Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Format
Synchronous Online: Learning occurs online and in real time. These "Live Sessions" take place weekly from 7 pm to 9 pm (CST). Live Sessions will count toward your participation grade. As such, it is highly recommended that you participate in real time. However, in the event that your work or personal schedule makes it impossible for you to attend, please review the recording of the Live Session for the particular week you were unable to attend, and as a make-up assignment, complete a 1-page typed summary. Specific details and procedures on how to complete the make-up assignment can be found within each module on the "LIVE SESSION" tab.
Course Prerequisites
- ARCH 5812: Human Centric Design
- ARCH 5822: Foundations of Building Physics and Analysis
- ARCH 5832: Introduction to Building Performance Analysis
- ARCH 5842: Introduction to Research Methods for Analysis
Course Materials
All required materials can be found linked to the individual weekly modules within Canvas. They are also available at the RESOURCES: Course Materials page in the Start Here Module.
Program Learning Outcomes (PLO)
The course learning outcomes (CLOs) for ARCH 5862: Sustainable Urban Design align with all five program learning outcomes (PLOs) for the MS in Sustainable Architecture. CLOs B and C, which focus on analyzing urban environments and their relationship to sustainability, align with PLO 2, "Design, Build, and Assess." This is because CLO B focuses on urban environments as they relate to sustainability in terms of physical form, typologies, use patterns, traffic, streetscape, watersheds, contributions to decarbonization, and historical context, while CLO C focuses on demonstrating an understanding of the causes and cascading effects of climate change on infrastructure, people, systems, and policy.
All seven CLOs align with PLO 4, "Account for ESG Impacts." CLO A directly addresses the impact of policy and the built environment on social equity, a key aspect of ESG considerations. CLOs B, C, D, and G also align with PLO 4 by examining the broader environmental and societal impacts of urban design, climate change, air quality, and low-impact development, respectively.
CLOs E and F align with PLO 1, "Research," as they involve researching and evaluating emerging science and methodologies related to energy productivity, extreme heat mitigation, and their relationship with the built environment. CLO E also aligns with PLO 3, "Fund and Manage," by addressing financing mechanisms for renewable energy in buildings.
CLOs F and G align with PLO 2, "Design, Build, and Assess," as they involve applying knowledge to site design strategies, materials, landscape decisions, and low-impact development techniques to mitigate the effects of extreme heat and manage stormwater.
Finally, CLO F aligns with PLO 5, "AIA Framework," by demonstrating integrated project design and sustainability within the AIA Framework for Design Excellence by applying site design strategies, materials, and landscape decisions to mitigate extreme heat.
By exploring the connections between urban design, sustainability, social equity, climate change, air quality, energy productivity, extreme heat, and low-impact development, ARCH 5862 contributes to the program's goal of developing students' expertise in evidence-based sustainable design and their ability to understand and communicate the broader impacts of design decisions on society and the environment.
- Research - Research and evaluate emerging science and methodologies for optimizing building and human performance through the case study method. (CLO E and F)
- Design, Build, and Assess - Use analysis, tools, and methods to design, develop, select materials, and assess the building systems and performance of code-compliant sustainable projects. (CLO B and C)
- Fund and Manage - Evaluate financing and life cycle cost accounting strategies used in green building initiatives. (CLO E)
- Account for ESG Impacts - Explain how design decisions impact society, systemic issues, and the environment for all communities today and in the future. (CLO A, B, and C)
- AIA Framework - Demonstrate integrated project design and sustainability within the AIA Framework for Design Excellence. (CLO F)
Course Learning Outcomes (CLO) Alignment
| CLO | Description | PLO |
|---|---|---|
| A | Social Equity. Describe how policy and the built environment can affect individuals and groups of people over time. | 4 |
| B | Urban Design. Analyze urban environments as they relate to sustainability in terms of physical form, typologies, use patterns, traffic, streetscape, watersheds, contributions to decarbonization, and historical context. | 2, 4 |
| C | Climate Change. Demonstrate an understanding of the causes and cascading effects of climate change on infrastructure, people, systems, and policy. | 2, 4 |
| D | Air Quality. Explain the difference between greenhouse gas emissions and criteria pollutants, their primary sources, effects, and their relationship with the built environment. | 4 |
| E | Energy Productivity. Describe the relationship between buildings, energy use, and greenhouse gas emissions, including a basic understanding of energy codes, financing mechanisms, and designing for renewable energy. | 1, 3, 4 |
| F |
Extreme Heat. Apply knowledge to site design strategies, materials, and landscape decisions can mitigate the effects of extreme heat. |
1, 2, 5 |
| G |
Low Impact Development. Describe the relationships between landscape design, stormwater management, heat mitigation, water quality/pollution, and flood protection. |
2, 4 |
Grades
Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| Participation |
Includes submitting pre-session questions for guest lecturers, attending or watching Live Sessions, and engaging in class discussions and activities. |
100 pts (16% of grade) |
| Concept Checks |
Auto-graded quizzes that assess students' understanding of key concepts, providing immediate feedback and ensuring readiness for the Live Sessions. |
150 pts (24% of grade) |
| Discussion Board |
A platform for students to engage in dialogue, share observations, and pose questions related to the course content, guest lectures, and their professional experiences. |
90 pts (15% of grade) |
| Presentation |
A 15-minute student presentation of their proposed site plan and key design considerations, assessed on their ability to summarize and apply course concepts, with attendees role-playing as Planning Board/Commission members. |
80 pts (13% of grade) |
| Final Paper |
An up to eight-page paper (max) requiring students to apply research and knowledge to a specific site, analyzing current conditions, proposing a development/redevelopment plan, and outlining the process for changing the zoning classification, if needed. |
200 pts (32% of grade) |
| Total | 620 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation
Participation is an essential component of this course, designed to foster active learning, engagement with course content, and interaction among students and guest lecturers. Students are highly encouraged to attend the Live Sessions, which will include discussions of pre-submitted questions, teacher-led lectures and discussions, guest lectures, and student presentations. Those unable to attend the Live Sessions are required to watch the recordings and complete a make-up assignment.
To promote engagement, students will submit questions for guest lecturers before the Live Sessions. They will also have the opportunity to present their own projects, focusing on their chosen site, development/redevelopment plan, regulatory considerations, climate resilience considerations, and challenges.
Participation will be graded based on the quality and relevance of the pre-session questions, engagement in the Live Sessions or completion of the make-up assignments, and the level of involvement in class discussions and activities.
Concept Checks
The concept checks are intended to ensure that students have the foundational knowledge and/or component skills needed to fully participate in the upcoming Live Session, where they will be asked to apply or extend their learning. This auto-graded quiz holds students accountable for the reading and video lectures. It will serve as a formative assessment to check students’ gist understanding and comprehension of key concepts. The feedback boxes (or “hints”) associated with each item will provide students with immediate feedback, correcting any misunderstandings. Each quiz item will be related to a module learning outcome. Each quiz will have 10 items at 2.5 pts each: multiple choice, multi-select, matching, and ordering. Each quiz will have a 30-minute time limit, and students will have only one attempt. Open book and open notes allowed. (CLOs A - G)
Discussion Board
Discussion Board posts will be used to measure participation and engagement from students. The questions posed by the students will generate dialogue in the discussion board and the Live Session. Posts will also require using information from Live Sessions, readings & videos, and the student’s unique professional experiences. Students will be graded on the depth of observations, applicability of questions to the topic for guest lecturers, and civility in discussions. (CLOs A - G)
Presentation
The presentation will assess students’ ability to summarize and apply concepts learned throughout the course. Covering a broad and complex topic - their development/redevelopment proposal selected for their final paper - in a brief amount of time will require students to be direct and thoughtful about the most important aspects of their proposal. This format also provides the benefit of students learning from each other’s topics, project approach, and key considerations for site planning. Students will have 15 minutes to present their proposed site plan and key design considerations. Attendees will role play Planning Board/Commission members and can ask questions. (CLOs A - G)
Final Paper
The final paper (not to exceed eight pages) will require applying the research and knowledge of the effects of climate change on the natural and built environment and the role of sustainable urban design in mitigating these effects. In the paper, students will identify a specific site, private or public property in their city, developed or undeveloped, any current zoning classification; describe the current conditions - surrounding land uses, topography, vegetation, access to transit, presence of sidewalks, traffic counts, surrounding demographics, potential for climate impacts, current base zoning, overlay districts (if applicable), etc.; provide a Master Design Statement for a proposed new development/redevelopment at the site - can be commercial, subdivision, residential, industrial, etc.; and outline the process for changing the zoning classification, if necessary.
Course Policies
Communication
If you need to contact me, please e-mail me directly at thomas.o.bowman-1@ou.edu. Canvas messaging is unreliable, please only use OU email for communication with me. I will do my best to respond within 24 hours, 48 hours max. Please note that work-life balance is very important to me, and I make an effort to avoid checking e-mail on the weekends if at all possible.
How will we address each other? My pronouns are he/him. In terms of titles, Mr. Bowman works just fine. If you go by a name other than the one listed in Canvas, please tell me how you prefer to be addressed. Additionally, if I mispronounce your name, do not hesitate to correct me. Respecting another's preferred pronouns, titles, and pronunciations is an easy way to show respect to your colleagues and is something I take very seriously.
Feedback
Assignments will be graded within one week of submission. If you would like a deeper dive into any feedback or grade you receive, I am happy to set up individual Zoom meetings to discuss further.
Late Policy
Late work will be accepted with a grade penalty. Late work is typically addressed in the assignment rubrics. All graded assignments must be completed by the assigned due date. Any extensions of assignment due dates due to university-excused absences or for personal reasons (sickness, family emergency, etc.) must be arranged prior to the assigned due date.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Errata and Changes
Errors and omissions to this syllabus or class presentations will be revised as observed and do not constitute incomplete or late work from students. Students are responsible for bringing the professor’s attention to any and all possible errata they encounter. The instructor reserves the right to make changes to the syllabus and content based on course pacing and current events that may be relevant to the material.
Additional Resources
If you need additional support or guidance in navigating Canvas, please visit the Sustainable Architecture Student Orientation Course for helpful tutorials, tips, and resources to enhance your experience with our learning management system.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|