ARCH 7041 - Advanced Architecture Technologies (M)
North Terrace Campus - Semester 2 - 2017
-
General Course Information
Course Details
Course Code ARCH 7041 Course Advanced Architecture Technologies (M) Coordinating Unit School of Architecture and Built Environment Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge DESST 2517 and DESST 3517 Assessment Essays, written assignments, illustrated verbal presentations, preparation of variety of other graphic, visual and physical model-based materials Course Staff
Course Coordinator:
Associate Professor Veronica Soebarto
Room 461, Architecture Building
Phone 8313 5695; Fax 8303 4377
Email: veronica.soebarto@adelaide.edu.au
Office hours: Thursday 3-4 pm
Tutors:Julian Rutt, jrutt@adam.com.au
Course Timetable
The full timetable of all activities for this course can be accessed from .
-
Learning Outcomes
Course Learning Outcomes
LEARNING OUTCOMES
On successful completion of this course, students will be able to:- Identify and explain environmentally-responsible principles and technologies that are applied in existing multi-storey buildings
- Perform environmental assessments of a multi-storey building design using a computer simulation program.
- Apply environmentally-responsible principles and technologies and relevant 最新糖心Vlogn Code and Standards to improve the environmental performance of a multi-storey building
最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-3 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1-3 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1-3 -
Learning Resources
Required Resources
All students must access and download the course material from MyUni site of this course (www.myuni.adelaide.edu.au).
RECOMMENDED RESOURCES
ASHRAE (2010). ASHRAE Green Guide. The Design, Construction and operation of Sustainable Buildings. 3rd Edition. American Society of Heating Refrigerating and Air-Conditioning Engineers, Inc.
Attman, O. (2010). Green Architecture: Advanced technologies and materials. Mc Graw-Hill, New York.
Baird, G. (2010). Sustainable Buildings in Practice. What the Users Think. Routledge, London.
Carmody, J., Selkowitz, S., Eleanor, L., Arasteh, D., and Willmert, T. (2004). Windows Systems for High-Performance Buildings. Norton & Company, Inc.
Edwards, A. (2010). Thriving Beyond Sustainability. Pathways to a Resilient Society. New Society Publisher, Canada.
Hyde, R. (2013). Sustainable retrofitting of commercial buildings: Warm climates. Routledge, London.
Jodidio, P. (2009). Green Architecture Now. Taschen, Germany.
Keeler, M. and Burke, B. (2009). Fundamentals of integrated design for sustainable building. John Wiley & Sons, Hoboken, N,J.
Kwok, A. and Grondzik. W. (2011). The green studio handbook: Environmental strategies for schematic design. Architectural Press, Oxford.
La Roche, Pablo. (2012). Carbon-neutral architectural design. CRC Press, Boca Raton, FL.
Mendler, S., Odell, W., and Lazarus, M.A. (2006). The HOK Guidebook to Sustainable Design. 2nd Ed. John Wiley & Sons, New York.
Moe, K. (2010). Thermally Active Surfaces in Architecture. Princeton Architectural Press, New York.
Mumovic, D. And Santamouris, M. (2009). A Handbook of Sustainable Building Design & Engineering. Eartchscan, London.
Parlour, P. (2003). Building Services. 3rd Ed. Integral Publishing.
Pearce, A., Ahn, Y.H. and HamniGlobal. (2012). Sustainable buildings and infrastructure : paths to the future. Earthscan, Abingdon, Oxon.
Szokolay, S. (2008). Introduction to Architectural Science: The Basis of Sustainable Design. Elsevier/Architectural Press, London.
Vallero, D. A. and Brasier, C. (2008). Sustainable design: The Science of Sustainability and Green Engineering. John Wiley, Hoboken, N.J.
Williamson, T.J., Radford, A.D. and Bennetts, H. (2003) Understanding Sustainable Architecture, London: Spon.
Yeang, K. (2006). Ecodesign. A Manual for Ecological Design. John Wiley & Sons, New York.
Zunde, J. and Bougdah, H. (2006). Integrated Strategies in Architecture. Taylor & Francis, New York.
Internet-based Resources:
http://www.gbca.org.au
Speaker Series:
The School has a fortnightly lecture series where respected practitioners and academics from the field deliver a public lecture on contemporary architectural practice. In order to expand your knowledge of contemporary directions in design it is recommended that you attend these sessions. The exact detail of dates and speakers is available from the School website and the Front Office.
Online Learning
All course notes are available on MyUni of this course. Students are required to obtain these course materials. -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
-
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Due Date/ Week Weight Length(Word,Time) Learning Outcomes TBA Week TBA TBA TBA TBA TBA Week TBA TBA TBA TBA TBA Week TBA TBA TBA TBA TBA Week TBA TBA TBA TBA Total 100% Assessment Detail
No information currently available.
Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
-
Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as CEQ surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at least once every 2 years. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available. -
Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
-
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
-
Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
