^ The Storm of Creativity by Kyna Leski is the primary textbook.
< Autographed book title page.
<< Poster for Kyna Leski lecture at Texas Tech CoA November 4, 2016.
| ARCH 3314-005
Contemporary Issues in Architecture Design Thinking 2020 Spring Semester ARCH 3314-005 Architecture Room 507 T R 3:30-4:50 pm Associate Professor Robert D. Perl, AIA, LEED AP |
| Texas Tech University College of Architecture Robert D. Perl 3314 | updated 05/05/2020 |
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TTU Catalog 3314. Contemporary Issues in Architecture (3). Contemporary issues in architectural theory and history utilizing precedents from early 20th century to present. May be repeated for credit. Section 005: Design Thinking |
TTU Catalog Course Descriptions |
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^ The Storm of Creativity by Kyna Leski is the primary textbook. < Autographed book title page. << Poster for Kyna Leski lecture at Texas Tech CoA November 4, 2016. |
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Course Description ARCH 3314 fulfills the "Written Communication" portion of the College of Architecture's Communication Literacy Plan. Section 005, Design Thinking, addresses methods of design, ways of thinking, and means of design thinking through multiple experiences of reading, discussing, and writing. It positions design thinking within the discipline of architecture, explores the role of design within the profession of architecture, and considers the place of creativity in design processes. The course will make students more conscious of their current thinking and communications skills and assist them in developing new abilities in these areas. The National Architectural Accrediting Board (NAAB) describes Design Thinking Skills as one of their Student Performance Criteria. "A.2 Design Thinking Skills: Ability to raise clear and precise questions, use abstract ideas to interpret information, consider diverse points of view, reach well-reasoned conclusions, and test alternative outcomes against relevant criteria and standards." Most weeks of the semester will have a similar sequence of activities. Before class, students will study an assigned reading and identify several of the author's important points. During class, students will discuss the author’s perceived intentions first, and then explore implications of those topics with more speculative discussions. After Thursday's class, each student will continue to think about those topics via writing and their personal interpretation. The last portion of the semester each student will be guided to outline, draft, and finalize a paper on a Design Thinking topic of their choice. Class periods will utilize multiple active-learning modes. A Seminar format will be used regularly to discuss the required readings and demonstrate rigorous critical thinking. A Lecture will be given occasionally when students listen and construct personal understanding. A Studio format will be utilized during several class periods for a quick hands-on exercise emphasizing design process. Class will meet in the Architecture Library and utilize a format similar to a studio tutorial when students are engaged in writing their paper. Questions are always welcome. Two Individual Meetings will be scheduled during the semester. One-on-one interaction during office hours or by appointment is encouraged. |
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NAAB Student Performance Criteria (2014) |
NAAB 2014 Conditions NAAB 2014 Conditions for Accreditation (pdf) Pages 15-18. Foxit Reader download Adobe Reader download |
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NAAB Criteria secondary topics (2014) A.2 Design Thinking Skills A.3 Investigative Skills A.4 Architectural Design Skills A.5 Ordering Systems A.6 Use of Precedents A.8 Cultural Diversity and Social Equity B.1 Pre-Design C.1 Research C.2 Integrated Evaluations and Decision-Making Design Process C.3 Integrative Design D.1 Stakeholder Roles in Architecture |
2014
NAAB lists 8 Criteria in Realm A: Critical Thinking and Representation, 10 Criteria in Realm B: Building Practices, Technical Skills, and Knowledge, 3 Criteria in Realm C: Integrated Architectural Solutions, and 5 Criteria in Realm D: Professional Practice. |
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Learning Objectives ▪ Increase understanding of the role of contemporary architectural issues in "future design practice" and "knowledge of the discipline for the benefit of society" ▪ Increase abilities to discover, read critically, interpret, and evaluate contemporary architectural issues ▪ Increase abilities to interpret, organize, and analyze data and precedents to create useful information ▪ Increase abilities to communicate contemporary architectural issues ▪ Increase abilities to write, edit, and rewrite ▪ Increase understanding of contemporary architectural issues in evidence-based design methods |
College of Architecture Mission Statement |
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Course Requirements Most weeks will follow a Read > Discuss > Write sequence. Before class, after completing the readings, each student will select three of the author's important points, write one sentence about each of these points, and bring the sentences to class. During class, we will discuss the readings and refer to these points. After Thursday's class, each student will submit their sentences and a 300-word elaboration on one of the author's important points. |
The Classxx webpage will list the required reading and specify details of "the author's important points" and the "300-word elaboration on one of the author's important points". |
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ARCH 3314 fulfills the "Written Communication"
portion of the College of Architecture's
Communication Literacy Plan. "WRITTEN COMMUNICATION: Critically analyze contemporary issues in architectural history and theory utilizing precedents from the early twentieth century to the present through a series of writing exercises and assignments." "WRITING: Students will partake in a variety of writing exercises and assignments throughout the semester that demonstrate the students-abilities to analyze, integrate, synthesize, and communicate in writing. These may include reviews of scholarly articles or well known architecture, analytical essays or position papers." A grading rubric uses these four criteria: "Context of and Purpose for Writing, Content Development, Sources and Evidences, Syntax and Mechanics". |
"Each student will produce at least
4,000 words
(approximately 10 pages) of finished academic prose, although the
required amount of un-graded, informal, or draft writing may be much
higher. Although these
4,000 words
are the finished product, this number assumes that the student has
rewritten each assignment at least once." College of Architecture April 24, 2012 |
| This course is an upper-division course. Upper-division academic quality is expected. |
Upper-division
academic quality applies to
class participation and work submitted for
grading. Upper-division academic quality is expected of your attitude towards learning also. Upper-division education is about getting the MOST education for your investment of time and money. |
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Students are expected to fully
participate in
each class. The assigned readings must be completed before the
start of class, and each student must be prepared to engage in
meaningful discussion about the readings. During class, electronic and paper-based reading, writing, note taking, and reference materials are permitted and encouraged to the extent they assist learning. Most class sessions will utilize a seminar format. Be prepared to be called upon. Thoughtful participation will increase everyone's learning. |
"A seminar... has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to participate. This is often accomplished through an ongoing Socratic dialogue with a seminar leader or instructor... It is essentially a place where assigned readings are discussed, questions can be raised and debates can be conducted." |
| A portion of most class sessions will utilize a critique format. Be prepared to be called upon. Thoughtful participation will increase everyone's learning. |
"Critique is a method of disciplined,
systematic study of a written or oral discourse. Although critique is
commonly understood as fault finding
and negative judgment,
it can also involve merit recognition,
and in the philosophical tradition it also means a methodical
practice of doubt.
The contemporary sense of critique has been largely influenced by the
Enlightenment critique
of prejudice
and authority,
which championed the emancipation and autonomy from religious and
political authorities. ... critique is never personalized nor ad hominem, but is instead the analyses of the structure of the thought in the content of the item critiqued." |
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Evidence of learning in the form of student generated
"author's important points" and "elaboration",
typically submitted weekly, will be 90% of the
semester grade. Each week will be weighted equally at ~6%. Participation in classroom discussions will be 10% of the semester grade. Work will be graded A:90-100, B:80-89, C:70-79, D:60-69, F:50-59, or Missing:0. At the discretion of the instructor some work may be graded Pass:100, Fail:50, or Missing:0. All weekly work must be completed and emailed to the instructor on or before the indicated times and dates. Late work will be penalized 10 points per day. |
| "A grade of C or better is required for all courses included in the architecture degree plan. In the college, a C is equivalent to a grade of 70-79." |
| "The College of Architecture reserves the right to retain, exhibit, and reproduce work submitted by students. Work submitted for a grade is the property of the college and remains so until it is returned to the student." |
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Every class is important. If absence is unavoidable, ask reliable
classmates for class content, lecture and discussion notes, etc. Credit for late work will be considered only with advanced official notification and/or medical or authorized leave documentation. |
| "[More than 10% of class meetings] absences are considered excessive and constitute cause for having the student drop the class or receive a grade of 'F', or 'I' when appropriate." | College of Architecture Attendance Policy |
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INSTITUTIONALLY REQUIRED INFORMATION RELIGIOUS HOLY DAY STATEMENT: "Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code 11.20. A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. A student who is excused under section 2 may not be penalized for the absence; however, the instructor may respond appropriately if the student fails to complete the assignment satisfactorily. |
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INSTITUTIONALLY REQUIRED INFORMATION ACADEMIC INTEGRITY STATEMENT: Academic integrity is taking responsibility for one's own class and/or course work, being individually accountable, and demonstrating intellectual honesty and ethical behavior. Academic integrity is a personal choice to abide by the standards of intellectual honesty and responsibility. Because education is a shared effort to achieve learning through the exchange of ideas, students, faculty, and staff have the collective responsibility to build mutual trust and respect. Ethical behavior and independent thought are essential for the highest level of academic achievement, which then must be measured. Academic achievement includes scholarship, teaching, and learning, all of which are shared endeavors. Grades are a device used to quantify the successful accumulation of knowledge through learning. Adhering to the standards of academic integrity ensures grades are earned honestly. Academic integrity is the foundation upon which students, faculty, and staff build their educational and professional careers. [Texas Tech University ("University") Quality Enhancement Plan, Academic Integrity Task Force, 2010] |
| "Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give unfair academic advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor) or the attempt to commit such an act." |
Academic Integrity |
| Giving aid or receiving aid are both violations of academic integrity. |
| All assignments submitted for grading shall be the exclusive work of the individual student unless collaboration is explicitly called for by an assignment. | This semester, no collaborative assignments are planned for this course. |
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INSTITUTIONALLY SUGGESTED INFORMATION CIVILITY IN THE CLASSROOM STATEMENT: Texas Tech University is a community of faculty, students, and staff that enjoys an expectation of cooperation, professionalism, and civility during the conduct of all forms of university business, including the conduct of student-student and student-faculty interactions in and out of the classroom. Further, the classroom is a setting in which an exchange of ideas and creative thinking should be encouraged and where intellectual growth and development are fostered. Students who disrupt this classroom mission by rude, sarcastic, threatening, abusive or obscene language and/or behavior will be subject to appropriate sanctions according to university policy. Likewise, faculty members are expected to maintain the highest standards of professionalism in all interactions with all constituents of the university. (www.depts.ttu.edu/ethics/matadorchallenge/ethicalprinciples.php). |
Statement of Ethical Principles: · Mutual Respect · Cooperation and Communication · Creativity and Innovation · Community Service and Leadership · Pursuit of Excellence · Public Accountability · Diversity |
| "These guiding rules and regulations are present to foster a sense of community and respect among all members of the university community." | TTU Code of Student Conduct |
| Schedule |
| Before Class | During Class | After Class | |
| Jan 16 | Class01: Beginning |
Page01 |
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| Read: Pink, NAAB | Jan 21 |
Class02: Drive, Architecture Education |
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| Read: Wikipedia | Jan 23 |
Class03: Design Thinking, Design |
Page02 |
| Read: Adler, Lunsford QG | Jan 28 |
Class04: Reading, Writing |
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| Read: Nelson | Jan 30 |
Class05: The Design Way |
Page03 |
| Read: Leski: pre | Feb 4 |
Class06: overview |
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| Read: Hurson | Feb 6 |
Class07: Repro., Productive Thinking |
Page04 |
| Read: Leski 0-9 | Feb 11 |
Class08: Creativity |
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| Read: | Feb 13 | Class09: Thinking Hats | Page05 |
| Read: Leski 10-33 | Feb 18 |
Class10: Preconceptions |
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| Read: B&E | Feb 20 | Class11: What's New? | Page06 |
| Read: Leski 34-47 | Feb 25 |
Class12: Problem Making |
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| Read: K&B 8-21 | Feb 27 | Class13: Process | Page07 |
| Read: Leski 48-69 | Mar 3 |
Class14: Gathering, Tracking |
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| Read: K&B 66-73 | Mar 5 | Class15: Process | Page08 |
| Read: Leski 70-81 | Mar 10 |
Class16: Propelling |
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| Read: | Mar 12 | Class17: Individual Meeting | Page09 |
| Mar 17 | Spring Break | ||
| Mar 19 | Spring Break | ||
| Read: Leski 82-101 | Mar 24 |
Class18: Perceiving, Conceiving |
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| Read: Lunsford C8 | Mar 26 | Class19: Analyzing Arguments | Page10 |
| Read: Leski 102-119 | Mar 31 |
Class20: Seeing Ahead |
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| Read: Lunsford C9 | Apr 2 | Class21: Constructing Arguments | Page11 |
| Read: Leski 120-141 | Apr 7 |
Class22: Connecting |
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| Read: Leski 142-166 | Apr 9 | Class23: Pausing, Continuing |
Page12 |
| Apr 14 | Class24: Paper: Diverging |
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| Apr 16 | Class25: Paper: Converging | Page13 | |
| Apr 21 | Class26: Paper: Claim, Reason(s), Evidence |
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| Apr 23 | Class27: Paper: Claim, Reason(s), Evidence | Page14 | |
| Apr 28 | Class28: Paper Draft |
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| Apr 30 | Class29: Paper Draft | Page15 | |
| May 5 | Class30: Review Near-Final Draft | ||
| May 8 | Final Paper | Final: 1 pm | |
| Revised Schedule |
| Before Class | During Class | After Class | |
| Mar 17 | Spring Break | ||
| Mar 19 | Spring Break | ||
| Mar 24 | Spring Break | ||
| Mar 26 | Spring Break | ||
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Read: Leski
82-101 Read: Lunsford C8 |
Mar 31 |
Class18: Perceiving, Conceiving Class : Analyzing Arguments |
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Read: Leski
102-119 Read: Lunsford C9 |
Apr 2 |
Class20: Seeing Ahead Class : Constructing Arguments |
Page11 |
| Read: Leski 120-141 | Apr 7 | Class22: Connecting | |
| Read: Leski 142-166 | Apr 9 | Class23: Pausing, Continuing | Page12 |
| Apr 14 | Class24: Paper: Diverging | ||
| Apr 16 | Class25: Paper: Converging | Page13 | |
| Apr 21 | Class26: Paper: Claim, Reason(s), Evidence | ||
| Apr 23 | Class27: Paper: Claim, Reason(s), Evidence | Page14 | |
| Apr 28 | Class28: Paper Draft | ||
| Apr 30 | Class29: Paper Draft | Page15 | |
| May 5 | Class30: Review Near-Final Draft | ||
| May 8 | Final Paper | Final: 1 pm | |
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Declaration of Commitment to Learning
I declare my commitment to learn at the ____ level in ARCH 3314 Contemporary Issues in Architecture, 2020 Spring Semester. I understand this requires a corresponding investment of consistent efforts to: ▪ motivate myself to learn, ▪ focus on learning during all class hours, ▪ concentrate on processes as well as products, ▪ read, reread, and study thoroughly all course materials, ▪ participate meaningfully in discussions and critiques, ▪ work effectively on writing, editing, and rewriting, and ▪ approach architecture education with an open mind. ___________________________________________________ signature date |
TTU Catalog Academic Regulations "The grades used, including plus and minus, with their interpretations, are A, excellent; B, good; C, average; D, inferior...; F, failure; P, passing; PR, in progress; I, incomplete; W, withdrawal..." |
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INSTITUTIONALLY REQUIRED INFORMATION ADA STATEMENT: Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor's office hours. Please note: instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, please contact Student Disability Services in West Hall or call 806-742-2405. |
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INSTITUTIONALLY SUGGESTED INFORMATION DISCRIMINATION, HARASSMENT, AND SEXUAL VIOLENCE STATEMENT: Texas Tech University is committed to providing and strengthening an educational, working, and living environment where students, faculty, staff, and visitors are free from gender and/or sex discrimination of any kind. Sexual assault, discrimination, harassment, and other Title IX violations are not tolerated by the University. Report any incidents to the Office for Student Rights & Resolution, 806-742-SAFE (7233) or file a report online at titleix.ttu.edu/students. Faculty and staff members at TTU are committed to connecting you to resources on campus. Some of these available resources are: TTU Student Counseling Center, 806-742-3674, https://www.depts.ttu.edu/scc/ (Provides confidential support on campus.) TTU 24-hour Crisis Helpline, 806-742-5555, (Assists students who are experiencing a mental health or interpersonal violence crisis. If you call the helpline, you will speak with a mental health counselor.) Voice of Hope Lubbock Rape Crisis Center, 806-763-7273, voiceofhopelubbock.org (24-hour hotline that provides support for survivors of sexual violence.) The Risk, Intervention, Safety and Education (RISE) Office, 806-742-2110, https://www.depts.ttu.edu/rise/ (Provides a range of resources and support options focused on prevention education and student wellness.) Texas Tech Police Department, 806-742-3931, http://www.depts.ttu.edu/ttpd/ (To report criminal activity that occurs on or near Texas Tech campus.) |
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INSTITUTIONALLY SUGGESTED INFORMATION LGBTQIA SUPPORT STATEMENT: Faculty and staff members at TTU are committed to connecting you to resources on campus. Some of these available resources pertaining to sexual orientation and/or gender identity are: Office of LGBTQIA, Student Union Building Room 201, www.lgbtqia.ttu.edu, 806.742.5433 Within the Center for Campus Life, the Office serves the Texas Tech community through facilitation and leadership of programming and advocacy efforts. This work is aimed at strengthening the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) community and sustaining an inclusive campus that welcomes people of all sexual orientations, gender identities, and gender expressions. |
| Texas Tech University College of Architecture Robert D. Perl 3314 | copyright © 2020 |
| "All materials on this course website are for the exclusive use of students enrolled in ARCH 3314-005 Contemporary Issues in Architecture during 2020 Spring Semester and are protected by copyright of their respective authors." |
| Associate
Professor Robert D. Perl, AIA, LEED AP AH 1002D Office Hours: T R 2:00-3:30 pm or by appointment (806) 834-6624 robert.perl@ttu.edu |