UNDERGRADUATE

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Overview

BArch Program Description:

The undergraduate program is designed with a rigorous and interdisciplinary approach to architectural education. The five-year program leads to a professional BArch degree within the framework of a liberal education in the arts, sciences and humanities. With architectural design concentration, undergraduates study a range of multi-disciplinary courses that contributes to shape an architect’s vision, ability, and skills to address multifaceted built environmentdesign issues. The courses in architecture develop a broad understanding of the concepts and methods for the planning and design of buildings, landscapes, and cities. Students work in the design studios ranges from hand drawing and three-dimensional physical models to three-dimensional parametric modeling. Such a broad academic program thus also prepare students for a graduate program in architecture and other related disciplines such as landscape architecture, environmental design, urban and rural planning, civil engineering, geography, art history, visual arts and so on.

Vision:

Instill visionary leadership that students can eventually pioneer diversifiedcareer pathand meet emerging local and global challenges. With this vision the program is set to produce a new generation of built environment design professionalscompetent to ensure social equity and environmental stewardship through architecturaldesign justice.

Mission:

Create critical and thought-provoking learning environment that promotes inquiry,innovation, and experimentation reflecting upon the unique cultural landscape of Bengal. Through rigorous and interdisciplinary exchange between research, pedagogy, andpractice, prime focus of the program is to equip all students with the skills and capacitynecessary to ensure healthy, safeand socially sustainable architecture for all. With a strong ‘contextual’ basis, the program aims to producetransformativeprofessionals who will playleadership roles inlocal and global arena by employing innovative design solutions to approachthe challenges posed by changing way oflife and the world.

Program Objectives (POs):

The program is designed to:

1.    Engage students in the ongoing shaping of knowledge, skills and judgment to enable them to contribute responsibly tobuilt environmental health, safety and wellbeing through taking diversified careers within the architectural profession.

2.    Provide students with a sharedmultidisciplinary learning and research environment engaging them directly with experts fromrelated built environment disciplines.

3.    Establish an intellectual context for students to develop specialist knowledge in architectural theory; digital architecture; urban and rural design; landscape architecture; urban and rural planning and other related disciplines to engage students in academic research or study abroad.

4.    Develop critical awareness of emerging needs of society and enable students to construct an informed theoretical and ethical position with regards to appropriation of architectural design and its relationship to the way of life and thought of the end-users.

5.    Develop wide range of key and transferable skills with an emphasis on research-led creativity, independent critical thinking, and constructive two-way communication with stakeholders to produce architecture that is transformative, innovative and contextual.

6.    Encourage leadership and personal development through a student-centered learning environment enriched with diversified core and co-curricular activities including seminar, dialogue, competition, exhibition, site visits, exchange programs, excursions, sports, and cultural events.

Program Learning Outcomes (PLOs):

BArch program provides opportunities for students to develop and demonstrate learning outcomes in five areas: 1) knowledge and understanding, 2) intellectual skills, 3) scholarly practices, 4) research and enquiry and 5) professional and life skills. After completion of BArch Program the graduates are expected to:

1.      Demonstrate knowledge and understanding of the material, main concepts and key theories and evaluate architecture as a form of research and speculation based on this understanding;

2.      Articulate intellectual ability to think creatively and systematically through analysis and synthesis of design issues; deploying logical argument supported by evidence; focusing on topic or interest; and developintegrated design thinking to solve architectural problems;

3.      Exercise scholarly practices for ‘both-way’ communication of design ideas, concepts, needs and solutions between the architect and related stakeholders through using relevant literature, academic writing; appropriate philosophical approach, referencing and citation.

4.      Become entrepreneur of diversified architectural professions and lead projects in multidisciplinary working environment through research and enquiry appropriate for a given context and audience;

5.      Apply professional and life skills to solve architectural problems through creativity, digital practices, presentation skills, ethical awareness, team-working, self-management and interpersonal skills.

Structure

Course Requirements:

The curriculum of the Bachelor of Architecture shall comprise the following course requirements:

  • Program Duration:                   5 Years
  • Number of Terms:                   10
  • Total Credit Offered:              227
Core Courses  165
General Education  10
Optional Courses  52

Minimum Credit to be Earned: 200

Core Theory  60  30%
Core Sessional  105 52.5%
General Education  10 5%
Must Complete Optional  25 12.5%

Course Categories and Concentrations:
   

There are three categories of courses required to complete BArch program - corearchitectural courses, disciplinary optional courses, and general education courses.

CoreArchitectural Courses:

Core architectural coursesbelong tofiveconcentrations. These concentrations as well as the course under each concentration are designed with regard tothe objectives, and intended learning outcomes of the BArch program. Together these concentrations are the building blocks of vision and mission of the program. The concentrations are:

Architectural Design
Design Communication
History, Theory and Criticism
Environment, Society and Urbanism 
Building Construction and Technology

In order to allow hierarchically structured approach to student learning, courses in Architectural Design; Design Communication;History Theory and Criticism; Environment, Society and Urbanism; and Building Construction and Technology concentrations are offered in sequence throughout five years of study based on the (1) thematic question, (2) pedagogical objectives, and (3) intended learning outcome of individual year as described in Section 6.3 on pedagogic and thematic sequence of five-year coursestructure.

165 credits of core architectural courses must be completed to BArch degree that includes 60 credits for theory courses and 105 credits for sessional courses.

Architectural Design Concentration

Courses in this concentration are seasonal and taught in design studio approach. Each of the design studio courses is a term course. These courses engage students under teaching-staff guidance and supervision, through a range of problem-based design exercises addressing core and related issues essential to the training of an architect. The required courses in architectural design concentration are:

Arch 1112       Design Fundamentals                                                

Arch 1212      Basic Architectural Design                                        
                         (Pre-Requisite: Arch 1112)

Arch 2112       Simple Architectural Design                                      
                         (Pre-Requisite: Arch 1212)

Arch 2212       Built Environmental Design                                      
                         (Pre-Requisite: Arch 2112)

Arch 3112       Contemporary Architectural Design                          
                         (Pre-Requisite: Arch 2212)

Arch 3212       Ecological Architectural Design                                
                         (Pre-Requisite: Arch 3112)

Arch 4112       Habitat Design – Urban Studio                                 
                         (Pre-Requisite: Arch 3212)

Arch 4212       Habitat Design – Rural Studio                                  
                         (Pre-Requisite: Arch 4112)

Arch 5112       Thesis I
                          (Pre-Requisite: Arch 4212)

Arch 5212       Thesis II
                          (Pre-Requisite: Arch 5112)

Design Communication Concentration

Courses in this concentration are sessional/lab based. This concentration introduces students to the essential tools of design communication, and fundamentals of graphic design as means to describe space visually. Students learn freehand drawing, computer aided drafting, physical model building and digital fabrication, simulation andmodeling. They investigate approaches and techniques to manage, manipulate, and envision information, using various computer software to link photography, drawing, and other media. The required courses in design communication concentration are:

Arch 1124       Visual Communication Basics                                   

Arch 1224       Advanced Visual Communication                             
                         (Pre-Requisite: Arch 1124)

Arch 2124       Digital Tools for Architecture                                    
                         (Pre-Requisite: Arch 1224)

Arch 2224       Technical Communication                                         
                          (Pre-Requisite: Arch 2124)

Arch 3124       Architectural Field Survey                                        

Arch 4124       Design Research Methodology                                  

URP 4224       Visual Methods in Planning and Development        

Arch 5224       Thesis Colloquium                                                    

History, Theory and Criticism Concentration

Collectively theory and sessional courses in this concentration examine the theories and practice of architecture through a comparative study of the history of architectural design and urbanism, in various geographic and cultural contexts. The required courses in history, theory and criticism concentration are:

Arch 1131       Introduction to Architectural Thinking

Arch 1231       Basic Design Theory

Arch 1133       Architecture of Bengal

Arch 1233       Architecture of the World

Arch 2231       Modernism and Architecture of City

Arch 2233       Built Environmental Design Theory

Arch 3131       Topics in Contemporary Architecture

Arch 3231       Interior Architecture and Design

Environment, Society and Urbanism Concentration

Theory courses in this concentration address emerging local and global issues in environment, society and urbanism. The required courses in environment, society and urbanism concentration are:

Arch 2141       Climate and Design

Arch 2143       Architecture and Human Behavior

Arch 2145       Design Ethnography

Arch 3141       Sustainability and the Built Environment

Arch 3143       Building Code, Health and Wellbeing

Arch 3241       Energy-Efficient Design

URP 3243       City Planning in a Global Perspective

Arch 4141       Urban Design Theories and Criticism

Arch 4143       Architectural Conservation

Arch 4145       Landscape Urbanism

Arch 4147       Public Interest Architecture

Arch 4241       Housing and Development                                        

Arch 4243       Rural Architecture and Planning

Building Construction and Technology Concentration

Theory and sessional courses in this concentration explore issues of materials, construction, structures and environment as they relate to the built environment. Particular emphasis is placed upon overarching concepts of environmental sustainability, energy efficiency, ecological design and use of local materials and technology in all courses. The curriculum examines state-of-the-art technology in combination with comparative studies of vernacular technological practices of construction. Students are equipped with a global understanding of divergent technological practices found in numerous regionally specific conditions. The courses establish key technical concepts and knowledge that underpin students’ architectural design work. Much of the course is related to projects undertaken in the design studios. The required courses in building construction and technology concentration are:

Sessional Courses:

CE 3152                                Construction Materials and Product Design Lab      3

CE 3156                                Basic Structural Design Lab                                      1.5

CE 3256                                Advanced Structural Design Lab                               3

Theory Courses:

CE 1252                     Introduction to Building Construction and Technology      2

CE 2151                     Principles of Construction                                                       2

CE 2251                     Integrated Building System                                                    2

Arch 3151                   Building Services Technology

Disciplinary Optional Courses:

Disciplinary optional theory and sessional courses offer students the opportunity to gain advanced knowledge in a chosen area of study. The courses offered fall within fourbroad streams: 1) Urbanism and Habitation; 2) Technology and Sustainability; 3) Digital Media and Design Computation; and 4)Practice and Management. The themes of these courses will cover contemporary and emergent issues. Students are required to take at least two optional courses in a year up to fourth year,one in each term, from two different streams, up to fourth year. The disciplinary optional courses are: 

Urbanism and Habitation Stream

Arch 1166       Vernacular Architecture and Settlements Lab                       

Arch 2261       Vernacular Architecture around the World

Arch 3262       Architecture by Nature                      

ES 4161          Urban Ecology

ES 5161          Environmental Design and Urbanism in Global South

Arch 4266       Community Building Workshop                                             

Technology and Sustainability Stream

Arch 2166       Climatology Lab                                                        

Arch 2262       Climatic Design, Modeling and Simulation  

Arch 4162       Topics in Advanced Structures                                                          

URP 4261       Disaster Resilient Cities                        

Arch 4263       Sustainable Design Methods                                                  

Arch 2266       Materials, Processes, and Constructions                                  

Digital Media and Design Computation Stream

Arch 1262       Film, Photography and Media                                                          

Arch 5166       Digital Fabrication Lab                                                          

Arch5168        Parametric Structures                                                              

Practice and Management Stream

Arch 3261       Real Estate Development

DS 5161          Theories of Development

Arch 5163       Leadership and Management in Architecture

Arch 5261       Professional Practice

Arch 5162       Building Information Modeling in Architectural         

General Education:

University requires study ofcourses from basic sciences, humanities and social sciences. Following courses are offered as mandatory

Soc 1271         Cultural Anthropology                                                      

Soc 1171         Art, Culture and Society                                                                              

Hum 1171       Communicative English                                                      

Hum 1173       Independent Bangladesh: Political and Cultural History

Pedagogicand Thematic Sequence of Five-Year Course Structure:

Overall Pedagogic Sequence:

BArch students begin their first year (Fresher) inquire into the what, why and how questions pertaining to the way ‘things’ manifest in terms of form, space and ambience while maintaining reference to the underlying processes of ‘making’ of the deltaic landscape and the entirety of its elements.

Taking Khulna’s built environment and its regulatory framework as the ‘setting’, in second year (Sophomore), students advance their investigation to the production of simple spaces while focusing on the inhabitation experiences in terms of space requirements, human behaviour, micro-climate, human health and comfort.

Students proceed to design complex architectural projects responsive to people, purpose, building services and building technology culminating in an independent design project conforming to the standards of professional practice. Completion of 3rd Year (Junior) equips students with the basic knowledge, skills and technical know-hows of architectural design process, pre-requisite for the education in fourth and fifth years of study.

In fourth year (Senior), students explore individual design research interest working in different thematic research clusters/labs/centers surrounding real-life socio-economic, cultural and environmental issues.

Eventually they complete final year (Leader) working on a thesis of critical design enquiries. The thesis constitutes a two-term sequence: Thesis I in term one and Thesis II in term two. In Thesis I, the students prepare a thesis proposal through 1) identifying aneeds-based topic and research question; 2) co-constructing a program engagingtargeted stakeholders/user-groups/client;and 3) designing the ‘design research’ methodology based on case studies and specific methods of empirical data-gathering and measurable intentions. In Thesis II, based on the Thesis I, students create design/design-supportsolutions/options as potential answer to the research question, which is subject toappraisalboth by the stakeholders/user-groups/client and the members of ‘Panel of Appraisers’.

With this pedagogical sequence BArch program equips undergraduates to address local and global architectural issues by analytical design thinking and/or physical design solutions.

Year-Wise Thematic Sequence:

First Year

Theme: Implicit Architectural Ambience

Key Question: How things are made?

First year pedagogy is designed around the key question of “how things are made” in both human and non-human ways. Contrary to the ‘modernist-abstractionist’ approach, teaching-learning assumes a ‘contextual’ position aiming to explore the ‘architecture’ of ‘things’ in the Bengal delta. Key pedagogical objective of this year is to help the fresher open up philosophical, historical, contextual and experiential insights on the question of making in human thoughts and experiences with a firm footing in the local context. 

Second Year

Theme: The possibilities of inhabitation

Key Question: Whether/what to build or not?

Pedagogic focus remains on the theme “possibilities of inhabitation”, and search for the key question of “whether/what to build or not?” Key pedagogical objective of this year is to comprehend the making of architecture as an inseparable part of the built environmental, and its climatic and regulatory ‘setting’. Students develop critical positions on the question of ‘building’ which does not imply a mere edifice, but the act of making architectural propositions with regard to the extent in which building is necessary, when to build and whether to build at all in a given ‘setting’.

Third Year

Theme: Building System

Key Question: How to build?

Architectural pedagogy in Third Year includes teaching-learning of basic knowledge, skills and technical know-how of building system design. Key question of this level is “how to build?” Students work on independent design projects with an aim to develop professional competence in handling the design of large-scale architectural design. Main pedagogic objective of this year is to explore design process of complex building system with regard to the stylistic, functional, structural and regulatory dimensions.

Fourth Year

Theme: Political Architecture

Key Question: How political regulations shape human habitat?

Politics pertains to the shaping and advancement of resources and structural (social-economic-political) forces in society. Political architecture builds on an awareness of architecture complicit with political regulations of society and social life. Fourth year asks,Howpolitical regulations shape human habitat?to investigate what architecture does and can do in regions where critical attention toward matters of societal resilience and development are more urgent than elsewhere. Architectural pedagogy and courses in this year explore the underlying structural complexities, and contradictions of human habitation in terms of politics of power, people, positionality and place. With the theme of ‘political architecture’, this year investigates how to inform design about the social-cultural and power politics of production, conservation, and regeneration of human settlements. Intended learning outcome of this year is to develop critical theoretical understanding of key spatial theories and application of multidisciplinarydesign thinking, methodology, tools and techniques (used in allied fields such as urban design, urban planning, landscape, environmental studies, sociology, geography, political economy and so on) in the understanding, production and regeneration of human settlements.

Fifth Year

Theme: Scholarly Professionalism

Key Question: What it needs to be a scholarly built environment design professional?

With the theme of professionalism, architectural pedagogy and courses in fifth year explores the key question of “what it needs to be a scholarly built environment design professional?” Main objective of this year is to apply design research approach to address the challenges of developing design/design support solution based on critical design thinking. Intended learning outcomes of this year include capacity of stakeholders need identification, scholarly practices in design thinking, ability tocreate new knowledge, and acquisitionof professional and lifeskills solve built environmental design problems.

Pedagogicand Thematic Sequence of Five-Year Course Structure:

Overall Pedagogic Sequence:

BArch students begin their first year (Fresher) inquire into the what, why and how questions pertaining to the way ‘things’ manifest in terms of form, space and ambience while maintaining reference to the underlying processes of ‘making’ of the deltaic landscape and the entirety of its elements.

Taking Khulna’s built environment and its regulatory framework as the ‘setting’, in second year (Sophomore), students advance their investigation to the production of simple spaces while focusing on the inhabitation experiences in terms of space requirements, human behaviour, micro-climate, human health and comfort.

Students proceed to design complex architectural projects responsive to people, purpose, building services and building technology culminating in an independent design project conforming to the standards of professional practice. Completion of 3rd Year (Junior) equips students with the basic knowledge, skills and technical know-hows of architectural design process, pre-requisite for the education in fourth and fifth years of study.

In fourth year (Senior), students explore individual design research interest working in different thematic research clusters/labs/centers surrounding real-life socio-economic, cultural and environmental issues.

Eventually they complete final year (Leader) working on a thesis of critical design enquiries. The thesis constitutes a two-term sequence: Thesis I in term one and Thesis II in term two. In Thesis I, the students prepare a thesis proposal through 1) identifying aneeds-based topic and research question; 2) co-constructing a program engagingtargeted stakeholders/user-groups/client;and 3) designing the ‘design research’ methodology based on case studies and specific methods of empirical data-gathering and measurable intentions. In Thesis II, based on the Thesis I, students create design/design-supportsolutions/options as potential answer to the research question, which is subject toappraisalboth by the stakeholders/user-groups/client and the members of ‘Panel of Appraisers’.

With this pedagogical sequence BArch program equips undergraduates to address local and global architectural issues by analytical design thinking and/or physical design solutions.

Year-Wise Thematic Sequence:

First Year

Theme: Implicit Architectural Ambience

Key Question: How things are made?

First year pedagogy is designed around the key question of “how things are made” in both human and non-human ways. Contrary to the ‘modernist-abstractionist’ approach, teaching-learning assumes a ‘contextual’ position aiming to explore the ‘architecture’ of ‘things’ in the Bengal delta. Key pedagogical objective of this year is to help the fresher open up philosophical, historical, contextual and experiential insights on the question of making in human thoughts and experiences with a firm footing in the local context. 

Second Year

Theme: The possibilities of inhabitation

Key Question: Whether/what to build or not?

Pedagogic focus remains on the theme “possibilities of inhabitation”, and search for the key question of “whether/what to build or not?” Key pedagogical objective of this year is to comprehend the making of architecture as an inseparable part of the built environmental, and its climatic and regulatory ‘setting’. Students develop critical positions on the question of ‘building’ which does not imply a mere edifice, but the act of making architectural propositions with regard to the extent in which building is necessary, when to build and whether to build at all in a given ‘setting’.

Third Year

Theme: Building System

Key Question: How to build?

Architectural pedagogy in Third Year includes teaching-learning of basic knowledge, skills and technical know-how of building system design. Key question of this level is “how to build?” Students work on independent design projects with an aim to develop professional competence in handling the design of large-scale architectural design. Main pedagogic objective of this year is to explore design process of complex building system with regard to the stylistic, functional, structural and regulatory dimensions.

Fourth Year

Theme: Political Architecture

Key Question: How political regulations shape human habitat?

Politics pertains to the shaping and advancement of resources and structural (social-economic-political) forces in society. Political architecture builds on an awareness of architecture complicit with political regulations of society and social life. Fourth year asks,Howpolitical regulations shape human habitat?to investigate what architecture does and can do in regions where critical attention toward matters of societal resilience and development are more urgent than elsewhere. Architectural pedagogy and courses in this year explore the underlying structural complexities, and contradictions of human habitation in terms of politics of power, people, positionality and place. With the theme of ‘political architecture’, this year investigates how to inform design about the social-cultural and power politics of production, conservation, and regeneration of human settlements. Intended learning outcome of this year is to develop critical theoretical understanding of key spatial theories and application of multidisciplinarydesign thinking, methodology, tools and techniques (used in allied fields such as urban design, urban planning, landscape, environmental studies, sociology, geography, political economy and so on) in the understanding, production and regeneration of human settlements.

Fifth Year

Theme: Scholarly Professionalism

Key Question: What it needs to be a scholarly built environment design professional?

With the theme of professionalism, architectural pedagogy and courses in fifth year explores the key question of “what it needs to be a scholarly built environment design professional?” Main objective of this year is to apply design research approach to address the challenges of developing design/design support solution based on critical design thinking. Intended learning outcomes of this year include capacity of stakeholders need identification, scholarly practices in design thinking, ability tocreate new knowledge, and acquisitionof professional and lifeskills solve built environmental design problems.

Design Studios
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Year 01 T1

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Year 01 T2

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Year 02

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Year 03

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Year 04

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Year 05

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