UNIVERSITY OF KENT
KENT SCHOOL OF ARCHITECTURE
Module Specification
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The title of the module
Rediscovery – Understanding Historic Buildings and past environmental technologies.
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The Department responsible for management of the module:
Kent School of Architecture
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Start date of the module:
September 2012
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Number of students expected to take the module:
4-25 students: 100% of the MASE cohort.
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Modules to be withdrawn on introduction of proposed module:
None
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The level of the module:
Masters
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The number of the credits that the module represents:
30 credits
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Which term(s) the module is to be taught in:
Autumn Term
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Prerequisite and co-requisite modules:
Prerequisite for Part Time/Co-requisite for Full-Time students: Module Principles of
Environmental Design
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The programmes of study to which the module contributes:
MSc in Architecture and Sustainable Environment
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The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students shall:
A. gain a comprehensive understanding of the history of environmental design in architecture, including
the role of the natural sciences and technology in its development. A4
B. gain a critical understanding of the specific cultural and historical context of environmentally driven
innovation today and in the past. A6, 11-2
C. acquire an in-depth knowledge of the environmental design strategies and technologies used in
historic building, including the post-war building stock. A4, C2, 11-3
D. demonstrate an ability to use of historical research methods in the study of historic buildings from an
environmental perspective. A-4, 5, B 1, 2, 3
E. demonstrate an ability to analyse the environmental behaviour of historic structures and the
efficiency of past environmental technologies, using modern scientific methods. A3, 4, 6, 11-1, 4
F. demonstrate an in-depth knowledge of building science and its application to the analysis of historic
structures and environmental technologies. A3, 4, 6, B4, 11-4
G. acquire a comprehensive understanding of cross-disciplinary and collaborative approaches to the
study of historic buildings. B1, C5, 6, 11-7, 9
New module specification approved by Faculty 8 June 2012
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The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Student shall:
A. demonstrate a comprehensive understanding of the methods used in historical research, such as
the gathering and interpretation of historic material, the reconstruction of events or evolution of a
design. D2, 3
B. demonstrate the ability to analyse scientific and technical data, D 2
C. acquire a comprehensive understanding of cross-disciplinary and collaborative ways of working. D1,
4
D. acquire the ability to produce research papers at a publishable standard, reflecting an awareness of
the implication of writing for specialist and non-specialist readers. D1, 2
E. demonstrate the ability to communicate their research through oral and visual (e.g. posters,
diagrams, animations) presentations to specialist and non-specialist audiences. D1, 2
F. ability to conduct project work independently or within a team of research collaborators. D4, 5
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A synopsis of the curriculum
In this module students will explore the environmental dimension of historic buildings and
evaluate past environmental technologies and strategies, through a combination of historical
research and technical analysis.
Student will be given two research based projects. In Assignment 1, which accounts for 25% of
the total mark for this module, students are asked to research into the historical and cultural
context of environmentally driven innovation in architecture. Students will explore the specific
motivations and historical circumstances that have been driving the development of
environmental technologies and scientific principles today and in the past.
In Assignment 2, which accounts for 70% of the mark for this module, students will be asked to
conduct a detailed environmental design case study of a historic building or environmental
technology, combining historical research and technical analysis. Students have the choice to
select from a number of case studies chosen by the module convenor or to study a building of
their own choice. Students will conduct a piece of historical research with the aim of gaining a
detailed understanding of the original environmental design intentions behind a particular
historic building and the environmental technologies and control regimes deployed to achieve
these objectives. Although each student will be assessed on individual pieces of work, the
students are encouraged to work in cross-disciplinary teams of 2 to 4 students.
Assignments 1 and 2 will be assessed on the written papers and oral presentations (see
section 15 for details)
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Indicative Reading List
Specific reading will be generated by the particular nature of the brief which will vary from year
to year but might include the following:
Anay, Hakan, On the relevance of Karl Popper’s evolutionary epistemology for architectural
education, proceedings of 1st International CIB Endorsed METU Postgraduate Conference Built
Environment & Information Technologies, (Ankara: 2006), pp. 137-46.
Banham, Reyner, The Architecture of the Well-Tempered Environment (Chicago: University of
Chicago Press, 1969)
Brucemann, Robert; Prowler, Donald, ‘19th Century Mechanical System Designs’, JAE, Vol. 30,
No. 3 (Feb., 1977), pp. 11-15.
Bruegmann, Robert, ‘Central Heating and Forced Ventilation: Origins and Effects on
Architectural Design’, Journal of the Society of Architectural Historians , Vol. 37, No. 3 (Oct.,
1978), pp. 143-160.
Cohen, R. S. Hegel And the Sciences (Dordrecht: D. Reidel , 1984)
New module specification approved by Faculty 8 June 2012
Estoque, Justin, ‘Heating and Cooling Robie House’, APT Bulletin , Vol. 19, No. 2 (1987), pp.
38-51.
Griffin, Fritz; Millet, Marietta, Shady Aesthetics, Journal of Architectural Education, Vol. 37, No.
3/4, Energy (Spring - Summer, 1984), pp. 43-60
Hewitt, Mark Alan, ‘Architecture for a Contingent Environment’, Journal of Architectural
Education (1984-) , Vol. 47, No. 4 (May, 1994), pp. 197-209.
Hughes, Jonathan, ‘Hospital-City’, Architectural History, Vol. 40, (1997), pp. 266-288
Margolis, Joseph, History, Historicity And Science (Aldershot: Ashgate, 2006)
Willmert, Todd, Heating Methods and Their Impact on Soane's Work: Lincoln's Inn Fields and
Dulwich Picture Gallery, Journal of the Society of Architectural Historians, Vol. 52, No. 1 (Mar.,
1993), pp. 26-58.
Popper, Carl, The Logic of Scientific Discovery (London: Hutchinson, 1959)
Porteous, Colin, The new eco-architecture: alternatives from the modern movement (London:
Spon Press, 2002)
Hawkes, Dean, The Environmental Tradition: studies in the architecture of environment
(London: Taylor & Francis, 1996)
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Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes.
What you do
How long you do it for
How this relates to the learning
outcomes of the module
Directed learning
1. Lectures
2. Seminars
9 x 1hour
3 x 4hour
11-A, B, C
11-D, E, F
B. One-to-one/ small-group tutorials
6 x 1 hour
C. Project presentations
2 x 30 minutes
11-G, D
11-E, 12-A, B, E
D. Individual learning / Individual or
group research project work
272 hours
11-A to G
Total
300 hours
New module specification approved by Faculty 8 June 2012
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Assessment methods and how these relate to testing achievement of the intended
learning outcomes. Assessment will consist of the following elements:
Assessment method
Learning outcome
Research paper I ‘Environmental Design in Context’,
2,500 words, 30% of total module marks.
The final mark will be based on the written work and oral
presentations.
11-A, B, D, E, 12-A, B, E
Research Paper II: Case Study
5,000 words, 70% of total module marks. The final mark
for this assignment will be based on the written work and
the oral presentations.
11-C to F, 12-A to E
11-E, 12-A, B, E
Implications for learning resources, including staff, library, IT and space.
Staff and other resources are available to teach this Module. The library collection has been
expanded significantly over the last two years and continues to be enhanced.
Adequate teaching and workshop spaces are available.
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As far as can be reasonably anticipated, the curriculum, learning and teaching methods
and forms of assessment do not present any non-justifiable disadvantage to students
with disabilities.
The department recognises and has embedded the expectations of SENDA, and supports
students with a declared disability or special (educational) need in its teaching, through the
establishment of Inclusive Learning Plans agreed between student, department and the
Disability Support Unit. We will liaise with the Disability Support Unit in order to provide
specialist support where needed.
Where a particular disability adversely affects a student's ability to attain one of the module
learning outcomes, the department will endeavour to ensure that alternative arrangements are
made where justifiably possible.
More specific information can be found the at University’s Disability Support Unit website
http://www.kent.ac.uk/guidance/disabilitysupport.htm
New module specification approved by Faculty 8 June 2012