CHANGE COVER SHEETARCH M.Arch 8253 2/27/17 DGS This proposal reduces the number of credits for ARCH 8253 from 9 to 6. This reduction is part of a program change that 1) provides room

COURSE CHANGE COVER SHEET Use this form to propose changes to an existing course or to discontinue an existing course.

Course Change Department: Course Designator: Program:

Effective Term: (must be a future term) Career: Undergraduate Graduate Course Number: Submission Date: Submission from:

Required: Academic Support Resources (ASR) Needed Libraries Computer Lab Digifab Lab Goldstein Imaging Lab Other Technology Workshop ASR Support not needed.

I. Does this change the program? No Yes. If so, also submit Program Change.

II. Does this change involve Credit change Cross-Listing Course Dropped

III. Briefly summarize proposed changes and rationale. (Executive Summary in Workflow Gen)

IV. Consultation: Will students in other programs be affected by this change? If so, indicate faculty and academic advisers consulted, the program represented, and provide a summary of consultation and/or e-mail documentation.

Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

Fall 2018

Architecture

ARCH

M.Arch 8253

2/27/17

DGS

This proposal reduces the number of credits for ARCH 8253 from 9 to 6. This reduction is part of a program change that 1) provides room for additional required courses and 2) creates consistency between all graduate studios, now 6-credits (full semester equivalent). The change also brings our overall percentage of studio credits into closer alignment with other M.Arch programs.

This change is the result of the work of four ad hoc committees, established in Fall 2015, who reviewed our M.Arch curriculum. The determination to reduce 9-credit studios to 6-credits allows for the addition of fundamental required courses and brings our program into closer alignment with competing programs.

5 0 0

1 !

University of Minnesota, Department of Architecture ARCH 8253 - GRADUATE DESIGN 6cr. Instructor: varies

The task [of architectural education] can be quite simply specified as follows: (1) to encourage students to believe in architecture and modem architecture, (2) to encourage students to be skeptical about architecture and modern architecture, and (3) to cause students to manipulate, with passion and intelligence, the subjects or objects of their conviction and doubt. (Colin Rowe, ANY 7/8, p.48).

GENERAL EDUCATIONAL OBJECTIVES: As the second year fall semester component of the three-year graduate design sequence, the Arch 8253 studio will focus on the theoretical and practical understanding of ways in which architects structure their conceptual work and develop design projects. The pedagogical emphasis of this studio will be on bringing a sense of discipline to conceiving, exploring, researching, and developing architectural ideas. Arch 8253 will then: • focus on the in-depth exploration of architectural issues through designing buildings and

public spaces; • critically engage with different forces that shape/inform architecture; • explore various media, tools and techniques of representation, and the critical issues they

raise; • establish connections between processes of researching, generating ideas and developing

material architecture.

OBJECTIVES BY CONTENT: Design process: to establish awareness of students’ design habits and presumptions, introduce new ways of generating ideas, and explore various ways of transforming concepts into material architecture. Programming: to explore programming as a conceptual issue, the phase of design that determines not only the physical functioning but also cultural, political, and social consequences of design decisions. Representation: to explore various modes of visual representation and test them as conceptual, analytical, and critical tools. Technology: to demonstrate that building technology issues (structural systems, materiality, and energy concerns) are integral to the processes of conceptualization and development of design ideas. Site and urban issues: to define architecture within its material surroundings as well as historical, social, cultural, and environmental relationships.

ARCH 8253, STUDIO SYLLABUS INTRODUCTION

2 !

OBJECTIVES BY SKILLS: Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and relevant criteria and standards. Visual Communication Skills: Ability to use appropriate representational media, such as traditional graphic and digital technology skills, to convey essential formal elements at each stage of the programming and design process. Investigative Skills: Ability to gather, assess, record, apply, and comparatively evaluate relevant information coursework and design processes. Use of Precedents: Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects. Pre-Design: Ability to prepare a comprehensive program for an architectural project, such as preparing an assessment of client and user needs, an inventory of space and equipment requirements, an analysis of site conditions (including existing buildings), a review of the relevant laws and standards and assessment of their implications for the project, and a definition of site selection and design assessment criteria. Accessibility: Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities. Site Design: Ability to respond to site characteristics such as soil, topography, vegetation, and watershed in the development of a project design. Life Safety: Ability to apply the basic principles of life-safety systems with an emphasis on egress. Human Behavior: Understanding of the relationship between human behavior, the natural environment and the design of the built environment.

3 !

POLICIES Attendance: Attendance is required. Students must work in studio and present their work at the scheduled jury or review time. Failure to meet either of these requirements will affect the intermediary and final grades. Studio interaction is fluid and unpredictable; all students must be available for group activities at any time during the studio contact hours even if individual conferences have been scheduled. 3 absences will be grounds for failure or withdrawal at the discretion of the instructor. Any unexcused absence may decrease the final grade. Grading: The nature of studio work is highly dependent on evaluations that can only be done when the work is complete. While every attempt will be made to identify and warn students who are in jeopardy of missing a minimum passing level as early as possible, a passing midterm grade implies only the expectation of a passing final grade, not a guarantee. Generally, student work in Arch 8253 will be evaluated primarily on the basis of demonstrated growth and development in the following areas: • the ability to generate conceptual issues and architectural form; • the ability to develop architectural ideas by becoming critically engaged with a design as a process of discursive and iterative exploration. • the ability to understand and engage with issues of representation, explore appropriate techniques and develop commensurate skills in representation. • the ability to develop a competent design informed by prior explorations and research. Specific grading rules will be defined in each section of Arch 8253.

General Grading Standards for the Studio

“A” Excellent work not only fulfills the stated objectives of the studio syllabus and project statements, but extends them through new discoveries, insights and proposing issues beyond their stated scope. Students who earn this grade demonstrate through their work a high degree of professional dedication, rigor, a love of exploration, open mindedness and resourcefulness. They also demonstrate that they have developed the ability to build upon a variety of feedback and excel independently. Their resultant work is rigorously thought through, well crafted and clearly communicates the breadth and depth of their daily investigations.

“B” Very good work not only fulfills the stated objectives of the studio syllabus and project statements, but also further expands the stated issues by allowing those issues to direct their investigations and developments in their work.

Students who earn this grade demonstrate a medium degree of professional dedication, inquisitiveness, systematic rigor and limited resourcefulness. They show that they are developing the ability to build upon a variety of feedback and their emerging independent voice. Their resultant work is competently thought through, well crafted and clearly communicates the breadth and depth of their daily investigations of the issues presented in the projects.

4 !

“C” Adequate work fulfills and clearly demonstrates the stated objectives of the studio syllabus and project statements. The department expects that everyone entering a given studio is capable of this level of performance. Students who earn this grade demonstrate a lower degree of professional dedication than those earning A or B grades. Their work in studio indicates less self-confidence and its development requires constant guidance on what to do next. C work lacks personal authorship manifested through additional and related contributions to the investigations of a project. The adequate student’s work demonstrates an understanding of the problem but shows deficiencies in basic design or communication skills, time management, or the lack of breath and depth of daily investigations.

“D” Deficient work does not demonstrate how the stated objectives of the studio syllabus and project statements have been fulfilled. The work is fragmentary, un-synthesized, incomplete, and presented only as an assigned “product” due on a particular day. As in any professional office, deficient work is not acceptable. D work may be the result of a lack of self-confidence, a closedminded attitude, a lack of time management skills, lack of basic professional dedication, or outside personal problems.

Late Work Late work will be accepted only at the discretion of the instructor and is subject to 1/3 grade deduction for every 24 hours past the deadline. Incomplete Work Incomplete work will not be accepted without instructor’s prior approval and written agreement as to revised due dates and grading policy. The grade of incomplete can only be given if the work is substantially complete and the student has documentation of illness or extreme circumstances.

STATEMENTS

Subject to Change With the exception of the grade and attendance policies, parts of this syllabus are subject to change with advance notice, as deemed appropriate by the instructor.

Students with Disabilities This syllabus can be made available in alternative formats upon request. Contact the School of Architecture 612.624.7866. Students with Disabilities that affect their ability to participate fully in class or meet all course requirements are encouraged to bring this to the attention of the instructor so that appropriate accommodations can be arranged. Reasonable effort will be made to accommodate students with disabilities. Please contact your instructor to initiate a discussion on how we can best support you to succeed in the course. Further information is available from Disability Services (16 Johnson Hall) School of Architecture Faculty Manual

Scholastic Conduct All students are responsible for conduct in conformance with the University of Minnesota Student Conduct Code which, among other provisions, broadly defines scholastic misconduct as “any act that violates the rights of another student in

5 !

academic work or that involves misrepresentation of your own work”. Intellectual Property The College of Architecture and Landscape Architecture has the right to retain any student project whether it be for display, accreditation, archive, documentation or any other educational or legal purpose. In addition, the College reserves the right to reproduce and publish images of any such student work in collegiate publications, printed or electronic, for the purposes of research, scholarship, teaching, publicity and outreach, giving publication credit to the creator/student.

Workload For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. By example, for a six credit studio, eighteen hours of learning effort per week are expected for an average student taking this course to achieve an average grade. For graduate courses, one credit is defined as equivalent more than an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. Arch 8253 is a nine credit studio, therefore more than twenty seven hours of studio-related work per week are expected.

ACADEMIC POLICIES Academic policies for this course (including but not limited to: accommodations for students with disabilities, statements on classroom conduct, and statements regarding sexual harassment, and academic integrity) can be can be found in the University’s website at < http://www.oscai.umn.edu/index.html > Classroom misconduct, violation of academic integrity, sexual harassment and issues concerning students

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27077&seq=8 1/7

Electronic Course Authorization System (ECAS)

ARCH 8253 VIEW COURSE PROPOSALUpdate This Proposal

Back to Proposal List

Approvals Received: None

Approvals Pending: Department > College/Dean

Effective Status: Active

Effective Term: New: 1189 Fall 2018 Old: 1153 Spring 2015

Course: ARCH 8253

Institution:Campus:

UMNTC Twin Cities/Rochester UMNTC Twin Cities

Career: GRAD

College: TALA College of Design

Department: 10827 School of Architecture

General

Course Title Short: Grad Arch Dsgn III

Course Title Long: Graduate Architectural Design III

MaxMin Creditsfor Course:

New: 6.0 to 6.0 credit(s)Old: 9.0 to 9.0 credit(s)

CatalogDescription:

Issues of design process, representation, programming, technology, and urban relations.

prereq: [8251, MArch] or instr consent

Print in Catalog?: Yes

Grading Basis: AF or Aud

Topics Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?:

No

Community Engaged Learning (CEL): None

InstructorContact Hours:

New: 6.0 hours per weekOld: 14.0 hours per week

Course Typically Offered: Every Fall

Component 1 : LEC (with final exam)

Component 2 : LAB (no final exam)

AutoEnrollCourse:

Yes

GradedComponent:

LAB

AcademicProgress Units:

New: Not allowed to bypass limits. 6.0 credit(s)Old: Not allowed to bypass limits. 9.0 credit(s)

Financial AidProgress Units:

New: Not allowed to bypass limits. 6.0 credit(s)

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: kenne814 | Sign out

Go

to

the

U

Search U of M Web sites



Old: Not allowed to bypass limits. 9.0 credit(s)

Repetition ofCourse:

New: Repetition not allowed. Old: Repetition not allowed.

QuarterPrerequisite:

8253

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency:

No course equivalencies

Crosslistings: No crosslistings

Add ConsentRequirement:

No required consent

Drop ConsentRequirement:

No required consent

EnforcedPrerequisites: (coursebased ornoncoursebased)

002764 Arch 8251, MArch

Editor Comments: New: course change, credits changed from 9 to 6Old: <no text provided>

Proposal Changes: <no text provided>

History Information: Provisional approval by Grad School 7/3/08, pending subcommittee recommendation before fall2008. V. Field

Graduate School

FacultySponsor Name:

New: Blaine BrownellOld: Renee Cheng

Director ofGraduate StudiesName:

New: Blaine BrownellOld: J. Stephen Weeks

Director ofGraduate StudiesEmail Address:

New: [email protected]: [email protected]

AdditionalFaculty TeachingThis Course:

New: Varies each year Old: Sharon Roe, Lance Lavine, Gunter Dittmar

Is this course orchange temporary?

No

ProposedChange:

What is the course change being proposed (title, course content, number ofcredits, etc.)? Clearly indicate the rationale for proposing the change. If this isonly a change in credits, please provide information justifying such a creditaddition or reduction using specific examples from current and proposed syllabi,and answer completely the questions about course objectives and syllabusbelow. The University policy on credits is found under Section 4A of "Standardsfor Semester Conversion" athttp://www.policy.umn.edu/Policies/Education/Education/STUDENTWORK.html.

New: This proposal reduces the number of credits for ARCH 8253 from 9 to 6. This reduction ispart of a program change that 1) provides room for additional required courses and 2) createsconsistency between all graduate studios, now 6credits (full semester equivalent). The changealso brings our overall percentage of studio credits into closer alignment with other M.Archprograms. Old: Credits from 6 to 9 to introduce additional content and time for research and synthesis

Rationale for8xxxLevel:

What is the rationale for proposing this course at the 8xxxlevel rather than the5xxxlevel? Courses proposed at the 8xxxlevel are for graduate students;courses at the 5xxxlevel are primarily for graduate students, but third andfourthyear undergraduates may also enroll.

n/a

Role of Coursein Program:

What role in the program's curriculum is this course designed to fill (area of expertise innew faculty hire, fills gap in sequence, students' demand, followup to another course,



other)? In other words, why does the program need this course? What is the relationshipof this course to existing courses within the program/department? Will the course be acore requirement or optional? If there appears to be duplication or overlap with existingprogram courses, please explain.

Core requirement in architectural design and its relationship to design thought and methods,material culture, and landscape.

Relationshipto CoursesOutside Program:

What is the relationship of this course to courses outside the program, includingcourses in other units (departments, programs, schools, colleges) of theUniversity? Please provide a list of any similar courses that includes the coursedesignators, numbers, and titles. If there is any duplication or overlap, pleaseexplain.

n/a

OverlapConsultation:

Have other programs been consulted where such duplication, overlap, and/or similaritymight appear to exist? Please identify the individual(s) consulted and the nature and resultof this consultation.

n/a

Evaluation ofCourse andInstructor:

How will the course and the instructor be evaluated?

Student design projects, student interviews, and evaluation forms.

CourseObjectives:

The studio provides an opportunity to experience a holistic way of organizing the conceptual work of an architect. Thus the pedagogical emphasis of each studio section will be on bringing critical insight and discipline to the design processï¿½structuring ways of conceiving, conceptualizing, exploring, and developing architectural ideas.

ProvisionalSyllabus:

Please provide a provisional syllabus for new courses and courses in which changes incontent and/or description and/or credits are proposed that include the followinginformation: course goals and description; format/structure of the course (proposednumber of instructor contact hours per week, student workload effort per week, etc.);topics to be covered; scope and nature of assigned readings (texts, authors, frequency,amount per week); required course assignments; nature of any student projects; and howstudents will be evaluated.

The University policy on credits is found under Section 4A of "Standards for SemesterConversion" athttp://www.policy.umn.edu/Policies/Education/Education/STUDENTWORK.html .Provisional course syllabus information will be retained in this system until new syllabusinformation is entered with the next major course modification, This provisional coursesyllabus information may not correspond to the course as offered in a particular semester.

New: 1University of Minnesota, Department of Architecture ARCH 8253 GRADUATE DESIGN 6cr. Instructor: varies The task [of architectural education] can be quite simply specified as follows: (1) to encouragestudents to believe in architecture and modem architecture, (2) to encourage students to beskeptical about architecture and modern architecture, and (3) to cause students to manipulate,with passion and intelligence, the subjects or objects of their conviction and doubt. (Colin Rowe,ANY 7/8, p.48). GENERAL EDUCATIONAL OBJECTIVES: As the second year fall semester component of the threeyear graduate design sequence, theArch 8253 studio will focus on the theoretical and practical understanding of ways in whicharchitects structure their conceptual work and develop design projects. The pedagogical emphasisof this studio will be on bringing a sense of discipline to conceiving, exploring, researching, anddeveloping architectural ideas. Arch 8253 will then:? focus on the indepth exploration of architectural issues through designing buildings and publicspaces;? critically engage with different forces that shape/inform architecture;? explore various media, tools and techniques of representation, and the critical issues theyraise; ? establish connections between processes of researching, generating ideas and developingmaterial architecture.OBJECTIVES BY CONTENT: Design process: to establish awareness of students? design habits and presumptions, introducenew ways of generating ideas, and explore various ways of transforming concepts into materialarchitecture.Programming: to explore programming as a conceptual issue, the phase of design thatdetermines not only the physical functioning but also cultural, political, and social consequencesof design decisions.Representation: to explore various modes of visual representation and test them as conceptual,analytical, and critical tools.Technology: to demonstrate that building technology issues (structural systems, materiality, andenergy concerns) are integral to the processes of conceptualization and development of design



ideas.Site and urban issues: to define architecture within its material surroundings as well as historical,social, cultural, and environmental relationships. ARCH 8253, STUDIO SYLLABUS INTRODUCTION2OBJECTIVES BY SKILLS:Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpretinformation, consider diverse points of view, reach wellreasoned conclusions, and relevantcriteria and standards.Visual Communication Skills: Ability to use appropriate representational media, such astraditional graphic and digital technology skills, to convey essential formal elements at eachstage of the programming and design process. Investigative Skills: Ability to gather, assess, record, apply, and comparatively evaluate relevantinformation coursework and design processes.Use of Precedents: Ability to examine and comprehend the fundamental principles present inrelevant precedents and to make choices regarding the incorporation of such principles intoarchitecture and urban design projects.PreDesign: Ability to prepare a comprehensive program for an architectural project, such aspreparing an assessment of client and user needs, an inventory of space and equipmentrequirements, an analysis of site conditions (including existing buildings), a review of therelevant laws and standards and assessment of their implications for the project, and a definitionof site selection and design assessment criteria.Accessibility: Ability to design sites, facilities, and systems to provide independent and integrateduse by individuals with physical (including mobility), sensory, and cognitive disabilities. Site Design: Ability to respond to site characteristics such as soil, topography, vegetation, andwatershed in the development of a project design. Life Safety: Ability to apply the basic principles of lifesafety systems with an emphasis onegress.Human Behavior: Understanding of the relationship between human behavior, the naturalenvironment and the design of the built environment. 3POLICIESAttendance: Attendance is required. Students must work in studio and present their work at the scheduledjury or review time. Failure to meet either of these requirements will affect the intermediary andfinal grades. Studio interaction is fluid and unpredictable; all students must be available for groupactivities at any time during the studio contact hours even if individual conferences have beenscheduled. 3 absences will be grounds for failure or withdrawal at the discretion of the instructor.Any unexcused absence may decrease the final grade. Grading: The nature of studio work is highly dependent on evaluations that can only be done when thework is complete. While every attempt will be made to identify and warn students who are injeopardy of missing a minimum passing level as early as possible, a passing midterm gradeimplies only the expectation of a passing final grade, not a guarantee. Generally, student work in Arch 8253 will be evaluated primarily on the basis of demonstratedgrowth and development in the following areas: ? the ability to generate conceptual issues and architectural form; ? the ability to develop architectural ideas by becoming critically engaged with a design as aprocess of discursive and iterative exploration. ? the ability to understand and engage with issues of representation, explore appropriatetechniques and develop commensurate skills in representation. ? the ability to develop a competent design informed by prior explorations and research. Specificgrading rules will be defined in each section of Arch 8253. General Grading Standards for the Studio ?A?Excellent work not only fulfills the stated objectives of the studio syllabus and project statements,but extends them through new discoveries, insights and proposing issues beyond their statedscope. Students who earn this grade demonstrate through their work a high degree ofprofessional dedication, rigor, a love of exploration, open mindedness and resourcefulness. Theyalso demonstrate that they have developed the ability to build upon a variety of feedback andexcel independently. Their resultant work is rigorously thought through, well crafted and clearlycommunicates the breadth and depth of their daily investigations. ?B?Very good work not only fulfills the stated objectives of the studio syllabus and projectstatements, but also further expands the stated issues by allowing those issues to direct theirinvestigations and developments in their work. Students who earn this grade demonstrate a medium degree of professional dedication,inquisitiveness, systematic rigor and limited resourcefulness. They show that they are developingthe ability to build upon a variety of feedback and their emerging independent voice. Theirresultant work is competently thought through, well crafted and clearly communicates thebreadth and depth of their daily investigations of the issues presented in the projects. 4?C?Adequate work fulfills and clearly demonstrates the stated objectives of the studio syllabus andproject statements.The department expects that everyone entering a given studio is capable of this level ofperformance. Students who earn this grade demonstrate a lower degree of professional



dedication than those earning A or B grades. Their work in studio indicates less selfconfidenceand its development requires constant guidance on what to do next. C work lacks personalauthorship manifested through additional and related contributions to the investigations of aproject.The adequate student?s work demonstrates an understanding of the problem but showsdeficiencies in basic design or communication skills, time management, or the lack of breath anddepth of daily investigations. ?D?Deficient work does not demonstrate how the stated objectives of the studio syllabus and projectstatements have been fulfilled. The work is fragmentary, unsynthesized, incomplete, andpresented only as an assigned ?product? due on a particular day. As in any professional office,deficient work is not acceptable. D work may be the result of a lack of selfconfidence, a closedminded attitude, a lack of time management skills, lack of basic professional dedication, oroutside personal problems.Late Work Late work will be accepted only at the discretion of the instructor and is subject to 1/3 gradededuction for every 24 hours past the deadline. Incomplete Work Incomplete work will not be accepted without instructor?s prior approval and written agreementas to revised due dates and grading policy. The grade of incomplete can only be given if the workis substantially complete and the student has documentation of illness or extreme circumstances.STATEMENTS Subject to ChangeWith the exception of the grade and attendance policies, parts of this syllabus are subject tochange with advance notice, as deemed appropriate by the instructor. Students with DisabilitiesThis syllabus can be made available in alternative formats upon request. Contact the School ofArchitecture 612.624.7866. Students with Disabilities that affect their ability to participate fully inclass or meet all course requirements are encouraged to bring this to the attention of theinstructor so that appropriate accommodations can be arranged. Reasonable effort will be made to accommodate students with disabilities. Please contact your instructor to initiate adiscussion on how we can best support you to succeed in the course. Further information isavailable from Disability Services (16 Johnson Hall) School of Architecture Faculty Manual Scholastic ConductAll students are responsible for conduct in conformance with the University of Minnesota StudentConduct Code which, among other provisions, broadly defines scholastic misconduct as ?any actthat violates the rights of another student in5academic work or that involves misrepresentation of your own work?. Intellectual Property The College of Architecture and Landscape Architecture has the right to retain any student projectwhether it be for display, accreditation, archive, documentation or any other educational or legalpurpose. In addition, the College reserves the right to reproduce and publish images of any suchstudent work in collegiate publications, printed or electronic, for the purposes of research,scholarship, teaching, publicity and outreach, giving publication credit to the creator/student. Workload For undergraduate courses, one credit is defined as equivalent to an average of three hours oflearning effort per week (over a full semester) necessary for an average student to achieve anaverage grade in the course. By example, for a six credit studio, eighteen hours of learning effortper week are expected for an average student taking this course to achieve an average grade.For graduate courses, one credit is defined as equivalent more than an average of three hours oflearning effort per week (over a full semester) necessary for an average student to achieve anaverage grade in the course. Arch 8253 is a nine credit studio, therefore more than twenty sevenhours of studiorelated work per week are expected.ACADEMIC POLICIESAcademic policies for this course (including but not limited to: accommodations for students withdisabilities, statements on classroom conduct, and statements regarding sexual harassment, andacademic integrity) can be can be found in the University?s website at <http://www.oscai.umn.edu/index.html > Classroom misconduct, violation of academic integrity,sexual harassment and issues concerning students Old: Arch 8253: Graduate Design III

Credit Hours: 9 credits (A/F) Studio hours: MWF 1:30 to 5:30

Prerequisites: Graduate Design I Must be concurrently registered with Tech II

Catalog Description: Investigations at a conceptually comprehensive level rigorously addressing issues of the design process, representation, programming, technology, and urban relations.

Teaching Format: Twelve hours per week in studio groups, studio period may be used for discussion, lecture, inclass exercises, field trips or reviews. Lab hours provide additional time for lecture, coordination reviews, software instruction. Homework is completed outside the class time. This is a course in which the various studio critics share common objectives but teach a specific subset of students, each with a unique design problem.



Instructors: Andrzej Piotrowski (plus 3 other section instructors TBA) Office Hours: TBA in room Rapson H. 253E. Email address: [email protected].

Enrollment: 12 students per studio section, 4 sections

A. Course Objectives The studio provides an opportunity to experience a holistic way of organizing the conceptual work of an architect. Thus the pedagogical emphasis of each studio section will be on bringing critical insight and discipline to the design processï¿½structuring ways of conceiving, conceptualizing, exploring, and developing architectural ideas.

B. Course Topics and Structure The sequence of initial exercises/projects will prepare students to design a complex and conceptually comprehensive projectï¿½a design for a (preferably) public building in an urban context. The final project should be thoughtful and competent enough to support comprehensive technical development in the required Comprehensive Design course.

Section 1. Conceptual Issues Design process: Help students to establish awareness of their own design habits and presumptions, introduce new ways of generating ideas, and explore various ways of developing concepts into material architecture.

Representation: Explore various modes of visual representation and test them as conceptual, analytical, and critical tools; each studio should introduce aspects of computer graphics and digital technology appropriate for its educational agenda.

Section 2. Precedents Indepth study of a precedent relevant to the studiospecific issues.

Section 3. Site explorations and/or critical programming. Create opportunities to explore programming as a conceptual issue, that is the phase of designing that determines not only the physical functioning but also cultural/social meaning of a building.

Help students position architecture within its contexts of urban/landscape, historical, and sociocultural relationships.

Section 4. Design Devote sufficient time and attention to the knowledge of building systems, structure, construction and energy issues so that this kind of knowledge becomes an integral part of the processes of conceptualization and project development.

This will include general design efforts and specific areas of emphasis such as:

Strategic Objectives & Consultation

Name of Department ChairApprover:

New: Marc Swackhamer Old: <no text provided>

Strategic Objectives Curricular Objectives:

How does adding this course improve the overall curricular objectives oftheunit?

<no text provided>

Strategic Objectives CoreCurriculum:

Does the unit consider this course to be part of its core curriculum?

<no text provided>

Strategic Objectives Consultation with OtherUnits:

Before submitting a new course proposal in ECAS, circulate the proposedsyllabus to department chairs in relevant units and copy affiliated associatedean(s). Consultation prevents course overlap and informs other departmentsof new course offerings. If you determine that consultation with units inexternal college(s) is unnecessary, include a description of the steps taken toreach that conclusion (e.g., catalog key word search, conversation withcollegiate curriculum committee, knowledge of current curriculum in relatedunits, etc.). Include documentation of all consultation here, to be referencedduring CCC review. If email correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript to the CCC staff person.Please also send a Word or PDF version of the proposed syllabus to the CCC



Please also send a Word or PDF version of the proposed syllabus to the CCCstaff person.

<no text provided>

Back to Proposal List

Contact Us

© 2014 Regents of the University of Minnesota. All rights reserved.

The University of Minnesota is an equal opportunity educator and employer

Information current as of March 15, 2017

Twin Cities Campus: Parking & Transportation Maps & Directions

Directories Contact U of M Privacy

CHANGE COVER SHEETARCH M.Arch 8253 2/27/17 DGS This proposal reduces the number of credits for ARCH 8253 from 9 to 6. This reduction is part of a program change that 1) provides room

Documents