SITE ANALYSIS AND DESIGN

Course Syllabus
Architecture 460
Spring Semester 2006

Final Examination:
Thursday of Exam Week 6:00-8:40 pm

Faculty:
Christopher A. Rice, AIA

Course Times and Location:

Thursdays -- 6:00 PM – 8:40 PM
Architecture Building - Room 1103

Catalog Description:
ARCH 460 SITE ANALYSIS AND DESIGN (3) principles and methods of site analysis, the influence of
natural and man-made site factors on site design and architectural form. Architecture students only, except
by permission of department.

Required Text:
LaGro, James, Site Analysis University of Wisconsin - Madison: John Wiley & Sons, Inc. 2001

COURSE OBJECTIVES:

Course Goals:
* To develop an understanding of interrelationships between nature and human interventions.
* To develop an awareness of thematic traditions in site design.
* To provide an overview of the history of site design as a potential source for precedent analysis.
* To develop an ability to observe, document, analyze, and describe site conditions.
* To develop an understanding of technical, legal, regulatory and ethical determinants in site design.
* To develop an understanding of the relationship between human activities and their accommodation in
the landscape.
* To develop an understanding of the diverse palette of materials employed in site design.
* To develop ability to responsibly and effectively manipulate site conditions within a design scenario.
Course Content:
The course covers but is not limited to: landscape and site traditions, landscape and site graphics, mapping
and site documentation, legal and regulatory topics, topography, climate and micro-climate, soils and
geotechnical, hydrology and storm water management, biological systems, movement systems, utilities and
infrastructure, design process, design review, and case studies.

Objectives as a reflection of NAAB Student Performance Criteria:

Students should be aware that the National Architectural Accrediting Board, Inc., evaluates student
performance as a component of accreditation. The NAAB website contains valuable information
concerning accreditation. Students should visit the website and become familiar with the general
requirements of accreditation.

At the conclusion of this course students will demonstrate:

1 Verbal and Writing Skills -- Ability to speak and write effectively on subject matter contained in the
professional curriculum.

2 Graphic Skills – Ability to employ appropriate representational media, including computer

technology, to convey essential formal elements at each stage of the programming and design process.
 3 Research Skills – Ability to employ basic methods of data collection and analysis to inform all
aspects of the programming and design process.

4 Critical Thinking Skills – Ability to make comprehensive analysis and evaluation of a building,
building complex, or urban space.

5 Fundamental Design Skills – Ability to apply basic organizational, spatial, structural, and
constructional principles to the conception and development of interior and exterior spaces, building
elements, and components.

6 Collaborative Skills – Ability to identify and assume divergent roles that maximize individual talents,
and to cooperate with other students when working as members of a design team and in other settings.

9 Use of Precedents – Ability to provide a coherent rationale for the programmatic and formal
precedents employed in the conceptualization and development of architecture and urban design projects.

10 Western Traditions – Understanding of the Western architectural canons and traditions in

architecture, landscape architecture, and urban design, as well as the climatic, technological,
socioeconomic, and other cultural factors that have shaped and sustained them.

11 Non-Western Traditions – Awareness of the parallel and divergent canons and traditions of
architecture and urban design in the non-Western world.

12 National and Regional Traditions – Understanding of the national traditions and the local regional
heritage in architecture, landscape, and urban design, including the vernacular tradition.

13 Environmental Conservation – Understanding of the basic principles of ecology and

architects’ responsibilities with respect to environmental and resource conservation in architecture and
urban design.

14 Accessibility – Ability to design both site and building to accommodate individuals with varying
physical abilities.

15 Site Conditions – Ability to respond to natural and built site characteristics in the development of a
program and design of a project.

16 Formal Ordering Systems – Understanding of the fundamentals of visual perception and the
principles and systems of order that inform two- and three-dimensional design, architectural composition,
and urban design.

30 Program Preparation – Ability to assemble a comprehensive program for an architecture project,

including an assessment of client and user needs, a critical review of appropriate precedents, an inventory
of space and equipment requirements, an analysis of site conditions, a review of the relevant laws and
standards and an assessment of their implications for the project, and a definition of site selection and
design assessment criteria.

36 The Context of Architecture -- Understanding of the shifts which occur-and have occurred-in the
social, political, technological, ecological, and economic factors that shape the practice of architecture.

37 Ethics and Professional Judgment -- Awareness of the ethical issues involved in the formation of
professional judgments in architecture design and practice.

Objectives as a Reflection of NCARB Areas of Examination

The Architect Registration Examination (ARE) examines candidates for their knowledge, skills, and ability
to provide the various services required in the practice of architecture. The ARE is the only examination
prepared by National Council of Architectural Registration Boards (NCARB) and has been adopted for use
by all 55 U.S. member boards and the Canadian provincial architectural associations as the registration
examination required of all candidates for architectural registration.

This course will provide introduction to material essential for the successful completion of the Site
Planning Division of the ARE. The course, however, does not teach to the examination. It is assumed that
the materials covered in this course will be complemented by additional studio coursework and
professional practice during the IDP period.

This course will introduce students to the topics in site analysis and design. At the conclusion of the
course:

Students will understand the determination of the interrelationship of intended site use with the
environment.

Students will develop an understanding of topography, vegetation, climate, geographic aspects, and legal
aspects of site development.

Students will be able to synthesize programmatic and environmental requirements into a coherent
concept for the placement of buildings and/or other improvements on a site.

COURSE ADMINISTRATION

Academic Dishonesty: Academic dishonesty is a corrosive force in the academic life of a university. It
jeopardizes the quality of education and depreciates the genuine achievements of others. Apathy or
acquiescence in the presence of academic dishonesty is not a neutral act. All members of the University
Community - students, faculty, and staff - share the responsibility to challenge and make known acts of
apparent academic dishonesty.

To better understand the intentions of the University's policy on academic integrity visit the University of
Maryland Office of Judicial Programs and Student Ethical Development home page at:
http://www.jpo.umd.edu/. On this site you will find links to the honor pledge and safeguards against
academic dishonesty.

Any of the following acts, when committed by a student, is an act of academic dishonesty.

A. CHEATING
Intentionally using or attempting to use unauthorized materials, information or study aids in any academic
exercise.
Comments:

1. Students completing any examination should assume that external assistance (e.g., books, notes,
calculators, conversation with others) is specifically prohibited unless specifically authorized by others.
2. Students must not allow others to conduct research or prepare any work for them with out the
advance authorization of the instructor. This comment included, but is not limited to, the services of
commercial term paper companies.
3. Substantial portions of the same academic work may not be submitted for credit or honors more than
once with out authorization.

B. FABRICATION
Intentional and unauthorized falsification or invention of any information or citation in any academic
exercise.
Comments:

1. “Invented” information may not be used in any laboratory experiment or other academic exercise
with out notice to and authorization from the instructor.
 2. One should acknowledge reliance upon the actual source from which cited information was
obtained.
3. Students who attempt to alter and resubmit returned academic work without notice to the instructor
would be in violation of this section.

C. FACILITATING ACADEMIC DISHONESTY

Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.

D. PLAGIARISM
Intentionally or knowingly representing the words or ideas of another as one’s own in any academic
exercise.
Comments:

1. Direct Quotation: Every direct quotation must be identified by quotation marks or by appropriate
identification and must be promptly cited in a footnote. (Proper foot note style for many academic
departments is outlined by the MLA Style Sheet or K.L. Turabian’s, A Manual for Writers of Term Papers,
Theses and Dissertations.
2. Paraphrase: Prompt acknowledgement is required when material from another source is paraphrased
or summarized in whole or in part in your own words.
3. “Borrowed Facts or Information”: Information that is obtained in one’s reading or research; which is
not common knowledge among students in the course, must be acknowledged. Materials which contribute
to one’s general understanding of the subject may be acknowledged in the bibliography and need not be
immediately footnoted.

Academic dishonesty is a serious offense that may result in suspension or expulsion from the University.
The normal sanction for academic dishonesty is a grade of “XF,” denoting “failure due to academic
dishonesty.” That grade will normally be recorded on the transcripts of students found responsible for acts
of academic dishonesty in addition to any other action taken (e.g., suspension or expulsion). A twenty-five
student Honor Council has the responsibility to investigate allegations of academic dishonesty and to
convene Honor Boards to adjudicate charges. In specified circumstances, the Student Honor Council will
accept petitions to remove the grade of “XF” from a transcript and replace it with the grade of “F”.

TO REPORT ACADEMIC DISHONESTY DIAL 314-8206 AND ASK FOR THE “CAMPUS
ADVOCATE”

Authorship of Work: All papers, examinations, projects, drawings, models, etc., submitted by students
enrolled in the ARCH 460 must be entirely the product of the individual student. Students who fail to meet
this requirement will be subject to University policies concerning Academic Dishonesty.

Ownership of Work: All coursework is the property of the School of Architecture Planning and
Preservation and may be retained for purposes of accreditation. Copies of projects and papers should be
retained by students. All original copies of examinations will be retained for accreditation. Corrected
copies of examinations will be shared with students at intervals throughout the semester.

Late Work: Late work will not be accepted unless it qualifies as Excused (See: guidelines provided in
Attendance). All assignments are due at the date and time indicated. Late assignments will be
downgraded one letter grade per day late.

Incomplete Work: Incomplete work is generally discouraged. Severe incompleteness will result in the
down-grading of individual assignments based upon the degree of incompleteness. All assignments are due
in completed form at the date and time indicated. (See also: Excused Absences)

Concerns About Grades: All questions regarding the determination of grades should be directed to the
Professor Rice. The proper procedure for obtaining an explanation is to schedule an appointment through
the front office receptionist. Prior to any meeting, the student should re-examine the project statement and
objectively evaluate where he/she perceives discrepancies to exist.

Grade Scale: For the purposes of internal course grade calculation, the following minimum grade values
will be used:
A+ = 98.5 -- Extraordinary
A = 95.0 -- Outstanding
A- = 91.5
B+ = 88.5
B = 85.0 -- Above Average
B- = 81.5
C+ = 78.5
C = 75.0 -- Average
C- = 71.5 -- Minimum for Undergraduate Credit
D+ = 68.5
D = 65.0 -- Below Average
F = Below 60.0 -- Failing
I = Incomplete (See also: Excused Absences )

FINAL GRADE COMPUTATION:

Site Analysis and Design Project I -- 20% of final grade

Site Analysis and Design Project II -- 25% of final grade
Site Vignette I -- 5% of final grade
Site Vignette II -- 5% of final grade
Site Vignette III -- 5% of final grade

Final Examination -- 40% of final grade

Attendance: Attendance in class is mandatory. Essential course material will be delivered during
lectures. Some of the course material may be supplemented by readings. The readings, however, are not
intended to serve in place of the lectures.

Excused Absences: Excused absences are generally granted for documented personal medical reasons
(obtain verification from student health center or on a physician's letterhead) or an extreme crisis in the
immediate family (death or extreme illness - verify by means of death notice or physician's letterhead).
Persons granted an excused absence will be granted 1 class day for each day excused to make up work.
Regardless, it is the responsibility of the individual student to notify Professor Rice of these circumstances
(410-952-5215).

Un-excused Absences: Failure to qualify under the category Excused Absence will result in the awarding
of a zero for class days missed and any work not submitted. Un-excused absences in excess of three (3)
days over the course of the semester will result in lowering of the semester grade by 1 letter grade for every
3 days missed. For example, a semester grade of B- converts to C-, a semester grade of C- converts to D-,
and so on.
BIBLIOGRAPHY
Link to University of Maryland Library Catalog

Ambrose, James and Peter Brandow, Simplified Site Design. New York: John Wiley & Sons, 1992

Barrie, Thomas, Spiritual Path, Sacred Place – Myth, Ritual and Meaning in Architecture. Boston:
Shambhala Publications, 1996.

Brinbaum, Charles A., and Robin Karson, Pioneers of American Landscape Design. New York: McGraw
Hill, 2000.

Brooks, R. Gene, Site Planning: Environment, Process and Development. Englewood Cliffs, New Jersey:
Prentice Hall, 1988.

Clayton, George T., The Site Plan in Architectural Working Drawings, Second Edition. Stipes Publishing
Co., 1973

Crowe, Norman A., Nature and the Idea of a Man-made World : An Investigation into the Evolutionary
Roots of Form and Order in the Built Environment. Cambridge, MA: The MIT Press, 1995.

De Chiara, Joseph and Lee E. Koppelman, Time-Saver Standards for Site Planning. New York: McGraw-
Hill, 1984

Dober, Richard P., Campus Landscape: Functions, Forms and Features. New York: John Wiley & Sons,
2000.

Dines, Nicholas and Kyle Brown, Landscape Architect's Portable Handbook. New York: McGraw Hill,
2001.

Dirr, Michael A., Dirr's Hardy Trees and Shrubs: An Illustrated Encyclopedia. Portland, Oregon: Timber
Press, 1997.

Eliade, Mircea, The Sacred and The Profane: The Nature of Religion, The Significance of Religious Myth,
Symbolism, and Ritual Life within Culture. New York: Harcourt, Brace and Jovanovich, 1957.

Fariello, Francesco, Architettura dei Giardini. Roma: Edizionni dell'Ateneo e Scipioni Editore, 1985.

Gruffydd, Bofan, Tree Form, Size and Colour: A Guide to Planting and Design. London: E & FN Spon,
1987

Hazlehurst, F. Hamilton, Gardens of Illusion: The Genius of Andre le Nostre. Nashville, TN: Vanderbilt
University Press, 1980.

Jeckyll, Gertrude, Garden Ornament. London: Antique Collector's Club, 1982.

Jellicoe, Geoffrey and Susan Jellicoe, The Landscape of Man: Shaping the Environment from Prehistory to
the Present Day. New York: Van Nostrand Reinhold,1982.

Juracek, Judy, Natural Surfaces: Visual Research for Artists, Architects, and Designers. New York: W.W.
Norton & Co., 2002.

Keswick, Maggie, The Chinese Garden. London: Academy Editions / St. Martin's Press, 1978.

La Gro, James A., Site Analysis: Linking Program and Concept in Land Planning and Design. New York:
John Wiley and Sons, 2001.
Lynch, Kevin and Gary Hack, Site Planning, Third Edition. Cambridge, MA: MIT Press, 1984

Newton, Norman T., Design on the Land: The Development of Landscape Architecture. The Belknap
Press of Harvard University Press, 1971

Marsh, William H., Landscape Planning Environmental Applications, Second Edition. New York: John
Wiley & Sons, 1991.

Marx, Leo, The Machine in the Garden. New York: Oxford University Press, 1964.

McHarg, Ian L., Design With Nature. New York: John Wiley & Sons, 1992

Moore, Charles, William J. Mitchell and William Turnbull, Jr., The Poetics of Gardens. Cambridge, MA:
The MIT Press, 1997.

Olgyay, Victor, Design with Climate: Bioclimatic Approach to Architectural Regionalism. Princeton:
Princeton University Press, 1963.

Parker, Harry, John W. Macguire, and James Ambrose, Simplified Site Engineering, Second Edition. New
York: John Wiley & Sons, 1991

Russ, Thomas H., Site Planning and Design Handbook. New York: McGraw Hill, 2002.

Simonds, John Ormsbee, Landscape Architecture, A Manual of Site Planning and Design, Third Edition.
New York: McGraw Hill, 1998.

Strom, Steven and Kurt Nathan, Site Engineering for Landscape Architects, Third Edition. New York:
John Wiley & Sons, 1998.

Tuan, Yi-Fu, Topophilia: A Study of Environmental Perception, Attitudes, and Values. New York:
Columbia University Press, 1974.

Untermann, Richard K., Grade Easy. Landscape Architecture Foundation, 1973

Waymark, Janet, Modern Garden Design: Innovation Since 1900. London: Thames & Hudson, 2003.

Wharton, Edith, Italian Villas and Their Gardens. New York: DaCapo Press 1976.

Woodbridge, Kenneth, Princely Gardens. New York: Rizzoli, 1986.

 SITE ANALYSIS AND DESIGN
ARCH 460 SPRING 2006
LECTURES AND READINGS
This schedule may be modified as the semester progresses.

WEEK 1: JANUARY 26
Lecture 1A – Class overview – LaGro, Process and Tools

Lecture 1B - Presentation of University of Maryland Master Plan – Observations, Precinct Studies,

Diagrams, & Campus Design Guidelines.

PROJECT 1:
UNIVERSITY OF MARYLAND COURTYARDS
Various Sites on University of Maryland’s Campus will be given as a landscape design problem. Size and
scale varies between projects, therefore the number of team members will vary from site to site.

WEEK 2: FEBRUARY 2 - Guest Lecturer – Sarah Trautvetter, Landscape Architect, ASG

Lecture 2 – Analysis, Design and Implementation

WEEK 3: FEBRUARY 9
Lecture 3 – Site Analysis and Diagramming – Drawing Techniques and Examples

PROJECT PIN-UP:
Site Analysis Diagrams – Initial Observations: Diagrams / Sketches / Circulation / Uses / View Corridors /
Topo / Drainage / Sun Angles / Wind, Etc.

WEEK 4: FEBRUARY 16
Lecture 4 –Landscape Traditions: Non-Western Landscape Traditions / Renaissance Villas and Gardens /
French Formal Gardens / English Landscape / Modernity: Classic and Romantic Landscapes

PROJECT PIN-UP:
Site Analysis Diagrams II – Final Diagrams Due, Initial Program Statement & Concept Plans

WEEK 5: FEBRUARY 23
Lecture 5 – Scott Rykiel, L.A. Mayhan / Rykiel Landscape Architects – Baltimore
Landscape Architecture Process and Projects / Concept to Implementation – Responsibilities of Landscape
Architects

PROJECT PIN-UP:
Site Analysis Diagrams III – Plans, sections, sketch perspectives

WEEK 6: MARCH 2

PROJECT FINAL PIN-UP: ASG OFFICE - BALTIMORE

Final Plan Drawings – includes diagrams, observations, concept sketches, site sections.

WEEK 7: MARCH 9
Lecture 6 – LaGro Lecture – Site Selection and Programming Process

PROJECT II: NORTH PARCEL / UNIV OF MARYLAND / CITY OF COLLEGE PARK – base mapping,
aerial photos, vegetation, watershed – (Anacostia watershed) environmental zones, etc.
***WEEK 8: MARCH 16 – Class time – 4:00 pm if possible
SITE VISIT W/ UMD (Bill Mallory) CITY OF COLLEGE PARK (Terry Schum?) & BARC (Ron Korcak)

WEEK 9: MARCH 23
SPRING BREAK

WEEK 10: MARCH 30

Lecture 8 – FAR, Zoning / LaGro – Site Inventory and Analysis

PROJECT III: SITE VEGNETTE I & II

PROJECT PIN-UP – Site Analysis Diagrams – Initial Observations: Diagrams / Sketches / Circulation /
Uses / View Corridors / Topo / Drainage / Sun Angles / Wind, Etc

WEEK 11: APRIL 6

Lecture 9 – Grading

TURN IN SITE VEGNETTE I & II

PROJECT PIN-UP – Site Analysis Diagrams II – Final Diagrams Due, Initial Program Statement &
Concept Plans
ASSIGN PROJECT IV: SITE VIGNETTE III – GRADING EXERCISE

WEEK 12: APRIL 13

Lecture 10 – TBD

TURN IN SITE VEGNETTE III

PROJECT PIN-UP: FINAL PLAN DUE

WEEK 13: APRIL 20

Lecture 11 – ARE Site Planning Examination – Lecturer TBD

WEEK 14: APRIL 27 – FINAL PRESENTATIONS

WEEK 15: MAY 4 – FINAL PRESENTATIONS

WEEK 16: MAY 11 – FINAL EXAM REVIEW

WEEK 17: MAY 18 – FINAL EXAM

SEMISTER PROJECTS
UNIVERSITY OF MARYLAND – SITE ANALYSIS AND DESIGN

PROJECT ONE - PEDAGOGICAL INTENT:

This is a Six week long project that is intended to develop analytical skills, and conceptualization of
various landscape typologies. Through the use of free hand sketches, site sections, elevations, perspectives
and various diagramming methods, this project will primarily focus on the initial analytical drawings,
development of a program, and concept plans that will reinforce the best use of the public realm.

PROJECT ONE - DESCRIPTION

Multiple sites have been pre-selected on the University of Maryland’s campus. All sites are based on the
2003 master plan and are to be developed as a landscape plan only. See attachment A. Each site is finite in
its enclosure by the surrounding buildings. Only the ground plane may be manipulated through landscaping
techniques. First a series of analytical diagrams must be drawn in order to understand how each space is
used as either a formal, informal, or transitional space to the greater campus.
The analysis of each site will be broken into four sections that relate to the landscape design process.

I. Site Inventory & Analysis

II. Program Development
III. Conceptual Diagramming
IV. Final Plan

Many of the analytical diagrams listed in project one will apply to the sites. It is up to each group to
determine which of the diagrams will be most informative and support their argument for the concept plan
and the final plan.

Site Inventory and Analysis:

Site Typology
Classic / Romantic
Topographic Forms
Ridges / Valleys / Steep Slopes
Water Flow
Swales / Ridges / Ponds
Cultural Resources
Historic structures - siting & character
Land Use – formal Vs informal / public Vs private
Mature plantings – their structure and former intention
Former site uses
Circulation
Pedestrian / Vehicular / HC access
Open Spaces
Quadrangles / Courtyards / Plazas
Noise
Vehicular / People
View Corridors
Line of Site / Focal Points
Climate
Sun Angles / Solar Gain – Winter / Summer
Prevailing Winds
Soil Conditions
Erosion / Earthwork / Natural / Man-made
 Vegetation
Woodland / Wetland / Open field / recent changes / new plants / vegetative covers Vs
exposed earth
Utilities
Lighting / Storm water / Electrical

Program Development (written statement):

Proposed Uses
Users –General Public / Students / Faculty / Staff / Service
Building – Research / Commercial / Retail / Academic / Student Life / Housing
Open Spaces - Passive / Active / Conservation
Principles
Text describing goals of area / space and its use

Concept Plan:
Diagram of “Proposed Uses” as identified in Program Development
Spatial relationships

Design Development:
Proposed Plan
Plans / Site sections / Axons / Perspective sketches
Architectural Details
Sidewalks / Site Walls / Seat walls / planters etc.
Plant Materials
Grass
Ground cover planting – annual Vs perennial
Trees – Canopy Vs Under-story / Deciduous Vs Evergreen
PROJECT TWO - PEDAGOGICAL INTENT:
This is a semester long project that is intended to develop analytical skills, and conceptualization of various
landscape typologies. Through the use of free hand sketches, site sections, elevations, perspectives and
various diagramming methods, this project will primarily focus on the initial analytical drawings,
development of a program, and concept plans that will reinforce the best use of the public realm.

PROJECT TWO- DESCRIPTION

A site has been selected just north of University of Maryland’s campus that is bound by I-495 to the north,
Route 1 to the east, the golf course and UM student apartments the south, and a residential neighborhood to
the west. See attachment A.
The analysis of each site will be broken into three sections that relate to the site analysis design process.

I. Site Inventory & Analysis

II. Program Development
III. Conceptual Diagramming

Program Development and the Concept Diagram will be influenced by the long-term vision created by the
University’s 2003 Master Plan, the City of College Park zoning, the Route One Sector Plan & BARC’s
land-use plan.
The following issues and or drawings should be considered and analyzed during each of the respective
sections:

Site Inventory and Analysis:

Site Typology
Classic / Romantic
Topographic Forms
Ridges / Valleys / Steep Slopes
Water Flow
Swales / Ridges / Ponds
Cultural Resources
Historic structures - siting & character
Land Use – formal Vs informal / public Vs private
Mature plantings – their structure and former intention
Former site uses
Circulation
Pedestrian / Vehicular / HC access
Open Spaces
Research land / Unidentified / Natural / Urban / Suburban
Noise
Vehicular / People
View Corridors
Line of Site / Focal Points
Climate
Sun Angles / Solar Gain – Winter / Summer
Prevailing Winds
Soil Conditions
Erosion / Earthwork / Natural / Man-made
Vegetation
Woodland / Wetland / Open field / recent changes / new plants / vegetative covers Vs
exposed earth
Utilities
Lighting / Storm water / Electrical
Program Development (written statement):
Proposed Uses
Users –General Public / Students / Faculty / Staff / Service
Building – Research / Commercial / Retail / Academic / Student Life / Housing
Open Spaces - Passive / Active / Conservation / Reforestation
Principles
Text describing goals of area / space and its use

Concept Plan:
Diagram of “Proposed Land Uses” as identified in Program Development Statement
Spatial relationships
Between proposed site and existing context

FORMAT:
All projects shall be submitted on a CD ROM identified by student names and site name. Images are to be
scanned full size at 150 dpi.