Nov 10, 2016 by Benyamin Schwarz (SchwarzB)
ARCHST 1600W schwarzb : Fundamentals of Environmental Design - Writing Intensive
Thu, 10 Nov 2016 16:16:34 GMT
Thu, 10 Nov 2016 16:16:34 GMT
I am proposing
Proposer User ID:
Are you submitting this proposal on behalf of an instructor?
Instructor for whom you are submitting proposal:
Instructor User ID:
Subject Area’s Department Chair/Director:
Chair/Director User ID:
Term for Proposal
Course Catalog Information
Architectural Studies (ARCHST)
Subject (Hiden for filtering CWP committee)
Full course title:
Fundamentals of Environmental Design - Writing Intensive
Survey of the architectural environment emphasizing design fundamentals such as use, aesthetics, stability of structures and human relationships with places and time.
A-F (allow student to choose S/U option)
Prerequisites or Corequisites:
Instructor User ID:
Attendance at Campus Writing Program workshop:
Yes, in the last five years
Percent of Course Duties:
The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Type of Additional instructors:
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
Grad Instructor Qualifications:
Honors Course Information
Overview of Honors course content:
How many sections of this course does this instructor intend to teach for this term?
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
Days of class meeting:
Class start time:
Class end time:
Detail of other assignments:
Honors enrollment cap:
Cross-listed enrollment cap:
If consent is required, where can it be obtained?
Additional Sections Information
Writing Intensive Course Information
WI course overview:
Fundamentals of Environmental Design is a survey of the architectural environment emphasizing design fundamentals such as use, aesthetics, stability of structures and human relationships with places and time. This intensive writing class deals with poetics of architecture. It serves as a primer for visual environmental literacy. The course is designed to introduce students to architecture as a cultural phenomenon as well as an artistic and technological achievement. It includes investigation of key underlying design tenants, philosophies, and socio-cultural factors in designed settings analysis of theory as well as attributes of design fundamentals and an examination of technical, aesthetic, psychological, and ethical concerns that affect environmental design. The course emphasizes the arrangements and the organization of elements of form and space as they determine how architecture promotes, endeavors, elicits responses and communicates historical and symbolic messages. It is an exploration of the history of spatial design through images of places, and a review of culturally-diverse human-made environments.
What changes have you made to your course since its last offering?
No changes at this point
Delivery mode (select one):
Previous WI enrollment:
Expected WI enrollment
Should this course be considered for funding?
Large Enrollment Courses:
Explain the class structure:
How do you plan to monitor your students' performance?
I will meet the TAs for an hour twice week to discuss the issues in their sections and exchange information about the assignments. Following the grading of the final paper I will meet with the TAs to evaluate their grading and modify it if needed to maintain common denominators among the various TAs.
How will you ensure that GTAs grade and mark as you would
During our meetings before every class session and at the end of the semester I will review the grades that are assigned to the students.
Writing Intensive Assignments
I count the lengths of my assignments by:
1. Four short papers 2-3 pages related to class topics. Two peers review the first draft of each paper. After the peer review, the drafts are revised and submitted for review by the instructors. When these reviews are returned, the students again revise their papers and submit a final version of the paper to be graded by the instructors. All drafts submitted for review whether for review by peers or the instructors are turned in with the final version of the papers. 2. Ten brief abstracts 2-3 pages each based on assigned readings. Each Tuesday during the first ten weeks of the semester students have a reading assignment. The annotated abstract are due on the next Tuesday. The abstracts include a short summary of the main ideas in the chapter and the student's own interpretation on the main subjects introduced in the chapter. 3. One term paper 10-15 pages. Students may select any topic which is related to issues and concepts introduced in this class and research that topic through literature review, on-site visits, and, if possible, personal interviews. The students propose the topic and an outline of the term paper, in writing, for review and approval. Two peers review the first draft of the term paper. This also means that every student reviews two papers written by their peers. The instructors review a draft of the final version. After the final revision, the paper is submitted for a grade.
Length of assignment:
First Draft #
First Draft Evaluator:
Peer-review by 2 students
Revised Draft(s) #
Teacher Assistant and the Instructor
Total length of assignment:
Total pages for all assignments:
Total # of pages:
Total # of pages:
Total # of pages for all assignments:
Additional comments regarding assignments:
Writing Intensive Teaching
Method for teaching revision:
Instructor provided feedback
Other method for teaching revision:
If your writing assignments include group writing, please explain how individual work is assessed:
Explain briefly the nature of the assignment(s) which address(es) a question for which there is more than one acceptable interpretation, explanation, analysis, or evaluation:
See attached assignments.
Explain how the writing is distributed throughout the semester:
See attached syllabus.
Percent of course grade determined by writing-intensive assignments?
Explain how the remaining percent of course grade is determined:
Estimated number of TAs or graders:
Explain how you plan to select and train them and what their role in the course will be:
I usually have 7-8 TAs in this class. I meet each one of them for a personal interview for the selection process. During the semester we meet every day the class is taught an hour before the class for a discussion of the assignments and the expectations during the class time. The TAs interact with the students during the class time and during their office hours.
Upload Course Syllabus
Humanities and Arts
Correspondence with Instructor:
I have read and reviewed the updated proposal:
I have read and reviewed the updated proposal
Jonathan Cisco (CiscoJo) (
Wed, 02 Nov 2016 17:07:40 GMT
Approving course in house and moving to "OUR final review" step
Patricia Luckenotte (luckenottep) (
Thu, 10 Nov 2016 16:16:20 GMT
Per Julie Shea, both sections of ARCHST 1600 for Scwarz is listed for WI credit. I have added ARCHST 1600W, 01 and 02 to the Spring 2017 and cancelled the regular sections of ARCHST 1600, 01 and 02 for Spring 2017. The students who were enrolled in the regular sections of ARCHST 1600 have been moved to ARCHST 1600W.