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Viewing: LAR 509 : Landscape Architecture Design Fundamentals

Last approved: Tue, 08 May 2018 08:01:28 GMT

Last edit: Mon, 07 May 2018 13:41:09 GMT

Catalog Pages referencing this course
Change Type
Major
LAR (Landscape Architecture)
509
032611
Dual-Level Course
No
Cross-listed Course
No
Landscape Architecture Design Fundamentals
LAR Design Fundamentals
College of Design
Landscape Architecture (12LAR)
Term Offering
Summer Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
3
 
Course Prefix/NumberSemester/Term OfferedEnrollment
LAR 582Summer 2, 201410
LAR 582Summer 2, 201510
LAR 582Summer 2 , 201312
LAR 582Summer 2, 201610
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
5
Contact Hours
(Per Week)
Component TypeContact Hours
Studio7.5
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Fernando Magallanes
Associate Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Studio10-151Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
12LARMRMaster of Landscape Architecture, Track 3Elective
Introduction to the language, topics, and processes associated with landscape architectural design and the means used to envision and transform ideas into physical form in the landscape.

This course is an advised elective for track 3, first professional degree graduate students having little or no prior formal background in design.  It's main purpose is to provide these students an intensive hands on segue into design thinking, in general, and landscape architectural  design, specifically.  As a workshop, this course follows the protocols of a studio format with brief lectures, demonstrations, reading assignments, field trips, individual desk critiques, and group discussions. There will be campus walks, pin-up sessions, and class discussions as part of everyday studio activities. Students will write reflective narratives that evaluate design actions, concepts learned, and issues addressed in the design problems, readings, research, and design explorations.


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.
 

Resources are available to deliver this course since it receives summer funding. No new resources are required.

The primary objective of this course is to have the student develop critical thinking and application skills in order to assess problems, explore and create concepts, test, and validate their design proposals including:


A critical yet open-minded approach when facing ambiguous information/problems;


An objective attitude toward individual work and the work of others;


An understanding of the basic principles, processes, and language of design;


Generation of ideas from inspiration, research, and analysis of existing context:


Communicate design ideas effectively through graphic, verbal, and written forms;


Define a critical process for advocating design proposals and their existence.


Proficiency in the use and exploration of design vocabulary;


Proficient manipulating of form and content (meaning, use, social readability);


Student Learning Outcomes

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


Apply fundamental skills, theory, and techniques to design non complex two-dimensional (2D) and three-dimensional (3D) landscapes; and


Discuss how these skills, theories, and methods provide the foundation required to interface with other disciplines such as horticulture, economics, engineering, ecology, and sociology.


Communicate design ideas effectively through graphic, verbal, and written forms 


Evaluation MethodWeighting/Points for EachDetails
Project70Students will complete 3-5 projects
Participation20
Students will participate in active and reflective discussion
Attendance10Students will attend scheduled classes
TopicTime Devoted to Each TopicActivity
Introduction to Design Thinking1 weekProcess development through design ideation and conceptual prototyping
Precedent/historic context1 weekDeveloping language and traditional of landscape architectural design
Paths and spatial land sculpting1 weekContouring the land to support functional requirements and relationships,natural processes, and art
Introduction to site planning2 weeksConcept mapping, site analysis, diagramming, story telling, criticism, and reflection
mlnosbis 2/20/2018:
-The sentence listed in the prerequisite field should be moved to the end of the course description. This cannot be coded as a prerequisite. You can, however, restrict the course to students in the track if you like. If so, provide the plan and subplan in the prerequisite field.
-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 2/23/2018:
1. 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?
2. My only other suggestion is to include some of the elements under Course Objectives/Goals in the Student Learning Outcomes section (as well). For example:
Communicate design ideas effectively through graphic, verbal, and written forms
is a great student learning outcome.

ABGS Reviewer Comments:
-No concerns.
mlnosbis (Fri, 02 Oct 2015 12:51:26 GMT): Rollback: Rollback to Gene Bressler as requested.
Key: 7392