Spring 2013 Course SLO Review

ARCH 103 - Architecture Design Studio III - Stage 3 - Jerry Lum

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Student self-assessments (such as reflective journals and surveys) Capstone projects or final summative assignments Learning Portfolios for mid-and final grade assessments; and included invited guest jurors from the professional and academic communities to critique final projects
Assessment Description	Icebreaker exercise focused on the level of student awareness of urban environments: the physical and experiential qualities (SLO nos. 1, 5, and 6); Case studies and design exercises applying the urban design theories, concepts, and principles of Lynch(The Image of the City), Shane (Recombinant Urbanism), and Newman (Defensible Space). (SLO nos. 1, 2, 3, 5, 6, and 7) Display of visual information exercises focused on analyzing and communicating findings applying Edward Tufte's Six Principles for the Analysis and Presentation of Data (SLO no. 5). Final project, "A Uchronian Garden in San Francisco's Mission Bay", required each student to satisfy a complex and large scale urban problem through design explorations; propose a refined conceptual solution in drawing and model form; and present a rationale for their final proposal (SLO nos. 1-7). Learning Portfolios included all work produced throughout the semester, chronologically ordered with written reflections relating to student learning process.
Learning Outcomes	ALL
Number of Sections	1
Number of Instructors	1
Number of Students	30

Changes

Details	Increased the amount of time, expectations, and opportunities to learn and apply digital skills in the service of visual presentations over past semesters of ARCH 103; Introduced additional urban design theories to supplement traditional urban design principles; Related film-making and film techniques to urban design to focus on multiple points of view and the impact of journey and time; Increased the size and scope of the final project in terms of scale and complexity over past semesters of ARCH 103;
Learning Outcomes	ALL

Details

Increased the amount of time, expectations, and opportunities to learn and apply digital skills in the service of visual presentations over past semesters of ARCH 103;

Introduced additional urban design theories to supplement traditional urban design principles;

Related film-making and film techniques to urban design to focus on multiple points of view and the impact of journey and time;

Increased the size and scope of the final project in terms of scale and complexity over past semesters of ARCH 103;

Learning Outcomes

ALL

Tentative Future Plans

Term	Spring 2014
Activities	Assessment (measurement) of outcomes Analysis and discussion of assessment data and next steps
More Details	In lieu of only formally requiring students to analyze and assess their performance through their Learning Portfolio submittals for midterm and final grades, have them do this as a complete cycle of activities for each week. This will increase the opportunities to practice and through repetition and feedback promote more rapid growth; Have each student visually track their own progress through documenting strengths and weaknesses associated with each activity.

SLO Details Storage Location

HARD COPY - In a department filing system (department office)
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)

Additional Highlights

Through the sheer volume of visual presentations demanded and the rigorous execution expected, students demonstrated a marked proficiency in thinking and making related to architectural design in an urban context. Learning Portfolios represent well the student achievements of this capstone design studio course and demonstrate the level of preparedness to continue their architectural education at transfer institutions. Unsolicited, the majority of students identified their newfound confidence in their academic abilities as end notes in their Final Learning Portfolios and associated joy with a semester's worth of intense learning!

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