Methods for Urbanism (course), TU Delft

AR3U012

Research & Design Methods “If you can’t say it clearly, you don’t understand it yourself” John Searle (1983)

Challenge the future

Mission Statement This course aims to provide students with a structured way to tackle research in the area of design and planning practice by inviting students to develop a research plan for their graduation studies. The ‘thesis plan’ is a document in which students lay down their research trajectory in the graduation year, with an emphasis on problem finding, the formulation of a research question and supporting sub-research questions and the explanation of the methods that will be used to answer them. Alternatively, students propose design objectives and the methods to reach them.

This course tackles the need to create a solid academic base for the Masters in Urbanism programme of the TU Delft, with respect to established academic standards in dialogue with design research and practice. In order to do so, this course deals with the relationship between research, planning and design by acknowledging that there are different value systems in the different fields of urbanism and by exploring the methods used by each community to answer relevant questions for the discipline.

Urbanism, as it is taught at the TU Delft, is about design craftsmanship, but also about analysis, communication, reflection and negotiation through design. At TU Delft, we believe that the variety of stakeholders and complexity of procedures involved in the planning and design processes demand a different attitude towards educating future urban planners and designers.

Not the least, one has to deal with issues of professional ethic, which involve social awareness and professional responsibility.

In order to equip students with tools and skills to pursue a relevant research and design project in their graduation year, the course urges students to develop a thesis plan, by means of which they will apply newly acquired skills and knowledge and will hopefully develop values related to the academic life, including critical thinking and a methodical approach to the analysis of spatial problems and the subsequent proposal of possible solutions.

The analytical component requires students to stand back from their making (designing) and to achieve a relative distancing from their subjective attachment to the creative work.

This should entail a more objective evaluation of

their own creative output. This objective comes from the realisation that, however important the analytical dimension is, it is comparatively ineffective in Urbanism without creativity and the application of knowledge to practical problems.

Moreover, however central this practical application of knowledge may be, it is relatively useless without a solid analysis that will put it in context and deal with the complexities of real world spatial problems.

We hope students recognise that developing powers of cognitive analysis can help generate momentum in their making of designs and the applying of practical solutions. Without the skills of analysis and analytical writing, ideas and designs cannot be explained or communicated FULLY and results communicated EFFECTIVELY. In short, we believe that exerting one’s analytical abilities in order to understand spatial problems has the potential to accelerate creativity.

Contrary to the belief that the research hampers creativity, we believe that analysis empowers the making. “By writing in different ways, we discover new aspects of our topic, and our relationship to it” (Richard 1994: 516).

Basic learning outcomes

In this section, we describe the learning outcomes (what students are expected to know at the end of the course).

1. Students are able to conduct a research and design project in the Masters in a methodical manner, by investigating a problem within the field of Urbanism.

2. Students are introduced to different methods and techniques of research in spatial design and planning.

3. Students are able to rationalize the choice for a specific set of methods and techniques in relation to the research questions or to the design objectives set by the student him/herself or by the graduation studio.

Expected Outcomes

4. Students understand the importance and the usefulness to base their findings in existing literature and in solid reseacrh on good practices in order to possibly add to the existing body of knowledge developed on a subject. In order to do so, students are taught how to do literature research in libraries and on the Internet, how to quote and cite systematically, how to paraphrase and how to avoid plagiarism.

5. Students are strongly encouraged to develop critical thinking skills and to use them in developing a relevant problem statement in Urbanism as well as research questions and/or design obejctives that address the problems at hand.

6. Finally, students are guided in their choice of methods and techniques to answer those research questions/ design objectives. Students are also invited to reflect on the ethical dimension of their activity as spatial designers and/or planners.

7. As a final result, students are able to analyse and to synthesise analytical findings in a localised or theoretical design and/or plan.

Final product and evaluation The final product is a thesis plan, in which the student shows that she or he is able to write a research proposal at the level of a Masters degree.

This research proposal must contain elements related to research into practice as well as a solid academic value. In the thesis plan, the student should present with sound argumentation:

1. Motivation for the study 2. An analysis of the context resulting in an understanding of the main problem to be tackled

3. Problem definition resulting in a problem statement 4. A main research question or design objective derived from the problem statement and a set of sub-research questions that complement and help explain the main one/ OR a set of research question that will support the investigation of so-

lutions to attain the design objective 5. Intended research approach, including a detailed description of the methods and techniques necessary to answer the research questions

6. Societal and scientific relevance of the study 7. A summary of possible ethical problems arising in the research and design project 8. Intended end products

9. Time-working plan

10. Relevant bibliography

The course staff, helped by a team of co-workers in the department, will review, give feed back and grade the thesis plans based on the following criteria*:

1. Structure of the thesis plan (see points above) 2. The exercise of critical and analytical skills

3. Sustained and coherent argumentation

4. Clarity in presentation and communication

5. Originality/ possible contribution to the existing body of knowledge

6. Feasibility of the study within the field of Urbanism and in the framework of a one-year graduation programme *A separate and more detailed list of criteria for evaluation will be given to you.

Evaluation This is how your thesis plan will be assessed.

These are the same questions the examiner will answer. Examiners can be from any Chair in the Department of Urbanism at TU Delft.

The graduation proposal is not judged exclusively from the point of view of one teacher’s expertise or field of studies. The proposal is assessed using comprehensive/ general academic criteria. The main question is: is it a good proposal within the perspective/position it adopts?

Criteria for assessment 1.

Is there a clear PROBLEM STATEMENT, indicating what the main issues at hand are? Are the issues indicated within the domain of Urbanism?

2.

Are the issues stated in the PROBLEM STATEMENT relevant to the disciplines offered by the department of Urbanism?

3.

Does the proposal state a clear RESEARCH QUESTION, as well as sub-research questions indicating the direction of the proposal? Are these questions researchable? Are they researchable in the time frame of the Masters?

4.

In case the student prefers to indicate design objectives, are these objectives supported by a sound argumentation. Are there research questions connected to those objectives?

5.

Does the proposal have a clear indication on the INTENDED METHODOLOGY to answer the questions?

6.

Is there a clear indication of the SCIENTIFIC AND SOCIETAL RELEVANCE of the graduation project?

7.

Is the THEORETICAL FRAMEWORK clearly formulated for this stage? Is it appropriate for the graduation project?

8.

Is the students able to identify, describe and reflect upon ethical problems arising from his/her research and design project?

9.

Is the research project based on existing LITERATURE? Are sources quoted correctly?

10.

Is there a LIST OF REFERENCES? Is it correctly organized? Is the bibliography adequate?

Would you add any names/ sources?

11.

Is the relation between problem defini-

tion/research questions and methods adequate at this stage?

12.

Is the relationship between text and image adequate (is the text correctly illustrated?

Does the student use maps and other graphic resources to explain the context and the problem?

13.

How do you evaluate the planning, grip on (intended) end products /Can it be done in this way in the time available?

14.

Is there a debate on approaches to science within urbanism?

15.

Is there a reflection on the Studio’s approach?

16.

Does the student have a good grip on academic writing skills? Does he cite and quote corectly. Has he made literature research that has effectively contributed to his reasoning.

The grade given by the evaluator is used as an indicator for grading students in the discipline of Research and Design Methods: Thesis Plan (AR3U012) equivalent to 6 ECTs. The passing grade is 6 on a scale of 10. Less than 6 indicates that the student needs to go through extra tutoring and will have to re-submit. Less than 5 indicates that the student has not met the minimum criteria and needs to take the course again.

Checklist Checklist for your thesis plan. If you tick this checklist, you are sure to have good results! But remember that academic research is about two things: creativity and rigour. The last-minute checklist does not mean that you should check your thesis plan at the last minute only!

1. Does your TP have a well-illustrated cover, containing the TITLE, explanatory sub-title, your name, student number and studio of your choice?

2. Did you include a colophon, with the relevant data? (Your name, student number, studio, mentors, title of your work, etc… See examples on Blackboard) 3. Did you BIND your TP, so the readers won’t have a hard time reading it on the train and scattering the pages all over? (Remember: we are doing “green” thesis plans, so NO PLASTIC COVERS and please, print on the two sides of the paper) 4. Did you remember NOT to print white text on a BLACK background (this makes corrections very difficult and uses too much ink!).

5. Do you have a MEANINGFUL TABLE OF CONTENTS? (Does the table of contents let you understand the structure of the research?)

6. Does your TP have all the necessary BASIC elements, including problematization, a problem statement and relevant research questions??? (see PP on Blackboard) 7. Are your research questions/design objectives connected to RESEARCH ACTIONS? (So, it is not enough to say: I will conduct “interviews”. What kind of interviews? With whom? How many people will be interviewed? In what time frame? What will you find out?)

8. Did you use lots and lots of in-text citations, to show that you have based your analysis on existing literature (the work of others who have worked before you)? Did you acknowledge the authors?

9. Did you remember to check the references and put them into the HARVARD citation style? (using ENDNOTE is easier) 10. Did you remember that PHOTOS and MAPS are an essencial part of your work?

11. Did you include CAPTIONS and SOURCES for absolutely all images and maps that you used in your thesis plan (including those produced by you, which you can attribute by saying “photo by author” or “map by author”)? r list fo

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Recommended literature ALBRECHTS, L. 2004. Strategic (spatial) planning reexamined. Environment and Planning, 31, 743758.

BARRETT, E , 2007. ‘Experiential learning in practice as research: context, method, knowledge’ Journal of Visual Art Practice 6 (2): 115-124.

BIGGS, M., BUCHLER, D, 2008. “Eight Criteria for Practice-based Research in the Creative and Cultural Industries.” Art, Design and Communication in Higher Education 7(1): 5-18.

BIGGS, M., BUCHLER, D. & ROCCO, R. 2009. Design Practice and Research: Interconnections and the criterion-based approach. In: MALINS, J., ed. European Academy of Design: Design Connexity, Aberdeen. EAD & Robert Gordon University, 375-380.

BLACKBURN, S. 2001.Ethics: A Very Short Introduction. Oxforf, Oxfird University Press.

CANDY, L 2006. Practice Based Research: a guide. CCS Report: 2006-VI.0 November: University of Technology, Sydney.

COTTRELL, S. Critical Thinking Skills: Developing Effective Analysis and Argument. London, Palgrave.

CRESWELL, J. W. 1994. Research design : qualitative & quantitative approaches, Thousand Oaks, Calif., Sage Publications.

DAVIES, M. B. 2007. Doing a successful research project : using qualitative or quantitative methods, New York, Palgrave Macmillan DIDDE, R., EVERBLIJ, M., VERMAAS, P. & ROOZENBURG, N. 2008. Delft Design: A room with a view, Engineering, Science and Design, Delft, TU Delft.

DOUGLAS, A, K SCOPA, et al. 2000. ‘Research through practice: positioning the practitioner as researcher’ Working Papers in Art and Design HEELING, J., MEYER, H. & WESTRIK, J. 2002. De kern van de stedebouw in het perspectief van de eenentwintigste eeuw. Dl. 1. Het ontwerp van de stadsplattegrond door Jan Heeling, Han Meyer en John Westrik, Amsterdam, SUN. HILLIER, J. & HEALEY, P. 2008. Contemporary Movements in Planning Theory, Aldershot, Ashgate.

JONG, T. M. D. & VOORDT, D. J. M. V. D. 2002. Ways to study and research : urban, architectural and technical design Delft, Delft University Press.

KLAASEN, I. 2007. A scientific approach to urban and regional design: research by design. Journal of Design Research, 5, 470-489.

OKASHA, S. 2002. Philosophy of science: a very short introduction, Oxford; New York, Oxford Univ.

Press.

VROM, 2009. Housing and Urban Development in The Netherlands , Web Document: (http://www. vrom.nl/pagina.html?id=37399), The Hague YIN, R. 1994. Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publishing.

Schedule Session 1

Session 2

Introduction: Why and what research in urbanism?/ Elements of the Thesis plan

Session 3

Building your problem statement and research questions

Tools for research 2: Literature study, traditional tools and resources

Alternative methods: structured observation and interviews

Session 7

Session 9

Session 10

Tools for research 3 (USING the knowledge of giants): Support tools for designing in urbanism

Interdisciplinary research design

Session 8 Case studies and comparative research

Advanced research: inventing methods relevant for research in urbanism IT

IT

IT

IT

RM

RM

RM

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Session 6

Drawing, mapping and modelling as tools to understanding space

On the relationship between research and design + Ethics in Academia

RM

Session 5

Session 4

RM

IT

Session 11

Session 12

Tutorial: connecting research questions to methods/ thesis plans delivered

Assessing your thesis plan and presentation of best thesis plans

RM

IT

Delivery

Delivery

DRAFT THESIS PLAN

FINAL THESIS PLAN (for grade)

Around P1

Around P2

Responsible Staff Dr Machiel van Dorst, Chair of Environmental Design, E-mail: M.J.vanDorst@tudelft.nl Dr Roberto Rocco, Chair of Spatial Planning and Strategy, E-mail: R.C.Rocco@tudelft.nl

And invited speakers

Good luck!

(Richard 1994, 516) Challenge the future

graphic design: Roberto Rocco, r.c.rocc0@tudelft.nl

By writing in different ways, we discover new aspects of our topic, and our relationship to it.