General Information
This subject sets out the premise of design research for an individual student's forthcoming Design Thesis Studio (ARCH72-502). Through evidence-based design research, the subject advances students to design and research methods, ethical, environmental, social, cultural, and aesthetic considerations, representation techniques, reflective practice and critical thinking in design. Students are assessed based on investigatory assignments, which involve developing a theoretical framework, design concepts and methods relevant to the student's proposed Design Thesis project through reading, writing, critical reflection, experimentation, making and/or other visual mode of representation. This includes explorations of such issues as conceptual ideas, based on an initial design hypothesis, methods of design including options, site selection and analysis, appropriate typology, programming, brief development, and other pertinent tasks in the evolving thesis proposal. The proposal's ambition and scale must demonstrate societal and cultural benefits contributing to contemporary architectural discourse beyond the individual. The outcome is presented to a review panel for evaluation as a foundation for the Design Thesis Studio (ARCH72-502).
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Details
Academic unit: Faculty of Society & Design Subject code: ARCH71-127 Subject title: Design Thesis Research and Development Subject level: Postgraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Weekly seminar
- Personal Study Hours: x12 (Total hours: 84) - Personal study time
Attendance and learning activities: 80% attendance required to allow for contribution to evaluation of progress. -
Resources
Prescribed resources: Books
- Peter Downton (2003). Design Research. n/a, RMIT Publishing 148
- Murray Fraser (2013). Design Research in Architecture. n/a, Ashgate Publishing, Ltd. 313
Others
- David Wang and Linda N Groat (2013). Architectural Research Methods. Hoboken John Wiley and Sons Available at: https://ebookcentral.proquest.com/lib/bond/reader.action?docID=1166322
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | ARCH71-127 |
| Subject title: | Design Thesis Research and Development |
| Subject level: | Postgraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | 80% attendance required to allow for contribution to evaluation of progress. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Acquire, evaluate, demonstrate, and critically reflect upon different design and research methods, experimentations and representational techniques.
- Define a theoretical framework based on existing knowledge demonstrated through literature review including correct referencing.
- Situate a conceptual design proposal for Design Thesis Studio with a level of ambition and architectural scale that demonstrate societal and cultural benefits contributing to contemporary architectural discourse beyond the individual.
- Examine and evaluate quantitative and/or qualitative evidence for design proposal.
- Produce a concept design report or return brief using written and visual techniques to critically convey design research and apply principles of project planning including site, brief, stakeholders, sociocultural and environmental analyses as a coherent and comprehensive thesis statement.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Project Plan AT1: The thesis statement and line of enquiries. Visual and verbal presentation. 15.00% Week 4 1,2,3 Creative Project AT2: Design research explorations with a verbal and visual presentation. 50.00% Week 9 1,2,3,4,5 Research Report^ AT3: Final Thesis Topic and Design Brief Development. Acceptance is required to enrol in a subsequent thesis studio. 35.00% Week 12 1,2,3,4,5 - ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Project Plan | AT1: The thesis statement and line of enquiries. Visual and verbal presentation. | 15.00% | Week 4 | 1,2,3 |
| Creative Project | AT2: Design research explorations with a verbal and visual presentation. | 50.00% | Week 9 | 1,2,3,4,5 |
| Research Report^ | AT3: Final Thesis Topic and Design Brief Development. Acceptance is required to enrol in a subsequent thesis studio. | 35.00% | Week 12 | 1,2,3,4,5 |
- ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Design Charrette
Week 1 _ Tuesday 12:30PM to Wednesday 5PM.
SLOs included
- Acquire, evaluate, demonstrate, and critically reflect upon different design and research methods, experimentations and representational techniques.
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Opening Line of Enquiries
What is Design Research? How do you set out an architectural thesis question and proposition? How do you formulate a Thesis statement and question?
SLOs included
- Acquire, evaluate, demonstrate, and critically reflect upon different design and research methods, experimentations and representational techniques.
- Define a theoretical framework based on existing knowledge demonstrated through literature review including correct referencing.
- Situate a conceptual design proposal for Design Thesis Studio with a level of ambition and architectural scale that demonstrate societal and cultural benefits contributing to contemporary architectural discourse beyond the individual.
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Exploring Line of Enquiries
Research workshops exploring design framing and experimentation through environment, representation, and material investigation. The design research exploration concludes with a verbal and visual presentation leading to a thesis booklet as the outcome.
SLOs included
- Acquire, evaluate, demonstrate, and critically reflect upon different design and research methods, experimentations and representational techniques.
- Define a theoretical framework based on existing knowledge demonstrated through literature review including correct referencing.
- Situate a conceptual design proposal for Design Thesis Studio with a level of ambition and architectural scale that demonstrate societal and cultural benefits contributing to contemporary architectural discourse beyond the individual.
- Examine and evaluate quantitative and/or qualitative evidence for design proposal.
- Produce a concept design report or return brief using written and visual techniques to critically convey design research and apply principles of project planning including site, brief, stakeholders, sociocultural and environmental analyses as a coherent and comprehensive thesis statement.
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Structuring Line of Enquires
Site and programmatic brief research and analysis leading to a collated and edited booklet containing exploratory design outcomes (as design method) and a formal design brief for the forthcoming Thesis Studio.
SLOs included
- Acquire, evaluate, demonstrate, and critically reflect upon different design and research methods, experimentations and representational techniques.
- Define a theoretical framework based on existing knowledge demonstrated through literature review including correct referencing.
- Situate a conceptual design proposal for Design Thesis Studio with a level of ambition and architectural scale that demonstrate societal and cultural benefits contributing to contemporary architectural discourse beyond the individual.
- Examine and evaluate quantitative and/or qualitative evidence for design proposal.
- Produce a concept design report or return brief using written and visual techniques to critically convey design research and apply principles of project planning including site, brief, stakeholders, sociocultural and environmental analyses as a coherent and comprehensive thesis statement.