Syllabus

Architectural Design (BFA)
SCHOOL OF CONSTRUCTED ENVIRONMENTS

2 West 13th St. 12th Floor New York, NY 10011 
(212) 229-8955 / SCE.PARSONS.EDU

Architecture Design Studio 4: Housing
PUAD 3011; CRN 7102; Section C
Spring 2017

Course Meeting
Tuesdays and Fridays, 12:10-5:50 PM
2 West 13th Street, 12th Floor

Faculty
Quilian Riano (rianoq@newschool.edu)
Cheryl Wing-Zi Wong (wongcw@newschool.edu)

Out-of-class meetings by appointment 

Course Description 
The studio depends on the application of prior studio learning to understand the complexities of building in context. Using various mapping tools and technologies, and a wide range of static and dynamic media, students will study a range of fabricated networks and systems. Using the documents created in the research phase of the project, precedent analysis and design development, students will develop and document new urban scenarios that include built elements. 

The recognition and understanding that Architecture is integral to a series of interconnected environments, physical and social networks, formal, material, and immaterial, that responds to a set of challenges, will be a significant goal of the semester. 

As designers collaborating within a studio environment, our projects can reflect a shared philosophy of life and use, or embody the debate inherent in a multi-cultural and open community. In the shared urban environment this semester's projects represent, we can collectively experience the presence of form, light, material, harmony and beauty, while engaging the significant social issues associated with the "urban." This studio builds on prior studio learning to understand the complexities of designing for a specific social group, integrated into a broad diverse culture, and utilizes the energy concepts and ecology insights of the past semester. 

Students may be given an opportunity to work with outside partners or advisors and will demonstrate ability to work both individually as well as on a team. While project work will be primarily studio based, content may require off-site research and engagement with non-profit organizations.

Course Outline
The studio will design a proposal for a housing project in one of a series of sites selected for the studio  on the Lower East Side in Manhattan. Exploring the complex networks, histories and communities of the district, students will craft a proposal for livable and adaptable housing.  The proposal will also consider and include public / community spaces in tandem with the housing. 

Final proposals may take form in a building, series of buildings, or on a larger urban scale. While the relative scale of the proposal can vary, the decision of each student must be based on research, analysis and reasoned intention. Each project proposal should take form in a concise and supported architectural narrative.

The semester will be broken up into the following phases: 
● WEEKS 1-2 PRECEDENTS 
Analysis of some existing housing models

● WEEK 2-4: SITE 
Group site research and analysis
Programming & strategic services planning

● WEEK 3-7 THE UNIT 
Design development of housing unit types

● WEEK 8-13 THE BUILDING 
Unit aggregation 
Development of public/private space and services/programs
Overall building design
Integration of shared program into housing

Before the beginning of each phase, you will receive a comprehensive document with detailed steps and deliverables for the assignment. 

Lower East Siding: A Housing Design Studio
At the core of the Lower East Side are a series of intricate histories that have shaped its urban conditions and housing models. These include stories of political strife, racist policies and turmoil among diverse immigrant groups: 
The nominal legacy and imposition of varying city grids of the early Dutch and British settlers, the first (relatively unused) hillside in the borough permitted by the Dutch for settlement of freed African slaves, the evolving tenements and 19th/20th century labor force of Eastern European immigrants, the center of Jewish immigrant culture, the formation of Chinatown by Chinese who headed east after the Gold Rush and the completion of the Transcontinental Railroad, the Central American, Puerto Rican and also African American communities who settled in the mid-1900s, the recent influx of newer Fujianese Chinese immigrants. 

The convergence of these diverse communities, and the LES’ location as the landing pad of the Williamsburg and Manhattan bridges, has generated a dynamic network of micro-economies and cultural enclaves. Currently, public housing flanks the district’s riverfront areas, essentially forming an eastern and southern border of monolithic brick towers. Today, the LES is rapidly gentrifying, and speculative real estate is cultivating a palate for coveted East River views. 

Adding to these local housing concerns, NYCHA (New York City Housing Authority) is working on a deficit and having difficulties even maintaining its existing building stock. Through efforts like the NextGeneration NYCHA, they are looking for ways to rethink the way their buildings and facilities work. 

The challenge in this area is to create the structures, services and programs that tie together a diverse set of populations, housing needs and models. 

In devising your proposal, you will consider or address the following:
● How do we design and build to foster diversity, to strengthen community?
● What populations are you designing for?
● What are the priorities of public housing? 
● How can public housing intersect with private housing?
● What kind of services and programs can benefit both public and private housing? 
● What are the desired conditions of a domestic space today? 
● How do we design for livability through materials, views, natural light, circulation? 
● How can housing be transformative, how can a domestic space be designed to accommodate change?
● How can housing be strategically designed to connect to the existing urban infrastructure?
● How do we think about the interstitial spaces between homes, between private and public?

Assessment Method & Tasks
Assessment is based on conceptual strength of work, improvement based on self-critique as well as in response to feedback, technical execution, and overall effort. Attendance, punctuality, and participation in group discussions are important factors. 

Students will be given a grade after each phase’s assignment. The midterm assessment, as well as individual reviews and pin-ups, will clarify areas of work that need strengthening. If a negative midterm assessment is made, then the student is required to schedule an appointment with the academic advisor to discuss the problems cited in the evaluation. The final grade will, in part, reflect your improvement in these areas. 

Following each pin-up, students are required to post the work completed for each phase’s assignment on our studio blog. The blog will maintain an archive of our studio’s various phases and design development. The blog posts will be included in the participation portion of each student’s grade.

Work for each phase of the studio must be completed within the specified time frame allotted. Pin-ups and reviews occur on regularly scheduled intervals. Students are required to attend all pin-ups and reviews. Students must present their work as scheduled by their instructors, and they must remain for the duration of the review. All work must be completed in time to attend pin-ups and reviews for their duration. Any student not attending the full duration of pin-ups and reviews will be marked absent. 

Final Grade Calculation
PRECEDENTS 10%
SITE         10%
THE UNIT         10%
Midterm Presentation            15%
THE BUILDING 10%
Final Presentation                30%
Participation, Attendance  &
Blog posts for each phase    15% 
Total                                    100%


Course Schedule  
Week 1
T Jan 24 - Syllabus review / PRECEDENTS Intro
F Jan 27 - PRECEDENTS

Week 2
T Jan 31 - PRECEDENTS Pin-Up / SITE Intro
F Feb 3 - SITE (LES Site Visit)

Week 3
T Feb 7 - SITE
F Feb 10 - SITE

Week 4
T Feb 14 - SITE Pin-Up / SITE Model Charette
F Feb 17 SITE Model Charette / THE UNIT Intro

Week 5
T Feb 21 - THE UNIT
F Feb 24 - THE UNIT
Week 6
T Feb 28 - THE UNIT
F Mar 3 - THE UNIT

Week 7
T Mar 7 - THE UNIT 
F Mar 10 - THE UNIT Pin-Up / THE BUILDING Intro 

Week 8
T Mar 14 - THE BUILDING
F Mar 17 - THE BUILDING

Mar 20-26 
No Class - Spring Break

Week 9
T Mar 28 - MID-TERM 
Mid-term Assessments
F Mar 31 - THE BUILDING 
Week 10
T Apr 4 - THE BUILDING
F Apr 7 - THE BUILDING

Week 11
T Apr 11 - THE BUILDING
F Apr 14 - THE BUILDING

Week 12
T Apr 18 - THE BUILDING
F Apr 21 - THE BUILDING Pin-Up

Week 13
T Apr 25 - PREP FINAL DELIVERABLES
F April 28 - PREP FINAL DELIVERABLES

Week 14
T May 2 - Final Reviews
F May 5 - Final Reviews

Week 15
T May 8 Documentation and Studio Cleanup
F May 12 Documentation and Studio Cleanup


Learning Outcomes*
By the successful completion of this course, students will be able to:

DEMONSTRATION 
Demonstrate a process for innovation that includes research, analysis and design in a cyclical iterative process.

COMPETENCE 
Develop a specific response to a program brief through a thorough precedent analysis, which will establish key functional and performative requirements of the building type.

STRENGTH 
Propose a specific design solution in response to contextual, ecological, climatic and other environmental contingencies, using analytical tools to optimize design efficacy.

STRENGTH 
Develop a specific process of analysis based on the careful selection of tools, techniques and representation methods and develop workflow that allows the design process to integrate a range of media.

COMPETENCE 
Develop processes, including the integration of effective communication skills, in support of engagement with community stakeholders, that impact the design process.

*Learning Outcome Definition Key
The stage of student learning that relate to the learning outcomes of the program.

UNDERSTANDING
The student is conversant in the language and importance of the topic in relation to architectural design.

COMPETENCE
The student has the ability to apply knowledge of the topic within the design process consistently, but often in a basic and routine way.

STRENGTH
The student has the ability to apply the knowledge in multiple ways that show an understanding of more subtle aspects of the topic.

DEMONSTRATION
The student has the ability to consistently and accurately apply the knowledge in their own way, making subtle distinctions in where and when the knowledge is applicable.

FLUENCY
The student can apply the knowledge in unique and improvisational ways to support design arguments.

Required Reading 
Selections from this list will be periodically assigned as required readings for in-studio review and discussion; in-studio discussions will be a partial basis for participation grades.

Housing Typology and Design

Hilary French. Key Urban Housing of the Twentieth Century: plans, sections, and elevations. New York: W.W. Norton, 2008.

Bernhard Leupen/Harald Mooij. Housing Design: A Manual. Rotterdam: NAi Publishers, 2011.

Roger Sherwood. Modern Housing Prototypes. Cambridge, Mass.: Harvard University Press, 1978.  
* Related website: http://housingprototypes.org

Jeremy Till/Tatjana Schneider. Flexible Housing. Amsterdam/Boston: Architectural Press, 2007. * Related website: http://www.afewthoughts.co.uk/flexiblehousing/index.php.
Housing Policy
Bennett, L./Smith, J./Wright, P. Where Are Poor People to Live? Transforming Public Housing Communities. New York: M.E. Sharpe, 2006.
Schwartz, A.F. Housing Policy in the United States. New York: Routledge, 2006. 
Urban Design
Eyck, Aldo. “The In-Between Realm” in The Child, The City and The Artist: An Essay on Architecture, Amsterdam: SUN, 2008. 

Jacobs, Jane. The Death and Life of Great American Cities. New York: Random House 2002 [1961].

Rowe, Colin/Koetter, Fred. Collage City. Cambridge, MA: MIT Press, 1978.

Koolhaas, Rem. Delirious New York. New York: The Monacelli Press, 1994.
Lynch, Kevin. The Image of The City. Cambridge, Massachusetts: The MIT Press, 1960. 
Shane, David Grahame. Recombinant Urbanism: Conceptual Modeling in Architecture, Urban Design, and City Theory. London, UK: John Wiley & Sons, 2005.
New York City Housing and Urban Development
Plunz. Richard. A History of Housing in New York City: dwelling type and social change in the American metropolis. New York: Columbia University Press, 1996.

Robert Stern/Thomas Mellins/David Fishman. New York 1960. New York: Monacelli 1995.


Online Resources Addressing Housing and Urban Development
The New York City Department of City Planning (DCP) 

The New York City Department of Buildings (DOB) 

The New York City Department of Housing, Preservation, and Development (HPD) 

The New York City Department of Transportation (DOT) 

The New York City Department of Economic Development (EDC) 

Housing New York: A Five-Borough, Ten-year Plan
http://www.nyc.gov/html/housing/assets/downloads/pdf/housing_plan.pdf

House Housing: An Untimely History of Architecture and Real Estate
http://house-housing.com
The Atlantic Cities
http://www.citylab.com

Citizens Housing and Planning Council
http://www.chpcny.org; www.makingroomnyc.com

Furman Center for Real Estate and Urban Policy, NYU
http://furmancenter.org

Next City Journal
http://nextcity.org

Places Journal
http://places.designobserver.com

Susanne Schindler, ed. “Affordable Housing in New York.” Bauwelt 15/2012. http://bauwelt.de/sixcms/media.php/829/bw_2012_10_affordable%20housing.600101.pdf

Uneven Growth: Tactical Urbanism for Expanding Megacities (MoMA)
http://uneven-growth.moma.org

BARarchitekten | Base for Architecture + Research 
http://www.bararchitekten.de

Parsons Learning Portfolio
The Parsons Learning Portfolio is an ongoing, cumulative repository for each student’s experience across courses, and across years. It archives individual student’s processes of reflection, productive failure, skills learned, and interdisciplinary connections made, as well as final “finished” work.

The Parsons Learning Portfolio is key to the Integrative Studio and Seminar I courses. It will serve as a bridging mechanism to facilitate conversation and access to projects and writings across the seminar and studio. It is within the Integratives in particular that the Learning Portfolio will be introduced and fostered as an active part of critically reflective learning, thinking, writing and making.

Anticipated Course Expenses
Course expenses will consist primarily of materials related to the development and presentation of design proposals. As such, expenses will largely be discretionary. Students are encouraged to consider the format and delivery of presentations so as to keep these expenses to a minimum. This may include formatting presentations for 11x17 printing rather than using the plotter, or (with notice) reserving equipment for digital presentations. Other expenses will include public transportation for site visits, drawings supplies and model-making materials, however, expensive materials do not correlate to improved grades. All readings and assignments will be distributed electronically. Students experiencing financial difficulties from expenses related to this course should visit Student Financial Services or discuss alternative methods for production with the instructor.]

Resources & Policies 
Academic Honesty & Integrity
http://www.newschool.edu/WorkArea/DownloadAsset.aspx?id=85848
The New School views “academic honesty and integrity” as the duty of every member of an academic community to claim authorship for his or her own work and only for that work, and to recognize the contributions of others accurately and completely. This obligation is fundamental to the integrity of intellectual debate, and creative and academic pursuits. Academic honesty and integrity includes accurate use of quotations, as well as appropriate and explicit citation of sources in instances of paraphrasing and describing ideas, or reporting on research findings or any aspect of the work of others (including that of faculty members and other students). Academic dishonesty results from infractions of this “accurate use”. The standards of academic honesty and integrity, and citation of sources, apply to all forms of academic work, including submissions of drafts of final papers or projects. All members of the University community are expected to conduct themselves in accord with the standards of academic honesty and integrity. Please see the complete policy in the Parsons Catalog. It is the responsibility of students to learn the procedures specific to their discipline for correctly and appropriately differentiating their own work from that of others.  Compromising your academic integrity may lead to serious consequences, including (but not limited to) one or more of the following: failure of the assignment, failure of the course, academic warning, disciplinary probation, suspension from the university, or dismissal from the university.

Intellectual Property Rights
http://www.newschool.edu/provost/accreditation/

Attendance
Parsons’ attendance guidelines were developed to encourage students’ success in all aspects of their academic programs. Full participation is essential to the successful completion of coursework and enhances the quality of the educational experience for all, particularly in courses where group work is integral; thus, Parsons promotes high levels of attendance. Students are expected to attend classes regularly and promptly and in compliance with the standards stated in course syllabi. 

While attendance is just one aspect of active participation, absence from a significant portion of class time may prevent the successful attainment of course objectives. A significant portion of class time is generally defined as the equivalent of three weeks, or 20%, of class time. 20% equals 3 absences for classes that meet 15 times and 6 absences for classes that meet 30 times in a semester. Lateness or early departure from class may be recorded by the instructor as one full absence. Students may be asked to withdraw from a course if habitual absenteeism or tardiness has a negative impact on the class environment.

Members of the faculty are expected to provide syllabi in which course objectives and assessment criteria are described, in writing, at the beginning of the term. The syllabus should also articulate how attendance is assessed with respect to active participation. Whether the course is a lecture, seminar or studio, faculty will assess each student’s performance against all of the assessment criteria in determining the student’s final grade.

At Parsons, attendance and lateness are assessed as of the first day of classes. Students who register after a class has begun are responsible for any missed assignments and coursework. Students who must miss a class session should notify the instructor and arrange to make up any missed work as soon as possible. A student who anticipates an extended absence should immediately inform the faculty and his or her program advisor. Advance approval for an extended absence is required to ensure successful completion of the course. Withdrawal from the course may be recommended if the proposed absence would compromise a student’s ability to meet course objectives.

Finally, faculty are asked to notify the student’s advisor for any student who misses two consecutive class sessions without explanation or who otherwise miss a significant portion of class time. Following two absences, students may be asked to speak with their advisor to review any impediments to their successful performance in class and, if so, to provide confirmation to the faculty member that such a conversation took place.

Religious Absences and Equivalent Opportunity
Pursuant to Section 224-a of the New York State Education Laws, any student who is absent from school because of his or her religious beliefs will be given an equivalent opportunity to register for classes or make up any examination, study, or work requirements which he or she may have missed because of such absence on any particular day or days. The student must inform the instructor at the beginning of the course of any anticipated absences due to religious observance.

Parsons’ Undergraduate Grading Standards
A  [4.0; 96–100%]
Work of exceptional quality, which often goes beyond the stated goals of the course 

A- [3.7; 91 –95%]
Work of very high quality

B+ [3.3; 86–90%]
Work of high quality that indicates substantially higher than average abilities

B  [3.0; 81–85%]
Very good work that satisfies the goals of the course

B- [2.7; 76–80%]
Good work
C+ [2.3; 71–75%]
Above-average work

C  [2.0; 66–70%]
Average work that indicates an understanding of the course material; passable satisfactory completion of a course is considered to be a grade of C or higher.

C- [1.7; 61–65%]
Passing work but below good academic standing

D  [1.0; 46–60%]
Below-average work that indicates a student does not fully understand the assignments; Probation level though passing for credit

F  [0.0; 0–45%]
Failure, no credit

Grade of W
The grade of W may be issued by the Office of the Registrar to a student who officially withdraws from a course within the applicable deadline. There is no academic penalty, but the grade will appear on the student transcript. A grade of W may also be issued by an instructor to a graduate student (except at Parsons and Mannes) who has not completed course requirements nor arranged for an Incomplete.

Grade of Z
The grade of Z is issued by an instructor to a student who has not attended or not completed all required work in a course but did not officially withdraw before the withdrawal deadline. It differs from an “F,” which would indicate that the student technically completed requirements but that the level of work did not qualify for a passing grade.

Grades of Incomplete
The grade of I, or temporary incomplete, may be granted to a student under unusual and extenuating circumstances, such as when the student’s academic life is interrupted by a medical or personal emergency. This mark is not given automatically but only upon the student’s request and at the discretion of the instructor. A Request for Incomplete form must be completed and signed by student and instructor. The time allowed for completion of the work and removal of the “I” mark will be set by the instructor with the following limitations: [You should include one the following standards, depending on the level of your course].

Undergraduate students 
Work must be completed no later than the seventh week of the following fall semester for spring or summer term incompletes and no later than the seventh week of the following spring semester for fall term incompletes. Grades of “I” not revised in the prescribed time will be recorded as a final grade of “WF” by the Office of the Registrar. 

Graduate students 
Work must be completed no later than one year following the end of the class. Grades of “I” not revised in the prescribed time will be recorded as a final grade of “WF” (for Parsons and Mannes graduate students) or “N” (for all other graduate students) by the Office of the 
Registrar. The grade of “N” does not affect the GPA but does indicate a permanent incomplete.

SCE Studio Etiquette Policy
Shared space requires respect for one another. As a community, our faculty, students, and staff work together to create a safe, welcoming, and productive environment. It is SCE Studio Etiquette to leave our spaces cleaner than we found them. To accomplish this, faculty lead by example by managing each class session and students uphold it by day-to-day participation in maintaining the studio in general and organizing their workplace in particular. Routine activities inside and outside of class:

- Each course should reserve approximately ten minutes at the close of each class or critique to tidy-up as a group. Faculty should note participation and factor into grading (as class participation, or citizenship)

- Outside of class, creative activity often generates a good mess resulting from energized investigations, but it also necessitates bringing spaces back to order.

- Workspace and furniture should be returned to a clean usable state after a short period of use.

- At the end of each semester, everyone participates in sorting reusable materials to be moved to the Green Supply Center.

We expect design processes practices to include organization, considered arrangement of materials and projects, as well as storage throughout one’s work-cycle. How we work defines our work. If you are unclear how to leave things, please reach out to your peers for support and refer to posted guidelines.  These are our studios, our classrooms, our offices, our school – a locale we learn in and from which outside visitors learn. Please contribute to the productive creative culture at SCE by being mindful of the environment where we all work.

Studio Installations
(Regarding temporary installations in SCE Public Spaces at 25 E 13th Street, 2nd and 3rd Floors and elsewhere at The New School) Students are allowed to use public areas on the 2nd and 3rd floors of 25 E13th St. for temporary installations related to coursework. All sites chosen for temporary installations must be reviewed and approved by faculty and/or SCE administration. Spaces that may be used include corridors, galleries, classrooms and pin-up areas. Installations shall not inhibit use by others (e.g.: installation in gallery must not interfere with a planned exhibition) or violate life safety or egress path requirements. Materials located in egress corridors cannot be flammable. No installations are allowed in the stair wells or elevators.

Installations shall be executed in a sustainable manner that does not degrade existing finishes or surfaces. Installations that require holes for mounting are restricted to paintable surfaces only. Holes are limited in size to that of required fasteners only (e.g.: nails and screws). No sections of wall, floor or ceiling surfaces shall be removed. All surfaces shall be returned to the original state of finish at the conclusion of the installation period.

All installations are subject to review by the New School fire safety director and building super. Students and Faculty must establish, and notify the SCE Office of, a un-install/repair completion date which is to be within 24 hours of the class review.

Use of Electronic Devices
Use of electronic devices (phones, tablets, laptops) is permitted when the device is being used in relation to the course’s work. All other uses are prohibited in the classroom and should be turned off before class starts. Faculty may choose to prohibit any use of technology in the classroom and will indicate this decision in the syllabus.

Equipment Checkout for Students
Students have access to equipment that may be checked out on the 8th floor of 55 West 13th 
Street. Items available include DSLR kits, audio recorders, lighting kits, wireless mics, etc. 

A visual inventory can be found here: 
http://www.newschool.edu/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=80137

Access is available to all degree- or credit-seeking students, based on current term enrollment. The site for equipment and checkout can be found here:
http://www.newschool.edu/information-technology/at/agreements/s_eqc_agreement.html

Students may use the online checkout system, or take their chances and try for a walk in checkout.
- Walk-in checkouts of available field equipment can be made daily on a first-come, first-served basis.
- Walk-in checkouts may be made for up to 48 hours. Only one walk-in checkout can be processed at a time.

- Reservation checkouts will take priority over walk-ins.

- 24 hours notice is required to create, modify or cancel a reservation. This is so the Equipment Center staff has time to properly prepare orders.

- Reservation time is up to four days for all eligible equipment. 

Instructions for using the checkout system:  
https://reservation.newschool.edu/webcheckout/manual.pdf

Please note that equipment must be returned on time.

The fines for late returns are $20/hour or $100/day fee. Your reservation access will be restricted until all outstanding fines are resolved. Please allow two business days for processing of fine payments.

Not showing for your reservation results in $40 fee per incident. Your reservation access will be restricted until all outstanding fines are resolved. Please allow two business days for processing of fine payments.

3D Making Facilities
For updated information about all 3D making facilities that SCE students have access to: 
http://resources.parsons.edu/

or: 
- Login to New School email account

- Go to Gmail “apps” grid to select “Sites”

- Search Sites for and select “AMT/SCE FACILITIES AND SHARED RESOURCES” 

- Find facility announcements, access policies, shared resources, contacts, and etiquette

Facilities for Printing and Scanning
There are a number of locations across the New School campus that you and your students can output digital files. The Information technology page on printing facilities, policies and tips can be found here. Here is a list of New School print locations as of Spring 2013.

Standard Color Printers
- 55 West 13th Street 8th floor.
    - 63 Fifth Ave. 4th floor.

Pro Color Printers
- 6 East 16th St, rm. D707
    - 25 East 13th St, 2nd and 3rd floors
    - 63 Fifth Ave., U432 and Basement room UL106

Plotters
- 55 West 13th Street 8th floors
    - 6 East 16th St, rm. D707
    - 25 East 13th St, 2nd and 3rd floors
    - UCPC, 63 Fifth Ave., rm. U432

Large Format Photographic Plotter
- UCPC, 63 Fifth Ave., rm. U432

Photographic Printers
- 55 West 13th Street rooms i930

Black and White Printers
- 6 East 16th St 6ht, 7th, and 11th floors
    - 25 East 13th St 2nd and 3rd flrs
    - 55 West 13th 8th, and 9th floors
    - 63 Fifth Ave., U432 and Basement room UL106

Online Learning: Lynda.com
https://sites.google.com/a/newschool.edu/cueresources/resources/online-learning)

The New School Libraries have purchased a site wide license that is available to all faculty and students at the New School. An online learning platform with video tutorials in a number of disciplines: 3D, video, business, photography, web design, graphic design, and more.

To access content, first create a personal profile at: 
http://wwwlyndacom.libproxy.newschool.edu/IPProgram/IPLogin.aspx?view=create

Student Disability Services 
http://www.newschool.edu/studentservices/disability

Student Rights and Responsibilities 
http://www.newschool.edu/student-rights-and-responsibilities/

Course Evaluations
Student course evaluations are crucial to The New School’s efforts to provide high-quality education. Course evaluations offer students an opportunity to share candid feedback with their teachers, who use the feedback to modify or improve course content, format, and approaches. During at least one of the final two class sessions, faculty should schedule in-class time (at least 20 minutes) to optimize student course evaluation completion. Students may request in-class time if the faculty member has not scheduled this time.

Faculty Bio
http://www.newschool.edu/parsons/faculty-bios/