Prof. Alex Torpiano University of Malta

Transcription

1 Prof. Alex Torpiano University of Malta 6 th May 2011

2 Year 1 Semester 1 & 2 Current B.E.&A. Part 1 everything is mandatory Code Subject ECTS Hrs. BEN 1001 Design Workshop 1* Year 1 Semester 1 Code Subject ECTS Hrs. AUD 1001 Human-Environment Studies 4 28 MAT 1801 Mathematics for Engineers BCE 1001 Construction Systems and Materials : Building Materials BCE 1002 Architectural Science BCE 1003 Introduction to Structure Systems 4 28 AUD 1002 History of Architecture & Urbanism 4 28 Year 1 Semester 2 Year 2 Semester 1 Year 2 Semester 2 Code Subject ECTS Hrs. BEN 2001 Design Workshop hrs (150) AUD 2001 History of Architecture & Urbanism 4 28 AUD 1003 Urban Studies SCI 2101 Mathematics & Statistics for Civil 4 28 Engineers I BCE 2001 Construction Systems & Materials Concrete Technology BCE 2003 Structures BCE 2008 Soil Mechanics & Geotechnics Year 3 Semester 1 Code Subject ECTS Hrs. BEN 3001 Design Workshop hrs (150) AUD 3001 Urban Studies AUD 3002 History of Architecture & Urbanism 4 28 BCE 3001 Construction Systems & Materials Building Construction BCE 3002 Environmental Control Systems 4 42 BCE 3003 Structures BCE 3004 Civil Engineering Hydrology and Marine Engineering Code Subject ECTS Hrs. AUD 1004 History of Architecture & Urbanism MAT 1802 Mathematics for Engineers BCE 1004 Construction Systems and Materials Concrete Technology BCE 1005 Structural Mechanics 4 28 BCE 1006 Fluid Mechanics 4 28 BCE 2004 Surveying 4 28 Code Subject ECTS Hrs. BEN 2002 Design Workshop hrs (150) BLH 2002 Introduction to Conservation Studies 4 28 AUD 2003 History of Architecture & Urbanism 4 28 SCI 2102 Mathematics & Statistics for Civil 4 28 Engineers II BCE 2005 Soil Mechanics and Geotechnics BCE 2006 Structures BCE 2009 Building Physics 4 28 Year 3 Semester 2 Code Subject ECTS Hrs. BEN 3002 Design Workshop hrs (150) AUD 3003 History of Architecture & Urbanism 4 28 AUD 3004 Project Management 4 28 BCE 3005 Construction Systems & Materials Building Construction BCE 3006 Structures BCE 3007 Road Engineering 4 28 BCE 3008 Civil Engineering 2 Hydraulics and 4 28 Public Health Engineering

3 Current B.E.&A. Part 2 - Engineering Stream Year 4 Semester 1 Year 4 Semester 2 Code Subject ECTS Hrs. BCE 4004 Philosophy of Structural Design 4 28 BCE 4027 Architecture and Society Code Subject ECTS Hrs. BEN 4001 Research Methodology 4 28 BEN 4002 Building & Land Economics 4 28 Code Subject ECTS Hrs. BCE 4095 Design Workshop 1 10 (42hrs) 150 hrs BCE 4007 Structural Concrete BCE 4008 Structural Steelwork and one of the following: BCE 4012 Engineering Analysis BCE 4010 Building Technology 4 28 BCE 4009 Road Engineering BLH 4011 Conservation Studies Year 5 Semester 1 Code Subject ECTS Hrs. BEN 4010 Architecture and Society Code Subject ECTS Hrs. BCE 4021 Structural Concrete and any two of the following BCE 4022 Rock Engineering 4 28 BCE 4023 Seismic Engineering 4 28 BCE 4014 Numerical Analysis in Engineering 4 28 Code Subject ECTS Hrs. BCE 4097 Design Workshop 2 10 (42hrs) 150 hrs BCE 4002 Structural Masonry 4 28 and any two of the following BCE 4013 Soil Mechanics and Geotechnics 4 28 BCE 4015 Structural Steelwork BCE 4016 Advanced Construction Technology 4 28 BCE 4011 Water Engineering 4 28 Year 5 Whole Year Code Subject ECTS Hrs. BCE 4028 Design Project Workshop 28 (196 hrs) 750hrs BEN 4003 Dissertation 16 (96 hrs) 400hrs

4 WHY CHANGE? Conformity With Bologna Process Architect-Engineer Dilemma 5-Year Bachelors to become 2-Tier: 3-Year Bachelors + 2-Year Masters (actually 1+3+2) SWOT Analysis Models? Precedent? Can it be done?

5 Precedent - Is it possible? In 1981, the Committee of Ministers of the Council of Europe prepared recommendations on the specialized training of architects, town planners, civil engineers and landscape designers. It was proposed that the following educational objectives should be defined: stimulating thought and hence inculcating a new philosophy of the environment, with particular reference to the architectural and natural heritages including social aspects; creating understanding of and respect for the various scientific disciplines relating to the environment and to its importance as framework for living conditions; preparing for co-operation, notably by means of joint exercises throughout the training period. The Committee proposed that a common core should be established for university studies in the four disciplines directly concerned by integrated conservation, without prejudice to the specific character of studies in each discipline, so as: to make clear that any action involving one of those disciplines is but partial and belongs to a general pattern; to foster the adoption of a common language for the various participants, in order to create an atmosphere of inter-disciplinarity and clarity, which is often lacking at present. It was suggested that this could be achieved by arranging the basic educational subjects into three families, i.e.: modes of perception of space; the history of the heritage and of civilisations; the relationship between man and his environment.

6 Title of European Engineer - FEANI a. An understanding of the engineering profession, and of the registrant's responsibility to colleagues, to employers or clients, to the community and to the environment. b. A thorough knowledge of the principles of engineering, based on physics and mathematics, appropriate to his discipiine. c. A general knowledge of good engineering practice, in his field of engineering and the properties, behaviour, fabrication and use of materials and components. d. Familiarity with the tools of the new technologies and ability to handle technical information and statistics. e. The ability to develop and use theoretical models from which the behaviour of the physical world can be predicted. f. A capacity to exercise independent technical judgement through scientific analysis and logical thought. g. An ability to work on multi-disciplinary projects.

7 Title of European Engineer - FEANI h. Knowledge of industrial relations and the principles of management, taking into account technical, financial and human considerations. i. Skill in communication, oral and written, including the ability to write clear, cogent reports. j. An ability to apply the principles of good design in the interest of ease of manufacture and maintenance, and quality, at economical cost. k. An active appreciation of the progress of technical change and of the continuing need not to rely solely on established practice but to cultivate an attitude of innovation and creativity in the exercise of the profession of engineering. i I. An ability to assess conflicting and multifarious factors (e.g. cost, quality and time-scale) both in the short and long terms and to find the best engineering solution. m. An ability to provide for environmental considerations. n. The capacity to mobilize human resources. o. The aim to be fluent one European language other than the mother tongue.

8 FEANI - Criteria for admission to index - Eur.Ing Basic sciences (Mathematics, Physics, Chemistry, Biology, Geology,...) must represent a minimum of 20% of the overall ECTS. Higher Mathematics (linear algebra, analytical geometry, differential and integral calculus, numerical analysis, operational research, discrete mathematics, statistics,...) must represent a minimum of 24 ECTS. Engineering subjects must correspond to a minimum of 60% or 50% of the overall ECTS, if its duration is 3U or longer, respectively. Non-technical subjects (communication skills, economics, management, team working, law, safety, environment, languages, ) must correspond to aminimum i of 10% of the overall ECTS. One subject may be integrated in more than one of the above classifications, contributing with its ECTS to them. 3 YEARS > 3 YEARS Basic Sciences 20% 20% (Mathematics) ( >24 ECTS) ( >24 ECTS) Engineering subjects 60% 50% Non technical 10% 10% subjects

9 Title of Architect European Level - Qualifications Directive (Article 46): 1. an ability to create architectural designs that satisfy both aesthetic and technical requirements, 2. an adequate knowledge of the history and theories of architecture t and the related arts, technologies and human sciences, 3. a knowledge of the fine arts as an influence on the quality of architectural design, 4. an adequate knowledge of urban design, planning and the skills involved in the planning process, 5. an understanding of the relationship between people p and buildings, and between buildings and their environment, and of the need to relate buildings and the spaces between them to human needs and scale, 6. an understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors, 7. an understanding of the methods of investigation and preparation of the brief for a design project, 8. an understanding of the structural design, constructional and engineering problems associated with building design, 9. an adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against the climate, 10. the necessary design skills to meet building users' requirements within the constraints imposed by cost factors and building regulations, 11. an adequate knowledge of the industries, organizations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning. So there can be commonality of interest, knowledge and method (E.Happold, Design and the Profession, 1983)

10 Faculty for the Built Environment BOLOGNA PROCESS P Academic Development Plan - Outline

11 B.Sc. Built Environment Studies - Summary of Programme of Study OBJECTIVES OF THREE-YEAR COURSE: 1. to allow candidates to CHOOSE, andbesuitably QUALIFIED for taking, one of three main professional masters: Architecture and Urban Design Structural and Civil Engineering Spatial Planning and Infrastructure, (later also other specialization masters, e.g. Conservation, Construction Management, Environmental Design). 2. to allow the candidates AS MUCH TIME AS POSSIBLE to make this selection, i.e. as few mandatory subjects as possible, but to offer targeted electives, which have, at least in the first three semesters, a large component of commonality so thatt students t become aware of the width of possibilities, and also of their own aptitudes, before they make a choice. Selection of study-units will be guided. Each professional masters degree route will include the minimum range of disciplines to be taken before admission. The study-units offered will therefore be grouped in themes, and students will be required to obtain established amounts of credits, from each theme, as required by the respective Masters programme. Students should find choice, even within the same theme, so that (a) there is no single mould for all these aspiring professionals; (b) the possibilities of study are widened beyond the current limitations of a completely mandatory programme, (c) within as efficient use of resources as possible. Study-units, grouped under generic headings, including, taught via formal lectures/seminars plus Design Workshops.

12 SOME STUDY-UNIT GROUPS Environmental Design Topics Fundamentals of Environmental Design Environmental Design of Interior Spaces Environmental Control Systems Energy Efficient Design Principles of Lighting in Architecture Passive Design Techniques for Sustainable Architecture Construction Technology Topics Elements in Buildings Joinery and Timber Sustainable Development Topics An Introduction to Sustainable Development Climate Change Phenomena and impacts Impact Assessment Sustainability of Construction and Structural Systems Management of Wastes Geotechnical Engineering i Topics Engineering geology of the Maltese Islands Basics of geotechnical engineering Behavior of ground materials Ground investigation techniques Materials Topics Construction Materials Degradation of Construction Materials Introduction to Material Science Construction Materials Technology and the Environment Structural Engineering Design Topics Impact of Structure on Architectural Form Introduction to Structural Systems Structural Mechanics Theory of Structures Structural Concrete Structural Masonry Structural Steelwork Mathematics and Computing Topics Statistics Mathematics Computer Languages Mathlab Water and Mineral Resources Topics Hydrology Civil Engineering Hydraulics Road Transport Topics Hydrology Civil Engineering Hydraulics Management Topics Contract Administration and Production Management Introduction to Project Management Introduction to Construction Management Quantity Surveying Land and Building Surveying Construction and Planning Legislation Project Planning Property Management (Valuations, Property Law, Building Surveys) Value and Risk Management

13 RATIONALE OF RE-STRUCTURING NATIONAL STRATEGIC PRIORITIES Importance of the Environment is recognized in all National Strategic Documents as a major strategic priority, (vide the National Strategic Reference Document , October 2006, the Pre-Budget Document , A Sustainable Development Strategy for the Maltese Island, , The National Strategic Plan for Research & Innovation, , 2010, Draft Further and Higher Education Strategy Document, by 2020). The link between environmental attractiveness and economic progress is repeatedly acknowledged. Out of 10 topics reviewed in the Analysis of Malta s Socio-Economy, at least 8 are directly or indirectly related to the Built Environment. In the same document, the SWOT analysis shows that out of 26 topics identified as weaknesses, 11 are related to the Built Environment, whilst one of the important threats is environmental degradation. The National Strategic Reference Document , October 2006, identifies an urgent need to address existing deficiencies in Malta s physical infrastructure environment, energy, transport. Strategic Objective 2 addresses the need to improve Malta s attractiveness and quality of life, via improvements in transport infrastructure, in the environment, energy and urban regeneration (four relevant themes out of a total of six).

14 One of the three central aims of A Sustainable Development Strategy for the Maltese Island, is the protection of the environment and the prudent use of natural resources. Through The Malta National Reform Programme (2005), the Maltese government identified the need for Malta to offer quality education as well as to respond to new occupational needs, key competences and future skill requirements. One major area targeted for reform is that of climate change, where government is targeting a decrease in greenhouse gases through energy saving techniques, especially within the building construction industry. The National Strategic Plan for Research & Innovation, , highlights the need for research in water, energy and environment. Environment and Energy Resources, including energy efficiency, water and waste rehabilitation technologies, are identified as one of the platforms of strategic importance. Energy is given the top ranking as an area of national interest and economic performance. Runner-up rankings are given to four other areas of relevance to the Faculty for the Built Environment, (out of six), including Water, Transport, Environment and Masonry. In the environmental technologies identified for strategic Government intervention, one finds solar heating, solar cooling, wind energy, energyefficient buildings, conservation of rainwater, water consumption technologies, waste rehabilitation technologies.

15 WHAT WE ALREADY HAVE: Architecture and Urban Design architectural and urban design, including history of architecture, theory of architecture, interior architecture and landscape architecture. Built Heritage conservation of the local built heritage, deterioration and repair interventions of heritage masonry structures, preservation of archaeological sites and historic landscapes, environmental issues in degradation mechanisms. Civil and Structural Engineering focusing on building structures, structural materials, geo-technical engineering, and focusing on building structures, structural materials, geo technical engineering, and marine and other civil engineering structures.

16 WHERE WE WANT TO GROW: Spatial Planning and Infrastructure focusing on sustainable planning and development, and on infrastructural issues of relevance to Malta, including urban and spatial planning, landscape planning, transport planning, water and mineral resources, solid and liquid waste management, geographic information systems applied to spatial planning, related public policies and EU legislation, and environmental impact assessments. Construction and Management sustainable construction processes and their management, including construction processes for buildings and engineering works, project and construction management, contracts and legislation, health and safety, cost control, real estate and geodetics. Environmental Design environmental performance of buildings, including topics of environmental performance, building engineering physics, energy efficiency, climate and building comfort, natural and artificial lighting and acoustic performance, and related building regulations, and building services systems.

17 Design-Oriented Oi dengineering i Curriculum as for other Built Environment professionals. In all of them, there is the desire to decide what you are going g to make before you make it, and that this requires the engineer (professional) to have a knowledge of science and scientific method, knowledge of construction materials and methods and imagination. (E.Happold, Design and the Profession, 1983). Happold takes this concept further, by sub-dividing design, into normal design and radical design radical design requiring the same knowledge as normal design, (or technician technology), but with, in addition, originality and invention, (E.Happold, The nature of structural engineering, 1992). Engineering is the creative end of science. To take it up, one has to do maths and physics, but the art side is usually ignored or played down (W.I.Liddell, 2000)

18 SOME EXAMPLES OF WORK IN CURRENT YEAR 4 AND YEAR 5

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36 And a World which sees art and engineering g as divided is not seeing the World as a whole E.Happold. A Personal Perception of Engineering in Great Engineers, D.Walker, 1987