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AR 498 Senior Seminar I: Thesis
Boehr, Kay Miller


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

AR 498 Senior Seminar I: Thesis

Semester

FA 2006 HO

Faculty

Boehr, Kay Miller

Title

Assistant Professor of Interior Design

Degrees/Certificates

Master of Architecture
registered architect
Member:  IIDA and IDEC

Office Location

MA430D

Office Hours

Monday:  1:30  - 4:30 pm; Tuesday/Thursday:  11:30 am - 1:00 pm

Daytime Phone

816-584-6705

E-Mail

kboehr@mail.park.edu

Semester Dates

August 21 - December 15, 2006

Class Days

-----F-

Class Time

1:50 - 4:40 PM

Prerequisites

AR397A and AR397B

Credit Hours

3


Textbook:

Pena, William. Problem Seeking, An Architectural Programming Primer, 4th Edition.  New York:  John Wiley and Sons, Inc., 2001.

Linton, Harold.  Portfolio Design, 3rd Edition.  New York:  W.W. Norton & Company, 2003.

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Students will select a topic or design area for research, which will lead to a thesis statement and concept for a design project. Students will then prepare a written program for the design of a project that will be completed inAR499. Students will begin collecting material for a portfolio and develop a concept for portfolio design. Both the design project and the portfolio will be completed inAR499, Senior Seminar II. PREREQUISITES:AR397A andAR397B 3:0:3

Educational Philosophy:

Design: Design is both creative and meticulous. It is a process that involves generating ideas, then editing and refining those ideas before producing the final result.  The steps in the design process are universal and can be applied to any design problem, whether it is a written document, the design of a space or the design of a product. 

Teaching:  As a teacher I articulate what I have learned as a professional, sharing my accumulated knowledge and skills with the students. This information is the basis for a variety of activities that reinforce core learning objectives.  Students observe, evaluate, collaborate and create as they approach each assignment as a design problem. Students communicate design concepts visually and orally using drawing, drafting, board building and modeling techniques.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply research methods to a specific project type.
  2. Create a hypothetical client and use combination of research, observation and interviews to determine the needs of that client.
  3. Establish criteria and write a program for design of an interior space.
  4. Prepare a concept for portfolio design and assemble a collection of work to be included in a portfolio.


Core Assessment:

·        Participation in progress reviews (outcomes 1-3)


·        Completion of the core assessment project:  Program document (outcomes 1-3)*


·        Preparation and presentation of a portfolio concept design (outcomes 4)

Link to Class Rubric

Class Assessment:

 

Grading:

Assignments 1 through 9:          65%

Programming Book:                    20%

Portfolio:                                    15%

TOTAL:                                       100%

Late Submission of Course Materials:

Late work will not be accepted without a legitimate written excuse attached.  Late work must be turned in (with excuse attached) by the beginning of the next scheduled class or five points will be subtracted from the grade for the assignment, with an additional five points subtracted for each class period that the work is late. Many assignments have an oral presentation component.  There will be no make up dates for missed presentations, and regardless of excuse, the student will not receive points for the presentation component of the assignment.

Classroom Rules of Conduct:

AR498 is a seminar class. Students are expected to work independently, spending a minimum of two hours a week outside of class for every hour in class. The class meeting time will be similar to a studio class, including lecture/demonstration, discussion and group critiques of work.  Group interaction speeds learning and increases the depth of study for all.  Feedback from the instructor is an important element of learnng.  Students are expected to come to class with tools and supplies, prepared to work in class. The studio and computer lab will be available for students' use when the rooms are not scheduled for other classes.

A professional and respectful attitude toward the instructor and fellow students is expected.  Tardiness, leaving before class is dismissed, and other class disruptions (i.e. phone calls, etc.) will be noted and reflected in the final grade.

 

Week 1:  
August 25

TOPIC: Research and Core Assessment Project
ACTIVITY: Brainstorming


Week 2:  
September 1

TOPIC: Portfolios
ACTIVITY: Portfolio Audits
DUE:  Assignment 1:Research paper, part 1

Week 3:  
September 8

TOPIC: Choosing a project type
DUE:  Assignment 1, part II

Week 4:  
September 15

TOPIC: Programming
ACTIVITY: Presentation of Case Studies
READING: Problem Seeking, Part 1
DUE: Assignment 2: Case Studies

Week 5:   September 22

TOPIC: Portfolios
ACTIVITY:  Portfolio Audits

Week 6:
September 29

TOPIC: Programming Graphics
ACTIVITY:  Presentation
READING: Problem Seeking, Part 2.
DUE: Assignment 3: Create Your Client

Week 7:
October 6

TOPIC: Space Requirements
ACTIVITY:  Presentation
DUE: Assignment 4: Analysis Cards, Part 1  

Week 8:
October 13

TOPIC:  Adjacency Requirements
DUE: Assignment 5: Space Requirements
PIN-UP:  Brown Sheets

Fall Break:
October 19

FALL BREAK -
NO CLASS

Week 9:
October 27

ACTIVITY: Small Group Review
DUE: Assignment 6: Adjacency Requirements Part I (small groups)

Week 10:
November 3

TOPIC:  Analysis Cards:  Concepts and Needs
ACTIVITY:Presentation
DUE:  Assignment 7: Bubble Diagrams (pin-up)

Week 11:
November 10

VETERANS' DAY-
NO CLASS

Week 12:
November 17

TOPIC:Image collage and blocking diagram
DUE: Assignment 8: Analysis Cards, part 2.
ACTIVITY:  small groups review all analysis cards

Week 13:
November 24

THANKSGIVING-
NO CLASS

Week 14:
December 1

ACTIVITY: Presentation
DUE: Assignment 9: Image Collage and Blocking Diagram

Week 15:
December 8

ACTIVITY: Presentation
DUE: Portfolio:
story board and mock-up

Week 16:
Finals Week: December 15

DUE:Turn in Core Assessment Project: program book on Wednesday, December 13 at 1:00 pm


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
Class Attendance is required. An attendance sheet will be passed around at the beginning of each class while announcements are being made. It is the student's responsibility to sign the attendance sheet at this time.  Students who do not sign the attendance sheet will be considered late.  Three late arrivals will equal one absence.
In case of illness or emergency, the instructor must be notified prior to class by leaving an e-mail message.  Each student is allowed three absences, which will be recorded as "excused." The final semester grade will be lowered a full grade for each additional absence from class.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Previous assignments (Research Paper and Client Profile) are included.  They exceeded expectations when first submitted OR have been revised for inclusion in the programming book. Previous assignments (Research Paper and Client Profile) are included.  They met expectations when first submitted OR have been revised to meet expectations for inclusion in the programming book.





 
Previous assignments (Research Paper and Client Profile) are included.  They did not meet expectations when first submitted and have not been revised for inclusion in the programming book. One or both of the previous assignments is missing from the programming book.

 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
All the data gathered from research, questionnaires and/or interviews is accurately organized into the following categories:
Goals, Facts, Concepts and Needs.  Each category has subcategories of Function, Form, Economy and Time.  

The program is summarized by a four paragraph problem statement that clearly defines the requirements of the program using the categories of Function, Form, Economy and Time.
 
The data gathered from research, questionnaires and/or interviews is organized into the following categories:
Goals, Facts, Concepts and Needs.  Two statements per category are incorrectly placed in that category.

The program is summarized by a problem statement that clearly defines the requirements of the program, although all four categories of Function, Form, Economy and Time are not covered.
 
Some of the information gathered from research and client questionnaires is included and organized into the following categories:
Goals, Facts, Concepts and Needs.  Three statements per category are incorrectly placed.

The problem statement does not summarize the information in a way that gives a direction for the design of the space.

 
One or more of the categories:
Goals, Facts, Concepts and Needs has much missing information OR more than three statements per category are incorrectly placed.  

The problem statement is missing or incomplete.

 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The ability to learn a new skill or knowledge in new situation:

The student has chosen a research topic that can be applied to design project.  It is clear that the data from the research has been incorporated into the program. 
The ability to learn a new skill or knowledge in new situation:

The student has chosen a research topic that can be applied to a design project.  Some of the data uncovered in the research process is incorporated into the program. 
The ability to learn a new skill or knowledge in new situation:

The student has chosen a research topic that can be applied to a design project.  However, very little of the data uncovered in the research process is incorporated into the program.

 
The ability to learn a new skill or knowledge in new situation:

The student either has not completed the research component of the project OR there is no evidence that data from the research has been incorporated into the program.
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The ability to make a judgment about the value of something by using a standard:

The student edits the information gathered from various sources for value and validity.  The resulting program is well organized and contains relevant material.
 
The ability to make a judgment about the value of something by using a standard:

The student has not carefully edited the information, thus there is some irrelevant or extraneous information in the program. 
The ability to make a judgment about the value of something by using a standard:

There is either an information glut, resulting in an unclear and disorganized program, OR necessary information is missing.

 
The ability to make a judgment about the value of something by using a standard:

Student makes no attempt to edit information in an incomplete program.


 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Written material is clear and readable with less than three grammatical, spelling or typographical errors.  Resources are properly cited.

Graphic diagrams support the written work.  All of the following components are included:
Analysis Cards
Space Allocation charts
Departmental bubble diagrams
Adjacency Matrix
Schematic Bubble Diagrams
Blocking Diagrams
Image Collage.

Appendix includes the following:
•Organizational Charts
•Questionnaires and Interview forms
•Furniture and Equipment lists






 
Written material is clear and readable with less than six  grammatical, spelling or typographical errors.
Resources are properly cited.

Graphic diagrams support the written work.  One of the following components is missing:
Analysis Cards
Space Allocation charts
Departmental bubble diagrams
Adjacency Matrix
Schematic Bubble Diagrams
Blocking Diagrams
Image Collage.

One of the following is missing from the appendix:
•Organizational Charts
•Questionnaires and Interview forms
•Furniture and Equipment lists 
More than six grammatical, spelling or typographical errors interfere with the readability of the written material.
Resources are  not properly cited.

Graphic diagrams support the written work.  Two of the following components are missing:
Analysis Cards
Space Allocation charts
Departmental bubble diagrams
Adjacency Matrix
Schematic Bubble Diagrams
Blocking Diagrams
Image Collage.

Two of the following are missing form the appendix:
•Organizational Charts
•Questionnaires and Interview forms
•Furniture and Equipment lists
 
Extensive grammatical, spelling or typographical errors interfere with the readability of the written material.
Resources are  not cited.

Graphic diagrams do not support the written work.  Three or more of the following components are missing:
Analysis Cards
Space Allocation charts
Departmental bubble diagrams
Adjacency Matrix
Schematic Bubble Diagrams
Blocking Diagrams
Image Collage.

There is no appendix






 
Technical Skill in Communication includes both: Whole Artifact Presentation and Components                                                                                                                                                                 
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
CRAFTSMANSHIP: Whole artifact:

The programming book is professionally bound with cover stock front and back, a title page and table of contents.  
A consistent graphic format is used throughout.
The overall quality of materials and craftsmanship is excellent.

CRAFTSMANSHIP:
Components:

Each component is formatted and sized to contribute to the visual and graphic quality of the whole book.

Graphic diagrams are color copied or scanned and printed in color.  
Sheet sizes are consistent.
 
CRAFTSMANSHIP: Whole artifact:

The programming book is missing one of the following criteria:
professional binding  cover stock front and back
A title page
Table of contents.
 
A consistent graphic format is used throughout.

The overall quality of materials and craftsmanship is good.

CRAFTSMANSHIP:
Components:

Most components are formatted and sized to contribute to the visual and graphic quality of the whole book.

Most graphic diagrams are color copied or scanned and printed in color.  

Sheet sizes are consistent. 
CRAFTSMANSHIP: Whole artifact:

The programming book is missing two of the following criteria:
professional binding  cover stock front and back
A title page
Table of contents.
 
Graphic  format is not consistent throughout.

The overall quality of materials and craftsmanship is fair.

CRAFTSMANSHIP:
Components:

Some components are not consistently formatted or sized.

Some graphic diagrams have not been color copied or scanned and printed in color.
 
Sheet sizes are not consistent.

 
CRAFTSMANSHIP: Whole artifact:

The programming book is missing three of the following criteria:
professional binding  cover stock front and back
A title page
Table of contents.
 
Graphic  format is not consistent throughout.

The overall quality of materials and craftsmanship is poor.

CRAFTSMANSHIP:
Components:

The book is not graphically cohesive because components are so inconsistent in format and size.

Graphic diagrams have not been color copied or scanned and printed in color.
 
Sheet sizes are not consistent.



 
Discipline Competency:                                                                                                                                                                                                                                     
Outcomes
Program Competency 3: Students apply the knowledge, skills, processes and theories of interior design.                                                                                                                                                                                                                                                                                                                                                                                                               
A student who exceeds expectation will incorporate knowledge and theories of interior design into the semester-long process of in-depth programming.
The student will apply excellent graphic and design/planning skills to the production of graphic diagrams and the programming document.

 
A student who meets expectation will incorporate some knowledge and theories of interior design into the semester-long process of programming.
The student will apply good graphic and design/planning skills to the production of graphic diagrams and the programming document.



 
A student who does not meet expectations will not incorporate knowledge and theories of interior design into the semester-long process of programming.
The student will apply fair graphic and design/planning skills to the production of graphic diagrams and the programming document.
 
Student's work is so poorly written and crafted that it is difficult to discern that knowledge, skills and processes are being applied.

 
Discipline Competency:                                                                                                                                                                                                                                     
Outcomes
Program Competency 4: Students communicate effectively.                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The student communicates in writing (research and written portion of the program) and graphically (program graphics and in the production of the program book.)



 
The student communicates in writing (research and written portion of the program) and graphically (program graphics and in the production of the program book.)


 

The student does not communicate well in writing or graphically
 

Student does not turn in program, thus not communicating either in writing or graphically.


 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/2/2006 2:05:53 PM