Queen's University Belfast

BSc Architecture

Course Structure

Introduction

'Creativity with Purpose' is the basis of Architecture at Queen's.

Students explore design in a studio environment, contextualized by courses in history/theory, technology/environment, and professional practice. The course is modular in structure, allowing students to learn and develop their skills through an extensive range of topics, which grow in complexity throughout Stages 1, 2, and 3 of the degree. Topics include:

History and Theory of Architecture

Students are introduced to the historical and theoretical backgrounds of Architecture by exploring key buildings and spaces, as well as significant principles, texts, and thinkers. Architectural and cultural theories, produced by both architects and theorists, are introduced and explored. Students are also provided with a platform for the development of skills, including research methods, essay writing, and critical thinking.

Architectural Design and Communication

Students learn about architectural design and representation through design-based projects, which vary in scale and complexity as the course progresses. The urban physical context and the critical thinking process in relation to the built environment and design are explored. Students also learn about structures and materiality and the importance of architectural communication, using mixed graphic media. Research of architectural precedents and presentation of analytical studies both verbally and in the form of models and drawings are key features.

Technology and Environment

Students learn the principles of building technology, including structural behavior, building construction, and materials, within the context of the building process, sustainability, and the use of descriptive and performance specifications. The topic also deals with the environmental performance of buildings and the use of passive design strategies where natural light, heat, and ventilation are used to inform the design of buildings, their forms, and structure.

Students have four modules they need to pass each year, and the degree result is cumulative, with 10, 30, and 60 percent for Stages 1, 2, and 3, respectively.

Architecture sits in the School of Natural and Built Environment, with Planning, Geography, Archaeology, and Civil Engineering. This gives Architecture students the chance to collaborate with the students of these disciplines on design or technology projects.

Stage 1

Stage 1 focuses on our belief that our students benefit from a smooth transition into university, and thus we strongly support students in learning to draw architecturally, make models, and begin the process of forming and communicating positions on Architecture.

Stage 1 modules are outlined below:

• Technology and Environment 1
• History and Theory of Architecture 1
• Architectural Design and Communication 1(i)
• Architectural Design and Communication 1(ii)

Stage 2

Stage 2 acts as a laboratory for testing creative and critical ideas and the process of creating. We continue to support students increasing levels of confidence and independence through developing more complex architectural skills and understanding of technology.

Stage 2 modules are outlined below:

• Technology and Environment 2
• History and Theory of Architecture 2
• Architectural Design and Communication 2(i)
• Architectural Design and Communication 2(ii)

Stage 3

Students in this Stage are both speculative thinkers and accomplished designers, able to deliver detailed, resolved proposals. They operate independently, drawing on previous learning and personal interests. In this final year, they consider the many possible career paths presented to them over the course of their studies.

Stage 3 modules are outlined below:

• Technology and Environment 3
• History and Theory of Architecture 3
• Architectural Design and Communication 3(i)
• Architectural Design and Communication 3(ii)

Learning and Teaching

The BSc Architecture Programme adopts a year structure with each year (or ‘stage’) adopting both architectural and teaching/learning aims. The design studio is a well resourced focus of the programme, with each student having over twenty hours of contact time each week of both of the twelve-week teaching semesters. Whilst Architecture is understood as an intellectual discipline, it also relies heavily on a range of skills, the most obvious of which are drawing, model-making, written and verbal communication skills and design. Around these core representational skills sit other skills such as time-management and critical reflection. This programme attracts academically able students, but typically their intellectual capabilities exceed their skills. The staff have heavily invested in first year skill-based teaching to increase students' capabilities in such areas as technical drawing, model making and writing, whilst at the same time reinforcing the students’ own responsibility to progress their skills through self-directed learning.

• Additional Information
  We emphasise to students that much of their learning and skill development occurs away from the formalised areas of the course. We use the metaphor of the iceberg in respect to learning -- the small visible section above the water line is contact teaching time with staff whilst the much larger section below the water line is a student’s own self-led learning time. We also encourage students to learn outside formal teaching environments, including external lectures and exhibitions and service projects as well as international study visits that take place every year.
  
  We have numerous academic awards and prizes, many of which are funded through trusts and industry sponsors. The support and guidance we give students often contributes to them receiving other external scholarships, grants and awards. Nearly all our three hundred students are members of the student society - ArcSoc, which is very active arranging social events and an evening guest lecture programme. Our students are regularly placed in national and international competitions and award programmes.
• Stage 1
  Stage 1 focuses on bringing students into university level education, marrying the development of skills to self-reflection. Students in Stage One begin to understand the importance and responsibility of practising skills: graphic, design, written, verbal, thinking, self-evaluation, group working. In addition to this transition and acquisition of skills, Stage 1 focuses on the architectural issue of context in all its complexity and how it impacts on programme, materiality and form. Our students are very complementary about the joint one week design studio “Public CoLab” project, bringing Stage 1 and first year Masters (Part 2) students together to collaborate with external experts and clients to work on a public project.
• Stage 2
  Stage 2 focuses on the development, by each student, of personal, holistic, and viable design skills. Students are encouraged to develop maturity in analysing design problems and in broadening their understanding of the relationship between architecture, technology, construction, theory, history and the wider social context. Building upon the skills and applications learnt in Stage 1, students investigate urban housing in Semester 1. Combining housing with the consideration of context and integration of technology, students are encouraged to personalise the design process to reflect their own individual interests and concerns in architecture. This is followed through the joint vertical studios bringing Stage 2 and 3 students together to work in thematic studios in Semester 2.
• Stage 3
  Stage 3 is recognised both as an end point to undergraduate studies and as the beginning of a student’s future development. Stage 3 asks students to deliver completed, resolved proposals, drawing on all of their learning throughout the course. Students are encouraged to advance their own personal areas of enquiry in preparation for professional life and further learning. The focus of Stage 3 is on more complex contexts and agendas for architecture in the city. Semester 1 projects are usually based in a European city and enriched with a weeklong study trip. Semester 2 is joint with Stage 2 in the vertical studies. The themes of these small-scale studios range from landscape to social context, and from tradition to visual arts.

Assessment

Assessment occurs through 100% coursework in Architecture. There are no examinations.

• Specific methods of assessment are chosen to suit the learning outcomes of each module, and the nature and balance of the assessment is outlined in the module guide.
• In studio-based modules, the assignments are mainly architectural design projects, and the marks allocated to the projects are roughly proportional to the time allocated to each project, although individual work is normally weighted more heavily overall than group work. The projects are compiled in a design portfolio by the end of the semester.
• Lecture-based modules span the entire year and are also assessed through coursework. In History and Theory of Architecture, the main assignment is essay writing. There are also smaller components such as reading discussions, seminar presentations, and theory-based design assignments. The work is compiled in a writing portfolio by the end of the year. In Technology and Environment, assignments require research, analysis and/or design and they are related to students' design projects in studio. Precedent studies are also common.
• Feedback, both verbal and written, is a main part of learning and assessment in Architecture. Students get feedback related to their coursework throughout the year in the form of tutorials, reviews and feedback sheets. Peer-review is also encouraged.

Feedback

As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of studies and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments, guidance grades and marks relating to work that you, as an individual or as part of a group, have submitted.
• Verbal feedback. This usually takes place in studio as design and technology tutorials.
• Online or emailed comment.
• General comments or question and answer opportunities at the beginning or end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of sample work which you can review in your own time.
• Feedback and outcomes from practical classes
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
• Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.

This first degree in Architecture (RIBA/ARB Part 1) leads to the postgraduate Part 2 and 3 programs, which can be taken at our institution or elsewhere. Many of our graduates return to our Master of Architecture program.

Our graduates can be found involved with a surprisingly wide range of activities. Many continue to work in private architectural practices ranging in size from two or three people to a staff of over 100, providing a general practice service to private and institutional clients, designing individual houses, social housing, commercial developments, civic buildings, concert halls, theatres, and galleries. Many commissions are won through architectural competitions.

Although primarily intended as a first degree for those wishing to undertake postgraduate studies and become professionally qualified architects, the course offers a wide-ranging general education in design, visual appreciation, and problem-solving, which is valuable in its own right.

Although a much higher proportion of our graduates progress to being registered architects, a certain number of our graduates do diversify and move outwards into related careers and roles. They may work in stage set design, town planning or housing policy, conservation of historic buildings, interiors, furniture design, or specialist building physics such as acoustics. They may provide technical assistance to voluntary and community groups tackling difficult social and economic problems. Our graduates work in many different parts of the world, have their work published, and receive awards.

Employment after the Course

(Joint) 6th for “career after six months” of 55 UK-based schools of Architecture in the 2019 Guardian League Table

Alumni Success

Queen’s Architecture Graduate and Lecturer Alan Jones elected RIBA President 2019-21.

International Testimonials

Board of Architects Malaysia accreditation.

Professional Opportunities

RIBA Awards and Competitions

Degree plus award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports, and lots more. So not only do you graduate with a degree recognized by a world-leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus. It's what makes studying at Queen's University Belfast special.