DESST 1508 - Environment I | Course Outlines

DESST 1508 - Environment I

North Terrace Campus - Semester 2 - 2016

The course explores the notion that designers respond to pressing environmental, cultural, social and economic issues in the design and creation of our built environments. The course introduces the historical, political and ethical contexts and processes of environmental design. The relationship between climates, environments and design as both built structures and landscapes is explored at a variety of scales. This course introduces students to the complex built environment and engineering contexts for the development of projects destined to shape our inevitably changing built environments.

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Course Details

Course Code	DESST 1508
Course	Environment I
Coordinating Unit	School of Architecture and Built Environment
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Restrictions	Available to B.ArchDes and B.E(Arch) students only
Quota	A quota will apply
Assessment	Quizzes, physical model making, digital models, hand drawing and digital drawing

Course Staff

Course Coordinator: Associate Professor Katharine Bartsch

Room 456a, Level 4, Barr Smith South, School of Architecture and Built Environment
Email: katharine.bartsch@adelaide.edu.au (preferred mode of contact)
Course Website: www.myuni.adelaide.edu.au
School Website: https://architecture.adelaide.edu.au/
School Website (Unified): https://unified.adelaide.edu.au/web/professons-student-architecture/current-student
This is a School specific portal with news and events about the School.

Contact Protocol: Course-specific queries should be raised with your tutor.
If queries cannot be resolved in your tutorial, please contact the course coordinator via email.
If you have a non course-specific query refer to the Student Handbook 2016 or Student Advisor.
I currently work part-time and I am on campus Tuesdays, Thursdays, Fridays.
My drop-in time for Environment I is 3-4 Fridays (Room 456a).

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Full timetable details, including the dates and times of face-to-face lectures and tutorials, are available in the Learning Activities Summary on MyUni.

Full details of the assignments and resources are provided in the appropriate folders on MyUni.

Lectures: Fridays, 9-11am, Ligertwood LT, 333.
http://www.adelaide.edu.au/campuses/mapscurrent/north_terrace.pdf

Tutorials/Studios/Workshops:

Friday 11-12noon: Tutorial 01,BSS 511 (DCRS)

Friday 11-12noon: Tutorial 02, BSS 528 (DCRE)

Friday 1-2pm: Tutorial 03, BSS 511 (DCRS)

Friday 1-2pm: Tutorial 04, BSS 528 (DCRE)

Friday 2-3pm: Tutorial 05,BSS 511 (DCRS)

Friday 2-3pm: Tutorial 06, BSS 528 (DCRE)

BSS = Barr Smith South

Course Learning Outcomes

The course learning outcomes for Environment I—which is created as an introduction to the relationship between climates, environments and designs in preparation for subsequent courses in the environment stream of the Bachelor of Architectural Design —are specifically aligned with the thematic content of the lecture series, the tutorials, the required and recommended reading, and the objectives of the assessable tasks.

Thus, the student will develop the following knowledge and skills and be able to:
1. Identify key aspects of the historical, political and ethical context of sustainable development
2. Identify the environmental, social and economic dimensions of sustainability
3. Gain an understanding of sustainable processes, relating especially to biodiversity and water
4. Broaden their understanding of how designers can contribute to sustainable development
5. Apply independent research skills to interpret the relationship between climates, environments, and design
6. Analyse and evaluate (textually and graphically) a site
7. Interpret, analyse, evaluate and synthesise information from a wide variety of sources to form and express a qualified critique of a sustainable design
8. Compare and contrast the opinions of different scholars
9. Write clear and concise analytical texts which structure evidence for and against (a point of view)
10. Demonstrate the appropriate use of referencing
11. Develop appropriate skills in the manipulation of text and image to communicate ideas

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,2,3,4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	5-9
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	4,5,6,7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	4,5,9-11
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1,2,3,4,6, 7
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	4,5,6,7, 8

Learning Resources

Required Resources

Christopher B. Daniels and Catherine J. Tait (Eds.). (2006). Adelaide: Nature of a City: The Ecology of a Dynamic City from 1836-2036. Adelaide: Biocity: Centre for Urban Habitats with the support of the Adelaide City Council, University of Adelaide (School of Environmental and Earth Sciences), The Department for Environment and Heritage and the Royal Zoological Society of South Australia.

Christopher B. Daniels (Ed.). (2010). Adelaide: Water of a City. Adelaide: Wakefield Press.

These 2 textbooks can be purchased from Professor Chris Daniels, the author (and his assistants) at the University of South Australia, Playford Building Level 4 – Room 39. City East Campus.

They are available for sale at the following days/times (only):

2.30-5.00pm: Tuesday 19th July

2.30-5.00pm: Wednesday 20th July

2.30-5.00pm: Tuesday 21st July

2.00-5.00pm: Wednesday 27th July

The cost is $80 for the two books, strictly Cash Only.

These texts will be useful throughout the Environment stream offered at Levels I, II and III. Compulsory reading material for lectures, tutorials, or assignments will be available in the corresponding folder on MyUni.

Recommended Resources

Detailed information about further resources will be available on MyUni in the assignment folders.

Academic Support
Consult “The Writing Centre” for on-line resources re: essay writing guides, study guides, referencing. http://www.adelaide.edu.au/writingcentre/.

Face-to-Face writing support is also available from Hub Central, Level 3. The Writing Centre provides academic learning and language support and resources for local, international, undergraduate and postgraduate coursework students enrolled at the University of Adelaide.

The Writing Centre offers practical advice and strategies for students to master reading, writing, note-taking, and referencing techniques for success at university. Please note, the drop-in service is not an editing or grammar checking service but the Centre can help you develop your written English.
No appointment is necessary. For greater assistance, please bring your course guide, assignment question, comments from your lecturers/tutors, and drafts of your writing.

Online Learning

In addition to the above textbooks, further assignment resources are available on MyUni. These may include further reading material for the lectures and tutorials, reading material that will assist with the preparation of assignments and appropriate links to assist students with academic writing including essay writing.

Students are expected to familiarise themselves with all the available content on MyUni.

University Email:
The school uses the University email system to get in touch with the students. So it is imperative that you check your email regularly and keep up to date with any new announcements.

Noticeboard / Handbook:
General information about the activities at the School is available online at https://architecture.adelaide.edu.au/

Students can access a copy of the Student Handbook at the following link: https://architecture.adelaide.edu.au/docs/FINAL-2014-Arch-handbook.pdf
Learning & Teaching Activities

Learning & Teaching Modes

Environment I focuses on student-centred learning and teaching. In “What the Student Does: Teaching for Enhanced Learning” Biggs (1999) advocates a systemic approach which takes into account all aspects of the teaching context—course objectives, teaching and learning activities and the assessment tasks—as a strategy to move away from passive, uni-directional, teacher-to student transmission of knowledge. This is the aim of the teaching and learning mode of Environment I. Importantly, Biggs stresses the need to embed the course objectives in the assignment tasks. Thus, formative and summative assessment tasks are designed to engage students in activities which will develop their knowledge and skills which are aligned with the course objectives (most significantly, foundational knowledge of sustainable development as a basis for future courses in the Environment stream at Levels I, II and III and an understanding of the synergies between design and the environment in preparation for future design studios as well as the ability to the ability to locate, analyse, evaluate and synthesise information from a wide variety of sources to prepare clear and concise analytical texts).

The knowledge base begins with the lectures and the required reading material. However, these are intended as a point of inspiration and a starting point for students’ independent learning which is demonstrated in the assessable work. They are not intended as a comprehensive, finite review of the content.

Knowledge, skills, and assessable work are carefully integrated to achieve the intended holistic approach to learning and teaching. Moreover, according to Biggs, assessment must generate higher level cognitive learning activities, specifically, theorising, applying, relating, understanding or explaining distinguished from describing, note-taking or memorising. Student-focused learning strategies, embedded in the assessable work, are essential to bring about higher level cognitive learning.

Biggs, J. (1999). “What the Student Does: Teaching for Enhanced Learning.” Higher Education Research and Development Journal, 18 (1): 57-78.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The University expects full-time students (ie. those taking 12 units per semester) to devote at
least 48 hours per week to their studies. Accordingly, students undertaking this 3 unit course are expected to devote 12 hours per week to contact activities and self-guided studies.

Based on this framework here are some figures that might assist workload management:

Total workload hours:         12 hrs per week x 13 weeks: 156 hrs
Total contact hours:             3 hrs per week x 12 weeks: 36 hrs
Total self-guided study:   156 hrs –36 hrs: 120 hrs

These 120 hours should be used towards preparation of weekly tasks and for completion of the various assignments associated with the course, including development of various skills required
to complete the same. Please organise your time wisely.

Learning Activities Summary

Assignment 1: Poster Essay, 30%, 37hours

Assignment 2: Immersive Learning Environment, 30%, 37hours

Assignment 3: Masterplan, 30%, 37hours

Small Group Discovery Tasks, Weeks 6, 7, 8, 10%, 3 (tute) + 9hours

Specific Course Requirements

There are no specific course requirements relating to field trips for this course. However, students may choose to visit a sustainable house as part of Sustainable House Day 2016, and/or conduct in-situ site analysis in preparation for Assignment 3, in their own time. If students choose to do so, it is expected that students will exercise a responsible duty of care at all times and be respectful of the properties/sites they visit. All queries relating to Sustainable House Day 2016 or the requirements for Assignment 3 should be discussed with your tutor or the Course Coordinator.

Small Group Discovery Experience

Assignment 3 offers a small group discovery opportunity which is mentored by Course Coordinator and Senior Lecturer, Dr Katharine Bartsch.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

All details about the individual assignments including an overview of each assessment task, the task type, due date, weighting, and identification of the learning objectives addressed by the assessment task are provided in the relevant assignment folder on MyUni. The course is not exempt from any requirement of the Assessment for Coursework Programs policy

If there are any concerns about the due dates or conflicts arising with those of other courses these concerns must be communicated to the course coordinator by Monday of Week 2 (Monday 3rd August). The course co-ordinator will take these into account and notify the class of any changes via MyUni.

Assessment Assumptions
The following skills are assumed: literacy; word-processing; use of powerpoint; ability to prepare an oral presentation; basic image processing (scanning, cropping, saving, re-sizing etc); initiative; remembering to REGULARLY SAVE YOUR WORK done on the computer and to BACK-IT-UP on portable hard-drive, CD, flash-drive or similar. Neither the course coordinator nor the tutors will undertake proof reading of assignments prior to submission.

It is assumed that students are aware of the time required to print their work, or upload it to MyUni, given the number of students in the School and often competing deadlines across different year levels. Students, therefore, must MANAGE THEIR TIME appropriately to allow for such conflicts and timely submissions.

Assessment Related Requirements

Students are expected to attend all lectures and tutorials. Class rolls will be maintained to monitor attendance. Membership of tutorial classes is to be finalised by the end of the first week of semester 1. Students wishing to swap between tutorial classes after this time are required to present their case to the coordinator (Katharine Bartsch), but should be aware that such a request may not be approved.

Assessment Detail

All details about the individual assignments including an overview of each assessment task, the task type (e.g. summative, formative), due date, weighting, and identification of the learning objectives addressed by the assessment task are provided on MyUni.

Final results for the course will only be available through Access Adelaide and students should not contact the course coordinator or the tutors for the same.

Submission

Submissions must be made according to the School policy on late submissions and re-submissions as detailed in the Student Handbook 2015. https://unified.adelaide.edu.au/group/professons-student-architecture/resources

Submission requirements for each assignment are detailed on MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator