programme specification architectural technology 2017 ... · 2. develop methodologies for...

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PROGRAMME SPECIFICATION Architectural Technology 2017

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BSc (Hons) Architectural Technology

Intermediate award BSc Building Studies

Intermediate award Dip HE Building Studies

Intermediate award Cert HE Building Studies

Course status Validated

Awarding body University of Brighton

School Environment and Technology

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

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Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

A-levels or BTEC

Entry requirements are in the range of A-level BBC–CCC (112–96

UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our

conditional offers typically fall within this range.

We will generally make you an offer if your predicted grades are at

the top of this range. If your predicted grades are towards the lower

end of this range we may still make you an offer if you have a good

GCSE (or equivalent) profile or relevant non–academic

achievements.

GCSE (minimum grade C or grade 4)

At least English language, maths and science.

International Baccalaureate

28 points, with three subjects at Higher level.

Access to HE Diploma

Pass with 60 credits overall. At least 45 credits at level 3, with 24

credits at merit or above.

Foundation degree/HND

International foundation may be considered. Applicants with an HND

or foundation degree may be considered for year 2 entry.

For non-native speakers of English

IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the

other elements.

Studying part-time

Part-time students should apply direct to the university.

Applicants with non-standard qualifications should contact the School office at [email protected].

Start date (mmm-yy) Normally September

Sept. 17

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 years 8 years

Part-time Other: 6 years 8

Sandwich 4 years 10

Distance Select Select

Course codes/categories

UCAS code K236

Contacts

Course Leader (or Course Development Leader)

Dr Poorang PIROOZFAR

Admissions Tutor Dr. Emmanuel Aboagye-Nimo

https://www.brighton.ac.uk/studying-here/applying-to-brighton/undergraduate/apply-direct-to-the-university/index.aspx

mailto:[email protected]

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Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Mr Tony BECHELET University College Jersey

30 Sept. 2021

Examination Board(s) (AEB/CEB)

Built Environment and Civil Engineering

Approval and review

Approval date Review date

Validation 20001 July 2017

Programme Specification March 20162

Q&S Published June 2016

July 2017

July 2018

Professional, Statutory and Regulatory Body 1 (if applicable): CIOB

Jan 20153 March 2020

Professional, Statutory and Regulatory Body 2 (if applicable): CIAT

May 20135 May 2018

Professional, Statutory and Regulatory Body 3 (if applicable): Chartered Association of Building Engineers (CABE)

7th Nov. 2016

31st Aug. 2021

1 Date of original validation. 2 Month and year this version of the programme specification was approved (normally September). 3 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the programme are:

The principal aim of the course is to educate and nurture the intellectual capabilities of students, through critical and analytical study of the scientific, managerial and technological aspects of the built environment and construction projects throughout their life-cycle in preparation for professional careers as chartered architectural technologists. Arising from the principal aim is a range of subsidiary aims and objectives which are covered below grouped as ‘Educational aims’ and ‘Professional objectives’.

Educational Aims

The educational aims of the course include:

1. To offer attractive scientific programmes of study in the built environment disciplines.

2. To produce a learning environment in which students are encouraged to be active participators in the acquisition and application of knowledge.

3. To develop student’s awareness of scientific, managerial and technological approaches to the built and natural environment.

4. To produce graduates who are highly adaptable to the changing demands of commercial, industrial and professional life, by allowing them to develop a wide range of personal and professional skills.

5. To provide an appropriate training in science, technology, management and professional skills which will allow graduates from the course to compete successfully for positions in research, education, industry and the professions.

6. To cultivate students’ abilities to analyse, model and develop systems.

Learning outcomes

Knowledge and theory The following is a list of the primary outcomes of the main award.

Students should be able to:

Review and evaluate the context, procedures and the practices (including current issues and problems) within the built environment that architectural technologists seek to control, direct and harness the forces that impact upon the built and natural environment.

Apply the tools and techniques used in architectural technology, by initially engaging with the processes, aims and objectives within the built environment and by understanding the methods that architectural technologists use to facilitate, manage and improve the design and construction processes in compliance with the codes and .

Demonstrate a high level of expertise in architectural technology, which they may pursue throughout their careers through future programmes of lifelong learning within a design, technical, business, social and legislative context.

Skills

Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/

The following is a list of the intellectual skills (i.e. those generic skills relating to academic study, problem solving, analysis, evaluation, research and so forth); as well as professional/practical skills.

A strong theme of skills development runs throughout the Built Environment & Civil Engineering degree programmes, including a number of compulsory skills-based modules (particularly at levels 4 and 5). Level 4 introduces a

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practical skills. range of core intellectual, discipline-specific and transferable skills including basic study skills, group work, presentation skills, IT skills, quantitative and qualitative methods, the development and communication of reasoned arguments, interpretation and synthesis of environmental/archaeological data, together with basic field and laboratory skills. These are developed and enhanced at Level 5, together with a greater emphasis on research skills, fieldwork, excavation and problem-solving with more focus on the discipline-specific, problem-based approaches to learning and teaching. A key feature of Level 5 is the development of job-seeking skills as part of the University's Careers Planning Agreement. At Level 6, the development of research skills culminates in the final year honours project in conjunction with the core architectural technology module and specialised focus on advanced information modelling and management.

Throughout the degree programme, the following intellectual, discipline-specific and transferable skills are developed.

Intellectual Skills:

On successful completion of the course the graduate will be able to:

1. Develop a reasoned and critical argument through the integration and interpretation of primary and secondary materials and demonstrate the capability to practically and realistically apply them into actual settings;

2. Develop methodologies for appraising project requirements and provide technical, and technological design and construction solutions for buildings and evaluate their proposed solutions.

3. Apply the skills of problem analysis; the preparation and presentation of solutions, and the defence of these within their peer group and invited external evaluators.

4. Develop the ability to work with peers and to contribute to group activities;

5. Expand their knowledge-base through individual research and reading, and contribute this to the knowledge pool of the cohort.

6. Generate research questions and identify and use appropriate methods in reaching and reporting conclusions.

7. Critically evaluate evidence, ideas and theoretical standpoints within a breadth of architectural design and technology solutions;

8. Undertake a deeper approach to learning and understanding;

9. Demonstrate an understanding of the constructed and dynamic nature of knowledge.

Discipline-specific skills:


1. Source, collect, interpret and synthesise different types data and information pertaining to the broader context e.g. climate, access, etc., as well as the immediate context of the building i.e. site, soil, etc., building design, technology and construction information, data and records encompassing the role of the architectural technology for construction professionals.

2. Gather and present evidence from primary and secondary sources to support and develop proposals for design, technological and constructability solutions for buildings.

3. Prepare effective drawings and diagrams using appropriate approaches, tools, techniques and technologies and understand the application of contract administration for new build and refurbishment projects as a design and technology manager/team coordinator.

4. Work and manage people safely and effectively in laboratory and field contexts in compliance with Health, Safety and Welfare regulations.

5. Understand the basic theoretical, philosophical and methodological issues relating to qualitative and quantitative research and demonstrate the ability to

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apply them into given contexts and problems.

6. Understand the processes of knowledge generation as well as knowledge application in the disciplines broadly pertaining to the built environment and more specifically within architectural technology context and discipline.

7. Identify built environment problems or issues through their architectural technology subject-specific insight and knowledge, to investigate them through appropriately planned, designed and implemented research projects, and to present the findings as project report using reasoned argument to offer design, technical and technological solutions and to draw clear and analytical conclusions.

Transferable skills:


1. Communicate ideas and arguments effectively through written, verbal, graphical, simulation and modelling skills.

2. Collect, record, analyse and present data of various forms using appropriate analytical tools, techniques and methods.

3. Study and learn independently, to take responsibility for the management of their independent investigation and learning, and to plan time effectively;

4. Work and communicate effectively as part of a team.

5. Demonstrate competence in the use of appropriate IT packages to find, explore, develop and present numbers, text and images, to develop solutions and to comparatively and critically analyse them.

6. Use appropriate techniques for job-seeking and information acquisition for life-long learning;

7. Appreciate the broader environmental and academic contexts of their learning.

QAA subject benchmark statement (where applicable)4

This subject benchmark statement refers to bachelor's degrees with honours and master's degrees in architectural technology.

This version of the statement (2014) forms its third edition, following initial publication in 2000 and review and revision in 2007.

Subject knowledge and understanding

1. Architectural technology is constantly changing and as such the importance attached to the historical and contemporary context will also continually change. While it is acknowledged that the depth and breadth in which individual aspects are treated may vary within the nature of specific architectural technology programmes, it is anticipated that all programmes ensure that students become conversant with the main aspects relating to design, technology, management and practice within a national and international context.

2. The subject knowledge as listed is indicative and there is purposely no attempt made to prioritise weight, prescribe or balance these subjects. Inclusion of each of these subject-specific areas within a programme gives students the required skills in understanding, principles, application, analysis, synthesis and evaluation, to differing extents:

history and context, design of buildings including new buildings and alteration, extension and conservation of existing buildings

factors used to establish the fundamental link between design and the technological, environmental, cultural,

4 Please refer to the QAA website for details; available at: http://www.qaa.ac.uk/en/Publications/Documents/SBS-architectural-technology-14.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-architectural-technology-14.pdf

http://www.qaa.ac.uk/en/Publications/Documents/SBS-architectural-technology-14.pdf

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economic and social parameters

design related to architectural technology as the technology of architecture ontologies, forms, functions, concepts and contexts

design and construction process and systems efficiency, effectiveness, economic environmental sustainability and environmental impact

user and market needs, cost, quality, environmental impact, safety, reliability, appearance, fitness for purpose, life cycle, maintenance and refurbishment

legal and regulatory requirements including health and safety, litigation and indemnity insurance, business and organisation structures, continuous improvement and quality assurance techniques

science and engineering of materials and components related to design for production and performance, tectonics, design and technical guides, material certification

building services engineering, environmental science and structural engineering related to design for production and performance

project and design management, project procurement and process, construction and contract management architectural technology in relation to practice and employment

computer aided design, three dimensional modelling, information and communication technology and building information modelling, new and emerging technologies, processes, modelling, knowledge management, information management, enterprise and infrastructure architecture

building performance appraisal, investigation, diagnostics and non-destructive testing including the ongoing processes of evaluation, development, redevelopment and maintenance and the solution of related multifaceted problems and reliability engineering.

3. A systematic and broad understanding of the concepts of architectural technology is assumed prior to a student undertaking a master's degree programme of study to support their development of further in-depth knowledge and critical awareness at this level.

Subject-specific skills

1. The subject-specific cognitive skills that students are expected to have developed by the end of their honours degree programme in architectural technology are the ability to:

demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to the subject area

develop and design creative and innovative solutions

evidence an awareness of the value of knowledge in its application

make evidence-based informed judgments

apply such knowledge and understanding to solutions of a familiar and unfamiliar nature

question current and emerging theories and practice

recognise and analyse problems and plan novel strategies for their solution

demonstrate skills in the analysis, synthesis and evaluation of technological information and data

recognise and implement good practice. 2. Additional subject-specific cognitive skills demonstrated at master's

level are the ability to:

adapt and apply a methodology to the solution of unfamiliar

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problems

assimilate, evaluate and present research results objectively

apply the skills required to undertake a research project, the outcome of which is of a quality that is potentially publishable.

3. The subject-specific practical skills that students are expected to have developed by the end of their honours degree programme in architectural technology are the ability to:

use ICT independently to support previously identified cognitive abilities and skills

present architectural technology information and articulate arguments clearly and correctly, in an appropriate format to a range of audiences

produce high-quality architectural 2D or 3D presentations, artefacts or models through the application of various methodologies.

4. Additional subject-specific practical skills demonstrated at master's level are the ability to:

select appropriate techniques and procedures

show competence in the planning, design and execution of research work

work independently and be self-critical in the evaluation of risks, procedures and outcomes

use an understanding of the limits of accuracy of data and publications to inform future work.

5. The development of generic skills in communication, numeracy, ICT, working with others, improving own learning and performance, and problem solving help architectural technology graduates extend their own learning and performance. In a world that requires people to respond to and anticipate change, these skills are essential to remaining employable and flexible in future work, including self-employment. By the end of their honours degree programme in architectural technology, students are expected to have developed the ability to:

develop a strategy for using the relevant key skill over an extended period of time, and plan how this will be achieved

monitor progress, critically reflect on their performance in using the relevant skill, and adapt their strategy, as necessary, to achieve the quality of outcomes required

evaluate their overall strategy and present the outcomes from their work, including ways of further improving their skills.

6. Additional generic skills at master's level are an ability to demonstrate:

problem-solving skills including self-direction and originality

effective communication and interaction with professionals from other subjects

exercise of initiative and personal responsibility

making decisions in complex and unpredictable situations

independent learning for continuing professional development.

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Accredited by the Chartered Institute of Architectural Technologists (CIAT) for the purpose of exemptions from parts of the professional qualification when progressing to Chartered status. Accredited by the Chartered Institute of Building (CIOB), having been judged to meet the CIOB Education Framework. Prospective members holding these qualifications have full academic exemption

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and may enter CIOB membership without the requirement for an Individual Assessment.

The modules offered as part of this course have been mapped against the CIAT (2013) and CIOB (2015) Learning outcomes.

In 2016 our course also received accreditation from the Chartered Association of Building Engineers (CABE) for the purpose of Graduate Membership.

LEARNING AND TEACHING

Learning and teaching methods

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

The general approach is for individual students to be encouraged and supported to achieve their learning potential by developing their confidence through tutor-led learning during their common first year that becomes student-centred learning towards the later stages of their course, culminating in the final year where they have greater choice in the modules studied and undertake a dissertation.

The University of Brighton promotes awareness of and engagement in sustainable development through its learning and teaching, research and community and business engagement activities, and will work towards the principles of sustainable development in all aspects of its own activity.

The course has been developed using the University’s modular structure providing flexibility for student learning and for further evolution of the course to reflect advances in the subject and the demands of the architectural technology profession.

This course fosters architectural technologists ‘fit for purpose’ who are able to take up the challenges facing the profession, push the boundaries, exercise professional judgement, and understand that architectural technology is about peoples’ lives, well-being as well as outcomes and impacts on built and natural environment, community and society.

Great care is taken in devising the form of assessment and detailed feedback is provided during the progress of each module so that students can learn from their experiences and both staff and students can monitor their performance.

The main features of the strategy can be summarised as:

detailed induction procedures to introduce students to their courses;

curricula that reflect overall aims and objectives and deliver an applied course and that is informed by practice and scholarship;

formal and informal procedures for validation, delivery, monitoring and review;

modules and methods of assessment designed to establish both knowledge-base and transferable skills, that are clearly based on specified learning outcomes to test knowledge and skills, are calibrated to the level of study and are transparent and fairly applied;

progressive development of student choice and autonomy in learning.

Module Specifications

Each module specification includes the learning and teaching strategy for that module. The strategy for each module is designed by the module team with due regards to the needs of the student and then presented and justified to the 'Area’. Each student's programme thus possesses a corporate learning and teaching approach that arises from the composition of the individual module strategies. The learning and

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teaching strategy for each module is reviewed and revised where necessary through a process of module review following each completion of delivery. Revisions are undertaken in response to student performance, student views, external examiners' advice and dissemination of educational research, innovative development and industrial and professional evolution.

Students typically take the equivalent of 6 (20 credit equiv.) modules per year, three in each semester, allowing for the presence of 20 and 40 credit modules. A 20 credit module is designed to comprise 200 hours total learning time and is typically studied over a 15 (16) week semester. A typical 20 credit module comprises a combination of tutor-led contact sessions (normally two hours per week) and guided independent study (including time spent in preparing and completing assessment tasks). Students engage in a range of learning and teaching opportunities within the common core of the course including lectures, personal tutorials, laboratory classes, student-centred IT projects, small group work, workshops, computer modelling/simulation, seminars, and practical classes.

The learning and teaching strategy at Level 4 is designed to facilitate student learning in their new undergraduate academic environment such that a range of small-group opportunities including workshops, seminars, practical fieldwork and drawing studio work are used in conjunction with lectures. All mathematical and statistical learning in the compulsory modules at levels 4 and 5 combine lectures, workshops and tutorial methods in each week in equal measure.

A compulsory European fieldtrip or a ‘Constructionarium/Construction Live’ type applied fieldtrip experience at Levels 4 provides an opportunity for guided investigations within small groups and in environments substantially contrasting to the typical classroom/laboratory scenario. Generally, learning and teaching methods at Level 5 are designed to encourage greater analytical and applied skills and thereby making greater use of case study and workplace investigations, student-led seminars, and reflective participation in workshops.

Learning and teaching opportunities based on student-centred learning increase further with progression to Level 6 of the course, highlighted in the core 40-credit, Independent /Dissertation Research Project. This is a substantially independent research project negotiated, designed and completed in collaboration with an individual tutor.

ASSESSMENT

Assessment methods

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

The BE programmes provide opportunities to choose tasks from an appropriate field of different but equivalent assessment task/types; either formative and/or summative, at least once during each level of study. Offered in both core modules and optional modules this measure is designed to increase opportunities for assessment optionality, where appropriate. Modules including/offering this opportunity within their assessment regime have been highlighted in the Programme Specification. For Architectural Technology, these modules are: BE415, BE535, BE637; further details can be found in the Module Descriptor under either the Teaching and learning activities section (for Formative Assessment) or Assessment tasks section (for Summative Assessment). This system provides opportunities for Inclusive assessment practice; providing choice for assessment to students.

A variety of forms of assessment are used across the three levels of the degree programme to demonstrate ability in a range of skills. The following definitions are included within the Built Environment & Civil Engineering Division Student Handbook issued to all students:

Examination/Test (including open book, seen and unseen examinations): a demonstration of knowledge, understanding, analytical skill and ability to apply knowledge.

Essay: a demonstration of understanding and analytical and written communication skills.

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Project: (including individual, group work and Level 6 project): a demonstration of independent research skills and written communication skills.

Report: (including laboratory reports and field reports): a demonstration of reporting and written communication skills. Laboratory reports additionally demonstrate laboratory skills whilst field reports demonstrate field and group research skills.

Seminar presentation: a demonstration of knowledge, understanding, verbal communication, presentation skills, and ability to respond to questioning.

Debate: a demonstration of knowledge, understanding, verbal communication, and ability develop arguments in response to expressed views.

Presentations / Poster presentation: a demonstration of knowledge, understanding, and written and visual communication skills.

Portfolio (including article reviews): a demonstration of reflective engagement in workshop activities, reflective reading skills, and written communication skills.

Other methods (including assessment methods such as mapping and bibliographic writing exercises).

A number of transferable skills, such as self-motivation and communication, team working is embedded within the primary modes of delivery of learning and is not necessarily separately assessed. However, satisfactory achievement of the learning outcomes requires that such skills are developed to an appropriate level.

Assessment criteria

Indicative criteria used for assessment and grading are shown in Appendix 1, mapped against award classification (as identified within University of Brighton General Examination and Assessment Regulations). These criteria are included within the Built Environment & Civil Engineering Division Student Handbook issued to all students. Where criteria for specific items of assessment differ from these requirements, full details are published within the module hand-outs issued to students.

Learning Outcome Assessment

method

Module Number

of credits

Knowledge and Theory

Review and evaluate the context, procedures

and the practices (including current issues

and problems) within the built environment

that architectural technologists seek to

control, direct and harness the forces that

impact upon the built and natural environment

Examination,

coursework, portfolio,

laboratory report,

fieldwork reports,

presentation, Final

year dissertation

BE415, BE435,

BE436, CE412,

BE515, BE516,

BE535, BE536,

BE635, BE637,

BE695

280

Apply the tools and techniques used in

architectural technology, by initially engaging

with the processes, aims and objectives

within the built environment and by

understanding the methods that architectural

technologists use to facilitate, manage and

improve the design and construction

processes in compliance with the codes

Examination,

coursework-

portfolio, fieldwork

report, presentation.

BE435, BE436,

BE535, BE536,

BE575

BE635, BE637

180

Demonstrate a high level of expertise in

architectural technology, which they may

pursue throughout their careers through

future programmes of lifelong learning within

a design, technical, business, social and

legislative context.

Examination,

coursework-



BE415,

BE515, BE535,

BE575

BE635, BE637

140

Intellectual Skills

Develop a reasoned and critical argument

through the integration and interpretation of

Examination,


laboratory report,

BE435, CE412, BE535,

BE635, BE637,

180

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primary and secondary materials and

demonstrate the capability to practically and

realistically apply them into actual settings

fieldwork reports,

presentation, Final

year dissertation

BE695

Develop methodologies for appraising project requirements and provide technical, and technological design and construction solutions for buildings and evaluate their proposed solutions

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE435, BE415,

BE515,

BE695, BE635, BE655

160

Apply the skills of problem analysis; the preparation and presentation of solutions, and the defence of these within their peer group and invited external evaluators

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE415,

BE515, BE535,

BE635, BE637, BE695

160

Develop the ability to work with peers and to

contribute to group activities;

Examination,

coursework-



BE415, BE515,

CE412,

BE535,

BE635, BE637

140

Expand the student’s knowledge base

through individual research and reading and

contribute this to the knowledge pool of the

cohort.

Examination,

coursework-



BE415,

BE515, BE535,

BE635, BE637,

BE695

160

Generate research questions and identify and

use appropriate methods in reaching and

reporting conclusions;

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE535,

BE635, BE637,

BE695

120

Critically evaluate evidence, ideas and theoretical standpoints within a breadth of architectural design and technology solutions;

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE535, BE635, BE637, BE695

120

Undertake a deeper approach to learning and

understanding;

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE435, BE637, BE695

120

Demonstrate an understanding of the

constructed and dynamic nature of

knowledge

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE535,

BE635, BE637, BE695

120

Discipline-specific skills

Source, collect, interpret and synthesise

Examination,


laboratory report,

BE435, BE415,

CE412, 180

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different types data and information

pertaining to the broader context e.g. climate,

access, etc., as well as the immediate context

of the building i.e. site, soil, etc., building

design, technology and construction

information, data and records encompassing

the role of the architectural technology for

construction professionals.

fieldwork reports,

presentation, Final

year dissertation.

BE515, BE535,

BE635, BE637,

Gather and present evidence from primary

and secondary sources to support and

develop proposals for design, technological

and constructability solutions for buildings.

Examination,


fieldwork reports,

presentation, Final

year dissertation.

BE435, BE415,

BE515, BE535,

BE637, BE635

160

Prepare effective drawings and diagrams

using appropriate approaches, tools,

techniques and technologies and understand

the application of contract administration for

new build and refurbishment projects as a

design and technology manager/team

coordinator.

Coursework,


reports, presentation.

BE435, BE436,

BE415, CE412,

BE515, BE535,

BE536, BE516,

BE635, BE637,

240

Work and manage people safely and

effectively in laboratory and field contexts in

compliance with Health, Safety and Welfare

regulations

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE415, BE435, BE436, CE412, BE515, BE535, BE637, BE695, BE635

240

Understand the basic theoretical,

philosophical and methodological issues

relating to qualitative and quantitative

research and demonstrate the ability to apply

them into given contexts and problems.

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

CE412,

BE516,

BE637, BE695

120

Understand the processes of knowledge

generation as well as knowledge application

in the disciplines broadly pertaining to the

built environment and more specifically within

architectural technology context and

discipline.

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE415, BE435, BE515, BE535, BE637, BE695, BE635

200

Identify built environment problems or issues through their architectural technology subject-specific insight and knowledge, to investigate them through appropriately planned, designed and implemented research projects, and to present the findings as project report using reasoned argument to offer design, technical and technological solutions and to draw clear and analytical conclusions.

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE415, CE412,

BE515, BE535, BE575, BE637, BE695, BE635, BE636

220

Transferable skills

Communicate ideas and arguments

effectively through written, verbal, graphical,

simulation and modelling skills.

Examination,


laboratory report,

fieldwork reports,

presentation,

BE535, BE575,

BE637, BE635,

BE636

120

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Collect, record, analyse and present data of various forms using appropriate analytical tools, techniques and methods.

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE436, BE415, CE412,

BE515, BE535, BE536, BE516,

BE637, BE695, BE635, BE636

260

Study and learn independently, to take

responsibility for the management of their

independent investigation and learning, and

to plan time effectively

Examination,


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE415,

BE515, BE535,

BE635, BE636

BE637, BE695

180

Work and communicate effectively as part of

a team;

Coursework,

portfolio, laboratory

report, fieldwork

reports, presentation.

BE415,

BE515, BE535,

BE637, BE635

120

Demonstrate competence in the use of

appropriate IT packages to find, explore,

develop and present numbers, text and

images, to develop solutions and to

comparatively and critically analyse them.

Coursework,


reports, poster

presentations, verbal

presentation.

BE435, BE436,

BE415,

BE515, BE535,

BE536, BE516,

BE575,

BE637, BE635,

BE636,

260

Use appropriate techniques for job-seeking

and information acquisition for life-long

learning

Coursework,


reports, poster


presentation.

BE415,

BE515,

BE637, BE695, BE636

140

Appreciate the broader environmental and

academic contexts of their learning. Coursework,


reports, poster


presentation.

BE415,

BE515, BE535,

BE536, BE516,

BE635, BE636, BE637, BE695

220

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University Welcome Week

The University of Brighton Student Contract:

https://www.brighton.ac.uk/studying-here/student-contract.aspx

Extensive library facilities, which include:

Extended opening hours (until 2am each day during the Autumn

term and 24 hours during Spring and Summer terms)

Help Desk - enquiries, IT support

Information Adviser, Joyce Storey and Edward Boyden Assistant

Information Adviser who support the School

The Online Library web portal providing access to thousands of

full text electronic journals, databases and e-books which are

accessible 24/7

Resource discovery tools - OneSearch, library catalogue

Individual study spaces, equipped with network points for

https://www.brighton.ac.uk/studying-here/student-contract.aspx

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personal laptops, and bookable group study rooms

Wireless access throughout the whole library

Open access PCs, loanable laptops, colour and black and white

networked printing, scanning and photocopying facilities

High-specification PCs providing access to more specialised

software

PC Booking System

Computer pool rooms (including workstations and network points for personal PCs in the Aldrich library). All are linked to the University network and SuperJANET services and have daily user support help desk.

Email, file storage, studentcentral (virtual learning environment), UniCard and free access to Microsoft Office 365 for the duration of studies

Student Services, which includes:

Chaplaincy

Childcare facilities

Counselling service

Disability and Dyslexia Team

Student Advice Service (finance, immigration, international

student support)

Student Support and Guidance Tutor

A service that provides confidential and non-judgmental support

and advice to students across a range of academic, personal,

financial and other issues. Provides direct support through

informal drop in sessions and one-to-one meetings and guidance

on accessing further help

Personal Academic Tutor

Accommodation Office

Careers Service (including Graduate Toolkit, Active Student volunteering,

Work Placements)

Student Charter (relationship between the university, the students union and students)

Course-specific

Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Handbooks and Guidance NotesE-Copy of Course Handbook

E-Copy of Built Environment & Civil Engineering Division Skills Handbook

Project Handbook (BE341) including guidance on research ethics

Guidance Notes for Fieldwork and Laboratory Safety

Placement Guidelines

Academic and Administrative Support

Course Leader who monitors academic and personal progress of students on the course.

Personal Tutors for personal and academic support.

School of Environment & Technology Student Support and Guidance Tutor (SSGT) service that provides confidential and non-judgemental support and advice to students across a range of academic, personal, financial and other issues. SSGT tutors also provide direct support through informal drop-in sessions and one-to-one meetings and guidance on accessing further help.

Studentcentral that hosts supplementary learning resources in support of modules as well as providing links to additional resources.

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School administrative support for module registration.

College and Built Environment & Civil Engineering Division Placement Support officers.

Students on Placement during their Sandwich year receive several planned visits from a designated Placement Tutor to support learning and progress in the workplace

Information Adviser who works with staff and students to facilitate access to learning resources available through the Online Library and in Aldrich Library.

Learning Technology Adviser who works with staff and students to enable access to, and use of, Information Technology facilities

Specialist Facilities

Computing and Laboratory Facilities:

School of Environment and Technology Computer Suites containing 165 networked terminals running software suite for computer aided drafting and design (Autodesk AutoCAD Architecture, ArchiCAD), building information modelling (Autodesk Revit, Navis Works), structural analysis and design (SAP2000), rock mechanics (including the programs: Phase2, Dips, Unwedge, Rocfall, Rockplane, Slide, Swedge, Rocksupport, Rocdata, Examine2d), CRISP (FE analysis), GIS (ArcView 3.2), energy analysis and CFD (IES, ANSYS Fluent, EnergyPlus) and other software (Matlab, Power Project, Oasis, Hevacomp, Pertmaster, ASTA, Adobe Photoshop, Dreamweaver, Microsoft Office, Rhino, Solidworks).

Concrete Laboratory with curing and testing facilities

Geotechnical Laboratory with drying ovens, sediment sieving facilities, top pan balances, tri-axial testing and shear box equipment, ring sheer apparatus and a dedicated creep laboratory.

Geotechnical Centrifuge for simulating ground changes through time.

Materials Testing Laboratory that includes three hydraulically powered actuators capable of delivering loads in both compression and tension up to 200kN.

Structural Dynamics Laboratory which includes shakers, model hammer acquisition systems and a 0.5 x 0.5 m shake table.

A drawing studio with 50 drawing tables

A modelling laboratory for the preparation of scale models.

Environment & Public Health Laboratory, seating up to 10, equipped with bench top spectrophotometers for basic water chemistry, membrane filtration equipment, balances, incubators, centrifuge, UV cabinet and sterilisation equipment for public health microbiology procedures.

Dedicated Geology Laboratories, with 3 Nikon research-quality petrological microscopes (1 with Nikon SLR camera, 2 with Nikon video camera attachments and monitors), 38 petrological teaching microscopes, extensive rock and fossil samples, extensive teaching thin-section collection, and 4 computer terminals.

Hydraulics Laboratories, with 16m x 0.5m wave flume, Armfield 10m x 0.4m recirculating wave flume, Gunt 10m x 0.4m sediment flume, Armfield 5m x 0.3m flume and two Gunt 2.5m x 0.1m narrow flumes with plate weirs.

Environmental Simulation Laboratory with 6m x 4m hydraulic stream table.

Access to 3D scanners, laser cutters and 3D printers.

Extensive range of Surveying equipment including automatic levels, total stations, dGPS and environmental monitoring equipment.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

The full time course is studied over 3 years of 31 weeks per year. The academic year is divided into two semesters, of fifteen or sixteen weeks. An optional Sandwich year (normally 48 weeks of study) may be undertaken between Levels 5 and 6 (Years 2 and 3 for full time study). Study is undertaken at Levels 4, 5 and 6 of the national qualifications framework, and is divided into modules. The standard value of a module is 20 credits (equivalent to 200 hours learning) and the structure allows the use of multiples of this (for example the Level 6 individual project module is awarded 40 credits/400 hours). Full-time students study for 120 credits (6 module equivalents) each year, beginning at Level 4 and progressing through Levels 5 and 6. A student must obtain 120 credits at each level before progressing to the next Level.

The Course conforms to the University's modular framework. Students may graduate after three years of full-time study or its equivalent in other modes of attendance. A Foundation Year is offered for entrants who require further preparation for Level One studies. Intermediate exit points exist at certificate level (equivalent to one year of full-time study), and diploma level (two years full-time study). A supervised work experience may be undertaken during a placement year in industry leading to an award 'in the sandwich mode'

The aims of each Level are as follows:

Cert HE will:

Provide students with a balanced programme of study spanning topics of design, construction and environmental factors affecting the built environment;

Provide students with a sound understanding of core concepts across the breadth of the subject;

Introduce students to a range of geographical skills including fieldwork, laboratory and IT, together with transferable skills including oral and written communication, teamwork, interpretation and analysis of qualitative and quantitative data, critical analysis and problem-solving;

Provide an opportunity for students to develop additional skills in areas such as languages, science and environmental studies.

Dip HE will additionally:

Allow students to develop a deeper knowledge and understanding of concepts and principles in chosen areas of the discipline;

Introduce students to the critical evaluation and application of core concepts in new contexts;

Provide students with an appreciation of the processes of knowledge generation within the discipline;

Introduce students to the process of research design and implementation in small groups;

Provide students with an opportunity to place their subject-specific and wider learning within the context of employment opportunities and career planning.

BSc Hons will additionally:

Enable students to study advanced aspects of chosen areas of the subject;

Enable students to develop greater independence in their learning;

Provide students with an opportunity to understand and evaluate different approaches to solving contemporary problems in chosen areas of the subject;

Require students to design, implement and communicate the results of an independent specialist research study on a topic of their choice.

Programmes Of Study - Programmes of study are divided into Levels Four, Five and Six (equivalent to the years of a traditional full-time Honours Degree) with students being required to study a combination of 20 credit and 40 credit modules up to 120 credits per level. A programme of study for the Honours Degree consists of a set of modules to the value of 360 credits, which meet the requirement as regards content, sequencing and level for the Course. In addition students may study up to 120 credits of Foundation Level modules in preparation for Level Four. Students should normally complete Level Four within three years of being admitted to the course and Level Six within five years of entering Level Five.

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New or revised modules may be included after being validated on an individual basis. The listing of a module as optional/acceptable does not guarantee its availability to an individual student; this will depend on time-tabling logistics and viable class size. All Compulsory Modules will be available to students.

Modes of attendance - The University's standard academic year is divided into two equal semesters. Each module is expected to require six hours of study per week which when combined with a notional 36 hour-week, means that six modules can be studied at any time in the full-time mode.

Level Four Studies:

Normally; Part-time students study three modules per semester. Completion of three/four modules per year by part-time study offers the expectation of the completion of a degree programme in six years, requiring a reasonably long-term commitment to study. Students wishing to pursue less than six modules per year will be counselled on their expectations. Part-time study may require attendance at the university on more than one day per week

The course permits students to study in a mixed mode of attendance. For example, a student may enter as a full-time student and due to personal circumstances, or the requirement to repeat modules, may become part-time for some or all of the remainder of the programme.

120 credits at Level 4 or above

Level Four modules provide students with a thorough grounding in the areas of knowledge fundamental to architectural and construction studies and to develop those personal skills which are essential for their later studies and future careers.

The basic principles underlying building technology, information technology, construction materials, the built environment professions, law, mathematics and economics are established with the option of language studies.

All modules at this level will be studied with students from other disciplines such as Building Surveying, Construction Management and Project Management for Construction offering the opportunity for cross-course transfer following successful completion of level 4.

Level Five Studies:

240 credits including at least 120 credits at Level 5 (including all compulsory modules).

Level Five modules further develop students' analytical, problem solving and communication skills and prepare them for the industrial placement and the final year. The learning methods are similar to those of earlier semesters, although moving significantly towards case-study work.

Modules further develop the students' understanding in the areas of building technology, surveying, and engineering and scientific design and construction of buildings. A particular feature is the development of skills in the modelling, planning, construction information, technology, and control of human and other resources. Other modules further develop understanding of design and construction and continue the study of law and management. All compulsory modules require students to use information technology for data analysis and communication.

The programme contains modules which are I.T. based and designed specifically to introduce students to current industrial practice and for preparing for work experience and further advance studies in the area of CAD

Some modules at this level will be studied with students from other disciplines such as Architectural Technology, Construction Management, Project Management, Building Surveying and Building Studies offering the opportunity for cross-fertilisation which should enrich the experiences of all students.

Level Six Studies:

360 credits including at least 100 credits at Level 6 (including all compulsory modules plus the Honours Project)

Level Six studies are characterised by the analysis, synthesis and optimisation of the whole design process. Many of the modules are delivered through case studies supported by workshops, seminars

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and individual and group coursework activities.

The wider range of optional modules at Level Six allows each student to take greater control of the direction of the course by studying a greater number of business or environmental or management subjects.

The Honours Project allows each student to pursue a construction-related topic in depth. The topic may be associated with any of the compulsory modules studied on the course, although students are encouraged to pursue their projects in areas akin to the research areas of staff. A student must make a well argued case for approval by the Course Leader if he or she wishes to follow a topic which is not strongly related to the modules on the course.

Classification of the BSc (Hons) award The algorithm for Honours Degree classification includes a total of 240 Credits at Levels Five and Six, and includes all compulsory modules. At least 100 of these 240 must be at Level Six (including the Honours project) The Course Examination Board will use the formulae in Table 2 to calculate the final mark to two decimal places (maximum = 100). A conventional scale is used to relate the final mark to the Honours classification.

Table 1: Architectural Technology 2017

Level 4

Sem 1

BE415

Introduction to the Built Environment

BE435

Building Technology and Design

BE436

Indoor Environment & Building Services 1

BE475

Land and Construction Surveying

CE412

Construction Materials

Sem

2

Level Sem 1

BE516

Cost & Contract Administration

BE535

Construction Methods & Technology

BE536

Indoor Environment & Building Services 2

BE575

Building Information Modelling

BE515

Built Environment Professional Practice

Sem 2

BE537

Architectural Technology

Level 6 (P)

Sem

42 weeks

Optional Placement Year

BE 675 Industrial Placement Year (for sandwich mode)

Level 6

Sem 1

BE695

Dissertation Honours Project (40 credits)

BE695

Advanced Architectural Technology

(40 credits)

Optional One of:

BE635 Project

Planning & Analysis

BE655 Building

Pathology & Life Care

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Sem 2

OR

Optional One of:

BE636

Sustainable Construction

GY631 Environmental Impact Assessment

Level5

Module code

Status Module title Credit

4 BE415 C Introduction to the Built Environment 20

4 BE435 C Building Technology and Design

40

4 BE436 C Indoor Environment & Building Services 1 20

4 BE475 C Land & Construction Surveying 20

4 CE412 C Construction Materials 20

5 BE515 C Built Environment Professional Practice 20

5 BE516 C Cost and Contract Administration 20

5 BE535 C Construction Methods and Technology 20

5 BE536 C Indoor Environment and Building Services 2 20

5 BE537 C Architectural Technology 20

5 BE575 C Building Information Modelling 20

6 (P) BE675 O Industrial Placement Year 0

6 BE635 O* Project Planning and Analysis 20

6 BE636 O* Sustainable Construction 20

6 BE655 O* Building Pathology and Life Care 20

6 BE637 M Advanced Architectural Technology 40

6 BE695 M Honours Project 40

6 GY631 O* Environmental Impact Assessment 20

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

5 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits6 Minimum credits7 Ratio of marks8: Class of award

Final BSc (Hons)

Architectural Technology 6 Total credit 360 Minimum credit at level of award 90

Level 6 and level 5 marks in ratio 75:25

Honours degree

Final BSc (Hons)

Architectural Technology (Sandwich)

6 Total credit 360 Minimum credit at level of award 90


Honours degree (Sandwich mode)

Intermediate BSc Building Studies 6 Total credit 300 Minimum credit at level of award 60


Degree

Intermediate DipHE Building Studies 5 Total credit 240 Minimum credit at level of award 90

Level 5 marks Not applicable

Intermediate CertHE Building Studies 4 Total credit 120 Minimum credit at level of award 90

Level 4 marks Not applicable

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate9 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

6 Total number of credits required to be eligible for the award. 7 Minimum number of credits required, at level of award, to be eligible for the award. 8 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 9 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised: 2010 of 22

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

In line with the University of Brighton General Examination and Assessment Regulations (GEAR).

Students may be permitted to study up to ONE module, usually other than those which are a normal component of the course, either one Level above or one Level below current Level of study. Students would not be permitted to include a Level 4 module in a Level 6 programme, except in the exceptional case of a L4 language module being part of a language course that a student is continuing at L6.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board