11189 Practice: Research Cultures

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 132 credit points of completed study in spk(s): STM91202 168cp Core subjects (Landscape UG) BLArch(Hons)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject is designed to help students develop an approach to landscape architecture identifiable as 'design research'. Using a range of contemporary cases, students are shown how design research benefits the following:

• the quality of design outcomes
• their own design aptitude
• the discipline's continued advancement

To achieve this, the subject introduces a way of thinking about and doing design that is informed by an appreciation of what is considered 'good' and 'rigorous' research. This is centred around ideas of:

• novelty
• reflexivity
• criticality
• methodological rigour
• progressiveness
• scalability
• impact

The subject draws a distinction between design per se and the practice of design research. As such, it becomes apparent that not all approaches to design are created equal, with impacts good and bad. Moreover, rather than re-shaping design in the image of conventional research, it is argued that the properties widely understood to characterise research have their equivalence in design culture generally and landscape architecture in particular.

Taught in parallel with student design activities at honours or masters level, the subject’s instruction draws on and complements their emerging design practice. This subject serves as a vehicle for critically defining and positioning their concurrent work in studio. Drawing on different types of knowledge about design and designing, including design theory and design critique, students learn to position their research and themselves as design researchers. Further to which students learn to articulate their work's novel contribution, addressing its impacts for both a specific place, equivalent landscape conditions, and the discipline of landscape architecture more widely.

Subject learning objectives (SLOs)

1.	Articulate the distinctiveness of design research and describe its value
2.	Construct design research questions that are scalable, connecting the specific and general
3.	Source and synthesise information of relevance your research topic
4.	Use scholarly written and visual forms and conventions as a means of inquiry and communication
5.	Frame a design research project based on an understanding of good and rigorous research

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

• Advocate for landscape values to specialist and non-specialist audiences. (A.2)
• Present critical arguments about how research informs and drives design practice. (C.1)
• Develop advanced knowledge and skills through self-directed reflective practice. (P.1)
• Critically position work within an extended disciplinary context. (R.1)
• Challenge design conventions through scholarly research and investigative practice. (R.3)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

Weekly : 3 hours composed of a mixture of lectures, presentations, seminars, workshops and tutorials.

Feedback

1. All assessments will be graded in Canvas.
2. Feedback for AT1 should be taken into account in the process of completing AT2.
3. Each tutorial serves as a continuous feedback mechanism for students, as well as a chance to practice their research skills with the help of their tutor's guidance.

Content (topics)

The subject will cover the following topics:

• practices, protocols and methods of research in landscape architecture;
• design research;
• research as an expanded form of practice;
• higher-degree research in the university context;
• the publication and dissemination of research

Assessment

Assessment task 1: Positioning

Intent:	The idenfitifcation and analysis of design research practices specific to landscape architecture from the perspective of properities associated with good and rigorous academic research.
Objective(s):	This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.2, C.1 and R.1
Type:	Report
Groupwork:	Individual
Weight:	40%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Content and relevance 30 1 R.1 Argument and analysis 30 2 C.1 Structure and conventions 20 4 C.1 Style and presentation 20 3 A.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Framing

Intent:	The development of skills in structuring, composing and communicating a design research proposal.
Objective(s):	This task addresses the following subject learning objectives: 2, 3, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, P.1, R.1 and R.3
Type:	Report
Groupwork:	Individual
Weight:	60%
Criteria linkages:	Criteria Weight (%) SLOs CILOs Line of questioning 30 2 R.3 Reasoning and relevance 30 3 R.1 Research design and integrity 20 5 P.1 Style and presentation 20 4 C.1 SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.

Pursuant to “UTS Rule 3.8.2”, students who do not satisfy attendance requirements, may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.

Qwickly Attendance will be used to keep a record of lecture attendance. Students are required to 'check-in' online during the first 10 minutes of each lecture.

Students who are unable to attend for personal reasons (e.g. sickness) are to notify the subject's coordinators by email by the day of absence.

Required texts

Required reading is listed in the weekly schedule. This reading must be completed prior to the class each week.

Recommended texts

Relevant texts will be issued with assignments

References

In the interest of academic integtrity, all references, both written and visual sources, must be professioinally cited using the faculty's preferred referencing style: APA 7TH Referencing Style.

Referencing is a standardised method of acknowledging sources of information and ideas that you have used in your assignments or research, in a way that uniquely identifies the source. It is not only necessary for avoiding plagiarism, but also for supporting your ideas and arguments.

The UTS Library has developed additional support materials to guide students in the use of the APA referencing style.

Further support may be accessed via visiting the following link: https://www.lib.uts.edu.au/help/referencing/apa-referencing-guide