PLANNING 7030 - Urban Design Project

North Terrace Campus - Semester 2 - 2020

This course focuses on the definition, development and description of a major culminating urban design project that both challenges and demonstrates students' skills in and knowledge of urban design. The project will be of moderate complexity, negotiating issues at several scales and alert to multiple social, political and biophysical environmental and engineering contexts. Responses should demonstrate familiarity with common processes and competency in typical phases of urban design thought and practice. The final presentation should show thorough integration of all major urban design considerations as taught in the academic program and be inclusive of relevant broader planning knowledge.

  • General Course Information
    Course Details
    Course Code PLANNING 7030
    Course Urban Design Project
    Coordinating Unit School of Architecture and Built Environment
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to M Plan (UD) students only
    Course Description This course focuses on the definition, development and description of a major culminating urban design project that both challenges and demonstrates students' skills in and knowledge of urban design. The project will be of moderate complexity, negotiating issues at several scales and alert to multiple social, political and biophysical environmental and engineering contexts. Responses should demonstrate familiarity with common processes and competency in typical phases of urban design thought and practice. The final presentation should show thorough integration of all major urban design considerations as taught in the academic program and be inclusive of relevant broader planning knowledge.
    Course Staff

    Course Coordinator: David Cooke

    Course Coordinator
    David Cooke, M.Urban Design (Berkeley); M.Planning (Urban Design) (Adelaide);
    B.Arch (Hons1) (Adelaide); B.Des.St (Adelaide)
    City Collective
    email: dcooke@citycollective.com.au
    Office hours: by appointment (email)

    Contact Protocol
    All course-related queries should initially be directed to the academic staff in person during contact hours, or the relevant Course Discussion Board on MyUni, which will be monitored and responded to accordingly. For efficiency, individual queries may be gathered and responded to collectively. Direct communication during contact hours is preferred, but for urgent or sensitive matters, email correspondence with the co-ordinator may also be pursued; however immediate responses are not guaranteed.

    Students should make use of MyUni for regular updates, announcements and material. Course materials will be uploaded as they become available throughout the semester.

    Students should also regularly check the status of their University of Adelaide email account as this is the primary channel of communication with students outside of contact hours.

    Students should be familiar with the School’s Student Handbook and be aware of the policies and procedures it describes.

    Course Support Staff
    For issues concerning enrolment or queries about the School’s programs contact Clement Low, Student Advisor, 8313 5877, clement.low@adelaide.edu.au.
    For issues related to discrimination or harassment contact the Course Coordinator or Velice Wennan, School Manager, 8313 5475, velice.wennan@adelaide.edu.au.
    For issues relating to health, safety and wellbeing contact Ian Florance, Health, Safety and Well-being Officer, 8313 5978, ian.florance@adelaide.edu.au.
    Course Timetable

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

    Class Sessions: 
    Thursdays, 9:00am - 3:00pm, Horace Lamb, 3008, Digital Media Studio.

    The course is conducted according to a research studio model, in which students meet in a loosely-structured interactive learning setting and advance their projects under guidance and review from academic staff. More formal lecture formats and review occasions also form part of the course program; field trips may also be undertaken collectively or individually.
  • Learning Outcomes
    Course Learning Outcomes

    As the capstone project for Masters students of Urban Design, this course provides the opportunity for students to advance their own project and agenda, and each student is invited to pursue their own self-defined project if they wish. However, each year a specific theme is also given, which students may also follow. This year the overall theme is given below:

    Elaboration for 2020: “Re-thinking the Urban Village

    In 2020 the Urban Design Project course aims to shape, visualise and re-imagine the urban future for a key part of metropolitan Adelaide and provide an exemplar benchmark to consider and provide solutions to solve real world complicated city making and planning issues.

    The Urban Villiage approach to city planning is not new, with its roots embedded within the principals of New Urbanism, nor is Adelaide’s application of this city planning approach to multiple metropolitan precincts. Given the current post-pandemic environment city planning leaders confront, the ideologies underpinning Urban Villages is once again being re-emphasized as frameworks for future city growth, sustainability, affordability and livability.

    This studio will unpack the historical principles of planning philosophies for Urban Villages, review and analysis their success within Australian cities and propose how these ideas can be reconsidered and applied to real world design challenges within an Adelaide context.

    What does the successful urban village of the future look like?

    “ In the future, we see neighborhood hubs and urban villages where people are out of their cars, using the streets and sidewalks. Thriving stores, restaurants and services are clustered next to public open spaces that attract people at all times of day. Public transit has become more comfortable, more frequent and faster, and the streets have been reshaped around people walking, biking and using scooters, rather than around cars. As a result, streets are quieter, greener and safer. The familiar landscape of postwar single-family homes is still here, but now there’s something to walk to.”

    Reference: Kristy Wang, SPUR, Whitepaper November 2019, ‘It Takes a Village, Strategies for successful implementation of San Jose’s urban village vision’.

    Students will be asked to consider two key precinct inner metropolitan sites, one within the City of Unley and the other within the City of Prospect. Both precincts are currently under consideration by the State Planning Commission and Government Renewal Authorities and students will have the opportunity to explore and challenge urban design and planning solutions within this context of how to influence the new State-wide Planning scheme and structure plans for the precincts.

    The resulting projects will constitute a range of propositions for an alternative, adjusted, or augmented planning design solutions, underpinned by new approaches for Urban Villages.

    Course Learning Outcomes

    On successful completion of this course, students will be able to:

    Knowledges

    A. Demonstrate an understanding of the various bio-physical, historical, political-economic, and social-cultural layers of the city, and work with these to form a consciously designed intervention.

    B. Synthesise general theoretical models, analytical approaches to urban issues and contexts, technical knowledges, stakeholder interests and ethical frameworks, and individual vision into an integrated urban design proposition.

    C. Articulate their stance and position as a designer within discourses of urbanism.
    Skills

    D. Demonstrate high quality communication, representation and visual skills appropriate to urban design projects, including written, verbal, graphical and model-based presentation.

    E. Research and analyse information relevant to developing urban design interventions and propositions.

    F. Demonstrate abilities in teamwork and time management for group and individual work.

    UNIVERSITY GRADUATE ATTRIBUTES
    1. Deep discipline knowledge A, B, C, D
    2. Critical thinking and problem solving B, D, E
    3. Teamwork and communication skills D, E, F
    4. Career and leadership readiness A, B, C, D, E, F
    5. Intercultural and ethical competency B, C, E
    6. Self-awareness and emotional intelligence B, F
    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
    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
    2,5
    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
    3,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1,2,3,4,5,6
    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
    1,2,5
    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
    3,5,6
  • Learning Resources
    Required Resources
    There is no prescribed reader or course pack for this course, but specific readings and other materials may be assigned and/or made available through MyUni. Students are also expected to be able to independently research relevant readings and materials while working on their projects, drawing on the collections in the Barr-Smith library, the State Library of South Australia, the City of Adelaide archives, as well as other local or specialist collections where warranted.
    Recommended Resources
    Relevant readings and other recommended resources, including online materials and digital tools, will also be developed progressively over the course of the semester and posted to MyUni.

    Students are encouraged to take an active interest in the research activities of the department, including the programs of CAMEA and CASRU, as well as the Speaker Series talks and other occasional events.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is taught as a research design studio. Students and academic staff meet weekly and discuss progress in developing projects and accompanying assignments. Feedback from academic staff may be graphic, verbal or written. Guest lectures and reviews, and other forms of presentation may form part of the program, while the bulk of time is devoted to seminar-style small group learning. Seminars comprise discussion, one-to-one consultation and critique, and exercises supporting project development including group work. They will also require some presentation of group and individual work.
    Students are required to maintain a sketchbook/journal for recording data, thoughts, notes, sketches, etc encountered and developed during the course. Review of these materials will be an important part of the weekly consultations with students to progress their work.
    At this level of learning, peer review and commentary is encouraged as a valuable learning tool, both in offering comment on fellow-students’ work and in receiving and responding to comment on your own work.
    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 (i.e. those taking 12 units per semester) to devote at least 48 hours per week to their studies. Accordingly, students undertaking this 6 unit course are expected to devote at the minimum 24 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 hrs: 24 hours per wk x 14 wks (inc. of mid‐semester break) = 336 hours
    Total contact hours: 6 hours per week x 12 weeks = 72 hours
    Total self‐guided study: 336 – 72 hours = 264 hours

    These 264 hours should be used towards developing the design project and associated assignments of the course, including development of requisite research, knowledge, and skills. Please organise your time wisely!
    Learning Activities Summary
    An overview summary of the class meeting schedule, project development process, and assignment submissions throughout the course is provided in the Course Timetable on the last page of this Course Profile . Refinements, updates, and specific content details will be provided as the course progresses.

    Note that alterations to submission dates and/or requirements may be agreed with the class in response to pressures and issues encountered as the course progresses.
  • Assessment

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

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

    Assessment Summary
    The final project will be advanced through three core assessment tasks. These are structured to analyse, design and refine the urban design outcome through Project Analysis + Definition (Assignment 1), Concept Development (Assignment 2) and the Final Proposal (Assignment 3). These three assignments constitute 90% of the course assessment.

    In addition, there is also a participation and engagement component worth 10% of the total mark.

    Assessment in this course is a combination of group and individual assessment. Group work consists of collaborating to define the scope and agenda related to specific sites (Assignment 1). A summary of assessments and submission deadlines are given below. Assignment specifications and specific assessment criteria will be announced progressively throughout the course in Assignment Specification sheets, and will be elaborated in lectures and tutorials.
    Assessment Task Task Type Weighting Due Learning Outcome
    Task 1:
    “Precinct Model”
    Group 5% Week 3 D,F
    Assignment 1:
    “Project Analysis + Definition”
    Group 20% Week 6 A,E,F
    Assignment 2:
    “Concept Development”
    Individual 30% Week 9 B,D
    Assignment 3:
    “Final Proposal”
    Individual 40% Week 13 A,B,C,D,E,F
    Participation+Engagement Individual 5% Throughout
    Total 100%
    Assessment Related Requirements
    As this course is based on small-group discussion and consultation, attendance at meetings is crucial to succeed. Activate engagement and participation in meetings is monitored and contributes to the participation mark.
    Assessment Detail
    The assignments that the course assessment is based on are described briefly below:

    • Task 1 “Precinct Model”, produce an overview physical model of the urban area under consideration, to be used both as a tool for shaping design iterations and as an aid for public presentation and exhibition.
    • Assignment 1 “Project Analysis + Definition”, aims to clearly define the scope, parameters, and objectives for each urban “layer” and research and analyse key site, context, stakeholder, and other relevant data. Clearly define the scope, parameters and objectives of an overall project agenda for the precinct.
    • Assignment 2 “Concept Development”, presents a specific and developed design strategy, as a synthesis and response to the project agenda, site and contextual analysis. It is presented in the form of a “mid-review” in front of other students, academic staff, and where appropriate invited guests.
    • Assignment 3 “Final Proposal”, elaborates and presents a resolved and coherent proposition that is the culmination of the project’s research, design concept, and progressive development and refinement. This is presented in person in a public performance, accompanied by graphic, textual, and where appropriate 3D representations of elements of the proposal.
    Further details of assignments will be provided through MyUni and via email as the course progresses
    Submission

    General
    Please adhere to submission deadlines and follow instructions provided. Where unspecified or in doubt, follow the submission procedures below.
    All submissions must include Student Name and Student ID Number. Submissions without Student Name or ID Number may not be considered for marking and may receive zero marks in accordance with the guidelines.
    Submissions delivery will be defined as part of the assignment specification. Unless otherwise specified, a digital submission to MyUni (usually in PDF format), as well as a paper submission will be required.
    In addition, all paper assignments must have attached a signed and dated Assignment Cover Sheet. Please attach the cover sheet in front of the document, to the top left hand corner with a staple.
    Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the Course Coordinator.
    On occasion, the lecturer/tutor may wish to retain students’ work for future reference and the relevant student(s) will be informed at such a time.

    Early Submission
    Where an early submission has been made, please inform the Course Coordinator or Tutor. There is an early submission box located on Level 4 which is cleared out daily at 10am. Please mark your submission clearly before placing in box.

    Late Submission
    In general, the school does not accept late submissions. In cases where a submission cannot be made by the due date, please refer to the policies and procedures detailed below relating to Resubmission and/or Modified Submission Arrangements due to medical or other extenuating circumstances.
    Printing delays & hard disk crashes will not be entertained as legitimate causes for delay, so please ensure that the work is finished in advance.

    Resubmission
    The school has a resubmission policy whereby students can redeem failed work re‐submitting (for a maximum score of 50%).

    Good Practice
    Students should ensure that they regularly backup their work as hard disk crashes are an unfortunate reality. When relying on community printing facilities, students should attempt to finish their work in advance to avoid congestion and unnecessary delays.
    Students must retain a copy (scan or photocopy) of all assignments submitted (digital or hardcopy) as originals have been known to go missing.
    For modified arrangements of submission and assessment due to special circumstances see the following Assessment Task Extension(s) & Additional Assessment guidelines. These are outlined in the School of Architecture and Built Environment Student Handbook, at the link below:
    https://architecture.adelaide.edu.au/docs/FINAL‐2014‐Arch‐handbook.pdf

    Modified Submission Arrangements (General)
    Students can apply for extensions or modified arrangements based on Medical conditions or other Extenuating circumstances. However, students need to submit their application along with supporting documents within 5 business days of the condition becoming applicable.
    The application forms are available from the Front Office and at http://www.adelaide.edu.au/student/exams/mod_arrange.html.
    Forms must be submitted at the Front Office along with supporting documentation. Please note that submitting an application does not guarantee acceptance. The Course Coordinator will inform the applicant if the application is accepted. Please DO NOT contact the Course Coordinator directly.

    Medical Reasons
    In case of an extended medical condition which makes it impossible for the student to submit the work on time, an Application for Assessment Task Extension due to Medical Circumstances may be lodged with the Front Office along with a doctor’s certificate within 5 business days.

    Extenuating Circumstances
    If the student is unable to submit the work on time due to extenuating circumstances an Application for Assessment Task Extension due to Extenuating Circumstances may be lodged with the Front Office. Please note that this is only available for certain military, religious, or legal obligations and does not extend to minor personal problems. (Refer to Student Handbook or contact Student Advisor).

    Compassionate Grounds
    In case of certain extraordinary personal problems students can apply for extensions based on compassionate grounds. However, these must first be/discussed with the Course Coordinator. To maintain privacy relating to personal issues students can contact the University Transition and Advisory Service at 8313 0100 or by email (transition@adelaide.edu.au); or contact the Counselling Service on 83035663 for an individual appointment.

    Additional Assessment
    If a student receives a Fail grade for the course with an overall mark of between 45 ‐ 49%, they may be eligible for an Additional Assessment which would allow them to get a maximum of 50 Pass for the Course.
    Additional Assessment offers are made at the Course Coordinator’s discretion and the student will be informed directly once these are made available.

    Disability
    Students who have a disability and wish to seek modified submission or assessment arrangements need to contact the University Disability Services at 83135962 or disability@adelaide.edu.au for supporting documentation and then communicate these to the Course Coordinator in person by appointment.

    Elite Athlete
    Students who have national or international sporting commitments and wish to seek modified submission or assessment arrangements need to register with the University Elite Athlete Support Scheme at http://www.adelaide.edu.au/eliteathletes/ and then communicate this to the Course Coordinator in person by appointment.
    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
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