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Viewing: ARC 563 : Public Interest Design Seminar: Case Studies and Current Issues

Last approved: Sat, 26 Aug 2017 08:03:19 GMT

Last edit: Fri, 25 Aug 2017 15:27:19 GMT

Catalog Pages referencing this course
Change Type
Major
ARC (Architecture)
563
032489
Dual-Level Course
No
Cross-listed Course
No
Public Interest Design Seminar: Case Studies and Current Issues
Public Interest Design Seminar
College of Design
Architecture (12ARC)
Term Offering
Fall and Spring
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Seminar3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Bryan Bell
Mr.
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Seminar1818NoNone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
The class is open to Architecture Graduate Students in the College of Design. Other NCSU students may enroll by permission of Instructor.

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
TBAPublic Interest Design Certificate (in development) Required
This course evaluates and appraises design in the public interest as a critical and growing element of design disciplines. We explore how design can positively contribute to the social, economic, and environmental well-being of US and global communities. We study current innovations and review successful examples of projects and practice. In addition to lectures by the professor, presentations are made by professionals and experts in public interest design.

The Public Interest Design seminar will educate students in precedents of how to use design to address the critical challenges communities face in the world. This course will further align the teaching, research and outreach of all the design departments of the College of Design with the mission of the University and further the strategic plan of the College of Design. This certificate would capitalize on NCSU’s past leadership and current faculty, as well as join the growing cultural momentum to provide expanded public service.


In the last ten years this field has seen a rapid increase in practice and in interest. Similar to Public Health, Public Interest Design looks at a broad scope going beyond traditional roles of practice to consider the whole of society. Like public interest law, Public Interest Design seeks to provide services to the general public, not just the individuals who can pay a fee for services.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of DesignGene BresslerAll departments in the College of Design have been consulted, in particular Gene Bressler, Head of the Landscape Architecture Department.
College of DesignGene BresslerOn Tue, Apr 25, 2017 at 3:09 PM, Gene Bressler <gene_bressler@ncsu.edu> wrote:
I reviewed the course description you sent and approve as is.


Gene Bressler, FASLA, Professor and Head
Department of Landscape Architecture
College of Design, NC State University
Campus Box 7701/Brooks Hall
Raleigh, NC 27695-7701
919.515.8342, 919.515.7330 (fax)
gene_bressler@ncsu.edu
College of DesignTsai Lu LuiFrom: Tsai Lu Liu <tliu12@ncsu.edu>
Date: Mon, Apr 24, 2017 at 4:18 PM
Subject: Re: Please review and comment on new seminar
To: Bryan Bell <bbell@ncsu.edu>

Dear Bryan,
The syllabus looks fine to me. Thanks!

Lu

Tsai Lu Liu
Professor and Department Head of Graphic Design + Industrial Design

919-515-8340
College of DesignChandra CoxFrom: Chandra Cox <cdcox@ncsu.edu>
Date: Wed, Apr 26, 2017 at 8:07 PM
Subject: Public Interest Design Seminar
To: "Art_rice@ncsu.edu" <art_rice@ncsu.edu>, alisha_brice@ncsu.edu

Art:
Bryan Bell has consulted with me regarding ARC 590-006 [Temporary course number for ARC 563]
I have no objections to the course.

Chandra Cox
Head, Department of Art +Design
The course does not require additional resources.

This graduate level seminar uses case studies as a comparative analytical tool and as a means to make reliable and accurate assessments of project precedents and current practices. Based on ongoing research in the growing field of public interest design, this course summarizes key events and issues in the recent history of public interest design. Through lectures and readings, the course material will identify why and how design in the public interest is a growing element of the design disciplines. Material will identify and assess opportunities and challenges of a range of public interest design practices. The SEED methodology with be used as a method to evaluate the strengths and weaknesses of a final case study project.


Student Learning Outcomes

1. Summarize key events and individuals in the history of public interest design.


2. Describe why and how design in the public interest is a growing element of the design disciplines.


3. Cite examples of best practices in public interest design.


4. Evaluate the strengths and weaknesses of a project based upon the goals of public interest design.


5. Explain the opportunities and challenges of public interest design practices.


Evaluation MethodWeighting/Points for EachDetails
presentation50%Case Study: research paper 25% and presentation boards 25%
Written Assignment25%Written assignments are in response to assigned readings
Participation25%Participation in class discussion is a key learning method of the class with the intent of sharing ideas and opinions from readings and presentations. Every students is expected to contribute in each class.
TopicTime Devoted to Each TopicActivity
1. Introduction to Public Interest Design1 weekClass discussion of topic and assigned reading
2. Expanding Design: The Call for Change 1 weekClass discussion of topic and assigned reading
3. What is a Design Issue? The Triple Bottom Line1 weekClass discussion of topic and assigned reading
4. Building for Social Change: Model Projects and Best Practices1 weekClass discussion of topic and assigned reading
5. Processes for Public Interest Design1 weekClass discussion of topic and assigned reading
6. Models of Practice in Public Interest: Nonprofit, For Profit, and Pro Bono1 weekClass discussion of topic and assigned reading
7. Strategies for Starting and Funding Projects1 weekClass discussion of topic and assigned reading
8. The Role of Designers: Pre-form, Form and Post-form 1 weekClass discussion of topic and assigned reading
9. Guest Lecturer: Example, The Public Interest Designer as Developer1 weekGuest speaker and field trip
10. Social, Economic, and Environmental Design (SEED): A Network, An Evaluation Tool, An Ethic1 weekClass discussion of topic and assigned reading
11. Public Interest Design Internships and Career Paths1 weekGuest speakers
Class discussion of topic and assigned reading
12. Case Study Presentations 1 weekAll research papers and presentation boards due
Case Study class presentations
13. Case Study Presentations 1 weekCase Study class presentations
14. Case Study Presentations 1 weekCase Study class presentations
Course portfolio due
15. 15. Conclusions and Reflection1 weekClass discussion
mlnosbis 5/9/2017:
1) The course goals listed in the CIM form are not really goals. They should be written to indicate broad goals of the course.
2) Who is the second instructor listed on the syllabus? Is she affiliated with NC State? Why isn't an NC State email address provided?
3) Please copy/paste consultation notes in the consultation field. What did Gene say about the course?
4) The syllabus lists no requisites or prerequisites, but the CIM form has information in that field. If there are no prerequisites, then it should say "None." If it is "Permission of Instructor" for all students, then list "Permission of Instructor."
5) Course length should be 16 weeks. Week 16 is the final exam.

pjharrie 5/16/2017 Like Melissa, I note that the course objectives are too broad and more curricularly oriented than course level. Also, in the syllabus, I think there needs to be some refinement to the 'late work' statement. As it currently reads, regardless of how late the work is turned in there will be a letter-grade reduction. Is what is actually intended?

ABGS Reviewer Comments:
-No concerns
arrl (Mon, 05 Dec 2016 20:44:52 GMT): instructor title should be academic rank 16 weeks is usually used for a semester A consultation with other design disciplines should be included since this course is presented as dealing with design in general
arrl (Mon, 08 May 2017 18:50:33 GMT): All departments in the college of design have been consulted and all are in agreement with the course.
mlnosbis (Tue, 09 May 2017 18:57:04 GMT): approved for Art Rice at DN Dean GR.
Key: 11301