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Viewing: LAR 508 : Landscape Architecture Design Research Project

Last approved: Wed, 09 May 2018 08:00:39 GMT

Last edit: Mon, 07 May 2018 13:39:22 GMT

Formerly Known As: LAR 679


Catalog Pages referencing this course
Change Type
Major
LAR (Landscape Architecture)
508
013494
Dual-Level Course
No
Cross-listed Course
No
Landscape Architecture Design Research Project
LAR Design Research Project
College of Design
Landscape Architecture (12LAR)
Term Offering
Fall, Spring and Summer
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
Studio9.00
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Gene Bressler
Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Studio51YesIndependent graduate level landscape architectural research/design projects.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Prerequisite: LAR 507 and LAR 541 and LAR 697 or department head consent.
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape ArchitectureElective
Independent research in a specific area of landscape architectural design with the requirement that the research be integrated and applied within a landscape architectural design context; provides opportunities for a student or team of students (up to 4 people) to engage in independent inquiry leading to the completion of a definitive scholarly, research-oriented landscape architectural design project. Requires consent of department head or DGP.

This revision is to amend the course number from LAR 679 to LAR 508. LAR 508 is an elective advanced design studio option that provides the opportunity for a student or team of students (up to 4 people) to engage in independent inquiry leading to the completion of definitive scholarly, research-oriented landscape architectural design project.  Requires department head consent based upon: satisfactory completion of above stated prerequisite courses and participation of a three person faculty committee.


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.

Students eager to continue their education at a PhD level or possibly seek future employment as a university instructor should consider undertaking this option.  The work derived from the this course should be of the quality suitable for scholarly publication, dissemination at a scholarly/professional conference, or submission to an awards competition.


Student Learning Outcomes

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


Define the central problem, question, or situation to be examined through design inquiry and application;


Identify a substantial body of supportive materials that will inform the project;


Formulate and implement a strategic plan for design inquiry including timelines, resource, and expected deliverables;


Reflect and adjust the research strategic plan as new information such as data, criticism, theory, and/or finding informs the situation;


Explain inquiry methods, design processes, and outcomes addressed and derived from design inquiry utilizing written, graphic, and verbal methods and media, as appropriate;


Deliver public presentation(s) and respond to questions/comments to and from professional peers, constituent stakeholders, and others utilizing diverse media as appropriate;


Evaluate the usefulness and efficacy of design inquiry theory, methods, and tools in landscape architectural design situations;


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


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


Evaluate and apply lessons learned from the study of relevant case study precedents;


Apply various communication and representation skills, including written, oral, and analog and digital media, as appropriate, to develop, test, present, and exchange their work; and


Explain the value of landscape architecture in the context of  public health, safety, and well being.


Evaluation MethodWeighting/Points for EachDetails
Project70Completion of project assignments during the semester and delivery of project methods and products in public review venues
Attendance10Students will attend all design studio classes in order to work on projects, receive individual mentoring, participate in class discussions, and reviews
Participation20Observed critical and reflective discussion during project reviews, pin ups, and lectures
TopicTime Devoted to Each TopicActivity
Project16Scope of work to be determined and implemented as agreed by student and faculty mentors.
mlnosbis 2/20/2018:
-Clarify whether the items in the prerequisite field are corequisites (taken at the same time) or prerequisites for this course.
-How do students acquire the software?
-Item 6 on syllabus needs clarification. Is this course taken simultaneously with 697?
-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 2/23/28:
1. This course seems perfect for a 600-level S/U graded course. Why the change to a 500-level course?
2. I corrected one typo in the catalog description in CIM. I inserted the word "in" after "engage" in the third line. Please make that change on the syllabus.
3. I corrected two typos in the 9th learning outcome in CIM. Please check the syllabus as well.
4. 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?
5. Under Excused Absences (Section 11) in the syllabus, it appears that students must contact the instructor prior to class for each excused absence. There are times when that may not be possible. (The example on the syllabus is potentially one such time.) How will those absences be treated?

cohen (4/06/2018):
In the syllabus, please delete one of the instances of the word "including" from the 9th learning outcome.
Key: 3421