COURSE OUTLINE Description Evidence-based design, design guidelines, form-based codes, life-cycle analysis, sustainability and resilience Learn from yesterday, live for metrification, and architectural informatics all have today, hope for tomorrow. The arisen in recent contemporary architectural practice important thing is not to stop as indicators of emerging thought. As such, architects questioning. and their consultants increasingly employ a number - Albert Einstein of diverse research methods to explore and discover findings that potentially can inform the future direction of the built environment. Students in this course will learn how to conduct research that will enhance their capacity to not only pose a research question but also to answer it in a professionally credible manner. Objectives The objectives of this course are to teach the student to: Understand the process of architectural research; Understand the types of research methodology; Explain and apply research terms Understand the ethics associated with research. Propose a research study. Teaching Philosophy The built environment acts as the students own living learning laboratory and provides a means to integrate course concepts into explorations in studio and professional practice. Lectures, site visits, and readings form the foundation of the course. Projects are designed to sensitize students to the past, present, and future built world and how building performance analysis enables architects, engineers, and owners to plan for reuse or continued use of existing buildings. Student interaction forms an important part of my teaching philosophy. The questions and the resulting discussions bring significant vitality to the course. Students are strongly encouraged to proactively ask questions to initiate discussions as well as seek clarity on materials presented in the lecture. Outside the classroom, it is expected that students will also seek further inquiry that fosters the formation of their life-long learning skills. This includes completing class readings before each lecture, investigations at the library and other resources, working in study groups, and consultations with the instructor. 1
Organization Class Hours Instructor/Office Hours WebSite Textbooks & Readings Class will meet on Tuesday 6-9 PM, in Room 229 AAC. There will be a combination of lectures, student-led discussion, guest speakers, site visits, and project release time as indicated on the syllabus. Robert A. Young; 581-3909; young@arch.utah.edu; Room 240 AAC, by appointment. Students should periodically consult the instructor s web site www.arch.utah.edu/young for updates on assignments and other course information. Lucas, Ray. 2016. Research methods for architecture. London: Lawrence King Publishing. Noted as L on class reading schedule. Creswell, John W. 2009. Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed. Thousand Oaks, CA: Sage Publications. Noted as C on reading schedule. Selected readings are on the class website or on Canvas. Refer to "Supplemental Readings" section below for titles. Noted as RM on class reading schedule. Other readings will be added as needed. Decorum & Attendance Punctuality, professionalism, and leadership are valued by clients, employers, colleagues, and faculty. As such, students should be ready to begin class at the scheduled start time and be prepared to ask and answer questions. Pagers and cell phones must be turned off or set to non-audio mode. Do not eat in class. Class begins with announcements and questions to and from the class and the resultant discussions. Participation goes beyond just coming to class and taking notes. Leaders ask questions and seek clarity to foster greater understanding for themselves and for the class. Leaders engage the class in 2
learning course materials both inside and outside the classroom. Pagers and cell phones must be turned off or set to non-audio mode. Use of electronic devices for emails or doing anything else unrelated to the class (e.g. online chatting, internet surfing, assignment from other courses, etc.) is prohibited during class. All students are expected to maintain professional behavior in the classroom setting, according to the Student Code, spelled out in the Student Handbook. Students have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism, and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations, it is the faculty responsibility to enforce responsible classroom behaviors, beginning with verbal warnings and progressing to dismissal from class and a failing grade. Students have the right to appeal such action to the Student Behavior Committee. Unless you bring enough food to share with the class, do not eat in class. At certain times, the College of Architecture + Planning will be sponsoring lectures by notable architects, planners, and other design professionals. On those lecture dates which coincide with the scheduled class period, class will start after the lecture concludes. Due to the quantity of materials covered, it is recommended that students attend the seminar regularly, ask questions, and keep up with the reading. Students participation and leadership qualities in class lectures, discussions, and projects will be used in consideration of their final course grade. Projects These projects must be submitted to meet the course completion requirements: 3
Literature Review Research Proposal Research Methods Discussions Speaker Journal Students are responsible for all in-class instructions on projects. Unless otherwise stated, projects are due by the start of class on the day they are due. Project grades will be based on completeness, accuracy, technical comprehension, legibility, and originality. See grading rubric on Canvas for further information. Late Policy Grading Late work will be penalized one full letter grade (e.g., an "A" will become a "B", etc.) for any part of the first calendar day and one full letter grade per day thereafter. All unsubmitted late work must be turned in by 5:00 PM on the last day of the regular semester classes (not finals week) to receive completion credit even though it may be too late for a letter grade. Final grades will be based on the following credit: Item Proportion Literature Review 15% Research Proposal 30% Research Methods Discussions 30% Speaker Journal 15% Participation & Leadership 10% Total 100% Grades will be based on these levels of work: A: Work is well above expected level B: Work is at the expected level C: Work is below the expected level D: Work is not acceptable at the graduate level E: Work is failing Accessibility The seeks to provide equal access to its programs, services, and activities for people with disabilities. Reasonable prior notice is needed to arrange accommodations. 4
University Curriculum Last day to drop (delete) classes: August 26, 2016 Administration Notes Last day to add classes: September 2, 2016 5
CLASS SCHEDULE Date Topic Reading August 23 Tu Types of Research Overview; Framework Research Question; Hypothesis Read: L: 1-2 30 Tu Guest Speaker Luke Leither Annotated Bibliography; Literature Review; Statistics Fundamentals Read: C: 2, 5-7; L: 3 Review: RM-3, RM-4, RM-5: 8-9 September 6 Tu Guest Speaker Ole Fischer Research Method 1: Interviews and Focus Groups Read: L: 6, 10 13 Tu Guest Speaker Barbara Brown Research Method 2: Surveying and Quantitative Analysis Project 1 Preliminary Review Read: L: 9 20 Tu Guest Speaker Ryan Smith Research Method 3: Case Studies Read: L: 5; RM-6: 4 27 Tu Project 1 Presentations Project 1 Due October4 Tu Guest Speaker Martha Bradley Research Method 4: Narrative and Phenomenology Read: L: 8 11 Tu Fall Break 18 Tu Proposal Writing/Research Design/Ethics/Plagiarism Read: C: 4, 8-10; L: 7 Review: RM-4: 13; RM-5: 3 25 Tu Guest Speaker Shundana Yusaf Research Method 5: Archival, Building, and Site Research Read: L: 4 6
November 1 Tu Guest Speaker Mimi Locher Research Method 6: Ethnography Read: L: 13, 15 8 Tu Guest Speaker Sarah Hinners Research Method 7: Computer Modeling Project 2 Preliminary Review #1 15 Tu Guest Speaker Rima Ajlouni Research Method 8: Grounded Theory Read: L: 11, 14 22 Tu Guest Speaker Jason Brown (Envision Utah) Research Method 9: Participatory Action Research/ Design Charrette Project 2 Preliminary Review #2 29 Tu Research Method 10: Open Topic Reflection Session Speaker Evaluation Journal Due by Noon, Friday. December 6 Tu Project 2 Presentations Project 2 Due All unsubmitted late assignments due by 6:00 PM (TBC)=To be confirmed SUPPLEMENTAL READINGS On Reserve at Marriott Library Class readings RM-1 Lucas, Ray. 2016. Research methods for architecture. London: Lawrence King Publishing. [NA2000.L83 2016] RM-2 Creswell, John W. 2009. Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed. Thousand Oaks, CA: Sage Publications. [H62.C6963 2009] RM-3 Fink, Arlene. 2010. Conduction research literature reviews: From internet to paper, 3rd ed. Thousand Oaks, CA: Sage Publications. [Q180.55.M4 F56 2010] RM-4 Rudestam, Kjell Erik and Rae R. Newton. 2007. Surviving your dissertation: A comprehensive guide to content and process, 3rd ed. Thousand Oaks, CA: Sage Publications. [LB2369.R83 2007] 7
RM-5 Roberts, Carol M. 2010. The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation, 2nd ed. Thousand Oaks, CA: Corwin. [LB1742.R63 2010] RM-6 Creswell, John. 2013. Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications. [H61.C73 2007] Review Only RM-7 Salkind, Neil J. 2011. Statistics for people who (think they) hate statistics, 4th ed. Thousand Oaks, CA: Sage Publications. [HA29.S2365 2007] RM-8 Kyvig, David E. and Myron A. Marty, Eds. 1982. Nearby history: Exploring the past around you. Nashville, TN: American Association of State and Local History. [E180.5.N98 2000] RM-9 Stake, Robert E. 1995. The art of case study research. Thousand Oaks, CA: Sage Publications. [LB1028.S73 1995] RM-10 Krueger, Richard A. and Mary Anne Casey. 2015. Focus groups: A practical guide for applied research, 5th ed. Thousand Oaks: Sage Publications. [H61.28.K78 1994] RM-11 Gaber, John and Sharon Gaber. 2007. Qualitative analysis for planning & policy: Beyond the numbers. Chicago: American Planning Association. [HT165.5.G33 2007] RM-12 Gehl, Jan and Birgitte Svarre. 2013. How to study public life. Washington, DC: Island Press. [Online access via Marriott Library website] [HT166.G43713 2013] RM-13 Morrish, William R. and Catherine R. Brown. 1994. Planning to stay: Learning to see the physical features of your neighborhood. Minneapolis, MN: Milkweed Editions. [HT167.M674 1994] RM-14 Sanoff, Henry. 1991. Visual research methods in design. New York: Van Nostrand Reinhold. [NA2750.S25 1991] RM-15 Sanoff, Henry. 2000. Community participation methods in design and planning. New York: John Wiley & Sons. [HT166.S2195 2000] RM-16 Whyte, William H. 1980. The social life of small urban spaces. New York: Project for Public Spaces. [HT153.W49 2001] RM-17 Pickering, Michael, Ed. 2008. Research methods for cultural studies. Edinburgh: Edinburgh University Press. [HM623R47 2008] RM-18 Stoeker, Randy. 2005. Research methods for community change: A project-based approach. Thousand Oaks, CA: Sage Publications. [HN49.C6S76 2005] RM-19 Lennertz, William R. and Aarin Lutzenhiser. 2006. The charrette handbook: The essential guide for accelerated, collaborative community planning. Washington, DC: American Planning Association. [HT167.N37 2006] On Canvas website Readings include those submitted by the instructor for class as well as, guest speakers, and students in preparation for guest lectures and student-led methods discussions. 8
REFERENCE LIST Ahmed, Vian, Alex Opoku, and Zeeshan Aziz, Eds. 2016. Research methodology in the built environment: A selection of case studies. New York, NY: Routledge. [1] Boslaugh, Sarah and Paul Andrew Watters. 2008. Statistics in a nutshell: A quick desktop reference. Sebastopol, CA: O Reilly. [1] Condon, Patrick M. 2012. Design Charrettes for sustainable communities. Washington, DC: Island Press. [HT166 --.C62135 2008eb] Creswell, John W. 2009. Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed. Thousand Oaks, CA: Sage Publications. [3]* [H62.C6963 2009]. 2013. Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications. [3] * [H61.C73 2007] Danzer, Gerald A. 1987. Nearby history series Volume 3: Public Places. Nashville, TN: American Association of State and Local History. [3] * [E180.D36 1987] Denzen, Norman K. and Yvonna S. Lincoln, Eds. 2005. The Sage handbook of qualitative research, 3rd ed. Thousand Oaks, CA: Sage Publications. [3] *[H62.H2455 2005] Edmonds, W. Alex and Tom D. Kennedy. 2013. An applied reference guide to research designs: Quantitative, qualitative, and mixed methods. Thousand Oaks, CA: Sage Publications. [3] * [H62.E327 2013] Ellet, William. 2007. The case study handbook: How to read, discuss, and write persuasively about cases. Boston: Harvard Business Press. [3] * [HD30.4.E435 2007] Fink, Arlene. 2010. Conduction research literature reviews: From internet to paper, 3rd ed. Thousand Oaks, CA: Sage Publications. [3] *[Q180.55.M4 F56 2010] [Q180.55.M4 F56 2014] Gaber, John and Sharon Gaber. 2007. Qualitative analysis for planning & policy: Beyond the numbers. Chicago: American Planning Association. [3] * [HT165.5.G33 2007] Gehl, Jan and Birgitte Svarre. 2013. How to study public life. Washington, DC: Island Press. [3] * [HT166.G43713 2013] [read online] Groat, Linda N. and David Wang. 2013. Architectural research methods, 2 nd ed. Hoboken, NJ: Wiley. [3] * [NA2000 --.G76 2013eb; read online] Hale, Jonathan. 1994. The old way of seeing: How architecture lost its magic - And how to get it back. New York: Mariner Books. [3] * [NA2500.H25 1994] Horowitz, Helen Lefkowitz, Ed. 1997. Landscape in sight: Looking at America: John Brinckerhoff Jackson. New Haven, CT: Yale University Press. [3] * [GF91.U6 J317 1997] Howe, Barbara. J., Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. 1987. Nearby history series Volume 2: Houses and homes. Nashville, TN: American Association of State and Local History. [3] * [E180.H68 1987] 9
Jackson, John Brinckerhoff.1984. Discovering the vernacular landscape. New Haven, CT: Yale University Press. [3] * [GF91.U6 J315 1984] Kaplan, Abraham. 1998. The conduct of inquiry: Methodology for behavioral science. New Brunswick, NJ: Transaction. [2] * [H61.K24 1998] King, Gary, Robert O. Keobane, and Sidney Verba. 1994. Designing social inquiry: Scientific inference in qualitative research. Princeton, NJ: Princeton University Press. [3] * [H61.K5437 1994] Krueger, Richard A. and Mary Anne Casey. 2015. Focus groups: A practical guide for applied research, 5th ed. Thousand Oaks: Sage Publications. [3] * [H61.28.K78 1994] [H61.28.K78 2000] Kyvig, David E. and Myron A. Marty, Eds. 1982. Nearby history: Exploring the past around you. Nashville, TN: American Association of State and Local History. [1: E175.K94 1982] * [E180.5.N98 2000] Lennertz, William R. and Aarin Lutzenhiser. 2006. The charrette handbook: The essential guide for accelerated, collaborative community planning. Washington, DC: American Planning Association. [HT167.N37 2006] Lewis-Beck, Michael S., Alan Bryman, and Tim Futing Liao, Eds. 2004. The Sage encyclopedia of social science methods. Thousand Oaks, CA: Sage Publications. [3] * [H62.L456 2004] Lucas, Ray. 2016. Research methods for architecture. London: Lawrence King Publishing. [3] * [NA2000.L83 2016] Marans, Robert W. and Daniel Stokols. 1993. Environmental simulation: Research and policy. New York, NY: Plenum Press. [2] * [TA170.E64 1993] McBurney, Donald H. and Theresa L. White. 2010. Research methods, 8 th ed. Belmont, CA: Wadsworth.* [BF181.M22 2010] Miles, Matthew B. and A. Michael Huberman. 1994. Qualitative data analysis: An expanded sourcebook, 2nd ed. Thousand Oaks, CA: Sage Publications. [3] * [H62.M437 1994] [H62.M437 2014] Morrish, William R. and Catherine R. Brown. 1994. Planning to stay: Learning to see the physical features of your neighborhood. Minneapolis, MN: Milkweed Editions. [3] * [HT167.M674 1994] Nation, Jack R. 1997. Research Methods. Upper Saddle River, NJ: Prentice Hall. [2] * [BF76.5.N27 1997] Paris, Django and Marisa T. Winn. 2014. Humanizing research: Decolonizing qualitative inquiry with youth and communities. Thousand Oaks, CA: Sage Publications. [3] * [H62.H742 2014] Plowright, David. 2011. Using mixed methods: Frameworks for an integrated methodology. Thousand Oaks, CA: Sage Publications. [3] * [H62.P56 2011] Roberts, Carol M. 2010. The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation, 2 nd ed. Thousand Oaks, CA: Corwin. [3] * [LB1742.R63 2010] 10
Robson, Colin and Kieran McCartan. 2016. Real world research, 4 th ed. Hoboken, NJ: Wiley. [2] * [H62.R627 2016] Rowntree, Derek. 1981. Statistics without tears: A primer for non-mathematicians. New York, NY: Charles Scribner s Sons. [3] * [HA29.R68] Rudestam, Kjell Erik and Rae R. Newton. 2007. Surviving your dissertation: A comprehensive guide to content and process, 3 rd ed. Thousand Oaks, CA: Sage Publications. [3] * [LB2369.R83 2007] Salkind, Neil J. 2011. Statistics for people who (think they) hate statistics, 4th ed. Thousand Oaks, CA: Sage Publications. [3: [HA29.S2365 2014] * [HA29.S2365 2007] Sanoff, Henry. 1991. Visual research methods in design. New York: Van Nostrand Reinhold. [3] * [NA2750.S25 1991]. 2000. Community participation methods in design and planning. New York: John Wiley & Sons. [3] * [HT166.S2195 2000] Stake, Robert E. 1995. The art of case study research. Thousand Oaks, CA: Sage Publications. [3] * [LB1028.S73 1995]. 2006. Multiple case study analysis. New York: The Guilford Press. [3] * [LB1028 --.S733 2005eb]. 2010. Qualitative research: Studying how things work. New York: The Guilford Press. [3] * [H62.S737 2010] Stoeker, Randy. 2005. Research methods for community change: A project-based approach. Thousand Oaks, CA: Sage Publications. [2: On order] * [HN49.C6S76 2005] [HN49.C6S76 2005eb] Tracy, Sarah J. 2013. Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Malden, MA: Wiley-Blackwell. [3] * [H62.T6333 2013] Whyte, William H. 1980. The social life of small urban spaces. New York: Project for Public Spaces. [3: HT153.W49 1980] * [HT153.W49 2001]. 1988. City: Rediscovering the center. New York: Doubleday. [3: HT151.W55 1988] * [HT151 --.W55 2009eb] 11
SPEAKER EVAULATION JOURNAL Introduction There will be a series of guest speakers as part of this course. To assess their impact on students awareness of research methods, each student will complete an evaluation of each speaker as described below. Objectives To understand the speaker's perspective as it relates to research methods To assess and evaluate the speaker's subject materials. To develop critical listening skills and observe speaker strategies and techniques. Procedure Several guest speakers have been invited to introduce a range of research methods. The speakers have been invited to make a 30-45 minute presentation to be followed by a discussion with the students. Each student will prepare an evaluation of the speaker and the discussion. In doing this evaluation the following must be addressed: Content Summary: 1. What was the speaker's name and topic? 2. What were the three most important points the speaker made? 3. What were the most important new things you learned from the presentation? 4. What were the most important things that you learned from the discussion? Presentation Techniques: 1. What were the speaker's presentation strengths/weaknesses? 2. What techniques would you use/avoid in a presentation of this topic on your own? Qualitative Evaluation: On a scale of 1-10 (10 being highest), rate the following: 1. Presentation content 2. Speaker preparation and presentation style 3. Audience discussion interaction Product Each evaluation should one to two pages long (250-500 words, 8-1/2 x 11, double spaced). Evaluations will be randomly selected for grading. Evaluations missing due to unexcused absences will not be given credit. Students submitting evaluations for lectures they did not attend will not be given credit and may be subject to disciplinary action from the University. The semester collection of all guest speaker evaluations must be included in the single file submitted to canvas on the date shown on the syllabus. 12
PROJECT #1: LITERATURE REVIEW Introduction Three aspects of research form the fundamental basis for a research proposal the research question, the research method, and the recognition and acknowledgement of work already completed or underway in a research area. Each informs the other and serves as a potential impetus for new research proposals. For this project, you will use the literature review to both formulate and refine the research question and select a research method through which to answer it. This project can be the initial step for developing a hypothetical research proposal or can begin the actual process for an M.Arch research thesis or an MSAS final project. Objectives To explore methods of developing a literature review. To encourage development of student research skills. To encourage development of student oral presentation skills. To encourage development of student writing skills. Procedure Develop a preliminary research question and start searching for evidence in the literature as to how this question may have been already answered by others or how you can fill a gap in the literature with new research findings. As you prepare the literature review be aware of these aspects: What evidence is there of a similar research question or similar findings? What methods were used to determine these findings? How can you add to the existing body of evidence though additional research using either a different research method or combinations of methods? The preliminary results of your literature review will assist you in refining your research question, identify alternative approaches to research methods than those used in other research, or provide insights into the research question and its applicability to the potential enhancement of existing findings. You should investigate 10-12 sources at a minimum starting point and add to that count as your investigation moves you deeper into the body of literature. Use the insights provided in reading RM-3 (Fink) or similar literature review guidebook, prepare a 1500-2000 word review that identifies your research question and establishes a context for the existing literature in the field of that question. Your review should not only discuss the extent of the existing literature but also describe the various methodologies used to achieve the associated research findings. The literature review will form the basis of your next steps in the research proposal process by answering the questions: 13
What is your initial research question? What has been done? What approaches were used? How valid are those approaches? What needs to be done further? What can be done differently to confirm or refute prior work? Has your research question changed? This project is divided into two phases. The first phase will conclude with a preliminary review of your literature review. This will be a peer review by your classmates in class on the date shown on the syllabus. The second phase will be the completion of the literature review based on that review and suggested enhancements. The second phase will conclude will an oral presentation and an accompanying literature in a text format as shown on the syllabus. Products Literature Review: Based on existing evidence, each student will prepare a literature review that will demonstrate the presence or absence of research findings and gauge the spectrum and depth of information related to her or his research question. Graphics should be integrated within the text to highlight key points. All graphics or images not originally developed by the students must be given proper bibliographic credit. All graphics and images must be called out in the text and have captions. Students should use the Chicago Manual of Style as the basis of their writing. All assertions and conclusions should be based on existing factual evidence and not just opinion or conjecture. In writing the literature review, keep the following criteria in mind: 1. Proofread manually. Spellchecker is not a proofreader. 2. Use only third person voice (e.g., he, she, they). 3. Use active voice. 4. Avoid contractions (e.g., do not instead of don t ). 5. Use headings to delineate major areas of the paper (e.g., introduction of research question or issues, case studies, discussion, and conclusion). 6. Call out figures in text (e.g., see Figure 1 ) 7. Include captioned graphics (e.g., Figure 1: Front façade of XYZ building ) within the body of the text for visual interest and to clarify a point of discussion.. 8. Cite sources of images and quotes. 9. Include a bibliography at the end (note: the text for this is not included in the word count). 10. Use appendices where appropriate to maintain flow within the main body of the paper. Use call outs (e.g., see Appendix A ) where appropriate. 14
Presentation: As the scope and depth of the literature are discerned through the course of the semester, each student will prepare a preliminary literature review that will be shared with the class and presented informally (with or without a power point). A final formal presentation (with power point) will conclude this portion of the project. The oral presentation will convey an overview of the major findings and expected trends that inform the direction of the resultant research question that will be pursued in the subsequent research proposal project. The length of the presentation time will be determined once the class size has been finalized. The preliminary project is due as shown on the syllabus. The class will critique and advise the student on areas of strengths and weakness and suggest improvements. The final presentation media and the actual literature review will be submitted as shown on the syllabus. Each student will submit a printed copy of the literature review and upload a digital version (in a.doc formatted file) and the presentation (in a.ppt formatted file) to Canvas. Grading Criteria The report and presentation will be graded based on completeness, accuracy, technical comprehension, legibility, and originality. See rubric on Canvas. 15
PROJECT #2: RESEARCH PROPOSAL Introduction In your career you will have many opportunities to conduct research of various types. In many instances you will be responding to a Request for Proposal (RFP) or applying for grant funding from a government agency of private foundation. A primary part of that will be translating a research question into a research proposal that outlines what the question is and how you intend to answer it. Closer to home, if you are an MS student you will have to write a research proposal to describe your final Master s Research Project. Similarly, as an M.Arch student, you may want to do a final Master s Research Project in lieu of a studio-based Master s project. In either case, you will need to prepare a proposal that demonstrates your understanding of the context of your research question and the necessary steps needed to complete your Master s Research Project. Objectives To provide a preliminary opportunity to develop a research proposal for a final research-based Master s Project. To encourage development of student research skills. To encourage development of student oral presentation skills. To encourage development of student writing skills. Procedure This project builds upon the Literature Review project from earlier in the course. As a result of the literature review, you should be able to refine your research question and be able to develop a research plan that outlines your approach to developing your research findings. Drawing from the materials in the course, your proposal will contain the following elements: 1. Abstract (250 words): A brief summary of the entire proposal 2. Introduction (250 words): Set the context for the research and why it is relevant. 3. Literature Review (1000-1500 words): Describe other studies and methods 4. Research Question(s) (500-1000 words): Finalize the research question. 5. Methods and Procedures (1500-2000): Describe methods being used (quantitative, qualitative, or mixed) 6. Limitations (500 words): Describe what limitation affect the completion, validity, or accuracy of the research. 7. References As with the literature review, there will be a preliminary peer review at the midway point of the project. Use feedback from this review to modify and enhance the proposal and prepare the final version for the date shown on the syllabus. 16
Products Paper: Using the writing format template shown on Canvas and the class website, prepare a 4000-5000 word proposal (12 point font, double-spaced with 1 margins). Integrate graphics within the text to highlight key points. All graphics or images not originally developed by the students must be given proper bibliographic credit. All graphics and images must be called out in the text and have captions. Use the Chicago Manual of Style for the bibliography. All assertions should be based on existing factual evidence and not opinion or conjecture. In writing the paper, keep the following criteria in mind: 1. Proofread manually. Spellchecker is not a proofreader. 2. Use only third person voice (e.g., he, she, they). 3. Use active voice. 4. Avoid contractions (e.g., do not instead of don t ). 5. Use headings to delineate major areas of the paper (e.g., introduction of research question or issues, case studies, discussion, and conclusion). 6. Call out figures in text (e.g., see Figure 1 ) 7. Include captioned graphics (e.g., Figure 1: Front façade of XYZ building ) within the body of the text for visual interest and to clarify a point of discussion.. 8. Cite sources of images and quotes. 9. Include a bibliography at the end (note: the text for this is not included in the word count). 10. Use appendices where appropriate to maintain flow within the main body of the paper. Use call outs (e.g., see Appendix A ) where appropriate. The paper should use a minimum of five resources (e.g., books, journal articles, web resources) but do not use the text book, course readings, or Wikimedia. Presentation: Each student will make an oral presentation to convey an overview of the subject including the major findings and expected trends of the particular topic being presented. The length of the presentation time will be determined once the class size has been finalized. Audio-visual aids (e.g. computer/ projection equipment) will be the responsibility of the student. The paper is due on the date shown on the syllabus. The students will submit one printed copy of the paper to the instructor and upload a digital copy of the paper and final presentation to Canvas that includes the paper (in a.doc formatted file); and the presentation (in a.ppt formatted file). Grading Criteria The paper will be graded based on completeness, accuracy, technical comprehension, legibility, and originality. See the rubric on Canvas. 17
RESEARCH METHODS DISCUSSION Introduction Research methods for architecture can involve qualitative methods, quantitative methods, or a combination of either methods. Architectural practice draws upon these methods to develop research findings that aid in subsequent decisions regarding the built environment. These discussions will form the basis of the course and are expected to draw out a variety of best practices and identify potential risks and pitfalls. Like many disciplines, architecture has internally developed several methods (e.g., interview, computer modeling, case studies, in situ research, and observation) that have enabled the extension of knowledge of the field. However, there are also many methods commonly used in other disciplines (e.g., planning, psychology, social work, educational psychology, and business) that can be adapted or applied to architectural contexts. The discussion arising from these discussion will expand the student perspective on the overall range of methods available. Objectives To explore methods of architectural research. To encourage development of student research skills. To encourage development of student oral presentation skills. To encourage development of student writing skills. Procedure Depending on class enrollment, each student will select at least one topic form the list below and develop a 30 minute summary presentation. The student will present that topic and then lead a discussion for the remainder of the class period. To facilitate an enriched discussion, each student will investigate the literature associated with the topic and select one reading (e.g., book chapter, case study, or scholarly article) of no more than 20 pages that will be assigned to the class to read before the topic is presented. This reading will be uploaded to canvas as a.pdf a minimum of one week prior to the presentation in class. The research methods for this semester include: 1. Interviews and Focus Groups 2. Surveying and Quantitative Analysis 3. Case Studies 4. Narrative and Phenomenology 5. Archival, Building, and Site Research 6. Ethnography 7. Computer Modeling 8. Grounded Theory 9. Participatory Action Research/Design Charrette 10. Open Topic 18
The key points of the presentation should: Provide a brief overview of the method and its application Describe what category (qualitative or quantitative) of research it is. Identify key components in the research process. Describe where it has been applied (e.g., disciplines or contexts) Provide examples that show the typical process spectrum. Project how the method could be used in architectural research. Review the class reading to open the post-presentation discussion. Products There will be three outcomes from this project: an assigned reading, the presentation itself, and the class discussion. Assigned Reading: The assigned reading should be submitted at least one week prior to the date of the presentation as a.pdf file. When appropriate, the student can substitute a short video (~10 minutes maximum) or two or more video clips (10 minutes total length) for previewing before class. Upload these clips to Canvas in their native format. Presentation: Based on their research, each student will prepare a presentation that will demonstrate the key aspects listed above. Graphics should be integrated into the presentation to highlight key points. Brief video clips may also be used but should not constitute more than 33% of the presentation time length. All graphics or videos not originally developed by the students must be given proper bibliographic credit. There should be a bibliography included at the end of the presentation. Students should use the Chicago Manual of Style as the basis of bibliography. All assertions and conclusions should be based on existing factual evidence and not just opinion or conjecture. Do not use PREZI. In preparing the presentation, keep the following criteria in mind: 1. Proofread manually. Spellchecker is not a proofreader. 2. Avoid contractions (e.g., do not instead of don t ). 3. Cite sources of images, video clips, and quotes. 4. Include a bibliography at the end. Discussion: Each student, with the assistance of the instructor, will facilitate a discussion of the topic based on the presentation and the assigned reading or video. The project is due as shown on the syllabus. Each student will submit a native copy of the presentation (in a.ppt formatted file) and as a.pdf to Canvas. Grading Criteria The presentation will be graded based on completeness, accuracy, technical comprehension, legibility, and originality. See rubric on Canvas. 19