COURSE CHANGE COVER SHEET Use this form to propose changes to an existing course or to discontinue an existing course.

Course Change Department: Course Designator: Program:

Effective Term: (must be a future term) Career: Undergraduate Graduate Course Number: Submission Date: Submission from:

Required: Academic Support Resources (ASR) Needed Libraries Computer Lab Digifab Lab Goldstein Imaging Lab Other Technology Workshop ASR Support not needed.

I. Does this change the program? No Yes. If so, also submit Program Change.

II. Does this change involve Credit change Cross-Listing Course Dropped

III. Briefly summarize proposed changes and rationale. (Executive Summary in Workflow Gen)

IV. Consultation: Will students in other programs be affected by this change? If so, indicate faculty and academic advisers consulted, the program represented, and provide a summary of consultation and/or e-mail documentation.

Departmental Faculty Vote: Ayes _______ Nays _______ Abstain _______

Fall 2017

Architecture

Arch

MArch 5561

2/27/2017

Richard Graves

The course will expand on material already covered in the course. One credit will be added.

This change is the result of the work of the AdHoc Technology committee established by the Director of Graduate Studies Blaine Brownell and was comprised of Richard Graves, Mary Guzowski, Jim Lutz, Jacob Mans and Ryan Hopeman. The committee consulted faculty, students and practitioners for recommendations to improve the programs technology curriculum.

5 0 0

UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGN FALL 2016

STRUCTURES I ARCH 5561

1 | P a g e

INTRO TO STRUCTURES

Location Time

Instructor hope0018@umn.edu 612.338.0713 (office)

TA sava0034@umn.edu

Rapson Hall, Room TBD Meeting time TBD (3 Credits)

Ryan Hopeman, PE, SE Meyer Borgman Johnson Structural Design + Engineering Office Hours: By Appointment (e-mail to set up)

Chris Savage GD2 Student (3rd Floor Studio) Office Hours: M: 10:00 – 11:00 (GDI Studio)

TH: 2:30 – 3:30AM (Recitation – Rapson 145A)

Website Moodle (https://ay16.moodle.umn.edu/course/view.php?id=7011)

COURSE DESCRIPTION

This course is an introduction to structural building design through the study of loads, forces, statics, basic member analysis, materials, and structural systems. The majority of students enter this course with no previous exposure to structures and with coursework involving math and physics being in the distant past. A rudimentary understanding of math and physics is necessary to investigate basic engineering principles and, therefore, structural engineering. While this course will serve as a refresher in these areas of study by applying them to learn foundational engineering principles, it is not intended as an advanced engineering or structural analysis course. Rather than teaching architects to be engineers, the goal of this and future structures courses in your graduate studies is to help students develop a structural vocabulary and provide a basic understanding of structure and its integral role in architecture. This, in turn, should lead to the ability to communicate effectively with structural engineers and apply basic structural knowledge in building design.

“Structures determine buildings in fundamental ways: their origination, their being, their consequence. Thus, developing structure concepts, i.e. basic structural design, is an integral component of genuine architectural design. Hence, the prevalent differentiation of structural design from architectural design – as to their objectives, their procedures, their ranking and, for that matter, as to their performers – is unfounded and in contradictions to cause and idea of architecture. The differentiation of architectural design and structural design has to be dissolved”.

-Heino Engel

REQUIRED TEXT

Statics and Strength of Materials for Architecture and Building Construction, 4th Edition Onouye & Kane (ISBN13: 978-0135079256)

RECCOMENDED REFERENCE TEXT

Simplified Engineering for Architects and Builders, 12th Edition Ambrose & Tripeny (ISBN13: 978-1118975046)

CLASS SCHEDULE AND ASSIGNED READING

The general schedule of the course is outlined on the following page. In addition to the in-class work, selected relevant readings from the textbook will aid in the understanding of concepts, and provide further study for those more unfamiliar with the subjects. It is recommended that the relevant material be read prior to each session, and questions and discussion from your reading is encouraged. Feel free to bring up questions at the beginning or end of class so that they can be addressed as a group when appropriate.

UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGN FALL 2016

STRUCTURES I ARCH 5561

2 | P a g e

Module Week Date Class Topic Assignment By Due Date

Reading Onouye & Kane

1 1 T 6-Sep Session 1 Introduction and Discussion 1.1-1.6

2

2 T 13-Sep Session 2 Loads, Codes and Capacities HW 1 1.4, 3.2, 4.1

3 T 20-Sep Session 3 Forces and Statics HW 2 2.1-2.2, 7.1

4 T 27-Sep Session 4 Forces and Statics HW 3 2.3-2.5

5 T 4-Oct Session 5 Section Properties HW 4 6.1-6.4, Appendix

3

6 T 11-Oct Session 6 Bending Members I HW 5 7.1-7.5

7 T 18-Oct Session 7 Bending Members II Forces Quiz 8.1-8.3

8 T 25-Oct Session 8 Bending Members III HW 6 8.4-8.6, 5.1-5.3

4 9 T 1-Nov Session 9 Axial Members I HW 7 9.1-9.4

10 T 8-Nov Session 10 Axial Members II HW 8 3.3

5

11 T 15-Nov Session 11 Steel Members HW 9 9.3, 10.3

12 T 22-Nov Session 12 Wood and Masonry Members HW 10 9.4

13 T 29-Nov Session 13 Reinforced Concrete Members Axial and Bending Quiz

6 14 T 6-Dec Session 14 Gravity Systems HW 11 11.1-11.7

15 T 13-Dec Session 15 Lateral Systems HW 12 4.2,10.3

SAT 17-Dec Final (8 - 10AM) Final

All dates are subject to change.

SUPPLEMENTARY READING

Given that GD1 students by their very nature have a wide variety of backgrounds and previous education, the following additional resources are suggested for further study as needed. This additional reading is encouraged as it will help to solidify your understanding of the concepts presented in lecture. These readings will not be included in the quizzes or final exam.

•Allen, Edward. Form and Forces: Designing Efficient, Expressive Structures. Wiley, 2010.

•Allen, Edward. The Architect’s Studio Companion: Rules of Thumb for Preliminary Design. 5th edition.Wiley, 2012.

•Ching, Francis. Building Structures Illustrated. Wiley, 2008

•Engel, H. Structure Systems. 3rd edition, 2007

•Salvadori, Mario, Why Buildings Stand Up; The Strength of Architecture, W.W. Norton & Company, 1980

•Salvadori, Mario, Why Buildings Fall Down; How Structures Fail, W.W. Norton & Company, 2002

UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGN FALL 2016

STRUCTURES I ARCH 5561

3 | P a g e

GRADING

Grading in this course will be assessed approximately by the following breakdown:

Class Participation and Activities 10% Assignments 30% Quizzes 20% Final Exam 40%

University Grading Standards:

A: Excellent work: represents an outstanding knowledge and understanding. Students who earn this grade demonstrate through their work a high degree of professional dedication, well-crafted work and clear communication and depth of their daily investigations of the issues presented in the projects and research.

B: Very good work; represents work that is above average. Students who earn this grade demonstrate a medium degree of professional dedication, well-crafted work and clear communication and depth of their daily investigations of the issues presented in the projects and research.

C: Adequate work or average work that only meets requirements in all aspects. Students who earn this grade demonstrate a lower degree of professional dedication. Their work demonstrated an understanding of the problem but shows deficiencies in basic design or communication skills, or the lack of depth in daily investigations of the issues presented in the projects and research.

D: Deficient work (not passing grade); it does not demonstrate enough knowledge and understanding. The work only meets requirements in some aspects. Students who earn this grade demonstrate an insufficient degree of professional dedication, their work does not demonstrate an understanding of the problem, shows deficiencies in basic design or communication skills, or the lack of depth in daily investigations of the issues presented in the projects and research.

F: Failed; work insufficient to merit any credit. The University uses plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following (A+ grading is not allowed): A (4.000), A- (3.667, B+ (3.333), B (3.000), B- (2.667), C+ (2.333), C (2.000), C- (1.667), D+ (1.333), D (1.000), F (0.000) — Course requirements are unmet and achievement does not warrant course credit. S (0.000) — Represents achievement that is satisfactory, which unless noted otherwise in the syllabus, is equivalent to a C- or better. S/N courses do not affect GPA.

For additional information, please refer to: http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html.

COURSE EXPECTATIONS

Class will meet one hour and fifty-five minutes per week. Lectures will be delivered starting at the beginning of class, and constructive discussion is encouraged. At the instructor’s direction, any part of class time may be used for discussion or review as appropriate.

At the University of Minnesota, one credit represents, for the average undergraduate student, 45 hours of work effort in order to meet the minimum course requirements and achieve an average grade (C). For semester-long (15 week) courses, this means three hours of work effort (including class time) per week, per credit for an average student to receive an average grade. For Arch 5564, this means six hours of work effort per week, per credit for an average student to receive an average grade. Professional norms and the nature of some academic work—including design studio activities—may necessitate spending more than this average. It is expected that the academic work required of graduate and professional school students will exceed three hours per credit per week.

UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGN FALL 2016

STRUCTURES I ARCH 5561

4 | P a g e

ARCH 5564 is a 2 credit, graduate-level course. Students should expect academic work for this class to exceed 6 hours each week on average, and should expect academic work for this class to exceed 4 hours of effort outside of class on average to meet the minimal requirements.

For example: 2 credits x 45 hours minimally expected = 90 hours; 90 hours / 15 weeks = 6 minimal hours/week; 6 – 2 hours of class each week = more than 4 hours outside of class each week.

For more information, see the complete university policy at: http://policy.umn.edu/Policies/Education/Education/STUDENTWORK.html

ATTENDANCE POLICY

Attendance is your responsibility; attendance will be taken randomly throughout the course and could have a positive or negative impact on your final grade. We have only a short time together so make every effort to be on time. Not only is arriving late rude, it also distracts the entire class. Class participation is strongly encouraged. It is the student’s responsibility to inform the TA of any intended absences for religious observances and it is the student’s responsibility for finding out what was missed in class.

ASSIGNMENTS

Late work will only be accepted without penalty in the case of bona-fide emergencies. In the absence of an emergency, if a student would like to hand in late work with a penalty they must notify both of the TAs as well as the instructor in writing via e-mail the day the assignment is due. After notification, students will have 1 week to hand in the late assignment. The maximum grade for a late assignment will be 80%.

Assignments should be neat and organized and reflect the standards that would be expected of a graduate level course. Assignments that are difficult to read and do not meet these expectations may be penalized accordingly.

USE OF PERSONAL ELECTRONIC DEVICES IN THE CLASSROOM

Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Computers (including tablets, netbooks, etc) and phones will not be allowed in class sessions unless required or previously discussed and approved. They can be very distracting to both the instructor and students. Please bring a paper notebook to take your notes. If you intend to record audio or video of the class, please notify the instructor before they begin.

You will need a hand-held calculator for in-class activities, quizzes and exams, and homework. For quizzes and exams, please do not use calculator “apps” or programs on a phone or tablet unless discussed and approved by the instructor.

STUDENT CONDUCT CODE

The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community. As a student at the University you are expected adhere to Board

UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGN FALL 2016

STRUCTURES I ARCH 5561

5 | P a g e

of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.

Note that the Student Conduct Code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."

SCHOLASTIC DISHONESTY

You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf)

If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.

The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

SEXUAL HARASSMENT

"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

EQUITY, DIVERSITY, EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION

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/default/files/policies/Equity_Diversity_EO_AA.pdf.

DISABILITY SERVICES AND ACCOMMODATIONS

The University of Minnesota is committed to providing equitable access to learning opportunities for all students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations. If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DS at 612-626-1333 to arrange a

UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGN FALL 2016

STRUCTURES I ARCH 5561

6 | P a g e

confidential discussion regarding equitable access and reasonable accommodations. If you are registered with DS and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course.

For more information, please see the DS website, https://diversity.umn.edu/disability/.

MENTAL HEALTH AND STRESS MANAGEMENT

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

ACADEMIC FREEDOM AND RESPONSIBILITY

Academic freedom is a cornerstone of the university. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. (Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students.”) Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

RETENTION OF WORK

The College of Design has the right to retain any student project for display, accreditation, archive, documentation or any other educational or legal purpose. In addition, the college reserves the right to reproduce and publish images of any such student work in collegiate publications, printed or electronic, for the purposes of research, scholarship, teaching, publicity and outreach, giving publication credit to the creator/student. Students may be requested by the instructor or program director to submit materials (including process work) for course/program archives. For additional information on copyright ownership of student work, see: https://policy.umn.edu/research/copyright.

SUBJECT TO CHANGE

With the exception of the grading and attendance policies, parts of this syllabus are subject to change with advance notice, as deemed appropriate by the instructor.

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 1/10

Electronic Course Authorization System (ECAS)

ARCH 5561 ­ VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Department on 03­15­17

by Nicole Kennedy

(kenne814@umn.edu)

Approvals Pending: College/Dean > Catalog

Effective Status: Active

Effective Term: New: 1189 ­ Fall 2018 Old: 1153 ­ Spring 2015

Course: ARCH 5561

Institution:Campus:

UMNTC ­ Twin Cities/Rochester UMNTC ­ Twin Cities

Career: GRAD

College: TALA ­ College of Design

Department: 10827 ­ School of Architecture

General

Course Title Short: Tech 1, Structures for Bldg

Course Title Long: Tech 1, Structures for Building

Max­Min Creditsfor Course:

New: 3.0 to 3.0 credit(s)Old: 2.0 to 2.0 credit(s)

CatalogDescription:

New: Role of structure in architectural design. Common systems found throughouthistory. Review systems to identify parameters that influence structural decisions.

prereq: M Arch major or instr consentOld: Role of structure in architectural design. Common systems found throughout history.Review systems to identify parameters that influence structural decisions. prereq: M Arch major or instr consent

Print in Catalog?: Yes

Grading Basis: A­F only

Topics Course: No

Honors Course: No

Online Course: No

Freshman Seminar: No

Is any portion of this course taught outside of the United States?:

No

Community Engaged Learning (CEL): None

InstructorContact Hours:

New: 3.0 hours per weekOld: 2.0 hours per week

Course Typically Offered: Every Fall

Component 1 : LEC (with final exam)

Auto­EnrollCourse:

No

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

Go

to

the

U

Search U of M Web sites

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 2/10

GradedComponent:

LEC

AcademicProgress Units:

New: Not allowed to bypass limits. 3.0 credit(s)Old: Not allowed to bypass limits. 2.0 credit(s)

Financial AidProgress Units:

New: Not allowed to bypass limits. 3.0 credit(s)Old: Not allowed to bypass limits. 2.0 credit(s)

Repetition ofCourse:

New: Repetition not allowed. Old: Repetition not allowed.

QuarterPrerequisite:

5283, Arch major or BED major or M Arch major or instr consent

CoursePrerequisitesfor Catalog:

<no text provided>

CourseEquivalency:

No course equivalencies

Cross­listings: No cross­listings

Add ConsentRequirement:

No required consent

Drop ConsentRequirement:

No required consent

EnforcedPrerequisites: (course­based ornon­course­based)

000401 ­ M Arch major

Editor Comments: New: Course change to increase credits from 2 to 3Old: <no text provided>

Proposal Changes: <no text provided>

History Information: <no text provided>

FacultySponsor Name:

New: Blaine brownellOld:

FacultySponsor E­mail Address:

New: brownell@umn.eduOld:

Liberal Education

Requirementthis course fulfills:

None

Other requirementthis course fulfills:

None

Criteria forCore Courses:

Describe how the course meets the specific bullet points for the proposed corerequirement. Give concrete and detailed examples for the course syllabus, detailedoutline, laboratory material, student projects, or other instructional materials ormethod.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how thecontent and the substance of this course enhance a liberal education, andwhat this means for them as students and as citizens.They employ teaching and learning strategies that engage students withdoing the work of the field, not just reading about it.They include small group experiences (such as discussion sections or labs)and use writing as appropriate to the discipline to help students learn andreflect on their learning.They do not (except in rare and clearly justified cases) have prerequisitesbeyond the University's entrance requirements.They are offered on a regular schedule.

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 3/10

They are taught by regular faculty or under exceptional circumstances byinstructors on continuing appointments. Departments proposing instructorsother than regular faculty must provide documentation of how suchinstructors will be trained and supervised to ensure consistency andcontinuity in courses.

<no text provided>

Criteria forTheme Courses:

Describe how the course meets the specific bullet points for the proposedtheme requirement. Give concrete and detailed examples for the coursesyllabus, detailed outline, laboratory material, student projects, or otherinstructional materials or methods.

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

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

<no text provided>

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

Writing Intensive

Propose this courseas Writing Intensivecurriculum:

No

Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learningobjectives of this course and how is writing integrated into the course?Note that the syllabus must reflect the critical role that writing plays inthe course.

<no text provided>

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 requirementthat writing be a significant part of the course work, including detailsabout multi­authored assignments, if any. Include the required length foreach writing assignment and demonstrate how the 2,500 minimum wordcount (or its equivalent) for finished writing will be met.

<no text provided>

Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writingperformance? What percentage of the course grade will depend on thequality and level of the student's writing compared to the percentage ofthe grade that depends on the course content? Note that this informationmust also be on the syllabus.

<no text provided>

Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise andresubmit after feedback from the instructor. Indicate who will beproviding the feedback. Include an example of the assignmentinstructions you are likely to use for this assignment or assignments.

<no text provided>

Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? Howmuch class time will be devoted to explicit writing instruction and atwhat points in the semester? What types of writing support andresources will be provided to students?

<no text provided>

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 4/10

Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writinginstruction, explain how will they be trained (e.g. in how to review, gradeand respond to student writing) and how will they be supervised. If thecourse is taught in multiple sections with multiple faculty (e.g. acapstone directed studies course), explain how every faculty mentor willensure that their students will receive a writing intensive experience.

<no text provided>

Statement of Certification: This course is certified as Writing Internsive effective as of

Course Syllabus

ProvisionalSyllabus: For new courses and courses in which changes in content and/or

description and/or credits are proposed, please provide a syllabus thatincludes the following information: course goals and description; format;structure of the course (proposed number of instructor contact hours perweek, student workload effort per week, etc.); topics to be covered;scope and nature of assigned readings (text, authors, frequency, amountper week); required course assignments; nature of any student projects;and how students will be evaluated.

Please limit text to about 12 pages. Text copied and pasted from othersources will not retain formatting and special characters might not copyproperly. The University "Syllabi Policy" can be found here

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

New: UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OFDESIGN FALL 2016 STRUCTURES I ARCH 55611 | P a g eINTRO TO STRUCTURES LocationTimeInstructor hope0018@umn.edu 612.338.0713 (office)TA sava0034@umn.edu Rapson Hall, Room TBD Meeting time TBD (3 Credits) Ryan Hopeman, PE, SEMeyer Borgman Johnson Structural Design + Engineering Office Hours: ByAppointment (e­mail to set up) Chris Savage GD2 Student (3rd Floor Studio) Office Hours: M: 10:00 – 11:00 (GDI Studio)TH: 2:30 – 3:30AM (Recitation – Rapson 145A) Website Moodle (https://ay16.moodle.umn.edu/course/view.php?id=7011) COURSE DESCRIPTIONThis course is an introduction to structural building design through the study ofloads, forces, statics, basic member analysis, materials, and structural systems.The majority of students enter this course with no previous exposure tostructures and with coursework involving math and physics being in the distantpast. A rudimentary understanding of math and physics is necessary toinvestigate basic engineering principles and, therefore, structural engineering.While this course will serve as a refresher in these areas of study by applyingthem to learn foundational engineering principles, it is not intended as anadvanced engineering or structural analysis course. Rather than teachingarchitects to be engineers, the goal of this and future structures courses in yourgraduate studies is to help students develop a structural vocabulary and providea basic understanding of structure and its integral role in architecture. This, inturn, should lead to the ability to communicate effectively with structuralengineers and apply basic structural knowledge in building design. “Structures determine buildings in fundamental ways: their origination, theirbeing, their consequence. Thus, developing structure concepts, i.e. basicstructural design, is an integral component of genuine architectural design.Hence, the prevalent differentiation of structural design from architectural design– as to their objectives, their procedures, their ranking and, for that matter, as totheir performers – is unfounded and in contradictions to cause and idea ofarchitecture. The differentiation of architectural design and structural design hasto be dissolved”. ­Heino Engel REQUIRED TEXTStatics and Strength of Materials for Architecture and Building Construction, 4thEdition Onouye & Kane (ISBN13: 978­0135079256) RECCOMENDED REFERENCE TEXTSimplified Engineering for Architects and Builders, 12th Edition Ambrose & Tripeny

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 5/10

(ISBN13: 978­1118975046)CLASS SCHEDULE AND ASSIGNED READING The general schedule of the course is outlined on the following page. In additionto the in­class work, selected relevant readings from the textbook will aid in theunderstanding of concepts, and provide further study for those more unfamiliarwith the subjects. It is recommended that the relevant material be read prior toeach session, and questions and discussion from your reading is encouraged. Feelfree to bring up questions at the beginning or end of class so that they can beaddressed as a group when appropriate.UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGNFALL 2016 STRUCTURES I ARCH 55612 | P a g eModuleWeek DateClassTopic Assignment By Due DateReading Onouye & Kane 11T6­SepSession 1Introduction and Discussion1.1­1.622T13­SepSession 2Loads, Codes and CapacitiesHW 11.4, 3.2, 4.13T20­SepSession 3Forces and Statics HW 22.1­2.2, 7.14T27­SepSession 4Forces and Statics HW 32.3­2.55T4­OctSession 5Section PropertiesHW 46.1­6.4, Appendix36T11­OctSession 6Bending Members IHW 57.1­7.57T18­OctSession 7Bending Members II Forces Quiz 8.1­8.38T25­Oct

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 6/10

Session 8Bending Members IIIHW 68.4­8.6, 5.1­5.349T1­Nov Session 9Axial Members IHW 79.1­9.410T8­Nov Session 10Axial Members IIHW 83.3511T15­Nov Session 11Steel MembersHW 99.3, 10.312T22­Nov Session 12Wood and Masonry Members HW 109.413T29­Nov Session 13Reinforced Concrete Members Axial and Bending Quiz 614T6­DecSession 14Gravity Systems HW 1111.1­11.715T13­DecSession 15Lateral Systems HW 124.2,10.3SAT 17­DecFinal (8 ­ 10AM)FinalAll dates are subject to change.SUPPLEMENTARY READING Given that GD1 students by their very nature have a wide variety of backgroundsand previous education, the following additional resources are suggested forfurther study as needed. This additional reading is encouraged as it will help tosolidify your understanding of the concepts presented in lecture. These readingswill not be included in the quizzes or final exam. •Allen, Edward. Form and Forces: Designing Efficient, Expressive Structures.Wiley, 2010. •Allen, Edward. The Architect’s Studio Companion: Rules of Thumb for PreliminaryDesign. 5th edition.Wiley, 2012. •Ching, Francis. Building Structures Illustrated. Wiley, 2008 •Engel, H. Structure Systems. 3rd edition, 2007 •Salvadori, Mario, Why Buildings Stand Up; The Strength of Architecture, W.W.Norton & Company, 1980

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 7/10

•Salvadori, Mario, Why Buildings Fall Down; How Structures Fail, W.W. Norton &Company, 2002 UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGNFALL 2016 STRUCTURES I ARCH 55613 | P a g eGRADINGGrading in this course will be assessed approximately by the followingbreakdown:Class Participation and Activities 10% Assignments 30% Quizzes 20% Final Exam40%University Grading Standards: A: Excellent work: represents an outstanding knowledge and understanding.Students who earn this grade demonstrate through their work a high degree ofprofessional dedication, well­crafted work and clear communication and depth oftheir daily investigations of the issues presented in the projects and research. B: Very good work; represents work that is above average. Students who earnthis grade demonstrate a medium degree of professional dedication, well­craftedwork and clear communication and depth of their daily investigations of theissues presented in the projects and research.C: Adequate work or average work that only meets requirements in all aspects.Students who earn this grade demonstrate a lower degree of professionaldedication. Their work demonstrated an understanding of the problem but showsdeficiencies in basic design or communication skills, or the lack of depth in dailyinvestigations of the issues presented in the projects and research. D: Deficient work (not passing grade); it does not demonstrate enoughknowledge and understanding. The work only meets requirements in someaspects. Students who earn this grade demonstrate an insufficient degree ofprofessional dedication, their work does not demonstrate an understanding of theproblem, shows deficiencies in basic design or communication skills, or the lackof depth in daily investigations of the issues presented in the projects andresearch.F: Failed; work insufficient to merit any credit. The University uses plus andminus grading on a 4.000 cumulative grade point scale in accordance with thefollowing (A+ grading is not allowed): A (4.000), A­ (3.667, B+ (3.333), B(3.000), B­ (2.667), C+ (2.333), C (2.000), C­ (1.667), D+ (1.333), D (1.000), F(0.000) — Course requirements are unmet and achievement does not warrantcourse credit. S (0.000) — Represents achievement that is satisfactory, whichunless noted otherwise in the syllabus, is equivalent to a C­ or better. S/Ncourses do not affect GPA. For additional information, please refer to:http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html. COURSE EXPECTATIONS Class will meet one hour and fifty­five minutes per week. Lectures will bedelivered starting at the beginning of class, and constructive discussion isencouraged. At the instructor’s direction, any part of class time may be used fordiscussion or review as appropriate. At the University of Minnesota, one creditrepresents, for the average undergraduate student, 45 hours of work effort inorder to meet the minimum course requirements and achieve an average grade(C). For semester­long (15 week) courses, this means three hours of work effort(including class time) per week, per credit for an average student to receive anaverage grade. For Arch 5564, this means six hours of work effort per week, percredit for an average student to receive an average grade. Professional normsand the nature of some academic work—including design studio activities—maynecessitate spending more than this average. It is expected that the academicwork required of graduate and professional school students will exceed threehours per credit per week.UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGNFALL 2016 STRUCTURES I ARCH 55614 | P a g eARCH 5564 is a 2 credit, graduate­level course. Students should expect academicwork for this class to exceed 6 hours each week on average, and should expectacademic work for this class to exceed 4 hours of effort outside of class onaverage to meet the minimal requirements. For example: 2 credits x 45 hoursminimally expected = 90 hours; 90 hours / 15 weeks = 6 minimal hours/week; 6– 2 hours of class each week = more than 4 hours outside of class each week.For more information, see the complete university policy at:http://policy.umn.edu/Policies/Education/Education/STUDENTWORK.html ATTENDANCE POLICY Attendance is your responsibility; attendance will be taken randomly throughoutthe course and could have a positive or negative impact on your final grade. Wehave only a short time together so make every effort to be on time. Not only is

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 8/10

arriving late rude, it also distracts the entire class. Class participation is stronglyencouraged. It is the student’s responsibility to inform the TA of any intendedabsences for religious observances and it is the student’s responsibility forfinding out what was missed in class. ASSIGNMENTS Late work will only be accepted without penalty in the case of bona­fideemergencies. In the absence of an emergency, if a student would like to hand inlate work with a penalty they must notify both of the TAs as well as the instructorin writing via e­mail the day the assignment is due. After notification, studentswill have 1 week to hand in the late assignment. The maximum grade for a lateassignment will be 80%.Assignments should be neat and organized and reflect the standards that wouldbe expected of a graduate level course. Assignments that are difficult to read anddo not meet these expectations may be penalized accordingly. USE OF PERSONAL ELECTRONIC DEVICES IN THE CLASSROOM Using personal electronic devices in the classroom setting can hinder instructionand learning, not only for the student using the device but also for other studentsin the class. To this end, the University establishes the right of each facultymember to determine if and how personal electronic devices are allowed to beused in the classroom. For complete information, please reference:http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Computers (including tablets, netbooks, etc) and phones will not be allowed inclass sessions unless required or previously discussed and approved. They canbe very distracting to both the instructor and students. Please bring a papernotebook to take your notes. If you intend to record audio or video of the class,please notify the instructor before they begin. You will need a hand­held calculator for in­class activities, quizzes and exams,and homework. For quizzes and exams, please do not use calculator “apps” orprograms on a phone or tablet unless discussed and approved by the instructor. STUDENT CONDUCT CODEThe University seeks an environment that promotes academic achievement andintegrity, that is protective of free inquiry, and that serves the educationalmission of the University. Similarly, the University seeks a community that is freefrom violence, threats, and intimidation; that is respectful of the rights,opportunities, and welfare of students, faculty, staff, and guests of theUniversity; and that does not threaten the physical or mental health or safety ofmembers of the University community. As a student at the University you areexpected adhere to BoardUNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGNFALL 2016 STRUCTURES I ARCH 55615 | P a g eof Regents Policy: Student Conduct Code. To review the Student Conduct Code,please see:http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf. Note that the Student Conduct Code specifically addresses disruptive classroomconduct, which means "engaging in behavior that substantially or repeatedlyinterrupts either the instructor's ability to teach or student learning. Theclassroom extends to any setting where a student is engaged in work towardacademic credit or satisfaction of program­based requirements or relatedactivities."SCHOLASTIC DISHONESTY You are expected to do your own academic work and cite sources as necessary.Failing to do so is scholastic dishonesty. Scholastic dishonesty meansplagiarizing; cheating on assignments or examinations; engaging in unauthorizedcollaboration on academic work; taking, acquiring, or using test materials withoutfaculty permission; submitting false or incomplete records of academicachievement; acting alone or in cooperation with another to falsify records or toobtain dishonestly grades, honors, awards, or professional endorsement;altering, forging, or misusing a University academic record; or fabricating orfalsifying data, research procedures, or data analysis. (Student Conduct Code:http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" oran "N" for the course, and may face additional sanctions from the University. Foradditional information, please see:http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html. The Office for Student Conduct and Academic Integrity has compiled a useful listof Frequently Asked Questions pertaining to scholastic dishonesty:http://www1.umn.edu/oscai/integrity/student/index.html. If you have additionalquestions, please clarify with your instructor for the course. Your instructor canrespond to your specific questions regarding what would constitute scholasticdishonesty in the context of a particular class­e.g., whether collaboration onassignments is permitted, requirements and methods for citing sources, if

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 9/10

electronic aids are permitted or prohibited during an exam.SEXUAL HARASSMENT "Sexual harassment" means unwelcome sexual advances, requests for sexualfavors, and/or other verbal or physical conduct of a sexual nature. Such conducthas the purpose or effect of unreasonably interfering with an individual's work oracademic performance or creating an intimidating, hostile, or offensive workingor academic environment in any University activity or program. Such behavior isnot acceptable in the University setting. For additional information, pleaseconsult Board of Regents Policy:http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf EQUITY, DIVERSITY, EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION The University provides equal access to and opportunity in its programs andfacilities, without regard to race, color, creed, religion, national origin, gender,age, marital status, disability, public assistance status, veteran status, sexualorientation, gender identity, or gender expression. For more information, pleaseconsult Board of Regents Policy:http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf. DISABILITY SERVICES AND ACCOMMODATIONS The University of Minnesota is committed to providing equitable access tolearning opportunities for all students. Disability Services (DS) is the campusoffice that collaborates with students who have disabilities to provide and/orarrange reasonable accommodations. If you have, or think you may have, adisability (e.g., mental health, attentional, learning, chronic health, sensory, orphysical), please contact DS at 612­626­1333 to arrange a UNIVERSITY OF MINNESOTA SCHOOL OF ARCHITECTURE | COLLEGE OF DESIGNFALL 2016 STRUCTURES I ARCH 55616 | P a g econfidential discussion regarding equitable access and reasonableaccommodations. If you are registered with DS and have a current letterrequesting reasonable accommodations, please contact your instructor as earlyin the semester as possible to discuss how the accommodations will be applied inthe course.For more information, please see the DS website,https://diversity.umn.edu/disability/. MENTAL HEALTH AND STRESS MANAGEMENT As a student you may experience a range of issues that can cause barriers tolearning, such as strained relationships, increased anxiety, alcohol/drugproblems, feeling down, difficulty concentrating and/or lack of motivation. Thesemental health concerns or stressful events may lead to diminished academicperformance and may reduce your ability to participate in daily activities.University of Minnesota services are available to assist you. You can learn moreabout the broad range of confidential mental health services available on campusvia the Student Mental Health Website: http://www.mentalhealth.umn.edu. ACADEMIC FREEDOM AND RESPONSIBILITYAcademic freedom is a cornerstone of the university. Within the scope andcontent of the course as defined by the instructor, it includes the freedom todiscuss relevant matters in the classroom. Along with this freedom comesresponsibility. Students are encouraged to develop the capacity for criticaljudgment and to engage in a sustained and independent search for truth.Students are free to take reasoned exception to the views offered in any courseof study and to reserve judgment about matters of opinion, but they areresponsible for learning the content of any course of study for which they areenrolled. (Language adapted from the American Association of UniversityProfessors "Joint Statement on Rights and Freedoms of Students.”) Reports ofconcerns about academic freedom are taken seriously, and there are individualsand offices available for help. Contact the instructor, the Department Chair, youradviser, the associate dean of the college, or the Vice Provost for Faculty andAcademic Affairs in the Office of the Provost. RETENTION OF WORKThe College of Design has the right to retain any student project for display,accreditation, archive, documentation or any other educational or legal purpose.In addition, the college reserves the right to reproduce and publish images of anysuch student work in collegiate publications, printed or electronic, for thepurposes of research, scholarship, teaching, publicity and outreach, givingpublication credit to the creator/student. Students may be requested by theinstructor or program director to submit materials (including process work) forcourse/program archives. For additional information on copyright ownership ofstudent work, see: https://policy.umn.edu/research/copyright. SUBJECT TO CHANGE With the exception of the grading and attendance policies, parts of this syllabusare subject to change with advance notice, as deemed appropriate by the

3/15/2017 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.jsp?EcasId=27048&seq=9 10/10

instructor. Old: <no text provided>

Strategic Objectives & Consultation

Name of Department ChairApprover:

New: Marc Swackhamer Old: <no text provided>

Strategic Objectives ­Curricular Objectives:

How does adding this course improve the overall curricular objectivesofthe unit?

<no text provided>

Strategic Objectives ­ CoreCurriculum:

Does the unit consider this course to be part of its core curriculum?

<no text provided>

Strategic Objectives ­ Consultation with OtherUnits:

Before submitting a new course proposal in ECAS, circulate the proposedsyllabus to department chairs in relevant units and copy affiliatedassociate dean(s). Consultation prevents course overlap and informsother departments of new course offerings. If you determine thatconsultation with units in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g., catalog keyword search, conversation with collegiate curriculum committee,knowledge of current curriculum in related units, etc.). Includedocumentation of all consultation here, to be referenced during CCCreview. If email correspondence is too long to fit in the space provided,paraphrase it here and send the full transcript to the CCC staff person.Please also send a Word or PDF version of the proposed syllabus to theCCC staff person.

<no text provided>

Back to Proposal List

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 March 15, 2017

Twin Cities Campus: Parking & Transportation Maps & Directions

Directories Contact U of M Privacy