LARCH 7030 - Landscape Architecture Internship (M)
North Terrace Campus - Semester 2 - 2017
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General Course Information
Course Details
Course Code LARCH 7030 Course Landscape Architecture Internship (M) Coordinating Unit School of Architecture and Built Environment Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Restrictions Available to M.LArch students only Assessment Assessment will include a reflective journal Course Staff
Course Coordinator: Dr Jo Russell-Clarke
Course Timetable
The full timetable of all activities for this course can be accessed from .
Please disregard the timetable on Access Adelaide as this is
required to enrol only; it does not represent your commitment. Beyond
the Orientation Seminar there is no scheduled coursework.These
times and dates agreed form part of the Internship Agreement. Any
changes should be notified to the Internship Course Coordinator, or
Internship Student Adviser, who may need to vary the Internship
Agreement. -
Learning Outcomes
Course Learning Outcomes
1. List the range of activities typical of a professional practice office whether in private practice or government.
2. Describe the features and values of these activities to a particular office and speculate on their general value to the profession, various clients, the public and the individual practitioner through their career.
3. Compare and contrast articulated expectations of work in practice with the work experience.
4. Reflect and report on the specific activities and issues they raise for the future practice of the student intern and of the profession.University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,3,4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,3,4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,2,3,4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
3,4 -
Learning Resources
Required Resources
None - as supplied by the practice.Recommended Resources
noneOnline Learning
Course information will be made available on MyUni.
University Email:The school uses the University email system to contact students. It is
imperative that you check your email regularly and keep up to date with
any new announcements.Noticeboard / Handbook:General
information about the activities at the School is available online from
the Student Noticeboard which can be accessed at
http://architecture.adelaide.edu.au/ then go to SABE Noticeboard.
Students can also access a copy of the Student Handbook at the following
link:
https://architecture.adelaide.edu.au/docs/FINAL-2014-Arch-handbook.pdf -
Learning & Teaching Activities
Learning & Teaching Modes
Initial introductory lecture.
Practice embedment.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Internships take place 2 days per week in an organisation over 12 weeks.
This is usually during university Semester 2 (28/7/14- 31/10/14
although some students have negotiated to work through the 2-week
mid-semester break of semester 2). Internships can be offered more
intensively (for example 3-5 days over 4-6 weeks, or intensively 5 days
per week for 5 weeks during the mid-Year Break June – July or for 5
weeks after 03 November 2014) depending on the requirements of the
organisation and the availability of the student. This will be
negotiated on a case-by-case basis. There is an expectation that extra time will be required to complete the assignments for this course.Learning Activities Summary
Teaching & Learning Activities Related Learning Outcomes Personal reflection and goal settings 1,2 Practice/firm background research 1,2,3 Undertake practice/firm tasks 3,4 Keep journal record 1-4
A variety of hands-on practice activities that can include:
- site visits - research (site, client, products and materials, policy and regulation, etc)
- draft concept design / design development / contract administration assistance, etc
along with a variety of daily office procedures:
- attend staff and client meetings and briefings
- filing
- office supply review
- library and equipment management - product reviewSpecific Course Requirements
ASSESSMENT HURDLE
In addition to assessment based on the assignments detailed below this course contains an assessment hurdle. Students must complete the Internship placement to the satisfaction of their host Organisation to be eligible to pass this course. Academic supervisor will check student’s progress with the Organisation shortly after commencement, and before the conclusion of the Internship, and immediately report any concerns raised to the student. Employers will be asked to complete a feedback sheet regarding the intern’s performance while with their Organisation. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Due Date/ Week Weighting Length Learning Outcomes Assessment 1 - Goal Setting (individual work) By the end of Week 1 (Friday 5pm) 10% TBA 1,2 Assessment 2A - Reflective Journal (individual work) By the end of week 3 for the intensive, and at the end of week 6 for the semester-long internship 30% TBA 1-4 Assessment 2B - Reflective Journal (individual work) By 5pm, one week after the completion of the internship 60% Approx. 20 pages 3,4 Total 100% Assessment Detail
ASSIGNMENT 1 Goal Setting
Anticipating the Personal and Professional Value of the Internship.
The aim of this first assignment is to help interns focus on how to make the most of the internship experience from a personal and professional standpoint. By the end of the first week submit an annotated list of 3 personal and 3 professional goals you would like to achieve by the end of the internship.
Assessment: 10% (formative); Due: Submit to myuni by the end of Week 1 (Friday 5pm)
ASSIGNMENT 2 Reflective Journal
Write a comprehensive reflective journal that documents and comments on your internship experience. This should be in the form of a daily or weekly diary that list the activities and tasks you have engaged with for this period. This document should be written in a succinct, polished and grammatically correct way. It should be illustrated with relevant photographs or other graphic material. The journal should not only list activities but provide a reflective commentary on them. For example: did you find the activities interesting; did you feel that you learned something by being involved; did you achieve goals set for you by your supervisor; did you become more aware of the nature of professional practice; did you feel you achieved a personal or professional goal? The style of the journal is up to individual interns and may include a narrative describing and then reflecting on activities and tasks. The journal could also be in dot point style. It is recommended that a format or template is developed for each page and that this is consistent throughout the journal.
2A
At mid-point of your internship submit a sample of your reflective journal that covers at least five days of your experience. This should be a close as possible in style and content to the final journal. Include a reflection on your personal and professional goals. For example do you think you will be able to achieve your goals? Would you like to modify or change your goals?
Assessment: 30% (formative); Due: Submit to myuni by the end of week 3 for the intensive and at the end of week 6 for the semester-long internship.
2B
Submit the entire journal by 5pm within one week of the completion of your internship. The number of pages for the journal is up to each individual intern but a length of approximately 20 pages is recommended. The journal must include a short summary of your internship experience including: a description of the nature of the internship (what you did) and a reflection on is value from a personal and professional perspective.
Assessment: 60% (summative); Due: Submit to myuni by 5pm one week after the completion of the internship.All assessment details are available on myuni under assignments.Submission
Details of submission requirements are available on myuniCourse Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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