Stage 3 vertical analysis
| Documents | University | Data extract | Code | Sub-theme | Linked to master themes |
|---|---|---|---|---|---|
| Graduate attributes | U2 | Graduates contribute in a positive and collaborative manner to achieving common goals | Work collaboratively toward common goals | Working with people | T1 |
| A graduate will work collaboratively with different groups | Work collaboratively with diverse groups | ||||
| A graduate will work in a team (Cooperate with all team members | Working in a team | ||||
| Strategic plans | U1 | Community engagement: We will continue to draw the community into our campuses, maintain our intellectual and cultural reach | Engagement with community | ||
| Graduate attributes | U1 | Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes | Communication skills | Several skills | T2 |
| Graduate attributes | U2 | use logical and rational argument to persuade others, to negotiate with others | Negotiation skills | ||
| provide leadership within a team context by understanding responsibilities for organisation, planning, influencing and negotiating | Provide team leadership | ||||
| forgo personal recognition, recognise strengths of other team members | Recognising team members | ||||
| negotiate solutions when opinions differ | Negotiation skills | ||||
| resolve conflict | |||||
| convey a shared vision for the team | Convey a shared team vision | ||||
| display a commitment to make the team function effectively) | Commit to effective team function | ||||
| Strategic plans | U1 | Provide effective collaboration tools that are accessible for all in the community to enhance connected and flexible ways of working | Collaboration tools | Creation of collaborative ecosystems | T3 |
| Our teaching, research and practice will be consolidated on precincts, closely integrated and aligned with industry | Industry-integrated co-location | ||||
| Institutes: We will continue supporting a suite of world-class, cross-disciplinary research institutes throughout the transition period of 2024–2025 | Research collaboration through infrastructure | ||||
| We will take opportunities to advance our vision of Adelaide as a world-renowned university city by building on our significant presence in Biomed City and Lot Fourteen, collaborating and partnering closely with our neighbours | External partnerships as co-location | ||||
| curating highly collaborative ecosystems at all Adelaide campuses, embodied in partnerships, colocations, and shared world-class infrastructure | Collaborative ecosystems | ||||
| Strategic plans | U2 | Precincts will see the logical geographic organisation of our program areas in complementary proximity to one another and to embedded end users and industry. (U2) | Industry and end-user integrated co-location | ||
| We will encourage partners, businesses and industry groups to locate on our campuses.(U2) | External partnerships as co-location | ||||
| Strategic plans | U1 | Improving staff engagement and commitment by promoting collaboration | Internal staff engagement | ||
| Partnerships with a purpose: We will seek, establish, and strengthen long-term relationships across sectors and geographies with partners that can advance our priorities in research, commercialisation, and education | External partnerships | Deep integration with the industry and external partners | T1 | ||
| This will bring many tangible outcomes, including enabling our researchers to collaborate and compete at the highest levels | Research partnerships | ||||
| This will strengthen collaboration opportunities through cultivation of our strategic global partnership network and engagement with global consortia | External partnerships | ||||
| and seek joint appointments with industry and other research providers | Industry and stakeholder co-appointments | ||||
| U1 will focus on strengthening research excellence and leveraging our expertise, scale and industry partnerships to make a significant, positive difference to the world | Leveraging industry partnerships | ||||
| Access and opportunity: We will continue to deliver programs and initiatives, in meaningful partnership with public and private organisations, to foster a diverse student cohort | Fostering educational programmes with external partnerships | ||||
| and support our academic purpose through ongoing purposeful partnerships with key Adelaide cultural institutions and precincts | External partnerships | ||||
| adding to our strong partnerships with public and private organisations | External partnerships | ||||
| By taking an industry sector approach, and building partners into large-scale research activities and precincts, we prioritise the translation of knowledge into impact | Integrating partners in research | ||||
| Strategic plans | U2 | U2's success is built on “partnerships and meaningful end user engagement” | End-user engagement and partnerships | ||
| Strategic plans | U1 | Our professional and industry partners will collaborate with us to develop the highest quality and most relevant curriculum | Curriculum development with industry | Industry and end-user integrated teaching and curriculum | T4 |
| and seek joint appointments with industry and other research providers | Staffing from “industry” | ||||
| How we do it: We operate through a partnered, end-user informed culture of teaching and research | “End-user” informed teaching | ||||
| U2 | Our teaching is industry-informed, through our industry-informed curriculum(U2) | “industry-informed teaching” | |||
| U1 | All undergraduate programs will integrate interdisciplinary opportunities, delivering skilled and flexible graduates to an ever-changing workforce | Teaching integrated with interdisciplinary opportunities | Interdisciplinary teaching | ||
| School of architecture website | U1 | Collaborations: Architects and Landscape Architects must engage with diverse disciplines to inform problem-solving and design decisions. Design for healthy ageing must be informed by collaborative engagement with health sciences | Engagement with other disciplines | Interdisciplinary engagement and research | T1 |
| Design for a riparian landscape must engage with habitat specialists, ecologists, or environmental engineers | Engagement with disciplinary experts | ||||
| Research in Architecture and Landscape Architecture is enriched through collaboration and interdisciplinary endeavour (U1) | Interdisciplinary research | ||||
| School of architecture websites | U1 | Our collaboration extends to the studio where students might engage with industry to develop real project solutions – from a prototype display system (Stratco) to sustainable, relocatable dwellings for miners (Oz Minerals) or a design for a sustainable commercial building for an NGO (Aus Ocean) | Studio engagement with industry | Industry-integrated teaching and research | T4 |
| U2 | Learn from teachers and academics who are established, practising artists, designers and architects | Learning from practising professionals | |||
| Benefit from U2's strong industry links, where you will make connections and build networks that can last a lifetime | Industry-linked teaching | ||||
| U1 | Research in Architecture and Landscape Architecture is enriched through engagement with industry. We regularly engage with local government to realise projects focused on reducing urban heat, mitigating extreme weather impacts, improving urban greenery or promoting low carbon living. (U1) | Industry-linked research | |||
| Course outlines | U1 | Students from architecture and associated built environment disciplines work together to analyse context, negotiate a brief and develop a concept and detailed design.(Studio theme, S12U1) Property students work with Architecture students on the appraisal, regulation and design of a multi story development on a specific site. (Learning and Teaching activities, S12U1) | Working across disciplines | Interdisciplinary working | T1 |
| On successful completion of this course, students will be able to work in collaboration with local stakeholders and community to address local urban and/or landscape issues. (Course Learning outcomes, S9U1) | Ability to work with stakeholders and the community | T2 | |||
| U1 | small group discovery activities(S1U1) Small Group Discovery: There will be tasks undertaken as part of the “small group discovery” mode of teaching and learning.(S2U1) (Learning and Teaching activities) | Small group tasks | Explicit activities | T4 | |
| The studios will involve group and individual work, Peer Review and Critique. (Learning and Teaching activities, S6U1) | Group work Peer review and critique | ||||
| U2 | Through individual and collaborative processes and teamwork, students will build upon their ability to adopt strategies and techniques applied to the design and schematic resolution of architectural project(s) and environment(s) of increasing complexity. (Learning and Teaching activities, Architectural Design Studio(Integrated), Studio theme-Architectural Design Research Studio (Context), U2) | Collaborative process Teamwork | |||
| U2 | Students will develop and apply skills and knowledge through the design of buildings in response to collaborative processes and the professional team (Learning and Teaching activities, Architectural Design Research Studio (Context and Integrated), U2) | Collaborative process Teamwork | |||
| U1 | Assignment 1 “Model” 30%, Group (within Studio Group). (Assessment summary, S1U1) Milestone 2 – Design proposal development (group of 3–30%) (Assessment summary, S9U1) Initial review-Group submission and presentation-15%(Assessment summary, S8U1) | Group assessment | Formal Assessment | ||
| U1 | Students are required to present their work each week in tutorials, subjecting it to analysis, critique and response by staff and fellow students. (Learning and Teaching activities, S5U1, S7U1, S11U1) | Peer critiques | Implicit activities | ||
| Design Studio III promotes an approach to teacher-student intellectual interaction and knowledge exchange, wherein knowledge transaction is not viewed as occurring through a simple, one-way, linear process from an active source (the teacher) to a passive recipient (the student). Rather, it is viewed as a complex, two-way, dialectic process aimed at dealing with, appropriating, and managing a large body of knowledge that exists in the public realm. (Learning and Teaching activities, S3U1) | Promoting a two-way dialectic process(teacher-student) | ||||
| The teaching activities for this course revolve around the collegial exchange in a design studio environment. The design work of the various members of the studio will be discussed critically and openly for all to benefit from the reflective process. (Learning and Teaching activities, S4U1) | Collegial exchange and open discussion | ||||
| U1 | This course comprises a number of independent discipline-based but interrelated studios and enable students to choose their design studio with an architecture, landscape architecture, construction management or urban design focus. (Studio theme, S4U1) | Inter-related disciplinary studios | Exposure to other disciplines and the industry | ||
| This course comprises a number of independent discipline-based but interrelated studios and enable students to focus on architecture, landscape architecture, construction management or urban design as they consider their preferred area of specialisation in preparation for their professional Masters degree. (Studio theme, S6U1) | Inter-related disciplinary studios | ||||
| This course provides an opportunity for students to learn from the particular expertise of a practitioner or studio leader in a real-world condition. (Studio theme, S9U1) | Learning from an industry professional | ||||
| Studio briefs | S1U1 | Studio Structure: Practice Based Simulation | Creating a mini architectural practise | Simulating professional practice | T4 |
| This means the design output will be collaborative, leading to an actual project being delivered. (S1U1) | |||||
| Where a space allocation of m2 has not been indicated your team should estimate requirements | |||||
| Teams to confirm typical floor area allocations. (S5U2) | |||||
| All components should include your team logo | |||||
| 1. Practice Profile | |||||
| You are to briefly outline your team's credentials to undertake the project, including | |||||
| • team's name and logo/letterhead graphically illustrating your team's aspirations; and • individual team member profiles, consisting of a photograph, specific skills/interests/specialisations they bring to the team, relevant employment history (if any), and images of previous projects | |||||
| This presentation is to be produced to communicate the team's proposal. Include your team's name and logo. (S5U2) | |||||
| Pedagogical approaches | |||||
| Studio Learning: Provides a hands-on, collaborative environment where students can engage in practical design projects. Studio contexts closely emulate real world workplaces of design practices (S2U1) you will establish a mini architectural practice that conceptualises and develops your designs to contract documentation stage. (S5U2) | |||||
| Course description: Hence, you will be part of a multi-disciplinary design team deciding structural, servicing, construction, and operational strategies in keeping with your vision for the project. (S5U2) | |||||
| Methods and Design Processes and a Project Plan (created for Assignment 1) will form a living document throughout the project to establish tasks, identify individual team members' responsibilities, and record each member's progress against these tasks. (S5U2) | Project planning and management | ||||
| 2. Team Contract -You are to provide a team contract, signed by each team member, which establishes your procedures, rules, and roles for the duration of the studio. The team contract will include the following sections: Team Code of Conduct, Team Participation, Meetings, Absenteeism, Logbook, Penalties, and Decision Making | |||||
| 3. Critical Path Bar Chart (Gantt Chart)-This chart should show the team's activities for the whole of the study period, whether completed or planned, showing a summary of your tasks, rolled into headings | |||||
| Getting Started | |||||
| You will need to create a full Revit or ArchiCAD 3D model with which to work. Discuss how you will work together to ensure that the 3D model is shareable, that you can work on it concurrently, and that it is also set up so that you can work on it individually wherever you may be. (S5U2) | |||||
| 5. Team structure and communication diagram | Teamwork management | ||||
| Include details of all organisations and individuals involved in the development of the project. You are therefore required to identify the full team including the primary, secondary and sub-consultants. These would usually include the name of the organisation and the individuals within each organisation who will deliver the project (you can use the names of the consultants working in the studio, but it is assumed you will also need to use some fictitious names here). This should be presented as though your team is the primary consultant in a real project and should show the contractual relationships between each organisation (the hierarchy of the organisation chart) | |||||
| 6. Logbook | |||||
| The logbook is to contain a template for minutes of team meetings, financial transactions, and a log of tasks completed. Include completed minutes and other forms as a record of your progress through the study period. Take minutes for every meeting and studio session you have, recording what was agreed and who is responsible for each action. (S5U2) | |||||
| Every morning, the class will begin with a discussion outlining the plan for the day. This will include each group identifying which tasks they expect to undertake. This helps to monitor progress as a group, but most importantly keep everyone informed of what is happening in the workshop and ensure we are working safely together. (S4U2) | |||||
| Students will engage with stakeholders and practitioners, actively participating in dialogue to deliver the stage and venue design for the AdeLOUD Music Festival. (S1U1) | Engagement with stakeholders and practitioners | Diverse people | T1 | ||
| We will meet with the client and stakeholders and get comfortable with the project site, the Union House precinctc (S1U1) | |||||
| Course description: The course will test the concept of vitivoltaics with industry partners to identify barriers and benefits to adoption, using Paxton's vineyard as a test case.(S2U1) | Studio-industry collaboration | T1 | |||
| Meetings with stakeholders, (S1U1) | Working with stakeholders | Explicit activities | T4 | ||
| Stakeholder interviews(S2U1) | |||||
| This milestone will also involve presenting the design to stakeholders, receiving feedback, and making necessary adjustments.(S2U1) | |||||
| Each group will engage with multi-disciplinary consultants including, architects, structural engineers, services engineers, and façade engineers. Work-in-progress will be evidenced through weekly consultations. (S5U2) | |||||
| All of these factors and more will be the subject of inter-disciplinary discussion and collaboration with your specialist architectural, structural, services, and façades consultants. (S5U2) | |||||
| Understand the project requirements in teams | Working in teams/groups | ||||
| Students will work in teams to develop design concepts for the stage and venue design for the AdeLOUD Music Festival.(S1U1) | |||||
| Collaborative Learning: Involves working in groups to solve problems, share ideas, and develop solutions, fostering teamwork and communication skills. (S2U1) | |||||
| The substantial part of this course will involve a variety of design and construction tasks working collaboratively in teams of 2 or 4. (S4U2) | |||||
| Groupwork -For the duration of the studio, working in self-selected teams of four (4),(S5U2) | |||||
| All team members are to be present for their team's presentation, although not all team members have to speak in the presentation. (S5U2) | |||||
| Receive feedback from peers and instructors. (S2U1) This phase involves collaborative workshops and peer reviews, with guidance from the studio leaders and stakeholders. (S1U1) | Peer critiques | ||||
| Course Learning Outcomes | Ability to work together, in a team and with diverse audiences | Teamwork and collaborative skills | T2 | ||
| On successful completion of this course, students will be able to collaborate with local stakeholders and communities to address local urban and/or landscape issues.(S2U1) | |||||
| Course Learning outcomes | |||||
| Teamwork (students will become key stakeholders in moving the Regenerative Design agenda forward beyond individual siloed disciplines) and IDP (Integrated Design Process) – importance of working together (S3U1) | |||||
| Course Learning Outcomes | Ability to communicate to consultants, stakeholders and public | Communication skills | |||
| On successful completion of this course, students will be able to communicate an urban and/or landscape design proposal to a public and peer audience through appropriate presentation techniques.(S2U1) | |||||
| Stakeholder Engagement and Communication: Techniques for effectively communicating design proposals to stakeholders and the public.(S2U1) | |||||
| Reflecting professional practice, you will develop your skill in knowing which set of questions to direct to which consultant and at which stage of the project, thereby understanding how buildings are the products of a multi-disciplinary team. (S5U2) | |||||
| Course deliverables and Evaluation | Equal weightage for group and individual work | Formal assessment | T4 | ||
| There will be three exercises over the two-week intensive course, where group work and individual work will be given equal weight (50%/50%) | |||||
| 1 exercise @ group work = 30% | |||||
| 1 exercise @ 35% (where 20% is group work and 15% is individual) | |||||
| 1 exercise @ is individual work = 35%(S3U1) | |||||
| Assignment 1 | Concept Design and Project Plan | 40% | |||||
| Your group is to produce a detailed concept design which clearly presents the defining qualities of your project. This submission will be assessed as a team effort | |||||
| Construction Documentation | |||||
| This stage will develop your Interim Submission work into a comprehensive set of construction documents. All title blocks must have student names and the team logo included. This means sufficiently developing your group's project each week. This submission will be assessed as a team | |||||
| Submission: Submit your Project Plan in your Project File at the start of studio on the day of presentations. Each team will maintain a Project File in loose leaf ring binders. This component of the submission will be assessed as a team effort. (S5U2) | |||||
| REPORT – reporting on your construction + specification 20% (group assessment) (S4U2) | Minimum weightage for group | ||||
| Self and peer assessments will be completed by each student to measure contributions to group work. This SAPA will be used to adjust the team grade to a grade for each individual, with a maximum adjustment to the team grade of +/− 10%. Should an individual's contribution be assessed by their peers as significantly less than other team members, they will be assessed separately. (S5U2) | Individual assessment complementing teamwork | ||||
| It is important that each drawing includes the initials of members who contributed to its production for assessment purposes. Initials on drawings may be used in determining an individual's grade where the SAPA forms are suggesting inequitable contribution to the team submission |
| Documents | University | Data extract | Code | Sub-theme | Linked to master themes |
|---|---|---|---|---|---|
| Graduate attributes | U2 | Graduates contribute in a positive and collaborative manner to achieving common goals | Work collaboratively toward common goals | Working with people | T1 |
| A graduate will work collaboratively with different groups | Work collaboratively with diverse groups | ||||
| A graduate will work in a team (Cooperate with all team members | Working in a team | ||||
| Strategic plans | U1 | Community engagement: We will continue to draw the community into our campuses, maintain our intellectual and cultural reach | Engagement with community | ||
| Graduate attributes | U1 | Attribute 3: Teamwork and communication skills | Communication skills | Several skills | T2 |
| Graduate attributes | U2 | use logical and rational argument to persuade others, to negotiate with others | Negotiation skills | ||
| provide leadership within a team context by understanding responsibilities for organisation, planning, influencing and negotiating | Provide team leadership | ||||
| forgo personal recognition, recognise strengths of other team members | Recognising team members | ||||
| negotiate solutions when opinions differ | Negotiation skills | ||||
| resolve conflict | |||||
| convey a shared vision for the team | Convey a shared team vision | ||||
| display a commitment to make the team function effectively) | Commit to effective team function | ||||
| Strategic plans | U1 | Provide effective collaboration tools that are accessible for all in the community to enhance connected and flexible ways of working | Collaboration tools | Creation of collaborative ecosystems | T3 |
| Our teaching, research and practice will be consolidated on precincts, closely integrated and aligned with industry | Industry-integrated co-location | ||||
| Institutes: We will continue supporting a suite of world-class, cross-disciplinary research institutes throughout the transition period of 2024–2025 | Research collaboration through infrastructure | ||||
| We will take opportunities to advance our vision of Adelaide as a world-renowned university city by building on our significant presence in Biomed City and Lot Fourteen, collaborating and partnering closely with our neighbours | External partnerships as co-location | ||||
| curating highly collaborative ecosystems at all Adelaide campuses, embodied in partnerships, colocations, and shared world-class infrastructure | Collaborative ecosystems | ||||
| Strategic plans | U2 | Precincts will see the logical geographic organisation of our program areas in complementary proximity to one another and to embedded end users and industry. (U2) | Industry and end-user integrated co-location | ||
| We will encourage partners, businesses and industry groups to locate on our campuses.(U2) | External partnerships as co-location | ||||
| Strategic plans | U1 | Improving staff engagement and commitment by promoting collaboration | Internal staff engagement | ||
| Partnerships with a purpose: We will seek, establish, and strengthen long-term relationships across sectors and geographies with partners that can advance our priorities in research, commercialisation, and education | External partnerships | Deep integration with the industry and external partners | T1 | ||
| This will bring many tangible outcomes, including enabling our researchers to collaborate and compete at the highest levels | Research partnerships | ||||
| This will strengthen collaboration opportunities through cultivation of our strategic global partnership network and engagement with global consortia | External partnerships | ||||
| and seek joint appointments with industry and other research providers | Industry and stakeholder co-appointments | ||||
| U1 will focus on strengthening research excellence and leveraging our expertise, scale and industry partnerships to make a significant, positive difference to the world | Leveraging industry partnerships | ||||
| Access and opportunity: We will continue to deliver programs and initiatives, in meaningful partnership with public and private organisations, to foster a diverse student cohort | Fostering educational programmes with external partnerships | ||||
| and support our academic purpose through ongoing purposeful partnerships with key Adelaide cultural institutions and precincts | External partnerships | ||||
| adding to our strong partnerships with public and private organisations | External partnerships | ||||
| By taking an industry sector approach, and building partners into large-scale research activities and precincts, we prioritise the translation of knowledge into impact | Integrating partners in research | ||||
| Strategic plans | U2 | U2's success is built on “partnerships and meaningful end user engagement” | End-user engagement and partnerships | ||
| Strategic plans | U1 | Our professional and industry partners will collaborate with us to develop the highest quality and most relevant curriculum | Curriculum development with industry | Industry and end-user integrated teaching and curriculum | T4 |
| and seek joint appointments with industry and other research providers | Staffing from “industry” | ||||
| How we do it: We operate through a partnered, end-user informed culture of teaching and research | “End-user” informed teaching | ||||
| U2 | Our teaching is industry-informed, through our industry-informed curriculum(U2) | “industry-informed teaching” | |||
| U1 | All undergraduate programs will integrate interdisciplinary opportunities, delivering skilled and flexible graduates to an ever-changing workforce | Teaching integrated with interdisciplinary opportunities | Interdisciplinary teaching | ||
| School of architecture website | U1 | Collaborations: Architects and Landscape Architects must engage with diverse disciplines to inform problem-solving and design decisions. Design for healthy ageing must be informed by collaborative engagement with health sciences | Engagement with other disciplines | Interdisciplinary engagement and research | T1 |
| Design for a riparian landscape must engage with habitat specialists, ecologists, or environmental engineers | Engagement with disciplinary experts | ||||
| Research in Architecture and Landscape Architecture is enriched through collaboration and interdisciplinary endeavour (U1) | Interdisciplinary research | ||||
| School of architecture websites | U1 | Our collaboration extends to the studio where students might engage with industry to develop real project solutions – from a prototype display system (Stratco) to sustainable, relocatable dwellings for miners (Oz Minerals) or a design for a sustainable commercial building for an NGO (Aus Ocean) | Studio engagement with industry | Industry-integrated teaching and research | T4 |
| U2 | Learn from teachers and academics who are established, practising artists, designers and architects | Learning from practising professionals | |||
| Benefit from U2's strong industry links, where you will make connections and build networks that can last a lifetime | Industry-linked teaching | ||||
| U1 | Research in Architecture and Landscape Architecture is enriched through engagement with industry. We regularly engage with local government to realise projects focused on reducing urban heat, mitigating extreme weather impacts, improving urban greenery or promoting low carbon living. (U1) | Industry-linked research | |||
| Course outlines | U1 | Students from architecture and associated built environment disciplines work together to analyse context, negotiate a brief and develop a concept and detailed design.(Studio theme, S12U1) | Working across disciplines | Interdisciplinary working | T1 |
| On successful completion of this course, students will be able to work in collaboration with local stakeholders and community to address local urban and/or landscape issues. (Course Learning outcomes, S9U1) | Ability to work with stakeholders and the community | T2 | |||
| U1 | small group discovery activities(S1U1) | Small group tasks | Explicit activities | T4 | |
| The studios will involve group and individual work, Peer Review and Critique. (Learning and Teaching activities, S6U1) | Group work | ||||
| U2 | Through individual and collaborative processes and teamwork, students will build upon their ability to adopt strategies and techniques applied to the design and schematic resolution of architectural project(s) and environment(s) of increasing complexity. (Learning and Teaching activities, Architectural Design Studio(Integrated), Studio theme-Architectural Design Research Studio (Context), U2) | Collaborative process | |||
| U2 | Students will develop and apply skills and knowledge through the design of buildings in response to collaborative processes and the professional team (Learning and Teaching activities, Architectural Design Research Studio (Context and Integrated), U2) | Collaborative process | |||
| U1 | Assignment 1 “Model” 30%, Group (within Studio Group). (Assessment summary, S1U1) | Group assessment | Formal Assessment | ||
| U1 | Students are required to present their work each week in tutorials, subjecting it to analysis, critique and response by staff and fellow students. (Learning and Teaching activities, S5U1, S7U1, S11U1) | Peer critiques | Implicit activities | ||
| Design Studio III promotes an approach to teacher-student intellectual interaction and knowledge exchange, wherein knowledge transaction is not viewed as occurring through a simple, one-way, linear process from an active source (the teacher) to a passive recipient (the student). Rather, it is viewed as a complex, two-way, dialectic process aimed at dealing with, appropriating, and managing a large body of knowledge that exists in the public realm. (Learning and Teaching activities, S3U1) | Promoting a two-way dialectic process(teacher-student) | ||||
| The teaching activities for this course revolve around the collegial exchange in a design studio environment. The design work of the various members of the studio will be discussed critically and openly for all to benefit from the reflective process. (Learning and Teaching activities, S4U1) | Collegial exchange and open discussion | ||||
| U1 | This course comprises a number of independent discipline-based but interrelated studios and enable students to choose their design studio with an architecture, landscape architecture, construction management or urban design focus. (Studio theme, S4U1) | Inter-related disciplinary studios | Exposure to other disciplines and the industry | ||
| This course comprises a number of independent discipline-based but interrelated studios and enable students to focus on architecture, landscape architecture, construction management or urban design as they consider their preferred area of specialisation in preparation for their professional Masters degree. (Studio theme, S6U1) | Inter-related disciplinary studios | ||||
| This course provides an opportunity for students to learn from the particular expertise of a practitioner or studio leader in a real-world condition. (Studio theme, S9U1) | Learning from an industry professional | ||||
| Studio briefs | S1U1 | Studio Structure: Practice Based Simulation | Creating a mini architectural practise | Simulating professional practice | T4 |
| This means the design output will be collaborative, leading to an actual project being delivered. (S1U1) | |||||
| Where a space allocation of m2 has not been indicated your team should estimate requirements | |||||
| Teams to confirm typical floor area allocations. (S5U2) | |||||
| All components should include your team logo | |||||
| 1. Practice Profile | |||||
| You are to briefly outline your team's credentials to undertake the project, including | |||||
| • team's name and logo/letterhead graphically illustrating your team's aspirations; and • individual team member profiles, consisting of a photograph, specific skills/interests/specialisations they bring to the team, relevant employment history (if any), and images of previous projects | |||||
| This presentation is to be produced to communicate the team's proposal. Include your team's name and logo. (S5U2) | |||||
| Pedagogical approaches | |||||
| Studio Learning: Provides a hands-on, collaborative environment where students can engage in practical design projects. Studio contexts closely emulate real world workplaces of design practices (S2U1) you will establish a mini architectural practice that conceptualises and develops your designs to contract documentation stage. (S5U2) | |||||
| Course description: Hence, you will be part of a multi-disciplinary design team deciding structural, servicing, construction, and operational strategies in keeping with your vision for the project. (S5U2) | |||||
| Methods and Design Processes and a Project Plan (created for Assignment 1) will form a living document throughout the project to establish tasks, identify individual team members' responsibilities, and record each member's progress against these tasks. (S5U2) | Project planning and management | ||||
| 2. Team Contract -You are to provide a team contract, signed by each team member, which establishes your procedures, rules, and roles for the duration of the studio. The team contract will include the following sections: Team Code of Conduct, Team Participation, Meetings, Absenteeism, Logbook, Penalties, and Decision Making | |||||
| 3. Critical Path Bar Chart (Gantt Chart)-This chart should show the team's activities for the whole of the study period, whether completed or planned, showing a summary of your tasks, rolled into headings | |||||
| Getting Started | |||||
| You will need to create a full Revit or ArchiCAD 3D model with which to work. Discuss how you will work together to ensure that the 3D model is shareable, that you can work on it concurrently, and that it is also set up so that you can work on it individually wherever you may be. (S5U2) | |||||
| 5. Team structure and communication diagram | Teamwork management | ||||
| Include details of all organisations and individuals involved in the development of the project. You are therefore required to identify the full team including the primary, secondary and sub-consultants. These would usually include the name of the organisation and the individuals within each organisation who will deliver the project (you can use the names of the consultants working in the studio, but it is assumed you will also need to use some fictitious names here). This should be presented as though your team is the primary consultant in a real project and should show the contractual relationships between each organisation (the hierarchy of the organisation chart) | |||||
| 6. Logbook | |||||
| The logbook is to contain a template for minutes of team meetings, financial transactions, and a log of tasks completed. Include completed minutes and other forms as a record of your progress through the study period. Take minutes for every meeting and studio session you have, recording what was agreed and who is responsible for each action. (S5U2) | |||||
| Every morning, the class will begin with a discussion outlining the plan for the day. This will include each group identifying which tasks they expect to undertake. This helps to monitor progress as a group, but most importantly keep everyone informed of what is happening in the workshop and ensure we are working safely together. (S4U2) | |||||
| Students will engage with stakeholders and practitioners, actively participating in dialogue to deliver the stage and venue design for the AdeLOUD Music Festival. (S1U1) | Engagement with stakeholders and practitioners | Diverse people | T1 | ||
| We will meet with the client and stakeholders and get comfortable with the project site, the Union House precinctc (S1U1) | |||||
| Course description: The course will test the concept of vitivoltaics with industry partners to identify barriers and benefits to adoption, using Paxton's vineyard as a test case.(S2U1) | Studio-industry collaboration | T1 | |||
| Meetings with stakeholders, (S1U1) | Working with stakeholders | Explicit activities | T4 | ||
| Stakeholder interviews(S2U1) | |||||
| This milestone will also involve presenting the design to stakeholders, receiving feedback, and making necessary adjustments.(S2U1) | |||||
| Each group will engage with multi-disciplinary consultants including, architects, structural engineers, services engineers, and façade engineers. Work-in-progress will be evidenced through weekly consultations. (S5U2) | |||||
| All of these factors and more will be the subject of inter-disciplinary discussion and collaboration with your specialist architectural, structural, services, and façades consultants. (S5U2) | |||||
| Understand the project requirements in teams | Working in teams/groups | ||||
| Students will work in teams to develop design concepts for the stage and venue design for the AdeLOUD Music Festival.(S1U1) | |||||
| Collaborative Learning: Involves working in groups to solve problems, share ideas, and develop solutions, fostering teamwork and communication skills. (S2U1) | |||||
| The substantial part of this course will involve a variety of design and construction tasks working collaboratively in teams of 2 or 4. (S4U2) | |||||
| Groupwork -For the duration of the studio, working in self-selected teams of four (4),(S5U2) | |||||
| All team members are to be present for their team's presentation, although not all team members have to speak in the presentation. (S5U2) | |||||
| Receive feedback from peers and instructors. (S2U1) | Peer critiques | ||||
| Course Learning Outcomes | Ability to work together, in a team and with diverse audiences | Teamwork and collaborative skills | T2 | ||
| On successful completion of this course, students will be able to collaborate with local stakeholders and communities to address local urban and/or landscape issues.(S2U1) | |||||
| Course Learning outcomes | |||||
| Teamwork (students will become key stakeholders in moving the Regenerative Design agenda forward beyond individual siloed disciplines) and IDP (Integrated Design Process) – importance of working together (S3U1) | |||||
| Course Learning Outcomes | Ability to communicate to consultants, stakeholders and public | Communication skills | |||
| On successful completion of this course, students will be able to communicate an urban and/or landscape design proposal to a public and peer audience through appropriate presentation techniques.(S2U1) | |||||
| Stakeholder Engagement and Communication: Techniques for effectively communicating design proposals to stakeholders and the public.(S2U1) | |||||
| Reflecting professional practice, you will develop your skill in knowing which set of questions to direct to which consultant and at which stage of the project, thereby understanding how buildings are the products of a multi-disciplinary team. (S5U2) | |||||
| Course deliverables and Evaluation | Equal weightage for group and individual work | Formal assessment | T4 | ||
| There will be three exercises over the two-week intensive course, where group work and individual work will be given equal weight (50%/50%) | |||||
| 1 exercise @ group work = 30% | |||||
| 1 exercise @ 35% (where 20% is group work and 15% is individual) | |||||
| 1 exercise @ is individual work = 35%(S3U1) | |||||
| Assignment 1 | Concept Design and Project Plan | 40% | |||||
| Your group is to produce a detailed concept design which clearly presents the defining qualities of your project. This submission will be assessed as a team effort | |||||
| Construction Documentation | |||||
| This stage will develop your Interim Submission work into a comprehensive set of construction documents. All title blocks must have student names and the team logo included. This means sufficiently developing your group's project each week. This submission will be assessed as a team | |||||
| Submission: Submit your Project Plan in your Project File at the start of studio on the day of presentations. Each team will maintain a Project File in loose leaf ring binders. This component of the submission will be assessed as a team effort. (S5U2) | |||||
| REPORT – reporting on your construction + specification 20% (group assessment) (S4U2) | Minimum weightage for group | ||||
| Self and peer assessments will be completed by each student to measure contributions to group work. This SAPA will be used to adjust the team grade to a grade for each individual, with a maximum adjustment to the team grade of +/− 10%. Should an individual's contribution be assessed by their peers as significantly less than other team members, they will be assessed separately. (S5U2) | Individual assessment complementing teamwork | ||||
| It is important that each drawing includes the initials of members who contributed to its production for assessment purposes. Initials on drawings may be used in determining an individual's grade where the SAPA forms are suggesting inequitable contribution to the team submission |