Course Info

Catalog Description
3501.* Architectural Design Studio IV (5). Prerequisite: ARCH 2502. Building systems. Teaches design skills centered on the building as a technological system and ecological device. Introduces life safety, accessibility, and building codes. F.

Topics
Development of design strategies and conceptual operations which demonstrate an understanding of the concepts and principles of architectural structures, materials and assemblies. Focus upon the visual techniques and representations associated with communicating ideas of constructiblity and fabrication to others.
Application of knowledge gained through collateral courses in architectural technology, media and site toward the development of critical and analytical skills serving the design process.
Demonstrate through synthetic design and representational processes the ability to organize and manipulate the architectural program towards environmentally conscious design approach through critical analytical exercises.

Course Learning Outcomes:
The studio project compliance with the National Architectural Accrediting Board’s NAAB Student Performance Criteria (2009), consisting of physical and digital models; digital drawings and prints; precedent studies, design process studies; and verbal presentations at informal and formal reviews.

A.4. Technical Documentation:
Ability to make technically clear drawings, write outline specifications, and prepare models illustrating and identifying the assembly of materials, systems, and components appropriate for a building design.

A.7. Use of Precedents:
Ability to examine and comprehend the fundamental principles present in relevant precedents and to make choices regarding the incorporation of such principles into architecture and urban design projects.

B.2. Accessibility:
Ability to design sites, facilities, and systems to provide independent and integrated use by individuals with physical (including mobility), sensory, and cognitive disabilities.

B.5. Life Safety:
Ability to apply the basic principles of life-safety systems with an emphasis on egress.

B.9. Structural Systems:
Understanding of the basic principles of structural behavior in withstanding gravity and lateral forces and the evolution, range, and appropriate application of contemporary structural systems.

C.1. Collaboration:
Ability to work in collaboration with others and in multidisciplinary teams to successfully complete design projects.

The criteria encompass two levels of accomplishment:
• Understanding - The capacity to classify, compare, summarize, explain and/or interpret   information.

• Ability - Proficiency in using specific information to accomplish a task, correctly selecting the
appropriate information, and accurately applying it to the solution of a specific problem, while also distinguishing the effects of its implementation.

Realm A: Critical Thinking and Representation:
Architects must have the ability to build abstract relationships and understand the impact of ideasbased on research and analysis of multiple theoretical, social, political, economic, cultural andenvironmental contexts. This ability includes facility with the wider range of media used to
think about architecture including writing, investigative skills, speaking, drawing and model making. Students’ learning aspirations include:

• Being broadly educated.
• Valuing lifelong inquisitiveness.
• Communicating graphically in a range of media.
• Recognizing the assessment of evidence.
• Comprehending people, place, and context.
• Recognizing the disparate needs of client, community, and society.

Realm B: Integrated Building Practices, Technical Skills and Knowledge:
Architects are called upon to comprehend the technical aspects of design, systems and materials, and be able to apply that comprehension to their services. Additionally they must appreciate their role in the implementation of design decisions, and the impact of such decisions on the environment. Students learning aspirations include:

• Creating building designs with well-integrated systems.
• Comprehending constructability.
• Incorporating life safety systems.
• Integrating accessibility.
• Applying principles of sustainable design.

Realm C: Leadership and Practice:
Architects need to manage, advocate, and act legally, ethically and critically for the good of the
client, society and the public. This includes collaboration, business, and leadership skills. Student learning aspirations include:

• Knowing societal and professional responsibilities.
• Comprehending the business of building.
• Collaborating and negotiating with clients and consultants in the design process.
• Discerning the diverse roles of architects and those in related disciplines.
• Integrating community service into the practice of architecture.

General Methods:
ARCH 3501 is a design studio that requires a substantial dedication and investment of student time, skill and critical thinking both during and after studio hours. As a part of design studio instruction, students are required to participate in all lectures, discussions and field trips, as well as group and individual critiques of assignments and projects. Production and hard work is the only key to this studio. Specific drawings and models will be requested during studio project phases. Digital and physical media are the major means of exploration of new ways of design and help acquire new methods and techniques.

Requirements:

digital submissions:
Digital scans, drawings, and photographed images of physical models will be submitted according to specific formats at designated times throughout the semester.

sketchbooks:
Students must keep a journal of studio thoughts (sketches, notes, drawings, etc.). The journal is
crucial to reflective thinking and a vital record of key ideas and explorations reflected in your project, and it must available in every day.

computer:
Students must provide and maintain their own laptop computer used for studio (refer to college
wiki for 2012-2013 Computer Requirement). Technical difficulties, viruses, crashes, server and
printing problems, or corrupted files will not be accepted as excuses for not producing any assigned work. All digital work should be regularly backed up.

computer applications:Adobe Design Standard CS5 or up (includes Photoshop, Illustrator, InDesign and Acrobat). Most studio sessions will require Rhino 3D and CAD. Sketch-Up and Building Information Modeling applications are not allowed in this studio (includes Autodesk Revit, Graphisoft ArchiCAD and Bentley Architecture).
other materials:
During the studio, you will need to buy computing, design and model-making consumables for physical and digital model making.

academic regulation:
consult the Texas Tech University Undergraduate and Graduate Catalog 2012-2013 for information about Class Attendance, Dropping a Course, Reporting Illness, Absence Due to Religious Observance, Absence due to Officially Approved Trips, Academic Integrity, Civility in the Classroom and Grading Practices statement.

attendance policy:
Students are responsible for attending all classes. Once a student reaches two unexcussed absences they will be asked to meet with professors. A total of four absences is considered excessive, requiring the student to drop the class or receive a grade of “F”. Whether an absence is excused or unexcused is determined by the instructor, with the exception of absences due to religious observance and officially approved trips according to guidelines specified in the TTU Catalog. Students are expected to comply with TTU rules for reporting student illness requiring absence from class for more than one week, or immediate family deaths. Failure to work in class with undivided attention, any tardiness, leaving early, lack of participation, walking in and out of lectures, general socializing, goofing around, disruptive behavior, etc. will count as absences.

academic integrity:
It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and a high standardof integrity. The attempt of students to present as their own any work that they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to serious consequences, possibly suspension.

civility in the classroom:
Students are expected to assist in maintaining a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from time spent in class, students are prohibited from engaging in any other form of distraction. Inappropriate behavior in the classroom shall result, minimally, in a request to leave class, resulting in an absence.

disabilities:
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, you may contact the Student Disability Services office at 335 West Hall or 806-742-2405. http://www.depts.ttu.edu/students/sds/

retention of student work:
The college of Architecture reserves the right to retain, exhibit, and reproduce work submitted by students. Work submitted for grade is the property of the college and remains as such until it is returned to the students.

Grading Criteria:
Evaluation of student performance is based upon daily process as well as product. Studio instructor will conduct his/her expert assessment of overall student performance at presentations, pin-ups, mid-term and final. This is not an exact mathematical assessment. It is based on experienced judgment of student work. The following general criteria will be considered: design intent, development, resolution, dedication and work ethic.

A: superior work- exceptional performance strongly exceeding requirements of assignments;
initiative proving independent resourcefulness; strong positive attitude toward the work; a growing level of improvement

B: good- above average, adequate performance above the norm, accurate and complete, beyond
requirements of assignments, good initiative, positive attitude toward the work, improvement
showing marks of progress.

C: average- mediocre or conservative performance, satisfying all requirements of assignments with a neutral and ordinary level of initiative, attitude, and performance.

D: not acceptable- performance not meeting the passing standards of the course, initiative
unacceptable, work below standard.

F: failing- ineffective performance not satisfying the requirements to an extreme degree, level of
initiative, attitude, and improvement non-existent.

Withdrawing from Class:
Withdraw before or on the University drop date. Do not request a grade of “I” without documentation allowed by the University

Professional Development:
Each student is expected to do everything possible int he classroom to promote a positive learning environment. It is best that the student ATTEND ALL CLASSES ON TIME, be organized, stay current on all assignments and study regularly as the course is staedy, challenging and designed for students seeking success in architecture.

Studio Culture:
The school is expected to demonstrate a positive and respectful learning environment through the encouragement of the fundamental values of optimism, respect, sharing, engagement, and innovation between and among the members of its faculty, student body, administration, and staff. The school should encourage students and faculty to appreciate these values as guiding principles of professional conduct throughout their careers. The APR must demonstrate that the school has adopted a written studio culture policy with a plan for its implementation and maintenance and provide evidence of abiding by that policy. The plan should specifically address issues of time management on the part of both the faculty and students. From the NAAB Conditions for Accreditation for Professional Degree Programs in Architecture, 2004 Edition The Architectural Design Studio The architectural design studio provides a unique and beneficial opportunity for students to learn about respect, the design process, communication, collaboration, presentation, criticism, and innovation. Few other teaching methods make it possible for students to share ideas and concepts and learn by doing, in a problem-based, flexible environment. As such, the College of Architecture (COA) at Texas Tech University
takes their responsibility to ensure the ongoing success of the studio environment seriously. While our primary goal is to educate future architects, it is equally important that we also enhance interpersonal, ethical, and critical thinking skills so that each student may become a competent professional, leader, and team collaborator.

Fundamental Values:
- Optimism – ensuring an expectation for a sustainable, healthy and better built environment and world

- Respect – ensuring compliance with the TTU Statement of Ethical Principles which states that the University is “committed to the recognition of differences between individuals, the inherent dignity of all individuals, and the elimination of discrimination”, we encourage an environment of mutual respect between and among our faculty, students, and staff, and a tolerant attitude for each individual’s work, intellectual diversity, methods, and differences, and recognition of the values of both theory and practice. Critical comments about another faculty’s teaching pedagogy and assignments are not appropriate in the presence of students. Respect includes discretion when discussing other faculty members, especially with students.

- Sharing – encouraging a sharing and questioning of ideas and knowledge through a collaborative and
interdisciplinary environment between and among our students and
faculty.

- Engagement – ensuring a commitment to and eager participation in the studio
environment.

- Innovation – promoting innovative teaching and learning methods which enhance
critical thinking and design skills within a studio setting
To maintain these values each of us must have a clear understanding of our shared responsibilities.

Studio Etiquette:
Faculty and students should maintain an environment that is clean, quiet, and conducive to working individually and in teams, to listening to the instructor and to other students, and to mutual respect.

Time Management:
The college supports its students, staff and faculty in leading balanced lives. Students are expected to work intelligently and efficiently, though not necessarily longer, in the studio. The college discourages staying up all night as counterproductive and unhealthy. Time management is included as a learning outcome in the freshmen introductory course “Design, Environment and Society” and the enhancing of this skill should be encouraged throughout all studio coursework.

Learning Assessment:
Learning outcomes, policies and assessment methods should be clearly stated in every syllabus. Students are urged to work with faculty to judge when work is substantially complete. Students are entitled to assessment and feedback throughout the semester as this is an integral part of the studio environment. Faculty members have the responsibility and the right to provide criticism and assessment of each student’s work and, as such, it is not a violation of studio culture to do so.

Reviews:
Critique is an inherent part of the assessment process in design education. Desk critiques and pin-ups are the most common forms of review. All studio participants are encouraged to exchange ideas, opinions and experiences in a collegial manner. Formal reviews in a public setting are fundamental to architecture education. This is a unique opportunity for students to communicate ideas through oral and visual presentations. Participation of students, academic
faculty, professionals, and community members is expected in public design reviews. Internal and external design reviews are held at the completion of each semester by the faculty for the
benefit of reviewing the program. Students may or may not be required to be present during this review process.

Documentation:
Documentation of the work completed by the students during the semester is important for the student, the faculty and the college. Printed presentations are necessary and required for end-of-semester reviews in the COA and may be included in student portfolios. Digital documentation is a significant way to archive student work and portfolios. Faculty may require both forms of documentation as a part of any design studio.

Administrative Review of the Policy:
Studio Culture is one section of the College of Architecture Policy Manual. As such it is subject to review every three years by a task force of faculty and students appointed by the dean.