UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Sustainable Design Project (AR830)
2.
School which will be responsible for management of the module
Kent School of Architecture
3.
Start date of the module
Spring 2012
4.
The cohort of students (onwards) to which the module will be applicable
September 2012 entrants onwards
5.
The number of students expected to take the module
4-25
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
N/A
7.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
[M]
8.
The number of credits which the module represents
30 credits
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring term
10. Prerequisite and co-requisite modules
Prerequisite: all term1 (autumn) modules of the MSc programme
Co-requisite: all other modules on the MSc Architecture and Sustainable Environment.
11. The programme(s) of study to which the module contributes
MSc Architecture and Sustainable Environment
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
A Students shall demonstrate an ability to analyse the macro and microclimate of a site
and produce an appropriate response. [relates to programme learning outcomes A5,
B2 ]
B Students shall demonstrate a systematic understanding of the impact of building
orientation, form and massing on the internal environment and energy use. [relates to
programme learning outcomes B3]
C Students shall demonstrate a good understanding of the differing environmental
control requirements for buildings depending on building type and the climate and region
in which they are located. [relates to programme learning outcomes A6]
New module specification approved by Faculty 8 June 2012
UNIVERSITY OF KENT
D Students shall demonstrate an ability to use theoretical knowledge and prediction
methodologies to create appropriate design strategies. [relates to programme learning
outcomes A3, B4, C1, C2]
E Students shall demonstrate an ability to understand, analyse and reflect upon their
design with respect to the internal environmental conditions created in a particular
climate and location. [relates to programme learning outcomes C4]
F Students shall demonstrate an ability to work in design teams which take into account
the approaches and the needs of different professional disciplines.. [relates to
programme learning outcomes C5]
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
A Students shall demonstrate an understanding of advanced research principles, the
ability to analyse source materials, and form original hypotheses. [relates to
programme learning outcomes D2]
B Students shall demonstrate the ability to produce sophisticated and imaginative
solutions to demanding problems. [relates to programme learning outcomes D3]
C Students shall demonstrate the ability to conduct project work independently or within
a team of research collaborators. [Relates to Programme Learning Outcomes D4-5]
14. A synopsis of the curriculum
Students explore passive means of environmental control to achieve low energy and
comfort under varying climatic conditions. Advanced techniques and methodologies for
analysis of local climatic conditions, site, and building proposals lead to the development
of environmental design strategies.
The influence of materials, form and construction on environmental performance is
examined with reference to precedents and benchmarks.
Students prepare proposals, firstly in the form of design strategies, for creating comfort in
a hostile external environment. Orientation, shading requirements, thermal mass etc will
need to be considered. A clear and rigorous rationale for the design strategies will form
part of this work
The main task for students is to prepare environmental design strategies and design
proposals for a low-energy building to meet the highest sustainable design standards.
15. Indicative Reading List
Clegg, Peter et al. (2007) Feilden Clegg Bradley: the environmental handbook. The Right Angle.
Hindrichs, Dirk U and Daniels, Klaus (eds). (2007) Plus minus 20°/40° latitude: subtropical building
design in tropical and sub tropical regions. Basel: Birkhauser.
Hyde, Richard. (2000) Climate responsive design: a study of buildings in moderate and hot humid
climates. Taylor & Francis.
Kwok, Alison and Grondzik, PE. (2011) (2nd ed). The green studio handbook: environmental
strategies for schematic design. Oxford: Architectural Press.
Lechner, Norbert. (2008) (3rd Ed). Heating cooling and lighting – sustainable design methods for
architects. Wiley.
New module specification approved by Faculty 8 June 2012
UNIVERSITY OF KENT
O’Cofaigh, Eoin (1996) (Energy Research Group, University College Dublin.) The climatic
dwelling: an introduction to climate responsive residential architecture. James and James.
Thomas, Randall. (2002) Sustainable design: an environmental approach. Spon.
16. 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
Lectures and Workshops
1hrs x 9 = 9
12: A, B, C, D, E
Part-Directed learning
Seminars/Tutorials
2hr x 9 = 18 hrs
12: A, B, C, D, E
13: A, B
Presentation/ Crit
6hrs x 1 = 6 hrs
Individual learning
267
Total
300
12: C
13: A, B
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The module will be assessed by 100% coursework.
Design strategies – this will be in the form of a report including annotated diagrams and
related notes – analysing climatic/environmental conditions and making design strategy
proposals for creating comfort in a hostile external environment. Orientation, shading
requirements, thermal mass, etc. will need to be considered. A clear and rigorous
rationale for the design strategies will form part of this work. The report will have a word
count of approximately 2000 words in addition to diagrams and illustrations.
Design proposals – this will be in the form of environmental design strategies and
detailed design proposals for a building which maximises the potential, and demonstrates
the application, of sustainable design principles. The design proposals will be presented
at a crit – a semi-public forum – in front of tutors, guest critics and fellow students.
Following each student’s presentation there will be questions, comments and criticism
from the panel and assembled peers. Students will submit a copy of their crit
presentation, including all data and drawings, for assessment.
Assessment Method
1 Design strategies – 20% of
module mark
Learning Outcome:
12: A, B, C, 13: A
12: C, D, E
2 Design proposal – 80% of
module mark
New module specification approved by Faculty 8 June 2012
13: B
UNIVERSITY OF KENT
18. Implications for learning resources, including staff, library, IT and space
Staff and other resources are available to teach this Module. Both the physical and
online library collection have been expanded significantly over the last few years and
continue to be enhanced.
19. 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.
20. Campus(es) where module will be delivered
Canterbury
Director of Graduate Studies (delete as applicable)
Date
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"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
New module specification approved by Faculty 8 June 2012