The Temple Hoyne Buell Center for the Study of American Architecture

Director: Reinhold Martin
Program Coordinator: Jacob Moore

Columbia University's Temple Hoyne Buell Center for the Study of American Architecture was founded in 1982. Its mission is to advance the interdisciplinary study of American architecture, urbanism, and landscape. A separately endowed entity within the Graduate School of Architecture, Planning and Preservation, it sponsors research projects, workshops, public programs, publications, and awards.

The Center for Urban Real Estate (CURE.)

Director: Patrice Derrington
Research Director: Jesse M. Keenan

As a center for research and thought leadership, CURE builds upon a platform of direct industry engagement through conferences, symposia, publications and consulting activities and undertakes a dedicated research agenda that advocates for design-intelligent urban development. Building upon CURE's intellectual foundation, the center offers GSAPP faculty and students a cross-disciplinary approach that integrates theory and practice to solve unique development problems.

Arthur Ross Architecture Gallery

Director: Mark Wasiuta

The core of the GSAPP Exhibitions program is the Arthur Ross Architecture Gallery. The gallery is simultaneously a testing ground for exploring new approaches to architectural exhibitions, and a reflexive space for considering and analyzing architecture as it has been formed through exhibition. Different strains of exhibition experiments appear in the gallery, sometimes through the coordination and exposure of archival, historical or thematic architectural research projects, or through installation and curatorial strategies themselves. One of the more porous spaces within the school, an organism within an ecology of disciplinary exchanges, the gallery is a site for staging exhibitions that leave the school to travel to other institutions and to museums elsewhere, and is also an aperture through which projects with contemporary artists, filmmakers, scholars and curators infiltrate the school as provocation to its conventions, practices and pedagogies. 

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