TUT Architecture SACAP Report: Part B by Emmanuel Nkambule

PART B S E L F

A p p r a i s a l

Detailed View S A C A P

V a l i d a t i o n

15 - 17 August 2022

V i s i t

ARCHITECTURAL LEARNING SITE (ALS) REPORT Department of Architecture & Industrial Design Tshwane University of Technology Validation Visit by the South African Council for the Architectural Profession (SACAP) to assess the Bachelor of Architecture (Design + Tech ) BArch Bachelor of Architecture (Extended Curriculum) BArch(Ext) Master of Architecture MArch and Master of Architecture (Architectural Technology) MArchTech Programmes

Hybrid Visit: 15 - 17 August 2022

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table of Contents 8. Introduction.......................................................................................................3 9. History, vision and mission..............................................................................3 10. Objectives.........................................................................................................4 11. Branding and identity.....................................................................................4 11.1. Research .......................................................................................................................................5

12. Research...........................................................................................................5 12.1. Background ..................................................................................................................................5

13. Transformation...............................................................................................8 14. Programmes..................................................................................................17

14.1. BArch...........................................................................................................................................17 14.2. Allied Programmes ...................................................................................................................21 14.2.1. Doctor of Architecture programme: DArch – NQF Level 10 (360 credits) .......................21 14.2.2. Industrial Design programmes.............................................................................................21

15. Teaching, learning and assessment............................................................22

15.1. Making as pedagogy..................................................................................................................22 15.2. Travel as pedagogy....................................................................................................................23 15.3. Work as pedagogy.....................................................................................................................23 15.4. Assessment.................................................................................................................................23 15.5. Portfolio assessment: Formative and summative..................................................................24 15.6. Written assessment....................................................................................................................24 15.7. Oral assessment.........................................................................................................................24 15.8. Course structure.........................................................................................................................25 15.8.1. Bachelor of Architecture and Bachelor of Architecture (extended)..................................25 15.8.2. Postgraduate courses.............................................................................................................37 15.9. Design Subjects and other subjects.........................................................................................41 15.9.1. Design modules in relationship to other modules.............................................................41 15.9.2. Studio-based teaching methods...........................................................................................41 15.10. Theory and History of Architecture modules.......................................................................44 15.10.1. Summary of the restructuring............................................................................................44 15.10.2. Information technology (IT) used for teaching, learning and assessment....................44 15.11. Course year coordination........................................................................................................45

16. Relationships with parent institution and other departments..............46

16.1. TUT Department of Architecture and Department of Industrial Design.............................46 16.2 TUT Department of Architecture and Industrial Design and TUT Department of Civil Engineering...........................................................................................................................47

17. Staff.................................................................................................................47 17.1 Structure....................................................................................................................................48 17.2 Part-time structure...................................................................................................................48 17.2.1. Part-time academic staff........................................................................................................48 17.2.2 Part-time academic staff in 2021...........................................................................................48 17.2.3 Part-time administration staff.................................................................................................50 17.3 Permanent academic staff and support staff.......................................................................50 17.3.1 Heads of departments.............................................................................................................51 17.3.2 . Support staff............................................................................................................................51 17.3.3 . Academic staff.........................................................................................................................54

17.4 Staff-student ratios and modules hours................................................................................62 17.4.1. Table 41 Actual staff-to-student ratios in 2021...................................................................62 17.5. Staff development and capacity building ...............................................................................66 17.5.1. Staff involved in further study..............................................................................................66 17.5.2. Professional staff development opportunities...................................................................67 17.5.3. Short courses...........................................................................................................................67 17.6.. Staff recognition........................................................................................................................67 17.7. Permanent staff allocation of hours for other tasks.............................................................68

18. Students..........................................................................................................72 18.1 Student recruitment, selection, and admission....................................................................72 18.1.1 Student recruitment.................................................................................................................72 18.1.2 Selection and admission..........................................................................................................72 18.1.3 Purpose statement...................................................................................................................72 18.1.4 Scholastic / Academic admission requirements...................................................................72 18.1.5 Selection criteria.......................................................................................................................74 18.1.6 RPL ............................................................................................................................................75 18.2 Retention...................................................................................................................................76 18.3 Engagement..............................................................................................................................76 18.3.1 AIRC............................................................................................................................................76 18.3.2 Line function.............................................................................................................................77 18.4 Feedback structures.................................................................................................................80 18.4.1 AIRC weekly engagement .......................................................................................................80 18.4.2 Mass meeting............................................................................................................................80 18.4.3 Subject evaluation....................................................................................................................80 18.5 Support.......................................................................................................................................80 18.5.1 Table 49 Student Development and Support (SDS).............................................................81 18.5.2 Bursaries....................................................................................................................................81 18.5.3 Assistant and tutors.................................................................................................................81 18.5.4 Lost and Found.........................................................................................................................81 18.5.5 Covid-19.....................................................................................................................................81 18.6 Report from student reps for each year...............................................................................82 18.7 Student awards........................................................................................................................87

19. Work-Integrated Learning (WIL)..................................................................88 20 Covid-19...........................................................................................................90

20.1 Mobile data for students and staff (APN).................................................................................90 20.2 Online counselling for struggling students by SDS.................................................................90

21 Resources and Facilities.................................................................................90

21.1 Studios and pin-up spaces..........................................................................................................90 21.2 MakerSpace..................................................................................................................................93 21.3 Photography equipment.........................................................................................................93 21.4 Print room.................................................................................................................................93 21.5 Photogrammetry......................................................................................................................93 21.7 Library .......................................................................................................................................95 21.7.1 Main Library .............................................................................................................................95 21.7.2 Departmental Library...............................................................................................................95 21.7.3 e-Resources...............................................................................................................................95 21.8 DesignNexus..............................................................................................................................96 21.8.1 The Future of Fabrication: Digital and physical transformation in the making of architecture...................................................................................................................................................96

Engagement................................................................................................97

Budget and expenditure..........................................................................120

22.1 Industry ....................................................................................................................................97 .1.1 PIA..............................................................................................................................................97 22.1.2 Etex Group South Africa..........................................................................................................97 22.1.3 Profession practitioners .........................................................................................................97 22.2 Community ..............................................................................................................................98 22.2.1 Teaching and community projects..........................................................................................98 22.2.2 Research and community projects.......................................................................................106 22.3 External committees and boards............................................................................................110 22.4 Internationalisation................................................................................................................110 22.4.1 Italy .........................................................................................................................................110 22.4.2 Mozambique...........................................................................................................................111 22.4.3 Swaziland................................................................................................................................112 22.4.4 Other countries......................................................................................................................112 22.5 National education tours......................................................................................................112 22.6 Other Institutions ....................................................................................................................112 22.7 National and international engagement...............................................................................114 23.1

Income statement...................................................................................................................109

List of figures and Tables..................................................................................122

Image 1 BArch3 design model making workshop, 2021

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

8. Introduction PART B provides a detailed survey of the Department of Architecture and Industrial Design. It does this by reflecting on the key constituents and players, the key activities that define the department and the facilities that service it. This PART immediately engages with the purpose and identity of the department, beyond meeting the basic expected Higher Education Qualification Sub-Framework and SACAP requirements, and commences with the mapping of its people and the core services it offers, which are teaching, researching and community service. This engagement reveals the mechanisms in place to ensure the university’s functionality and quality assurance in the context of an array of TUT policies. Between the constraints of the TUT ‘guard rails’, the department always finds a way to introduce creativity in delivering its programmes to a unique student composition while still crafting its identity as a school in a university of technology. Other important aspects of transformation and Covid-19 are also addressed in this section.

9. History, vision and mission The Tshwane University of Technology (TUT) Department of Architecture was founded in 1970. It was part of the then College for Advanced Technical Education and was located in the Pretoria CBD with a cohort of approximately 30 students. Following a merger of three former Technikons (Technikon Northern Gauteng, Technikon North-West and Technikon Pretoria), the Tshwane University of Technology came into being in 2004. During the merger, the respective departments that trained draughtspersons, technologists and architects were consolidated into one Department of Architecture. In 2020, the Department of Architecture and Department of Industrial Design, which was part of the Department of Mechanical Engineering, merged into the now Department of Architecture and Industrial Design. The following are key milestones regarding the programmes offered by Arch+ID today: • • • • • • • •

1970 to 1990: As part of Technikon Pretoria, the department offered national and higher diplomas and was not allowed to train professional architects. 1990 to now: The department obtained the right to offer BTech degrees. 2000 to now: The MTech degree was offered for the first time by the department. Late 1990s to early 2000s: Head of Department Errol Pieters had a vision to obtain SACAP validation, and after failing, he approached the Royal Institute of British Architects (RIBA). 2004 to now: Technikon Pretoria becomes Tshwane University of Technology, and the department merges with other departments. 2008 to 2017: Head of Department Sieg Schmidt achieved the qualification change: Higher Education Qualifications Sub-Framework alignment, converted from BTech to BArch and MTech to MArch degrees. 2017 to 2022: Head of Department Jacques Laubscher collapsed modules of BTech degrees into fewer modules for the BArch degrees that came with revising the curriculum and successfully launched the Doctor of Architecture programme. Late 2019 to early 2020: The Department of Architecture and Department of Industrial Design merged into the Department of Architecture and Industrial Design. Although the qualifications offering and the respective modules and running of the teaching programme are independent, integration of teaching, research and community engagement is underway.

The achievements of the department are evidence that the department has always been at the forefront of developments in the field and has established programmes that are unique for a university of technology. Vision The department’s vision is to nurture socially responsible designers to be leaders in sustainable design technology, which is in line with the following TUT vision: A People’s University that makes knowledge work Mission Our mission at the Department of Architecture and Industrial Design is to foster human-centred, sustainable design technology thinking and making with creativity, innovation and ingenuity through integrated teaching, research and community engagement. This mission is encompassed in the following Tshwane University of Technology mission: We advance social and economic transformation through relevant curricula, impactful research and engagement, quality learning experiences, dedicated staff and an enabling environment.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Our department prides itself on its practice focus, and in a university of technology, this is something to be supported and a heritage to be celebrated. The will to embrace research is another matter. Changing the culture of the department is a multiyear endeavour. This initiative is titled ‘PHILOSOPHY OF TECHNOLOGY’ as a means to combine both the heritage aspects (technology and practice) and the future vision (research, writing and reflective practice). Values • Collectivism: we respect and promote individual contributions that benefit others • Social responsibility: we strive not to leave any one of us behind • Pragmatism: we use knowledge to make a better world • Innovation: we nurture leaders in sustainable design technology.

10. Objectives Leave no one behind: Arch+ID is devoted to providing high-quality design education to students from different backgrounds, giving special attention to the previously disadvantaged in the interest of advancing diversity in the architectural profession. Teachers and staff with ambition, empathy, creativity and appropriate experience support students through all stages of their architectural education. Tutors are also made available as part of the department’s strategy to provide educational support for subjects with a low throughput rate and address the educational deficit of the underprivileged. Exploration of diverse design-technological agendas and approaches: In the spirit of TUT’s vision statement to be a university that “…makes knowledge work”, the department’s fundamental pedagogic approach is based on a ‘mind and hand’ ethos. The Arch+ID strives to create an educational environment that promotes and enables new ways of design thinking and making. It does this by offering a rigorous conceptual foundation coupled with practical skills that can be explored and applied across diverse design-technical domains in both the undergraduate and postgraduate programmes; and by the amalgamation of teaching/learning and research with community-based projects and/or in-service training. Teaching, learning and assessment: Methods used for teaching, learning and assessment intensify awareness, develop understanding, and generate knowledge to provide all students with a breadth of pertinent skills. Each student is enabled and supported to demonstrate originality, rigour, personal initiative and responsibility in defining or selecting problems, making judgements and communicating why and how decisions have been made using written, visual and verbal methods.

11. Branding and identity Branding and identity: Making at the margins

At the root, identify means to ‘make the same’. Therefore, it is a form of definition and architecture through ‘making the same by placing together’. The identity of the Department of Architecture and Industrial Design at the Tshwane University of Technology is a communal project, a growing, changing, living process involving the sensibilities and interests of a diverse staff and student body. Our aim in the identification of a brand is not to finalise that process but to describe it, draw it out and take stock of where we are, to imagine where we might go from here. The unique characteristic of this ALS is the identification with: • • • • • • • •

A university and department at the margins A philosophy of technology Foundation and bridging Work-integrated learning An urban and social contract Anthropocene Model and make (d2 +m2) Collaboration and interdisciplinarity (Department of Industrial Design).

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

12. Research •

•

Historically, the department is known to produce work-ready graduates because of a pedagogy focusing on the ‘making of buildings’ in place of the proclivity for highly theoretical or philosophical architectural work. The department embraces this identity, but in response to the 2017 SACAP Validation feedback, the department revised its BArch 1 to BArch 4 syllabus. New Building Physics and Systems Design modules now characterise the department’s approach to architectural technology towards defining its technical theory. In the past five years, the school has explored induction research and inductive teaching and learning through designing, developing, modelling and making. From its early years of development, studio design work focused on using architectural, hand-drawing techniques and the immediacy of doing and making without the hesitation of foundational theories in place. This teaching and research practice has shortcomings: poorly articulated architectural design ideas, a lack of depth in the design process and a non-holistic design approach. TUT Arch + ID is the department’s official logo and marketing identity. Websites, letterheads and corporate branding paraphernalia incorporate the official logo. TUT Arch +ID aims to strongly identify with the mission and vision of the department.

12.1. Background The TUT ARCHITECTURE DEPARTMENT is in the process of developing its research identity. The niche area that the department established was titled: Appropriate Architecture for Africa [A]3 The identity niche area is expanded as: [A]3 reinforces the concept of architecture as a social act manifested in built form and space, and responds to social agreements to serve the needs of all segments of society. [A]3 believes that good urban environments and cities benefit both the rich and the poor, and spatial, technical, economical procurement and management systems must therefore aim towards achieving equity, choice and access to opportunity. [A]3 strives to work with diverse teams of built environment professionals. Our teaching and research programmes have both discipline-specific skills and knowledge while also encouraging participants to work beyond strict disciplinary boundaries and interact with, and be inspired by, content from other disciplines. This boundary traversing is in the belief that innovation exists at the interface between disciplines rather than within the confines of a specific discipline. We are building institutional, national and international collaborations to achieve these aims. [A]3 aims to promote the idea that the architectural profession has the potential to offer both technical and social expertise towards the achievement of sustainable, human(e), equitable, beautiful and functional buildings, neighbourhoods and cities. Several research focus areas were established, and the following is an example of two of them: Harnessing innovation in the service of sustainable human(e) settlements: Design for disentanglement, assembly, disassembly; housing finance and management; and creating of platforms for engagement on built environment issues. This endeavour is a national and global partnership and collaboration. Open building for resilient cities: Joint coordinator of the international network CIB W104 – we plan to launch a real-time intercontinental discussion via the internet between the Netherlands, South Africa and Brazil, bringing more people into the conversation as we progress. The discussion is key to understanding how to harness alternative and innovative concepts as tools for transforming space and built environment production systems in South Africa. Open building (OB) is one such tool. Towards the above aims, we have identified South Africa as a suitable location for an open building centre. The themes for the final-year programme indicate the direction the department is taking in terms of research. In 2018, we had a theme: Imaging | Making | Theorising. The TUT Department of Architecture has a special relationship to its context. The location of the campus on the periphery of the Central Business District (CBD) gives it a unique relationship with the city. However, it is spatially characterised by a disconnect. The edge conditions, entry and connection points with the city inform many of our studio briefs. The city inspires much of what we deliver and guides the programme content. Our discipline presents unique opportunities for fostering dialogue as we deal with the practical, political and symbolic elements of space, identity and culture. We aim to accommodate all, in all of our diversity, by developing a programme that welcomes and is accessible to all. We encourage interdisciplinary investigations and diversity to allow for varied viewpoints and avoid a one-sided view of complex topics. Students are encouraged to think beyond the constraints of a particular site, and they are encouraged to share their backgrounds and interests based on their diverse living spaces, life experiences and unique spatial encounters in cities and rural areas.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

In 2019, the students collectively and independently of the lecturers selected the theme: Re-Imagining the Future. We obliged and we are inspired by their commitment to deepening and expanding an understanding of architecture beyond the limits of the profession that we were taught in other eras. The process offers candidates an opportunity to choose their sites, building types and programmes – but this year, we started the process differently. We deliberately delayed discussions on-site or through the programme. Before engaging on-site through the programme, we encouraged the students to give this quote some thought: “The ‘whatness’ of an object can be learned through the ‘whyness’ of it… knowledge about an object is based on understanding or recognising the causes of that object”1 Based on these requirements, the internal examiners make the COROBRIK selection and will be consistent with the programme’s intentions. We identify projects with strong socio-economic relevance and a strong ‘making’ component aligned with our emerging identity. This department is very strong and excellent in many ways. Our lecturers offer unique contributions to the profession and academia. We take extraordinary pride in ‘teaching’; it is something about which we are passionate and very committed. The TUT Architecture lecturers consider themselves practice-oriented ‘makers’; we take great pride in knowing ‘how to make a building’. This practice focus is in excellent alignment with being at a university of technology. In developing a strategy for the research agenda for our TUT Architecture department, we write about ‘making’ and ‘teaching’. This strategy has been reinforced with the establishment of our MakersSpace. We are very committed to community engagement projects, as the work is powerful and significant and provides exceptional material for research. We have many challenges, yet we are adopting a structured approach and are establishing a culture of high-level intellectual debate in our practice. We have well-established national and international partnerships and significant recognition through joint projects and awards. In 2020, we were the head of the Local Organising Committee for the Conference on Appropriate Technology. This introduction is a mere snapshot of the department. Design thinking to solve complex problems is central to architectural education at TUT. Students learn to read design problems and solve the problems while becoming passionate about architecture as a discipline. We train upcoming professionals who are well prepared for future leadership roles in the built environment and society. The following equation summarises the characteristics of the TUT architecture students: TUT(arch student) = d2 + m2 where d2 is design and development and m2 is model and make The theme for 2020 was declared CITY [MAKING] AND COMMUNITY ENGAGEMENT. Our intention was to work with our new MAKERSPACE and encourage the students to develop approaches to building materials, construction and details related to our context and socio-economic conditions. We planned to focus on ‘making’ to ease implementation, installation, assembly and disassembly. I encouraged the creation of structures with high ‘capacity’ and consideration of programme-less buildings (alternatively, buildings with the capacity to accommodate any function) and that this approach will be adapted to specific sites and functions as the year progresses. We wanted to experiment! The purpose of this approach was to achieve greater integration and collaboration, as well as support the emerging identity of the school. We are a school of architecture located at a university of technology, on the periphery of the Pretoria CBD, in an industrial area of the city. The department is proud of its tradition of making and practising. We are also a school that has recently expanded to include the Industrial Design discipline. We debated some of these themes at our yearly mini-conference2.

1. Mete Turan, 1990, Vernacular architecture : paradigms of environmental response, 2. https://tutarchitecture.co.za/2020/05/second_a_dric-mini-conference/ and https://tutarchitecture.co.za/2019/05/1866/). DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

TABLE 2 Appropriate Architecture for Africa research themes and projects Theme 1: Technology and design investigations Staff member

Research project title

Funding source

Petrus Grevysteyn

Theory and ‘Modernist Ruin’ DArch (TUT) (2016 Niche Area + SARChI to present)

Emmanuel Nkambule

Design-Make Studio (2017 to present):

TUT Seed Fund

Design and making are used to explore, prototype, and test solutions for spatial and building technology needs in informal settlements.

Completed projects:

1. House Puseletso Project: Prefabricated walls M&D Funding + and floor panels (SIP) were investigated to construct a two-bedroom house for a family living in Itireleng informal settlement (20172019)

Niche Area + Etex Group South Africa

On-going projects:

1. Pre-school classroom retrofit: For energy

efficiency and acoustics (there are three M&D Funding+ Etex Group pre-school classrooms, the first was completed in 2020, two classrooms are still to be South Africa retrofitted).

2. Prefabricated office (WikiHouse): First

structural bay made with CNC-cut plywood was completed in 2020. The project is taking a new direction, focusing on experimental work on the WikiHouse concept. Lab Fees

3. Project Koko: Mud bricks and other local

materials in Jane Furse will be explored to construct a studio, storage and display space for an old village woman who crafts artefacts using pumpkins, cattle skin and reeds in between her organic farming activities. Her original mud storage space collapsed during the extended 2020 rainy season.

Leon Pienaar

Future of fabrication: Digital and Physical Transformation in the Making of Architecture (2019 to present)

SARChI Niche Area + SARChI

Theme 2: Urban and landscape narratives Staff member

Research project title

Funding source

Melchior Stander

Creation of Lived Public Spaces by African Migrants, PhD (UP) (2016-2021)

Niche Area

Sushma Patel

Urban Laboratory, DArch (TUT) (2016 to present)

Niche Area+M&D Funding+ NRF

Oratile Mothoagae, Emmanuel Nkambule and Victor Mokaba

Archives for Design and Architecture (ADA): In Plain Sight lecture series (2020 to present)

SARChI

Amira Osman

Series of Projects and Engagements under the SARChI: DST / NRF / SACN Research Chair in Spatial Transformation: Positive Change in the Built Environment (2020 to present)

SARChI

Amira Osman and Emmanuel Nkambule

PLATFORM 100 (2021 to present)

SARChI

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Theme 2: Urban and landscape narratives Staff member

Research project title

Funding source

Melchior Stander

Creation of Lived Public Spaces by African Migrants, PhD (UP) (2016-2021)

Niche Area

Sushma Patel

Urban Laboratory, DArch (TUT) (2016 to present)

Niche Area+M&D Funding+ NRF

Oratile Mothoagae, Emmanuel Nkambule and Victor Mokaba

Archives for Design and Architecture (ADA): In Plain Sight lecture series (2020 to present)

SARChI

Amira Osman

Series of Projects and Engagements under the SARChI: DST / NRF / SACN Research Chair in Spatial Transformation: Positive Change in the Built Environment (2020 to present)

SARChI

Amira Osman and Emmanuel Nkambule

PLATFORM 100 (2021 to present)

SARChI

Theme 3:Socio-technical innovation and sustainability Staff member

Research project title

Funding source

Jacques Laubscher and Tariene Gaum

Preparing the South African Built Environment Newton Fund for Climate Change Resilience (SABER) + DArch (TUT)-(2017 to present)

Kyle Brand

Open Transdisciplinary Design for Sustainabili- Niche Area ty (2018 to present)

Amira Osman

Bertrams Community Project: HUE @ FADA / UJ, CARINBE @ UJ, Architetcure @ TUT, Town and Regional Planning @ UJ, and partners (2018-2021)

NRF

Jacques Laubscher, Mostert van Schoor and Emmanuel Nkambule

A social and spatial investigation at the Moxomatsi village, Mpumalanga (SSIMM) (20182021)

NRF

13. Transformation The TUT Transformation Framework (November 2017) (see appx. B2.3) is the university’s current formal institutional policy on transformation. In 2004, the merging of three universities was a key transformational decision. The university promotes equity of access to all and social inclusion in its staff and student composition. A high onus of transformation rests on heads of departments to engage with aspects of Africanisation. New epistemologies and broader transformation aspects are considered and decided. Heads of departments largely hold the responsibility to drive the transformation agenda of departments. The governance, reporting, monitoring and evaluation processes are not structured at the faculty level and leave aspects of transformation open to interpretation and misapplication. It is recommended that while a bottom-up approach to transformation at the department level is encouraged, a more rigorous governance reporting system be instituted. There are no known benchmarks or system-level indicators to measure the university’s integration, response and strategic action to transformation. The department is using the previous SACAP report to assist with transformation progress.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Image 2 2022 BArch1 Boot Camp

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

2018

2 1 0

4 0 0

African Coloured Indian

8 1 1

9 2 1

White

African Coloured Indian

4 0 0

9 0 2

0 0 1

6 0 0

African Coloured Indian

7 0 0

13 0 0

5 0 0

7 0 0

White

African Coloured Indian

15 1 1

31 2 1

White

156

23 4 2 33

19 0 3 36

32 0 0 34

46 3

Year 4

Year 3 Year 4

u/grad total

Foundation

Year 1

White

Year 2

5 0 0

Year 3

2 0 0

Year 1

African Coloured Indian

White

2 41 16

42 127

150

12 1

Year 5

7 1 1

White African Coloured Indian

5 1 0

White

African Coloured Indian

8 1 1

White

African Coloured Indian

4 0 0

White

African Coloured Indian

17 0 0

White

POSTGRADUATE DEG

2 50

African Coloured Indian

0 0 0

White

p/grad total

total

201

42 139

200

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

African Coloured Indian White

Year 6

Year 5 Year 6

White

5 0 1

African Coloured Indian

291 u/grad total

POSTGRADUATE DEGREE African Coloured Indian

UNDERGRADUATE DE

Year 2

Foundation

UNDERGRADUATE DEGREE

Female

Total

White

Indian

Coloured

African

Extended course ‐ foundation

Male

Female

2017

TABLE 3.1: Student demographics 2017

African Coloured Indian White

65 p/grad total 356

4 1 0

total

2019

Year 1

4 2 33

19 Year 2

0 3 36

32 Year 3

0 0 34

46 Year 4

3 2 41 127

150

White

African Coloured Indian

5 1 0

26 1 1

1 0 0

4 0 0

White

African Coloured Indian

8 1 1

6 1 1

2 1 0

4 0 0

White

African Coloured Indian

4 0 0

12 0 2

3 0 1

11 0 0

White

African Coloured Indian

17 0 0

34 1 0

White

184

291 u/grad total

Foundation

36 2

Year 1

6 23

1 39

20 3

Year 2

African Coloured Indian

2 29

30 0

Year 3

UNDERGRADUATE DEG

3 40

51 1

Year 4

Foundation

UNDERGRADUATE DEGREE

0 45 11

137

153

White

0 Year 6

0 0 0 12

139

200

17 2 1 43

African Coloured Indian

total

0 0 0

White

65 p/grad total 356

13 1 1

Year 5

4 1 0

White African Coloured Indian

12 2 0

15 5 0

White

African Coloured Indian

4 1 0

25 1 1

White

African Coloured Indian

7 1 1

6 1 1

White

African Coloured Indian

14 0 0

30 1 2

White

187

POSTGRADUATE DEGR

Year 6

Year 5

African Coloured Indian

302 u/grad total

POSTGRADUATE DEGREE 12

Male

Female

Total

White

Indian

Coloured

African

Male Extended course ‐ foundation Extended course ‐ foundation

Female

2018 Total

White

Indian

Coloured

African

TABLE 3.2: Student demographics 2018

0 16

231

154

196

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

African Coloured Indian

3 0 0

7 0 1

White

African Coloured Indian

5 1 0

8 1 0

White

231

63 p/grad total 365

total

2020

Year 1

2 1 39

20 Year 2

3 2 29

30 Year 3

0 3 40

51 Year 4

1 0 45 137

153

White

0 12 2 0

15 5 0

0 0 0

White

African Coloured Indian

4 1 0

25 1 1

1 0 0

4 0 0

White

African Coloured Indian

7 1 1

6 1 1

2 1 0

4 0 0

White

African Coloured Indian

14 0 0

30 1 2

2 0 1

9 0 0

White

187

African Coloured Indian

302 u/grad total

Foundation

27 7

Year 1

0 36

0 25

34 2 1 34

19 3 2 26

55 1 3 59 135

144

118

0 Year 6

0 0 0 17

154

196

African Coloured Indian

3 0 0

7 0 1

White

African Coloured Indian

5 1 0

8 1 0

White

231

158

63 p/grad total 365

total

10 0

Year 5

7 0 0

11 1 2

28 3 2

11 1 0

11 3 0

White

African Coloured Indian

4 1 0

23 1 1

White

African Coloured Indian

14 2 1

32 1 1

White

209

African Coloured Indian African Coloured Indian

POSTGRADUATE DEGREE

1 6

13 2

Year 6

Year 5

2 0 1

White

298 u/grad total

POSTGRADUATE DEGREE 17

African Coloured Indian

White Year 2

African Coloured Indian

Year 3

UNDERGRADUATE DEGR

Year 4

Foundation

UNDERGRADUATE DEGREE

Male

Female

Total

White

Indian

Coloured

African

Male Extended course ‐ foundation Extended course ‐ foundation

2019

Female

Total

White

Indian

Coloured

African

TABLE 3.3: Student demographics 2019

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

African Coloured Indian

6 0 0

12 0 1

White

African Coloured Indian

5 0 1

12 0 0

266

61 p/grad total

179

359

White

total

0 25

1 34 19

Year 3

2 26

55 Year 4

1 3

7 32

59 135

144

11 1 2

28 3 2

11 1 0

11 3 0

White

African Coloured Indian

4 1 0

23 1 1

White

African Coloured Indian

14 2 1

32 1 1

White

209

African Coloured Indian

118

African Coloured Indian

298 u/grad total

9 0 1 0

Foundation

White

White Year 2

4 9 0 0

4 4 0 0

Year 1

0 4 0 0

7 0 0

39 4

Year 1

0 0 0 0

2 0 1

4 18

22 4 0 23

1 33

2 43 143

117

1 6

13 Year 6

2 0

African Coloured Indian

6 0 0

12 0 1

White

African Coloured Indian

5 0 1

12 0 0

266

178

61 p/grad total

158

179

359

White

total

18 0

Year 5

0 30 0 2

10 1 2

24 1 2

11 0 0

12 4 0

African Coloured Indian

11 2 1

39 1 2

White

210

African Coloured Indian African Coloured Indian

African 7

163

POSTGRADUATE DEGREE

1 10

17 0

Year 6

4 0 0

281 u/grad total

POSTGRADUATE DEGREE

3 0 1 19 1 3

African Coloured Indian

White

46 3

White

27 2

African Coloured Indian

White Year 2

African Coloured Indian

Year 3

UNDERGRADUATE DEGREE

Year 4

Foundation

UNDERGRADUATE DEGREE

Male

2021

Female

Total

White

Indian

Coloured

African

Male

2020

Female

Total

White

Indian

Coloured

African

Extended course ‐ foundation

TABLE 3.4: Student demographics 2020

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

African Coloured Indian

4 0 2

7 0 2

White

African Coloured Indian

4 0 1

13 0 0

111

258

191

81 p/grad total

161

362

White

total

1 0

0 23

43 143

117

Indian

Coloured

African

118

111

297

10 18

150

369

10 1 2

24 1 2

11 0 0

12 4 0

African Coloured Indian

11 2 1

39 1 2

White

210

7 0 1 49 1 5 34 2 4 23 4 0 50 3 3 163

10 13

POSTGRADUATE DEGREE 18 Year 5

0 1

17 0

Year 6

12 0 0

30 0 2

281 u/grad total

DEGREE 12 0 1

19 1 3

African Coloured Indian

White

46 2

White

African Coloured Indian

White

African Coloured Indian

27 2

4 0 0

Year 2

3 0 1

White

32 209

African Coloured Indian

Year 3

29 32 1 1

Year 1

21 23 1 1

14 11 3 0

Total

0 28 3 2

White

Year 4

7 0 0

UNDERGRADUATE DEGREE Foundation

TE DEGREE

Male

2021

Female

Total

White

Indian

Coloured

African

Male

TABLE 3.5: Student demographics 2021

African Coloured Indian

4 0 2

7 0 2

White

African Coloured Indian

4 0 1

13 0 0

111

258

191

81 p/grad total

266

178

161

362

White

total

11 0 4 17 0 1 0

The TUT Foundation programme is also one of the Faculty of Engineering and Built Environment’s key transformation initiatives and success stories. The Arch+ID Foundation programme takes up to 15 students, most from previously disadvantaged backgrounds. The success rates of the programme were investigated and discussed in detail in Professor Jacques Laubscher’s master's thesis completed in 2021 at Haaga-Helia University of Applied Sciences11

1Laubscher, J. 2021. Extended curriculum programmes: A case study of the architecture programme at the Tshwane University of Technology, South Africa. Available from: https://www. theseus.fi/bitstream/handle/10024/493472/Laubscher_Final%20SUBMISSION_2021-03-25.pdf?sequence=2&isAllowed=y DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

There has been a steady increase in Black students in the undergraduate programme over the last five-year period (2017 to 2021) (see appx J). There has also been an increase in Black students in the postgraduate programme over the first four years of the period. Overall, Black students have increased from 139 in 2017 to 191 in 2021, representing an increase of 27% over that period. The ratio of Black students (including Indian and Coloured) to White students in 2017 was 156:200. This ratio changed to 219:150, inverting the demographic representation from significantly white students to significantly Black students. There is little institutional reason for this shift, as the selection process has largely remained the same. However, during the interview process, a concerted effort was made to admit black students into the postgraduate programme1.

2017 Full-time academic staff

2017 Full-time admin and technical staff

Total 2017 full time

2017 Part-time academic staff

Total 2017 staff

2021 Full-time academic staff

2021 Full-time admin and technical staff

Total 2021 full time

2021 Part-time academic staff

Total 2021 staff

TABLE 4: Academic staff demographics 2017 and 2021

African

Indian

White

Total

TABLE 5: External examiners and moderators 2021 (see appx E1.1 - E1.2) Programme

Female

Male

African

Indian

Coloured

White

Total

BArch & BArch(Ext)

MArch 1

MArchTech 1

MArch 2

MArchTech 2

Although some of the White academic staff members have retired or transferred to another faculty, the permanent staff demographic at the department has largely remained unchanged over the last five-year period. Succession planning, staff retention strategies and new full and part-time staff appointments will need to be prioritised by the incoming head of department. The merger of the Department of Architecture with the Industrial Design unit, which happened towards the end of 2019, significantly skewed the Black to White ratio in the department. The unit came with four White staff, and only one Black staff member, making the total department’s Black to White staff ratio worse than it already was. TUT’s transformation agenda is also embedded in Human Resources-related policies, i.e., all job positions are first advertised internally to provide equity candidates with opportunities to progress, and that a White or Foreign National job applicant (who does not contribute to South Africa’s national equity targets) can only be shortlisted during the third round of external job adverts. Recent White permanent/full-time appointments, such as Ms Gaum and Mr Pienaar, were only appointed after multiple external advertisements, where the FEBE was convinced, from conducted interviews, that equity candidates who applied did not have the necessary expertise in Building Information Management ( BIM), Building Energy Model (BEM), and advanced technology skills to implement the newly introduced (since 2020) technology-intensive curriculum of the department. This is towards establishing the department’s niche and it included the establishment of a MakerSpace complemented by the expertise and facilities in the Industrial Design unit.The number of Black part-time lecturers and external examiners has significantly increased between 2017 and 2021.One of the identifiable features of the ALS is the Foundation programme that supports a small number of students in a bridging year to assist students in entering the first year of study. Typically these students (about 10 per year) did not make the selection criteria for first year by a narrow margin. Students are represented through a student body where a communication process is highlighted in each study guide, making student and lecturer support accessible. The institution also makes financial support for students through generous TUT full bursaries for most master’s students.

1. https://tutarchitecture.co.za/wp-content/uploads/2020 /10/2021_Instructions-to-incoming-postgraduate-students_3-2020-09-30.pdf DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

The university financially supports staff for qualification improvements at the institution or other institutions. The university fully pays all SACAP and voluntary institute membership fees, such as for the Pretoria Institute for Architecture (PIA). There are sabbatical opportunities for members of staff who require lecturer relief funding for research, study or industry experience. The institution is well resourced with support departments that assist staff in obtaining NRF funding and other research and scholarship assistance. There are numerous career opportunity calls for members of staff. Many young Black staff members are concerned with the overloading of responsibilities, and more opportunities need to be sought to find relief and improve qualifications and research outputs. There have been two suggestions over the past five or more years regarding a name change for Building 11: Aziz Tayob Building and the Esther Mahlangu Building. Neither has been convincingly mooted nor accepted. A more collaborative and inclusive approach with the departmental staff and student body could be undertaken to create a sense of shared belonging and identity through a name change. While the English language is the official communication language of the university, other South African languages, according to policy, should be encouraged. Unfortunately, the use of Afrikaans often excludes most to the benefit of a few. This practice must be discouraged to instil a sense of inclusion among marginalised groupings. Community projects in Itireleng in Mamelodi and Bertrams in Johannesburg bring engagement, collaboration, solidarity and professional services to communities. Students benefit from interactions with marginal communities, and communities benefit from professional engagements with students. At the end of 2018, all undergraduate programmes were restructured and submitted for HEQSF by Prof. Jacques Laubscher for approval and submission to the Prospectus office. New programme structures were introduced in 2019 and ratified in the 2020 Prospectus. There may have been an inadvertent increase in the cost of courses to students due to the restructuring of the undergraduate programmes. However, the revised subject structures contributed to inclusivity and diversity, with a significant increase in the legibility of subjects and integration between theory subjects and the design studios. The contribution of the design-studio teaching format to decolonisation and transformation is difficult to measure. However, in general, the format allows for more autonomy of lecturers to introduce locally relevant content and allows a reflexive relationship to develop between students and the content they are taught. The Theory and History programmes were considered most pertinent in decolonisation and transformation. These programmes were therefore restructured in detail. Explicit reference is made to African history in the Prospectus to guide individual lecturers in the production of content to be taught. In addition, traditional structures of ordering modules in Theory and History programmes were critiqued and adapted for improved interoperability with design studios and locally relevant histories. For a full report on the restructuring, please see Steyn (2019)1. The sixth-year studio focuses on mini-dissertations centred on architectural technology. Students delve into research on architectural elements, aspects of architectural programming or theory, and scientific study of building and material performance. The mini-dissertations do not make use of the Beaux-Arts simulation model of an invented ‘client-site programme’ context with a building as the output. Instead, the output is a complex design research (or design-led research) document and short film. Lastly, the WIL module and Foundation programme continues to provide transformative experiences for students through work experience in the second year and an extended curriculum to bridge schooling and university.

Image 3 2022 AIRC 1Steyn, S. 2019. ‘Presenting history: The manipulation of chronological structures in the development and maintenance of transformative curricula’, Journal of Student Affairs in Africa, vol. 7, no. 1, pp. 111-121. DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

14. Programmes 14.1. BArch, BArch (Ext), MArch, and MArchTech The Department of Architecture and Industrial Design at TUT educates professional architects and senior architectural technologists. Since 2000, the department has been the only university of technology offering a master’s degree in South Africa. The Department of Architecture and Industrial Design at TUT offers undergraduate and postgraduate degrees in architectural design, architectural technology and industrial design to approximately 400 full-time students. Architecture students are prepared for their candidacy and subsequent professional registration as Professional Senior Technologists (PrST) and Professional Architects (PrArch) with the South African Council for the Architectural Profession (SACAP). In 2019, the Doctor of Architecture degree was offered for the first time (see appx B2.7). At TUT, we present the following architectural qualifications: Design specialisation: BArch (extended curriculum, with specialisation in Design)(see appx. C1.2) BArch (with specialisation in Design)(see appx C1.1) MArch.(see appx. C1.4) Technology specialisation: BArch (extended curriculum, with specialisation in Technology) (see appx. C1.2) BArch (with specialisation in Technology) (see appx. C1.1) MArchTech. (see appx. C1.4) Research: DArch.(see appx. TABLE 6: New programmes since 2017 SACAP Validation 2017

2018

2019

Bachelor of Architecture (BArch)

Bachelor of Architecture with the extended curriculum (BArch(Ext))

Doctor of Architecture (DArch)

Master of Architecture (MArch) (Structured); Master of Architecture in Architectural Technology (MArchTech) (Structured)

In 2021, the Council for the Built Environment (CBE) published an updated identification of work (IDOW) document for the various categories of skills registered persons have in Section 20 of the CBE Act. The current programmes offered by the Arch+ID align with the identified scope of work for registered persons in the architectural profession. TABLE 7: SACAP complexity factors

Complexity factors

Utility

Structure

Building technologies

Building services

Urban context

Occupational Health and Safety

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

TABLE 8: Professional competency and project complexity factors related to Arch+ID offered qualifications and modules: Specialisation in design Category

Qualification

Requisite rating (A-high, B-medium or C-low) correlated to complexity factors according to the relevant professional competence

Professional Senior Architectural Technologist (PrSArchT)

These are the qualifications according to the new HEQSF

Complexity factors

BArch(Prof) [4 years, 480 credits] / Qualification code: BPAR20 / NQL 8

1–6

Architectural design

Environmental relationships

Construction technology

Structure of buildings

Context and urban relationships

Architectural history, theory and precedent

Building services and related technologies

Architectural Design I-IV; Presentation Techniques I

Building Physics and Systems Design I-IV

Construction I- IV; Presentation Techniques I

Building Physics and Systems Design I-III; Construction I -IV

Architectural Design I-IV

Theory and History of Architecture I-IV

Building Physics and Systems Design I-IV; Construction I -IV

Architectural Design V; Research Report V

Construction Materials V; Construction Methods V; Specification V

Architectural Design V; Construction Methods V

Architectural Design V; Research Report V

Architectural Design V; Research Report V; Theory of Design V

Construction Contract DocMethods V; umentation V Construction Methods V; Contract Documentation V

Contract documentation and administration

Computer applications

Office practice, legal aspects and ethics

Construction I- IV; Professional Practice I-IV

Computer Applications I-IV

Professional Practice I-II, IV; Advanced Professional Practice IV

Advanced Computer Applications V; Computer Hardware V; Network Systems V

Architectural Practice V; Business Management V

BArch(Prof)(Ext) 5 years, 480 credits] / Qualification code: BPARF2 / NQL 8 with specialisation in design

TUT modules

Professional Architect (PrArch)

MArch(Prof) [180 credits] / Qualification code: MPAR18 / NQF 9

TUT modules

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

TABLE 9: Professional competency and project complexity factors related to Arch+ID offered qualifications and modules: Specialisation in technology Category

Qualification

Requisite rating (A-high, B-medium or C-low) correlated to complexity factors according to the relevant professional competence

These are the qualifications according to the new HEQSF

Professional Senior Architectural Technologist (PrSArchT)

Complexity factors 1–6

Architectural design

Environmental relationships

Construction technology

The structure of buildings

Context and Architectural urban rela- history, theory tionships and precedent

Building services Contract docuand related tech- mentation and nologies administration

Architectural Design I-III; Studio Work IV; Presentation Techniques I

Building Physics and Systems Design I-IV; Advanced Building Physics and Systems Design IV

Construction I-IV; Advanced Construction IV; Presentation Techniques I

Building Physics and Systems Design I-III; Construction I-IV

Architectural Design I-III; Studio Work IV

Theory and History of Architecture I-III; Studio Work IV

Building Physics and Systems Design I-IV; Advanced Building Physics and Systems Design IV; Construction I -IV

Technical Design Studio; Construction Materials and Methods; Research Report (Tech)

Environmental Sciences

Construction Materials and Methods

Technical Design Studio

Technical Design Studio; Construction Materials and Methods; Research Report (Tech)

Technical Design Studio; Construction Materials and Methods

BArch(Prof) [4 B years, 480 credits] / Qualification code: BPAR20 / NQL 8

4 Computer applications

Office practice, legal aspects and ethics

Computer Applications I-IV

Professional Practice I-II, IV; Advanced Professional Practice IV

BArch(Prof)(Ext) 5 years, 480 credits] / Qualification code: BPARF2 / NQL 8 with specialisation in technology

TUT modules

Professional Architect (PrArch)

TUT modules

MArchTech(Prof) [180 credits] / Qualification code: MAAT18 / NQF 9

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Construction I-IV; Professional Practice I-IV; Advanced Professional Practice IV

Technical Design Studio; Construction Materials and Methods

Project Management

Image 5 2022 Prospective student tour

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

14.2. Allied Programmes 14.2.1. Doctor of Architecture programme: DArch – NQF Level 10 (360 credits) – qualification code DDAR19 The doctorate is an advanced qualification based on research, with a study period of at least two years and a maximum of five years. The doctorate consists of an original and creative research project, with a research proposal, thesis, at least one conference or symposium presentation, and at least two journal publications being the significant components. The DArch builds on previously accumulated skills and competencies. The purpose of this qualification is the advancement of knowledge through research. This high-level research should make a significant and original contribution to the built environment in general and architecture in particular.

14.2.2. Industrial Design programmes While preparing for qualification evaluation in June 2022 (at the time of writing this report), the World Design Organization (WDO) endorses the industrial design qualifications offered by the department. The following offered industrial design qualifications emphasise sustainability, social responsibility, context and systems thinking: • •

Diploma in Industrial Design: Dip (Industrial Design) – NQF Level 6 (360 credits) – qualification code: DIND18 (see appx F2.1) Advanced Diploma in Industrial Design: AdvDip (Industrial Design) – NQF Level 7 (120 credits) – qualification code: ADIN18 (see appx. 2.2)

Image 5 Furniture Design projects in the MakersSpace

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

15. Teaching, learning and assessment The Tshwane University of Technology’s Teaching and Learning Strategy (2020-2025) (see appx. B2.9) acknowledges that most of the students are from underprivileged communities, and therefore a teaching-intensive approach is adopted to help address educational gaps. This intensive approach is seen by the Department of Architecture and Industrial Design as an opportunity to explore and experiment with inductive student-centred teaching, learning and assessment approach.

15.1. Making as pedagogy In this context, ‘making’ refers to visual representations, such as drawings, computer-aided drawings (CAD) models, physical models and prototypes. Learning is facilitated through the clash between abstract concepts, theoretical context and concrete experiences. In various ways, a design-through-making teaching and learning methodology is applied in studio-based modules to encourage mind and hand coordination. In this way, students formulate personalised learning experiences through embodied interactions with reality. Although this discovery or inductive learning is prominent in the school, deductive learning also still occurs1. The TUT Department of Architecture follows a unique approach to teaching and learning. This approach could be summarised in the following equation: TUT (arch grad) = d² + m², where d² = (design x develop) m² = (model x make) Although the making component (m²) is entangled with the development of digital and mechanical technologies, artisanship remains essential. A new making laboratory and assembly workshop was established to support this called ‘MakerSpace’, in addition to the m² Lab that came with merging the Department of Architecture with the Department of Industrial Design.

Image 6 Making as Pedagogy : BArch4(Tech) Studio Workshop

1Loh, P.2016. Making as pedagogy: engaging technology in design teaching. Available from: https://www.intechopen.com/chapters/57955

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

15.2. Travel as pedagogy During the various years of study, students travel as part of the teaching and learning strategy of the department. The travel includes factory visits to learn about the manufacturing of building materials and components to local and international trips to expose students to different contexts. Students’ physical movement through familiar and non-familiar spaces is intentionally done to immerse, expose, teach to inform and enhance their “understanding of local social, political, economic, cultural, and historical phenomena” (Costello, 2020:1). Usually, a design brief is prepared and handed out to students before or during the trip to help them focus on particular aspects of the visited context. Most of the international trips include a visit to a local school of architecture where students participate in a design project to stimulate engagement, knowledge exchange and relationship building.1

15.3. Work as pedagogy In the BArch2 year of study, students complete their six months of work-integrated learning (WIL). Any form of learning through, at, and for work is encapsulated in WIL. Since the early twentieth century, this apprenticeship approach to teaching and learning has been used in higher education to help prepare young people for life and work. WIL is a form of work-based learning that includes the teaching of real-world skills and employability in general, as well as the following: community-based projects, apprenticeship, service learning, work experience, job shadowing, vocational courses and simulations. Students use the knowledge and skills taught in Foundation and BArch1 to facilitate and contextualise their work-based learning in BArch2.2

15.4. Assessment The department’s assessment procedures and policies are based on the final policy approved by TUT Senate (see appx. B1.1). The TUT Assessment of Learning Policy includes various modes of assessment and the moderation of learning. The policy clearly defines rules regarding assessment, question papers, memorandums, remuneration of assessors, moderation and invigilation, stating examination rules and regulations, processing and publication of results, various assessment methods and finally, the assessment of postgraduate studies. The policy is accessible to staff and students through the TUT intranet, circulars and prospectuses. The most important evaluation and monitoring mechanisms are built into the system of external examiners and moderators (a mix of academics from other ALSs and experts from professional architecture practices) requested to comment and recommend at the level of individual subjects within the context of the bigger framework of the qualification. Additional quality-control measures are factored into the university structure and implemented within the Faculty of Engineering and the Built Environment. Lecturers are annually evaluated by students, using the system adopted by TUT and adapted to architectural teaching for subjects requiring practical execution, such as design. The format is comparable in principle to that followed at the validated ALSs throughout South Africa and sanctioned by the validation board of SACAP (see appx. B1.6). The assessment procedures are derived from and based on acknowledged empirical methods of assessment applied nationally and internationally in the process of training students for the architectural profession, with minor adaptations to match the needs of the students and staff of the Department of Architecture within the context of TUT. External examiners and moderators’ reports form part of the subject files. Due to the nature of the continuous assessment process and portfolio assessment, a direct dialogue exists between external examiners, moderators and educators, where this process is discussed and implemented changes are monitored. In the Faculty of Engineering and the Built Environment, the Faculty Examination Committee (FEC) exists as a substructure under the jurisdiction of the Faculty Executive Committee (EXCO). The primary function of this committee is to ensure the validity of examination results, including the verification of marks. The department uses continuous assessment for the various modules. Continuous assessment takes the following various formats: portfolio (pin-ups with or without oral presentations) and written and oral assessments. The same methods are used for exams. Portfolio assessment is the predominant method, and is used in combination with other methods in non-studio-based modules such as Theory and History of Architecture in some of the years.

1Costello, B.M. 2020. Travel as pedagogy: embodied learning in short-term study abroad. Available from: https://www.researchgate.net/publication/341830924_Travel_as_pedagogy_embodied_learning_in_short-term_study_abroad/link/5ed6880a92851c9c5e743cd6/download[ Accessed 0n 11 May 2021] 2 Lucas, B. 2020. The pedagogy of work-related learning a brief overview commissioned by the DCSF 14-19 Expert Pedagogy Group. DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

In principle, there are two summative assessments: one by module lecturers and one by external examiners. Apart from the mini-dissertations for the respective master’s degrees, all the subjects presented by the department are non-examination terminating modules. According to the official TUT policy, the relevant department is responsible for all costs of appointing examiners in the non-examination terminating modules. The Arch+ID deviates from the official TUT policy on examiners and moderators on the following: • A minimum of two external examiners may examine all design subjects (undergraduate and postgraduate) without any moderators being appointed. • All exit-level subjects of the undergraduate degrees may be examined by at least one external examiner, while an internal staff member may be appointed as a moderator for these subjects. • For the two-year master’s degrees, all subjects presented in the first year will be examined by at least one external examiner, while an internal staff member may be appointed as a moderator for these subjects.

15.5. Portfolio assessment: Formative and summative Formative assessment: This approach is used as part of studio-based teaching to give feedback and review the work of students. Project critique is the underlying method and takes the following forms.1 2: • •

•

One-to-one crits: This is between a lecturer and student to track students’ personal growth in Design and Construction modules. Group crits: This is done by discussing the progress of one student’s project in the presence of the entire class or a select group of the class, allowing both lecturers and other students to give criticism. Learning is encouraged by providing an interactive and participatory studio environment. Pin-up crits: This is used for the final hand-in of a given project or collection of projects where internal and/or external critics give feedback or criticism to one student or a group of students. This assessment method serves to both provide assessment and education at the same time. Summative assessment: This method is used for studio-based modules where the work done over a given project time (day/s; week/s; month/s; semester/s) is facilitated through formative assessment and feedback. Students pin up and present their portfolio of final proposals, including a collection of the design process work demonstrating all iterative design developmental work by the student – sketch models, diagrams, initial and scheme designs in a variety of media – thus providing clear evidence of the student’s learning journey from the project’s inception to completion.

15.6. Written assessment Written assessments include essay writing, assignment submissions, quizzes, test scripts and exam scripts. The assessments are used to guide teaching and learning, and for admissions, placement, proficiency, classroom and programme assessment. Assessments play an important role in helping students practise and improve their writing skills through mark-ups and oneto-one discussions between lecturer and student.

15.7. Oral assessment Oral assessments take the form of oral tests, exams and presentation assessments involving the use of the student’s spoken work, guided by given questions or small tasks, to measure obtained knowledge and skills. The process is recorded in the form of notes taken by the assessor or recording documenting the interaction and given responses. The allocation of hours for examiners and moderators is determined per module.

1Ragheb, G. 2016. Assessment in architectural design education case study: First-year students at Pharos University. https://www.researchgate.net/publication/308998830_Assessment_in_ Architectural_Design_Education_Case_Study_First-Year_Students_at_Pharos_University 2Holgate, P.2008. Assessment for learning in architectural design programmes. Northumbria working paper series: Interdisciplinary studies in the built and virtual environment, vol. 1, no. 2, pp. 194-208. ISSN 1756-2473. Available from: https://www.academia.edu / 4215121 / Assessment_for_Learning_in_Architectural_Design_Programmes [Accessed on 11 May 2022] DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

15.8. Course structure

Image 7 Flow diagram of course structure

15.8.1. Bachelor of Architecture and Bachelor of Architecture (extended) Foundation The Baccalaureus Technologiae: Architecture: Professional (extended curriculum programme with foundation provision) or BArch (ext) offering started in 2010. The BArch(Ext) curriculum content is tailor-made for the architecture student and offered during the first year of studies. The primary purpose of foundation provision is to improve the academic performance of those first-time entering undergraduate students who are at risk of dropping out. The foundation year is for students planning to follow a career in architecture. Upon successful completion of Foundation studies, students are offered a place in the BArch 1 that forms part of the undergraduate programme. This year is a studio-based full-time delivery giving students hands-on instruction in architectural thinking and design-technical basics, providing ways to develop hand drawing, model making and written and verbal communication skills. Students experiment and develop, individually or collectively, with new skills, techniques and ideas in an intimate learning setting. Both lecturer and peer assessment guide students to develop a feel for constructive critique in relation to each other’s work and their own. Lecturers engage with students in weekly studio sessions, tutorials, presentations and class lectures.

BArch1 to 4 The Bachelor of Architecture and Bachelor of Architecture (extended) programmes were SACAP accredited for registration in the category of Senior Candidate Technologist in 2017. Each year of study in the BArch programme has a year-long design studio module leading to making a design portfolio and completing required support modules. In order to complete a year of study, all required course module submissions must be passed. Required modules are delivered in a semester and year-long cycle in the form of class lectures, seminars, studio crits, field trips and workshops.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Theory and History of Architecture modules help students develop theoretical and historical perspectives and writing related to architectural concepts, discourses and ways of thinking. Construction modules offer a technical theory on fundamental, intermediate, advanced and expert studies on building construction. Presentation Techniques and Computer Applications modules assist students in growing skills in traditional forms of architectural representation and exploratory media in information and communication technology. Building Physics and Systems Design modules are aimed at helping students build their technical-theory by offering in-depth instruction on environmental concerns, materials and methods, services, structural and other architectural systems, resulting in both stand-alone technical projects or assignments and deliverables required from the given Design module projects. Professional Practice modules offer written and verbal communication skills, six months of work-integrated learning in an architecture practice, advanced digital surveying, and in-depth knowledge of professional architectural practices. In year four of study, students have an option to select between courses specialising in design (BArch (Design)) or technology (BArch (Technology)). In what is termed a Y-split, both options consist of design but differ in the focus of theory. The BArch (Design) focuses on traditional design theory through the Theory and History of Architecture module, while the BArch (Technology) course focuses on technical theory through the Advanced Construction, Advanced Building Physics and Systems Design, and Advanced Professional Practice modules.

Image 8 Travel as pedagogy: Italy Exchange 2019

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Image 9 Travel as pedagogy: BArch3 Year Trip to Eswatini, 2019

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TABLE 10: A blended teaching method (online and face-to-face) is used for the following teaching modules: Module

Classroom methods

Practicals / studio-based

Design

• Class lectures

• Model making • Site visits

on topics related to ongoing projects

• Specialist lectures

• Workshops and seminars

Field trips

and documentation

• Prototyping

On-the-job training

Feedback methods

Assessment

• 1:1 scale site

• One-to-one

• Two external exam-

• Drawing mark-

• 40% of the final

installation of design and community projects

• Hand-drawing • National

and international trips

• Computer modelling

studio crits up

iners in all years

mark is derived from the examination and 60% from the internal year mark, except for the second year of master’s degrees, where the examination mark constitutes 100% of the final mark

• Pin-up crits by

staff and external examiners

• Design workshops

• D2L comments

• Reading list

• Class discus-

• Precedent

sions

analysis

• Crit sheets comments

Construction

• Class lectures • Specialist lectures

• Construction workshops

visits

• 1:1 scale site

installation of design and community projects

• Model making • Construc-

• Workshops

• Prototyping

• Technical prec-

• Hand-drawing

edent analysis

• Factory

tion site visits and documentation

• One-to-one

• Two external exam-

• Drawing mark-

• 40% of the final

studio crits up

iners in all years

mark is derived from examination and 60% from internal year mark

• Pin-up crits by

staff and external examiners

• Computer modelling

• D2L comments • PowerPoint oral presentations

Building Physics and Systems Design

• Class lectures

• Class discus-

• Internal examina-

• D2L comments

External subject moderation

sions

• Technical Precedent analysis

Pin-up crits Theory and History of Architecture

Professional Practice

Representation

•

Class lectures

•

Reading list

Class lectures

•

Visual-spatial documentation of buildings and spaces

Photogrammetry

Class notes

Class lectures Archicad and Revit block weeks Adobe CADLab training

•

Travelling and journaling

•

In-service training

•

Leadership and project management through 1:1 scale site installation of design projects

Hand-drawing techniques practicals Hand model-making techniques

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

tion

•

Test mark-up

•

Internal examination

•

Essay mark-up

•

PowerPoint oral presentations

External subject moderation

• •

Pin-up crits Test mark-up

•

Internal examination

•

Oral exams

•

PowerPoint oral presentations

External subject moderation

•

One-to-one studio crits

•

Internal examination

•

Drawing mark-up

•

External subject moderation

•

Pin-up crits by staff and external examiners

•

Class discussion

•

Essay mark-up

•

D2L comments

Modules have been restructured and streamlined as per the table below: Table 11: Foundation Old module/s

Lecturer/s

Aim, teaching and assessment

BTPSF0: offered from 2016 Foundation Principles of Architectural Design

New module BPARF2: offered 2020

Dr Mel Stander

• Aim: Introduction to Architectural Design processes and concepts

Foundation Architectural Design I

New code

HEQSF credits

ACHF05P

CSTF05P

FTDF25P

PFRF25P

FALF05P

• Teaching: Studio-based, class lecture

Foundation Building Science I

Dr Mel Stander

• Assessment: Portfolio • Aim: Introduce fundamental

Foundation builWding construction concepts Construction I and principles

• Teaching: Studio-based, class lecture

Foundation Technical Architectural Drawing

Dr Mel Stander

• Assessment: Portfolio • Aim: Introduction to drawing by

Foundation hand, and drawing by computer Technical using related software and hard- Architectural ware to present design projects Drawing I

• Teaching: Studio-based, class lecture

Foundation Building Business Law and Practice

Dr Mel Stander

• Assessment: Portfolio • Aim: Introduce the structure and Foundation regulation of the architectural profession, and Local Authority building plan submission requirements and approval processes

Professional Practice I

• Teaching: Studio-based, class lecture

Foundation Architectural Language and Communication

Dr Mel Stander

• Assessment: Portfolio • Aim: Introduction to basic architectural language and presentation techniques

• Teaching: Studio-based, class lecture

Foundation Architectural Language and Presentation Techniques I

• Assessment: Portfolio, written TOTAL CREDITS

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Table 12: BArch1

Old module/s

Lecture/s

Aim, teaching and assessment

BTPSF0: offered from 2016 Architectural Design I

Mr Tebogo Ramatlo

Construction Materials I

Mr Tebogo Ramatlo

Construction Methods I

Mr Mostert van Schoor

Applied Building Science I

New code

HEQSF credits

Architectural Design I

ACD105P

48,0

Construction I

CST105P

18,0

Building Physics and Systems Design I

BPS105P

12,0

Computer Applications in Architecture I

CAR125P

12,0

Theory and History of Architecture I

THR105P

12,0

Professional Practice I

PFR125P

6,0

Presentation Techniques I

PTR105P

12,0

BPAR20: offered 2020

Mr Mostert van Schoor

Contract Documentation I

New module

Ms Tariené Gaum

• Aim: Introducing and experiment-

ing with fundamental architectural design concepts and processes

• Teaching: Studio-based, field trips, class lecture

• Assessment: Portfolio • Aim: • Teaching: Studio-based, workshop, field trip, class lecture

• Assessment: Portfolio • Aim: Acquire sufficient knowledge

of the basic principles of structures, building physics and systems design thinking to use as design guidelines for maximising sustainability efforts in the built environment

• Teaching: Class lecture Computer-Aided Draughting I

Ms Estelle Krynauw

Computer Applications in Architecture I

History of Architecture I

• Assessment: Written • Aim: Instil in students a mindset,

skills, and knowledge of the basic level of digital technologies used in the Architectural profession

• Teaching: CADLab lecture Ms Linelle Visagie

Theory of Design I

• Assessment: Portfolio • Aim: Broad introduction to global

histories of architecture – expansion of the frame of reference for form and theory

• Teaching: Class lecture Communication I

• Assessment: Written Mr Mostert van • Aim: Introduce and provide skills, Schoor

Mr Sieg Schmidt

Presentation Techniques I

Ms Linelle Visagie

knowledge and understanding of the pragmatic side of operating successfully in an architecture practice

• Teaching: Class lecture • Assessment: Written • Aim: • Teaching: Studio-based, class lecture • Assessment: Portfolio

TOTAL CREDITS

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120

Table 13: BArch2

Old module/s

Lecture/s

Aim, teaching and assessment

BTPSF0: offered from 2016 Architectural Design II

New module BPAR20: offered 2020

Ms Marinda Bolt • Aim: Teach and experiment with intermediate architectural design Ms Lieze Swart processes and concepts Ms Carla Schmidt

Construction Materials II

Mr Hendrik N van der Linde

Construction Methods II

Ms Marinda Bolt

Contract Documentation II

New code

HEQSF credits

Architectural Design II

ACD216P 48,0

Construction II

CST216P

12,0

BPS216P

6,0

Computer Applications CAR226P in Architecture II

6,0

Theory and History of Architecture II

THR216P

12,0

Professional Practice II

PFR216P

36,0

• Teaching: Studio-based, field trips, class lecture

• Assessment: Portfolio • Aim: Complement Architectural

Design II by equipping the student with sufficient knowledge of construction materials to be able to translate a design into built form

• Teaching: Studio-based, field trips, class lecture

Module was Ms Tariené previously part Gaum of: Dr Emmanuel Construction Nkambule Methods II Computer-Aided Design II

• Assessment: Portfolio • Aim: Acquire sufficient knowledge Building Physics and of the basic theory of structures, systems design and advanced building services to use as design guidelines for maximising resource efficiency in the built environment

Systems Design II

• Teaching: Class lecture • Assessment: Written, portfolio

Computer-Aided Design II

Mr Leon Pienaar • Aim: Instil in students a mindset, skills and knowledge of an interMr CL Schmidt mediate level of digital technologies used in the Architectural profession

• Teaching: CADLab lecture Theory of Design II

Ms Lieze Swart,

• Assessment: Portfolio • Aim: Introduction to the history

of elements of architecture and theory of architecture as a technology

• Teaching: Class lecture Architectural Technology Practice II

Mr Sieg Schmidt

• Assessment: Written • Aim: • Teaching: Class lecture • Assessment: Written

TOTAL CREDITS

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120

Table 14: BArch3

Old module/s

Lecture/s

Aim, teaching and assessment

BTPSF0: offered from 2016

New module

New code

HEQSF credits

Architectural Design III

ACD307P

54,0

Construction III

CST307P

18,0

Building Physics and Systems Design III

BPS307P

12,0

Computer Applications in Architecture III

CAR327P

18,0

Theory and History of Architecture III

THR307P

12,0

Professional Practice III

PFR327P

6,0

BPAR20: offered 2020

Architectural Design III

Mr Victor Mokaba

Landscape Design III

Mr Oratile Mothoagae Mr Msizi Mkhize Ms Nomalanga Mahlangu

Construction Materials III

Mr Victor Mokaba

Construction Methods III

Mr Oratile Mothoagae

Contract DocuMr Msizi Mkhize mentation III Specification and Quantities III

Ms Nomalanga Mahlangu

Building Services III

Mr Hendrik N van der Linde Dr Emmanuel Nkambule

• Aim: Teach and experiment with advanced architectural design processes and concepts

• Teaching: Studio-based, field trips, class lectures

• Assessment: Portfolio • Aim: • Teaching: Studio-based, field trips, class lectures

• Assessment: Portfolio

• Aim: Instil in students a mind-

set, skills and knowledge to use systems thinking design responsible and appropriate sustainable structures

• Teaching: Class lecture • Assessment: Written, portfolio Computer-Aid- Mr Leon Pienaar • Aim: Instil in students a minded Draughting III

Mr C L Schmidt

set, skills, and knowledge of an advanced level of digital technologies used in the Architectural profession

• Teaching: CADLab lecture Theory of Design III

Mr Oratile Mothoagae

• Assessment: Portfolio • Aim: Introduction to relationships

between architecture, media, politics and society through written and verbal discourse

• Teaching: Class lecture Architectural Practice III

Mr Mostert van Schoor

Surveying for Architecture III

Mr Sieg Schmidt

• Assessment: Written • Aim: Introduce and provide skills, knowledge and understanding of the pragmatic side of operating successfully in an architecture practice

• Teaching: Class lecture • Assessment: Written TOTAL CREDITS

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120

Table 15: BArch4 (Design)

Old module/s

Lecture/s

Aim, teaching and assessment

BTPSF0: offered from 2016

New module

New code

BPAR20: offered 2020 –

Architectural Design IV

Mr Pieter Greyvensteyn

Principles of Urban Design IV

Ms Nadia Lloyd-Lister Mr Navarre Ebersohn

Construction Materials IV

Mr Andre Roodt

Construction Methods IV

Mr John Molebatsi

• Aim: Teach and experiment with

complex architectural design processes and concepts

HEQSF credits

Architectural Design IV ACD408P

54,0

Construction IV

CST408P

18,0

Building Physics and Systems Design IV

BPS418P

12,0

Computer ApplicaCAR428P tions in Architecture IV

12,0

Theory and History of Architecture IV

THR408P

12,0

Professional Practice IV

PFR418P

12,0

• Teaching: Studio-based, field trips, class lectures

• Assessment: Portfolio • Aim: Equip the students with suf-

ficient knowledge of construction materials and methods to translate design into built form

• Teaching: Studio-based, field trips, class lectures

Structures IV

Ms Sushma Patel

• Assessment: Portfolio • Aim: Provide students with the

knowledge and skills of more advanced aspects of building physics and network systems

• Teaching: Class lecture Module was previously part of:

Mr Leon Pienaar

Architectural Design IV Theory of Design IV

• Assessment: Written • Aim: Instil in students a mindset,

skills, and knowledge of an advanced level of digital technologies used in the Architectural profession

• Teaching: CADLab lecture Mr Pieter Greyvensteyn

• Assessment: Portfolio • Aim: Provide the student with the

necessary understanding and knowledge of supporting theories and cultural awareness to design competently

• Teaching: Class lecture, reading list Law and Contract Management IV Project Management IV

Mr Emile Paulsen

• Assessment: Written • Aim: Equip students with skills to

fulfil the role of creative interpreter to the client’s vision and intention to build, making proposals to meet the intention and guide this creative process to a successful conclusion

• Teaching: Class lecture, reading list • Assessment: Written, oral TOTAL CREDITS

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120

Table 16: BArch4 (Technology)

Old module/s

Lecture/s

Aim, teaching and assessment

New code

HEQSF credits

Studio Work IV

STW408P

30,0

Construction IV

CST408P

18,0

Advanced Construction IV skills and knowledge to design responsible with advanced construction techniques and methods

ACC408P

12,0

Building Physics and Systems Design IV

BPS418P

12,0

Advanced Building Physics and Systems Design IV

ABP418P

12,0

BTPSF0: offered from 2016 Studio Work: Contract Documentation IV

BPAR20: offered 2020 onwards Dr Emmanuel Nkambule Mr Phillip Sherman Mr John Molebatsi

Studio Work: Specification IV

Mr Andre Roodt

Construction Materials IV

Mr John Molebatsi

Construction Methods IV Module was previously integrated in:

Mr Phillip Sherman

workshops, class lectures

• Assessment: Portfolio • Aim: Equip the students with suf-

ficient knowledge of construction materials and methods to be able to translate design into built form

• Teaching: Studio-based, field trips, • Assessment: Portfolio • Aim: Instil in students a mindset,

• Assessment: Portfolio Ms Sushma Patel

• Aim: Provide students with the

knowledge and skills of more advanced aspects of building physics and network systems

• Teaching: Class lecture • Assessment: Written

Studio Work: Specification IV

• Teaching: Studio-based, field trips,

workshops, class lectures

Studio Work: Contract Documentation IV

skills and knowledge to design responsible and appropriate sustainable structures

• Teaching: Studio-based, field trips,

Studio Work: Specification IV

Module was previously integrated in:

• Aim: Instil in students a mindset,

class lectures

Studio Work: Contract Documentation IV

Module was previously integrated in:

New module

Ms Tariené Gaum

• Aim: Acquire sufficient knowledge

of the advanced theory of building physics and systems design thinking mechanisms, focusing on Hygrothermal movement, acoustics, light properties of buildings, building performance and components, simulation tools and efficient management of buildings and neighbourhoods

• Teaching: Class lecture • Assessment: Written

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Advanced Computer Applications in Architecture IV

Mr Leon Pienaar

• Aim: Instil in students a mindset,

skills, and knowledge of an advanced level of digital technologies used in the Architectural profession

Computer Applications in Architecture IV

CAR428P

12,0

PFR418P

12,0

APC418P

12,0

• Teaching: CADLab lecture Computer Hardware IV

Mr Emile Paulsen

Computer Network Systems IV Law and Contract Management IV

Business Management IV

the role of creative interpreter to the client’s vision and intention to build, making proposals to meet the intention and guide this creative process to a successful conclusion

tice IV

• Teaching: Class lecture, reading list

Project Management IV Architectural Practice IV

• Assessment: Portfolio • Aim: Equip students with skills to fulfil Professional Prac-

• Assessment: Written, oral Mr Emile Paulsen

• Aim: Acquire skills to guide the entire Building Delivery Process to a successful completion

Advanced Professional Practice IV

• Teaching: Class lecture, reading list • Assessment: Written, oral

TOTAL CREDITS

120

Image 10 4th Year (Tech) Itireleng Pre-school Building project, 2021

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Image 11 The Acupuncture of Marabastad, Design Model, Groenewald F (MArch1), 2021 DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Image 12 BArch4 Design Studio Project, 2018

15.8.2. Postgraduate courses The Master of Architecture and Master of Architecture in Architectural Technology programmes were both SACAP accredited for registration in the category of Candidate Architect in 2017.

MArch1 and MArchTech1 After successfully completing a BArch (Design) programmes or BArch (Technology) degree, students are offered the MArch1 and MArchTech1 programmes. Both programmes mainly provide a learning environment and tools, the former on urban design theories and the latter on technical theory, for the synthetisation of a student’s architectural skills, knowledge and experimentation towards preparing and presenting an individual architectural dissertation. At this level, students are encouraged to challenge themselves to build upon their existing skills and knowledge by exposing them to diverse architectural agendas, topics, interests, and teaching and researching methods. Design projects in the MArch’s Architectural Design module form the core of all studio-based work, supported by arranged class lectures, seminars, internal and external reviews, presentations, field trips and workshops. Students compile individual portfolios throughout the year based on crits and guidance by lecturers. Construction, computer, professional practice and theory modules supplement the Design module. The MArchTech modules interweave design projects through a strongly integrated teaching, learning and assessment process to ensure a 50% design content in the course in line with SACAP requirements. For example, the Technical Design Studio projects have deliverables for the Project Management and Construction modules. This course also offers a Research Methodology module to help prepare students for their sixth year of study. A substantial aspect of the course is Environmental Science, which calibrates new students (and students who had completed the undergraduate programme before recurriculation) to module content from Building Physics and Systems Design.

MArch2 and MArchTech2 (SACAP accredited) Both courses are structured according to the given specific requirements of the course. MArch2 offers a Research Methodology module that forms part of research-proposal writing by each student submitted for formal faculty approval within the year’s first half. The rest of the year is devoted to a parallel design project, technical resolution of the design project (Contract Documentation and Specification modules) research report writing (Research Report module). In the MArchTech2, students focus on the writing up of the dissertation towards completion of their Research Report module. Dissertations range in topics from environmental and empirical studies to heritage, theory and emerging technologies.

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Master of Architecture in Architectural Technology Table 17: MArch1

Lecturer/s

Aim, teaching and assessment

Qualification code: MPAR18

Module code

HEQSF credits

Architectural Design V

ACH109M

27,0

Architectural Practice V

AHC109M

7,0

Advanced Computer Applications V

ARA109M

4,0

Business Management V

BMN109

7,0

Computer Hardware V

CHH109M

2,0

Construction Materials V

CSM109M

7,0

Construction Methods V

KME109M

7,0

Network Systems V

NSY109M

4,0

Theory and His- THD109M tory of Architecture V

7,0

Module name: Ms Sushma Patel

• Aim: Cultivate and extend student’s critical and analytical

Dr Priscila Izar

• Teaching: Studio-based, field trips, workshops, class lec-

Mr Abre Crafford

• Assessment: Portfolio

thinking in the field of design tures

Ms Pieter Swart Mr Emile Paulsen

Ms Estelle Krynauw

• Aim: • Teaching: Class lectures, reading list • Assessment: Written • Aim: Instil in students a mindset, skills and knowledge of an advanced level of digital technologies used in the Architectural profession.

• Teaching: CADLab lecture Mr Emile Paulsen

Ms Estelle Krynauw

• Assessment: Portfolio • Aim: • Teaching: Class lectures, reading list • Assessment: Written • Aim: Instil in students a mindset, skills and knowledge of an advanced level of digital technologies used in the Architectural profession.

• Teaching: CADLab lecture Mr Abre

• Assessment: Portfolio • Aim: Curiosity and critical thinking of materiality

Crafford

• Teaching: Studio-based, field trips, workshops, class lec-

Mr Abre Crafford

• Assessment: Portfolio • Aim: Provide the student with critical technical knowledge

tures

of appropriate building design and construction.

• Teaching: Studio-based, field trips, workshops, class lectures

Ms Estelle Krynauw

• Assessment: Portfolio • Aim: Instil in students a mindset, skills and knowledge of an advanced level of digital technologies used in the Architectural profession.

• Teaching: CADLab lecture Mr Pieter Swart

• Assessment: Portfolio • Aim: Curiosity and critical thinking of materiality • Teaching: Studio-based, field trips, workshops, class lectures

• Assessment: Portfolio TOTAL CREDITS

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Table 18: MArch2

Lecturer/s

Aim, teaching and assessment

Prof. Jacques Laubscher Supervisors and co-supervisors

• Aim: Equip students with the skills and

Qualification code: MPAR18 Module name:

knowledge needed for the completion of an architectural project and present it in an exhibition and mini-dissertation

Module code

HEQSF credits

Research Report: Architecture: ARP209M Professional V

90,0

Contract Documentation V

CDO209M

10,0

Research Methodology V

RMD209M

4,0

Specification V

SFN209

4,0

• Teaching: Class lecture, one-to-one consultation, reading list, document mark-up

Ms Marinda Bolt

• Assessment: Written, oral • Aim: • Teaching: Studio-based, field trips, workshops, class lectures

Prof. Amira Osman

• Assessment: Portfolio • Aim: • Teaching: Class lecture, one-to-one consultation, reading list, document mark-up

Ms Francine van Tonder

• Assessment: Written, oral • Aim: • Teaching: Studio-based, field trips, workshops, class lectures

• Assessment: Portfolio TOTAL CREDITS

108

Image 13 MArch2 design project presentation, 2021

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Master of Technology Table 19: MArchTech1 Lecturer/s

Aim, Teaching, & Assessment

Qualification code: MAAT18

Module Code

HEQSF Credits

Construction Materials and Methods

CMR109M

18,0

Environmental Science

ESA109M

27,0

Project Management

PMA109M

18,0

Research Methodology V

RAT109

9,0

Technical Design Studio

TDO109M

18,0

Module name:

Mr Stephen Steyn; Ms Tlhologello Sesana

Aim: expand the vocabulary of architectural material, applications in construction, and the creative, conscientious communication of concepts and processes in construction Teaching: Studio-based; Field trips; Workshops; Class lectures Assessment: Portfolio

Mr. Henry Igugu

Aim: deepen the students’ knowledge about the environmental performance of buildings. Teaching: Class lecture; Reading list Assessment: Written; Oral Aim:

Mr Stephen Steyn

Teaching: Class lecture; Reading list Assessment: Written; Oral; Portfolio

Mr Stephen Steyn; Ms Tlhologello Sesana; Mr Andre Roodt

Aim: train students in the meaningful integration of theory modules in the production of architectural artefacts and concomitant arguments Teaching: Studio-based; Field trips; Workshops; Class lectures Assessment: Portfolio

TOTAL CREDITS

Table 20 : MTech2

Lecturer/s

Aim, teaching and assessment

Mr Stephen Steyn and supervisors and co-supervisors

• Aim: Equip students with the skills and knowledge

Qualification code: MAAT18

Module HEQSF code credits

Module name: needed for the completion of an architectural research project and present it in a film and mini-dissertation

Research Report: Architecture: Professional V

ATG109M

90,0

• Teaching: Class lecture, one-to-one consultation, reading list, document mark-up

• Assessment: Written, oral TOTAL CREDITS

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15.9. Design Subjects and other subjects 15.9.1. Design modules in relationship to other modules The department embraces technology as an integral part of design. The term ‘design-technical’ may be used to describe this integration of architectural technology with architectural design. In each year, Foundation to MArch, at least one lecturer teaching a design module is also teaching a construction or theory and history module to ensure this integration. Studio-based teaching used for design modules is aimed at guiding students to acquire the following: • Knowledge of design-technical theory and methods • Understanding of design-technical procedures and processes • Knowledge of design-technical precedents and architectural criticism • Ability to engage the imagination, think creatively, innovate and provide design-technical leadership • Ability to gather information, define design-technical problems, apply analyses and critical judgement and formulate strategies for action • Ability to think three-dimensionally in the exploration of design-technical projects by designing on paper, development, modelling and making • Ability to reconcile divergent factors, integrate knowledge and apply skills in the creation of a design-technical solution.

15.9.2. Studio-based teaching methods Student-centred studio-based learning and classroom, lecture-style teaching approaches are used differently from Foundation to the MArch and MArchTech years (see appx D1.5). From BArch1 to MArch2, one design project is to be prototyped in the department’s MakerSpace. At least two external examiners review the design portfolios at the mid-year and year-end. The number of external reviewers in the MArch2 final exams is larger. In the various years, only external examiners award marks, and internal staff only observe and are not influence the review process. Full-year design portfolios are pinned up, and external examiners listen to oral presentations of the work and engage with each student given about 10 to 15 minutes on average. Students use the given comments in the mid-year exams to improve Semester 1 work to be presented in the final year-end exam. The same examiners review the combined Semester 1 and 2 work where possible. As a principle, one of the lecturers teaching a design module is also teaching a construction module during the various study years to help better integrate design with construction projects. The lecturers use an apprenticeship style in the BArch Foundation year since the class is small enough. BArch1 has the highest number of students. Here four lecturers divide the class into about four groups and then allow groups to rotate between the available staff per studio session. Most of the feedback is through mark-ups on drawings and comments on crit sheets. Intermediate submissions for each project are also assessed with comments to help students improve their work for the final pin-up. In the second year, in addition to the above, at the end of the academic year, students pin up their year projects, lecturers assess and award a summative mark, and comments are given to help students improve design portfolios before a year-end examination. In the third year, one international trip forms part of a design project (this has not happened in 2020 and 2021 due to Covid-19 travel restrictions), and design workshops are used to help students commit design ideas on paper. In BArch4 (Design), filming, travelling, and making are used for the design projects. BArch4 (Technology) emphasises hands-on design studio teaching approaches, such as material assembly workshops conducted by industry specialists and supplemented by factory visits. In MArch1, field trips are also integrated with programme content, especially in addressing urban design issues. In MArch2, staff members with doctorate degrees are mainly assigned as main supervisors, and master’s degree holders are assigned as design supervisors. The design supervisors consult weekly one-on-one with students using studio-based approaches. The main supervisors only consult with students once a month to discuss design project progress and give feedback on thesis proposals and documents. The MTech first-year programme has changed from mainly classroom-style teaching to studio-based teaching leading to design-technical portfolio outcomes. This approach is carried through to the MArchTech second year towards a design-led teaching and research approach.

Foundation Studio-based teaching and assessment methods are used to teach Foundation Architectural Design I. Most of the design briefs of this module consist of deliverables for Foundation Architectural Language and Presentation Techniques I, Foundation Construction I, and Foundation Technical Architectural Drawing I. Various ‘show and tell’ teaching strategies are used to simplify and demystify the process of sketching and drawing for students. The programme is structured to equip students from underprivileged backgrounds with basic architectural design and communication skills, knowledge and understanding before they enrol for BArch1.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

BArch1 Connection between Theory and Design I: • • •

•

The theory class and design studio ensure that the content of each is connected to / relevant to each other in both practical and conceptual ways. The design and theory lecturers are in close contact with one another, and the theory lecturer is either directly involved in the design studio or has previous experience in the design studio. The theory and history programme is conceptualised to break away from a linear, European-centred approach typically found in architectural programmes, opting rather for an approach encouraging lateral connections between studied artefacts globally and over time. This breakaway allows students to use themes and precedents from theory and history right from the first year of study, as they are exposed to a range of ideas and artefacts over the whole globe and across a larger timespan than it would be if they were taught history and theory in a linear timeline only. The design studio programme is set up and leads the theory and history programme. Lecturers are designated to address the process of the design studio directly in certain instanceswhere the lecture would focus on a typical project underway in the design studio. The design process may also be addressed indirectly, for example in our performance lecture, which we always schedule before the Design I Archifashion project, with the intent of vaguely addressing themes of the Archifashion brief and widening the ideas associated with the temporary nature of design.

Architectural Design I is a studio course mainly assessed through design projects. Some design projects are further developed by requiring students to prepare construction drawings for Construction I. A one-week building workshop will help students gain tactile knowledge of construction materials and standard methods. Feedback from students is also given by verbal one-on-one or class discussions and written comments on drawings for design and construction aspects. What is presented in Theory and History of Architecture aligns and is done concurrently with ongoing design projects. Weekly discussions between the lecturers of the different modules ensure better integration. In summary, Architectural Design I project briefs have deliverables for Theory and History of Architecture I, Construction II, and Building Physics and Systems Design I.

BArch2 The students spend six months of their academic year at an architecture practice and the other six months are where they are taught Architectural Design II using studio-based methods. This module links to Building Physics and Systems Design II through an overlapping assignment, which is pinned up together with the design portfolio for assessment. While doing their six months of work-integrated learning in a practice, students also get to see how architectural design develops through technical resolution, response to by-laws and National Building Regulation requirements, architect-client engagements, construction team interactions, and knowledge of the construction of materials and methods.

BArch3 There is direct integration of Construction III and Architectural Design III. A series of lectures on construction materials and methods are presented to students in Semester 1, and then some design projects include deliverables for Construction III and Building Physics and Systems Design in Semester 2. Building Physics and Systems Design is linked to design by way of design briefs requiring the application of gained knowledge in a design project. Research skills gained from Theory and History of Architecture III are assessed in submitted design projects. Design briefs are programmed to ensure materials needed for a project have already been taught in support modules. A landscape architect also joins the studio sessions once a week to help students integrate landscape and building in each project.

BArch4 (Design) Architectural Design IV is directly integrated with the following modules: Design IV and Theory and History of Architecture IV are the most directly linked subjects. Each of the six design modules has a counterpart in Theory and History. Between one and three lecturers in Theory are aligned to kick-start the research component preceding each design. An example is the inner-city building typologies that are digitally collaged and the module of a short film before it becomes the site of adaptive reuse in design. Computer Applications add technical expertise to execute the designs. A block course on nesting, for example, assists the student in reducing materials wastage for a MakerSpace project. Parallel to that, the line work of design projects is evaluated in Computer Applications to show the application of knowledge gained. Construction becomes the vehicle to zoom into the details of the designs. The annual Saint Gobain Student Contest requires investigating the urban scale right up to the detailing of sustainable materials. These details are explored and discussed in the Construction class and projects and applied and exhibited in design.

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BArch4 (Technology) Studio Work IV focuses on design-technical projects, with a strong emphasis on ‘design and modelling’. The module is informed and supported by the technical theory presented in Construction IV, Advanced Construction IV, Building Physics and Systems Design V, Advanced Building Physics and Systems Design IV, Professional Practice V, and Advanced Professional Practice V. At least one project is developed from paper to implementation on a site. Students plan and manage on-site construction with the advice and guidance of lecturers. Leadership and project management skills are assessed for such projects. The Computer Applications V module links to Studio Work V through the WikiHouse design brief, where obtained computer modelling skills are applied in modelling for laser and computer numerical control (CNC) cutting. Specialists are also invited to lecture and run Studio Work V design project workshops

MArch1 The MArch(Prof) design-stream programme integrates Theory V and Construction Materials and Methods V by combining and overlapping design studio projects. This approach assists the student in the realisation that architecture is design-related and that theory and construction are integral to the design development process. The theory component challenges students’ existing knowledge of architectural convention by investing social, cultural and political conditions through mapping, axonometric and sectional exploration. The theory module elaborates on the history, current discourse and further opportunities of these representational media. The Construction modules deepen the technological aspects of the design projects and often prove that construction can often be a design driver. Furthermore, the urban and social at the metropolitan and global scale in design and theory are countered with the detailed scale of construction to ensure well-balanced architectural knowledge.

MArch2 In the second year of the MArch programme, the inception and development of the year-long design project occur concurrently with the following: writing of each student’s research proposal as part of the Research Methodology module; consequent writing up of the dissertation as part of the Research Report module; and the technical resolution of the design project as part of the Contract Documentation and Specification modules. Although the assessment of each module occurs separately, in the final design panel review, by ten external examiners at the end of the academic year, the integration of all modules is also assessed.

MArchTech The MArch: Arch Tech programme approaches the definition of design through its etymological root in the Latin term: designare (simply, to draw out, to figure out, or to mark). As such, the transition to increased design content focuses on including substantial drawn components of knowledge and its structures in all modules.

MArchTech1 All modules (except Research Methodology) have drawn and modelled content included in their outcomes and text-based outputs. Furthermore, Project Management and Construction are run as a studio-based module, and the content in service modules has been aligned to respond to developmental trajectories in the Design Studio. Construction, Design and Project Management are combined for portfolio examinations.

MArchTech2 The second year was launched as a studio-based module (rather than appointments with supervisors) at the start of 2020 – aligning more closely with design-development practice. Each mini-dissertation is guided to provide a balance between design content and text-based argument.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

15.10. Theory and History of Architecture modules In 2018, the Theory and History programmes were restructured in response to the committee’s comments from previous validations. The academic restructuring was accompanied by formal recurriculation, with new programmes launched in all undergraduate modules from 2019. In order to facilitate the restructuring, Stephen Steyn was appointed as coordinator of theory and history – the first module field to feature vertical coordination. This vertical coordination aims to transform the curriculum in line with the new Prospectus descriptions set out during recurriculation and to manage the organic development of the modules as individual lecturers transform them. Much of the restructuring was aimed at increasing the relevance of Theory and History modules, both for application in the design studios and the university’s unique context more broadly (see full description of the new structures and a detailed rationale in Steyn (2019))1.

15.10.1. Summary of the restructuring The dominance of ‘western’ canons in South African architectural Theory and History programmes is a serious concern for local and regional relevance. It is argued that the chronological presentation of history, though conventional and logical, is a foundational cause of this dominance. Since a chronological narrative of history must occur in connected geographical regions, the well-trod ground of Egyptian – Greek – Roman – Byzantine – European narratives continues to dominate the canon. In addition, it causes problems for the integration of theory and history into design studios – since it takes years before students engage with contemporary architecture in service modules, but it is always working in a contemporary idiom in the studio. The Theory and History programme relies on alternative logic of arrangement. In order to keep programmes logical and contiguous while they are opened up to new content, the structuring of individual modules is based on changing ‘themes’ within which lecturers can arrange architectural content. The themes for the first year of the new structure (2019) were Geometry (first year), Elements (second year), Politics (third year), Sequence (fourth year) and Organisation (fifth year). Instead of chronology, the first year, for example, places artefacts and theories in geometric categories (circles, squares or cones, among others). Within this basic framework, lecturers can place historical examples and contemporary applications within proximity, allowing for increased comparative, analytical and application value in design studios.Each year, as staff change and modules grow, the themes are re-evaluated to suit the individual expertise at the department’s disposal. For the most part, the themes have remained consistent, although the fifth year has changed its focus slightly from organisation to the closely related theme of mapping. One of the school’s challenges is that most students struggle with writing skills in the MArch2 and MArchTech2 years. Essay writing and academic referencing skills are now taught from BArch 1 in Communication I and History and Theory of Architecture I. There is still more work to be done in this area to balance both a strong design-through-making approach and the ability to theoretically communicate design intentions and implications.

15.10.2. Information technology (IT) used for teaching, learning and assessment •

• • • •

Use of Microsoft OneDrive cloud to create, store, and share information between staff, students and stakeholders replaced the old administration database stored on an in-house server. The server is now used to back up important data of the department Internet access to all architectural students in Building 2 and 11 and campus-wide Department has site licences for significant CAD (BIM) modelling and data processing programmes such as Revit and Archicad In 2020, TUT’s Learning Management System software, Blackboard, was replaced by myTUTor Brightspace. TUT’s Department of Teaching and Learning with Technology provided a series of online training sessions on how to use the new teaching platform for teaching and assessment in 2020. Together with the Institutional ITS system, this provides lecturers with tools for monitoring the progress of groups and individuals, with performance criteria for tests, and affords students the opportunity to monitor their own progress continually.

1Steyn, S. 2019. ‘Presenting history: The manipulation of chronological structures in the development and maintenance of transformative curricula’, in Journal of Student Affairs in Africa, vol. 7, no. 1, pp. 111-121.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

15.11. Course year coordination Each year course is allocated a year coordinator who ensures the smooth running of teaching and assessments by facilitating communication between the lecturers and between lecturers and students. The coordinators report to programme coordinators, one for the BArch programme and another for the MArch and MArchTech programmes. Both the year coordinators and programme coordinators report to the head of department. Year coordinators teach a design module to ensure they are involved in the integration and coordination of design and support modules. They also carry administrative responsibilities, including picking up duties that might be neglected by part-time staff. The coordinators use a year teaching and assessment programme indicating all modules to attend to any clashes and inconsistencies that may arise during the year.

Image 14 Curriculim Ceramic Elevation with Notes, Stephen Steyn, 2022

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

16. Relationships with parent institution and other departments The Department of Architecture and Industrial Design (Arch+ID) is 1 of 9 departments in the Faculty of Engineering and the Built Environment (FEBE) (see appx B2.5 and B2.11), yet uses 30% of FEBE’s senior lecturer equivalence (SLE) annual fund allocation. Most of this fund allocation is taken by external examiners and part-time lecturers necessary to ensure a SACAP acceptable design studio lecturer to students ratio and examination process. This fund allocation makes the department financially unsustainable because it takes in fewer students than the other departments and generates less than it uses. As a result, yearly budget reductions have forced the department to consider consolidating modules, increasing tuition fees, reducing the number of part-time specialist lecturers, and searching for external funding. Added to this are challenges that came with Covid-19; the recent resignation of the head of department at the brink of the next SACAP validation; a world technologically advancing at high speed; the department situated in South Africa, a country still dealing with high inequality, socio-spatial, socio-economic and socio-environmental effects of apartheid. In all these things, Arch+ID remains optimistic and sees opportunities in these challenges: from revising the BArch1 to BArch4 curriculum, developing a relevant and forward-looking pedagogy, not leaving students behind, assisting underprivileged students, to experimenting with teaching approaches and technological tools. This opportunities approach has been possible because the Arch+ID sits in a supporting faculty that sees itself as “a teaching, research and technology-driven faculty that produces community active professionals and entrepreneurs from diverse backgrounds through practical training and innovative research”. The Arch+ID fits well in this identity of the FEBE by the following:

DELTeaching: EGATAdopting ION anPLinductive AN teaching and learning approach achieved by focusing on design, developing, modelling, and making (d2 + m2); work-based learning through the BArch2 work-integrated learning (WIL) programme and integrating teaching with community projects in the different years of study.

1.) Structure Chart

Research: Viewing community and research projects led by staff members that may be categorised into three main themes: technological and design investigations, urban and landscape ecosystems and socio-technical innovation and sustainability.

Executive Dean

Dr G Katakana Assistant Dean (Teaching & Learning) Prof C Khoathane

Assistant Dean (Special Projects & WIL)

Dr SJ Jacobs

Assistant dean (Post Grad, Research, Innovation) Prof J Munda

Architecture and Industrial Design

Building Sciences

Prof J Laubscher

Mr N Ansary

Chemical, Metallurgical & materials

Dr MB Shongwe

Civil Engineering

Prof J Snyman

Electrical Engineering

Prof TL Olwal

Geomatics

Mr K Reddy

Industrial Engineering Mr GT Nenzhelele

Mechanical & Mechatronic Engineering

Dr LW Beneke

Image 15 The Arch+ID in the context of the TUT Faculty of Engineering and the Built Environment (FEBE) Page | 19

16.1. TUT Department of Architecture and Department of Industrial Design In 2019, BArch3 and Industrial Design third-year students embarked on a joint design project designing and making parasitic street furniture for the TUT Pretoria Main Campus. The two departments have now merged into one department and are in the process of growing this collaboration. Since 2020, Industrial Design lecturers have been appointed as co-supervisors along with architecture lecturers in the MArch2 for thesis project titles related to industrial design (modelling and making), creative economies and educational facilities.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

16.2 TUT Department of Architecture and Industrial Design and TUT Department of Civil Engineering The TUT Department of Civil Engineering collaborates with the Arch+ID to implement some community projects. In 2019, they provided structural design advice for retrofitting the Itireleng Pre-school classroom shack structure as part of the Studio Work IV design project in the BArch4 (Tech) year. The same department specified and tested the concrete mix used by BArch4(Design) students for their Concrete Cubes design project in Itireleng informal settlement in 2019, 2020 and 2021.

17. Staff 17.1

Structure

Image 16 TUT ArchID structure with notes , Stephen Steyn, 2022

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

17.2

Part-time structure

17.2.1. Part-time academic staff Although the number of temporary staff members in the Arch+ID, excluding Industrial Design, seems high, a large number of such staff members are usually specialists who are a mix of practising architects and academics from other institutions, only appointed for a few hours per semester or year (see appx. B2.1). The total hours that temporary personnel teach are still less than 15% of the total hours taught by full-time personnel. In 2017, there was only 1 black and 21, mostly older white parttime staff, compared to in 2021 when there were 9 black and 16 white part-time staff. The department is recruiting a growing number of younger staff. For modules requiring industry experience and a high level of specialisation, guest lecturers and factory and site visits are utilised.

17.2.2 Part-time academic staff in 2021 Table 22 : Part-Time Lecturers 2021 NO.

Part-time lecturers: 2021 Faculty

Engineering and the Built Environment

Department

B342 Architecture & Industrial Design

Name

Qualification

Gender M-60%

Race F-40%

Year

Module

B-36% W-64%

Burger, LJ

BScLArch

BArch 3

Landscape Design III

Crafford, JA

BArch

MArch 1

Arch Design V

MArch 1

Construction Materials V

MArch 1

Construction Methods V

BArch 1

Arch Design I

BArch 2

Arch Design II

BArch 3

Arch Design III

BArch 4

Arch Design IV

BArch 1

Architectural Design I

Ebersohn, N

Fernandes, H

Igugu, Henry

MTechArch(Prof)

MArch

MArchTech 1

Environmental Science IV

MTechArch

MArchTech 1

Research Methodology

Izar, P

PhD

MArch 1

Architectural Design V

Krynauw, E

MTechArch(Prof)

BArch 1

Computer Applications I

BArch 1

Construction I

BArch 1

Prof Practice III

MArch 1

Adv Computer Applications V

MArch 1

Computer Hardware V

MArch 1

Network Systems V

Lloyd-Lister, N

MTechArch(Prof)

BArch 4

Design IV

Lourens, P

MTechArch(Prof)

MArch

Contract Doc V

Mahlangu, NA

MArch(Prof)

BArch 3

Arch Design III

Mothoagae, O

MTechArch(Prof)

BArch 3

Architectural Design III

BArch 3

Theory of Design III

Mkhize, M

MArch

BArch 3

Architectural Design III

Molebatsi, JK

MArch(Prof)

BArch 4

Construction IV

BArch 4

Studio Wok IV

Ngubeni, SMJ

MTechArch(Prof)

BArch 1

Design I

BArch 1

Construction I

BArch 4

Prof Practice IV

BArch 4

Adv Prof Practice IV

Paulsen, E

MTechArch(Prof)

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

18 19 20

Roodt, AL

MTechArch

Sesane, TME

Schmidt, Carla Schmidt, S

MArch(Prof)

MTechArch(Prof) BArch

Sherman, P

MTechArch

BArch 4

Arch Practice V

MArch 1

Business Management V

BArch 4

Construction IV

MTech Arch 1

Technical Design Studio V

MTech Arch 1

Technical Design Studio

MTech Arch 1

Construction & Materials V

BArch 3

Theory & History II

BArch 2

Arch Design II

BArch 1

Comp Applications I

BArch 1

Professional Practice I

BArch 2

Professional Practice II

BArch 4

Advanced Construction IV

BArch 4

Studio Work IV

MArch 2

Contract Doc V

Smith, D

MArch

Swart, L

MArch(Prof)

BArch 2

Arch Design II

Swart, P

MArch(Prof)

MArch 1

Arch Design V

MArch 1

Theory of Design V

MArch 2

Specification V

BTech 4

Specification IV

BArch 1

Presentation I

BArch 1

Theory & History I

24 25

Van Tonder, JF Visagie, L

MBL MArch(Prof)

Image 17 BArch3 site visit with part-time lecturers Msize Mkhize, Nomalanga Mahlangu & Oratile Mothoagae

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17.2.3 Part-time administration staff Departmental Assistant Administrator Mr Godfrey Motaung PGDip (Business Administration) Portfolio: • Providing front desk information to persons enquiring about academic programmes in the department • Application, enrolment and registration management of BArch and Extended / Foundation • All related postgraduate student admission and selection interviews management • Assist with extracting performance data of all the undergraduate and postgraduate students from MIS for research and publication purposes • Providing administrative support to the head of department and the departmental administrator, assisting with taking, typing and distributing minutes of the meeting and logistics Implementing and maintaining effective administration systems and procedures • Ordering of equipment and supplies for Extended / Foundation students • Printing, data capturing, keeping record of staff, student and clients, maintaining a proper filling system and managing photocopier machine • ITS data capturing using various menus to execute task-academic records retrieval, application details, capturing of marks, student biographic and maintaining student pin, among others • Collecting all written assessments reports of all staff for filling and auditing • Handling income faxes, telephone enquiries, sending internal and external correspondence, taking clients’ and students’ details, sensitively, discreetly and accurately • Co-supervising and administering all student assistants and employment contacts • Report, log calls and follow up with the suppliers and maintenance for all equipment failure • Handling, verifying documents and submissions of all departments assistants’ time sheets and salary claims • Gathering of quotations of physical infrastructure, preparing requisition and making follow-ups with procurement for purchase orders • Accepting deliveries and verifying the accuracy of invoices for filling and payments, assisting with the ordering of stationery and consumables • Organising accommodation transport and flight arrangements for department staff and managing removal permits and registry of assets and insurance claims, among other things • Liaison with the internal and external stakeholders between the industry and the department • Assisting with handling work-integrated learning responsibilities assessing employment letters, organising visits updating students and employer credentials and outcomes on SharePoint.

17.3

Permanent academic staff and support staff

Many permanent staff reported in the TUT 2017 SACAP Validation Report have retired and been replaced by younger staff. In addition, a new curriculum was implemented in 2020 by the head of department, who started his term immediately after the validation, leading to a new staff profile and a change of direction for Arch+ID. The department’s full-time African representation is the least of all departments in the TUT Faculty of Engineering and the Built Environment. In 2021, African staff represented 27% of the department’s total permanent staff (see appx. B2.12)

Permanent staff statistics Table 23 : Permanent staff ratios Year

African

Coloured Indian

White

Female

Male

TOTAL

2016

2017

2018

2019

2020

2021

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

17.3.1 Heads of departments Dean and Acting Head of Department (from May 2022) Dr Grace Kanakana-Katumba MBA (NMMU), DPhil (Engineering Management) (UJ) Out-going Head of Department (September 2017 – May 2022) Prof. Jacques Laubscher MBA (Haaga-Helia), PhD (Architecture) (UP)

17.3.2 . Support staff Table 24 : Permanent Support staff duties: Ms Lemària Labuschagne Year

Department administrator

Portfolio summary

All

Ms Lemària Labuschagne

Administration

National Diploma Executive Secretary

Finances

• Responsible for the department’s financial control on ITS / iEnabler system • Responsible for all accounts of the department for submitting approved signatures • Departmental finances (orders, claims, transfer of funds, gathering of quotations, preparing requisition and making follow-ups with procurement for purchase orders

• Capturing of subject weights for all Architecture and Industrial Design subjects • ITS data capturing using various menus to execute task-academic records retrieval, assisting with capturing of marks (lecturers who experience difficulties accessing the system)

• Travelling and accommodation arrangements – claiming S&T for staff members travelling local and international • Ordering of equipment and supplies for the department (Architecture and Industrial Design) • Assist with extracting data from MIS system • Providing administrative support to the head of department and all staff • Assisting head of department with capturing the levies and lab fees account • Assisting head of department with the budget for the part-time appointments • Assisting head of department with advertisements for full-time or part-time lecture appointments • Handling, verifying documents and submission of all part-time contracts and salary claims • Implementing and maintaining effective financial and administration systems and procedures • Printing, data capturing, keeping record of staff, student and clients and maintaining a proper filing system • Report, log calls and follow up with the suppliers and maintenance for all equipment failure • Accepting deliveries and verifying the accuracy of invoices for filling and payments • Ordering of stationery and consumables • Uploading integrated learning reports on SharePoint • Assisting with applications, enrolment and registration management of all programmes • Assisting with selections and student admissions • Event coordination (Student and Corobrik awards) • Compilation and approval of examiners and moderators list • Assisting with all related departmental duties in the department.

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Table 25: Permanent Support staff duties: Ms Devaksha Guptar Year

Department administrator

Portfolio summary

All

Ms Devaksha Guptar

Technical support: Information Technology (IT)

BTech (Architectural Technology) (DUT)

Technical support: Audio-Visual (AV)

Computer Lab Commissioning of 22 new desktop computers for 2-226C

• Securing desktops with locking mechanisms to tables • Sticking asset labels to new equipment • Casting of new updated software image on each desktop – approve software on desktops that includes the latest versions that are required in the design and support subjects

• Maintaining the network infrastructure in the venue – some network points are damaged and result in poor network connectivity

• Maintaining existing computers with new updated software every six months • Check and ensure the lights and air handling systems are functioning properly • Check and audit the equipment in the lab for damage, theft or end of life and report on any issues making sure, for example, keyboards and mouses are all present at each desktop station

• Auditing of movement of ComputerLab desktops for events and moved back to ComputerLab when completed – update asset lists for venues.

Student Assistant

• Management of student assistants in all stations – Lease with the representative of each lab to assess any problems in gaps in timetables and operational status of all labs

• Training of tech assistants in the relevant equipment at their appropriate stations • Payment system is in order and audited with Lemária – equipment used only for academic work currently • Check the student logbook system for any gaps in service delivery at the relevant post • Assist in administrative issues of where to go on campus • Salary queries from students brought to the department’s attention • IT support to staff and infrastructure • Assist lectures in resolving IT-related problems where needed • Check and report Wi-Fi access points (APs) in Building 11 and Building 2 that they function properly where they are fitted • Check and report the operational status of the uninterruptible power supplies (UPS) connected to all servers • A network cabinet without power was temporarily rerouted in Building 11 (Nico) – check-up with technicians when the power could be restored through the normal power channels ensuring smooth connectivity on that floor

• Check and maintain BMS in Building 11.

AV support to all lecture venues

• Maintain the operational readiness of all audio-visual (AV) equipment in all the lecture venues • Check and report problems in equipment for repairs to relevant suppliers with relevant TUT approvals and quotations

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

• Assist lecturers in the use of the technology to enable the smooth presentation of classes, functions, or events • Train lecturers in the correct use of the equipment • Locking of venues protecting assets from theft. • Assisting the purchase and write-off of IT equipment

• Obtaining quotations with relevant vendors of equipment required by the department to start the procurement process • Research and specify the right balance between cost and functionality to assist with the procurement process • Write-off of IT-related equipment with relevant approval documentation in place. • Asset recording of AV and IT equipment • Record all IT-related equipment at each station • Record booked-out equipment by students for MakerSpace and check removal permits when equipment is used off-campus.

MakerSpace projects

• Assess and propose usability of IT and AV assets – refer to TUT policy on IT equipment replacement • Keep track and report yearly on iMac desktops assigned to final year students • Ensure the iMac operating system is cleaned and updated before the desktop is loaned out to the next student • SHE and Covid-19 readiness of Building 2 • Check and maintain sanitisation station with help from technical assistants • Ensure cleansing of all labs from 8:00 am – 8:30 am and 3:30 pm – 4:00 pm daily • Check posters placements were required and that they are relevant to the level of Covid-19 • Maintain booking system to ensure Covid-19 restrictions at the relevant level for the ComputerLab, PrintLab and MakerSpace

• Introduction of a new pick-up system for students at the MakerSpace and PrintLab.

Administrative tasks

• Answer emails • Submit approval of leave and inform the department that alternative arrangements can be made during that time • Be available during office hours for unforeseen IT requests by lecturing staff and students.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

17.3.3 . Academic staff Professor positions Table 26 : Permanent academic staff: Prof. Amira Osman Year

Full-time professor

Modules + Research projects (SARChi Chair)

MArch2 + DArch

Prof. Amira Osman

Research Methodology V

PhD (Architecture) (UP)

NRF SARChi Chair: Spatial Transformation (Positive Change in the Built Environment) NRF Research project leader for the Bertrams Community Project: HUE @ FADA / UJ, CARINBE @ UJ, Architecture @ TUT, Town and Regional Planning @ UJ, and partners Research Report: Architecture: Professional V (MArch 2 supervisor) Thesis: Architecture (DArch supervisor)

A multi-dimensional understanding of ‘transformation’: teaching, research and practice in divided cities In my teaching practice, I present the three dimensions of transformation as follows: Over the course of a 30+ year career, my teaching has revolved around the themes of housing and urban environments (HUE). I established HUE as a research field at the University of Pretoria (1998–2009) and at the University of Johannesburg (2016). I am developing similar programmes through my work as Research Chair in Spatial Transformation at the Tshwane University of Technology. In a chapter for a book titled ‘Educating citizen designers in South Africa’ published in 2018, I write: “My design teaching practice has focused on instilling the values of citizenship and design activism by emphasising the belief that design can make a difference and serve a higher purpose. I have done this by tapping into the unique skills of architects in addition to borrowing from other disciplines […] In my courses, architecture is presented as a social act based on social agreements, serving the needs of the individual as well as the collective, and helping to manage the relationship between them. By premising my pedagogical approach on these concepts, I aim to enable my students and our partner communities to achieve more awareness of their agency, influence and decision-making capacity in the built environment. In projects that I led […] activism has mostly been in the form of service learning and in providing documentation, design and/or building services with the intention of achieving education, empowerment and improved negotiating power for all participants. In the contexts I used for student projects, mostly inner-city and township settings, I have aimed to combine learning goals and community service in a manner that aims towards knowledge exchange as opposed to knowledge transfer.” My research practice has evolved in many ways over the years – yet there have been some elements that have remained unchanged. I have been concerned regarding the relevance of the profession to the contexts in which I practise – this has dominated my writing and research efforts. My very first contribution to a conference in 1996 was titled ‘The role of architects in African countries’. My latest published contribution to the general media in 2021 is titled ‘Crisis is an opportunity to heal South Africa’s divisive spatial geographies’. Prior to this in 2015, I wrote ‘What architects must learn from South Africa student protests’. These have also been dominant in my most recent publication initiatives. In a book series I have launched titled ‘The built environment in emerging economies’, I contributed a chapter ‘We hear you! The unheard, marginalised and excluded: Power and cities’, I share these ideas in my teaching and use community engagement as a mechanism to investigate and deepen knowledge about practice. In my teaching, I also present to the students an approach to practice to achieve transformation in every project we embark on. Every project presents an opportunity for transformational practice. Despite all the possibilities the built environment professions have to contribute to spatial transformation, they often argue that “We are technocrats; we are trained in designing and delivering the built environment; we do not want to be too political”. Yet, all professions operate in a political space, and that space has been created through politics — there is no escaping this reality. Some will still argue, “We operate at site level, so we can’t make policy changes”. I present a case in which the built environment professions may move beyond the limitations of only servicing the wealthy minority by bringing an aspect of inclusivity to every project. This inclusivity may be through skills development opportunities, the inclusion of small builders and the use of local suppliers. Indeed, the manner in which the smallest or largest project is conceptualised, designed and implemented may be highly transformational! At the same time, professional institutes, councils and authorities need to become involved in a concerted, deliberate and targeted way to change policy and motivate for spatial practices that will significantly transform the lives of the residents in cities.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 27 : Permanent academic staff: Prof. Jacques Laubscher Year

Full-time professor

Modules + Research projects (MArch 2 Year Coordinator)

MArch2 + DArch

Prof. Jacques Laubscher

Research Report: Architecture: Professional V

MBA (Haaga-Helia), PhD (Architecture) (UP)

Research project leader-Newton Fund and RAEng (Royal Academy of Engineering): Industry Academia Partnership Programme (IAPP) – Between the Tshwane University of Technology, South Africa and the University of Bath, United Kingdom

Head of Department (2017-2022)

NRF Research project team member- Italy / South Africa Joint Research Programme 2018: A social and spatial investigation a t the Moxomatsi village, Mpumalanga (SSIMM) Thesis: Architecture (DArch supervisor) The two main components of architectural scholarship are the design studio and the classroom. Within these environments, a wide range of learning methods is employed. The complex design process has to be demystified. Design is taught as an iterative exercise, using various milestones to guide the student along the route of discovery. This methodology contrasts with the disciplinary determinism of, among others, Cedric Price, who claims, “Architecture is what architects do”. Learning is not necessarily the result of teaching, and learning does not necessarily require instruction. Creating a learning environment where students ‘want to learn’ is essential. An inclusive learning environment offers support and motivation. My primary role is that of a facilitator. I act as a journey master, guiding students by asking questions, exploring possibilities and suggesting alternative solutions. This approach cultivates independent thought and action, with students applying principles and universal concepts. I encourage students to take responsibility for their learning. Regular verbal and/or written feedback assists in the learning journey. It is paramount that students find their ‘own voices’, and they should develop an inherent ability to perform optimally in challenging environments. I employ Process Oriented Guided Inquiry Lessons (POGIL) to achieve effective learning in architecture. POGIL includes constructivist and social components. Using real-world problems (often with a social agenda), I challenge students to explore established norms. In order to motivate students, I use a metacognitive approach. Students who critically engage with their abilities can often analyse their strengths and weaknesses. I frequently say, “Play your strengths while developing your weaknesses”. In my experience, a positive learning environment and student-lecturer rapport go hand in hand. Approachability, trust and respect in the design studio are the most significant contributors to this relationship.

Senior lecture positions Table 28 : Permanent academic staff: Dr Emmanuel Nkambule Year

Full-time senior lecturer

Modules + Research projects (BArch 4 (Technology) Year Coordinator)

BArch2,3 & 4 + MArch2 + DArch

Dr Emmanuel Nkambule

Building Physics and Systems Design II

PhD (Architecture) (UP)

Studio Work IV

Building Physics and Systems Design III NRF Research project leader, Italy / South Africa Joint Research Programme 2018: A social and spatial investigation a t the Moxomatsi village, Mpumalanga (SSIMM) Research Report: Architecture: Professional V (MArch 2 supervisor) Thesis: Architecture (DArch supervisor)

Nkambule’s particular teaching approach emphasises design-led and design-through-making research with an integrated design-technical disciplinary ethos. He subscribes to the opinion that the student’s declaration of independence, independent thought and intellectual leadership should be nurtured by a teacher from the early stages of learning. For project-based design studio teaching, he balances individual and collective learning, using an enquiry-led approach, asking students many questions as possible and encouraging them to find the answers with the hope that they will formulate their own opinions and define their own path. Nkambule chose a career in architecture because the practice of architecture could be something far more reaching than just the making of buildings. The architectural practice could be a medium for providing socio-spatial and socio-economic solutions in developing-world countries, fostering the ‘creative economy’, more importantly, in communities plagued by poor socio-economic conditions. In this way, architecture becomes an avenue for honing skills, developing critical thinking abilities, generating ideas and convictions about why and how one lives, creating value and effectively meeting humanity’s needs. In communities where the system of economy is broken, traditional ways of teaching and practising architecture should be revisited. Pedagogical architectural inquiry on how to cultivate a culture of entrepreneurship is called for in developing-world economies, especially in Africa.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 29: Permanent academic staff: Mr Petrus Greyvensteyn Year

Full-time senior lecturer

Modules + Research projects (BArch 4 (Design) Year Coordinator)

BArch4 + MArch2

Mr Petrus Greyvensteyn

Architectural Design IV

MArch (Wits)

Theory and History of Architecture IV

DArch candidate (TUT)

Research Report: Architecture: Professional V (MArch 2 supervisor)

I mentor and teach the design and theory studios in the final year (fourth) of the bachelor’s degree. On the postgraduate level, I am a design supervisor for master’s degree students. My main philosophy in the design studio is to create an environment conducive to creativity. Several key factors can contribute to this. A key factor is exposure. The best exposure is first hand, facilitating the use of real sites (and sometimes real clients) in design exercises and supporting visits to relevant architectural precedents. My own travel experiences allow me a more accurate and informed reading of architecture and the urban environment. However, a good architectural drawing does the same, as the more good drawings are scrutinised, the more informed one becomes. Every design principle taught employs curated architectural precedents, whether photographs, footage from YouTube videos or 2D floorplans. The design principles taught also become the best way for a student to support an iteration in the design studio. Exposure is everywhere in the metaverse. The skill is to be selective; the teacher can guide. I am dedicated to presenting a more holistic, decolonised worldview. I believe in the now, a zeitgeist that transcends borders and tribes. Another factor is understanding the design output as an end in itself. This understanding produces tangible results in the studio. Therefore, the drawing (or the photograph, or the thesis) and the model are as much the artefact as the architecture it represents. The students become graphic designers, model builders, filmmakers, sculptors and artists in the studio. Sometimes artefacts can be small-scale projects in the real world, be it concrete street furniture or a steel taxi canopy. Today the virtual gets as much attention as the real. The smartphone becomes a movie camera, Instagram becomes the gallery and the spatiality of the fly-through replaces the physical model. Finally, the most important factor is optimism – dreaming of a better future. The environment at a university is free of demanding clients or shoestring budgets. Exploration is key. The students must be allowed to experiment and try new, unexpected things. Extra-large mega structures on a world scale or frivolous AfrikaBurn installations that are only designed to burn better encourage exploration. Architecture is a positive human endeavour.

Lecture positions Table 30: Permanent academic staff: Mr Leon Pienaar Year

Full-time lecturer

Modules + Research projects

BArch2,3 &4+ MArch2

Mr Leon Pienaar

Computer Applications in Architecture II

MTech (Architecture) (Professional) (TUT)

Computer Applications in Architecture III Computer Applications in Architecture IV Research Report: Architecture: Professional V (MArch 2 supervisor)

The TUT School of Architecture follows a unique approach to teaching and learning. This approach could be summarised in the following equation: TUT (arch grad) = d² + m² d² = (design x develop) m² = (model x make) This approach forms a core knowledge in exposing the students to all levels of technology interlinking in a vast network seen in current and future architectural design in the built environment. Exposure to IT technologies ranges from: • Building information modelling BIM • Augmented reality AR • Virtual reality VR • Computational design • Advanced manufacturing processes • Energy calculations using cloud technologies • Streamlining workflows between software solutions • Visualisation of architectural designs •

Collaboration in the cloud.

Exposure forms fundamental skills that are increasingly required by the architectural industry and aligned with the essentials of the fourth industrial revolution happening globally. My focus is on teaching students to explore new technologies that empower them to keep up to date with the rapid development of IT technologies that could benefit the design process in future architectural projects.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 31: Permanent academic staff: Dr Mel Stander (He passed away before this report was submitted) Year

Full-time lecturer

Modules + Research projects (Foundation Year Coordinator)

Foundation + MArch2 + DArch

Dr Mel Stander

Foundation Architectural Design I

PhD (Architecture) (UP)

Foundation Construction I Foundation Technical Architectural Drawing I Foundation Professional Practice I Foundation Architectural Language and Presentation Techniques I Research Report: Architecture: Professional V (MArch 2 supervisor) Thesis: Architecture (DArch supervisor)

Being a lecturer in architecture demands much dedication. While working with young and energetic people is its own reward, there exists simultaneously the problem of transferring skills and true understanding in a complex and challenging learning environment. As the Foundation programme facilitator, I engage daily with the bridge between secondary education and the much more challenging tertiary education arena with its complex architectural education environment. There is a real need for students to acquire basic yet important skills to navigate the challenges of studying architecture. These include reading, writing and cognitive emplacement by drawing. The foundation course weaves together these threads in a multi-layered skill-building approach that lays the foundation for lifelong learning and success if the student so wishes. Additionally, there is a need for exposure and critical thinking skills, which are the fundamental building blocks of the architectural worldview. I believe it is crucial that students first master these basic skills before embarking on the deeper waters of architectural studies. A well-rounded and holistic worldview is encouraged that can transport the student from rote repetition style learning to critical thinking at a level needed to survive the rigours of architectural studies. Punctuality, work ethic and planning are encouraged as habits that will serve student success in later years.

Table 32: Permanent academic staff: Mrs Marinda Bolt Year

Full-time lecturer

Modules + Research projects (BArch 2 Year Coordinator + Undergraduate Programme Coordinator)

BArch2 + MArch2

Mrs Marinda Bolt

Architectural Design II

BArch (UP)

Construction II Contract Documentation V NRF Research project participant, Italy / South Africa Joint Research Programme 2018: A social and spatial investigation a t the Moxomatsi village, Mpumalanga (SSIMM) Research Report: Architecture: Professional V (MArch 2 supervisor)

My teaching approach is founded on the pragmatic. Its origin dates back to my childhood. My father was a high school teacher who constantly fiddled with our house. I often accompanied him to the local hardware store. In this world of endless projects, he regularly sent me off to find something new in the store. I could choose anything. It had to be a new object that I did not know. Every time it was a new discovery. The found object gained meaning when I was tasked to find a use for it, explain how it could be used, or explain how it works. On Sunday afternoons, we toured building sites, looking for new ideas. While imagining the completed product, I often explained how I would change the unfinished building to improve it. In my construction and design teaching, problems become opportunities and students are encouraged to challenge the evident solution with an alternative proposal. This first draft becomes the basis of future discussion and engagement. Various solutions are explored during the teaching process. The student’s informed opinion evolves and develops during the journey of discovery. My teaching philosophy is based on the process of discovery leading to greater sensory awareness. Spatial encounters centre on finding a sense of place. I have to feel, touch, see, hear and smell. I am intrigued by texture and pattern. My treasure hunt, with its roots in the hardware store, continues. I attend exhibitions, go to conferences, guest lectures and travel extensively. After each encounter, I return to academia invigorated, wanting to share my latest experience with my colleagues and students. Sharing happens when photos are stitched into various slideshows and films, fabric is sewn into new garments and cultural experiences are woven into new tales. I find it easy to engage in conversation. I am open to new perspectives and often challenge established notions. Ultimately, I learn more from my students during this process than what they learn from me.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 33: Permanent academic staff: Mr Mostert van Schoor Year/s

Full-time lecturer

BArch1 + Mr Mostert van BArch3 Schoor BTech (Architectural Technology) (TUT)

Modules + Research projects Architectural Design I Construction I Professional Practice I Professional Practice III NRF Research project participant-Italy / South Africa Joint Research Programme 2018: A social and spatial investigation a t the Moxomatsi village, Mpumalanga (SSIMM)

As an architectural technologist, I specialise in the area of technology, with a focus on sustainability and surveying existing structures and artefacts. As an educator, my main purpose is to share the knowledge obtained through experience, research and study with young students to equip them with the necessary skills needed to become responsible practitioners within the architectural profession. I believe that careful preparation and a passion for your subject are the key factors on which teaching should be focused. Showing passion for teaching, and being prepared, organised and ready for any situation, has helped me facilitate effective and successful learning in the classroom. In my opinion, a successful classroom consists of eager, enthusiastic students ready to participate in the discussion and work together with their classmates to achieve a common goal. The subject matter must be challenging and also rewarding. The students must always feel comfortable and confident in asking questions and seeking guidance. I measure my success as a lecturer on my student’s ability to acquire new knowledge and truly understand how to apply this knowledge. No single subject can be taught in isolation and the subjects should be seen as interwoven knowledge called architecture. I believe that every construction detail should be designed with the same care and precision as the total building envelope.

Table 34: Permanent academic staff: Mr Nicho van der Linde Year/s

Full-time lecturer

Modules + Research projects (BArch)

BArch2, Mr Nicho van der Construction 2 BArch3 + Linde Building Physics and Systems Design 3 MArchTech2 MTech (ArchTech) TUT Research Report: Architectural Technology (MArchTech 2 supervisor) As an educator, my primary goal is to perpetuate relevant knowledge and assist students in developing skills necessary for lifelong learning. Functional and encouraged discourses are in applied design, construction technology, computer-aided applications and building physics, a holistic and trans-disciplinary approach to design, and critical and systems thinking. In parallel, as an architectural technologist, having worked in the industry for many years on projects of different scales of complexity, I endeavour to transfer and relate this knowledge to my students in terms of digital and construction technologies to enhance their proficiency through pragmatic approaches using real-world examples and stimulating practical creativity. Within an architecture faculty that teaches intermediate-level courses, I seek to expand students’ knowledge and understanding of the principles, processes, tools and techniques of design visualisation, construction technology, building physics and systems design that will build on the foundation of their ability to think criticality about problem solving and communicate visually throughout their education and into their professional careers. My teaching approach in the classroom is based on the premise that construction informs design. I typically integrate several forms of multimedia coupled with humorous on-site experiences to engage the students better and present material more dynamically or connect the material to things with which they are familiar. I encourage students to become fully engaged with the material being covered, with me and with each other as part of the learning process. In my critiques, I seek to maintain a delicate balance of encouragement and constructive criticism that recognises and responds to the strengths and weaknesses of each student. I believe my teaching philosophy is an extension of the principles I seek to apply to my life. I strive to live by the Golden Rule as my moral compass: On the building site, I treat the cleaner with the same respect and dignity as the project manager. I endeavour to do things well and yet have a realistic view of my own abilities and shortcomings, knowing there is always room for improvement. I am never afraid to admit that I made a mistake or do not know something. I am slow to speak and sensitive when listening. After eighteen years in higher education, I am still excited about the opportunity to teach and learn from my students.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 35: Permanent academic staff: Ms Sushma Patel Year/s

Full-time lecturer

Modules + Research projects (MArch 1 Year Coordinator + Postgraduate Programme Coordinator)

BArch4 + MArch1 + MArch2

Ms Sushma Patel

Building Physics and Systems Design IV

BArch (Wits), MUD (Wits), DArch candidate (TUT)

Architectural Design V NRF Thuthuka Fund doctoral studies holder: Economy of morphology: The architecture of the Surat Hindu Association, Durban Research Report: Architecture: Professional V (MArch 2 supervisor)

As an architect and urban designer, I design space as a social, spatial, individual and collective experience. As an educator, I promote spatial exploration through a keen interest in serving the public. Students engaged in the educational process of learning architecture are exposed to the urban realities of our cities. It is only through the experience of others’ lived experiences that we can better understand our cities. On-site work, walking the city, documenting, narrating and critically analysing the physical and social conditions of the place leads to an improved understanding of our complex and often-contested city spaces. Theory, construction and design are integrally connected. Reading and writing are important ways of bringing the city into being. Expressing through words fundamentally informs drawing and design. Although design is an iterative process, often subjective and subconscious, naming concepts is important for the sharper articulation of logic and reason. Details and construction of buildings are the building blocks of design and are encouraged as part of the design studio. The studio is an important room for discussion and critique. Learning through individually doing and making is as important as learning from teachers and fellow students in the studio. Consistency of studio attendance is key to engaging with and developing design skills. Regular critique assists students in refining their design approaches. As an educator, I am more interested in the process of architecture rather than the product. Process-driven design allows students to explore through their own processes in more meaningful ways. Students’ skills can be honed and supported in this way. Process as a way of design also breaks down the evolution of design so that students can access the many multi-faceted aspects of design. It is also important to me that students are able to take a strong position and have an opinion on a particular subject. Finding individual voices builds confidence and makes a good start for research in the later years of study and practice or academic life. We have inherited an uneven basic education system. Students in tertiary institutions come from very diverse backgrounds. It is important to me that the background, approach, ethos, ideology and worldview of individual students are sensitively considered in the teaching environment. Inclusivity and integration of the diversity of the student cohort in the studio are vital to a good teaching setting. Academic research, apart from practice skills, is central to my teaching methodology. Research through reading texts, precedent studies, design, site work and writing informs an already known body of knowledge to produce new knowledge. Discipline and work ethic are key to research. Different students access architectural design differently. Some have a more playful approach, others a more theoretical basis and still others a more practical one. No one approach is either right or exclusively desirable. Diverse ways of critically thinking and making are encouraged. Table 36: Permanent academic staff: Mr Victor Mokaba Year/s

Full-time lecturer

Modules + Research projects (BArch 3 Year Coordinator)

BArch3 + MArch2

Mr Victor Mokaba

Architectural Design III

MTech (Architecture) (Professional) (TUT)

Construction III Research project participant-Italy / South Africa Joint Research Programme 2018: A social and spatial investigation a t the Moxomatsi village, Mpumalanga (SSIMM) Research Report: Architecture: Professional V (MArch 2 supervisor)

I believe that architecture is a thoughtful process bringing together multiple elements, both seen and unseen, culminating in built form. The process is riddled with questions that arise through curiosity. My primary goal as a teacher is to encourage students to make design work hard by making mistakes in the process of making architecture and then seeing the mistakes not as failures but as forms of exploration while searching for solutions. I use the questions ‘how’ and ‘what if’ to cultivate critical thinking, encourage curiosity and exploration, and encourage students to interrogate the possibilities, opportunities and implications of each decision made in the design process. My focus is based on teaching students to take into account social dynamics, spatial experience and inclusion, followed through by ease of construction to blur the line between design and construction

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 37: Permanent academic staff: Ms Tariene Gaum Year/s

Full-time lecturer

Modules + Research projects

BArch1,2 &4+ MArchTech2

Ms Tariene Gaum

Building Physics and Systems Design I

MTech (Architectural Technology) (TUT)

Building Physics and Systems Design II

DArch candidate (TUT)

Research Report: Architecture: Professional V (MArchTech supervisor)

Advanced Building Physics and Systems Design IV Research project team member: Newton Fund and RAEng (Royal Academy of Engineering): Industry Academia Partnership Programme (IAPP) – between the Tshwane University of Technology, South Africa and the University of Bath, United Kingdom

As a full-time lecturer teaching Building Physics and Systems Design at the Department of Architecture and Industrial Design, I specialise in the area of sustainability, energy efficiency and climate change. While a vast range of teaching methods are required due to the complexity of the profession, I believe my primary role as an educator is to instil the love I have for learning and knowledge sharing and to create experiences that cultivate the necessary skills for students to compete for jobs in the future. My philosophy of teaching is based on the premise that learning is not a passive process and for meaningful teaching to take place, it requires active participants, motivation, effort and persistence. In order to create an environment that is inclusive, supportive and positive, active learning techniques usually assist students in becoming more aware of their own responsibilities in education. Students are also motivated to embark on a journey of self-discovery to identify their abilities, strengths and weaknesses while being able to offer constructive criticism. In parallel, I believe that a good educator strives to promote diversity, encourages a wide range of viewpoints, sets expectations for students and portrays enthusiasm about the subject, even if students do not. The twenty-first century holds many challenges for our future young professionals and it is my opinion that the success of students relies on more than just the knowledge or the facts presented in books and lectures. I employ higher-order thinking skills from Bloom’s Taxonomy, such as analysing, applying, understanding and creating (among many others), to encourage critical and creative thinking approaches, formulate concepts and solve real-world problems. It is my intention for students to become self-directed, able to take advantage of their natural curiosity or interests and develop the ability to elevate their exploration in these challenging environments. Architecture is a complex field of study that deals with many aspects of design, construction, geometry, history, philosophy and sustainability. I see myself and our discussions in the classroom as the foundation for further exploration and strongly believe that complete subject integration is the key to successful hands-on teaching practices. I believe that my teaching philosophy is shaped by the knowledge and experiences that I have acquired in my career thus far. As a young professional, I also expect my teaching philosophy to change in the future as I further develop, grow and adapt to the ever-changing world. I am passionate about academia, student learning and am dedicated to making valuable contributions to the field of architecture.

Image 18 Students during CAD Tutorials

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Table 38: Permanent academic staff: Mr Stephen Steyn Year/s

Full-time lecturer

Modules + Research projects (MArchTech Year 1 and Year 2 Coordinator)

MArchTech1 + MArchTech2

Mr Stephen Steyn

Technical Design Studio 1

MArch(Prof) UP

Project Management 1 Construction Methods and Materials 1 Research Report: Architectural Technology (MTech 2 Supervisor)

In order to formulate a teaching philosophy, I have opted to open with a demonstration of one of my favourite teaching mechanisms; productive misreading. By moving the emphasis in the phrase from the word ‘teaching’ to the word ‘philosophy’, one would interpret the title of this piece not as a statement of teaching philosophy but rather as a statement on the teaching of philosophy. Doing so would open the question to new possibilities and the discovery of hidden depths. So, why teach philosophy? In an architecture school of all places? Because an instinctive temptation, when faced with problems, is to solve the problems. In addition, this temptation is even more pronounced in architecture, where the belief that things can be improved in some way is the foundation of almost all our activities. However, we are never responding to all the problems. We are always selecting some problems for study and necessarily neglecting others. An architectural project is — in practice, but even more so in the academy — a unique production, definition and selection of possibilities, an ordering of priorities, and as such, a critical, discursive activity. A project is a form of knowledge and philosophy. Before any ‘creative problem solving’, architecture students are immersed in the creative production of problems. One will select obvious, common problems if one is in too much of a rush, too weary, or simply unconscientious: ‘unhappiness should be replaced with happiness, discomfort with comfort’ and so on. While this seems reasonable, even ethical, on the surface, it can have unexpected consequences – unexpected, because, in addition to being a discursive discipline, architecture is also extremely slow, making its effects practically impossible to determine through scientific inquiry, especially in a highly reactive cultural, political and technological context such as ours. Some things that make us uncomfortable or unhappy may be conflated with what makes us human, and to edit the environment to select for comfort and happiness may rob us in the long term, over many generations, of essential, if uncomfortable, characteristics. Since it is impossible to predict accurately what the interactions between forms and values will be, expressing ideas in form is always a risk. However, within the relative safety of theoretical projects, students can refine their understanding of some of the nuances of interactions between forms and values. They can interrogate the forms they create better to understand the values they harbour, and they can interrogate their values to produce new problems that can be interpreted through form making. Through this method, students are encouraged to develop a talent for design. The word ‘talent’ is generally assumed to mean something like ‘natural or innate ability’. However, its roots are elsewhere: in will, desire and inclination. Talent is not something you either have or do not have. Talent is something that can be acquired. Where there is a will, there is a way, so to speak. Teaching is often the facilitation and amplification of such a will. Teaching is encouragement with the restraint of authenticity. Teaching is a description of limits, boundaries and edges to render the boundaries more beautifully or transcend them.

Image 19 First year mask-to-mask session in the auditorium.

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

17.4

Staff-student ratios and modules hours

The department aims for a staff-student ratio of 1:15 for Foundation to BArch2 design modules to help address knowledge gaps and assist students in attaining a similar level of fundamental architectural knowledge. For BArch3 to MArch1 and MArchTech1 a ratio of 1:20 is permissible as students are encouraged to develop a higher level of self-dependency in 17.4the Staff‐student ratiosModule and modules learning process. hours hours below are calculated using module credits linked to qualification total credits. The department aims for a staff‐student ratio of 1:15 for Foundation to BArch 2 design modules to help address knowledge gaps and assist students in attaining a similar level of fundamental architectural knowledge. For BArch 3 to MArch 1 and40: MArchTech 1 a ratio of 1:20 isand permissible as students Table Staff-student ratios modules hoursare encouraged to develop a higher level of self‐dependency in the learning process. Module hours below are calculated using module credits linked to qualification total credits. Qualification

Subject name

Subject code

NQF Level

Credits

Total tuition time (± hrs)

= Contact time (± hrs)

+ Assignments (± hrs) + Preparation for classes (± hrs) + Tests (± hrs)

Weekly Contact / Year (hrs) Total = 14+14 weeks (+2 weeks ramp‐up for Design)

Weekly Contact / SEM 1 (hrs) Total = 14 weeks (Exception 16 weeks for Design II)

Weekly Contact / SEM 2 (hrs) Total = 14 weeks (Exception 16 weeks for Design II)

Weekly Contact / Quarter (hrs) Total = 7 weeks

Total Contact / Other Block (hrs)

Confirmed 2021 FTE Headcount

Staff required in studio = project‐ based learning = 1:15

Actual staff in studio

Projected 2022 FTE headcount

Staff required in studio (project‐based learning) = 1:15 (Years F+1+2) = 1:20 (Years 3+)

Actual staff in studio (project‐based learning with continuous assessment)

Design (total number of weeks) MakerSpace (total number of weeks) Other subjects (total number of weeks) Other subjects (total number of weeks)

Studio / Workshop (hours / week) MakerSpace (total number of weeks) Other subjects (total number of weeks) Contact / Lecturing (hours / week) MArch Supervisor / Co‐supervisor

44,00

MTech Supervisor / Co‐supervisor

29,00

DArch Supervisor / Co‐supervisor

4,00

Year coordination F/T staff enrolled for further studies TOTAL TOTAL (Rounded to 0.5)

BArch(Ext) 60 credits (Qualification code: BPARF1) First year

Foundation Architectural Design I*

ACHF05 P

240

8,0

Foundation Construction I*

CSTF05 P

120

3,0

Foundation FALF05 5 12 120 90 30 3,0 Architectural P Language and Pre DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT Foundation FDTF05 5 6 60 40 20 Technical Drawing P I

0,7

1,0

15 0,7

1,0

2,7

PFRF25 P

40,0

BArch 480 credits (Qualification code: BPAR20)

First year

Architectural Design I **

ACD105 P

480

252

228

8,4

Building Physics and Systems Design I*

BPS105 P

120

4,0

Computer Applications in Architecture I

CAR125 P

120

80,0

Construction I*

CST105P 5

180

3,0

Professional Practice I

PFR125P 5

Presentation Techniques I

PTR105 P

120

2,0

Theory and History THR105 of Architecture I* P

120

2,0

Second year

Architectural Design II*

ACD216 P

480

225

255

15,0

Building Physics and Systems Design II*

BPS216 P

3,0

Computer Applications in Architecture II

CAR226 P

Construction II*

CST216 P

120

Professional Practice II*

PFR216 P

360

Theory and History THR216 of Architecture II* P

120

Third year

Architectural Design III*

ACD307 P

540

Building Physics and Systems Design III*

BPS307P 7

Computer Applications in Architecture III

CAR327 P

Construction III* Professional Practice III

Foundation Professional Practice I

5,1

4,5

6,0

5,0

5,1

4,0

5,1

4,0

45,0

3,5

6,0

3,9

4,0

40,0

3,0

3,5

2,0

4,0

WIL

4,0

252

288

8,4

2,4

3,0

2,7

3,0

120

2,7

180

140

140,0

CST307P 7

180

120

4,0

2,4

2,5

2,6

2,5

PFR327P 7

45,0

120

3,0

540

252

288

8,4

1,8

2,0

1,9

2,0

Theory and History THR307 of Architecture III* P

FourthǦyear Architectural specialisation: Design IV* Design

ACD408 P

DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

57 63

Building Physics and Systems Design IV*

BPS418 P

120

4,0

Computer Applications in Architecture IV

CAR428 P

120

90,0

Construction IV*

CST408 P

180

120

4,0

3,1

1,3

Professional Practice IV

PFR418P 8

120

6,0

120

3,0

Theory and History THR408 of Architecture IV* P BArch 480 credits (Qualification code: BPAR20)

FourthǦyear specialisation Technology

Building Physics and Systems Design IV*

BPS418 P

120

Incl. in above

Advanced Building ABP418 Physics and P Systems De

120

6,0

Construction IV*

CST408 P

180

120

4,0

3,1

1,3

Advanced Construction IV*

ACC408 P

120

6,0

Computer Applications in Architecture IV

CAR428 P

120

90,0

Professional Practice IV

PFR418P 8

120

6,0

Advanced Professional Practice IV*

APC418 P

120

6,0

Studio Work IV*

STW408 9 P

300

252

8,4

1,3

2,3

1,3

3,0

MArch(Prof) 181 credits (Qualification code: MPAR18)

First year

Architectural Design V***

ACH109 M

270

252

8,4

3,5

1,0

3,5

Architectural Practice V

AHC109 M

1,4

Advanced Computer Applications V

ARA109 M

24,0

Business Management V

BMN109 9 M

10,0

Computer Hardware V*

CHH109 M

8,0

Construction Materials V**

CSM109 M

1,4

0,9

58 DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

Construction Methods V**

KME109 9 M

1,4

Network Systems V*

NSY109 M

8,0

Theory of Design V***

THD109 M

2,8

Second year

Research Report: Architecture: Professional V

ARP209 M

900

420

480

14,0

2,2

2,0

1,1

1,0

Research Report: Architecture: Professional V

ARP209 R

Contract Documentation V*

CDO209 9 M

100

72,0

2,2

4,0

1,5

4,0

Contract Documentation V* (reǦregistration)

CDO209 9 R

0,0

See abo

See above

Research Methodology**

RMD229 9 M

15,0

Specification V*

SFN209 M

15,0

Specification V* (reǦregistration)

SFN209 R

MArchArch (Tech) (Qual. code: MAAT18)

180 credits

First year

Construction Materials and Methods V

CMR109 9 M

180

2,8

Environmental Science V

ESA109 M

270

214

3,7

Project Management V

PMA109 9 M

180

120

4,0

Research Methodology V

RAT109 M

3,0

Technical Design Studio V

TDO109 M

180

138

2,8

Second year

Research Report: Architectural Technology: Te

109M, ATG

900

150

750

5,0

Research Report: Architectural Technology: T

109R, ATG500R

DArch 360 credits (Qualification code: DDAR19)

0,5

0,7

0,9

0,7

See above

Thesis: Architecture AR1010 O

360

3600

3540

Thesis: Architecture AR1010 (reǦregistration) R

2,0

59 DEPARTMENT OF ARCHITECTURE AND INDUSTRIAL DESIGN - 2022 SACAP HYBRID VALIDATION VISIT

17.4.1. Table 41 Actual staff-to-student ratios in 2021

Design module

Staff:Students

Foundation Architectural Design I