UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Structural Appraisal of Historic Buildings
2.
School which will be responsible for management of the module
Kent School of Architecture
3.
Start date of the module
January 2015
4.
The number of students expected to take the module
5 - 15
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
7.
The number of credits which the module represents
30
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
MSc in Architectural Conservation
11. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of this module, students will have:
11.1 A systematic understanding of construction components in historical buildings and their
structural behaviour (A4, A7, A8),
11.2 An understanding of the causes of decay, and repair of historic buildings (A4, A7, A8, B7),
11.3 An enhancing of the ability to assess and monitor the condition of buildings, and make
proposals for their repair, maintenance, and enhancement (A2, B5, B6, B7, D4),
11.4 Provision of graphic presentation skills employed in structural appraisal and the development
of conservation strategies (C1, C3, D6).
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UNIVERSITY OF KENT
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On successful completion of this module, students will have:
12.1 Ability to critically apply theories, research and analysis in order to understand the structural
behaviour of a building (A4, A7, A8, B7, D4)
12.2 Ability to investigate and identify the extent and the cause of construction materials’ decay, by
analysing a wide range of historical documentation and interpreting data from laboratories (A4,
A7, A8)
12.3 Ability to develop a structural intervention strategy using appropriate presentation and
communication skills (B5, B6, C1, C3, D6)
13. A synopsis of the curriculum
This module explores the structural behaviour of buildings, and examines their response to
environmental phenomena. It helps the students to analyse the causes and patterns of damage in
a wide range of structures and cultivates a critical understanding of the techniques employed in the
repair and strengthening of historic buildings. A combination of lectures and laboratory analysis will
help the students to develop an advanced understanding of the properties of building materials and
their decay. The module will include lectures on materials such as stone, brick, mortar, timber, iron
and concrete. Three of these lectures will be delivered by the conservators of Canterbury cathedral
at the Cathedral’s conservation workshop. This will constitute an opportunity to observe the
methods employed in the conservation of Canterbury cathedral, examining the practical application
of a wide range of preservation techniques. The course’s assignment, a structural report on a
historic structure in Kent will provide students with an opportunity to test the skills and knowledge
gained in the lectures, articulating their findings using the relevant presentation skills.
14. Indicative Reading List
Ashurst, J. & N., Practical Building Conservation (Vols. 1-5), English Heritage Technical
Handbooks, 1988
Ayres, James, Building the Georgian City, Yale, 1998
Beckmann, Paul, Structural Aspects of Building Conservation, MCGraw Hill, 1995
Carbonara, Giovanni, Atlante del restauro, UTET, 2005, ISBN: 9788802061207
Croci, G., The Conservation and Structural Restoration of Architectural Heritage, Computational
Mechanics, Southampton, 1998
Forsyth, Michael, Structures and Construction in Historic Building Conservation: Structures and
Construction, Wiley-Blackwell, 2007, ISBN-13: 978-1405111713
Gorgon, J. E., Structures: or why things don’t fall down, Penguin, 1991
Heyman, Jacques, The Stone Skeleton: Structural Engineering of Masonry Architecture,
Cambridge University Press, 1997, ISBN13: 9780521629638
Mainstone, R., Developments in Structural Form, Allen Lane, 1975
Robson, R, Structural Appraisal of Historic Buildings, Gower, 1991
Theodossopoulos, Dimitris, Structural Design in Building Conservation, Taylor & Francis Ltd
Routledge, 2012, ISBN-13: 978-0415479462
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UNIVERSITY OF KENT
15. 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
Learning and teaching Methods
Achievement of Los
Contact Hours
Per student
Directed Learning
Lectures
12 hours
Study Hours
How this relates to the
module Learning
Outcomes
11.1, 11.2,
Lectures
Part Directed learning
Required readings on lecture topics
Students will be instructed about structural
principles and materials’ decay during
lectures in order to give them the proper
critical tools to investigate the technical
feature of historical buildings.
The students will prepare a structural report
on a historic building. The choice of building
will be agreed between student and tutor.
The subject is presented to the class as a
seminar.
Lecture topic
seminar
presentations and
discussion
12 hours
Laboratory use
6 hours
Statement seminar
presentations
6 hours
TOTAL: 36 hours
Required
readings
44 hours and
on field 44
hours
Research and
prepare
seminar topics
about case
study
88 hours
Research,
analysis and
prepare
illustrated
structural
report
88 hours
11.3, 12.1, 12.2
12.1,12.2, 12.3
11.4, 12.1, 12.2, 12.3
Individual learning
Research and reading on seminar topics
TOTAL
TOTAL: 264
hours
300 hours
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment
Method
Learning Outcome
Students will be able to:
- Structural Report for a historic
building in Kent. (100%)
11.1, 11.2, 11.3, 11.4, 12.1, 12.2, 12.3
17. Implications for learning resources, including staff, library, IT and space
Staff and resources are available to teach this Module at the University’s Canterbury
campus. The students will have access to laser scanning and survey equipment already
owned by the school. They will also benefit from the use of the laboratory of the School
of Physical Sciences, where they can carry out materials analysis. A suitable budget has
been devoted to the task of expanding Templeman Library’s collection of books on
historic structures and their conservation. Finally, a collaboration with Canterbury
cathedral will offer students the opportunity to visit this major monument and share some
of the expertise generated during its recent conservation.
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UNIVERSITY OF KENT
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered
Canterbury; Canterbury Cathedral Workshop (Broadoak site, Canterbury, CT2 0PR)
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
20. Partner College/Validated Institution
21. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme
Not applicable
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
Director of Graduate Studies
Gordana Fontana-Giusti
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
Don Gray
..............................................
.................................................................
Date
Head of School
Don Gray
…………………………………………………….
Print Name
Module Specification Template
Last updated November 2011
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