Putting classroom and research experience to use in actual settings
while still in the academic atmosphere tempers and strengthens
professional education. Field work or studio courses are part
laboratory-to explore possibilities-and part "real world"-where an
existing issue is followed through the planning process; that is,
defining the problem, structuring and evaluating approaches, developing
realistic recommendations, and presenting the results. Projects are
selected on the basis of the importance of the problems they present as
well as for the educational opportunities they provide.
An
important component in all studio courses is effective presentations to
the client. In addition to speaking skills, students learn how to use
effectively a variety of computer graphic tools, including Powerpoint,
Director, and Photoshop. Many of the studios also make use of
geographic information systems programs for spatial analysis, and
Autocad for drawing and design.
Consultation with the client
clearly establishes the issues, the time frame and other constraints
(technological, fiscal, social, political, etc.), and the objectives of
the work. After reviewing background information supplied by the
client, the group organizes its approach and assigns tasks,
concentrating initially on collection of appropriate data. Then, with
particular attention to constraints identified in the first step,
students analyze their information to clarify the situation, the
relationships, the problems, and the opportunities.
Alternative recommendations to account for all of the findings are
developed and discussed with the client for reactions and
comments. The final report, appropriately modified to reflect
these comments and supported by suitable graphics and other necessary
materials, is presented to the client and is exhibited in whatever
forum is applicable to the problem and the project.
Recent studios have included:
1. redevelopment recommendations and strategies for Paterson, NJ, and Bayonne, NJ;
2. plan for historic preservation in selected neighborhoods in New Brunswick, NJ;
3. analysis of technology, land use, and transportation alternatives for the Rutgers-New Brunswick campus;
4. urban design analysis and plan for the College Avenue campus, Rutgers-New Brunswick;
5. community development studios in Newark, NJ; and
6. design for transit-friendly communities for Plainfield, NJ, and Linden, NJ, station areas.
All of these projects required students to make oral and graphic
presentations to public officials and to write a collaborative final
report.
