3. Operational Matters

The BArch programme is aligned with Architectural Professions Act 2000 (Act 44 of 2000) towards the registration category of a Candidate Senior Architectural Technologist with a specialisation in design or architectural technology. In the second year of the BArch programme, work-integrated learning is used to expose students to the realities of professional practice. The programme later presents the theoretical components of design, construction, theory and history, building physics and systems design, computer applications, and professional practice modules (inductive teaching). The MArch programme emphasises the theoretical underpinning, urban design and context towards appropriate architectural design-led methodologies. The MArchTech programme introduces students to design-led research methodologies focusing on architectural technology (construction materials and methods). The MArch and MArchTech programmes align with SACAP competencies for the professional registration category of Candidate Architect.

2.3. Teaching and Learning

The Arch+ID delivers teaching and learning in various forms: design-based, science-based, expression-based, humanities, work-based and professional-practice modules. This multi-mode teaching and learning is student-centred and delivered mainly through outcomes-based education (OBE), aligning with SACAP’s competencies at different learning stages. From 2020, the blended-learning approach increased due to Covid-19, mixing face-to-face and online teaching and studio-based mentoring, individual and group assignments, self-study, and work-based learning. The department is experimenting with making, working and travelling as pedagogies.

2.4. Assessment

The department mainly uses two continuous evaluation methods: formative and summative. Studio-based teaching is used for architectural design, construction and architectural presentation modules (portfolio-based), employing formative evaluation as part of the learning process. These evaluations are achieved through weekly studio contact sessions (three-hour sessions offered three times a week for design), where students receive one-on-one and group critiques from staff and peers. Like formative evaluation, summative evaluation is used in all portfolio-based modules in mid-year and end-of-year exams. The remaining modules use mainly traditional assessment methods in the form of written tests, exams and assignments, as well as oral tests, exams and presented assignments.

2.5. Transformation Initiatives

It is difficult to expect Black students to enroll in the department’s programmes if they do not see Black academics in role model positions. Four new White staff and only one African woman permanent staff member were added to the department since its 2017 SACAP Validation. One White staff member was replaced by a new Black staff member in 2020, resulting in only four Africans and six Black staff (Indians and Coloureds included). The number of Black part-time staff and external examiners and moderators has grown in the past five years.