DESST 2521 - History Theory II

Course Details

Course Code	DESST 2521
Course	History Theory II
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
Assumed Knowledge	DESST 1505
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

Course Coordinator
Name: DR KATHARINE BARTSCH
Email: katharine.bartsch@adelaide.edu.au (preferred mode of contact)
Course Website: www.myuni.adelaide.edu.au

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.
I will normally respond by the next working day.
If you have a non course-specific query refer to the Student Handbook 2014 or Student Advisor.

Course Timetable

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

Full details of the timetable are included in the Learning Activities Summary on MyUni. This Summary is included in the comprehensive Course Outline on MyUni. This includes information about face-to-face lectures, tutorials, required readings and small group discovery exercises.

Course Learning Outcomes

The course learning objectives for History Theory II are specifically aligned with the thematic content of the lecture series, the tutorials and the objectives of the assessable tasks.

Thus, the student will gain the following knowledge:
1. An overview of the histories of settlements prior to 1900
2. Knowledge and understanding of key theories and design principles that underpin current knowledge and practice in the disciplines of architecture, landscape architecture and urban design.
3. Knowledge and understanding of influential designers and theorists (16th - 20th c.)
4. Knowledge and understanding of cultural values and practices in relation to the design of architecture, landscapes and cities

The student will gain the following skills, including the ability to:
5. Apply independent research skills to interpret specific designs
6. Analyse and evaluate (textually and graphically) a specific design
7. Interpret, analyse, evaluate and synthesise information from a wide variety of sources to form and express a qualified (supported by research) critique of a design 8. Compare and contrast the opinions of different scholars
9. Write clear and concise analytical texts and short essays which structure evidence for and against (a point of view)
10. Critique relationships between design history and contemporary design discourse and practice
11. Manipulate text and image in complex graphic compositions to communicate ideas
12. Demonstrate the appropriate use of endnotes (or footnotes) and bibliographies

The knowledge and skills acquired in this course provide a fundamental basis for your understanding of architecture, landscape and cities. This knowledge and the related skills constitute a seminal part of your design education in the Bachelor of Architectural Studies. The skills acquired are the foundation stones of your future career as a designer.

The following skills are assumed: literacy; basic word-processing; 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 CD, flash-drive or similar.

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)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1,2,3,4
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	5,6,7,8
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	5-10
Skills of a high order in interpersonal understanding, teamwork and communication.	9,10,11
A proficiency in the appropriate use of contemporary technologies.	11,12
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1,2,3,4,10
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	5,6,7
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1,2,3,4,10

Required Resources

Ching, F., Jarzombek, M., and Prakash, V. (2011). A Global History of Architecture. Wiley.
This excellent resource is available from Unibooks. It is also readily available from online retailers and Amazon offers a Kindle edition. Reference will be made to the 2011 hard-copy edition.
It is also available in the Barr Smith Library.

Additional required reading material will be made available on MyUni (apart from resources that students are required to locate as part of Assignment 1).

Recommended Resources

Detailed information about further resources will be available on MyUni.

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

Lecture Recording:
An audio recording of the lectures is made available in electronic format through the MyUni system for students to listen to in their own time and make notes. Please note that while these audio recordings are a useful resource for revision they should not be considered as replacement for lecture attendance. The lecture sessions may include activities and discussions on visual material that cannot be captured properly in the recording. Furthermore, technical issues cause delays in the availability of recordings which might affect your ability to complete ongoing tasks, not to mention technical failures which might result in certain recordings
being unavailable.

Learning & Teaching Modes

In 1999 Sibel Bozdoğan offered a postcolonial critique of professional education in Journal of Architectural Education. She identified the “widening gap between an architectural history that is increasingly more interested in culture, context, and politics and an architectural design culture (and an architectural design criticism) that privileges form-making and creativity” (1999: 207). More than a decade later, this gap frequently compromises an integrated approach to the delivery of academic and professional training. The intent of this course is to bridge this gap.
History Theory II 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 History Theory II. 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, knowledge of histories and theories of landscape architecture and 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.
Skills in written expression and critical writing are introduced in the tutorial program and further demonstrated in the assignments. Knowledge, skills, and assessable work are, thus, 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/or 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.

Assignment #     Task                                     Weighting                 Approx. Preparation Hours
Assignment 1a    Annotated Bibliography                 12%                    12
Assignment 1b    Essay Plan                                    8%                       4
Assignment 1c    Illustrated Essay (PPT)                  30%                    50
Assignment 1d    Abstract / Abstraction                   20%                    38
Assignment 2      Class Test                                    30%                   16+36**

** The Class Tests assess your knowledge and understanding of the lecture content and the required readings. Hence, the number of hours (16 hours or 2 days) assigned for preparation for the Class Test is additional to the contact hours.

Learning Activities Summary

Full details of the Learning Activities Summary are available in the Course Outline pdf document available on MyUni.

Specific Course Requirements

There are no specific course-specific requirements relating to a placement, a field trip, police checks for placements in schools, after-hours access, work experience, or ancillary fees and charges.

If you choose to visit specific sites (buildings and landscapes) on campus or around Adelaide, ensure that you exercise respect for the owners and patrons, obtain permission to enter the building if required, and observe an appropriate duty of care during your visit.

Small Group Discovery Experience

Both assignments require the student to undertake research. However, Tutorials in Weeks 6, 7 and 8 will be broken into smaller groups to enable a small group discovery experience which is actively promoted by the University of Adelaide. This experience is mentored by Course Coordinator and Senior Lecturer, Dr Katharine Bartsch and focuses on a recent journal article as a case study as a model to develop research skills .

The union of teaching and research, combined in a search for impartial truth, was fundamental to the modern research university ideal. A small group of students, meeting to work at the discovery of new knowledge under expert guidance, was the centrepiece of the university experience. Yet in Australian and UK universities from the 1980s, with the massive growth of university enrolments and the addition of many applied disciplines, research became increasingly detached from teaching, and a division was created that has widened ever since. Today despite oppressive research pressures on staff, research is almost wholly absent from Australian undergraduate teaching.

The University of Adelaide promotes small group discovery and aims to become a model of the teaching/research union, to show how universities can recapture what was once the defining characteristic of the research university. This does not mean merely inviting students to study an individual topic in depth, with initiative and creativity. In a true research university, the study of existing knowledge is secondary to the making of new knowledge. Moving away from knowledge delivery, now increasingly eroded by the universal availability of free online content, a university should focus on the essence of what research offers: the rigour of the scientific method, the search for empirical evidence, the beauty of logic and of patterns, the value of innovation, the creativity of problem solving and the intrinsic worth of knowledge. The University of Adelaide will return research to undergraduate teaching, so that every student in every program comes to experience the scholarship of discovery as the highlight of their learning experience.

For many undergraduate students, this will take the form of an individual research project in their final year, for which the preparatory research skills and experience necessary will be built through smaller exercises in the earlier years of their course. As a key format for delivering undergraduate research, the university will commit to increasing the centrality of small-group learning, in which students address the scholarship of discovery with other students and a staff mentor. While content will increasingly be delivered in other formats, every student in every program should experience such small-group discovery as a key part of their learning experience.

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 (e.g. summative, formative), due date, weighting, and identification of the learning objectives (identified in section 2.1. above) addressed by the assessment task are summarised below. Details of each assignment are provided in the relevant assignment folder on MyUni.
There are no group assignments. 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 directed to the Course Coordinator by Monday of Week 2 via email. The course co-ordinator will take these into account and notify the class of any changes via MyUni.

Assignment 1a
Annotated Bibliography
Week 4
Fri 22nd Aug
10am
12%

Assigment 1b
Essay Plan
Week 6
Mon 1st Sept
10am
8%

Assignment 1c
Illustrated Essay
Week 10
Mon 13th Oct
5pm Online
30%

Assignment 1d
Abstract / Abstraction
Week 13
Thurs 6th Nov
10am
Pin-up
25%

Assignment 2
Class Test
Week 12
Tue 28th Oct
In Lecture
30%

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. It is important to maintain a good staff to student ratio of approximately 1:20.

There are well publicised School policies for registering non-attendance for legitimate reasons, and you are strongly encouraged to formally acknowledge non-attendance reasons as soon as is practicable prior to planned absences or after your non-planned absence. The Medical and Counselling services, as well as the Education and Welfare Office of the University, are available to assist you free of charge in regard to medical or counselling matters.
Students are required to attend all scheduled teaching; and lectures, tutorials and other classes will proceed on the assumption that students have done so. Attendance at tutorials, seminars, practical work and studio sessions is taken into account in decisions about offering Replacement/Additional Assessment and/or examinations. Students who regularly do not attend sessions and do not carry out the associated work may be precluded from and regarded as having failed the course.

Students should take advantage of the educational opportunities offered by all classes, including the opportunity for interaction, and learning from each other. Compulsory attendance is necessary at all practical work sessions for a number of reasons: to achieve this interaction, in particular in group work; because of the sequential nature of work in some courses; because of the need for students to provide an audience and feedback for other students presenting work; and to ensure the authorship of project work on which assessment is based.

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

Assignment 1a
Annotated Bibliography
Week 4
Fri 22nd Aug
10am
12%
Submission Box

Assignment 1b
Essay Plan
Week 6
Mon 1st Sept
10am
8%
Submission Box

Assignment 1c
Illustrated Essay
Week 10
Mon 13th Oct
5pm Online
30%
MyUni

Assignment 1d
Abstract / Abstraction
Week 13
Thurs 6th Nov
10am
25%
Pin-up Venue TBA

Assignment 2
Class Test
Week 12
Tue 28th Oct
In Lecture
30%
Kerr Grant
Lecture Theatre

Submissions:
(General)
● All submissions must include Student Name and Student ID Number.
Submissions without Student Name or ID Number will not be considered
for marking, and will receive zero marks in accordance with the guidelines.
● In addition, all assignments need to have an Assignment Cover Sheet which must be
signed and dated by the student before submission. Please attach the cover sheet in front
of the document, to the top left hand corner.
● Please adhere to submission deadlines and follow instructions provided.
● 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 will be informed at such a time.

Early Submission:
● 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.
● Models for in-class presentation cannot be handed in early.

Late Submission:
● The school will NOT accept late submissions and any such assignment will receive zero
marks. This also applies to electronic submissions.
● Printing delays & hard disk crashes will not be entertained as legitimate
causes for delay, so please ensure that the work is finished in advance.

Re-submission:
● All details pertaining to submissions and resubmissions are detailed in the Student Handbook 2014 (details appended at the end of this document).

Good practice:
● Students should ensure that they regularly backup their work on multiple
locations 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 unnecessary delays.
● Students must retain a copy of all assignments submitted (digital or hardcopy), as originals may be lost during the submission process.

For all details regarding submissions and for information about modified arrangements of submission and assessment due to special circumstances please refer to the Student Handbook 2014 appended to this document.

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.

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.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

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.

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