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 on 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 additional 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 5872: LEED GA Exam align with two of the program learning outcomes (PLOs) for the MS in Sustainable Architecture. Both CLOs A and B, which focus on contributing to the development of environmentally responsible architecture and learning, understanding, and applying the LEED system, align with PLO 2, "Design, Build, and Assess," and PLO 5, "AIA Framework." These CLOs emphasize using analysis, tools, and methods to design and assess sustainable projects, a core component of the program. By preparing students to take the LEED GA Exam and providing them with the knowledge and skills to create environmentally responsible architecture, ARCH 5872 contributes to the program's goal of equipping students with the expertise needed for sustainable evidence-based design and the use of analytical tools to make better design decisions and communicate the rationale to clients, all within the context of the AIA Framework for Design Excellence.
- 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 | To critically contribute to the development of environmentally responsible architecture. | 2, 5 |
| B | To learn, understand, and apply the LEED system as well as prepare to take the LEED GA Exam. | 2, 5 |
Grades
Breakdown
| Activity | Description | Points |
|---|---|---|
| Participation | Participation in the Live Sessions is a graded component of this course, as it is essential for fostering active learning, engagement with course content, and interaction among students and the instructor. Those unable to attend the Live Sessions are required to watch the recordings and complete a make-up assignment to ensure they take advantage of the valuable learning opportunities provided during these sessions. | 49 |
| Quizzes | Quizzes, a graded component of this course, are designed to help students prepare for the LEED credential by focusing on the current week's class topics and module learning outcomes. Students are encouraged to take these quizzes multiple times to practice for the LEED exam and reinforce their understanding of the course material. | 70 |
| Individual Paper | Students will select a "local-to-you" LEED certified project, preferably with a case study, to highlight 3-5 significant sustainable solutions that aided in the certification of this project. | 35 |
| Group Mid-term Project | In a group of 2-3 people, the group will select a LEED certified project, preferably with a case study, to highlight 3-5 significant sustainable solutions that aided in the certification of this project. | 35 |
| Final Group Research Project | In the same groups as the mid-term project, groups will select a "not-local-to-you" LEED certified project, preferably with a case study, to highlight 3-5 significant sustainable solutions that aided in the certification of this project. | 35 |
| 1-on-1 Meeting with Instructor | In the first 4 weeks of class each student will need to schedule a 1-on-1 meeting with the instructor. | 12 |
| Total | 236 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation
Attending the Live Sessions is crucial for students to fully benefit from this course's interactive and engaging learning experience. These sessions provide a valuable opportunity to connect with the instructor and fellow classmates in real time, fostering a sense of community and facilitating active participation in the learning process. During the Live Sessions, students can engage in dynamic discussions, ask questions, and receive immediate feedback, enhancing their understanding of the course content and promoting critical thinking. While we understand that occasional conflicts may arise, making attendance at every Live Session difficult, students are strongly encouraged to prioritize these sessions whenever possible to maximize their learning experience. Those who are unable to attend due to unavoidable circumstances are required to watch the session recordings and complete a make-up assignment.
Quizzes
Quizzes are an essential part of preparing for the LEED credential. Each week there will be a new quiz focused on the current week’s class topics. These quizzes can be taken as many times as necessary and are encouraged for practicing for the LEED exam. Each quiz item will be related to a module learning outcome.
Individual Paper
Using the USGBC project database (LEED project profiles | U.S. Green Building Council (usgbc.org), you will select a "local-to-you" LEED certified project, preferably with a case study, to highlight 3-5 significant sustainable solutions that aided in the certification of this project.
Group Mid-term Project
Using the USGBC project database (LEED project profiles | U.S. Green Building Council (usgbc.org), your group of 2-3 people needs to select a LEED certified project, preferably with a case study, to highlight 3-5 significant sustainable solutions that aided in the certification of this project.
Final Group Research Project
Using the USGBC project database (LEED project profiles | U.S. Green Building Council (usgbc.org), your group will select a "not-local-to-you" LEED certified project, preferably with a case study, to highlight 3-5 significant sustainable solutions that aided in the certification of this project. Contrast 3+ major differences between the first and final projects. Present 5+ slide presentation to class on findings.
1-on-1 Meeting with Instructor
In the first 4 weeks of class each student will need to schedule a 1-on-1 meeting with me (20-30 minute meeting). The intent is to dial in individual learning outcomes, understand each student’s desired career path as it relates to LEED, and capture and address any course wants and needs.
Course Policies
Communication
If you need to contact me, please e-mail me directly at Beckman@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, Professor Beckman 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 |
|---|---|---|