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Viewing: LAR 540 : Research and Strategic Thinking

Last approved: Tue, 08 May 2018 08:01:25 GMT

Last edit: Mon, 07 May 2018 15:17:37 GMT

Catalog Pages referencing this course
Change Type
Minor
LAR (Landscape Architecture)
540
032618
Dual-Level Course
No
Cross-listed Course
No
Research and Strategic Thinking
Research/Strategic Thinking
College of Design
Landscape Architecture (12LAR)
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
4
 
Course Prefix/NumberSemester/Term OfferedEnrollment
LAR 582fall 201315
LAR 582Spring 201418
LAR 582Fall 201515
LAR 582Fall 20175
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Celen Pasalar
Assistant Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture15-201Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
No
Introduction to the basic research tools and the variety of historic, current, and emerging research methodologies applied in landscape architecture and other areas of graduate studies and professional design practices.

Graduate studies, as defined by the Landscape Architecture Accreditation Board, and professional practices in landscape architecture require the knowledge of and skills in research and strategic thinking in order to engage various aspects of design inquiry.


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 course has been delivered four times as a special topics course during the past 4 years. No new resources are required to deliver this course as a result of the elimination of the Bachelor of landscape Architecture (BLA) program.

Through this course students will explore different types of research methodologies used by the landscape architectural community and how they might be applied to design work. The goal is to help students transform their interest areas into a form of inquiry. This course aims to teach students the necessary skills to frame key questions, develop a process to study the built environment at multiple scales, gather information, and build the basic ability to make this knowledge useful during design practice.


Student Learning Outcomes

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


Interpret and evaluate the physical environment in relation to its social, political, economic, environmental, cultural and scientific contexts. Research and critical reflection are integral part to achieve this learning outcome; and


Assess the strength and weaknesses of various methodological approaches and field research techniques relevant to landscape architecture. As a result students will know how to apply various research tools systematically in a range of situations and places.


Apply various research tools systematically in a range of situations and places.


Evaluation MethodWeighting/Points for EachDetails
Project30Students will complete a written comprehensive research project consisting of several components and deliver a formal presentation to the class for critical review and discussion
Homework30

Students will engage in assignments pertaining to data collection and analysis methods
presentation20Students will deliver one concise formal presentation to the class on a research topic
Quizzes10

Students will complete 2-3 quizzes during the semester that address assigned readings and lectures
Participation10

Students will actively participate in critical reflective discussion
TopicTime Devoted to Each TopicActivity
Overview of Landscape Architecture1 weekOverview:
Introductions, Orientation on Library and Electronic Resources, Bibliography + Literature Review

Workshop: How to search for information- Library Orientation

Assignment 1:Annotated Bibliography
Design Practice and Changing Role of Landscape Architects2 weeks

Overview:
The Culture and Context of Research in Landscape Architecture, and Theoretical Perspectives and Research Design

Student Discussions on Assignment 1

Workshop: Literature Survey and Annotated Bibliography

Assignment 2:
Problem Statement
Integrating Design and Research1 weekOverview:
Interpretive-Historical Research

Workshop:
Campus Resources - NCSU Library Archives

Assignment 3: Problem Statement, Theoretical Perspective, Research Questions, Hypothesis, Goals
Research Statagies1 weekOverview:
Spatial Analysis (GIS) + Visual Mapping

Workshop: Develop an outline for your Case-Study
Application of Research Strategies: Descriptive Stategies1 week

Overview:
Ethnographic Research + Research Ethics

Workshop:
Develop observation and mapping strategies

Assignment 4: Interpreting the Place
Application of Research Strategies: Descriptive Strategies And Design Evaluation1 weekOverview:
Analysis of Systems: Space Syntax


Student Presentations1 weekAssignment 5: Defining the User/ Community Needs and Mapping the Assets
Case Studies1 weekOverview:
Case Study, Post Occupancy Evaluations, and Landscape Performance
Application Of Research Strategies1 weekOverview:
Sustainable Design Research

Assignment 6: Case Study Analysis (First Draft)
Application of Research Strategies: Modeling Strategies 1 week

Overview:
Evidence based design and Development of Design Hypothesis

Assignments 6 and 7: Case Study Analysis and Sustainable Design Principles
Application Research Strategies: Projective and Experimental Design1 weekOverview:
Simulation Research

Assignment 7: Design Hypothesis and Evidence
Wrapping Up1 weekOverview:
How to write effective research reports and prepare presentations
Final Presentations3 weeksThanksgiving,

Work Day in Class

Assignment 8: Final Research Report and Video Documentaries
mlnosbis 2/20/2018:
-There is one additional student learning outcome on the syllabus that is not on the CIM form. They should match.
-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 2/28/2018:
1. I was surprised to see the drop off in enrollment in Fall 2017.
2. Under prerequisites in the syllabus, change "undergraduate" to "undergraduates".
3. The learning outcomes are on both the syllabus and in CIM but, as Melissa said, they should match up precisely. Either way is fine as long as the syllabus and CIM have the same language.
4. 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?

ABGS Reviewer Comments 4/24/2018:
-No concerns
mlnosbis (Thu, 01 Oct 2015 20:28:26 GMT): Rollback: Rollback to Gene Bressler as requested.
Key: 7335