Guido Interview

Marcus Michelen (BSE ‘14)

At some point in the semester, a schedule for the upcoming semester is released. We usually don’t think much of it; we figure out what classes we want to take, put them into a Google calendar or Excel Spreadsheet and hope the gods of Registration and Datatel are kind to us. Last week, I sat down with Professor Vito Guido, the man who makes the engineering schedule each semester to get insight into his process. He gave the Pioneer the following statement:

Each semester, in the Fall and in the Spring, I send an email to the seven department chairs in the engineering school. So let’s say for this particular Spring semester, for registration for the Fall: back in late January, early February I started requesting to have the information back by February 14th so I could start making the schedule, because invariably there are going to be changes made in the schedule and we would like to have them completed as soon as possible before registration.

So what do I include in that email? A request from the department chairs saying what courses are going to be offered in the fall semesters; who’s going to teach those courses; what special requirements they have. When we were in 51 Astor Place, not all the rooms were smart classrooms. Here they all are, so that’s not a problem.

If it’s an adjunct, I need to know what special hours they need, because they work in industry. So maybe they can’t be here during the day. If they teach somewhere else, they have to make sure their schedules mesh with our hours here. So those are the kinds of requirements I get from the department chairs.

Then I look at an overall master schedule, which I work on, to try to make sure that you’re not going to have any conflicts. You don’t want, say, a senior ChemE course conflicting with a graduate level ChemE course, because there may be some seniors in ChemE that want to take graduate courses. So we have to try to make sure that doesn’t happen.

It’s not always 100% foolproof.

The other thing is, in this building we have to be conscious of how many students are registering for classes because not every classroom has the same number of seats. So that’s another thing I request from the department chairs: what are their estimates of how many students should be in a class. If it’s a junior level required class, say, in EE, they’ll know more or less how many students they’ll have. If it’s an elective, they may give me a range because then, when you’re making the schedule, you also have to pair the time with an available room. On the fifth floor, 502 and 503 have 30 student limits, but 504 505 and 506 have 40 student limits. So it may be silly to put a class that may only have 12 in a room that can accommodate 40 students, and vice-versa. So that’s another thing we have to look at.

It’s like a big puzzle, putting all the pieces together. One of the major issues is Humanities. I also have to fit them into the schedule. I basically assign rooms in 41 Cooper Square. Foundation building [assignments] are under architecture [direction] and some are under art. Occasionally we switch back and forth, but I try to keep most of the engineering classes in this building, 41 Cooper Square.

It’s a thing that evolves. For the Fall Semester, it evolves over the Summer. When they assign freshmen to a section in August, things may change. An adjunct may say, “Oh, I can’t teach anymore” so we have to get a different adjunct and find if his hour mesh with where the course is already in place. So that’s why it keeps evolving.

For the math classes, basically all the freshmen and sophomores take the same classes. For math electives, professors will usually indicate to me to make sure that it fits in the EE schedule, because they have some required math courses in their curriculum. And if those spots where we put it fit in for other students to take them, then that’s it. Sometimes professor Agrawal will say to may, “well I have some students that want to take this but it conflicts, can we see if we can find another time?” We try to do that. Sometimes we’ll put it at 8 in the morning, from 8 to 10 or 8 to 9, so there’s never any conflicts because there are really no scheduled classes
at 8 o’clock.

“Culture Central” Cooper’s Culture Show 2013

Yara Elborolosy (CE ’14)

On April 6th, hundreds of students filled the great hall for the annual culture, run by the South Asian Society. Sponsored by Dean Baker, the culture show demonstrates that Cooper Students can bring more to the table than their intelligence. The emcees for the night were once again Marcello Ricottone (ChE’14), Jonathon Ostrander (ME’14), Alexa Reghenzani (Arch’15), and Sharang Phadke (EE’14), entertaining the crowd between every act. The night started off with Poco a Poco, an instrumental group that just started up this year. They broke up their act into two parts, the first part composed of tubas, trombones, and trumpets while the second part composed of the string instruments. Playing classics that most of the audience recognized made the act a great way to start the night. Next up was SAS Girl Dance, a recurring act that manages to be different every year. They danced to a mixture of contemporary upbeat Bollywood music, which made the act enjoyable to listen to and watch. Afterword, the Cooper Union Breakdance club performed with some new recruits including, for the first time in my last three years here, girls.

Professor Lepek once again awed us by playing a classic on the piano, filling the great hall with beautiful music. Ballroom dance club danced elegantly, showing off their Argentina Tango and Salsa skills. Chinese Yo-yo, an act that started off as a one-man show, evolved into an eight-person group during the culture show. This allowed for many amusing tricks, such as passing yoyos to each other. To end the first half of the talent show, SAS performed the guy’s dance, which was just as wonderful as the girl’s dance. Once again, they picked upbeat music and kept the crowd in good spirits. After a fifteen-minute intermission, the culture show started up again with the Cooper Union Gospel Choir, a singing group that just started up this year. Singing with beautiful, strong voices, Gospel Choir had the entire audience joining in, either by encouraging spectators to clap to the beat or sing along. Afterwards, CooperNova, another group that also just started up recently, entertained us with their dance moves. Dancing to songs from all over, CooperNova integrated cultures from members of their group into one great performance. Sons of Pitches, a male acapella quartet took over after CooperNova. They sang two songs, one more well known then the other, but did a wonderful job with both songs.

A new act performed by Mary Madison Mazur (CE’15) was up next, an Irish step dance called Kilkenny Races, a unique and wonderful act, showing us a great dance we may have never seen elsewhere. Coopertones came up next, our very own singing group. Celebrating their last performance with one of the senior members of the group, Coopertones sang beautifully as always. The dombra, a two stringed lute from Kazakhstan was played beautifully once more. Playing two well-known songs, Diana Yun (Art’13) filled the hall with elegant musical notes.

Chinese Student Association (CSA) performed a Chinese cultural dance, similar to the one performed last year. Their Chinese cultural dance fused ribbon and fan dance together with great light effects to create a beautiful performance. Last but certainly not least was the SAS group dance. Group dance was a very upbeat and fun performance to watch, made even more enjoyable was the reaction the audience had when President Bharucha came out during the Group Dance and joined along. Ending the night with delicious food that, Culture Show 2013 was an amazing event. The unsung steer of this year’s culture show was its integration of the three schools, across all years, into its acts.

This year was a shining example of how much better the performances will be because of it. If you missed the Culture Show, be sure to check out the videos all over Facebook.

Photo credits to William Biesiadecki (ME’14)

Faces of Cooper: Jameel Ahmad

Caroline Yu (EE ’15)

The Cooper Pioneer: Where are you originally from?

Jameel Ahmad: I was born in Pakistan but I came here when I was still in my teens.

TCP: Can you tell me about your educational and professional background?

JA: I went to the University of Hawaii first and got a Masters there and then I got a PhD from the University of Pennsylvania in Philadelphia. Then, I taught at a couple of places first then came to Cooper. I’ve been here ever since!

TCP: Why did you choose civil engineering? What is your favorite field within civil engineering?

JA: Since I was born in a developing country, there was a need for water supply and infrastructure and roads. So I was attracted to that. I liked science and math – those were my favorite subjects. Engineering is a natural profession grounded in science and math. It also is an applied profession so this is the reason I went into civil engineering. And then I found out that the civil engineering field is really broad. You can do a lot of things. For example, you can work in structural engineering or you can design transportation systems or waste-disposal systems. You don’t really feel like you’re confined to one field.

I’m a structural engineer. One interesting area that appealed to me was the generation of power from flowing water – hydroelectricity. I had an interest in building dams. Lately, we don’t build dams so now we have kinetic hydro-power which means how to extract energy from flowing water. I have a patent for a new technology which I got in 2008.

The real world isn’t disciplinary. It’s quite multidisciplinary. Disciplines are the way fields are organized but not how the problems are solved. The difference is that when you get involved in a real project – it really doesn’t really go by discipline. For example, in any of the engineering projects, permitting requirements, financing issues, return investments, and ethical issues are also involved. I think not all of those we learn while we’re in school because we only have a small amount of time – four years for an undergraduate degree but it’s sort of amazing to work with very many different people. A lot of different professional people involved. As a structural engineer, I work with architects a lot. This is the nature of how design is done. You also deal with owners, contractors, labor forces, unions contracts, how to procure materials, [and] environmental issues. So, it’s a large team effort and engineers work on very large projects! This skill that one has to develop is how to network with other professionals, how to communicate, [and] how to outreach the community. Our projects have a very large impact on the community. We need to get the community involved very early on in the project.

TCP: What is your role in Cooper? What is your department’s role in Cooper?

JA: I’m a professor in the Civil Engineering department. I’m the chairman of the department also. The engineering school is basically divided into four degree departments with separate faculty in each department. There is interaction with other departments – including the school of architecture. We are trying to develop that collaboration. Next year we plan to offer a lab course which will be available to the engineers and the architects. This will basically be a course on the testing of building materials – it’ll be done in our structures and material lab in the CE department.

TCP: Do you have a favorite professor or colleague at Cooper?

JA: Well, I have a very big respect for the Cooper faculty. You have to be a good teacher and a very knowledge person to be able to teach here because our students are very gifted students and they don’t really need to be spoon fed. You realize that very early on. It’s a challenge to teach here. It’s never really dull because the students are always very mature into the field and their high level of interest and you have to keep them motivated and keep yourself motivated. I don’t one or two favorites – almost every faculty member in the engineering school know their field. In my own department, I have very experienced faculty members that have been here for decades. You can learn from them and collaborate with them. Some of the young faculty are very impressive. I see them and they are working with a different technological world. Twenty to thirty years ago we didn’t have the technology we have today. The instruction has changed a lot. The students have changed a lot! You have to keep up to date on your knowledge.

I attended a lecture just last night, which was about the tallest building world which is being designed in Saudi Arabia – Kingdom Tower. 1000 meters high. The kind of challenges they were talking about were incredible. If you interact with the faculty, you can learn a lot. If you find out what they’re doing – it always amazes me. They’re doing great things!

TCP: What are some of your hobbies?

JA: I like to travel. I also like food. I cook. I also like to read – not necessarily about engineering. I was recently in Paris and it was such an interesting experience because it has such a rich history. It has tremendous food.

TCP: What advice would you give to Cooper students?

JA: I believe that each generation meets their own challenges. Just like when I was a young engineer, I saw the challenges – the space program that was just getting underway. Even the mainframe computers weren’t invented yet! We prepared and couldn’t really seek advice. I worked for the space program as a graduate student the University of Pennsylvania. This
project was to put a man on the moon – this was started under President Kennedy. There was no blueprint to do that! We were very young and when we were working on this program they would discourage us to seek guidance from senior people. And we said, “What do you mean?!” He said because they will tell you, you can’t do it – there are so many unknowns.

My advice is to have new challenges. You should look at those challenges from the prism of your own self: “I would like to solve this problem and invent something new.” You need a lot of knowledge based on experience but that experience is based in prior history but it’s not based on the future. My hope is that students will be prepared to address those challenges that might not have addressed in a course or lecture. You have to prepare yourself for the future. I got my undergraduate degree exactly 50 years ago. The amazing thing is that I’m still working in this field. One of the things I keep in mind when I’m teaching students is that they might be active in their profession for 60-70 years! The best thing we can hope to do is to make sure students learn how to teach themselves and develop a mind set. To have confidence in your ability and to give everything their best shot. They have to build their own world – it’s a very exciting world!

TCP: Why did you choose civil engineering? What is your favorite field within civil engineering?

JA: Since I was born in a developing country, there was a need for water supply and infrastructure and roads. So I was attracted to that. I liked science and math – those were my favorite subjects. Engineering is a natural profession grounded in science and math. It also is an applied profession so this is the reason I went into civil engineering. And then I found out that the civil engineering field is really broad. You can do a lot of things. For example, you can work in structural engineering or you can design transportation systems or waste-disposal systems. You don’t really feel like you’re confined to one field.

I’m a structural engineer. One interesting area that appealed to me was the generation of power from flowing water – hydroelectricity. I had an interest in building dams. Lately, we don’t build dams so now we have kinetic hydro-power which means how to extract energy from flowing water. I have a patent for a new technology which I got in 2008.

The real world isn’t disciplinary. It’s quite multidisciplinary. Disciplines are the way fields are organized but not how the problems are solved. The difference is that when you get involved in a real project – it really doesn’t really go by discipline. For example, in any of the engineering projects, permitting requirements, financing issues, return investments, and ethical issues are also involved. I think not all of those we learn while we’re in school because we only have a small amount of time – four years for an undergraduate degree but it’s sort of amazing to work with very many different people. A lot of different professional people involved. As a structural engineer, I work with architects a lot. This is the nature of how design is done. You also deal with owners, contractors, labor forces, unions contracts, how to procure materials, [and] environmental issues. So, it’s a large team effort and engineers work on very large projects! This skill that one has to develop is how to network with other professionals, how to communicate, [and] how to outreach the community. Our projects have a very large impact on the community. We need to get the community involved very early on in the project.

TCP: What is your role in Cooper? What is your department’s role in Cooper?

JA: I’m a professor in the Civil Engineering department. I’m the chairman of the department also. The engineering school is basically divided into four degree departments with separate faculty in each department. There is interaction with other departments – including the school of architecture. We are trying to develop that collaboration. Next year we plan to offer a lab course which will be available to the engineers and the architects. This will basically be a course on the testing of building materials – it’ll be done in our structures and material lab in the CE department.

TCP: Do you have a favorite professor or colleague at Cooper?

JA: Well, I have a very big respect for the Cooper faculty. You have to be a good teacher and a very knowledge person to be able to teach here because our students are very gifted students and they don’t really need to be spoon fed. You realize that very early on. It’s a challenge to teach here. It’s never really dull because the students are always very mature into the field and their high level of interest and you have to keep them motivated and keep yourself motivated. I don’t one or two favorites – almost every faculty member in the engineering school know their field. In my own department, I have very experienced faculty members that have been here for decades. You can learn from them and collaborate with them. Some of the young faculty are very impressive. I see them and they are working with a different technological world. Twenty to thirty years ago we didn’t have the technology we have today. The instruction has changed a lot. The students have changed a lot! You have to keep up to date on your knowledge.

I attended a lecture just last night, which was about the tallest building world which is being designed in Saudi Arabia – Kingdom Tower. 1000 meters high. The kind of challenges they were talking about were incredible. If you interact with the faculty, you can learn a lot. If you find out what they’re doing – it always amazes me. They’re doing great things!

TCP: What are some of your hobbies?

JA: I like to travel. I also like food. I cook. I also like to read – not necessarily about engineering. I was recently in Paris and it was such an interesting experience because it has such a rich history. It has tremendous food.

TCP: What advice would you give to Cooper students?

JA: I believe that each generation meets their own challenges. Just like when I was a young engineer, I saw the challenges – the space program that was just getting underway. Even the mainframe computers weren’t invented yet! We prepared and couldn’t really seek advice. I worked for the space program as a graduate student the University of Pennsylvania. This
project was to put a man on the moon – this was started under President Kennedy. There was no blueprint to do that! We were very young and when we were working on this program they would discourage us to seek guidance from senior people. And we said, “What do you mean?!” He said because they will tell you, you can’t do it – there are so many unknowns.

My advice is to have new challenges. You should look at those challenges from the prism of your own self: “I would like to solve this problem and invent something new.” You need a lot of knowledge based on experience but that experience is based in prior history but it’s not based on the future. My hope is that students will be prepared to address those challenges that might not have addressed in a course or lecture. You have to prepare yourself for the future. I got my undergraduate degree exactly 50 years ago. The amazing thing is that I’m still working in this field. One of the things I keep in mind when I’m teaching students is that they might be active in their profession for 60-70 years! The best thing we can hope to do is to make sure students learn how to teach themselves and develop a mind set. To have confidence in your ability and to give everything their best shot. They have to build their own world – it’s a very exciting world!

Stock to Replace Brazinsky as ChE Chair

Marcus Michelen (BSE ‘14)

For the past couple of weeks, there have been rumors circulating that Professor Stock had replaced Professor Brazinsky as Chair of the Chemical Engineering Department. Last week, I sat down with Professor Stock to find out what happened. Reproduced below is an exerpt from what Professor Stock said during the interview:

Professor Stock: Basically there was a faculty meeting early February. I made a case for why I thought it was my time, and I was elected [chair of the Chemical Engineering Department]. Part of [the reason I wanted to run], is that I’m not planning to be one of those professors at Cooper Union who basically stays here until they drop dead.

So it would be nice to spend a couple of cycles being chair of the department before I start thinking about retiring. So that was partly my motivation and partly because I think it would be a cool thing to do.

Professor Brazinsky is still chair, and will be chair until September 1st. Quite often at Cooper, changes in chair happen when chairs retire. So, to a certain extent, I kind of consider myself pretty lucky because Professor Brazinsky isn’t retiring yet so that’s going to be very useful because there’s always someone I can talk to who knows what the deal is. He’s going to have the chance to get back to some of his teaching, which he enjoys.

I’m not expecting any earthquake type changes or anything. The departments in Cooper run a little bit differently. Each one has its own kind of character. Ours kind of runs like a committee. People have their own particular view on things.

Sometimes the meetings can be passionate, to say the least. There are things that some people want to do and others want to do differently. We always manage to thrash it out and come up with changes and improvements in what we hope is a kind of thoughtful way.

NASA’s Don Thomas Visits Cooper

Caroline Yu (EE ‘15)

Sunrise and sunset are two of the most breathtaking things on Earth. Imagine seeing the sun rise and sun set 16 times a day from an orbiting space shuttle. This is just one of the many experiences Dr. Don Thomas, former NASA astronaut, shared during his talk in the Great Hall.

After graduating with honors from the Case Western University with a degree in physics, Dr. Thomas received a masters and doctorate degree in Materials Science from Cornell University. These education degrees were pursued in hopes of becoming an astronaut, which Dr. Thomas was set on becoming since the age of six after seeing the first human be set off into space.

Dr. Thomas emphasized how important it is to work hard and do everything possible to achieve life dreams. The first time Dr. Thomas was not accepted into the space program he received an impersonal postcard in the mail and decided to look at what skills the people who were accepted had – even if those skills were not necessarily required.

After learning how to fly a small plane and skydive and even being interviewed by NASA and having family and friends background checked the third time he applied to the program, Dr. Thomas was still not accepted. Everyone has doubts from time to time, but it was clear that Dr. Thomas had no intention of giving up on his goal. In 1990, Dr. Thomas was hired by NASA and went on to serve as a communicator, direction of operations, mission specialist, program scientist at different times for NASA and go on four space missions.

When asked why there is a need to send people to space, Dr. Thomas answered by saying that humans explore: “This is what humans do.” He compared space exploration to pioneers who explored the land west of the Mississippi – at the time “it was risky to travel in a canvas-covered wagon.” Dr. Thomas also described the distinction between a picture of Neil Armstrong on the moon compared to a picture of just the Moon’s landscape. To him, it was the simple fact that humankind is able to get a human to the Moon that makes all the difference.

I asked Dr. Thomas of what he does when he is sharing his experiences with someone not necessarily interested in space missions:

“For the people not interested in science and exploration I try to emphasize the personal and human aspects of flying in space. I think the more personal you can make it the better chance you have of connecting with them. So I try to share my experiences in terms of imaging what it is like for that human being to be in that location (on the moon, on the way to Mars, on the ISS, etc).

“The key to scientists and engineers explaining the significance of their work to other individuals is to keep it in very simple terms and try to relate it to something in everyday life. Look for connections as to why the work or results are important or might be important in the lives of others. I always recommended that everyone should be able to describe their research and explain it to someone like your mom or dad at home. The minute you start talking over their heads, you lose them.”

But, there are many of us at Cooper who could listen to space mission stories all day. For more, read Professor Hopkins’s article in a national amateur radio magazine about how Dr. Thomas has been an inspiration to him as well at https://engfac.cooper.edu/pages/bob/uploads/9_Minute_QSO_Feb1.pdf

Dr. Thomas described his incredible experiences orbiting the Earth but the way in which he related our lives on Earth and the entire mission of his experience was truly inspiring. Personally, my favorite stories Dr. Thomas shared were how important it was to build up and maintain muscle mass and bone density in preparation of the flight as well as during the flight.

He described how one of the astronauts wrapped her feet around a pole to stop herself from moving backwards in a zero-gravity environment while she typed on a computer (this would happen due to Newton’s 3rd Law of motion), and how good it felt to eat refrigerated and non-powdered food on Earth after each mission.

With so many astonishing images of Earth from space, Dr. Thomas found the ones that demonstrated the impact of humans on Earth: “There are so many pictures of the Earth that stand out in my mind. I think seeing the entire continent of South America under a smoke pall from the deforestation and burning of the rainforest really made an impression on me, as did seeing the border between Israel and Egypt in the Gaza Strip. Both examples illustrate the impact that humans are having on the planet that is visible from 200 miles up.”

In addition to these pictures, it was incredible to see the pictures of Earth’s beautiful natural locations: the difference between desert and fertile land at the Nile River’s delta and the Himalayan mountain range where Mt. Everest was surrounded by mountains that looked quite similar.

It was hilarious when Dr. Thomas showed a picture of the top of Mt. Everest and joked how he saw the top of the tallest mountain on Earth “the lazy way.”

Traveling at five miles per second or conducting 80 experiments during a 15-day space mission is mindboggling, but Dr. Thomas’s stories and advice are what inspired me to never give up on what I hope to accomplish and always take great stride in human advancement and achievement.

Cooper GLASS’s First Drag Race

Josephina Taylor Conquistadora (EE ‘15)

On Thursday, March 29, Cooper Union’s GLASS (Gay Lesbian and Straight Spectrum) club held a drag race in the Rose auditorium, and we ain’t talkin’ bout no cars Miss Thing.

The anticipation was mounting as the minutes ticked by. Hercules and Love Affair played through the speakers of the Rose Auditorium, failing to satiate the appetite of an audience that filled nearly half of the space.

A picture of RuPaul, drag queen extraordinaire, shined on the projector and smiled upon the artists and engineers waiting for the show to begin. The music stopped, and the audience began to shift, itchy. It was supposed to start at eight, right?

A petite Asian girl came on to the stage and clumsily made her way to the podium, wearing a form fitting grey dress, black leggings, heels, and a blonde bob with fierce bangs. The audience erupted into applause, some stamping, some brought nearly to tears with laughter.
The girl flipped her hair, put a hand on her hip, and introduced herself: “Hi everybody, my name is Lulu Lemon, and welcome to Cooper Union’s first ever Drag Race!”

Emcee Lulu Lemon, four drag queens and one drag king, all sickening, left an audience that filled half the Rose Auditorium gagging on their eleganza. Lulu Lemon, Rosie, Erika, Benedick O. Steele, and Harry Vagina stomped the stage, kicking off the drag race with a runway walk to RuPaul’s “Cover Girl (Put the Bass in Your Walk).”

Events of the night included a literal race around the Rose Auditorium, a lipsync to Carly Rae Jepson’s “Call Me Maybe,” a group twerk to Azealia Banks’s “212”, and a pole dance. There were more than a few standout moments: Erika, serving up middle aged Asian mama realness, conquered the lap dance competition, leaving Benedick O. Steele covered in lipstick; Rosie’s flawless harassment of the audience, complete with winding and grinding on the mainstage; Benedick O. Steele giving all the queens a turn.

Most impressive, was Harry Vagina’s multiple surprise wardrobe changes, transforming her outfit from red carpet couture to daytime drag to Kinbaku swimsuit fierceness.

After all was said and done, the audience voted Harry Vagina as the winner, who won an Amazon gift card. The night was great fun, a welcome change from the doldrums of an often busy and flustered existence here at Cooper. Many look forward to the return of the Cooper Union Drag Race in the upcoming academic year.

Photos by Jenna Lee (ME’15)

On the Subject of Reinvention

Tensae Andargachew (ME ‘15)

At Cooper, Reinvention has begun. Well, not exactly. It’s a bit more complicated than that.

No one has forgotten the letter from President Bharucha explaining the deep financial crisis the school is in from a year and a half ago – and everyone since then has worked tirelessly to figure out how to solve it. The Revenue Task Force released a report in December 2011 that proposed keeping the full tuition scholarship and put in place revenue generating programs such as online course, programs for high school students, and professional development classes – all of which were explored in greater detail by the Engineering School’s Reinvention Graduate Tuition Committee.

Additionally, the committee explained how important the full tuition scholarship is and posed the questions everyone wants the answer to – how do we give Cooper its advantage? How do we optimize Cooper’s resources?

A few months later the Expense Reduction Committeee, which stressed how there has been a structural deficit and suggested a number of changes: phasing out of the BSE program, selling the dorms, and figuring out a better way to utilize the space Cooper has. These changes will eventually be taken into effect.

Throughout all of this, Joint Faculty Meetings were held, but unfortunately attendance was not great due to everyone’s non-overlapping schedules. So at some point last summer, President Bharucha asked each of the three schools individually to come up with a plan for their respective schools.

Each school, independent of one another, discussed plans to reinvent particular ways to generate a certain amount of revenue, with all the calculations confirmed by CDG, a firm hired by Cooper. Come winter, when the three deans of the three schools presented their plans to the Board of Trustees, they were met with resistance – not from the board itself, but from student protesters. Because of that, and the “No Tuition It’s Our Mission” protest last spring, “at that moment”, said Dean Bos, “it was interpreted that no revenue whatsoever [should be part of Reinvention]”.

The art faculty eventually then said that revenue generating programs were out of the question, and had to take a stand against it. They voted against forwarding the proposals to the board and wrote a nuanced letter explaining how they felt.

This letter was received, Dean Bos perceives, by the Board of Trustees and the president as an “unwillingness” to move forward with Reinvention, despite the last paragraph of the letter where the faculty essentially affirm their desire to work with the administration and the board.

However, once the students for next year’s class were deferred because no plan was put forward, it was made clear just how important adopting the plans was to the survival of the art school. Since then, the art school has put programs forward for Reinvention: a revenue generating precollege program which can start as early as 2014 where students learn about “how to think about going to an art school” and what a BFA is, and a Masters of Design Practice where students learn a lot about design in the social sphere.

So what does it all really mean? There are many proposals on the table, each of which sustain the three schools individually – not as a whole Cooper Union. Financially, the plan to reinvent has begun – however other aspects of Reinvention have yet to be tackled. The process of bridging the divide between the three schools has not yet begun.

The story of reinvention will continue to be this complicated story mired in conflict, but there is no question now – there is no turning back, the schools have proposed financially sustainable paths to take.