Design Courses & Studios Manual
Guidelines
Prepared by: Dr. Yasser Mahgoub
Table of Contents
Introduction
Studio
Courses
Tutoring
of Individual Students
Projects:
Size, Complexity and Contents
Themes
and Progression of Studios
Courses
Descriptions: Theoretical and Practical Contents
Skills:
Thinking and Communication
Language
of Communication
Manual
and CAD Skills
Textbooks
Grades
Content
and skills to be assessed
Weighting
of work
Grading
Systems and Examinations
The Jury
Review
Types of
Jury
Jury
format
Documentation
and Retention of Projects
Complementary
Courses
Outcome
Assessment
Students/Assistant
Ratio in Design Studios
Design
Studio Operation Procedure
Responsibilities
of Faculty Members and TA's
Design
Criticism
Fieldtrips
and Guest Speakers
Relationship
with Professional Practice
Community
Outreach
Academic
Honesty
Class
Attendance
Studio
Etiquette
Student
Performance
Cumulative
Development
Notebook
and Portfolio
Studio
Policy and Procedure
Use of
Design Studio Learning Resources
Ownership
of Work
Suggested
Academic Policies
Introduction
This document contains
necessary information for the conduct of design studios (DS) at the Department
of Architecture and Urban Planning, College
of Engineering , Qatar
Figure
(1) The Organization of Knowledge in Architecture Education
The long hours
spent in the studio should be productive. The one-to-one tutoring
approach is very valuable and is not present in many other disciplines. The project-based-approach,
using a project to deliver educational objectives, is being copied by many
other disciplines as the state of the art approach to education. The design
studio has many inherited characteristics such as:
1.
the subjective evaluation of the
design projects,
2.
the integration of other courses
in the design studio,
3.
the efficient use of studio
time,
4.
the exchange of ideas and criticism,
5.
the jury system, and
6.
other issues that will be
mentioned during the discussion of the following sections.
The goal of
this document is to provide a base (a common ground) for the conduct of design
studios at the Department of Architecture and Urban Planning at Qatar University
Studio
Courses
The studio enables the synthetic nature of the professional architectural
process to be simulated in the school environment. From the very first project,
students, as they probe the terms of the brief or form judgments on the
propriety or feasibility of making a design intervention in a particular way,
are exercising the skills of professional practice. The same is true when they
test possibilities with their peers and tutors in debate, make proposals for
how their projects may be made, and again when they commit their resources to
drawing, modeling and presenting their schemes at the reviews and pin ups. Many
of these professional practice aspects may be explored in an unselfconsciously
conventional and unsystematic way, but as the scope of projects and the range
of themes covered by critique at reviews both develop, students will be exposed
to an increasingly explicit pattern of agendas on construction and process
management that set a firm foundation for the course treatments of professional
practice issues which follow.
Tutoring of Individual Students
Architectural
design tutoring is conducted on one-to-one basis. Each students require from 15
to 20 minuets of individual tutoring every design studio session to discuss and
correct his or her design project solution regarding the design project
problems. That involves understanding, intentions, concepts, solutions,
presentation and communication. Projects evolve through several stages of
design development. Each design stage requires formal revision and feedback
from all studio instructors (FM and TAs) to agree upon and exchange ideas
regarding each student's design solution. Every week or two an internal review
involving all students and all studio instructors is conducted to provide each
student with a comprehensive feedback regarding his or her design solution in
order to share instructors and students views and comments regarding the design
projects. This is an important stage because each student is developing his or
her own ideas with the assistance of the design instructors. Students' design
ideas do not necessarily conform with all their instructor's preferences.
That's why design studio instructors need to know each other's views and assist
all students in a coherent way. The role of the design studio instructor is to
guide the students to achieve their desired goals in a coherent and
professional way. The instructor should NOT DICTATE his views on the
students. He or she should help the students understand the problem and reach
correct solutions while bracketing his biases and preferences - which is a very
challenging task.
Projects:
Size, Complexity and Contents
The progress of
the "Design Problem Complexity and Size" forms the basic guidelines
for selection of projects in each design studio. The goal is to expose the
students to a variety of design problems during their education. It is impossible
to cover all the building types and sizes during the studios. The student
should learn how to tackle any design problem in a scientific and a
professional way.
Themes and
Progression of Studios
"Design Courses: Themes - Focus - Objectives"
document identifies the focus of each design studio as well as the basis for
students' evaluation. The weighing system is designed so that the
emphasis is placed on one theme for each course, without ignoring the
other complementing themes. The grading of design studio, which is an
educational setting, should be different than a real architectural office.
The process of design is as important as the product. Students should be
aware of this fact and should focus their attention on the process of design as
well as the final product. The chart should be used as a guide for formulating
the design projects' briefs.
Courses
Descriptions: Theoretical and Practical Contents
All design
studios should adhere to course descriptions stated at the University catalog. Attention
should be given to the theoretical component of the design studio courses.
Reading and writing assignments are an essential part of the designer skills.
The required reading list should be stated in the course outline and be made
available to students. They should cover subjects such as: Design Methods,
Theory of Design, Design Data, Building Types, etc. Other reading material that
are indirectly and subconsciously enrich the design philosophy, such as; poems,
stories, novels, philosophical manuscripts, etc. should also be used.
A weekly
lecture is required to introduce design theories and methods, discuss reading material,
students' research findings and group activities. Lectures on design methods,
design principles, presentation techniques, supplementary reading materials,
lectures and guest speakers are important activities supporting the design
studio.
There are many
announcements that need to be conveyed to all students at the same time to
insure that they receive the same message regarding submission timing and
presentation requirements. The use of e-learning facilities such as Blackboard
is very effective in communicating effectively with all students. All course
information, teaching materials and announcements should be posted regularly on
the Blackboard site.
Skills:
Thinking and Communication
There are many
skills that the student should learn from the design studio. Among those skills
is the ability to think and solve architectural design problems.
At the same time, students’ ability to communicate their design ideas
and thinking process is essential to their future practice. Both verbal and
written communication skills are essential.
Language of
Communication
The language of
communication in the design studio is English. It is obligatory
that all instructions, conversations, presentations, discussions, and any other
activity to be conducted in English. There should not be a tendency to simplify
the studio instructions and translate them into Arabic. Students are
responsible for all text and graphics that appear in their projects. Spelling
mistakes should be penalized.
Manual
and CAD Skills
Manual skills
should be stressed during the first design courses and should continue to
develop throughout the studio series. There should be a balance between manual
and computer design and drafting skills. The use of computer is encouraged
during the first design courses as a drafting tool but not as a design tool.
Students should learn how to write and present their assignments using computer
programs from day one in the department. They should learn how to use the
computer for drafting parallel to learning their manual graphic skills. They
should learn how to use the computer to aid their thinking skills.
Textbooks
It is important
to select appropriate text books for the design studios and cover the text book
during the semester. Other material could be supplemented in the form of
handouts. The textbook is an integral part of the design studio content. One
text book is required for each design studio and should be directly related to
the nature of the design studio theme.
Grades
The criteria to
be used in grading will be explained in the project brief. Students should understand
the nature of the project, what is expected, and how to address the issues of
each assignment before spending time on the project. All projects must be
turned in complete and on time. Late projects should be penalized. The exact
penalty for incomplete work will depend on the discretion of the studio
instructor--students should ask about this if it is not made clear.
Each letter
grade carries a specific meaning:
A (10-15% of students) means outstanding
work. The work shows innovation and a significant depth of understanding of the
project requirements. The project has been fully developed and well
communicated graphically. Generally there has been an unusual or unique concept
employed which enhances the solution. The full potential of the problem has
been demonstrated beyond expectation.
B (20-30% of students) means good work.
Project solutions have exceeded all requirements of the project statement and
show an above average depth of understanding. The project demonstrates an above
average clarity of idea, execution and presentation.
C (30-40% of students) means average
work. The project solution adequately satisfies the project statement but
generally lacks some depth of understanding and development. The overall
project lacks innovation and craft is just adequate.
D (10-15% of students) means poor work.
The problem solution is extremely weak and lacks depth, understanding and
innovation. Craft is weak and inappropriate to the class expectations.
F means unacceptable work. The project
does not resolve the problem statement. The work shows a lack of understanding
and demonstrates skill inappropriate to this class.
To pass the
course, the students must demonstrate competency in the semester's main topics
and issues.
Content and skills to be assessed
It is expected
that all students will have an understanding of the aims and objectives of the
course and develop strategies for the interpretation of project briefs. The
following content and skills assessment guidelines are suggested as a mechanism
for describing how students will be assessed. These guidelines should be
reflected in the course assessment feedback sheet.
Context and
theory: How
well has the student observed the brief, i.e. the aims and objectives of the
project, research, analysis of precedence, theme of project, identification,
documentation and analysis of project aims, broad research and translation of ideas?
Technology: Structural and
construction system. Environmental control systems.
Representation
technique:
Media, scale, and documentation of project. Well executed, clearly annotated,
appropriate representation for scale, drawings, material etc. and innovative
representation techniques.
Communication: Communication
of intent, logic and precise information.
Weighting of
work
Each submission
will be assessed using the following considerations:
Criterion based
according
to the fulfillment of the project criteria
Norm based on expectations
of proficiency in documentation, interpretation and presentation
Comparison with other students
peer assessment and review
Self reference
professional experience with students at similar levels in comparable programs,
regionally and internationally
Personal view based on tutor
and/or studio co-ordinators professional feedback to student work.
|
Grade
|
Min. %
|
Max.%
|
|
A
|
90
|
100
|
|
B+
|
85
|
90
|
|
B
|
80
|
85
|
|
C+
|
75
|
80
|
|
C
|
70
|
75
|
|
D+
|
65
|
70
|
|
D
|
60
|
65
|
|
F
|
0
|
60
|
Grading Systems and
Examinations
Grading is the
most difficult aspect of the design studio. A unified grading system is to be
used for all courses. It should be made according to the following criteria:
|
Term-work
|
Final
Exam
|
Mid-exam
|
Description
|
Courses
|
|
20
|
50
|
30
|
History, Theory, ...
|
Theoretical
Courses
|
|
40
|
40
|
20
|
Materials and Constructions,
Computer Aided Design, ...
|
Practical
Courses
|
|
40
Progress
|
40
Evaluation
|
20
Jury
|
Design Studios, Communication,
Design Basics, …
|
Design
Courses
|
|
50
Progress
|
50
Juries
|
|
Senior Project 1 and 2
|
Senior
Project
|
Evaluation of design
projects is one of the most difficult tasks in design education. Due to the
nature of architectural design and the fact that there are many good solutions
that a single project can have, the judgment is more "qualitative"
than "quantitative" and each architect can find advantages and
disadvantages in any design solution. Also, qualitative judgments change with
time and what was considered acceptable and creative few years ago is
considered traditional and unacceptable today. There are many "schools of
thought" in architecture, and each one has its own values and priorities
used for evaluation. Students should know this fact and stop bargaining about
their grades. Student's attitude inside the studio is part of the grade.
The
Jury Review
In his book
"Architecture 101", Andy Pressman wrote:
The environment
of review is subject to variation and may be a function of the specific jury
makeup and other factors, but it is often charged with academic and emotional
intensity. This extreme is not usually the most conducive for reflective
learning. However, I do think reviews can be excellent exercises for improving
presentation of ... work in front of groups of people. This is, of course, a
very important part of the process. ... a few words on "emotional trauma."
As in any intense and sometimes emotionally demanding experience, you will
occasionally feel somewhat drained, beat-up, even hurt in the wake of rough
review. The best way to roll with the punches is through talking, both to
faculty members and to your peers. Ventilate and express how you feel. You will
surely be comforted by the relief that comes from talking, and strengthened by
the understanding and support of allies.
The jury is considered an educational
setting where students learn how to communicate their design ideas and
defend their views professionally and eloquently. They also practice the use of
language in communicating their design ideas and projects. These are skills
required for their professional practice. It is a setting similar to what they
expect to confront in their daily professional practice experience. The juror
should be able to evaluate this educational aspect and not only the project
drawings. Architectural design is both a product and a process. And both
aspects need to be evaluated during design education.
Types of Jury
There are two
types of jury sessions;
1.
Interim jury which is
conducted weekly or biweekly to discuss the students' progress in a public and
get feedback from instructors and other students, and
2.
Final jury which is
conducted at the end of the design project to evaluate the final students'
work.
Because most
design courses do not have "final examinations", the jury is
considered the final examination for design studios. The attendance of the
jurors is as important as the attendance of the students. It is a long and
exhausting process of reviewing tens of projects in a relatively short period
of time.
The following
are some important considerations during the jury session:
·
Asking questions in jury
sessions is different than reviewing projects during studio hours.
·
Questions should be brief,
clear, and short to allow the student to speak as much as possible.
·
Fatal design mistakes should be
pointed out and the good aspects of the design should be stressed.
·
The jury should not be turned
into a "monologue" wasting the time and energy of other jury members
and defying the purpose of the jury. The design instructor should budget the
time as the coordinator of the jury.
·
Despite its hectic and
time-consuming process, jury reviews should be an essential and respectable
part of the design studio experience.
·
The verbal presentation of the
project, the ability to defend one's idea and communication skills gained
during the jury session are important educational objectives.
·
The evaluation conducted during
the final jury is made according to the educational objectives of the design
studio and the course level.
·
The evaluation should be based
on criteria set by the studio instructor according to the nature of the
project.
·
The evaluation should be
conducted by experienced persons, from the department or the professional
field, who can judge the student's development and the design project at the
same time.
Jury format
In order to be able to finish the jury
within a reasonable period of time and effort for students and
jury members, there are many formats used in different universities for
performing a design jury; a) the student present his or her project to all jury
members and receive their feedback and comments (15-20 minuets/student), b)
students are divided into two or more groups and each group is reviewed by a
different group of jurors, c) students stand by their projects and jury members
go around ask them questions and evaluate their work, and d) the jury is
conducted without the attendance of the students with the purpose of evaluating
the students work only. The course instructor should decide beforehand which of
these methods is going to be applied.
The jury should
follow the following procedure:
·
The course instructor should invite
at least two (2) design instructors to participate as official jurors who grade
students’ projects.
·
All department faculty members
and guests are welcome to attend but grades are given by the invited design
instructors who should attend all presentations.
·
The grades should follow the
format of the attached grading sheet.
Documentation
and Retention of Projects
Retention of students’ work by the
faculty is necessary for department displays, accreditation purposes,
instructor's teaching portfolio and other needs of the department and the
university. The department will make an effort to provide access to retained
work if required for students’ portfolio or for job interviews. All projects
should be documented using a systematic and reliable method. The documentation
of the projects is essential for accreditation by NAAB.
Hard copies of samples of best, average
and just pass examples should be stored at a safe location. All projects should
be stored in a digital format. Every semester, all digitally stored files
should be copied on a CD for permanent storage. The department should update
its internet site to display the best examples of students’ work and update it
regularly. Models are very difficult to keep in good condition for a long time.
They require space and storage facilities beyond the capacity of any
department. Models should be photographed and few samples should be displayed
in the department.
Complementary
Courses
The design
studio is the spinal cord of the architectural program. All knowledge
gained by the student in other courses should be used in the design studio.
There are many ways to achieve this goal:
1.
use a co-teaching approach
that allows more than one faculty member to teach the same studio focusing on
different aspects,
2.
parallel courses that
cover aspects of the design studio project, and
3.
experimental design studios that allow the
introduction of new ways of teaching such as the paperless design studio, firm
design studio, design-build studio, research-based design studio, and more.
Outcome
Assessment
There are many ways to assess the
outcome of the design studio education. Outcome means focusing on the
students acquired knowledge and skills. Assessment means a standardized
method of evaluation of the program efficiency. One way to assess the outcome
of design studios is by using:
1. a qualifying exam as part of the
graduation project. The qualifying exam should be passed before the students'
graduation,
2. evaluation of students' portfolio of
work and projects, or
3. preparation of a written report or
paper.
Students/Assistant Ratio in Design Studios
The ratio
between students and assistants should not exceed the 12 to 1 ratio. This ratio
will provide the optimum individual review time for student’s work. The
one-to-one student/staff relation is essential in Design Studio teaching.
Design
Studio Operation Procedure
The class
should be divided equally among assistants into groups of students. Assistants
conduct their daily reviews and progress assessment each class and report that
to the course instructor. The instructor is responsible for setting the course
parameters, contents, and projects. The instructor is also responsible for the
theoretical part of the course based on the prescribed text book(s) or any
other references he/she might suggest on a reading list for students, and must
also oversee the students’ progress occasionally and give them some overall
guidance. The instructor is responsible for the students final grading and for
the overall evaluation of their progress during the course.
Responsibilities
of Faculty Members and TA's
The design
studio is the responsibility of the faculty member, who should decide the
project type, size, and educational objectives. Students should be divided
equally among teaching assistants and architects who will be responsible of
tutoring the students towards the educational objectives of the studio stated
by the faculty member. Teaching assistants and architects should document the
progress of the student and write a profile about each student at the end of
the semester. The faculty member should focus on the theoretical part of the
studio, the time schedule and evaluate design studio progress. The teaching
assistant should administer the students' submissions and progress. The faculty
member should administer the juries and presentations. Grading is the
responsibility of the faculty member. Evaluation of students’ progress made by teaching
assistants is very important in developing the final grade of the student, yet
the final responsibility towards the University is faculty member alone.
Design
Criticism
Criticism is an essential part of
design education. The primary role of criticism in a design studio is that of
supplying critical evaluation of the students' design concepts and their development.
Students may be exposed to several systems of value held by the various studio
critics and outsiders. Based on these alternative value systems and on their
own background, students will build a system of values of their own, and thus
habitually criticize their own work. This development of self-criticism is an
important goal of the design studio. Criticism is also a teaching method. Its
principal subject matter is design methods, including the activities of
defining and understanding design problems; proposing and testing various
solutions; and carrying the best solution to a final goal. Studio instructors
present to the students a method or variety of methods for executing these
activities. The critic often takes on the role that is normally filled by the
client. In this role the critic is a sounding board for the student's ideas.
The critic brings questions and demands similar to those a client would have.
The critic reacts to the student's proposed designs and is the second party in
the dialogue necessary to the design process. Finally, the critic evaluates
student performance. This evaluation is not only concerned with the end product
of any particular design project, but also the student's interests, work
habits, attitudes, patience, communicative ability (verbal and graphic), rate
and quality of development, and promise as a future professional.
Fieldtrips and Guest
Speakers
Field trips and
visits to completed or under construction projects are very fruitful
experiences to design students and should form an integrated part of the design
studio. Also visits to firms of practicing architects and architectural firms
should be encouraged. Guest speakers should be invited to attend studio
sessions and critic the students work during their progress. Guest critics from
the profession should be invited to the jury sessions based on the judgment of
the design studio instructor.
Relationship
with Professional Practice
Barriers that have existed between the
architectural profession and its counterpart schools are being quietly broken
through. The Firm Studio approach is an interesting model to be followed. The
Firm Design Studio integrates theory and practice, students and professionals,
schools and practices. Students will have an opportunity to work with clients
and professionals from large architectural firms. Students will learn to
understand professional design practice and the way firms tackle projects.
Participating professionals, in turn, will benefit from the input and new ideas
generated by students. Renewed interest in their projects and the chance to
teach will make this opportunity worthwhile for the involved architects. It is
highly recommended that a professional architect be hired as part time in the
design studio.
Community
Outreach
Design Studio focusing on real life
needs and situations are encouraged. Several projects were designed for
community institutions whether public or private. This will develop the
student's understanding about the architectural design and design process
within a realistic context. It will also help students to apply theory of
architecture in a site with particular constraints and its reaction to real
life situation. This trend should be encouraged and the surrounding community
should benefit from the Department of Architecture and Urban Planning resources
and capabilities. Design projects should have a goal and purpose to help the
society.
Academic
Honesty
Any form of
dishonesty or unprofessional conduct during the course will result in a failing
grade for the project and/or course and potential suspension respectively from
the College and University. Plagiarism and cheating are serious offenses and
may be punished by failure on the exam, paper or project, failure in the course
and/or expulsion from the University. Plagiarism and cheating incidents will be
reported to the Department Chairman and the College. Students should neither
give nor receive unauthorized aid on their academic work. In the design studio
the issue of creativity and originality is often raised by students. Some
students become concerned that ideas and forms did not spring spontaneously
from their minds. In design, what has come before ideas and forms is most often
the material out of which the designer will constitute his current proposals.
This implies the study and use of precedent. The fine line between plagiarism
and original work can be found where students fail to absorb and understand
precedents in such a way that they can be transformed and integrated into the
particularities of new circumstances.
Class
Attendance
Attendance of
design studio is a must according to university regulations. Students should not
receive credit for attending the course. They should also participate in the
discussions and present their work progress every time they attend the studio.
Students should not be allowed to attend the studio if they arrive 15 minuets
later than the beginning time of the studio, without a prior permission from
the instructor. If a student fails to attend 3 sessions of the design studio he/she
receives the 1st warning by the instructor. If the student fails to
attend 3 more studio sessions receives the final warning. If the student fails
to attend one more class after that he receives instructor in this course.
Students are
responsible for any announcements and submission dates announced during the
design studio that they did not attend. Studio classes usually meet three times
a week for three hours each session. Students are expected to be in class on
time, to be in class during the entire period, to have the required equipment
and supplies, and to be working on their design projects. Class time will be
used for design, drawing, model-building, discussions, lectures, criticisms,
reviews and other related activities. Daily attendance will be taken. Students
are required to attend class regularly throughout the semester.
Attendance is
required throughout assigned studio time, unless there is a serious need for an
excused absence. If such a need occurs the student should let the instructors
know before missing class. For medical excuses, the student is responsible of
following the University procedures. Students are responsible for obtaining and
learning material missed during an unexcused absence.
Studio
Etiquette
·
All mobile phones or any other
communication device should be turned off during the studio hours. Listening to
audio devices during class time is not allowed, simply in consideration of
everyone working in the studio. Outside of class time, it is only allowed with
headsets. Smoking is strictly prohibited in the studio and all interior spaces.
·
Design studios offer
opportunities to learn professional work habits through the practice of
scheduling, time management, and the keeping of orderly records and work
spaces.
·
Adherence with the ethic that one
should leave the environment in better condition than he or she found it is
expected. You are passing through these studios for a short time and need to
keep them in good shape for those that will follow you. Studios also provide a
context for the development of self criticism and the interchange of ideas
among peers. Students should be reminded by faculty members about this
etiquette at the beginning of the semester.
Student
Performance
As suggested by
NAAB Accreditation System, criteria for student performance are stated in terms
of understanding and ability -- levels of ability that students should achieve
during their studies. See NAAB Matrix for detailed objectives for each Design
Course as suggested by the department NAAB committee.
The criteria encompass
two levels of accomplishment:
Understanding -
The
capacity to classify, compare, summarize, explain and/or
interpret
information.
Ability - Proficiency in
using specific information to accomplish a task, correctly
selecting the
appropriate information, and accurately applying it to the solution of a
specific
problem, while also distinguishing the effects of its implementation.
While students,
for example, are encouraged to explore wide variety of media to represent
design ideas and concepts during the first two semesters, after the first year
they are expected to have developed: competency in the use of pencil and ink on
vellum, board, paper, trace; an understanding of various color media, such as
Prisma pencil; and an awareness of reprographic techniques typically used by
design professionals.
Cumulative Development
Throughout each
semester, new design principles and concepts as well as a variety of skills,
techniques will be introduced. Students are expected to understand the new
material, and to apply it not only in the current exercise but also in
subsequent studio work. Such cumulative development fosters a deepening in the
student's understanding of design through the practice of repetition and
reflection.
Notebook
and Portfolio
Students are
expected to keep their course syllabus and project statements in a - ring
binder. Additional handouts and other material relevant to the studio should
also be kept in this binder in an organized fashion. This is separate from the
sketchbook that each student will be encouraged to keep. A portfolio will be
required in which all work should be kept in chronological order. Students are
required to maintain portfolios documenting all academic and design studio
work. These portfolios are evaluated at the time the students apply to
professional degree programs. They are also used to measure individual
progress.
Studio Policy and
Procedure
Studio activity
during studio hours should be directly related to assigned projects. Students
should not expect the teaching staff to respond to work until there is
substantial worthy material to which they can respond. Team teaching means that
instructors will share project introductions and critiques generally; but it
does not mean that students will hear the same advice or comments from each
instructor during the course of a project. It will be up to the student to
think critically and creatively; to formulate, develop and defend his/her own
ideas during a project - the work and the outcomes from it are the student's
responsibility. Keeping the studio
orderly and clean, with clear aisle-ways for easy and quick circulation, is
important due to life-safety concerns and is the responsibility of the entire
class. Students should respect the rights and needs of others in the studio
with you.
Use of Design
Studio Learning Resources
Learning
Resources are extremely valuable. They should be dealt with in an orderly
manner and under the supervision of responsible persons. These include all
audio-visual equipment, electronic and electrical devices, books and digital
materials and drafting and coloring materials. The ALRC of the Department of
Architecture and Urban Planning should not be used by students without
supervision.
Ownership
of Work
All design
studio work submitted for credit becomes the property of the Department of
Architecture and Urban Planning. This material is required for accreditation
and review procedures. Students may obtain a copy for their portfolio
production. Only the Department can decide to release some of this material to
students. In case of competition submissions and design addressing specific
project in the community, credit should be given to the Department of
Architecture and Urban Planning, College o Engineering , Qatar
Suggested Academic
Policies
The following
academic policies, beyond the requirements of the University, are suggested to
be applicable to all students in the Department of Architecture and Urban
Planning:
1.
Students receiving a grade of
"D" or below in two consecutive semesters of the Design Studio
sequence must not proceed to the following design studio before improving their
grade in the latest design course where a grade "D" was obtained.
These students should be advised to change their major!
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