General Information
The Architecture and Urbanism: Design Thesis Studio is the final studio project in the Masters sequence and represents a synthesis of comprehensive architectural understanding. This studio-based subject shall focus upon the development of a single project over the duration of the semester which explores subjects related to a contemporary cultural, environmental, technical or social context.
This subject builds upon skills and concepts developed in the Studios and other complementary subjects in the Master’s program. The subject matter for this project will already have been agreed during the Design Thesis Research and Development subject, during which students will have undertaken a significant amount of research, site analysis, brief development, and concept design work.
Projects are required to be developed to a high degree of resolution in terms of tectonic, spatial and experiential quality, contextual, cultural, social and environmental considerations, technical proficiency, and conceptual rigour to demonstrate the potential significance of the thesis proposition.
Projects may vary in scale, site, project brief, and complexity per topic. Students will be expected to engage in the work of the thesis at the highest level of individual motivation, resourcefulness, and inquisitiveness as would be expected of professional level studies.
Students shall develop and submit a written account and critical reflection of their thesis investigation of a minimum of 3000 words. This work will have been started in the Design Thesis Research and Development subject, and aims to situate the work into a broader context to demonstrate, reflect, or question the validity of the thesis proposition and its impact upon the field and/or society at large.
The thesis design is to be presented to fully communicate the nature of the project according to its context and theoretical underpinning.
-
Details
Academic unit: Faculty of Society & Design Subject code: ARCH72-502 Subject title: Architecture and Urbanism: Design Thesis Studio Subject level: Postgraduate Semester/Year: January 2024 Credit points: 20.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Studio: x12 (Total hours: 24) - Supervised self-directed work and mentor / supervisor feedback
- Studio: x12 (Total hours: 48) - Supervised self-directed work and mentor/supervisor feedback
- Personal Study Hours: x12 (Total hours: 168) - Personal Project Work
Attendance and learning activities: 80% attendance required to allow for evaluation of progress through direct discussion with subject supervisor and thesis mentor. -
Resources
Prescribed resources: Books
- Groat and Wang Architectural Research Methods. 2nd ed,
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: | ARCH72-502 |
| Subject title: | Architecture and Urbanism: Design Thesis Studio |
| Subject level: | Postgraduate |
| Semester/Year: | January 2024 |
| Credit points: | 20.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | 80% attendance required to allow for evaluation of progress through direct discussion with subject supervisor and thesis mentor. |
| Prescribed resources: | Books
|
|---|---|
| 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: |
Pre-requisites:
Co-requisites:There are no co-requisites |
|---|---|
| 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.
|
| 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:
- Demonstrate independent judgement and critical analysis skills to conceive, research, theoretically situate, develop, design and reflect on an architectural project from its inception.
- Develop iterative speculative propositional design work in parallel with undertaking evidence-based design research to arrive at a synthesis of design resolution between the competing factors of a design project.
- Present a body of design work that is developed from a clearly stated thesis question and is situated in the context of historical, theoretical, and disciplinary knowledge and awareness through written and visual presentation.
- Create and evaluate design options for formal, spatial, material, sociocultural and environmental consideration through the tools of contemporary architectural visualization and making.
- Demonstrate the ability to critique and reflect iteratively upon one’s design work to further develop a body of work and be able to contextualize that as knowledge within a broader disciplinary and cultural framework.
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.
-
Assessment details
Type Task % Timing* Outcomes assessed Presentation Milestone Presentation C Week 4 1,4,5 Presentation Milestone Presentation C Week 9 1,2,4,5 Essay^ Architecture Design Thesis Book: Written critical reflection and process documentation of the capstone project. Students shall develop and submit a written account and critical reflection of their thesis capstone project investigation of a minimum of 3000 words or equivalent supported by visuals, which situates the work into a broader context to demonstrate, reflect, or question the validity of the thesis proposition and its impact upon the field and/or society at large. 20% C Week 12 1,2,3,4,5 Capstone Project^ Architecture Design Thesis Project: Creative Individual design thesis project, presentation, and visualisation. 80% C Week 14* 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
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 |
|---|---|---|---|---|
| Presentation | Milestone Presentation | C | Week 4 | 1,4,5 |
| Presentation | Milestone Presentation | C | Week 9 | 1,2,4,5 |
| Essay^ | Architecture Design Thesis Book: Written critical reflection and process documentation of the capstone project. Students shall develop and submit a written account and critical reflection of their thesis capstone project investigation of a minimum of 3000 words or equivalent supported by visuals, which situates the work into a broader context to demonstrate, reflect, or question the validity of the thesis proposition and its impact upon the field and/or society at large. 20% | C | Week 12 | 1,2,3,4,5 |
| Capstone Project^ | Architecture Design Thesis Project: Creative Individual design thesis project, presentation, and visualisation. 80% | C | Week 14* | 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
-
MArch thesis design.
Master of Architecture thesis is carried out over 14 weeks with regular milestone presentations and the final design proposal, including the reflective written component of the thesis. Work is supported by a mentor (group) in regular meetings and feedback on project development and is overseen by the subject coordinator, whose role is to ensure weekly progress.
SLOs included
- Demonstrate independent judgement and critical analysis skills to conceive, research, theoretically situate, develop, design and reflect on an architectural project from its inception.
- Develop iterative speculative propositional design work in parallel with undertaking evidence-based design research to arrive at a synthesis of design resolution between the competing factors of a design project.
- Present a body of design work that is developed from a clearly stated thesis question and is situated in the context of historical, theoretical, and disciplinary knowledge and awareness through written and visual presentation.
- Create and evaluate design options for formal, spatial, material, sociocultural and environmental consideration through the tools of contemporary architectural visualization and making.
- Demonstrate the ability to critique and reflect iteratively upon one’s design work to further develop a body of work and be able to contextualize that as knowledge within a broader disciplinary and cultural framework.
-
Schematic Development
Student solidifies design concept and the proposition being examined through the medium of architecture. Precedents are reviewed and discussed. Project is situated intellectually in a community of practice and critical thought. Site, brief, program, and agenda for duration of thesis is cemented firmly into place.
SLOs included
- Demonstrate independent judgement and critical analysis skills to conceive, research, theoretically situate, develop, design and reflect on an architectural project from its inception.
- Develop iterative speculative propositional design work in parallel with undertaking evidence-based design research to arrive at a synthesis of design resolution between the competing factors of a design project.
- Create and evaluate design options for formal, spatial, material, sociocultural and environmental consideration through the tools of contemporary architectural visualization and making.
- Demonstrate the ability to critique and reflect iteratively upon one’s design work to further develop a body of work and be able to contextualize that as knowledge within a broader disciplinary and cultural framework.
-
Developed Design
Student refines project design and finalises any additional research. Testing to refine representation/communication of proposition is developed. Spatial, technical, and critical refinement of design project is further refined. Milestone review checkpoints provide opportunity for feedback.
SLOs included
- Demonstrate independent judgement and critical analysis skills to conceive, research, theoretically situate, develop, design and reflect on an architectural project from its inception.
- Develop iterative speculative propositional design work in parallel with undertaking evidence-based design research to arrive at a synthesis of design resolution between the competing factors of a design project.
- Present a body of design work that is developed from a clearly stated thesis question and is situated in the context of historical, theoretical, and disciplinary knowledge and awareness through written and visual presentation.
- Create and evaluate design options for formal, spatial, material, sociocultural and environmental consideration through the tools of contemporary architectural visualization and making.
- Demonstrate the ability to critique and reflect iteratively upon one’s design work to further develop a body of work and be able to contextualize that as knowledge within a broader disciplinary and cultural framework.
-
Synthesis and Examination
Final stage of thesis semester whereby student finalises the written document and reflection, and provides final jury presentation to external examiners and school audience. Work is developed to highest degree of completion and represented visually in two and three dimensions with supporting arguments presented orally.
SLOs included
- Demonstrate independent judgement and critical analysis skills to conceive, research, theoretically situate, develop, design and reflect on an architectural project from its inception.
- Develop iterative speculative propositional design work in parallel with undertaking evidence-based design research to arrive at a synthesis of design resolution between the competing factors of a design project.
- Present a body of design work that is developed from a clearly stated thesis question and is situated in the context of historical, theoretical, and disciplinary knowledge and awareness through written and visual presentation.
- Create and evaluate design options for formal, spatial, material, sociocultural and environmental consideration through the tools of contemporary architectural visualization and making.
- Demonstrate the ability to critique and reflect iteratively upon one’s design work to further develop a body of work and be able to contextualize that as knowledge within a broader disciplinary and cultural framework.