Student Work Documentation

ARCHIVE SUBMISSION GUIDELINES
Each semester, faculty select work from all design studios and some project-based courses for inclusion in the Archive’s Student Work Collection. If your work has been selected, you will be notified by the Archive. Your models and hand drawings will be photographed by Archive staff at the close of the fall semester and spring semesters. 

You will be asked to submit your work according to specific guidelines, available here as a downloadable PDF.

CARING FOR WORK DURING THE ACADEMIC YEAR
•    Keep drawings flat in a portfolio. If they are too large, roll and store them in tubes. Use a
      sheet of paper rolled and taped around the outside to hold the roll together. Make sure to
      remove any tape on the back of your drawings before storing them.
•    Refrain from sticking masking tape to drawings, as it tends to discolor and leave a sticky
      residue. If you need to use masking tape to hang work, remove it promptly. We recommend
      that you use archival artist tape instead.
•    If your drawing tears or gets damaged, consult with Archive for the best way to repair it.
•    Keep sketches, study models, etc. so that you can track your process for each project.
•    The School of Architecture Computer Studio has photo equipment that you may use to
      document your own work over the course of the semester for portfolio purposes.

  • Founded by inventor, industrialist and philanthropist Peter Cooper in 1859, The Cooper Union for the Advancement of Science and Art offers education in art, architecture and engineering, as well as courses in the humanities and social sciences.

  • “My feelings, my desires, my hopes, embrace humanity throughout the world,” Peter Cooper proclaimed in a speech in 1853. He looked forward to a time when, “knowledge shall cover the earth as waters cover the great deep.”

  • From its beginnings, Cooper Union was a unique institution, dedicated to founder Peter Cooper's proposition that education is the key not only to personal prosperity but to civic virtue and harmony.

  • Peter Cooper wanted his graduates to acquire the technical mastery and entrepreneurial skills, enrich their intellects and spark their creativity, and develop a sense of social justice that would translate into action.