Senior Lecturer in Architectural Technology (Course Leader)

Architectural Technology - UH-000426

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for <a href="http://www.hud.ac.uk/international">International Students can be found on their website</a>.<a href="http://www.hud.ac.uk/international">http://www.hud.ac.uk/international</a>
If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="http://www.hud.ac.uk/international/pre-sessionalenglishprogramme/">Pre-Sessional English Programmes.</a>
The University provides opportunities for the accreditation of prior learning (APL) as stated in <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">Section 3 of the Regulations for Awards.</a>
 The University’s general minimum entry requirements are specified in Section 1.5 of the <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-1/">Regulations for Awards</a>.
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available on the <a href="http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">disability services website.</a>  
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our <a href="http://www.hud.ac.uk/courses/">course finder website page</a>.




Candidates must be able to satisfy the general admissions requirements of the University of Huddersfield and the specific requirements of the course as follows:
Entry requirements for this course are normally one of the following:
<ul>
<li>BBB at A Level or equivalent</li>
<li>DDM in BTEC Level 3 Extended Diploma</li>
<li>104-112 UCAS tariff points from a combination of Level 3 qualifications</li>
<li>Pass Access to Higher Education Diploma with 45 Level 3 credits at Merit or above.</li>
<li>Pass International Baccalaureate with an overall score of 31 points.</li>
<li>Candidates for whom English is not the first language are required to have International English Language Testing System (IELTS) at a score of 6.0 overall and no less than 5.5 in any component (academic or general test).</li>
</ul>
A student seeking credit for advanced standing on the course under Section D3 of the University’s Regulations for Awards may claim accreditation for prior learning (APL) or for prior experiential learning (APEL) which is equivalent to that arising from relevant modules of study.  The School Accreditation and Validation Panel (SAVP) will look at each applicant individually to assess whether the applicant has acquired the necessary skills and knowledge deemed appropriate to be granted credit where applicable on the course. 
Mature and Overseas Students (considered on an individual basis)
Mature students with no or few formal qualifications will be considered for admission, but will be expected to show their aptitude and suitability for the course.
Applicants from non English speaking countries will be required to demonstrate that they have a suitable level of English, which would normally be a qualification such as IELTS at grade 6 or above, or equivalent and at least 5.5 in each component.

UH-000426 - Architectural Technology

Sandwich Year Out Optional

Sandwich Year Out

Foundation Optional

Foundation Compulsory

Foundation Core

Foundation Level

Honours Core

Honours Optional

Honours Compulsory

Honours Level

Intermediate Optional

Intermediate Core

Intermediate Compulsory

Intermediate Level

Structure

Diploma of Higher Education

Certificate of Higher Education

Bachelor of Science

An awareness of the Architectural Technologists' context within the wider construction industry, including the legal, business, social, economic, health and safety, cultural, technological,  physical, environmental, and global issues.  

Demonstrate the ability to critically and logically evaluate evidence and arguments and to apply that to the context of construction. 

Identify personal strengths, weaknesses and needs. 

Articulate ideas and information comprehensibly in oral and written forms. 

Demonstrate the ability to evaluate, implement and resolve design-related issues by exploring construction technology-driven solutions. 

Knowledge of the key concepts, theories and principles related to the Architectural Technology profession, including design concepts, information management (traditional and BIM based), building pathology, legal principles and regulatory requirements, construction contracts, construction technology, construction economics and procurement arrangements in the design and construction process. 

Evidence the preparation of professional reports in accordance with published conventions and/or client expectations. 

Understand the links between and interdisciplinary relationships within the related disciplines operating in the built and natural environments within the global context. 

Effective use of appropriate tools in visual communication (including BIM-based tools). 

Devise solutions to routine and unfamiliar problems by collecting, analysing and interpreting data. 

Awareness of the evolution of the role of the Architectural Technologist, along with the contemporary issues/trends that currently face the profession with regard to ethical considerations, globalisation and sustainability. 

Present ideas and work to audiences in a range of situations. 

Work effectively with others within the context of a multidisciplinary team. 

Evidence the collating, inputting and analysis of appropriate research data. 

Systematic understanding of the digital technologies and BIM tools that support the realisation of building design and construction. 

Demonstrate a comprehensive range of skills related to Architectural Technology with the ability to describe, evaluate and apply a variety of working methods. 

Study independently, set goals, manage own workloads and meet deadlines. 

·        The University’s Teaching and Learning Committee has the ultimate responsibility for quality and standards of teaching and learning in the University;




·        Validation takes place under the University regulations and Quality Assurance Procedures for taught courses. 




·        Periodic subject area reviews take place on a rolling quinquennial programme and focus inter alia on the arrangements for quality assurance management and enhancement, assessment and teaching and learning opportunities, C &amp; IT strategies, the articulation and assurance of standards, external examiner reports and evaluation, links with professional bodies, employers and other external organisations;




·        University ensures that arrangements for approval, validation and quality assurance of collaborative provision are of the same level as those expected for campus-based courses;




·        University strongly encourages student representation on all major committees within the University;




·        Staff development priorities in the University are based on achieving excellence in learning, teaching and scholarship;




·        Annual Evaluation of Courses is the responsibility of the School Board.  The Course Committee prepares an annual evaluation report that includes information under the following headings:
§  Outstanding issues from the previous year
§  Student achievement
§  Standards
§  Student learning opportunities/experience
§  Teaching and curriculum development
§  Student applications/enrolment
§  Management and resources
§  Summary of actions required




·        Reports are considered by the Annual Evaluation Committee, which includes a nominated representative of the University’s Teaching and Learning Committee.  The School Board considers the minutes and identifies any actions required at School level.  The School Board reports to the University’s Teaching and Learning Committee that, in turn, identifies any actions required at University level.




·        Amendments to course and module documents are considered by the School Accreditation and Validation Panel.




·        A Course Evaluation Questionnaire is distributed annually to students and the results considered by Course Committee




·        School Teaching &amp; Learning Committee oversees the development of teaching and learning in the school and offers small grants to staff to support research and innovation in teaching and learning




·        The Student Panel meets twice a year and matters of concern are reported to the Course Committee.




·        Each module is evaluated on an annual basis and a short report considered by the Course Committee




·        Students are represented on Student Panel and on Course Committees and School Board committees.

UH-000426

Please note:  This specification provides a concise summary of the main features of the Course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

<ul>
<li>Induction packs sent to students prior to arrival at University followed by an induction programme for orientation and introducing study skills at the beginning of term</li>
<li>Student handbook and on-line module guides</li>
<li>Site visits (optional)</li>
<li>Guest lecture</li>
<li>Specialist PCs &amp; specialised software facilities</li>
<li>Virtual learning environment</li>
<li>Personal academic tutor system</li>
<li>Peer mentorship schemes such as PAL (peer assisted learning) are used to offer friendly, impartial advice and assistance, by students, for students, answering the questions that are not always posed to the academics</li>
<li>Academic Skills Tutor</li>
</ul>
Personal development planning is inherent in all modules. The first year module TFA1011 ‘Construction Business’ will introduce the concept of PDP to the students and they will have opportunities to plan their development in subsequent years. This will enhance their learning and address issues in line with University policy on PDP and encourage independent active learning. The student records their reflective thinking relevant to their own practice and the context in which it is situated at all levels of study in their formative and summative assignments.   The Year Two module TIA1028 ‘Collaborative Project’ will provide the opportunity for the students to further develop their individual PDP in a collaborative environment and team role identification. Preparation for placement and career opportunities is delivered through modules at intermediate and honours level respectively. Professional practice assignments in the THA1030 module in the final year, prepares the student to be confident and to promote themselves and their work in a professional and ethical manner within their selected route and will encourage relationships with related professional bodies such as CIAT, with a view to obtaining recognised membership. PDP activities will be facilitated through e-Learning mechanisms in place at the University (VLE).