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.
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.
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.
The curriculum of the Bachelor of Architecture shall comprise the following course requirements:
Minimum Credit to be Earned: 200
|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.
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:
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:
CE 3152 Construction Materials and Product Design Lab 3
CE 3156 Basic Structural Design Lab 1.5
CE 3256 Advanced Structural Design Lab 3
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
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
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:
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.
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’.
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.
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.
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.