| Fall 2010 Architecture Graduate Courses |
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ARCH 200A (8) 200A must be taken on a satisfactory/unsatisfactory basis. 200B must be taken for a letter grade. Four hours of lecture/seminar, eight hours of studio, and four hours of laboratory per week. Introductory course in architectural design and theories for graduate students. Problems emphasize the major format, spatial, material, tectonic, social, technological, and environmental determinants of building form. Studio work is supplemented by lectures, discussions, readings, and field trips. ARCH 201 (5) Course may be repeated for credit. Two hours of lecture and six hours of studio per week. Prerequisites: 100A-100B or 200A-200B. The design of buildings or communities of advanced complexity. Each section deals with a specific topic such as housing, public and institutional buildings, and local or international community development. Studio work is supplemented by lectures, discussions, readings, and field trips. Students interested in taking ARCH 201 must enroll in Section 1 and attend a presentation by all of the section professors shortly before the start of instruction. The date, time, and location will be posted in August. Students may then request a preferred section. Final section assignments will be made by the Department of Architecture. ARCH 201 SEC 1 VIEWS from INSIDE: ARCHITECTURE by SUBTRACTION Download the full course description [PDF]. "all their world’s done to change the world
Along the 101 corridor between San Francisco and San Jose, particularly around the SFO airport, random corporate headquarters, chain hotels, parking lots, airport support structures and office parks form an almost continuously paved territory that floats precariously close to the surface of the San Francisco Bay. We will address these buildings and their surrounding asphalt as landscape — as the potential site for an architecture that can be excavated out of their very substance. That is, architecture that emerges out of architecture. We will approach these building sites with a non-judgmental spirit and a forensic eye for detail, as archeologists searching for new urban possibilities, considering an architecture that is reductive and subtractive, rather than cumulative and additive. We will ask: how can we begin to reverse the environmental degradation of the past 50 years, while at the same time taking on the least appealing architectural products of that period? The studio will emphasize lightness over weight, air and water over earth, and labor over material. We will challenge the definition of architecture as that which privileges new buildings on empty sites. We will optimistically assume that this now-ubiquitous detritus of the neo-liberal projects of the past several decades can become less privatized, less devoted to purely ‘urban’, anthropocentric values, and more open to ecological diversity and social compromise. ARCH 201 SEC 2 Urban Swim : Mission Pool (San Francisco) Download full course description [PDF].
Like many cities in the United States, San Francisco experienced a significant population increase in the years following World War II. The Association of Bay Area Governments reports a 22.2% increase in the decade between 1940 and 1950. In response, there was a corresponding growth in the City-sponsored buildings necessary to support such growth. Many of the City’s fire stations, branch libraries, neighborhood parks, public schools, community college buildings, recreation centers and swimming pools date to this period, particularly in areas other than downtown or the older and more established residential neighborhoods that are located upon the hills. Now approaching 60+ years, much of this ‘municipal infrastructure’ is in various states of decay and disrepair, as well as being deficient in terms of current codes related to issues of seismic performance, energy performance and accessibility. Over the past decade, a variety of bond measures have been approved by San Francisco voters that target funds for updating these valuable urban resources. In 2008, Proposition A was passed, allocating $185,000,000 to the improvement of local parks and associated recreation centers and swimming facilities. Once the money was approved, one of the first steps was to develop a priority list for where and how the funds would be used. The focus of our work will take place at the second most ‘in-need’ site on the list, the Mission Playground. More specifically, the project for the semester will be a proposal for a new swimming facility to replace the existing Mission Pool, which is the only open-air public pool in the City. In addition to the pool, the project involves a small common use room [‘clubhouse’], public restrooms that support the adjacent athletic courts, and a large urban mural wall. The size and program will be similar to the existing facility [±11,000 sf ]. The conversation in the studio will center around the following issues and investigations: the role of municipal projects in manifesting larger civic ideals; the nature of long-span building design; the conditions of water and ground as formal instigators; the relationship of the project to the surrounding park and city. “Operability” will be a guiding interest, and will center our technical and environmental inquiries on strategies for a permeable/operable/pliant roof membrane. Please note: the word ‘community’ is specifically and intentionally not listed above and will be generally discouraged; new work will be required for every class meeting; the majority of the studio will be taught via group pin-up sessions; you will be required to swim at least once, or at least paddle about; we will be traveling to the Mission, you will not be reimbursed for expenses. ARCH 201 SEC 3 good(s) : a comprehensive design studio concerned with lots of stuff
good : something worth having or achieving; good(s) : stuff contained in buildings and on site; considerable in extent or size good : something resulting in a beneficial effect or state good(s) : a product that can be used to satisfy some desire or need good : used in exclamations of surprise, dismay, or other strong feelings; of a high quality or standard What do we find when we look around, but more importantly how are we looking? ARCH 203 (FORMERLY ARCH 209D) (1–4) Students may take 203/204 or 203/205 to complete the studio requirements. Three hours of seminar per week. Prerequisites: Graduate standing. Formerly 209D. Specific research topics organized to prepare students for their final project studio or thesis. ARCH 203 SEC 1 PAST FUTURES: HORIZONTAL DENSITIES Download the full course description [PDF].
Cities have almost always been interconnected places, an urban fabric. In viewing the long tradition of city building, late 20th century development can be seen as an aberration caused by immense concentrations of capital, availability of cheap energy, and technologies of mass production. As a result, as cities have grown more dense, design and development moved away from building cities as fabrics toward building discrete objects, away from the continuous and shared experiences of cities to a fragmented and privatized urbanism. In Beijing, small retail shops once extended along the length of streets that served as seams between residential neighborhoods. Today, the shops are swept into malls, and the streets widened for cars. In Shanghai, the collective courtyards and lanes of the horizontal city are replaced by iconic towers and elevated highways. The sense of being “inside” -- in the room, in the courtyard, in the street, in the neighborhood --is lost, replaced by disembodied interior space and interstitial exterior dross. So, we are considering a simple question, what are the forms of a 21st century city? To promote connective qualities of urban fabrics, the research seminar+studio explores the design of the dense, horizontally continuous building and it potentials to sustain us both culturally and environmentally. While vertical containers have provided easy solutions to accommodate increasing density, we now work in a time of changing assumptions about wealth, use of resources, identities of place, and the practices of everyday living. There are several contingent design propositions that will be used to explore horizontal density: One: We propose that larger scale developments continue to replace small lots, not because of the return on capital but because of their potentials to build horizontal continuities. We will explore a model of property ownership with public investment in longer time frames and private investment in smaller territories. This model will be directed toward achieving diverse environmental stewardship and territorial claims. In building more, we should expect to get more, greater diversities in public and private spaces as well as collective and individual territories. Two: We propose to intensify the local, looking for opportunities of locale in microclimate, landscape, materials, and history at multiple environmental levels from the unit to the neighborhood to the district to the city. As first principle, we will work with passive systems, wary of technologies that maintain consumptive habits. Three: We propose to differentiate the lives of building systems as a more robust way of building that affords a vitality of agency, diversity of territories, and efficiency of resources reviewing the advantages of site and off-site production. Some of the assemblies will be built to endure; others built for ease of change and disassembly. Within each time frame -- 150 years, 50 years, 25 or 5 years as well as season to season -- we will explore form and fabrication in terms of life cycle appropriateness. Along the way ARCH 203 SEC 2 Description to come. ARCH 209 (1-4) Course may be repeated for credit as topic varies. One to four hours of lecture per week. Prerequisites: Second or third year graduate standing. Topics deal with major problems and current issues in architectural design. Extended Course Description To come. ARCH 209C (1-4) Description to come. ARCH 216 (3) Prerequisites: 110, or consent of instructor. Taste is at work in the way we display our things as much as in the qualities of things themselves. A performance-oriented model of taste observes that objects fall into two broad categories: pragmatic (that support behavior) and symbolic (that identify a person). People visually organize these two categories of objects using both explicit and subconscious aesthetic rules to produce visually unified displays. Depending on how it is used, how it is placed in relation to other things, an object's meaning can vary. The display of taste is where objects take on — and shed — meanings, depending on how they are combined with one another. This seminar reviews the extensive body of 20th-century theory and empirical research on taste and considers the implications of theories about taste for design creation, design education, and for client-professional relations. ARCH 229 (1-4) Fifteen hours of lecture/seminar per unit per semester. Prerequisites: 210 or consent of instructor. Credit option: Course may be repeated for credit as topic varies. Selected topics in digital design theories and methods. ARCH 229 SEC 1 This research seminar will explore the design, development and fabrication of ceramic architectural components via CAD/CAM fabrication and rapid manufacturing. Investment in a process moving from designing digitally to the creation of physical objects that are rich with material potential at several scales will be the thrust of the course. The seminar will explore various techniques using the Computer Numerically Controlled (CNC) Router as a means to produce formwork for slip-cast ceramics and 3D printing using a clay substrate to produce full scale and scaled fired ceramic building components. Embedded technologies and tectonic expression as well as empirical testing of components for insulative quality, compressive and tensile strength, solar gain will also be explored. Prerequisites for the class include proficiency in 3D modeling using Rhinoceros The first two projects will be devoted to fabricating molds for the production of ceramic proto-building components. Ceramics lab access will be necessary to produce your projects in the ceramics laboratory in Wurster Hall. Woodshop access is also necessary to gain access to the architecture shop. ARCH 238 (FORMERLY ARCH 209A) (3) Three hours of seminar per week. Formerly 209A. This seminar examines the relationship between technology and design philosophy in the work of architects through analysis of individual buildings within the context of the complete oeuvre and an examination of the architect's writings and lectures. The seminar poses the following questions: What is the role of technology in the design philosophy of the architect and how is this theoretical position established in the architect's writings, lectures, interviews? How is this position revealed through the work moves to the developing world? How is this position negotiated in the design and construction of an individual building? Is this a successful strategy for achieving technical performance? Is this a successful strategy for achieving a coherent theoretical statement? A series of lectures explores these questions in relation to the architect and a set of required readings introduces the work of the architect and explores the relationship between technology and design philosophy. Students choose one building to investigate in parallel with the methods and issues discussed in class. These studies are presented in class as completed and assembled for submission as a final project. ARCH 239 (1-4) Fifteen hours of lecture/seminar per unit per semester. Prerequisites: Consent of instructor. Credit option: Course may be repeated for credit as topic varies. Selected topics in contemporary and historical architectural design theory and criticism. For current offerings, see departmental website. ARCH 239 SEC 1 Spaces of Local Development This course focuses on the workshops, firms, activities and labor skills that are present – even if in an embryonic form – in a given area and can be starting points for local (re)development. Drawing from industrial district studies (which deal with the success of geographical clusters of small firms in related activities), in this course will pay particular attention, to the close-nit social and economic relationships that characterize these complexes of small firms and to the spaces that foster those relationships. Students will be asked (1) to research specific case studies either of an already existing industrial district (e.g., the garment/fashion district in NY or LA, urban agriculture in Berkeley, multimedia in Santa Monica), or of an underdeveloped area, and (2) to identify interventions on spaces that can facilitate the interactions necessary for the successful growth of the selected cases. ARCH 239 SEC 2 Architecture, Ethics, and Activism This class will explore the paradoxes and possibilities of activist architectural practice. Activism is characterized by intentional actions that seek to bring about social and political change. Architecture depends on finance, regulation, institutions, industries, experts and laypeople to be realized, making the pursuit of activist agendas a complex ambition, one that requires navigating across a wide array of contradictory terrains. Where does an activist agenda begin and end, and how do we define what constitutes a successful form of activist practice? The question of how to define, realize and assess activist agendas in architecture necessarily involves the philosophy of ethics: the systematic study of the reasoning or ways of thinking that guide the actions of a particular group. Over the last two decades there has been a resurgence of interest in activist approaches to architecture, and with it, calls for sustained engagement with the field of ethics. A wide range of academic, philanthropic and non-governmental organizations concerned with the built environment have emerged to address conditions ranging from the aftermath of environmental devastation (as in the post-Katrina rebuilding efforts) to the impact of growing economic inequality (as in the consequences of the foreclosure crisis for housing provision), slum improvement programs in rapidly urbanizing cities, and the housing conditions of populations displaced by war and other forms of social unrest. This class will provide an introduction to the field of architectural activism and the many debates that surround it, through a combination of student-led research projects, case studies and site visits to relevant organizations in the Bay Area. Students will be divided into research teams and asked to develop a class presentation on an ethical controversy and its architectural response. The course will have the following primary goals: 1) To consider activist practices historically: The current wave of activist practice is frequently represented in the architectural media as “new” and a departure from more conventional forms of practice. We will challenge this claim by investigating the rich (and sometime problematic) history of activist architecture, using historical examples to raise questions about current agendas. Our historical focus will be on the period following 1968, when many of the assumptions of high modernism, technical rationality and professional expertise were challenged through advocacy planning and participatory design. 2) To introduce students to the ethical basis of activist practice: There are a wide range of competing approaches to the processes and philosophy of ethical decision-making. This class will provide students with an overview of the philosophy of ethics as it has unfolded in architecture, with specific emphasis on the ethics of pragmatism, where theories are tested and revised through iterations of practice. 3) To examine activist practices through case studies: We will explore responses to specific ethical controversies and dilemmas through case studies that provide an overview of the different frameworks and contexts for activist practice. These will extend from examples of “engaged learning” in architecture programs to innovative forms of practice developed by professional firms, NGOs, charitable organizations, and government agencies, amongst others. 4) To consider the local and global dimensions of activist practice: The social processes that shape activist agendas (whether the effects of an oil spill, or the impact of toxic assets on housing supply) transcend national borders. This class will argue that activist practices, though related to geographically specific contexts and conditions, must be attuned to the global interdependence of economies, cultures and environments. We will therefore consider the capacity of practices developed in one context to inform those in another; we will also consider activist alliances and temporary collaborations across borders in response to common transnational issues. Class format: The course will be divided into three major segments: the first part of the class will provide students with an overview of key debates in the ethical frameworks of activist practice; the second part will examine the potential and limitations of historical models of architectural activism. ARCH 242 (1,2) One and one-half hours of seminar per week. Grading option: Must be taken on a satisfactory/unsatisfactory basis. Presentations on a variety of topics related to sustainability, offering perspectives from leading practitioners: architectural designers, city planners, consultants, engineers, and researchers. Students can enroll for one unit (required attendance plus reading) or two units (with additional assignments). ARCH 244 (FORMERLY ARCH 249X) Fall 2010 ARCH 244 Course Website (3) Three hours of seminar per week. This exploratory seminar addresses a secret life of buildings related to physical performance. Students examine architectural, lighting, and mechanical systems in existing buildings with attention to energy use, occupant well-being, and architectural spacemaking. The seminar applies a collection of measurement techniques, often involving novel approaches, to reveal operating patterns in the complex environment of contemporary buildings. The personal experience students gain in performing the evaluations contributes to the students' experiential base at a formative time. Analysis of data collected in the field and the comparison of these data to values given by simulation tools provides a foundation for understanding the more abstract tools and standards used by designers in practice. The juxtaposition of design intention and post-occupancy performance can be a powerful learning experience now, as well as preparation for evaluating building performance in the future. ARCH 245 Fall 2010 ARCH 245 Course Website (3) Three hours of seminar per week. Prerequisites: 140 or consent of instructor. This exercise-based seminar explores qualities of daylight with attention to developing an understanding of the physical and perceptual mechanisms that shape our experience of daylight. Students use three-dimensional models as a tool for the investigation of daylight in buildings. The distribution of natural light in architectural space is a particularly complex phenomenon that defies realistic numerical analysis. In contrast to the complexity of a computer simulation, physical models offer a practical tool for understanding natural light in architectural space. Well suited to the skills of an architect, this technique can be used at all stages of the architectural design process. Models can predict a design's performance in quantitative detail and provide immediate visual information for assessment of qualitative issues. Student work will include the construction and analysis of lighting models as well as a series of exercises designed to hone students' capacities to observe and understand light. ARCH 249 (1-4) Course may be repeated for credit as topic varies. Fifteen hours lecture/seminar per unit per semester. Prerequisites: 140. ARCH 249 SEC 1 Extended description to come. ARCH 253 (3) Three hours of lecture/seminar per week. Prerequisites: 150. Contemporary design and construction techniques for improving the performance of new and existing buildings in earthquakes. Topics will include 1) basic principles of seismic design and building performance, 2) retrofit of existing buildings and evaluation techniques, 3) design and planning for disaster recovery and rebuilding. The course will use Bay Area and campus buildings as case studies. Extended Course Description This is a technical seminar, introducing seismic design principals to architects. Students will be expected to develop an understanding of the seismic performance design issues for new structures and to appropriate retrofit techniques for existing buildings. This course will help a student to “read” the structural components of existing buildings and to select an appropriate structural system for a new design. Students will not be expected to do engineering calculations, but are expected to learn and understand engineering terms and concepts. This class fulfills the second structures requirement for graduate students in the Department of Architecture. ARCH 256 (1-3) Three hours of seminar per week. Prerequisites: 150 or equivalent. Teaching structures to architecture students on their own turf: in a design studio. The course is organized around weekly desk reviews and assignments for students enrolled in a 201 design studio or thesis. The reviews and assignments focus on the structural issues of the students' projects. A central goal of the course is to help students understand structural issues as they relate to design and to help them become comfortable with structural concepts so that they can begin to integrate the structure and architecture. The course can be taken for 1 unit, 2 units, or 3 units depending on the amount of time a student wishes to commit to it. A final report showing the evolution of each student's project with clear reference to how structural understanding influenced design decisions is required of all students regardless of units taken. Enrollment strictly limited to 10 students. ARCH 260 (3) Three hours of seminar per week. Prerequisites: Graduate standing or consent of instructor. This course is a graduate-level course concerned with the basics of construction, including common practices in California, material choices, building codes and legal context, cost issues, and other related topics. Students will learn through site observation, textbook study, lectures, and regular individual assignments, quizzes, and tests. There may be opportunities for three-dimensional representation of construction or other hands-on work. Graduate students from architecture, real estate, and engineering are welcome. ARCH 262 (3) Three hours of seminar per week. Course may be repeated for credit. This seminar will reevaluate the material nature of buildings by studying and understanding construction details and the new technologies that are revolutionizing design construction and labor relations in architecture. Extended Course Description Download full course syllabus [PDF].
This seminar will reevaluate the material nature of buildings by studying and understanding construction details and the new technologies that are revolutionizing design construction and labor relations in architecture. Nowhere in architecture is bodily contact felt more readily than in the realm of detail. Small when compared to a building’s overall mass, details should be considered the building’s basic genetic, in-print determining not just the architecture’s appearance but also its performance. Each detail contributes to the meaning of the whole and simultaneously represents a microcosm of the larger entity. For Le Corbusier, this idea could be traced back to nature, where the smallest cell determines the validity of the whole. Through dedicated research, analysis, and interpretation of case studies and self-generated design investigations, we will explore and understand formal and material innovation and the increasingly global nature of architectural practice; consultants, suppliers, and fabricators; as well as the understanding of the critical role of computers in architecture. Finally, we will also discuss the ethical dimension of detailing as the choice of materials and their combination has a potential impact on world resources, environments, and economy. Structure The course is structured in four parts: first, a series of guest lectures aimed at understanding approaches of current practices to detailing; readings exploring the historical, cultural, and technological context of Modern Architectural construction; a series of in-depth case studies of significant buildings from the last 30 years focusing on construction technique, materials, and the architect; and the design and making of 1:1 details intended to develop and advance your own design work. ARCH 264 (3) Two hours of lecture and one hour of discussion per week. Prerequisites: 160 or consent of instructor. This seminar looks at the implications of off-site fabrication in architecture: consistent, protected environments; worker efficiency and safety; trades are easy to coordinate; cheaper, semi-skilled labor can be used; construction periods can be shortened; and completion dates may be more predictable. Off-site fabrication can allow for increased refinement and trial assemblies. However, it may also create monotonous sameness when the processes and results are not considered with care. ARCH 269 (FORMERLY ARCH 269X) (1–4) Course may be repeated for credit as topic varies. Fifteen hours of lecture/seminar per unit per semester. Prerequisites: Consent of instructor. Selected topics in construction and materials. URBAN WATER SEMINAR MASTER PLAN. This seminar is part of a series of seminars and studios on design and construction of public projects supported by the Urban Water Studio. This seminar will focus on the design process of “master planning” for large scale, long-term projects. Dependent upon opportunities and student interest, we may construct small elements of the longer-term construction plans. Major focus will be on site research, project programming, and development of strategies integral to future construction opportunities. Issues will include site investigation, programming of uses and opportunities, collaboration with diverse design and research fields contributing to the design process, project management and communications, including multi-media collaboration and publicity, as well as identification and development of project supporters and funding opportunities. ARCH 273 (3) Three hours of lecture per week. Prerequisites: 170A-170B and consent of instructor. This course examines developments in design, theory, graphic representation, construction technology, and interior programming through case studies of individual buildings. Our survey technique will be highly focused rather than panoptic. Each lecture will delve deeply into one or two buildings to examine program, spatial organization, graphic representation, critical building details, construction technology, and the relationship of the case study building with regard to other contemporary structures and the "architect's overall body of work". From this nucleus, we will spiral outward to consider how the case study is embedded within a constellation of social and economic factors crucial to its design and physical realization. This survey of "modernism's built discourses" provides multiple perspectives on the variety of architectural propositions advanced to express the nature of modernity as a way of life. ARCH 279 (1-4) Course may be repeated for credit as topic varies. Fifteen hours of lecture/seminar per unit per semester. Prerequisites: Consent of instructor. Selected topics in the history of architecture. ARCH 279 SEC 2 Americanization and Architecture This seminar examines transnational transfers of architectural artifacts and practices, as well as the interpretive structures used to evaluate them. Our approach challenges export-biased conceptions of Americanization, which presume cultural imposition through direct reproduction of American buildings and design practices abroad. An initial review of built environments said to contribute to the early-Twentieth century ‘Americanization’ of US immigrants will provide a framework for understanding both America and Americanization as cultural imaginaries. Subsequent readings and case study discussions will explore the processes by which American architecture, professional practices and design theories have been appropriated, “domesticated,” or resisted, emphasizing the agency of brokers and end-users, both individual and institutional, of these cultural imports. Case studies will include design modes like MoMA’s International-style modernism, building types like supermarkets and suburban homes (with an emphasis on the postwar American kitchen), and architectural practices including design education. The seminar’s final grade will be based on discussion participation, one-page assignments analyzing weekly readings, and a final research essay. Outstanding seminar essays will be submitted for inclusion in a theme issue on Americanization in the Taylor & Francis journal Architectural Theory Review. ARCH 279 SEC 3 Histories and Theories of Urban Intervention Organized around a series of historical episodes, this lecture/discussion course depicts the urban environment as an arena where differing concepts of representation, agency, order, and control compete for public attention. Lectures and readings will problematize the professional discourses of urbanism by juxtaposing them with topics, interpretations and practices drawn from a broad range of scholarly and popular sources. The course is intended to provoke students into reexamining conventional narratives of architecture, urban design and planning. To do this, we will critically analyze well-known and obscure examples selected from the history of 19th and 20th century European and American cities and suburbs in order to question both their assumptions and their efficacy. Topics will include amusement parks, decentralization, housing design, immigration, slums and poverty, professionalism, urban sociology, settlement houses, suburbanization, metropolitanism, nightlife, shopping malls, skyscrapers, segregation, urban parks, urban renewal and zoning. This course is recommended for advanced M. Arch and MCP students, M.S. students in Architecture, and PhD students in all three CED departments with an interest in American urban topics. Particular attention will be given to historiography. ARCH 279 SEC 4 Architecture and Memory Architecture and Memory examines the relationship between the built environment and cultural constructions of memory. Topics may include, but are not limited to, cross-cultural conceptions of the relationship between place, buildings, and memory; the destruction, neglect, or desecration of memorials; changes in spatial conventions of commemorative landscapes, objects, and practices; the recent rise in interest in sites of memory and heritage; the World Trade Center; impromptu memorials; and phenomenological approaches to the subject. Readings will include selections of Pierre Nora’s Lieux de Mémoire, James Young on the Holocaust, Serguisz Michalski on the politics of European memorials, Françoise Choay on the invention of the historic monument, Nigel Thrift on non-representational theory, Bruno Latour, and a range of other essays and books. The course will provide students with the opportunity to do original research on a topic of their choosing. Students from all disciplines are welcome! ARCH 281 (4) Four hours of lecture/discussion per week. M.S. or Ph.D. standing or consent of instructor. This is the introductory course in methods of inquiry in architecture research to be required of all entering Ph.D. students in all areas of the program. The purpose is to train students in predissertation and prethesis research strategies, expose them to variety of inquiry methods including the value of scholarly research, the nature of evidence, critical reading as content analysis and writing, presenting and illustrating scholarship in the various disciplines of architecture. ARCH 298 (1-4) May be repeated for credit up to unit limitation. Grading option: Sections 1-3 to be graded on a satisfactory/unsatisfactory basis. Sections 4-10 to be graded on a letter grade basis. Special group studies on topics to be introduced by instructor or students. ARCH 298 SEC 4 Design Innovation Collaboration Download: Course Flyer | Course Syllabus This is a new course designed to integrate interdisciplinary collaboration and innovation practices with CED’s design theory and process expertise. Design is now being understood as useful in contexts other than the traditional object-oriented design professions. Many disciplines are interested in learning about design thinking and how to deploy design methods to solve an ever-widening range of complex problems. The term “wicked problems,” coined by CED professor Horst Rittel in the 1970’s, characterizes this type of complexity. But successful high-level solutions to complex problems requires more than design thinking and design process. They also require systems thinking and critical thinking along with effective innovation and collaboration practices. This course will expose students to an integrated model of all these areas. The course will take place in the newly-estabished Cal Design Lab at Wurster where these practices will be taught and utilized. The project-based learning experiences will anchor the theory and practice of the model. The course content integrates with a related course, “Problem Finding/Problem Solving” being introduced in the Haas School of Business this fall. This integration will allow students from different schools to work together on interdisciplinary teams. It is envisioned that over time these courses and their attendant practices will become the baseline “lingua franca” of interdisciplinary project work in the campus network of design labs. The course is project-based and will integrate talks/readings/exercises with projects/practices. Students will work on interdisciplinary projects. Drawing from disciplines across the campus, this is the entry-level course for access to the Cal Design Lab at Wurster and for supporting the ongoing development of practices and culture of interdisciplinary collaborative work. ARCH 299 (1–12) Course may be repeated for credit. Individual studies including reading and individual research under the supervision of a faculty adviser and designed to reinforce the student's background in areas related to the proposed degree. ARCH 602 (1–8) Course may be repeated for credit. Must be taken on a satisfactory/unsatisfactory basis. Individual study in consultation with the major field adviser, intended to provide an opportunity for qualified students to prepare themselves for the various examinations required of candidates for the Ph.D. This course may not be used for units or residence requirements for the doctoral degree. |
Over the course of the past half-century, a building typology has emerged and taken hold in the urban hinterlands that hugs our highway systems. Beginning as a response to expensive urban real estate, corporations constructed office buildings outside the limits of major cities, facilitating the ability of employees to travel to work in their private vehicles.
good(s) : baggage that we carry through life;
The City of Tianjin, China, is about to embark on the redevelopment of a 200 ha (500 acre) district of the inner city, and we have been invited to contribute to this endeavor. Rather than design yet another version of a 20th century city, this research seminar+studio will explore a paradigm that recognizes that we live horizontally -- rethinking habits of considering buildings as containers.