UM Syllabus EVLU 4014

UM Syllabus Template.................................................................................................................................1
Course Details [ROASS]............................................................................................................................2
Course Title..........................................................................................................................................3
Course Number....................................................................................................................................3
Term....................................................................................................................................................3
Credit Hours.........................................................................................................................................3
Pre-requisites......................................................................................................................................3
Class Times & days...............................................................................................................................3
Class location.......................................................................................................................................3
Lab/tutorial times & days....................................................................................................................3
Lab/tutorial location............................................................................................................................3
Instructor Contact Information [ROASS]..................................................................................................3
Name...................................................................................................................................................3
Email....................................................................................................................................................3
Office location.....................................................................................................................................3
Office Phone........................................................................................................................................4
Office/Student/Learner Hours.............................................................................................................4
Traditional Territory/Land Acknowledgment..........................................................................................4
Equity And Inclusion Commitment..........................................................................................................4
Course Description [ROASS]....................................................................................................................5
U of M Course Calendar Description...................................................................................................5
General Course Description (sometimes titled Course Overview)......................................................5
Course Learning Outcomes [ROASS]........................................................................................................5
Course Materials [ROASS]........................................................................................................................6
Required Materials..............................................................................................................................6
Recommended Materials....................................................................................................................7
Course Schedule [ROASS]........................................................................................................................7
Course Evaluation/Assessments [ROASS]................................................................................................8
Summary.............................................................................................................................................8
Assessment Descriptions [ROASS].......................................................................................................8
 Assignment Feedback [ROASS]............................................................................................................8
Labs/Tutorials..........................................................................................................................................9
Expectations........................................................................................................................................9
Lab Schedule [ROASS].........................................................................................................................9
Expectations..........................................................................................................................................10
Course Policies [ROASS].........................................................................................................................10
Academic Integrity [ROASS]..............................................................................................................10
Accessibility [ROASS].........................................................................................................................11
Attendance [ROASS]..........................................................................................................................12
Assignment Extension and Late Submission Policy [ROASS].............................................................12
Class Communication [ROASS]..........................................................................................................12
Recording Class Lectures [ROASS].....................................................................................................12
Referencing Style...............................................................................................................................13
Technology Use [ROASS]...................................................................................................................13
Using Copyrighted Material [ROASS]................................................................................................13
UM Policies [ROASS]..............................................................................................................................13
UM Learner Supports [ROASS]..............................................................................................................14
Course Details
Course Title: Winnipeg as Northern Ecocity

Course Number: Emergent Futures EVLU4014

Term: Winter semester 2023

Credit Hours: 9

Pre-requisites ED1 and 2

Studio times & days : 9.00 – 12.30 13.30 – 17.30 Tuesdays and Thursdays

Studio location: JAR 300 tables Frits (See studio)

Instructor Contact Information
Frits van Loon (he/him), I prefer to be called Frits, but if it is uncomfortable for you, you may
call me professor or mister van Loon.

Email:
Frits.vanloon@umanitoba.ca

Although emails work, and I will respond to your emails within 24 hours after receiving them, I
find WhatsApp a much more convenient way for communicating and functioning as a team.
With WhatsApp I respond within a few hours if not immediately.
What I do like is not only for me to respond to emails and whatsapp within 24 hours, but that
you students do the same.
For individual messages it is clear you yourself have to respond. If I send out general messages,
I’m okay if they answered by a student representative, if you prefer that. But then you I should
be informed who this is and that that is the way to communicate.

Office location
J.A. Russel building, room 201-J

Office Phone
(+1)-431-337-6088

Office/Student/Learner Hours
I don’t have specific office hours. If you want/need to talk to me, and this can be about anything
that is important to you, you can reach out to me, either in studio, through WhatsApp or email
and we make an appointment asap. I will meet on individual bases with each of you at least 3
times during the semester. When I ask you how you are doing it is both the polite question and
the real one that I want to know how you are doing. Feel free to be honest and open.

Traditional Territory/Land Acknowledgment

When we go to celebrations, we often connect to spirit, be it through sound, at a cultural
gathering, listening to the heartbeat of the drum, katajjaq (Inuit throat singing), or a Métis
fiddle, instruments made of the land. We as humanity are like those instruments, we are
connection to the land, we are land. Land connects and sustains us, and we learn from land that
teaches people responsibility by honoring and acknowledging her gifts. We are all
interconnected. (Leah Fontaine, 2022)
A land acknowledgment addresses the cultural practices of connecting to land that Leah
describes above, and is one step towards reconciliation, decolonization, and Indigenization. The
current UM land acknowledgment is as follows:

The University of Manitoba campuses are located on original lands of Anishinaabeg,

Cree, Oji-Cree, Dakota and Dene peoples, and on the homeland of the Métis Nation. We
respect the Treaties that were made on these territories, we acknowledge the harms
and mistakes of the past, and we dedicate ourselves to move forward in partnership
with Indigenous communities in a spirit of reconciliation and collaboration.

We encourage you to consider developing a personalized land acknowledgment; see the

syllabus resource guide for more information.

Equity And Inclusion Commitment

I am committed to equity, diversity, inclusion, and anti-oppression. I respect your identity, am
committed to act against forms of oppression in the classroom. This means I treat you as equals
and adults where the only difference is that I am knowledgeable in the area you want to learn,
namely Landscape Architecture and spatial design. This means I also expect mature behavior in
the learning process. You are responsible for your learning process. This means that its your
responsibility to be present, in an active and focused way. (Jokes are allowed). But it also gives
you the responsibility to address me (in a respectful way) when the lessons/ studio activities
don’t live up to your expectations wants and needs in the appropriate moment. This means not
complaining when you get your mark, but when you feel your not capable of getting a good
mark, cannot learn enough, because of how I teach. I will ask regularly for this feedback, be
aware that I am sincere about this question, because I am willing to support you by removing
any possible barriers, I have influence on, for learning. This includes connecting you with
support staff you might need.

Course Description
U of M Course Calendar Description
For detailed calendar see appendix
Be aware the calendar is made before the start of the semester. I aim to change as little as
possible but there will be changes. I will notify you as soon as I am aware of the changes.

General Course Description

EVLU 4014 Studio 6: Emergent Futures 9 cr  
A radical exploration of analytical, conceptual, and socio-political aspects of urban public place
in an experimental studio setting. An emphasis will be placed on design as mediation between
competition demands. The studio incorporates the theory and application of three-dimensional
simulation technology in design.

Winnipeg as Northern Ecocity

Spatial Design of high-quality living environments for all life,
based on the water system of the regional Red River basin.

INTRODUCTION TO THE COURSE

This course has its focus on the most complex of territorial contexts for landscape architectural
praxis: the urban realm. This complexity is visible in the range of interpretations of the term
‘urban landscape’: from the constructed spaces within the city to the architectural expression
of the underlying landscape form; from the open space (unbuilt) structure, which surrounds
and penetrates the city, to the form and representation of nature in the city; and from the
political and cultural identity of cities to their environmental and ecological functioning.
While various interpretations continue to develop and evolve, one thing is clear: the
increasingly important role of landscape and landscape architecture in the urban realm.
Landscape architects, urban designers and planners are very well equipped to shape, form and
visualize possible futures. They can and should do this on different scale levels and both in a
technical systemic and an experiential, tangible way. You neither live in a concept nor in a
technical system.
The design assignment for this course has a regional context that needs to be developed and
designed, specified in a concrete spatial design for a specific location. The design studio
develops your competencies in resolving a complex landscape architecture assignment in an
urban area. The thematic focus of this is, the urban metabolic processes / ecosystem services
within the setting of urban blue/green structures and their spatial and functional context. This
way creating meaningful open public spaces for social interaction and cultural life, in balance
with flora and fauna.
 Spatial Design is for a large part based on the technique of trial and error. Your trial and error.
You need to do a lot of experiments when analysing and designing, because this is the only way
to find the right answers to the right questions. In the field you will often first need to help your
client to formulate the right questions.
As a Landscape Architect you are a spatial designer. The material you make the spaces with, are
for a large part water, soil, and vegetation. These elements are all part of a larger system and
are therefore dynamic and often even alive. The different parts of these systems have a scale,
and size, and relate to each other in (specific) ratio’s. This studio is to give you a basic
understanding of the different systems and their technical and spatial aspects. Next to that you
learn how to represent them in drawings and models. In Landscape Architecture spaces and
objects have atmospheres, which are related to the three elements of water, soil and
vegetation, they are enhanced by composition and materialisation of the non-natural
constructions. Landscape architects are the ones who should address these aspects when
making a design. This is their responsibility, e.g., your responsibility when graduated.

EMERGENT FUTURES
It’s a fact, climate is changing. In the following climate change and its main effects will be
described on three levels: systemic, location, object/species/people
On systemic level, the rising temperatures are for a large part caused by human activities that
produce greenhouse gasses such as Carbon dioxide (CO2) or Methane (CH4M). Examples of
human activities that cause climate change are:
- our energy production and need
- the way we perform agriculture with too much stock per hectare (Methane production,
methane has a global warming potential of twenty-eight times that of Carbon dioxide), and to
much fertilizer
- our mobility system and the production of energy based on fossil fuel (output of Carbon
dioxide)
- the way we build our buildings
- The degradation of the soil
Next to these activities, the global rise of average temperatures causes all kinds of effects that
enhance the levels of greenhouse gasses in the atmosphere. For instance, the defrosting of
permafrost areas releases large amounts of Methane.

Effects of climate change on systemic level

The main effect of climate change on systemic level, is more extreme weather conditions.
Summers will be hotter, storms become more fierce and longer periods of drought will
alternate with shorter periods of heavy rainfall.

Migration
The effects of climate change on systemic level are considered to change the face of the earth.
There will be a necessity for migration. In general, countries around the equator will heat up
and large areas will be too hot to keep soils healthy and moist enough to produce food.
*Freshwater in itself becomes scarce in these areas. In the North climate change might
lengthen the period for food production.
On the Northern hemisphere the direction of this migration will be from South to North.
Knowing that there is already a movement from the countryside towards the cities, one can
imagine that a Northern city like Winnipeg might experience a larger growth of population than
is now calculated. This is an opportunity for urban development in an economic, social, healthy,
sustainable way, for man and nature.

Water system
The way water systems are (re)organized by us is based on the philosophy of getting rid of the
surplus of water as quick as possible. This has proven quite successful in the past, but is getting
under pressure by the new severe rain/snow falls that occur. Therefor sometimes local rivers
flood and are neighborhoods affected by water nuisance. Another future effect of this
philosophy is drought because the surplus of water is not available during the longer dry
periods between the showers (Summer). Instead of draining the water and make the river
transport it to Lake Winnipeg, creating natural basins for water retention could be a good
option.

Biodiversity
Not only people will need to migrate, also in the agricultural and natural world there will be a
migration of species. We will need to provide in our landscapes for possibilities for animal life
and vegetation to be able to migrate. By keeping or making corridors, create new habitats etc.
The migration of trees is of course not done on an individual basis, therefor we might
experience a great loss of number of trees in the cities if we do not start replanting or adding
species that are more resistant to the new climate situation.

Climate effects on local level

The way public space is designed often enhances the effects of climate change on a local level.
A high concentration of built-up and paved areas creates peaks of high temperatures known as
Urban Heat Islands. Temperatures rise up to being 10 °C more than in the surrounding
agricultural/natural areas. This can be compensated by adding more open soil and vegetation in
the unbuilt space.
Creating open soils and adding vegetation help to prevent the water system to overload. Water
can seep into the ground or be released to the open water system of the city instead of being
added to the water of the sewage system. It is clear that by doing so there are great
opportunities to improve the biodiversity of Winnipeg, the water system and the soil
conditions.

THE GENERAL ASSIGNMENT

 The assignment of this course is to design a new residential area for Winnipeg within the
context of the Regional Growth and Servicing Plan 20/50. The development consists of ten
thousand new dwellings, for twenty thousand people, with addition of amenities . For this you need to
create a future vision.
The vision will be tested in a given area. The area is located along the Red River, North of
Winnipeg, South of Selkirk, on the West bank.

There are four main objectives for the design:

1. Create a healthy watersystem:
The new residential area must be protected against flooding, retain water to overcome periods
of drought and should purify both the runoff water from the agricultural area as from the
neighborhood itself.
2. Enhance Biodiversity:
The new residential area must be designed as a dwelling place for man and nature and this way
form a link between both the urban core of Winnipeg, the agricultural area and the parks and
nature reserves. As a guiding theme the habitat of the beaver is chosen.
How can man and beaver live together and add value to both their circumstances.
3. Design a neighborhood / neighborhood landscape, that incorporates the First Nations
perspective.
The new residential area respects, embraces and incorporates indigenous ways of learnings,
teaching and understanding.
4. Create a neighborhood with numerous common qualities:
The new residential area must be designed in higher densities then the regular urban lay-outs
of today. This way it might be possible to create organized transport, urban agriculture, local
water purification and other eco system services.

The design is a spatial, landscape architectural design, focusing on the green and blue structure,
showing:
- the way the neighborhood relates to and enhances the “The Regional Growth and Servicing
Plan 20 to 50” by the Winnipeg Metropolitan Region (WMR) Draft Version 2.0
- its relationship, both functionally, socially and spatially, to Winnipeg, the Red River North and
the rest of the landscape in other words:
- the way this new neighborhood functions
- the new desired social structures it provokes
- the way the area smells, feels and makes you move

The design is based on your vison of the future for this part of the world, where the
neighborhood plays an important role in making the metabolic flows of the city sustainable. The
design is placed in a space continuum allowing you to make it both part of a larger blue/green
structure design and show in detail how this park design could be developed. Your design will
also influence the WMR 20/50.
 Course Learning Outcomes [ROASS]
After this project / semester you will:
1. create out of the box solutions
For this you need to:
- Self-Initiative
- Self-Regulation (not everything explained)
- Curiosity
- Be brave enough to experiment
2. understand Landscape forming processes, systems, and spaces
For this you need to:
- analyze data via Q-GIS*;
- represent these data and in a clear and to the point maps and schemes;
- analyze Landscape (forming) processes within the Natural, Cultural and Urban layer,
the connection between those layers and their spatial compositions. Organize the
analysis per layer from the four lenses, Palimpsest, Perception, Space Continuum,
Process. Information is gathered through mapping, literature study, lectures, fieldtrips
and designing.
- Emphasis in this analysis is getting acquainted with the indigenous perspective.
3. understand the Urban Territory and City forming processes, systems and spaces.
For this you need to:
- analyze data via Q-GIS*;
- Trace maps
- represent these data and in a clear and to the point maps and schemes;
- analyze Landscape (forming) processes within the Natural, Cultural and Urban layer,
the connection between those layers and their spatial compositions. Organize the
analysis per layer from the four lenses, Palimpsest, Perception, Space Continuum,
Process. Information is gathered through mapping, literature study, lectures, fieldtrips
and designing.
- Emphasis in this analysis is getting acquainted with the indigenous perspective.
4. define a unique problem statement based on your investigation and insights
This means:
- You investigate the current problems, Climate Change, Biodiversity Loss, Soil Depletion,
and social decay on different scales
- You investigate their interdependency on the different scales
- You prioritize to your own insight, make it personal, take position
5. sketch and design solutions for this unique problem in a regional vision that’s logic in itself and
use the design area as proof of this vision and logic with a detailed design.
This means:
- You make on all different scale levels, many sketches and evaluate them
- You make coherent choices that create a (new) residential, nature landscape
 - You choose the most elegant solution that solves the most problems at once
- Place the designs within the context as described by the analysis
6. demonstrate a variety of presentation and communication techniques, expressing data, flows,
processes, interaction, between all life forms, composition, scale, materials, technical aspects,
construction, and grading
This means:
- You make drawings varying from hand drawings, to collages, to Q-GIS and CAD drawings
- You make posters that explain the story of your analysis, vison and design, not only
drawing by drawing but also through the lay-out of the posters
- You make 3D models
- You give a frontal presentation
7. evaluate your project as well as that of your peers, as examples of emergent futures, their
spatial, social, ecological and water management qualities, and the specific strengths of the
designers (yourself included).
This means:
- Evaluating your sketches during the whole proces
- You evaluate your presentations as well as those of your peers both on content and
quality of the presentations
- You monitor your development through the semester
- You monitor your own preferences, desires and inner urge to achieve something specific
with your design
8. recognize and use the basic tools of Q-GIS* in a proper way to analyse regional Landscapes.
This means:
- You work in an officially recognized structured way with layers and data sets;
- You work with a strict set of scale steps, which makes the exchange of data precise and
sensible
- You create validated information both functionally and spatially

*Q-GIS is mentioned twice: in LG 1 it is about the content and what you do with it, in LG2 it is about the technique
of how you deal with GIS.
PRODUCTS
The landscape story:
based on the natural, cultural, and urban layer with maps scale 1:10.000.000, 1:1.000.000,
1:250.000
and the explanation of specific natural, cultural, and urban processes in schemes
Showing characteristics of the landscape in space, composition, elements, elements, technical
constructions, and materials.

An analysis of the design region:

Based on the natural, cultural, and urban layer with maps scale 1:50.000, 1:10.000 and 1:2.000
Some key words to investigate are ‘flooding’ and ‘erosion’ of the river

A regional Vision Design on the area between Winnipeg and Selkirk

Scale 1: 10.000 and 1:2.000 on maps and sections explained with schemes, collages, sketches.

Input Research on:

- Density and building typologies
- The Beaver
- Agriculture
- Flows

A Spatial Design of the new residential area

Scale 1:2000 1:500 with section sketches etc.

Model scale 1:500

A walk through the design

In 7 clear pictures

An oral presentation

A poster presentation
Max 4 A1

MIRO Logbook +Evaluation

All your notes, designs, and hand drawings, readable collected on Miro.
With a reflection on your own work, development, and qualities as a designer.
Course Materials [ROASS]
Required Materials
Will be handed out during the semester. Or requested to purchase, these materials are not
super expensive and easily available.

Course Schedule [ROASS]

For detailed calendar see handed out timeline.
Be aware the calendar is made before the start of the semester. I aim to change as little as
possible but there will be changes. I will notify you as soon as I am aware of the changes.

Course Evaluation/Assessments [ROASS]

Assessment Descriptions
During the semester three different grading schemes will be handed out for each specific block.
The first two blocks will each be 30% of the grade, the last block 40%.
The semester is structured in three blocks which all end with a ‘public’ presentation.
The first block is called ANALYSIS.
The second block is called VISION.
Block three is called THE NEIGBORHOOD.

In Block one the assignment is being assessed through a presentation of the analysis from the
three different layers, the natural, the cultural and the urban and their integrated SWOT a
conclusions and problem statements. This means that aspects like climate change, soil
depletion, the loss of biodiversity will be addressed. The presentation is an oral one with maps,
schemes and diagrams. The analysis will be done in groups. But everybody needs to be able to
teel the whole story. Everybody gets an individual Mark.
The evaluation criteria will be handed out.

In Block two the assignment is to deepen your knowledge on the aspects of agriculture,
biodiversity and water systems in relation to housing densities, building typologies and social
structures of neighborhoods and indigenous knowledge and ways of knowing. Based on these
findings a vision will be developed. The assessment is based on the presentation of this vision,
its knowledge foundations.
The evaluation criteria will be handed out.
In Block three a detailed design is made of a (part) of the neighborhood. This design needs to
incorporate a logic set of aspects as researched/ investigated in Block two.
The evaluation criteria will be handed out.

Assignment Feedback
For the official moments the feedback will be summative and given both orally and hardcopy.
In the time schedule the expected feedback date is shown.
You will have had 60% of your grade before the Voluntary Withdrawal moment.

Giving Marks
All assignments will be marked according to the Faculty or Architecture grading schedule, below. Note
that a grade of “B”, or “Good”, reflects a mastery of the knowledge, abilities, and skills expected at this
point in your academic program (in other words, you are doing well and meeting expectations). “Very
Good” to “Exceptional” academic performances (B+ to A+) imply that you not only surpass these
expectations but also demonstrate a sustained personal investment in your work as well as a rigorous,
iterative, exploratory, self-reflective, and critical design process.

Besides these general considerations, the evaluation of assignments will be based on specific criteria
identified in the assignment briefs as well as on the following overarching criteria:

a) Demonstration of an understanding of the subject matter with respect to the course objectives.

b) Ability to synthesize, integrate, and apply subject matter.

c) Depth, clarity, and quality of submissions, including graphic, written, and verbal presentation.

Grade G.P.A. Range Range (%) Performance

A+ 4.5 4.26 – 4.50 90-100 Exceptional
A 4 3.76 – 4.25 80-89 Excellent
B+ 3.5 3.26 – 3.75 75-79 Very Good
B 3 2.76 – 3.25 70-74 Good
C+ 2.5 2.26 – 2.75 65-69 Satisfactory
C 2 1.90 - 2.25 60-64 Adequate
D 1 1.00 – 1.89 50-59 Marginal
F 0 0-49 Failure

Notes: A minimum grade of C (2.0) is required to pass courses offered in the Environmental Design
Program. For graduate students, a minimum of C+ (2.5) is required to pass this course.
Expectations
You can expect of me to be highly motivated to get the best out of each of you on the aspects
that this course teaches as described above and in all the exercises. I am almost every day on
campus and available for questions. I will help and support you where I can if by any kind of
circumstances, you are unable to perform for a brief period. If these situations take longer, I will
help you find the right persons to talk too.
You can expect of me that you can address my studio behavior, set up or organisation if it is not
what you expected, or doesn’t fill your needs. I will always listen; it will not influence my
behavior towards you in a negative way and where I think it’s reasonable will work on a change
in the desired direction. However, it is possible I don’t agree with some of the comments, I will
explain why it doesn’t change. You can expect a bit of fun and games in the studio. I try to be as
open as possible in the student teacher relationship we are in. I will treat you in a respectful
meaner. I try as much as I can, to say what I do and to do as I say.
From you, the student I expect, energy, attention, the willingness to learn, to try, to make
mistakes and to feel free as possible in your work. I expect you to be as open as you can, in
both your work as your attitude towards me.

But whatever we do it should stay respectful. Respectful Work and Learning Environment Policy
(https://bit.ly/3aMl7nE)

Course Policies
Academic Integrity
The University of Manitoba’s policy for academic integrity is located within the Student
Discipline Bylaw and Student Academic Misconduct Procedure. In addition to drawing students’
attention to the policy and procedures as listed in the UM Policies section below, it is important
to include an academic integrity statement pertaining to your course and/or discipline. Here is
an example of a general statement that you may wish to include:
Each student in this course is expected to compete their coursework and programs of study with
integrity by making a commitment to the six fundamental values of honesty, trust, fairness,
respect, responsibility, and courage.
Please refer to these specific course requirements for academic integrity for individual and
group work in this course:
I. Unless otherwise stated, complete your assignments, quizzes, tests, and exams by
yourself with no help from your class peers, family members, or from tutors that are not
approved by the instructor. If you are in need of assistance, please contact the instructor
immediately for support and/or to arrange for approved supports.
 II. Do not share course materials (e.g., notes, exam questions, assignment instructions,
article) that have been created by the instructor or were authored by another person.
Unpermitted sharing of such materials with your peers or with note-sharing companies,
such as One Class, Course Hero, or Chegg (or other similar websites), is a violation of
Copyright Law.
III. Group members must ensure that a group project adheres to the principles of academic
integrity. This means that all students are required to check that all sourced material
has been cited and referenced.
IV. Students should review specific instructions concerning study groups and individual
assignments.
V. Do not submit lab reports or other types of assignments already graded in another
course.

After the first block academic integrity will also mean that on posters and in portfolios or
workflow documents, all the drawings are accompanied by the name of the person who made
the drawing, whether it comes from internet, the presentation of guests or teachers, or from
the internet. If a drawing from the internet or any other source has been the inspiration you
need to subscribe who or what the inspiration has been and add a picture of the inspiration in
the appendix.

Plagiarism, duplicate submission, cheating on quizzes, tests, and exams, inappropriate

collaboration, academic fraud, and personation are violations of the Student Discipline Bylaw
and will lead to the serious disciplinary action. Visit the Academic Calendar, Student Advocacy,
and Academic Integrity web pages for more information and support.

Accessibility
I affirm my commitment to working with students to meet their needs in terms of academic
accommodations. I encourage students to connect with Student Accessibility Services (SAS) to
facilitate the implementation of accommodations.

The University of Manitoba is committed to providing an accessible academic community.

Students Accessibility Services (SAS) (https://umanitoba.ca/student-supports/accessibility)
offers academic accommodation supports and services such as note-taking, interpreting,
assistive technology and exam accommodations.  Students who have, or think they may have, a
disability (e.g., mental illness, learning, medical, hearing, injury-related, visual) are invited to
contact SAS to arrange a confidential consultation.
520 University Centre
(204) 474-7423
Student_accessibility@umanitoba.ca
Attendance
We are all grown-ups, combined with my expectations of you (see above) I do not expect you to
be absent for the fun of it or out of laziness, or ignorance like making standard appointments
on studio days during studio hours. But it happens to all of us. Sometimes we are absent.
I expect you to contact me, that I know I don’t have to wait for you. You contact me, that we
can see what is needed for extra support. If it happens often, I won’t be able to help out every
time, I will see it in the quality of your work, undoubtably, which will translate in a low grade.
So, be there as much as you can.

Keep in mind the University of Manitoba’s Self-Declaration for Brief and Temporary Student
Absences Policy and Procedure.

Assignment Extension and Late Submission Policy

The Department of Landscape Architecture is firmly committed  to the principle of timely
submission of all assignments. The following penalty system will therefore be applied for
unexcused late submissions:

- unexcused late work not received on the assigned due date will have the grade reduced
by one full grade (e.g. from B+ to C+);
- unexcused late work not received within 3 days of the due date will have the grade
reduced by a further full grade (i.e. from C+ to D+);
- unexcused late work received more than 3 days after the due date will receive a grade F;
- unexcused late work not received by the last day of classes will not be accepted.

Recording Class Lectures

No audio or video recording of lectures or presentations is allowed in any format, openly or

surreptitiously, in whole or in part without permission from Frits van Loon or the guest lectures. 
Course materials (both paper and digital) are for the participant’s private study and research.

Referencing Style
The preferred referencing style is Chicago
https://www.grammarly.com/blog/cite-book-chicago/?
gclsrc=aw.ds&gclid=EAIaIQobChMIm__p25LD-gIVOTCtBh0ipw_5EAAYASAAEgLI8fD_BwE

Technology Use
There is a GIS workshop in the second week of the semester. During the semester there will be
a digital workshops, in collaboration with FabLab on modelling, working from analog/ material
world to the virtual world and back. After these workshops you can choose to either work
digitally or analog. But essential for the digital and analog drawing work is that it is handed in
on scale! Pick the medium that fits you best, or the one you want to learn.
Use which ever technique you choose in a responsible, efficient, ethical, and legal manner.

Using Copyrighted Material

Please respect copyright. We will use copyrighted content in this course. I have ensured that the
content I use is appropriately acknowledged and is copied in accordance with copyright laws
and university guidelines. Copyrighted works, including those created by me, are made available
for private study and research and must not be distributed in any format without permission. Do
not upload copyrighted works to a learning management system (such as UM Learn) or any
website (e.g., Course Hero, Chegg, etc.), unless an exception to the Copyright Act applies or
written permission has been confirmed. For more information, see the University’s Copyright
Office website (http://umanitoba.ca/copyright/) or contact um_copyright@umanitoba.ca.

UM Policies
The list University of Manitoba policies and supports in accordance with the ROASS Policy :
(https://bit.ly/3zr66BR ),
ROASS Procedures (https://bit.ly/3MqZeY7),
ROASS Schedule A (https://bit.ly/3tk5PNs)

The Centre provides a sample document that meets the requirements for ROASS and Schedule
A (the current document is available as a PDF and as a Word document:
 Centre’s sample of Schedule A (PDF) (https://bit.ly/3NVSToL)
 Centre’s sample Schedule A (Word) (https://bit.ly/3NVgLJ2)

UM Learner Supports [ROASS]

The list University of Manitoba policies and supports in accordance with the
ROASS Policy (https://bit.ly/3zr66BR ),
ROASS Procedures (https://bit.ly/3MqZeY7)
ROASS Schedule A (https://bit.ly/3tk5PNs)

The Centre provides a sample document that meets the requirements for ROASS and Schedule
A (the current document is available as a PDF and as a Word document:
 Centre’s sample of Schedule A (PDF) (https://bit.ly/3NVSToL)
 Centre’s sample Schedule A (Word) (https://bit.ly/3NVgLJ2)