ACADEMIC SERVICES

PROGRAMME SPECIFICATION

Part 1: Basic Data

Awarding Institution UWE, Bristol

Teaching Institution UWE, Bristol

Delivery Location Frenchay Campus

Study abroad / Exchange / Credit recognition

N/A

Faculty responsible for programme

Faculty of Environment and Technology

Department responsible for programme

Architecture and the Built Environment

Modular Scheme Title

Professional Statutory or Regulatory Body Links

Architects Registration Board Royal Institute of British Architects Chartered Institution of Building Services Engineers (Approval to be sought)

Highest Award Title MDes Architecture and Environmental Engineering

Default Award Title

Fall-back Award Title

Interim Award Titles BEng(Hons) Architecture and Environmental Engineering (Architects’ Registration Board & Royal Institute of British Architects Part 1 and Chartered Institution of Building Services Engineers accredited) BSc(Hons) Built Environment BSc Built Environment DipHE Architecture and Environmental Engineering CertHE Architecture and Environmental Engineering

UWE Progression Route

Mode(s) of Delivery FT / SW

Codes UCAS: KH1B JACS:

ISIS2: KH1B HESA:

Relevant QAA Subject Benchmark Statements

Architecture Engineering

First CAP Approval Date 2 June 2016 Valid from September 2016

Revision CAP Approval Date

24 February 2017 Revised with effect from

September 2017

Version 2

Review Date 2022

Part 2: Educational Aims of the Programme

MDes Architecture and Environmental Engineering is an undergraduate programme designed to meet the requirements for prescription by the Architects Registration Board (ARB) and validation by the Royal Institute of British Architects (RIBA) as a Part 1 and Part 2 qualification in architecture, an essential step towards becoming a registered architect in the UK and to meet the academic requirements of the Chartered Institute of Building Services Engineers (CIBSE). The idea that the making of good places and buildings – at all scales– is a co-operative enterprise is fundamental to the academic culture within ABE and our portfolio of courses. Architectural education at UWE, Bristol is conceived as an integral part of an inter-disciplinary approach to professional scholarship. ABE understands the profession of architecture to sit within an expanded field of scholarship in environmental design. These expanded opportunities for education and professional work range in scale from urban place making, through to architectural design within a master planning context, to the technology and poetics of detailed building design. We understand these scales of thinking to be interlinked, and that each scale carries with it particular methods and skills that are not all within the general purview of the professional architect. For these reasons architecture at the UWE School is presented as a suite of specialisms that share a core of rigorous Studio-based teaching but also ask students to relate this core-skill in architectural design to an inter-disciplinary specialism. The MDes in Architecture and Environmental Design contributes to this ethos by linking professional studies in architecture and environmental engineering with a Masters-level specialism in environmental engineering. The degree facilitates creative work across traditional professional boundaries as well as imparting the essential knowledge and high-level skills that are particular to the discipline of architecture and environmental engineering.

The programme is vocational and provides students with a six-year academic training that integrates both RIBA Part 1 and RIBA Part 2 requirements for architecture with CIBSE accreditation requirements.

The programme structure includes two points at which year-long placements in industry can be taken. The first of these (between years 3 and 4) is optional and provides the possibility for a work-based learning module integrated into the programme. The second (between years 4 and 5) is advised as a preparatory professional year before undertaking the Masters-level graduating year (no credit bearing).

The programme structure also allows for an exit-point at the end of year 4 with a BEng(Hons) Architecture and Environmental Engineering degree that carries ARB/RIBA Part 1 and CIBSE accreditation, thus allowing students the opportunity to leave the programme at an interim point with a high standard of professional accreditation and opportunities for professional employment and a degree outcome that is transferable to a range of postgraduate education.

As a studio-based design course the MDes provides a problem-based pedagogy that prepared students as proactive and self-directed learners who can articulate their ideas in writing, drawing, spatial models and verbal argument to a high degree of sophistication. As such these students are pursuing a vocational course that also provides them with a skillset that is highly transferable and therefore highly employable within but also beyond the built environment professions.

The knowledge and skills developed in the programme are conceived in the context of the general criteria and graduate attributes contained in the RIBA/ARB criteria for validation/prescription that are derived from the requirements of article 46 of the EU Qualifications Directive and echoed in the QAA Benchmark Statement for Architecture. The programme also is designed to meet the requirements of CIBSE, Engineering Council UK, (preparatory to CEng qualification) and the QAA Benchmark Statement for Engineering.

Programme requirements for the purposes of the Higher Education Achievement Record (HEAR)

The programme provides all the full-time academic training required in the United Kingdom before proceeding to qualification as a CIBSE-accredited services engineer and/or architectural student who has completed RIBA Part 1 & Part 2. A graduate of this programme understands their role as a consultant working with an inter-disciplinary professional ethos; and will be able to design buildings, conceptualizing their proposals in relation to both cultural influences and pragmatic requirements; and refine their designs in technical detail. The graduate is able to design and engineer the environmental systems within buildings and test and evaluate building performance as an environmental system.

Part 3: Learning Outcomes of the Programme

The Learning Outcomes identified for this award route provide opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas: A. Knowledge and Understanding of 1) The nature of architectural and engineering design and the design process in a specialised area of the student’s choice. 2) The relevant engineering analysis methods for solving complex problems in engineering and the ability to assess their limitations in order to to investigate new and emerging technologies. 3) The concepts and principles of sustainable development and the environmental design of buildings and associated technologies. 4) The controlling influence of environmental, structural and technological considerations on building and the influence of building design and specification decisions on the environment as well as the mechanical systems as modifiers of the external environment. 5) Mathematical models (and their limitations) used in the environmental design of buildings. 6) The relation of contextual studies, planning and urban design to architectural design. 7) The changing contexts (historical, economic, social, cultural, political, spatial, mechanical and environmental) of building design and ability to engage in debate about how these might be interpreted. 8) The needs of clients and users of building, the social and ethical responsibilities of architects and engineers and the social consequences of development. 9) In the context of the UK, current legislative frameworks, health & safety, methods of building procurement and building contracts, of the economics of building and the management of building projects and a professional office. 10) The role of the architect-engineer and other built environment professionals in society, and ethical issues as they relate to the architect's role in relation to clients, building users, the construction industry and the wider community, including the preparation of design briefs. 11) The processes of the procurement of buildings and their engineering systems, with regard to finance, law, quality control, and business practice. 12) The role of IT in supporting architects, engineers and other construction professionals. 13) The roles played by other built environment professions, and the distinct perspectives which they bring to bear in the development process. 14) The relation of architectural production to architectural history and contemporary culture, including the range of theories and creative practices that inform architectural and urban design and influence its quality. 15) The relationship between people, building, the spaces between buildings and the environment. 16) The evolution of the theories and philosophies underpinning architecture and engineering. B. Intellectual Skills 1) Apply reflective, critical, analytical and imaginative reasoning in the design of complex buildings. 2) Practise appraisal, analysis, research and evaluation of sites and the wider context. 3) Advanced level knowledge and understanding of a wide range of engineering materials and components and thorough understanding of current practice and its limitations.

Part 3: Learning Outcomes of the Programme

4) Ability, in the context of critical debate, to appraise the design of an individual building or group of buildings in relation to the physical, intellectual and socio-economic context. 5) The ability to appraise critically complex architectural representation, built space, processes and techniques of design and architectural research and theory. 6) The ability to evaluate alternative design strategies and apply architectural knowledge and understanding. 7) Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and the ability to assess their limitations. 8) Ability to use fundamental knowledge to investigate new and emerging technologies. 9) Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods. 11) The ability to conceive and develop in selective detail a design for a complex building or group of buildings and outline the structural constructional and environmental control strategies. C. Subject/Professional/Practical Skills (subject specific) 1) Ability to produce coherent and well resolved architectural resource-efficient designs that demonstrate an integration of needs of clients and users, knowledge of technology and the environment and the cultural context of architecture. 2) Ability to prepare a design brief in consultation with a client and real or potential users. 3) Ability to produce building designs that are considered responses to the physical, economic, social, cultural and environmental context of the project. 4) Make informed ethical judgments at the level of responsibility of the professional to the client and in the wider social and environmental context. 5) Understand all stages of the design and construction process, including feasibility analysis, sketch and detailed design, installation, commissioning, and feedback appraisal. 6) Master the conventions of architectural and engineering representation in two and three dimensions. 7) Select and use scientific and technical equipment and specialist analytical tools in experimental investigations of building fabric and systems and the solution of design problems. 8) Undertake research and data collection and demonstrate a clear and analytical writing style suited to the professional role of the architect and engineer. 9) Maintain a professional approach to self-appraisal, personal development, and to relationships with clients and colleagues. 10) Ability to generate an innovative design for products, systems, components or processes to fulfil possible new needs. 11) Make physical models, both of sketch and presentation standard. D. Transferable Skills and other attributes 1) Ability to communicate to both technical and lay audiences the organisational, structural, construction and environmental control strategies and the experiential quality of a complex building or group of buildings through the use of a variety of media. 2) Ability to work collaboratively with other students or professionals of architecture and environmental engineering, architects, engineers,

Part 3: Learning Outcomes of the Programme

members of other professions and disciplines in a spirit of understanding and respect. 3) Awareness of the need for a high level of professional and ethical conduct in architecture and engineering. 4) Demonstrate wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations. 5) Work independently and as part of single-discipline or multi-discipline teams with a broad awareness of equal opportunities issues. 6) To draw conceptually and observationally.

These Learning Outcomes for this are award route provide opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes that meet the Architects’ Registration Board/Royal Institute of British Architects and Chartered Institution of Building Services Engineers criteria in the following areas:

The criteria and graduate attributes defined for ARB/RIBA Part 1 and Part 2 compliance and accreditation. The ARB/RIBA criteria for prescription/ validation of Part 2 qualifications are identical to those at Part 1 and are based on the requirements of article 46 of the EU Qualifications Directive. The learning outcomes of Part 2 are distinguished from those of Part 1 by seven graduate attributes. They are set out below in bold type.

1. Ability to generate complex design proposals showing understanding of current architectural issues, originality in the application of

subject knowledge and, where appropriate, to test new hypotheses and speculations; 2. Ability to evaluate and apply a comprehensive range of visual, oral and written media to test, analyse, critically appraise and explain

design proposals; 3. Ability to evaluate materials, processes and techniques that apply to complex architectural designs and building construction, and to

integrate these into practicable design proposals; 4. Critical understanding of how knowledge is advanced through research to produce clear, logically argued and original written work

relating to architectural culture, theory and design; 5. Understanding of the context of the architect and the construction industry, including the architect’s role in the processes of

procurement and building production, and under legislation; 6. Problem solving skills, professional judgment, and ability to take the initiative and make appropriate decisions in complex and

unpredictable circumstances; and 7. Ability to identify individual learning needs and understand the personal responsibility required to prepare for qualification as an

architect.

The graduates from the MDes Architecture and Environmental Engineering would have met the Part 1 graduate attributes at the end of year 4.

The criteria defined for CIBSE accreditation. The output standards quoted by CIBSE and the Engineering Council are extracted from ‘UK Standard for Professional Engineer Competence: The

Part 3: Learning Outcomes of the Programme

Accreditation of Higher Education Programmes (May 2004) and fall under the major headings:

1. Science and Mathematics 2. Engineering Analysis 3. Design 4. Economic, legal, social, ethical and environmental context 5. Engineering Practice

Learning Outcomes:

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A) Knowledge and understanding of:

1) The nature of architectural and engineering design and the design process in a specialised area of the student’s choice within a range of options offered.

2) The relevant engineering analysis methods for solving complex problems in engineering and the ability to assess their limitations in order to investigate new and emerging technologies.

3) The concepts and principles of sustainable development and the environmental design of buildings and associated. technologies

4) The controlling influence of environmental, structural and technological considerations on building and the influence of building design and specification decisions on the environment as well as the mechanical systems as modifiers of the external environment.

5) Mathematical models (and their limitations) used in the environmental design of buildings

6) The relation of contextual studies, planning and urban design to architectural design.

7) The changing contexts (historical, economic, social, cultural, political, spatial, mechanical and environmental) of building design and ability to

Part 3: Learning Outcomes of the Programme

engage in debate about how these might be interpreted.

8) The needs of clients and users of building, the social and ethical responsibilities of architects and engineers and the social consequences of development.

9) In the context of the UK, current legislative frameworks, health & safety, methods of building procurement and building contracts, of the economics of building and the management of building projects and a professional office.

10) The role of the architect-engineer and other built environment professionals in society, and ethical issues as they relate to the architect's role in relation to clients, building users, the construction industry and the wider community, including the preparation of design briefs.

11) The processes of the procurement of buildings and their engineering systems, with regard to finance, law, quality control, and business practice.

12) The role of IT in supporting architects, engineers and other construction professionals.

13) The roles played by other built environment professions, and the distinct perspectives which they bring to bear in the development process.

14) The relation of architectural production to architectural history and contemporary culture, including the range of theories and creative practices that inform architectural and urban design and influence its quality.

15) The relationship between people, building, the spaces between buildings and the environment.

16) The evolution of the theories and philosophies underpinning architecture and engineering.

(B) Intellectual Skills

1) Apply reflective, critical, analytical and imaginative reasoning in the design of complex buildings.

2) Practise appraisal, analysis, research and evaluation of sites and the wider context.

3) Advanced level knowledge and understanding of a wide range of engineering materials and components and thorough understanding of current practice and its limitations.

4) Ability, in the context of critical debate, to appraise the design of an individual building or group of buildings in relation to the physical, intellectual and socio-economic context.

5) The ability to appraise critically complex architectural representation, built space, processes and techniques of design and architectural research and theory.

6) The ability to evaluate alternative design strategies and apply architectural knowledge and understanding.

7) Ability both to apply appropriate engineering analysis methods for solving complex problems in engineering and the ability to assess their limitations.

8) Ability to use fundamental knowledge to investigate new and emerging technologies.

9) Ability to collect and analyse research data and to use appropriate engineering analysis tools in tackling unfamiliar problems, such as those

Part 3: Learning Outcomes of the Programme

with uncertain or incomplete data or specifications, by the appropriate innovation, use or adaptation of engineering analytical methods.

10) Ability to generate an innovative design for products, systems, components or processes to fulfil possible new needs.

(C) Subject/Professional/Practical Skills

1) Ability to produce coherent and well resolved architectural resource-efficient designs that demonstrate an integration of needs of clients and users, knowledge of technology and the environment and the cultural context of architecture.

2) Ability to prepare a design brief in consultation with a client and real or potential users.

3) Ability to produce building designs that are considered responses to the physical, economic, social, cultural and environmental context of the project.

4) Make informed ethical judgments at the level of responsibility of the professional to the client and in the wider social and environmental context.

5) Understand all stages of the design and construction process, including feasibility analysis, sketch and detailed design, installation, commissioning, and feedback appraisal.

6) Master the conventions of architectural and engineering representation in two and three dimensions.

7) Select and use scientific and technical equipment and specialist analytical tools in experimental investigations of building fabric and systems and the solution of design problems.

8) Undertake research and data collection and demonstrate a clear and analytical writing style suited to the professional role of the architect and engineer.

9) Maintain a professional approach to self-appraisal, personal development, and to relationships with clients and colleagues.

10) Ability to generate an innovative design for products, systems, components or processes to fulfil possible new needs.

11) Make physical models, both of sketch and presentation standard.

(D) Transferable skills and other attributes

1) Ability to communicate to both technical and lay audiences the organisational, structural, construction and environmental control strategies and the experiential quality of a complex building or group of buildings through the use of a variety of media.

2) Ability to work collaboratively with other students or professionals of architecture and environmental engineering, architects, engineers, members of other professions and disciplines in a spirit of understanding and respect.

3) Awareness of the need for a high level of professional and ethical conduct in architecture and engineering.

4) Demonstrate wide knowledge and comprehensive understanding of design processes and methodologies and the ability to apply and adapt them in unfamiliar situations.

5) Work independently and as part of single-discipline or multi-discipline teams with a broad awareness of equal opportunities issues.

6) To draw conceptually and observationally.

Part 4: Student Learning and Student Support

Teaching, learning and assessment strategies to enable learning outcomes to be achieved and demonstrated At UWE, Bristol there is a policy for a minimum average requirement of 12 hours/week contact time over the course of the full undergraduate programme. This contact time encompasses a range of face to face activities as described below. In addition a range of other learning activities will be embedded within the programme which, together with the contact time, will enable learning outcomes to be achieved and demonstrated. On the MDes Architecture and Environmental Engineering programme teaching is a mix of scheduled and independent learning. For the MDes:

Scheduled learning includes lectures, seminars, tutorials, project supervision, demonstration and workshops; field courses and other external visits; supervised time in studio/workshop. Scheduled sessions may vary slightly depending on the module choices made. Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion etc. The specific module specifications have a more detail information in relation to this matter.

Placement learning: may include a practice placement, other placement, year abroad or Erasmus exchange. The programme diagram (refer Part 6) identifies two specific opportunities for year-long placements:

An Optional Placement Year between years 3 and 4 of study. This placement is understood as an option by which students can develop their skill and professional approach and have this acknowledged as beneficial to their progression through the programme. For this reason this placement year includes enrolment on a Work-Based Research Project module, completion of which will exempt students from a professional practice related module, Collaborative Practice, in the following year.

Professional Experience in Architecture. This placement is optional and non-credit bearing but will be advised to students as beneficial to their development as design professionals and for their future accreditation as professional architects. This is because this placement has the potential to be used as a preparatory year of professional experience contributing to the award of professional accreditation. To these end students taking this Professional Experience Year will be enrolled on the Professional Experience – Stage 1 module. In taking up this placement students will be advised of the ARB and RIBA’s strong recommendation that placements contributing to the Professional Experience and Development Record are most effective when undertaken within the United Kingdom.

Description of the teaching resources provided for students A range of excellent technical facilities is available for use by students and staff in the Faculty, supported by a dedicated team of technical. The students in the MDes will be primarily taught in in the Studios Building (R Block) and its new extension (completed in September 2010) and Q Block together with additional workshop facilities based in N Block. The mention facilities have a suite of five laboratories: earth sciences, environmental change, surveying technology, environmental physics and concrete & environmental services. There are four specialist workshops that support student project work and other teaching activities; engineering, woodwork, studios workshop and concept modelling workshop. The students will also have access to a large dedicated space for student activity within the

Part 4: Student Learning and Student Support

Faculty, has space for approximately 100 workplaces arranged to encourage group work primarily but also provides individual working space. There are a wide range of facilities including PCs, Wi-Fi network, scanning, printing and copying facilities and a wide choice of study materials and specialist publications. The Project Room HelpDesk is the focus of the Faculty technical support service, offering a first line technical information point for staff and students. The HelpDesk also offers a loan system for multimedia and IT equipment and has a student shop offering a range of drawing, modelling and stationery consumable items for sale at competitive prices. The multimedia group provides digital video editing facilities, sound recording facilities and a photographic and digital imaging service. The graphics group provides a graphics service for all activities of the Faculty, including the production of research publications, displays, illustrations and posters, etc. The learning development team provides support for the development and implementation of methods of educational delivery including open learning and the development of web technologies for learning and teaching. The IT support team provide computing support for staff and students, including support for four general purpose computer laboratories and the computing facilities throughout the studios building (R Block). There is also specialist application support for CAD and GIS applications, including 3D modelling and digital map resources. A technical resources hub containing scanning, printing and plotting facilities is available in the new Studios extension. The Hub is located adjacent to the Technical Support office from where students can access specialist technical support staff for help and assistance with CAD, mapping and graphical layout as well as trouble shooting for plotting and scanning and other IT issues.

Description of any Distinctive Features Professional Validation This programme has been designed to provide an opportunity to achieve Part 1 and 2 (RIBA /ARB) through a specialised integrated masters in architecture and environmental design. Thus it provides a specialist RIBA Part 2 route and CIBSE specialism that builds on the established interdisciplinary ethos of the department. Professional Validation of the Interim Award at the end of Year 4 This programme has been developed from the established KH12 - BEng(Hons) Architecture and Environmental Engineering course which is accredited as ARB/RIBA Part 1 and by the CIBSE. On successful completion of Year 4 of this programme students are eligible for the BEng (Hons) Architecture & Environmental Engineering as an Interim Award. If they exit with this interim award at that point they will have achieved ARB/RIBA Part 1 and CIBSE accreditation. Professional and Interdisciplinary Practice A Part 2 specialist programme that builds the established ethos of the department At UWE are conscious that the established professions and disciplines are constantly evolving and that our role as educators is to enable future practitioners to develop the understanding and empathy that facilitates working creatively across traditional boundaries as well as to impart the essential knowledge and high-level skills that are particular to each discipline. We understand that the profession of architecture sits within an expanded field of scholarship in environmental design. These expanded opportunities for education and professional work range in scale from urban place making, through the technology, environment and poetics of building design, to the intimate consideration of the objects and experiences that contribute to

Part 4: Student Learning and Student Support

interior spaces. We understand these scales of thinking to be interlinked, and that each scale carries with it particular methods and skills that are not always within the general purview of the professional architect. For these reasons the MDes offers a specialism in architecture and environmental engineering that share a core of rigorous Studio-based teaching but also ask students to relate this core-skill in architectural design to an inter-disciplinary specialism in environmental engineering.

Part 5: Assessment

A: Approved to University Regulations and Procedures

Assessment Strategy Assessment strategy to enable the learning outcomes to be achieved and demonstrated is as follows: Knowledge and Understanding Testing of acquired knowledge is through design project submissions, examinations, assessment of written and illustrated coursework, and verbal presentations of design work. Intellectual skills Testing of these intellectual skills is through structured seminars, reflective design reports, illustrated reports, extended essays, project presentations and design portfolio. As well as, discussion and critique of the students' portfolio of design studio work, both at interim and final stages. Furthermore these skills will also be tested through technical research study and other extended written assignments. Subject, Professional and Practical Skills Testing of design related skills are assessed in interim and final reviews and through the submission of a portfolio of design studio work and. Other skills are assessed through observation of student demonstrations, for example in laboratory reports or workshop exercises and reflective reports based on the results of practical work. Briefing skills are tested through written submissions forming part of a professional practice module. The integration of technical and environmental knowledge is tested in design project work, including specific technical and explanatory submissions. Transferable Skills and Other Attributes Transferable skills are explicitly assessed through the modules within which they are introduced. Thereafter these skills will be assessed as a requirement of all pieces of working including the design projects, core planning modules and technical modules. Team working will be assessed through the presentations and reports required for the inter-professional modules. The development of communication skills is an important part of design studio learning. Students are required to make visual written and verbal presentations geared to the needs of a variety of audiences using a range of media which will include drawings, models, text, and verbal presentations and may also include CAD images, video presentations, computer simulations and other presentational techniques. Team working skills are developed in the design studio especially in research and master-planning exercises and students will be given opportunities to engage with professionals in other disciplines in the role of consultants and advisors.

Part 6: Programme Structure

This structure diagram demonstrates the student journey from Entry through to Graduation for a typical full time student, including: level and credit requirements, interim award requirements, module diet, including compulsory and optional modules

ENTRY

Ye

ar

1

Compulsory Modules Optional Modules Interim Awards UBLMH7-30-1 Studio 1

UBLMHN-30-1 Technical Studio 1

UFMFYG-15-1 Mathematics for Civil and Environmental Engineering

UBLLWQ-15-1 Engineering Principles (Building Engineering)

UBLMSB-30-1 Building Physics and Services

None

CertHE Architecture and Environmental Engineering 120 credits with at least 100 credits at level 1

Ye

ar

2

Compulsory Modules Optional Modules Interim Awards UBLMXE-45-2 Studio 2

UBLMTV-15-2 Information Technology for Designers (name changes to Design Representation in 19/20) UBLMTE-15-2 History of Architecture

UBLMNV-15-2 Research & Design Strategies

UBLMTB-30-2 Building Services Applications

DipHE Architecture and Environmental Engineering 240 credits with at least 100 credits at level 2 and a further 120 credits at level 1

Ye

ar

3

Compulsory Modules Optional Modules Interim Awards

UBLMRE-45-3 Design & Engineering Studio 3

UBLMYV-15-3 Theories of Architecture and Design

UBLMN7-30-3 Low Carbon Building Services

UBLMHP-15-3 Interactive Systems and Comfort Controls UFMFF7-15-2 Application of Mathematics in Civil and Environmental Engineering

BSc Built Environment 300 credits with at least 60 credits at level 3, plus a further 100 credits at level 2 or above and a further 120 credits at level 1 or above BSc(Hons) Built Environment 360 credits with at least 100 at level 3, a further 100 at level 2 and a further 140 at level 1

Ye

ar

3.1

Optional Placement Year: Students may optionally complete a placement. For students completing the optional industrial placement, they must complete the 15-Credit module UBLMG4-15-3 Work-based Research Project (for which they are exempted from the later module UBLMNE-15-3).

Ye

ar

4

Compulsory Modules Optional Modules Interim Awards

UBLMRV-60-3 Design & Engineering Studio 4 UBLMNE-15-3 Collaborative Practice (See note above for placement year) UBLMGP-15-3 Energy Management and Performance Evaluation UBLMPB-30-3 Mechanical Services

BEng(Hons) Architecture and Environmental Engineering with dual professional accreditation refer (Part 4 above) 480 credits with at least 220 at level 3, a further 100 at level 2 or above and a further 140 at level 1 or above

Ye

ar

5

Compulsory Modules Optional Modules Interim Awards

UBLMMQ-30-M Design In Practice UBLMMB-15-M Professional Practice in Architecture 2

None

Ye

ar

5.1

Compulsory Modules Optional Modules Interim Awards

UBLLPJ-10-3 Professional Experience Stage 1

Professional Experience in Architecture – Optional placement year The students can opt-out to carry out a year out in industry with no credit bearing as part of the degree. However, if they choose to do this they will be enrolled in the UBLLPJ-10-3 – Professional Experience Stage 1 – Architecture in order to complete the required Professional Education and Development Record (PEDR) by the professional body.

Ye

ar

6

Compulsory Modules Optional Modules Final award

UBLMNQ-75-M Design & Engineering Studio 5 UBGMX7-15-M Urban Design UBLMJR-15-M Advanced Cultural Studies: Narratives of Architectural Theory UBLMSP-15-M Building Engineering Research

MDes Architecture and Environmental Engineering 645 credits with at least 120 at level M, 220 at level 3, a further 100 at level 2 or above and a further 140 at level 1 or above

GRADUATION

Part 7: Entry Requirements

The University’s Standard Architecture Entry Requirements apply, according to the year and point of entry, see UWE webpages: http://www1.uwe.ac.uk/whatcanistudy/applyingtouwe/undergraduateapplications/undergraduateapplicationfaqs.aspx

Part 8: Reference Points and Benchmarks

Description of how the following reference points and benchmarks have been used in the design of the programme: The curriculum, learning methods, aims and learning outcomes of this award respond to the guidelines and requirements of the EU, the Royal Institute of British Architects (RIBA) and the Architects Registration Board (ARB) and the QAA benchmark statement for architecture and engineering.

- EU Directive 2005/36/EC on the Recognition of Professional Qualifications: Article 46 Training of Architects

- Procedures for Validation and Validation Criteria for UK & International Courses and Examinations in Architecture RIBA 2011

Part 8: Reference Points and Benchmarks

- Prescription of Qualifications: ARB Criteria at Parts 1,2 and 3 ARB 2011 - UK standard for Professional Engineering Competence: ECuk - CIBSE Requirements

QAA publications subject benchmark statements:

- QAA Architecture benchmark statement QAA361 09/10 - QAA Engineering benchmark statement 09/2010

We also have looked at:

UWE Employability Strategy

QAA code of practice: section 8 Career Education, information, advice and guidance

UWE Widening Participation Strategy

UWE Sustainability Strategy

UWE Teaching and Learning Strategy

The programme design team has taken full account of the UWE Bristol Strategy 2020, specifically the themes “Ready and able graduates”, “Outstanding learning and Strategic partnerships” and “Connections and networks” (the 4th theme of “Research with Impact” has also been considered in relation to this undergraduate degree, especially in terms of research-informed teaching, where students are exposed to ideas and techniques which form the research interests of teaching staff). The MDes programme is linked with employers, institutions and other bodies throughout the Bristol city region (for purposes of study sites, shared learning, encountering “real life” scenarios and networking). Sustainability and social justice inform the MDes programme, explicitly and implicitly: the degree programme focuses its attention on the resource efficient design of buildings and systems, while also producing graduates who place human comfort at the heart of a creative design process. Staff research projects Staff who are likely to be teaching on the programme are engaging with research across a wide variety of fields which are relevant and pertinent to Architecture and Environmental Engineering, including: overheating, sustainable housing, health and well-being, energy literacy, spatial identity, thresholds, public/private space and notions of territory, and making, informal structures, innovative use of materials, drawing and depiction.

Employer interaction and feedback The Design Studios, which form the largest credit modules within each of the six years of study, are delivered by full-time UWE staff, supported by associate lecturer’s staff from industry. These supporting staff will be involved in agreeing course content (to ensure the programme delivers the skills and knowledge which is appropriate to future study and employment), to assist with teaching (studio demonstrations, coaching and lectures) and assessment (of project work – visual and oral presentations) where appropriate.

Students provide end of module feedback which is incorporated into module actions and development. Students also provide feedback via Student-Staff Forums and Programme Management Committees.

The NSS is thoroughly evaluated and action plans devised to improve performance year on year. The feedback of External Examiners is valued and key to ensuring a competitive and appropriate offering in the broader academic context.

Part 8: Reference Points and Benchmarks

All modules and programmes are required to produce action focused annual reports to constantly review and enhance teaching and learning within the programme, Staff development and training along with innovation in module delivery and assessment (within the confines of Professional Body requirements) are strongly encouraged.

What methods have been used in the development of this programme to evaluate and improve the quality and standards of learning? This could include consideration of stakeholder feedback from, for example current students, graduates and employers.

See above Section 8.

This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications, available on the University’s website.