OVERVIEW OF BACHELOR OF SCIENCE IN ARCHITECTURE

1. INTRODUCTION

Addis Ababa Science and Technology University (hence after, AASTU), is one of the new public universities of the country established to play as a forefront changing actor in the technological transformation of the country by creating strong linkage with industries. As it was stated in the Five-Year Growth and Transformation Plan (2010 – 2015 G.C), the establishment of well institutionalized and strong science and technology universities and institutes of technology will serve as a cornerstone to build an economically developed and industrialized state of Ethiopia. As a result, AASTU was founded in 2011 under the Directive of the Council of Ministers No. 216/2011 as well as amended by regulation numbers 314/2014 by admitting 2000 students the first batch in November 2011.

Since 2015, Addis Ababa Science and Technology University has been following nationally harmonized undergraduate programs curriculum. Now, it is time to change the curriculum to meet the requirements of accreditation which consists of continuous quality improvements (CQI).

In January 2016, the Ministry of Education (Education Strategy Center) developed a concept note to reform the education sector in accordance with the national vision and national development goals. Hence, one of the strategic plans proposed in the Ethiopian education road map has included common courses which account a total of 40 credit hours as a national requirement that led to the development of fundamental changes to the Ethiopian educational system.

In line with the given strategic direction of Ethiopian development, Addis Ababa Science and Technology University has a mission to be a problem solver of the industry, leading in the nation research, and delivering world-class education. To meet this mission, the university has given special attention to strengthen the academic sector by working towards accreditation of all undergraduate programs.

As a result of the above reasons, the university planned to revise the entire undergraduate program curriculum from the accreditation point of views. The goal of accreditation is to ensure the education provided by higher education to an acceptable level of quality. Therefore, this curriculum framework is developed based on the requirements of the     National Architecture Accrediting Board (NAAB) program accreditation.

1.1 Vision and Mission of the University

Vision

• To be internationally recognized Ethiopian hub of science and technology with a strong national commitment and significant continental impact by 2030.

Mission:

1          Delivering world-class education and training in strategically priority science and technology disciplines based on national economic demand,

2          Conducting problem-solving applied researches to support the productivity and competitiveness of industries,

3          Serving as a center for knowledge and technological adaptation, innovation and transfer,

4          Building the technical and managerial capabilities of industries, and

5          Building a national hub of science and technology

1.2 Rationale of the Program

Given that the building industry is a key sector on the way to industrialization, the architects have to play an important role in the on-going process of social and economic transformation. In order to fulfill this task the existing academic education has to be altered by:

• Structuring the education towards the needs of Ethiopia focusing on teaching and research on Ethiopian topics, both the values of history and culture, and the challenges and opportunities of the contemporary globalizing world

• Providing a solid foundation in the understanding of the reality of economic, cultural and environmental issues, strengthening the social responsibility of students
• Training competencies to work in team and communicate ideas in the media of language, text, drawing, statistics and models
• Enabling students to play their role as generalists and coordinator of interdisciplinary programs
• Defining closer links between practice and theory as a continuous exchange of needs and ideas between the academic and professional spheres.

1. BACKGROUND OF THE PROGRAM

2.1 Program Description

Decades ago, the Ethiopian government decided to set up many new Universities to meet the demographic challenge and provide the country’s growing industry with properly qualified engineers and architects. Addis Ababa Science and Technology University that is located at a distance of 25 km South-Eastern from Addis Ababa City center on Addis Ababa-Adama expressway is one of the plans. Currently, the University running with five Colleges; namely Applied Science, Architecture and Civil Engineering, Biological and Chemical Engineering, Electrical and Mechanical Engineering, Science and Natural Science.

Consequentially, Architecture is a department under the College of Architecture and Civil Engineering. It was launched in October 2011 at Engineering Faculty in School of Architecture and Urban Design based on the premise that there is a strong need for manpower in the field to realize the development plan of the nation. The program started to run with a 5 and half years curriculum offering a Bachelor of Science degree in Architecture. There were 2 lecturers and 6 assistant lecturers permanently and visiting guests’ lectures at the beginning of the program with 50 students admitted to teach on the time.

Today, the Department of Architecture missioned to be the center of excellence in teaching, research and consultancy in the fields of Architecture in the country and produce professionals’ services for the surrounding community effectively within a five-year program, that are socially responsible, globally competitive and responsive to the specific needs of Ethiopia.

The department has a vision of promoting democratic thinking, offering high-quality education and training, conducting need-based research and consultancy, and rendering community service to contribute to the development endeavors of the country. To achieve the above-stated visions, the department is moving towards better curricular and organizational readjustments.

Architecture program in Addis Ababa Science and Technology University, although still very young, is a vibrant program that serves as a point of reference to join the university for those students’ who planned to go their further studies in Architectural education. For this success, the Architecture department with diversified professionals’ staffs possesses excellent academic qualifications and professional credentials. Currently, the Department offers both Undergraduate and Postgraduate degrees.

In terms of the staff composition, the multi-faceted staff has been conceived to support the University’s programs (both academic and extra-curricular) to an international standard. The department staff members possess appropriate academic credentials. Furthermore, many are or have been practicing professionals’ projects and working their further studies in practical research. 

At this time, the students’ who are enrolling every year accounts a minimum of 80 students in both Bachelor and Master of Science degree to the department from the countrywide. As result of the program, its success in both before and following its graduation continues apace while maintaining its focus on student learning outcome, personal and professional of their success.

2.2 Definition of Architecture profession

Architecture is the art and science of designing and constructing buildings. A wider definition would include within its scope the design of the total built environment, from the macro-level of town planning, urban design, and landscape to the micro-level of furniture and product design. Architecture equally importantly, also refers to the product of such a design. The practice of Architecture is the act of planning and architectural designing, structural conceptualization, specifying, supervising and giving general administration and responsible direction to the erection, enlargement or alterations of buildings and built environments.

As a corollary to the first purpose mentioned, architectural education should also aspire to improve the quality of architectural output in general and architectural practice in particular. In addition to educating well-equipped graduates, this can be done by research (i.e. constantly expanding architectural knowledge), by setting good examples, by publishing and by fostering contacts with practices.

Architectural design in engineering structures or any part thereof; the scientific, aesthetic, and orderly coordination of all the processes which enter into the production of a complete building or structure, performed through the medium of unbiased preliminary studies of plans, consultations, specifications, conferences, evaluations, investigations, contract documents and oral advice and directions. Architecture is one of the key professions involved in shaping the built environment and urban space. Architectural education that prepares architects for a professional life should therefore, be seen, at least in the following contexts and the specific objectives about them:

• Social, cultural, political contexts
• Professional, technological, industrial contexts
• The World: local, global, ecological contexts
• Academic contexts: including science and knowledge in general.
• International contexts

Architecture is an interdisciplinary field that comprises several major components:  humanities, social and physical sciences, technology and the creative arts. The future of architecture also depends on an understanding and assimilation of the achievements of other disciplines and professions.

Although, like other branches of professional education, it is primarily assigned the task of educating future architects, architectural education is, generally, part of the university system and must adjust to and benefit from the traditions of the university, such as doing research and seeing the professional practice within the context of society and science.

The Department of Architecture aims to:

• Train Architects who are capable of practicing in architectural projects,
• Impart knowledge and skill in the field of architecture and produce qualified architects to satisfy the manpower needs of the country,
• Advance knowledge in the fields of architecture through research,
• Render all services, considered appropriate and best handled by the Department to the community of the region,
• Participate in the study and preservation of the architectural heritage of Ethiopia.

2.3 Shared Values of the Discipline and Profession

The program student must responds to the following values, all of which affect the education and development of architects. The response to each value must also identify how the program will continue to address these values as part of its long-range planning. These values are foundational, not exhaustive.

Design: Architects design better, safer, more equitable, resilient, and sustainable built environments. Design thinking and integrated design solutions are hallmarks of architecture education, the discipline, and the profession.

Environmental Stewardship and Professional Responsibility: Architects are responsible for the impact of their work on the natural world and on public health, safety, and welfare. As professionals and designers of the built environment, we embrace these responsibilities and act ethically to accomplish them.

Equity, Diversity, and Inclusion: Architects commit to equity and inclusion in the environments we design, the policies we adopt, the words we speak, the actions we take, and the respectful learning, teaching, and working environments we create. Architects seek fairness, diversity, and social justice in the profession and in society and support a range of pathways for students seeking access to an architecture education.

Knowledge and Innovation: Architects create and disseminate knowledge focused on design and the built environment in response to ever-changing conditions. New knowledge advances architecture as a cultural force, drives innovation, and prompts the continuous improvement of the discipline.

Leadership, Collaboration, and Community Engagement: Architects practice design as a collaborative, inclusive, creative, and empathetic enterprise with other disciplines, the communities we serve, and the clients for whom we work.

Lifelong Learning: Architects value educational breadth and depth, including a thorough understanding of the discipline’s body of knowledge, histories and theories, and architecture’s role in cultural, social, environmental, economic, and built contexts. The practice of architecture demands lifelong learning, which is a shared responsibility between academic and practice settings.

2. PROGRAM EDUCATION OUTCOME (PEO) / PROGRAM CRITERIA (PC)

The Program Education Outcome (PEO) describe accomplishments that program graduates are expected to attain within five years duration after graduation. Graduates will have applied their expertise to contemporary problem solving, be engaged professionally, and have continued to learn and adapt, and have contributed to their organizations through leadership and teamwork. More specifically, the objectives of the Bachelor of Science Degree in Architecture are to engage in critical thinking, acquire the knowledge, skills, and techniques needed for the genesis, nurturing, development and feasibility of ideas and, finally, master a wide range of media necessary to express and communicate them adequately after they graduate from Addis Ababa Science and Technology University from architecture department within five years.

These criteria seek to evaluate the outcomes of architecture programs and student work within their unique institutional, regional, national, international, and professional contexts, while encouraging innovative approaches to architecture education and professional preparation.

Table 1 Program Education Outcome (PEO)/Program Criteria (PC)

A program demonstrates how its curriculum, structure, and other experiences address the NAAB criteria based on (see for our PC reference detail see appendix 1).

Table 2: Mapping of PC with University Mission

3.1 Student Learning Objectives and Outcomes or Student Criteria (SC):

Undergraduate Architecture programs are measured through its attainment of the Student Learning Outcomes (SLO) or Student Performance Criteria (SPC) of its courses. The minimum standards for the Bachelor of Science in Architecture program after their degree program are expressed in the following minimum set of SPC: what students shall know, understand, and perform upon completing their course and/or program of study.

A program must demonstrate how it addresses the following criteria through program curricula and other experiences, with an emphasis on the articulation of learning objectives and assessment.

SC.1 Health, Safety, and Welfare in the Built Environment—the program ensures that students understand the impact of the built environment on human health, safety, and welfare at multiple scales, from buildings to cities.

SC.2 Professional Practice—the program ensures that students understand professional ethics, the regulatory requirements, the fundamental business processes relevant to architecture practice in the country, and the forces influencing change in these subjects.

SC.3 Regulatory Context—the program ensures that students understand the fundamental principles of life safety, land use, and current laws and regulations that apply to buildings and sites in the country, and the evaluative process architects use to comply with those laws and regulations as part of a project.

SC.4 Technical Knowledge—the program ensures that students understand the established and emerging systems, technologies, and assemblies of building construction, and the methods and criteria architects use to assess those technologies against the design, economics, and performance objectives of projects.

SC.5 Design Synthesis—the program ensures that students develop the ability to make design decisions within architectural projects while demonstrating synthesis of user requirements, regulatory requirements, site conditions, and accessible design, and consideration of the measurable environmental impacts of their design decisions.

SC.6 Building Integration—the program ensures that students develop the ability to make design decisions within architectural projects while demonstrating integration of building envelope systems and assemblies, structural systems, environmental control systems, life safety systems, and the measurable outcomes of building performance.

The knowledge and skills defined here represent those required to prepare our graduates for the path to internship, examination, and licensure and to engage in related fields. The program must provide student work as evidence that its graduates have satisfied each criterion

The NAAB establishes Student Performance Criteria to help international certificates (ICert) degree programs prepare students for the profession while encouraging educational practices suited to the individual degree program. The SPC are organized into realms to more easily understand the relationships between each criterion (for detail see Appendix 1).

Table 3: Mapping of PEO (student performance criteria)/ PO (Realms)

Figure 1 Course Mapping to Realms

3.2 Admission Requirements

3.2.1 Admission requirements for undergraduate regular program

The minimum admission requirements for the undergraduate regular program are as stated in the Senate legislation July 2017, Article 78. Hence, admission to the undergraduate programs of Addis Ababa Science and Technology University (AASTU) shall be based on the completion of the preparatory and obtaining the necessary pass marks in the Ethiopian Higher Education Entrance Examination (EHEE) or equivalent academic achievements from foreign countries as well as the STU entrance examination to be set by the MoSHE and/ or AASTU. Additionally,

• To join the department of Architecture the student should pass the entrance exam which is annually prepared by the department.
• Additionally an advance standing (portfolio on Art work, Computer Assisted Design and Drawing)
• Transfer from any accredited international and national higher institution for degree in Architecture program
• From TVET who pass COC exam for Level four and Advanced diploma up on decision by DC

3.4 Duration of the Study

The duration of study for an undergraduate degree in regular programs shall be five years for Architecture programs. The maximum total credit point for five years Bachelor program projected to be 190 Cr.hr including the freshman courses. The normal semester load is 17-19 credit hours. Accordingly, under normal circumstances, the five-year undergraduate Architecture programs shall have the following structures.

3.5 Medium of Instruction

English language will be the medium of instruction.

3.6 Mode of Delivery

The program will be delivered in full time and takes 5 years to complete.

Table 4 Structures of Undergraduate Regular Programs

3.7 Teaching and Learning Culture/Approach

Teaching and learning approach refers to the broad approaches to the learning and teaching activities. This may include a brief description of the range of teaching and learning methods employed and other innovative features of the program related to teaching and advising students. The teaching and learning methods may include student centered learning such as problem based learning, small group teaching, mini projects, group work, lectures, tutorial sessions, supervised study, student presentations, seminars, work-based learning, practical and development oriented design projects, readings and discussion, role-play, case study, laboratory based learning, computer based learning, invited speakers, independent studies, internship, field work, project work, practical, Industrial visits, interactive “blended: E-learning”, lectures by industry professionals, classes and demonstrations or a combination of these and others. There are many types of courses in the department: some of them are theoretical courses with a lecture, practical, and field visits design based courses with delivery method of Studio classes; for design-based courses such as Architectural Design and Urban courses depend on one to one approach, studio classes, site visits, and fieldwork.

The department will share the digital Library of the university. The Laboratory of Civil Engineering Department for demonstration purpose on Material Research and Testing to reinforce the acquisition of a deeper understanding of the properties of construction materials and soil types.

A dedicated lab center with the state of the technology and architectural materials that can be used for the instructional facility to the students and staff is more need.  In the future, an audiovisual room, infrastructure, and resources in Appendix 3 will be available for lecturing purposes.

3.8 Ethics and Conduct

A code of ethics and conduct establishes a professional standard of behavior that guides architects in the conduct of their practices. Architects should observe and follow the code of ethics and conduct for each jurisdiction in which they practice. Such ethics include:

1. General obligations: architects should maintain and advance their knowledge of the art and science of architecture, respect the body of architectural accomplishment, contribute to its growth, thoroughly consider the social and environmental impact of the professional activities and exercise learned and uncompromised professional judgment.
2. Obligations to the public: architects should embrace the spirit and letter of the law governing their professional affairs and should promote and serve the public interest in their personal and professional activities
3. Obligations to the client: architects should serve their clients competently and in a professional manner, and should exercise unprejudiced and unbiased judgment when performing all professional services
4. Obligations to the profession: architects should uphold the integrity and dignity of the profession

3.9 Registration / Licensing / Certification

The public has an interest in the quality of a sustainable built environment and the dangers and consequences associated with the development of that environment.  Registration, licensing, or certification is the official recognition of an individual’s qualification allowing her or him to practice as an architect associated with regulations preventing unqualified persons from performing certain functions.

3.10 Demonstration of Professional Knowledge and Ability

Every applicant for registration, licensing, or certification needs to be required to demonstrate an acceptable level of professional knowledge and ability to the relevant national authority. These qualifications have to be demonstrated by examination and or other evidence.

3. PROGRAM TYPE

Program type refers to be delivered regularly. The appropriateness and effectiveness of the type of the program to meet program objectives and award expectations; and the minimum and maximum length of the program for the regular program is as stated in the university’s senate legislation July 2017, (sub-articles 90.1.1 to 90.1.3 of Article 90). 

4.1 Normal Class Sizes for Architecture Courses per Section:

• Lecture class for undergraduate program _____________________________25
• Lab/Field sessions_______________________________________________15
• Tutorial and Consultation classes ___________________________________15

4.2 Assessment and Evaluation Mechanisms

Assessment and evaluation mechanisms refer to the range and variety of assessment methods oral examination, written examination, oral presentation, test, paper/essay, portfolio, report about an internship, report on fieldwork, continuous assessment, group or individual projects, summative assessment such as final exams, project, problem-solving assignments, senior essays, interactive computer and simulation assignments, and group presentations should be clearly indicated.

4.3 Grading system

Examinations are graded on the letter grading system as stated in the university senate legislation July 2017, Article 92. However, the grading system for industrial attachment/internship for four years program shall be described as excellent, very good, and good; the status description is based on the raw mark interval given in Table 5. 

Table 5: Grading System

4.4 Graduation Requirements

The graduation requirement for all undergraduate programs should satisfy the following minimum requirements as stated in the university’s senate legislation in July 2017, Article 109.

• All the required courses/Course s and the minimum credit hours set in the program curriculum by the respective academic unit should be satisfied, except to phase in and phase out the program.
• A cumulative grade point average CGPA of 2.00 must be obtained;
• A cumulative grade point average CGPA of 2.00 in major area courses;
• No” F” grade in any course/ Course  taken for the undergraduate program;
• The score pass mark for all courses which have Pass/Fail grade.

4.5 Degree Nomenclature

The degree to be awarded upon completion of the program is In English:

In English: 

“BACHELOR OF SCIENCE DEGREE IN ARCHITECTURE”

In Amharic:

“የሳይንስ ባችለር ዲግሪ በ ”አርክቴክቸር”

4.6 Course Coding

Every course shall be identified by a four-digit code preceded by four letters without any hyphen and space. Letters are home base (to which program/ department does the course belongs)

The course code should show:

• The first digit (1) represents the year (level) in which the course is given,
• The second digit (0) indicates the category number to which the course belongs,
• The last two digits () indicate the semester in which the course is given.
  • All courses given in the first semester represent by odd number (01, 03, 05, 07 )
  • All courses given in the second semester represent by even number (02, 04, 06, 08 )

Note: No space is needed between words and numbers.

4.7 List of Courses and Category

There are four course categories:

Category 0 = Common (National and University) and Supportive Courses,

Category 1 = Core/Compulsory Courses,

Category 2 = Core Elective Courses,

Category 3 = Stream / Focus Area Courses

For the programs that may have streams /focus area/, the student shall take a minimum of 12 credit hour focus area courses.

Table 6 Distribution of credit hours for all course categories

Table 7 List of the Courses

Table 8 Core Elective Courses

12* indicates numbering continuing from the previous table (core courses)

69** indicates numbering continuing from the previous table (core elective courses)

4.8 Course Breakdown for Regular Programs

This section includes the list of course sequences in each semester indicating the credit hour (Cr.hr), course lecture, and tutorial/Lab hours. The course breakdown for our undergraduate regular program in all semesters presented according to table 9-20 using a similar table format.

Table 9 Year I, Semester I Course Breakdown

Table 10  Year I, Semester II Course Breakdown

Table 11 Year II, Semester I Course Breakdown

Table 13 Year III, Semester I Course Breakdown

Table 14 Year III, Semester II Course Breakdown

Table 15 Year III, Semester III (summer) for 2 months Course Breakdown

Table 16 Year IV, Semester I Course Breakdown for Regular Program

Table 17 Year IV, Semester II Course Breakdown

Table 18 Year IV, Semester III (summer) for 2 months Course Breakdown

Table 19 Year V, Semester I Course Breakdown

Table 20 Year V, Semester II Course Breakdown

Table 21 Core Elective Courses

Conversion rate: from Cr.hr to ECTS is given as, 1ECTS=1.67Cr.hr.

4.9 Student Learning Time (SLT)

The credit value indicates the amount of time spent on teaching and learning activities for each course. The allocation of credit value and student learning time (SLT) is linked to the level of complexity, difficulty, and mastery required in the courses concerned.

For the purpose of the curriculum design, current practice specifies a notional of 40 hours of SLT for every credit. Thus for a three credits subject, a student is expected to allocate 120 hours of SLT on that subject.

Department of Architecture Staff profile

Table 1: Academic staffs’ profiles

Table 1: Architecture  department laboratory lists