Updated 01.04.2024 43 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH COURSE OUTLINE Credit Hours 6 (0+6) Contact Hours 12 hours per week Time Monday and Thursday, 09:00am – 03.00pm Venue Year 2 Studio, FRSB, UPM Lecturers Dr. Sarah Abdulkareem Salih 01163799233 | [email protected] Room: 51, FRSB PM. Dr. Sumarni Ismail Hp: 012-3542903 | [email protected] Room: 13, FRSB Ar. Dr. Athira Azmi 01125439522 | [email protected] Room: 7, FRSB PM. Dr. Nur Dalilah Dahlan 03 9769 4062 | [email protected] Room: 2, FRSB References 1. Goldsmith, S. (2000). Universal design: a manual of practical guidance for architects. Oxford, Boston: Architectural Press. 2. Lechner, N. (2014). Heating, Cooling, Lighting: Sustainable Design Methods for Architects (4th Edition). New York: John Wiley & Sons. 3. Long, M., Levy, M., & Stern, R. (2006). Architectural Acoustics (Applications of Modern Acoustics). London: Elsevier Academic Press. 4. Neufert, E. (2019). Architects’ data. John Wiley & Sons. 5. Philips, D. (2004). Daylighting: Natural Light In Architecture. Oxford: Architectural Press. 6. Preiser, W., & Smith, K. (2010). Universal Design Handbook. 2nd Ed. McGraw Hill. 7. Unwin, S. (2013). Analysing Architecture (4th Edition). London: Routledge. Assessment, Grades & Policy of the Studio Assessment of the Studio Work Assessment 1: Site Analysis: Group Work (2.5 Weeks) Submission of Pocket Park Poster (Group Work) 5% 5% Assessment 2: Concept Design & Precedent Studies: Individual Work (2.5 Weeks) 15% Assessment 3: Interim Design Presentation: Individual Work (4 Weeks) 20% Assessment 4: Final Design Presentation & Design Portfolio: Individual Work (5 Weeks) 50% 5% Details of assessment are presented in the following pages. Grades 80-100 = A 75-79 = A70-74 = B+ 65-69 = B 60-64 = B55-59 = C+ 50-54 = C 47-49 = C-(Fail) 44-46 = D+ 40-43 = D 0-39 = F Policy Ø A minimum attendance of 80% is compulsory (failing which students will not be permitted to present for final presentation). Ø Late attendance: After the first half-hour of the scheduled lecture, students will be considered absent. Ø Must follow the deadlines for each assignment/project and submissions. Ø Extension of time will not be entertained. Late works will not be allowed to be presented & will be considered as non-submission. Ø Student work: The department reserves the right to retain, exhibit and reproduce work submitted by students. Work submitted for a grade is the property of the department and remains as such until it is returned to the student. For exhibition purpose, materials are to be kept and made available for the department at the end of the semester.
44 Studio Format... Second-year students are required to create innovative design proposals on the mentioned theme, and come out with a design proposal of a multi-functional student union, student activity center or club, on-campus social activity center that concede the on-campus users and integrate indoor and outdoor spaces for promoting student social activity building that meets the needs of all users on campus grounds. The studio teaching approach adapts to the sustainable social learning, project-oriented problem-based learning model (PoPBL) and student-centred learning approach (SCL). The studio teaching approach will adhere to four critical and interrelated components, including problem-solving, critical thinking, group discussion, and teamwork. The studio activities will involve the following: 1. Site visits and presentation of site analysis. 2. Precedent studies analysis: Criticism Sessions 3. Pocket Park group poster presentation. 4. Academic trips. 5. Lectures related to project brief, requirements, and design approach. 6. Tutorials and crits for the design project development. 7. Final presentations to assess the design project and portfolio review. Thus, there are four assessments throughout the semester that need to be completed by the students as part of this project, as attached below. Project Site... Site analysis provides a foundation for developing an appropriate design response to the project’s specific context. This task is crucial for every student to begin their architecture studio project, as it would help them to understand the site’s unique characteristics, such as topography, climate, vegetation, views, and neighbouring buildings, before making any design proposal. This understanding enables students to propose a responsive design for the site, maximising its potential while addressing its existing problems and constraints. An architecture design proposal without any site analysis is hazardous. Here are some factors why site analysis is vital, specifically for Year Two Architectural Design Studios—Semester 1 (ARC3013) and Semester 2 (ARC3014) projects: Selected Site of the Student Life Centre: UPM Campus, Serdang • Location: Jalan UPM, 43400 Serdang, Selangor. The site is currently a car parking lot in the central area of UPM Campus and a corner site facing Faculty of Food Science and Technology and Jabatan Pengurusan Sumber Dan Pengajian Pengguna and attached to L’ apprenti Caffe. It is 4 mintus walking to Sultan Abdul Samad Library and 9 minutes walking from the new MRT Universiti Putra Malaysia (PY34). It is only 7 minutes driving from FRSB.
Updated 01.04.2024 45 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Selected Site for the project in UPM Campus, Serdang. (Source: Author Records, 2023) Updated 01.04.2024 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH 45
46 COURSE ASSIGNMENT As mentioned, this course (Architectural Design Studio 4: ARC3014) was designed with four activity assignments distributed throughout the course period; refer to the table above. Sample of the assignments designed for Architectural Design Studio 4: ARC3014, Sem 2, 2022-2023 are shown as follows:
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Updated 01.04.2024 49 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH COURSE ASSIGNMENT
50 A S S I G N M E N T GRADING RUBRIC The assignment grading rubrics are designed based on the course outline and objectives to help the assessors assess the course (Architectural Design Studio 4: ARC3014) assignments during the presentation sessions.
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54 COURSE MATERIALS • Course Outline Draft using PDF... • At the first lecture of each studio, the students will be introduced to the main course outline through a visual and verbal presentation. • The students will be given the primary materials of the course. Then, the students will be distributed in the selected groups among the studio lecturers (by the course coordinator). • All the course materials will be uploaded on online platforms, such as PutraBlast, Studio Google Drive, and Studio WhatsApp Groups. • Course outline drafts usually given as PDF and Microsoft Word forms. Samples of the course outline draft are shown as follows...
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56 • Lecture Notes & PowerPoint... Each design studio course (such as Architecture Design Studio 4: ARC 3014) involve several lectures (Four lectures for ARC 3014) that have been given by the studio coordinator and other lecturers. These lectures are important to introduce the students to the general context of the course and introduce them to the phenomena background, theories, problems, and solutions. How I Run my Lecture? • I usually give a special interest in designing proper lecture notes with proper tools and materials to ensure that the students gain valuable knowledge. • Then, I had to prepare for each lecture in order to apply a proper performance. • In each lecture, I try to use social learning approaches, such as group discussions with my students, social interaction, and more engagement by asking questions. • I try to give the students an equal opportunity to participate in the lecture. • I also try to apply certain activities or simulation material to increase my student’s attention. PowerPoint is the used tool in this course as well, and it helps me to prepare a proper presentation. Samples of my lectures and lecture notes are shown as follows...
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58 LEARNING ASSISTIVE ONLINE SYSTEM • PutraBLAST... PutraBLAST: Putra Blended Learning Assistive System and Technology is an info structure management and delivery of learning content, teaching and learning. It is an official learning management system for UPM ‘s academic staff and students. It helps me not only to upload files, and organise various activities (online or offline) but also can assess students’ assignments. So, PutraBLAST serves as a comprehensive information infrastructure aimed at enriching the online learning experience.
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Updated 01.04.2024 61 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH • Studio Google Drive... Along with PutraBLAST, I created a Google Drive link to upload all the course material so the students can refer to the material all the time.
62 • WhatsApp Group... I am also using WhatsApp to create an online social learning group with my students. In this WhatsApp group, we can communicate together, and discuss important matters all the time, even outside working hours, so I ensure that I can reach my students and help them all the time. By implementing these strategies, I can create a productive and supportive online learning community for my students on WhatsApp.
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Updated 01.04.2024 65 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Students Activity Applying Sustainable Social Learning (SSL) on ARC 3014
66 SUSTAINABLE SOCIAL LEARNING APPROACH (SSL) ON ARC 3014 SSL Strategies applied with Group 1, ARC3014, 2023. (Source: Author Records, 2023)
Updated 01.04.2024 67 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH SSL Settings N(%)* Time/course (14; 100%) Type of activity (Examples) Study Week (Examples) 1 Lecture Space/ Seminar room Formal learning 4(14.30%) Classroom lectures; traditional lectures; learning seminar Week: 1, 6, 10, 12 2 Resource Space Formal social learning 2(7.14%) Formal discussion session with tutor Week: 8, 13 3 Project Space Formal social learning with tutor 4(14.30%) Project presentation; project discussion with tutor Week: 2, 6, 9, 12 4 Presentation Space Formal social learning with experts 6(21.42%) Project presentation; studio criticism sessions with experts Week: 3, 5, 7, 9, 11, 14 5 Pocket or Breakout Space Social learning with/ without tutor 9(23.14%) Social learning activities on campus grounds: social learning, casual learning activity, informal learning, group discussions Week: 2, 4, 5, 7, 8, 10, 11, 14 6 Group Outside Settings (outside the campus) Social learning with a guide 1(3.55%) Site visits to green settings; data collection on site: Learning by experience. Week: 1 7 Activity Space Informal social learning with/without a guide 2(7.15%) Academic trips to green facilities: Social interaction and active learning by experience. Week: 4, 13 Integrating Sustainable Social Learning (SSL) to the Architectural Design Studio 4: ARC3014
68 Student Activity: Example from Architectural Design Studio 4: ARC3014, Sem 2, 2022-2023: Formal Learning... • W 1, 6, 10, 12: Classroom lectures in the lecture space of Studio Year 2 Formal Social Learning... • W 8, 13: Formal discussion sessions in the resource space (UPM libraries)
Updated 01.04.2024 69 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH W 13: Formal discussion sessions in the resource space (Engineering Library) W 12: Classroom Lectures in the Lecture Space of Studio Year 2
70 Student Activity: Social Learning & Informal Social Learning... Example from Architectural Design Studio 4: ARC3014, Sem 2, 2022-2023: • Week 1: Site Visit • Week 1: Academic Visit • Week 4: Academic Trip • Week 13: Social Trip (Group 1)
Updated 01.04.2024 71 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Week 1: Academic Visit to Cyberview Project Week 1: Site Visit in UPM Campus Week 4: Academic Trip to Impact Malaysia Project
72 Week 1: Academic Visit to Cyberview Project Week 4: Academic Trip to Impact Malaysia Project Week 1: Site Visit in UPM Campus
Updated 01.04.2024 73 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Student Activity: Social Learning & Informal Social Learning... Example from Architectural Design Studio 4: ARC3014, Sem 2, 2022-2023: • Week 1: Site Visit • Week 1: Academic Visit • Week 4: Academic Trip • Week 13: Social Trip (Group 1) Updated 01.04.2024 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH 73
74 Student Activity: Social Learning Activity... Example from Architectural Design Studio 4: ARC3014, Sem 2, 2022-2023: • W 2, 4, 8, 10: Pocket Space • W 5, 7, 14: Breakout Space • W 11: Outdoor Space
Updated 01.04.2024 75 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH W 4: Social Learning in Pocket Space W 7: Social Learning in Breakout Space W 8: Social Learning in Pocket Space W 11: Social Learning in Outdoor Space
76 Week 2: Presentation with Tutor Week 7: Assignment 2 Presentation Week 9: Assignment 3 Presentation
Updated 01.04.2024 77 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Student Activity: Formal Social Learning-Presentation Sapce... Example from Architectural Design Studio 4: ARC3014, Sem 2, 2022-2023: • Week 2: Presentation with Tutor • Week 7: Assignment 2 Presentation • Week 9: Assignment 3 Presentation • Week 14: Assignment 4 Presentation Week 14: Assignment 4 Presentation Updated 01.04.2024 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH 77
78 Student Activity: ARCHI+E WEBSITE... As a part of the SSL approach and part of this course outline, the students were also required to design their studio website; they called it “Archi+E.” The idea behind this website is to create an online platform for our class to share the students’ ideas, activities, and projects with the public. This aligns with our university, faculty, and department objectives to contribute to the modern hybrid (physical-online) learning approach. Thus, the A+E Studio website contributes to an online studio learning environment, allowing us to share the students’ projects and the results of our studio with the public in an easy way. The Archi+E studio website also allows the students to share the whole process of the studio outcomes and work with the assessors during the final assessment session in a convenient and accessible manner. Such a platform emphasises the vital role of the website, which is intended for a particular class, and underscores its role as a means of communication and sharing between the class and a broader audience. The A+E Studio website comprises various key elements. Firstly, it features an introduction section that provides information about the students and lecturers involved in the studio. Secondly, the website showcases the studio’s projects, offering a platform to present and highlight their work. Thirdly, it includes information about the selected site analysis process and site visits and trip photos. Lastly, it features students’ writings and a studio magazine, suggesting it is also a platform for sharing written reflections, articles, and possibly publications related to the studio’s work. Notably, it’s mentioned that the website was designed entirely by studio members Immanuel Alexander and Muhammad Iqhwan using the Google platform.
Updated 01.04.2024 79 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH https://sites.google.com/view/archielysia/
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Updated 01.04.2024 81 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Student Activity: ARCHI+E Magazine... Along with the Archi+E Website, I also encouraged my students to write their ideas and thoughts about the studio activity, so they were given the opportunity to establish a mine magazine, which they call “ARCHI+E Magazine.” The magazine is provided online on the Archi+E Website, and we already printed the write-up on the studio presentation boards. This task encouraged my students to think creatively and outside the box when contributing to the magazine. This involved experimenting with different writing styles, incorporating multimedia elements, or exploring innovative design layouts. It also encouraged collaboration among them by having them work together on articles or features for the magazine. So, this task helped the students create a vibrant and engaging publication that showcases their ideas and contributions to the field of architecture.
82 Student Activity: Drone Video... Along with the Archi+E Website, I also encouraged my students t As part of our studio activity in Architectural Design Studio 4 ARC 3014 Sem 2 2022/2023, the students were requested to prepare a drone video for the selected site. One of the studio students (Muhammed Audy Adam) took and prepared the video using his drone device during the second week of the semester. Needed permissions were taken. The drone video allowed the students to see the selected site context and well observe its surroundings; which helped them in the site analysis phase and other phases of the project design. The drone video is also available online for students’ use.
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84 OUTCOME OF SSL FROM ARCHITECTURAL DESIGN STUDIO 4 ARC3014: DESIGN PRESENTATIONS Selected Samples from Assignment 1.a: Pocket Park Project (Group Work): GROUP 1: S-PARK Youth & Social Hub By Group 1: Noor Daniel, Sarah Gerviana, Alfiyya Salsabila, Ryan Ikmal, Yen Ee, Adam Syafril, Ainur Elida, Nevashini, & Jalina
Updated 01.04.2024 85 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH GROUP 3: CONTINUUM POCKET PARK By Group 3: Muhammad Audy, Ahmad Emran, Dian Nurjanah, Aida Aqila, Aalia Nafeesa, Athirah Nabila, Nur Suhailah, Lavinnya, & Deandra GROUP 5: THE “EMBUN” POCKET PARK By Group 5: Aida Farzana, Immanuel Gunaraj, Nurshafiqah, Ungku Ariff, Niqa Liyana, Dinie Syahirah, Nurul Sofie, & Siti Hanis
86 Selected Samples from Assignment 1.b: Student Life Center Site Analysis (Group Work)... GROUP 1: Site Circulation By Group 1: Noor Daniel, Sarah Gerviana, Alfiyya Salsabila, Ryan Ikmal, Yen Ee, Adam Syafril, Ainur Elida, Nevashini, & Jalina
Updated 01.04.2024 87 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH GROUP 2: Site Hardscape, Softscape, & Sensory By Group 2: Nurul Adlyna, Muhammad Iqhwan, Eddie Irvine, Nurin Iman, Tuan Nur Zahirah, Nur Maizatul, Muhamad Harith, & Nurzulaika GROUP 5: Case Study of Similar Facility: RekaScape, Cyberjaya By Group 5: Aida Farzana, Immanuel Gunaraj, Nurshafiqah, Ungku Ariff, Niqa Liyana, Dinie Syahirah, Nurul Sofie, & Siti Hanis
88 Student Activity: Part of the Final Design Presentation
Updated 01.04.2024 89 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH Student Activity: Part of the Final Design Presentation
90 History of Islamic Architecture ARC 3220
Updated 01.04.2024 91 TEACHING PORTFOLIO BY SARAH ABDULKAREEM SALIH COURSE OUTLINE Credit Hours 3 (0+3) Contact Hours 3 hours per week Pre-Requisite ARC3220 Time Tuesday, 9.00am – 12.00pm Venue DKU (OR STUDIO 3), FRSB, UPM Lecturers Dr. Sarah Abdulkareem Salih 01163799233 | [email protected] Room: 51, FRSB Learning Outcome The students at the end of the course will be able to: 1. Analyze the factors that influence the direction of expression of Is- lamic architecture and design in an era. (C4, CTPS: A2) 2. Appreciate the concept of Islamic architecture and its impact on the economy, environment and socio-culture. (EM: A3) 3. Evaluate the context, form, plan- ning, spatial effect, construction, function and social role of a build- ing or building complex that is characterized by Islamic architecture. (A3, LL: A4) Synopsis This course covers the concepts of Is- lamic architecture and factors that influence the architectural character- istics of an Islamic community such as the geography, cultural lifestyle, local building resources and the construc- tion technology.
92 COURSE OUTLINE Course Format The course is lecture-based; however, it requires discussions, field trips, social learning, group activities, and presentations. Everyone is expected to participate in all discussions. Students are assessed in groups and individually. The individual assessment is in the form of analytical-based research that will be presented in the report to gauge the student’s ability to apply their knowledge of this subject and desk references that require them to analyse and synthesize the knowledge and interpret it in written, presentation and exam. Assignments Quiz + Activities Assignment 1 (Group) Activities Quiz 2 (individual) Assignment 2 (Individual) Final Exam TOTAL 05% 25% 10% 10% 30% 20% 100% *Class participation is defined as an intelligent, thoughtful articulation of ideas in discussions; respectful listening to others’ points of view; asking relevant questions in class; neither be- ing too dominant nor too passive in the discus- sions; and wholehearted participation in pres- entations and exercises. It is directly related to sustainable social learn- ing (SSL), including the student-centred learn- ing (SCL) approach and your attendance in class. Grades Grades for your performance in this course will be awarded in accordance with the following scheme: 80-100 = A 75-79 = A70-74 = B+ 65-69 = B 60-64 = B55-59 = C+ 50-54 = C 47-49 = C-(Fail) 44-46 = D+ 40-43 = D 0-39 = F Policy Attendance rate of 80% is mandatory to pass this course (failing which, students will not be permitted to sit for the final exam unless approval is obtained from the Dean or Head of Department). (Akta Universiti dan Kolej Universiti 1971 Perlembagaan UPM 2003, p.12.) Late attendance: after the first hour of the scheduled lecture, students will be considered as absent. Deadlines will be established for all assignments. LATE submission will result in 15% be deducted from the total assignment marks per late day. The determination of LATE relates to receipt of any submission after the time specified for acceptance of that assignment. Plagiarism: if proven, the lecturer has the right to give any marks deem fit and appropriate, including a ZERO. Assignment REDOs are PROHIBITED. Cell phones MUST be switched off/put into silent or vibrate mode during lectures.