This document outlines the objectives, guidelines, and evaluation process for Portfolio-II, a course for architecture students. The portfolio requires students to compile work from their Architectural Design, Materials and Construction, and Working Drawings courses. Students will meet biweekly with a faculty member to present their portfolio work and receive feedback. There will be two evaluations by internal and external panels before midterm and end-of-term exams. The portfolio will be assessed on coherence, sequencing, references, case examples, and standards/literature review. Through this process, the course aims to develop students' conceptual understanding, communication skills, and ability to relate skill-based courses to design.

1. COURSE CODE: A R C 0 2 0 COURSE TITLE: PORTFOLIO-II
L T P CREDIT
(or Max. Marks)
0 0 0 2
COURSE OBJECTIVES:
 To expose the students to the design jury for better conceptual understanding, confidence and
communication skills.
 To enable students to develop and relate skill development courses to the core courses of design
and construction.
PRE-REQUISITES: Student should be registered for ARC008-Architectural Design-III, ARC010-Materials
and Construction-III, ARC012-Working Drawing-I.
GUIDELINES:
• The student’s studio class work, studio home work, theory homework of the three courses namely
ARC008-Architectural Design-III, ARC010-Materials and Construction-III, ARC012-Working
Drawing-I will comprise the contents of the portfolio. Portfolio will have complete class/home
works of the course of ARC008-Architectural Design-III, 7 best out of 14 class/home works of the
course of ARC010-Materials and Construction-III and 7 best out of 14 class/home works of the
course ARC012-Working Drawing-I.
• The students would start working on the portfolio after the teaching of two weeks. Each student
shall meet the Faculty In charge once in two weeks time with the complete work of the above said
three courses and apprise him / her of the work done.
• The Faculty in charge would maintain a separate file and student record register to record the
date of the student meetings, the attendance, details of meetings covering the work done as on
date and expected to be done till the next meeting and give their remarks.
• The Faculty In charge will have meeting with the students as per the schedule given.
• There will be two evaluations.
One before MTE will comprise of Internal Panel which will consist of faculty in charge and two
neutral faculty members within the school.
The second evaluation will be before ETE and will comprise of External Panel which will consist
of faculty In charge, one neutral faculty member within the school and at least one external expert
(academic or Industry).
• Portfolio presentation will be evaluated with respect to the following parameters: coherence,
sequencing, references, case examples etc.
2009-10
WEIGHTAGES
Attendance CA
MTE ETE
P Th P Th
0 100 0 0 0 0

2. • Review of Standards / Literature will be evaluated with respect to know how of anthropometric
standards, area analysis and architectural codes (NBC, BIS codes etc).
• The Faculty in charge will evaluate the student before MTE and ETE which will be part of the final
CA.
CA COMPONENT AND WEIGHTAGES:
JURY BEFORE MTE WORKS: 20 MARKS
VIVA: 20 MARKS
JURY BEFORE ETE WORKS: 40 MARKS
VIVA: 20 MARKS
EVALUATION COMPONENTS AND WEIGHTAGES:
EVALUATION COMPONENT WEIGHTAGES
JURY BEFORE MTE JURY BEFORE ETE
DRAWING WORKS
PERIODIC REPORTING TO FACULTY INCHARGE 2 MARKS 5 MARKS
DESIGN CONCEPT 10 MARKS 20 MARKS
CONSTRUCTION DETAILS 5MARKS 10 MARKS
AUTOCAD BASED SHEET WORK-2D AND 3D 3 MARKS 5 MARKS
VIVA
REVIEW OF STANDARD / LITERATURE 10 MARKS 10 MARKS
PORTFOLIO PRESENTATION 10 MARKS 10 MARKS
TEXTBOOKS: NIL
ADDITIONAL READINGS: NIL
SALIENT PEDAGOGICAL FEATURES:
1. To establish hierarchy of core architectural courses with skill development courses.
2. The methodology of presentation will be highlighting the overlap of the course content in the form of
application in the core courses.
3. One to one interaction with the Faculty In charge will orient students towards wholesome growth of the
discipline.
2009-10

3. 2009-10