11375 Special Project (Design Build)
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 2020 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
This subject is offered as an elective in the Master of Architecture (C04235). It falls under the special project series of electives which are directed toward content specificity. Content delivered under this special project is defined by the student due to its self-directed nature. Depending on the type of content and supervising academic, each special project has the ability to be run over a full session, as an intensive block-mode or approved self-direct individual study plan. This flexible learning approach enables students to examine a defined area of study in greater detail and develop increased knowledge, expertise and skills that support specific academic and career development.
Enrolment in this subject is contingent on the nature of the project being delivered.
- Individual projects are granted in negotiation with the supervising academic and require the approval of the course director. Students must demonstrate that they have a viable project, effective study plan and appropriate academic supervision.
- Participation in group and intensive block-mode studios is capped at 12 students unless otherwise approved by the coordinating academic.
- Participation in global or travelling programs is by invitation only following successful attendance of candidates at formal briefing sessions.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
|1.||Demonstrate advanced skills in research and architectural thinking|
|2.||Develop a critical and informed position relative to the project|
|3.||Establish a high-quality response to project brief through an engagement with sub-disciplinary areas of knowledge: history, theory, tectonics and or/practice|
|4.||Take responsibility for the production of outcomes suitable for the project to be evaluated at postgraduate level|
|5.||Engage in advanced architectural discourse surrounding topic of area|
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Establish and develop an informed and ethical position towards social, technical and environmental issues and practices (A.1)
- Recognise and appreciate local and global cultural diversities and values (A.2)
- Work cooperatively and professionally as part of a team, initiate partnerships with others, take a leadership role when required, and constructively contribute to peer learning (C.1)
- Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
- Produce inspirational responses that demonstrate the successful integration of sub-disciplinary areas of knowledge: history, theory, tectonics and/or practice (I.1)
- Creatively use architectural media, technologies and materials (I.2)
- Understand and challenge disciplinary conventions through an engagement with emergent forms of architectural practice, technologies and modes of production (P.1)
- Thoughtfully apply disciplinary learning in work, with a continuing commitment to personal professional development (P.2)
- Position work within an extended and critically reasoned context through the identification, evaluation and application of relevant academic references and architectural case studies (R.1)
- Define, develop and apply an appropriate design method in the execution of an architectural project (R.2)
- Independently analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore alternatives (R.3)
Teaching and learning strategies
Forms of subject delivery and learning activities are determined in negotiation with the academic supervisor. This may include inquiry-based studio lectures and related discussion, problem identification and analysis, experiential immersion and practice-oriented sessions. The nature of the learning activities will be determined by the subject context with a view to establishing authentic and relatable links to industry practice or research. Active learning activities will test understanding using higher order skills inherent in analysis, peer and tutor critique, empathetic discussion and artefact output. Students should be aware of the expectations for preparatory work and how this links to activities undertaken in scheduled meetings. Online resources for this subject are located on UTS Online.
Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality:
Formative feedback will be provided during the learning process, typically provided verbally by the subject's teaching staff. It will address the content of work and a student's approach to learning, both in general and more specific ‘assessment orientated’ terms. It is designed to help students improve their performance in time for the submission of an assessment item. For this to occur students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and in response altering the approach taken to a given assessment. Formative feedback may also, on occasion, be provided by other students. It is delivered informally, either in conversation during a tutorial or in the course of discussion at the scale of the whole class. It is the student’s responsibility to record any feedback given during meetings or studio sessions.
Summative feedback is provided in written form with all assessed work. It is published along with indicative grades online at UTS REVIEW. Summative feedback focuses on assessment outcomes. It is used to indicate --how successfully a student has performed in terms of specific assessment criteria.
The subject content will be arranged in consultation with the supervising academic. Each application of study should be required to outline the core learning objectives of the project, the topics and themes to be studied, provide a timetable for the semester’s work and the types of assessment suitable for the projects. Students will be required to attend at least two group meetings where they will present their findings to others enrolled in the special project
Assessment task 1: See further information for details
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.):
.3, .3, .3, .3, .4, .4, .4, .4, .4, .5, .5, A.1, A.2, C.1, C.2, I.1, I.2, P.1, P.2, R.1, R.2 and R.3
All assessment criteria will be defined within the detailed project description provided by the supervising academic.