Attendance is required at scheduled activities including tutorials to receive credit for components of the course.
Lectures will be available as recordings. Other learning activities including tutorials will not be available as recordings.
The activities for the course are scheduled as a standard weekly timetable.

Lectures are arranged thematically with particular focus on an issue, concept, polemic, or philosophy that has challenged and inspired architects and designers from the mid-nineteen sixties to the present. Lecture content is delivered through a combination of theory (an introduction to the thematic content and its immediate context - sociocultural, political, religious, historical, etc.) and detailed case studies/architectural exemplars that embody some element of this thinking. Lecture content is supplemented with readings, Canvas material (links, videos, texts, images etc.), and weekly tutorials designed to develop skills required for the course and forthcoming assessments.

Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.

All course readings are available via Reading Lists on Canvas. These are developed and arranged to reflect the specific content of the lecture and offer a strong starting point for an essay or research assignment. It is by no means an exhaustive or comprehensive list and students are expected to seek out additional scholarly material (e.g. not Wikipedia articles) General History, Theory and Criticism overview (textbook, in order of relevance):

• Nesbitt, Kate. Theorizing a New Agenda for Architecture : an Anthology of Architectural Theory 1965-1995. New York: Princeton Architectural Press, 1996. Print. 
• Goodman, Harry. An Introduction to Architectural Theory: 1968 to the Present. Malden, MA : Wiley-Blackwell, 2011. Print. 
• The Phaidon Atlas of Contemporary World Architecture. London: Phaidon, 2004. Print. Note: Fragile item. Not to be borrowed or photocopied. 
• The Phaidon Atlas of 21st Century World Architecture. London: Phaidon, 2008. Print. Note: Fragile item. Not to be borrowed or photocopied. 
• Sykes, A. Christa. Ed. Constructing a New Agenda, Architectural Theory 1993-2009. New York, NY: Princeton Architecture Press, 2010. Print. 
• Hays, K. Michael. Architecture Theory Since 1968. Cambridge, MA: MIT Press, 1998. Print.
• Smith, Korydon. Introducing Architectural Theory: Debating a Discipline. New York, NY: Routledge, 2012. Print. 
• Jencks, Charles and Kropf. Karl. Theories and Manifestos of Contemporary Architecture. Chichester: WileyAcademy, 2006. Print

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.

You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Tutorial informationA series of Tutorials have been established to assist students with various aspects of the course including presentations on various skill sets (writing, textual analysis, critical reflection etc.) with small exercises designed to encourage students to develop and hone their written, cognitive and communication skills with particular emphasis on the course content and assignments.Students are expected to bring their own devices (ideally laptop or tablet rather than smartphone) to all tutorials in order to conduct online research during workshops.

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Similarly, research students must meet the University’s expectations of good research practice. This requires:

• Honesty - in all aspects of research work
• Accountability - in the conduct of research
• Professional courtesy and fairness – in working with others
• Good stewardship – on behalf of others
• Transparency – of research process and presentation of results
• Clarity - communication to be understandable, explainable and accessible

For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.

Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.

Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Self-plagiarism: no work that has been submitted previously (for any course) may be resubmitted (in full or part) for any other assignments unless quoted and referenced in full (e.g. you may not reuse paragraphs from previous essays in any new essays).

Late submissions will be considered if their assessment has been disrupted by illness or other unexpected event that is out of the student’s control. 

Students applying for an extension of time must also obtain an Extension of Time Form for Coursework Submission from this Canvas course page (under "Files") and complete the required details.

Notifications by students should include information about the unexpected circumstances and should attach evidence to support this if they have any. Both of these – supporting documentation and extension form – should be submitted to Andrew or Anthony as soon as practicable, and preferably before any due date in order to process the necessary paperwork on time. Assignments not received by the due date, and for which no extension of time has been approved, will receive a 20% penalty for each day delay in submission.

To ensure academic integrity, the course instructors reserve the right to request verbal presentations from students regarding their written assignments. This measure aims to confirm the authenticity of submissions, particularly in light of emerging AI and language model technologies. If selected, students may be asked to discuss their work in detail, and the final grade for the assignment will take into account both the written submission and the verbal presentation.

Pass Requirements: All assignments must be submitted on time (or incur a late penalty – see above).

Students who do not achieve at least 35% in the Mini-Assignments (total) and in the Critical Review (essay) will not pass the course. 

Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Actions taken in response to feedback through SET course evaluationsThe feedback about the lectures was very positive (“intellectually challenging”, “engaging”, “helpful”, etc) , as were comments about the tutorials. The feedback was appreciative of the relevance of material covered to design courses. Areas to improve include: 

• Requests to reorder of the tutorial sessions and the provision of individual feedback
• Requests for slide test information to be provided in advance of the course (not just the lecture)
• Requests to make the course content on Canvas clearer

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.

If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.

Requests for extensions of time must be submitted and approved using the Extension of Time Application form available on Canvas. Students should notify the Course Director/Course Coordinator of their situation as soon as practicable, and preferably before any due date. Notifications by students should include information about unexpected circumstances and should attach evidence to support this if available. 

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.

Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.