Structural Engineering with Architecture

Description

The undergraduate course 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.

Stage One 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 One 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 “Street Society” project, bringing Stage One and first year postgraduate (part 2) students together to work on real projects for real clients.

Stage Two 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 One, students investigate place makingin a variety of contexts. Combining this with the consideration of design generatorsand integration of technology, students are encouraged to personalise the design process to reflect their own individual interests and concerns in architecture.

Stage Three is recognised both as an end point to undergraduate studies and as the beginning of a student’s future development. Stage Three 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 Three is on more complex contexts and agendas for Architecture and / in / of the City.

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 which occur in all Stages of the BSc undergraduate Course.

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.

Careers

This first degree on Architecture (RIBA Part 1) leads to the postrgardaute Part 2 and 3 programmes, which can be taken at our institution or elsewhere. Many of our gardautes return to our postgraduate Part 2 programme.

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.

Degree Plus and other related initiatives: Recognising student diversity, as well as promoting employability enhancements and other interests, is part of the developmental experience at Queen’s. Students are encouraged to plan and build their own, personal skill and experiential profile through a range of activities including; recognised Queen’s Certificates, placements and other work experiences (at home or overseas), Erasmus study options elsewhere in Europe, learning development opportunities and involvement in wider university life through activities, such as clubs, societies, and sports.

Queen’s actively encourages this type of activity by offering students an additional qualification, the Degree Plus Award (and the related Researcher Plus Award for PhD and MPhil students). Degree Plus accredits wider experiential and skill development gained through extra-curricular activities that promote the enhancement of academic, career management, personal and employability skills in a variety of contexts. As part of the Award, students are also trained on how to reflect on the experience(s) and make the link between academic achievement, extracurricular activities, transferable skills and graduate employment. Participating students will also be trained in how to reflect on their skills and experiences and can gain an understanding of how to articulate the significance of these to others, e.g. employers.

Overall, these initiatives, and Degree Plus in particular, reward the energy, drive, determination and enthusiasm shown by students engaging in activities over-and-above the requirements of their academic studies. These qualities are amongst those valued highly by graduate employers.

Detailed Course Facts

• EUR 4160 Year (EEA)
• EUR 13380 Year (Non-EEA)

England, Scotland and Wales £9,000; EU £3,575; International: £11,500

• English

Course Content

This degree is balanced between the creative, theoretical and technical aspects of designing and realising architecture. Design is explored in a supportive shared studio environment - with each student having their own workspace. Design studio takes up half of each semester, with lecture and seminar-based modules in skills, history, theory, management and practice, environment and technology informing and supporting the activities in the studio.

Stage 1

First year focuses on bringing students into university-level education, marrying the development of skills to self-reflection. Students begin to understand the importance and responsibility of practising graphic, design, written, verbal, thinking, self-evaluation and group working skills. Stage 1 also focuses on the issue of how surroundings inform the creation of architecture and how it is experienced.

Stage 2

Second year concentrates on the development of each student's personal, holistic, and viable design skills. Students are encouraged to develop maturity in analysing design problems and to personalise the design process to reflect their own individual interests and concerns in architecture.

Stage 3

Students deliver completed proposals, drawing on all of their learning throughout the degree, and advance their own personal areas of inquiry in preparation for graduate employment, professional life and further learning. We have numerous academic awards and prizes, and the support and guidance we give students often contribute to them receiving other external scholarships, grants and awards. Our students are regularly placed in national and international competitions and award programmes.

Nearly all of our 300 students are members of the student society ARCSOC, which arranges social events and an evening guest lecture programme.

English Language Requirements

IELTS band : 6.5

To study at this university, you have to speak English. We advice you to

Requirements

• A-level ABB + GCSE Mathematics. A mathematical subject and Art at A-level are desirable, but not essential. Applicants without GCSE Art may be invited to a portfolio interview. Neither Technology and Design nor Craft, Design and Technology are considered an alternative to Art.
• Irish Leaving Certificate B2B2B2B2B2B2/AB2B2B2B2 + if not offered at Higher Level then Ordinary Level grade B in Mathematics. A Mathematical subject and Art at Higher Level grade B2 are desirable, but not essential. Applicants with a grade C in Junior Certificate Art or no Art at Junior/Leaving Certificate may be invited for a portfolio interview.

All applicants

A broad spread of scientific, creative and language-based subjects is desirable, since high scores in specific subjects do not necessarily indicate suitability for the wide-ranging demands of the course. Evidence of broad general intelligence, a hardworking nature and a genuine motivation and interest in architecture is also required. Applicants are encouraged to appreciate the demands of studying architecture and the combined scientific and creative nature of the subject.

Work Experience

No work experience is required.

Related Scholarships*

• Academic Excellence Scholarship

  "The Academic Excellence Scholarship can provide up to a 50 % reduction in tuition per semester. These scholarships will be renewed if the student maintains superior academic performance during each semester of their 3-year Bachelor programme. The scholarship will be directly applied to the student’s tuition fees."

• Access Bursary

  Bursary for UK students all subjects where the variable tuition fee rate is payable.

• Alumni Bursary

  Alumni Bursary for UK Undergraduate students

* The scholarships shown on this page are suggestions first and foremost. They could be offered by other organisations than Queen's University Belfast.

Accreditation

Accreditation: this degree has had continuous Part 1 recognition by RIBA and Architects Registration Board for many years. In 2011 it again received full validation, with a very positive and supportive RIBA report.