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Viewing: LAR 502 : Site Planning and Design Studio

Last approved: Tue, 08 May 2018 11:51:06 GMT

Last edit: Tue, 08 May 2018 11:51:03 GMT

Catalog Pages referencing this course
Change Type
Major
LAR (Landscape Architecture)
502
013416
Dual-Level Course
No
Cross-listed Course
No
Site Planning and Design Studio
Site Planning & Design Studio
College of Design
Landscape Architecture (12LAR)
Term Offering
Spring Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
6
16
Contact Hours
(Per Week)
Component TypeContact Hours
Studio9.0
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Kofi Boone
Associate Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Studio201Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Prerequisite: LAR 501
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape Architecture, Track 3Required
Strategies, principles, and methods for designing and evaluating resilient ways and means to fit an intensive development program(s) on challenging, regionally specific sites. This design studio is integrally linked with courses LAR 527- Landform, Grading and Site Systems and LAR 520- Landscape Dynamics.

Course change reflects revisions to emphasize design thinking and research required to achieve resilient design outcomes, integration with supportive subject courses in site development systems and 2D and 3D modeling and representation, applied research, and reflection.


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.
 

This is an existing course; no new resources are required.

  1. to address complex settings with many variables present at various scales.

  2. to participate in the process of reading the landscape and identifying key site characteristics that impact future site development.

  3. to identify critical site features that could be threatened by site changes.

  4. to prepare for an increasing leadership role in revealing the untapped potential for sites and their users for future uses.

  5. to explore areas of emerging work that can inform future directions in analysis, programming, planning and design. 

  6. to build a “toolkit” of approaches  to strategically think through the complexity of landscapes, extend application of conceptual design, visualization, and design problem solving skills.


Student Learning Outcomes

By the end of this course, students will be able to:


Identify and model site development program requirements and their inter relationships for a given design situation;


Analyze site specific and contextual conditions within and surrounding  subject site(s) that includes: collecting and managing appropriate data, and analyzing/modeling potential development opportunities/constraints as related to various program elements, their relationships, and other site planning and design considerations;


Design and evaluate alternative general development plans considerate of public health, safety, and well being including but not limited to:  program functionality; environmental and cultural conditions; sustainable design practices, and implementation (grading, drainage, storm water management, planting and landscape dynamics);


Refine and test site planning and design ideas at higher levels of  resolution;


Deliver competent verbal and graphic presentations (including computer modeling/rendering, hand drawing, and physical models) that effectively communicate one’s ideas; and


Receive and deliver constructive criticism from and to  peers, faculty, practitioners, and other constituents.


Evaluation MethodWeighting/Points for EachDetails
Project70Students will complete several project/case studies and 2-4 short, intensive/in studio design thinking exercises.
Attendance10Students are expected to attend all scheduled studio classes and field trips
Participation20Students will actively participate in critical reflective discussions
TopicTime Devoted to Each TopicActivity
Introduction1 WeekExercise #1: Build a box/Design Research

Case Studies
Site Analysis2 weeksSite Visits/Site Inventory workshop
Work days
Informal pin ups
Project Programming2 WeeksProgramming and user needs workshops (design teams selected)
Work days
In class exercises
Terrain Modelling1 WeekTopography and program massing workshop
Master Planning2 Weeks Precedent studies
Workdays
Formal reviews
Fitting Program on the site4 WeeksDesign Development
Grading
Drainage
Representation workshop
workdays
Pin ups
Design Development 3 WeeksRepresentation: drawing, CAD, modeling making
Workdays
Reflection1 WeekInformal pin ups
Group and individual critiques
mlnosbis 2/20/2018:
-Syllabus should include full instructor contact information (including phone number).
-Are the listed textbooks required or recommended?
-Syllabus should include a breakdown of how grades are determined. Listing the PRR is not enough. Explain how assignments will be graded and what constitutes each letter grade. Example: A+ = ____, A = ____, etc.

cohen 2/22/2018:
1. I made two trivial corrections on typos from bullet 5 of the Student Learning Outcomes. Those should be corrected on the syllabus as well.
2. Under Instructor's Policies on Attendance (Section 11), what happens if a student is, say, in the hospital for three classes? Will the student lose a letter grade?
3. As with LAR 501, I have a question as to what happens if the student cannot contact the instructor prior to a class in which he or she has an emergency or unanticipated problem. See the last paragraph in Section 11 of the syllabus.

ABGS Reviewer Comments 4/17/2018:
- Does the syllabus need to explain what is required for auditing? NO
- Are students penalized twice for absences? Attendance makes up 10% of their grade and if they miss class the instructor may lower their grade? Are these two penalties for the same thing? Or if a student is absent the 10% portion of the grade will be reduced? I am unclear about how a grade will be affected by absences.
mlnosbis (Thu, 01 Oct 2015 20:27:02 GMT): Rollback: Rollback to Gene Bressler as requested.
Key: 3404