PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
MRes Adaptive Architecture and Computation
Final award (BSc, MA etc):
MRes
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2015 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Built Environment
Parent Department:
Bartlett School of Architecture
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
http://www.bartlett.ucl.ac.uk/space-syntax/programmes/mresmsc/mres-adaptive-architecture-and-computation
Method of study:
Full-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
2:2 UK Bachelor’s degree or international equivalent
Or
Degree in appropriate subject and extensive experience in the field
Or
Extensive experience in the field and special qualifying exam
See
http://www.ucl.ac.uk/prospectivestudents/graduate/taught/degrees/architectural-computation-mres
Length of the programme:
One year.
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Level 7
N/A
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:







Computational Research Projects (30 credits, mandatory) 
Group research project (30 credits, mandatory) 
Research Dissertation (60 credits, mandatory) 
Transferrable skills: research and professional (30 credits,
mandatory) assessed by coursework/seminars 
Taught Options modules (2 modules, 2x15 credits) 
assessed by unseen written examination and written coursework 
Name of Board of Examiners:
Bartlett MRes Board of Examiners
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to enable students to undertake advanced courses and independent research in
technologies, applications, and professional skills pertaining to computational techniques as applied to
architecture, through a thorough understanding of those techniques and their social and spatial consequences.
Students will be able to draw upon, in consultation with their assigned supervisor, a range of specialized
research projects and taught modules (including programming and analytical modules).These will provide
foundation training in the scientific basis of relevant computational systems, taking into account the student’s preexisting experience and future interests. The modules allow the students to further explore the details of such
systems for a range of main fields of applications as well as providing a set of transferable skills.
Specifically, that students will be able to:
1. Use computational techniques in architecture
2. Understand and predict the consequences of their design actions through computational processes, and
integrate their predictions into the design process
3. Carry out self-sufficient research into new methods and processes
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
(a) The
role
of
computation
in
architectural process and product
(b) The theory of embedded, embodied,
and adaptive architecture, including
background in cybernetics
(c) Generative techniques to create form
and function, including emergent systems
(d) Interrelationships between society,
space, and computation including
behavioural response, and the role of
interactive and responsive systems
Teaching/learning methods and strategies:
(a) and (b) Through lecture material presented mainly in 2-3
hour lecture or seminar slots, backed up by seminars.
(c) and (d) through in depth lectures and guest
lectures also following the 2-3 hour slot system
(e) through practical exposure to generative, responsive and
emergent techniques as well as through taught lecture material
(e) In depth understanding of algorithmic
techniques for computation in architecture
Assessment:
Unseen examination and written coursework, as well
as through practical exercises and presentations
B: Skills and other attributes
Intellectual (thinking) skills:
(a) Take an analytic / synthetic approach
to the investigation of research problems
(b) Be able to critically review material
such as texts, research papers as well as
their own work
(c) Take a scientific approach to research
projects by setting out research questions
and hypothesis, and answering these with
a practical or theoretical experiment
(d) Critical assessment of research
conducted via computational means.
(e) Critical assessment of the application
of technology in practice.
Teaching/learning methods and strategies:
(a) Through a series of practical projects throughout the
year, culminating in the final dissertation
(b) Through seminar sessions in taught modules,
exercises in transferrable research skill module
(c) Through stepwise introduction to the process
in all modules, setting up the final dissertation
(d) and (e) Through dissertation project supervision and
group research
Assessment:
Practical projects with presentation components, a
collaborative group research project, written
coursework and final dissertation
C: Skills and other attributes
Practical skills (able to):
(a) Use programming skills to address
architectural problems
(b) Use specific software to enhance
architectural design processes
(c) Present seminar material
(d) Listen and discuss ideas introduced
during seminars
(e) Synthesize theory and practical
application of technology in context of
research projects
(f) Formulate research questions and
appropriate means by which to
investigate them.
(g) Plan and execute research projects.
Teaching/learning methods and strategies:
(a) The main approach is practical classes, 3-4 hours
long, where a variety of teaching styles are employed:
from self-study on computers, to follow along sessions
and brief theoretical lecture components
(b) Through workshops and practical classes
(c) and (d) Through both introductory seminars and
within subject specific seminars in later modules
(e) through projects in taught modules, group project
and individual research supervision
(f) and (g) Through group and individual research
projects.
Assessment:
Practical coursework, group projects and final
dissertation
D: Skills and other attributes
Transferable skills (able to):
Ability to work in a team; lead research;
use technology appropriately; use data
and literature resources appropriately
(a) Write concise, evidence-based,
theoretically grounded reports.
(b) Effectively communicate the results of
practical investigations
(c) Create new analytic techniques and
design processes based on sound
understanding of computational theory
(d) Synthesise research results in order to
address a specific problem
(e) Form considered judgements about
the computational, spatial and social
qualities of a design through an
understanding of their interrelationships
(f) Manage projects, time and work to
deadlines
Lead research
Use data and literature resources
appropriately
Work in a team
Teaching/learning methods and strategies:
(a) Through writing essays and reports, receiving
detailed feedback and the opportunity to submit revised
work
(b) Through presentations and project work throughout
the year
(c,d,e) Through dissertation work, project reviews and
seminar interaction
(f,g,h,i) Through module coursework through the year,
collaborative group project and dedicated transferrable
skills modules
Assessment:
(a,d,e) Through a variety of written coursework and final
dissertation
(b,c,d) Through presentation of researched material and
practical investigations
(f,g,h,i) Through a series of projects throughout the year
and coursework presentation/participation in dedicated
skills modules.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: 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 each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Sean Hanna
Name(s):
Date of Production:
January 2010
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
October 2015