PART 1 UFS Department of Architecture Validation Visit 2017 by joh deetlefs

PART 1

PART 2

PART 3

PART 4

PART 5

Self-Appraisal

Programme Report SACAP â&#x20AC;¢ CAA Validation Visit

04 | 05 | 06 | 07 April 2017

Introduction Achievements of the Department

Part 1 Self-Appraisal

1.1

Response to specific issues raised in the 2012 report

1.2

Changes introduced to improve the courses since the last visit and the effects of those changes on resource provisions

1.3

Branding and intellectual identity

1.4

Structure of programme vis-รก-vis the new Higher Education Qualifications Framework

1.5

Strategic objectives of qualifications

1.6

Strengths and weaknesses of the ALS

1.7

Staff / Student Ratio | Student Numbers

1.8

Provisions for staff development

1.9

Transformation initiatives

1.10

Relationships with parent institution and other departments

1.11

Links with other tertiary institutions and research agencies

1.12

The future: Details of courses and facilities planned

Part 2 Response to questionnaire

2.1

Learner recruitment, selection and admission

2.2

Course structures and curriculum contents

2.3

Teaching and assessment

2.4

Staff provisions in 2016 and 2017

2.5

Research and higher degrees

2.6

Finance

2.7

Management structure

2.8

Meetings with management

2.9

Resources and facilities

2.10

Practice, training and professional development

Part 3 Appendices

Programme structure and the HEQSF

Report by student body

Core syllabi

102

Design Module Guides & Programmes

128

External examiners

216

Research Outputs

243

Rubrics and Declaration of Receit Form

248

Selection Forms

258

RPL Portfolio Applications

297

Practise Based PhD DArch HEQSF

353

Part 4 Previous validation report

364

Part 5 Miscellaneous

384

5.1

Sophia Gray

386

5.2

UIA 2014

392

5.3

The Earth Unit

394

5.4

Environmental Built Innovations (EBI) programmes

397

5.5

BloemBuild Expo

408

5.6

UFS Staff Performance Management

410

5.7

Winter School Programme

444

5.8

ALS Brochure

450

5.9

Special Lectures

458

5.10

Financials

459

Batho Community Centre, Werner van Zyl, 2nd Year, 2013

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

Introduction The University of the Free State (UFS) is the only academic institution offering under graduate, postgraduate and higher degrees in Architecture in central South Africa. From this central geographic position, a wide student community is served. Students who enrol are from all provinces in the country, as well as a few international students from neighbouring countries, like Namibia, Zimbabwe and Lesotho. This Architectural Learning Site (ALS) draws inspiration from the geographic context of the natural Free State landscape as well as the urban context of Bloemfontein. Students are encouraged to access and engage with their immediate landscape and the built environment and so it becomes a laboratory for experimenting with concepts and ideas, fostered by a specific theoretical underpinning. The ALS is underpinned by a critical inquiry into meaningful place making. To do this we investigate the way people exist and dwell in the world. A person exists in relation to people, other beings, products of nature, and products of man. It is within the multiplicity of these different relationships that networks are formed where incomparable but interdependent and inseparable beings dwell together. We call a specific network a human ecological landscape. The dialectic engagement between personhood and the hybrid human ecological landscape is always unique and specific. Within this scholarly milieu, students are guided to explore the multidimensional character of architecture with care and respect for difference and the different interrelationships in the human ecological landscape. We believe that the purpose of architecture is to aid people in their quest to find their place in the world. To achieve this purpose, architects are charged with the responsibility to care for and respect these interrelationships within which man exists. Through the integration of design, construction, theory, and history, we aim toteach students how to create meaningful places sensitively, critically, and sustainably.

The academic discourse secures the development of a learning environment where university students and faculty are brought together through: +

RESEARCH

| dedicated Bachelor, Honours, Master’s and Doctoral programmes

TEACHING

| formalised lectures, inter-personal studio facilitation, vertical studio session, annual construction site visits, and annual design excursions and visits to architectural practices

COMMUNITY | the UNESCO accredited Earth Unit and community service learning

PRACTICE

| unconditional validation as a South African Architectural Learning Site by the local South African Council for the Architectural Profession | SACAP and the International Commonwealth Association of Architects |CAA

The ALS’s approach to the human ecological landscape is critical rather than normative, investigative rather than prescriptive, ethical and inclusive rather than authoritarian and exclusive, and process oriented rather than result motivated. Our programme is constantly challenged by, taught through, and supported by the spirit of place making in the South African and international context.

Noteworthy accomplishments of the Department The MArch (professional) degree is viewed as a ‘test field’ for individual ideas. The resulting explorative designs and theoretical topics stand witness to the new consciousness supported by the ideas of care and taking responsibility for the human ecological landscape. Projects address environmental and social challenges; strive to establish sustainable practices, and design ideas are fully developed through structural design development and technical resolution. The best design dissertations of the past four years serve to underline our students’ involvement and care of global issues that drive architectural expression and ultimately shape buildings, towns, and cities of tomorrow.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

Corobrik Student of the Year: regional winners

Mini Congress: International speakers sponsored by SAISC

2016: Lana Bramley - Art Gallery, University of the Free State campus, Bloemfontein: Questioning topographic and institutional edges by sculpting inhabitable thresholds

2015: Friso van der Steen, Mecanoo Architecten. The Netherlands

2015: Nilene van Niekerk - A freedom of expression forum: principles of protest reinterpreted as place. Constitution Hill, Johannesburg. 2014: Marius du Plessis - A Journey from the centre of the earth: a national geothermal research and education centre. 2013: Wynand Viljoen - Raptured: a burial complex for the evacuees of Pripyat

Student competitions 2015: Mx Gregory Ross McQueen was one the three annual winners of the Carl and Emily Fuchs competition for architecture students who completed the first degree of their BArch studies. 2014: Mx Andre Meyer was one the three annual winners of the Carl and Emily Fuchs competition for architecture students who completed the first degree of their BArch studies.

August Architectural Activities and Sophia Gray Memorial Lecture and Exhibition The August Architectural Activities (AAA) and Mini Congress, affiliated with the Sophia Gray Memorial Lecture (the 29th to take place in 2017) have consistently exposed the UFS and other students and professionals to international speakers, and celebrated and honoured the best of eminent South African architects - individuals who have made a considerable contribution in their field of specialisation. Participants for the last five years were Sophia Gray Laureates 2016: Al Stratford - Reductive innovation in architecture 2015: Anton Roodt - Big dreams in a small city; places of memory, spaces of imagination 2014: Mashaban Rose - Landscape, history, context 2013: Kate Otten - Architecture for every day

2013: Mels Crouwel, Benthem Crouwel Architects. The Netherlands

Architecture Student Conference (ASC) In 2013 the prestigious Sophia Gray Memorial Lecture, annually hosted by the ALS, formed part of Dialogue25. Dialogue25 integrated a series of departmental and national architectural occurrences scheduled between Tuesday, 27 August and Saturday, 31 August 2013. Dialogue25 included: The Murray and Roberts Des Baker Architecture Student Design Competition 2013, Student Congress (ASC2013), The 25th Sophia Gray Memorial Lecture, The August Architecture Activities (AAA), annually convened by the ALS was organised in conjunction with AZA, The annual AAA international keynote speaker, Mels Crouwel (Benthem Crouwel Architects, Amsterdam), sponsored by SAISC and The OH15 Maseru Architecture Tour, a journey to the Lesotho work of architect Iain Low.

The 25th Sophia Gray Memorial Lecture was presented by Kate Otten Architects, titled: ‘Architecture for Every Day’. Her practise focuses on developing an architectural language within the search for an African identity. The Des Baker Dialogue Box involved third year students from all Architectural Learning Sites across the country. Students installed full-scale designs where dialogue can take place on the UFS main campus. The dialogue continues throughout the three days with celebrated national and international speakers engaging with architecture, art, literature, aspects of the human ecology and the complex challenges faced by design professionals and others.

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Introduction

Kate Otten with the exhibition Architecture for Every Day.

To commemorate previous Sophia Gray laureates, honorary certificates was presented to speakers attending the ceremony in person. In the photos are Mira Fassler-Kamstra, Gawie Fagan, Wally Peters and Jaco Wasserfall. In the photo on the right, surrounded by students, is Paul Kotze, who initiated this lecture series.

Dialogue was instigated by each dialogue box and these interactions coincided with a sculpture walk on campus, organized by the Johannes Stegmann Gallery. The panel of judges for this competition consisted of JC van der Merwe, Doung Anwar Jahangeer and Prof â&#x20AC;&#x2DC;Ora Joubert.

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Introduction

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

The judges awarded first prize to Tshwane University of Technology, second prize to Nelson Mandela Metropolitan University as well as two orders of merit, which was bestowed on the entries of University of Cape Town and University of Pretoria.

Murray & Roberts Des Baker Architecture Student Design Competition WINNER • Tshwane University of Technology Paul VD WESTHUIZEN; Sipho NDEBELE; Aaron NKHOMA; Neil STUART; Brendon WILLIAMS; Ulrich PIETERSE

Murray & Roberts Des Baker Architecture Student Design Competition: 2nd PRIZE • Nelson Mandela Metropolitan University Ryan PINCHES; Grant BOOYSEN; Michael DAVIDSON; Andrew MBOYI; Jason FIJAC

Murray & Roberts Des Baker Architecture Student Design Competition • University of Pretoria Christian SCRIBA; Elzanne PIETERSE; Ferdinand LE GRANGE; Wilan ROSSOUW

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

Murray & Roberts Des Baker Architecture Student Design Competition • University of Cape Town Joanna BACON; Stephanie TENVIN; Alexander BÖHMER; Jan-Paul du PLESSIS; Nicole SEYMOUR; Jaco FORRER; Katherine HALL; Rupert JORDI; Kayla BROWN

Keynote speakers. From left to right: Andries Nel, MP; Mels Crouwel, the Netherlands; Jonathan Jansen, UFS

Student Social Event

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

List of speakers. Digital recordings will be available on YouTube and the www.dialogue25.co.za website by end of October. Ryan Arenson • The 9 books of Baby Yellow Ryan is a visual artist living and working in Johannesburg, and who studied at the Johannesburg Art Foundation. Willem Boshoff • Language and text - my artworks Willem, who has an honorary doctorate from the University of Johannesburg and who is currently senior professor in Fine Art at the UFS, has worked as a full time artist since 1996. Gordon Brown • alive2green Gordon is the CEO of media company alive2green, organisers of the Green Building Conference and publishers of Green Building Handbook, eJournal of Green Building, greenbuilding.co.za, and Green Home Magazine, among others. Mels Crouwel • Southern African Institute of Steel Construction Speaker Mels Crouwel (Amsterdam, February 22, 1953) is a Dutch architect. In 1979 he founded, together with Jan Benthem, the practice Benthem Crouwel Architekten in Amsterdam. Charl-Pierre Celliers • Dialogue on campus After studying architecture at the UFS, and a stint as a lecturer, Charl-Pierre established Cube Architects in 2007. Curtain Film Club • Heterotopias Curtain is an informal, interdisciplinary film club, which strives to show a selection of outstanding films. Thireshen Govender • Making Sense of Practice II Thireshen is a Johannesburg-based architect and urbanist. Pauline Gutter • Konstruk - Identiteit - Boerwees Pauline completed her degree in Fine Arts at UFS, obtaining Honours Colours in Arts and Culture. She is the 2013 ABSA L’Atelier main prize winner for her piece, Die Huweliksaansoek. Gabriël Theron Fagan • Flying Architect The Cape Town practice Fagan started in 1963 has always included conservation work, often in country villages. Doung Anwar Jahangeer • mimetic urbanism: the pavement as a premonition of an intuitive city Doung is Kreole-Mauritian-born and now lives in Durban. He describes himself as an architect, and not an architect.

Jonathan Jansen Prof Jansen is the vice-chancellor and rector of UFS. André Keet • The Role of Dialogue on Campus André is the current director of the Institute for Reconciliation and Social Justice at the UFS where he applies his extensive experience in human rights and education. Iain Low • [re-]Building Community – architecture in an age of [radical] transformation Iain convenes postgraduate programmes in architecture at UCT, where he is a professor. Andries Carl Nel A member of parliament for the ANC since 1994, Nel is the Deputy Minister of Cooperative Governance and Traditional Affairs. Marguerite Pienaar • 10 and a half small truths When Marguerite graduated from UFS Department of Architecture in 2001 she received FSIA’s award for the best final-year student and a special nomination from the international RIBA Student Competition for Final Year Projects. Alayne Reesberg • Cape Town, design city Alayne is the CEO of Cape Town Design, NPC, the implementing agency for the World Design Capital 2014. Chris Saunders • Urban Chaos After working in the advertising industry as a photographer, Chris is now involved in producing documentary photographs and films. Conrad Stoffberg • Debating a campus ideology Conrad works at the well-known Bloemfontein firm Roodt* Architects, which has been influencing South African architecture for more than 60 years. Diaan van der Westhuizen • Resilient Public Space Design in Cape Town and Johannesburg Diaan studied architecture at UFS and joined Wits after completing a PhD at the University of Michigan, Ann Arbor, and receiving a Fulbright Scholarship at North Carolina State University. Llewellyn van Wyk • Designing for a green South Africa After 20 years in practice, Llewellyn is now an architectural scientist and principal researcher at the CSIR. Bernard Viljoen • From peeing in Chicago to being shot in Joburg: Rebranding Perception A former winner of the Corobrik National Student of the Year award, Bernard is the executive director of iwasshot FOUNDATION, an NPO that offers skills development programmes, with photography as a medium, to children living on city streets.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

Martina Viljoen • The banal as rap identity: Jack Parow’s Cooler as Ekke Martina is an associate professor in musicology and programme director in the Odeion School of Music, UFS. Annemarie Wagener • Campus vagrants and academic nomads Annemarie studied architecture at the then Wits Technikon, and continued her academic career at TWR/University of Johannesburg and Wits, where she gained an MArch Degree.

Weekly research seminars Weekly research seminars enable all staff members to discuss current research topics and discuss challenges with their peers. Info sessions delivered by Prof Walter Peters, who retired at the end of 2016, were followed by presentations by registered higher degree candidates. Prof. Jonathan Noble from Wits will continue this tradition.

Conclusion

Other activities 2013 - 2016 2016: Wanda Verster received the Erasmus Mundus EU Saturn Mobility Grant, allowing her to spend 6 months at the University of Uppsala in Sweden. Jan Ras was appointed treasurer of SAIA. 2015: A total of three PhD’s were awarded to staff members at the winter graduation ceremony: Dr Gerhard Bosman Dr Hendrik Auret Dr Madelein Stoffberg The Department hosted the 9th South African Journal of Art History conference, organised by Mx Kobus du Preez. Henry Pretorius, director of Typology Architects CC, receives an FSIA Award for Architecture for the UFS Visitors Center

2014: Publication of 25 Sophia Gray Memorial Lectures and Exhibitions 1989 -2013, edited by Henry Pretorius, Wanda Verster and Marga Viljoen. This publication chronologically introduces all 25 laureates with a short biography and list of selected works. The publication was launched at the UIA 2014 International Congress in Durban, together with an exhibition of two selected projects by all 25 laureattes. Henry Pretorius, director of Typology Architects CC, receives a SAIA Award of Merit for the UFS Department of Architecture

The above is a brief overview of noteworthy accomplishments by the Department. Other activities will become clear throughout the document.

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Introduction

PART 1 Self-Appraisal

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Introduction

Imaging the City, Raoul Breetzke; Richard Lindeque; Suzaan Myburgh; Suzanne Vosser; Tania Rüde; Van Wyk Oosthuysen; Vincent Postma, 3rd Year, 2013

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Response to specific issues raised in the 2012 report

PART 1 Self-Appraisal Since the previous validation visit in 2012, Martie Bitzer held the position as Departmental Chair until the end of her term in 2013. In July 2013 Mx Henry Pretorius was appointed under a new title as Academic Departmental Head (ADH) for a five year term.

1.1

Response to specific issues raised in the 2012 report (comments from the previous report in Italics) 1.1.1. “Demographic inclusiveness remains a problem.” •

The pending Architecture Student Conference hosted by the ALS in August of that same year, made for a steep learning curve in the ALS’s ability to function effectively under new leadership. It served as a vehicle for creating a new dynamic and served the staff well in teaching valuable lessons in working efficiently together as a team.

Building Science • Design • Physics • Mathematics Theory of architecture • History of Architecture Architectural draftmanship • Advance draftmanship These courses equip learners with the necessary skills to bridge the gap between grade 12 and the First Year of BArch. UFS ALS Programme Director Jako Olivier annually assesses these course outcomes and in this way promotes integration and relationships.

In my capacity as ADH the term in office from 2013 - 2016 was marked by changeovers in top management structures in the UFS and the ‘Fees Must Fall’ movement last year. The Faculty of Natural and Agricultural Sciences appointed an acting dean towards the end of 2015 after the term of Prof Heil Heidemann ended. Prof Danie Vermeulen was formally appointed as the Dean in March 2016. Previously the ADH of the Institute for Ground Water Studies, Prof Vermeulen shares an understanding of the importance of being involved in practise in order to teach, with our ALS. Prof Jonathan Jansen resigned from his position as Vice Chancellor and Rector in August 2016 and will be followed up by Prof Francis Petersen on 01 April 2017. Following in the footsteps of Bannie Britz, Ora Joubert and Jan Smit, the new ADH was well aware of the success of existing programs and structures within the ALS. However, after critically evaluating the position of the ALS within the status quo of the country, key aspects with regards to inclusiveness and care received special attention as explained in Part 1 of this document. The higher degrees in the ALS also received specific management focus concerning enrolment numbers and output and the success in number of MArch by research and PhD degrees obtained, speak for themselves. The effect of the ‘Fees Must Fall’ movement last year, had a dramatic effect on our programs. However, with assistance from top management and after a concerted effort by staff, all modules and programs could be completed. This was achieved through digital handouts and hand-ins as well as utilizing existing online student portals for test and hand-in opportunities. The experience gained in 2016 allowed the ALS to set up an inhouse contingency plan to allow us to complete the academic year successfully, should further disruptions occur.

Qualitas Career Academy, a private education enterprise provide learners with training to improve their career prospects. The focus is to provide skills that will better equip learners to find employment. Courses presented are:

•

RPL (Recognition of Prior Learning) programs were initiated in the ALS by the programme director to assist students who cannot study full time, but who have already been registered for 5 years or more in a SACAP Senior Technologist category in order to articulate in a Professional Architect category.

•

Support is provided to international students to accredit their degrees in order to register for postgraduate degrees. The department successfully assisted three students from Namibia and a student from Zimbabwe, who were referred by a Namibian student who graduated from this ALS.

•

Phill Mashabane and Jeremy Rose were invited to present the Sophia Gray Memorial Lecture and Exhibition in 2014.

•

An honorary doctorate was awarded to international architect David Adjaye. The date of the official award ceremony is to be confirmed.

•

The current A5 student representative body, who are nominated by themselves and voted in by fellow students, also illustrates more inclusive student representation.

•

On a greater institutional level, UFS has also implemented policy for all new appointees to represent demographic inclusion.

•

Marketing efforts by brochure development, student Facebook groups and word of mouth, has resulted in a rise in students from different demographic backgrounds enrolled at the department.

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Response to specific issues raised in the 2012 report

In 2012 and 2016, the official UFS student intake reflects as below: Sum of ENRL

YEAR

2012

2016

EDUC_LVL_GRP

PLAN_CODE

PLAN_DESCR

RACE

UGRD

40114

Bachelor of Architecture

AFRICAN

ASIAN

COLOURED

WHITE

101

40114 Total 4310

127 Baccalaureus Architecturae Studiorum

AFRICAN

ASIAN COLOURED

WHITE

151

161

140

4310 Total UGRD Total POST GRAD

45314

Bachelor of Architecture Honours

AFRICAN

COLOURED

WHITE

45314 Total 4567

37 Baccalareus Arch Studiorum Honores

AFRICAN

COLOURED WHITE 4567 Total 4710

45 Magister Architecturae

WHITE

Magister Architecturae (Professional)

AFRICAN

4710 Total 4711

42 4

COLOURED WHITE 4711 Total

1 40

POST GRAD Total

Grand Total

251

221

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Response to specific issues raised in the 2012 report

This can further be summarised as:

2012 UNDER GRADUATE REGISTRATIONS

DEMOGRAPHIC

AFRICAN

9 0

6 0

151 161

94 100

ASIAN COLOURED WHITE TOTAL

2016 UNDER GRADUATE REGISTRATIONS

DEMOGRAPHIC

AFRICAN ASIAN COLOURED

24 2 4 110 140

17 1.4 3 78.6 100

WHITE TOTAL

The above numbers indicate that demographic integration increased in the undergrad from 6% in 2012 to 21% in 2016.

2012 POST GRADUATE REGISTRATIONS

2016 POST GRADUATE REGISTRATIONS

DEMOGRAPHIC

AFRICAN

ASIAN COLOURED

4 0 0

WHITE

TOTAL

4 0 0 96 100

DEMOGRAPHIC

AFRICAN ASIAN COLOURED

6 0

7.5 0 2.5 90 100

WHITE TOTAL

2 73 81

The above numbers indicate that demographic integration increased in the postgrad from 4% in 2012 to 10% in 2016. The ALS remains eager to reflect the demographic of our country better, and will continue to search for solutions in this regard.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Changes introduced since the last visit to improve the courses and effects of changes in resource provisions

1.1.2 Promotion of staff – “It is regrettable that......staff with good experience as good teachers are at junior lecturer level.” The following Junior Lecturers were promoted to Lecturer positions:

1.2

Changes introduced since the last visit to improve the courses and effects of changes in resource provisions 1.2.1 General Student Orientation regarding Teaching and Learning:

• Jan Hendrik Nel • Zack Wessels • Hein Raubenheimer

Since 2013, adaptable generic module guides, assessment rubrics, and detailed year programmes, specific to each vertical running course, have been designed and introduced to the architectural programme. A horizontal integrated year programme for every study year has been placed into practice. The horizontal integrated year programme demarcates the project and assignment handouts and submissions as well as test and seminar dates for the core curriculum modules per year, the latter assists students with integrated academic orientation, planning and time management.

1.1.3 Theory and History subjects - “It might help to provide individual attention in the form of tutorials and holding collective discussions among students to find theories relevant to the work they are analysing or designing.” Wanda Verster, the only research assistant teaches Research in Theory of Architecture (RARC6808) as a module to assist students with writing up thoughts and ideas pertaining to their design and history modules. Mx Verster also organizes an annual Academic Writing Workshop through the Center for Teaching and Learning on campus

At the beginning of each year, students are supplied with a declaration of receipt document. This document summarises the departmental assessment methods specific to each vertical course, general rules and regulations regarding class attendance, marks, and submissions. Included in the declaration of receipt document are the module progression rules, degree articulation and selection for the degrees BArchHons and MArch (professional)

1.1.6 Facilities - “The CAD lab is obviously inadequate, while the lack of a workshop remains a serious shortcoming.” During 2016, a concerted effort was made to obtain funding to equip the CAD lab as well as the workshop space on the mezzanine floor. The financials will reflect that we succeeded in obtaining the amount of R670,000.00 for equipment. [ Part 5.10 | Financials | p459]

[ Part 3 | Appendix G | p253]

1.2.2 Teaching and Learning Changes as part of HEQSF aligned Recurriculation In 2013-2014, the UFS recurriculated all degrees, courses and modules, this offered the ALS the opportunity to make critical changes to the programmes’ learning and assessment outcomes, update module content, module credit bearings, and re-evaluate teaching approach. As part of the curriculum review process to align the programme with the HEQSF, and in particular its qualification descriptors, curriculum changes were subsequently implemented to: The BArch Physics and Calculus Modules | •

The modules Physics for Students in the Building Sciences and Introduction to Calculus and Statistics were removed. Both these modules, designed to support second year modules Construction and

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Changes introduced since the last visit to improve the courses and effects of changes in resource provisions

The content was altered to focus more intensely on the South African urban morphology, aiming to give students a good topological argument for their Design undertakings and integrated honours minidissertation project. The module starts with an indepth analysis of the Apartheid city. The credit adjustments were implemented in light of the notional learning hours and contact hours.

Construction Science, were assessed. The outcomes of these modules proved in part to be in excess of the outcomes required for the purpose of students of architecture. Basic calculus and physics knowledge needed for construction purposes were found to be contained in the content of the modules: Construction and Construction Science. By removing the above modules, the total BArch degree credits were reduced to align with the HEQSF prescribed Bachelor degree credit load, while students were allowed more time to allocate to the core curriculum modules.

The Theory of Architecture Course | •

The Design Course | •

The Design module (DESN6800) in the BArchHons degree was recurriculated to include a capstone project as a mini-dissertation in the second semester. The capstone project was designed to prepare MArch candidates for independent and integrated study. The mini-dissertation greatly enhanced horizontal integration between the honours modules, Design, Construction, History of Urban Settlement and Research in Theory of Architecture. Integration.

The History of Architecture Course | •

Credit adjustments were made to the BArch modules: History of Architecture (HARC1504) in first year and History of Architecture (HARC2604) in second year. For both these modules, the credits were reduced from 24 to 16, aligning the credit load with that of the third year History of Architecture module and HEQSF requirements. Although the outcomes remained unmodified, the number of assignments were reduced by combining learning outcomes assessed in multiple assignments into consolidated assignments that build on smaller assignments. The credit adjustments were implemented in light of the notional learning hours and teaching contact hours.

•

The BArchHons module, History of Urban Settlement (HURB6804), was reduced from 24 to 16 credits. Although the outcomes remained unchanged, the number of assignments were condensed by combining outcomes assessed in multiple assignments into consolidated assignments, and knowledge integration between the Design and Research in Theory of Architecture modules.

The second year module, Theory of Architecture (TARC2604), was modified from a semester module to a year module based on the extent of the curriculum; however, the basic curriculum and outcomes remained the same – a broad overview of foundational architectural theory. Presented over the course of a year the module was allowed to successfully integrate with the second year Design module, this permitted better understanding towards the use of theory as a design tool and also relieved students from academic pressure as the module content was spread over a year. The credit adjustment was implemented in light of the notional learning hours and teaching contact hours. [Part 1.2.3 Teaching and Learning Changes as Part of Module Content Review | p19]

•

BArchHons degree, 16 credits Theory of Architecture (TARC6804) module was omitted and replaced with a new module Research in Theory of Architecture (RARC6808). The RARC6808 module constitutes 32 credits. The previous Theory of Architecture module provided students with lectures and facilitated structured research into post-modern architectural theories. The new RARC6808 module allow independent applied research by students. In 2014, the proposal was made to re-introduce a more multi-disciplinary point of departure and ensure the horizontal and vertical integration of Design, Construction and History of Urban Settlement. The analytical and critical thinking aspects of visual culture courses presented by the Department of Image Studies at UFS were integrated into the RARC course. The course was structured around nine theoretical themes each with a different perspective from philosophy, art theory and architectural theory. Learning is linked to seminars, presentation and written work and discussion classes. The RARC6808 module include wider philosophical, sociological, human and urban geographical, art

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Changes introduced since the last visit to improve the courses and effects of changes in resource provisions

that is personhood, life-worlds, times, and environments.

historical and art theoretical concepts and ideas as tools to formulate a design methodology and approach for the honours mini-dissertation design project in preparation for MArch studies. •

All modules were re-evaluate to ensure that they provide a toolbox for solving issues related to the critical making of meaningful place. The toolbox approach claim both horizontal and vertical integration of the core modules.

The MArch Theory module Architectural Treatise (ATRE7904), was changed from semester modules to year modules without changes to the curriculum, outcomes or notional hours. The rationale behind these implementations was to spread the workload of these modules evenly throughout the year, subsequently alleviating the pressure placed on the students in the programme in the first semester. By running the ATRE7904 concurrently along the DDIS7900 module, integration and support between design and theoretical concepts and ideas were improved.

In response, the Integrated Teaching Method was formulated. [Part 2.3.3 | Describe the ALS’s teaching methods, including the use of visiting critics | p49] The greatest change that the redefinition implied on teaching and learning was the design and development of cross-field assignments and projects between modules. For instance, precedent and case studies, traditionally executed in the Design modules, are thematically employed in Construction, History and Theory modules by lecturers to illustrate the application of concept, ideas, and histories of architecture. Horizontal themes have been refined and are simultaneously addressed from different perspectives in different modules.

The Professional Practice Course | •

The MArch (professional) module, Professional Architect’s Practice (PARC7904) was changed from a first semester module to a year module without changes to the curriculum, outcomes or notional hours. This amendment was made in order to allow MArch students a fair workload distribution as well as to support the Professional Practice module completed in the first semester. In the second semester, the module allows for flexibility in course material in order to support student questions and provide direction to students approaching graduation and practice.

1.2.3 Teaching and Learning Changes as Part of Module Content Review As part of the annual module content review, content alignment was implemented to: Staff workshops, focussed on the recurriculation process, allowed staff to critically realign and redesign teaching and assessment exercises as well as critical learning outcomes to the specific NQF level. The programme’s core intent was reasserted as focussed on the academic and professional facilitation of student education in preparation for professional architectural employment. The ALS promotes the thinking that the main professional architectural duty involves the critical and sound making of meaningful places by the caring and responsible insider-outsider architect, in order to sustain and promote the human ecological landscape;

By applying and facilitating knowledge to practical examples as a learning tool, the application and need of theory has become clear and its integration demystified. A precedent study, or ex-post facto evaluation of student’s design projects are completed and assessed in Construction, History and Theory forming part of the Design module’s research component. The Design Course | •

Physical Models | The building of physical concept models, design development models, and structural design development and technical resolution models have been rearticulated as an essential learning tool, as well as an approach to tighten the relationship between Construction and Design Courses. Without sacrificing CAD skills development, students’ haptic spatial thinking is promoted through model building – also a requirement for some History of Architecture and Theory of Architecture projects. Students are not allowed to employ CAD 3D modelling in the first two BArch Design modules (DESN1500 + DESN2600), and are also advised not to build physical models in the third year and BArchHons degree Design and Construction modules. Concurrently, both Design and Construction require a series of development models in order to debunk

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Changes introduced since the last visit to improve the courses and effects of changes in resource provisions

the linear creative process and the disjunction between Construction and Design courses. Students often understand the creative process as linear: starting with concept, followed by a design solution and ending with changing the design into a sound structure through technical drawings. •

•

The Construction Course | •

Problem Solving Approach | In light of horizontal integration between Design, Construction, History of Architecture and Theory of Architecture course, the ALS promote a spiralling problem solving approach, where solution exploration require constant circling between concepts and ideas, site investigation, historical information, and design and construction solutions. In this manner, different and diverse sources of information is progressively narrowed towards a final solution. By revisiting and redeveloping possible design solutions, theoretical concepts, historical analyses and knowledge, and construction solutions as a dialogue between different tools throughout a single architectural design project, integration is promoted.

BArchHons Design module (DESN6800) | In the past one project per semester was facilitated, each project with a specific thematic focus on housing, sustainability, conservation, and urbanity. Projects were reduced to three per year to allow greater complexity in accommodation and site. Thematically aligned with critical theorises in the Research (RARC6808) module, conceptual depth was added to projects, emphasising the architect’s responsibility and care in sustaining the holistic urban phenomenon. This allowed the four traditional BArchHons Design themes to be addressed in each project, in ever more complex ways, culminating in a minidissertation. Specific quantitative knowledge

Up to 2016, the Construction Course (CONS1506, CONS2606, and CONS3706) in the undergraduate programme was divided into two integrated components: Theory of Materials and Methods; and Practical Application of Theory and Technical Problem Solving resulting in amongst others construction details technical development drawings and a set of working drawings. In the 2015 staff workshop session, comments were raised as to the quality of graphic and content of technical drawings. Since 2016, the Construction course introduced a third component: Technical drawings. This component forms part of a logical sequence of technical draughting exercises that span from the first to the third year in the BArch programme. The aim of this process is to enable students to communicate their design projects clearly and ultimately to document their own dissertation designs in the BArchHons and MArch (professional) degrees successfully. These technical exercises, using a variety of strategies, are horizontally integrated with specific design projects in each year.

The BArch third year Design module (DESN3700) | the number of projects were reduced in order to allow greater design development. Furthermore, in the past the projects were sited only within the Bloemfontein city limits, ignoring the complexities offered by the greater Mangaung Metropole. Attempting to offer urban complexities excluded in past projects and enticing different readings of urbanity, the second semester projects now focus on the town Thaba ‘Nchu. Themes traditionally forming part of the BArchHons Design module were introduced in the third year Design, including a greater concern for Housing and Conservation.

•

pertaining to Conservation and Housing is now communicated in the third year BArch Design module.

•

As part of integrating theoretical and practical components of the BArch construction course, a series of projects focussing on academic research, data collection, writing, survey and reporting have been included into the course programme. These projects take the format of an academic poster, paper, survey or site report.

•

Knowledge application and synthesis in the BArchHons Construction module (CONS6808) shifted towards design development, instead of producing working drawings ex post facto design. In this manner structural design, details and building process is awarded Design consideration.

The Theory of Architecture Course | •

In general, the Theory of Architecture Course content was reviewed to include current theoretical arguments and research methods with greater focus on explorative and grounding research methodologies.

•

Ethical focus on the insider-outsider architect’s responsibility towards personhood, life-worlds, and

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Changes introduced since the last visit to improve the courses and effects of changes in resource provisions

urbanity, especially in second and third year core modules. •

The BArch Theory of Architecture module (TARC2604) content was adapted to give a comprehensive overview of the phenomenological approach to architecture, and to explain one of the theoretical foundations of the ALS. In the past, the module gave a broad overview of the development of architectural theory from western antiquity to the positivist, chronologically. Only in the third year BArch Theory of Architecture module (TARC3704) could architectural theory truly be employed as a design tool, where contemporary thought since enlightenment where applied to architecture. In light of horizontal integration, especially as a tool for place making that could be used for Design projects, the module now demarcates Christian Norberg-Schulz’s theoretical contribution to architectural phenomenology, and how architectural phenomenology can be utilised as a ‘tool’ inspired to analyse leading contemporary examples of architecture.

•

In 2016, Academic supervision of the MArch Architectural Treatise module (ATRE7904) includes the academic reading of draft dissertation document by the selected and appointed internal examiners in September. In the past, the lecturer presenting the module academically read the draft dissertation documents. Internal examiners now contribute to the development of the treatise and argument – benefitial to both master students and the ATRE7904 lecturer.

1.2.3 Resource Provision Dr Hedrik Auret was appointed as second year History of Architecture (HARC2604) lecturer in 2015. Obtaining his PhD, in 2015, Mx Auret became a Postgraduate Doctorial Researcher in 2016. Since 2016, Dr Auret also presents Theory of Architecture for the second year BArch students. Mx Wanda Verster [MArch (professional), MArch (research), BA Honours in Art History (UFS), is employed as the departmental research assistant, supporting student and staff research. With the introduction in 2015 of the new Research in Theory of Architecture module on honours level, Mx Verster,

was appointed co-lecturer of this independent research module, ensuring a critical integration between research methods, resources and support, and student research projects. In 2015, Mx Verster further introduced the Academic Writing Workshops, presented by the Centre for Teaching and Learning to all BArchHons and MArch (professional) students. These workshops enhance academic writing and research Lost ties with the Department of Image Studies, a department that at various stages in the ALS’ past played a fundamental role in the development of History modules, was revived. Mx Verster approached Prof Suzaan Human to co-lecture the new BArchHons Research in Theory of Architecture module (RARC6808). Prof Human introduced new sources of contemporary knowledge with the art historical hermeneutical methods being combined with architectural case studies. As of 2017, Prof Jonathan Noble replaced Prof Walter Peters as postgraduate supervisor. His willingness to participate in BArchHons Design and Methodology courses actively, contributed to a fair module distribution between lecturers this year. He is currently undertaking the much-needed process of aligning the content of the Design Methodology and Research Methodology modules closely with other BArchHons modules. David van der Merwe was appointed in 2016 as a first year BArch degree Design and Construction lecturer, relieving staff from lecturing hours and contributing critical knowledge from practice into first year. Prof Jan Smit and Mx Martie Bitzer, two of the previous Academic Departmental Heads, are lecturing at the ALS, ensuring continuity and guidance regarding changes in the programmes - an invaluable benefit to the ALS. Prof Smit supervises the MArch Design Dissertation module (DDIS7900) as part time lecturer.

1.2.4 Physical resources [ Part 2.9 | Resources and Facilities | p72]

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Brand and intellectual identity

1.3

Branding and intellectual identity [Introduction | p4] Since the late 1980s, this ALS has applied the ideas of the Norwegian architect and theorist, Christian NorbergSchulz (1926-2000), and his architectural translation of Martin Heidegger’s philosophy as a way to understand architecture as the ‘respectful making of meaningful place’. In following years, the UFS has played a key role in the nationwide transformation from the Apartheid system to the open, democratic society that has been in the making since 1994. This process of reconciliation continues to pose hard questions: In architectural terms, what constitutes a ‘South African architecture’, which draws on the multitude of vernacular building traditions and celebrates the rich biodiversity of the country. Works of architecture that not only sympathise with, but also actually relieve the various forms of poverty associated with one of the most unequal societies in the world? It is therefore understandable that Norberg-Schulz’s theory of place (or the art of place) continues to play an important role in the theoretical approach followed at this ALS. Norberg-Schulz’s concept of genius loci, promises a form of ‘stability’ capable of uniting all those inhabiting a place through works of architecture based on shared meanings; works inspired by an inclusive ‘voice of place’ which could ‘speak’ across cultural and linguistic divides. The idea that co-habitation could be translated into works of architecture revealing the meanings of the place, continues to promise a way towards building works of architecture able to express the life of the place. However, continued research into the ‘making of place’ is far from blind ‘discipleship’. Instead, the school is continuously and systematically interrogating the cogency of Norberg-Schulz’s stedskunst and developing an augmented holistic approach appropriate to the South African milieu. We strive towards works of architecture that reveal and celebrate the particular way-of-being that is ‘own’ to our region of concern. In as much as it would be bold to claim that the ALS follows a unique methodology to the production of architecture, it would be to say that its approach is general. Our, or in many instances, the architectural endeavour, accentuates an attentive listening to, a writing or graphing, of the first two agents of architecture: the multifaceted and complex beings of place-care, and the difference of personhood. This implies rethinking the Cartesian notion of space-time and replacing it with the notion of a ‘life-world’ in which space is always already lived as place and time

is always already lived as care. The third agent, the student architect, immerse themselves, document, and critically question the relational realities, needs, and movements as stories of place-care and personhood. Not in an attempt to reproduce realities and fictions, but as Ricoeur would have it to create an augmented reality open to new interpretations and fictions, students draw on, cut, and fold the landscape. Drawing, cutting, folding, and ultimately making new topographies may very well lead to Ricoeur’s iconic augmentation, but the process of production is attuned to investigation through a hermeneutic circle. One of the first projects in the Bachelor’s degree serves as a paradigm for this hermeneutic appointment. Through the act of planning, drawing, and physically building a life-sized shelter, student pairs are required to enthral the site, construction process, and each other. Students explore the architectural fundamentals embodied through their own ergonometric and functional requirements, the site’s climatic orientation, and the logic of vernacular construction technology ─ in this case reeds, sticks, grass, and adobe bricks. Apart from the above quantitative categories, students confront both the landscape as a phenomenological thing, as well as the being of two clients. The impact of building is experienced, as the students become authors making markings on the earth, veld, and sky. In each instance, the individual and their project partner act as the clients; their conflicting personal histories and worldviews surface. Challenged to simultaneously distance and embrace the self and the other, the landscape, and the building, students take charge of generating the narrative graphing of meaningful architecture. In addition to an amplified awareness of the existential insider-outsider architect, this first experiential learning practise is continuously revisited in the programme with increasing complexity towards place-care and personhood. Battling to formulate an approach to the initial challenges offered by the ontology of both topos (any extreme or intermitted definition of natural or urban landscape), and type of building, students formulate a concept. A series of transformational acts, executed through a laborious amount of models – a trademark of this school – the concept develops into a conceptual framework. It is the conceptual framework that taints the unique response and further investigations into the topology and topoanalysis ─ quantitative and cognitive engagement ─ and client-occupant intricacy ─ the subject of typology. Ultimately, the conceptual framework and its influence on the topological and typological analysis

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Structure of the programme vis-á-vis the new Higher Education Qualifications Framework Strategic objectives of qualifications

formulate a lexicon of symbols (words or graphs) through which students arrive at a theoretical underpinning and design method. Derivation of the form-giving (morphology) and form-construction (logos of techné) of the building is achieved by employing this design method. Again, the study of morphology and technical resolution occurs through physically building models crafted on the landscape over and again. In the BArch and BArchHons programmes, Design hand-outs are formulated in four interrelated and interdependent design principles pertaining to the what and for whom is designed (typology), where it is designed for (topology), how it is construed to rise from the earth (morphology), and how it is designed to be constructed (logos of techné). Although the design laboratory in the first four years of study always start with telling the story of place-time and personhood, master students are allowed the freedom to fall in love with any one of the four aspects as a starting point for their independent research.

1.4

Bachelor of Architecture | BArch | Strategic Objective of the Programme The BArch degree will provide graduates with a well-rounded and broad education appropriate to a profession as a Candidate Architectural Technologist, who may register in the appropriate category with the South African Council for the Architectural Profession (SACAP) in terms of the provisions of the Architectural Profession Act 44 of 2000. Bachelor of Architecture | BArch | from the Strategic Objective, the degree provides graduates: •

with a foundation for further postgraduate study (the degree articulates into the BArchHons (to allow registration as Candidate Senior Architectural Technologist) and on completion thereof a structured MArch (to allow registration as Candidate Architect),

•

with opportunities for gainful employment and rewarding contributions to expansion of the building profession and to the South African economy and society,

•

with professional training, post-graduate studies or professional practice in related careers,

•

with graduate-level knowledge to address challenges related to the delivery of sensitive and appropriate designs within the built environment constructively and creatively,

•

with graduate-level historical, theoretical and practical (contractual, legal, administrative, construction technology, building structure and services) knowledge pertaining to the field of architecture, in order to ensure an empathetic and critical understanding of and attitude towards the

Structure of the programme vis-á-vis the new Higher Education Qualifications Framework [ Part 3 | Appendix A | p84] The curriculum of all professional programmes in architecture at the UFS has been redesigned so that it aligns with the Higher Educational Qualifications Framework (HEQSF). The amendments clearly illustrated that the HEQSF aligned curriculum does not differ from the original programme design before recurriculation by more than 50%. As part of the curriculum review process to align the programme with the HEQSF, and in particular its qualification descriptors, curriculum changes were subsequently implemented to a series of modules in the BArch, BArchHons and MArch degrees. For a summary of HEQSF aligned changes to specific course: [Part 1.2.2 | Teaching and Learning Changes as part of HEQSF aligned Recurriculation | p17]

1.5

critical understanding of and attitude towards the making of meaningful place through the investigation of the human ecological landscape the interrelationship between social (personhood), cultural (life-world), natural and urban environments, and historical environments.

Strategic objectives of qualifications 1.5.1 Bachelor of Architecture | BArch | Programme Overview The BArch degree introduces an insider-outsider architectural approach with an empathetic and

• • • • •

social (personhood), cultural (life-world), natural, urban peripheral, and complex and contradicting urban environment, and historical environments.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Strategic objectives and qualifications

•

with graduate-level knowledge of presentation and research skills, principles and methods pertaining to practical architectural and related professions,

Bachelor of Architecture Honours Degree | BArchHons | from the Strategic Objective, the degree provides graduates:

•

with a thorough grounding in the knowledge, theory, principles and skills of the profession or career concerned and the ability to apply these to professional or career contexts.

•

with a foundation for further intellectual development and provides learners with the research competence to continue with Masters Studies (MArch on NQF 9) in Architecture and on graduating register as a Candidate Architect with SACAP,

•

the opportunity to the graduate to study in the related fields of construction management, urban design or planning,

•

the opportunities for gainful employment and rewarding contributions to expansion of the building profession and the South African economy and society,

•

with post, graduate-level skill to responsible and creatively address national and international challenges related to the delivery of sensitive, sustainable and appropriate architectural designs within the built environment,

•

with post graduate-level historical, theoretical and practical (contractual, legal, administrative, construction technology, building structure and services) knowledge pertaining to the field of architecture in South Africa, in order to ensure an empathetic and responsible understanding of and attitude towards the social, cultural, natural, urban and historical environments,

•

with the ability to evaluate resourcefulness and social, environmental, historical and urban responsibility in an academic, professional or career context,

•

with post graduate-level independent research skills, principles and methods appropriate to practical architectural and related professions.

This degree programme contains a component of workintegrated learning through work place simulation sessions, community service learning and experiential learning in studio in the modules Design and Construction.

1.5.2 Bachelor of Architecture Honours Degree | BArchHons | Programme Overview The BArchHons degree advances graduate training, education and independent research in professional and discipline-specific knowledge, skills and competencies related to the field of architecture and applied to practical architectural professions. Focus is placed on the multidimensional character of the urban environment. The degree focuses on structured and independent research relating to sensitive, sustainable, and appropriate designs within the built environment and within the fields of Design, Construction, Theory and History of Architecture. The BArchHons degree introduces an insideroutsider architectural approach with an ethical, caring, and responsible understanding of and attitude towards sustaining and promoting the social (personhood), cultural (life-world), urban and historical environments as the essential components of the human ecological landscape. Bachelor of Architecture Honours Degree | BArchHons | Strategic Objective of the Programme The BArchHons will prepare students with post graduate-level knowledge, skills, competency, and procedural knowledge appropriate to the architectural profession as a Candidate Senior Architectural Technologist, who may register in the appropriate category with the South African Council for the Architectural Profession (SACAP) in terms of the provisions of the Architectural Profession Act 44 of 2000.

1.5.3 Master of Architecture of Architecture Degree | MArch (professional) | Programme Overview The MArch facilitates graduates’ professional and discipline-specific research primarily through supervision. The supervision and research develops specific knowledge, skills, and competencies

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Strengths and weaknesses of the ALS

required for the graduate to be able to assist in providing full professional architectural services. The professional services include client liaison, research, design, detailing, documentation, administration, and supervision of the construction process and completion of any scale complex projects in the built environment, complying professionally with legal and statutory requirements. The MArch degree advances graduate training, education, and independent research for knowledge development, in professional and discipline-specific knowledge, skills, and competencies related to the field of architecture and applied to practical architectural professions. The degree cultivates structured and independent research to evaluate educational skills, principles, methods, and responsibility that demonstrate competence in integrating spatial design, building technology and independent research through submission of a selfmotivated, supervised design dissertation project. Master of Architecture Degree | MArch (professional) | Strategic Objective of the Programme The MArch Degree will provide graduates with post graduate-level knowledge, skills, and competency appropriate to a vocation as a Candidate Architect, who may register in the appropriate category with the South African Council for the Architectural Profession in terms of the provisions of the Architectural Profession Act 44 of 2000. Master of Architecture of Architecture Degree | MArch (professional) | from the Strategic Objective, the degree provide graduates: •

with a foundation for further intellectual development, [the degree allows opportunity to study further for higher qualifications in architecture (an entry point to DArch and PhD or in related disciplines such as Urban Design, City and Regional Planning, Interior Design and Landscape Architecture),

•

the opportunities for gainful employment and rewarding contributions to expansion of the building profession and the South African economy and society,

•

with specialised knowledge, theory, ethics and methodology of disciplines and fields of study to demonstrate resourcefulness and social, environmental, historical and urban responsibility in an academic, professional or career context,

1.6

•

with post graduate-level ethical values to constructively and creatively address and evaluate national and international challenges related to the delivery of sensitive, sustainable and appropriate architectural designs within the built environment,

•

with post graduate-level historical, theoretical and practical (contractual, legal, administrative, construction technology, building structure and services) knowledge pertaining to the field of architecture in South Africa and internationally, in order to ensure an comprehensive synthesis of the field of architecture with social, cultural, natural, urban and historical environments,

•

with postgraduate-level, presentation and independent research skills, principles and methods pertaining to practical architectural and related professions.

Strengths and Weaknesses of the ALS Strengths

•

The programme continues to be of a high academic standard when measured against external examiner reports, competition results and comments.

•

Our focus on social responsibility and geographic identity continues to surface in student projects and ends in responsible Extended Research Essay themes.

•

The integration between theory, design, history and construction are strengthened year on year. Students develop critical thinking abilities, which enables them to incorporate knowledge from these four main modules into decision-making successfully.

•

Students develop thinking and making abilities and are equipped with the knowledge to develop ideas into designs with structural and technological resolutions.

•

The focus on the responsible making of meaningful place culminates in an attitude of care towards the ecological human landscape.

•

The Sophia Gray Memorial Lecture and Exhibition has continued to honour local architects and with the 29th Lecture, taking place in 2017 the ALS has contributed 29 years of recognition to professionals as well as exposed our students to architecture of a high standard.

•

The rigour of the First Year programme forces students to commit early on in the course.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Strengths and weaknesses of the ALS

•

Weaknesses and some thoughts on how they can be addressed

Students and staff take care to get to know one another. Staff members are involved with every individual’s progress, which is shared by all peers in each class group. Experiencing the culmination of the educating process in the final year and attending these examinations is a rewarding and inspiring exercises.

•

Formal lectures introduce theoretical ideas, and due to the active studio culture, ideas are cross-pollinated between students. First and Second years share a studio space; Third and Fourth year groups are in adjacent spaces, which leads to easy liaising.

•

The University provides access to the internet and Wi-Fi. A full-time employee assists in the CAD laboratory.

•

A member(s) of the A5 (student body) attend(s) the biweekly staff meetings which on the one hand provides an opportunity to discuss student issues and on the other hand gives insight into the everyday running of the Department.

•

The Department is supported by an efficient administrative staff component accessible to students as well.

•

The Department is key to architectural awareness in both the immediate public and professional realm. The Department annually takes part in the July Vrystaat Arts Fesitval by presenting an Architecture Winter School for prospective students.

•

Graduates are employed successfully as tegnologists or candidate architects.

In the challenging and changing conditions that are presently shaping architecture as a focus area, one has to constantly address one’s position in the academic environment. Repositioning is needed concerning factors that are shaping the world of knowledge generation and application. The key challenge for the future lies in adapting strategies at this Department to new physical, cultural and social environments. These strategies include: •

new ways of introducing our profession to the public in general in order to stay relevant,

•

advertising the profession and its influences in the world we live in with the aim to generate the interest of future applicants. There is a need to receive applications from a bigger pool of applicants representing the broader demographics of the country,

•

taking the strong sustainable foundation of the Unit for Earth Construction into the development of a ‘green lab’ with a new founded Unit for the Built Environment,

•

Due to the unbiased position of academia, this ALS has the potential to become more involved with urban and community initiatives to uplift the quality of life of the whole community.

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Staff / Student ratio (SSR) Student Numbers: BArch, BArchHons and MArch (professional)

1.7

Staff / Student ratio (SSR) Student Numbers: BArch, BArchHons and MArch (professional) | PhD not included

Sum of ENRL EDUC_LVL_GRP UGRD

PLAN_CODE 40114

PLAN_DESCR Bachelor of Architecture

YEAR 2012

RACE AFRICAN ASIAN COLOURED WHITE

2013

40114 Total Baccalaureus Architecturae Studiorum

4310

AFRICAN ASIAN COLOURED WHITE

9 1 151 161 161

4310 Total UGRD Total POST GRAD

45314

Bachelor of Architecture Honours

10 1 4 144 159 159

AFRICAN COLOURED WHITE

45314 Total Baccalareus Arch Studiorum Honores

4567

4567 Total 4710 4710 Total

Magister Architecturae Magister Architecturae (Professional)

4711

AFRICAN COLOURED WHITE

WHITE

AFRICAN COLOURED WHITE

4711 Total POST GRAD Total Grand Total

42 45 4 4

3 1 42 46 2 2

40 41 90 251

51 54 102 261

2014 7 1 43 51

2015 19 1 2 70 92

2016 20 2 4 101 127

6 1 1 88 96 147

5 1 1 45 52 144

9 13 140

1 1 32 34

1 38 39

2 1 34 37

1 1 1 1

1 1

2 2

4 1 37 42 81 221

4 1 32 37 73 220

32 34 74 218

2016: SSR

FULL TIME EQUIVALENT STUDENTS (Student FTE) FULL TIME EQUIVALENT STAFF (Staff FTE)

221 13

Part time equivalent (PTE): Staff PTE

(average sessional part-time hours in year) (number of weeks in session 26x17 hours/week)

1411 442

3.2 (equal to full-time lecturer)

Total:

13 Full + 3.2 Part-time

Student FT Staff total

221 16.2

12.71

13.6

Ratio (BArch; BArchHons; MArch (professional):

1:14

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Provisions for staff development Transformation initiatives Relationships with parent institution and other departments Linkages with other tertiary institutions and research agencies, nationally and internationally

1.8

Provisions for staff development

Furthermore, Henry Pretorius, director of Typology Architects cc and Elré van der Walt, director from LimCo Quantity Surveyor, endeavoured to set up a special student bursary by Architects and Quantity Surveyors for students in need of financial assistance. The formalities of such a bursary is still in the making, but by being the first two companies to donate to this bursary, a second year student’s tuition fees could be paid for 2016.

Staff members participate in the activities offered by the UFS Post Graduate School, which was established by Prof Jonathan Jansen in 2011. The Centre for Teaching and Learning (CTL) on the third floor in the SASOL LIBRARY offers several courses annually and staff members regularly attend sessions on the use of the BlackBoard, the online student portal. CTL also offers assistance in aspects applying to pedagogy and curriculum development.

1.10 Relationships with parent institution and

other departments

Staff members are encouraged to attend congresses related to their prospective fields of interest.

1.9

The Department of Architecture, Department of Quantity Surveying and Construction Management and the Department of Urban and Regional Planning form part of the Faculty of Natural and Agricultural Sciences at the University of the Free State.

Transformation initiatives Transforming the Department’s low intake of previously disadvantaged learners remains a great priority for management (Part 1:1.1.1 Demographic inclusiveness …). Staff members work continuously towards the goal of balanced equity. As discussed, the number of student intake illustrating demographic inclusion increased since 2012, when it was about 5%. The 2016 student intake reflects a 20% demographic integration.

The Department relies on formally set bi-weekly Faculty Management Meetings. Visits by the Dean, Prof Danie Vermeulen and the Vice-Dean, Prof Corli Witthuhn, to the Department are on request, but well-constructed. Mx Henry Pretorius meets with the Heads of Department of the Faculty of Natural and Agricultural Sciences every second Friday. Staff on a rotation basis attend quarterly Senate meetings.

The contingent of black students is drawn from Bloemfontein, Lesotho and the Eastern Free State, East London, Johannesburg, Pretoria and as far as Namibia. They thus contribute an essential diversity to their individual classes.

An open door policy exists regarding praise or problems cropping up in the everyday running of the Department. The presence of the Rector, Dean and Vice-Dean at architectural events, award ceremonies and the annual Sophia Gray Lecture emphasises their commitment to the Department.

The Department is fortunate to have recently employed Mx David van der Merwe, and architect previously employed with Roodt Architects, in Bloemfontein. He is young and dynamic, a role model for potential architects. It is maintained that everyone may apply and study at this Department, and the way the Department is approaching its shortcomings is with the well-being of all its students in mind, but within the strict confines of the expectations of those who ultimately qualify for this career, as well as those who allow them to do so. An agreement of collaboration between initiatives like Qualitas Career Academy [ref p.1.1.1] with this institution will afford a second stream of students who ultimately qualify in the field of architecture. Finances and affordability of degrees, however, remains a challenge. An initiative by the Programme Director, Jako Olivier, was started to address student applications from lower income groups in the country. This program aims at allowing architectural practises to donate to a student bursary fund specifically for architecture students.

Individuals in the Department follow the ranks of the University if need be, namely the Class Leader or Student body, Lecturer, Departmental Chair, Dean or Vice-Dean and Rector. The newly appointed UFS vice chancellor and Rector is Professor Francis Peterson.

1.11

Linkages with other tertiary institutions and research agencies, nationally and internationally National Well-established connections with other schools of architecture in the country exist. Selected lecturers of these schools are invited twice a year for external examining of the first four years, and for the MArch (Professional) programme a more widely selected group of both lecturers and practicing professionals. Lecturers Ernst Struwig and Magda Minguzzi, were invited to exhibit selected drawings and models of first year work

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Linkages with other tertiary institutions and research agencies, nationally and internationally

of first year students from NMMU School of Architecture. The exhibition entitled Palladio and the Modern, consisted of drawings and section models of some of the most well-known Palladian villas, juxtaposed to contemporary architectural residences. The exhibition was part of the Vrystaat Art Festival and Winter School and ran from 11 July - 01 August 2016. The UFS ALS contributed 50% of the funding that was required for this exhibition.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Linkages with other tertiary institutions and research agencies, nationally and internationally

Bloemfontein/Mangaung is a city of many communities: people who live side by side but who rarely meet. It’s My City is an attempt to bring people together through art. It is a large-scale artwork conceived by UK-based public artist Alex Rinsler, presented by the University of the Free State, the Vrystaat Arts Festival and the Municipality of Mangaung, enabled with the generosity of the Andrew W. Mellon foundation. Third and fourth year architecture students were involved with modelling the structures in CAD for construction thereof.

It’s my city, 2016. Photographs: Xany Jansen van Vuuren

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Linkages with other tertiary institutions and research agencies, nationally and internationally The future: Details of courses and facilities planned

International For international exposure to architecture exclusively, the Department relies heavily on the annual Sophia Gray Memorial Lecture and Mini Congress. The invited speakers have months to prepare an inspiring lecture – it cultivates an elevating platform for universal theoretical discourse – the fact that a representative segment of South African, as well as international theoreticians and practitioners, are gathered at this event, springboards an affirmation of what architects are busy with - the search for an endemic identity locally and at the same time the confirmation of tangentpoints shared with those internationally. Visits of individuals in the Department to congresses and universities or world cities, showcasing progressive architecture, are reflected in the notes on research and the monthly special lectures at which both students and lecturers address the Department with thought-provoking information. The Department may draw on the well-established international ties of the UFS that provide both foreign and local students with opportunities for under- and postgraduate studies. Currently a student from the Netherlands is enrolled in the BArchHons Degree. Students holding a non-South African first degree, have it evaluated by the South African Qualifications Authority (SAQA), submitting it along with their application to the UFS.

1.12 The future: Details of courses and

facilities planned

Harnessing knowledge from practise as experienced by renowned members of the architectural profession Professional architects registered with SACAP annually produce built work worthy of recognition. The existing merit award program of the South African Institute of Architects is testimony to the relevance and quality of work produced within South Africa, a young democracy filled with unique challenges and opportunities. However, to date, there are no programs available within academia to recognize the contribution of these architects towards practice and the presence of the architectural fraternity within South African society, nor are there any programs available for facilitating and collectivizing design research. Within the body of work of a single practise, lies unharvested knowledge that can contribute towards the making of architecture within a specific typology, topology and morphology. There are no mechanisms or systems in place allowing this knowledge to be passed on to future generations of practitioners, who will inevitably have to re-discover these solutions when faced with the same challenges.

International research relations and initiatives are also in progress under Wanda Verster, after spending 6 months studying with Prof Britt-Inger Johansson investigating museum and gallery typologies.

The existing internationally recognized Practise Based PhD program from the RMIT University’s School of Architecture and Design in Melbourne, Australia, headed by Leon van Schaik continues to develop dynamic reflection models for creative practice based research.

In order to be able to apply for a STINT (Swedish Foundation for International Cooperation in Research and Higher Education) initiation grant for a combined research project running over 3 years, Wanda is strategically aligning workshops with the University of Uppsala’s urban and rural spaces research node.

In 2015, Henry Pretorius (ADH) and Jako Olivier (Programme Director) attended an ADAPT-r symposium, hosted by RMIT in Ghent, Belgium. This offered the opportunity to engage with practise based PhD researchers presenting their work and unique research methods, as these are entirely recent methodologies in dealing with design research. During this visit, they were also fortunate to attend research methods and supervising training session in terms of understanding underlying principles and ideas pertaining to design research. Currently we are working towards a Practise Based Design PhD to take student enrolments from 2018 onwards. The base line for this design research endeavour can be viewed under Part 5. As an example of design research methods, refer to the images below of Siv Helen, from the Norwegian practice Helen and Hard. The PhD thesis, entitled WILDING AND WEAVING: A relational Design Practice, defended her research on 17 February 2017 at the AARHUS SCHOOL OF ARCHITECTURE.

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | The future: Details of courses and facilities planned

Department of Architecture 205 Nelson Mandela Dr. Park West, Bloemfontein 9301 P.O. Box 339 Bloemfontein 9300 South Africa T: 051 401 2332 F: 051 401 7139 E: pretoriusy@ufs.ac.za www.ufs.ac.za/architecture