COURSE SYLLABUS

Facets of Human Settlements

MARC 216, 1st Semester SY 2019, Sat 5:30-8:30pm
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Professor: Arch. Juanito Y. Sy, uap, aacep, earoph, same

Contact: +639 17 551 6675
E-mail: adarchitects.ph@gmail.com
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Course Description/Overview

This course introduces students to the core aspects of human settlements from a critical perspective
and will examine the various aspects of planning for housing. Different theoretical paradigms have
evolved different approaches in analyzing the housing problem and is linked to different
intervention approaches. It will present various ways of explaining, unpacking and tackling the
inadequacies of housing in a developing world context. The course seeks primarily to highlight
the links between theories, concepts of analysis, policies and intervention approaches and
highlighting the importance and the pitfalls of policy evaluation. It will consider the history and
theoretical underpinnings of planning for housing, therefore equips students to engage critically in
the debate on policy, concepts and practice in the Philippines setting as well as in global
environment. Furthermore, this allows the students to explore how different theoretical approaches
have shaped concepts of analysis and housing policy discourses and applied to regulating,
financing and implementation of housing interventions. The course also tackles how housing
intersects with issues such as poverty and community development and explore local and
international case studies in search for real examples.
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Course Goals/Objectives

This course will provide a real-world opportunity for the students to conduct scientific and applied
research, and present work to integrate their course-based knowledge with practical skills in lieu
with the core aspects of human settlements. It aims the students to engage critically with existing
discourses on housing theories, concepts, and policy, both local and international setting while
being able to reflect on the political, economic and social conditions that allowed these to be
developed in their particular context and encourages a commitment to addressing the housing
crisis. On a more immediate level, it expects a high level of commitment to the course and seeks
to enhance group work and communication skills, both in writing and in discussion.
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Expected Learning Outcomes

 Gain insights in the dynamic process of human settlements and housing planning process
in the context of cities and neighborhoods

Learn how to organize, research and discuss housing-related topics with active
consideration in the process of seeking, analyzing, and synthesizing information
 Improve the quality of technical writing through assignments of varied length and purpose,
and as well as, through the critical evaluation of the work.
 Increase critical thinking skills and appreciate the collaborative process involved in
housing-related research, where deadlines, cooperation, professionalism, and quality of
work are of paramount importance.
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Teaching Methods

This course centers around individual research projects and will emphasize all aspects of human
settlements from initial project design, methods, data analysis, graphics, and final presentation.
Lectures in the areas of socio-cultural parameters of housing and settlements; introduction to issues
of settlement planning; economic and political parameters of housing; urban and rural housing
strategies; and typology of dwellings, cost control and ownership.

Student’s written and graphical work will go through drafts and receive feedback from peers, and
instructor. There is a heavy emphasis on writing and on the critical review of your own work and
other students in the class.

This course is a graduate course and, as such, will be mostly conducted as guided
conversation/discussion; readings and presentations; active participation in class discussion forum;
exercises; in-class writing and written assignments; group work; and the final paper that meant to
mimic a professional/graduate experience, and will require a substantial investment of time, with
numerous assignments and deadlines that must be met for success.
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Learning Assessment and Grades


Attendance (10%)

Attendance in this course is mandatory. Much of this course will be collaborative in nature, and it
is difficult to engage in successful discourse without attendance.

Class Participation (20%):

The participation grade includes active engagement in the class conversation/discussion forum and
conducting peer reviews. Discussions include both student-instructor and student-student
interactions. The purpose of the discussion is to increase students’ understanding of the material
and demonstrate their ability to complete and comprehend the readings. To achieve full credit,
provide constructive criticism when conducting peer reviews of other students’ work.

Written and Oral Assignments (30%):

Weekly assignments include course topics for forum discussions and small-scale exercises aimed
at helping students to apply the weekly lesson objectives. These assignments may include either
a response to a, several, or all the readings assigned for class; a commentary or critical reflection
on readings from published articles, research work and journal entries; and in-depth research
work/case studies for a particular topic or field of interest.

Comprehensive Term Exam/Final Research Paper (40%)

A comprehensive term exam shall be given before the culmination of preliminary and midterm
periods in order to evaluate the acquired knowledge, skills, and understanding on the topic
modules. The written assessment will be in the form of essay writing and/or reports focusing on
critiquing of a dissertation’s concepts, theory, framework, and methodology.

The final research paper requires students to write and orally present a technical research and/or
proposal in the context of architecture, environmental planning, construction, and sustainable
related issues. The students shall explore a current workplace problem in the selected field of
interest and formulate suitable design solutions, intervention, approaches and specific strategies.
Students will be required to submit a draft of the final research report (at least 75%) for peer review
prior to final oral presentation. The Final Research Paper is due at the end of the semester. A
rubric for the grading process is included at the end of the syllabus.
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Course Expectations

Attendance. Students who will accumulate Four (4) Absences (except for excused absence)
inclusive of tardiness shall automatically merit a semestral grade of zero.

Excused Absences. Excuses absences for illness or serious illness of an immediate family
member; for participation in university activities at the request of University authorities; for
religious observance; and for compelling circumstance beyond one’s control. Documentation is
required for all excused absences. If a student has an anticipated excused absence, the student must
inform the instructor in writing or at least a week in advance.

Tardiness. In the professional world tardiness is not tolerated. Tardiness will be marked if a
student arrives within 45 minutes after the start of the class or shall be marked Absent beyond 45
minutes. Two (2) instances of late arrivals (or unexplained early departures) is equivalent to One
(1) absence.

Academic Requirements. Written work or any form of report as required, must be submitted due
at the beginning of class unless in exceptional circumstances, may be submitted online or to the
assignment drop-box. Late submission will not be accepted and will merit a grade of zero for that
particular work and/or requirements. Special consideration/extensions are only granted for
legitimate reasons (medical or compassionate).

Academic Environment. All students are expected to foster a healthy, enjoyable, and productive
academic environment by behaving in a professional and courteous manner, making meaningful
contributions to discussions, listening attentively to others, being open to new ideas, and treating
each other as equals.

Academic Dishonesty. Academic honesty will be strictly enforced as intellectual integrity and
credibility are the foundation of all academic work. Cheating and Plagiarism in any form shall
automatically merit a semestral grade of zero.

Electronic Device Policy. Cellular phones must be in silent mode or turn off during class hours.
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Course References

Hartwick, E., & Peet, R. (2009). Theories of Development Contentions, Arguments, Alternatives.
New York: The Guilford Press.
Jones, P., Evans, J. (2008). Urban Regeneration in the UK. Theory and Practice. London: Sage.
Schneider, T., Till, J. (2007). Flexible Housing. Oxford: Architectural Press.
French, H. (2006). New Urban Housing. London: Laurence King Publishing.
Hayden, D. (2004). A Field Guide to Sprawl. New York: W.W.Norton & Company.
Glaeser, E.L., Gyourko, J. (2002). The Impact of Zoning on Housing Affordability. Harvard:
Harvard Institute of Economic Research Working Papers, no.1948.
Dougherty, J. E., & Pfaltzgraff, R. T. (2001). Contending Theories of International Relations.
Priscilla McGeehon.
Habraken, J. (1972). Supports: An alternative to Mass Housing. London: Architectural Press.
The Evolution of Philippine Housing Policy and Institutions. (n.d.). Retrieved 2 July 2019, from
https://prezi.com/xw-gul1afzfi/the-evolution-of-philippine-housing-policy-and-institutions/
Housing in the Philippines. (2013, January 12). Retrieved 2 July 2019, from
https://www.slideshare.net/joems_angel2000/housing-in-the-philippines
The Effect of Supply and Demand on the Housing Market. (2015, April 2). Retrieved 19 July
2019, from https://www.investopedia.com/ask/answers/040215/how-does-law-supply-and-
demand-affect-housing-market.asp
Real Estate Financing and Investing/Sources of Funds. (n.d.). Retrieved 17 July 2019, from
https://en.wikibooks.org/wiki/Real_Estate_Financing_and_Investing/Sources_of_Funds
Housing finance ppt (1). (2016, April 16). Retrieved 16 July 2019, from
https://www.slideshare.net/preetrupa/housing-finance-ppt-1
Housing Finance. (2018, 2). Retrieved 16 July 2019, from
https://www.worldbank.org/en/topic/financialsector/brief/housing-finance
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 Course Modules

The following activities will comprise the schedule for the entire semester, subject to change based
on the dynamics of this particular class, as well as the inevitable unplanned events and
opportunities; all amendments will be announced in class and/or communicated electronically.

Week Topics Topic Learning Teaching Assessment

Outcomes Learning Strategies
Activities
1 Course Overview/Orientation  Familiarize with the Classroom discussion Classroom assessment
 Introduction of faculty, details of the course  Presentation/AVP  Classroom evaluation
student, and course and with each other’s  Group discussion On-line assessment
 Human Settlements Overview in the class  Sharing of personal  On-line evaluation
  Learn the brief experience  Critiquing/situational
 overview of human On-line discussion analysis
 settlements and  On-line readings
expectations  On-line forum
2 Human Settlement Planning  Understand the Classroom discussion Classroom assessment
 Evolution of human settlement principles of Ekistics  Presentation/AVP  Classroom evaluation
development planning  Identify the relevance  Group discussion  Critiquing/situational
 Settlement typologies of evolution of human  Collaborative work analysis
 Integrated human settlement settlements in modern On-line discussion On-line assessment
development planning context  On-line readings  On-line evaluation
 Principles of Ekistics  On-line forum  Critiquing/situational
analysis
3 Human Settlement  Identify the key issues Classroom discussion Classroom assessment
Development Issues of human settlement  Presentation/AVP  Classroom evaluation
 Human settlement in the global  Determine the  Group discussion  Critiquing/situational
perspective and challenges in different approaches  Collaborative work analysis
settlement development and consideration for On-line discussion On-line assessment
planning in the third world design strategy  On-line readings  On-line evaluation
countries  Explain the process of  On-line forum  Critiquing/situational
 Fundamental problems of the urbanization, and analysis
city; changes with time and social structures that
growth; technological, social affects human
and other changes in size and settlements
scale
 Process of urbanization and
rural to urban migration
 Social structure and its impact
on housing; urban poor and
their housing
4 Research Day  Provide a reasonable On-line discussion On-line assessment
time to collate data  On-line readings  On-line evaluation
and analyze key  On-line forum  Critiquing/situational
variables in response analysis
to given case
scenario/s
5 Case Study/Reporting
6 Comprehensive Exam
7 Housing Theories, Concepts,  Identify the different Classroom discussion
and Policies theories relevant to  Presentation/AVP
 Overview of theoretical
paradigms and approaches to
housing
 Concepts, definitions and
components of Housing
 Housing policy, process,
formulation and mechanisms
8 Housing Finance and the
Law
 International and local
perspectives on key aspects of
housing finance
 Economics of Housing
 Learn to critically Classroom discussion Classroom assessment
assess and provide an  Presentation/AVP  Classroom evaluation
empirical research/  Group discussion  Critiquing/situational
reports  Collaborative work analysis
 Improve the quality of  Project Case Studies
technical writing
through critical
evaluation of the work
 Assess the degree of Classroom assessment
knowledge, skills, and  Classroom evaluation
understanding on the  Critiquing/situational
topic module analysis
On-line assessment
 On-line evaluation
 Critiquing/situational
analysis
Classroom assessment
 Classroom evaluation
the understanding of  Group discussion  Critiquing/situational
housing ranging from  Collaborative work analysis
neo-Marxist/ On-line discussion On-line assessment
Structuralist,  On-line readings  On-line evaluation
Liberalist to Structure  On-line forum  Critiquing/situational
and Agency analysis
 Understand the
concepts relevant to
housing and its
political, economical,
and environmental
impact of decision
regarding housing
delivery
 Develop a deeper
understanding on the
housing profile, need
and assessment,
strategies,
formulation of
standards and
threshold analysis
 Explain various
housing scenarios and
policy setting with
regards to housing
 Identify the sources of Classroom discussion Classroom assessment
housing finance,  Presentation/AVP  Classroom evaluation
various models for the  Group discussion  Critiquing/situational
structuring and  Collaborative work analysis
release of government On-line discussion On-line assessment
subsidies, private  On-line readings  On-line evaluation
 On-line forum
  Housing Stocks sector finance, end-  Critiquing/situational
user finance, credit analysis
and savings
mechanisms.
 Understand the role of
public and private
agencies,
cooperatives and
various institutions
 Analyze the aspects of
housing economics
involving cost, benefit
and return,
affordability, savings
and investment.
 Determine the needs
for housing, demand
and supply
9 Research Day  Provide a reasonable On-line discussion On-line assessment
time to collate data  On-line readings  On-line evaluation
and analyze key  On-line forum  Critiquing/situational
variables in response analysis
to given case
scenario/s
10 Case Study/Reporting  Learn to critically Classroom discussion Classroom assessment
assess and provide an  Presentation/AVP  Classroom evaluation
empirical research/  Group discussion  Critiquing/situational
reports  Collaborative work analysis
11  Improve the quality of  Project Case Studies
technical writing
through critical
evaluation of the work
12 Comprehensive Exam  Assess the degree of Classroom assessment
knowledge, skills, and  Classroom evaluation
understanding on the  Critiquing/situational
topic module analysis
On-line assessment
 On-line evaluation
 Critiquing/situational
analysis
13 Social and Technical  Analyze the Classroom discussion Classroom assessment
Sustainability in Housing interaction between  Presentation/AVP  Classroom evaluation
 Poverty and Informal Sector housing and the  Group discussion  Critiquing/situational
Housing social/cultural,  Collaborative work analysis
 Migration and Sustainability of economic and On-line discussion On-line assessment
Housing biophysical  On-line readings  On-line evaluation
environment and  On-line forum  Critiquing/situational
approaches to analysis
enhance sustainability
  Determine the effects
of urbanization &
industrialization in
housing including
problems and
possibilities of Slums
and Squatters
settlement
 Understand the
socioeconomic
impact/implication of
poverty in the context
of Philippines.
14 Housing Development and  Learn the principles of Classroom discussion Classroom assessment
Management property and facilities  Presentation/AVP  Classroom evaluation
 Basic principles of property management, concept  Group discussion  Critiquing/situational
management of renting and leasing,  Collaborative work analysis
 Project feasibility and housing life cycle costing, and On-line discussion On-line assessment
management impact of land policy  On-line readings  On-line evaluation
 Housing design and and land value on  On-line forum  Critiquing/situational
development housing analysis
 Understand the social
aspects of built
environment and
human behavior; and
user’s satisfaction
level
 Identify the housing
norms, standards,
densities and
neighborhood units;
infrastructure and
community facilities,
form and structure of
housing as shaped by
socio-economic and
physical parameters;
and materials,
technology and
housing production
15 Research Day  Provide a reasonable On-line discussion On-line assessment
time to collate data  On-line readings  On-line evaluation
and analyze key  On-line forum  Critiquing/situational
variables in response analysis
to given case
scenario/s
16 Final Research Paper  Assess the degree of Classroom discussion Classroom assessment
 Relevant housing research knowledge, skills, and  Presentation/AVP  Classroom evaluation
topic understanding on the  Group discussion  Critiquing/situational
course module  Collaborative work analysis
 17  Improve the quality of On-line discussion On-line assessment
technical writing  On-line readings  On-line evaluation
through application of  On-line forum  Critiquing/situational
applied research analysis
 Learn to critically
18 critiquing a research
paper
 Assess the
professional level of
oral and written
presentation

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Course Rubric

The attached evaluation tool (rubric) is designed to assist in the evaluation of students’ ability to
successfully prepare and complete the course module for Technical Research. The rubric includes
four evaluation criteria, and a thesis and its defense criteria which form an integral part of graduate
student learning outcomes assessment conducted by graduate programs.

PASS FAIL
ASSESSMENT
Exceed Expectations Meets Somewhat Meets Below Expectations
(4) Expectations (3) Expectations (2) (1)
Attendance Attends 100% of Rarely misses class, Attends class less Attends class less than
(10%) classes; notifies with at least 75% than required amount 25% of the required
instructor prior to attendance; notifies of time or an attendance;
absence due to instructor prior to equivalent of 50% accumulates
extraordinary absences attendance; notifies excessive absences
circumstances instructor prior to
absences
Was on time for every Was late to or left Was late to or left Was late to or left
class session and did early from one class early from two class early from more than
not leave early during session and did not sessions or had one two class sessions or
any session and did not have any unexcused unexcused absence. had two unexcused
have any unexcused absences absences
absences
Class Engages other students; Provides meaningful Only asks questions in Does not participate
Participation encourages more insights; responds to the discussion forum; in discussion forum;
(20%) participation; initiates other students; keeps only engages with the is argumentative and
discussions to link discussions active instructor; tries to off-topic
lessons dominate discussion
forum
Always uses clear, Consistently uses Seldom uses clear Poor demonstration of
organized language; clear, organized communication and communication and
effectively exchanges language; builds off of listening skills; listening skills; listens
ideas and information, other’s ideas attempt to listens to to others ideas but
 responses connect to other ideas but remain stays with own ideas,
prior knowledge and passive response of off focus
extend knowledge
Listens when others Listens when others Does not listen when Does not listen when
talk, both in groups and talk, both in groups others talk, both in others talk, both in
in class; incorporates or and in class. groups and in class groups and in class;
builds off of the ideas of often interrupts when
others others speak
Written & Oral Student is almost Student is usually Student is rarely Student is almost
Assignments always prepared for prepared for class prepared for class never prepared for
(30%) class with assignments with assignments and with assignments and class with
and required class required class required class assignments and
materials materials materials required class
materials
Demonstrates a mastery Demonstrates an Attempts to Does not understand
of the concepts understanding of the understand but with the concepts
presented concepts presented knowledge on the presented
concepts presented
Main points well Main points well Main points are Main points lack
developed with high developed with present with limited detailed development;
quality and quantity quality supporting detail and ideas are vague with
support; reveals high details and quantity; development; some little evidence of
degree of critical critical thinking is critical thinking is critical thinking
thinking weaved into points present
Essay is free of Essay has few Most spelling, Spelling, punctuation,
distracting spelling, spelling, punctuation, punctuation, and and grammatical
punctuation, and and grammatical grammar correct errors create
grammatical errors; errors allowing reader allowing reader to distraction, making
absent of fragments, to follow ideas progress though reading difficult;
comma splices, and clearly. Very few essay. Some errors fragments, comma
run-ons fragments or run-ons remain splices, run-ons
evident. Errors are
frequent
Comprehensive Excels in responding to A solid paper, Adequate but weaker Does not have a clear
Exam problem; interesting, responding and less effective, central idea or does
(40%) demonstrates appropriately to possibly responding not respond
sophistication of problem; clearly states less well to problem; appropriately to the
thought; central a thesis/central idea, presents central idea problem; paper may
idea/thesis is clearly but may have minor in general terms, often be too vague or
communicated, worth lapses in depending on obvious to be
developing; limited development; begins platitudes or clichés developed effectively
enough to be to acknowledge the
manageable complexity of central
idea
Uses a logical structure Shows a logical May have random No appreciable
appropriate to paper's progression of ideas; organization, lacking organization; lacks
subject, purpose, some logical links internal paragraph transitions and
audience, and may be faulty, but coherence; coherence
disciplinary field; each paragraph paragraphs may lack
guides the reader topic sentences or
 through the chain of clearly relates to main ideas, or may be
reasoning or paper's central idea too general or too
progression of ideas specific to be
effective
Uses evidence Begins to offer Often uses Depends on clichés or
appropriately and reasons to support its generalizations to overgeneralizations
effectively, providing points, perhaps using support its points; for support, or offers
sufficient evidence and varied kinds of often depends on little evidence of any
explanation to convince evidence; begins to unsupported opinion kind; may be personal
interpret the evidence or personal narrative rather than
and explain experience, or essay, or summary
connections between assumes that evidence rather than analysis
evidence and main speaks for itself and
ideas needs no application
to the point being
discussed; lapses in
logic
Essay responses are Essay responses Essay responses Essay responses
well thought-out and include all elements in include the main point provided are
presented in a the questions but do not include all simplistic
compelling fashion elements

Final Research Paper (40%)

Thesis Clearly and concisely Clearly states the States the paper’s Incomplete and/or
Statement states the paper’s paper’s purpose in a purpose in a single unfocused; lack
purpose in a single single sentence but sentence; but not arguments
sentence, which is focus/argument needs adequately focused,
engaging, thought to be sharper or argument weak
provoking, and
appropriately focused
arguable thesis
Introduction Exceeds criteria; Meets criteria; Meets minimal Does not meet
theoretical background primary sources set up criteria; references are criteria; no
and contextual the theoretical cited appropriately introduction or
information flow assumptions, which but is not clearly tied contextual
seamlessly into a well are used to develop to the research information for
stated research question background for question, though research question;
that has potential to add research question, question may have insufficient primary
to the professional clearly stated and has sufficient scope or resources; there is no
knowledge base and is appropriate scope and focus clearly stated research
of publishable focus question; question
does not have
appropriate scope or
focus
Methods All sections of the Methodology is Some sections of No discernable
methodology flow thorough with all methodology are methodology; or
clearly and logically terms operationalized described, with method is
form the question; and described in depth minimal detail, inappropriate for the
methods are described and detail using demonstrating scope, focus and type
with sufficient detail as minimal knowledge of research question
 to be replicable; and accepted research of accepted research
validly link data standards practice
collection and analyses
to the findings
Discussion Evidence of deep There is depth of Minimal attempt to Statements are
thought about the thinking apparent extend the knowledge personal rather than
findings and their about the findings and in the findings and focused on knowledge
implications, their contribution to does not address extension from the
extensions, limitations; the existing extensions or question
questions posed flow knowledge base, and limitations, nor does it
meaningfully from some further pose further logical
findings questions that connect questions
to the findings
APA Style & No errors in APA style; Rare errors in APA Errors in APA style is Errors in APA style
Communication scholarly style; writing style that do not noticeable; word detracts substantially
is flowing and easy to detract from the choice occasionally from the paper; word
follow paper; scholarly style; informal in tone; choice is informal in
writing has minimal writing has a few tone; writing is
awkward of unclear awkward or unclear choppy, with many
passage passages awkward or unclear
passages
Impact of Thesis is very relevant Thesis has fair Thesis only moderate Thesis has little
research on the or has significant relevance or relevance or relevance or
field importance/authenticity significance/ significance/ significance/
to field and will make authenticity to field authenticity to field authenticity to field
an important and will make a good and will make a and will make little
contribution to field contribution to field nominal contribution contribution to field
to field
Oral Masterfully defends Competently defends Adequately defends Does not adequately
presentation research by providing research by providing research; answers defend research; does
and defense clear and insightful very helpful answers questions, but often not answer key
answers to questions; to questions; may with little insight; questions; frequently
uses presentation occasionally manifest frequently shows a shows a need for
resources as a guide, need for further need for deeper deeper reflection on
gives detailed reflection on minor reflection on minor vital points; reads the
explanations, is easily points; uses points; relies too material from
understandable, and presentation resources much on presentation presentation to make
keeps appropriate eye as a guide, is easily and has difficulty the report and is
contact with the understandable, and speaking freely to the clearly not
audience keeps eye contact with audience  comfortable with the
the audience with the topic
audience