UNIVERSITY of MINNESOTA COLLEGE of DESIGN SCHOOL of ARCHITECTURE

ARCH 3411W/3411V HISTORY of ARCHITECTURE to 1750

3 credit hours – 2 hours lecture, 1 hour recitation FALL 2017

LECTURES TUESDAYS and THURSDAYS 9:45 – 11:00 AM, RAPSON HALL 100

ROBERT FERGUSON fergu020@umn.edu

OFFICE HOURS AFTER CLASS THURSDAYS AND BY APPOINTMENT

TEACHING ASSISTANTS Catherine Deacon deaco007@umn.edu Susanne Flod flodx002@umn.edu

Christina Johnson joh13619@umn.edu Kacie Lucchini lucch005@umn.edu Jonathon Wold woldx179@umn.edu

This course will begin to situate us, and our work, in the context of the much larger, much longer human story. Architecture, both in practice and in its historical study, is fundamentally about people. In studying the human past through the built environment, from prehistory to 1750, we will see how architecture, both the ordinary and the extraordinary, is the product of its cultural, political, and social context. People make buildings and spaces, and buildings and spaces shape the ideas and behaviors of people. By studying architecture we can learn not just about trends of style and form, but also about the relationships, practices, narratives, and beliefs that have constituted human culture. COURSE STRUCTURE and REQUIREMENTS The course consists of slide lectures, review classes, and weekly recitation sessions. All students are required to attend the recitations and to complete the weekly assignments. All papers, quizzes, and examinations must be completed in order to receive a passing grade for the course. The final grade will be based on the following: 1. Slide quizzes (20%) Two slide quizzes will be given during recitation classes. Each will involve the identification of five slides (shown since the first day of classes and since the midterm exam, respectively) and the explanation of their importance for architectural history. 2. Examinations (40%) There will be two examinations composed of slide identifications (slides shown since the previous quiz), identification of (midterm) parts of the classical architectural orders and (final) parts of a Gothic cathedral, and one essay. The essay topics will be given out in advance. 3. Recitation (40%) The grade for recitation work will be based primarily on six assigned papers, each 2-3 pages in length. Additional consideration may be given to attendance and full participation in all discussions.

 

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All papers are due at the start of the recitations, in both hard copy and digital form (.doc or .docx preferred). Sources must be cited (Chicago style) not just for direct quotations but also for information, ideas, and trains of thought. Students must complete all paper assignments. Attendance at the recitations is mandatory. There will be no make up exams or quizzes, no extra credit exams or projects, and no grades of “Incomplete”. Authorized medical or grave personal reasons or other legitimate circumstances as defined by University policy (http://policy.umn.edu/education/makeupwork) will permit the only exceptions to this rule. Vacation plans do not constitute acceptable reasons for rescheduling a midterm or final exam; only students participating in official University activities with letters from the appropriate authority may take the exam on an earlier date. Plagiarism or any form of academic dishonesty in any part of the course work shall be grounds for failure for the course. BOOKS REQUIRED for PURCHASE Michael Fazio, Marian Moffett, and Lawrence Wodehouse, Buildings Across Time: An

Introduction to World Architecture (4e, Boston: McGraw-Hill, 2014). A survey of global architectural traditions. This will be used in ARCH 3412. Keep this book.

Kathleen James-Chakraborty, Architecture since 1400 (Minneapolis: University of Minnesota, 2014). This will also be used in ARCH 3412. Keep this book.

James F. O’Gorman, ABC of Architecture (Philadelphia: Penn, 1998). An introduction to some issues faced by the first-time student of architectural history.

Writing Intensive Course This course is designated as Writing Intensive (W-I). The symbiotic relationship between written or spoken words and visual images is vital to both the practice and the study of architecture, and particularly to architectural history. We not only learn to write, but also write to learn. Students will actively engage primary and secondary texts, and one film, by writing about them in illustrated papers. Discussion and commentary on these will be the main activity of the recitation sections, and two of the papers will be revised in response. The assignments are described and detailed below. Historical Perspective Core This course meets the Liberal Education Core requirement for Historical Perspectives. In ARCH 3411, we will study human history through an examination of architecture from thirty modern countries on five continents from the ancient world through the beginnings of the Enlightenment. We will look at ways in which those in power, social, political, and religious leaders and groups, have used the built environment to impress, control, cajole, and influence the privileged and the oppressed. In this way ARCH 3411 (and its companion course, ARCH 3412) explicitly help students understand what liberal education is, how the contents and substance of this course enhance a liberal education, and what this means for them as students and as citizens. As a Historical Perspectives core course, ARCH 3411 has four main learning objectives:

1. To examine the human past, studying the beliefs, practices, and relationships that shaped human experience over time. 2. To introduce students to the use of primary sources. 3. To help students understand how historical knowledge is constructed and to assess the methods used to produce historical knowledge. 4. To teach students how to express their observations on architecture in written form.

 

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These objectives will be addressed consistently through all aspects of the course. The lectures will give an overview of architectural style and form, but the main emphasis will be on the ways that architectural form and the built environment reflect human experience. In this way, a broad understanding of the social, political, or intellectual context of a place or period will be built up before demonstrating how these issues influenced the development of a particular building, civic space, or ritual setting. Similarly, we will examine how the construction of buildings also influenced and affected behavior, relationships, and rituals across a variety of social strata. The lectures will also discuss ways in which information about the pre-modern world has been passed down to and interpreted by moderns. Primary texts, ranging from myth, epic, and prophecy to legal documents, practical and theoretical treatises, journals, letters, and works of fiction, are vital to historical understanding. But in the field of architecture, artworks, buildings, drawings, building plans, and city plans are equally vital. The lectures will show how all of these have informed historians’ views of these places and periods. In Recitation, students will have the opportunity to read and discuss primary texts with the instructor or teaching assistants following lesson plans intended to foster discussion about the construction of historical knowledge. In each section of the course, students will be introduced to at least one exemplary work from the period. Issues of transmission, translation, cultural context, and political significance will be outlined and explored in discussion. Assignments have been designed to allow students to practice interpreting primary and secondary documents. Examinations encourage students to synthesize the objectives of the course. Global Perspectives Theme This course meets the Liberal Education requirement for Global Perspectives. For reasons of chronology, its focus lies beyond the United States, though the varieties of North and South American architecture prior to Columbus, and colonial architectures up to 1750, are studied. The course’s scope is appropriately global, using examples found in more than thirty modern countries on five continents. Although students reflect upon the course material in recitations, its greatest impact is on their perception and understanding of the international community. For those who have traveled in foreign countries, ARCH 3411 will help to put that individual experience into a clear academic perspective. For those who have not, ARCH 3411 will introduce a range of environmental experiences that are new, preparing for understanding and respect of foreign cultures. As a Global Perspectives course, ARCH 3411 has three main learning objectives:

1. To encourage students to think ethically about the social issues that face our global community. 2. To provide an arena where students can respectfully challenge the ideas they are learning in order to help them develop a responsible approach to building and maintaining community. 3. To help students question their own ideas and to connect their educational and intellectual journeys with their future professional practices.

These objectives will be addressed consistently throughout all aspects of the course, but especially in Recitation, where students will have many opportunities to discuss their own reactions to material presented in lecture and in the textbooks. The recitations are also intended to help students connect their learning experience in ARCH 3411 to their future career, whether in architecture or not.

 

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A CALENDAR for FALL SEMESTER I. Learning about the Human Past through the Built Environment Week One: 5 and 7 September Introduction to History; Principles and Terminology Reading: O’Gorman, all. Recitation: How to study for this course as told by its survivors – the TAs. Questions of plagiarism and academic honesty. Paper 1 introduced: Architectural Principles, Then and Now. Read Vitruvius 1.3 (Moodle) and O’Gorman (pp. 17-30) on “Utilitas,” and write a two- to three-page paper describing Rapson Hall in terms of this classical ideal and its modern interpretation by O’Gorman. Do Vitruvius’s criteria apply to the study of modern buildings? Week Two: 12 and 14 September Early Communities, Cities, and Empires: Stone Age Europe and Anatolia; Mesopotamia, Egypt Reading: Fazio et al., Introduction, Chapter 1. Recitation: Paper 1 due at recitation this week. II. Classical Antiquity and its Survivals Week Three: 19 and 21 September Place, Power, Ritual, and Warfare: Democracy and Religion in Ancient Greece Reading: Fazio et al, Chapter 2. Recitation: Paper 1 returned with comments, for revision as Paper 2. Preparation for Slide Quiz. Week Four: 26 and 28 September Urbanism and Empire: Ancient Rome, her Provinces, and her People Reading: Fazio et al., Chapter 5. Recitation: SLIDE QUIZ IN RECITATION THIS WEEK. Week Five: 3 and 5 October Faith, Liturgy, and Space: Early Christianity, East and West Reading: Fazio et al., Chapter 6. Recitation: Read Vitruvius 1.3 and O’Gorman (pp. 31-63) on “Firmitas”, and be prepared to discuss which building studied to date in the course best exemplifies this concept. Paper 3 introduced: Spin doctors and Scholars. Read the descriptions of the Hagia Sophia by the Byzantine court historian Procopius (De Aedificiis 1.1.23ff.), and the noted architectural historian Richard Krautheimer (Early Christian and Byzantine Architecture), both on Moodle. In a two- to

 

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three-page paper, address the following: What kind of history does each author write? Which aspects of the church do the authors employ to support their analysis? Paper 2 (revision of Paper 1) due at recitation this week. III. Cross-Cultural Comparisons I: Faith in the Shadow of Indigenous Traditions Week Six: 10 and 12 October Circa 1000: the Christian Perspective in Western Europe Reading: Fazio et al., Chapter 8. Recitation: Preparation for Midterm Examination. Paper 3 due at recitation this week. Week Seven: 17 and 19 October Review based on questions for the Midterm Examination (19 October) MIDTERM EXAMINATION THURSDAY 19 OCTOBER. Recitation: No recitation this week. Week Eight: 24 and 26 October Circa 1000: 24 October: Early India, Buddhist and Hindu Guest Lecturer Marsha Olson 26 October: The Early Islamic World Reading: Fazio et al., Chapters 3, 7. Recitation: No recitation this week. IV. Cross-Cultural Comparisons II: Faith, Technology, and Urbanization, East and West Week Nine: 31 October and 2 November Circa 1200: The Gothic Cathedral and the Medieval City Reading: Fazio et al., Chapter 9. Stoddard, excerpt on Notre-Dame (Moodle). Recitation: Examinations returned and discussed. Paper 4 introduced: Evaluating your Sources. Using JSTOR and Oxford Art Online (Oxford Dictionary of Art, Grove Art Online – you can find both through Indexes and Databases on the UMN Libraries home page), look up one Gothic cathedral (or other major church) that we’ve studied in class or that Fazio et al. discuss (not Notre-Dame, Paris). Find one article from a scholarly, peer-reviewed journal in JSTOR that deals with your chosen building. Then, find an article in Oxford Art Online, and an article in Wikipedia, that discuss your chosen building. Compare the three sources, considering the evidence used and the point of view. Write a two- to three-page paper exploring their construction of historical knowledge. The emphasis should be on the modern sources rather than on the architecture itself, though obviously you will need to refer to the architecture.

 

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Week Ten: 7 and 9 November Expressions of Empire: City, Temple, and Palace in China and Japan Reading: Fazio et al., Chapter 4; James-Chakraborty, Chapter 1. Recitation: Paper 4 due at recitation this week. Week Eleven: 14 and 16 November 14 November: The Ottoman Empire: Continuity and Change in the Islamic World 16 November: Mughal India Guest Lecturer Marsha Olson Reading: Fazio et al., Chapter 7; James-Chakraborty, Chapters 7-8. Recitation: Paper 4 returned with comments for revision as Paper 5: Return to Paper 4, and rewrite it, taking account of the comments you have received and further sources posted on Moodle, and expanding it to consider implications for interpretation of the architecture. Week Twelve: 21 November No meeting 23 November: Thanksgiving Community and Culture in North America before and after Columbus Reading: Fazio et al., Chapter 10; James-Chakraborty, Chapter 2. Recitation: Honors section only; all other sections, no recitation this week. V. Cross-Cultural Comparisons III: Style, Culture, and Power Week Thirteen: 28 and 30 November The Renaissance: Survival of Medievalism and Revival of Antiquity Reading: Fazio et al., Chapter 11; James-Chakraborty, Chapters 3-5. Recitation: SLIDE QUIZ IN RECITATION THIS WEEK. Paper 5 due. Week Fourteen: 5 and 7 December Circa 1650 I: The Baroque in Italy Reading: Fazio et al., Chapter 12; James-Chakraborty, Chapter 9. Recitation: Paper 6 introduced. Topic to be announced. Week Fifteen: 12 December Circa 1650 II: The Baroque in Northern Europe and the Colonialized World Reading: James-Chakraborty, Chapters 10-11. Recitation: No recitation this week. Paper 6 due. FINAL EXAMINATION TUESDAY, 19 DECEMBER, 8:00-10:00, RAPSON 100.

 

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GRADING POLICY A 4.00 Represents achievement that is outstanding relative to the level necessary to meet course requirements. (93 or above) A- 3.67 (90 – 92) B+ 3.33 (87 – 89) B 3.00 Represents achievement that is significantly above the level necessary to meet course requirements. (83 – 86) B- 2.67 (80 – 82) C+ 2.33 (77 – 79) C 2.00 Represents achievement that meets the course requirements in every respect. (73 – 76) C- 1.67 (70 – 72) D+ 1.33 (67 – 69) D 1.00 Represents achievement that is worthy of credit even though it fails to fully meet the course requirements (60 – 66) S Represents achievement that is satisfactory, which is equivalent to C- or better. F 0 Represents failure and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit (59 and below) or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see Section III (1)). The F carries 0 grade points and the credits for the course do not count toward any academic degree program. The credit hours for the course shall count in the grade point average. Plagiarism or any form of academic dishonesty in any part of the course work shall be grounds for failure of the course. See the University’s Student Conduct Code: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf;  FAQs: http://policy.umn.edu/education/instructorresp.     MOODLE SITE (Access through the MyU Portal at http://myu.umn.edu) Images used in the lectures are available on the web for study purposes. The site also includes the syllabus, assignments, some readings, and building lists for each of the lectures. Students are responsible for printing a copy of the building list and bringing it to class. PLEASE NOTE: If you have disabilities limiting your full participation in this class, you are encouraged to bring this to the instructor's attention at the beginning of the semester so your needs may be accommodated. Further information and assistance is available from the University's Disability Resource Center in 180 McNamara Alumni Center, drc@umn.edu; https://diversity.umn.edu/disability/ All Activities in this course are governed by the University of Minnesota Student Conduct Code (http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf). Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. In addition students responsible for such behavior may be asked to cancel their registration (or have their registration cancelled).

 

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Student workload expectations per undergraduate credit. For fall or spring semester, one credit represents, for the average University undergraduate student, three hours of academic work per week (including lectures, laboratories, recitations, discussion groups, field work, study, and so on), averaged over the semester, in order to complete the work of the course to achieve an average grade. Student Writing Support (SWS) offers free writing instruction for all University of Minnesota students—graduate and undergraduate—at all stages of the writing process. In face-to-face and online collaborative consultations, SWS consultants from across the disciplines help students develop productive writing habits and revision strategies.

Consulting is available by appointment online and in Nicholson Hall, and on a walk-in basis in Appleby Hall. For more information, go to writing.umn.edu/sws or call 612.625.1893.

In addition, SWS offers a number of web-based resources on topics such as avoiding plagiarism, documenting sources, and planning and completing a writing project.

The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf. This syllabus and the handout material are based closely on the course developed in the University of Minnesota School of Architecture over many years by Professor Emeritus Leon Satkowski. I am deeply grateful to Professor Satkowski for sharing this material with me and with subsequent generations of students.

9/22/2017 ECAS View Course Proposal

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Electronic Course Authorization System(ECAS)ARCH 3411V - VIEW COURSE PROPOSAL

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Approvals Received: Departmenton 9/22/17

by Nicole Kennedy(kenne814@umn.edu)

Approvals Pending: College/Dean > Provost > Honors > LE > WI > PeopleSoft Manual EntryEffective Status: ActiveEffective Term: New: 1189 - Fall 2018

Old: 1153 - Spring 2015Course: ARCH 3411VInstitution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: UGRDCollege: TALA - College of DesignDepartment: 10827 - School of Architecture

General

Course Title Short: Arch Hist to 1750

Course Title Long: Architectural History to 1750

Max-Min Credits for Course: 3.0 to 3.0 credit(s)

Catalog Description: History of architecture/city planning from antiquity to 1750, as illustrated by major monuments from western/non-western cultures.

prereq: Soph or above

Print in Catalog?: Yes

CCE Catalog Description: New: false Old: Only include CCE Catalog Description in CCE Catalog. History of architecture and city planning from antiquity to 1750, as illustrated by major monuments from Western/non-Western cultures.

Grading Basis: A-F

Topics Course: No

Honors Course: Yes

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?: No

Community Engaged Learning (CEL): None

Instructor Contact Hours: 3.0 hours per week

Course Typically Offered: Every Fall

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: kenne814 | Sign out

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Component 1: LEC

Component 2: DIS

Auto Enroll Course: Yes

Graded Component: DIS

Academic Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: New: Arch 3411v/Arch 3411WOld: No Course Equivelencies

Cross-listings: Parent Course: Arch 3411W Crosslist: Arch 3411V

Add Consent Requirement: No required consent

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): 002141 - Honors, Soph or Jr or Sr

Editor Comments: <No text provided>

Proposal Changes: New: Housekeeping to make Arch 3411W and 3411V equivalent in ECAS. The original ECAS entry does not reflect this, even though the equivalency has always been intended. The equivalency question was overlooked when the course was first created and entered in ECAS. Old: <No text provided>

History Information: <No text provided>

Faculty Sponsor Name: New: Gayla LindtOld: Leon Satkowski

Faculty Sponsor E-mail Address: New: glindt@umn.eduOld: satko001@umn.edu

Student Learning Outcomes

Student Learning Outcomes* Students in this course:

- Have mastered a body of knowledge and a mode of inquiry

How will you assess the students' learning related to this outcome? Give brief examples of howclass work related to the outcome will be evaluated.

For almost all students, architectural history is a subject they have never studied in theirprevious schooling. It employs new and diverse modes of learning.

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

The chronological breadth of the course introduces students to the varieties of form, buildingtypes, and cites across the world down to 1700.

- Understand diverse philosophies and cultures within and across societies

How will you assess the students' learning related to this outcome? Give brief examples of howclass work related to the outcome will be evaluated.

As stated previously, the course studies built environments in more than 30 modern countrieson five continents (Australia and Antarctica are omitted).

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

Cross-cultural comparisons are made in class lectures wherever meaningful.

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- Can communicate effectively

How will you assess the students' learning related to this outcome? Give brief examples of howclass work related to the outcome will be evaluated.

Architectural history is one of the few areas where architecture students learn to write aboutthe subject of their major.

Please explain briefly how this outcome will be addressed in the course. Give brief examples ofclass work related to the outcome.

All tests include both shorter and longer essays (there are no multiple choice questions orproblem sets), and seven brief essays are required for the recitations. An application has beenmade for Writing Intensive designation.

Liberal Education

Requirement this course fulfills: HIS Historical Perspectives

Other requirement this course fulfills: GP Global Perspectives

Criteria for Core Courses: Describe how the course meets

the specific bullet points for theproposed core requirement. Giveconcrete and detailed examplesfor the course syllabus, detailedoutline, laboratory material,student projects, or otherinstructional materials ormethod.

Core courses must meet thefollowing requirements:

They explicitly helpstudents understand whatliberal education is, howthe content and thesubstance of this courseenhance a liberaleducation, and what thismeans for them asstudents and as citizens.They employ teaching andlearning strategies thatengage students withdoing the work of the field,not just reading about it.They include small groupexperiences (such asdiscussion sections or labs)and use writing asappropriate to thediscipline to help studentslearn and reflect on theirlearning.They do not (except in rareand clearly justified cases)have prerequisites beyondthe University's entrancerequirements.They are offered on aregular schedule.They are taught by regularfaculty or underexceptional circumstancesby instructors oncontinuing appointments.Departments proposinginstructors other thanregular faculty mustprovide documentation ofhow such instructors willbe trained and supervised

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to ensure consistency andcontinuity in courses.

The course meets the Liberal Education Core requirement for Historical Perspectives. In ARCH 3411, we will study man¿s history through an examination of architecture from thirty modern countries on five continents from the ancient world through the beginnings of the Enlightenment. We will look at the ways that monarchs, dictators, emperors, and religious leaders used architecture to impress, control, cajole, and influence the powerful and the oppressed.

As a Historical Perspectives core course, ARCH 3411 as three main learning objectives: 1. To examine the human past, studying the beliefs, practices, and relationships that shaped human experience over time. 2. To introduce students to the use of primary sources. 3. To help students understand how historical knowledge is constructed and to assess the methods used to produce historical knowledge. 4. To teach students how to express their observations on architecture in written form.

These objectives will be addressed consistently through all aspects of the course. In lectures, Professor Satkowski will give you an overview of architectural style and form, but the main emphasis of lectures will be on the ways that architectural form and the built environment reflect human experience. In this way, Professor Satkowski will give you a broad understanding of the social, political or intellectual context of a place or period before demonstrating how these issues influenced the development of a particular building, ceremonial space, or ritual setting. Similarly, Professor Satkowski will also discuss how the construction of buildings also influenced and affected the behavior, relationships, and rituals of individuals, from a variety of social strata. In every lecture, Professor Satkowski will also discuss the ways that information as been passed down to modern man about the ancient world. He will explain to students the ways that primary texts, such as written documents, artworks, building plans, city plans, drawings, theoretical treatises, legal documents, works of fiction, and classical texts have informed his and other historians views of these places and periods. In recitation, students will have the opportunity to read and discuss primary texts with teaching assistants following lesson plans carefully constructed by Professor Satkowski in order to foster discussion about the construction of historical knowledge. In each section

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of the course, students will be introduced to at least one classical work from the period. Issues of transmission, translation, cultural context, and political significance will be outlined and explored in discussion. Assignments have been designed in order to allow students to practice decoding primary and secondary documents. Exams are tools used to encourage you to synthesize the objectives of the course.

Criteria for Theme Courses: Describe how the course meets

the specific bullet points for theproposed theme requirement.Give concrete and detailedexamples for the course syllabus,detailed outline, laboratorymaterial, student projects, orother instructional materials ormethods.

Theme courses have the commongoal of cultivating in students anumber of habits of mind:

thinking ethically aboutimportant challengesfacing our society andworld;reflecting on the sharedsense of responsibilityrequired to build andmaintain community;connecting knowledge andpractice;fostering a stronger senseof our roles as historicalagents.

The course meets the Liberal Education requirement for Global Perspectives. For reasons of chronology, its focus lies beyond the United States, though the varieties of North and South America architecture prior to Columbus are studied. Its scope is appropriately global, using examples found in more than thirty modern countries on five continents. Although students reflect upon the course material in recitations, its greatest impact is on their perception and understanding of the international community. For those of you who have traveled in foreign countries, ARCH 3411 will put your individual experience into a clear academic perspective. For those who have not, ARCH 3411 will introduce you to a range of environmental experiences that are new, preparing you to understand and respect foreign cultures.

As a Global Perspectives course, ARCH 3411 as three main learning objectives: 1. To encourage students to think ethically about the social issues that face our global community. 2. To provide an arena where students can respectfully challenge the ideas they are learning in order

9/22/2017 ECAS View Course Proposal

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to help them develop a responsible approach to building and maintaining community. 3. To help students question their own ideas and to connect their educational and intellectual journeys with their future professional practices.

These objectives will be addressed consistently through all aspects of the course, but especially in recitation, where you will be given many opportunities to discuss your own reactions to material presented in lecture and in your textbooks. A number of recitations are designed to help you connect your learning experience in ARCH 3411 to your future career, whether in architecture or not.

LE Recertification-Reflection Statement (for LE courses being re-certified only): <No text provided>

Statement of Certification: This course is certified for a Core(blank) as ofThis course is certified for a Theme(blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum: Yes

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction furtherthe learning objectives of this course and how is writingintegrated into the course? Also, describe where in thesyllabus there are statements about the critical role writingplays in the course.

Architectural history is one of the few areas where architecture majors are asked to write about (and in) their chosen discipline. It is a form of expression that differs considerable from more colloquial discussions they have with their studio instructors. The assignments demand a disciplined and dedicated approach to writing, a desire that is shared by professionals who are the student¿s future employers. It is a form of communication that will bring clarity to the student¿s future professional work.

Question 2 (see CWB Requirement 2):What types of writing (e.g., research papers, problem sets,presentations, technical documents, lab reports, essays,journaling etc.) will be assigned? Explain how theseassignments meet the requirement that writing be asignificant part of the course work, including details aboutmulti-authored assignments, if any. Include the requiredlength for each writing assignment and demonstrate howthe 2,500 minimum word count (or its equivalent) forfinished writing will be met.

The seven writing assignments total about 25 pages over the course of the semester. They represent a variety of essay types, Criticism of readings or lectures account for five, while two deal specifically with descriptions of buildings or landscapes. This is of fundamental importance, because it links writing skills to observation, a challenge most students have not yet faced. It is also the logical choice for students to resubmit.

Question 3 (see CWB Requirement 3):How will students' final course grade depend on theirwriting performance? What percentage of the course gradewill depend on the quality and level of the student's writingcompared to the percentage of the grade that depends onthe course content? Note that this information must also beon the syllabus.

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Writing accounts for about 40% of a student¿s grade. Although expression and content are not graded separately, improvement over the semester is a factor in determining the final grade, and this includes improvement in writing. The recitation grade is largely based on the writing, in addition to participation in discussions.

Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required torevise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include anexample of the assignment instructions you are likely to usefor this assignment or assignments.

First writing assignment (Week Two)

Write a three to four page paper describing a building, landscape, or space on the Twin Cities campus that you consider significant. In your description pay attention to its appearance, size and scale, and its effect on the observer (you). The first two lectures will contain many clues as to how one describes a building in its multi-faceted aspects. There are excellent examples of brief descriptions in your text, and, in a more detailed way, in William Mac Donald¿s book on the Pantheon in Rome. Please remember to give some indication as to WHY you consider your chosen example ¿significant.¿

In writing your paper you must keep your language simple, your organization clear, and your expression of ideas forceful. Your paper (as well as all other recitation papers) will be shared with the class for discussion. With the author¿s permission, a selection of the best papers will be placed on the web site. Please remember that you are being asked to write a description that reconciles what you see and what you think. Emphatically this is not an exercise in creative writing. Any paper that does not meet these guidelines will be returned to the author for rewriting,

Revised Paper (Week Nine)

Return to the first paper you wrote for the course (week two), and rewrite it using the knowledge you have gained and the writing skills you have developed in this course. In the meantime you will have been exposed to a variety of buildings descriptions in class, and you will have read a ¿how to¿ manual for understanding architecture by James O¿Gorman, an author with strong beliefs on the subject. The revision should seek not only greater simplicity, clarity and forcefulness, it should also demonstrate your understanding of architecture and writing about it as practiced in the last 7 weeks. Group discussions are encouraged, as is the reading of your drafts by fellow students. An extra pair of yes can be a great help. The best papers will be placed on the course web site. There is only one stipulation: you may not change your selection of a building, landscape, or space.

Question 5 (see CWB Requirement 5):What types of writing instruction will be experienced bystudents? How much class time will be devoted to explicitwriting instruction and at what points in the semester?What types of writing support and resources will beprovided to students?

Although the course is not currently designated as writing intensive, we have found that is best to constantly stress fundamental concerns: simplicity in language, clarity in organization, and forcefulness in expression. Development if thoughts that naturally flow together are stressed. The subject of writing about architecture is topical; last semester a publisher asked me to review a proposal for a book on writing about architecture, a sort of Strunk and White for the design profession.

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessmentand writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to studentwriting) and how will they be supervised. If the course istaught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every faculty

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mentor will ensure that their students will receive a writingintensive experience.

All TAs will be required to take the two-day course offered by the writing center.

Statement of Certification: This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus: New: UNIVERSITY of MINNESOTA COLLEGE of DESIGN SCHOOL of ARCHITECTURE

ARCH 3411W/3411V HISTORY of ARCHITECTURE to 1750 3 credit hours – 2 hours lecture, 1 hour recitation FALL 2017 LECTURES TUESDAYS and THURSDAYS 9:45 – 11:00 AM, RAPSON HALL 100

ROBERT FERGUSON fergu020@umn.edu OFFICE HOURS AFTER CLASS THURSDAYS AND BY APPOINTMENT

TEACHING ASSISTANTS Catherine Deacon deaco007@umn.edu Susanne Flod flodx002@umn.edu Christina Johnson joh13619@umn.edu Kacie Lucchini lucch005@umn.edu Jonathon Wold woldx179@umn.edu

This course will begin to situate us, and our work, in the context of the much larger, much longer human story. Architecture, both in practice and in its historical study, is fundamentally about people. In studying the human past through the built environment, from prehistory to 1750, we will see how architecture, both the ordinary and the extraordinary, is the product of its cultural, political, and social context. People make buildings and spaces, and buildings and spaces shape the ideas and behaviors of people. By studying architecture we can learn not just about trends of style and form, but also about the relationships, practices, narratives, and beliefs that have constituted human culture.

COURSE STRUCTURE and REQUIREMENTS

The course consists of slide lectures, review classes, and weekly recitation sessions. All students are required to attend the recitations and to complete the weekly assignments. All papers, quizzes, and examinations must be completed in order to receive a passing grade for the course.

The final grade will be based on the following: 1. Slide quizzes (20%) Two slide quizzes will be given during recitation classes. Each will involve the identification of five slides (shown since the first day of classes and since the midterm exam, respectively) and the explanation of their importance for architectural history.

2. Examinations (40%) There will be two examinations composed of slide identifications (slides shown since the previous quiz), identification of (midterm) parts of the classical architectural orders and (final) parts of a Gothic cathedral, and one essay. The essay topics will be given out in advance.

3. Recitation (40%) The grade for recitation work will be based primarily on six assigned papers, each 2-3 pages in length. Additional consideration may be given to attendance and full participation in all discussions.

All papers are due at the start of the recitations, in both hard copy and digital form (.doc or .docx preferred). Sources must be cited (Chicago style) not just for direct quotations but also for information, ideas, and trains of thought. Students must complete all paper assignments. Attendance at the recitations is mandatory. There will be no make up exams or quizzes, no extra credit exams or projects, and no grades of “Incomplete”. Authorized medical or grave personal reasons or other legitimate circumstances as defined by University policy (http://policy.umn.edu/education/makeupwork) will permit the only exceptions to this rule. Vacation plans do not constitute acceptable reasons for rescheduling a midterm or final exam; only students participating in official University activities with letters from the appropriate authority may take the exam on an earlier date.

Plagiarism or any form of academic dishonesty in any part of the course work shall be grounds for failure for the course.

BOOKS REQUIRED for PURCHASE

Michael Fazio, Marian Moffett, and Lawrence Wodehouse, Buildings Across Time: An Introduction to World Architecture (4e, Boston: McGraw-Hill, 2014). A survey of global

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architectural traditions. This will be used in ARCH 3412. Keep this book. Kathleen James-Chakraborty, Architecture since 1400 (Minneapolis: University of Minnesota, 2014). This will also be used in ARCH 3412. Keep this book. James F. O’Gorman, ABC of Architecture (Philadelphia: Penn, 1998). An introduction to some issues faced by the first-time student of architectural history.

Writing Intensive Course This course is designated as Writing Intensive (W-I). The symbiotic relationship between written or spoken words and visual images is vital to both the practice and the study of architecture, and particularly to architectural history. We not only learn to write, but also write to learn. Students will actively engage primary and secondary texts, and one film, by writing about them in illustrated papers. Discussion and commentary on these will be the main activity of the recitation sections, and two of the papers will be revised in response. The assignments are described and detailed below.

Historical Perspective Core This course meets the Liberal Education Core requirement for Historical Perspectives. In ARCH 3411, we will study human history through an examination of architecture from thirty modern countries on five continents from the ancient world through the beginnings of the Enlightenment. We will look at ways in which those in power, social, political, and religious leaders and groups, have used the built environment to impress, control, cajole, and influence the privileged and the oppressed. In this way ARCH 3411 (and its companion course, ARCH 3412) explicitly help students understand what liberal education is, how the contents and substance of this course enhance a liberal education, and what this means for them as students and as citizens.

As a Historical Perspectives core course, ARCH 3411 has four main learning objectives: 1. To examine the human past, studying the beliefs, practices, and relationships that shaped human experience over time. 2. To introduce students to the use of primary sources. 3. To help students understand how historical knowledge is constructed and to assess the methods used to produce historical knowledge. 4. To teach students how to express their observations on architecture in written form.

These objectives will be addressed consistently through all aspects of the course. The lectures will give an overview of architectural style and form, but the main emphasis will be on the ways that architectural form and the built environment reflect human experience. In this way, a broad understanding of the social, political, or intellectual context of a place or period will be built up before demonstrating how these issues influenced the development of a particular building, civic space, or ritual setting. Similarly, we will examine how the construction of buildings also influenced and affected behavior, relationships, and rituals across a variety of social strata. The lectures will also discuss ways in which information about the pre-modern world has been passed down to and interpreted by moderns. Primary texts, ranging from myth, epic, and prophecy to legal documents, practical and theoretical treatises, journals, letters, and works of fiction, are vital to historical understanding. But in the field of architecture, artworks, buildings, drawings, building plans, and city plans are equally vital. The lectures will show how all of these have informed historians’ views of these places and periods. In Recitation, students will have the opportunity to read and discuss primary texts with the instructor or teaching assistants following lesson plans intended to foster discussion about the construction of historical knowledge. In each section of the course, students will be introduced to at least one exemplary work from the period. Issues of transmission, translation, cultural context, and political significance will be outlined and explored in discussion. Assignments have been designed to allow students to practice interpreting primary and secondary documents. Examinations encourage students to synthesize the objectives of the course.

Global Perspectives Theme This course meets the Liberal Education requirement for Global Perspectives. For reasons of chronology, its focus lies beyond the United States, though the varieties of North and South American architecture prior to Columbus, and colonial architectures up to 1750, are studied. The course’s scope is appropriately global, using examples found in more than thirty modern countries on five continents. Although students reflect upon the course material in recitations, its greatest impact is on their perception and understanding of the international community. For those who have traveled in foreign countries, ARCH 3411 will help to put that individual experience into a clear academic perspective. For those who have not, ARCH 3411 will introduce a range of environmental experiences that are new, preparing for understanding and respect of foreign cultures.

As a Global Perspectives course, ARCH 3411 has three main learning objectives: 1. To encourage students to think ethically about the social issues that face our global community. 2. To provide an arena where students can respectfully challenge the ideas they are learning in order to help them develop a responsible approach to building and maintaining community. 3. To help students question their own ideas and to connect their educational and intellectual journeys with their future professional practices.

These objectives will be addressed consistently throughout all aspects of the course, but

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especially in Recitation, where students will have many opportunities to discuss their own reactions to material presented in lecture and in the textbooks. The recitations are also intended to help students connect their learning experience in ARCH 3411 to their future career, whether in architecture or not.

A CALENDAR for FALL SEMESTER

I. Learning about the Human Past through the Built Environment

Week One: 5 and 7 September Introduction to History; Principles and Terminology

Reading: O’Gorman, all. Recitation: How to study for this course as told by its survivors – the TAs. Questions of plagiarism and academic honesty. Paper 1 introduced: Architectural Principles, Then and Now. Read Vitruvius 1.3 (Moodle) and O’Gorman (pp. 17-30) on “Utilitas,” and write a two- to three-page paper describing Rapson Hall in terms of this classical ideal and its modern interpretation by O’Gorman. Do Vitruvius’s criteria apply to the study of modern buildings?

Week Two: 12 and 14 September Early Communities, Cities, and Empires: Stone Age Europe and Anatolia; Mesopotamia, Egypt

Reading: Fazio et al., Introduction, Chapter 1. Recitation: Paper 1 due at recitation this week.

II. Classical Antiquity and its Survivals

Week Three: 19 and 21 September Place, Power, Ritual, and Warfare: Democracy and Religion in Ancient Greece

Reading: Fazio et al, Chapter 2. Recitation: Paper 1 returned with comments, for revision as Paper 2. Preparation for Slide Quiz.

Week Four: 26 and 28 September Urbanism and Empire: Ancient Rome, her Provinces, and her People

Reading: Fazio et al., Chapter 5. Recitation: SLIDE QUIZ IN RECITATION THIS WEEK.

Week Five: 3 and 5 October Faith, Liturgy, and Space: Early Christianity, East and West

Reading: Fazio et al., Chapter 6. Recitation: Read Vitruvius 1.3 and O’Gorman (pp. 31-63) on “Firmitas”, and be prepared to discuss which building studied to date in the course best exemplifies this concept. Paper 3 introduced: Spin doctors and Scholars. Read the descriptions of the Hagia Sophia by the Byzantine court historian Procopius (De Aedificiis 1.1.23ff.), and the noted architectural historian Richard Krautheimer (Early Christian and Byzantine Architecture), both on Moodle. In a two- to three-page paper, address the following: What kind of history does each author write? Which aspects of the church do the authors employ to support their analysis? Paper 2 (revision of Paper 1) due at recitation this week.

III. Cross-Cultural Comparisons I: Faith in the Shadow of Indigenous Traditions

Week Six: 10 and 12 October Circa 1000: the Christian Perspective in Western Europe

Reading: Fazio et al., Chapter 8. Recitation: Preparation for Midterm Examination. Paper 3 due at recitation this week.

Week Seven: 17 and 19 October Review based on questions for the Midterm Examination (19 October)

MIDTERM EXAMINATION THURSDAY 19 OCTOBER. Recitation: No recitation this week.

Week Eight: 24 and 26 October

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Circa 1000: 24 October: Early India, Buddhist and Hindu Guest Lecturer Marsha Olson 26 October: The Early Islamic World

Reading: Fazio et al., Chapters 3, 7. Recitation: No recitation this week.

IV. Cross-Cultural Comparisons II: Faith, Technology, and Urbanization, East and West

Week Nine: 31 October and 2 November Circa 1200: The Gothic Cathedral and the Medieval City

Reading: Fazio et al., Chapter 9. Stoddard, excerpt on Notre-Dame (Moodle). Recitation: Examinations returned and discussed. Paper 4 introduced: Evaluating your Sources. Using JSTOR and Oxford Art Online (Oxford Dictionary of Art, Grove Art Online – you can find both through Indexes and Databases on the UMN Libraries home page), look up one Gothic cathedral (or other major church) that we’ve studied in class or that Fazio et al. discuss (not Notre-Dame, Paris). Find one article from a scholarly, peer-reviewed journal in JSTOR that deals with your chosen building. Then, find an article in Oxford Art Online, and an article in Wikipedia, that discuss your chosen building. Compare the three sources, considering the evidence used and the point of view. Write a two- to three-page paper exploring their construction of historical knowledge. The emphasis should be on the modern sources rather than on the architecture itself, though obviously you will need to refer to the architecture.

Week Ten: 7 and 9 November Expressions of Empire: City, Temple, and Palace in China and Japan

Reading: Fazio et al., Chapter 4; James-Chakraborty, Chapter 1. Recitation: Paper 4 due at recitation this week.

Week Eleven: 14 and 16 November 14 November: The Ottoman Empire: Continuity and Change in the Islamic World 16 November: Mughal India Guest Lecturer Marsha Olson

Reading: Fazio et al., Chapter 7; James-Chakraborty, Chapters 7-8. Recitation: Paper 4 returned with comments for revision as Paper 5: Return to Paper 4, and rewrite it, taking account of the comments you have received and further sources posted on Moodle, and expanding it to consider implications for interpretation of the architecture.

Week Twelve: 21 November No meeting 23 November: Thanksgiving Community and Culture in North America before and after Columbus

Reading: Fazio et al., Chapter 10; James-Chakraborty, Chapter 2. Recitation: Honors section only; all other sections, no recitation this week.

V. Cross-Cultural Comparisons III: Style, Culture, and Power

Week Thirteen: 28 and 30 November The Renaissance: Survival of Medievalism and Revival of Antiquity

Reading: Fazio et al., Chapter 11; James-Chakraborty, Chapters 3-5. Recitation: SLIDE QUIZ IN RECITATION THIS WEEK. Paper 5 due.

Week Fourteen: 5 and 7 December Circa 1650 I: The Baroque in Italy

Reading: Fazio et al., Chapter 12; James-Chakraborty, Chapter 9. Recitation: Paper 6 introduced. Topic to be announced.

Week Fifteen: 12 December Circa 1650 II: The Baroque in Northern Europe and the Colonialized World

Reading: James-Chakraborty, Chapters 10-11. Recitation: No recitation this week. Paper 6 due.

FINAL EXAMINATION TUESDAY, 19 DECEMBER, 8:00-10:00, RAPSON 100. GRADING POLICY

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A 4.00 Represents achievement that is outstanding relative to the level necessary to meet course requirements. (93 or above) A- 3.67 (90 – 92) B+ 3.33 (87 – 89) B 3.00 Represents achievement that is significantly above the level necessary to meet course requirements. (83 – 86) B- 2.67 (80 – 82) C+ 2.33 (77 – 79) C 2.00 Represents achievement that meets the course requirements in every respect. (73 – 76) C- 1.67 (70 – 72) D+ 1.33 (67 – 69) D 1.00 Represents achievement that is worthy of credit even though it fails to fully meet the course requirements (60 – 66) S Represents achievement that is satisfactory, which is equivalent to C- or better. F 0 Represents failure and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit (59 and below) or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see Section III (1)). The F carries 0 grade points and the credits for the course do not count toward any academic degree program. The credit hours for the course shall count in the grade point average.

Plagiarism or any form of academic dishonesty in any part of the course work shall be grounds for failure of the course. See the University’s Student Conduct Code: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf; FAQs: http://policy.umn.edu/education/instructorresp.

MOODLE SITE (Access through the MyU Portal at http://myu.umn.edu)

Images used in the lectures are available on the web for study purposes. The site also includes the syllabus, assignments, some readings, and building lists for each of the lectures. Students are responsible for printing a copy of the building list and bringing it to class.

PLEASE NOTE:

If you have disabilities limiting your full participation in this class, you are encouraged to bring this to the instructor's attention at the beginning of the semester so your needs may be accommodated. Further information and assistance is available from the University's Disability Resource Center in 180 McNamara Alumni Center, drc@umn.edu; https://diversity.umn.edu/disability/ All Activities in this course are governed by the University of Minnesota Student Conduct Code (http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf). Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. In addition students responsible for such behavior may be asked to cancel their registration (or have their registration cancelled).

Student workload expectations per undergraduate credit. For fall or spring semester, one credit represents, for the average University undergraduate student, three hours of academic work per week (including lectures, laboratories, recitations, discussion groups, field work, study, and so on), averaged over the semester, in order to complete the work of the course to achieve an average grade.

Student Writing Support (SWS) offers free writing instruction for all University of Minnesota students—graduate and undergraduate—at all stages of the writing process. In face-to-face and online collaborative consultations, SWS consultants from across the disciplines help students develop productive writing habits and revision strategies. Consulting is available by appointment online and in Nicholson Hall, and on a walk-in basis in Appleby Hall. For more information, go to writing.umn.edu/sws or call 612.625.1893. In addition, SWS offers a number of web-based resources on topics such as avoiding plagiarism, documenting sources, and planning and completing a writing project.

The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf.

This syllabus and the handout material are based closely on the course developed in the University of Minnesota School of Architecture over many years by Professor Emeritus Leon Satkowski. I am deeply grateful to Professor Satkowski for sharing this material with me and with subsequent generations of students.

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Old: SCHOOL OF ARCHITECTURE ARCH 3411 HISTORY OF ARCHITECTURE TO 1750 TTH 9:45-11:00 RAPSON 100 PROFESSOR SATKOWSKI 151C RAPSON T 12:30-2:00PM 3 credit hours--2 hours lecture, one hour recitation voicemail: 612-624-1308 e-mail: satko001@umn.edu

Provisional Syllabus for CLE

Description Architecture is a discipline both in practice and in its historical study that is fundamentally about people. In ARCH 3411, we will use the built environment as a tool to study the human past. Architecture, both the vernacular and the extraordinary, is the product of its cultural, political, and social context. People make buildings and buildings and spaces shape the ideas and behaviors of people. By studying architecture, we can learn not just major trends of style and form, but also about the relationships, practices, beliefs that have shaped human behavior. ARCH 3411 will study people and buildings from ancient times to 1750.

Historical Perspective Core The course meets the Liberal Education Core requirement for Historical Perspectives. In ARCH 3411, we will study man¿s history through an examination of architecture from thirty modern countries on five continents from the ancient world through the beginnings of the Enlightenment. We will look at the ways that monarchs, dictators, emperors, and religious leaders used architecture to impress, control, cajole, and influence the powerful and the oppressed.

As a Historical Perspectives core course, ARCH 3411 as three main learning objectives: 1. To examine the human past, studying the beliefs, practices, and relationships that shaped human experience over time. 2. To introduce students to the use of primary sources. 3. To help students understand how historical knowledge is constructed and to assess the methods used to produce historical knowledge. 4. To teach students how to express their observations on architecture in written form.

These objectives will be addressed consistently through all aspects of the course. In lectures, Professor Satkowski will give you an overview of architectural style and form, but the main emphasis of lectures will be on the ways that architectural form and the built environment reflect human experience. In this way, Professor Satkowski will give you a broad understanding of the social, political or intellectual context of a place or period before demonstrating how these issues influenced the development of a particular building, ceremonial space, or ritual setting. Similarly, Professor Satkowski will also discuss how the construction of buildings also influenced and affected the behavior, relationships, and rituals of individuals, from a variety of social strata. In every lecture, Professor Satkowski will also discuss the ways that information as been passed down to modern man about the ancient world. He will explain to students the ways that primary texts, such as written documents, artworks, building plans, city plans, drawings, theoretical treatises, legal documents, works of fiction, and classical texts have informed his and other historians views of these places and periods. In recitation, students will have the opportunity to read and discuss primary texts with teaching assistants following lesson plans carefully constructed by Professor Satkowski in order to foster discussion about the construction of historical knowledge. In each section of the course, students will be introduced to at least one classical work from the period. Issues of transmission, translation, cultural context, and political significance will be outlined and explored in discussion. Assignments have been designed in order to allow students to practice decoding primary and secondary documents. Exams are tools used to encourage you to synthesize the objectives of the course.

Global Perspectives Theme The course meets the Liberal Education requirement for Global Perspectives. For reasons of chronology, its focus lies beyond the United States, though the varieties of North and South America architecture prior to Columbus are studied. Its scope is appropriately global, using examples found in more than thirty modern countries on five continents. Although students reflect upon the course material in recitations, its greatest impact is on their perception and understanding of the international community. For those of you who have traveled in foreign countries, ARCH 3411 will put your individual experience into a clear academic perspective. For those who have not, ARCH 3411 will introduce you to a range of environmental experiences that are new, preparing you to understand and respect foreign cultures.

As a Global Perspectives course, ARCH 3411 as three main learning objectives: 1. To encourage students to think ethically about the social issues that face our global community. 2. To provide an arena where students can respectfully challenge the ideas they are learning in order to help them develop a responsible approach to building and maintaining community. 3. To help students question their own ideas and to connect their educational and intellectual journeys with their future professional practices.

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These objectives will be addressed consistently through all aspects of the course, but especially in recitation, where you will be given many opportunities to discuss your own reactions to material presented in lecture and in your textbooks. A number of recitations are designed to help you connect your learning experience in ARCH 3411 to your future career, whether in architecture or not.

About the Prof

Leon Satkowski is trained both as an architect (B.Arch., Cornell) and as an art historian (Ph.D., Harvard). His major publications include Giorgio Vasari: Architect and Courtier (Princeton University Press), the standard work on the subject, and, with Colin Rowe, Italian Architecture of the 16th Century (Princeton Architectural Press, with translations into Japanese and Spanish). He has visited almost all of the monuments discussed in the course, and many of the images shown in class are his own photography.

I. Learning about the Human Past through the Built Environment

Week One Introduction to History: Principles and Terminology Reading: WLM, all, OG, all. Recitation: How to study for this course as told by its survivors--the TA's. Questions of plagiarism and academic honesty.

Week Two Early Cities, Communities and Empires: Stone Age Europe, Mesopotamia, Egypt Reading: MM, Introduction, Chapter 1. Recitation: Trusting your Textbook (?). How does your textbook structure the history of architecture? Flip through the entire book, look over its organization, the bibliography, index, and chapter organization. Read the first chapter and introduction carefully. How does this book compare to history textbooks you¿ve used in the past? What kind of evidence does Moffett use? Write a three-page paper responding to the style and approach of your textbook. Paper due this week.

II. Antiquity and its Survivals

Week Three Power, Ritual & Warfare: Democracy & Religion in Ancient Greece Reading: MM, Chapter 2. Recitation: Architectural Principles, Then and Today. Read OG on ¿Utilitas,¿ pp.17-30, and write a three page paper indicating which building on campus comes closest to expressing this classical ideal. Which concepts are those of Vitruvius and which are those of O¿Gorman? Do you think they are applicable to the study on contemporary buildings? Why (or why not)? Paper due this week.

Week Four Urbanism and Empire: Ancient Rome, her Provinces, her People Reading: MM, Chapter 5; WLM, review. Recitation: Civic Values, Civic Architecture. Read ¿Pericles' Funeral Oration,¿ from Thucydides¿ The History of the Peloponnesian War, 2.34-46 (on course Web Vista site). Pericles¿ funeral oration is one of the most profound sermons on the ways that architecture can reflect the essence of a culture and community while also shaping the people within that community. Pericles argues that Athenians must rebuild the Acropolis, in order to demonstrate the power of democratic ideal. How would you, as an Athenian in the 5th Century BC, and as member of the Panathenaic Procession (see sidebar in Buildings Across Time) respond to this funeral oration? In doing so, you must consider the role of architecture in shaping a community and how and whether the Parthenon did help to convey and idea of the Greeks to future generations. Three page paper due this week.

Week Five Faith & Liturgy: Early Christianity, East and West Reading: MM, Chapter 6. Recitation: SLIDE QUIZ IN RECITATION THIS WEEK. Read OG on ¿Firmitas,¿ pp.31-63, and be prepared to discuss which building studied to date in the course best exemplifies this concept.

III. Cross-Cultural Comparisons I--Faith in the Shadow of Indigenous Traditions

Week Six Circa 1000: the Christian Perspective in Western Europe Reading: MM, Chapter 8. Recitation: Spin Doctors and Scholars. Read the descriptions of the Hagia Sophia by the Byzantine court historian Procopius (De Aedifiicis, I,I, 23ff.,) and the noted architectural historian Richard Krautheimer (Early Christian and Byzantine Architecture, both on WebVista

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site). What is the kind of history does each author write? Which aspects of the church do each author employ to support their analysis? How do the approaches of these authors compare to that of Professor Satkowski in the discussion of Byzantine architecture in class? Three page paper due this week.

Week Seven Circa 1000: Islam, Buddhism, and Hindu Reading: MM, Chapters 3, 7. Recitation: How to study for the Mid-Term Exam. Discussion of the essay question, which will be given out in the recitation class.

Week Eight ¿Ask the Prof.¿ Review based on student questions for Mid-term Exam. Mid-Term Exam Recitation: No recitation this week.

IV.Cross Cultural Comparisons II- Faith, Technology, and Urbanization, East and West

Week Nine Circa 1200: The Gothic Cathedral and the Medieval City Reading: MM, Chapter 9. Recitation: Architecture, Real and Imaginary? Watch the assigned film clip from the 1923 version of The Hunchback of Norte Dame (starring Lon Chaney as Quasimodo), and write a three page paper comparing how a film director portrays the Cathedral of Notre-Dame to how a historian describes it (both the clip on You Tube and the except from Whitney Stoddard, Art and Architecture in Medieval France , a standard textbook, are found on the course Web Vista site). Who are their audiences? Are they the same? What do they show and what do they omit? Be prepared to discuss these issues in class.

Week Ten Expressions of Empire: City, Temple and Palace in China and Japan I Reading: MM, Chapter 4 Recitation: Exams returned and discussed

Week Eleven Expressions of Empire: City, Temple and Palace in China and Japan II Recitation: Evaluating your Sources. Using JSTOR and the Grove Dictionary of Art (go to the Indexes and Databases on the U of M Libraries home page, where you can find both JSTOR and Grove Art Online) look up one building we¿ve studied. Find one article from a scholarly journal that deals with your chosen building or architect. Then, find an article in the Grove Dictionary of Art and an article in Wikipedia that discuss the same building or architect. Compare the three sources. The Grove Dictionary is an encyclopedia of art and architecture. The Grove entries are written by specialists in the field, but the entries are not peer reviewed. The article you chose from a scholarly journal should be peer-reviewed. Consider the evidence used and the point of view. Write a three-page paper exploring their construction of historical knowledge. Paper due at recitation this week.

Week Twelve The Renaissance--Survival of Medievalism or Revival of Antiquity? Reading: MM, Chapter 11 Recitation: SLIDE QUIZ IN RECITATION THIS WEEK. Return to the second paper you wrote for the course (week three), and rewrite it using the knowledge you have gained and the writing skills you have developed in this course. When your revision involves a significant change of your opinion (as opposed an improvement of your writing style), be sure to indicate the factors that led you to make the change. Paper due at recitation this week.

Week Thirteen Community and Culture in North America before and after Columbus African Art and Culture Reading, MM, Chapter 10. Recitation: NO RECITATION THIS WEEK; THANKSGIVING HOLIDAY.

V. Cross Cultural Comparisons III-Style in the Service of Absolutism

Week Fourteen Circa 1650 I¿Italy, France, and Germany Reading: MM, Chapter 12. Recitation: Architecture as an Ethical Pursuit, or Lifestyles of the Rich and Famous. A powerful ruler of your choice (such as a pope, king, or emperor,) has asked you, his architect, to prepare designs for a tomb, the construction of which will place the nation¿s finances in a precarious state. What would you say? How does this relate to the buildings we have studied so far in this course? Discussion of the role of historical architecture¿s facing ethical and social issues of

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then and today.

Week Fifteen Circa 1650 II¿Mughal India Recitation: Select a passage from any of the required readings for the course that you consider exemplary as writing about architecture, and be prepared to discuss it in terms of how its author presented a cogent idea with clarity, thoughtfulness, forceful expression and, above all, grace. Final Exam TBA

BOOKS REQUIRED FOR PURCHASE M. Moffett, et al., Buildings across Time (MM). An excellent survey of global architectural traditions. William L. MacDonald, The Pantheon (WLM). A study of the best-preserved structure of Roman antiquity that also raises universally applicable questions to the study of buildings in general. James F. O' Gorman, ABC of Architecture (OG). An introduction to the issues faced by the first-time student in the study of architectural history.

COURSE STRUCTURE AND REQUIREMENTS The course consists of slide lectures, review classes, and weekly recitation sessions. All students are required to attend the recitations and to complete the weekly assignments. All papers, quizzes and exams must be completed in order to receive a passing grade for the course.

The final grade will be based on the following: 1. Slide quizzes (20%) Two slide quizzes will be given during recitation classes. They will involve the identification of five slides (shown since the first day of classes and the Mid-Term Exam) and the explanation of their importance for architectural history. 2. Exams (40%) There will be two exams composed of slide identifications (slides shown since the previous quiz) and two essays. For the first exam, one essay question will focus on the ways that the architecture discussed in this course is the product of the historical, cultural, social, and political context of its period. You will be asked to select several examples discussed over the semester that demonstrate the complex ways that buildings both reflect and shape human behavior. The second essay question will focus on your ongoing intellectual journey in regards to global perspectives. Using a debate discussed and explored in class, you will take a position and discuss evidence to support this position. For example, you may be asked to argue that the British Museum is within its ethical obligations to keep the Elgin Marbles. 3. Recitation (40%) The grade for recitation work will be based primarily on six assigned papers, each 3 pages in length. Additional consideration may be given to attendance and full participation in all discussions.

All papers are due at the start of the recitations. They must be double spaced and either typed or computer-printed. Students must complete all paper assignments. Attendance at the recitations is mandatory.

There will be no make up exams, no extra credit exams or projects, and no grades of ¿incomplete.¿ Authorized medical excuses and grave personal reasons will permit the only exception to this rule. Plagiarism or any form of academic dishonesty will result in an automatic grade of F for the course. Vacation plans do not constitute acceptable reasons for rescheduling a final exam; only students participating in official university activities with letters from the appropriate authority may take the exam on an earlier date.

GRADING POLICY

A 4.00 Represents achievement that is outstanding relative to the level necessary to meet course requirements. (93 or above) A- 3.67 (90 to 92) B+ 3.33 (87 to 89) B 3.00 Represents achievement that is significantly above the level necessary to meet course requirements. (83 to 86) B- 2.67 (80 to 82) C+ 2.33 (77 to 79) C 2.00 Represents achievement that meets the course requirements in every respect. (73 to 76) C- 1.67 (70 to 72) D+ 1.33 (67 to 69) D 1.00 Represents achievement that is worthy of credit even though it fails to meet fully the course requirements. (60 to 66) S Represents achievement that is satisfactory, which is equivalent to a C- or better. F -0- Represents failure and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit (59 and below or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see Section III (1)). The F carries 0 gradepoints and the credits for the course do not count toward any academic degree program. The credit hours for the course shall count in the

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gradepoint average.

WEBCT VISTA SITE Images used in class are available on the web for study purposes. The site also includes the syllabus and building lists for each of the classes. Students are responsible for printing a copy of the building list and bringing it to class.

The instructions to get to the site follow: Option 1: Access through the MyU Portal. 1. Go to the MyU Portal at http://myu.umn.edu. 2. Go to the Click here to Sign-In link at the upper left. 3. Log in with your UMN Internet ID (jimbo1234) and password (If you don't know this information, call the technology helpline on your campus (Twin Cities: (612) 301-4357 or 1-HELP on campus; Crookston: (218) 281-8000; Duluth (218) 726-8847; Morris: (320) 589-6391). 4. Click my Toolkit 5. In the To Do List, click the link to your section. (If you do not see the To Do List, you may need to add it. Scroll to the bottom of the page and click on Advanced Settings... in the Add A drop menu, select To Do List.)

Option 2: Directly. 1. Go to to http://vista.umn.edu 2. Click the Log in link 3. Log in with your UMN Internet ID and password

PLEASE NOTE: If you have disabilities limiting your full participation in this class, you are encouraged to bring this to the instructor's attention at the beginning of the quarter so your needs may be accommodated. Further information and assistance is available from the University's Office of Disability Services in 16 Johnston Hall.

All Activities in this course are governed by the University of Minnesota student code. Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. In addition students responsible for such behavior may be asked to cancel their registration (or have their registration cancelled).

Lectures, syllabus, and handout material &#61651; Leon Satkowski

Strategic Objectives & Consultation

Name of Department Chair Approver: <No text provided>

Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricularobjectives of the unit?

<No text provided>

Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its corecurriculum?

<No text provided>

Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulatethe proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation preventscourse overlap and informs other departments of newcourse offerings. If you determine that consultation withunits in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g.,catalog key word search, conversation with collegiatecurriculum committee, knowledge of current curriculum inrelated units, etc.). Include documentation of allconsultation here, to be referenced during CCC review. Ifemail correspondence is too long to fit in the spaceprovided, paraphrase it here and send the full transcript tothe CCC staff person. Please also send a Word or PDFversion of the proposed syllabus to the CCC staff person.

<No text provided>

Back to Proposal List

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Contact Us

© 2014 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer Information current as of September 22, 2017

Twin Cities Campus: Parking & Transportation Maps & DirectionsDirectories Contact U of M Privacy

UPDATE COURSE PROPOSAL

Set-Up Information

Course: ARCH 3411W -Effective Term: New:1189 - Fall 2018 Old:1153 - Spring 2015

Institution UMNTC - Twin Cities/Rochester Career UGRD

Campus UMNTC - Twin Cities

College: TALA - College of Design Department: 10827 - School of Architecture

Edit the Above Information

- = Field with proposed change (also highlighted pink)+ = Required field to SAVE, submit, and approve* = Required field to submit and approve I

Approvals Received(click a level linkto set approvalback to that level):

Department[Set to Department level]

on 9/22/17by Nicole Kennedy

(kenne814@umn.edu)

Approvals Pending: College/Dean > Provost > LE > WI > PeopleSoft Manual EntryEffective Status Active

Inactive

This form is now auto saving. When you leave any field on the page it will be saved to the database immediately. Make sure to tab out of orclick outside the field to initiate the auto save.

General

+Course Title Short: (30-character limit including spaces)

13 characters left(as seen on student transcripts)

+Course Title Long: (100-character limit including spaces)

71 characters left(as seen on Class Schedule)

+Max-Min Creditsfor Course:

+Maximum credits:

+Minimum credits:

*CatalogDescription:

This is a required field. Enter a description of maximum 4000 characters, including spaces (about 450 words).Data from this field appears in Catalogs. Any course prerequisites that should appear in the Catalogs and theClass Schedule should be entered here. Prerequisites can include consent, class standing, or completion ofspecific courses. Twin Cities users SHOULD NOT include course equivalencies in this field; all other campusesshould enter course equivalencies preceded by the text: "Credit will not be granted if credit has been receivedfor:". Any prerequisites that are advisory to the student can be entered here, as well as any information aboutadditional course requirements. If you want to enforce any of these prerequisites, you may use the followingthree fields: Course equivalency, consent requirements, and enforced prerequisities.

3792 characters left

*Print in Catalog?: YesNo

* Grading Basis:

Topics Course YesNo

Honors Course: YesNo

Online Course: YesNo

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: lgardner | Sign out

Search U of M Web sites

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Freshman Seminar: YesNo

Is any portion of this course taughtoutside of the United States?:

YesNo

Community-Engaged Learning (CEL): ClinicalEntrepreneurshipField StudyInternship/Co-op

PracticumResearchService-LearningStudent Teaching

Choose up to 5 CEL values

*Coursetypically offered:

* Component 1 :

Component 1 has final exam

Component 2 :

Component 2 has final exam

Component 3 :

Component 3 has final exam

Auto-EnrollCourse:

YesNo

*GradedComponent:

+InstructorContact Hours:(hours per week):

Does this course comply with the instructional time per course credit policy? Credit hours should correlatewith the number of Instructor Contact Hours (e.g. a 4 credit course should have 4 hours of instructorcontact per week). Refer to the policy documents in the links below.Expected Student Academic Work per Credit PolicyInstructional Time per Course Credit Policy

+AcademicProgress Units:

Allowed to bypass limits?(only possible if Max and Min Credits for Course are EQUAL)

YesNo

+Academic progress units/credits:

+Financial AidProgress Units:

Allowed to bypass limits?(only possible if Max and Min Credits for Course are EQUAL)

YesNo

+Financial Aid progress units/credits:

+Repetition ofCourse:

Allow repetition of course

-Course Equivalencies and/or Cross-listings:Credit will not be granted if the student has already completed any course chosen (or entered) in this field.Indicate all equivalent and cross-listed courses below in the appropriate text boxes.

Definitions of Equivalent vs. Cross-listed:

Equivalency: Separate courses with content similar enough that a student can only receive credit for onecourse. Equivalent courses are not taught at the same time nor with the same instructor.

Cross-listed: A course offered under more than one designator and/or course number and/or suffix (H, V, W).The courses are identical in that they are offered at the same time, with the same requirements, with the sameinstructor.

Equivalencies:No equivalenciesUse predefined equivalencies:Use new equivalencies: (200-character limit including spaces)

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Cross-listings

Is this course cross-listed?

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YesNo

List all cross-listed sections of this course. Please note, all cross-listings are permanent. Identify the parentcourse and each cross-listed section using this format: Parent course: Crosslist, Crosslist, etc.

Example: Parent course: Hist 3001, Crosslist: AmSt 3003, AmIn 3001

(200-character limit including spaces)

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Add ConsentRequirement: Only ONE level of consent can be enforced. The level of consent you choose should be the level at which

you plan to issue/control permission numbers (magic numbers) for entry into the course. If the numbersare handled by the instructor, choose "Instructor" below. If the numbers are handled by the department orcollege, select the most appropriate consent option.

If any data is entered into this field, PeopleSoft will ALWAYS restrict access to the course at the levelchosen, regardless of other student status information.

No required consentDepartmentInstructor

Drop ConsentRequirement: Only ONE level of drop consent can be enforced. Drop permissions are always student specific. Only

departments will have access to enter student specific permissions for drops.

If any data is entered into this field, PeopleSoft will ALWAYS restrict access to the course at the levelchosen, regardless of other student status information.

No required consentDepartmentInstructor

EnforcedPrerequisites:(course-based ornon-course-based)

You may enforce restricted access to a course based on prerequisite courses, or student standing, or both(e.g., "ARCH 3411, junior Arch major").

If a prerequisite group does not exist in the list below to fit this course, you may create a new prerequisitegroup. New groups are reviewed by OTR prior to implementation.

If any prerequisite is entered into this field, PeopleSoft will ALWAYS restrict access to the course for thosestudents who do not meet the requirements of the prerequisite, regardless of other student statusinformation.

If you are uncertain how to proceed, use the third option ("Use new prerequisite") and enter in the textbox exactly what restrictions you wish to have enforced. OTR staff will review your entry and will enter therestriction in PeopleSoft. You will be contacted if there are any questions.

No prerequisitesUse predefined prerequisites

Use new prerequisites (200 character limit)

-Editor Comments:(for internalcomments)

(2000-character limit including spaces)

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-Proposal Changes:(for entry staff)

(800-character limit including spaces)

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History Information:(for ongoing information)

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-FacultySponsor Name:(required for LEand/or WI courses)

(50-character limit including spaces)

39 characters left

-FacultySponsor E-mail Address:(required for LEand/or WI courses)

(50-character limit including spaces)

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Student Learning Outcomes

The Student Learning Outcomes describe those things that we as an campus believe our undergraduates should know, or be able to do,at the time of receiving a bachelor's degree. The Student Learning Outcomes were approved by the Faculty Senate and became policy inMay, 2007.Each undergraduate course at the University of Minnesota, Twin Cities, must address at least one Student Learning Outcome (but mayaddress many).Check the box next to each learning outcome that this course addresses.Questions regarding Student Learning Outcomes can be sent to the Office of Undergraduate Education at oue@umn.edu.

Student LearningOutcomes * Students in this course:

- Can identify, define, and solve problems

- Can locate and critically evaluate information

- Have mastered a body of knowledge and a mode of inquiry

* Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related tothe outcome.

(2000-character limit including spaces)

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* How will you assess the students' learning related to this outcome? Give brief examples of how class work related tothe outcome will be evaluated.

(2000-character limit including spaces)

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- Understand diverse philosophies and cultures within and across societies

* Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related tothe outcome.

(2000-character limit including spaces)

1849 characters left

* How will you assess the students' learning related to this outcome? Give brief examples of how class work related tothe outcome will be evaluated.

(2000-character limit including spaces)

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- Can communicate effectively

* Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related tothe outcome.

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(2000-character limit including spaces)

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* How will you assess the students' learning related to this outcome? Give brief examples of how class work related tothe outcome will be evaluated.

(2000-character limit including spaces)

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- Understand the role of creativity, innovation, discovery, and expression across disciplines

- Have acquired skills for effective citizenship and life-long learning

Liberal Education

Complete this liberal education section only if this course is being proposed as liberal education (LE) curriculum.You must enter a syllabus for any course proposed as LE in the "Course Syllabus" field below.No course may count for more than two LE requirements. Courses may count for a core and a theme, but not two themes.

Requirementthis course fulfills:

Click here for more information on this requirement

Other Requirementthis course fulfills:

Click here for more information on this requirement

Criteria forCore Courses: Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and

detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or otherinstructional materials or method.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how the content and the substance ofthis course enhance a liberal education, and what this means for them as students and as citizens.They employ teaching and learning strategies that engage students with doing the work of the field, notjust reading about it.They include small group experiences (such as discussion sections or labs) and use writing asappropriate to the discipline to help students learn and reflect on their learning.They do not (except in rare and clearly justified cases) have prerequisites beyond the University'sentrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptional circumstances by instructors on continuingappointments. Departments proposing instructors other than regular faculty must providedocumentation of how such instructors will be trained and supervised to ensure consistency andcontinuity in courses.

Criteria forTheme Courses: Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete

and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or otherinstructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:

thinking ethically about important challenges facing our society and world;reflecting on the shared sense of responsibility required to build and maintain community;connecting knowledge and practice;fostering a stronger sense of our roles as historical agents.

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LE Recertification-Reflection Statement:(for LE courses being re-certified only) Please provide a bried reflection statement(at most 300 words) explicitly demonstrating that this course

continues to meet the letter and the spirit of the LE requirements.

(2000-character limit including spaces).

2000 characters left

Statement of Certification: This course is certified for a Core, effective (blank) as of (blank)This course is certified for a Theme, effective (blank) as of (blank)

Writing Intensive

For more information regarding the UMNTC WI Criteria, visit http://undergrad.umn.edu/cwb/definition.htmlComplete this writing intensive section only if the course is being proposed as writing intensive (WI).For the definition of writing intensive and for suggestions on how to answer the writing intensive questions below, visit the web site ofthe Campus Writing Board

Propose this courseas Writing Intensivecurriculum:

Yes

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction further the learning objectives of this course and how is writingintegrated into the course? Also, describe where in the syllabus there are statements about the critical role writingplays in the course.

(2000-character limit including spaces)

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Question 2 (see CWB Requirement 2):What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays,journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significantpart of the course work, including details about multi-authored assignments, if any. Include the required length foreach writing assignment and demonstrate how the 2,500 minimum word count (or its equivalent) for finished writingwill be met.

(2500-character limit including spaces)

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Question 3 (see CWB Requirement 3):How will students' final course grade depend on their writing performance? What percentage of the course grade willdepend on the quality and level of the student's writing compared to the percentage of the grade that depends on thecourse content? Note that this information must also be on the syllabus.

(2000-character limit including spaces)

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Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor.Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to usefor this assignment or assignments.

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Question 5 (see CWB Requirement 5):What types of writing instruction will be experienced by students? How much class time will be devoted to explicitwriting instruction and at what points in the semester? What types of writing support and resources will be provided tostudents?

(2500-character limit including spaces)

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Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained(e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taughtin multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentorwill ensure that their students will receive a writing intensive experience.

(2000-character limit including spaces)

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Statement of Certification: This course is certified as Writing Intensive effective (blank) as of (blank)

Course Syllabus

-*Course Syllabus:For new courses and courses in which changes in content and/or description and/or credits are proposed, pleaseprovide a syllabus that includes the following information: course goals and description; format; structure of thecourse (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to becovered; scope and nature of assigned readings (text, authors, frequency, amount per week); required courseassignments; nature of any student projects; and how students will be evaluated.

Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and specialcharacters might not copy properly. The University "Syllabi Policy" can be found here

Any syllabus older than two years should be replaced with a current version when making ECAS updates.

Strategic Objectives & Consultation

The following fields are required for all new regular undergraduate course proposals submitted by the colleges listed below.

Academic Health Center SharedCollege of DesignCollege of Biological SciencesCollege of Education and Human DevelopmentCollege of Liberal ArtsCollege of Food, Agricultural and Natural Resource SciencesCurtis L. Carlson School of ManagementSchool of DentistryHubert H. Humphrey School of Public AffairsOffice of the Senior Vice President of Health SciencesCollege of Science and EngineeringLaw SchoolMedical SchoolSchool of NursingCollege of PharmacySchool of Public HealthCollege of Continuing EducationCollege of Veterinary Medicine

Name of Department ChairApprover:

(50-character limit including spaces)

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Strategic Objectives -Curricular Objectives: How does adding this course improve the overall curricular objectives of -the unit?

(2000-character limit including spaces)

2000 characters left

Strategic Objectives - CoreCurriculum: Does the unit consider this course to be part of its core curriculum?

(2000-character limit including spaces)

2000 characters left

Strategic Objectives -Consultation with OtherUnits:

Before submitting a new course proposal in ECAS, circulate the proposed syllabus to department chairs in relevant unitsand copy affiliated associate dean(s). Consultation prevents course overlap and informs other departments of new courseofferings. If you determine that consultation with units in external college(s) is unnecessary, include a description of thesteps taken to reach that conclusion (e.g., catalog key word search, conversation with collegiate curriculum committee,knowledge of current curriculum in related units, etc.). Include documentation of all consultation here, to be referencedduring CCC review. If email correspondence is too long to fit in the space provided, paraphrase it here and send the fulltranscript to the CCC staff person. Please also send a Word or PDF version of the proposed syllabus to the CCC staffperson.

(2000-character limit including spaces)

2000 characters left

Approve Proposal<-- Back to ARCH 3411W

Contact Us

© 2014 Regents of the University of Minnesota. All rights reserved.

The University of Minnesota is an equal opportunity educator and employer

Information current as of September 25, 2017

Twin Cities Campus: Parking & Transportation Maps & Directions

Directories Contact U of M Privacy

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HOUSEKEEPING Cover Sheet Use  this  form  for  routine  maintenance  and  housekeeping  decisions.  [Revised  July  2017]  

   Course  DESIGNATOR  and  TITLE:          

   Career:   [    ]    Undergraduate                  [   ]   Graduate  

Unit:   [    ]    ARCH              [   ]   DHA        [   ]   HUMF    

  [    ]    LARCH          [    ]    MST        [    ]    INTERDISCIPLINARY  

Program:                              

Submission  from:                        

Submission  date:                                      

Effective  term  (must  be  a  future  term):                                  

Estimated  student  expense  for  taking  this  course:                                                                

Required:  [    ]   YES,  Academic  Support  Resources  needed:    

[    ]   Computer  Lab  [    ]   Digifab  Lab  [    ]   Goldstein  [    ]   Imaging  Lab  [    ]   Libraries  [    ]   Other  Technology  [    ]   Workshop  

[    ]   NO  Academic  Support  Resources  need

       Select  change/s  (Note:  Course  credit  changes,  cross-­‐listing,  inactivation,  and/or  significant  content  changes  require  the  COURSE  CHANGE  Cover  Sheet):     [    ]    Change  in  delivery  format       [    ]    Change  in  catalog  description     [    ]    Change  in  grading  method       [    ]    Change  in  course  number     [    ]    Change  in  prerequisite         [    ]    Change  in  course  title     [    ]    Change  in  term  offered       [    ]    Correction  of  typographical  or  grammatical  errors     [    ]    Other                                                                                                                                                                                                                                                                                                  Program  effect  

Does  this  course  change  also  change  the  program  (including  adding  it  as  an  elective)?  [   ]   YES                      [   ]   NO  If  yes,  is  Program  Change  form  included  this  curricular  review  cycle  or  future  cycle?   [   ]   YES,  included   [   ]   NO,  deferred  

 Related  course  changes  under  curricular  review  this  cycle  

Is  this  change  related  to  other  course  changes  under  curricular  review  this  cycle?   [   ]   YES                          [   ]   NO  If  yes,  identify  which  other  courses:        

 Briefly  describe  proposed  changes  (Executive  Summary  field  in  Workflow  Gen)  

Describe  the  planning  and  development  activities  that  generated  this  course  proposal.  Include  the  following  information:  why  the  course  is  needed,  which  students  are  impacted,  etc.