PART 2 UFS Department of Architecture Validation Visit 2017 by joh deetlefs

PART 1

PART 2

PART 3

PART 4

PART 5

Response to questionnaire

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 â&#x20AC;¢ CAA Validation Visit 2017 | Introduction

PART 2 Response to Questionnaire

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

Freedom of Expression Forum, Nilene van Niekerk, 5th Year, 2015

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

PART 2 Response to Questionnaire 2.1

Learner recruitment, selection and admission

Does the ALS assist learners in their career selection?

An ALS brochure is annually updated, printed and distributed, as well as uploaded to the ALS’ Website – the following questions are formulated and answered in the Brochure for candidate orientation: What are the values of the UFS, Department of Architecture?

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What does an architect do?

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When and where can I learn more about architecture?

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What are the admission requirements for architecture?

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What does the selection process involve?

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What is the structure of the architecture programme?

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What else will I experience at the Department of Architecture?

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What do I need to study to become an architect?

[Part 5.8 | ALS UFS Department of Architecture Brochure | p450] ii

iii

The Faculty Marketing Officer, Mx Elfrieda Lotter, visits schools and different career open days in the country, marketing all programmes within the Faculty of Natural and Agricultural Sciences – ALS brochures are supplied for this purpose.

•

Information regarding the Winter School,

•

Application for admissions forms, and

•

ALS selections forms.

Note: The Department of Communication and Brand Management supplies a design guide and controls the identity of the university brand, including all faculties and departments. All Brochures, websites and social media platforms need to adhere to the design guide and are approved by the Department of Communication and Brand Management – within the strict parameters (thus ALS has managed to create a unique identity).

Yes, in the following ways

•

Student body magazine (AMAG), showcase the best Design projects in all professional degrees,

Although the ALS uploads approved information to the website, the Department of Communication and Brand Management control the layout, content, and identity of all departmental websites in order to portray a homogeneous image of all courses offered.

2.1.1 Does the ALS provide information on Architecture as a career choice?

•

The Architecture Winter School, introduced in 2006, successfully continues during the Vrystaat Arts Festival. Annually facilitated at the Architecture Building, the Winter School programme includes a two-day creative exercise, introduced by two lecturers and followed by a critique session with the participants. Participants are orientated as to the basics of what architectural education entails. During the Winter School, an excursion is organised to a prominent architectural practise. The architect disseminates the different architectural work stages, from concept to construction drawings to the participants. Participants then visit a building site, facilitated by an architect. After the occupational health and safety induction, the architect explains the building process from plans to construction. The winter school concludes with a talk by an architect reflecting on challenges, projects, and practice. Open to the public, this presentation is often included in the Vrystaat Art Festival programme.

The website of the ALS gives relevant information, including links to

The aim of the Architecture Winter School is to expose participants to the field of architecture in order to gain a more intimate perspective on Architecture as a career option.

•

The ALS promotional brochure,

[Part 5.7 | ALS Winter School Programme | p444]

•

Departmental Syllabus for all Departmental programmes,

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

vii

The ALS participates in the annual UFS Open Day. During the open day all departments within the Faculty of Natural and Agricultural Sciences occupy two tables with banners at the Agricultural Building. Except for the small exhibition at the Agricultural Building, all members of staff curate an extensive exhibition of student work at the Architecture Building. Two orientation lectures are presented at different times; by the Programme Director, Mx Jako Olivier, and the A5 Student Body Chair, followed by a Q&A session. The ALS is annually presented by a member of the academic staff at the Round Table Career Day, with students from regional secondary schools attending the open day. Marketing material and information sessions are offered. Together with first year coordinator, Mx Jan Hendrik Nel, the Programme Director, provide career advice and information on the programme to prospective students throughout the year, including tours of the Architecture Building to visitors.

2.1.1 How are prospective students selected, admitted, etc.? 2.1.2.1

BArch Degree | Admission and Selection Requirements + Selection Process

BArch Degree | Admission Requirements Admission to the Bachelor of Architecture is subject to the General Institutional Rules and Regulations for First Qualifications, as well as specific requirements for the Faculty of Natural and Agricultural Sciences and the Department of Architecture. A prospective candidate may apply for admission if the candidate meets all of the following requirements: •

obtained a National Senior Certificate (NSC) or equivalent qualification at NQF level 4;

•

has a minimum Admission Point of 30,

•

obtained in the NSC or equivalent qualification at NQF level 4 in an official language at a minimum performance level 4 (50%),

•

obtained in the NSC or equivalent qualification at NQF level 4 in mathematics at a minimum achievement level 4 (50%),

•

achieved the minimum requirements in the NBT test.

Admission to the Bachelor of Architecture programme is subject to selection.

BArch Degree | Selection Requirements + Criteria: Final selection is based on a score compiled from; •

•

Academic report, Selection Criteria: •

evidence of scholarship and academic aptitude,

•

evidence of work perseverance measured against grades across all subjects.

Aptitude test with Student Counselling Services, Selection Criteria: •

interest in the environment, design and planning disciplines,

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evidence of two and three dimensional aptitude,

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scholastic aptitude.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

•

Selection Form, Selection Criteria: •

interest in the environment, design and planning disciplines,

•

evidence of two and three dimensional aptitude,

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evidence of architectural, initiative, leadership and creative experience,

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evidence of analytical skill,

•

The ALS Selection Form outlines the requirements for the selection process and offers a series of creative exercises to be completed by the candidate. The ALS Selection Form must be submitted before or on 31 August to the Department of Architecture.

The Selection Form has six parts (Parts I – VI): •

The first part captures contact information,

•

Part II enquires into academic and work experience,

•

Part III attempts to discover more about the candidate’s personality traits,

Creative Portfolio Selection Criteria:

•

Part IV provides information about the architectural practice the candidate shadowed at,

•

creativity, design dexterity, inventiveness in diverse media,

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evidence of perseverance and commitment to work illustrated through the quality and quantity of the portfolio work,

Part V introduces a series of creative exercises through which the candidate get to understand what skills the Department values,

•

The last part explains the next step in the selection process.

conceptual and visual creativity; •

•

quality of the creative essay.

Panel Interview Selection Criteria: •

respect for diversity and difference,

•

ability to work independently and in teams,

•

capability to manage time schedules and pressure,

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capability to engage in studio culture,

•

evidence of design thinking,

•

by means of the creative responses to questions asked.

BArch Degree | Selection Process [Part 3 | H | UFS – Department of Architecture BArch Selection Form | p258]

The selection committee critically review the ALS Selection Forms submitted, concentrating especially on the creative exercises and the inventive way candidates solved the creative challenges. The most resourceful candidates are preliminary selected and invited to attend a Selection Panel Interview.

STEP TWO: SELECTION INTERVIEW + CREATIVE PORTFOLIO •

At the Selection Interview, candidates present a Creative Portfolio of work. Candidates write aptitude tests during their visit to the Department. The aptitude test is arranged with UFS, Student Counselling Services. Information on the minimum requirements for the Creative Portfolio is meticulously communicated in the Selection Form.

STEP ONE: ALS SELECTION FORM •

After completing and submitting the UFS Application for Admission Form to the UFS, Admissions Office, Department of Student Academic Services, the candidate completes the ALS Selection Form (available on the ALS website and the UFS Application to Admission website). The UFS Application to Admission Form must be submitted before or on 31 May, of the year preceding intended study.

BArch Degree | Applications and Admissions Data The departmental secretary, Mx Yolanda Pretorius, the first year coordinator, and the Programme Director assists with selection enquiries via telephone, email, or one-on-one interaction.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

During 2016: •

More than 350 brochures (based on brochure count) were distributed to prospective students during open day at the Architecture Building, more than 200 brochures were distributed at the Round Table Carreer Day.

•

180 prospective students (based on venue size) attended the two Open Day lectures.

•

466 learners applied to the BArch programme.

•

113 successfully completed the first step of selection – the ALS Selection Form.

•

82 prospective students were invited for Selection Interviews.

•

69 candidates were selected with the aim to have no more than 45 students in First Year BArch programme.

2.1.2.2 BArchHons and MArch (professional) Degree | Admission and Selection Requirement + Selection Process BArchHons and MArch (professional) Degree | Admission Requirements Admission to the Bachelor of Architecture Honours and Master of Architecture (professional) is subject to the General Institutional Rules and Regulations for Advanced and Postgraduate Qualifications, as well as specific requirements for the Faculty of Natural and Agricultural Sciences and the Department of Architecture. A prospective candidate may apply for admission if the candidate meets all of the following requirements: •

is in possession of a cognate Bachelor’s degree or equivalent NQF Exit level 7 qualification,

•

achieved an average of at least 55% in the final year of study for the following modules or their equivalent, Construction, History of Architecture and Theory of Architecture, as well as a subminimum of 60% for Design or its equivalent,

•

10 candidates did not achieve the minimum admissions requirement candidates cancelled their application.

•

2 candidates could not register due to financial or visa complications.

•

47 students registered for the 2017 BArch programme by 6 February 2017.

required minimum performance in a Language proficiency test,

•

subject to a selection process.

The Department relies on more than 25 years of excellent passing rates to measure the success of this selection procedure.

BArchHons and MArch (professional) Degree | Selection Requirements + Criteria Final selection is based on a score compiled from •

academic report, curriculum vitae, letters of reference, employment history, and code of conduct Selection Criteria: •

evidence of excellent scholarship and academic aptitude,

•

evidence of work perseverance measured against grades across all modules,

•

evidence of sufficient work in practice, and professional conduct; (required if candidate did not achieve the admission requirement: Design 60%, Construction + History + Theory = 55%),

•

evidence of good conduct and character.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

Creative Portfolio Selection Criteria: •

creativity, design dexterity, inventiveness in presented portfolio demonstrating design, technical and theoretical work, including but not limited to the best work of each of their previous years of study, work in practise and work illustrating independent development,

•

evidence of perseverance and commitment to work illustrated through the quality and quantity of the portfolio work,

•

Evidence of critical application, synthesis and evaluation of knowledge through the written Mini-Dissertation (BArchHons) or Dissertation (MArch ((professional))) proposal.

Interview Selection Criteria: •

respect and care for sustaining and promoting diversity and difference,

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evidence of practice based training; (required if candidate did not achieve the admission requirement: Design 60%, Construction + History + Theory = 55%),

•

ability to work and research independently and in teams,

•

capability to manage time schedules and pressure,

•

capability to engage in studio culture,

•

evidence of design thinking,

•

through the creative responses to questions asked.

BArchHons and MArch (professional) Degree | Selection Process [Part 3 | H | UFS - Department of Architecture BArchHons + MArch (professional) Selection Form | p281]

STEP ONE: ALS SELECTION FORM After completing and submitting the UFS Application for Admission Form to the UFS, Admissions office, Department of Student

Academic Services, the candidate completes the ALS Post Grad Selection Form (available on the ALS website and the UFS Application to Admission website). The UFS Application to Admission Form must be submitted before or on 31 May, of the year preceding intended study. The ALS Post Grad Selection Form outlines the requirements for the selection process and offers a series of compulsory documentation to be completed by the candidate. The ALS Post Grad Selection Form must be submitted before or on 31 August to the Department of Architecture. The selection committee critically review the ALS Selection Forms submitted. The Selection Form comprises six parts (Parts I – VI): •

The first part constitutes contact information.

•

Part II enquires into academic and work experience.

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Part III, list the required certified documents.

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Part IV, attempts to discover more about the candidate’s personality traits.

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Part V stipulates what is required from the separate A4 Creative Portfolio, which forms part of the Selection Form.

•

The last part explains the next step in the selection process.

The selection committee critically reviews all the Selection Forms submitted, concentrating especially on the Creative Portfolio as stipulated in Part V. The most resourceful candidates are preliminary selected and invited to attend an interview at the Department of Architecture.

STEP TWO: SELECTION INTERVIEW At the Selection Interview, candidates present and defend the Creative Portfolio submitted. BArchHons and MArch (professional) Degree | Applications and Admissions Data

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

During 2016: •

54 internal applicants applied to the BArchHons programme.

•

8 BArchHons prospective students applied externally from other ALS’, and successfully completed the first step of selection – the ALS Post Grad Selection Form.

•

3 BArchHons UFS prospective students, that took a year out, applied externally and successfully completed the first step of selection – the ALS Post Grad Selection Form.

•

8 BArchHons prospective students were invited for Selection Interviews.

•

39 internal applicants achieved the minimum selection requirement.

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47 candidates were selected for the 2017 BArchHons programme.

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44 students registered for the 2017 BArch programme by 6 February 2017.

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33 internal applicants applied to the MArch (professional) programme.

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1 MArch (professional) prospective student applied from other ALS’, and successfully completed the first step of selection – the ALS Post Grad Selection Form.

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4 MArch (professional) prospective students from the UFS that took a year out, applied and successfully completed the first step of selection – the ALS Post Grad Selection Form.

•

3 MArch (professional) prospective students were invited for Selection Interviews.

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27 internal applicants achieved the minimum selection requirement.

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30 candidates were selected with for the 2017 MArch (professional) programme.

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28 students registered for the 2017 BArch programme by 6 February 2017.

Recognition of Prior Learning (RPL) applied to all professional qualifications In exceptional cases where applicants do not meet the minimum admission requirements, a process of RPL will be applied, and in compliance with institutional RPL policy.

Recognition of Formal Prior Learning for admission: Formal Prior Learning acquired from another higher education institution may be recognised, if evidence shows that the learner has achieved at a satisfactory level, the outcomes for admission to programmes of study. Applicants need to submit an academic record and official documentation (module catalogues) specifying the curriculum and learning outcomes for each module. The Academic Departmental Head and Programme Director will assess the learning outcomes of modules obtained at another institution against learning assumed to be in place when admission requirements are met.

Recognition of Non-Formal Prior Learning for admission: An applicant whose level of knowledge, skills, competencies and attitudes have not been assessed earlier in terms of the formal Qualification in question but can demonstrate in appropriate ways, through an assessment process, that he/she has acquired those skills and competencies, may be considered for admission to the programme of study leading to this Qualification. The panel will assess evidence of non-formal prior learning to determine if the applicant demonstrates a standard of competency to be granted admission. It includes: •

creative, technical or practical competencies, the applicant will also have to present a portfolio of independent work completed in practice during an interview with the Academic Departmental Head and Programme Director. The portfolio will be assessed against the learning outcomes of relevant UFS modules required for admission to the qualification.

•

research competencies, the applicant will have to present evidence of independent research and understanding of research methodology.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Learner recruitment, selection and admission

student, especially in the studio-based modules. With the extra contact time, struggling students could be better facilitation, increasing the quality of academic output while increasing the throughput rate between years in the BArch degree.

The written research will be assessed against the learning outcomes of relevant UFS modules required for admission to the qualification. [Part 3 | I | Department of Architecture - RPL Portfolio | p297 | p304]

2.1.3 Are there limits set on numbers of entrants?

•

This approach also reduced the bottleneck effect in the third year BArch degree, where BArch graduates that did not achieve the minimum selection requirements were forced to reregister for modules in order to better marks. Although the bottleneck still occurs, the number has been drastically reduced with around 10 graduates repeating third year modules. Note: supporting changes have also been made to the postgraduate selection requirements.

•

Subsequently, the maximum intake in all professional degrees has been limited to 45 entries.

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Increasing the number of postgraduate entries would have been impossible without the 2011 extension, renovation and refurbishment of the Architecture Building.

•

Except for offering more deserving UFS graduates the opportunity to articulate into post graduate degrees, applications from graduates from other ALS’ for post graduate degrees has increased since 2013.

The number of entrants to the first year BArch programme was limited to 55 students, however based the ALS throughput rate and subsequent changes in the articulation objective, as well as the viable physical resources, the number of entrants has been reduced to 45. The number of entrants is limited to 45 students in the first year BArch programme. A series of changes to articulation objectives, postgraduate applications and infrastructure influenced the limit placed on the number of entrants in all professional degrees: •

Before 2013, the ALS, aimed to facilitate a maximum of 35 postgraduate students.

•

At this stage, articulation objectives were planned from MArch down to BArch.

•

Making provision for students that either do not meet the minimum postgraduate selection requirements, or choose to take a year out between degrees, or do not desire to article their first degree, more BArch entries were allowed to accommodate a constant number of postgraduate student.

•

During the 2013-2014 staff workshop sessions, forming part of the recurriculation process, concerns were raised as to the disjunction between BArch, BArchHons and MArch entry limits, specifically the number of first year students that articulate into post graduate degrees, and the pressure on undergraduate physical and human resources.

•

ALS aspire to excellent education in all degrees, which must ensure that all students are worthy of articulating into the postgraduate studies.

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Subsequently the degree articulation objective was reformulated, this time from the BArch to the MArch (professional) degree.

•

By reducing the number of BArch entries, BArch lectures are allowed more contact time per

2.1.4 Is there an equity policy for student admission? The selection process of the department is transparent; students are selected based on merit, offering equal opportunity for selection. Although candidates are all measured against creativity as the main criteria, special consideration is awarded during selection to •

the resources available to,

•

background of, and

•

quality of the secondary institution attended by, each candidate.

Candidates that could achieve the same creative outcome, with fewer resources, are privileged above other candidates.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Course structures and curriculum contents

2.2 Course

structures and curriculum contents

2.2.1 Full official titles for each year of the course +

First professional programme a three year full-time under-graduate degree resulting in Bachelor of Architecture BArch

Second professional programme a one year full-time post-graduate honours degree Bachelor of Architecture (Honours) BArchHons

Third professional programme a one year full-time post-graduate Master’s degree Master of Architecture (professional) MArch

Postgraduate programmes include the Master of Architecture degree (MArch), and a Doctorate degree (PhD).

2.2.2 List of subjects for each year of the course – 2016 [Part 3 | C | UFS – Department of Architecture Core Curriculum | p102]

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Course structures and curriculum contents

2.2.3

Professional Programme: BArch degree programme code | 40114 392 credits* The compulsory programme is as follows: First year (120 credits*)

Credits

NQFL

Precondition

Contact Hours

1. DESN1500

Design

BArch Selection

2. CONS1506

Construction

BArch Selection

3. HARC1504

History of Architecture

BArch Selection

4. PTEC1504

Presentation Techniques

BArch Selection

5. TRIG1512

Trigonometrical Drawing

BArch Selection

6. PHOT1522

Photography

BArch Selection

University Preparation Programme

Academic Literacy

Credits

NQFL

Academic Prerequisite

Contact Hours

UFS101

8. EALN1508

Second year (136 credits) 1. DESN2600

Design

DESN1500, CONS1506, HARC1504

2. CONS2606

Construction

DESN1500, CONS1506, HARC1504

3. HARC2604

History of Architecture

DESN1500, CONS1506, HARC1504

4. TARC2604

Theory of Architecture

DESN1500, CONS1506, HARC1504

5. CDRA2604

Computer Draughting

TRIG1512

6. CSCR2604

Construction Science

Credits

NQFL

Academic Prerequisite

Contact Hours

Third year (136 credits) 1. DESN3700

Design

DESN2600, CONS2606, HARC2604, TARC2604

2. CONS3706

Construction

DESN2600, CONS2606, HARC2604, TARC2604

3. HARC3704

History of Architecture

DESN2600, CONS2606, HARC2604, TARC2604

4. TARC3704

Theory of Architecture

DESN2600, CONS2606, HARC2604, TARC2604

5. CCMD3706

Building Contracts Law

6. CSCR3704

Construction Science

* (total credits excluding credits of the UFS101 and EALN1508 modules)

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Course structures and curriculum contents

2.2.4

Professional Programme: BArchHons degree Programme Code | 4567 160 credits The compulsory programme is as follows: First year

2.2.5

Credits

NQFL

Precondition

Contact Hours

1. DESN6800

Design

BArchHons Selection

2. CONS6808

Construction

BArchHons Selection

3. HURB6804

History of the Urban Settlement

BArchHons Selection

4. RARC6808

Research in Theory of Architecture

BArchHons Selection

5. DMET6812

Design Methodology

BArchHons Selection

6. RMET6822

Research Methodology

BArchHons Selection

7. EOKR6804

Property Economics

BArchHons Selection

Credits

NQFL

Professional Programme: MArch (professional) degree Programme Code | 4711 180 credits The compulsory programme is as follows: First year

Precondition

Contact Hours

1. DDIS7900

Extended Research Essay

100

MArch Selection

2. CONS7908

Building Science

MArch Selection

3. ATRE7904

Theory of Architecture

MArch Selection

4. BPKR7914

Professional Practice

MArch Selection

5. PARC7904

Professional Architect’s Practice

MArch Selection

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

2.3 Teaching

and assessment

2.3.1 List of design projects [Part 3 | D | UFS – Department of Architecture Design Projects | p128 - p215] 2.3.2 How is subject course work coordinated and integrated with design project work? [Part 3 | D | UFS – Department of Architecture Design Module Guides | p128 - p215] The Design Course, consisting of the BArch degree modules: DESN1500, DESN2600, DESN3700 and BArchHons degree module DESN6800, constitute the thematic learning backbone of the professional programmes. The year’s specific themes are sculpted around the ALS unique educational approach and definition of the responsible architect. [Part 1 | 1.3 | Brand and Intellectual Identity | p20] To reiterate, the ALS’ regards professional architectural duty as centred on 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; that is personhood, life-worlds, times, and environments. Set as the outcome for the final professional degree, MArch (professional), the department used the latter definition of the architectural duty to compose themes from the top down (MArch to first year BArch) for each year in the two remaining professional programmes. The exploration of the themes are employed to organise the Core Curriculum Course (Design, Construction, History of Architecture and Theory of Architecture courses). Using year specific themes, vertical integration with design over the BArch and BArchHons degrees are ensured. Vertical Integration | Teaching, learning activities, outcomes and assessment follows vertically within each course but are exposed from different perspectives with increasing levels of complexity and sophistication. Each course concentrates on the engagement of students in an interactive learning process in order to provide for the development of specific cognitive and intellectual skills, key transferable skills and course specific (History Course and Theory Course) and / or professional / technical practical skills (Design Course and Construction Course).

Through each year extending the students’ experience of the preceding year a cycle is created that functions progressively from concrete experience (diverging: no new material and linking with existing knowledge and experience), reflective observation (assimilating: relying on other people’s experience), and active experimentation (accommodating: usage of knowledge and evaluation in terms of objectives). - David Kolb’s Experimental Learning Cycle. For instance: A first year Design project which relies on concrete experiences relating to climatic comfort, is facilitated to evolve to a conscious process of design, study, research, and practical knowledge in the ensuing years by ever more complex projects. Over the duration of the four-year programme, design challenges relating to climatic considerations in first year will develop into issues pertaining to environmental sustainability and responsibility in second and third year. This teaching method develops concrete experience into abilities in analysis, synthesis and evaluation – Benjamin Bloom’s Taxonomy. Design projects in each year address the basics of what to design and construct for whom, where and how. The following table explains the vertical design themes and the vertical development of the core courses over the course of 5 years. Read horizontally, each module in a year thematically aligns with the specific design focus in order to develop design tools, which are applied to resolve specific design challenges offered in that year.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

Core Curriculum Courses BArch 1st YEAR

BArch 2nd YEAR

BArch 3rd YEAR

DESIGN COURSE

CONSTRUCTION COURSE

My Story in the Natural Landscape

Constructing the first ‘house’, from documenting a posteriori Considering a place for the the physical ‘first dwelling’ individual as the absolute towards understanding architect-insider. the construction theory, components, materials Contemplating the and methods for the first person the act of dwelling in the landscape. construction of a single Complexity centres on the storey masonry building comprehension of unique - from site works to roof personhood in the natural finish. landscape – a landscape Introduction to with the least human environmental traces. sustainability, NBR and technical documentation. Shared Narratives on the Constructing communal Urban Periphery dwellings by employing construction theory, Making collective places as processes, materials and the architect–insider structural components for double storey buildings, Structuring the from site establishment to fundamentals of finishes and services. organising meaningful places: Typology (what), Community centre Topology (where), and precedent and case Morphology (how), applied studies - Morphology of a to institutional projects Specific Type. in a defined peri-urban context. Practical and technical resolution i.t.o. NBR and passive sustainability systems. Technical documentation of design projects. Investigating the Urban Construction institutional Narrative and public buildings by employing construction Exploring the making of theory, processes, cosmopolitan place by the materials, structural insider-outsider architect. components and services Discerning the complexity for multi-storey buildings, from basement to roof; and contradiction of the practical resolution. diverse community and complex life-worlds in Practical and technical the post-modern urban resolution i.t.o. applicable landscape through regulations and active institutional and public sustainability systems. buildings. Technical documentation and production of a full set of working drawings for a design project.

HISTORY of ARCHITECTURE COURSE

THEORY of ARCHITECTURE COURSE

The history and theory of architecture, human settlements and architecture as a part within man’s time and place specific understanding of making ‘things’:

Integrated in Design Theory and History of Architecture.

Diverging knowledge of the first human traces on the landscape to Medieval architecture.

Diverging basic knowledge of the cosmological influences: how individual worldviews at different times sculpt the making of place.

Formulating meaning as the key component of design projects. The history of architecture and fine arts on international (15th century Renaissance to early 20th century Modern Movement) level towards the colonial architectural history of South Africa (Settlers from 1652 to 1910). Contemplating the shared local architectural inheritance. Formulating a topological argument for design projects.

A holistic appraisal of Christian Norberg-Schulz’s art of place, focusing on the conceptual and applied meaning of Typology, Morphology, and, Topology. Explaining and reflecting on first year design methodology. Assimilating the foundational phenomenological grounding of the ALS; applying knowledge to local and international precedents, and as tools for design investigations.

Modernism locally through Building on the work of a series of phenomenological views, South African architects. the module incorporates post-functional The international and local thought, urbanism and pioneers of Modernism. more practical design application, internationally Accommodating and in South Africa. mutations within the complex and contradicting Accommodating the revisions within the absolute and contradicting Modern tradition. concepts of body; place; method; metaphor; tectonics and urbanity. Beyond phenomenology towards the critical grounding of the ALS.

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

BArch HONOURS

MArch

Taking responsibility for sustaining and conserving complex layers of personhood and life-worlds within urban landscape as the caring and respectful insideroutsider architect. Questioning the classifications of personhood, life-worlds, time and places in the urban real by exploring institutional, public and urban dwellings in difference. Critical research supporting the design development of the chosen project. Evidence typological, topological, morphological and tectonic research informing the design methodology and synthesis.

Taking responsibility for the structural and technical design of economic, environmental, and social sustainable buildings. Technical design development of own mini-dissertation (DESN) with reference to international construction trends. Investigate local technology, appropriate structure, materials and methods. Critically tectonic research into the structural and technical design development of the chosen design project. Evidence of construction theory, programming, planning, design development, and technical resolution.

Horizontal Integrations | Architectural problemsolving themes explore associated knowledge items in each module simultaneously. Knowledge and professional competencies that are required in subject specific modules in a year expands on knowledge transferred in other subject specific modules in the same year and orientated according to the specific Design module of that year. Apart from the Core Curriculum Courses (Design, Construction, History of Architecture and Theory of Architecture), Core Supporting Courses also support investigations required for design projects. The BArch Graphic Techniques Course (Presentation Techniques, Trigonometry, Photography and Computer Draughting) and BArchHons Methodology Course (Design Methodology and Research Methodology) together form the Core Supporting Courses.

The history of urban settlement, starting with demarcating and questioning the South African apartheid city; followed by the development of urban planning and design in the past. The historical aspects of a specific design project and analyses of relevant precedents.

Critical topological research and mapping of the cognitive and quantitative histories and qualities of the chosen context. Evidence of historical and theoretical analysis of the context.

Social and ethical responsibility in architecture and the relationship between humankind and the environment. Structured around 9 theoretical themes each with a different perspective from philosophy, art theory and architectural theory. The themes align with Design projects and serve as a tool to contemplate a design methodology. Critical research based on different concepts and ideas, explicated through typological, topological, and morphological arguments and precedents. Formulation of, and reflection on the chosen design methodology.

The feedback from continuous differentiated assessment in each subject specific module informs the learning process of that module as well as other integrated modules and contributes to achieving holistic learning, which is applied as design tools in design projects. This holistic approach allows students to familiarise themselves constantly with integrated outcomes.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

2.3.3 Describe the ALS’s teaching methods, including the use of visiting critics 2.3.3.1 Describe the ALS’s teaching methods The contact mode of delivery applies to all modules in the curriculum. Teaching and learning in the programme are implemented according to the UFS’ Teaching and Learning Policy and Plan. Study guides have been developed according to the principle of constructive alignment where all teaching and learning activities are aligned to each module’s outcomes. Integrated Teaching Method: Teaching methods and materials are developed around vertical and horizontal integration between different core modules. The remaining modules directly contribute to the cognitive knowledge or practical application of core modules. Although each module contributes different tools to ensure the application, analysis, and synthesis of different sources of knowledge, together the teaching and learning in all modules form a holistic toolbox for problem-solving. Problem-solving exercises respond to both the phenomenological principle of place-making and the critical evaluation of place-making solutions. Problem-solving exercises introduce architectural principles and the ensuing means and ends, which are progressively researched in ever-increasing depth through horizontal and vertical integration of the courses. Part 2 | 2.3.2 | How is subject course work coordinated and integrated with design project work? By integrating learning outcomes vertically and horizontally and transferring cognitive skills and competencies, students are orientated within the programme as a whole and understands architecture as part of a greater integrated system. This teaching method is facilitation through a variety of appropriate methods and material, together underlining the holistic outcomes for the degree, including:

Studio-Teaching Method – Inductive Teaching and Learning

Applicable Modules: All Design (DESN1500, DESN2600, DESN3700, DESN6800), and Construction (CONS1506, CONS2606, CONS3706, CONS6808) Courses in the BArch and BArchHons degrees, as well as the BArch first year Presentation Techniques (PTEC1504) and Trigonometrical Drawing (1512) modules employ studio-teaching Method. Lectures present students with a design or construction problem through a structured brief for each studio project. The brief explains the purpose, rationale, learning outcome and assessment method of each assignment. Assessment outcomes are cross-referenced in the assessment rubric for each project. [Part 3 | Appendix G | p248] Each brief is introduced through an out-of-studio site visit and theoretical visual lecture supported by precedent and case studies. Teaching is largely through studio design projects supported by lectures, student research working in studio and independently. For the duration of the project, students, individually and in small groups, are taught in studio under the direction of lectures/tutors. Learning is facilitated through doing and critical reflection of the proposed solutions, this develops creativity and judgement. Learning is done through project work in the studios and workshops, which provide each student his/ her, own working stations and reviewing facilities. The Design and Construction courses make use of an assessment rubric, published before assessment takes place and echoing the outcomes communicated in the brief. Tutorials and support will be given by a variety of practitioners and academic staff. To ensure optimum integration, Theory and/or History modules are taught, when possible, by a lecturer also teaching Design and/or Construction modules in the same year.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

learning through a phenomenological teaching approach and extent the learning environment beyond the classroom environment through case study opportunities.

In the BArchHons degree, students present their findings, supported by historical and theoretical investigations in oral presentation, defending their typological, topological, and morphological solutions to a brief they composed themselves. B.

Work Integrated Learning through simulated learning

Applicable Modules: All Design (DESN1500, DESN2600, DESN3700, DESN6800) Courses and the practical component of the Construction (CONS1506, CONS2606, CONS3706, CONS6808) Courses in the BArch and BArchHons degree. Problem-stating briefs and site visits together with studio critique are designed to simulate work situations which they will encounter on graduation. This prepares students for professional practice and mentoring by architects. Community Service Learning is introduced through different projects by the Department’s Earth Unit. C.

Practical Classes – Deductive teaching and Learning

Applicable Modules: The Graphic Techniques Course comprised of Presentation Techniques (PTEC1504), Trigonometrically Drawing (TRIG1512) Photography (PHOT1522), and Computer Draughting (CDRA2604) is tutored in studios or computer laboratories through group and individual tutoring. D.

Site Visits and Student tours – Inductive Teaching and Learning

Applicable Modules: All Design (DESN1500, DESN2600, DESN3700, DESN6800) Courses and the practical component of the Construction (CONS1506, CONS2606, CONS3706, CONS6808) Courses in the BArch and BArchHons degree. Theoretical and practical learning activities are carried out individually or in groups, in and beyond the classroom and studio by means of academic site visits and student tours to other cities, organised and accompanied by lectures. Site visits and tours inform work integrated

Classroom Teaching method – Deductive Teaching and Learning

Applicable Modules: All History of Architecture (HARC1504, HARC2604, HARC3704, HURB6804) Courses, Theory of Architecture (TARC2604, TARC3704, RARC6808) Courses and the theoretical component of the Construction (CONS1506, CONS2606, CONS3706, CONS6808, CSCR2604, CSCR3704) Courses in the BArch degree and BArchHons degree. All additional studio based and practical modules employ the fundamentals of classroom teaching: Design Courses and Graphic Technique Courses, especially the Photography module, make use of classroom teaching to orientate students as to a project or assignment brief, background, precedent and case studies. Lecturers are giving through classroom presentations and lectures; materials include: visual presentation of course material, practical analysis, precedent studies, reports, video and computer-assisted education and experimental procedure. Development and accumulation of knowledge on the selected topics by means of lectures, textbooks, resource-based learning, utilisation of a reference library, computer-assisted learning, and assignments. The progress of learning embedded in tests, assignments, seminars, research projects and practical reports and projects is monitored, recorded and assessed. Lecture presentations form the base for tests. Assignments, reports, case studies, and precedent studies explore work relating to the other core modules as independent research. The independent research focuses on integrated history, theory, construction, and design outcomes and is introduced through lectures but exceeds the lectured content.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

Workshops and Seminars

Applicable modules: All Design (DESN1500, DESN2600, DESN3700, DESN6800); Construction (CONS1506, CONS2606, CONS3706, CONS6808) Courses, History of Architecture (HARC1504, HARC2604, HARC3704, HURB6804), and Theory of Architecture (TARC2604, TARC3704, RARC6808) Courses in the BArch degree and BArchHons degree. Planning and managing of the learning process by interactive lecturer/student discussions and independent study. Development of independent reasoning and thinking skills by means of tutorials, creative problem solving and group seminars. Personality development by interactive participation in teaching, tutorial sessions, group discussions and self-evaluation.

Cap Stone Project and Research-tutored

Applicable Modules: Introduced in the third year BArch degree between the main second semester Design (DESN3700) project and Theory of Architecture (TARC3704) major essay, the cap stone project is extensively applied in the BArchHons degree as a mini-dissertation. The mini-dissertation integrate studio design and construction development, and research between the BArchHons modules Design (DESN6800), Construction (CONS6808), Research in Theory of Architecture (RARC6808) and History of Urban Settlement (HURB6804). The MArch Architectural Treatise (ATRE7904) module extensive utilise Research-tutored methods. Interdisciplinary project introduced through a problem statement in a brief on specific themes. Information transmission is informed by research orientated modules (Design and Research methodology) and extended through researchbased investigations Active learning assignments and discussion-based learning informs a research proposal. Research-Tutored Workshops and Research Based Seminars and Essays

Planning and managing of the learning process by interactive lecturer/student discussions and independent study. Development of independent reasoning and thinking skills by means of tutorials, creative problem solving and group seminars and cross-subject research. Personality development by interactive participation in teaching, tutorial sessions, group discussions and self-evaluation. Design Methodology (DMET6812) and Research Methodology (RMET6822) support research skill development. The student prepares a draft solution to an actual architectural problem. Students design a cross discipline Cap Stone project. The student is given the opportunity to investigate a design of the candidate’s choice and then to proceed to demonstrate all the accumulated skills, from the development of a programme to the detail design. This proposal is elucidated and changed through discussion and criticism sessions and is finally demonstrated in an oral assessment and by means of an exhibition.

Dissertation, Discourse and Supervision Teaching Method

The MArch is a master’s degree by coursework and dissertation and involves workshop, tutor sessions, projects and a Mini-Dissertation Design Document integrating aspect of the modules Architectural Treatise (ATRE7904), Design Dissertation (DDIS7900) and Construction (CONS7908). The aforementioned modules are horizontally integrated together formulating the essence of the MArch degree and unifying the four core subject specific fields (Theory, Design, History and Construction). The main objective of the modules ARCHITECTURAL TREATISE, CONSTRUCTION and DESIGN DISSERTATION is to afford the student an opportunity to demonstrate that he or she can research and solve an advanced design problem in a professionally responsible and comprehensive manner. This process consists of various facets. In the course of previous years of study, students have been introduced to these facets. The discourse course requires that these facets be involved in the process simultaneously.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

The integrated approach depends largely on facilitation and supervision and is facilitated through a variety of appropriate methods and material, together underlining the holistic outcomes for the degree to evaluate the student’s professional competency in respect of architectural design. Methods include:

Dissertation and Discourse

The discourse is a student-driven process. It affords the student an opportunity to demonstrate his/ her capacity for advanced architectural design. There is a strong emphasis on the development of a theoretical standpoint on architecture, which must then be tested through research. The results of this investigation must be communicated both in the form of a report as well as by means of drawings and models.

Supervision

The students’ research in theory, history, design and construction is facilitated by supervisors through structured visual lectures, one-on-one supervisor sessions, five Panel Reviews, and studio consultation sessions, individual and group discussions, and computer aids. The master’s studio consists of a series of studios housing a maximum of eight students, individual workstations are provided with individual internet access points. Mini-Dissertation Design Documents are kept for convenient reference within the Architectural Building.

2.3.3.2

Visiting academics and professionals

Visiting Academics and Professionals +

The ALS facilitate special lectures every fortnight. Students, members of staff, visiting academics, or architects, present special lectures. Through these special lectures, students and staff are exposed to a wide range of concepts, approaches, participants in and theories of architecture. For list of special lecture presenters: # Part 5 | 5.10

Special Lecture presenters +

The nationally and internationally revered Sophia Gray Memorial Lecture and Exhibition is annually hosted by the ALS. Each year a different South

African architect who has made a considerable contribution to architecture presents the lecture and exhibition. # Part 5 | 5.1 Sophia Grey +

The August Architecture Activities (AAA), introduce national and international architects to the ALS. The visit of the international speaker is sponsored by the SAISC. Through the AAA, ties with international architects and academics are created.

Excursions +

Each year-group undertake annual study tours. These organised tours introduce students to important examples of architecture and urban design set in major cities in and around South Africa. During tours, students interact with other schools of architecture, academics and wellknown architectural practices.

The design and construction programmes include the annual BloemBuild exhibition presented by professionals.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

2.3.4 What are the teaching methods for courses relating to Professional Practice in each of the qualifications? The ALS, UFS addresses professional practice and contracts in terms of the following courses: Classroom teaching method – Deductive Teaching and Learning Applicable Modules: All Professional Practice Courses - the following modules in the BArch, BArchHons and MArch (professional) comprises the Professional Practice Course: Building Contract Law (CCMR3704), Property Economics (EOKR6804), Professional Practice (BPKR7914), Professional Architect’ Practice (PARC7904) •

Lectures are giving through classroom presentations and lectures; materials include: visual presentation of course material, practical analysiscase studies, reports, video and computer-assisted education.

•

Development and accumulation of knowledge on the selected topics by means of lectures, textbooks, resource-based learning, utilisation of a reference library, computer-assisted learning, and assignments.

•

The progress of learning embedded in tests, assignments, seminars, research projects and practical reports and projects is monitored, recorded and assessed.

•

Lecture presentations form the base for formative tests and assignments, as well as summative examinations. Assignments, reports, and case studies explore work relating to professional practice.

2.3.5 Describe the methods by which Information Technology is utilised in the teaching process Apart from the Photography (PTEC1522) and Computer Draughting (CDRA2604) modules that provide photo editing and CAD tutoring, students have access to UFS search engines, and an extensive series of online architectural journals, books and dissertations to assist in research endeavours. [Part 3 | Appedix C | Graphic Technique Course | p102] [Part 2.9.2 | UFS SASOL LIBRARY AND INFORMATION SERVICES | p77] All lectures presented by the ALS make use of digital multi-meda presentations, including PowerPoint lectures digitally uploaded to BlackBoard, the UFS Student e-learn Portal, and internet media as educational tools. BlackBoard has been extensively developed as an online learning and communication portal. All modules presented by the ALS are registered and active on BlackBoard. BlackBoard makes provision for the digital upload of all orientation and resource materials for each module, including module guide, assessment information and assignments. Online test and digital assignment submissions are utilised mainly by the ALS Construction, History of Architecture and Theory of Architecture course. Lecturers design Turnitin assignments, which allow the student multiple submission to ensure pliagiarism policy compliance. Due to the 2016 disruption in classes, the ALS redesigned Construction, History of Architecture, and Theory of Architecture courses from faceto-face contact learning to blended and distance learning. Elements of the courses, online tests and assignment submissions were adapted to fit online platforms and the absence of a facilitator and lecturer. BlackBoard also provided an extensive academic support toolbox to assist students during the 2016 no-contact period. BlackBoard access is free through most mobile providers; all students registered for a module can be contacted directly by means of email communication. BlackBoard also updates students automaticaaly when new material or messages are uploaded by lecturers. Students in each year share a Whatsapp group with the lecturers to ensure quick and reciprocal academic communication. The A5 student body and all class represetatives subscribe to a Whatsapp group, to ensure an easy flow of critical information between students and the programme director.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

2.3.6 Describe briefly the method of assessing students’ work Assessment in the programme is implemented according to the UFS’ Teaching and Learning Policy and Plan. Assessment method for BArch and BArchHons Degrees | A. Assessment outcomes for each module are provided in the Module Guide. Each assessment instance throughout the year is introduced by a brief stipulating specific assessment outcomes aligned with the learning outcomes of the module B. The ALS uses continuous assessment as an alternative to summative assessment. Continuous assessment involves a series of assessments, which occurs throughout the learning process, and not only after the learning process. Students are examined continuously over the duration of a semester or year. It is cumulative and the marks are calculated to produce a final internal mark. C. A combination of assessment forms affords students the opportunity to monitor their progress on a regular basis and address problems as they occur and include: a.

Presentation, projects, seminar and assignments on an approved architectural (history, theory, construction and design) topic are required which will test and help give the learner insight into the complexity of architecture,

Integrated continuous and formative assessment allowing demonstration of achieved competences (knowledge, skill and a professional attitude) as required by the outcomes of the Qualification by means of,

Tests, Assignments, Seminars, Orals and Presentations, Research projects and assignments, Practical reports and projects

All assessment tasks and instruments for all NQF levels are externally moderated to ensure that assessment is valid, credible, true and fair, and are aligned with the assessment principles as prescribed by SAQA.

D. Except for tests, assessed by a memorandum, all essays, written assignments, seminars and design and construction projects utilise designed generic and adapted rubrics for assessment. [# Part 3 | G | UFS Department of Architecture Rubrics] E. The ALS employs internal and external moderation and assessment procedures to ensure the quality of teaching and learning, and specifically the assessment of this programme. F. The work of all architecture modules is continuously evaluated internally1, leading to an internal mark2. G. For Design Courses (DESN1500, DESN2600, DESN3700, DESN6800) and the practical and technical component of the Construction Courses (CONS1506, CONS2606, CONS3706, CONS6808) A minimum internal mark (year mark) of 45% is required to participate in the final portfolio assessment by external assessors, which constitutes the last component of continuous evaluation. Two instances of external portfolio assessment occur during the course of each year. A mid-year external assessment only serves as an indication to students of the quality of their portfolios. The mid-year external assessment does not count towards the year mark. External assessment at the end of the year of each student’s portfolio as a whole counts 50% towards the student’s Design or Construction module. As part of the external portfolio assessment, student present all their Design and Construction work orally and through a pin-up presentation. External assessors for Design and Construction are approved by staff and the Academic Departmental Head for each year; and comprise a different external assessor for Design and Construction for each year group. Design and Construction portfolios are assessed in separate external assessment instances.

Student work |class tests, tests, class assignments and assignments| is internally evaluated throughout the year. It is therefore a detailed evaluation. Marks are published after each evaluation session. Marks are published within 2 weeks after the evaluation occurrence. Internal assessors are the class lecturers, studio masters or facilitators evaluating student work. Internal assessors may involve other lecturers, students or experts in the evaluation process. The evaluation is not limited in any way and the result is indicated on a scale between 0% and 100%. Less than 30% constitutes an incomplete.

The internal mark is the average mark of all the marks for all the evaluation instances throughout the year. This average mark takes into account that not all projects carry the same weight; evaluation instances are weighted and the weights are communicated in the module guide.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

The mean average of the internal mark (marks throughout the year) and external assessors’ marks, allocated at the final portfolio assessment, form the preliminary mark to be moderated during the departmental moderator’s meeting. H. For all History of Architecture Courses (HARC1504, HARC2604, HARC3704, HURB6804), the theoretical component of the Construction Courses (CONS1506, CONS2606, CONS3706, CONS6808) Theory of Architecture Courses (TARC2604, TARC3704, RARC6808) Graphic Techniques Courses (PTEC1504, TRIG1512, PHOT1522, CDRA2604), and Methodology Courses (DMET6812 + RMET6822) Students must obtain a minimum 45% year mark (or semester mark for semester modules) to participate in the final internal assessment instance (test, assignment, oral). The mean average of the internal mark (marks throughout the year) constitute the preliminary mark to be moderated during the external moderator’s meeting and departmental moderators meeting. Appointed external moderators externally moderate all projects, presentations, assignments, reports, essays, and test scripts of the candidates selected for moderation. Feedback on the internal and external moderation informs programme evaluation. All modules in these courses are externally moderated in all years. Ten percent (10%), but at least the work of 6 students, are externally moderated. The HARC3700, HURB6804 and RMET6822 modules make use of a final oral assessment, facilitated internally by the lecturer and externally by a moderator. I. For all architecture Modules The preliminary marks are presented at the departmental moderators meeting. After moderation, the final mark (moderated mark) is confirmed.

J. General departmental assessment rules: The student must submit all assignments, projects, reports, and mini-dissertations at the time stipulated on the brief. Late submissions in the Construction (theoretical component), History of Architecture, Theory of Architecture Methodology Courses, (theory) are penalized by 5% per day or part of a day. Design, Construction (practical and technical components), and Graphic Technique (PTEC1504, TRIG1512, PHOT1522, CDRA2604) Courses are studio based modules; late submissions constitute an incomplete. An incomplete implies that students will not be able to continue with their studies in the modules. A student must meet the prescribed subminimum of 30% for each assignment, seminar, report and test, as specified in the module guide, to pass any module presented by the ALS. If a student does not submit an assignment, seminar, report or receive less than a subminimum of 30% for each assignment, seminar, report and test, the student will not be able to complete the module and will immediately receive an incomplete for the module as a final mark. [Part 3 | E | UFS Department of Architecture External Moderator|Assessor’s Report | p216] Assessment method for MArch (professional) Degree | The ALS uses a continuous evaluation system with a minimum of five official assessment occasions (whether in the form of projects, presentations, assignments, reports, essays, tests or seminars) and a summative evaluation system for the modules Design Dissertation and Construction. External Moderation: A.

Summative assessment allowing demonstration of achieved competences (research skill and a professional attitude) as required by the outcomes of the qualification by means of a written and presented Design Dissertation Document and the oral defence thereof.

Integrated continuous and formative assessment allowing demonstration of achieved competences (knowledge, skill and a professional attitude) as required

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Teaching and assessment

by the outcomes of the Qualification by means of external portfolio reviews, internal presentations, research projects and assignments, independently developed technical reports, independent research treatise.

At the end of each year a panel of external and internal examiners assess the MiniDissertation Design Document (comprising a researched treatise and full design documentation - design sketches, working drawings and 3-dimensional models as documentation indicating research, design, philosophical/ theoretical, technical, contractual, management, communication and graphic representational competencies), presented. The Mini-Dissertation Design Document provides a theoretical and scientific informed solution to a complex design solution and demonstrating verbal and graphic communication skills. This assessment contributes to the mark of the module ARCHITECTURAL TREATISE, and to the summative assessment of the modules DESIGN DISSERTATION and CONSTRUCTION. The portfolio is presented orally and through pin-up presentation to the external examiners. This assessment leads to a preliminary mark.

During the examiner’s meeting, preliminary marks may be adapted within certain limits, leading to the moderated mark.

For the modules Design Dissertation (DDIS7900), Construction (7908) and Architectural Treatise (ATRE7904) modules, the process of assessment follows the following stages: C.

The work is continuously assessed by means of five Panel Reviews (a minimum of 4 assessors), comprising External and Internal assessors. Separate marks are allocated for each of the three modules. The marks generated by the five reviews contribute, together with formative assessment marks, to a final mark for the modules ARCHITECTURAL TREATISE. The marks generated through the five Panels Review does not count towards a year mark for the modules DESIGN DISSERTATION and CONSTRUCTION but determine entry into the Masters examination.

A minimum year mark of 45% is required for entry into the Masters examination at the end of the year.

[Part 3 | E | UFS Department of Architecture - External Examiner’s Report | p216]

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

2.4 Staff

provisions in 2016 AND 2017

Name and qualifications Bitzer, MM BArchStud (UFS), MArch (UFS)

Date appointed 2007

Bosman, G BArchStud (UFS), PhD (UFS), DPEATerre (CraTerre-EA Grenoble)

1997 2015

Du Preez, JL BArch (UFS), MArch (UFS)

1993

Nel, JH MArch ( Prof) (UFS)

2010

Noble, JA BArch (Wits), MArch by research (Wits), PhD (UCL) Olivier, JI BCom Law (UFS), BArch Stud BArch (UFS), Postgraduate Diploma in Ethics (SUN) Peters, WH BArch (Natal), MSc (Conservation) (Heriot Watt, Edinburgh), DrIng (Hannover) Pretorius, HB BArch (UFS) Ras, JW BArch(UFS)

2017

2008 2009 2012

Grade

Subjects taught/ Responsibility

Senior Lecturer

DESN6800, PTEC,1504 Responsibilities: Special Lectures, Hons and Masters Selection Lecturer CONS2606, DESN3700 Senior Lecturer Responsibilities: Earth Unit, Acceptability and promotions of earth construction. Senior Lecturer DESN3700, HARC3704, TRIG1512 Responsibilities: Reading Room Lecturer DESN1500, HARC1504 Responsibilities: Winter School, First Year Selection Associate Professor DESN6800, DMET6812, RMET6822

DESN6800, RARC6808, ATRE7904 Responsibilities: Programme Director

2010

Part-time Junior Lecturer Programme Director Professor

2006

Junior Lecturer

DDIS7900, DMET6812

1987

Lecturer

Raubenheimer, H MArch (Prof) (UFS)

2010

Lecturer

Tumubweinee , P MArch ( Prof) (UP) Van der Merwe, DPG BArch (UFS), MArch (Prof)(UFS)

2012

Senior Lecturer

DESN1500, PARC7904 Responsibilities: Sophia Gray Memorial Lecture and Exhibition, Academic Year Planning/Calendar, First Year Selection CONS1506, CONS6808, CONS7908 Responsibilities: Community Service, Earth Construction DESN6800, CONS2606

2016

Junior Lecturer

Verster, W MArch (Prof) (UFS), MArch (UFS)

2011

Research Assistant (Part-time Lecturer)

Wagener, A MArch (Wits)

2012

Senior Lecturer

Wessels, Z MArch (Prof) (UFS)

2010

Lecturer

HURB6804, RMET6822

DESN1500, CONS1506, TRIG1512 Responsibilities: Winter School RARC6808 Responsibilities: Manage Research Hub, Research Admin, Annual Reports, Research Queries CONS1506, CONS2606, CONS3706 Responsibilities: Building, Health and Safety DESN3700, TARC3704, HARC2406 Responsibilities: BloemBuild, Winter School

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

Martie Bitzer is an architect and artist who found her niche in teaching her love of architecture to young minds. She started teaching part-time after completing her studies at the UFS in 1991. Always serving in a teaching position, informed by a continuous participation in the professional office, she completed a Master’s degree in 1998. Twenty-one years later she still views the future of the profession as rooted in the form-giving years. With teaching experience as lecturer at the Universities of the Free State, Pretoria and Johannesburg, she has been appointed as senior lecturer since 2003 at the last mentioned institution. After nine years in Gauteng, she returned to her alma mater in 2007 and has since April 2010 served as chair for the Department of Architecture, UFS. Martie served as Head of the Department from April 2010 to April 2013 and chaired the Sustainable committee on campus during this time as well as representing the department on various committees at the UFS. Over the years she has acted as juror to student competitions, as external examiner and as coordinator heading the selection of undergraduate and post-graduate students. She views the integrated curriculum that endorses an understanding on both vertical and horizontal levels as the basis for teaching all new information and its place in developing a perception of the scope of architecture. Martie coordinates the honours year as well as teaching Design in this year where the culmination of under graduate studies proves that a strong foundation and a specific vision and mission in a theoretical approach enable the graduate to show his/her ability to fully integrate and prepare for the final year. She is a recognised pewter and metal artist with several group and solo exhibitions in South Africa over the last seven years.

Gerhard Bosman is a senior lecturer and researcher in earth architecture, at the University Free State (UFS). Since 1997, he has helped coordinate the Innovative Built environment Programme at the Earth Unit (EU) within the Department of Architecture. The core objectives of the EU is to gain experience through building projects, developing building capacity and reaching out to communities in the Free State Province. Students of Architecture in their under graduate and honours degrees are being trained in these techniques. The EU has been a partner of the UNESCO Chair in Earth Architecture since 2003.

In 1993 he completed his B. Arch. Stud.-degree and in 1994 a B.Arch.-degree at the University of the Free State. In his final year, he started specializing in Earth Construction with a dissertation title: A Town Centre in Earth Architecture Oppermansgronde. In 1995, he received a travel and study bursary from the French Embassy in Pretoria, to continue his studies in Earth Construction. He completed an Intensive Course and a design workshop in The Low Cost Building Construction Project in CRATerre at the Grenoble Superior School of Architecture in France. In 1999, he returned to the Grenoble Superior School of Architecture in France with a study bursary from the University Free State to complete a Masters degree (DPEATerre) in Earth Construction. The title of his dissertation: Teaching Earth Architecture at the Department of Architecture at the University of the Free State: current situation, analysis and perspective. In 2001, he started his own private practice – Terre Firme Architects – that focus on environmental issues in the built environment regarding: Sustainable building principals and ethics, Earth building techniques (adobe and compressed earth blocks), In 2015, he completed a PhD (Architecture) thesis: The acceptability of earth constructed houses in central parts of South Africa. The thesis results provided factors to consider the attitudes and expectations of people living in earth constructed buildings in central South Africa. These factors constructed a thesis model that provided guidelines to support the promotion of contemporary earth construction in Southern Africa.

offices and housing.

Kobus du Preez was born in Bloemfontein, raised in Fouriesburg and received a BArch degree from the University of the Orange Free State in 1988. He is registered as an architect (1992) and started working as an inhouse architect for ESKOM on district

He is currently lecturing Design and History of Architecture and in this capacity has acted as an external examiner for Schools of Architecture throughout the country. Since 1996, he has been a member of the Sophia Gray Memorial Lectures and Exhibitions organising committee, a series, which is entering its 29th year. His specialised field is the very local

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

history of architecture; as example the farmsteads of the Conquered Territory (Eastern Free State). In 2012, he received an MArch Degree (by Research, cum laude). At the Roodt Partnership, he worked on the Supreme Court in Bloemfontein and the Mapikela House, amongst others. He runs a private practice and completed a school in Mokwallo near Vredefort that was published in the South African Digest, Volume 11. The practice was awarded an Institute of Architects Merit Award: Conservation (1997) for House Van Rensburg in Philippolis.

Jan Hendrik Nel, a candidate architect and lecturer, completed his MArch (Prof) in 2009 at the University of the Free State. During 2006 and 2007 he travelled abroad to gain experience, working for different architectural companies in London. In 2008, he returned to the Department of Architecture, UFS to complete his BArch (Hons) and MArch (Prof) degrees. He was appointed as a part-time First Year Design assistant during 2010 and became a member of the permanent staff during September of that year as a junior lecturer. Starting 2011, his responsibilities included First Year Design and History of the Environment. Since the beginning of 2012, he is the First Year coordinator at the Department. He was also invited as an external examiner from 2012 to 2015 to moderate first year Design and Theory of Architecture at Tshwane University of Technology. In 2013, he presented a peer reviewed paper, Exposing Architecture Students to Vernacular Concepts, in collaboration with Gerhard Bosman, at the international conference CIAV Versus in Portugal and received the award for best paper delivered in the theme, Education and New Research. As an educator, Jan encourages a passion for architecture amongst his students through a critical analysis of the subjects being taught and research in curriculum development and design teaching. He is committed to the development of public awareness regarding architecture through various involvements with different high schools and workshops with prospective students. He continues to seek methods through which he can learn and develop his skills as both a teacher and learner of architecture.

Jonathan Noble completed his BArch (Prof) at the University of the Witwatersrand. He holds a research based MArch, also from Wits, a PhD from University College London, and is author of the book African Identity in Post-Apartheid Public Architecture: White Skin, Black Masks, published by Ashgate (2011). During his 20 years at the School of Architecture and Planning, at Wits, Jonathan lectured in design, history, theory, construction and geometry. In recent years he has taught history/theory courses for the 3rd and 4th year of architectural studies, and lead the final year MArch (Prof) design thesis class at Wits. He has frequently served as an external examiner for UFS, UCT and UJ, and has been invited to give guest lectures at UFS, UP and NMMU. Jonathan’s research operates at the intersection of cultural history, aesthetics, social theory and political philosophy, set in relation to architectural history and theory. His research aims to translate ideas from these other domains into concepts and critical approaches that are useful for architectural studies. Two distinct, yet not unrelated, lines of inquiry have informed his publication work to date, namely how ideas influence creative processes (which evolved from his masters “Writing Type: the sceptre of Quatremere De Quicy in architectural theory since 1960”), and aesthetic/ political questions of ‘identity’, and appropriate architectural expression which feature in his book and PhD. Jonathan is currently working toward a monograph on the architecture of Peter Rich.

Jako Olivier, junior lecturer, is responsible for facilitating undergraduate and postgraduate Design, Theory of Architecture and Architectural Treatise courses. His writings and lectures centre on ethical responsibility.

Walter Peters is an architect, architectural historian, academic and editor. His research covers the constructed environment of Namibia and South Africa and his editorship of KZ-NIA Journal has brought him both the Writers and Critics Award of the SA Institute of Architects as well as its Medal of Distinction. During his tenure at the University of KwaZulu-Natal, he rose through all the ranks from Lecturer to Senior Professor of Architecture.

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

Following on from a long association with the UFS as a visiting lecturer, external examiner and a Sophia Gray Laureate in 2009, Walter Peters put forward his name for consideration as a special professor. He is an NRF-rated researcher and has since joining the UFS in September 2010, set about nurturing a learning environment within the Department. Professor Peters retired at the end of 2016 and is currently a Research Fellow of the UFS.

Henry B. Pretorius is an award winning architect and junior lecturer at the Department. After completing his BArch degree with distinction in Design, he spent two years in Dublin, Ireland, working as assistant architect for the acclaimed Irish practice McCullough Mulvin Architects. Upon his return to South Africa in 2004, he joined the UFS Department of Architecture, and is registered as professional architect. He was appointed as Programme Director from 2008 - 2012 and is currently the Academic Departmental Head. Henry founded the practice Typology Architects cc in 2007. Among other awards, it was awarded the prestigious Corobrik SAIA Award for Excellence, the highest accolade from the South African Institute of Architects in 2010 for the UFS Taxi terminus.

Special awards include the Ozalid prize for the best Thesis (1985), Honourable Mention, Architecture SA Project Awards: Chapel, one of the top twenty South African Houses in the Everite Facades Competition, SAIA Merit Award: NRE House and FSIA Honourable Mention: House Meintjes. His current research is exploring the professional practice.

Hein Raubenheimer has been a fulltime lecturer with the UFS since 2010. After his first degree in architecture, he travelled abroad where he continued his studies while working as a junior architect for seven years in Ireland. He was project architect on the re- appropriating of Mount Melleray Monastery during a 3-year masterplan development that evolved into a new accommodation wing completed in 2011 and shortlisted for the 2011 Best Irish Buildings Awards. During 2011, he completed his MArch (Prof) degree, and in 2015 he initiated a community service project with the Dept. of Chemistry. They successfully managed to secure an interdisciplinary grant, which made it possible to commence work on the proposed earth constructed dwelling for three. In 2016, Walter Peters and Hein delivered a paper at the SAJAH conference on the life and works of acclaimed Bloemfontein 1960â&#x20AC;&#x2122;s architect Henk de Bie. Hein is also involved in practice as assistant architect at Typology Architects.

Jan Willem Ras is a practicing architect, external examiner and lecturer at the Department. He obtained his B.Arch. degree from the University of the Orange Free State in 1985. Between 2002 and 2004, he was the President of SAIA. In 2015, he was elected as the Deputy Treasurer of SAIA and since 2016, as Treasurer. He serves on numerous committees, such as the UIA 2014 Durban Organisation Committee. He masterminds the Sophia Gray Memorial Lecture in Bloemfontein every year. He was guest lecturer at the University of KwaZulu-Natal and the University of Port Elizabeth respectively. Internationally, he attended the first Education Conference of the UIA in Alexandria, Egypt; the African Union of Architects (AUA) Practice and Education Conference in Khartoum, Sudan; the UIA World Congress in Istanbul, Turkey and Tokyo, Japan. He attended the American Institute of Architects (AIA) continuing professional development course in Verona, Italy.

Architecture.

Philippa Tumubweinee is an architect and academic who joined the staff of the Department in April 2012. During her tenure at the University of Johannesburg, she was responsible for the co-ordination of First year and Design studio as a Senior Lecturer of

She joined the University of the Free State as a Senior Lecturer. She taught as assistant studio master with the second year Design and Building Science. Me Tumubweinee resigned at the end of 2016 and left the department in March 2017, after completing a three months notice period.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

David van der Merwe is a professional architect and junior lecturer who completed his MArch (Prof) in 2007 at the University of the Free State. During his studies, he attended an architectural congress with the late Professor Raman in Ankara, Turkey at the beginning of 2006. On completing his studies, he was appointed as a candidate architect at Roodt Architects where he later became a professional architect. He worked at Roodt architects from 2008 to 2016 where he worked on numerous projects including Teachers Training Complex CUT campus; New Wellness centre UFS Qwa Qwa Campus and more recently upgrading of Selosesha K9 Unit in Thaba Nchu. He was appointed as junior lecturer at the the Department of Architecture, UFS at the end of 2016 and is currently responsible for teaching 1st year design, construction and trigonometric drawings.

Annemarie Wagener joined the department in 2012. Before joining UFS, she taught mostly construction technology- and technical documentation-related subjects at Wits Technikon and the University of Johannesburg (1990 – 2012). After graduating with a National Higher Diploma in Architecture from Wits Technicon in 1984, she spent some years in practice before joining TWR as a lecturer in 1990. She obtained a BTech degree specializing in construction technology in 1996, followed by a BA Hons (Human Resource Development) (RAU) in 2002 and a MArch (Wits) in 2012. The title of her dissertation was “Towards a satisfactory learning environment: Importance-Performance Analysis of the oncampus requirements of architecture students”. Mx Wagener’s research interest is in educational studies, and she aims to register for a PhD in Architecture in 2017, with a focus on the influence of pedagogical theories on the epistemological basis of architecture education.

degree in 2007.

Zack Wessels is a professional architect, academic and entrepreneur. After working three years in the construction industry in London, he enrolled at the Department of Architecture at the University of the Free State in 2004 where he obtained his BArchStud

He achieved distinctions in both Theory of Architecture and the Extended Research Essay for his MArch (Prof) degree where his topic explored multiculturalism, fragmentation and displacement in the urban environment. Following a successful thesis dissertation, the UFS recruited him as a part time lecturer. In 2013, Zack was appointed as full time junior lecturer at the UFS. Subjects that he taught include: fourth year Building Science and Theory of Architecture; 2nd year History of Architecture; 3rd Year Design and Theory of Architecture; 5th year assisted in Building Science and examination. He attended the 2012 COP 17 Built Environment Workshop held in Durban and this allowed him to share the experience with the students at the UFS. In 2013 he published a peer reviewed paper titled The City Vernacular in South Africa and presented it at the CIAV Versus conference in Villa Nova de Cerveira, Portugal. He presented at the 2014 UIA conference in Durban with an abstract that was published in the conference proceedings. He started his practice, Tektoniek Argitekte/Architects, in 2015 and is a Thaba N’chu based practice that focusses on research based architecture. Currently he is looking to further his postgraduate studies by doing a research masters exploring poverty alleviation strategies through the implementation of social labour plans with the aim of embarking on a PhD on new typologies in democratic South Africa.

UFS, Department of Architecture | SACAP â&#x20AC;˘ CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

Part Time Lecturers: Qualifications

Qualifications

BArch MArch (by research)

MArch (Prof)

Date appointed

2013

2010

Grade Associate Professor

Grade Jan Smit

Junior Lecturer

Subjects taught

Responsibility

DDIS7900

DESN2600

Practice activities 6 years full-time and 19 part-time practical experience

Practice activities 4 years full-time practical experience

Qualifications

MArch (Prof)

Date appointed

2016

2011

Grade

Junior Lecturer

Valentino Moutzouris

Junior Lecturer

Subjects taught

Responsibility

CDRA2604

PHOT1522

Practice activities 2 years full-time practical experience

Practice activities 3 years full-time practical experience

Katie McDonald

Shaun Moffat

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Staff provisions in 2016 AND 2017

Technical and administrative staff (ordered according to year of appointment)

Qualifications

Date appointed

MArch (Prof), PhD

2005

Date appointed

Grade

2016

Departmental officer

Grade Senior Lecturer

Hendrik Auret

Subjects taught Responsibility HARC2604, TARC2604 Practice activities 5 years full-time practical experience Hendrik Auret is a professional architect. He obtained the degree BArchStud (cum laude) in 2004, BArch(hons) (cum laude) in 2005 and the degree MArch(prof) (cum laude) in 2006. His master’s design dissertation won the 2006 National Corobrik Architectural Student of the Year Award.

Function Departmental assistant Date appointed 2009 Grade Departmental secretary Function Secretarial, general office administration

Yolanda Pretorius

Date appointed

Hendrik began his career as a candidate architect with Roodt Architects in 2007 before accepting a junior lectureship at his alma mater in 2009. This was followed by a sojourn in Canada, 2010- 2013, during which time he commenced his Ph.D. degree and was a studio instructor at the University of Calgary, Department of Environmental Design. On repatriation in 2014 and submitting his thesis, he re-joined Roodt Architects as a professional architect. In 2015 he obtained a PhD (with specialisation in architecture) from the University of the Free State.

2010

In his thesis, Care, place and architecture: a critical reading of Christian Norberg-Schulz’s architectural interpretation of Martin Heidegger’s philosophy, Hendrik questioned the theoretical contribution of the renowned 20th century Norwegian architect and theorist, Christian Norberg-Schulz (1926-2000), by considering the cogency of his pioneering architectural ‘translation’ of the writings of the prominent German philosopher, Martin Heidegger (1889-1976).

Grade

Currently, Hendrik is a postdoctoral research fellow and a part-time senior lecturer at the UFS Department of Architecture where he is reworking his thesis into book format. He has published three peer-reviewed articles and delivered public lectures including: a peer-reviewed congress presentation at the 2014 XXV UIA Congress of Architecture (Durban), a lecture at the 2015 Sophia Gray Mini-Congress (Bloemfontein) and guest lectures at the University of Calgary and the Oslo School of Architecture and Design (AHO). In January 2017 Hendrik visited the AHO as guest researcher.

Zelda Bronkhorst

Grade Messenger Function Departmental assistant

Joyce Mohatlane

Date appointed 2010 Laboratory assistant Function Computer laboratory assistant

LT Keswa

Date appointed 2011 Grade Research assistant Function Wanda Verster

Assisting research development, administrative tasks, manage Research Hub Research

PhD Transformative Thresholds in contemporary art spaces in South Africa

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Research and higher degrees

2.5 Research

and higher degrees

Professor Wally Peter’s term ended in 2016 and he is currently on retirement. However, he is still part of the UFS team as a Research Fellow, staying active as a researcher.

Research has been better integrated with teaching on different levels. In the postgraduate year two subjects namely BMK612 (Planning Methodology) as well as BNA622 (Planning Research) as revised subjects now taught by the ALS instead of by the Department of City and Regional Planning. Since 2012 OMA612 (Design Methods in Architecture) and NMA622 (Research Methods in Architecture) provide the architectural knowledge and research methods needed for post-graduate studies.

Professor Jonathan Noble joined our staff from January 2017 onwards.

2.5.4 Higher degree enrolment At present, the ALS has two registered PhD’s and hope to have considerable intake during 2018 for the Practise Based Design PhD. A list of higher degree research candidates follows:

2.5.1 Capacity building Monthly research seminars are schedule for Thursday mornings between 11:00 and 13:00. This time slot is allocate to special meetings which rotates between staff meetings, student meetings, special lectures and research meetings, monthly. The seminars consisted of a combination of informative sessions delivered by Prof. Walter Peters, as well as visiting researchers, and presentations by higher degree candidates for initial research proposals, progress, conference papers and reports-back.

PhD Van der Vyver, Y: Democratising urban space Verster, Wanda: Transformative thresholds: a study of commercial art space in RSA. MArch by research Wolfaard, A: Integrating landscape with architecture: towards an endemic way of building in semi-arid to arid central South Africa.

2.5.2 Masters by Research obtained Wanda Verster. 2013. A study of the life-cycle, re-use and adaptation of places of worship in Bloemfontein form 1948 to the present, with specific reference to the Afrikaans reformed churches

2.5.3 PhD’s obtaineded Madelein Stoffberg. 2015. Lived Reality, perception and architecture: two community centres interrogated through the lens of Lefebvre’s spatial triad. Hendrik Andries Auret. 2015. Care, place and architecture: a critical reading of Christian norbergschulz’s architectural interpretation of Martin Heidegger’s philosophy Gerhard Bosman. 2015. The acceptability of earth constructed houses in central areas of South Africa Hendrik Auret is currently enroled in a two year post-doc program at the UFS and teaches theory and history for second years.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Research and higher degrees

2.5.5 Current research endeavours 2.5.5.1

Critical essays on the contribution of Sophia laureattes

Currently staff memebers are working on a follow up publication of the 25 Sophia Gray Memorial Lectures and Exhibitions 1989 -2013, which was published in 2014.

Arthur Barker

Gawie Fagan: a reflective modernist

Martie Bitzer

Architecture interface and embodimentFocus manipulation of roof as skin Stanley Saitowitz: Transvaal House Rich: Mapungupwe Fagan: Die Es

Rudolf Bitzer Gerhard Bosman and Wanda Verster

Guedes: Saipal Bakery Introducing intuition pumps as a thinking tool within an Architectural design environment Establishing identity: South African experiments in critical regionalism Refine aspects related to critical regionalism (contentious term)

Kobus du Preez

Focus on context and specific time The canonisation of South African architects Report rather than critique

Jan Hendrik Nel

Present broad movements in specific times, why are certain architects honoured Constitutional court: Myth and ethical aspects related to the buildings that represent the core myths of SA since the dawn of democracy Educational approach. How were laureates educated, what are the influences?

Jonathan Noble

Peter Rich

Ilze Wolf

Who cleans your house, who lives in your house?

Marguerite Pienaar

Henry Pretorius

Drawing on diversity: The contribution of women in South African practice –Mira Fassler-Kamstra and Kate Otten Jack Barnett- The Free State best: Harrismith high school and Welkom civic centre – stages in the development as designer VDMMA: Layered themes and concepts

Zack Wessels

The Vernacular Approach to Paul Mikula

Jako Olivier

Walter Peters

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Research and higher degrees

2.5.5.2

Architectural monograph on the life work of Peter Rich, by Jonothan Noble to be published by Lund Humphries, London

Peter Rich Architect: In Conversation with Africa – Abstract Peter Rich’s 30 to 40 years of creative production represents a lifelong attempt to find a contemporary, yet uniquely African mode of design. The book will follow the chronology of his work which flows from his early documentation, publication and exhibition of Ndebele art and architecture; friendship with sculptor Jackson Hlungwani; exploration of what Rich calls “African Space Making” and forms of complex symmetry; various community oriented designs of the Apartheid and post-Apartheid period, especially Mandela’s Yard in Alexandra township; and finally, onto his more recent work with timbrel vaulted structures, constructed from low-tech handpressed soil tiles derived from his highly innovating and award winning work at Mapungubwe. The book hopes to present the architecture of Peter Rich and the fascinating stories that his work entails– the genius of African space making (in Ndebele Architecture), the spatial innovation of first generation city dwellers (in the back yards of Alex), the golden rhino and the birth of an African civilisation (at Mapungubwe). It is also hoped that the book might open the door to further monograph style publications on the work of leading South African architects.

2.5.5.3

Hendrik Auret Books

Book title: Care, Place and Architecture This book interrogates the theoretical contribution of the renowned 20th century Norwegian architect and theorist, Christian Norberg-Schulz (19262000), by considering the cogency of his pioneering architectural ‘translation’ of the writings of the prominent German philosopher, Martin Heidegger (1889-1976). The text argues that, while NorbergSchulz admirably used Heidegger’s philosophy to describe the emplaced nature of our lived spatiality, he neglected one of the key aspects of Heidegger’s philosophical contributions, namely the temporal nature of the human being’s concerned being-in-the-world as care (Sorge). In response to

Norberg-Schulz’s failure to develop the implications of Heidegger’s ontological concept of care, the author elaborates the potential of understanding architecture as an art of care. By grafting the ‘art of care’ onto Norberg-Schulz’s ‘art of place’ the book presents a new way towards designing and appreciating architectural works as the care-full building of the life-care-place totality we inhabit. Progress: A thoroughly revised version (of the author’s doctoral dissertation) was submitted to supervisor for comments, before submission to identified international publishers with related publishing lists (MIT Press, Routledge/Taylor & Francis Group, University of Minnesota Press, Yale University Press, Papadakis). A study trip to Oslo was conducted during January 2017 during which former students, teaching assistants, colleagues and friends of Norberg-Schulz were interviewed.

Book translation: Minnesjord (by Christian Norberg-Schulz) Towards the end of the 1980s Norberg-Schulz wrote the poem published as Minnesjord (Gyldendal, 1991). Minnesjord was an important turning point; a unique work in Norberg-Schulz’s oeuvre. In an interview conducted by Gro Lauvland NorbergSchulz’s Norwegian publisher, Gordon Hølmebakk, proposed that Minnesjord was “an exceptional case, so unlike the rest of [Norberg-Schulz’s] writing that it warrants special consideration. [Norberg-Schulz] made no secret of the fact that he was particularly fond of this book” (An Eye for Place, 2009: 155). The manuscript of Minnesjord was even written in free verse; a poem expressing both a deep commitment to a particular place and a return to the poetic contemplation of place in general. Here NorbergSchulz became the “praising singer” (Genius Loci, 1979: 185) of the world closest to him. The book has not previously been translated and is only available in Norwegian. Progress: A first draft of the translation (from the original Norwegian to English and Afrikaans) has been completed and sent to the co-author, Norwegian architect and academic, Dr Gro Lauvland for comments. Changes to the initial translation of the first half of the book where discussed during a study trip to Oslo in January 2017.

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

2.6

Finance

Financial resources The finances of the Department have been healthy over the past four years, showing steady growth. SLE Report – Architecture December 2016 YEAR 2013 2014 2015 2016

ALLOCATED 5 983 850 6 582 901 7 200 859 7 925 837

SPENT 6 136 023 6 736 555 7 327 273 7 642 158

EARNED 10 059 438 10 170 037 10 557 843 10 800 753

DIFF AMOUNT -152 173 -153 654 -126 414 283 679

DIFF SLE -0.30 -0.28 -0.22 0.47

SLE VALUE 506 377 541 418 574 336 597 309

INCR 10% 9% 10%

SLE expenditure slowed down, while earnings are increasing. This department is a large sponsor of SLEs in the faculty.

ARCHITECTURE

FTEs increased consistently over many years and then stabilised at around 300.

UFS, Department of Architecture | SACAP • CAA Validation Visit 2017 | Finance | Management Structure

ARCHITECTURE

Research units have stabilised over the last few years around 5 units per annum. The 2015 value is not correct (postdoc outputs not included) in the graph and the actual is 7.75 (Refer to full financial statements under 5.3) 2.7

Management structure

Organisational and administrative activities The Academic Departmental Head since July 2013 is Mx Henry Pretorius, who took over after the term of Mx Martie Bitzer ended in the same year. The ADH realises the need for accountability in daily actions as these influence the long term plans that need to remain current and relevant. The UFS has, in the process of ‘reconceptualising what it means to be effective’ introduced new managerial concepts and techniques. These entail a : [Part 5:6 | Performance Management Manual | A workload model | p439]

Internal quality assurance, review and improvement Internal quality assurance is managed by the ADH supported by the Program Director, Mx Jako Olivier. Module heads for the main modules take responsibility for horizontal integration and are allocated as follows: DESIGN: Martie Bitzer THEORY: Jako Olivier CONSTRUCTION: Annemarie Wagenaar HISTORY: Kobus du Preez Vertical integration between the modules and degree programs is managed by the ADH, Mx Henry Pretorius.

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

Diagram of the UFS Management structure UFS Council Rector and Vice-Chancellor Prof Francis Petersen Vice-Rectors Prof C (Corli) Witthuhn (Vice-Rector: Research) Prof ML (Lis) Lange (Vice-Rector: Academic) Prof NI (Nicky) Morgan (Vice-Rector: Operations) Prof A (Andre) Keet (Acting Vice-Rector: Student Affairs and External Relations) Registrars Dr MJG (Gift) Vinger ( Governance and Policy) Dr K (Karen) Lazenby (Systems and Administration)

Faculty of Natural and Agricultural Sciences Prof D (Danie) Vermeulen (Dean) Departmental Management Mx Henry Pretorius (Academic Departmental Head) Mx Jako Olivier ( Programme Director)

Module Heads

Departmental Committees

Design

Special Lectures

Construction

Sophia Gray

History of the Environment

Finance

Theory of Architecture

Library Marketing Research

Student Society (A5)

UFS, Department of Architecture | SACAP â&#x20AC;¢ CAA Validation Visit 2017 | Meeting with Management of the UFS

2.8 Meeting

with management of the UFS

Rector:

Prof Francis Petersen

Dean:

Prof Danie Vermeulen 07 April 2017 11:00 - 11:45

Programme DEPARTMENT OF ARCHITECTURE, UFS: SEMI-FINAL TIMETABLE Validation Visit 2017 TUESDAY, 4 APRIL 2017 18:00 (tbc)

Pre-meeting of the visiting board Aims and objectives Evaluation of documentation Review reports of last visit Goals and aims of school Allocation of tasks

Hotel

19:00

Private Supper

Hotel

WEDNESDAY, 5 APRIL 2017 08:00

Validation Board to be collected

Hotel