANNON FRANCISCO Assistant Ph.D. "The Modern Form" Architectural Association School of Architecture, London, England U.Politecnica Catalunya, Spain CORTES MACARENA Assistant Ph. D. in Architecture and Urban Studies Pontificia Universidad Católica de Chile. CRISPIANI ENRIQUEZ ALEJANDRO Assistant Ph.D. in Cultural Studies Universidad Nacional de Quilmes, Buenos Aires. Argentina Universidad Diego Portales Scholarship + Faculty Scholarship GARCIA ALFONSO MARIA DEL PILAR HECHT MARCHANT ROMY STEPHANIE HIDALGO CEPEDA ROCIO Assistant Master in Landscape Architecture Ph.D. History and Theory of Architecture Ph.D. in Architectonic Project LYON GOTTLIEB ARTURO FRANCISCO Assistant Master "Design Research Laboratory MARTINEZ PAULA Assistant MONDRAGON HUGO Associate Assistant MECESUP Pontificia Universidad Employee Scholarship Católica de Chile. Princeton University, USA MECESUP Master in Landscape Architecture Universidad Politécnica de Catalunya, Barcelona, Spain Architectural Association School of Architecture, London, United Kingdom Pontificia Universidad Católica de Chile. Associate Ph. D. in Architecture and Urban Studies Pontificia Universidad Católica de Chile. MORENO ZAMORANO ALEX HUMBERTO Associate Master in Architecture Pontificia Universidad Católica de Chile. Universidad Diego Portales Scholarship + Faculty Scholarship Academic Improvement Plan FADEU PEREZ BLANCA PEREZ DE ARCE ANTONCICH RODRIGO Adjunct Assistant Professor Master Architettura, Storia Proggeto Ph.D. U Roma Tre, Italy PORTUGEIS CAROLINA Adjunct Assitant Master in Landscape Architecture Architectural Association School of Architecture, London, England Pontificia Universidad Católica de Chile. TAPIA VERACRUZ RODRIGO Associate Master in Urban Development Pontificia Universidad Católica de Chile. URREJOLA DITTBORN MARIA DEL PILAR Associate Ph.D. in Architecture Pontificia Universidad Católica de Chile. VASQUEZ ZALDIVAR CLAUDIO Associate Ph. D. in Architecture Universidad Politécnica de Catalunya, Barcelona, Spain MECESUP Employee Scholarship Presidente de la República Scholarship. SoA Scholarship Employee Scholarship Employee Scholarship + Institute of Urban Studies Schoolrship Employee Scholarship Presidente de la República Scholarship + Agencia Española de Cooperación Internacional National and International Outreach Activities School of Architecture in the last two years has condensed all Outreach Agenda through Outreach Sub directorate, lead by Architect Francisco Quintana. One of the goals of the new Subdirector was to program and socialize in advance all outreach activities for a whole semester, through the design of a Public Poster published at the beginning of each term. This has allowed students, academics and staff to program their schedules in order to assist to conferences or exhibits of their personal interest. This has been a significant improvement in relation to the low attendance some outreach activities held in the prior years, the assistance of students, graduates and academics to outreach activities is now more consistant and everyone is able to plan to assist in advance. The visiting Lecturers brought to PUC School of Architecture since previous Visit on 2009 are: (in color grey national lecturers that accompanied international visiting lecturers.) 2015: Josep Parcerisa + Carles Crosas + Andreas Hofer ; Andreas Huyssen; Emmanuel Carrere; Taku Sakaushi; John Maxwell Coetzee; Rahul Mehrota + Felipe Vera + Solano Benítez + Gloria Cabral; Marlon Blackwell + Marcelo Ferraz + Pablo Beitía + Andrés Mignucci + David Mutal + Rozana Montiel + Cristian Heinse + Martín Labbé + Carolina Portugueis; Zhang Ke; Nilda Cosco + Robin Moore; Barry Bergdoll + Patricio Del Real + Carlos Eduardo Dias Comas + Francisco Liernur + Fernando Pérez ; John Connolly; Paulo David; Matteo Ghidoni; Sebastián Adamo + Marcelo Faiden; John Banville; Yoshiharu Tsukamoto; Joaquín Medina + Frank Hartmut + Voig Wolfgang; Y. Tsukamoto + S.Takuto + Felipe De Ferrari + Diego Grass; Patrick Deville; Andrea Branzi; Christoph Lueder; M. Beckh + P. D'Accunto + J. Castellón. 2014: Thomas Weaver + Gini Lee + Alejandro Celedón + Pablo Osses + José Hernández + Pedro Alonso + Pilar Cereceda + Ana María Mujica; Leonardo Codina + Fernando Pérez; Dick Van Gameren; Mark Healey; Marcos Cruz; Cristina Felsenhardt Rosen; Mónica de Souza + Alejandro Cortés + Matías Villanueva + Sandra Iturriaga + Loreto Rojas + Guilherme Essvein Almeida + Carolina Maturana + Fernando Carvajal + Liliana de Simone; Rafael Longoria; Zdenek Fránek; Pedro Livini Aldabalde; Juan Ricardo Mejía; Ana María Rigotti; Ryue Nishizawa + Smiljan Radic + Emilio De la Cerda + Roberto Moris; Kazuhiro Kojima; Michael Geller + Carles Llop; Alfredo Brillembourg + Hubert Klumpner; Charles Waldheim; Mohsen Mostafavi + Gereth Doherty; David Denjamin + Fernan Federic; José Francisco García López + Umberto Bonomo + Magdalena Krebs + Fernando Pérez; Josep Parcerisa + Carles Crosas + Andreas Hofer + José Rosas; Swett & Brown + Cruz & Dávila + Marcos Vidali; Pier Vittorio Aureli + Emanuel Giannotti + Umberto Bonomo + Horacio Torrent + Anahí Ballent ; Alejandro Celedón + Pedro Alonso + Felipe de Ferrari + Umberto Bonomo + Rodrigo Pérez de Arce + Pier Vittorio Aureli; Asif Siddigi; David Crowley; Christian Dimmer + Xing Na + Elke Schlack + Rocío Hidalgo + María Elena Ducci. 2013: Josep Parcerisa + Gabriel Ruiz Cabrero + José Ignacio Gonzáles; Claus Steffan; David Archilla; Roberto Bannura; Francine Houben; Sven Jakubetz. 2012: Justyna Anna Karakiewicz; Oscar Figueroa + Francoise Dureau + Marie Hélène Massot + Matías Garretón; Francisco Mangado; Marina Lathouri; Thierry Feike; Michael Dear; José Juan Márquez; María Arquero de Alarcón; Erieta Attali; Bernard Cache; Juan Freire + Felipe Correa + Derek Dellekamp + Camilo Restrepo + Carlos Arroyo; Santiago de Molina; María de Arana; Alberto Samudio + Enrique de la Cerda + Macarena Cortés + José Rosas + Hugo Mondragón; Thorsten Sahlmann + Vanessa Grob; Josep Ferrando; Fernando Williams; Adrian Forty; KPF Kohn Pedersen & Fox; Hubert Riess; Georg W. Reinberg; Juan Herreros; Jorge Ramirez; Fergus McCormick; André Tavares; Rafael Moneo; Mike Lydon + Aurash Khawarzad. 2011: Jonathan Franzen; Carles Buxadé; John Chapman; Peter Carl; Henrik Norlander Smith; M Michael Dürfeld; Volkwin Marg; Gádor de Carvajal + Juan Casariego + Juan Vicente + Pablo Núñez, Joana Gonçalves; Carlos Arroyo; Iñaki Ábalos; Brandon LaBelle + Shohei Shigematsu (OMA) + Patrick Hamilton + Enrique Walker + Hugo Palmarola + Alessandra Ponte + David Leatherbarrow + Catherine Ingraham + Patricia Osses + Thomas Weaver; Josep Parcerisa; Ignacio Bunster-­‐Ossa; Anita Berrizbeitia. 2010: Piet Vosloo ; Joan Busquets; Tilman Latz; Enrique Walker, Fernando Montes.+ Representante Oficina Bernard Tschumi.+ Luciano Cruz Coke+ Bernardo Kupfer+ Rodrigo Perez de Arce; Wolfgang Winter. 2009: Kim Dovey; Carles Zañartu; Alan Hutchings; José Manuel Pozo Municio; Tristan al Haddad; Joel Sanz. A more detailed list of International and National Outreach Activities from year 2009 to 2015 , and a description of each lecturer’s profile can be found in Supplemental Information 4.9. STUDENTS Of 825 Students, School of Architecture has on year 2015, 702 are making their Licenciate and Professional Degree Studies, and 123 are studying their Master’s Degrees. Next a description of the process by which applicants -­‐ to the substantially equivalent degree program -­‐ are evaluated for admission. Admission Policies The School of Architecture Admission Policy complies with the national and University procedures, where there is a Regular Admission procedure once a year oriented to students who studied in the Chilean Educational system, for at least the four final years of High School and that have taken the University Selection Test (PSU), and a Special Admission system that is usually carried out once a semester, intended for students who are entering at other stages of the career or have special characteristics (See Table 19). The Regular Admission procedure is the main way of enrolling our University, as most of the Universities in the country. The admission process does not directly depend on each University, it is done centrally, at a national level, with the participation of Council of Rectors of Chilean Universities (CRUCH) and a group of private universities affiliated to the unique system of admission. The 2014 admission process, 271,000 applicants from across the country inscribed for the PSU test. After a highly selective process, where 122
119.067 students applied to the High Education System, 4.517 applicants enrolled as UC students. REGULAR ADMISSION The PUC Admission System allows students to apply to a maximum of three careers, and only considers those up to third place in preference. The Admission follows a strict order according to a score that considers the University Selection Test (PSU), the High School grades average (NEM) and the High School 123
(HS) Ranking . The Table below details the percentage considered by the School of Architecture, for the scores obtained by Applicants in each PSU University Selection Test. This is for Application to Licenciate and Professional Degree in Architecture. Table 15: Application Score for PUC School of Architecture Test % High School Average (NEM) High School Ranking Mathematics Language and Communication History and social sciences or Sciences Final Score 20% 20% 35% 15% 10% 100% 122
http://admisionyregistros.uc.cl/futuros-­‐alumnos/admision-­‐via-­‐psu The HS ranking is an element embodied by the CRUCH in 2012, as a further factor in selection for admission to the CRUCH universities and those private affiliated. It consists in assessing the academic history of the students within their educational establishment. For example if a student´s performance turned out to be above the historical average of his school average, the student obtains a weighting on his application to the universities system. 123
With this system the School of Architecture selects every year around 100 students for regular vacancies. On year 2015, 110 Students enrolled through regular admission. Half of these students start in the first semester and other half on the second semester. This target numbers are revised according to the EAUC educational project, consequently have been kept around one hundred students per year for the last ten years. The table below shows the PSU Admission Scores of students that enrolled EAUC, with vacancies available for each year since 2006. This includes one vacanciy for outstanding sports applicant and two vacancies for UC’s staff and community member’s children. Table 16: Regular Student Enrollment. School of Architecture PSU Scores 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Vacancies 100 100 101 103 100 101 101 99 111 110 First Enroll (max. score) 786,4 804,5 789,6 780,7 798,9 813,1 810,1 812,3 826,6 780,1 Last Enroll (min. score) 693,9 689,5 684,6 691,6 685,7 692,2 687,2 691,8 693,2 692,4 Average Score 726,3 725,0 716,6 721,3 723,8 727,7 714,6 724,7 722,8 721,8 NOTE: in gray years prior to Visit 2 and Visit 3 are highlighted. Table 17: PUC architecture students Regular Admission. High School Grades Score per year. ADMISSION HIGH SCHOOL GRADES PSU SCORE (NEM) YEAR 2006 MAXIMUM 826 MEDIUM 731 MINIMUM 599 2007 2008 2009 2010 2011 2012 2013 2014 2015 826 805 805 805 805 826 826 820 795 721 711 717 711 718 709 728 721 729 517 579 558 558 558 599 661 626 651 Table 18: PUC architecture students Regular Admission. PSU tests average score per year. YEAR UNIVERSITY SELECTION TEST (PSU) LANGUAGE MATH HISTORY SCIENCES 2006 728,3 728,1 699,7 251,5 2007 727,9 729,3 709,9 222,2 2008 708,9 728,7 632,8 302,9 2009 715,0 733,9 609,1 342,6 2010 720,3 740,2 580,7 324,3 2011 715,4 748,3 593,4 281,8 2012 711,4 721,9 593,7 251,9 2013 711,3 723,5 543,5 382,6 2014 689,9 713,7 526,5 329,3 2015 692,1 707,6 499,5 401,8 SPECIAL ADMISSION Besides the Regular Admission Procedure explained above, the PUC has a Special Admission Procedure that includes: -­‐ Talent & Inclusion UC program (10 vacancies since 2014) -­‐ Outstanding students applying for career change and/or university change. (2 vacancies) -­‐ Students that have a disadvantage when applying to Regular Admission (students who have carried out high school abroad and handicapped students) (2 vacancies) The School of Architecture normally offers this Special Admission vacancies once a year. The application procedure in this cases considers the grades from a previous School or University, the presentation of a portfolio and a personal interview. A Commission analyses and selects the applicants, and also proposes to the academic direction the level which this candidate must enter. Nevertheless our School’s Policy is to allow students up to third year of the career, and would only exceptionally accept a student to enroll in a higher level. COLLEGE ADMISSION The other kind of admission corresponds to applicants from UC College Degree Program, a four-­‐year Licenciate program. This Program starts in the first year with a basic sciences program, and during the second year the students enroll in courses from other Academic Units. After finishing their Bachelor Degree, they can apply to special openings at all UC´s Academic Programs where they must complete a minor and a major. Table 19 shows the number of admissions during the last ten years, showing that 81% of the Architecture Students enroll via Regular Admission. Table 19: School of Architecture. Students Admission Procedure per year. ADMISSION 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Total 100 100 101 103 100 101 101 99 105 105 1011 80% Special Admission 17 16 23 25 25 25 30 33 27 6 227 18% Talent & Inclusion 2 10 10 22 2% Total Freshmen 116 124 128 125 126 131 134 142 121 1264 100% PROCESS Regular Admission 117 EXCHANGE STUDENTS PROGRAM -­‐ PUC SCHOOL OF ARCHITECTURE Regarding the opportunities that our students have in knowing and experimenting with other realities and cultures during their academic development, the School of Architecture together with the University, 124
maintains student exchange programs with 380 Universities worldwide . This allows that as from the 4th semester, the students can apply to this Exchange Program in any of these Universities, for one or two 125
academic semesters . Within the University itself, the School has the highest indicator –proportional to the number of students-­‐ of students studying abroad. In return the number of foreign students who come to the 126
School has had a substantial increase in the last years, exceeding the number of students that go abroad. 124
Exercising and Qualification Phase The possibility to do studies in other Universities is ruled by the courses validation system. In the case of the School of Architecture is required that the courses are not minimum of the program (students can only take electives) 125
126
The students that go to other Universities on exchange program are an average of 31 per year; the main destinations are Europe, Australia and USA. And the students that come to our School are an average of 47 per year, mainly from Europe.
Table 20: Number of Students in Exchange Programs for Undergraduate Studies since Last Visit: EXCHANGE FROM PUC TO PUC 2009 31 45 2010 21 44 2011 34 65 2012 37 67 2013 37 43 2014 41 40 2015 16 29 A more detailed list of Students participating on International Exchange Programs from year 2009 to 2015 , and a detailed list of the countries envolved can be found in Supplemental Information 4.10. For A description of: - student support services, including academic and personal advising, career guidance, and internship placement where applicable. - Evidence of opportunities for students to participate in professional societies and organizations, honor societies, and other campus-­‐wide activities. - Evidence of the school’s facilitation of student research, scholarship, and creative activities since the previous site visit, including research grants awarded to students in the substantially equivalent degree program, opportunities for students to work on faculty-­‐led research, and opportunities for the acquisition of new skills and knowledge in settings outside the classroom or studio. - And Evidence of support to attend meetings of student organizations and honorary societies Please see chapter 1.1.3 Response to the Five Perspectives B. Architectural Education and the Students. PART ONE (I): SECTION 2 – RESOURCES 1.2.2 Administrative Structure & Governance Administrative Structure of the University : Our authorities are led by the Chancellor Archbishop Ricardo Ezzati and by Rector Ignacio Sanchez; 127
Organization Chart : Dirección Superior (Superior Direction) • Vice Gran Cancillería (Vice Chancellor Cristián Roncagliolo) • Prorrectoría de Gestión Institucional (Provost of Institutional Management Patricio Donoso) • Prorrectoría (Provost Guillermo Marshall) • Vicerrectoría Académica (Academic Vicerrector Juan Larraín) • Vicerrectoría de Investigación (Research Vicerrector, Sol Serrano) • Vicerrectoría Económica (Financial Vicerrector, Loreto Massanés) • Vicerrectoría de Comunicaciones (Communication Vicerrector, Paulina Gomez) • Honorable Consejo Superior HCS (University Superior Council) Vicerrectories are part of the Rector’s team and direct the various areas in which is organized Universidad Católica de Chile. Facultys : Universidad Católica de Chile is organized in 18 faculties that ecompass a range of area of study, forming a diverse range of undergraduate, graduate, postgraduate and continuing education; offered every year to applicants to our university. Our Faculty principal authority is Dean Mario Ubilla, and is organized in three principal directions: the Research and Graduate Studies (DIRIP), Financial and Management, Communication and Outreach (DECOM) and a Professional and External Services Platform (DESE). The objective of these directions is to support the three academic programs and research centers activities. Table 21: FADEU Administrative Structure 127
http://www.uc.cl/es/la-­‐universidad/organizacion Table 22: FACULTY ADMINISTRATION Dean Mario Ubilla Sanz Architect PUC. Designer UCV Academic Secretary Pilar García Alfonso Architect PUC. Master in Landscape Design, PUC. Director of Communication and Outreach (DECOM) Macarena Cortés Darrigrandi Architect, PhD in Architecture and Urban Studies PUC Director of Research and Graduate Studies (DIRIP) Felipe Encinas Architect PUC. PhD PUC Louvain Director of Financial and Management Marcos Parrauez Economist PUC Head of External Services and Extension (DESE) Paula Martinez Architect PUC. Master in Landscape Design ©, PUC. Head (Director) of the School of Architecture Emilio De La Cerda Architect PUC, Master in Architecture PUC Head (Director) of the School of Design José Manuel Allard Designer PUC. PhD, Politecnico di Milano Pedro Bannen Lanata Master in Urban Studies, PUC José Rosas Vera Architect PUC. D PhD r, U.Politécnica de Cataluña Head (Director) of the Institute of Urban Studies Head (Director) Doctorate in Architecture and Urban Studies Academic and Administrative Structure PUC School of Architecture The School is a mono Academic Department , its principal organization is the School Board and the Academic 128
Committee, with a structure based on a Direction, an Academic Council and a Curriculum Committee . There are four Area Coordinators, who together with the Director of the School and the four Sub directors conform what is being called the Collegiate Direction. Table 23: PUC SCHOOL OF ARCHITECTURE ADMINISTRATION Director Emilio De La Cerda Errázuriz Architect PUC. Master in Architecture PUC Sub director of Academic Affairs Rocío Hidalgo Architect PUC. Doctor, U.Politecnica De Barcelona Sub director Outreach Fracisco Quintana Architect PUC. Master, Harvard GSD UC Sub director of Development Umberto Bonomo Architect IUAV. Doctor in Architecture and Urban Studies PUC Sub Director of Research and of Graduate Degree Programs (MARQ) (MPUR) (MAPA) (MASE) (MIPC) Claudio Vasquez Architect PUC, Doctor UPC. Coordinator of Design Studio and Representation Area Martín Labbé Architect PUC. Coordinator of Practical Experiences Area Rodrigo Tapia Vera-­‐Cruz Architect PUC, Master in Urban Design PUC Coordinator of Theory, History and Critique Area Alejandro Crispiani Architect. Doctor, Universidad Nacional de Quilmes Phillipe Blanc Architect PUC. Doctor PUC Louvain Rosanna Forray Claps Architect. Doctor, Universite Catholique De Louvain Coordinator of Building, Technics and Energy Area Coordinator of City & Landscape Area 128
Document “Faculty of Architecture, Design and Urban Studies Code”, update Jun 2009. Table 24:PUC School of Architecture Administrative Structure ACADEMIC COUNCIL CURRICULUM COMMITTEE SUBDIRECTION OF LICENTIATE DEGREE SCHOOL O F ARCHITECTURE DIRECTOR SUBDIRECTION OF OUTREACH SUBDIRECTION OF DEVELOPMENT SUBDIRECTOR OF RESERACH AND GRADUATE D.PROGRAMS 1. School Direction The Director is the highest authority of PUC School of Architecture. Belongs to one of the highest regular academic ranks and is elected according to the Statutes of the Faculty. The Academic Sub Director is appointed by the Director for a period of two years, and remains in office while having the confidence of the Director. However, should put his resignation to the Director whenever it changes. His appointment is formalized by a Decree of the Rector. The Development Sub Director is part of the tenure faculty. Is appointed by the Director for a period of two years, and remains in office while having the confidence of the Director. However, should put his resignation to the Director whenever it changes. His appointment is formalized by a Decree of the Rector. The Outreach Sub Director is part of the tenure faculty. Is appointed by the Director for a period of two years, and remains in office while having the confidence of the Director. However, should put his resignation to the Director whenever it changes. His appointment is formalized by a Decree of the Rector. The Subdirector of Research and Graduate Degree is an academic who belongs to one of the highest regular academic ranks. Shall be appointed by the Director for a period of two years and will remain in office while having the confidence of the Director. But will put his resignation to the Director whenever it changes. His appointment will be formalized by Decree of the Rector. PART ONE (I): SECTION 2 – RESOURCES 1.2.3 PHYSICAL Resources School of Architecture its located in its own campus ‘Lo Contador’and shares facilities with the other two schools Design and Urban Studies Institute (22.051m2). The Campus consists in a series of installations from different periods: the historical Casona Lo Contador with its courtyard and gardens, the architecture building for design studios (1990), the Prototype LAB building and also the School of Design Building, that also hosts the Institute of Urban Studies (2011), the Library and Documentation Center, the Dining Hall, The Doctorates and Masters house, the DESE house, and the new architecture building that hosts architecture administration, faculty offices and classrooms (2015), among others (10.529m2 built over ground level). Since it is an urban Campus has little space for growth, and since some years the Campus has developed the underground level (6.184m2), which intend to integrate various programs and public activities. The Campus also is organized with an efficient and centralized management of all the usable spaces for classrooms and studios. Even though each school have some classroom spaces that are administrated by each unit. Table 25: Campus Plan -­‐ Principal Buildings Campus Buildings
M2
110 Casona Lo Contador
2.426,1
120 Dinning Hall
408,0
1.748,1
135 School of Architecture
175 School of Design & Urban Studies Institute building
5.111,0
310 Prototypes LAB building
1.660,6
320 School of Architecture studios building
1.191,2
340 Library & Archive Center, Auditoriums, Computing Lab 3.313,0
400 Campus services and Patrimonial Center
480,3
410 Direction of Extension and External Services DESE
165,1
258,0
420 Direction of Extension and External Services DESE
430 Architecture Master Degree building
257,6
440 Doctorate building
174,4
248,5
450 ARQ editorial and CEDEUS Center
110 The Casona Lo Contador<2.426,1m2> : With traditional large spaces such as Tunnels (ancient Casona´s Cellars), the Chapel Hall (original Casona´s chapel) and the Refectory Hall (original Casona´s Dining Hall). The Casona host the Dean offices and the main direction of the FADEU. The larger spaces are used for classes during mornings and as Design Studios spaces in the afternoon. The gallery of the 2nd floor includes classrooms for research studios, seminar rooms and master courses. In the first floor spaces open to the main deck patio host a supplies shop, among other facilities for the students. 120 Dinning Hall <408,0sqm>: located to the east of the Casona, used as cafeteria by all the members of Lo Contador Campus. It also has some exterior dinning spaces. 135 School of Architecture faculty building <1.748,1sqm>: This is a new building for the school of architecture located in the southern side of the Campus, that hosts the school´s administration, the faculty offices, researcher´s team spaces, extension offices, teaching spaces, exhibition hall and a faculty and student´s cafeteria. Table 26: School of Architecture Building (135) Seats M2 M2/student Faculty offices 44 297,35 6,8 Research studios 40 136,3 3,4 Meeting room 36 37,49 1,0 Secretary 4 31,64 7,9 Auditorio 104 80,89 0,8 Exhibition area 100 105,09 1,1 Cafeteria 85,29 Circulations 412,82 Entry Hall 151,1 Kitchenette 23,03 Toilette 14 27,69 Services -­‐Installation 32,85 Balcony & Patios 326,53 Total 1748,07 175. School of Design & Urban Studies Institute building <5.111m2>, that hosts the school of Design. Table 27: Space Distribution School of Design School of Design
M2/student
Seats
M2
Classrooms*
230
336,9
1,5
LABS
96
305,1
3,2
Studios
84
156,3
1,9
32
246,6
7,7
faculty office
21
54,3
2,6
Metting room
9
82,3
9,1
Direction office
5
44,2
8,8
Administrative
4
32,2
8,1
Students center
Waiting
Toillete
4
3
6,2
5,7
Total
* Classrooms managed by DNO
1269,8
1,5
1,9
Table 28: Space distribution Institute of Urban & Territorial Studies IEU Institute of Urban & Territorial Studies
Seats
LABS
2
Faculty office
12
Seminar meeting room
40
Direction office
3
Administrative
2
Secretary
2
Toillete
3
Research
8
M2
19,7
87,3
79,6
32,9
13,8
9,1
5,7
40,8
M2/student
9,8
7,3
2,0
11,0
4,5
4,5
1,9
5,1
Total
288,9
310. Prototypes LAB building <1.660,6 sqm>: Tis building hosts the FADEU laboratories in first and second floor, and Studios for architecture in the third floor. The laboratories include a covered area in first and second floor and two work patios. It is managed by a director (Francisco Chateau), technicians that are in charge of handling, training and equipment maintenance. Labs include the following speciallized areas, with specific equipment: -­‐ Wood and Metals Laboratory located in the central area, considers several workspaces. Main Equipment: Stationary Machines: Milling Drills, Pedestal Drill, wood and mechanical lathes, rocker saws, ribbon saw. B. Mobile Machines: Belt sanders, edger, calibrating planer, bench saws, miter, cutters, metal cutting, arc welding equipment, oxy-­‐acetylene welding and cutting, Fronius Mig, Tig welding equipment. -­‐ Concrete Laboratory. Main Equipment: Concrete Mixer, vibrating table, vibrating drill, buckets and measuring scales. -­‐ Cutting and CNC milling Laboratory Main equipment: Techno Isel Router for wood, polystyrene, plywood. -­‐ Solid Image Laboratory Main Equipment: Laser Cutter, Stratassys Rapid Prototyping Machine, and Z Corp machine for molecular modeling. -­‐ Plastics & Resins Laboratory Main Equipment: 3D printer, vacuum press, and professional mixer, Laser cut machine 40x60 centimeters. Laser cut machine 40x80 centimeters. Industrial oven to dry materials. Thermal modeling machine. -­‐ Models and Environmental Laboratory Main Equipment: HP L1706 equipment with computer simulation programs of lighting conditions and Ecotech -­‐ acoustic conditions, sound level measuring instruments, and thermometers. -­‐ Nomadic Land and Building Internship Laboratory. Main Equipment: 11 Portable Tool Boxes with trace and level instruments, cordless power tools, Theodolite. -­‐ Cargo movement nomad Laboratory Main Equipment: Hydraulic Marco for 2 Ton capacity, 1 Ton truck capacity. -­‐ Storage space for tools. -­‐ Lighting Laboratory: Luxmeter, anmeters, luminanciometers, banner laser measuring, digital thermometers, lighting equipments. -­‐ Photography Lab: Cameras, computer, lighting equipment, scanner. -­‐ Graphic Prototypes Lab: Press, computer MAC book Pro, printer. -­‐ Offices and workrooms. Labs include and office for the Lab Director, and one for each member of the management team. There are also two meeting rooms available, for students and faculty. -­‐ And recently there is a Plan of expansion of the laboratory, to host a new Cardboard Lab, an energy Lab, a lighting Lab, and a space to host an Heliodon and a wind tunnel. -­‐ Lockers area. Located in the main access area, provides safe storage space for students materials and bags before entering the workroom. 320 Studios building <1.191m2>: This building on the north side of the patio de madera and host’s the Studios for the final stage of the Licentiate that also has a common space used for critiques. In the ground level, the student center CEARQ, a Plot center, a small cafeteria and the UC Center of Public Policies. And in level -­‐1, there are located classrooms and also shared workspaces open to all architecture students. In this building architecture school manage 18 Studios spaces (713,0sqm) and 3 classrooms(160sqm) 340 Lo Contador Library & Documentation Center <3.313sqm>: Is a building located below the School’s courtyard level. It consists mainly of a specialized Library and the FADEU archives, Computer laboratories, 2 auditoriums for 150 students each and a main auditorium with a capacity for 300 people. See: www.puc.cl/sw_educ/archivodeoriginales and www.sibuc.cl 400 Campus services and Patrimonial Center <480Csqm>: This house (also patrimonial in part) that hosts the offices for Campus service administration, the UC Heritage Center offices, including the new Interdisciplinary Master in Heritage administration, and two seminar rooms: The Salon SLGM and The Biblioteca SLGM, used mainly for Graduate and Doctorate Thesis examinations. 410-­‐420 Direction of Extension and External Services DESE <423sqm>: Is two houses that hosts offices for 66 people: Integrated Professional Platform, the FADEU City observatory staff and FADEU Extension courses. 430 Architecture Master degree building<257,6sqm> : Hosts work places for 30 graduate students, classrooms and services. 440 Doctorate building<174,0sqm>: Hosts work places for 28 doctorate students, classrooms and administration staff and services. 450 ARQ editorial and CEDEUS Center<248sqm>: This house hosts the ARQ editorial program and the CEDEUS Center administration offices The Campus Space Use and Management description As explained above, the Campus usable spaces are organized with an efficient and centralized management some of them depends directly from general services administration, others depends from the Decanato (Dean – Faculty administration), and others depends on each school as explained in FIG Campus space administration. In relation to the number of students that each school has, and how the teaching spaces are used, the School of architecture is the one that has highest rate of occupation. Table 29 : Campus space administration
%
General administration
48
Library
8
Dean - Faculty administration
14
School of architecture
13
13
School of Design
Urban
&Territorial
Institute
4
Table 30 : Campus general use description
%
General services
33,4
Administration
9,2
Teaching use
48,6
Research use
8,7
Table 31 : Academic Unit
School of Architecture
School of Design
Urban & Territorial Instiute
Doctorate program
Extension Courses
Total ARQ, DNO, IEUT
Total FADEU
Table 32: Table 33 : N° Students
825
675
82
53
564
1.582
2.199
Table 34 : Campus Space administrated by School of Architecture
M2/student
Seats
M2
Classrooms*
349
455,0
1,3
Studios
244
706,0
2,9
faculty office
44
297,4
6,8
40
106,5
2,6
working area
40
136,3
3,4
Research
36
37,5
1
Meeting room
Toilette
17
34,7
2
Students center
8
30,7
3,8
Secretary
4
31,6
Total
7,9
1835,7
* This does not consider School of Architecture building
Figure 35: Lo Contador Campus Underground Level – General Description Figure 36: Lo Contador Campus Ground Level – General Description Figure 37: Lo Contador Campus Second Floor Level – General Description Figure 38: Lo Contador Campus Third Floor Level – General Description Figure 39: Lo Contador Campus Fourth Floor Level – General Description Academic Computing Services and Facilities For the administration and acquisition of computing resources the Faculty has the following structure: The Faculty´s Computing Platform is responsible for the management of computing resources, support, maintenance and procurement of hardware and software. The renovation planning and upgrading of the computing resources, is performed in a coordinated manner between the direction of the three schools and the Computing Platform. Also the Faculty is provided with the support of the Informatics Department of the University, who provides services such as credentials emission, creation of mail accounts, implementation and management of network infrastructure, telephony and computer laboratories CRISOL, with support and print services for students. The computer laboratories of the faculty have Windows 7.0 Professional 64 bit, Office 2007 and 2010, plus documents editing programs PDF, of graphic editing, audio and video as Adobe Acrobat Professional, In Design, Illustrator, Photoshop, Flash, Dreamweaver, After Effects, Premiere and Audition. Also has applications in CAD/CAM and 3D from Autodesk such as Autocad, Inventor, Revit, 3DS Max Etc., there are also available programs like Rhinoceros and RhinoCam. All teams have connection to the Internet, dating management and bibliographies available Write-­‐N-­‐Cite software in the Library and in some laboratories. Students have free access to any university CRISOL spaces; have UC email with 30 GB capacity, a Portal for their academic affairs administration and courses registration (BANNER), plus wireless Internet access with a high coverage of access points. CRISOL spaces have a staff support for students and printing services, as well as photography for students credentials (TUC), text editing software (Office) and Internet Explorer for Web browsing more other specific applications for architecture and design. In both of CRISOL spaces has three scanner, more two printers white and black (with quotas of free printing for students), some undergraduate classes are carried out in one of these spaces, and also has extended hours Monday through Friday from 8:30 to 21:30 Hrs. and Saturday from 9:00 to 13:00 Hrs. Academic Software Development In year 2014: -­‐
-­‐
-­‐
-­‐
52 Adobe 40 Creative Suite 6.0 Design Standard licenses were acquired and 12 Creative Suite 6.0 Production Premium. 90 licenses updated from Rhinoceros 4.0 to Rhinoceros 5.0 5 licenses updated from RhinoCam 2.0 to RhinoCam 2012 40 licenses of RhinoTerrain were acquired and 15 licenses of TAS were renovated. Table 40: FADEU Computer LABs FADEU COMPUTER LABS 2 015
LABS
COMPUTERS
Sala 1 2
24+1 Piwonka/Crisol DNO PC Oriente
21+1
30+1
Lab Cristian Alfero/ Crisol
Ph.D. Arq. Sala 1968
CNC y FabLab 79+1
32
5
3DSMAX
AfterEffects
ArcMap ArcView
Audition
Autodesk Autocad
Autodesk Inventor
Autodesk Navisworks
Autodesk Revit
Creative Suite
Dreamweaver
Ecotect
Flash
FontLab
Illustrator
Microsoft Office
Photoshop
Autodesk Inventor
Autodesk Navisworks
Autodesk Revit
Creative Suite
Dreamweaver
Ecotect
Flash
FontLab
Illustrator
Microsoft Office
Photoshop
Premiere
Rhinoceros
RhinoCam
Rhino Terrain
SPSS
TAS
Internet
Other Campus Resources description: 1. DIRECTION OF EXTENSION AND EXTERNAL SERVICES (DESE) Director: Paula Martinez, Assistant professor PUC School of Architecture. Its mission is to contribute to the linking of the academic activities of the Faculty with the exterior, through the performance of consultancy, projects and professional works of high complexity related with the Architecture, urban projects, territorial handling, sustainable development and environment. It is formed by professors and students members of the three academic units, developing proposals related with specific assignments submitted by the University itself, as well as from public Institutions. They form a unit whose objective is to act as a quality referent in professional works, at the same time that allows the students to come closer to a professional activity in real time. DESE Directions is compound by the following units: 1.1 INTEGRATED PROFESSIONAL PLATFORM (PPI) / http://fadeu.puc.cl/plataforma-­‐profesional-­‐integrada/ The Faculty has an Integrated Professional Platform that consists in an unit that renders professional and educational services in order to generate resources and self-­‐financing for academic and research projects developed by professors of the three Campus Academic units. At the same time, PPI constitutes supports academic activities related with courses, studios and student thesis projects. 1.2 CITY OBSERVATOR(OCUC) / www.ocuc.cl Director: Roberto Moris, Faculty of School of Architecture and Urban & Territorial Institute The City Observatory whose main objective is to form an information and research platform, applied to territorial and urban subjects, with high capacity of analysis and data prospection, which allows to elaborate indexes and studies that help in the decisions-­‐making processes of the public and private players under the scope of: urban planning, regional planning, urban design, environmental design, heritage recuperation, landscape and architecture design. It is formed by a multidisciplinary team of architects, geographers, civil engineers, sociologists, journalists, cartographers, and economists and guided by the professor Pablo Allard, from the School of Architecture. Professors of different Faculties also joins the group, whom are integrated as advisors and/or directors of a project, according to the requirements of each study. Also forms a strong support platform to the applied research and to the educational units in relation to these subjects 2.
INFORMATION AND DOCUMENTATION CENTER – ORIGINAL ARCHIVES (CID-­‐ SLGM) www.puc.cl/sw_educ/archivodeoriginales The original archives is a center oriented to the acquisition, preservation and broadcasting of documentary material considered important within the Chilean, as well as the Latin American architectonic, urban, landscape and artistic scopes. Its objective is to render service to the cultural development of the country and turn it into an important heritage file, open to researchers in the local and international scope. Its almost 85 thousand classified items, consisting of maps, manuscripts and photography of heritage interest, of isolated matters as well as specific documental funds, are available in an open database for permanent consultation by professors, researchers and students. (See more information in Chapter 3.9) 3.
LO CONTADOR LIBRARY /www.sibuc.cl For more information See: SECTION2 Information Resources 4. ARQ EDITIONS / www.puc.cl/edicionesarq ARQ Publishing is a non-­‐profit Chilean publishing belonging to the Pontificia Universidad Católica de Chile. Since 1980 it has published over sixty books and a similar number of magazines on architecture and its related disciplines. The dissemination and appreciation of architecture in Chile and Latin America has constituted its fundamental objective. The content of each publication spans the areas of critique and theory, seeking equilibrium between the professional and the academic. Its prestigious magazine ARQ is one of the University’s publications indexed in the Institute for Scientific Information (ISI). ARQ Publishing is directly dependent on the School of Architecture, which has allowed it to maintain direct contact with an international network of architecture faculties, including GSD at Harvard, the ETSAB, the Faculty of Architecture and Urbanism of the Universidad Central de Venezuela and the Universidad Torcuato Di Tella in Buenos Aires. Therefore, exchanges, conversations and meetings between first-­‐rate Chilean and foreign professors and architects give shape and content to ARQ publications. 5. LABORATORIES FADEU / http://laboratoriofadeu.puc.cl/ The FADEU Prototypes Laboratory is the unit of the Faculty focused to enable, within the university task, to a direct proximity, methodologically innovative and experimental on the technique and on the construction as components of architecture. Its main objective is to narrow the distance between the real building project and the simulation, through the construction of models and prototypes. This step encompasses an intense learning in its approach to the profession, in its tactile with materials and as a privileged mean of adjustment between the idea and the building. Additionally, establishes a strategic alliance with industries in the technologic area. To perform these objectives, the LAB-­‐FADEU has an educational, administrative and technical structure that handles the equipment of thematic laboratories with high technology in digital and mechanical tools, like CNC, laser cutter, 3D printer, etc., which allows developing the educational and research task in a quality space and with the strictest levels of work and personal care security. PART ONE (I): SECTION 2 – RESOURCES 1.2.4 Financial Resources Comparative Annual Budgets and Expenditures Since Last Accreditation Visit including Endowments, Scholarships, One-­‐Time Capital Expenditures, and Development Activity PUC School of Architecture Annual Budget and Financing The School manages a direct budget that is mainly divided in four concepts: faculty salaries, administrative salaries, teaching assistants salaries and general expenses. These expenditures are financed by two different sources: the centralized funds originated mainly from admission fees and undergraduates tuition; and decentralized funds that are generated by the School through other activities (postgraduate programs, external services, extension programs and donations). Table 41: UC School of Architecture Annual Expenses (Since Last Visit2009) Expenses % 2009 2010 2011 2012 2013 2014 Operating Salaries Faculty 76 $ 1.326.980.693 $ 1.357.309.779 $ 1.474.667.563 $ 1.527.017.153 $ 1.769.148.176 $ 1.876.702.335 Teaching Assistants 2 $ 44.755.280 $ 37.814.758 $ 34.029.648 $ 33.952.137 $ 34.923.911 $ 43.523.995 Administration Staff 8 $ 177.190.492 $ 179.888.905 $ 194.119.086 $ 192.436.590 $ 192.729.745 $ 192.360.923 General Expenses 14 $ 380.120.900 $ 356.212.362 $ 849.943.472 $ 367.120.962 $ 422.869.884 TOTAL $ 1.931.225.804 $ 2.552.759.769 $ 2.120.526.842 $ 2.419.671.716 Operating General $ 1.929.047.365 $ 356.462.187 $ 2.469.049.440 Table 42: UC School of Architecture Current Year Expenses Expenses % jan feb mar apr may jun jul Operating Salaries Faculty 139.969.890 $ 137.643.689 $ 169.781.987 $ 164.498.827 $ 161.986.911 $ 168.949.313 $ 163.487.696 $ Teaching Assistants $ 4.764.500 $ 6.555.000 $ 4.989.000 $ 3.658.000 $ 4.402.594 $ 3.635.750 $ 3.635.750 Administration Staff $ 20.827.311 $ 20.827.311 $ 20.827.311 $ 20.827.311 $ 20.827.311 $ 20.827.311 $ 20.827.311 General Expenses $ 45.901.985 $ 45.901.985 $ 45.901.985 $ 45.901.985 $ 45.901.985 $ 45.901.985 $ 45.901.985 TOTAL $ 211.463.685 $ 210.927.984 $ 241.500.283 $ 234.886.123 $ 233.118.801 $ 239.314.359 $ 233.852.742 Operating General 129
The School of Architecture Annual Expenses for 2014 was Chilean Pesos (CLP) $2.469.049.440 (US $3,467,766) (See Table 41). From this expenses $1.876.702.335 (76%) was invested in faculty salaries, $ 192.360.923 (8%) in administrative salaries (secretaries and professionals hired for academic management), $ 43.523.995 (2%) in teaching assistants salaries, and $ 356.462.187 (14%) in general expenses. This directly supports the teaching of undergraduate and graduate students, research and extension programs of Architecture School. Funds for financing the School of Architecture come from two sources: A. Centralized Funds: These funds are annualy given by the University Central Administration to EAUC. For 2014 the centralized funds assigned were CLP $1.807.635.772, This covers School-­‐Operating expenses in a 73%. (See Table 43). 129
For current year 2015 has not yet finished these data is included only until july in the APR. This could be updated for Visit Three. Table 43: UC School of Architecture Annual Budget Source from Centralized Funds (Since 2009)
Centralized Funds 2010 2011 2012 2013 Faculty 89% $ 1.147.970.749 $ 1.178.959.711 $ 1.203.697.820 $ 1.275.804.084 $ 1.516.557.116 Teaching Assistants 2% $ 26.870.375 $ 27.414.797 $ 27.456.710 $ 28.665.000 $ 32.895.000 $ 41.710.000 Administration Staff 6% $ 78.553.000 $ 78.760.000 $ 8.112.276,00 $ 84.692.000 $ 96.405.405 $ 112.456.622 General Expenses 2% $ 45.189.000 $ 45.189.000 $ 27.042.649 $ 28.233.000 $ 40.656.000 TOTAL $ 1.298.583.124 $ 1.330.323.508 $ 1.339.319.939 $ 1.417.394.084 $ 1.686.513.521 $ 1.807.635.772 67% 69% 52% 67% 70% 73% Operating Salaries Operating General 2009 130
% OF COST COVERAGE 2014 $ 1.611.593.150 $ 41.876.000 Table 44: UC School of Architecture Current Year Budget Source from Centralized Funds Centralized Funds ene feb Faculty $ 130.579.333 $ 130.103.500 $ 130.103.500 $ 130.103.500 $ 130.103.500 $ 157.055.002 $ 208.785.736 Teaching Assistants $ 3.635.750 $ 3.635.750 $ 3.635.750 $ 3.635.750 $ 3.635.750 $ 3.635.750 $ 3.635.750 Administration Staff $ 9.778.500 $ 9.778.500 $ 9.778.500 $ 9.778.500 $ 9.778.500 $ 9.778.500 $ 9.778.500 General Expenses $ 5.625.333 $ 5.625.333 $ 5.625.333 $ 5.625.333 $ 5.625.333 $ 5.625.333 $ 5.625.333 TOTAL $ 149.618.916 $ 149.143.083 $ 149.143.083 $ 149.143.083 $ 149.143.083 $ 176.094.585 $ 227.825.319 Operating Salaries Operating General mar abr may jun jul B. Decentralized Funds: cover the annual operations each year. For 2014 CLP $ 661.413.668 were raised, covering 27% of the total operational expenses. These funds area self generated by EAUC: graduate programs tuition and the Continuous Education Program fees; the external services, endowments and Government research funds. (See Table 45) Table 45: UC School of Architecture Annual Budget Source from Descentralized Funds (Since 2009) Descentralized Funds Operating Salaries 2009 2010 2011 2012 2013 2014 Faculty 40% $ 179.009.944 $ 178.350.068 $ 270.969.743 $ 251.213.069 $ 252.591.060 $ 265.109.185 Teaching Assistants 0% $ 10.399.961 $ 6.572.938 $ 5.287.137 $ 2.028.911 $ 1.813.995 Administration Staff 12% $ 98.637.492 $ 101.128.905 $ 112.996.326 $ 107.744.590 $ 96.324.340 $ 79.904.301 General Expenses 48% $ 334.931.900 $ 311.023.362 $ 822.900.823 $ 338.887.962 $ 382.213.884 TOTAL $ 630.464.241 $ 600.902.296 $ 1.213.439.830 $ 703.132.758 $ 733.158.195 $ 661.413.668 33% 31% 48% 33% 30% 27% Operating General % OF COST COVERAGE $ 17.884.905 $ 314.586.187 Table 46: UC School of Architecture Current Year Budget Source from Descentralized Funds Descentralized Funds ene feb mar abr may jun jul Faculty $ 9.390.557 $ 7.540.189 $ 39.678.487 $ 34.395.327 $ 31.883.411 $ 11.894.311 -­‐$ 45.298.040 Teaching Assistants $ 1.128.750 $ 2.919.250 $ 1.353.250 $ 22.250 $ 766.844 $ -­‐ $ -­‐ Administration Staff $ 11.048.811 $ 11.048.811 $ 11.048.811 $ 11.048.811 $ 11.048.811 $ 11.048.811 $ 11.048.811 Operating Salaries Operating General 130
OPERATION BUDGET includes: Faculty salaries, administration staff salaries, teaching assistants, salaries and general expenses. General Expenses $ 40.276.652 $ 40.276.652 $ 40.276.652 $ 40.276.652 $ 40.276.652 $ 40.276.652 $ 40.276.652 TOTAL CAMPUS ADMINISTRATION BUDGET Funds for administration and Campus physical space maintenance is managed by the University Central Infrastructure Direction. Lo Contador Campus, where the School of Architecture is located, has a $314.051.618 Chilean pesos budget that maintains classrooms, work and study spaces, offices, laboratories in adequate conditions. Table 47: Lo Contador Campus Administration Budget (Since 2008) Item 2008 2009 2010 2011 2012 2013 2014 General Expenses $29,963,000 $32,489,000 $28,084,000 $32,139,400 $32,252,098 $ 29.331.000 $ 32.611.000 Services Water $12,336,000 $21,359,000 $15,523,000 $15,898,860 $24.730.000 $ 24.404.000 $ 25.136.000 Electricity $58,376,000 $71,831,000 $59,587,000 $60,223,400 $54.317.000 $ 57.078.000 $ 58.790.000 Gas $16,969,000 $16,225,000 $18,446,000 $22,082,100 $27.572.300 $ 21.478.667 $ 23.941.643 Total Basic Services $87,681,000 $109,415,000 $93,556,000 $98,204,360 $106,619,300 Media Support $2,400,000 $2,500,000 $2,492,000 $2,344,060 $3,107,000 $ 4.549.254 $ 5.569.857 Green Areas $15,828,000 $18,294,000 $17,052,000 $17,610,340 $18,842,000 $ 20.207.000 $ 20.813.000 Camous Security $43,260,000 $49,415,000 $50,718,000 $59,034,000 $$61,789,500 $ 65.968.000 $ 67.947.000 Campus Maintenance $56,694,000 $60,756,000 $60,562,000 $79,669,000 $87,380,000 $ 86.628.000 $ 102.416.000 Phone Expenses $5,148,000 $5,405,000 $5,026,000 $4,158,000 $4,061,720 $ 6.211.000 $ 6.397.000 TOTAL $240,974,000 $168,859,000 $257,490,000 $293,159,160 $314,051,618 $ 315.854.921,00 $ 343.621.500 Table 48: Lo Contador Current Year Campus Administration Budget Item ene feb mar abr may jun jul General Expenses $ 2.842.583 $ 2.842.583 $ 2.842.583 $ 2.842.583 $ 2.842.583 $ 2.842.583 $ 2.842.583 Water $ 3.934.333 $ 3.934.333 $ 3.934.333 $ 3.934.333 $ 3.934.333 $ 3.934.333 $ 3.934.333 Electricity $ 48.663.000 $ 48.663.000 $ 48.663.000 $ 48.663.000 $ 48.663.000 $ 48.663.000 $ 48.663.000 Gas $ 37.741 $ 715.069 $ 2.464.349 $ 2.478.733 $ 3.640.363 Total Basic Services Media Support Green Areas $ 1.814.166 $ 1.814.166 $ 1.814.166 $ 1.814.166 $ 1.814.166 $ 1.814.166 $ 1.814.166 Campus Security $ 7.112.833 $ 7.112.833 $ 7.112.833 $ 7.112.833 $ 7.112.833 $ 7.112.833 $ 7.112.833 Campus Maintenance $ 8.927.250 $ 8.927.250 $ 8.927.250 $ 8.927.250 $ 8.927.250 $ 8.927.250 $ 8.927.250 Phone Expenses $ 557.583 $ 557.583 $ 557.583 $ 557.583 $ 557.583 $ 557.583 $ 557.583 TOTAL $ 73.889.489 $ 73.851.748 $ 73.851.748 $ 74.566.817 $ 76.316.097 $ 76.330.481 Services $ 77.492.111 FINANCIAL AID AND SCHOLARSHIPS PUC offers a considerable range of scholarships to architecture students. The number of students awarded with scholarships and the total financing amount from 2009 to 2015 is detailed on the next table. Table 49: SCHOLARSHIPS Nª students Amount in $ CLP 2009 20 $ 22.959.698 2010 37 $ 44.750.090 2011 43 $ 49.690.454 2012 22 $ 32.109.058 2013 126 $ 45.438.180 2014 78 $ 110.755.235 2015 71 $ 111.220.175 A percentage of our students receive full financial aid during their education and others receive partial benefits from the University, part of the scholarships program also supports this students. The number of students that receive the different financial aid options vary each year, but there is a noticeable increase in the amount of students receiveing benefits in the past two years. In 2015, the University sources for Architecture Scholarships was $111.220.175 Chilean pesos and benefit 71 architecture students. A more detailed list of Scholarships from year 2009 to 2015 and the number of benefitted students can be found in 4.11 Student Financial Aid 2009 -­‐ 2015. Forecasts for Revenue from all Sources and Expenses for at least two years beyond the Current Fiscal Year: Table 50: UC School of Architecture Forecast of Annual Expenses for two years beyond current fiscal year Expenses Operating Salaries 2015 Faculty 2016 2017 $ 1.896.545.678 $ 1.981.890.234 Teaching Assistants $ 54.241.018 $ 56.681.864 $ 58.779.093 Administration Staff $ 249.927.727 $ 261.174.474 $ 270.837.930 Operating General General Expenses TOTAL $ 2.055.220.172 $ 550.823.820 $ 575.610.892 $ 596.908.495 $ 2.751.538.243 $ 2.875.357.464 $ 2.981.745.690 Table 51: UC School of Architecture Forecast of Centralized Funds Budget for two years beyond current fiscal year Centralized Funds Operating Salaries 2015 2016 Faculty 2017 $ 1.743.144.122 $ 1.821.585.608 $ 1.888.984.275 Teaching Assistants $ 43.629.000 $ 45.592.305 $ 47.279.220 Administration Staff $ 117.342.000 $ 122.622.390 $ 127.159.418 Operating General General Expenses $ 67.503.996 TOTAL $ 1.971.619.118 $ 70.541.676 $ 73.151.718 $ 2.060.341.979 $ 2.136.574.632 Table 52: UC School of Architecture Forecast of Descentralized Funds Budget for two years beyond current fiscal year Descentralized Funds Operating Salaries 2015 Faculty 2017 $ 153.401.556 $ 160.304.626 $ 166.235.897 Teaching Assistants $ 10.612.018 $ 11.089.559 $ 11.499.873 Administration Staff $ 132.585.727 $ 138.552.084 $ 143.678.511 Operating General 2016 General Expenses $ 483.319.824 TOTAL $ 779.919.125 $ 505.069.216 $ 523.756.777 $ 815.015.485 $ 845.171.058 Data on annual expenditures and total capital investment per student in Relation to other Academic Units of the University: Table 53: Comparative Data. Architecture Annual Budget with other Academic Units. (UC Confidentiality Regulations prevent from indicating Academic Units Name) UC ACADEMIC UNIT OPERATION BUDGET (IN MILLION CHILEAN PESOS) 2008 2009 2010 2011 2012 2013 2014 2015 (anual) School of Architecture $ 1.178.560 $ 1.298.583 $ 1.330.324 $ 1.339.320 $ 1.417.394 $ 1.686.514 $ 1.807.636 $ 1.971.619 Academic Unit 1 $ 2.142.007 $ 2.204.886 $ 2.368.620 $ 2.472.839 $ 2.534.666 $ 2.681.847 $ 3.049.964 $ 3.036.314 Academic Unit 2 $ 1.148.054 $ 1.222.926 $ 1.329.054 $ 1.293.572 $ 1.325.911 $ 1.694.598 $ 1.886.456 $ 2.018.820 Academic Unit 3 $ 564.092 $ 584.643 $ 619.955 $ 647.233 $ 663.414 $ 749.754 $ 932.148 $ 1.055.926 Academic Unit 4 $ 5.763.677 $ 5.906.978 $ 6.157.363 $ 6.428.287 $ 6.588.994 $ 7.648.709 $ 9.432.713 $ 10.455.704 Academic Unit 5 $ 1.532.462 $ 1.727.722 $ 1.794.288 $ 1.873.237 $ 1.920.068 $ 2.022.730 $ 2.470.188 $ 2.681.824 Table 54: Comparative Data. Architecture School Regular Students with other Academic Units. (UC Confidentiality Regulations prevent from indicating Academic Units Name) UC ACADEMIC UNIT REGULAR STUDENTS 2008 2009 2010 2011 2012 2013 2014 2015 (anual) School of Architecture 671 675 683 671 650 646 671 702 Academic Unit 1 1300 1.281 1.279 1.259 1.319 1.311 1.277 1.230 Academic Unit 2 584 581 580 592 563 586 618 657 Academic Unit 3 365 364 376 373 366 361 346 358 Academic Unit 4 2.895 3.002 3.127 3.315 3.461 3.704 3.979 4.141 Academic Unit 5 1.375 1.423 1.469 1.506 1.561 1.573 1.586 1.633 Table 55: Comparative Data. Architecture School Annual Budget per Regular Students with other Academic Units.131 (Puc Confidentiality Regulations prevent from indicating Academic Units Name) UC ACADEMIC UNIT BUDGET /REGULAR STUDENT 2008 2009 2010 2011 2012 2013 2014 2015 (anual) School of Architecture 1.756 1.924 1.948 1.996 2.181 2.611 2.694 2.809 Academic Unit 1 1.648 1.721 1.852 1.964 1.922 2.046 2.388 2.469 Academic Unit 2 1.966 2.105 2.136 2.185 2.355 2.892 3.053 3.073 Academic Unit 3 1.545 1.606 1.649 1.735 1.813 2.077 2.694 2.950 Academic Unit 4 1.991 1.968 1.969 1.939 1.904 2.065 2.371 2.525 Academic Unit 5 1.115 1.214 1.221 1.244 1.230 1.286 1.557 1.642 Institutional Financial Issues: According to FADEU Development Plan 2012-­‐2017 financing of all the changes proposed will be addressed through students enrollment increase, which has been planned for period 2013 – 2016 to go from 118 students to 158 students gradually. Next table shows the gradual implementation of this increase. 131
REGULAR STUDENTS: are considered the average of student’s member of an academic unit between March and December of each year. (Source: Registration Records Department). Table 56 : UC School of Architecture Student Increase Forecast UC School of Architecture Students Increase 2012-­‐2016 Year Vacancies PSU Special Adm. Total Vacancies 2012 100 18 118 2013 100 18 118 2014 110 18 128 2015 110 18 128 2016 130 28 158 2016 130 28 158 Increase in Vacancies will generate an income, which will be destinated to finance the costs associated to School of Architecture Development Plan: Increase in the workload of academic management personel, hiring of new academics and hour increase in staff. Academic Salaries : The objective is to strengthen management structure for new curriculum and to adjust the structure of academic management, teaching and research. Requirements: 8 new JCE (44 hour academic) hired in the first 3 years as Non-­‐Tenure and then become part of Tenure faculty. Staff Salaries: The objective is to strengthen management structure for new curriculum and to adjust the structure of academic management, teaching and research. Requirements: Academic Management Coordinator of licenciate, professional and graduate degree. Professional and Graduate degree assistant. Secretary. Funding Models Despite the changes proposed in FADEU Development Plan 2012-­‐2017 recently described, the financing model of FADEU and EAUC has not undergone structural modifications. The same model composed of centralized and decentralized funds is active. As described in I.1.4 Long-­‐Range Planning since 2013, the university implemented a new system of academic salaries compensation protocol, based on academic qualifications <Academic Remuneration Policy>. This system applies to all new hires of academics, entrants with a base salary of assistant professor which increases by the ADA (Asignation of academic achievement), the ADA corresponds to approximately $ US100 ($ 65,000 chilean pesos). According to the academic qualification by the Dean's Advisory Committee, which determines the rating of each academic according to their background, qualifications include: MB + ADA = 3 ADA MB = 2 ADA B = 1 ADA Regarding the incidence of increasing the number of students on Campus’ Facilities, see Chapter: Physical and I.1.4 Long Range Planning. Institutional. A Campus with High Standards. PART ONE (I): SECTION 2 – RESOURCES 1.2.5 Information Resources The mission of Pontificia Universidad Católica de Chile Libraries System (Bibliotecas UC) is "To be part and to contribute to the accomplishment of the University's mission, through constant search and implementation of differentiated and efficient services of access and the delivery of the registered information to the Academic community, in an actual and virtual way, by means of an organization whose service culture is centered in the user and global surroundings." The Bibliotecas UC depends on the University's PRORRECTORÍA and it's internally related to the different Faculties through the delivery of differentiated services that satisfy the specific information necessities of more than 22,000 undergraduate, graduate and post degree students and of 2.000 academics. Leader between the university libraries of the country, because of the quality and quantity of its collections and also because of its computational infrastructure, it has incorporated in its services the last technological advances. -­‐ 10 Libraries distributed in the four University Campuses, and Villarrica Campus, also one at Sotero del Río Hospital, conform the Libraries Centralized System Bibliotecas UC, offering 22,559 square meters of library space (236,806 square feet), 40,4 kilometers of bookcases (124.67192 lineal ft) for its collections and 2,980 seats for users. SIBUC receives daily an average attendance of 5,943 users (1.426.456 users in 2014). The 10 SIBUC libraries offer collective services and integrated information services and also final loans to users, these to fit the potential public specific needs. SIBUC libraries are conceived as a particular social space that integrates also the virtual collection. Libraries are cultural spaces that offer the Academic community a variety of study, learning and research environments. SIBUC libraries represent a gateway to quality information. Lo Contador Library and the Virtual Library attend teaching and researching of FADEU, and the Architecture School specific needs. -­‐ Technological Resources: SIBUC counts with Aleph software, version 21.0 that allows libraries general automation; with their modules of circulation, online catalogue, periodic cataloguing, acquisitions and publications that make the services delivery and the accomplishment of processes in the most efficient way possible. Metalib/SFX is a multisource engine that allows obtaining complete article texts found in a journal database. Primo, is a new search engine that recovers all the local and remote sources: books, magazines, articles and digital content. SIBUC provides a minimum bibliography system, online reservation software to support the loan of bibliographical material, and software of access control that registers the users entrance. As far as hardware, there are 15 servers and more than 500 interconnected computers, 35% of which are directly consulted to access the online catalogue and other bibliographical databases. For the maintenance, operation and development of these information systems, SIBUC has staff from PUC Computing Direction and counts with a IT staff for every library, composed by 3 specialized librarians that lead and coordinate a 17 people team that supports the automated system management. This infrastructure reflects the complex environment that is developed in the libraries today. -­‐ Human Resources: SIBUC counts with 172 full time employees, with 12 part time positions hired at a fixed day destined to support the work in the extension period in the libraries that begins after the 5:30 pm. and includes half day on Saturday. It also counts with about 100 student assistants, hired per hours to support some processes and services. -­‐ Financial Resources: SIBUC receives from the University a budget of central resources for their operational expenses that gives stability to its management and investment funds for development projects. SIBUC handles an annual budget of nearly US$ 8.000.000, of which 40,6% is destined to the purchase of new bibliographical material, 39,9% to staff salaries, and 19,5% to general expenses and investments. Lo Contador Library administrates an Annual operations budget of $201,7 million pesos, designating 26,3% to the purchase of new materials, 56,2% to staff salaries and the 17.5% to general expenses and investments. Information Resources: For its quantity, variety and quality, the Libraries System Collection is recognized in the national University environment: -­‐ SIBUC printed collection, counts with more than 1,900,000 catalogued volumes in diverse disciplines, contains study and research texts, thesis, specialized magazines, encyclopedias, classics, Chilean, Latin-­‐
American, children and juvenile literature, scores, among others. -­‐ The audio-­‐visual collection, with more than 47,000-­‐catalogued volumes, counts among other things with educational software’s, classic and popular music, videos and films. -­‐ The virtual collection is formed by all those specialized bibliographical databases and by the electronic magazines in full text via Internet with which an agreement of access via Web of the SIBUC is maintained (http://sibuc.uc.cl). -­‐ SIBUC Website is fundamentally orientated to offer to the university community electronic information services, it receives 5,943 visits daily (2014). These services are present in the libraries and through SIBUC web, either exclusively for University community or available to the entire Internet Services Available exclusively for the University Community (members of UC Network): -­‐ SIBUC online catalogue. With access to SIBUC collections and also from other national sources. Access to “My account” for PUC members allows renewing and making books reservations online. -­‐ Multi-­‐search: gives access to 164 databases and specialized catalogues, organized in thematic groups. User obtains access to complete articles of more that 20.600 magazine titles. -­‐ Electronic Magazines: More than 12,500 permanently updated titles of magazines in full text in the PUC network, and that also are available in their printed version in the Library systems. -­‐ Electronic collection: includes access to handwrite letters of Gabriela Mistral, plays, among others. It includes 44.000 magazines online with access to complete texts, 142 bibliographic databases, more than 55.000 books, dictionaries, encyclopedias with full text access. -­‐ Databases: More than 140 international bibliographical databases in line selected by discipline, easy to use and with an ample range of search and information retrieval possibilities. Daily an average of 10.600 searches for information is registered in these databases. -­‐ Required bibliography: tool for Professors, to send the minimum reference bibliography of their courses to the Library each semester. -­‐ Learn by yourself: learning tools to teach more efficient of search, do research work-­‐using tools as the quotes administrator Refworks, learning other languages. Includes the “Information Competence Test” so the UC users can evaluate their expertise in using search engines and evaluate how to obtain information. -­‐ Ask the librarian: email tool for UC users to consult librarian advice in the information search. Lo Contador Library Lo Contador Campus Library is in charge of theFADEU programs. Located in the underground level of ‘Patio de Madera’ (building 340) is a 1.868 sqm with an innovative design. The building constructed in 1996 is one of most remarkable constructions in the country. In spite of its underground location, the library is has natural light, thanks to an enormous two-­‐storey window oriented towards the west to a patio. It counts with 1,300 linear meters to lodge collections, 360 seats for users and 35 computers to grant the virtual and actual services and ir receives a daily average attendance of nearly 250 users who as a whole consult nearly 400 items of bibliographical material. Open hours: During the academic period (March -­‐ December), Lo Contador Library is open to public from Monday through Friday from 7:45 am. to 8:30 pm. and Saturdays from 9:00 am to 1:00 pm. During summer vacations (except February), from Monday through Friday from 9:00 to 6:00 pm. Human Resources. Lo Contador Library has 4 full time librarians in addition it counts with 1 secretary, 6 full time library assistants and 2 part time library assistants. Collections Lo Contador Library has the most complete and updated collection in the Architecture, Design and Urban Studies at national level. It reaches 105,000 items in multiple formats, including a relevant journals collection equivalent to 50,000 fascicles. The rare and value books collection is also important, the Library has some unique original items in the country. Completing this collection the bibliographical databases Art Index and Avery Index to Architectural Periodicals and electronic journals. "Sergio Larrain Garcia Moreno Information and Documentation Centre" at Lo Contador offers a wide offer of spaces to search information and develop research process. The library collection is organized in three levels: Level -­‐1 : General and Reserve Collection section / Reference Collection / Access Gateway Level -­‐2 : Newspaper Library / Special Collection Section: thesis projects, maps, plans. / Media Collection Level -­‐3 : Original’s Archive Center / Information and Documentation Center Sergio Larrain Garcia Moreno Original's Archive Center Website Printed Collection: The table below shows items and titles available at Lo Contador Library, an also at other SIBUC libraries in 2014, without including periodic publications. Includes items bought by the Academic Units, and the items and titles that according to Dewey classification correspond to these units. Tabla 57: Budget for School of Architecture Collections MATERIAL Architecture ($) Lo Contador Library ($) BOOKS 18.860.550 31.642.924 MAGAZINES 4.462.000 11.539.000 DATA BASE 3.911.847 9.871.180 TOTAL 27.234.397 53.053.104 UC Libraries ($) 403.688.000 973.180.000 234.255.000 1.611.123.000 Table 58: Printed Collection 2014, Lo Contador Library.(Magazines and journals not included) ACADEMIC UNIT ITEMS TITLES Architecture 47.409 19.635 Design 18.002 5.358 Urban Studies 15.160 8.086 TOTAL 80.571 33.079 Table 59 : Magazines and Journals Printed Collection 2014, Lo Contador Library. ACADEMIC UNIT TITLES Architecture Design Urban Studies TOTAL 81 27 21 129 -­‐ Electronic Magazines: There are 145 titles of specialized magazines in architecture, art and design; general information magazines that have some relation with the area. -­‐ Databases: There are 27 databases, of which the Art Index is specialized in architecture, art and design, and the other 10 are interdisciplinary. -­‐ Audiovisual Collection. Over 2.600 items fundamentally of pedagogic character, between cassettes, videos, films, audio cds, slides, microforms and records are located in the Lo Contador library. -­‐ Digital Collection: The digital collection is made of compact discs and software of auto instruction for active learning. The libraries have appropriate places and computer equipment for its use. -­‐ Virtual Collection. (Http://sibuc.uc.cl): The virtual collection accessible via Internet offers a wide range of bibliography data and international electronic magazines, such as Online Computer Library Center OCLC y Swets Blackwell. Table 60 : Digital Collection 2014. Lo Contador Library. Architecture FULL TEXT JOURNALS 145 Design 263 21 Urban Studies 143 24 TOTAL (No corresp.) ACADEMIC UNIT BIBLIOGRAPHIC DATABASE 23 THE ORIGINAL’S ARCHIVE CENTER : List of Number and Name of the Collections of the Original`s Archive. School of Architecture Collection : 30 collections: Jorge Aguirre S. / Juan Borchers F. / Germán Brandes B. / Moisés Bravo T. / Bresciani -­‐ Valdés -­‐ Castillo -­‐ Huidobro . / René Combeau T. / Jorge Costabal E. / Concurso Elemental. / Ignazio Cremonesi. / Emilio Duhart H. / Echenique -­‐ Cruz – Boisier. / Elton – Prieto. / Escuela de Arquitectura. / Enrique Gebhard P. / Cesar Jannello B. / Guillermo Jullian de la F. / Jullian – Pendleton. / Sergio Larraín García-­‐Moreno. / Escipión Munizaga S. / Mario Pérez de Arce L. / Alberto Piwonka O. / Oscar Prager W. / León Prieto C. / Hernán Riesco G. / Jaime Sanfuentes Y. / Josue Smith Solar. / Manuel Urrejola M. / Vicuña Mackenna . / Revista CA Ciudad/Arquitectura / Fondo Especial de Investigaciones. Architecture Special Archive Collection : Serie Antoni Gaudi / Serie José Forteza / Serie Concurso Entorno Urbano Congreso Nacional / Serie Cormu / Serie Carlos Thays / Serie Oscar Niemeyer S. / Serie Libro sobre Christian de Groote / Serie Concurso Estación Mapocho / Serie Federico Bieregel / Serie Complejo Minero Sewell / Serie Fotografías / Serie Embajadas de Guillermo Jullian / Serie Vistas de Valparaíso / Serie Remodelación Plaza de Armas / Serie Heinz Tesar / Serie Catedral de Chillán / Serie Edificio UNCTAD III. Total Documentary Units: 96.796 In relation to digitization of documentary units, no collection is entirely digitized. According to user requests, the process is carried out by selected documentary pieces. It has not been established a program of digitization of collections. An image bank is handled with digital files. Consultation number According to the summary below, considering personal consultations, consultations through email, visits and service scanning, 5,543 occurrences between 2000 and 2014 are counted. It is good to note that between 2000 and 2002 totals are markedly lower than the later years. This is because they were the years of creation and consolidation of the Original File. Table 61 : Consultation in Original’s Archive Center Consultation in Original's Archive Type pf 2014 Consultation / Year 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 TOTAL Personal 292 236 172 295 203 245 279 327 291 907 261 139 238 55 102 4.042 Virtual 89 69 68 58 44 64 28 26 40 33 24 12 555 Visits 15 9 20 20 16 23 30 15 61 86 54 21 36 22 14 442 Digitation Service 23 39 46 28 64 33 60 44 53 37 70 5 2 504 TOTAL 419 353 306 401 327 365 397 412 445 1063 409 177 276 77 116 5.543 PART ONE (I): SECTION 3 – INSTITUTIONAL AND PROGRAM CHARACTERISTICS I.3.1 Statistical Reports PROGRAM STUDENT CHARACTERISTICS: School of Architecture hosts 825 students, of which 702 are currently studying their Bachelor and professional degree and 123 are studying their Master Degrees. Table 62: Regular Student Enrollment. School of Architecture PSU Scores 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Vacancies 100 100 101 103 100 101 101 99 111 110 First Enroll (max. score) 786,4 804,5 789,6 780,7 798,9 813,1 810,1 812,3 826,6 780,1 Last Enroll (min. score) 693,9 689,5 684,6 691,6 685,7 692,2 687,2 691,8 693,2 692,4 Average Score 726,3 725,0 716,6 721,3 723,8 727,7 714,6 724,7 722,8 721,8 NOTE: In gray the qualifications of students admitted in the fiscal year prior to the upcoming visit compared to those admitted in the fiscal year prior to the last visit. Time to graduation Percentage of matriculating students who complete the substantially equivalent degree program within the normal time of completion has been consistently low in the history of EAUC, around 20%. EAUC has developed a new curriculum that considers the shortening of student’s graduation time. (For more information see II.2.2 Curricular Framework) The next table indicates the percentage of students that complete the substantially equivalent degree program within 150% of the normal time to completion from Students that started the program on year 2000 to Students that started the program on year 2009. Students enrolled after that, have not yet graduated so there is no available data yet for those generations. Table 63 : School of Architecture. Completion and Retention of the Program. (Regular Admission Only)
STUDENTS ADMISSION ADMITTED YEAR STUDENTS WHO HAVE COMPLETED PROGRAM % COMPLETION AVERAGE TIME TO COMPLETION (in semesters) Nª STUDENTS NOT COMPLETED PROGRAM YET % NOT COMPLETION STUDENTS % STUDENTS DESERTION DESERTION 2000 96 57 59% 16,5 11 12% 28 29,0% 2001 98 72 73% 17,1 9 9% 17 17,1% 2002 100 74 74% 16,6 12 12% 14 13,6% 2003 102 67 66% 15,8 13 12% 22 21,9% 2004 103 66 64% 15,6 12 12% 25 24,1% 2005 101 56 55% 14,7 13 13% 32 31,5% 2006 100 60 60% 14,6 17 17% 23 23,1% 2007 100 64 64% 14 19 19% 17 17,2% 2008 101 40 40% 14,2 43 43% 18 17,7% 2009 103 21 20% 13,6 51 50% 31 29,7% The next table indicates the number of students graduated each year since year 2000, and indicates the average time of completion for those students. Table 64 : School of Architecture. Average Time to Completion (Regular Admission Only) YEAR AVERAGE TIME GRADUATED TO COMPLETION STUDENTS (in semesters) 2000 97 16,8 2001 83 16,7 2002 79 16,6 2003 64 16 2004 64 16,6 2005 84 16 2006 82 17 2007 46 18,5 2008 76 16,4 2009 96 17 2010 100 17,1 2011 90 16,7 2012 98 16,3 2013 80 17,2 2014 56 16,3 PROGRAM FACULTY CHARACTERISTICS: School of Architecture hosts 140 faculty members. There are 46 Tenure faculty members and 94 Non-­‐Tenure faculty Including Adjunct and Visiting Professors. Of a total of 140 academics there are 23 Full-­‐Time and 117 Part-­‐ Time. Of a total of 140 academics there are 62 Academics who maintain professional licenses in the city of Santiago and 1 academic who maintains a professional license in the city of Concepción. Tenure Faculty Of a total of 46 Academic in Tenure faculty: - 21 are Full-­‐Time Faculty (44 hour contract) - 25 are Part-­‐Time Faculty (33 or 22 hour contract) Table 65 : School of Architecture Tenure faculty 2015 RANK Number % ASSISTANT ASSOCIATE PROFESSORS 22 17 7 49% 36% 16% TOTAL TENURE FACULTY 46 100% Table 66 : School of Architecture Tenure faculty Studies STUDIES TENURE FACULTY Ph.D Ph.D Candidate Master Master Candidate Diploma Professional Degree Number % 23 1 13 1 1 7 50% 2% 28% 2% 2% 15% Table 67 : School of Architecture Tenure faculty -­‐ Hourly Dedication 2015 RANK ASSISTANT ASSOCIATE PROFESSORS TOTAL TENURE FACULTY Number Administrative Hours Teaching Hours Research Hours Guided Master Thesis TOTAL HOURS nº 22 nº 17 nº 7 25% 165 15% 88 19% 49,5 39% 264 44% 253 15% 38,5 34% 225,5 38% 220 17% 44 2% 15 2% 14 6% 16 100% 669,5 100% 575 100% 148 nº 46 18% 269,5 36% 544,5 33% 489,5 3% 45 100% 1392,5 Non -­‐ Tenure Faculty Of a total of 94 Academic in Non-­‐Tenure: - 3 are Full-­‐Time faculty (44 hour contract) - 91 are Part-­‐Time faculty (22 or 11 hour contract) Table 68: School of Architecture Non-­‐ Tenure faculty 2015 RANK Number % ADJUNCT INSTRUCTOR 23 24% ADJUNCT ASSISTANT 46 49% ADJUNCT ASSOCIATE 7 7% ADJUNCT PROFESSOR 6 6% VISITING PROFESSOR 12 13% TOTAL NON -­‐ TENURE FACULTY 94 100% Table 69 : School of Architecture Non -­‐ Tenure faculty Studies STUDIES NON -­‐ TENURE FACULTY Ph.D Ph.D Candidate Master Master Candidate Diploma Professional Degree Number % 11 4 41 0 1 37 12% 4% 44% 0% 1% 39% Table 70: School of Architecture Non -­‐ Tenure faculty -­‐ Hourly Dedication 2015 RANK ADJUNCT INSTRUCTORS ADJUNCT ASSISTANT ADJUNCT ASSOCIATE ADJUNCT PROFESSORS VISITING Number Administrative Teaching Hours Hours Research Master Hours Thesis TOTAL nº 0% 100% 0% 0% 100% 23 0 264 0 0 264 nº 14% 83% 0% 3% 100% 46 110 638 0 23 771 nº 0% 100% 0% 0% 100% 7 0 99 0 0 99 nº 22% 60% 15% 3% 100% 6 33 88 22 4 147 nº 0% 96% 0% 4% 100% TOTAL NON -­‐TENURE FACULTY 12 0 132,5 0 5 137,5 nº 10% 86% 2% 2% 100% 94 143 1221,5 22 32 1418,5 Table 71 : School of Architecture Total faculty Ratios Number Administrative Teaching Hours Hours Research Hours TOTAL FACULTY nº 140 16% 445,5 18% 511,5 63% 1777 Table 72 : Number of faculty Promoted each year since the Las Visit 2012 2011 2010 2009 YEAR ACADEMIC NEW CATEGORY Luis Eduardo Bresciani L Associate Rodrigo Culagovski Adjunct Assistant Javier Del Río Adjunct Associate Sebastián Gray Adjunct Associate Margarita Greene Professor Arturo Lyon Assistant TOTAL 2009 6 Philippe Blanc Assistant Umberto Bonomo Assistant Alejandra Bosch Adjunct Assistant Mario Carreño Assistant Mauricio Lama Assistant Fernando Portal Adjunct Assistant José Quintanilla Assistant Francisco Vergara Adjunct Associate Martín Labbé Adjunct Assistant Antonio Lipthay Adjunct Associate Carolina Portugueis Adjunct Assistant TOTAL 2010 11 Francisco Chateau Assistant Francisco Díaz Adjunct Assistant Romy Hecht Associate Sebastián Hernández Adjunct Assistant Claudio Labarca Adjunct Assistant Danilo Martic Assistant Osvaldo Moreno Adjunct Assistant Nestor Rodrigo Tapia Associate TOTAL 2011 8 Gonzalo Claro Adjunct Assistant Paulina Courard Adjunct Assistant Felipe Encinas Assistant Master Thesis 3% 77 TOTAL 100% 2811 2013 2014 2015 PERIOD Carolina Katz Adjunct Associate Elvira Pérez Adjunct Associate Javier Vergara Adjunct Assistant TOTAL 2012 6 Alberto Moletto Adjunct Assistant Juan Pablo Vásquez Adjunct Assistant TOTAL 2013 2 Alejandro Aravena Associate Diego Arroyo Adjunct Assistant Emilio De la Cerda Assistant Iván Puduje Adjunct Assistant Francisco Quintana Adjunct Assistant Alejandro Soffia Adjunct Assistant TOTAL 2014 6 Pedro Alonso Associate Tomás Folch Adjunct Assistant Francisco Milla Adjunct Assistant Daniel Ruddoff Adjunct Assistant Nicolás Stutzin Adjunct Assistant TOTAL 2015 4 TOTAL PROMOTIONS 43 PART ONE (I): SECTION 3 – INSTITUTIONAL AND PROGRAM CHARACTERISTICS I.3.2 Faculty Credentials Faculty in EAUC have different backrounds and expertise, faculty is formed by a diverse group of academics and professionals, many of whom have studied in postgraduate programs at reputable universities abroad (This is detailed in Faculty Matrix in 1.2.1 Human Resources and Human Resource Development chapter, also in Supplemental Information 4.4.5 Faculty Resumees). EAUC considers an important issue to have practitioners among their faculty, there are several academics with prolific professional practices. Next , only a sample of awards and grants received among faculty in the past few years: 2015.: 2014.: 2013.: 2012.: -­‐ Arturo Lyon / Alejandra Bosch / Danilo Martic. First place in Concurso Nueva Alameda Providencia, International competition -­‐ Alejandro Aravena. Design of the Year award by the London’s Design Museum th
Appointed director of the 15 International Architecture exhibition. Venice Biennale -­‐ Sebastián Irarrázaval / Umberto Bonomo. First place in WAVE international workshop, IUAV Venice, Italy -­‐ Pilar Urrejola. Elected president of the National Architects Association -­‐ Macarena Burdiles / Francisco Chateau. First place in Cerros Isla, Corredor Verde San Bernardo national competition -­‐ Guillermo Hevia / Nicolás Urzúa. First place YAP ’Young Architects Program’ Constructo competition -­‐ Teodoro Fernández. National Architecture Award -­‐ Pedro Alonso. Winner of the Silver Lyon, Venice Biennale 2014 -­‐ Cecilia Puga / Paula Velasco / Alberto Moletto First Price on Palacio Pereira Competition -­‐ Guillermo Hevia / Nicolás Urzúa. Awarded in the IX Bienal Iberoamericana de Arquitectura y Urbanismo. Rosario, Argentina -­‐ Alberto Moletto / Paula Velasco. First place in CAP 2013 competition -­‐ Diego Aguiló / Rodrigo Pedraza. First place in Concurso del Museo Histórico Nacional competition -­‐ Pedro Alonso. th
First place for the Chilean Pavillion in the 14 Venice Biennale 2014 -­‐ Sebastián Gray. Elected president of the National Architects Association -­‐ Gonzalo Claro. First place in Concurso Edificio Docente y de investigación Escuela de Arquitectura UC competition -­‐ Martín Labbé / Carolina Portugueis First place Work of the year by Plataforma de Arquitectura for the Centro Cultural Valparaíso work -­‐ Ignacio García / Arturo Scheidegger. First place YAP ’Young Architects Program’ Constructo competition -­‐ Rosanna Forray / Fernando Pérez. PRED prize for academic excellence -­‐ Juan José Ugarte. Avonni prize for contributing to sustainable building. -­‐ Alejandro Aravena. First place for the Teheran Stock exchange building. -­‐ Loreto Lyon / Alejandro Beals. First place YAP ’Young Architects Program’ Constructo competition PART ONE (I): SECTION 4 – POLICY REVIEW The following documents will be placed in the on-­‐site team room for the visiting team’s review: • Learning Culture and Social Equity Policy • Self-­‐Assessment Policies and Objectives • Personnel Policies including: o Position descriptions for all faculty and staff o Rank, Tenure, and Promotion o Reappointment o Social Equity or Diversity, as appropriate o Faculty Development, including but not limited to, research, scholarship, creative activity, or sabbatical • Student-­‐to-­‐faculty ratios for all components of the curriculum (i.e., studio, classroom/lecture, seminar) • Square feet per student for space designated for studio-­‐based learning • Square feet per faculty member for space designated for support of all faculty activities and responsibilities • Admissions requirements • Advising policies; including policies for evaluation of students admitted from preparatory programs where SPC are expected to have been met in educational experiences in non-­‐substantially equivalent programs • Policies on use and integration of digital media in architecture curriculum • Policies on academic integrity for students (e.g., cheating and plagiarism) • Policies on library and information resources collection development PART TWO (II): SECTION 1 – STUDENT PERFORMANCE – EDUCATIONAL REALMS & STUDENT PERFORMANCE CRITERIA II.1.1 Student Performance Criteria The description of the 32 criteria in the 2012 Conditions for Substantial Equivalency specifies that the curriculum should provide either an understanding or ability for each criterion. Listed below are the 32 criteria that include both the name and brief description of each as given by the NAAB. Under each is the evidence that we present in fulfillment of the requirement of understanding or ability in each area. This evidence is presented to highlight those required courses that can be shown to contain evidence for fulfillment of the criteria. Evidence is considered to be incontrovertible proof that the criterion is satisfied by the course. Evidence of understanding or ability within a criterion area is given by a course that introduces the topic and/or directly addresses major aspects of the criteria topic. Needless to state, the designation of evidence varies from criterion to criterion but determined to be unequivocal. Many criteria list more than one, though the intent in this presentation is to limit as much as possible multiple locations of primary evidence. Therefore we are submitting as primary evidence the strongest candidates. The Matrix is organized by placing required (minimum) courses in the program curriculum and in the suggested sequence in which they are taken by students. By doing this, it can be shown that there is evidence for 31 students performance criteria contained within the required courses of the School of Architecture. The only exception is B.7 Financial Considerations, which is content for Optative Courses in the last phase of the curriculum. Realm A: Critical Thinking and Representation: Architects must have the ability to build abstract relationships and understand the impact of ideas based on research and analysis of multiple theoretical, social, political, economic, cultural and environmental contexts. This ability includes facility with the wider range of media used to think about architecture including writing, investigative skills, speaking, drawing and model making. Students’ learning aspirations include: • Being broadly educated / • Valuing lifelong inquisitiveness / • Communicating graphically in a range of media / • Recognizing the assessment of evidence /• Comprehending people, place, and context / • Recognizing the disparate needs of client, community, and society. Realm B: Integrated Building Practices, Technical Skills, and Knowledge: Architects are called upon to comprehend the technical aspects of design, systems, and materials, and be able to apply that comprehension to their services. Additionally they must appreciate their role in the implementation of design decisions, and the impact of such decisions on the environment. Students’ learning aspirations include: • Creating building designs with well-­‐integrated systems / • Comprehending constructability / • Incorporating life-­‐safety systems / • Integrating accessibility /• Applying principles of sustainable design. Realm C: Leadership and Practice: Architects need to manage, advocate, and act legally, ethically, and critically for the good of the client, society, and the public. This includes collaboration, business, and leadership skills. Students’ learning aspirations include: • Knowing societal and professional responsibilities. / • Comprehending the business of building. / • Collaborating and negotiating with clients and consultants in the design process./ • Discerning the diverse roles of architects and those in related disciplines. / • Integrating community service into the practice of architecture. A.1. Communication Skills: Ability to read, write, speak and listen effectively. Primary evidence is to be found in the courses of the Theory, History and Criticism Area. Of vital importance in the acquisition of this skill is the Research and Project Studio, which corresponds to the main training course on this matter. Urban Project Area courses help to reinforce these skills, as well as Formation Studios training workshops, reinforcing mainly the ability to speak and listen effectively through critic in final and periodical examinations. Universities promotes communication skills en Spanish and English, this is assessed by UC special tests on both languages, which are mandatory to all students, and/or free Spanish and English courses of different levels. • AQH0000 Introduction to Architecture : evidence in the reading of eleven texts of critical theory and history of architecture, which are evaluated individually. The final exam measures the ability to express orally, architecture issues discussed in class, together with the submission of a handwritten notebook each student builds during the semester while attending the course, emphasizing the interaction between text and drawings. Written Essay (1000words). • AQH0300Architecture and the modern Tradition: Critical and argumentative analysis and thesis of architectural work, based on course bibliography and in analytical and descriptive drawings. Final exam is an oral presentation where students expose the principal conclusions synthetically in 6 PPT slides. • AQH0200 Ancient Architecture and the Classical Tradition : Secondary evidence in mandatory readings and practical assignments make the students develop this ability. Written tests are also conducted, in which students must demonstrate their understanding and assimilation of these readings, and develop a written argument. A. 2. Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-­‐reasoned conclusions, and test alternative outcomes against relevant criteria and standards. Design studios provide the primary vehicle for testing the Design Thinking Skills that students mainly acquire in the History and Theory courses. Students learn and understand how other architects have constructed an architectural thought or idea, and develop the ability to distinguish between ideas that are conducive to project, from those that do not pertain to an architecture problem. In the Design Studio students are asked to build a rational argument, to explore spatial alternatives and make informed design decisions to accomplish an according idea. Students develop the capacity to make these informed design decisions through the studio practical experience counter posed with the contents that Theory and History courses provide. • AQT0200 Formative Studio II : This is the first Design Studio that addresses directly the construction of an argument that guides and accompanies the creative process of an architectural project. So it provides the base on which students continue to develop this ability on future Design Studios. • AQT0300 Formative Studio and Representation III: The third design and representation studio introduces the three dimensional variable that CAD tools allow. The design studio introduces a material concern into the architectural project for the first time, which is explored through drawing and physical models, with which students interpret and identify elements and components of their project, as well as build images of designed atmospheres, situations and initial materiality. A. 3. Visual Communication Skills: Ability to use appropriate representational media, such as traditional graphic and digital technology skills, to convey essential formal elements at each stage of the programming and design process. Visual Communication Skills are addressed throughout the Design Studio sequence, with special emphasis on the Formation cycle. The first three studios are called Design and Representation studios, in which the introduction to various representation media is covered, including traditional graphic and digital technology skills. Digital Production courses are parallel to Formation Studio IV and V, and introduce a holistic production and representation of an architectural project addressing all of its scales. Some core courses, as the ones of the Urban Project Area or some electives, require expertise in digital media. • AQR0100 Digital Production I: The first digital production course is parallel to Formative Studio IV, where territory issues regarding an architectural project are introduced. The course is intended to introduce skills regarding territory and landscape 3D modelling and image construction. • AQR0200 Digital Production II: The second digital production course is parallel to Formative Studio V, where Housing, as the most common architectural program is studied. The course is intended to introduce BIM (Builging Information Modelling) technologies, where 3D model is capable of containing information such as planimetric outcomes, basic surface analysis, and containing detailed information regarding materials, structure, etc. The course studies remarkable foreign (and distant) Housing Projects by reconstructing them in a BIM environment, this familiarizes the students with standard measures of the residence program. Students are later capable of transferring this knowledge to the representation of their own studio projects. • AQT0000 Formative Studio and Representation I: Secondary evidence/ where students acquire design and representation tools, as traditional handmade drawings of plans, sections, elevations and schemes in the gathering of information related to existing buildings and urban reality. First exercises in the technical drawing of plans, sections, elevations and axonometric drawings of the observed reality, as an exercise of tracing scale 1:1 an architectural work, as well. • AQT0200 Formative Studio and Representation II: In the second design and representation studio, similar type of drawings are exercised regarding the Visual Communication Skills, plans, sections, and axonometric drawings, the big difference is the introduction in the student’s formation of CAD (Computer Assisted Design) tools for the first time. A. 4. Technical Documentation: Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design. • AQR0200 Digital Production II: This is a representation course that makes a big effort on transmitting the importance of making correct technical drawings to students, and the representational communication role for architects and specialists of the field. Through BIM technologies students rebuild the 3d model and the complete set of technical plans of a remarkable foreign (and distant) architecture works. • AQC0200 Building and Techniques : The final work requires a technical drawing of high-­‐quality professional construction detail. Also at mid semester, a test evaluate the ability of students to hand draw a building detail of a particular constructive system and describe the appropriate specification of a material. • AQO0100 Practical Professional Experience: Secondary evidence/ the practical experience involves the development and production of an architectural project and its documentation (depending of the type of project, the office organization and the project´s stage where the student participates), which is presented in a portfolio attached to the Final Report of the practice. A.5. Investigative Skills: Ability to gather, assess, record, apply, and comparatively evaluate relevant information within architectural coursework and design processes. The systematic capacity to investigate corresponds to the Research and Project Studio in the seventh semester. Some courses reinforce this capacity such as the ones in the Urban Project Area, or Theory, History and Criticism Area. • AQU0200 City and Landscape II: This course is focused on Urban Planning. And one of its main objectives is to critically understand urban projects concerning various historical, cultural, economic and political contexts since the second half of the nineteenth century to today. Applied analysis, argumentative and critical research of different urban topics based on different authors bibliography, debates and opposite positions, using written, drawing and oral communication. • AQT060X Research and Project Studio. Corresponds to a research formal experience in architecture topics, with emphasis in the documentation, critical reading, representation and interpretation of a given topic. A. 6. Fundamental Design Skills: Ability to effectively use basic architectural and environmental principles in design. Fundamental design skills are nurtured in the first five Formation Studios. Exercises in these beginning studios build drawing, conceptual, and craft skills, and lead to the ability to apply basic organizational and spatial principles to the conception and development of design projects. Subsequent studios refine these fundamental design abilities, and enhance students’ understanding of the complexity of design. • AQT0300 Formative Studio and Representation III: This design studio seeks to identify and apply logics and strategies capable of articulating systems of relations, material systems and atmospheric systems in an introductory level. • AQT0500 Formative Studio V: Students must insert the architectural project in an existing physical and social context, the definition of the project’s collective housing program. The studio seeks for the student´s synthesis of the various conditions that come together in the complex context of the project, and on understanding the role of the project in articulating that complexity. A. 7. Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects. Formative Studios introduce students to the use of programmatic and formal precedents in the development of design projects. The Elective studios and urban project area courses reinforce the analysis and use of precedents. • AQT007X-­‐AQT008X Elective Studio I&II : Elective Studios must insert the architectural project in an existing physical, social, cultural and conceptual context, so that each student integrates the most important variables in design, being one of them the study and analysis of representative examples of architectural tradition, rather historical or contemporary architectural works, depending on the different topics or studio emphasis in conjunction with the different thematic areas A. 8. Ordering Systems Skills: Understanding of the fundamentals of both natural and formal ordering systems and the capacity of each to inform two-­‐ and three-­‐dimensional design. The Design Studios cover formal ordering systems in detail, while courses of the Theory, History and Criticism Area and City and Landscape Area provide further opportunities for exploration and understanding, from the study of foreign and national built work at all scales of architectural and urban design. • AQT0000 Formative Studio and Representation I: Students design two projects during the semester. In both projects they are asked to give order to a specific and simple architectural program. Considering the repetition of a given physical element in an ordering system proposal for the plan. • AQT0200 Formative Studio II : The second semester design studio challenges the students to deal with an architectural proposal in a specific location and deal with the complexities this entails with issues such as orientation, topography, preexistences and context. • MAT1307 Geometry Secondary evidence/ The course presents the fundamental geometric underlying of the various ways of representing space on a plane, and to this end will cover some of the central aspects of projective geometry. The course also includes an introduction to the topological study of surfaces. • AQR0100 Digital Production I: The first digital production course, where natural and formal ordering systems are introduced. The course is intended to introduce skills regarding territory and landscape 3D modelling and image construction. A. 9. Historical Traditions and Global Culture: Understanding of parallel and divergent canons and traditions of architecture, landscape and urban design including examples of indigenous, vernacular, local, regional, national settings from the Eastern, Western, Northern, and Southern hemispheres in terms of their climatic, ecological, technological, socioeconomic, public health, and cultural factors. The required history and theory courses, as in the courses of the Urban project and technology Areas nurture an understanding of traditions and global culture in architecture, landscape architecture, and urban design. • AQH0200 Ancient Architecture and the Classical Tradition : Within the range of the course’s contents, ranging from the Renaissance to the nineteenth century, numerous historical and cultural traditions relating to architecture, to the city and the countryside are reviewed. These traditions include the European and the American context. • AQH0300 Architecture and the Modern Tradition : The focus of the course is historical-­‐critical. The works of architecture studied are critically located in a political, social, economic and cultural context. Part of the context of the classes is devoted to Chilean Modern Architecture and Latin America´s, also cases of local architecture is taken into analytical review at the end of the semester • AQH0000 Introduction to Architecture : Secondary evidence/ This skill is developed through the intentional approach and review to works of architecture and key problems in the history of Western architecture. Class content is related to both Universal Architecture History and Chilean cases; these contents are evaluated in tests. • AQU0200 City and Landscape II : Secondary evidence/ This course is the student’s first approach to contemporary urban topics, in order to understand them students must critically analyze the different social and cultural visions, models and processes and applied them to a case of study. • AQU0300 City and Landscape III : Secondary Evidence/ This course is focused on how the urban form is organized and understood from the Landscape point of view, and study sites that have undergone significant historical transformation, of different cultural contexts and historical times. • AQH0400 Contemporary Architecture Debates : Secondary evidence/ The course aims to give a more varied possible sweep of the most important approaches to the architecture and the city during the last decades of the twentieth century, realizing the coexistence of different traditions that is a characteristic of this time. Study Cases of National architecture movements are reviewed and evaluated in a final oral exam. A.10. Cultural Diversity: Understanding of the diverse needs, values, behavioral norms, physical abilities, and social and spatial patterns that characterize different cultures and individuals and the implication of this diversity on the societal roles and responsibilities of architects. • AQU0000 City and Landscape I : One of the main contents of the course is ‘City and Society’: the social dimension of the city and the effects of patterns of social organization, poverty, social segregation and new cultural attitudes on design, organization and use of public space, neighborhoods and the city, all scales integrated as a whole. • AQU0300 City and Landscape III: The course examines social, political, technics and theories of landscape architecture concepts, in the history and cultural development of sites. • AQS0100 Practical Service Experience : Secondary evidence/ This practical experience is focused on working over habitability requirements of people or communities in poverty conditions. Students have the opportunity to appreciate an inescapable reality in all its depth, including its cultural dimension and demands. The learnings of this experience should become a permanent reference for our student’s future professional life. The interest is to bring to the university and particularly to the School of Architecture, new questions and problems by strengthening links with the real society. A.11. Applied Research: Understanding the role of applied research in determining function, form, and systems and their impact on human conditions and behavior. • AQT006X Research and Project Studio. Corresponds to a real experience of research carried out by students during the sixth semester of studies, resulting in a written essay that account the ability to develop an argument, phrasing, information sources organization, critical reading and literature discussion, hypothesis development, as well as the ability to present the research in a final public review. • ARQ3XXX Final project I, Final Project II : Understanding the importance of applied research in the architectural discipline is fostered in all design studios, but testing the behavior of different aspects of architectural proposals mainly occurs in final project sequence. Through the refinement of the design in a series of iterations, and learning from these iterations to propose concrete solutions. B. 1. Pre-­‐Design: Ability to prepare a comprehensive program for an architectural project, such as preparing an assessment of client and user needs, an inventory of space and equipment requirements, an analysis of site conditions (including existing buildings), a review of the relevant laws and standards and assessment of their implications for the project, and a definition of site selection and design assessment criteria. • AQT0500 Formative Studio V : Students must insert the architectural project in an existing physical and social context, the development and definition of the project’s collective housing program, with all the complexity this implies, is one of the basic exercises of the Studios. This is the first studio where this is adressed, and sets the basis where students continue to work on this criterion on future Design Studios. • AQT007X AQT008X Elective Studio I&I: Elective Studios must insert the architectural project in an existing physical, social, cultural and conceptual context, so that each student integrates the most important variables in design, and depending on the different topics or studio emphasis in conjunction with the different thematic areas, must analyze site conditions and declare the necessary requirements for the project assess. B. 2. Accessibility: Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities. • AQT0400 Formative Studio IV : This studio includes in the course description that one of its main objectives the ‘To understand and manage the notion of the spatial sequence on a territorial and building scale, including aspects of universal accessibility.’ By working with an assignment of a public nature in urban contexts, students exercise accessibility notions of circulation, movement and continuity of public space. This is the first studio where this is exercised, and set the base over which students continue to work on this criterion on future Design Studios. B. 3. Sustainability: Ability to design projects that optimize, conserve, or reuse natural and built resources, provide healthful environments for occupants/users, and reduce the environmental impacts of building construction and operations on future generations through means such as carbon-­‐neutral design, bioclimatic design, and energy efficiency. •AQC0300 Building Systems and Architectural Project This course objective is to make the student´s first approach to the design of a house that provides suitable thermal comfort conditions to its inhabitants making efficient use of energy for its operation (cooling, lighting and ventilation) according to the specific weather conditions chosen by each group. B. 4. Site Design: Ability to respond to site characteristics such as soil, topography, vegetation, and watershed in the development of a project design. The inter-­‐relationship of site and building are addressed throughout the studio design courses in the different phases (Formative and Elective). • AQT0400 Formative Studio IV : This design studio works on understanding the architectural project as a detail of the territory, in which different scales and relations appear integrating landscape logics and the city in which it is inserted. And more specifically the course proposes to understand and manage the basic elements of urban design and landscape topography, paths, urban fabric, preexistences, movement systems and vegetation. B. 5. Life Safety: Ability to apply the basic principles of life-­‐safety systems with an emphasis on egress. • AQC0100 Introduction to Building : Students must work within the Prototype Laboratory life safety protocol, and they have a special training class with the procedures that they must comply to work inside the facilities of the Laboratory and outside when they build the scale 1:1 prototypes. (see Supplemental Information 4.12 for Prototype Laboratory Safety Protocol) • AQC0101 Building Site Experiences I: Building Site Experiences seeks to familiarize the student with all aspects of the construction of an architectural project, including Life Safety issues in construction sites. In the student´s report there must be an analysis of the building accesses, the different worker´s teams movements, material storage, etc. B. 6. Comprehensive Design: Ability to produce a comprehensive architectural project that demonstrates each student’s capacity to make design decisions across scales while integrating the following SPC: A.2. Design Thinking Skills / A.4. Technical Documentation / A.5. Investigative Skills / A.8. Ordering Systems / A.9. Historical Traditions and Global Culture / B.2. Accessibility / B.3. Sustainability / B.4. Site Design / B.5. Life Safety / B.8. Environmental Systems / B.9. Structural Systems ARQ3XXX Final project I-­‐ Final Project II : These design studio phase leads to the degree and professional qualification. So the last two studios have an intentional professional bias, inserting the architectural project in an existing physical and social context, so that each student integrate the most important variables, being Design Thinking Skills, Technical Documentation, Investigative Skills, Ordering Systems, Historical Traditions and Global Culture, Accessibility, Sustainability, Site Design, Life Safety, Environmental Systems and Structural Systems, some of all the variables that are considered. • AQT007X-­‐AQT008X Elective Studio I&II: Secondary evidence/ These two studios share with different level of students , and they are meant to explore different areas of professional development in conjunction with the different thematic areas , depending on the specific studio´s approach the different abilities are tackled with different emphasis. B. 7 Financial Considerations: Understanding of the fundamentals of building costs, such as acquisition costs, project financing and funding, financial feasibility, operational costs, and construction estimating with an emphasis on life-­‐cycle cost accounting. There is no primary evidence for these criteria in minimum courses. There are two elective courses that address these criteria. • AQC1111 Architectural Design and Legislation : Secondary evidence elective/ The course´s main objective is to recreate a real situation of professional life, assessing real execution possibilities of an architecture project. One of the course’s main contents is to define the real demand and to define basic concepts relative to: value, cost, offer, demand and rentability. • AQC1110 Project Management : Secondary evidence elective/ The course objective is to understand management tools, searching for the comprehension of time and costs necessary for an architecture project’s execution. This allows the architect to keep control and healthy relationships with the building company and client. • AQC0100 Introduction to Building: Secondary evidence/ This course introduces some material costs issues and students must prepare a budget for as small prototype they must built. • AQC0202 Building site experiences II: Secondary evidence/ In this practical experience students must describe the materials, tools and necessary elements for the specific work observed. B. 8 Environmental Systems: Understanding the principles of environmental systems’ design such as embodied energy, active and passive heating and cooling, indoor air quality, solar orientation, daylighting and artificial illumination, and acoustics; including the use of appropriate performance assessment tools. • AQC0300 Building Systems and Architectural Project : This course objective is to make the student´s first approach to design with an applied exercise that provides suitable thermal comfort conditions to its inhabitants making efficient use of energy for its operation (cooling, lighting and ventilation) according to the specific weather conditions of the chosen location, addressing directly the Environmental Systems Criterion. B. 9. Structural Systems: Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems. Principles of structural systems are covered in several courses, especially in Structural Elements, Seismic Resistant Form. • AQC0110 Structural Elements : The course covers the basic concepts of structural analysis and design required to determine component stresses and deformations, and how to control them with decisions regarding types of materials, shape, size, position, and linkages between elements. • AQC0210 Seismic Resistant Form : The purpose of the course is to have students gain and develop the skills and knowledge necessary so that buildings, and structures generally, are properly structured physically from a seismic resistance point of view. Structural typologies or resistant forms are covered and students define the types of structures suitable for dealing with static and seismic loads. The modeling concept or methodology will be presented simultaneously, including basic seismic resistant design formulas using equivalent static methods, and the structural analysis will conclude with the introduction of analysis software. B. 10. Building Envelope Systems: Understanding of the basic principles involved in the appropriate application of building envelope systems and associated assemblies relative to fundamental performance, aesthetics, moisture transfer, durability, and energy and material resources. • AQC0202 Building Site Experiences II : This is an practical experience where students must focus, observe and graphically describe the envelope systems of the building, considering orientation, facade design and structural aspects, finally the must design an alternative solution for the building, using passive energy strategies. • AQC0300 Building Systems and Architectural Project : This course introduces the main aspects of thermal comfort conditions, the efficient use of energy for its operation (cooling, lighting and ventilation) according to the specific weather conditions of the context. One of its specific objectives is to manage the building’s envelope and energy exchange in congruence with its environment as a key variable in architectural design. The students must apply these criteria in the analysis and design of an envelope system proposal for an existing building. B. 11. Building Service Systems: Understanding of the basic principles and appropriate application and performance of building service systems such as plumbing, electrical, vertical transportation, security, and fire protection systems. • AQC0300 Building Systems and Architectural Project :The course provides students with the basic criteria and tools needed to include active and passive conditioning and building systems in an architectural project. This course includes basic principles and case studies to help the student develop critical thinking skills in regard to building design by including strategies (active and passive) and systems (facilities, lighting, sanitation, air conditioning and ventilation) necessary for human activity (comfort, safety and health) from the outset, while making efficient use of available natural resources (efficiency) and taking into account the requirements that the environment and urban infrastructure can offer the building. • AQC0202 Building Site Experiences II: This practical experience where students must observe and describe the envelope systems of the building, must also analyze the building´s service systems as well, specially focus on climate system, and develop a proposal for improving the behavior of the existing system. B. 12. Building Materials and Assemblies: Understanding of the basic principles utilized in the appropriate selection of construction materials, products, components, and assemblies, based on their inherent characteristics and performance, including their environmental impact and reuse. • AQC0100 Introduction to Building: The course’s main objective is to study and understand building material technology, through scientific understanding of the materials and their practical uses in an architectural project. The students have a practical experience in working with components and assemblies in a scale 1:1 prototype. • AQC0200 Building and Techniques : This course provides the knowledge necessary to understand building techniques and design principles , based in the understanding of different components and its assemblies. Students must analyze a case of study and build some significant part or element in a scale 1:1 model. • AQC0110 Structural Elements : The course covers the basic concepts of structural design required to determine component stresses and deformations, and how to control them with decisions regarding types of materials, shape, size, position, and linkages between elements. They have an applied exercise with digital and physical models. • AQC0101 Building Site Experiences I : Building Site Experiences I seeks to familiarize the student with all aspects of the construction of an architectural project, including building processes (structural work and finishes), while emphasizing the architect’s role in these respects. C. 1. Collaboration: Ability to work in collaboration with others and in multi-­‐disciplinary teams to successfully complete design projects. • AQC0100 Introduction to Building : Students work in crews to build a 1:1 scale architectural prototype. Since the beginning of the course, they must work in a collective and collaborative way: design the prototype its parts, define the specific responsibilities within the team: make a budget, raise money or funds, buy the necessary materials, and finally the process of building the prototype, this promotes their notion of collaboration in architectural design and construction. • AQS0100 Practical Service Experience : This is a practical experience where students work and collaborate in interdisciplinary teams, working for ONG, Municipalities or other institutions in the development of social commissions or low income community projects. C. 2. Human Behavior: Understanding of the relationship between human behavior, the natural environment, and the design of the built environment. • AQU0000 City and Landscape I : One of the course’s main contents is ‘The city and society: An introduction to the social dimension of the city and the effects that social organization, poverty, social segregation, and new cultural attitudes have on the use, design, and organization of public space, neighborhoods, and the city as a whole’. • AQU0400 City and Landscape IV : A more profound revision of the mentioned subjects, with an emphasis on improving people’s living conditions and the comprehensive sustainable development of cities and territories. C. 3 Client Role in Architecture: Understanding of the responsibility of the architect to elicit, understand, and reconcile the needs of the client, owner, user groups, and the public and community domains. • AQO0100 Practical Professional Experience : In these practical experience students work in an architect´s studio, with the guidance of other professionals on real commissions. This involves the existence of a client and a relation of this client with the architecture firm, or institution, that the student must carefully observe to understand its dynamics and describe these relations in the final report. C. 4. Project Management: Understanding of the methods for competing for commissions, selecting consultants, and assembling teams, and recommending project delivery methods. • AQO0100 Practical Professional Experience: The student´s practical experience should describe the office strategies for assessing a work and the practice plan considers that the student´s final report should be worthy of being presented as a professional portfolio. C. 5. Practice Management: Understanding of the basic principles of architectural practice management such as financial management and business planning, time management, risk management, negotiation, mediation, and arbitration, and recognizing trends that affect practice. • AQO0100 Practical Professional Experience : In these practical experience the students work with other professionals on real commissions. This involves close observation to day to day practice in the office, concerns and duties, that the student must carefully observe and describe, to understand the dynamics professional practice management. C. 6. Leadership: Understanding of the techniques and skills architects use to work collaboratively in the building design and construction process and on environmental, social, and aesthetic issues in their communities. •AQS0100 Practical Service Experience : This practical experience is focused on working with requirements of people or communities in poverty conditions. Students have the opportunity to appreciate an inescapable reality in all its depth, including its cultural dimension and demands. The Lesson of this experience should become a permanent reference for our student’s future professional life. Every report includes an architect’s role analysis in the specific project. C. 7. Legal Responsibilities: Understanding of the architect’s responsibility to the public and the client as determined by local or national ordinances or laws regarding: registration or licensure, building codes and regulations, professional service contracts, zoning and subdivision ordinances, environmental regulation, and preservation and accessibility laws. •AQC0210 Seismic Resistant Form : This course introduces the basis of structural dynamics and dynamic responses, equations of motion, and seismological concepts applied to Chilean reality, presented in the framework of Chilean Nch433 Standards. • AQO0100 Practical Professional Experience : In these practical experience students work with real commissions, this involves close observation the architectural work normative and regulations requirements, depending on the type of works the office is leading with. • AQC0101 /AQC0202 Building Site Experiences I -­‐II : Building Site Experiences I and II seek to familiarize the student with all aspects of the construction of an architectural project, including project management and legal responsibilities while emphasizing the architect’s role in these respects. C. 8. Ethics and Professional Judgment: Understanding of the ethical issues involved in the formation of professional judgment regarding social, political, and cultural issues in architectural design and practice. • FIL184A Ethics in Architecture, City and Landscape : This is an introductory course that discusses ethical issues involved in architectural practice. The main objective of the course is to know the ethical fundamentals related to practical philosophy with special focus in the development of skills that allow students of architecture to get an ethic-­‐philosophical vision of the discipline. C.9. Community and Social Responsibility: Understanding of the architect’s responsibility to work in the public interest and to improve the quality of life for local and global neighbors. • AQS0100 Practical Service Experience : This practical experience focuses on issues of individual or collective habitability affecting people living in poverty. Students have the opportunity to appreciate an inescapable reality in all its depth, including its cultural dimension and demands. This process will help to broaden the students’ outlook, while helping them value and include the idea of architecture as a service in their professional judgement, while opening them to new aspects of the profession. PART Two (II): SECTION 2 – CURRICULAR FRAMEWORK II.2.1 National Authorization (Figure 73) National Authorization from Ministery of Education, Chile.
PART Two (II): SECTION 2 – CURRICULAR FRAMEWORK II.2.2 Professional Degree and Curriculum The EAUC curriculum responds to the UC educational project (See Annex A at the end of this chapter) and to the profile of the UC Architect, both as an opportunity for development for the discipline and the profession. It is oriented to train professionals who are interested and contribute to the development of the country within the discipline of architecture and in the field of the culture, from ethical principles and Christian values Its primary task is to train professionals able to respond adequately to nowadays and future’s society needs through a permanent commitment to the architecture, urban, territorial and heritage reality, and a special dedication to service and concern for the common good. The formation of an Architect is raised in the Curriculum from two complementary strands: 1. A comprehensive training from PUC General Formation Plan that aims to impart knowledge in a wider vocational training, promoting the development of intellectual skills related to thinking, communication and personal relationships. Along with this, to promote a critical and informed view of the contemporary world to face the society needs. The integrated relation with other disciplines will give a broader cultural base and will establish dialogues with people who have different cultural perspectives, promoting a more fertile environment that will settle the discipline groundwork of architecture. This translates into a set of elective courses (General Electives or OFG) that students must enroll, allowing them on one hand, to complete their training in the sciences, arts and/or humanism; and also to pursue an Academic Certificate or Minor, in any specific area on the others disciplines. Within this general training all students must take some electives but obligatory courses: one mathematical course which attempts to introduce the student in a logical-­‐mathematical language, one anthropological -­‐ ethical and another theological, which contributes to the principles that inspire the University. 2. A professional training that reflects the peculiarities of the EAUC, those that distinguish it and are reflected in student´s formation in the discipline of architecture, as a way of thinking and operating, rather than a sequential accumulation of information. This identity, established by the importance that is assigned to creativity and design and the constitution of a UC Architect Profile, which is implicitly given with the granting of the professional title, delivers knowledge and skills related to enabling professional practice , in accordance with the country´s current regulations. This is translated in a knowledge of the architectural discipline, which is based in the relation between the design studios, minimal courses, practical experiences and disciplinary optional courses. These are organized into 4 main disciplinary areas: Design studio and representation (AQT); Theory, history and criticism (AQH); Technique, construction and Energy (AQC); and City and landscape (AQU). The deepening or concentration in any of these areas, allows students at the final stage of the career, to choose a specific concentration in addition to the Architect professional title -­‐ an Academic Diploma or Mention-­‐, and/or with Master degree studies. (See Supplemental Information 4.18 Curriculum Chart). The different Disciplinary Areas are detailed below: 1. Design Studios and Representation (AQT) This area brings together in a coordinated and unitary whole, the design studio and representation courses, understanding both as a same proper activity of the architect´s work. From this point of view representation is understood as design process as well, not only as an illustration tool, but as a way of architectural thinking. a) In general terms the area is defined on the basis of three principles: The design studio as Synthetic Practice: The design studio constitutes the core around which the other areas of the Licentiate articulates. This condition is translated in the notion of design studios as the place in which all the knowledge acquired in other courses of the curriculum, is applied and verify in a synthetical design practice. b) The Design studio as a Reiterate Practice: Is understood as the one that contributes with an experience and a n exhaustive dedication of time of the architectural learning. c) Design as Reflective Practice: The design studio is the place where learning is by doing, characterized by a dedication to doing things right as ethical stance for the creativity. Design studios, along the curriculum, become gradually more complex, which depends on the assignment and thematic program that each one of them develops. 2. History, Theory and Criticism of Architecture (AQH) This area brings together three fields related to architecture: as a discipline, the buildings, and as form of expression of architecture. Even though they are closely related, allow different approaches as well. Obviously history implies recognition of cultural and temporal dimension that architecture, which in turn reflects the sociocultural projection, inseparable of our discipline. The theoretical approach is linked with the speculative exercise on the architectural nature. The critical vision is related to the valuation that both the practice and the objects of architecture deserves. Through history, theory and criticism, the courses of the area are mainly concerned to build linkages between the architectural project, culture and art. The courses of the area propose, on one hand, a reflective approach to the architectural project, focusing on the critical examination of ideas and project techniques. On the other hand they locate historically these ideas and techniques. Altogether, these courses aim to enable students with a reflective professional practice in the future, and to acquire architectural communication skills that will allow them to speak and write competently on the discipline. 3. Construction, Techniques and Energy (AQC) This area is intended to provide the skills that enable students to dominate the technical and technological, basic and advanced, principles for architectural design, to be structurally stable, constructively consistent and careful with the environment, considering the contemporary technological scenario and its future development, related to the coordinating role of the architect. The courses in this area include from the structures and conventional seismic forms behavior; construction courses in traditional and contemporary methods, and the ones related to energy, installations and environment. Finally through the Practical experiences, students are able of understanding the networks and systems involved in architectural design, as the basic concepts of managing involving the scope of a building construction, as well. 4. City and Landscape (AQU) The city and landscape area has the purpose to form professional skills and to provide analysis, design and operation tools, other than those required for the architectural building design. The new approaches in this field are based in that the contemporary phenomena of cities and landscapes development intervened by society, have surpassed the typical definitions of “urban” and "urbanism", requiring a broader comprehension of the urban phenomena, on which intervene. It is understood by city to the multiple collective ways of living, of producing or interacting in the territory -­‐ not only the traditional limited and compact space in the urban areas -­‐ also landscape as the natural open space, urbanized or intervened, capable of integrating and connecting new forms of living, from public spaces to urban infrastructures, including the environmental recovery of degraded areas and the generation of mobility networks. The courses in this area concentrate on the theoretical and practical comprehension of design process, economic, social and functional that shapes the contemporary cities and landscapes. B. Organization of the curriculum The curriculum is organized in 3 stages: Bachelor, Licentiate and Qualification: The Bachelor considers four semesters and 200 credits; The Licentiate (that includes Bachelor) considers eight semesters and a total of 400 credits, and the Professional Qualification or professional Title + Master degree, in three semesters and 132
150 credits. Completing a whole of 550 credits . 132 One credit is the quantitative expression of the academic work carried out by the student, necessary to achieve the objectives and achievements of the learning process of a course or curricular activity. The total of academic work includes theoretical classes, practical activities, laboratory or workshop activities, clinical activities, field activities, professional practice, assistantships, homework, personal Each of these stages aims the fulfillment of one or more targets of the UC Architect Profile. Such Profile is determined, among other things, by the historical strengths of the EAUC, the current times challenges, the duties set by the existing legal frame, and above all, by the higher ethical principles that emerge from the UC Mission. 133
The knowledge and skills that constitute the UC Architect Profile , include the learning achievements for 134
each of these phases (Bachelor, Licentiate and Qualification ). This profile is defined by a series of characteristics necessary for a proper professional exercise, and the establishment of a series of knowledge and skills. Consistently, the EAUC study program aspires to train professionals with the following profile: The UC Architect Profile 1. Committed to current and future problems of the society, with ethical values inspired by Christianity and with a concern for the human being, in all its diversity. 2. With the capacity to lead and work in multidisciplinary teams. 3. With historic and cultural knowledge that places him in the contemporary world. 4. With a capacity of research in their discipline and apply creatively such research. 5. With the ability to appeal the state of the art in the discipline. 6. With mastery of the profession as an architect based in a reflective practice. 7. With ability to design the shape of the space integrally and its relationship with the inhabitants. 8. With a capacity to handle architectural space usage of various complexities. 9. With a capacity of communication and representation of the various participants in the production and use of livable space. 10. With handling of materiality aspects and structural resistance of buildings. 11. With handling of the environmental and energy aspects of buildings, with special awareness of its sustainability. 12. With handling of the normative aspects of the profession. 13. Capable of understanding the administrative, legal, economic and ethical aspects of professional practice. 14. Respectful of the historical and cultural heritage. 15. With handling of the diverse architectural design scales: the city, landscape and territory. B.1 Bachellor stage The Bachelor phase constitutes the initial of the formation of the UC architect an aims to introduce the student into the basic principles of the architectural discipline. It also is intended to locate this discipline in the socio-­‐cultural context and, therefore, realize the importance of the relationship with other disciplines. Includes an important nucleus, the repeated practice of architectural design, which increases in complexity. The fulfillment of this set of minimal and elective courses defines a profile for this phase, that supposes the 135
acquisition of a of knowledge [C] and skills [D] (see Annex B at the end of this chapter) The Bachelor's degree is obtained having complied with 200 credits (4 semesters), which consider: study, preparation and examinations or evaluations, among others. A UC credit equals one hour of work per week. Most of the courses goes through one semester period (18 weeks) and the majority has 10 credits. Each course includes three class modules (one hour twenty minutes each) plus 6 individual working hours per week. It is expected that a student full time get 50 credits per semester, (usually 5 courses of 10 credits each). * In total, the 5 courses require 900 hours per semester. The Chilean Credit Transfer System STC-­‐Chile <according to the European Credit transfer System (ECTS)>, proposes 30 credits per semester or a full time dedication per year 60 credits SCT-­‐ Chile / 100 PUC Credits, which correspond to 1800 hours of academic work of a student. 133
The definition of competences that a student of architecture UC should develop, was configured on the basis of four previous research: (1) Competencies established by the Student performance Criteria, NAAB 2009; (2) competencies project MECESUP UBB0401 [2005-­‐2008] which determined the “Chilean architecture student profile”; (3) skills for architecture established by the Tuning project L.A. [2008]; and (4) "Curriculum for the 21st century" EAUC , 2012. 134
See Annex B in which knowledge and skills acquired in every phase are defined. 135
[C] Understanding – [D] Ability, in NAAB´s definitions. 60 credits of Basic Formation (of the Licenciature), which corresponds to the first founding year 60 credits of other courses of the Licenciature, which includes introductory courses in the disciplinary areas. 136
80 credits of Elective courses (OFG) in different disciplines, from those of the proper curriculum. Among these 30 credits are required in the following areas : 10 credits in an Mathematical compulsory course (Basic sciences) 10 credits in an Theological formation course and 10 credits in an Ethical course in architecture, city and landscape issues. 137
(See Supplemental Information 4.18 Curriculum Chart). B.2 Licentiate in Architecture The Licentiate phase advances in the knowledge of the architectural discipline tackling the fundamental aspects of it. Introduces the student to the 4 main disciplinary areas: Design studios and representation; Theory, history and criticism; Technique, construction and energy; City and landscape and practical experiences. It also contributes with the formation of basic aptitudes for research and therefore to acquire a skills in written language and architectural representation as well. The profile above is acquired by means of 138 knowledge [K] and skills [S] and includes the Bachelor learning achievements.
(See Supplemental Information 4.18 Curriculum Chart). The curriculum in the Licentiate phase, is organized in a sequential structure of learning achievements and skills, in which the courses of the different disciplinary areas are articulated with the Design studios, in an sequence of 50 credits per semester. As explained below: 1. Design studios and representation area The area composes of a set 8 minimal design studios. These 8 studios of the Licentiate are distributed in five formation ones (20 credits each), whose objectives are to provide the principal tools for observation and architectural proposal, addressing the design practice with emphasis on different aspects, in accordance with the different student´s level . a) The first three workshops are fused with Representation courses : I, II and III respectively (AQT000, AQT0200, AQT0300). b) The Design studios IV and V (AQT0400 & AQT0500) are associated with a parallel Digital representation course of 5 credits (Digital production I &II). These Design studios are subdivided into sections: 2 for Design studio IV and 4 for Design studio V. In both cases each section works on the same topic and request. It is followed by three optional disciplinary design studios, these are optional because students can apply depending on their specific interests, and are associated to the disciplinary areas. In order to promote a major autonomy implies a certain specialization through research and design in architecture, landscape architecture or urban project. Also linked with the curriculum articulation between these areas and the Master degree programs. c) The Research Studio in architecture, city and landscape (AQT006 h-­‐u-­‐c) provides with conceptual and critical analysis tools, in order to develop a reflective concern for the architectural design approach. 136
UC General Formation Plan The inclusion of the "Plan de Formación General al Plan de Estudios de Arquitectura" was implemented as “Licenciatura en Arquitectura y Título Profesional de Arquitecto”Resolution VRA–UC No. 117/2005. For the purposes of this change, a new schedule of courses for obtaining a Bachelor's degree is specified in Fig. 2, "Bachelor's Degree in Architecture" (see also) Bachelor of Architecture, Modified, Resolution No. 127/2002 and Proposal 2012.” 138
Knowledge [K] is understood as a student's ability to assimilate and retain content encountered in oral, written or visual form, as this is an important part of intellectual development. Skills [S] are expressed when a student, in addition to acquiring knowledge, has applied it, either in urban architecture or landscape architecture projects, or in related processes. 137
d) Two optional Design studios; Project I and Project II Project (AQT007 h-­‐u-­‐c & AQT008 h-­‐u-­‐c), of 15 credits each. And as a complement to the increasing complexity of the final stage of Licenciature, these are linked to elective disciplinary courses (OPR of 5 credits) tackled with specific subjects of each Design studio. 1.1 Minimum courses Design studios and representation area The minimum courses in this area include the first five semesters of the career, introduce the student in architectural discipline, its fundamental tools and considerations. At the end of this cycle, the student should be able to formulate and present properly, a preliminary architectural proposal of medium complexity. Design Studio and Representation I: Initial Tools This first Design studio (together with Design Studio II) the Initial year core. Tackling the comprehension of architectural issues, starting with observation through place survey, providing students with initial representational and architectural design tools. Surveys, architectural conceptualization associated with architectural design, constitute the main methodology of the course. The module corresponding to the Representation I, provides the necessary tools to perform different survey exercises and the subsequent development of design exercises. Foundational Representation Studio II: UNDERSTANDING OF PLACE This second studio complements the initial one, and challenges the students to make an architectural proposal suited to a specific terrain. As students have already acquired the basic tools and concepts required for an architecture project, this studio adds the variables of orientation, topography, and pre-­‐existing context. This studio is also intended to put the student into closer contact with the city, understood as the support and context for the places being studied. The module that accompanies Representation II is coordinated with the studio. The place survey is addressed both as a technical operation and in a broader sense as an effort to gather and record, in an organized way the place. This is also the level where computer aided design is introduced. Foundational Representation Studio III: PROJECT AND MATERIALS The third studio addresses the student’s ability to organize a project focused in the relationship between the compositional, material and constructive structure of the architectural space. From a detailed perspective, a sensitive point of view regarding construction and materials develops. Development of technical skills for managing small and medium scales is fostered. The module that accompanies Representation III addresses the development and representation of the project’s compositional, spatial and constructive structure in a comprehensive way, and requires the student to create working drawings, three-­‐dimensional models and images, that are capable of describing the project in its entirety, explicitly detailing the different scales involved in development. Foundational Studio IV: PROJECT, CITY AND TERRITORY The fourth studio immerses the student in the design of urban and public space, specifically addressing the city and its urban infrastructures. The project is approached by recognizing the values and features of a particular segment of the city for its restoration and / or transformation. Starting with a particular urban reality, the attempt is to discover and positively enhance common or public space by engaging in a dialogue at different scales: the domestic, the urban, and the landscape scale. This studio is associated with the "Digital Production I" representation course, which supports the design’s objective, analytic and projective dimensions. The course develops mastery of tools used for analysis and digital 3D representation of landscape and urban space in. At this stage of the program, students are expected to be able to manage and represent a wide range of scales, integrating the landscape, urban and territorial dimensions. Foundational Studio V: URBAN HOUSING The fifth studio foundation culminates the educational cycle, bringing all of the knowledge and skills acquired in previous studios and courses with the design of a collective urban housing project. The expectation here is that a meaningful piece of urban work will be developed. The proposal must consider and integrate the different scales of urban, collective and domestic space, while cogently proposing a way of life suited to a given context. The studio is associated with the “Digital Production II” representation course, which addresses the development of an architectural project and 3D building with BIM tools. The aim is to add a higher degree of complexity to the representational problems with the use of tools that in the future will allow for integration of the various specialties that come together in an architectural project. Elective Studio in Research and Architecture, City and Landscape Project This first elective studio in the Licentiate program introduces the student to architectural research through an understanding of the components of an academic work that is reflective of the course contents. The aim is to provide the student the tools for critical-­‐thinking and analysis necessary to formulate and carry out an investigation that produces knowledge and progress for the discipline, in a relevant topic area in the field of architecture, and in one of the degree's areas of study: Architectural Design, Theory, History and Criticism; Techniques, Construction and Energy; and City and Landscape. The central research focus of will be on the critical analysis (historical, descriptive, critical, etc.) of the main topic and the productin of an essay (3.000 words) along any of lines mentioned above. Elective Design Studios I and II These studios are associated with the disciplinary areas, and address the architectural project, the urban or landscape project and the technological project at a deeper level of complexity. The studios seek to provide proximity to the constructive urban, territorial, material, regulatory, budgetary and climatic realities, and are intended to provide contact with real national social and cultural dimensions. The options offered will be related to the thematic areas and thus to the EAUC Master's degree lines. EAUC also offers its students an alternative elective Interdisciplinary Design Studio <AQT007i-­‐AQRT008i>. This studio gives students a specific interdisciplinary experience via an integrated design studio with participation of academics from the different FADEU schools: EAUC, DNO, and IEU. This studio generally works on real-­‐world commissions submitted to FADEU. The participating students develop their proposals, working from their specific disciplinary expertise, by engaging in interdisciplinary discussions that build shared knowledge which in turn enriches their individual work. (See Table 03: Degree design studios topics and Thematic areas. On page 30 of this APR) 2. History, Theory and Criticism Area The overall objective of this area is to enrich the exercise of architectural design with a mindful disciplinary and cultural view. This opportunity is provided through a sequence of required courses designed to let the students form a conceptual and cultural base with which make critical judgement, regarding global architecture. The learning objectives are: - Develop critical thinking skills in regard to themes related to architectural history and theory, using tools to analyze and evaluate both designs and buildings as different positions within the discipline. - Develop effective communication skills that allow the students to read, write and express themselves competently on the discipline's various issues. - Understand ideas about how knowledge is produced in architecture, what forms it takes and what its requirements are. - Impart basic knowledge about past and present approaches to architectural practice and theory. 2.1 Required Courses Introduction to Architecture <AQH0000> Ancient Architecture and the Classical Tradition <AQH0200> Architecture and the Modern Tradition <AQH0300> Debates in Contemporary Architecture <AQH0400> Elective project studio in the <AQT007h-­‐AQRT008h> line. This studio's objective is to have the student demonstrate the ability to design using theoretical, historical and cultural legacy variables, while also working with innovative architectural design tools. (To see the Topics of Elective Studios in this Area see Table 03: Degree design studios topics and Thematic areas. On page 30 of this APR) 3. City and Landscape Area This area's overall objective is to allow students to develop the skills required for understanding and designing collective and altered spaces, with an emphasis on improving people’s living conditions and the comprehensive sustainable development of cities and territories. The learning objectives are: -
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Understand the causes behind the built environment's form, by studying the social, cultural, economic and environmental trends that shape cities and the landscape. Learn the components of the urban structure and landscape at its different geographical, natural, metropolitan, local and neighborhood scales, understanding how they function and what the possibilities for intervention, designing and planning are. Learn the different mechanisms available to design, plan and improve the urban and living space, with special emphasis on the role of urban and landscape design project. Reflect on the historical evolution of the design of urban projects and plans. Develop the ability to analyze and reflect about populated places through research and case studies. Develop debating and interpersonal communication skills to be able to present reflections and analysis of urban and territorial space. 3.1 Required Courses: City and Landscape I: Introduction to the Urban and Territorial Form <AQU0000> City and Landscape II: The Urban Project <AQU0200> City and Landscape III: Urbanism From the Landscape View<AQU0300> City and Landscape IV: Management of the Urban Design and Landscape Project <AQU0400> Area's elective project studio <AQT007u-­‐AQRT008u>. The objective is for the student to demonstrate the ability to design using the urban-­‐territorial, economic, socio-­‐cultural and functional variables that shape contemporary cities and landscapes. (To see the Topics of Elective Studios in this Area see Table 03: Degree design studios topics and Thematic areas. On page 30 of this APR) 4. Building, Techniques and Energy Area This area’s overall objective is to provide students with the ability to understand, model and design architectural projects that are structurally stable, constructively consistent, and mindful of the environment. The required courses in this area are organized along the lines of Structure, Building, Energy, Facilities and Environment, Management and Administration, and the area's elective project studio. In this areas specifically, in addition to lecture classes students have hands-­‐on practical classes in the Prototype Laboratory. This is in addition to the guided Practical Experiences (540 hours) both in different areas of the building world, whether working with a construction company, technical inspection office, etc., and in the professional world, whether at an architectural firm or a public service institution. The course objectives in this area are: -­‐
Understand and master the different material and structural strength characteristics of buildings. -­‐
Master the environmental and energy aspects of buildings while paying special attention to their sustainability, in order to design architectural projects that are structurally stable, consistent in their construction, and energy efficient. -­‐
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Master the regulatory aspects of the profession. Understand the administrative, legal, economic and ethical aspects of professional practice. 4.1 Required Courses Structures : Structural elements AQC0110 / Earthquake Resistant Form AQC021 Building : Introduction to Building AQC0100 / Building and Techniques AQC0200 Energy, Facilities and Environment : Physical (Matter and Energy) Physics FIS1032 / Facilities, Systems and Architectural Design AQC0300 Management and Administration: Building Experience I AQC0101 (70 hours) / Building Experience II (70 hours) / Service Experience AQS0100 (160 hours) / Professional Practice Experience AQO 0100 (240 hours) Area Elective Project Studio : <AQT007c-­‐AQRT008c> This studio's objective is for the student to demonstrate the ability to design projects that comprehensively meet sustainability criteria and / or are structural and building system focused. B.3 Degree in Architecture The Degree stage is the culmination of the process (semesters IX, X and XI), and adds an additional 150 credit hours of study to the prior course (Bachelor's and Licentiate), for a total of 550 credit hours. The curriculum during this stage is designed to take the architectural education received to date, and consolidate that base of theoretical, critical, and operational knowledge and skill by using it to resolve complex problems of habitation through architectural design, landscape architecture, urban design, and sustainable and energy efficient architecture. This is accomplished while delivering the necessary conditions for professional certification, which must ensure professional mastery in accordance with the laws regulating the architectural profession in Chile. The Degree stage in the new curriculum is conceived as the link between the Professional Degree space and the academic Master's degrees where the format is one of research and generation of new knowledge stemming from the project experience. The instrument designed to meet this objective is the Thesis Project. 139
However the professional degree programs at the UC must allow a student to choose what kind of degree path to follow, whether a professional degree alone or a professional degree plus a master's degree. In EAUC's case this translates to two degree paths: a) Architecture Professional and Master's Degree b) Architecture Professional Degree In both cases the study plan for the degree phase is three semesters and 150 additional credit hours. The EAUC curriculum is organized around the required courses and studios belonging to the different Master's degree program areas of specialization: Master's in Architecture -­‐ MARQ; Master's in Urban Design -­‐ MPUR; 140
Master's in Landscape Architecture -­‐ MAP; Master's in Sustainable Architecture and Energy -­‐ MASE , 141
elective OPR specialization courses, and elective Integrated Graduate Curriculum MIP courses . 3.1 Structure of a typical EAUC Professional Degree + Master's Program The degree phase of each master's program structures its semesters in the following way: Semester 1 (50 credit hours) Specialization Studio: 15 credit hours OPR Specialization (associated with the Studio): 5 credit hours Formulation Course: 5 credit hours 139 Academic Vice-­‐rectory VRA requirement Each Master's specialization has a correspondence with the disciplinary areas of the Licentiate Degree. FADEU Integrated Graduate Curriculum: Comprises the eight master's programs and the Faculty of Architecture, Design and Urban Studies’ doctoral program. By careful coordination of the graduate courses (required and electives), the program simultaneously makes available the variety of courses offered within the Faculty, thus giving students more flexibility in defining their degree characteristics. See Information at: http://investigacionypostgrado.fadeu.uc.cl/ 140 141
MIN Master's specialization: 10 credit hours 142
MIP OPR: 15 credit hours Semester 2 (50 credit hours) Research and Project Studio 15 credit hours OPR Specialization (associated with the Studio): 5 credit hours MIN Master's specialization: 10 credit hours MIP OPR: 20 credit hours Semester 3 (50 credit hours) Degree Project Studio: 20 credit hours Advanced Research Studio: 20 credit hours MIP OPR: 10 credit hours Tipical Professional qualification & Master curricular structure
1 SEM
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Figure 74: Typical EAUC Professional Degree + Master's Program Each Master's program has a Graduation and Degree phase, which is wherein the Thesis Project is undertaken. This consists of applied research in a chosen disciplinary area around a theoretical, programmatic and/or functional problem or theme. The student is required to design a project in response that is in keeping with the area of interest defined by each Master's program. This Graduation and Degree phase then allows for the official certification of the student as a Professional Architect while granting an academic Master's Degree in any of the School's areas of specialization. 142 The elective Integrated Graduate Curriculum MIP courses may be 5 credit hour or 10 credit hour courses. The 5 credit hour MIP OPR courses can special guest courses, seminars, workshops or other interdisciplinary academic activities organized by FADEU’s postgraduate programs. The graduation phase consists of a sequence of guided Project and Research Studios culminating in a Degree Project examination before an external committee, which evaluates the Thesis Project and the candidate's skills to practice as a professional. The graduation phase consists of the following required 60 total credit hour courses. ARQ3000 MIN Formulation Course: 5 credit hours 143
ARQ3XXX MIN Research and Project Studio: 15 credit hours 144
ARQ3XXX MIN Degree Project Studio: 20 credit hours 145
ARQ3XXX MIN Advanced Research: 20 credit hours 3.2 Structure of Professional Degree Program The central objective of this program for students who have opted to obtain only their Professional Architect degree is for candidates to demonstrate their professional skills with the development and defense of a Degree Project in an area of disciplinary specialization. The degree program is organized in three consecutive semesters, totaling 150 credit hours. Semester 1 (50 credit hours) MIN Formulation: 5 credit hours MIN Specialization Studio: 15 credit hours OPR Specialization (associated with the Studio): 5 credit hours MIN Specialization 10 credit hours MIP OPR: 15 credit hours Semester 2 (50 credit hours) MIN Research and Design Studio: 15 credit hours OPR Specialization (associated with the PFI Studio): 5 credit hours MIN Specialization 10 credit hours MIP OPR 20 credit hours Semester 3 (50 credit hours) MIN: Degree Project Studio: 20 credit hours MIP OPR: 30 credit hours 143
The code of the course varies depending on each Master Program The code of the course varies depending on each Master Program 145
The code of the course varies depending on each Master Program 144
Professional Qualification curricular structure
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Figure 75: Professional Qualification Curricular Structure Description of Required Master's Courses -­‐
Specialization Studio: The specialization studio is the first in the degree and/or master's phase. As such its role is to provide a transitional phase from the Licentiate to the Degree and Master's project. This studio's objective is to bring the student into professional practice and face real world complexities. It seeks a mindful response that integrates and synthesizes the knowledge and skills acquired in the Licentiate phase of study. It is section-­‐based, with each section being congruent with the architecture project and the four master's (MARQ, MPUR, MAPA, MASE). It is designed to foster specialization through the development of a complex project that relates each program's area of focus, while staying faithful to the architectural program in all of its approaches and scales. -­‐
Project Formulation: The course is an initial preparatory stage for the Graduation Phase. It presents scientific research strategies and methods, with an emphasis on the idiosyncrasies and challenges of project research. The student is tasked with formulating a research project in the area of sustainable design and technology. This course will bring together students from all of the School of Architecture's master's programs -­‐
Research and Project Studio: This is the first stage of thesis and / or project development depending on each Master's degree program specialization. The student must be able to articulate and propose a theoretical point of view underpinning a project that will lead to new knowledge and progress for the discipline in an area related to the program's field of study. -­‐
Degree Project Studio: This activity, conducted under the tutorship of a guiding professor, is the second and final development stage of a landscape, urban or advanced technical systems architecture project designed at different scales. The candidate must be able to design, analyze and complete a project produces knowledge and progress for the discipline, in a subject relevant to the program's field of study, while demonstrating the skills of a professional architect. -­‐
Advanced Research: The course focuses on in-­‐depth work on a case or subject area related to the work done in the Research and Project Studio of each master's area of specialization. The student is expected to demonstrate a general understanding of scientific research, through the design and development of a scientific paper, applied to the disciplines specific to the master's area of study. The ability to communicate, both orally and in writing, a research problem and its place in the discipline is emphasized. With this course, the master's degree student, who has already completed and received an Architecture degree, finishes his thesis or project development in preparation for graduation. MASTER'S PROGRAMS For a description of each Master’s Programs Curricular Charts, plese refer to Supplemental Information 4.13. 146
3.3 EAUC 2005 Degree Curriculum Program Structure . The 2005 Professional Degree Curriculum also establishes the linkage of the architecture project and the curriculum's subject areas and / or those of the different Master's degrees (architecture, landscape architecture, urban design, and sustainable architecture and energy). Its core objective is to have students demonstrate their professional skills through the development and defense of a Degree Project. The qualification Phase curriculum 2005 proposed three different forms to carry out this phase: 3.3.1 Thematic Aulas (Studios): Considered the final two semesters of the program (XI and XII). The Aulas consisted in design studios guided by a tutor (5 to 8 students each), where the students apply and developed an Architectural project. The qualification activity considered the minimum and disciplinary electives (See Table ) and a Final Project Review, where an external committee evaluates the student´s work. Table 75 : Courses in Qualifying Phase curriculum 2005 Main Area Code Course Credits MIN Final Project Design Studio I MIN Final Project Design Studio II OPR Specialization electives AQA 1100 AQA 1200 Aula I Aula II OPR 1 OPR 2 25 25 10 10 Final Project (Qualification) Design Studio I : The core objective of Qualification Studio I, carried out over 16 consecutive weeks, is to develop an overall approach that is congruent with that of the thematic studio. Students will evaluate an issue and its problems, cases and programs represented in plans, sketches and models. Final Project (Qualification) Design Studio II : The main objective of Qualification Studio II, carried out over 22 continuous weeks, is the development of a consistent architectural design. The issues to be evaluated are complexity, skill in linking the project's shapes, representational ability, mindful practice and innovation, and skillful drafting of a project report. Degree Project Examination : This examination marks the last step before obtaining a professional architecture degree, and as such is a solemn occasion. This step, carried out autonomously by the student, is 146
The 2005 curriculum structure is presented because, as explained, the students enter the degree phase of the 2012 curriculum in the first semester of 2016. Which means that the Thesis Project and Degree Project examples correspond to the prior curriculum. based on the commission's prior observations and remarks, and proceeds without guidance from thematic studio professors. 3.3.2 Master's Program: After Licentiate Degree, the student may apply to one of the five Master Programs of the Faculty, during semesters XI, XII, XIII and XIV, simultaneously obtaining the Professional qualification and the Master Degree. In this case the student had to carry on with a Research & Design Thesis (Tesis Proyectual) and the qualification activity considered the minimum and disciplinary electives (See Table ) and a Final Project Review, where an external committee evaluates the student´s work. Table 76 : Professional qualification & Master program 2005 (example: Master in Architecture MARQ.) Area Code Course Credits MIN specialty Courses ARQ 3001 Contemporary Arch. Problems 10 ARQ 3002 Latin American Architecture 10 ADU 4004 Research Pr. Design and Man. 10 ADU 4003 Ethics, City and Territory 10 Elective 1 10 Elective 2 10 Elective 3 10 Elective 4 10 Elective 5 10 ARQ 3004 Architecture Lab. 10 ARQ 3005 Design & Research Studio 10 ARQ 3003 Thesis Project 40 Electives OPR MIP MIN Graduation activity A N N E X A : UC educational project The undergraduate UC educational project aims to develop in students the skills that give a professional specialization of excellence in an international level. In addition to a preparation and an integral formation, where the UC values are present: educated people, with a broader vision of the world, possessors of strong values, competent in their areas of expertise, motivated and motivated for a constant professional renovation, able to think critically and to address complex problems in a systematic way, with mindful and proactive towards change, respectful with people and service-­‐minded, and able for a collaborative work and positive leadership. The UC educational project articulates different training levels: undergraduate and postgraduate degrees. The undergraduate programs of studies provide two academic degrees: Bachelor's and Licentiate degrees and in the case of the professional careers a professional title, in turn some of them, make possible the articulation of the professional qualification with graduate Magister programs. All the UC undergraduate programs are designed on the basis of disciplinary courses and professional ones, that can have the character of minimum, elective deepening and a curricular space of General Formation, which aims for a integral formation of UC students, with capacity to adapt, as well as promote interdisciplinary relationships and develop communication skills in English and Spanish. The UC General Formation program consists of : 80 credits in other disciplinary areas 10 credits in a theological course. 10 credits in an Anthropological-­‐ethical course. 60 credits in elective courses given by different disciplines to the proper
Approval of a Spanish language written communication Test 147
Approval of an English language written Test (depending on the program, the requirement is ALTE level 2 or 148
3 ALTE) A N N E X B The UC architect Profile is defined by a series of characteristics necessary for a proper exercise of the profession, by the establishment of knowledge and skills, that should be acquired in the courses explicitly as learning achievements, including them as a fundamental parts of course contents. 149
The graduate profile involves the acquisition of Knowledge [C] and skills [D] , it has been highlighted in red the learning achievements acquired in bachelor phase; in purple the ones acquired during the licentiate phase; and in green those that are added to the previous formation, and are part of the professional qualification of an UC architect. 1 Committed to current and future society¨s problems; with ethical values inspired by Christianity, concerning for human being in all its diversity, wich implies the acquisition of: a.
b.
c.
d.
Knowledge of the main current and future problems of the country and the world [C]. Ethical values [C]. Awareness of human and social diversity [C – D]. Christian values [C]. 2 With leadership ability and multidisplinary team working, which implies the acquisition of: a. Team working experience with other disciplines [C – D]. b. Ability to organize diverse knowledge concerning the architectural work [C – D]. c. Ability to lead the process of a project and construction of an architectural work [C– D]. 3 With cultural and historical knowledge that enables him to stand in the contemparary world, including: a. World´s Architecture History [C]. b. World´s Urban History [C]. c. Knowledge of Basic sciences: Mathematics, Physics and Geometry [C – D]. d. Latinamerican architecture History [C]. e. Latinamerican urbanism History [C]. 4 with ability to investigate in the discipline and creatively apply such research, which implies the acquisition off: a. Knowledge of architecture Theory[C]. b. Basic ability for investigate in architecture [D]. 5 Capable to appeal to the disciplinar state of art including: a. Contemporary architectural knowledge [C]. b. Updated knowledge of building technologies [C]. 147
The UC students have the option of coursing 50 credits of the General Formation elective courses in a Minor in other disciplinary area or career. 148
The university offers a program of English courses, to support the compliance of this requirement. 149
We mean by knowledge [C] when a student receive contents in lecture or class, in a rather oral, written or visual way, and is capable to understand them as an important part of he´s intellectual formation. We mean by skills [D] when in addition to understanding, is capable to apply this knowledge, in architectural, urban and landscape design propositions, and/or the processes that leads to it. c. Updated knowledge of human dwelling systems [C]. 6 With domain of the profession as an architect, based on a reflective practice with: a. Ability to detect, observe and enunciate problems related to human living, and give a solution by means of built proposals, considering both the material aspects as the spiritual of the human inhabiting. [D]. b. Awareness of architect´s professional responsibilities with the city [C – D]. 7 With ability to design integrally spaces and its relation with its inhabitants. which includes: a. Repeated experience in design practice [D]. b. Basic skills of composition and architectural space organization [D]. c. Capacidad de relacionar en forma clara la obra y el lugar. d. Ability to integrate in the project everything that the architectural work must combine [D]. e. Ability of using precedents in a rational and respectful way. [D]. 8 With ability to handle space uses and architectural programs of various complexities, which includes: a. Knowledge of spatial organization of basic architectural programs [D]. b. Knowledge of spatial organization of complex architectural programs [D]. 9 With a capacity of communication and representation of the production and use of living space to the various participants, which includes: a. Oral communication skills in architecture issues [D]. b. Representation and drawing skills [D]. c. Geometry knowledge [C]. d. Computed assisted design skills (Autocad) [C–D]. e. Use of BIM programs [C–D]. f. Three dimensional modelling skills [C–D]. 1 0 With domain of material and structurally resistance aspects of buildings with: a. Domain of the resistance capacity of the built-­‐ form [D]. b. Knowledge of concrete and reinforced masonry building [C]. c. Knowledge of Steel building [C]. d. Knowledge of wood building [C]. 1 1 With domain of the environmental and energy aspects of buildings with special awareness of sustainability ,which includes: a. Knowledge of comfort standards and temperie of habitable spaces [C–D]. b. Knowledge of building´s energetical systems (Light, sound, fluid and mechanical) [C]. c. Knowledge on service systems (electricity, signs, waters, air conditioning) [C]. d. Knowledge of current concepts of sustainability energy and environment [C–D] e. Capacity of system integration to the projetc [D]. f. Knowledge of current control enviromental systems [C]. 1 2 With domain of proffessional regulatory aspects with: a. Knowledege of safety standars related to eartquakes and fire [C–D]. b. Knowledge of accessibility standards including disabled [C–D]. 1 3 Understanding of legal, administrative, finantial and ethical in professional practice with: a. Knowledge of profesional ethics [C]. b. Knowledge of basic architecture office management [C]. c. Knowledge of the General Ordinance of Building and Urban[C]. d. Capacity of finnatial Budget preparation [C]. e. Capacity of preparing Technical Documentation [C–D]. 1 4 Respectful of historical and cultural heritage with: a. Knowledge of national architectural heritage [C]. b. Knowledge of legal protection of architectural heritage [C]. c. Knowledge of principles and laws on the environmental impact [C]. 1 5 With domain of different design scales of city, landscape and territory and that include: a. Critical ability to understand the effects of dynamic of social and cultural transformation of built environment. [C]. b. Ability to integrate to the architectural and urban design analysis of the urban and territorial context [D]. c. Ability to understand the demands and needs of individuals and their communities that have an impact on the urban design and landscape [D]. d. Management of basic technical contents, that allows interaction and team work with other professions related to the development of urban and territorial space [D]. e. Ability to tackle methodologically landscape and urban scales design [D]. In summary, the organization of knowledge and skills determines the following relations to the academic degrees: ….. = BACHELLOR ….. + ….. = LICENTITURE ….. + ….. + ….. = PROFESSIONAL TITLE PART Two (II): SECTION 2 – CURRICULAR FRAMEWORK 2.2.3 Curricular Review and Development As described in Part Two the EAUC realizes a constant pursuit to its study program. For this purpose it has implemented a curricular assessment and management in different levels: 1. Disciplinary Areas (See description in II.2.2 Professional Degree & Curriculum) Each area has an Head responsible for the relationship with the faculty of each area, undergraduate graduate phases. This faculty groups meet monthly for the review and adjustment of minimum courses, as to propose new courses contents for the area to the annual academic planning, as well. And the articulation of minimum and elective courses with the Design studios, according to each level. (For more information on Head of Area see: 1.2.2 Administrative Structure & Governance) 2. Graduated programs Phase This phase is in charge of the pursuit the various master programs that the EAUC dictates <MARQ, MAPA, MPUR, MASE>. The annual scheduling of courses with the different area heads, the programming of reviews and examinations of thesis processes and/or graduate courses, the admission processes to the programs, etc. This work is conjunction with a Graduate Committee involving faculty from different master programs. Subdirector of Researcg and Gradute Degree: Claudio Vasquez Graduate Committee members: Wren Strabucchi, Romy Hecth, Elke Schlack. 3. Curricular Committee Has the mission to review and approve new courses contents, approve the academic planning proposed by the academic direction, evaluate new courses and new faculty applications. Present curricular modifications to the academic school Council and Faculty Council. This Committee meets every two weeks. The Curricular Committee is composed by: EAUC Director de la Escuela: Emilio de la Cerda / EAUC Academic Subdirector: Rocío Hidalgo / Subdirector of Research and Graduate Degree: prof. Claudio Vasquez / Head Design Studios & Representation área: prof. Martin Labbe / Head History, Theory and Critic area: prof. Alejandro Crispiani / Head City & landscape Area: prof. Rossana Forray / Head Building, Technics & Energy area: prof. Felipe Encinas / Head Practical Experiences: prof. Rodrigo Tapia / Undergraduate Student representative / Graduate Student representative. Part II: Section 3 Evaluation of Preparatory / Pre professional Education 3.1 UC College Program and Architecture As described in Part I: Architecture at UC: Insertion in a leading university, the school of architecture is an integral part of UC´s Educational Project. And one of the projects that UC offers is the College UC program of studies, which is a four-­‐year program that leads to the Licenciate degree in three areas: Arts and Humanities, Natural Sciences and Mathematics, and Social Sciences. The curriculum leading to the Licenciate 150
degree of College, includes a set of minimum courses , common to the area´s knowledge, which grant the proper stamp of the program. For this academic career, College students must realize at least a concentration or Major, which will serve to deepen in a discipline or a specific topic, according to their interest and vocation. Additionally they can complement and/or deepen an professional profile coursing a Minor, depending on the emphasis that best suits his interests. Once obtained the Licenciate degree(400 credits), graduates of the College can continue, by academic merits, studies of Master's or Doctorate in the UC, as well as apply to any graduate program in Chile or abroad. The UC College in Arts & Humanities is a space for interdisciplinary studies, based on three areas: the artistic, for its close bond with creativity; the historic and discursive one, related to the recognition and reconstruction of heritage and cultural identity; and management related to heritage and cultural identity assessment and development. Each student has minimum courses that connects different fields, such as the arts (Music, Theater, Visual arts), with the different approximation to culture (Communications, Philosophy, History, Literature, Theology) and the ways of inhabiting the space (Architecture, Design). the courses offered by the College UC will have regular of the current careers, dictated by the teachers of the various faculties. LICENCIATE IN ARTS AND HUMANITIES PROGRAM
sem 1
sem 2
DISCIPLINARY
MINIMUM
LITERATURE
DISCIPLINARY
MINIMUM
ESTHETICS
10
DISCIPLINARY
MINIMUM ARTS
sem 3
sem 4
DICIPLINARY
ELECTIVE
10
10
DICIPLINARY
ELECTIVE
WORSHOP
sem 5
DISCIPLINARY
MINIMUM
RESEARCH
OR EXPLORATIVE
sem 7
sem8
MAJOR
MAJOR
MAJOR
ELECTIVE
10
EXPLORATIVE
ELECTIVE
sem 6
MAJOR
10
10
10
10
MAJOR
OR EXPLORATIVE
MAJOR
MAJOR
MAJOR
ELECTIVE
10
DISCIPLINARY
MINIMUM
PHILOSOPHY
10
MULTIDISCIPLINARY
MINIMUM
EXPLORATIVE
ELECTIVE
10
EXPLORATIVE
ELECTIVE
10
10
10
10
MAJOR
OR EXPLORATIVE
MAJOR
MAJOR
MAJOR
MAJOR
10
10
10
10
10
10
MAJOR
OR EXPLORATIVE
MINOR
MINOR
MINOR
MINOR
MINOR
ELECTIVE
10
10
10
10
NAT. SCIENCE OR
ANTROPOLOGY
AND ETHICS
ELECTIVE
MATHEMATICS
10
ELECTIVE
10
DISCIPLINARY
MINIMUM
HISTORY
10
ELECTIVE
10
ELECTIVE
10
ELECTIVE
NAT. SCIENCE OR
MATHEMATICS
10
10
ELECTIVE
SOCIAL
SOCIAL
SCIENCES
SCIENCES
THEOLOGY
10
10
10
10
10
10
10
10
50
50
50
50
50
50
50
50
400 credits
Figure 77: Licenciate in Arts and Humanities Program 150
The College´s minimum courses are regular courses of the UC programs. In the case of College of Arts and Humanities the minimum courses are from the following program of studies: Architecture, Art, Design, Literature, Music, Theater, Philosophy, History , Communications. 3.2 Continuity Study Plan for architecture: MAJOR Architecture (170 credits) The Major in Architecture provides the bases to continue with professional studies in architecture in the UC and/or graduate studies leading to Master degree, rather at UC or abroad. Specifically, obtaining the Major in Architecture UC would enable its graduates continue two additional years of study in any of EAUC 151
graduate programs and obtain the professional qualification together with the Master degree : Master in Architecture MARQ, Master in Urban Project MPUR, Master in Landscape Architecture MAPA, and/or Master in Sustainable architecture and Energy MASE. The Major in architecture is based of Minimum course and Formative Design Studios (I-­‐V) of the architectural program, and the students must comply with the 540 hours requirements of the different Practical experiences as well. LICENCIATE IN ARTS & HUMANITIES WITH MAJOR IN ARCHITECTURE PROGRAM
sem 1
sem 2
DISCIPLINARY
MINIMUM
LITERATURE
DISCIPLINARY
MINIMUM
ESTHETICS
10
sem 3
sem 4
DICIPLINARY
ELECTIVE
10
DISCIPLINARY
MINIMUM ARTS
10
WORSHOP
DISCIPLINARY
MINIMUM
PHILOSOPHY
10
MULTIDISCIPLINARY
MINIMUM
10
DISCIPLINARY
MINIMUM
HISTORY
10
sem 7
CITY & LANDSCAPE II
AQU0200
10
INTRODUCTION TO
BUILDING
AQC0100
sem8
BUILDING SYSTEMS &
ARCHITECTURAL
PROJECT
AQC0200
ARCHITECTURE &
MODERN TRADITION
AQH0300
10
SEISMIC RESISTANT
FORM
AQC02110
10
10
10
FORMATIVE STUDIO &
REPRESENTATION II
AQT0200
FORMATIVE STUDIO &
REPRESENTATION III
AQT0300
FORMATIVE STUDIO &
REPRESENTATION IV
AQT0400
20
20
10
10
DIGITAL
PRODUCTION I
AQR0000 (5 CR)
+
MIN ELECTIVE
(5CR)
BUILDING &
TECHCNIQUES
AQC0200
10
FORMATIVE STUDIO
& REPRESENTATION
V AQT0500
10
ELECTIVE STUDIO I
AQT060x
INTRODUCTION
TO
ARCHITECTURE
AQH0000
10
MATHEMATICS
ELECTIVE
10
FORMATIVE
STUDIO &
REPRESENTATION I
AQT0000
sem 6
CITY & LANDSCAPE I
AQU0000
10
ANCIENT
ARCHITECTURE & THE
CLASSICAL
TRADITION AQH0200
DICIPLINARY
ELECTIVE
10
sem 5
DISCIPLINARY
MINIMUM RESEARCH
10
ANTROPOLOGY
AND ETHICS
20
GENERAL
PHISYCS
FIS 1032
STRUCTURAL
ELEMENTS
AQC0110
GEOMETRY
MAT1307
20
20
ELECTIVE
ELECTIVE
SOCIAL SCIENCES
SOCIAL SCIENCES
20
THEOLOGY
10
10
10
10
10
10
10
10
50
50
50
50
50
50
50
50
400 credits
MAJOR IN ARCHITECTURE
LICENCIATE MINIMUM COURSE
Figure 78: Licenciate in Arts and Humanities with Major in Architecture Program 3.3 MINORS A Licentiate in Arts & Humanities must complement its deepening with a MINOR. This is a courses concentration in a discipline or thematic area (45-­‐50 credits), and they are intended to deepen or to complement the MAJOR. The Minor is chosen between the alternatives offered for each of the Licentiates of the UC College Program. The EAUC offers five different MINORS programs for the UC College in Arts & Humanities, and can be taken both, by students who want to continue with the architecture program or other programs as well. Each MINOR is composed of Minimum courses, one Design Studio and electives courses of the EAUC program. 151
The graduate degree for Licenciate in Arts & Humanities with Major in Architecture students is the same curricular framework as for architecture program students. 1. MINOR in Architecture and Landscape This Minor provides students with the necessary skills for an environmental approach, ecology and sustainability integration in the development of urban, landscape or territorial projects. Likewise, seeks that students acquire modeling and topographic tools, and hydrological systems and plant species knowledge. Table 79: MINOR IN ARCHITECTURE & LANDSCAPE
PRE REQUIREMENTS ( The s tudent must be c oursing the MAJOR)
CODE
AQT0500
AQR2000
COURSE
FORMATIVE STUDIO & REPRESENTATION V DIGITAL PRODUCTION II
CODE
AQT080U
AQU0300
AQU0400
AQU***
COURSE
ELECTIVE DESIGN STUDIO I CITY & LANDSCAPE III
CITY & LANDSCAPE IV
ELECTIVE ***(RELATED TO S TUDIO AREA)
CREDIT REQUIREMENTS
20
5
CREDIT REQUIREMENTS
15
AQT0500
10
AQU0200
10
AQU0300
10
45 CREDITS
2. MINOR in Architecture and Urbanism The purpose of this Minor is that students can understand the functional and economic dimension of urban projects and understand the importance of design and the quality of public space in the city´s project. Table 80: MINOR IN ARCHITECTURE & URBANISM
PRE REQUIREMENTS ( The s tudent must be c oursing the MAJOR)
CODE
COURSE
CREDIT REQUIREMENTS
AQT0500
FORMATIVE STUDIO & REPRESENTATION V 20
AQR2000
DIGITAL PRODUCTION II
5
COURSE
CODE
CREDIT REQUIREMENTS
AQT080U ELECTIVE DESIGN STUDIO I 15
AQT0500
AQU0400 CITY & LANDSCAPE IV
10
AQU0300
AQH0400
10
AQH0300
CONTEMPORARY ARCHITECTURAL DEBATES
ELECTIVE 10
AQU***
***(RELATED TO S TUDIO AREA)
45 CREDITS
3. MINOR in History & Architectural heritage This Minor allows students to acquire the basic principles to value the quality of a work of architecture, and the necessary tools for raising information, both background or historical and graphical for the analysis, and for an intervention as well. Table 81: MINOR IN HISTORY & ARCHITECTURAL HERITAGE
PRE REQUIREMENTS ( The s tudent must be c oursing the MAJOR)
CODE
AQT0500
AQR2000
COURSE
FORMATIVE STUDIO & REPRESENTATION V DIGITAL PRODUCTION II
CREDIT REQUIREMENTS
20
5
CODE
AQT080U
AQH0400
AQH***
AQH***
COURSE
ELECTIVE DESIGN STUDIO I CONTEMPORARY ARCHITECTURAL DEBATES
ELECTIVE ELECTIVE CREDIT REQUIREMENTS
15
AQT0500
10
AQU0300
10
10
45 CREDITS
***(RELATED TO S TUDIO AREA)
4. MINOR in Technology and Architecture This minor provides students with the basic tools for designing, modeling and manufacture prototypes of an architectural project. As to anticipate those relevant technical variables for the future implementation of a project, under sustainable conditions and energy efficient. Table 82: MINOR IN ARCHITECTURE AND TECHNOLOGY
PRE REQUIREMENTS ( The s tudent must be c oursing the MAJOR)
CODE
AQT0500
AQR2000
COURSE
FORMATIVE STUDIO & REPRESENTATION V DIGITAL PRODUCTION II
CREDIT REQUIREMENTS
20
5
CODE COURSE
CREDIT REQUIREMENTS
AQT080C ELECTIVE DESIGN STUDIO I 15
AQT0500
AQC0300
BUILDING SYSTEMS & ARCHITECTURAL PROJECT
10
AQC0200
ELECTIVE 10
AQC***
ELECTIVE AQC***
10
TO STUDIO AREA)
***(RELATED 45 CREDITS
5. MINOR in Digital Production & Architecture Systems This minor provides students with the necessary concepts and tools, for simulation and modeling of architecture, urban or landscape projects, in addition the ability for using prototype production programs and the generation of complex shapes. Table 83: MINOR IN DIGITAL PRODUCTION & ARCHITECTURAL SYSTEMS
PRE REQUIREMENTS ( The s tudent must be c oursing the MAJOR)
CODE
AQT0500
AQR2000
COURSE
FORMATIVE STUDIO & REPRESENTATION V DIGITAL PRODUCTION II
CODE
AQT080C
AQH0400
AQC0300
AQC***
COURSE
ELECTIVE DESIGN STUDIO I CONTEMPORARY ARCHITECTURAL DEBATES
BUILDING SYSTEMS & ARCHITECTURAL PROJECT
ELECTIVE ***(RELATED TO S TUDIO AREA)
CREDIT REQUIREMENTS
20
5
CREDIT REQUIREMENTS
15
AQT0500
10
AQH0300
10
AQC0200
10
45 CREDITS
PART TWO (II): SECTION 4 – PUBLIC INFORMATION II.4.1 Statement on Substantially Equivalent Degrees The following Statement: “The term “substantial equivalency” identifies a program as comparable in educational outcomes in all significant aspects, and indicates that it provides an educational experience meeting acceptable standards, even though such program may differ in format or method of delivery. The designation is valid for six years beginning 1 January of the year in which the final visit (Visit 3) took place. In order to maintain the designation, the program must be visited again in the sixth year of the designation. The following Statement will be uploaded to EAUC Website After Third Visit: “School of Architecture of Pontificia Universidad Católica de Chile has received the substantial equivalency designation from the National Architectural Accrediting Board for the following professional degree program or sequence: Licenciate in Architecture and Professional Title in Architecture – 2016” II.4.2 Access to NAAB Conditions and Procedures This information is available in School of Architecture website at the following link II.4.3 Access to Career Development Information This information is available in School of Architecture website at the following link And available at the University website at the following link II.4.4 Public Access to APRs and VTRs This information is available in School of Architecture website at the following link PART III: PROGRESS SINCE LAST VISIT. SECTION 1 – SUMMARY OF RESPONSES TO THE TEAM FINDINGS 3.1.1 Responses to Conditions Not Met The Visiting Team found sufficient evidence that UC School of Architecture was achieving the requirements to meet the NAAB Conditions, explaining also some areas of high level of Substantial Equivalency, but there was one only criteria not met: Accesibility, because there was no sufficient evidence available. The VTR reported: Conditions/Criteria Not Met Condition 13.13 Student Performance Criteria – Accessibility “The team did not find sufficient evidence to establish equivalency when benchmarked against the structured requirements set by the DOJ ADA statutes and other agencies having jurisdictions here in the US” a)
In relation to the B.2 Criteria: Accesibility: “The ability of to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities.” To improve this condition Not Met, the new curricular design of the School of architecture UC program, introduced this criteria as a special skill for the definition of The UC Architecture Profile(described in point 12, Annex B) 12. With domain of regulatory aspects of the profession with: a) Comprehension of safety regulation related to fires and earthquakes [C/Comprehension –D/Ability] b) Comprehension of accessibility standards including disabled [C/Comprehension –D/Ability] As it is explained in Section 2 -­‐ Curricular Framework(B.3 Professional Qualification), in Architecture these expected skills are achieved by means of the whole formative experience that a student realizes at the school of architecture: That is Licentiate + Degree & Professional Qualification In specific this content (accessibility criteria) is required especially in the Formative Design Studios IV& V (as described in Part 4: Course descriptions), although in the Elective Studio I and II, as well as the Final Project Design Studio also must comply with this. b) In another plane, which has to do with the physical space of the Campus and its problems of accessibility, since it is a Campus that has been built along the time, as a special request the school architecture, the Faculty has included this aspect as a demand or requirement for the new buildings that are being implemented, specifically with the incorporation of lifts that link all the existing levels at the campus, although it is partially. In addition with the inclusion of superposed ramps in some strategic places, to solve in some way the extent of this problem. PART III: SECTION 1 – SUMMARY OF RESPONSES TO THE TEAM FINDINGS 3.1.2 Responses of causes of Concern The Visiting Team reported that the physical facilities were “both a strength and a cause of concern” The VTR reported: “The physical facilities are both strength and a cause of concern for this team. The FADEU occupies its own campus – Lo Contador. The school of architecture shares facilities with Design and Urban Studies. These include faculty offices, classrooms, lecture halls, auditoria, library, archives, model shop, computer lab, reproduction center, supplies store, cafeteria, etc. The Lo Contador is formed by a number of buildings constructed in different periods; and have been adapted for academic use. Some of the structures have historical value; others offer great opportunities for experimentation. The school of architecture has capitalized on this providing a space for faculty members and students to design and build, but also to document, analyze, and interpret. One limitation of Lo Contador is the amount of area available to house FADEU programs. There is overcrowding which is causing some tension, currently being resolved by careful scheduling of courses and academic events for the three schools and associated center and programs. A new facility for the school of design is under construction on campus and set to open in the spring of 2010.” Improvements: In relation to “The amount of area available to house FADEU programs”: It is a fact that Campus Lo Contador has a range of limited growth, and historically the EAUC had to deal with the problem of physical space, especially for the development and growth of the various programmes in the Faculty, the development of research and graduate programs, among others. To do this the Faculty FADEU strategically proposed in its Development Plan 2012-­‐2017 (See 2.1.1 “Promote a campus with high standards”) a Plan to improve the current and habitability standards of classrooms and buildings of the Campus. For that since 2011 has implemented a two-­‐stage plan to improve the students and faculty space: Stage 1 : (January – March 2011) 1.
Improvement of FADEU physical space management For a more effective use of the physical space, classrooms and studios, the FADEU has implemented a centralized system of management of campus facilities. This implies that there is a Pull of shared classrooms spaces, administered according to academic program of the three units (ARQ, DNO, IEU) and extra-­‐curricular activities of the Faculty´s calendar. For activities not previously scheduled, any teacher or staff member can request via WEB the booking or classroom reservation , according to availability. See WEB: http://www-­‐dev.puc.cl/dara/registro/serviciosprof/salas_campus/salacampus_4_semana01.html 2. The new building for School of Design and Urban & Territorial Studies, allowed the re-­‐location of various programs at the Faculty and the release of space for students and classrooms: -­‐ In the Prototypes Laboratories Building, liberated more 140 sq.m designated as thesis projects students workspace -­‐ Additionally the first floor of the new School of Design Building increased the classroom spaces available for Campus use, (including the School of Architecture) in 360 sq.m. -­‐ The relocation of different facilities also provided more classrooms at the Casona House (first & second floor) increasing the space for graduate classes in 150 sq.m. Stage 2: (2013-­‐2015) 1. A new School building of Architecture (2.000 sq.m), that is in its final building stage, that will respond to 152
present and futures needs of our School of architecture . This building will host (in december 2015) offices for faculty (tenure & non tenure) and staff, a studio for research teams, ARQ Editions offices, space for exhibitions, an Auditorium and a coffee shop for faculty and students. 2. In relation with VTR Cause of concern: “the maintenance and environmental control on this collection of historically significant buildings”: A new Master Plan for the Campus Lo Contador was called to competition (July 2015). The winner Plan set the lineaments for the Campus development. As for example the future integration and reorganization of the whole block for the campus and an open relationship with the neighborhood; the definition new buildings and public spaces; the expansion of the level -­‐1 and -­‐2 as a continuous level; and a regulation of maximum heights for the future buildings, in order to respect the heritage of value buildings.(See 1.2.3 Physical resources). Stage 3: (2015-­‐ 2017) New building for the FADEU of 2,500 sq.m., in the northwest corner of the Campus. This new building has 153
been called for competition October 13, 2015 . The FADEU -­‐ CMPC building will house teaching spaces: classrooms and studios; FADEU General services such as the dinning Hall and the Original Archives; and also the Urban &Territorial Studies program with its new undergraduate career: Urban Planning, this will free up space for the development of the school of Design. Visiting Team observations and suggestions during the visit The Visiting Team also recommended some APR improvements, specifically to make a detailed description to facility the Team evaluation and to decrease the possibilities of information interpretation. These improvements were: -­‐ Laws regulating the practice of architecture in Chile, and building codes. R. For these we had increased the information available on 1.1.3 Response to the Five perspectives, point C “Architectural Education and Regulatory Environment”. -­‐ Academic credit equivalencies between PUC and the U.S.A. R. This equivalency has been explain in Part II: Section 2-­‐ Curricular Framework, point B: Organization of the Curriculum. -­‐ Years to graduation ratio. R. This has been included in 1.2.1 Human resources & Human Resources development /Students. -­‐ Expense and investment per student in comparison to similar professional programs at PUC. “Sufficient information is available to establish equivalency, although the comparative data provided was unclear due to the complexities in how the university and the department allocate funds, as compared to an US institution” R. We have included more information and comparative data in 1.2 Resources/1.2.4 Financial Resources. -­‐ Evidence that a formal studio policy. R. Learning Culture Policy is included in 1.1.2 -­‐ Evidence of Accreditation Agreements CNAP y RIBA described in 3.11. R. Evidence was included in Part II Educational Outcomes/Supplemental Information 2.2.2 -­‐ School Catalog high resolution R. This has been included in Part IV, 4.7 Catalog. 152
153
Detailed in I.1.4 Long-­‐range Planning, B1.1 and 1.2.3 Physical Resources See WEB: http://concursolocontador.com/ PART III: SECTION 1 – SUMMARY OF RESPONSES TO THE TEAM FINDINGS 3.2 Summary of Responses to Changes in the NAAB Conditions Related to the principal changes to the 2009 Conditions, the school of architecture response to these changes include the following: Long Range Planning: requires that the program proposes a multiyear plan for improvements and inform the development of these objectives. Also the role of our school´s strategical planning referred to the institutional planning initiatives, and how the five perspectives are considered in this planning. Long –range planning has been an integral part of our institution since year 2000, and as it is explained in the document, Universidad Católica requires our school to define a five year long range planning (2012-­‐
2017) in accordance with the university´s principal lineaments. This plan has an annual review with the university principal direction, of the fulfilment of the tasks and objectives proposed by our school, in relation to the projected budget. As it is explained in 1.1.4, the long Range Plan is ongoing, but we are constantly in a program self -­‐ assessment working towards the guidance and direction for the future one. Is important to say that many of the observations made by Visit II Report were decisive and included as part of the ongoing Plan. Human Resources and Human resources development : Introduced the Faculty Matrix, even though its fulfillment has a great complexity , it also served to have a clearer and synthetic display of the academic load of our teachers and the relationship with the different disciplinary areas and expertise. Student performance Criteria: Innovated with a new grouping of NAAB Conditions into three different realms: realm A: Critical Thinking and Representation, Realm B: Integrated Building Practices, Technical Skills and Knowledge, and Realm C: Leadership and Practice. For us it is a holistic way to understand the role of the curriculum in the teaching –learning process, and in a complementary way, that other elements such us the practical experience, can demonstrate a broadly fulfillment of Student Performance Criteria. In this case for the previous presentation (APR) it was considered to be to show primary and secondary evidence, for this document we tried to adjust the most synthetic possible to fit the criteria to each course. Sustainability: The change of Understanding to Ability seems more appropriate for the architectural practice today, that means not only to design in terms of interior comfort and energy saving, but to design concerning the impacts and efficient management of natural and productive resources in other scales, as the urban and territorial. Life safety: Change of understanding to ability, condition that the school of architecture specially asked to Design Studios to apply in the student’s projects. Collaboration: What seems to be a necessary requirement for the professional performance of an architect today, not only to assess the work between different disciplines, but be able to work in multidisciplinary teams in the design and realization of a design project. 1. Community and Social responsibility: Did not exist previously and seems an ethical necessity for our discipline, the contribution that our students can make to the community and the city, especially in a country like ours where there is such a need to improve the conditions and life´s quality for the inhabitants and the urban landscape. Curriculum Review and Development: is an addition to the 2009 conditions. This requires a detailed focus on the processes for developing curriculum. As explained in II.2.3, ours is a new curriculum, where the curricular review process, the different accreditation processes that our school has lead and the external and alumni advisory etc., were an important input for its design. It is important to mention that curricular review is an ongoing process in our school, in order to evaluate and introduce adjustments to improve its implementation. SUPPLEMENTAL INFORMATION 4.1 COURSE DESCRIPTIONS Number & Title of Course (total credits awarded):
AQC0100, Introduction to Building, 10 credits
Course Description (limit 25 words):
The theoretical content addresses properties of building materials, and the processes of fabrication, application
and use. The practical part is the construction of a small scale architectural piece.
Course Goals & Objectives (list):
General:
1. To study and understand building material technology, through scientific understanding of the materials and
their practical uses in an architectural project.
Specific:
1. To study the properties of different types of materials and understand their microstructure; especially
building materials.
2. To relate material fabrication and application, emphasizing the role of architecture in their lifecycles.
3. To associate material properties and processes with the technical and aesthetic qualities of the constructed
form.
4. To understand how building parts and components are coordinated, and their role in the design and
construction of an architectural piece.
Student Performance Criterion addressed (list number and title):
B.5 Lyfe Safety
B.12. Building Materials and Assemblies
C.1. Collaboration
Secondary:
B.7 Financial Considerations
Topical Outline (include percentage of time in course spent in each subject area): Material knowledge (65%)
Construction practical experience (35%)
Prerequisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Addleson, Lyall Materiales para la Construcción. Barcelona, Reverté, 2001.
Allen, Edward Cómo Funciona un Edificio. Principios Elementales. Barcelona, Editorial Gustavo Gili,
2002.
Askeland, Donald & Fulay Phulé Fundamentos de Ingeniería y Ciencia de Materiales. Australia,
Cengage Learning, 2010.
Callister, William D. Materials Science and Engineering: an Introduction. Hoboken, N. J., Wiley, 2010.
Guzmán, Euclides Curso Elemental de Edificación. Santiago, Editorial Universitaria, 1979.
Hegger, M., et al. Construction Materials Manual. Basel-Boston-Berlin, Birkhäuser, 2006.
Hegger, M., et al. Energy Manual. Sustainable architecture. Basel-Boston-Berlin, Birkhäuser, 2008.
Paricio, Ignacio La Construcción de la Arquitectura. Barcelona, ITEC, 1996.
Reid, D. A. G. Principios de Construcción. Barcelona, Gustavo Gili, 1980.
VV. AA. Cuaderno de la Técnica 1: Luces. Santiago, Ediciones ARQ, 2008.
VV. AA. Cuaderno de la Técnica 3: Módulo. Santiago, Ediciones ARQ, 2008.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Diego Arroyo (Adjunct Assistant)
Miguel Delso (Adjunct Instructor)
Claudio Vásquez (Associate)
Number & Title of Course (total credits awarded):
AQC0101, Building Site Experiences I, 0 credits
Course Description (limit 25 words):
The course seeks to familiarize the student with all aspects of an architectural project, including
management (permits, stakeholders), and building processes (structural work and finishes).
Course Goals & Objectives (list):
General:
1. To understand the global scope involved in the implementation of an architectural piece, and the
architect’s role in each stage of the process.
2. To develop a critical vision of the different aspects entailed in a building project based on
knowledge acquired through coursework and field experience.
Specific:
1. To understand the management processes that go into the execution of an architectural project,
with an emphasis on the architect’s role.
2. To complement the knowledge acquired in the “Introduction To Building” course associated with
different types of building materials and their characteristics.
3. To acquire firsthand empirical knowledge of building processes, as the experiential basis for the
“Technique and Building” course.
4. To assess and evaluate the personal building site experience, and experience the process with
peers.
Student Performance Criterion addressed (list number and title):
B.5 Lyfe Safety
Secondary
B.12. Building Materials and Assemblies
C.7 Legal Responsabilities
Topical Outline (include percentage of time in course spent in each subject area):
Management and administration (50%)
Building Processes (50%)
Prerequisites: AQC100, AQC0110. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
-
Cámara Chilena de la Construcción Catálogo chileno de la construcción. 2013.
Gómez Pavez, Luz. Manual Interactivo para especificar obras de construcción. Santiago,
Universidad de Chile – Facultad de Arquitectura y Urbanismo, 2010.
Guzmán, Euclides. Curso elemental de edificación. Santiago, Universidad de Chile –
Facultad de Arquitectura y Urbanismo, 2000.
Guzmán, Euclides. Índice técnico de materiales de edificación. Santiago, Universidad de
Chile – Facultad de Arquitectura y Urbanismo, 2000.
ONDAC El catálogo de la construcción. Última versión disponible.
Solminihac, Hernán & Guillermo Thenoux. Procesos y técnicas de construcción. Santiago,
Ediciones Universidad Católica de Chile, 1997.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Sebastián Sauma (Adjunct Instructor)
Number & Title of Course (total credits awarded): AQC0200, Building and Techniques, 10 credits
Course Description (limit 25 words):
Knowledge necessary to understand building techniques and design principles, taking into account two key
architectural qualities to act on: constructive finesse and the protection of the physical work
Course Goals & Objectives (list):
General:
1. To learn and understand building techniques and design principles with regard to the various architectural
elements, while considering constructive finesse or the ability for the space to fully manifest itself as a result of
the knowledge and handling of the material.
Specific:
1. To learn about a range of alternatives or types of building systems, and techniques for their application,
based on a study of the materials used in constructed and prefabricated buildings.
2. To manage the terminology and drawings related to the building systems and materials which are a part of
all construction.
3. To recognized the importance that a holistic knowledge of building materials and their properties has for an
architectural project, both in the creative process and in the formal and spatial qualities of the work.
4. To effectively and demonstrably integrate and link the knowledge acquired in the Architecture Studio Project
course.
Student Performance Criterion addressed (list number and title):
A.4. Technical Documentation
B.12. Building Material and Assemblies
Topical Outline (include percentage of time in course spent in each subject area):
Fixing Architecture or Carpentries (20%)
Molding or Concrete Architecture (20%)
Adding On Architecture or Masonry (20%)
Architectural Finishes (20%)
Practical Work (20%)
Prerequisites: AQC0100, AQC0210. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Bravo H., Luis & Sven Jacob Conclusiones. Primer Seminario Internacional de la Vivienda
Industrializada. Santiago, Ediciones Ministerio de la Vivienda y Urbanismo, 1974.
Casals Albert, et al. Claves del Construir Arquitectónico. Barcelona, Gustavo Gili, 2003.
Crispiani, Alejandro (ed.) Aproximaciones: de la Arquitectura al detalle. Santiago, Ediciones ARQ,
2001.
Ching, Francis Diccionario Visual de la Construcción. Barcelona: Editorial Gustavo Gili, 2001.
Ching, F. & C. Adams Building Construction Ilustrated. New York, John Wiley & Sons, 2000.
Chudley, Roy Manual de Construcción de Edificios. Barcelona, Editorial Gustavo Gili, 1995.
Engel, Heino Sistemas de Estructuras. Barcelona, Editorial Gustavo Gili, 2001.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Ubilla Mario (Associate)
Andrés Sierra (Adjunct Instructor)
Sebastián Sauma (Adjunct Instructor)
Number & Title of Course (total credits awarded):
AQC0202, Building Sites Experiences II, 0 credits
Course Description (limit 25 words):
Work at a construction company or a Technical Inspection Office where students participate in work
undertaken on a sufficiently large project, learning about management, administration and construction.
Course Goals & Objectives (list):
General
1. To grow and manage oneself in the specific context of a professional environment.
2. To have an experience that reinforces the view of architectural work as the sphere of the
buildable.
3. To engage in and complement the experience with classmates.
Specific
1. To understand how a building site operates, and some of the management aspects
involved
2. To understand the major building processes involved in structural work and finishes.
3. To complement the content of other courses in the area, particularly Building Systems.
Student Performance Criterion addressed (list number and title):
B.10 Building Envelope Systems
B.11 Building Service Systems
Secondary
B.7 Financial Considerations
C.7 Legal Responsabilities
Topical Outline (include percentage of time in course spent in each subject area):
Project Characterization (30%)
Management and Administration (30%)
Building Processes (40%)
Prerequisites: AQC0200. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Bravo H., Luis & Sven Jacob Conclusiones. Primer Seminario Internacional de la Vivienda
Industrializada. Santiago, Ediciones Ministerio de la Vivienda y Urbanismo, 1974.
Casals Albert, et al. Claves del Construir Arquitectónico. Barcelona, Gustavo Gili, 2003.
Crispiani, Alejandro (ed.) Aproximaciones: de la Arquitectura al detalle. Santiago, Ediciones ARQ,
2001.
Ching, Francis Diccionario Visual de la Construcción. Barcelona: Editorial Gustavo Gili, 2001.
Ching, F. & C. Adams Building Construction Ilustrated. New York, John Wiley & Sons, 2000.
Chudley, Roy Manual de Construcción de Edificios. Barcelona, Editorial Gustavo Gili, 1995.
Engel, Heino Sistemas de Estructuras. Barcelona, Editorial Gustavo Gili, 2001.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Miguel Delso (Adjunct Instructor)
Number & Title of Course (total credits awarded):
AQC0300, Building Systems and Architectural Project, 10 credits
Course Description (limit 25 words):
The course provides students with the basic criteria and tools needed to include active and passive
conditioning and building systems in an architectural project
Course Goals & Objectives (list):
General:
1. To develop the basic criteria necessary to know how to include the installations, active and passive
conditioning systems, and energy efficiency strategies that architecture projects today demand.
Specific:
1. To understand and evaluate active and passive design strategies for systems use and inclusion, as well as
the proper design and handling of electrical, water, gas, air conditioning, lighting and acoustic systems.
2. To manage the building’s envelope and energy exchange in congruence with its environment as a key
variable in architectural design
3. To develop a critical awareness of a building’s installations and their relationship with energy performance.
4. To understand and analyze climate and its implications for the development of architectural form.
5. To understand and analyze peoples’ comfort requirements and their relationship with the Architecture.
6. To understand the set of active and passive systems used in buildings for air conditioning, lighting,
sanitation, and sanitary water supply.
7. To understand the role of architecture as the coordinator of a number of specialties.
Student Performance Criterion addressed (list number and title):
B.3. Sustainability.
B.8. Environmental Systems.
B.10. Building Envelope Systems
B.11. Building Service Systems
Topical Outline (include percentage of time in course spent in each subject area):
Climate, and its relation to architecture (10%)
Thermal Comfort Conditions (15%)
Thermal phenomena and their effects on buildings (25%)
Lightning (10%)
Ventilation in Building (10%)
Building Acustics (15%)
Installations (15%)
Prerequisites: AQC0101, AQC0200, AQC0210. Special Requisites: Curriculum 940002 or Academic Unit
authorization
Textbooks/Learning Resources:
Ábalos, I. & J. Herreros Técnica y arquitectura en la ciudad contemporánea. Madrid, Nerea, 1992.
Allen, Edward Construcción: cómo funciona un edificio. Principios elementales. Barcelona, Gili, 1982.
Banham, Reyner La arquitectura del entorno bien climatizado. Buenos Aires, Infinito, 1975.
Bedoya, César Las técnicas de acondicionamiento ambiental: fundamentos arquitectónicos. Madrid,
Departamento de Construcción y Tecnología Arquitectónicas, 1992.
Behling, Sophia Sol power: la evolución de la arquitectura sostenible. Naucalpan, México, Gustavo
Gili, c2002.
Bustamante, W., R. Cepeda, F. Encinas & P. Martínez. Guía de diseño para la eficiencia energética
en la vivienda social. MINVU/CNE, 2009.
Casals, A. A. Falcones, & J. González Claves del construir arquitectónico. Tomo III. Elementos de las
instalaciones y la envolvente. Barcelona, G. Gili, 1997.
D’Alencon, R. Acondicionamientos. Santiago, Ediciones ARQ, 2008.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Felipe Encinas (Assistant Professor)
Mauricio Lama (Assistant Professor)
Number & Title of Course (total credits awarded):
AQH0000, Introduction to Architecture, 10 credits
Course Description (limit 25 words):
Thoughtful analysis of the meaning of architecture, with an emphasis on both the discipline and its practical
project-related themes, to shed light on the field’s theoretical and practical aspects.
Course Goals & Objectives (list):
General:
1. To understand the processes of university-level knowledge, making clear the rigor and intellectual autonomy
required.
2. To understand Architecture as a discipline, its fundamental contents and traditions.
3. To develop critical thinking and observation skills.
Specific:
1. To understand and interpret some important architectural texts.
2. To develop the ability to analyze an architectural piece, project, or event.
3. To acquire an initial “corpus” of knowledge about architectural reflection and production.
Student Performance Criterion addressed (list number and title):
A.1. Communication Skills.
Secondary
A.9. Historical Traditions and Global Culture
Topical Outline (include percentage of time in course spent in each subject area):
Architecture as building (15%)
The experience of the architectural promenade (15%)
The material dimension of architecture (20%)
Architectural form as an organizing principle (20%)
Location (15%)
The social and ethical dimensions of architecture (15%)
Prerequisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
-
Le Corbusier. Mensaje a los Estudiantes de Arquitectura. Buenos Aires, Ediciones Infinito, 1983.
-
Pallasmaa, Juhanni. Los Ojos de la Piel: la Arquitectura y los Sentidos. Barcelona, Gustavo Gili,
2006.
-
Moneo, Rafael. Contra la Indiferencia como Norma, Anyway. Santiago, Ediciones ARQ, 1995.
-
Pérez, Fernando, Alejandro Aravena & José Quintanilla. Los Hechos de la Arquitectura. Santiago,
Ediciones ARQ, 1999.
-
Vitruvio, M. L. Los Diez Libros de Arquitectura. Oviedo, Edición Facsímil del Colegio de Aparejadores
y Arquitectos Técnicos, 1974.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Alejandro Aravena (Associate Professor)
Mónica Flores (Adjunct Instructor)
José Quintanilla (Assistant Professor)
Daniel Rudoff (Adjunct Assistant Professor)
Fernando Pérez (Professor)
Umberto Bonomo (Assistant Professor)
Number & Title of Course (total credits awarded):
AQH0200, Ancient Architecture and the classic tradition, 10 credits
Course Description (limit 25 words):
Disciplinary, cultural and technical changes that architecture has undergone from the time of its first
expressions to the dawn of modernity. The course examines in depth both the formal and technical changes.
Course Goals & Objectives (list):
General:
1. To identify, analyze and understand the fundamental issues that characterized the history of architecture in
the pre-modern period.
2. To know and understand the history of architecture from the point of view of the different problems and
issues faced by the discipline and the technical processes associated with them.
Specific:
1. To acquire the basic skills required to read texts and architectural works, and the ability to articulate
arguments in support of the interpretation.
2. To know and critically understand a set of basic historical texts and authors.
3. To acquire the necessary skills to undertake research in the discipline.
Student Performance Criterion addressed (list number and title):
A.9. Historical Traditions and Global Culture
Secondary:
A.1. Communication Skills.
Topical Outline (include percentage of time in course spent in each subject area):
Ancient Architecture (40%)
Classical Tradition. (25%)
Crisis of the Classical Tradition (35%)
Prerequisites: AQH0000. Special Requisites: Curriculum 940002 or Academic Unit Authorization.
Textbooks/Learning Resources:
Belting, Hans Imagen y culto: una Historia de la imagen Anterior a la Edad del Arte. Madrid, Akal,
2009.
Derry, T. K. & Trevor Williams Historia de la tecnología: desde la Antigüedad hasta 1750. Ciudad de
México, Siglo Veintiuno, 1987.
Fletcher, Banister A History of Architecture. Londres, Architectural Press, 1996.
Jarzombek, Mark M., Vikramaditya Prakash & Francis D. K. Ching. A Global History of Architecture.
Hoboken, John Wiley & Sons, 2010.
Lotz, Wolfgang La arquitectura del Renacimiento en Italia. Madrid, Blume, 1985.
Mallgrave, Harry Francis Architectural Theory: An Anthology from Vitruvius to 1870. Vol. 1. New York,
Blackwell Publishing, 2005.
Rowe, Colin & León Satkowski Italian Architecture of the 16th Century. New York, Princeton
Architectural Press, 2002.
Rykwert, Joseph. The Dancing Column: An Order in Architecture. Cambridge, Mass., MIT Press,
1996.
Tzonis, Alexander & Liane Lefaivre Classical Architecture: The Poetics of Order. Cambridge, Mass.,
The MIT Press, 1986.
Wittkower, Rudolf La arquitectura en la Edad del Humanismo. Buenos Aires, Nueva Visión, 1968.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Alejandro Crispiani (Associate Professor)
Mónica Flores (Adjunct Instructor)
Gonzalo Carrasco (Adjunct Assistant Professor)
Number & Title of Course (total credits awarded):
AQH0300, Architecture and the Modern Tradition, 10 credits
Course Description (limit 25 words):
Setting and experience of architectural modernity; its most emblematic ideas, works and projects, starting in
the nineteenth century and running through the decade of the sixties in the twentieth century.
Course Goals & Objectives (list):
General:
1. To study and understand modern architectural production and its position in relation to current architectural
options.
Specific:
1. To contribute to knowledge of historical processes, architectural practices relative to those processes, and
manage analytic and interpretive categories specific to the modern tradition.
2. To recognize prevailing topics of modern architecture through the paradigmatic work that embodies them.
3. To recognize the paradigmatic works of modern architecture and understand their significance for the
discipline and the culture.
Student Performance Criterion addressed (list number and title):
A.1. Communication Skills
A.9. Historical Traditions and Global Culture
Topical Outline (include percentage of time in course spent in each subject area):
The makeup of the modern ideology (33%)
The heroic period of modern architecture (33%)
Dissemination and transformation (33%)
Prerequisites: AQH0200. Special Requisites: Curriculum 940002 or Academic Unit Authorization
Textbooks/Learning Resources:
Banham, Reyner. Teoría y diseño arquitectónico en la era de la máquina. Buenos Aires, Editorial
Nueva Visión, 1960, caps. 1 y 2.
Berman, Marshall. Todo lo sólido se desvanece en el aire, la experiencia de la modernidad. Madrid,
Ed. Siglo XXI, 1996, pp. 1-27.
Frampton, Kenneth. Historia crítica de la arquitectura moderna. Barcelona, Editorial Gustavo Gili,
1993, 1ª parte, caps. 1 y 3; 2ª parte, caps. 4, 6, 7, 8, 12 y 13.
Loos, Adolf. Ornamento y delito. Montaner, Joseph María, Pere Hereu, et al. Textos de Arquitectura
de la Modernidad. Madrid, Editorial Nerea, 1994.
Rowe, Colin. La estructura de Chicago. Manierismo y Arquitectura Moderna y otros ensayos.
Barcelona, Gustavo Gilli, 1980.
Sola Morales, Ignasi. Teoría de la forma de la arquitectura en el movimiento moderno. Arquitectura,
Técnica y Naturaleza en el ocaso de la modernidad. Madrid, Universidad Internacional Menendez
Pelayo, 1984.
Torrent, Horacio. Bellas Artes, Técnicas y arquitectura: La Biblioteca Nacional. Revista ARQ, 29,
1995.
Van de Velde, Henry. Fórmulas de la belleza arquitectónica moderna. Montaner, Josep Maria. Textos
de arquitectura de la modernidad. Madrid, Editorial Nerea SA, 1994, pp. 94-96.
Werkbund. Polémica del congreso de 1914 Muthesius / Van de Velde.
Colquhoun, Alan. Retorno al orden: Le Corbusier y la arquitectura moderna en Francia, 1920-1935.
La arquitectura moderna, una historia desapasionada. Barcelona, Editorial Gustavo Gili, 2005.
Cooke, Catherine. La forma es una función X: El desarrollo del método de diseño de los arquitectos
constructivistas. Constructivismo Ruso, sobre la arquitectura de las vanguardias ruso-soviéticas hacia
1917. Barcelona, Ediciones del Serbal, 1994, pp. 47-52.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Hugo Mondragón (Associate Professor)
Horacio Torrent (Professor)
Number & Title of Course (total credits awarded):
AQH0400, Contemporary Architecture Debates, 10 credits
Course Description (limit 25 words):
The course approaches architectural culture over the past four decades until our time. It begins with what is
understood to be the end point of the Modern Movement in architecture.
Course Goals & Objectives (list):
- To develop the ability to understand and analyze contemporary projects and texts, so that the student has a
contextual present to help in decision making regarding projects and the discipline as a whole.
- To promote written and oral expression skills, particularly the ability to shape ideas.
- To generate a certain level of maturity in understanding architecture, to then be reflected at the time of
creating or projecting.
- To foster a personal approach to architectural design in a conscious and intentional way.
Student Performance Criterion addressed (list number and title):
Secondary
A.9. Historical Traditions and Global Culture
Topical Outline (include percentage of time in course spent in each subject area):
The new avant-garde art and architecture of the late sixties and early seventies (25%)
The debate on postmodernism and architecture (25%)
Art and architecture of the 80s and 90s in Chile and Latin America (25%)
Mainstream and debates at the international level since the 90s (25%)
Prerequisites: AQT0500 and AQH0300. Special Requisites: Curriculum 940002 or Academic Unit
Authorization.
Textbooks/Learning Resources:
COLOMINA, Beatriz. Doble exposición. Madrid: Akal, 2006
HABERMAS, Jurgen. “La Modernidad, un Proyecto Incompleto.” En La Posmodernidad, Hal Foster (ed).
México: Kairós, 1988
FOUCALT, Michel. Vigilar y Castigar: Nacimiento de la Prisión. Buenos Aires: Siglo XXI, 2008
FRAMPTON, Kenneth. Ensayos sobre Cultura Tectónica. Madrid: AKAL, 1999
HEIDEGGER, Martin. “Construir, Habitar, Pensar.” En Conferencias y Artículos. Barcelona: Serbal, 1994
JENKS, Charles. El lenguaje de la arquitectura posmoderna. Barcelona: Gustavo Gili, 1980
KOOLHAAS, Rem. Delirious New York. A Retroactive Manifesto for Manhattan. New York: Monacelli Press,
1996
LYOTARD, Jean Francois. La Condición Posmoderna: Informe sobre el Saber. Madrid: Cátedra, 1984
ROSSI, Aldo. Para una Arquitectura de Tendencia: Escritos 1956-1972. Barcelona: Gustavo Gili, 1979
TAFURI, Manfredo et alt. De la Vanguardia a la Metrópoli: Crítica Radical a la Arquitectura. Barcelona:
Gustavo Gili, 1981
TSCHUMI, Bernard. Architecture and Disjunction. Cambridge, MA: MIT Press, 1994
VENTURI, Robert; SCOTT BROWN, Denisse y Steven IZENOUR, Steven. Aprendiendo de Las Vegas: el
Simbolismo Olvidado de la Forma Arquitectónica. Barcelona: Gustavo Gili, Barcelona, 1988
WIGLEY, Mark y Philip JOHNSON. Arquitectura Deconstructivista. Barcelona: Gustavo Gili, 1988
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Alejandro Crispiani (Associate Professor)
Pedro Alonso (Associate Professor)
Number & Title of Course (total credits awarded):
AQR1000, Digital Production I, 5 credits
Course Description (limit 25 words):
The course will center on the study of contemporary forms of representation using digital media, with an
emphasis on analyzing and exploring geometric, constructive and spatial conditions.
Course Goals & Objectives (list):
1. To understand the geometric and algorithmic principles governing the different platforms for modelling,
visualizing, and creating complex digital geometries.
2. To understand the relationships between instruments used for representations and the design and building
processes used in contemporary architecture.
3. To use modelling tools to produce complex geometries, emphasizing degrees of control, mastery and
understanding of the forms.
4. To explore the transfer from the virtual environment to the physical environment through digitally fabricated
prototypes.
5. To explore the inclusion of materials and production constraints in digital models.
6. To represent advanced models using rendering and animation techniques, simulating material and lighting
properties.
7. To produce different forms of mapping from three-dimensional models.
Student Performance Criterion addressed (list number and title):
A.3. Visual Communication Skills
Secondary
A.8. Ordering Systems Skills
Topical Outline (include percentage of time in course spent in each subject area):
Study of geometric concepts and their application (25%)
Principles of complex system modelling (25%)
Applied experimental exercises (50%)
Prerequisites: AQT0300 and MAT1307. Special Requisites: Curriculum 940002 or Academic Unit
authorization
Textbooks/Learning Resources:
Allen, Stan Points and Lines. New York, Princeton Architectural Press, 1999.
Balmond, Cecil Informal. Munich-Berlin-London-New York, Prestel Verlag, 2002.
Legendre, George. I. J. P.: The Book of Surfaces. Londres, AA Publications, 2004.
Pottmann, H., A. Asperl, M. Hofer & A. Kilian
Architectural Geometry. New York, Springer & Bentley Institute Press, 2010.
Reiser, Jesse Atlas of Novel Tectonics. New York, Princeton Architectural Press, 2005.
- Terzidis, Kostas Algorithmic Architecture. New York, Princeton Architectural Press, 2006.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Rodrigo Culagovski (Adjunct Assistant Professor)
Paula Velalsco (Adjunct Assistant Professor)
Felipe Fontecilla (Adjunct Instructor)
Number & Title of Course (total credits awarded):
AQR2000, Digital Production II, 5 credits Course Description (limit 25 words):
Digital Production II is designed to challenge and test students’ basic knowledge needed to represent an
architectural project in its totality, complementing that knowledge with digital modelling and image editing tools.
Course Goals & Objectives (list):
Its main objective is to introduce building information modeling (BIM Building Information Modeling). This
information model is presented at first as the virtual construction of an architectural project.
Specific Objectives:
1.
To understand the principles and rules that govern BIM modeling for architectural projects.
2.
To understand the relationships between representation tools and design and materialization
processes at scales of 1:100 and 1:50, common in architectural projects.
3.
To use modeling tools to analyze surfaces, enclosures and projected uses, in order to
understand the spatial relationships between enclosures and movement.
4.
To use BIM systems for three-dimensional reconstruction of a project at an early phase in order
to obtain information in the form planimetrics and images at a later time.
5.
To present models with exploded axonometric views that allow the viewer to identify the
components of a project.
6.
To produce different kinds of planimetrics based on three-dimensional models.
7.
To produce advanced representational plans using digital retouching, photomontage and
rendering.
Student Performance Criterion addressed (list number and title):
A.3. Visual Communication Skills
A.4. Technical Documentation
Topical Outline (include percentage of time in course spent in each subject area):
Study of geometric concepts and their application (25%)
Examples of Architectural Projects (25%)
Applied experimental exercises (50%)
Prerequisites: AQT0400 and AQR1000. Special Requisites: Curriculum 940002 or Academic Unit
authorization
Textbooks/Learning Resources:
Eastman, Charles. BIM Handbook: a guide to building information modeling for owners, managers,
designers, engineers and contractors. Editorial Wiley, Hoboken N.J. 2008.
Frampton, Kenneth. “Historia Crítica de la Arquitectura Moderna”. Editorial Gustavo Gili, Barcelona,
1993.
Ching, Frank. Architecture: form, space, & order. Editorial Wiley, New York. 1996
Evans, Robin. Translation from Drawing to Building. MIT Press. Cambridge, Massachusetts. 1997.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Juan Eduardo Ojeda (Adjunct Assistant Professor)
Eloy Bahamondes (Adjunct Instructor)
Number & Title of Course (total credits awarded):
AQS0100, Practical Service Experience, 0 credits
Course Description (limit 25 words):
By working at an institution related to overcoming poverty, the course seeks to create a radical ethical
experience for the student from which appropriate architectural actions can be discerned and taken.
Course Goals & Objectives (list):
General:
- To enrich the students’ Christian-social education, putting them in direct touch with the realities of
poverty and service so that they might come to know, study and work with problems in this area.
- To exercise the students’ abilities by contributing to work in the areas of management, design and
construction of social and common good projects.
- To fit in and work in a specific professional context by taking on assigned responsibilities.
- To gain firsthand knowledge of impoverished environments and the institutional reality surrounding
them.
- To creatively contribute to solving the assigned issues through development of a contextual,
conceptual, and repeatable project framework.
- To develop a vision of professional service.
Specific:
-
-
To provide architectural answers to the demands of poverty, working with minimal physical, economic
and design resources.
To employ to the maximum degree possible creative and imaginative abilities, together with acquired
skills and interactions with other disciplines to obtain high quality professional results with minimum
resources.
To achieve the foregoing as an essential element of the service experience, there must be a clear
relationship with the users or recipients of the services to be rendered, not only for the feedback
necessary during the design process, but through the acquisition of culturally appropriate language,
and proper validation of the work.
To gain knowledge of: managing time and resources, understanding, prioritizing, assessing and
recording urgent items and analyzing and making decisions about the best service our profession can
offer to this particular segment of our society.
Student Performance Criterion addressed (list number and title):
C.1. Collaboration
C.6. Leadership
C.9. Community and Social Responsibility
Secondary:
A.10 Cultural Diversity
Topical Outline (include percentage of time in course spent in each subject area):
Depending on the specific work related to each office, the students must demonstrate what they have learned
in the following dimensions:
Social interest of the service experience (25%)
Work performed (25%)
Specific topic: (25%)
Outcomes and Conclusions (25%)
Prerequisites: AQC0202. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Luis Eduardo Bresciani Prieto (Adjunct Professor)
Number & Title of Course (total credits awarded):
AQO0100, Practical Professional Experience, 0 credits
Course Description (limit 25 words):
Practical professional experience in a public or private office.
Course Goals & Objectives (list):
To supplement the student’s undergraduate education with a professional workplace experience in public or
private offices or institutions recognized (and approved) by the EUAC professional experience faculty.
Student Performance Criterion addressed (list number and title):
C.3. Client Role in Architecture
C.4 Project Management
C.5. Practice Management
C.7. Legal Responsibilities
Secondary:
A.4. Technical Documentation
C.1. Collaboration
Topical Outline (include percentage of time in course spent in each subject area):
Depending on the office, the activity may take place in of the following fields of professional practice:
Institutions and offices, Housing (single-family, collective, social), Urban and territorial design, Social,
commercial, and service infrastructure and services, Architectural heritage and restoration, Interior and design,
Landscaping, Infrastructure works, Lighting, Research and Miscellaneous and unclassified (digital drafting,
assembly, graphic design, stage design, etc.).
Prerequisites: AQT007X. Special Requisites: Curriculum 940002 or Academic Unit Authorization
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
María José Lagos (Adjunct Assistant Professor)
Number & Title of Course (total credits awarded):
AQT0000, Formative Studio and Representation I, 20 credits
Course Description (limit 25 words):
The course aims to equip the student with the tools for understanding and engaging with architectural work. To
this end the project studio and the course in representation come together as a single program.
Course Goals & Objectives (list):
The main objective of the course is to stimulate and lead the students in their transition from high school
students to university students by developing their analytical and critical skills, providing them with the tools of
the discipline and stimulating the growth of their architectural sensibilities.
Specific objectives:
To offer a first glimpse at the topics of the program in all of their breadth and inherent unity: territory,
the city, architecture and landscape.
To articulate complementary dimensions of the real embodied in specific places and in the disciplinary
heritage as a counterpoint between observation and the study of sources.
To expose the student to “technical”, “analytical” and “environmental” dimensions in simple formats.
To introduce the notion of the studio as a collective space for reflection, shared heritage and group
action.
To instill basic skills of drawing and three-dimensional representation, to tackle the tasks of the survey
and the architectural projection.
Student Performance Criterion addressed (list number and title):
A.8. Ordering System Skills
Secondary:
A.3. Visual Communication Skills
Topical Outline (include percentage of time in course spent in each subject area):
The inquest: understanding the realities of the site through planimetric drawing. (40%)
The trace: transferring from the inquest to the terrain. (20%)
Fabrication: the manipulation of materials in the studio. (40%)
Prerequisites: Curriculum 940002 or Academic Unit Authorization
Textbooks/Learning Resources:
- Le Corbusier. Mensaje a los Estudiantes de Arquitectura. Buenos Aires, Ediciones Infinito, 1983.
- Moneo, Rafael. Contra la Indiferencia como Norma, Anyway. Santiago, Ediciones ARQ, 1995.
- Pérez, Fernando, Alejandro Aravena & José Quintanilla. Los Hechos de la Arquitectura. Santiago, Ediciones
ARQ, 1999.
- Frampton, K. Historia Crítica de la Arquitectura Moderna. Barcelona, Gustavo Gili, 1981.
- Kahn, Louis. Forma y Diseño. Trad. Marta Rabinovich & Jorge Piatigorsky. Buenos Aires, Nueva Visión,
1984.
- Le Corbusier. Hacia una Arquitectura. Buenos Aires, Poseidón, [1904], 1964.
- Zevi, Bruno. Arquitectura in Nuce: una Definición de Arquitectura. Madrid, Aguilar, 1969.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Alejandro Aravana (Associate Professor)
Macarena Burdiles (Adjunct Instructor)
Germán Hidalgo (Associate Professor)
Francisco Quintana (Adjunct Assistant Professor)
José Quintanilla (Assistant Professor)
Wren Strabucchi (Associate Professor)
Nicolás Urzúa (Adjunct Instructor)
Juan Pablo Vásquez (Adjunct Assistant Professor)
Francisco Chateau (Assistant Professor)
Emilio De la Cerda (Assistant Professor)
Cristián Juica (Adjunct Instructor)
Rodrigo Pérez de Arce (Adjunct Professor)
Carolina Portugueis (Adjunct Assistant Professor)
Leonardo Suárez (Adjunct Assistant Professor)
Number & Title of Course (total credits awarded):
AQT0200, Formative Studio and Representation II, 20 credits
Course Description (limit 25 words):
This second semester workshop challenges the students to deal with an architectural proposal in a specific
location dealing with issues such as orientation, topography and preexisting context
Course Goals & Objectives (list):
- To understand the city as the context for the architectural project, bringing to consciousness its variety, its
complexity, and its association with a broad array of realities ranging from the geographic to the social and
economic.
- To understand the relationship between project and place. To gain the experience of placing a project in a
specific place, and learning how to use that place as the project’s starting point and as potential for enriching
its content.
- To relate the project to the discipline. To share the experience of exemplary architects who have preceded us
and added to the body of architectural discipline. To learn from and in conjunction with this body of knowledge
by interpreting and discussing it in the process of the project.
- To acquire a set of representational skills, both manual and digital, to render a place, and a project’s
architectural ideas and activities.
Student Performance Criterion addressed (list number and title):
A.2. Design Thinking Skills
A.8. Ordering Systems Skills
Secondary:
A.3. Visual Communication Skills
Topical Outline (include percentage of time in course spent in each subject area):
Approach to the City and Territory (10%)
Significant Architectural Preference Points (15%)
Architectural use and form (15%)
Development of an architectural proposal (60%)
Prerequisites: AQT000. Special requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
- AAVV Pedro Bannen (Ed.) Santiago de Chile 15 escritos cien imágenes ARQ, Santiago, 1995.
- Rafael Moneo “Inmovilidad Substancial” en Rafael Moneo,Contra la indiferencia como norma ARQ Santiago
de Chile 1995, (Reader Introducción a la Arquitectura, Escuela de Arquitectura, 2014).
- Enric Miralles, Eva Prats, “Cómo acotar un croissant” El Croquis 49-50
Pérez Fernando “Cuatro observaciones sobre la Planta” ARQ 58, Diciembre 2004.
- Aldo van Eyck Collected articles and other writings 1947-1998 SUN Amsterdam 2008. Chapter 4
“Playgrounds”.
- Francis Strauven Aldo van Eyck, the shape of relativity Achitectura & Natura, Amsterdam,1998. “Playgrounds
1947-55”
- Vincent Ligtelijn Aldo van Eyck Works Birkhäuser Basel Boston Berlin, 1999.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Francisco Chateau (Assistant)
Felipe De Ferrari (Instructor)
Diego Grass (Instructor)
Rodrigo Pérez de Arce (Adjunct)
Carolina Portugeis (Adjunct Asst)
Leonardo Suárez (Adjunct Asst)
Daniel Ruddoff (Adjunct Asst)
Nicolás Urzúa (Instructor)
Juan Pablo Vásquez (Adjunct Asst)
Number & Title of Course (total credits awarded):
AQT0300, Formative Studio and Representation III, 20 credits
Course Description (limit 25 words):
The course will emphasize the relationship between structure and architectural space in a project through the
development of a sensitive approach to building, materials, and a detail-level understanding of the project.
Course Goals & Objectives (list):
1. To acquire and exercise the ability to communicate and represent habitable space.
2. To understand that materiality and the problem of structural order have the ability to inform the development
of the architectural project.
3. To engage in an architectural approach to design, integrating the variables of place, structural and
constructive order within the project.
Student Performance Criterion addressed (list number and title):
A.2 Design Thinking Skills
A.6. Fundamental Design Skills
Secondary
A.3. Visual Communication Skills
Topical Outline (include percentage of time in course spent in each subject area):
Basic notions of structure and architectural composition (30%)
Form and its relationship to building (40%)
The internal logic of architectural form (30%)
Prerequisites: AQT0200. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
-
Evans, Robin. Translations from Drawing to Building. Cambridge, Mass, MIT Press, 1997.
-
Frampton, Keneth. Studies in Tectonic Culture. Londres, MIT Press, 1996.
-
Moussavi, Farshid. The Function of Form. Barcelona, Actar - Harvard University Graduate School of
Design, 2009.
-
Moussavi, Farshid. The Function of Ornament. Barcelona, Actar - Harvard University Graduate School
of Design, 2006.
Baixas, Juan Ignacio. Forma resistente/. Santiago, Chile: ARQ Eds, 2005. 174 p.
Gordon, J. E. (James Edward), 1913. Estructuras: o por qué las cosas no se caen/. 2a. ed. Madrid:
Calamar, 2004. 395 p.
Salvadori, Mario George, 1907. Estructuras para arquitectos/. Buenos Aires: Nobuko, 2005. 254 p.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Gonzalo Claro (Adjunct Asst)
Felipe Fontecilla (Instructor)
Macarena Gaete (Instructor)
Sebastián Hernández (Adjunct Asst)
Guillermo Hevia (Instructor)
Patricio Mardones (Adjunct Asst)
Cecilia Puga (Visiting Professor)
Alejandro Soffia (Adjunct Asst)
Paula Velasco (Adjunct Asst)
Number & Title of Course (total credits awarded):
AQT0400, Formative Studio IV, 20 credits
Course Description (limit 25 words):
Creating and shaping a medium scale architectural ensemble by focusing on an architectural composition
located in a territory. To this end, the idea is to deepen the work done in Formative Studio III.
Course Goals & Objectives (list):
1. To conceive and master the notion of the architectural program at different scales.
2. To understand and manage the notion of the spatial sequence on a territorial and building scale.
3. To understand building and construction as an ordering system for spacial and material composition.
4. To propose and represent the different project spaces through management of various representational
means and three-dimensional design.
5. To introduce the student to topographic management of the territory.
Student Performance Criterion addressed (list number and title):
B.2. Accesibility
B.4. Site Design
Topical Outline (include percentage of time in course spent in each subject area):
1. Observation, formulation and proposals (20%)
2. Architectural promenade and the elementary architectural project as two poles (20%)
3. Notions of tectonics and stereotomics as a system of architectural ordering (30%)
4. Three-dimensional visualization of projects using modeling programs (30%)
Prerequisites: AQT0300 and MAT1307. Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
-
Crispiani, Alejandro (ed.) Aproximaciones: de la arquitectura al detalle. Santiago, Ediciones ARQ,
2001.
-
Evans, Robin. Translations from Drawing to Building. Cambridge, Mass., MIT Press, 1997.
-
Fannelli, Giovanni & Roberto Gargiani
El principio del revestimiento: Prolegómenos a una historia de
la arquitectura Contemporánea. Madrid, Akal, 1999.
-
Frampton, Kenneth. Estudios sobre cultura tectónica: Poéticas de la construcción en la arquitectura de
los Siglos XIX y XX. Madrid, Akal, 1999.
-
Herzog, Thomas, Julius Natterer, Roland Schweitzer, Michael Volz, & Wolfgang Winter
Timber Construction Manual. Basel, Birkhäuser, 2004.
-
Pallasmaa, Juhani. The Eyes of the Skin: Architecture and the Senses. Londres, Wiley Academy,
2007.
-
Pérez, Fernando. Cuatro observaciones sobre la planta. Revista ARQ, 58, 2004.
-
Zumthor, Peter. Atmósferas. Barcelona, Gustavo Gili, 2006.
-
Zumthor, Peter. Pensar la arquitectura. Barcelona, Gustavo Gili, 2004.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Magdalena Besomi (Instructor)
Enrique Del Río (Associate)
Teodoro Fernández (Adjunct)
Pilar García (Assistant)
Rocío Hidalgo (Assistant)
Vivian Klein (Instructor)
José Tomás Rodríguez (Instructor)
Cristóbal Tirado (Instructor)
Sebastián Irarrázaval (Assistant)
Number & Title of Course (total credits awarded):
AQT0500, Formative Studio V, 20 credits
Course Description (limit 25 words):
Given the fact that it is the last of the formative studio courses, the studio will test the students’ knowledge, and
they will be expected to demonstrate the skills acquired throughout the first four semesters of the program.
Course Goals & Objectives (list):
1. To conceive of and create a residential architectural plan.
2. To understand and manage the concept of the architectural promenade, and to incorporate accessibility.
3. To understand construction as an ordering system in spatial and material composition.
4. To conceive of and represent different spaces within a project.
5. To be able to create a complex project based on the shift from the urban to the domestic scale.
6. To develop skills for critical and analytical thinking, and to use those skills deductively and conceptually.
Student Performance Criterion addressed (list number and title):
A.6. Fundamental Design Skills
Topical Outline (include percentage of time in course spent in each subject area):
1. Observation, formulation and Operation of a Project (33%)
2. Understanding of the spatial continuum (33%)
3. Critical Reading (33%)
Prerequisites: AQT0400. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
- Baeza, Alberto Campo. La Idea Construida. Buenos Aires: CP67, 2000
- Colomina, Beatriz. Architecture Production and Reproduction. Princeton: Princeton Architectural Press, 1988
- Evans, Robin. Translations from Drawing to Building. Cambridge, Mass.: MIT Press, 1997
- Forty, Adrian. Words and Buildings: A Vocabulary of Modern Architecture. Londres: Thames & Hudson, 2004.
- Knabb, Ken. Situationist International Anthology. Berkeley: Bureau of Public Secrets, 2006.
- Lynch, Kevin. The Image of the City. Cambridge, Mass: The MIT Press, 1960
- Pallasmaa, Juhani. The Eyes of the Skin: Architecture and the Senses. Londres: Wiley Academy, 2007
- Perec, George. Species of Spaces and Other Pieces. London: Penguin Classics, 2008.
- Rossi, Aldo. Introducción y Capítulo 1 de The Architecture of the City. Cambridge, Mass: MIT Press, 1982.
- Sennet, Richard. El Artesano. Barcelona: Anagrama, 2009
- Veseley, Dalibor. Architecture in the Age of Divided Representation: The Question of Creativity in the Shadow
of Production, MIT Press, 2004.
- WORKac. 49 Cities. New York: Storefront, 2010.
- Martí. , Carlos "Las formas de la residencia en la ciudad moderna. Vivienda y ciudad en la Europa de
entreguerras." Ediciones UPC, Barcelona 2000.
- Pérez de Arce , Rodrigo. "Domicilio Urbano", Ediciones ARQ.Santiago 2006.
Hbraken , N. J.. “El Diseño de Soportes”; Editorial Gustavo Gili , 2000
- Viollet le Duc, , Eugéne “Historia de una casa”; Ediciones Abada
- Steven Johnson, "Sistemas Emergentes. O que tienen en común las hormigas, neuronas, ciudades y
software"; Turner. Fondo de Cultura Económica, Madrid , Octubre de 2003.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Philippe Blanc (Assistant)
Sebastián Gray (Adjunct Assoc)
Paula Martínez (Assistant)
Paula Orta (Instructor)
Francisco Vergara (Adjunct Assoc)
Laura Signorelli (Instructor)
José Rosas (Professor)
Rafaela Behrens (Instructor)
Number & Title of Course (total credits awarded):
AQT006X, Research and Project Studio, 20 credits
Course Description (limit 25 words):
This course introduces the student to architectural research, through understanding the elements that
comprise an academic work within the thematic framework of the course.
Course Goals & Objectives (list):
To learn to research within the field of architecture using relevant methodologies such as analysis and
case description, bibliographical discussion, photographic records, archival research, etc.
To execute a research project that will culminate in a written component and graphic elements.
To generate one or more research questions that lead to the resolution of an issue, either by
presenting a hypothesis or by introducing ideas that guide the work.
To express the reasoning guiding the investigation clearly and cohesively.
To support the inquiry with graphic elements that explain it.
To produce a written text of approximately 3,000 words that presents the argument in a rational and
deliberate manner.
To develop and exercise the capacity for reflection and analysis.
To demonstrate the ability to produce the written component of a research project, with proper citation
and logical structure and employing the academic expression appropriate to this kind of work.
Student Performance Criterion addressed (list number and title):
A.5. Investigative Skills
A.11. Applied Research
Topical Outline (include percentage of time in course spent in each subject area):
Research in architecture: forms and characteristics (20%)
Research methodologies (20%)
Work with documentary information (20%)
Work with graphic sources: images, planimetrics, drawings, photographs etc. (20%)
Development of an argument based on researched issues. (20%)
Prerequisites: AQT0500. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Booth, W. C. The craft of research. Chicago, The University of Chicago Press, 1995.
Garcés, F. Eugenio. Alternativas y procedimientos de investigación en arquitectura: Rescate y edición del
texto inconcluso de Ignacio Modiano Vásquez. Santiago, Pontificia Universidad Católica de Chile,
Facultad de Arquitectura y Bellas Artes, 2000.
Jacob, François. La estatua interior. Autobiografía. Barcelona, Tusquets Editores, 1989.
Modiano, Ignacio. Alternativas y procedimientos de investigación en arquitectura. Santiago, Pontificia
Universidad Católica de Chile, Facultad de Arquitectura y Bellas Artes, 1991.
Ramírez, J. A. Cómo escribir sobre arte y arquitectura. Barcelona, Ediciones del Serbal, 1996.
Reeve, Margaret B. y Marvel, Jonathan J. Investigations in architecture: Eisenman studios at GSD: 1983 - 85.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Hugo Palmarola (Assistant)
Pedro Alonso (Associate)
Fernando Portal (Adjunct Asst)
Macarena Cortés (Assistant)
Gloria Saravia (Adjunct Asst)
Alejandro Crispiani (Associate)
Wren Strabucchi (Associate)
Rosanna Forray (Associate)
Claudio Vásquez (Associate)
Eugenio Garcés (Adjunct Asst)
Elcke Schlack (Adjunct Asst)
Pilar García (Assistant)
Marcelo Sarovic (Assistant)
Ignacio García (Instructor)
Hugo Mondragón (Associate)
Romy Hecht (Associate)
Umberto Bonomo (Assistant)
Sandra Iturriaga (Assistant)
Luis Izquierdo (Adjunct Asst)
Number & Title of Course (total credits awarded):
AQT007X and AQT008X, Elective Studio I and II, 15 credits each
Course Description (limit 25 words):
In the elective studios, students can deepen their content knowledge in the four disciplinary areas offered by
the School: Architecture (A), History, Theory and Criticism (H), City and Landscape (U), and Technology (C).
Course Goals & Objectives (list):
-To connect the students with experienced professionals through reflective practice to help them develop their
critical exercise of the profession.
- To allow the student to explore different areas of professional development in conjunction with the different
thematic areas offered in the curriculum.
- To provide specific skills that will allow the students to develop a professional profile.
- To give the student the proper tools and criteria to decide which degree path and licensing methodology to
follow (Professional degree or Professional and Master’s degree).
- To provide an environment for the students to reflect on what specializations to undertake in completing their
degree.
Student Performance Criterion addressed (list number and title):
A.7. Use of Precedents
B.1. Pre-Design
Topical Outline (include percentage of time in course spent in each subject area):
Given the nature of the course, content is jointly determined by the School’s administration and the teaching
teams responsible for each of the sections. However all sections follow a similar structure according to the
following:
Study case Inquiry 15%
Study Case analysis 15%
Comprehensive Design 70%
Prerequisites: AQT007X. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Given the nature of the course, content is jointly determined by the School’s administration and the teaching
teams responsible for each of the sections.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Diego Aguiló (Visiting Profesor)
Juan Ignacio Baixas (Adjunct)
Alejandro Beals (Visiting Professor)
Alejandra Bosch (Adjunct Asst)
Francisco Chateau (Assistant)
Jorge Christie (Visiting Professor)
Paulina Courard (Adjunct Asst)
Rodrigo Duque (Visiting Professor)
Sebastián Gray (Adjunct Assoc)
Martín Hurtado (Visiting Professor)
Carolina Katz (Adjunct Assoc)
Martín Labbé (Adjunct Asst)
Mauricio Lama (Assistant)
Antonio Lipthay (Visiting Professor)
Arturo Lyon Ass (Assistant)
Danilo Martic (Assistant)
Paula Martínez (Assistant)
Alberto Moletto (Adjunct Asst)
Alex Moreno (Associate)
Rodrigo Pedraza (Visiting Professor)
José Domingo Peñafiel (Visiting Professor)
Iván Poduje (Assistant)
José Rosas (Professor)
Nicolás Stutzin (Adjunct Asst)
Rodrigo Tapia (Associate)
Francisco Vergara (Adjunct Assoc)
Matías Zegers (Visiting Professor)
Rafaela Behrens (Instructor)
Luis Eduardo Bresciani (Associate)
Mario Carreño (Assistant)
María José Castillo (Visiting Professor)
Felipe De Ferrari (Instructor)
Javier Del Río (Adjunct Assoc)
Diego Grass (Instructor)
Sebastián Irarrázaval (Assistant)
Loreto Lyon (Visiting Professor)
Alberto Mozó (Visiting Professor)
Max Núñez (Visiting Professor)
Laura Signorelli (Instructor)
Cristián Undurraga (Visiting Professor)
Number & Title of Course (total credits awarded):
AQU0000, City and Landscape I: Introduction to Urban and Territorial Form, 10 credits
Course Description (limit 25 words):
The course introduces an understanding of the form of urban and territorial space in all of its dimensions,
historical as well as ecological, functional, social, and economic, on the assumption that cities are dynamic.
Course Goals & Objectives (list):
1. To understand the qualities of the urban space relative to the configuration and function of cities and
contemporary landscapes.
Specific:
1. To critically understand the forces defining the shape and design of cities and landscapes through
contemporary theories and authors.
2. To identify at territory and city scale the city’s and contemporary landscape’s components and physical and
functional structures.
3. To develop critical thinking, and oral, graphical, and written communication skills.
4. To analyze neighborhoods and urban spaces in Santiago using theories that explain the organization and
structuring of urban space and the contemporary landscape.
Student Performance Criterion addressed (list number and title):
A.10 Cultural Diversity
C.2. Human Behavior
Topical Outline (include percentage of time in course spent in each subject area):
1. The city and the built form (25%)
2. The city and the landscape (25%)
3. The city and the economy (25%)
4. The city and society (25%)
Prerequisites: AQT0000 and AQT0200. Special Requisites: Curriculum 940002 or Academic Unit
authorization
Textbooks/Learning Resources:
Carmona, Matthew. Public Places, Urban Places: The Dimensions of Urban Design. Architectural
Press, 2010.
Corner, James. (ed.) Recovering Landscape: Essays in Contemporary Landscape Architecture. New
York, Princeton Architectural Press, 1999.
De Sola-Morales, Manuel. Las formas del crecimiento urbano. Barcelona, Ediciones UPC, 1997.
Hall, Peter. Cities of Tomorrow. Oxford, Basil Blackwell, 1988.
Harvey, David. The Condition of Postmodenity. New York, Blackwell, 1990.
Kostof, Spiro The City Assembled: The Elements of Urban Form Through History. London, Thames
and Hudson, 2005.
Lynch, Kevin. Good City Form. Cambridge, Mass., MIT Press, 1994.
Mc Harg, Ian. Design with Nature. New York, John Wiley & Sons, 1992.
Rossi, Aldo. La arquitectura de la ciudad. Barcelona, Editorial Gistavo Gili, 1982.
Shane, David. Grahame Recombinant Urbanism. New York, Academy Press, 2005.
Soja, Edward W. Postmetropolis. Londres, Blackwell, 2000.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Luis Eduardo Bresciani L. (Associate)
Tai Lin (Instructor)
Number & Title of Course (total credits awarded):
AQU0200, City and Landscape II: The Urban Project, 10 credits
Course Description (limit 25 words):
Historical genesis of urbanism as a discipline which was originally oriented toward the physical organization
and configuration of cities, and its subsequent evolution through urban design and planning
Course Goals & Objectives (list):
1. To understand the relevance and public impact that urban project design and the physical structure and
layout of the city have on the development of our metropolises and societies.
Specific:
1. To identify, in the contemporary city, the different strategies and debates around urban scale projects and
their effects on the city.
2. To understand how the discipline of urbanism and urban design has evolved.
3. To develop a critical understanding of urban projects relative to different historical, cultural, economic and
political contexts, from the second half of the nineteenth century to today.
4. To understand the meaning of the different methods of representation and analysis of the urban form that
have developed historically.
5. To apply critical thinking and oral, graphic, and written skills in the analysis and presentation of urban
projects.
Student Performance Criterion addressed (list number and title):
A.5 Investigative Skills
Secondary:
A.9. Historical Tradition and Global Culture
Topical Outline (include percentage of time in course spent in each subject area):
1. The origins of urbanism (20%)
2. The modern urban project (25%)
3. The postmodern urban project (25%)
4. Emerging approaches to the urban project (30%)
Prerequisites: AQU0000. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Ascher, Francois. Los Nuevos Principios del Urbanismo. Madrid, Alianza Editorial, 2004.
Koolhaas, Rem & Bruce Mau. SMLXL: Small, Medium, Large, Extra-large. New York, Princeton
Architectural Press, 1995.
Lang, Jon. Urban Design: a Typology of Procedures and Products. Architectural Press, 2005.
Larice, Michael & Elizabeth Macdonald. The Urban Design Reader. New York, Routledge, 2006.
McHarg, Ian. Design with Nature. New York, Natural History Press, 1969.
Munizaga, Gustavo. Diseño Urbano: Teoría y Método. Santiago, Ediciones Universidad Católica de
Chile, 2000.
Rowe, Colin. Ciudad Collage. Barcelona, Editorial Gustavo Gili, 1979.
Shane, David Grahame. Recombinant Urbanism: Conceptual Modeling in Architecture, Urban Design
and City Theory, Academy Press, 2005.
Venturi, Robert, Denise Scott Brown & Steven Izenour. Learning from Las Vegas. Cambridge, Mass.,
The MIT Press, 1972.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Nicolás Tugas (Instructor)
José Rosas (Professor)
Tai Lin (Instructor)
Ricardo Abuauad (Adjunct Assoc)
Number & Title of Course (total credits awarded):
AQU0300, City and Landscape III: Landscape Urbanism, 10 credits
Course Description (limit 25 words):
This course will introduce the students to subjects having to do with landscape projects, in both historical and
theoretical terms, emphasizing in case studies that have undergone significant historical transformations.
Course Goals & Objectives (list):
1. To identify and examine concepts that are inherently associated with landscape architecture by analyzing
the social, political and theoretical aspect of certain emblematic projects in its history.
2. To develop a critical approach to conceptualizing the disciplines of architecture, urbanism, and landscape
architecture through the analysis of narratives that have altered the courses of these disciplines.
3. To explore how external cultural pressures have become embedded in the formal and spatial characteristics
of today’s landscapes, and how they have, in turn, contributed to changes in the “traditional” discourse about
urbanism and landscape architecture in postmodern culture.
4. To work with city and landscape themes from a critical understanding of landscape architecture projects in
different cultural contexts and historical times.
Student Performance Criterion addressed (list number and title):
A.10. Cultural Diversity
Secondary:
A.9. Historical Tradition and Global Culture
B.4. Site Design
Topical Outline (include percentage of time in course spent in each subject area):
1. Historic sites (20%)
2. Programmatic sites (25%)
3. Twenty-first century sites (25%)
Prerequisites: AQU0200. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
Allen, Stan Del objeto al campo: condiciones de campo en la Arquitectura y el Urbanismo. Ábalos, I.
(ed.). Naturaleza y artificio: el ideal pintoresco en la Arquitectura y el Paisajismo contemporáneos.
Barcelona, Ed. Gustavo Gili, 2009, pp. 148-70.
Berrizbeitia, Anita. Roberto Burle Marx in Caracas: The Parque del Este. Vaccarino, R. (ed.). Roberto
Burle Marx: Landscapes Reflected. New York, Princeton Architectural Press, 2010, pp. 61-73.
Berrizbeitia, Anita. The Amsterdam Bos: The Modern Public Park and the Construction of Collective
Experience. Corner, J. (ed.). Recovering Landscape. New York, Princeton Architectural Press, 1999,
pp. 187-203.
Corner, James Terra Fluxus. Ábalos, I. (ed.). Naturaleza y artificio: el ideal pintoresco en la
Arquitectura y el Paisajismo contemporáneos. Barcelona, Ed. Gustavo Gili, 2009, pp. 133-147.
Eckbo, Garret What Is Landscape Architecture? Arts & Architecture, 1945, pp. 40-41, 52.
Jackson, John B. Aprendiendo sobre Paisajes. La Necesidad de Ruinas y otros Ensayos. Santiago,
Ediciones ARQ, 2012, pp. 16-33.
Jackson, John B. A Modo de Conclusión: Cómo Estudiar el Paisaje. La Necesidad de Ruinas y otros
Ensayos. Santiago, Ediciones ARQ, 2012, pp. 125-138.
Gorelik, Adrián. Figuraciones [De Sarmiento a la Vanguardia]. La Grilla y el Parque. Espacio Público
y Cultura en Buenos Aires, 1887-1936. Bernal, Buenos Aires, Universidad Nacional de Quilmes,
2010, pp. 51-84.
McHarg, Ian. An Ecological Method for Landscape Architecture. Steiner, F. R. (ed.). To Heal the
Earth: Selected Writings of Ian L. McHarg. Washington, DC, Island Press, 1998, pp. 212-218.
Offered (semester and year): Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit)
Romy Hecht (Associate)
Camila Medina (Instructor)
174 Number & Title of Course (total credits awarded):
AQU0400, City and Landscape IV: Management of Urban and Landscape Projects, 10 credits
Course Description (limit 25 words):
The course addresses the evolution of urban planning through present time, the players and interests involved
in urban management, as well as the instruments used in the design, planning, execution and management.
Course Goals & Objectives (list):
1. To understand the effects that urban management tools and forms have on the design and viability of urban
projects.
2. To present the historical, political and legal foundations of urban management and planning.
3. To understand the logic of the public and private actors involved in the design and development of an urban
and public space project.
4. To understand the various types of public and private instruments used to regulate, finance and build
projects in cities.
5. To study strategies and types of urban and landscape projects as ways of understanding and coordinating
the needs of the contemporary city.
Student Performance Criterion addressed (list number and title):
B.1 Predesign
C.2. Human Behavior
Topical Outline (include percentage of time in course spent in each subject area):
1. The problem of urban management, its origin, practice, and context (33%)
2. Planning today (33%)
3. Management and execution of urban projects and plans (33%)
Prerequisites: AQU0300. Special Requisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
HALL, Peter. Cities of tomorrow Oxford: Basil Blackwell, 1996 / Cap. 2, 10, 11 y 12
FERNANDEZ, José Miguel. Planificación Estratégica de Ciudades. Barcelona: Gustavo Gili, 1997 /
Capítulos 1 y 3. Páginas 17 a 30 y53 a 69.
PARRAGUEZ Sánchez, Leslie, Rodríguez Loza, Gisel, & Santander Bellei, Marcela. (2006). ¿Cómo
se piensa la ciudad?: Análisis crítico de un siglo de gestión y planificación urbana. EURE (Santiago),
32(96), 135-140.
BORJA, Jordi, (2003), Barcelona y su Urbanismo. Éxitos pasados, desafíos presentes, oportunidades
futuras, Barcelona. EnBorja, J.; Muxí, Z., eds. (2004). Urbanismo en el siglo XXI, Bilbao, Madrid,
Valencia, Barcelona. Ediciones UPC.Pág 171 – 181.
MONTANER, Josep Maria (2002) La evolución del modelo Barcelona (1979-2002), Barcelona. En
Borja, J.; Muxí, Z., eds. (2004). Urbanismo en el siglo XXI, Bilbao, Madrid, Valencia, Barcelona.
Ediciones UPC. Pág 203 – 220.
ROJAS, Eduardo. Volver al centro, la recuperación de áreas urbanas centrales. BID. 2004. Capítulo
1: La recuperación de áreas urbanas centrales. Problemas y soluciones. Pág 1 a 49.
PODUJE, Ivan. El globo y el acordeón: planificación urbana en Santiago, 1960-2004. En
GALETOVIC, Alexander (Ed). Santiago, dónde estamos y hacia dónde vamos. 2006. Pág 231 – 274.
GEHL, Jan (2009), La humanización del espacio urbano. La vida social entre los edificios. 2006.
Editorial Reverté, Barcelona. Parte III Agrupar o dispersar: proyectos de ciudad y de conjuntos. Pág
93 – 139.
CARMONA, Matthew. Public Places, Urban Places: The Dimensions of Urban Design, Architectural
Press, UK, 2010 / Capítulo 9: The temporal dimension. Páginas 193 a 210, 269 a 295, 331 a 357
Offered (semester and year): Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Pablo Contrucci (Adjunct Asst)
Roberto Moris (Assistant Professor)
175 Number & Title of Course (total credits awarded):
FIL184a, Ethics in Architecture, 10 credits
Course Description (limit 25 words):
The main objective of this course is to learn the fundamentals of ethics in practical philosophy in its principal
historic and systematic expressions, with special emphasis on the development of knowledge and attitudes
that allow architecture students achieve a philosophical- ethics vision of the discipline and the profession.
Course Goals & Objectives (list):
General:
1. To know the sense of the human "ethos" across the main philosophical proposals that studies the
moral behavior of the man.
2. To understand the ethical- anthropological role of architecture, the city and landscape.
3. To reflect on the moral principles applied to architect’s professional work.
Specific:
4. To know the major ethical problems of architecture today.
5. To understand the ethical role of architecture from the city and landscape perspective.
6. To reflect on the professional ethics of architects in Chile.
Student Performance Criterion addressed (list number and title):
C.8. Ethics and Professional Judgement
Topical Outline (include percentage of time in course spent in each subject area):
1. Basic Terminology: the various senses of ethics, ethics and morality. (10%)
2. Ethic’s history: Principal ethic- philosophical proposals (30%)
3. Man and world. Living, body, space and time (15%)
4. The person and the other. The social thing. City Hospitality and justice (15%)
5. The Man and the City: The sustainable environment (15%)
6. Art, Architecture, City and Landscape (15%)
Prerequisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
- Aiquino, Tomás de. Suma Teológica. Vol. 4. Madrid, B.A.C., 1956.
- Aranguren, José L. Ética. Madrid, Alianza, 1993.
- Aristóteles. Ética a Nicómaco. Madrid, Centro de Estudios Constitucionales,1994.
- Camps, Victoria. Historia de la Ética. Barcelona, Crítica, 1987. 3 Vols.
- Heidegger. M. Ser y tiempo. Trad. E. Rivera. Madrid, Ed. Trotta, 2000.
- Heidegger.Construir, habitar, pensar. Barcelona, Ed. Serbal, 1994.
- Kant, I. Fundamentación de la Metafísica de las Costumbres. Madrid, Austral, 1977.
- Pieper, J. Las virtudes fundamentales. Madrid, Ed. Rialp, 1976.
- Weber, M. La ciudad. Madrid, Ed. De la piqueta, 1987.
- Zárraga, C. Ética: una ética de opciones. Charleston, USA, Ed. Createspace, 2011.
- Zárraga, C . Apuntes sobre la belleza. Charleston, USA, Ed. Createspace, 2011.
- Bachelard, G. La poética del espacio. México, FCE, 1965.
- D'Ors, V. Arquitectura y humanismo. Barcelona, Ed. Labor, 1967.
- Le Pera, A. El pensamiento en Arquitectura. Eudeba, 1978.
- Lynch, Kevin. Imagen de la ciudad. Buenos Aires, Ed. Infinito, 1966.
- Mumford, Lewis. La ciudad en la historia. Buenos Aires, Ed. Infinito, 1966. 2 Tomos.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Carlos Zárraga (Adjunct Assistant)
Ernesto Rodríguez (Adjunct Assistant)
176 Number & Title of Course (total credits awarded):
FIS1032, General Physics, 10 credits
Course Description (limit 25 words):
The course, taught at a basic level of mathematics, covers a number of different subject areas that will be
useful to the student when taking courses in the areas of Techniques, Building and Energy.
Course Goals & Objectives (list):
To learn and understand basic concepts and solve problems in: classical mechanics, including unidimensional
kinematics, Newton’s laws and dynamics and mechanical energy; simple rigid body equilibrium systems; basic
elasticity and springs; temperature and expansion of solids and liquids; heat and heat conduction in materials;
ideal fluids at rest and in movement.
Student Performance Criterion addressed (list number and title):
Secondary:
B.9. Structural Systems
Topical Outline (include percentage of time in course spent in each subject area):
1. Basic magnitudes in physics (10%)
2. Kinematics in one dimension (10%)
3. Vectors (10%)
4. Dynamics (10%)
5. Rotational Equilibrium (10%)
6. Energy (10%)
7. Oscillations and Waves (10%)
8. Temperature (10%)
9. Heat (10%)
10. Fluids (10%)
Prerequisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
-
Cutnell, J. D. & K. W. Johnson
-
Halliday, D., R. Resnick & K. S. Krane Física. 4ª Ed. , Compañía Editorial Continental, 2002.
Physics. 7ª Ed. New York, Wiley, 2007.
-
Serway, R. A. & J. W. Jewett Jr.
Física para Ciencias e Ingenierías. 6ª Ed. México, InternationaL
Thomson, 2005.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Jerónimo Maze (Associate)
Santiago Pérez (Instructor)
177 Number & Title of Course (total credits awarded):
MAT1307, Geometry, 10 credits
Course Description (limit 25 words):
The course explains the basics of the geometry of space, with an emphasis on the interrelationships between
straight lines and planes in three dimensional space, and ways to address problems of this nature.
Course Goals & Objectives (list):
The course is designed to present the geometric fundamentals underlying various ways of representing space
on a plane, and to this end will cover some of the central aspects of projective geometry. The course will also
include an introduction to the topological study of surfaces.
Student Performance Criterion addressed (list number and title):
Secondary:
A.8. Ordering Systems Skills
Topical Outline (include percentage of time in course spent in each subject area):
1.- Space Geometry. Basic elements of space and their relations. (20%)
2.- Projections. Transform 3D problems to 2D problems. (20%)
3.- Central projection. Vanishing point and infinite point. Perspectivities. (10%)
4.- Geometrical Transformations: Affine, Projective, Topological. (10%)
5.- Topology of surfaces. Plane models. (10%)
6.- Connected sum of surfaces. (10%)
7.- Triangulability of surfaces. (10%)
8.- Classification of compact connected surfaces. 10%)
Prerequisites: Curriculum 940002 or Academic Unit authorization
Textbooks/Learning Resources:
-­‐
Coxeter, H. S. M. Projective geometry. New York: Blaisdell, 1964.
-­‐
Field, J. V. The invention of infinity. Oxford: Oxford University Press, 1997.
-­‐
Henle, M. A combinatorial introduction to topology. San Francisco: Freeman, 1979.
-­‐
Hilbert, D. y Cohn-Vossen, S. Geometry and the imagination. New York: Chelsea, 1952.
Offered (semester and year):
Annually
Faculty assigned (list all faculty assigned during the two academic years prior to the visit):
Manuel Corrada (Adjunct Asst)
178 4.2 TENURE FACULTY RESUMEES 179 Appendix 2 – Format for Faculty Résumés for APRs
Name: Pedro Ignacio Alonso Zuniga
Courses Taught (Two academic years prior to current visit):
AQH0400
Contemporary Architecture Debates
AQT006X
Research and Project Studio
Educational Credentials:
Achitect Professional Degree, Universidad Católica de Chile, 2000.
Master in Architecture, Universidad Católica de Chile, 2000.
Ph.D in Architecture, The Architectural Association School of Architecture, UK, 2008.
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 2000-2009
Assistant Professor, Universidad Católica de Chile, 2009-2013
Associate Professor, Universidad Católica de Chile, 2013-2015
Professional Experience:
Visiting Professor, Architectural Association School of Architecture (London), 2005 – 2015
Architect and urban designer, Arup Urban Design (London), 2006 – 2009
Head of the Master in Architecture Program, Universidad Católica de Chile, 2011-2013
Princeton-Mellon Fellow, Princeton University, 2015-2016
Licenses-Registration:
Selected Publications and Recent Research:
Books:
- Panel (London: Architectural Association, 2014).
- Monolith Controversies. (Berlin: Hatje Cantz, 2014).
- Deserta: ecología e industria en el Desierto de Atacama (Santiago: ARQ, 2012).
Book Chapters:
- Alonso, Pedro, Doppelgängers, “Bauhaus news: Positionen zur Gegenwart / Present Positions”
(Berlin, Dessau, Weimar: Spector Books and Bauhaus Kooperation Berlin Dessau Weimar, 2015).
- Alonso, Pedro & Palmarola, Hugo, Tropical Assemblage: The Soviet Large Panel in Cuba, E.
Medina, I. Costa Marques y C. Holmes (eds.), “STS in Latin America: Beyond Imported Magic.”
(Cambridge, Mass.: MIT Press, 2014), pp. 159 – 179.
- Alonso, Pedro & Palmarola, Hugo, Monolith Controversies, Rem Koolhaas (ed.), “Fundamentals:
Catalogue 14th International Architectre Exhibition 2014,” pp. 42, 43, 128, 129, 134, 473.
Articles:
- Alonso, Pedro & Palmarola, Hugo, Matryoshka Building, in E.R.O.S. Journal, Vol. 6: Homotopia
(2015), pp. 159-161.
- Alonso, Pedro & Palmarola, Hugo, Trayectorias de un Panel, ARQ Magazine (Santiago, 2015),
pp. 34 – 41.
- Alonso, Pedro & Palmarola, Hugo, Monolith Controversies, Diseña Magazine (Santiago, 2014),
pp. 10 - 17
- Alonso, Pedro, What is wrong with Charles Eisen?, San Rocco Magazine (Milán, 2014), pp. 14-21.
180 Appendix 2 – Format for Faculty Résumés for APRs
Name: Alejandro Gastón Aravena Mori
Courses Taught (Two academic years prior to current visit):
AQH0000
Introduction to Architecture
AQT0000
Formative Studio and Representation I
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1992.
Postgraduate studies of Architectural Theory, Instituto Universitario di Architettura de Venezia,
Italia, 1993.
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 1992-1999
Professor, Universidad Católica de Chile, 1994-2000
Visiting Jury, Master Program, Ann Pendleton Workshop, MIT, Cambridge, USA; 2000
Visiting Professor, Harvard Graduate School of Design, Cambridge, USA; 2000 – 2004
Visiting Professor Architect’s Week, Tulane University, New Orleans, USA, 2001.
Assistant Professor, Universidad Católica de Chile; 2002 – 2005.
Visiting Professor, Instituto Universitario di Architettura di Venezia (IUAV), Italia; 2004 – 2005.
Associate Professor, Universidad Católica de Chile, 2014-2015
Professional Experience:
Associate Architect, Director and founder, Alejandro Aravena Arquitectos, 1994.
Associate Architect, Director and founder, ELEMENTAL, 2006-2015
Jury, Pritzker Architecture Prize, 2010
Permanent member, Regional Advisory Comitee, David Rockefeller Center for LatinAmerican
Studies, Harvard University, 2002.
Consultant, Chilean National Copper Company (Codelco), 1998.
Jury, Contemporary Art Museum Competition, Valdivia, Chile, 1998.
Licenses-Registration:
305425, Ñuñoa, Chile.
Selected Publications and Recent Research:
Books:
- Aravena, Alejandro, Los Hechos de la Arquitectura (ARQ 1999)
- Aravena Alejandro, El Lugar de la Arquitectura (ARQ 2002)
- Aravena Alejandro, Elemental: Manual de vivienda incremental y diseño participativo (Hatje Cantz
2012).
Published work:
- Japan (A+U), England (Icon, Monocle & World Atlas of Contemporary Architecture, 10 x 10 Vol.2,
21st Century Architecture y World Interiors de Phaidon), Italy (Casabella, Lotus, Abitare, The Plan y
Domus), Spain (Verb-Crisis, Arquitectura Viva, VIA), Germany (Detail, Arch+, Taschen Architecture
Now 6 y Architecture Now Houses), Russia (Monitor, Project Russia, Projekt International), Croacia
(Oris), China (Space, Interior Design, HomeIdea, Vision, DI), Canada (Azure), Taiwan (IW), Holland
(Mark), korea (C3), Hong Kong (Egg), US (Architectural Record, Harvard Design Magazine, Dwell,
Praxis), Portugal (JA), Poland (Igloo), Romania (Arhitetura), France (Ecologik), Mexico (Arquine, La
Tempestad), Brazil (AU, Projeto, Vitrubius), Argentina (Summa+) and Peru (Arkinka).
Professional Memberships: Colegio de Arquitectos de Chile.
181 Appendix 2 – Format for Faculty Résumés for APRs
Name: Juan Ignacio Baixas Figueras
Courses Taught (Two academic years prior to current visit):
AQT007X
Elective Studio I
AQT008X
Elective Studio II
AQI0203
Multidisciplinary Course. The furniture: building gesture.
ARQ3XXX
Final Project
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1968
Postgraduate Studies at Jean Prouvé, 1969
Teaching Experience:
Professor, Universidad Católica de Valparaíso, 1973-1990
Professor, Universidad Católica de Chile, 1970-2001
Professor, Universidad Católica de Chile, 2003-2015
Professional Experience:
Independent Architect, 1969-1994
Associate Architect and founder, BaixasDelRío Arquitectos, 1994 Director, School of Architecture, Universidad Católica de Chile, 2004-2014
Deputy Dean, Faculty of Architecture, Design and Urban Studies, 2005
President, XVI Biennial of Architecture, Chile, 2008
Member of the Editorial Board of the CA Magazine, Colegio de Arquitectos de Chile, 1975-1990
Colección permanente MoMa New York, Silla puzzle y Casa La Dehesa
Licenses-Registration
312.370-7, Las Condes, Chile
Selected Publications and Recent Research:
Exhibits:
- Silla Puzzle. MoMA, Permanent exhibition, New York
- Casa La Dehesa. MoMA, Permanent exhibition, New York
Research:
- Diseño por Envolvente para la vivienda de Madera. FONDEF DO311020.
Books:
- La Forma Resistente. “Teoría y Obra” Series. Editorial ARQ. 2005.
- Baizas & del Rio. Monograph of the Arquitectura de Autor series. Pamplona, Spain, 2014
Articles:
- Sobre la Formación de los Arquitectos. ARQ Magazine N°61. 2006
Professional Memberships:
Colegio de Arquitectos de Chile
182 Appendix 2 – Format for Faculty Résumés for APRs
Name: Philippe Blanc Cavieres
Courses Taught (Two academic years prior to current visit):
AQT 0500
Formative Studio V
AQT0300
Formative Studio and Representation III
ARQ3XXX
Disciplinary Master Minimum. Problems of Contemporary Architecture
AQD 1202
Mixed Representation Techniques
ARQ 3054
Photography Theory and Practice
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1996
PhD in Architecture and Urban Studies, Universidad Católica de Chile, 2010
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2000-2005
Visiting Professor, Universidad Central de Venezuela, 2000
Visiting Professor, Universidad Diego Portales, 2002
Professor, Universidad Andres Bello, 2004-2005
Adjunct Assistant Professor, Universidad Católica de Chile, 2005-2010
Assistant Professor, Universidad Católica de Chile, 2010-2015
Visiting Professor, Universidad de Talca, 2012
Visiting Professor, Universidad Nacional, Colombia, 2014
Professional Experience:
Architect, Baixas & del Río, 1996
Architect, Teodoro Fernández, 1997-2000
Independent Architect, 2000-2015
Licenses-Registration:
3-1375, de Vitacura
Selected Publications and Recent Research:
Articles:
- Lectura de Lina Bo: Pompéia. Essays and documents section. (ARQ Magazine, Nº 55)
- Tensiones en el Cabanon de Le Corbusier. Essays and documents section. ( ARQ Magazine, Nº
66)
Professional Memberships:
Colegio de Arquitectos de Chile
183 Appendix 2 – Format for Faculty Résumés for APRs
Name: Umberto Bonomo
Courses Taught (Two academic years prior to current visit):
AQT0200
AQH0000
AQT006X
Formative Studio and Representation II
Introduction to Architecrure
Research and Project Studio
Educational Credentials:
Architect Professional Degree, Universita IUAV di Venezia, 2004.
PhD in Architecture and Urban Studies, Universidad Católica de Chile, 2009.
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2006-2010
Assistant Professor, Universidad Católica de Chile, 2010Professional Experience:
Visiting Professor, Universidad de Talca, 2014.
Manager of Continuing Education, Escuela de Arquitectura, Universidad Católica de Chile, 2014Visiting Professor, Universita IUAV di Venezia 2007 Subdirector of Development, Escuela de Arquitectura, Universidad Católica de Chile, 2015 Licenses-Registration:
Selected Publications and Recent:
- Arquitectura y Política habitacional: trece proyectos de viviendas económicas y la construcción
de la metrópolis. Santiago 1948-1973”.
- El discurso de la arquitectura chilena contemporánea. Cuatro debates fundamentales”. (Hugo
Mondragón. 2014-2015)
- Patrimonio Moderno Chileno: Valoración y Preservación. (Horacio Torrent. 2012)
Articles:
- De la fábrica a la vivienda. La protección de la memoria obrera en torno a la Fábrica Central de
Leche, Santiago de Chile” Apuntes vol. 25 (1). 2012. 50-61.
- Desafíos para una declaratoria. El caso de los grandes conjuntos habitacionales modernos
chilenos. 1940-1970. María Dolores Muñoz, Maximiano Atria, Leonel Pérez, Horacio Torrent,
editors. Trayectorias de la ciudad moderna. Chile: Universidad de Concepción Dirección de
Extensión División Publicaciones; 2012. p. 127-129.
- Lectura Crítica. In: Hugo Mondragón,editors. Concurso Edificio Docencia e Investigación Escuela
de Arquitectura. Santiago de Chile: Facultad de Arquitectura, Diseño y Estudios Urbanos Pontificia
Universidad Católica de Chile; 2013. p. 10-14.
- Experimentaciones formales y tensiones urbanas. El barrio industrial San Eugenio, Santiago.
1899-1945. In: L. Rolando Rojas, M. de Los Angeles Carvajal, A. Ortega. Entre Rieles y
Chimeneas. Un recorrido por el barrio obrero y ferroviario San Eugenio. Colectivo Rescata
(Santiago 2015.)
Professional Memberships:
LASA Member 2015. (Latin American Studies Association)
184 Appendix 2 – Format for Faculty Résumés for APRs
Name: Alejandra Bosch Kreis
Courses Taught (Two academic years prior to current visit):
ARQ3304
Disciplinary Master Minumum. Landscape Elements Laboratory (eq: ARQ3XXX)
AQT008X
Elective Studio
ARQ3040
Activated Landscape
Educational Credentials:
Architect Degree, Universidad Católica de Chile, 2005
Master in Landscape Urbanism, Architectural Association 2007
Teaching Experience:
Adjunct Instructor, Architectural Association, 2008-2009
Adjunct Instructor, Universidad Diego Portales, 2009
Adjunct Assistant Professor Universidad Católica de Chile, 2012-2013
Adjunct Assistant Professor Universidad Católica de Chile, 2014Professional Experience / Experiencia Profesional:
Architect, Teodoro Fernandez Arquitectos, 2004-2005
Architect, SEREX UC, 2005
Architect, Estudio del PaisajeTeresa Moller, 2005-2006
Architect, Observatorio de Ciudades, UC 2006
Architect, EDAW AECOM, London 2006
Architect, Groundlab, London, 2007-2008
Architect, LyonBosch Arquitectos, 2009Licenses-Registration:
Selected Publications and Recent Research:
- Territorio Multiescalar, TRACE 06 Chile s m l xl (2012)
- Soportes territoriales – Rutas fluviales o vehiculares como ejes de reestructuración. SIMPOSIO
SAP 2: Procesos, Precedentes, Proyectos / Processes, Precedents, Projects (Bienal de Buenos
Aires 2013)
- Spatializing new territorial dynamics. The cases of the Bioceanic Corridor and the HydroAysen
Project in Chile (EDRA 2014)
- Exercizes on territorial dinamics. (IFLA 2014)
- El paisaje como elemento estructurador del diseño a escala territorial. EL CASO HIDRO-AYSÉN.
Ponencia en Seminario Intersecciones. FADEU UC 2015)
Professional Memberships:
185 Appendix 2 – Format for Faculty Résumés for APRs
Name: Luis Eduardo Bresciani L.
Courses Taught (Two academic years prior to current visit):
AQU 0000
City and Landscape I
ARQ 3501
Disciplinary Specialty Studio. Contemporary Urban Project
ARQ 3102
Disciplinary Specialty Studio Arising and life cycle of the project
ARQ 3202
Disciplinary Specialty Studio .Urban Project Studio
AQT007X
Elective Studio I
AQT008X
Elective StudioII
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1992.
Master of Architecture in Urban Design, Harvard University, 1997.
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 1992-2008
Adjunct Professor, Universidad Católica de Chile, 2008Professional Experience:
Partner Architect, BL Ltda. Planificación y Diseño Urbano, 2010President, Consejo Nacional de Desarrollo Urbano, Goberment of Chile.
2014Adviser, Consejo de Concesiones de Obras Públicas. Ministerio de Obras Públicas. 2010-2014
Consejero, Consejo de Concesiones de Obras Públicas. Ministerio de Obras Públicas. 2010-2014
Vicepresident, Fundación Vivienda, 2013Division Chief of Urban Development. Ministerio de Vivienda y Urbanismo. 2002-2003.
Metropolitan Secretary of Housing and Urban Development. Ministerio de Vivienda y Urbanismo.
2002-2003.
Executive Secretary, Urban Reform.
Ministerio de Vivienda y Urbanismo.
2000-2001
Senior Urban Designer, WRT, Wallace Roberts & Todd, Philadelphia, USA, 1997-1999
Project Chief, URBE Consultores. Santiago, Chile. 1992-1995
Licenses-Registration:
Selected Publications and Recent:
Book Chapters:
-Hacia un Política de Ciudades, in book “La Ciudad que Queremos”, Biblioteca del Congreso
Nacional de Chile (BCN), 2015.
-PRBC18_Plan de Reconstrucción de 18 Localidades del Borde Costero, Región del Biobío, in
book “LEARNING FROM 27F: A Comparative Assessment Of Urban Reconstruction Processes
After The 2010 Eathquake In Chile”, Global Center Santiago. Editado por Latin Lab, GSAPP
Columbia University y Santiago Research Cell, 2015.
-Urban Project in Chile, in book Who care for Chilean cities, Diaz, Francisco, and De Castro,
Alejandro, Columbia University, GSAPP Books, 2014.
- De la Arquitectura Pública a una Arquitectura de lo Público, CA Magazine, N° 150, 2012.
- Ocho claves del Proyecto Urbano”, en Libro “Proyecto Urbano”, ARQ Magazine, 2011.
Professional Memberships:
186 Appendix 2 – Format for Faculty Résumés for APRs
Name: Luis Eduardo Bresciani Prieto
Courses Taught (Two academic years prior to current visit):
AQS0100
Practical Service Experience
AQO0100
Practical Professional Experience
ARQ3XXX
Final Project
Educational Credentials:
Architect Professional Degree, Universidad Católica de Valparaíso, 1969
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1980 - 1981
Assistant Professor, Universidad Católica de Chile, 1981 - 1990
Adjunct Professor, Universidad Católica de Chile, 1990 - 2009
Adjunct Professor, Universidad Católica de Chile, 2009 - 2015
Professional Experience / Experiencia Profesional:
Associate Architect, Delpiano – Bresciani – Zaccarelli, 1970 – 1977
Independent Architect, 1977 – 1980
Associate Architect, Bresciani – Gómez 1980 – 1988
Independent Architect, 1988 – 1997
Associate Architect, San Martín – Bresciani 1997 – 2006
Associate Architect, Bresciani Gray Arquitectos 2006 – a la fecha
Licenses-Registration:
412306 – 9. Santiago - Chile.
Selected Publications and Recent:
Política Nacional de Desarrollo Urbano. Joint author. (Ministerio de Vivienda y Urbanismo. 2013)
Professional Memberships:
Colegio de Arquitectos de Chile
Instituto de Investigaciones Río Colorado
187 Appendix 2 – Format for Faculty Résumés for APRs
Name: Waldo Enrique Bustamante Gómez
Courses Taught (Two academic years prior to current visit):
AQC0300
IEN3520
ARQ3712
Building Systems and Architectural Project
Sustainable Construction. Engeneering School.
Environmental assessment of buildings: design strategies
Educational Credentials:
Mechanical Engineer Degree, Universidad de Chile, 1986
Master in Urban Development, Universidad Católica de Chile, 1993
PhD Sciencies Appliquées, Université catholique de Louvain, Bélgica, 2001
Teaching Experience:
Auxiliar Professor, School of Civil Construction, Universidad Católica de Chile, 1989 – 1994
Adjunct Professor, School of Civil Construction, Universidad Católica de Chile, 1994 – 2003
Professor. School of Civil Construction, Universidad Católica de Chile, 2003 – 2007
Professor, School of Architecture, Universidad Católica de Chile. 2007Professional Experience:
Project Engeneer, Alfonso Wolf S.A, 1991-1992
Director, Project Engeneer, TEKHNE S.A. 1985-1991
Independent Adviser, 1981-1984.
Licenses-Registration:
Selected Publications and Recent:
Publications
- Vera, S., Bustamante, W., Molina, G. and D. Uribe. . (2015). A flexible and time-efficient schedulebased communication tool for integrated lighting and thermal simulations of spaces with controlled
artificial lighting and complex fenestration systems. Journal of Building Performance Sumulation.
(Published August 6th 2015).
- Molina, G., Bustamante, W., Rao, J., Fazio, P. and Vera, S. (2015) Evaluation of Radiance’s
genBSDF capability to assess solar bidirectional properties of complex fenestration systems.
Journal of Building Performance Simulation. 2015 Vol. 8, No. 4, 216–225.
- Bustamante, W., Vera, S., Prieto, A. and Vasquez, C. (2014) Solar and Lighting Transmission
through Complex Fenestration Systems of Office Buildings in a Warm and Dry Climate of
Chile. Sustainability, Vol. 6, No 5, 2786-2801.
Research Projetcs: - 2015 - 2018. FONDECYT 1159675. Modelling heat and mass transfer through green roofs and
living walls for the assessment of their influence on the energy consumption of industrial buildings in
semiarid climates Joint Researcher. FADEU UC.
- 2014 - 2018. FONDECYT 1141240. Modelo para el diseño arquitectónico de sistemas de
fachadas vidriadas complejas, energética y lumínicamente optimizadas. FADEU UC.
Professional Memberships:
Passive and Low Energy Architecture (associate member)
American Society for Heating Ventilation and Air Conditioning.
188 Appendix 2 – Format for Faculty Résumés for APRs
Name: Mario Carreño Zunino
Courses Taught (Two academic years prior to current visit):
ARQXXX
Final Project
AQT007X
Elective Studio I
AQT008X
Elective Studio II
AQC1123
The Observation of Construction
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2000
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2000
Adjunct Instructor, Universidad Católica de Chile, 2004-2008
Assistant Professor, Universidad Católica de Chile, 2008 Professional Experience:
Associate Architect, Carreño Sartori arquitectos, 2000 Architecture Advisor. Ministerio de Vivienda de Chile.
Landscape Advisor. Ministerio de Vivienda de Chile.
Licenses-Registration:
1784786, Lo Barnechea, Chile.
Selected Publications and Recent Research:
- Casas en el Cerro Pochoco. “Casas de Madera, Nuevas Tendecias”, (Links Books, Barcelona.
2013).
- Edificio Consistorial de Salamanca. “C3 348, Serving the City Magazine”, (Korea. 2013).
- Escuela Pre-Básica Matilde Salamanca. (Catálogo XVIII Bienal de Arquitectura de Chile. 2012).
- Edificio Consistorial de Salamanca. BIT Magazine, (Cámara Chilena de la Construcción. 2011).
- Edificio Consistorial de Salamanca. (Catálogo XVII Bienal de Arquitectura de Chile. 2010).
- Sala Crianza Zoológico Nacional. (Catálogo XVII Bienal de Arquitectura de Chile. 2010).
- Oficinas Dirección Zoológico Nacional. (“DESPLEGAR, 24 maquetas de Arquitectura en Chile”.
2009).
- Sala de Crianza Zoológico Nacional. CA Magazine Nº 140 (“Panorama”. 2009).
Professional Memberships:
Colegio de Arquitectos de Chile
189 Appendix 2 – Format for Faculty Résumés for APRs
Name: Francisco Chateau Gannon
Courses Taught (Two academic years prior to current visit):
AQT0000
Formative Studio and Representation I
AQT0200
Formative Studio and Representation II
AQT007X
Elective Studio I
AQT008X
Elective Studio II
AQH1601
Details about Le Corbusier
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2000
Master in Architecture, Universidad Católica de Chile, 2000.
Master in Arcitecture and Sustainability, Universidad Politécnica de Cataluña. 2009-2010
Candidate for PhD in Architecture, Universidad Politécnica de Cataluña.
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2003-2007
Assistant Professor, Universidad Católica de Chile, 2011 Professional Experience:
Energy Adviser, Labbe Holmes, Portugeis y Spichiger, 2011
Architect, Principia Design, Spain, 2007
Architect, SEREX, 2004-2005
Manager of the Prototypes laboratory, FADEU, Universidad Católica de Chile, 2015
Licenses-Registration:
Selected Publications and Recent Research:
- Chateau, Francisco. “La Embajada de Francia en Brasilia: Concepto, estructura y disposición”,
TRACE Magazine N° 5. (Santiago 2012).
- Chateau, Francisco. “Unidad Vecinal Portales 1954-66”, Documentos de Arquitectura Moderna en
America Latina. Cuarto Volumen. Vivienda Social en Argentina, Brasil, Chile y Mexico”, (Ediciones
UPC, Barcelona, 2011).
- Chateau, Francisco. “La Embajada de Francia en Brasilia de Le Corbusier, 1963-64”, Cuadernos
de Extensión de la Escuela de Arquitectura de la Pontificia Universidad Católica de Chile. (2011,
Santiago de Chile).
Professional Memberships:
190 Appendix 2 – Format for Faculty Résumés for APRs
Name: Manuel Corrada
Courses Taught (Two academic years prior to current visit):
MAT1307
Geometry
Educational Credentials:
Bachelor of Science with a minor in Mathematics, Universidad de Chile, 1978.
TeachingExperience:
Professor, Universidad Católica de Chile, 1978 Adjunct Assistant Professor, Universidad de Chile, desde 1998 Professional Experience:
Licenses-Registration:
SelectedPublications and RecentResearch:
- María Zambrano: La política como pasión. In: Pensadoras del Siglo XX. A. Valcárcel y R. Romero
eds. (Sevilla: Hypatia, 2001) pp. 317-331.
- Visual Knots: concerning geometry and visuality in the work of Marcel Duchamp. In: Visuality, MIT
Press, 2002-2003.
- The pleasure of threads, Springer, 2000
- (With X. Iommi) Roberto Frucht: un matemático, Revista Universitaria, n°19, Santiago 1986, pp.
27-29.
- (With S. Radic) ¿Es Le Corbusier una decepción?, Arq, Santiago, 1987, pp. 53-54.
- La memoria del gusto. In: Dossier, La Década que terminó con un Muro, Revista Universitaria, n°
29, Santiago 1990, pp. 40-45.
- Plural disolvente (por ejemplo vanguardias, arte y matemáticas), Interciencia, vol. 15, n 2,
mar-apr.1990, pp. 102-107.
- L’architecture du gout, Agone, n° 8/9, 1992, pp. 157-161.
- Remedos del Ocio en Dossier El Ocio: ¿Vicio, Virtud o Necesidad?, Revista Universitaria, n° 39,
Santiago 1993, pp. 32-35.
- Lenguajes de las Utopías, ¿Hoy y Aquí?, In: Utopías. Seminario Internacional, División de
Cultura, Ministerio de Educación, Santiago, 1993, pp- 129--132.
- Las perversiones de la vista, ARQ Magazine N° 27, 1994
- El caso Contreras, Cuadernos Hispanoamericanos 605, Madrid, 2000, pp. 95-98
Professional Memberships:
191 Appendix 2 – Format for Faculty Résumés for APRs
Name: Macarena Cortés
Courses Taught (Two academic years prior to current visit):
AQT006X
Research and Project Studio
ARQ3030
Turism and Modern Architecture
ARQ3036
Assessment and Valuation of the Modern Project
Educational Credentials:
Architect Professional Degree, Universidad Central de Chile, 1996.
Master in Architecture, Universidad Católica, 2002.
PhD in Architecture and Urban Studies, Universidad Católica de Chile, 2010.
Teaching Experience:
Professor, Universidad Diego Portales de Chile, 2001-2008.
Adjunct Assistant Professor, Universidad Católica de Chile, 2005 – 2008.
Assistant Professor, Universidad Católica de Chile, 2008 Professional Experience:
Architect, Más Diseño Arquitectos Asociados, 1999-2000.
Architect, Facultad de Ciencias de la Salud, Universidad Diego Portales, 2003-2005.
Studies Secretary, Architecture School, Universidad Diego Portales de Chile, 2001-2004.
Project Manager, Centro de Gestión, Universidad Diego Portales, 2007-2008.
Research Manager, FADEU, Universidad Católica de Chile, 2014
Director of Outreach, FADEU, Universidad Católica de Chile, 2015 Licenses-Registration:
Selected Publications and Recent Research:
Articles:
- El discurso de la arquitectura chilena contemporánea. Cuatro debates fundamentales. Joint
researcher. (Hugo Mondragón. 2014-2015).
- El paisaje urbano como nueva postal turística de chile, las ciudades de Santiago, Valparaíso y
Osorno, 1930-1960. Cortés, Macarena; Puig, Anita y Vergara; Luz María. AUS Magazine Nº15,
(Valdivia. 2015).
- Piezas versus Plan, Viña del Mar versus Valparaíso. La difusión en las publicaciones periódicas
de los años 30. Arquitecturas del Sur Magazine Nº44, (Concepción. 2014).
- From civic to culture conception, the square as the central urban space of latin american cities.
Squares in Chile, 1930 – 2011. Scroope Nº22, Cambridge Architecture Journal, (England. 2013).
- La Ausencia de Plan y el Protagonismo de las Piezas Urbanas. In Torrent, Horacio editor
Arquitectura y Ciudad Magazine. Representaciones en la Cultura Moderna. (EDICIONES SL.
Pamplona, Spain. 2013).
Books:
- Turismo y Arquitectura Moderna en Chile. Cortés, Macarena; Galeno, Claudio; Weibel, Hugo.
Ediciones ARQ, (Pontificia universidad Católica de Chile, Santiago. 2014).
Professional Memberships:
Colegio de Arquitectos de Chile.
LASA Member 2015. (Latin American Studies Association).
192 Appendix 2 – Format for Faculty Résumés for APRs
Name: Alejandro Gabriel Crispiani
Courses Taught (Two academic years prior to current visit):
ARQ3006
Historiography of modern architecture
AQH0200
Ancient Architecture and the Classical Tradition
ADU4005
Thesis Seminar
AQH0400
Contemporary Architecture Debates
AQT006X
Research and Project Studio
Educational Credentials:
Architect Professional Degree, Universidad Nacional de La Plata, Argentina, 1984
PhD in Humanities and Social Sciences, Universidad Nacional de Quilmes, Argentina, 2009
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 1999-2009
Associate Professor, Universidad Católica de Chile, 2009 Professional Experience:
Chief Coordinator, Centro de Documentación Sergio Larraín García Moreno, FADEU, 2002-2010
Chief Editor, Ediciones ARQ, 2010-2014
Licenses-Registration:
Selected Publications and Recent Research:
Articles:
- Los restos de la ciudad. Materia Arquitectura Magazine ;° 13 (Escuela de Arquitectura
Universidad San Sebastián, Santiago, 2015).
- Sigfried Giedion o el elogio de la medianía. R_13 Centenario Magazine (Facultad de Arquitectura
de la Universidad de la República, Uruguay, 2015)
- Architecture in Spanish. En Plaut, Jeannette y Sarovic, Marcelo (eds.): Latin America in MoMA:
Models for the Exhibition (Editorial Constructo, Santiago, 2015).
- Social Concern. A + U Magazine N° 532, (Japan, 2015).
- El juego de los contrarios. El Croquis Magazine N° 167,(Spain, 2013).
-La reaparición de lo público. Experiencias de habitación durante el post-terremoto. 180
Magazine N° 31, (Universidad Diego Portales, Santiago, 2013).
Books:
-El proyecto original. In, Crispiani, Alejandro (ed.): Concurso Palacio Pereira: historia de una
recuperación patrimonial, (Ediciones ARQ y Dibam, Santiago, 2014.)
Professional Memberships:
193 Appendix 2 – Format for Faculty Résumés for APRs
Name: Emilio De la Cerda Errázuriz
Courses Taught (durante los dos últimos años académicos):
ARQ3XXX
Final Project
AQT0000
Formative Studio and Representation I
ARQ3203
Disciplinary Specialty Studio. Heritage and Territory Studio (eq: ARQ3XXX)
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2006
Master in Architecture, Universidad Católica de Chile, 2006
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2007-2010
Adjunct Assistant Professor, Universidad Católica de Chile, 2011-2013
Assistant Professor, Universidad Católica de Chile, 2014 Professional Experience:
Associate Architect, OWAR Arquitectos, 2006-2015
Executive Secretary, Consejo de Monumentos Nacionales de Chile – Ministerio de Educación,
2011-2014
Director, School of Architecture, Universidad Católica de Chile, 2014-2015
Licenses-Registration:
Selected Publications and Recent Research:
- Sostiene Pereira”, in “Concurso Palacio Pereira / Historia de una Recuperación Patrimonial”.
Editorial ARQ. (Santiago, Chile. 2014. Pag. 17-35).
- Murales que Transforman Edificios, in “Rehabilitación Murales David Alfaro Siqueiros, Xavier
Guerrero y Jorge González Camarena”. (Editado por el Consejo de Monumentos Nacionales.
Santiago, Chile. 2014. Pag 18-30).
- La Città dell`Uomo. DOMUS 986. (Italia 2014. pp 10-15.)
Professional Memberships:
Colegio de Arquitectos de Chile 194 Appendix 2 – Format for Faculty Résumés for APRs
Name: Enrique del Río
Courses Taught (Two academic years prior to current visit):
AQT0200
AQT0400
Formative Studio and Representation II
Formative Studio IV
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1986.
Teaching Experience:
Adjunct Assistant Professor, Universidad Católica de Chile, 1988
Adjunct Instructor, Universidad Católica de Chile, 1991-1992
Adjunct Assistant Professor, Universidad Católica de Chile, 1992-1999
Adjunct Professor, Universidad Católica de Chile, 1999-2008
Associate Professor, Universidad Católica de Chile, 2009 -
Professional Experience:
Independent Architect, 1986 –
Architect, Murtinho & Asociados, 1987 - 1994
Associate Architect and founder, BaixasDelRío Arquitectos, 1994 Licenses-Registration:
Selected Publications and Recent Research:
- Baixas J, Del Río E. Alameda, Lira y Quito: Santiago, Chile. Arq (Santiago) - Arquitectura, Diseño,
Urbanismo, Chile. 2007;(67):60-63
- Del Río E, García P, Rosas J. Workshop Marga Marga. Arq (Santiago) - Arquitectura, Diseño,
Urbanismo, Chile. 2009;(72):60-63.
- Baixas J, Del Río E. CHAPEL FOR THE ARCHBISHOP OF SANTIAGO. Arq (Santiago) Arquitectura, Diseño, Urbanismo, Chile. 2014;(86):26-29.
Professional Memberships:
Colegio de Arquitectos de Chile
195 Appendix 2 – Format for Faculty Résumés for APRs
Name: Felipe Encinas
Courses Taught (Two academic years prior to current visit):
AQC0300
Installations, systems and Architectural Design
ARQ3615
Tools for energy-efficient design: an approach from professional advice
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2002
MSc Renewable Energy and Architecture, The University of Nottingham, UK, 2004
PhD in Art, Building and Planning, Université catholique de Louvain, Bélgica, 2012.
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 2012Professional Experience:
Adviser, Ministerio de Vivienda y Urbanismo, 2013 - 2014
Licenses-Registration:
Selected Publications and Recent Research:
Research:
- Análisis y posicionamiento de los atributos de eficiencia energética y sostenibilidad en el mercado
inmobiliario residencial de Santiago, ¿Cuánto le importan realmente a usuarios y desarrolladores?
(FONDECUT 2013-2017)
- Modelo para el diseño arquitectónico de sistema de fachadas vidriadas complejas, energética y
lumínicamente optimizadas (Waldo Bustamante, 2014-2018)
- Definición de la línea base de consumo energético y funcionamiento del ambiente interior en
edificios de oficina de Santiago, (Claudio Vásquez, 2013-2015)
Articles:
- Edificios de oficinas en Santiago: ¿Qué estamos haciendo desde el punto de vista del consumo
energético?, Vásquez, C., Encinas, F., & D’Alencon, R. (2015). ARQ Magazine N°89, pp.50-61
- Sensitivity analysis in building performance simulation for summer comfort assessment of
apartments from the real estate market. Energy and Buildings. Vol. 65, pp. 55-65.Encinas, F., & De
Herde, A. (2013).
- Parámetros de diseño y desempeño energético en edificios de clima mediterráneo, ARQ
Magazine N°82, pp.116-119. Bustamante, W., & Encinas, F. (2012).
- Definition of occupant behaviour patterns with respect to ventilation for apartments from the real
estate market in Santiago de Chile, Sustainable Cities and Society, Vol. 1, pp. 38-44. Encinas, F., &
De Herde, A. (2011).
Professional Memberships:
196 Appendix 2 – Format for Faculty Résumés for APRs
Name: Teodoro Fernández Larrañaga
Courses Taught (Two academic years prior to current visit):
AQT0500
Formative Studio V
AQT0400
Formative Studio IV
Educational Credentials:
Architect Professional Degree, Universidad católica de Chile, 1972
Landscape Architecture Diploma, Universidad Católica de Chile, 1992
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1990_1996
Adjunct Professor, Universidad Católica de Chile, 1996_2009
Adjunct Professor, Universidad Católica de Chile, 2009 -
Professional Experience:
Independent Architect, 1980-1992.
Associate Architect and director, Teodoro Fernández Arquitectos, 1992Licenses-Registration:
3-5776. Providencia, Chile.
Selected Publications and Recent:
Book Chapters:
- Pulso 2, Nueva Arquitectura Latinoamericana. Jeannette Plaut andMarcelo Sarovic, Editors.
Articles:
- La Conquista del Espacio Público. AOA Magazine N° 28, (Santiago, 2012).
- Parque Kaukari. WA. World Architecture Magazine N° 300, 36-39. (China, 2015)
- Edificio Moneda Bicentenario. ARQ Magazine N° 89, 62-69, (Santiago, 2015)
Professional Memberships:
Colegio de Arquitectos de Chile
AOA
197 Appendix 2 – Format for Faculty Résumés for APRs
Name: María Rosanna Forray Claps
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
AQT006X
Research and Project Studio
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1982
Master of Science, Urban planning. Catholic University of Louvain, Belgium. 1991
PhD in Applied Sciences: Urban planning. Catholic University of Louvain, Belgium. 1998
Teaching Experience:
Associate Professor, Universidad Católica de Chile, Chile, 2004-2015
Head of the City and Landscape Area, Universidad Católica de Chile, 2014-2015.
Visiting Professor , Catholic University of Louvain, Belgium. 1995-2015
Assistant Professor, Catholic University of Louvain, Bélgica. 1991-1998
Member of the Faculty Conseil, FADEU, Universidad Católica de Chile, PUC. 2011-2013
Professional Experience:
- Member, Policy Unit 9 on Urban Services and Technology, towards the United Nations
Conference on Housing and Sustainable Urban Development (Habitat III) 2015 - Consultant, Ministerio de Vivienda y Urbanismo. 2008-2010
- Head of Project Consultant, CODELCO-CHILE. Chuquicamata Division. 2005-2006.
- Consultant, Municipality of Tipitapa, Managua, Nicaragua, 2002
- Consultant for local urban development Plans, Madagascar, 2001
- Consultant for social housing in France, Mexico and Brazil, 1992-1998
- Coordinator of the urban development staff, Corporación de Desarrollo, Chile 1987-1989
- Architect, Cristián Valdés Architecture.1982 – 1985.
Licenses-Registration:
Selected Publications and Recent Research:
- La vivienda, un problema de acceso a suelo. Rev. ARQ 86, pp.48-57. (Castillo M. J., Forray R.
2014)
- De camino del Inca a Gran Avenida. Rev. ARQ 85, pp. 36-47. (Forray R., Figueroa C., Hidalgo R.
2013)
- Transantiago ¿Qué perseguía la decisión pública?. In Borthagaray A., Orfeuil J.P. (ed) La fábrica
del movimiento. Buenos Aires: Ed. Café de las Ciudades, pp. 405–455. (Forray R., Figueroa C.,
2013)
- Integración de los cerros isla al sistema de área verdes de Santiago”. In Irarrázaval I. (ed.)
Propuestas para Chile 2012. Santiago de Chile: Centro de Políticas Públicas UC.
- Pour une ville joyful and beautiful ». Revue Urbanisme. 2012; (385): 64-65.
- Unidad Vecinal Portales 1955-2010, Arquitectura, identidad y patrimonio. (MINVU, Santiago, R,
Forray, F. Márquez, C. Sepúlveda)
- Espacio público: espacio de soberanía y ejercicio de lo público, in D. Opazo, Espacio público,
ciudadanía y sustentabilidad, un desafío para la ciencia y el arte. (Universidad de Chile-Instituto
Goethe, pages 100-104.)
Professional Memberships:
IVM Institut pour la Ville en Mouvement, Paris – Latin America
Colegio de Arquitectos de Chile
BRT Center of Excellence.
CEDEUS Center for Sustainable Urban Development
198 Appendix 2 – Format for Faculty Résumés for APRs Name: Eugenio Garcés Feliú Courses Taught (Two academic years prior to current visit):
AQT006X Research and Project Studio AQP2002 Construction of the territory in Chile ARQ3516 Urban projects in territories ends Educational Credentials: Architect Professional Degree, Universidad de Chile, 1973. PhD in Architecture, Universitat Politecnica de Catalunya (UPC), Barcelona, Spain, 1987. Teaching Experience: Professor, Universidad Católica de Chile, 2003-­‐2014. Adjunct Professor, Universidad Católica de Chile, 2015-­‐. Visiting Professor, Escuela de Arquitectura, Universidad de Talca, 2013-­‐2014. Professional Experience: Associate Architect and director , G+ arquitectos. 2014 -­‐ Architect, DESE UC, 2014. Architect, Cruz del Sur Arquitectos & Consultores, 2006-­‐2010. Licenses-­‐Registration : Selected Publications and Recent Research: Books: - La Ruta del Mineral. Guía Patrimonial de los poblados mineros en la Patagonia. (Oriette Sandoval y Franz Kroeger, FONDART, 2014). -­‐ Tierra del Fuego. Historia, Arquitectura y Territorio. (Mateo Martinic, Franz Kroeger, Nicolás Piwonka, Marcelo Cooper, Joaquín Sabaté. Santiago, Ediciones ARQ, septiembre 2013.) Articles: -­‐ Hechos del territorio y rutas culturales en Tierra del Fuego (Chile). 180 Magazine, N° 30, dic. 2012. -­‐ Las ciudades del cobre. (Eugenio Garcés, Marcelo Cooper y Mauricio Baros. Santiago, Ediciones UC, noviembre 2007). Research Projects: - Center for Sustainable Urban Development (CEDEUS). (Director: Jonathan Barton. 2012-­‐2017.) - Una ciudad, dos catedrales. Los cambios en el conjunto catedralicio de Santiago y el proceso de modernización urbana del último período colonial: 1730-­‐1800. (Fernando Pérez O. 2011-­‐2013). - Fomento al Turismo de Intereses Especiales. Rutas Culturales en Tierra del Fuego. (2009-­‐2011). Professional Memberships: 199 Appendix 2 – Format for Faculty Résumés for APRs
Name: Pilar García Alfonso
Courses Taught (Two academic years prior to current visit):
AQT0200 AQT0400 AQT006U ARQ3311 Formative Studio and Representation II Formative Studio IV Research and Project Studio Chilean Landscape as Heritage Resource Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1984 Master in Landscape Architecture, Universidad Católica de Chile, 2012 Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1985-1990
Assistant Professor, Universidad Católica de Chile, 1990-2015
Professional Experience:
Associate Architect, Cristian Boza & Associate architects, 1985-­‐1990. Principal, García, Lihn & Strabucchi architects GLS, 1990-­‐2002 Head of the Degree Stage, School of Architecture Universidad Católica de Chile, 2001-­‐2003 Academic Subdirector, School of Architecture Universidad Católica de Chile, 2004-­‐2010 Licenses-Registration:
3-­‐3311, Vitacura, Chile. Selected Publications and Recent:
-­‐ Paisaje Extendido y paisaje Mediado: La construcción del paisaje agrícola en el Valle Central de Chile. Interdisciplinary congress exposition, Intersecciones, (Universidad Católica de Chile, 2015). -­‐ Dimensionamiento Perceptual del valle del río Cachapoal, IV Región , Chile. International Seminar Cartografías Urbanas: Forma Representación y Escalas (PUC 2013). -­‐ Casa en Zapallar. Suma Magazine Vol 12, Buenos Aires Argentina. 2011. 48-­‐51. (García, Pilar; Labbe Martín; Portugueis, Carolina) Professional Memberships:
Colegio de Arquitectos de Chile 200 Appendix 2 – Format for Faculty Résumés for APRs
Name: Sebastián Gray Avins
Courses Taught (Two academic years prior to current visit):
AQT007X
Elective Studio I
AQT008X
Elective Studio II
AQT0050
Formative Studio V
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1985
SMArchS, Massachusetts Institute of Technology, 1988
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1993-1997
Assistant Professor, Universidad Católica de Chile, 1998-2009
Adjunct Associate Professor, Universidad Católica de Chile, 2010Professor, Universidad Diego Portales, 2003-2006
Professional Experience:
Associate Architect, Bresciani Gray Arquitectos, 2006Independent Architect, 1994--2006
Architect, PROCORP, 1991—1994
Architect, Boston City Hall, Massachusetts, 1988—1991
President, Chilean Association of Architects (Colegio de Arquitectos de Chile), 2013-2015
Licenses-Registration:
3-7962, Providencia, Chile.
Selected Publications and Recent Research:
- Extramuros, chapter in: Miguel Saavedra Sáenz et al: Santiago Sur, Formación y Consolidación
de la Periferia (Ilustre Municipalidad de Santiago, Dirección de Obras Municipales, Santiago, 2015).
- La Nueva República, chapter in Palacios al Norte de la Alameda, El Sueño del París Americano
(Ediciones ARC, Corporación Amigos del Patrimonio Cultural de Chile, Santiago, 2012).
- Dos Escenas, epilogue in Ramón López Cauly, Diseño Teatral 40 años (Ediciones ARQ, Pontificia
Universidad Católica de Chile, Santiago, 2009).
- + Arquitectos, prologue, Ediciones ARQ, (Pontificia Universidad Católica de Chile, Santiago,
2008).
- Fragmentos Urbanos, chapter in: Miguel Saavedra Sáenz et al: Santiago Centro, un Siglo de
Transformaciones (Ilustre Municipalidad de Santiago, Dirección de Obras Municipales, Santiago,
2006).
- Lo que se aprende de la implementación, chapter in La Microplanificación, un Proceso de
Programación y Desarrollo con Base en la Comunidad, pp. 39-93, Reinhard Goethert y Nabeel
Hamdi con Sebastián Gray y Andrew Slettebak. )Instituto de Desarrollo Económico, Worl Bank,
Washington D. C. , 1992).
Professional Memberships:
Colegio de Arquitectos de Chile - ICA 4771
201 Appendix 2 – Format for Faculty Résumés for APRs
Name: Margarita Greene
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
ARQ3XXX
AQU1102
ARQ3011
Final Project I
Final Project II
Social Interest Housing
Digital technologies Spatial Analysis (Eq: ARQ3XXX)
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1973
Master in Sociology, Universidad Católica de Chile, 1988
PhD in Architecture and Urban Studies, University College London, 2002
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1991-2003
Assistant Professor, Universidad Católica de Chile, 2003-2009
Professor, Universidad Católica de Chile, 2009Professional Experience:
- International evaluator for Master Degree, Chalmers School of Architecture, Gothenburg, Sweden.
- Coordinator, ALFA III Project, ADU_2020: The restructuring of Higher Education for the 21st
century in the Expanded Field of Architecture, Design and Urbanism. 2012 _2015
- Head of Master Programs, School of Architecture, FADEU, Universidad Católica de Chile, 2014Selected Publications and Recent Research:
- Culagovski, R, Greene, M. and Mora, R. (2014). Development of 3D VGA tools: an application in a
case of a weak heritage in Valparaíso, Chile. Ingeniería e Investigación, 34(3): 31-36.
- Greene, M., Link, F., Mora, R. y Figueroa, C. (2014) De la casa al barrio, ARQ Magazine N° 86,
78-87.
- Greene, M., Scheerlinck, K. and Schoonjans, Y. (2014) La red Alfa en la ciudad universitaria de
Bogotá. Reestructuración de la educación superior con base en las disciplinas orientadas al
proyecto, Arte Facto N° 16, 7-21.
- Torres, I., Greene, M. y Ortúzar, J. de D. (2013) Valuation of housing and neighbourhood
attributes for city centre location: a case study in Santiago. Habitat International N° 39(1), 62–74.
- Greene, M., Mora, R. y Berrios E. (2012) Original and new inhabitants in three traditional
neighbourhoods: a case of urban renewal in Santiago de Chile. Built Environment N°37(2), 183198.
Recent Research:
- Consolidación de Barrios Vulnerables desde una Perspectiva Socio Espacial. Fondo Nacional de
Desarrollo Científico y Tecnológico (FONDECYT 1100068). 2010_2014
- Urban renewal of city centres: a comparative study between Canadian and Chilean cities. Canada
– Latin America – Caribbean Awards (CLACA). 2011_2012
- Transbordo e intercambio modal: un desafío para el usuario una oportunidad para la ciudad.
Vicerrectoría de Investigación, PUC. 2011_2013
- Densificación e Integración Social en Torno al Metro. Fondo Nacional de Desarrollo Científico y
Tecnológico (FONDECYT 1141096). 2014 - Densificación Residencial e Integración Social en Torno a Estaciones de Transporte Masivo. X
Concurso Políticas Públicas PUC, ‘Propuestas para Chile’ 2015 Professional Memberships :
Colegio de Arquitectos de Chile 202 Appendix 2 – Format for Faculty Résumés for APRs Name: Romy Hecht Marchant
Courses Taught (Two academic years prior to current visit):
AQU0300
City and Landscape III
AQT006X
Research and Project Studio
ARQ3332
Topics of Landscape
ARQ3309
Urban Landscapes
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1997
Master in Architecture, Universidad Católica de Chile, 1997
Master of Arts, Princeton University, 2006
PhD in History and Theory of Architecture, Princeton University, 2009
Teaching Experience:
Associate Professor, Universidad Católica de Chile, 2011Associate Visiting Professor, Harvard University, 2012
Assistant Professor, Universidad Católica de Chile, 2001-2010
Adjunct Assistant Professor, 2000
Adjunct Instructor, Universidad Católica de Chile, 1998-1999
Professional Experience:
Subdirector of Licentiate Degree and Academic Affairs, School of Architecture, UC, 2010-2014
Director of Formative Area, School of Architecture, UC, 2001-2003
Head of the Master in Architecture Program, School of Architecture, UC, 2000-2001
Editorial Producer, Ediciones ARQ, FADEU, Universidad Católica de Chile, 2000-2001
Licenses-Registration:
Selected Publications and Recent Research:
Research:
- Arquitectura del Paisaje y Proyecto de Ciudad: Estrategia y Gestión en Santiago, 1851-1941.
(PUENTE UC Contest 2015. 04/2015 – 04/2016)
- El Patrimonio Vegetal de la Quinta Normal de Agricultura, 1851 vs. 2014. (Competition
Interdisciplinary Humanities Research Topics UC 2014.. 10/2014 – 10/2016).
- Urbanismo desde el Paisaje: Lectura de Doce Piezas Urbanas en Proceso. Santiago 1910 vs.
2010. (FONDECYT de Inicio No. 11110332. 10/2011 – 10/2014).
- Experiencias Urbanas, Transformaciones, Planes y Proyectos: Representa-ciones en las
Publicaciones Periódicas. Chile, 1930 – 1960. (FONDECYT No. 1110494. Joint Researcher
04/2011 – 04/2014).
Publications:
-A Discussion about Public Space / Una Discusión sobre Espacio Público, in Francisco Díaz and
Alejandro de Castro (eds.), Who Cares for Chilean Cities? (New York / Santiago: GSAAP /
Ediciones ARQ, 2014). 84-117.
- Un Proyecto para un Cerro: La Revista Zig - Zag y el Cerro San Cristóbal in Arquitectura y Ciudad
Magazine: Representaciones en la Cultura Moderna, Horacio Torrent, comp. (Pamplona: T6)
Ediciones SL, 2013). 181-97.
- A Fleeting Glance over an Immense Landscape." Harvard Design Magazine N° 34 (2011). 4-13.
AVERY INDEX.
Professional Memberships:
203 Appendix 2 – Format for Faculty Résumés for APRs:
Name: Sebastián Hernández Silva
Courses Taught:
AQT0400
Formative Studio IV
AQT0300
Formative Studio and Representation III
Educational Credentials:
Architect Professional Degree, Universidad católica de Chile, 1996
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile 2008-2011
Assistant Professor, Universidad Católica de Chile, 2011 Permanent member of the degree comisión, Universidad Católica de Chile, 2012 -
Professional Experience:
Associate Architect, Teodoro Fernández Arquitectos
Licenses-Registration:
Selected Publications and Recent Research:
Published Work:
- ARQ Magazine, Nº 89, Abril 2015. P.U.C. pp. 62/69 Edificio Moneda Bicentenario. 2015
- 2NUno Magazine, Patagonia Argentina, Nº6. Edificio Piscicultura en Lago Verde. 2014
- E Escala Magazine, Arquitectura Latinoamericana. Editorial Escala S.A., Bogotá, Colombia.
Nº 230, Habitat Escolar. Scuola Italiana Vittorio Montiglio, pag. 54/59. 2015
Professional Memberships:
Colegio de Arquitectos de Chile. 204 Appendix 2 – Format for Faculty Résumés for APRs
Name: Germán Hidalgo
Courses Taught (Two academic years prior to current visit):
AQT0000
Formative Studio and Representation I
AQH0000
Introduction to Architecture
ARQ3026
Disciplinary Master Minimum. Project and Representation. (Eq: ARQ3XXX)
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
AQD1204
Cartographic lessons. Santiago on planes.
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1991.
PhD in Architectural Theory and history. ETSAB-UPC. Barcelona. Spain, 2000.
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1993 - 1997
Adjunct Associate Professor, Universidad Católica de Chile, 2000-2002
Adjunct Assistant Professor, Universidad Católica de Chile, 2002-2008
Associate Professor, Universidad Católica de Chile, 2009 Professional Experience:
Evaluator, Becas Capital Humano Avanzado, Conicyt, 2014
Researcher, Universidad Católica de Chile, 2005 Licenses-Registration:
Selected Publications and Recent Research:
- El Plano Detallado de Santiago de Alejandro Bertrand (1889-1890). (ARQ Magazine N° 85, 2013,
pp. 66-81).
- El Callejero de Bertrand. Lecciones del Plano Detallado de Santiago de 1890. (180 Magazine
Facultad De Arquitectura, Arte Y Diseño U.D.P. 2013, N° 32, pp. 10-17).
- Calles -que fueron- caminos. Intensificación de la trama de calles al sur de la Alameda en
Santiago de Chile hasta fines del siglo XIX. (Historia Magazine N° 48, 2015, pp. 195-244).
- La idea de ‘ciudad moderna’ de Karl Brunner en tres líneas. El Plano Oficial de Urbanización de la
Comuna de Santiago de 1939. (180 Magazine, Facultad De Arquitectura, Arte Y Diseño U.D.P.
2015, N° 35, pp. 10-17).
- Vistas Panorámicas de Santiago 1790 - 1910. Su desarrollo histórico bajo la mirada de dibujantes
pintores y fotógrafos. (Santiago: Ediciones UC-Origo, Santiago: 2010. 128 pp).
- Sobre el croquis. (Santiago: Ediciones ARQ, 2015. 80 pp).
- Santiago 1910. Construcción planimétrica de la ciudad pre-moderna. Transcripciones entre el
fenómeno de la ciudad física dada y la ciudad representada. Proyecto Fondecyt. N° 1085253. Coinvestigador. 2008-2011
- Santiago 1890. La calle como soporte y tránsito hacia la modernidad. Transcripción y montaje
planimétrico del catastro de calles de Alejandro Bertrand. (Fondecyt N° 1110684. Joint researcher
2011-2014)
205 Appendix 2 – Format for Faculty Résumés for APRs
Name: Rocío Hidalgo Cepeda
Courses Taught (Two academic years prior to current visit):
AQT0500
Formative Studio V
AQT0400
Formative Studio IV
ARQ3504
Disciplinary Master Minimum. Urban Project Laboratory
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1997
Master in Architecture, Universidad Politécnica de Cataluña, Barcelona, Spain, 2001
PhD in Architecture and Urban Studies, Universidad Politécnica de Cataluña, 2012
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 2008 Adjunct Professor, Universidad Católica de Chile, 2003 - 2008
Adjunct Instructor, Universidad Católica de Chile, 1998 - 1999
Professional Experience:
Subdirector of Licentiate Degree and Academic Affairs, School of Architecture, UC, 2014 Architect, DESE, Facultad de Arquitectura, Diseño y Estudios Urbanos, UC. 2013 – 2015.
Licenses-Registration:
308366-7, Las Condes, Chile.
Selected Publications and Recent Research:
- Premio Nacional de Urbanismo,1971-2014. Santiago: Ministerio de Vivienda y Urbanismo de
Chile. 126 p. (Vicuña e Hidalgo, 2014)
- Trade and collective space in Santiago de Chile: some clues for understanding the contemporary
urban space, in: Catak, N., Duyan, F. y Ceser, S. Rethinking the urban II. CUI’13, Contemporary
Urban Issues, Conference proceedings, November 4-6, 2013, Istambul University. DAKAM
Publishing, Istambul. 42-57. (Hidalgo, 2013)
- Las estaciones que fundaron el metro de Santiago de Chile. D’UR, Papers 04/2013. Laboratorio
de Urbanismo de Barcelona Magazine. Universidad Politécnica de Cataluña, España. (Hidalgo,
2013).
- ¿Por qué el metro no produce “más” espacio público en Santiago?, in: Borthagaray, A. y Orfeuil,
J. P. (eds.). La fábrica del movimiento, 16 casos de políticas públicas para la movilidad urbana.
Café de las Ciudades, Buenos Aires. 227-253. (Hidalgo y Forray, 2013)
- De Camino del Inca a Gran Avenida, ARQ N°85 03/2013, Escuela de Arquitectura Pontificia
Universidad Católica de Chile. 36-47 (Forray, Figueroa e Hidalgo, 2013)
- LA URBANIDAD DEL METRO Juan Parrochia y su visión ampliada de la movilidad, CA N° 151
(2013), número especial dedicado a la movilidad urbana. 34-39 (Hidalgo y Frick, 2013)
- Premio Nacional de Urbanismo,1971-2014. Santiago: Ministerio de Vivienda y Urbanismo de
Chile. 126 p. (Vicuña e Hidalgo, 2014)
Professional Memberships:
206 Appendix 2 – Format for Faculty Résumés for APRs
Name: Sebastián Irarrázaval
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
AQT007X
AQT008X
Disciplinary Specialty Studio
Elective Studio I
Elective Studio II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1991
Postgraduate Studies, Architectural Association, London, 1993
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1995-1998
Adjunct Assistant Professor, Universidad Católica de Chile, 2001-2007
Adjunct Professor, Universidad Católica de Chile, 2008
Assistant Professor, Universidad Católica de Chile, 2009 Visiting Professor, Istituto Universitario di Architettura di Venezia, 2014, 2015
Visiting Professor, University of Arizona, 2003
Professional Experience:
Associate Architect and founder, Sebastián Irarrázaval Arquitectos, 1993 Advisor, Presidency of the Republic, Presidential Commission of the Valparaiso Plan, 2002-2004
Licenses-Registration:
3-694, Vitacura, Chile
Selected Publications and Recent Research:
Work Published in:
- The Box, Architectural Solutions with Containers, editorial Braun, Germany, 2014.
- Pulso 2, Arquitectura Latinoamericana, Ediciones Pulso, Santiago, 2014.
- Architecture Now! Houses 3, Phillip Jodidio, Editorial Taschen, Germany, 2013.
- Arch_Manual, Editor Bruce Q. Lan, AACDU program, Beijing, China, 2011
- Contemporary Prefab Houses, Editorial Braun, Germany, 2011
- Family Housing, Instituto Monsa de Ediciones, Spain, 2009
- Catalogo Pabellón de Chile 8.8 , Bienal de Venecia, 2010,
- A+U Magazine, Nº 532, Monograph Number on Latin American Architecture, Japan, 2015
- Revista Zeppelin, Nº 133, Rumania, 2015.
- Casabella Nº 821, Italia, 2013
- Azure, Canada, 2012
Professional Memberships:
Colegio de Arquitectos de Chile
207 Appendix 2 – Format for Faculty Résumés for APRs
Name: Sandra Iturriaga Del Campo
Courses Taught (Two academic years prior to current visit):
AQT006X
Research and Project Studio
AQT007X
Elective Studio I
AQT008X
Elective Studio II
ARQ3XXX
Final Project
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1993
Master in Architecture, Universidad Politécnica de Catalunya, 2001
Teaching Experience:
Associate Professor, Universidad Católica de Chile, 2016
Assistant Professor, Universidad Católica de Chile, 2007Assistant Associate Professor, Universidad Católica de Chile, 2000-2006
Adjunct Instructor, Universidad Católica de Chile, 1997-2000
Professional Experience:
Director, Mapocho 42K Project, Universidad Católica de Chile, 2011Sub Director of Development and Outreach, School of Architecture, U.Católica de Chile, 2007-2013
Independent Architect, 1995 -2007
Licenses-Registration:
Las Condes, Chile
Selected Publications and Recent Research:
- Main Researcher, Fondedoc Project, 2015 -2016 “MAPOCHO 42K [VIA VERDE] Investigación en
curso 2.0”
- Main Researcher, Fondart Project Nº 89185, 2015 “GUÍA VISUAL DEL PATRIMONIO
PAISAJÍSTICO FERROVIARIO: Ruta Trasandina Lebu- Lonquimay”
- Main Researcher, Applied Research 2014-2016 Stage II “MAPOCHO 42K. Cicloparque en las
Riberas del Río Mapocho”.
- Main Researcher, Applied Research 2011-2013 Stage I “MAPOCHO 42K. Sistema de Parques
Integrados con Ciclopaseo en las Riberas del Río Mapocho”.
- Iturriaga, Sandra, Bravo, Samuel, “Escuela NII JUINTI”, in ARQ Magazine N° 90, 2015.
- Iturriaga Del Campo, Sandra, “MAPOCHO 42K: Continuidad Paisajistica para la Ciudad de
Santiago” In: "Santiago, desde la ciudad de Benjamín Vicuña Mackenna a los desafíos del siglo
XXI", Publication of the National Museum Benjamin Vicuña Mackenna, DIBAM, 2014.
- Iturriaga Del Campo, Sandra, “MAPOCHO 42K: Riparian Continuity as social connection for
Santiago de Chile”, In F. Cooper et al.(ed.), “ADU 2020. CREATIVE ADJACENCIES” Faculty of
Architecture, KU Leuven, 2014
- Iturriaga, Sandra, “MAPOCHO 42K” in ARQ Magazine Nº 85, Santiago, Chile, 2013
- Iturriaga, Sandra, Seisdedos, Sebastian, Sistema integrado de vias verdes en los cursos de agua
metropolitanos” In AAVV, “Propuestas para Chile “, Ediciones UC, Santiago, Chile, 2012.
- Iturriaga, Sandra, “MAPOCHO 42K: Recuperación de una continuidad paisajística para la ciudad
de Santiago” in ESCALA Magazine Nº25, Colombia, 2012.
- Iturriaga, Sandra, Strabucchi, Wren, “LO CONTADOR, casas, jardines y Campus”, Ediciones
ARQ, Santiago, Chile, 2012.
Professional Memberships: Colegio de Arquitectos Chile
ACSA Member 2015 (Association of Collegiate Schools of Architecture) 208 Appendix 2 – Format for Faculty Résumés for APRs
Name: Martín Labbé Pinto
Courses Taught (Two academic years prior to current visit):
AQT007X
Elective Studio I
AQT008X
Elective Studio II
AQT0000
Formative Studio and Representation I
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2002
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2004-2009
Adjunct Instructor, Universidad Andrés Bello, 2005-2007
Professor, Universidad Andrés Bello, 2007
Assistant Professor, Universidad Católica de Chile, 2009
Adjunct Assistant Professor, Univeersidad Católica de Chile, 2010- 2012
Adjunct Assistant Professor, Univeersidad Católica de Chile, 2014
Adjunct Assistant Professor, Universidad Diego Portales, 2014
Adjunct Assistant Professor, Universidad Católica, 2015
Professional Experience:
- Architect, Teodoro Fernández Arquitectos, 2000-2004
- Independent Architect, 2004 Licenses-Registration:
3-11367, Providencia, Chile
Selected Publications and Recent Research:
Works Published in:
- ARQ Magazine N°73 and N°81. Chile.
- CA Magazine N°136 and N°149. Chile.
- Blanca Montaña, Contemporary Chilean Architectura. Chile.
- Summa Magazine N°112 y N°131. Argentina.
- PLOT Magazine N°14. Argentina.
- Trace N°03-04. Chile.
- Arquine Magazine N°61. Mexico.
- Architectural Review N°389. England.
- Casabella, N°823. Italy.
- Oris. N°79. 232. Croacia.
- CR3. N°353. Korea.
- A+U. N°521. Japan
Professional Memberships:
Colegio de Arquitectos
209 Appendix 2 – Format for Faculty Résumés for APRs
Name: Mauricio Lama Kuncar
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
AQC0300
Building Systems and Architectural Project
AQT007X
Elective Studio I
AQT008X
Elective Studio II
ARQ3611
Architectural efficiency and quality
AQC1305
Bioclimatic architecture in detail
Educational Credentials:
Architect Professional Degree, Universidad del Desarrollo Concepción, 2001.
Master in science, renewable energy and architecture, University of Nottingham, UK- 2003.
Teaching Experience:
Professor, Universidad del Desarrollo, Santiago 2004-2010
Visiting Professor, Universidad de Chile, 2007Assistant Professor, Universidad Católica de Chile, 2010 Professional Experience:
Associate Architect, LKDM proarquitectura 2004International Relations Manager, School of Architecture, Universidad del Desarrollo, 2004-2010
Coordinator, Magister in Sustainable Architecture and Energy, Universidad Católica de Chile 20112014
Licenses-Registration:
Selected Publications and Recent Research:
- Chagual Magazine, Jardín Botánico N12 año XII; El agua y su nuevo rumbo a nivel urbano.
Santiago, 2015
- Todo Obras Magazine, N° 144, año12 Vivienda Sustentable Unifamiliar. Santiago, 2014
- ED Magazine, Chile Vivienda social FNH. Santiago, 2012
- A+DMagazine, Chile Vivienda social Sustentable, Santiago, 2011
- ENLACE Magazine, Oratorio Universidad del Desarrollo, Mexico, 2010
- ESCALA Magazine, Oratorio Universidad del Desarrollo, Colombia 2010
+Decoración Magazine, La Tercera, Aula Magna Universidad del Desarrollo, Santiago 2009
Caras Magazine, Refugio bioclimático en termas de Chillan, Santiago, 2007
Professional Memberships:
Colegio de Arquitectos de Chile
210 Appendix 2 – Format for Faculty Résumés for APRs
Name: Arturo Lyon Gottlieb
Courses Taught (Two academic years prior to current visit):
AQI0301
ARQ3XXX
ARQ3XXX
AQT007X
AQT008X
IAC3910
Multidisciplinary course. Personal manufacturing
Final Project I
Final Project II
Elective Studio I
Elective Studio II
Graduate Seminar. Engineering Course
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2004
Master in Architecture, Architectural Association School of Architecture, 2007
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2005-2008
Visiting Professor, Architectural Association School of Architecture, 2008
Adjunct Assistant Professor Universidad Católica de Chile, 2009-2010
Assistant Professor, Universidad Católica de Chile, 2011 Professional Experience:
Architect, Lyon Bosch Arquitectos, 2009 Architect, Zaha Hadid Architects, 2007-2008
Architect, Labarca Lyon Arquitectos, 2004-2005
Licenses-Registration:
3-54222, Providencia, Chile.
Selected Publications and Recent Research:
- Interlocking, Ribbing and Folding: Explorations in Parametric Constructions (ISI, 2011 - NEXUS
NETWORK JOURNAL, Kim Williams)
- Design and digital manufacture - Horizons in the practice and teaching of architecture (ISI, 2006 ARQ (Santiago), Pontificia Universidad Catolica de Chile)
- Parametric Development of Variable Roof Structures with Central Supports (Tulips) (Scopus, 2012
Nexus Network Journal, Springer Basel)
- Forma arquitectónica y estructura a través de la optimizaron topológica: nuevos métodos para
antiguos problemas (Scopus, 2013 - Aus - Arquitectura, Urbanismo, Sostenibilidad)
- Agregados inflables y patrones emergentes: logro de patrones de orden superior mediante
compresión axial (SIGRADI 2013: Knowledge Based Design)
- De la optimización estructural evolutiva al diseño paramétrico basado en desempeño;
experiencias en plataformas integradas para estrategias de diseño multidiscinplinares (SIGRADI
2011; Cultura Aumentada)
Professional Memberships:
Colegio de Arquitectos de Chile 211 Appendix 2 – Format for Faculty Résumés for APRs
Name: Danilo Martic
Courses Taught (Two academic years prior to current visit):
ARQ3305
ARQ007X
ARQ008X
ARQ3313
Disciplinary Specialty Studio. Landscape Architecture Projects (Eq: ARQ3XXX).
Elective Studio I
Elective Studio II
Topographic form and Processes. Site Engineering
Educational Credentials:
Master in Landscape Architecture (MLA.) University of Pennsylvania, School of Design. 2005.
Architect Professional Degree, Universidad Católica de Chile, 1998.
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 2010 –
Adjunct Assistant Professor, Universidad Católica de Chile, 2009 – 2010
Professional Experience:
Independent Architect, 2009 –
Associate Architect, Teodoro Fernández Arquitectos, 2009 –
Associate Landscape Designer, James Corner Field Operations, 2006 – 2008
Landscape Designer, OLIN, Philadelphia, 2005 – 2006
Architect, Teodoro Fernández Arquitectos. 1998 – 2003
Licenses-Registration:
Selected Publications and Recent Research:
- Remodelación Parque Quinta Normal. With Teodoro Fernández. PULSO 2: New Architecture in
Latin America. Editorial Constructo (Dic. 2013.) 104-111
- La Necesidad de Ruinas y Otros Ensayos. Translation. (Santiago, Ediciones ARQ, 2012). The
Neccesity for Ruins and Other Topics (Amherst: University of Massachussetts Press, 1980)
- Parque de la Ciudadanía: Estadio Nacional. WithTeodoro Fernández 180 Magazine N° 30 (Dic.
2012). 40-45.
- Parque Quinta Normal. With Teodoro Fernández. Landscape Design Magazine N°. 52 (Jul. 2012).
50-53. The University Press, School of Architecture and Fine Art, Dalian University of Technology.
Dalian, China
- Parque de la Ciudadanía Estadio Nacional. With Teodoro Fernández. AOA Magazine N° 19
(2012). 112-119
- Parque Isla Cautín. With Teodoro Fernández and Nicole Rochette. AOA Magazine N° 17 (2011).
108-111
- Remodelación Parque Quinta Normal. With Teodoro Fernández. CA Magazine N° 147 (2011). 7479
- Timescapes: Taking Back the Backyard. With Jill Desimini. Urban Voids: Grounds for Change.
Deenah Loeb, Editor. City Parks Association.
- Urban Voids: Grounds for Change. Reimagining Philadelphia’s Vacant Lands. With Jill Desimini,
AD Magazine Vol. 78:1 (Ene. – Feb. 2008). 73
Urban Voids Filadelfia, EE.UU. With Jill Desimini. ARQ Magazine N° 64 (Dic. 2006). 54-57
Professional Memberships:
Colegio de Arquitectos de Chile.
212 Appendix 2 – Format for Faculty Résumés for APRs
Name: María Paula Martínez Torres
Courses Taught (Two academic years prior to current visit):
AQT0500
AQT007X
AQT008X
Formative Studio V
Elective Studio I
Elective Studio II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1994
Master in Landscape Architecture, Universidad Católica de Chile ©
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1995 – 2007
Assistant Professor, Universidad Católica de Chile, 2007 –
Undergraduate Professor, Universidad Andrés Bello. 2004.
Professional Experience:
Executive Secretary. CIM Wood Innovation Center UC, 2005- 2008
Executive Director. CIM Wood Innovation Center UC , 2009 - 2012
Director. DESE Direction of Extension and External Services FADEU, 2012 Licenses-Registration:
Selected Publications and Recent Research:
Books:
- Bustamante W, Rozas Y, Cepeda R, Encina F, Martínez P. Guía de Diseño para la Eficiencia
Energética en la Vivienda Social. Waldo Bustamante, MINVU, CNE,editors. Santiago, Chile:
Gobierno de Chile, Comisión Nacional de Energía; 2009.
Book Chapters:
- Bustamante W, Cepeda R, Martínez MP, Santa María H. Eficiencia energética en vivienda social:
un desafío posible. In: Camino al Bicentenario. Propuestas para Chile. Santiago, Chile: Pontificia
Universidad Católica de Chile; 2009. p. 253-282.
Research:
- Diseño por envolvente para la vivienda de madera: innovacion tecnologica para fomentar el uso
del pino radiata en chile, FONDEF, 2003, Ugarte Gurruchaga Juan Jose, Martinez Torres Maria
Paula, Aguirre Nunez Carlos Andres, Co-Investigador, Waldo Enrique Bustamante Gomez, Khaled
Saleh Pascha, Carlos Andres Aguirre Nunez, Co-investigador, Pontificia Universidad Católica de
Chile.
- La buena casa: diseño por envolvente para vivienda de madera, fase ii; complejos de techumbre
y piso, FONDEF, Ugarte Gurruchaga Juan Jose, Martinez Torres Maria Paula, Co-Investigador
Pontificia Universidad Católica de Chile.
- Enfriamiento ambiental de edificios a través de ventilación nocturna, FONDECYT, 2009,
Bustamante Gomez Waldo Enrique, Encinas Pino Felipe Alfonso, Meza Marin Leonardo Gabriel,
Martinez Torres Maria Paula, Co-Investigador. Felipe Alfonso Encinas Pino, Co-investigador,
Pontificia Universidad Católica de Chile.
Professional Memberships:
Colegio de Arquitectos de Chile
213 Appendix 2 – Format for Faculty Résumés for APRs
Name: Hugo Mondragón López
Courses Taught (Two academic years prior to current visit):
AQH0300
ARQ3XXX
ARQ3XXX
Architecture and the Modern tradition
Final Project I
Final Project II
Educational Credentials:
Architect Professional Degree, Universidad Piloto de Colombia, 1990
Master in Architecture, Universidad Católica de Chile, 2002
Master in History and Architectural Theory, Universidad Nacional de Colombia, Bogotá, 2003
PhD in Architecture and Urban Studies, Universidad Católica de Chile, 2010
Teaching Experience:
Associate Professor, Universidad Católica de Chile, 2012 –
Assistant Professor, Universidad Católica de Chile, 2007 - 2012
Professor, Universidad Central, 2002 – 2006
Professor, Universidad Andrés Bello, 2001 – 2004
Universidad de Los Andes de Bogotá, Colombia, 1996 – 1999
Universidad Piloto de Bogotá, Colombia, 1995 – 1999
Professional Experience:
Independent Architect, 1992 – 1999
Head of the Master in Architecture Program, Universidad Católica de Chile, 2007 – 2011
Designer and curator of the Chilean Pavillion, BiCity Biennale, Hong Kong and ShenZhen, 2011
Head of the Theory, History and Critics Area, Universidad Católica de Chile, 2011 – 2012
Director, Research and Postgraduate Programs, FADEU, 2012 – 2015
Editor, CA Magazine, Colegio de Arquitectos, 2010-2012
Adviser, Architecture Board, Nacional Council of arts and Culture, Goberment of Chile, 2011 –
Jury, Velódromo de Medellín architecture competition, Medellín City Hall, 2013
Jury, Architecture Competition for the Chilean Pavillion, 2013,
Architecture competition Director, School of Architecture Teaching Building, 2013
Licenses-Registration:
Selected Publications and Recent Research:
- Hugo Mondragón L. Modernidad y antimodernidad en el Santiago de los años treinta. Postales
urbanas en la revista Zig-Zag. Bitacora Urbano Territorial Magazine. 2012;(21):21-34.
- Hugo Mondragón López. Aviation, electrification and the nation. Visions from colombia and Chile.
In: Patricio del Real y Helen Gyger,editors. Latin American Modern Architectures. New York:
Routledge; 2013. p. 235-250
- Hugo Mondragón L. Proyecto e ingeniaría social: el debate sobre el plan de la vivienda en las
publicaciones periódicas. Santiago 1930-1950. AUS Magazine N° 17. Valdivia. 2015
- South America and the forms of the Modern. In: Modern South America. Objects, Buildings,
Territories. Editor. 2015
Professional Memberships:
214 Appendix 2 – Format for Faculty Résumés for APRs
Name: Alex Moreno Zamorano
Appendix 2 – Format for Faculty Résumés for APRs
AQD1201
Body and Space
AQT007X
Elective Studio I
AQT008X
Elective Studio II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1977
Master in Architecture, Universidad Católica de Chile, 2014.
Experiencia Docente:
Associate Professor, Universidad Católica de Chile ,2010 - 2015.
Adjunct Assistant Professor , Universidad Católica de Chile, 2003 - 2010
Assistant Professor, Universidad Católica de Chile, 1995 - 2003.
Professor, Universidad Andrés Bello, 1999 - 2000.
Professor, Universidad Finis Terrae, 1997 - 2008
Visiting Professor ,Universidad Católica del Norte , 2000 - 2001
Experiencia Profesional:
Architect, Gubbins – Labbé , 1977 - 1980
Architect, Cortés – Moreno Arquitectos , 1980 – 1987.
Architect, Cortés –Moreno – Onfray Arquitectos, 1987.
Architect, Arquitectura y Diseño Alex Moreno, 1999 – 2004.
Patente:
.
Selección de Publicaciones e Investigaciones Recientes:
- Cuadernos de Viaje –Dibujos de Alex Moreno, MAPA 01 Magister en Arquitectura del Paisaje
FADEU PUC , 2012.
- La Sala de Música de la Ciudad Abierta : La Planta Convergente y la Planta abierta –Dos formas
dinámicas en Tensión, MAPA 01 Magister en Arquitectura FADEU PUC , 2012.
- Línea Recta Muebles en Tableros Dimensionados –CA Magazine N° 150 – Arquitectura en
Madera, Colegio de Arquitectos de Chile, 2012.
- El Dibujo como Oficio / Diseña Magazine N° 2. Design School, FADEU PUC, 2000.
- Ilustración Fragmento La Profesión de Fe de Pedro, Libro Evangelio de Chile, 2010.
Membresías Profesionales:
Colegio de Arquitectos de Chile
215 Appendix 2 – Format for Faculty Résumés for APRs
Name: Osvaldo Moreno Flores
Courses Taught (Two academic years prior to current visit):
ARQ3310
Productive Landscape
ARQ3321
Landscape Ecology
ARQ3308
The Landscape Tradition in western culture
Educational Credentials:
PhD in Architecture and Urban Studies, Canidate, Universidad Nacional de La Plata, 2015
Master of Landscape and City Environment, Universidad Nacional de La Plata, 2007
Project Preparation and Evaluation Diplomat, Universidad de Chile, 2005
Architect Professional Degree, Universidad de Chile, 2003
Teaching Experience:
Adjunct Assistant Professor, Universidad Católica de Chile, 2014Assistant Professor, Universidad de Chile, 2004Associate Professor, Universidad Central de Chile, 2007-2012
Professional Experience:
Director, Moreno + Martinez & Asociados Ltda., 2013School Director, Faculty of Architecture, Planning and Landscape, Universidad Central de Chile,
2010-2013
Associate Architect, Chauriye Stäger Arquitectos, 2004-2010
Vice president, Instituto Chileno de Arquitectos Paisajistas (ICHAP)
Licenses-Registration:
300549, Peñalolén, Chile
Selected Publications and Recent Research:
- Paisajes en emergencia: transformación, adaptación, resiliencia. Revista INVI Vol. 30, N° 83.
Chile (2015)
- Paisaje, Riesgo, Resiliencia. La Arquitectura del Paisaje en la modelación sustentable del
territorio. Revista Forum de Sostenibilidad - Cátedra UNESCO, Nº 06. UPV. España (2013)
- Paisaje Urbano Sustentable. Aportes a la gestión ambiental estratégica del territorio. Hacia un
nuevo paradigma para la planificación futura de ciudades latinoamericanas. Experiencias de
Latinoamérica y España. Ediciones Universidad Nacional Autónoma de México (2013)
Professional Memberships:
Colegio de Arquitectos de Chile
Vicepresidente Instituto Chileno de Arquitectos Paisajistas (ICHAP)
216 Appendix 2 – Format for Faculty Résumés for APRs
Name: Roberto Moris
Courses Taught (Two academic years prior to current visit):
AQU0400
City and Landscape IV
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile. 1999
MSc City Design and Social Science. London School of Economics and Political Science, UK, 2004
Teaching Experience:
Assistant Professor, Universidad Católica de Chile. 2002 Assistant Professor, Universidad Diego Portales. 2005 - 2007
Professional Experience:
Director, Observatorio de Ciudades UC, Universidad Católica de Chile. 2015 Subdirector, Instituto de Estudios Urbanos y Territoriales, Universidad Católica de Chile. 2007 2014
Director, Urban Project Direction DPU. Ministerio de Vivienda y Urbanismo. 2004 – 2007
Adviser, United Nations Development Program, PNUD. 2004 – 2007
Adviser, Minister of Housing and Urban Development. Government of Chile. 2002 – 2003
Director of Urban Projects, Minister of Housing and Urban Development. Government of Chile.
2003 – 2007
Project Manager, SEREX, Universidad Católica de Chile. 2000 – 2001
Architect, Consultora VMAG Arquitectura y Gestión. 1996 – 2000
Architect, URBE Consultores / Curauma Ltda. 1995 – 1996
Licenses-Registration / Patente:
3-055157 – Municipalidad de Providencia, Chile.
Selected Publications and Recent Research:
- Moris, R. & Walker, R. (2014). Reconstrucción de territorios vulnerables en un escenario de
reconstrucción inequitativa. El caso de Pelluhue, Chile”. Universidad de Columbia.
- Moris, Roberto (2014). Prologue in Almandoz, Arturo book Modernization, Urbanization and
Development in Latin America, 1900s - 2000s. Routledge.
- Moris, R., et al. (2014). Urban Sustainability Analysis through Urbanization Patterns of Two
Chilean Cities: Santiago and Valparaiso. Washington, DC: Inter-American Development Bank.
- Moris, Roberto (2013). Anillo Interior de Santiago. Primera década y desafíos de sustentabilidad.
CA Magazine, Ciudad y Arquitectura N° 151, 2013. Movilidad. Colegio de Arquitectos de Chile.
- Moris, Roberto (2012). Successful Approaches to National Slum Upgrading and Prevention. Case
of Chile. Joint Work Program World Bank (WBI), Cities Alliance, UNHABITAT, GIZ & (IDB).
- Moris, Roberto (2011). Article in Construir ciudades. Mejoramiento de barrios y calidad de vida
urbana. Eduardo Rojas / BID. Eure, 37 (111), 169-172.
- Moris, Roberto (2009). Las tuyas, las mías y las nuestras. Ideas para gestión urbana integrada
sustentable. CA Magazine N° 141, Agosto – Septiembre. Colegio de Arquitectos de Chile.
Professional Memberships / Membresías Profesionales:
Colegio de Arquitectos de Chile (Chile)
Urban Land Institute (USA)
Latin American Studies Association (USA)
217 Appendix 2 – Format for Faculty Résumés for APRs
Name: Juan Eduardo Ojeda Valenzuela
Courses Taught (Two academic years prior to current visit):
AQT0300
Formative Studio and Representation III
AQR2000
Digital Production II
AQC1505
Architectural Design for Manufacturing
AQC1122
Architectural Materials: Ceramic Technologies
ARQ3017
Structural facade and architectural ornament
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2012.
Master of Architecture, Universidad Católica de Chile, 2012.
Teaching Experience:
Adjunct Assistant Professor, Universidad Católica de Chile, 2012Part Time Professor, Universidad Diego Portales, 2015.
Professional Experience:
Architect, Architecture Laboratory, Dirección de Extensión y Servicios Externos UC (DESE) 2012 Architect, Matías Zegers Arquitecto. 2011 - 2012
Architect, A+D LTDA. Architecture Studio. 2008 - 2010
Architect, Labarca + Lyon Arquitectos. 2007 - 2008
Licenses-Registration:
--Selected Publications and Recent Research:
- Joint Researcher, En lugares de mínimas huellas: el caso del Cementerio de Ciudad Abierta,
Ritoque (Región de Valparaíso, Chile). Fondos VRI 2015. José Quintanilla Chala.
- Ojeda, Juan Eduardo. Del molde a la pieza. Experiencia del trabajo con bloques de suelo
cemento en la Escuela de Arquitectura P.U.C. pp. 84 – 89. 2015.
- ENACOT 2014. Actas del 1er encuentro nacional de arquitectura y construcción con tierra.
Editors: Natalia Jorquera, Hugo Pereira and Francisco Prado. ISBN: 978-956-358-855-2
-­‐ Ojeda, Juan Eduardo. A propósito de la sostenibilidad estética en la arquitectura. Campus
Ultzama Internacional 2012. La belleza: Reto y servicio. Beauty: Challenge and service. pp. 137144. ISBN 978-84-92409-52-5. Ultzama 2013
- Ojeda, Juan Eduardo y Labarca, Claudio. Arquitectura para armar. ARQ (Santiago). 2012, n.82,
pp. 24-29. ISSN 0717-6996.
Professional Memberships:
Red Protierra - Chile
218 Appendix 2 – Format for Faculty Résumés for APRs
Name: José Domingo Peñafiel Edwards
Courses Taught (Two academic years prior to current visit):
AQT007X
Elective Studio I
AQT008X
Elective Studio II
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1975
Teaching Experience:
Visiting Professor, Universidad Católica de Chile, 2013
Visiting Professor, Universidad Católica de Chile, 2015
Professional Experience:
Associate Architect, Manuel Urrejola Arquitectos, 1976 - 1980
Associate Architect, Raimundo Lira Arquitecto, 1980 - 1987
Adviser, Comité Técnico del Parque Metropolitano, 2010 - 2014.
Independent Architect, Peñafiel Arquitectos, 1990 Licenses-Registration
9.269.484 Las Condes, Chile
Selected Publications and Recent Research:
- Gili, Monica; La última casa, Gustavo Gili,Barcelona, 1999
- Casas Internacional, Mountain Houses, Kliczwoski P., Madrid, 1999
- Casas Sudamericanas, Kliczwoski P., Madrid, 2001
- Riley, Terence; Tall Building, MOMA, Nueva York, 2003
- III Bienal iberoamericana de Arquitectura, Iberoamérica Arquitectura 02, Madrid, 2002
- PUC ,24 casas, obra de arquitectos contemporáneos, ARQ, Santiago, 1999
- Liernur, Jorge; Industrias, obras de arquitectos chilenos contemporáneos, ARQ, Santiago, 1998
- Torrent, Horacio, Arquitectura reciente en Chile, ARQ, Santiago, 2000
- ARQ Magazine, N° 31, ARQ, Santiago, Dic. 1995
- ARQ Magazine, Ingeniería, N° 45, ARQ, Santiago, Jul. 2000
- ARQ Magazine, La arquitectura simplemente, N°48, ARQ, Santiago, Jul. 2001
- ARQ Magazine, Desplazamiento, N°52, ARQ, Santiago, Dic. 2002
- ARQ Magazine, Juego, N°55, ARQ, Santiago, Dic. 2003
- IV Bienal de Arquitectura, Patrimonio y presente, CA, N°35, Santiago, 1983
- VII Bienal de Arquitectura, Arquitectura y Crítica, CA, N°57, Santiago, 1989
- X Bienal de Arquitectura, ¿Qué ciudad queremos?, CA, N°81, Santiago, 1995
- XII Bienal de Arquitectura, Arquitectura de uso Público, CA, Santiago, 2000
- XIII Bienal de Arquitectura, Globalización, comunicación, Arquitectura, CA, Santiago, 2002
- Municipalidad de Santiago, Concurso de ideas Torre Bicentenario, Municipalidad de Santiago,
Santiago, 2003
- AOA; Asociación de oficinas de Arquitectos 02, AOA, Santiago,
- AOA; Asociación de oficinas de Arquitectos 04, AOA, Santiago
Professional Memberships:
219 Appendix 2 – Format for Faculty Résumés for APRs
Name: Rodrigo Pérez de Arce Antoncic
Courses Taught (Two academic years prior to current visit):
AQT0000
Formative Studio and Representation I
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
Educational Credentials:
Architect Professional Degree, Universidad Católica, 1972
Graduate Diploma, Architectural Association 1975
PhD in Architecture, Universidad Central de Venezuela, 2014
Teaching Experience:
Diploma School Master Architectural Association, Londres
Diploma School Professor University of Bath School of Architecture , Bath Somerset
Assistant Professor, Universidad Catolica de Chile 1990 -1994
Adjunct Professor, Universidad Católica de Chile, 2003 Visiting Progessor, Harvard Graduate School of Design
Professional Experience:
Independent Architect, 1980
Head of Master Program in Architecture, Universidad Católica de Chile, 2000
Licenses-Registration:
Selected Publications and Recent Research:
Contributions to books:
- Desvíos de la Deriva Experiencias, travesías y morfología. Lissete Mangado y María Berrios
(ed) ( Centro Nacional de Arte ,Museo Reina Sofía , Madrid .2010)
- In-forme 2.26 .En: Atlas Imaginario de Santiago. Justine Graham (Fundación Gasco, Santiago,
2011).Pp. 356-371
- Undo en: Deserta, Ecología e Industria en el Desierto de Atacama (P Alonso ed.) (Ediciones
ARQ, Santiago 2012) Pp.140-147
- La Arquitectura de las Iglesias Andinas de Arica y Parinacota, en: “Iglesias Andinas de Arica y
Parinacota, las huellas de la ruta de la plata”. (Fundación Altiplano Ramón Salas Valdés Arica.
2012) Pp.60-103.
- La Calle y la Domesticación del Juego. en Playground ,Reinventar la Plaza (Museo Nacional y
Centro de Arte Reina Sofía Madrid 2014)
- Chile at Columbia , Architecture and the Public Domain en Who Cares For Chilean Cities (ARQ
2014)
Books:
- Domicilio Urbano 2° edición. Rodrigo Pérez de Arce; (Bernardo Valdés, Associate editor),
(Ediciones ARQ, Santiago.2012)
- Urban transformations and the Architecture of Additions (Taylor and Francis London 2014)
- Imprints of leisure. In progress
Professional Memberships:
Colegio de Arquitectos de Chile
220 Appendix 2 – Format for Faculty Résumés for APRs
Name: Blanca Elvira Pérez Villalón
Courses Taught (Two academic years prior to current visit):
AQI0102
Multidisciplinary course. Introduction to Built Heritage
AQI0103
Multidisciplinary course. Chilean Colonial Heritage
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2003
Master Architettura, Storia, Progetto, Universitá degli Studi Romatre, 2008
PhD in Architecture and Urban Studies, Universidad Católica de Chile, 2015
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2007-2011
Adjunct Assistant Professor, Universidad Católica de Chile. 2012Professional Experience:
- Coordinator of the Accreditation Process, School of Architecture, Universidad Católica de Chile,
2002
- Coordinator of RIBA visit (Royal Institute of British architects) for the accreditation process,
Universidad Católica de Chile, 2003
- Director’s assistant, School of Architecture, Universidad Católica de Chile. 2003-2005
- Master of Architecture Assistant, School of Architecture, Universidad CAtólica de Chile, 2004
- Assistant Academic Management. Faculty of Architecture, Design and Urban Studies, Universidad
Católica de Chile. 2006-2007
- Assistant Directorate of Research and Graduate. Faculty of Architecture, Design and Urban
Studies, Universidad Católica de Chile, 2009-2010
- Head of the Master in Cultural Heritage Program, Universidad Católica de Chile, 2014 Licenses-Registration:
Selected Publications and Recent Research:
- Pérez Elvira, Chapter Santiago Sur: Los elementos construidos pre-existentes: La Trama del
Convento, San Francisco y el desarrollo de la ciudad al sur de la Alameda. In Book: Santiago Sur,
Formación y Consolidación de la Periferia (Santiago: Ilustre Municipalidad de Santiago) 2015.
- Rosas, José; Pérez, Elvira. De la ciudad cerrada de los conventos a la ciudad abierta de los
espacios públicos: Santiago 1710-1910” Revista de Geografía Norte Grande, Nº 56: 97-119,
diciembre, 2013.
- José Rosas, Wren Strabucchi, Magdalena Vicuña, Elvira Pérez, Germán Hidalgo. Resonancias de
los ejes fundacionales en la orientación y desarrollo de la ciudad de Santiago: Tensiones entre
regularidad y distorsiones de la trama. In ERGA OMNES Magazine, Sindicatura Municipal de
Chacao, 2012.
- Rosas, José; Pérez, Elvira. La Manzana de la Catedral en el Desarrollo de la Ciudad de Santiago:
Dialéctica Entre Norma Formal y Episodio Notable 180 Magazine Nº 26: 16-21, 2010
Professional Memberships:
221 Appendix 2 – Format for Faculty Résumés for APRs
Name: Fernando Pérez Oyarzun
Courses Taught (Two academic years prior to current visit):
AQH0000
Introduction to Architecture
AQT0200
Formative Studio and Representation II
Educational Credentials:
Architect Professional Degree, Universidad católica de Chile, 1977
PhD in Architecture, Universidad Politécnica de Cataluña, Barcelona, 1981
Teaching Experience:
Adjunct Instructor, Universidad Católica de CHile, 1974-1978
Assistant Professor, Universidad Católica de Chile, 1978-1986
Adjunct Professor, Universidad Católica de Chile, 1986-1993
Professor, Universidad Católica de Chile, 1993 Visiting Design Critic, Harvard University 1990
Simón Bolivar Professor, University of Cambridge 2000.
Professional Experience:
Independent Architect, 1977 Directory President, Agencia Acreditacion AAD SA
Licenses-Registration:
3-008938 – Providencia, Chile
Selected Publications and Recent Research:
Books:
- PEREZ, O., FERNANDO, PEREZ E ARCE, RODRIGO, TORRENT, HORACIO
Chilean architectecture since 1950. Texas A&M University Press, 2010.
- PEREZ O. FERNANDO, El Espejo y el Manto, Ortodoxia/Heterodoxia, ARQ, Santiago de Chile,
2014.
- PEREZ O. FERNANDO (editor), Biblioteca Ciudad y Sociedad, Plan Maestro Biblioteca Nacional
de Chile, Chile’s National Library, Facultad de Arquitectura, Diseño y Estudios Urbanos Pontificia
Universidad Católica de Chile, Santiago, Chile, 2014.
Book Chapters:
- PEREZ OYARZUN FERNANDO Exposiciones internacionales y Patrimonio Arquitectónico” in
book: Las Exposiciones de Arquitectura y la arquitectura de las exposiciones T6) Editions, Escuela
Técnica Superior de Arquitectura de Navarra Pamplona, 2014.
- PEREZ OYARZUN FERNAND “Tra Luce e Materia” in Book: Della Longa Giorgio; Zahner Walter;
Marchesi,Antonio, Arte Architettura liturgia: esperienzie internazionali a confront: atti dell’8.
Convegno internazionale, Venezia 21 e 22 ottobre 2010, Alcion edizione, stampa 20
Professional Memberships:
Colegio de Arquitectos de Chile
222 Appendix 2 – Format for Faculty Résumés for APRs
Name: Cecilia Puga Larrain
Courses Taught (Two academic years prior to current visit):
AQT0300
Formative Studio and Representation III
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1990
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 1998
Assistant Professor, Universidad Católica de Chile, 2004
Adjunct Assistant Professor, Universidad Andrés Bello, 2007-2011
Visiting Professor, University of Texas at Austin, USA, 2007.
Visiting Professor, Harvard Graduate School of Design, Boston, USA, 2009
Visiting Professor, Barcelona Institute of Architecture, Barcelona, España, 2011
Visiting Professor, École d’Architecture Université de Nancy, Nancy, Francia
Visiting Professor, Austin School of Architecture, Texas University at Austin, USA, 2015
Visiting Professor, Universidad Católica de Chile, 2014 Professional Experience:
Independent Architect, 1990-2015
Director, School of Architecture, Universidad Andres Bello, 2004-2007
Licenses-Registration:
3-007044, Providencia, Chile
Selected Publications and Recent Research:
- A+U, 2014, número 07, Retreat. Casa Abovedada, Los Vilos, Chile.
- Palacio Pereira, Historia de una Recuperación Patrimonial, Ediciones ARQ, Chile. 2013
- ARQ Magazine Nº 84 Estructura de Lamelas.2012
- Olgiati Valerio, The Images of Architects, image selection, 2010
Professional Memberships:
Fundación Familia Larrain Echenique
Museo Chileno de Arte Precolombino 223 Appendix 2 – Format for Faculty Résumés for APRs
Name: Francisco Javier Quintana Osorio
Courses Taught (Two academic years prior to current visit):
AQT0200
Formative Studio and Representation II
AQT0000
Formative Studio and Representation I
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2010
Master of Architecture, Universidad Católica de Chile, 2010
Master in Design Studies, Universidad de Harvard, 2014
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 2011-12
Adjunct Assistant Professor, Universidad Católica de Chile, 2014 Professor, Universidad Andrés Bello, 2010-2011
Professional Experience:
Coordinator Architect, Mapocho 42K, 2011-2012
Subdirector of Outreach, School of Architecture, Universidad Católica de Chile, 2014 Licenses-Registration:
Selected Publications and Recent Research:
Books:
- Cociña, Quintana, Valenzuela (ed): Agenda Pública: Arquitectura > Ciudad > Desarrollo.
Cientodiez. Santiago, Chile. 2009..
Catalogue:
- Correa, Quintana (ed) Catálogo Arquitectura Chilena BAL 2011: Arquitectura Moderna en 4 obras,
Arquitectura Reciente en 8 oficinas. Santiago, Chile. 2011. 64 p.
Articles::
- Quintana, F. Urbanizando con Tiza. ARQ Magazine Nº86. Chile. 2014
- Quintana, F. To put two pieces of wood together, with social sense. Oris Magazine, Nº70
Septiembre. Croacia. 2011
- Quintana, F. La infraestructura de lo público: la construcción de equidad y desarrollo país in book
Uribe, J.L., et.al Disecciones: La Arquitectura de las infraestructuras Públicas en Talca. Chile. 2011.
pp.64-65
- Cociña, Quintana, Valenzuela Chile y la burbuja que no revienta; la ausencia de arquitectura
pública en su paradigma de desarrollo. Arquine Magazine Nº53. México. pp.93-96
- Quintana, F. Arquitectura por Autoencargo. AITIM Magazine Nº260, Asociación de Investigación
Técnica de las Industrias de la Madera, España. Julio-Agoso 2009. pp.2
- Corvalán, De Rivero, Quintana. Latin American Know How: Alejandro Aravena & Fernando
Perez Interview. Volume Magazine Nº21. Holanda. 2009. pp.107-110
Research:
Joint Researcher. Design Latin America: Landscape as Urbanism, DRCLAS Collaborative
Research 2015. Main researcher Charles Waldheim. 2015-16
Professional Memberships:
224 Appendix 2 – Format for Faculty Résumés for APRs
Name: José Quintanilla Chala
Courses Taught (Two academic years prior to current visit):
AQT0000
Formative Studio and Representation I
AQH0000
Introduction to Architecture
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
Educational Credentials
Architect Professional Degree, Universidad Católica de Chile, 1993
PhD in Architecture, Universidad Politécnica de Cataluña, Barcelona, Spain, 2004
Teaching Experience:
Adjunct Instructor, Universidad Católica, 1993
Assistant Professor, Universidad Católica de Chile, 2010-2015
Professional Experience:
Project Manager, Estudio de Arquitectura Riera Camps Asociados SL (Barcelona), 1995-2003
Architect, Ona Arquitectos (Barcelona), 2004-2007
Founder Architect, Arquitectura Opalum (Barcelona), 2007-2010
Project Coordinator, DESE-FADEU UC, 2012-2015
Subdirector of Degree and Graduate, School of Architecture Universidad Católica de Chile, 20102013
Licenses-Registration:
Selected Publications and Recent Research:
- Los hechos de la Arquitectura. (2007 third edition) Fernando Pérez, Alejandro Aravena, José
Quintanilla. Ediciones ARQ, Santiago de Chile, 1999 (1ª edición).
- Recuperación de una Rectoría en Sales de Llerca, España. ARQ Magazine N° 88, Santiago,
Chile. pp 74-75 (2015)
- Enseñanza / Aprendizaje. Article. Artefacto Magazine N°16. Facultad de Artes. Universidad
Nacional de Colombia (2013). pp. 48-53.
- In Situ Colección. Web: http://insitucoleccion.jimdo.com/ (1997-2015)
- Entre la gravedad y la gracia. Hebras para aproximarse a la obra de Rafael Iglesias.
SKFANDRA Magazine N° 05.
- A pie de foto. Los espacios de trabajo de Lewerentz y Calder. ARQ Magazine N°66. 2007.
Santiago, Chile. pp. 86-87
Professional Memberships:
Colegio de Arquitectos de Cataluña (Barcelona, Spain)
225 Appendix 2 – Format for Faculty Résumés for APRs
Name: José Rosas Vera
Courses Taught (Two academic years prior to current visit):
AQT0500
Formative Studio V
AQU0200
City and Landscape II
AQT007X
Elective Studio I
AQT008X
Elective Studio II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1976
Master in Urban Planning, Universidad Católica de Chile, 1980
Phd in Architecture, Universidad Politécnica de Catalunya, Barcelona, Spain, 1986
Teaching Experience:
Professor, Universidad Católica de Chile, 2007 Adjunct Professor, Universidad Católica de Chile, - 1997 - 2002
Assistant Professor, Universidad Católica de Chile, 1985 - 1996
Professional Experience:
Director, Centro de Patrimonio Cultural UC, 2012 –
Dean, Faculty of Architecture, Design and Urban Studies, Universidad Católica de Chile, 2005 2012.
Director, School of Architecture, Universidad Católica de Chile, 1997-2000.
Director, School of Architecture, Universidad Central de Venezuela, 2000-2002.
Director, SEREX UC (DESE), 2004 - 2005.
Licenses-Registration:
-Selected Publications and Recent Research:
- Main Researcher, Fondecyt n°1141084. Santiago 1939. La idea de “ciudad moderna” de Karl
Brunner y El Plano Oficial de Urbanización de Santiago en sus 50 años de vigencia. 2014-2017.
- Joint Researcher, Fondecyt n°1150308. Santiago 1850. La capital antes de su modernización. La
mirada urbana de la expedición naval astronómica de James Melville Gilliss. 2015-2018. Main
researcher: Germán Hidalgo.
- Main Researcher, Pastoral UC Nº3127/DPCC2013. LA IGLESIA EN LA CIUDAD II: Santiago de
Chile y la transformación de manzanas con edificios religiosos en monumentos, patrimonio urbano
y bienes culturales de la nación”.
- Rosas J, Hidalgo G, Strabucchi W, Bannen P. La idea de “ciudad moderna” de Karl Brunner en
tres líneas: El Plano Oficial de Urbanización de la Comuna de Santiago, de 1939. 180 Magazine
N°35 - Facultad De Arquitectura, Arte y Diseño U.D.P. Chile. Agosto 2015. pp.10-17.
- Rosas J, Strabucchi W, Hidalgo G, El callejero de Bertrand. Lecciones del Plano detallado de
Santiago de 1890. 180 Magazine N° 32 - Facultad De Arquitectura, Arte y Diseño U.D.P. Chile.
Diciembre 2013. pp. 10-17
- Rosas J, Strabucchi W, Hidalgo G, Vicuña M. El Plano Detallado de Santiago de Alejandro
Bertrand (1889-1890). ARQ Magazine N° 85 (Santiago) - Arquitectura, Diseño, Urbanismo, Chile.
2013. pp. 66-81.
Professional Memberships:
Miembro del Colegio de Arquitectos de Chile.
226 Appendix 2 – Format for Faculty Résumés for APRs
Name: Cristián Sandoval
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
Disciplinary Specialty Studio
AQC0110
Structural elements. Foundations.
Educational Credentials:
Civil Engineer, Universidad Austral de Chile, 2002
PhD in Construction Engineering, Universidad Politécnica de Catalunya, Barcelona, Spain, 2011
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 2012Professional Experience:
Administrator Engineer, Tecsa Constructora, 2002-2006
Researcher, Universidad Politécnica de Catalunya, Barcelona, 2007-2011
Licenses-Registration:
Selected Publications and Recent Research:
ISI Articles.
- Bernat E., Gil Ll., Roca P. and Sandoval C. (2013) Experimental and numerical analysis of
bending–buckling mixed failure of brickwork walls. Construction and Building Materials, June, 43, 113.
- Garzón-Roca J., Adam J., Sandoval C. and Roca P. (2013) Estimation of the axial behaviour of
masonry walls based on artificial neural networks. Computers & Structures, September, 125, 145152.
- Sandoval C. and Roca P. (2013) Empirical equations for the assessment of the load-bearing
capacity of brick masonry walls. Construction and Building Materials, July, 44, 427–439.
- Sandoval C. and Roca P. (2012) Study of the influence of different parameters on the buckling
behaviour of masonry walls. Construction and Building Materials, Octubre, 35, 888-899.
- Sandoval C., Roca P., Bernat E., Gil Ll. (2011) Testing and numerical modelling of buckling failure
of masonry walls. Construction and Building Materials 25(12):4394-4402.
Congress Articles.
- Arnau O., Sandoval C., Murià-Vila D. (2015). Determination and validation of input parameters for
detailed micro-modelling of partially grouted reinforced masonry walls. 10th Pacific Conference on
Earthquake Engineering. 6-8 November 2015. Sydney, Australia.
- Ramirez P., Sandoval C., Almazán, JL. (2015). Experimental assessment of shear strength and
displacement capacity of partially grouted reinforced concrete masonry shear walls. 11th Canadian
Conference on Earthquake Engineering. 21-24 July 2015. Victoria BC, Canada.
- Valledor R., López-García D., Sandoval C. (2015). Linearly elastic seismic evaluation of masonry
historical buildings in Santiago, Chile: The case of the Pereira Palace. 3th International Conference
on Mechanical Models in Structural Engineering. 24-26 June 2015. Seville, Spain.
- Aguilar V., Sandoval C., Valdebenito G. (2015) Resistencia al corte de muros de albañilería
armada: estudio comparativo y estimación basada en Redes Neuronales Artificiales (ANN). XI
Congreso Chileno de Sismología e Ingeniería Sísmica. 18-20 Marzo 2015. Santiago, Chile.
Professional Memberships:
Colegio de Arquitectos de Chile
227 Appendix 2 – Format for Faculty Résumés for APRs
Name: Gloria Saravia Ortiz
Courses Taught (Two academic years prior to current visit):
AQP2001
Chronology of Nature in Modernity
AQT006X
Research and Project Studio
ADU4002
State of Architecture and Landscape Research
ARQ3333
Strokes in the Territory. Landscape Architecture as a measure
ARQ3021
Architecture Project in the light of the arts
Educational Credentials:
Architect Professional Degree, Universidad de Valparaíso, Chile 2003.
Master of Architecture, and Project Review, ETSAB Universidad Politécnica de Catalunya,
Barcelona-España 2005.
PhD in Architecture, ETSAB Universidad Politécnica de Catalunya, Barcelona-España 2009.
Teaching Experience:
Adjunct Assistant Professor, Universidad Católica de Chile, 2010 Visiting Professor, Lincoln University UK, England 2012-2013
Visiting Professor, Universidad de Talca, 2011
Adjunct Assistant Professor, Universidad Diego Portales, 2010
Instructor, Universidad Politécnica de Catalunya, 2006-2008
Professional Experience:
Architect, Departamento de Gestión y valoración de suelo CPSV, ETSAB Universidad Politécnica
de Catalunya, Barcelona España 2004-2009
Fellow Architect, Estudio de Arquitectura OAB, Carlos Ferrater. Barcelona, España 2005-2006
Architect, Iglesis y Prat Arquitectos 2003-2004
Licenses-Registration:
Selected Publications and Recent Research:
- Article: Procesos creativos en exposición in ARQ catalogue, FADEU Work in Progress, Santiago
2015.
- Book Chapter: E la luce fu: una melodia architettonica come costruzione del luogo contemplativo
in Architettura per il colto cattolico. Serie Architettura & Arte, Pontecorboli Editore. Florence Italy,
2012.
- Article: Los dos mundos en Casa Malaparte. DEARQ Magazine N° 07, El espacio doméstico.
Ediciones Universidad de los Andes, Colombia 2010.
- Research: Procesos interdisciplinares entre Arquitectura, Diseño y Arte. FADEU, Work in
Progress. Interdisciplinary annual exposure of FADEU - Pontificia Universidad Católica de Chile.
Professional Memberships:
228 Appendix 2 – Format for Faculty Résumés for APRs
Name: Marcelo Antonio Sarovic Urzúa
Courses Taught (Two academic years prior to current visit):
AQH0000
Introduction to Architecture
AQT007X
Elective Studio I
AQT007X
Elective Studio II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1999
Master in Architecture, Universidad Católica de Chile, 1999
Art Bachelor Degree. Universidad Católica de Chile, 2003
Teaching Experience:
Adjunct Professor, Universidad Católica de Chile, 2000-2007
Assistant Professor, Universidad Católica de Chile, 2010Professional Experience:
Associate member and founder. Constructo independent editorial Project
Model construction for “Latin America in Construction, Architecture, 1955-1980” exhibition. MoMa
New York, 2014
Licenses-Registration:
Selected Publications and Recent Research:
- YAP_Constructo_2010-2012. Jeannete Plaut, Marcelo Sarovic.
- CEPAL 1962_1966. Jeannete Plaut, Marcelo Sarovic.
- Latam 01. Arquitectura Contemporánea Latinoamericana. Jeannete Plaut, Marcelo Sarovic. 2014
- De lo manifiesto a lo latente; Edificio Cooperativa Eléctrica de Chillán (COPELEC): lectura a partir
de una Maqueta. Marcelo Sarovic.
- Entre la obra de arquitectura y la obra de arte: la suspensión de un intersticio, operaciones sobre
un recinto del Campus Oriente. Marcelo Sarovic. Santiago, Chile, 2003.
- Horizontes de concepción y realización en el edificio para la Cooperativa eléctrica de Chillán;
intervención proyectual desde la reconstrucción de un proceso. Marcelo Sarovic. Santiago, Chile,
1999.
Professional Memberships:
229 Appendix 2 – Format for Faculty Résumés for APRs
Name: Elke Schlack Fuhrmann
Courses Taught (Two academic years prior to current visit):
AQT006X
Project and Research Studio
ARQ3518
Urban formulas: from the legal concept to the space city
AQU2503
Urban Regulation and Urban Project
AQU1303
Urban Regulation and Sustainable form
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1997
Dr.Ing. Specialties in International Urban Development and Urban Legislation, TU Berlin, 2008
Teaching Experience:
Adjunct Assistant Professor, Universidad Católica de Chile, 2001-2015
Assistant Professor, Universidad Andrés Bello, 2005-2015
Professional Experience
Project Coordinator, GEOSAL, 1998-2001
Independent adviser, urban regulation analysis, 2001-2015
Selected Publications and Recent Research:
- Emergent Retail Gentrification in Santiago de Chile. The case of Italia- Caupolicán. In: Lees et al.
Gentrification, Global South and Postcolonial Development. (Policy Press, Bristol, 2015).
- POPS, el Uso Público en el Espacio Urbano. (ARQ, UNAB, Capital Books, 2015)
- Ähnliche Phänomene, unterschiedliche Erfahrungen. In: Berding, Havemann, Pegels, Perenthaler:
Stadträume in Spannunsfeldern. Edition Stadtentwicklung. Rohn Verlag, Detmold, 2010)
- La figura legal “calle”. Revisando el sentido de la calle desde las definiciones jurídicas. (ARQ,
2013)
- Producción privada de espacio público. Espacios privados de uso público y la planificación por
incentivos. (Revista De Arquitectura U. de Chile, 2012)
- Is it possible to plan publicly usable space through incentive zoning in Santiago/Chile?
(Sustainable Urban Regeneration, Center SUR U. Tokyo, 2011)
- Componentes normativas de alta incidencia en la nueva morfología de Santiago Metropolitano.
EURE, 2011.
- Capitalizando lugares auténticos. (ARQ, 2011)
-­‐ The artists colonization of downtown neighborhoods. (Revista 180 U. Diego Portales, 2009)
- Espacio Público. (ARQ, 2007)
- Research: Coproducción de espacios urbanos en Santiago de Chile. (CONICYT, 2012-2015)
- Research: Producción privada de espacios de uso público. Los casos resultantes de la normativa
de incentivos de Providencia entre los años 1976 y 2006. (CONICYT, 2009-2012)
Professional Memnerships:
230 Appendix 2 – Format for Faculty Résumés for APRs
Name: Wren Christopher Strabucchi Chambers
Courses Taught (Two academic years prior to current visit):
AQT0000
Formative Studio and Representation I
AQT0500
Formative Studio V
ARQ3052
Text and Architecture
AQT006X
Research and Project Studio
ADU4002
Research state in architecture and landscape
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1982
PhD in Architecture, Cambridge University, 2001
Teaching Experience:
Associate Professor, Universidad Católica de Chile, 2001 Assistant Professor, Universidad Católica de Chile, 1988-2001
Professional Experience:
Independent Architect, 2001 Member of the Master Comittee, School of Architecture, 2014 Licenses-Registration:
Selected Publications and Recent Research:
- Planos para una Ciudad Moderna. Tres Interpretaciones del “Plano Detallado de Santiago” de
Alejandro Bertrand. En: Mondragón H, Mejía C. (eds) Sudamérica Moderna. Objetos – Edificios –
Territorios. DIRIP - FADEU UC. Ediciones ARQ. 2015. Pp. 0-0. ISBN 978-956-9571-05-3
- La idea de “ciudad moderna” de Karl Brunner en tres líneas. El plano Oficial de Urbanización de la
Comuna de Santiago de 1931. 180 Magazine (Santiago, 2015) 10-17
- El callejero de Bertrand. Lecciones del Plano detallado de Santiago de 1890, 180 Magazine N°.32
(Santiago 2013) 10-17
- El plano detallado de Santiago de Alejandro Bertrand (1889-1890): Influencias del levantamiento
de calles en las transformaciones y modernización de la ciudad en las primeras décadas del siglo
XX. ARQ Magazine N°.85 (Santiago 2013) 66-81
- La representación cartográfica como producción de conocimiento. Reflexiones teóricas en torno a
la construcción del plano de Santiago 1910. ARQ Magazine N°80 (Santiago 2012) 63-75.
- El Plano de Santiago de 1910. Escala 1:5000. ARQ Magazine N° 80 (Santiago 2012) 14
planchetas.
Professional Memberships:
Colegio de Arquitectos de Chile
231 Appendix 2 – Format for Faculty Résumés for APRs
Name: Néstor Rodrigo Tapia Vera-Cruz
Courses Taught (Two academic years prior to current visit):
AQU1100
Habitability in Vulnerable Sectors
AQI0001
Multidisciplinary course. Live Health: Building a Healthy Habitat
AQC0101
Building Site Experiences I
AQC0202
Building Site Experiences II
AQT007X
Elective Studio I
AQT008X
Elective Studio II
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1989
Master in Urban Development, Pontificia Universidad Católica de Chile, 2007
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1994-1996
Associate Professor, Universidad Católica de Chile, 1997-2002
Assistant Professor, Universidad Católica de Chile, 2003-2011
Associate Professor, Universidad Católica de Chile, 2011Professional Experience:
Architect, NGO. Equipo de Vivienda y Gestión Local / Cobijo: Hábitat y Desarrollo, 1990-1995
Adviser Architect, Habitability Program, FOSIS Goberment of Chile, 2004 Licenses-Registration:
Selected Publications and Recent Research:
- Interdisciplinary research: “Mejoramiento barrial y radicación de familias allegadas: estudio
interdisciplinario de factibilización de una propuesta de política pública a escala local”, Joint
Researcher with Salinas C., 2013-2015.
- Book Article: Condominios Familiares, In: Aactas I Congreso de Vivienda Colectiva Sustentable.
Escuela Técnica Superior de Barcelona, 2014 Spain.
- Book Article: Condominios Familiares: una alternativa de solución residencial para las familias
allegadas en lotes tipo 9 x 18. In: Propuestas para Chile Concurso de Políticas Públicas 2012, with
Araos C, Salinas C., 2013.
- Book Article: Relación Hábitat y Salud, desafío emergente a la Interdisciplina, in book: Actas
Seminario Interdisciplina en la UC, with Torres M., 2012.
- Book Article: Caracterización y relevancia de aspectos físico-espaciales de la segregación
residencial en Santiago de Chile: fronteras entre conjuntos disímiles en Peñalolén 2005. In book:
Tendencias de la Segregación en las Principales Ciudades Chilenas. Análisis Censal 1982- 2002",
Sabatini, Salcedo, Wormald y Cáceres 2008.
- Joint Author. Manual de Fichas para guiar la reparación de Viviendas Dañadas, Programa de
Reconstrucción, MINVU y Centro de Políticas Púbicas UC 2010.
- Book Chapter: La Dimensión Habitabilidad desde el Programa Puente: una intervención en
construcción. In book: 1906 / 2006 Cien años de política de vivienda en Chile, Torres A. y
Hernández R., 2007.
Professional Memberships:
Fundación Junto al Barrio JAB, 2014-15
Centro de Desarrollo Docente de la UC, 2013-15
Comité de Ética de la Facultad de Arquitectura, Diseño y Estudios Urbanos, 2013-14
Comité Editor de Revista Diálogos, Dirección de Pastoral y Cultura Cristiana UC, 2011-15
Colegio de Arquitectos, 2003
232 Appendix 2 – Format for Faculty Résumés for APRs
Name: Horacio Torrent Schneider
Courses Taught (Two academic years prior to current visit):
AQH0300
Architecture and the Modern Tradition
ARQ3033
Architecture of the Big City
Educational Credentials:
Architect Professional Degree, Univeraidad Nacional de Rosario, Argentina, 1985
Master in Architecture, Universidad Católica de Chile, 2001
PhD in Architecture, Universidad Nacional de Rosario, 2006
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 1996-1999
Adjunct Professor, Universidad Católica de Chile, 1999-2008
Associate Professor, Universidad Católica de Chile, 2008
Professor, Universidad Católica de Chile, 2008 –
Visiting Professor, Universidad Central de Venezuela, Venezuela, 2005
Visiting Professor, Universidad Nacional de Rosario, Argentina, 2007
Professional Experience:
Head of the Master in Architecture program, Universidad Catpolica de Chile, 2001-2007
Subdirector of Research and Graduate Studies, School of Architecture, UC, 2006-2008
Director of Research and Graduate Studies, School of Architecture, UC, 2008-20012
Licenses-Registration:
Selected Publications and Recent Research:
Articles:
- Horacio Torrent. Una recepcion diferente: la arquitectura moderna brasilena y la cultura
arquitectonica chilena. Arq (Santiago) - Arquitectura, Diseño, Urbanismo, Chile. 2011;(78):40-50.
- Horacio Torrent, Lucia Galaretto, Natalia Moreno. La arquitectura moderna en la produccion de la
gran ciudad: Chile 1930-1970. Anales De Investigación En Arquitectura. 2013;3(3):7-25.
Books:
- Horacio Torrent. Revistas, Arquitectura y Ciudad: Representaciones en la cultura moderna. 2013.
Horacio Torrent, compilador,editors. Pamplona, Spain: T6 Ediciones; 2013.
- Horacio Torrent. El Desafío del Tiempo: Proyecto y persistencia del patrimonio moderno. 1/2014.
Horacio Torrent,editors. Santiago: Docomomo Chile; 2014.
Book Chapters:
- Horacio Torrent. La Arquitectura de la gran ciudad: Patrimonio urbano moderno y proyecto urbano
contemporaneo. In: Clovis Ramiro Juca Neto, Ricardo Alexandre Paiva (Orgs.),editors. Projeto,
obra, uso e memória: a intervenção no patrimonio arquitetônico modernista. Fortaleza:
Universidade Federal do Ceara. Departamento de Arquitectura; 2014. p. 1-13
- Horacio Torrent. El Desafio del Tiempo: Persistencia y proyecto del patrimonio moderno. In:
Horacio Torrent,editors. El Desafío del Tiempo: Proyecto y persistencia del patrimonio moderno.
Santiago: Docomomo Chile; 2014. p. 13-18.
Professional Memberships:
Docomomo Chile
233 Appendix 2 – Format for Faculty Résumés for APRs
Name: Mario Antonio Ubilla Sanz
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
Final Project I
ARQ3XXX
Final Project II
AQC0200
Building and Techniques
Educational Credentials:
Industrial Designer Professional Degree, Universidad Católica de Valparaíso, 1992
Architect Professional Degree, Universidad Católica de Chile, 2002.
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 2002-2009
Associate Professor, Universidad Católica de Chile, 2009 - 2015
Professional Experience:
Academic Coordinator, School of Design, Universidad Andrés Bello, 2002-2004
Adjunct Director, School of Design, Universidad Católica de Chile, 2006-2007
th
th
President, 4 and 5 Biennale of Design, 2008-2012
Director, School of Design, Universidad Católica de Chile, 2008-2012
Dean, Faculty of Architecture, Design and Urban Studies, Universidad Católica de Chile, 2012-2015
Dean, Faculty of Architecture, Design and Urban Studies, Universidad Católica de Chile, 2015-2019
Licenses-Registration:
Selected Publications and Recent Research:
Books:
- Manual de Diseño, Construcción, Montaje y Aplicación del Muro Envolvente. Editors: Alexander
Fritz D. Mario Ubilla S. Edition, Centre for Innovation and Development of Wood, CIDM&PUCCORMA, FONDEF-CONICYT, First Edition April 2008, 1500 copies. Santiago, Chile. 2nd Edition,
2011.
Research:
- FONDEF DO6I1034; “Techos y Pisos Ventilados”. 2007-2011. Wood Housing Prototype.
Construction system based on prefabricated complex walls, floors and ceilings.
- FONDEF DO7I1046; “Modalidad de Atención Integral del Parto. MASIP”. 2008-2011. Hospital
furniture design.
Professional Memberships:
Colegio de Arquitectos de Chile
234 Appendix 2 – Format for Faculty Résumés for APRs
Name: Juan José Ugarte Gurruchaga
Courses Taught (Two academic years prior to current visit):
ARQ3XXX
Final Project
Educational Credentials:
Architect Professional Degree Universidad Católica de Chile. Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1985-1987
Assistant Professor, Universidad Católica de Chile, 1988-1992
Adjunct Professor, Universidad Católica de Chile, 1993-1998
Adjunct Assistant Professor, Universidad Católica de Chile, 2000-2003
Visiting Professor, Marne la Valle, Paris, France, 2003
Professor, Universidad Católica de Chile, 2014 Professional Experience:
Director, School of Architecture, Universidad Católica de Chile, 200-2003
Dean, Faculty of Architecturem Design and Urban Studies, 2003-2005
Academic Vice President, Universidad Católica de Chile, 2005-2010
Chief of the Higher Education Division, Ministry of Education, Government of Chile, 2010-2013
Member National Accreditation Commission, Goverment of Chile, 2010-2013
President, Center for Innovation and Development of Wood (CIMUC), 2002, 2014 Licenses-Registration:
--Selected Publications and Recent Research:
- Book:Hacia la Gran Universidad Chilena. Los desafíos de su transformación estratégica. Hax, A.;
Ugarte, JJ. Ediciones Universidad Católica (octubre 2014).
- Panel: New Liberal Education Programs: Rationales & Ensuing Challenges in Hong Kong, Israel,
and Chile.Gaff, JG.; Godwin, KA.; Polisar D.; Ugarte JJ. Association for the Study of Higher
Education (ASHE 2014. Noviembre, Washington DC).
- Presentation: Toward a great Chilean university. Learning from USA experiences. Researchers
Colloquium, David Rockefeller Center for Latin American Studies, Harvard University.
- Presentation: Chile’s Higher Education System: Description and Challenges. Institute for Applied
Research in Youth Development de la TUFTS University
Research:
- La Buena Casa, Diseño por envolventes en vivienda de madera, fase II. FONDEF DO6I1034.
2007- 2010.
- Diseño por envolventes de la vivienda de madera: innovación tecnológica para la promoción del
uso del pino radiata en Chile. FONDEF D03I1020. 2004-2007
Professional Membership:
235 Appendix 2 – Format for Faculty Résumés for APRs
Name: María del Pilar Urrejola Dittborn
Courses Taught (Two academic years prior to current visit):
AQT006X
Research and Project Studio
Educational Credentials:
Architect Professional Degree, Universidad de Chile, 1980
PhD candidate in Architecture and Urban Studies, Universidad Católica de Chile
Teaching Experience:
Assistant Professor, Universidad Católica de Chile, 1988-1999
Adjunct Professor, Universidad Católica de Chile, 1999-2008
Associate Professor, Universidad Católica de Chile, 2008 Professional Experience:
Subdirector of Outreach, School of Architecture, Universidad Católica de Chile, 2000-2006
Director of continuing education and communications, FADEU, Universidad Católica de Chile,
2007-2008
President, Chilean Association of Architects (Colegio de Arquitectos de Chile), 2015 Member Accrediting Architecture, Art and Design Agency, Association of Architects, Santiago,
Chile, 2007-2010
Licenses-Registration:
Selected Publications and Recent Research:
- De la Capilla de Pajaritos al Monasterio Benidictino: el Espacio Sagrado Como Reto a la
Arquitectura Moderna. ARQ (Santiago) - Arquitectura, Diseño, Urbanismo, Chile. 1995;(30):4-13.
Perez F, Bannen P, Riesco H, Urrejola M.
Professional Memberships:
Colegio de Arquitectos de Chile 236 Appendix 2 – Format for Faculty Résumés for APRs:
Name: Claudio Vásquez Zaldívar
Courses Taught (Two academic years prior to current visit):
AQC0100
Introduction to Building
AQC1131
Prototypes of facade systems
AQT007X
Elective Studio I
AQT008X
Elective Studio II
ARQ3616
Experimental Design of Efficient Facades
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1995
Master in Architecture, Universidad Católica de Chile, 1995
PhD in Architecture, Universidad Politécnica de Cataluña, Barcelona, Spain, 2008
Teaching Experience:
Adjunct Instructor, Universidad Católica de Chile, 1996-1998
Associate Professor, Universidad Católica de Chile, 2003 Professional Experience:
Head of the Degree area
Selected Publications and Recent Research:
Research:
- 2015-2018. “Lo bueno es eterno: una historia cultural de la irrupción del hormigón armado y su
impacto en la arquitectura y la ingeniería en Chile, 1891-1939". FONDECYT REGULAR 1151372.
Join Researcher. Developing Research.
- 2013-2015, “Definición de la línea base de consumo energético y funcionamiento del ambiente
interior en edificios de oficina de Santiago”. FONDECYT REGULAR 1130815. Research Manager.
Developing Research.
Selected Publications:
- 2015, “Edificios de oficinas en Santiago : ¿Qué estamos haciendo desde el punto de vista del
consumo energético?”. ARQ N°.89 Santiago, abr., pp. 50-61
- 2014, Waldo Bustamante, Sergio Vera, Alejandro Prieto and Claudio Vásquez, “Solar and lighting
transmission through external shading devices (esd) of office building in a chilean mediterranean
climate”. Sustainability 2014, 6(5), pp.2786-2801
- 2014, “Characterization of a Baseline for Energy Consumption in Office Buildings in Santiago,
Chile”. 13th International Conference on Sustainable Energy Technologies 25th – 28th August 2014
HES-SO - Geneva – Switzerland. - 2014, “Chapter 38: Impact of Shape, Occupation and External Parameters in the Overall Thermal
Performance of Office Buildings in Santiago, Chile”. In: Dincer, Ibrahim, Midilli, Adnan, Kucuk,
Haydar (Eds.), Progress in Sustainable Energy Technologies Vol II. Springer International
Publishing Switzerland.
- 2013, “Thermal and lighting perception in four fully glazed office buildings in Santiago, Chile”.
Journal of facade design and engineering, 1 (2013). IOS Press, Delft, pp. 31-51. (SCOPUS)
Professional Memberships:
Colegio de Arquitectos de Chile
237 Appendix 2 – Format for Faculty Résumés for APRs
Name: Paula Velasco
Courses Taught (Two academic years prior to current visit):
AQT0200
Formative Studio and Representation II
AQR1000
Digital Production I
ARQ3XXX
Final Project
ARQ3XXX
Disciplinary Specialty Studio
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 2008
Msc Emergent Technologies and Design, Architectural Association, 2012
Teaching Experience:
Adjunct Assistant Professor, Universidad Católica de Chile, 2012 –
Assistant Professor, Universidad Andrés Bello, 2012-2013
Professional Experience:
Independent Architect, PVU Arquitectos, 2012 Associate Architect, Cecilia Puga, 2012 Associate Architect, Alberto Moletto, 2012 Associate Architect, Cristóbal Tirado, 2012 Collaborative Architect, Heatherwick Studio, London, 2010-2011
Associate Architect, Teodoro Fernández Arquitectos, 2005-2009
Licenses-Registration:
Selected Publications and Recent Research:
- Trace N°08– Turismo - Concurso Yap Constructo 2013 – A Red Kind of Theater
- Concurso Estación Cero, 2013
- Trace N°07 – Latinoamérica, Tienda Bestias, Drugstore Providencia, Chile, 2012
- Material Computation – Higher Integration in Morphogenetic Design, Architectural
Design, Vol. 82 No. 2, Wiley Academy (Ed), London, UK, 2011
- Core Studio 2 Project, AA Book, Projects Review, Architectural Association School of
Architecture (Ed), London, UK, 2010
- Ordos House, 2G Magazine N.53 Cecilia Puga, GG (Ed), Barcelona, España, 2008
- Facultad de Teología, VI Bienal de Arquitectura Catalogo, Colegio de Arquitectos de
Chile (Ed), Santiago, CHILE, 2008
- Scuola Italiana School, Revista ARQ N.67 Ediciones ARQ (Ed), Santiago, CHILE, 2007
Professional Memberships:
238 Appendix 2 – Format for Faculty Résumés for APRs
Name: Francisco Vergara
Courses Taught (Two academic years prior to current visit):
AQT0500
Formative Studio V
AQT007X
Elective Studio I
AQT008X
Elective Studio II
Educational Credentials
Architect Professional Degree, Universidad Católica de Chile, 1967
Teaching Experience:
Adjunct Associate Professor, Universidad Católica de Chile, 1985 - 2014
Visiting Professor, Universidad Católica de Chile, 2015
Professional Experience:
Independen Architect, 1967-2003
Licenses-Registration:
3-1040, La Florida, Chile
Selected Publications and Recent Research:
- Vivienda Social en Santiago. El Fracaso de una utopía. Francisco Vergara. ARQ Magazine N° 11.
1986.
- Conjunto Los Sauces. Francisco Vergara. ARQ Magazine N° 58. P35-35. 2004
Professional Memberships:
Colegio de Arquitectos de Chile
239 Appendix 2 – Format for Faculty Résumés for APRs
Name: Orlando Vigouroux Jaime
Courses Taught (Two academic years prior to current visit):
AQC2003
Analysis and evaluation of seismic damage
AQC0110
Structural Elements
Educational Credentials:
Architect Professional Degree, Universidad Católica de Chile, 1978
Master in Architecture, Universidad Diego Portales, 2009.
Teaching Experience :
Associate Professor, Universidad Católica de Chile, 1980 Professor, Universidad Diego Portales, Desde 2005
Professional Experience:
Academic Secretary, School of Architecture, Universidad Católica de Chile, 1981-1983
Sub Director of Outreach, School of Architecture, Universidad Católica de Chile, 1986
Member of the Academic Council, School of Architecture, Universidad Católica de Chile, 1986-1999
Program Director, International Spanish Cooperation, 1991-1993
Manager, Urban Development corporation of San Miguel, 1996-1998
Licenses-Registration:
300070, La Reina, Chile.
Selected Publications and Recent Research:
- Digital educational instrument for diagnosis and cadaster of Structural Damage in post seismic
emergency. Programa Acelerador, Centro de Innovación UC, 2014
Professional Memberships:
Colegio de Arquitectos de Chile
240 Appendix 2 – Format for Faculty Résumés for APRs
Name: Carlos Zárraga Olavarría
Courses Taught (Two academic years prior to current visit):
FIL184
Ethics in Architecture, City and Landscape
Educational Credentials:
Philosophy Bachelor Degree, Universidad Católica de Valparaíso, 1974
PhD in Phylosophy Studies, Universidad de Deusto, Spain, 1983
Expert in Basque Studies, UNED-Spain/Eusko Ikaskuntza (Basque Studies Society) Euskadi. 2007
Teaching Experience:
Adjunct Associate, Universidad Católica de Chile
Assistant Professor, Universidad Andrés Bello, 2008-2012
Academic, Universidad Católica de Valparaíso
Academic, Universidad del Norte
Associate Professor, Pontifical Seminary, Valparaíso
Professional Experience:
Director, Vichuquén School, Curicó, Chile
Licenses-Registration:
Selected Publications and Recent Research:
Books:
- Filosofía de la religión Ed. Create Space. Charleston. USA. (Nihil Obstat Archbishop of Santiago,
2014)
- Introducción a la filosofía del derecho (2014) Ed. Create Space. Charleston. USA
- Ética: nueva Edición (2014) Ed. Create Space. Charleston USA
- ¿Qué significa estar? Estudio sobre la corporeidad humana (2014) Ed. Create Space. Charleston
USA
- Lógica.Vademécum de lógica formal (2915) Ed Create Space USA
- Antropología filosófica. Textos y comentarios.(2015) Ed. Create Space USA
Articles:
- El dolor y el sufrimiento. Salud y enfermedad. (2007). “Vera Humanitas” Magazine Vol. XXIII N°
44. pp. 71-92. Dirección de Humanidades. Universidad de la Salle. Ciudad de México-México
- θεωρεω. Los efectos de una inteligencia visual. (2011) “Limes” Magazine. Journal of Classical
Studies. N° 24. pp.33-58. Centro de Estudios Clásicos. Universidad Metropolitana de Ciencias de la
Educación. Santiago. Chile.
- La metáfora. (2012) “Limes” Magazine. Journal of Classical Studies. N° 25. pp.27-44. Centro de
Estudios Clásicos. Universidad Metropolitana de Ciencias de la Educación. Santiago. Chile.
- Eu Prattein. De la ética estoica a la moral cristiana. (2013) Actas del XIII Encuentro Internacional
de Estudios Clásicos. Cultura helenística y cristianismo primitivo. Ed. R. Frías. Págs. 121-134.
Centro de Estudios Clásicos. Santiago. Chile.
- El hecho moral. (2014- por aparecer) Revista “Arbor”. (Actas del IV Congreso Internacional.
Xavier Zubiri. 2010 Valparaíso–Chile). Vol. 190. N° 770. Consejo Superior de Investigaciones
Científicas. Madrid. España.
Professional Memberships:
241 4.3 VISITING TEAM REPORT : Http://arquitectura.uc.cl/images/vtr_visit_2.pdf 4.4 SCHOOL CATALOG : Http://arquitectura.uc.cl/images/arquitectura-­‐2.pdf Http://admisionyregistros.uc.cl/futuros-­‐alumnos/admision-­‐via-­‐psu/carreras/171-­‐futuros-­‐alumnos/admision-­‐via-­‐psu/carreras/folletos-­‐
de-­‐carreras/1001-­‐carreras-­‐pregrado-­‐arquitectura#campo-­‐laboral 4.5 FADEU DEVELOPMENT PLAN : http://arquitectura.uc.cl/images/4.5_SUPPLEMENTAL_INFORMATION_-­‐_FADEU_DEVELOPMENT_PLAN_2012-­‐_2017.pdf 4.6 COMMON SCHOOL OF ARCHITECTURE : http://arquitectura.uc.cl/images/4.6_SUPPLEMENTAL_INFORMATION_-­‐_COMMON_SCHOOL_OF_ARCHITECTURE.pdf 4.7 DIRIP FUNDS TO SCHOOL OF ARCHITECTURE ACADEMICS 2014 -­‐ 2015 Http://arquitectura.uc.cl/images/4.7_supplemental_information_-­‐_dirip_funds.pdf 4.8 RESEARCH PROJECTS -­‐ SCHOOL OF ARCHITECTURE ACADEMICS 2008 – 2015 Http://arquitectura.uc.cl/images/4.8_supplemental_information_-­‐_research_projects.pdf 4.9 NATIONAL AND INTERNATIONAL OUTREACH ACTIVITIES 2009 – 2015 Http://arquitectura.uc.cl/images/4.9_supplemental_information_-­‐_outreach_activities.pdf 4.10 STUDENTS PARTICIPATING OF INTERNATIONAL ACADEMIC EXCHANGE PROGRAMS 2009 – 2015 Http://arquitectura.uc.cl/images/4.10_supplemental_information_-­‐_international_exchange_programs.pdf 4.11 STUDENT FINANCIAL AID 2009 – 2015 http://arquitectura.uc.cl/images/4.11_supplemental_information_-­‐_student_financial_aid.pdf 242 4.12 PROTOTYPE LABORATORY LIFE SAFETY PROTOCOL 243 4.13
CURRICULAR CHARTS FOR MASTERS DEGREE PROGRAMS Master in Urban D esign curricular structure
1 SEM
2 SEM
3 SEM
GRADUATION AND PROFESSIONAL TITLE ACTIVITY
FINAL PROJECT DESIGN STUDIO
20
F ORMULATION COURSE
RESEARCH & DESIGN STUDIO 5
15
OPR SPECIALITY
OPR SPECIALITY
5
5
SPECIALITY DESIGN STUDIO
URBAN PROJECT MANAGEMENT 10
ADVANCE
RESEARCH
20
15
URBAN PROJECT
10
OPR MIP
10
10
OPR MIP
OPR MIP
OPR MIP
10
10
OPR MIP
5
50
50
50
150
Figure 84: Master in Urban Design (MPUR) Curricular Structure 244 Master in Landscape Architecture/ MAPA curricular structure
1 SEM
2 SEM
3 SEM
GRADUATION & PROFESSIONAL QUALIFICATION ACTIVITY
FINAL PROJECT DESIGN STUDIO
20
ADVANCE
RESEARCH & DESIGN STUDIO
Formulation
5
15
OPR SPECIALITY OPR SPECIALITY 5
5
RESEARCH
20
SPECILITY DESIGN STUDIO
15
GREENERY AS DESIGN MATERIAL 10
OPR MIP
OPR MIP
10
OPR MIP
10
10
LANDSCAPE THEORY OPR MIP
10
10
OPR MIP
5
50
50
50
150
Figure 85: Master in Landscape Architecture (MAPA) Curricular Structure 245 Master in Architecture MARQ curricular structure 1 SEM
2 SEM
3 SEM
GRADUATION & PROFESSIONAL QUALIFICATION ACTIVITY
FINAL PROJECT DESIGN STUDIO
20
ADVANCE
Formulation
RESEARCH
RESEARCH & D ESIGN STUDIO
5
OPR ESP 15
20
OPR ESP 5
5
SPECIALITY D ESIGN STUDIO
15
LATINAMERICAN ARCHITECTURE OPR MIP
10
10
CONTEMPORARY ARCHITECTURAL D EBATES OPR MIP
10
10
OPR MIP
OPR MIP
10
10
OPR MIP
5
50
50
50
150
Figure 86: Master in Architecture (MARQ) Curricular Structure 246 Master in Sostainable Architecture & Energy MASE curricular structure 1 SEM
2 SEM
3 SEM
GRADUATION & PROFESSIONAL QUALIFICATION ACTIVITY
FINAL PROJECT DESIGN STUDIO
20
ADVANCE
5
RESEARCH & DESIGN STUDIO
Formulation
15
OPR ESP 5
SPECIALITY DESIGN STUDIO
ARCHITECTURAL DESIGN STRATEGIC ASSESMENT 20
OPR ESP 5
RESEARCH
15
OPR MIP
10
10
ENERGY EFFICIENCY 10
10
OPR MIP
OPR MIP
10
OPR MIP
10
OPR MIP
5
50
50
50
150
Figure 86: Master in Sustainable Architecture & Energy (MASE) Curricular Structure 247 4.14 LEARNING CULTURE POLICY Http://arquitectura.uc.cl/images/4.14_supplemental_information_-­‐_learning_culture_policy.pdf 4.15 ACADEMIC MANAGEMENT POLICIES FOR FACULTY MEMBERS Http://arquitectura.uc.cl/images/4.15_SUPPLEMENTAL_INFORMATION_-­‐_ACADEMIC_MANAGEMENT_POLICIES.pdf 4.16 NATIONAL ACCREDITATION EAUC AADSA REPORT http://arquitectura.uc.cl/images/4.16_SUPPLEMENTAL_INFORMATION_-­‐_NATIONAL_ACCREDITATION_EAUC_AADSA.pdf 4.17 RIBA REPORT http://arquitectura.uc.cl/images/4.17_SUPPLEMENTAL_INFORMATION_-­‐_RIBA_REPORT.pdf 248 4.18 SCHOOL OF ARCHITECTURE LICENCIATE AND PROFESSIONAL DEGREE CURRICULUM CHART 249 250