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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 2010 HO

Faculty

Boehr, Kay Miller

Title

Associate Professor of Interior Design

Degrees/Certificates

Master of Architecture
registered architect
Member:  IIDA and IDEC

Office Location

MA430D

Office Hours

Monday/Wednesday: 3:00 - 5:00 pm, Thursday: 12:25 - 2:25 pm and Friday:  10:00 am - 12:00 noon

Daytime Phone

816-584-6705

E-Mail

kay.boehr@park.edu

Semester Dates

August 16 - December 10, 2010

Class Days

M--W

Class Time

1:30 - 2:45 PM

Credit Hours

3


Textbook:

Cherry, Edith.  Programming for Design.  New York:  John Wiley & Sons, Inc., 1999

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:


Recommended:
 
Botti-Salitsky, Rose Mary.  Programming and Research.  New York:  Fairchild Books.  2009.

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

Pena, William. Problem Seeking, An Architectural Programming Primer, 4th Edition.  New York:  John Wiley and Sons, Inc., 2001.
 
Rengel, Roberto J.  Shaping Interior Space, second edition.  New York:  Fairchild Publications, Inc. 2007.

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. 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:

1. Completion of a series of assignments that will be incorporated into the program.
2. Completion of a series of assignments that will lead to the design and construction of a preliminary portfolio
3. Completion of the program booklet

Grading:

Assignments:                            60%

Programming Book:                  20%

Portfolio:                                  20%

TOTAL:                                  100%
 
GRADING SCALE               A = 90 - 100
                                              B = 80 - 89
                                              C = 70 - 79
                                              D = 60 - 69
                                              F = below 60

Late Submission of Course Materials:

Late work will not be accepted without a written legitimate excuse attached and it must be turned in with the excuse at the beginning of the next scheduled class after the due date.  Work will not be accepted more than one class session 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.

 

Course Topic/Dates/Assignments:

AGENDA MONDAY WEDNESDAY
WEEK I    
date Aug. 16 Aug. 18
topic/activity Intro to class Lecture:  Research-thesis-programming
 

Lecture: Programming and Research:                      Types of Thinking

Activity:  Small group brainstorming
  Assign:  read Cherry, 1 & 2 Assign: Research Paper
WEEK 2    
date Aug. 23 Aug. 25
topic/activity Lecture: Portfolios Portfolio Audits: 3
 

Semester Assignment:     Portfolio Design

 
WEEK 3    
date Aug. 30 Sept. 1
topic/activity Present and turn in Research Portfolio Audits: 3
  Assign: Precedent Studies  
WEEK 4    
date Sept. 6 Sept. 8
topic/activity LABOR DAY Present /turn in Precdent Studies
  NO SCHOOL Assign: Read Cherry. 3 & 4
WEEK 5    
date Sept. 13 Sept. 15
topic/activity Lecture: Client and Background Research Portfolio Audits: 3
  Assign: Create Your Client 
WEEK 6    
date Sept. 20 Sept. 22
topic/activity Present/Turn in: "Create Your Client" Portfolio Audits:  3
  Lecture: Methods of Programming/Problem Seeking Assign: Portfolio Design  Concept & audit draft
  Assign: Precdent Study/Hypothetical Client  
  Assign:  Read Cherry, 5  
WEEK 7    
date Sept. 27 Sept. 29
topic/activity Lecture: Identifying Client Goals and Objectives Work Day: Portfolio Design Concept. Turn in Audit draft
  Assign: Written goals  Assign.: Read Cherry, 6

 

Review precendent study form/questionnaires with professor

WEEK 8    
date Oct. 4 Oct. 6
topic/activity Lecture: Gathering and Analyzing Information Lecture:  Concepts-Programming Strategies
  Assign: Facts Turn in Facts                    Turn in Precedent Study II
  Assign:  Read Cherry,7 Assign:  Mentor research

Assign:  Read Cherry, 8/10 Assign:  Concepts

WEEK 9: FALL BREAK: October 11 - 15  
WEEK 10    
date Oct. 18 Oct. 20
topic/activity Turn in Goals and Concepts Present Portfolio Design Concepts
 
Lecture:  Needs and Programming Graphics
 

Assign Area Allocation Charts/Needs List/Facts Revision

WEEK 11    
date Oct. 25 Oct.27
topic/activity Pin Up:                         Area Allocation Charts Mentor Reports due
  Turn in Needs/Facts Revisions Finalize mentors
  Assign: Adjacency Matrices/Bubble Diagrams
WEEK 12    
date Nov. 1 Nov. 3
topic/activity Pin Up and turn in: Adjacency Matrices/Bubble Diagrams Work Session: Analysis Cards
  Lecture: Analysis Cards as Feedback Tool
  Assign: Analysis Cards
WEEK 13    
date Nov. 8  Nov. 10
topic/activity Pin-up Analysis Cards I Pin-up Analysis Cards II
  Assign: Blocking Diagram/Image Collage
WEEK 14    
date Nov. 15 Nov. 17
topic/activity Work Day/Individual Meetings Pin-up: Blocking Diagram and Image Collage
WEEK 15    
date Nov. 22 Nov. 24
topic/activity

Work Day:               Professor Absent

Lecture: The Synthesis of the 
  Problem (Cherry, 9 & 11)
   
Assign: Problem Statement
Review: Requirements for C.A.P.
WEEK 16    
date Nov. 29 Dec. 1
topic/activity Turn in Problem Statement

Portfolios due

  Work Day: Program or Portfolio  Audits due
     Mentor Contact report due
FINALS WEEK: : Turn in program document (C.A.P.) by 3:00 Monday, December 6

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 "F".
  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 2010-2011 Undergraduate Catalog Page 95-96
INSTRUCTORS ATTENDANCE POLICY:

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, but arrive after it is distributed, will be considered tardy.  Three late arrivals will equal one absence.
In case of illness or emergency, the instructor must be notified prior to class by sending an e-mail message. Each student will be allowed three absences, which, if proper notification is sent, will be recorded as "excused." Therefore each of the following will result in a 5% deduction from the final grade:
1. Three "tardies" equalling one unexcused absence.
2. ANY absence that is not excused by a written (e-mail)notification.
3. The fourth and each subsequent absence, regardless of excuse.

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.


 

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Last Updated:8/8/2010 12:33:00 PM