Postgraduate Student Handbook - 2022

Postgraduate Architecture & Urban Design

2022 HANDBOOK

Work by BAS Hons student Gabriel O’Donovan

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Table of Contents Welcome to Wits Welcome From the HOS............................ 6 An Esteemed History.............................. ...7 Transformation at Wits............................ ...8 Finding Your Way at Wits.......................... .9 Wits Campus Map................................... 10 The School & Resources Upgrading our Facilities........................... 14 Temporary Studios & Labs....................... 15 Classrooms............................................. 15 Pin-up Space & Studios.......................... 16 Computer Labs.......................................16 Online & Hybrid Learning......................... 17 Ulwazi...................................................... 19 Citrix Remote Access.............................. 19 Library and Archive..................................20 s’Fanakalo [we make].............................. 21 John Moffat & Temp. Studio Floor Plans.. 24 Theory and Practice.................................26 The Fassler Gallery...................................26 School Exhibitions................................... 27 Year-End Exhibit...................................... 28 Social Media and Public Channels...........28 Research Units........................................ 30 Administrative Staff.................................. 32 Academic Coordinators........................... 32 Other Academic Staff.............................. 32 Postgraduate Architectural Studies Pathways in Architecture & Urbanism...... 36 International Accreditation....................... 38 Studio Spaces......................................... 39 Bachelor of Architectural Studies with Honours Overview ............................................... 42 Strategic Objectives................................. 42 Outcomes................................................ 43 Timetables............................................... 43 Curriculum............................................... 45 Course Descriptions................................ 45 Semester Timetables............................... 46

Master of Architecture (Professional) Overview ............................................... 50 Strategic Objectives................................. 50 Outcomes................................................ 50 Timetables............................................... 51 Curriculum............................................... 52 Course Descriptions................................ 52 Aims........................................................ 53 Semester Timetables............................... 54 Master of Urban Design Teaching Approach & Design Culture..... ..66 Rules & Syllabuses................................ ..68 Registration........................................... ..69 Fees & Finances.................................... ..69 Code of Conduct..................................... 70 Original Work/Plagiarism.......................... 70 Assessment Policy.................................. 70 Deferred Exams....................................... 76 Marks and Results................................... 76 Progression Rules.................................. ..78 Exclusion ............................................... 78 Supplementary Exam Eligibility................ 80 Supplementary Exams............................. 81 Printing & Material Costs......................... 81 Laptops................................................... 82 Student Life & Support Student Support...................................... 86 Mandatory Vaccination Policy.................. 86 Student Accommodation......................... 86 Class Representatives............................. 86 Communication....................................... 87 Security................................................... 87 Digital Work............................................. 87 Office Hours............................................ 87 ADU........................................................ 87 Campus Health....................................... 88 CCDU...................................................... 88 Gender Equality Office............................. 89 Disability Rights Unit................................ 89 SRC........................................................ 89 Covid-19 Support...................................90 Navigating Student Issues at Wits............ 92 Primary Contacts................................... 94

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WELCOME TO WITS

A. Stipanov, 2016

A Century of Impact This year, Wits turns 100 years old. What would eventually evolve into today’s School of Architecture and Planning has been there since the beginning. Students in our programmes now are the next generation of impactful practitioners which have, to date, contributed to a century of impact.

The Department of Architecture (now School of Architecture and Planning) was founded in 1922 and is among the oldest on the African continent.

The intellectual heritage of theory and practice was established by the architect Professor G.E. Pearse who published the ground-breaking work Eighteenth Century Architecture in South Africa (1933). He was the first Professor of Architecture in South Africa, and his seminal work and measured drawings set the standard for architectural studies in the country. In a similar historical vein, the architect Rex Martienssen is

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recognised as one of the founders of the Zerohour Group and was linked to the introduction of the modern movement in architecture to South Africa. We recognise Lionel “Rusty” Bernstein (B. Arch 1936), the anti-apartheid activist and member of the South African Communist Party and ANC, who was charged with high treason in 1956. Gilbert Herbert (B. Arch 1947), the Baker Scholar for 1947, produced the central history of modernism in the country, Martienssen & the International Style (1974). We also recall Denise ScottBrown, whose work with the historian Robert Venturi and architect Steven Izenour, Learning From Las Vegas (1972), changed the face of modern architectural practice and education in the middle of the twentieth century with reverberating influences that continue today. Clive Chipkin (1929–2021), a Wits graduate of 1954, produced the key architecture volumes on the city, Johannesburg Style and Johannesburg Transition.

In 1959 the Department of Architecture, together with the Department of Fine Arts moved into what is still our current home, designed by Professor John Fassler, after whom our gallery is now named, in association with the staff members of the Department at the time. The John Moffat Building was the first of the buildings to be completed in the University’s post-war building programme, and is named after a Johannesburg architect who bequeathed a small fortune to the university.

Urban planning at Wits traces its origins to the 1938 Congress on Town Planning held

by Architectural Students’ Society of the University of the Witwatersrand. In 1942, the then Faculty of Architecture introduced a part-time post graduate Diploma in Town Planning. The Department of Architecture introduced the country’s first full time Bachelor’s degree in Planning in 1965, and a separate Department of Town and Regional Planning was formed in 1967.

Further degrees were introduced in the 1980s and 1990s, setting up the current offerings of both undergraduate and postgraduate study.

In 2001, the former departments of Architecture and Town and Regional Planning amalgamated to form the School of Architecture and Planning. The School maintains the studio-based tradition which is now almost 90 years old, and is among the most widely recognised in Africa.

With a view to equipping students to shape the future in our professions, and to contribute to the sustainable growth of their communities, SoAP’s intensive curricula, in addition to its research centres, explore the emergent territories of knowledge in these fields. Existing and future scholars and practitioners, operating in national and international arenas, are convened at

our School to explore the full spectrum of current trends in design and planning, to find solutions to the challenges of global urbanism, urbanisation and urbanity, in balance with the diverse natural ecologies.

At SoAP, from the time of enrolment, students are immersed in lectures on ecological design and planning, on technology and innovation in the built environment, attending colloquia on critical theory and debating the discourses related to policies, spatial studies, urban management and governance.

Underpinning our ethos as a School is an intent of influencing policy through advocacy and research, particularly in urban spatial transformation, sustainable development, affordable housing provision, social justice, and the right of all citizens to access the city. This learning experience enables students to develop the necessary skillset essential for success in architectural and planning practice, and to understand important ethical issues, adopting an imaginative engagement with what is pertinent to our contemporary context.

We are proud of our century-long history, and are confident that today’s students will continue to shape the professions of architecture and urban planning for centuries to come.

Welcome to Wits.

Prof. Nnamdi Elleh Head of School

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Transformation at Wits At Wits University, transformation is understood as a process essential to sustained academic excellence – through continuous assessment and renewal in the support services, as well as through teaching, learning, research and social engagement undertaken by the University.

Transformation at Wits refers to processes of change in our curricula so that it reflects diverse sources of the best forms of knowledge from within South Africa, Africa and across the world as well as the use of different teaching methodologies, diversification of the demographic profile of both our staff and students without compromising on merit, qualifications and standards as well as an inclusive institutional culture which is characterized by a nurturing, supportive and inclusive environment necessary for the realization of academic excellence. An Executive Statement on Accelerating Transformation

South West Engineering Building

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has been issued by the Vice Chancellor, with a strategic plan based on three premises: that a broad definition of transformation is necessary at Wits; that “colour-blind” interactions represent a deeper problem than overt racism; and that it is necessary to remain cognisant of the constraints and trade-offs involved in driving a transformation agenda.

The School maintains a standing Transformation Committee, which seeks to proactively address some of the difficult challenges posed by the inequalities of South African society. Through the Committee, the School takes measures to assist students in need where possible, investigates teaching methods that can unlock various ways of learning, and explores the decolonisation of our curricula.

More information about the University’s transformation policy can be found at the Transformation Office available at https:// www.wits.ac.za/transformationoffice/

WITS 90 year celebration

Finding Your Way at Wits Support services offered by the university are outlined in the Student Life & Support section of this handbook.

A tentative timetable is included in this handbook, however students are advised venues are not always confirmed until just before classes begin, and the final timetable will be available at School of Architecture & Planning reception desk in the John Moffat Building.

While some courses are offered from our own John Moffat Building and Extension, many of the lectures are held elsewhere on campus. Timetables often use the abbreviations listed to the right to indicate the building venue.

Wits has easy access to Braamfontein which offers good public transport, shopping and leisure spaces. Juta Street is one of the city’s most exciting cultural strips. Students are encouraged to make the most of this location and to sign up for notifications of First Thursdays and Wits Art Museum events. There are also some co-work spaces popping up in these neighbourhoods, as well as on campus in the PPS lounge.

Building Abbreviations: B BPB CB

CCDU

CLM CM DDC DWH FH GLS H JM JME NWE OLS OMS P RW SMH

SWE UB WB WSOA WSS

Biology Building Bernard Price Building Robert Subokwe Block (formerly Central Block) Counselling & Career Development Unit Commerce, Law & Management Chamber of Mines DJ Du Plessis Centre David Webster Hall Flower Hall Geology and Mining Hillman Building John Moffat Building John Moffat Extension North West Engineering Building Oppenheimer Life Sciences Old Mutual Sports Hall Physics Building Richard Ward Building Solomon Mahlangu House (formerly Senate House) South West Engineering Building Umthombo Building Wartenweiler Library Basement Wits School of Arts Wits Science Stadium

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Wits Campus Map

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North Prefab (temporary studios & CAD lab) JME (under renovation) Yale Telescope (temporary studios)

JME (under John Moffat renovation) Building

“Link” Building (under construction)

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John Moffat from pond. Image by H. Tarmahomed

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THE SCHOOL & RESOURCES

Upgrading Our Facilities The Department of Architecture has been situated in the John Moffat Building on the Wits East Campus since 1959. The building is considered a work of Modern Movement heritage. In the mid-1970s, a second building, connected to the John Moffat Building, and called the John Moffat Extension (JME), was built to provide substantially larger studio spaces. As most studios moved out of the John Moffat Building and into the JME, some of the former studio spaces within the historical

Schematic diagram for the JME renovations

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building were converted to offices and seminar rooms. A further addition to the complex shared between the School of Architecture and Planning and the School of Construction Economics & Management (CEM) was added in the late 2000s, though this building is used almost exclusively by CEM. In 2022, many of the physical spaces the School would normally use are under renovation, or out of use due to new and ongoing construction. The intention of the construction work is to achieve an

integrated Built Environment Precinct, with a new link building to connect CEM, John Moffat, and JME. The new scheme prioritises social spaces, shared breakaway spaces for CEM and SoAP, and provides accommodation for new computer labs and studios, as well as a postgraduate hub.

It is a phased approach; the first phase will be in construction during the 2022 academic year.

Temporary Studios & Labs To deal with the displacement caused by the ongoing renovation and construction, some temporary studio spaces have been set up in the Yale Telescope Building, and in half of what is referred to as the North Prefab Building, just to the north of JME. These studios are given to students as active work spaces, subject to COVID protocols, and should be treated as such.

Due to limited space, and the ongoing COVID pandemic, studios will be used on a rotational basis in 2022, with only small groups of students coming in at a time for timetabled sessions with lecturers.

Because architecture is a productionbased discipline, over time the studios can get messy. Students should maintain a protocol of keeping any work they want to save in studio on top of tables or in their lockers; anything on the floor risks being thrown out during routine cleaning.

Students are also asked to safeguard these spaces as much as possible, keeping lockable doors locked, looking out for each others’ possessions, and alerting Campus Control if unauthorised users are present.

The North Prefab will also house the School’s full-size computer lab, replacing the lab that has temporarily moved out of JME to accommodate the renovation. The

computer lab will maintain either a small number of computers for physical access and a large number of computers for remote access, or may open the entire lab for physical access, depending on COVID risk factors.

Classrooms Although the School’s home is the John Moffat Building and Extension, it does not have exclusive use of them. The primary lecture halls are booked centrally by the university, and thus these are open for use from any programme which reserves them. These rooms include A1 (the Dorothy Suskind Auditorium), A2, and A3, all located off the main foyer on the ground floor of John Moffat.

The remaining classroom venues are for the exclusive use of the School of Architecture & Planning, unless reserved by an external entity and approved by the Head of School.

These include smaller classrooms such as: A4 at the end of the east wing on the lower ground floor of John Moffat; the Postgraduate Seminar Room (PGSR) off the middle corridor of the John Moffat lower ground level; the Fist Floor Seminar Room (FFSR) at the end of the west wing on the first floor; the Old Seminar Room (OSR) in room 231 on the second floor, south wing, and the New Seminar Room (NSR), located at the end of the east wing of the second floor.

A small structure in the John Moffat courtyard, accessed from the upper ground floor of John Moffat, is reserved for students from the School of Construction Economics and Management. This building will be demolished after the new construction is complete, as a new space to house the CEM computer lab will be completed by the end of the year.

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Pin-up Spaces & Studios

Computer Labs

Pin-up spaces will be in relatively short supply in 2022, due to the temporary studios. However, many pin-ups may be organised digitally, so can be conducted remotely.

There are four computer labs in the John Moffat Building and Extension, three of which are designated for students of the School (the fourth is designated for students from the School of Construction Economics & Management). The three designated for the School of Architecture & Planning, including the Main CAD Lab, Computer Lab 2 and Computer Lab 3, have the same software installed on all machines, allowing students to utilise any one of them if another lab is full or in use.

In the lower ground floor of the John Moffat Building, there is a shared postgraduate studio which is reserved for Masters students in architecture and the urban planning disciplines. Two studios are also reserved for urban planning students on the second floor of John Moffat. Because these were formerly known as Town and Regional Planning studios, they go by the abbreviation TRP1 and TRP2.

The John Moffat foyer (the main lobby) is also used for pin-ups and events.

Hotel KwaThema, BAS Honours studio, 2019 Hotel

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In all computer labs, the rules which students must abide by are posted in visible areas. These rules exist not to be overly restrictive, but to preserve the professional nature of the labs, maintain the equipment, and provide security. It is important to note that use of the computer

labs is a privilege granted to students when they enroll, but not an absolute right. Thus, anyone found to be in violation of any of the rules of use may have their privileges revoked and will be prohibited from using the computer labs.

The Main CAD Lab, temporarily located in the North Prefab Building, may have fluctuating hours due to changing COVID protocols. It contains 109 computers, and is only open to students from the School of Architecture & Planning; students from other disciplines or guests are not allowed inside. Regardless of the status of physical access to the Main CAD Lab, login access will always be available remotely using the Citrix Remote Access system (see the next section for details).

The Main CAD Lab may be used for teaching larger classes, if physical access without social distancing becomes possible. If this occurs, a timetable of when the lab is in use by courses will be posted at the entrance to the lab, and on Ulwazi.

The Main CAD Lab has both standard-size and large-format scanning and printing capabilities. The office of the School’s IT officer is located at the entrance to the lab, and assistance may sometimes be available. However, students should not rely on the continuous presence of the IT officer, and must plan to complete printing or other IT-related tasks well ahead of time to avoid problems or backlogs.

The Small CAD Lab is located on the second floor of the John Moffat Building, in the south wing, room 229. It is open daily during academic terms from 08:00-16:30, and has 25 computers. It is generally not used for teaching purposes, so use is not restricted during opening hours.

The GIS Lab is also located on the second floor of the John Moffat Building, in the south wing, room 226. It is also open daily during academic terms from 08:00-16:30, and has 20 computers, but is sometimes used for teaching purposes, particularly in the urban planning programmes, so use is restricted during teaching times.

A timetable is posted at the entrance.

Although the full suite of architectural software is available on machines in this lab, it is the only lab with ArcGIS installed on the computers, and for that reason students needing ArcGIS capabilities take priority in this lab.

Software common to the architecture and planning disciplines is licensed for use on all computers, including: • ArcGIS (only in the Main & GIS Labs) • Adobe Creative Suite • AutoCAD • Fusion360 • IES • Maya • Microsoft Office Suite • Revit • Rhino • SketchUp • TinkerCAD • 3DS Max

Online & Hybrid Learning Since the introduction of online teaching & learning following the COVID lockdowns of 2020 and 2021, the School has invested heavily in the infrastructure and tools to facilitate online learning. Many of these changes will become permanent, such as using the Ulwazi learning platform (see the section on Ulwazi), the introduction of video-based content, interactive surveys, and some forms of digital pin-ups and presentations. The use of drawing platforms such as Miro or Padlet enable

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Top of Library Lawns

presentations to be made and critiqued online if the project type or conditions require.

In 2022, Wits will be undertaking hybrid forms of learning, with some activities remaining online, and others happening in-person, in limited group sizes. Students should assume that access to the Wits campus will be necessary throughout the year, though not necessarily as frequently as would be necessary under full in-person learning. Accessing campus will require students and staff alike to abide by the mandatory vaccination policy (see the Mandatory Vaccination Policy section).

Access to specific facilities will be coordinated and potentially limited due to COVID protocols. In most cases, large lectures will remain online, but small group meetings, crit sessions, and some tutorial sessions may be conducted in-person.

Each course will structure its learning

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methods according to the content and type of activities undertaken. There will not be a “one size fits all” approach; rather, lecturers will communicate the teaching & learning methods on a course-by-course basis.

To facilitate online learning, students will need to use online or free installed software on their personal devices. Most commonly, this includes Ulwazi (online), Microsoft Teams (online or installed as an app), and Miro (online or installed as an app).

While each lecturer may have their own methods, and the onus is on the student to know the protocols for each and every course, the School does make efforts to streamline the different tools that can be used for online teaching and learning, so that students do not get overwhelmed with new methods, apps, or software. For as long as remote learning continues, the School will also maintain remote access to the SoAP server, so that students can log

into a Wits computer and access all the software installed on it from anywhere using the Citrix Remote Access system (see the Citrix Remote Access section).

The School also recognises that it is important for students and staff alike to maintain some kind of balance between academic activities and their personal lives – something which can get complicated when studying or working from home. For this reason, the School continues to run a regular timetable of classes, similar to what would happen in face-to-face teaching.

Students are encouraged to connect to live streams whenever possible, and to use the timetable as a guide for planning your studies. The availability of content online should not be used as a reason to skip livestreamed lectures, tutorials or other events; it should be used as a backup plan in case problems occur, and as an archive of study material.

Ulwazi means “knowledge” or “information” in seSotho, isiXhosa and isiZulu, and is the Canvas Learning Management System unique to Wits. Each course run at Wits has an Ulwazi site, which allows access to course information. The courses will automatically show up on a students’ profile once registered, and are a digital repository of course documentation.

In addition to the sites for each course, the School maintains a SoAP Student Affairs Ulwazi page. This page is used to post relevant announcements, provide links to important documents, references, policies, and to be a hub of information for

students. Although many relevant links and documents are given to incoming students during Orientation Week, students do not often realise the value of them or the importance of the information contained in them until well into their studies. The SoAP Student Affairs Ulwazi site acts as a repository of this information, which students can access at any time, and should use as a first point of contact when questions arise. For help and how-toguides about Ulwazi, go to: https://www. wits.ac.za/ulwazi/ To log into Ulwazi, either click on the Ulwazi image above, or go to: https://ulwazi.wits.ac.za/

Citrix Remote Access A remote networking lab is active in the School, using Citrix software. The Citrix Virtual Lab enables students to access the School’s software and computing power remotely, as if sitting in a physical lab, using only an internet connection. Thus, students may use tablets or affordable laptops with poorer specs to log onto a machine housed within the School via the internet. This then allows the computing power of the host machine to be utilised, regardless of the specs of the device used by the student.

It also allows full access to the Wits and SoAP network, so that software licenses can be accessed remotely to complete digital assignments.

Currently, 100 licenses of Citrix are available, so that up to 100 students at a time can access the School’s server remotely, with the ability to use the School’s software licenses from any device.

To log on to Citrix, go to: https://apps. mech.wits.ac.za/vpn/index.html

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Library & Archive The School of Architecture & Planning has an in-house branch library, the Martienssen Library, part of the Wits University Library system. The library, overseen by librarian Bongi Mphuti, is located in the south wing of the first floor of the John Moffat Building, and it is open during the following hours during regular academic terms, subject to change if COVID protocols require: Monday Tuesday Wednesday Thursday Friday Saturday Sunday

08:00-21:00 08:00-17:00 09:00-21:00 08:00-17:00 08:00-17:00 08:30-12:30 Saturday closed

Outside of academic terms, the library closes at 17:00 on weekdays and is closed on weekends.

Martienssen Library; photo by G. Gantner

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The library resources are comprised of: • a physical and e-book collection, mainly focused on architecture, urban design, planning and construction that comprises approximately 27,000 volumes; • the entire collection of thesis documents emerging from the graduate programmes in the School and School of Construction Economics & Management; • online product specifications and catalogues; • copying and scanning facilities; • desktop workstations; • on-loan Kindles; • all required reference material such as dictionaries, codes of practice and standards (SANS); a wide range of paper copies of local and international journals.

• Online journal subscriptions including The Architectural Review, The South African Architectural Review, Detail Magazine and dozens more.

Additionally, the Martienssen Library houses one of the preeminent architectural archives in Africa, with a collection dating back to 1922, including many earlier volumes. The School has collected architectural drawings since its inception, and has built a digital catalogue of the archive available at: http://wiredspace.wits.ac.za/ handle/10539/10306 The library contains a wealth of information that students are highly encouraged to exploit. We encourage and support rigorous academic research from primary sources. Utilising these resources effectively is perhaps one of the most important ways to enhance your educational experience at Wits.

Guests are not allowed inside.

s’Fanakalo [we make] The s’Fanakalo makerspace is located on Level A in the John Moffat Extension

and will remain accessible from the exterior during the JME renovations. It consists of a digital lab containing a variety of 3D printers, laser cutters, printing presses and a CNC (computernumerical-controlled) milling machine, as well as a traditional woodworking and metalworking equipment. The s’Fanakalo makerspace also explores interdisciplinary research, such as the relationship between architecture, visual arts, filmmaking and open source technology.

Making is integral to the teaching and learning at the School and serves as an extension to the design, construction, structures and representation studios.

The aim of the makerspace is to facilitate fabrication and production as a critical thinking tool, a way of developing embodied understandings of design processes from conception to realisation, construction technologies, materials, and processes of making.

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s’Fanakalo Staff In times not subject to COVID restrictions, the s’Fanakalo makerspace is enabled by three academic staff and one full-time support staff member. Workshop staff have experience in model making, fabrication and fine arts, and will support and assist students in finding solutions to their representation and fabrication concerns.

The staff supervise and train students on the use of particular machinery. Due to capacity issues, some machinery may have restricted use, and students are advised to consult with the s’Fanakalo staff ahead of time to make arrangements.

Material Bank & Sample Library The digital fabrication lab contains a model material bank which has a wide range of offcuts of cardboards, coloured paper, Perspex, balsa, polystyrene, MDF,

Student digital fabrication project by D. Powell

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Masonite, Corex and styrene. These materials are donated by students when they have unwanted materials, unneeded surplus or offcuts and are used and distributed to undergraduate students, free of charge on the basis of need. The digital fabrication lab houses a material sample library with a wide variety of laser cutting materials, from cardboards to specialist plastics and timbers.

Equipment The s’Fanakalo maker space has a range of equipment and machinery available, which students may use under supervision and with appropriate training. See the following page for the equipment list.

A student using the s’Fanakalo machinery

Digital Fabrication Laboratory • 1x CNC milling machine; • 1x sla 3d printer; • 3x 3d filament printer; • 1x 3d powder printer; • 3x laser cutters; • 1x vinyl cutter; • 2x etching presses; • 1x light box; • 1x rotatory cutter; • 1x guillotine; • 1 x large cutting table, steel rulers, • T-squares and cutting knives.

Timber and Metal Workshop • 2 wood turning lathes; • 3 x large band saws; • 1 x small band saws; • 2x table saws; • 3x pedestal drills; • Various power tools; • Various hand tools;

• • • • • • •

1x thicknesser; 1x jointer; 1x compressor and spray equipment; 1x arc welder; 1 x oxy acetylene torch; 3x bench grinders; 2 x belt sanders;

Access Due to health and safety concerns, access to any of the equipment is only granted after students have completed training in the relevant machinery and can demonstrate that they can use it safely and correctly.

Furthermore, due to COVID restrictions and protocols, access to the machinery and equipment will be by appointment only.

Staff will have dedicated time slots which students may book in advance

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John Moffat & Temporary Studio Floor Plans in 2022 st

1 year studio

Computer Lab

Workshop Access

Digital Fabrication

Workshop

(not accessible)

JME Level A / North JME Level A Prefab Building Ground

Level C (not accessible)

A4

rd

3 Year BAS Studio Level B (not accessible)

BSR

SARChi

JME Levels B &C / JM Lower Ground JM Lower Ground Floor / JME Levels B/ Yale & CTelescope Ground

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Key Classroom spaces Studio Spaces Computer Labs Library Level C (not accessible)

A4 nd

2 Year Studio

rd

3 Year BAS Studio

JM A8 Main CAD Lab (not accessible) Level B (not accessible)

BSR

BAS Hons Studio A3 Level D (not accessible)

SARChi A2

A1

JME Levels B &C / JM Lower Ground / Yale Telescope Ground

JM

Key Classroom spaces Ground Studio FloorSpaces / JME Levels D & E Computer Labs JME Levels D & E / JM Ground / Yale Telescope Upper Floor Library

nd

2 Year Studio

Main CAD Lab (not accessible)

BAS Hons Studio

JM A8 FFSR

TRP Studios

A3

NSR

Level LevelFD (not (notaccessible) accessible) A2 OSR A1

Martinessen Library

GIS Lab

Small CAD Lab JME Level F / JM First Floor JME Levels D & E Level / JM Ground JM First Floor / JME F / Yale Telescope Upper Floor

JM Second Floor

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TRP Studios

NSR

OSR

GIS Lab

Small CAD Lab

JM Second Floor JM Second Floor

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Theory & Practice

Fassler Gallery

The fields of architecture and planning are constantly evolving. Theory and Practice is a series of programmes aimed at bringing practitioners in architecture and planning, and scholars, together in order to teach and learn about current practices. The School prides itself on curricula that equip students to perform in the economy, with relevant and transactable skills. Essential to this commitment is a dialogue with the professions, requiring discussion on changing trends and collaborative partnerships between academia and practice so that the university becomes a primary facilitator in promoting innovation.

The School’s Theory and Practice programmes include exhibitions, seminars and colloquia, short courses and studios, and student competitions. SoAP has a dedicated curatorial team to work on regular exhibitions of student work and practitioners in the fields of architecture and planning.

A small gallery space in the foyer next to the School’s reception was established in 2002, and named after the architect John Fassler, who was Head of School for 20 years from 1948-1968. The gallery’s design includes transparent walls and rotating panels; coupled with it’s prime position in the building, it is specifically designed to encourage casual interaction with students on a daily basis.

Exhibits rotate throughout the year, and formal events are often scheduled to correspond with a new exhibit opening.

Students are encouraged to attend these events and browse the exhibits as part of their education.

For larger exhibitions, the John Moffat Foyer becomes an extension of the gallery.

Digital exhibit of 2nd year BAS student work

Exhibitions Making is an important part of what we do as designers and researchers in the architectural and planning disciplines. We encourage students to feel comfortable with the communication of their ideas.

The lessons learnt from presenting and representing a cohesive body of work are important for an architect and planner’s skill set. Regular School pinups and exhibitions enable students to curate, present, see and compare one other’s work, as well as showcasing the work to a wider public. We also host exhibitions from practitioners around the world in the John Moffat Foyer and Fassler Gallery, and more recently through digital platforms. This exposes the students to the cutting edge architectural, planning and urban design work presented by leaders in these fields.

From 2020 onwards, in response to

the COVID-19 pandemic, the usual ways of presenting on paper have been greatly diversified and use of various digital methods and multimedia has expanded. The School’s online platforms support multiple ways of presenting.

Over and above the presentation of digital architectural and planning posters, students are able to experiment with alternative media as part of their presentations. These platforms have a presence which is accessible locally and globally, so student exhibitions from the School could be viewed globally.

To see the latest online exhibitions, go to: https://www.wits.ac.za/archplan/theoryand-practice/exhibitions-theory-andpractice-series/

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Year-End Exhibit

Social Media & Youtube

At the end of each academic year, the tradition has been to have an exhibition of the work of the graduating students.

In recent years this has been expanded to an All School Exhibition, showcasing the work of architecture and planning programmes across the undergraduate and postgraduate degrees. This event allows students to connect with professionals who come to see the work done at Wits.

For exhibition and other school news please follow our public channels below:

With a commitment to an ethos of sustainable practice, the exhibition stands are handmade from recycled materials by students and staff. The pandemic has called for adaptions in the spaces of teaching and learning. In 2020, the end of year exhibition was moved to a virtual platform. An archive of exhibitions held at SoAP can be viewed on our website at the link: https://www.wits.ac.za/archplan/ theory-and-practice/exhibitions-theoryand-practice-series/

2019 All-School Exhibition

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Website Home: https://www.wits.ac.za/archplan/ Events and Public Lecture Programme: https://www.wits.ac.za/archplan/events/ Follow our Facebook page: Wits University - School of Architecture and Planning Instagram: @witssoap Twitter: https://twitter.com/witssoap Wits SoAP’s official YouTube channel: https://www.youtube.com/channel/ UCEcGU9KkVKUa8ErYP45cruw

Student project: Zanre van der Walt

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Research Units The School is has a strong reputation for research, and is the host of two specialised research units: • The Centre for Urbanism and Built Environment Studies (CUBES) • The South African Research Chair in Spatial Analysis and City Planning SARChi) CUBES The Centre for Urbanism and Built Environment Studies (CUBES) is a platform for urban research, learning and civic engagement located in the School of Architecture and Planning. CUBES leads research that considers how urban citizens and marginalised people are affected by the material realities of cities, built environments at different scales, access to urban goods and spaces, and contestations over urban

John Moffat Building SA Architectural Record Nov 1959

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physical and political orders. CUBES values critical reflection on existing practices of development, planning and architecture, which are often at risk of excluding the poor in their quest to maintain order and formalize contemporary cities. CUBES’s three integrated activity areas are: • Grounded research • Education and mentoring • Civic engagement and activism These activities include institutional and community partnerships, and research programmes that engage students of different degree programmes. Communityoriented City Studios are core activities which link research, engagement/activism and education. CUBES also organises conferences, exhibitions and the weekly Faces of the City Seminar series, run jointly with the NRF Chair in Spatial Analysis and City Planning, the Gauteng City Region

Public lecture; photo by P. Santos

Observatory (GCRO) and the Wits City Institute. For more information, see: https://www.wits.ac.za/cubes/ SARChi The South African Research Chair (SARChi) in Spatial Analysis and City Planning is a National Research Foundation funded research chair located in the School of Architecture & Planning. The Chair was established in 2010, and seeks to engage with the challenges of rapid urbanisation in the Global South, and especially the development of large and complex cityregions that pose considerable dilemmas for planning and urban management.

The Chair seeks to undertake research that supports, develops and promotes forms of development planning that will contribute to making cities in poor and middle-income countries more livable, sustainable, efficient

and equitable. In doing so, it undertakes both scholarly and policy research and seeks to build bridges between these two sectors.

The Research Chair also has a host of other activities that include: • contributions to local and international scholarship; • the mentorship and supervision of emerging scholars; • the development of research partnerships with agencies in the public and private sectors; and • the establishment of forums for communication, dialoguing and exchange, that include Urban Labs, Colloquiums and discussions For more information, see: https://www.wits.ac.za/sacp/

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Administrative Staff The administrative staff of the School often operates behind the scenes from a student’s perspective. Initial inquiries of any topic related to the BAS and BSc URP degree programmes may be directed to the undergraduate administrator, located at the reception desk. Below are the administrative staff members who may regularly deal directly with students and organise events.

Architecture Programme Director Garret Gantner BSAS, M.Arch, PrArch (SA, USA), LEED AP Senior Lecturer garret.gantner@wits.ac.za M.Arch Prof Convenor Hilton Judin BA, B.Arch, PhD Adjunct Professor hilton.judin1@wits.ac.za

Undergraduate Administrator Veronica Fisher Senior Secretary veronica.fisher@wits.ac.za

M.UD Degree Convenor Solam Mkhabela Lecturer solam.mkhabela@wits.ac.za

Postgraduate Administrator Siphokazi Makhaye Administrative Officer siphokazi.makhaye@wits.ac.za

BAS Hons Degree Convenor Kirsten Dormann Dipl.-Ing, M.Arch, PrArch (SA) Lecturer kirsten.dormann@wits.ac.za

Clerical Assistant Batseba Qwabe batseba.qwabe@wits.ac.za Director of Administration Motsei Choabi motsei.choabi@wits.ac.za Programme Coordinator [position vacant] SARChi Programme Administrator Thammy Jezile thammy.jezile@wits.ac.za IT Technician Steven Blumberg steven.blumberg@wits.ac.za

Academic Coordinators Coordinators and degree convenors are academic staff members responsible for the implementation of academic activites in their respective portfolios. Students may not regularly interact with them, but they are a point of contact if major issues arise.

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Head of School and Professor Nnamdi Elleh BSAS, M.Arch, PhD namdi.elleh@wits.ac.za

BAS Degree Convenor Sechaba Maape BAS, M.Arch, PhD Senior Lecturer sechaba.maape@wits.ac.za

Other Academic Staff Permanent academic staff. listed below, coordinate all courses taught in the School.

They may also be supported by sessional staff (not listed), who are often practicing professionals taking on a minor teaching load. Academic staff have numerous roles beyond teaching, and because of this they may not always available for student consultations. Students are advised to make appointments to meet with a staff.

Dirk Bahmann B.Arch, PrArch (SA) Lecturer dirk.bahmann@wits.ac.za Alexia Cocolas B.Arch, MArch Lecturer alexia.cocolas@wits.ac.za

Christos Daskalakos B.Arch, MEP (UD) Lecturer christos.daskalakos@wits.ac.za

Mpho Matsipa B.Arch, MSc (ED), PhD Senior Lecturer mpho.matsipa@wits.ac.za

Sandra Felix BAS, B.Arch, PrArch (SA) Lecturer sandra.felix@wits.ac.za

Solam Mkhabela BAS, MCPUD Lecturer solam.mkhabela@wits.ac.za

Liale Francis BAS, M.Arch, PrArch (SA) Associate Lecturer liale.francis@wits.ac.za

Melinda Silverman B.Arch, M.UD Lecturer melinda.silverman@wits.ac.za

Sally Gaule BA (Fine Arts), MA (Fine Arts) Senior Lecturer sally.gaule@wits.ac.za

Brigitta Stone-Johnson BAS, M.Arch Associate Lecturer brigitta.stone@wits.ac.za

Kevin Goncalves BAS, BMAUD Lecturer kevin.goncalves@wits.ac.za

Anita Szentesi BArch, PrArch (SA), ARB/RIBA Part 3 (UK), MA Lecturer anita.szentesi@wits.ac.za

Ludwig Hansen B.Arch, M.Arch, PrArch (SA) Senior Lecturer ludwig.hansen@wits.ac.za Brendan Hart BAS, B.Arch, MPhil, PrArch (SA) Lecturer brendan.hart@wits.ac.za Daniel Irurah B.Arch, M.Arch, MUD, PhD, PrArch (SA) Associate Professor daniel.irurah@wits.ac.za Ariane Janse van Rensburg M.Arch, PhD, PrArch (SA) Associate Professor ariane.jansevanrensburg@wits.ac.za

Patricia Theron BSc, BSc (Hons), M.Arch Lecturer patricia.theron@wits.ac.za Gustavo Triana-Martinez B.Arch, M.Arch, M.AA, PrArch (SA, Colombia) Lecturer gustavo.triana@wits.ac.za Diaan van der Westhuizen B.Arch, M.Arch, MSc, PhD, PrArch (SA) Associate Professor diaan.vanderwesthuizen@wits.ac.za

Sundeep Jivan BAS, B.Arch, PrArch (SA) Lecturer sundeep.jivan@wits.ac.za Deborah Kirkman B.Arch, BAS (Hons), M.Arch Lecturer deborah.kirkman@wits.ac.za Hannah Le Roux B.Arch, M.Arch, PhD, PrArch (SA) Associate Professor hannah.leroux@wits.ac.za

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POSTGRADUATE ARCHITECTURAL STUDIES

Pathways in Architecture & Urban Design The Bachelor of Architectural Studies with Honours (BAS (Hons)) programme is a gateway to a potentially diverse field of professional career paths, both within the architectural discipline or peripheral to it. From the onset, students are immersed in comprehensive lectures and design laboratories that are grounded in critical thinking and investigation of building component assembly processes: deign, culture, construction, structures, technology, sustainable environment concepts, history, and theory. The students are taught collaboratively by staff and practitioners who bring the latest trends in building design, construction, and technology to the studio in a pedagogical process that combines theory and practice.

The word Architect is a legal term. Only those who have gained professional registration within a specific category may legitimately call themselves Architects. This process is governed by the South African Council for the Architectural Profession (SACAP), which is an independent body operating with a mandate from the Ministry of Public Works of the South African government. Other countries have similar bodies, but may have slightly different criteria.

SACAP SACAP offers registration as candidates (those who have completed the academic criteria but not the experience criteria and/or exams) and as professionals in categories of Architectural Technologist, Senior Architectural Technologist, and Architect. The category of Professional Architect (PrArch) is the most rigorous and generally holds the highest professional esteem, but the other categories also have

36

specific and important roles to play in the profession.

Those wishing to eventually become a registered Professional Architect will need to satisfactorily complete the BAS degree, and then set their sites on moving towards the two postgraduate degrees in architecture, the Bachelor of Architectural Studies with Honours [BAS (Hons)] and the Master of Architecture [M.Arch] degrees.

The BAS Honours Degree To become eligible for the BAS (Hons) degree, students from the BAS will need to work in the profession for at least one year, in addition to meeting all the academic criteria for admission. Strong performance in the BAS degree at Wits plus a year of work experience may automatically qualify students for the BAS (Hons) degree at Wits based on the BAS (Hons) admission criteria.

Masters Degrees Wits offers two types of Master of Architecture degrees. The M.Arch (Prof) is a nationally and internationally professionally accredited degree which gains eligibility as a Candidate Architect with SACAP and, upon completion of experience requirements and professional exams, as a Professional Architect.

Another M.Arch degree, the Master of Architecture by Research, is offered for those seeking to pursue research and receive a higher qualification, but not specifically interested in professional registration with SACAP. The M.Arch (Research) degree offers a high degree of flexibility for students to propose their own topic of study. Wits also offers Masters degrees outside the direct realm of architecture, which can be pursued following the BAS (Hons) qualification.

These include the Master of Urban Design

BAS

Bachelor of Architectural Studies The BAS is a 3-year, full-time course of study covering a broad base of creative, practical and professional thinking. Graduates qualify with the South African Council for the Architectural Profession (SACAP) as a Candidate Architectural Technologist.

BAS graduates need to gain at least one year of professional experience within the discipline in order to qualify for admission to the BAS (Hons) degree.

BAS allows eligibility as

non-registration option

SACAP C.Arch.T. Candidate Architectural Technologist

Minimum 1 year professional experience Completion of a year of work experience in the discipline leads to eligibility to apply for the BAS (Hons) degree or registration as a Pr.Arch.T work experience may allow eligibility for registration option without further study

BAS (Hons)

Bachelor of Architectural Studies w/ Honours 1-year, leading to qualification as a Candidate Sr. Architectural Technologist & eligibility for a suite of Masters-level degrees. options beyond the Pr.Arch path

BAS (Hons) in high standing opens eligibility for

M.Arch (Prof)

Master of Architecture (Professional) 1-year, professionally accredited degree leading to qualification as a Candidate Architect with SACAP.

M.UD nonprofessional options

SACAP Pr.Arch.T Professional Architectural Techologist

Master of Urban Design 2-year, part time programme leading to eligibility for registration with UDISA.

M.Arch (Research)

Master of Architecture (by Research) 1-year, non-professional research degree on a proposed topic of study.

M.US

Master of Urban Studies 1-year or 2-year part time degree with interdisciplinary specialties.

M.Arch (Prof) allows eligibility dual candidacy

SACAP C.Arch Candidate Architect

UDISA C.UD Candidate Urban Designer

Minimum 2 years integrated work experience An M.Arch (Prof) degree, combined with completion of the required professional experience allows eligibility for the Professional Architect exams.

dual registration

SACAP Pr.Arch Professional Architect

UDISA Pr.UD Professional Urban Designer

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(M.UD) and the Master of Urban Studies (M.US) degrees. The M.UD degree, in combination with an M.Arch (Prof), leads to candidacy as an Urban Designer with the Urban Design Institute of South Africa (UDISA). UDISA is not a professional body with a mandate from the Ministry of Public Works like SACAP is; it is only a voluntary professional association. However, some professionals find that Professional Urban Designer qualification leads to some additional career opportunities.

The M.US degree is a single nonprofessional qualification requiring one of five different areas of specialisation: • Sustainable & Energy Efficient Cities • Urban Politics & Governance • Urban Studies • Housing & Human Settlements • Urban Research Levels of Professional Registration With the BAS degree, one becomes eligible to register as a Candidate Architectural Technologist (C.Arch.T) with SACAP and, following one year of documented work experience and the successful completion of a professional exam, registration as a Professional Architectural Technologist (Pr. Arch.T) Registering in this category allows one to take on certain responsibilities within the profession. Registration in this category is not required to gain eligibility for the BAS (Hons) degree.

Upon graduation with an M.Arch (Prof), one is eligible to register with SACAP as a Candidate Architect (C.Arch). SACAP requires Candidate Architects to gain, document, and submit reports about relevant professional experience they are gaining under the supervision of a Professional Architect (Pr.Arch). Once these requirements are completed, one becomes eligible to sit for the professional

38

registration exams which, if completed successfully, unlock the Pr.Arch category of registration.

The typical journey to becoming a Professional Architect will last a minimum of 7 or 8 years, though it could take longer than that depending on one’s circumstances.

Complete information on the professional registration categories can be found on SACAP’s website: https://www.sacapsa.com

International Accreditation To ensure quality and consistency of professional competence, professional bodies around the world require professional degree programmes to be accredited by their national body (SACAP in South Africa) and in some cases, by international bodies.

The entire sequence of architecture degrees [BAS, BAS (Hons), M.Arch (Prof)] are validated by SACAP nationally, and by the Commonwealth Association of Architects (CAA) internationally.

Both SACAP the CAA is part of an international agreement called the Canberra Accord that recognises university qualifications as equal across all jurisdictions of the signatory bodies.

This includes the CAA, (which includes 34 countries, mostly in Africa, the Pacific and the Carribean, but also including Australia and the UK), as well as national professional accreditation bodies of Canada, China, South Korea, Hong Kong, Mexico, and the USA.

Details of the Canberra Accord can be found on their website: http://www.canberraaccord.org

Studio Spaces The BAS Honours, M.Arch [Prof] and M.UD degrees all have designated studio spaces accessible to students at all times.

In 2022, due to ongoing renovations in the John Moffat Extension, the BAS Honours studio will be temporarily housed in upper floor of the Yale Telescope building, along Yale Road between the John Moffat Extension and the Construction Economics & Management building. This building will be shared with the 3 rd year BAS students, who will occupy the ground floor. Due to the limited space, students are suggested to organize work space and times amongst themselves to allow for appropriate numbers and distancing, following normal COVID protocols.

The M.Arch [Prof] and M.UD degrees share a designated studio in the lower ground floor of the John Moffat building. This studio is open to students 24 hours a day, 7 days a week, but may sometimes be used by courses in the respective degrees for workshops, seminars and/or meetings.

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InCommon Exhibition curated by FuturePart and Boogertman + Partners. Image by H. Tarmahomed

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BACHELOR OF ARCHITECTURAL STUDIES WITH HONOURS

Overview The Bachelor of Architectural Studies with Honours (BAS Hons) is the second in a sequence of three degrees leading to full professional qualification. The BAS Hons constitutes a year-long qualification of study, after the initial three-year BAS qualification, qualifying learners to enter other qualifications offered at master’s degree level. The degree develops advanced critical, technical and design skills and training in the methodology and practice of architectural research. It provides learners with the knowledge, values and skills to study further in built environment disciplines by broadening their academic experience, skills and expertise.

Each semester, the design studios integrate with at least one other major course. In the first semester, this integration is with the Research Project course, in which students explore design-research methods and apply them to their design projects. This covers a primarily theoretical or researchbased integration. A more technical integration is done in the second semester when the Advanced Theory and Practice of Construction course connects to the studio, and students develop a design and the technical detailing of that design in tandem.

Strategic Objectives BAS Hons is an integrated suite of six courses that support students in developing the theoretical, technical and design skills that will be required in their independent master’s thesis. Each design studio is paired with a substantial other core course: Research Project in semester one, and Advanced Theory & Practice of Construction in semester two. In this way, students are exposed to the integrated thinking required to balance the research

42

needs and technical prowess required to deliver complex architectural projects.

The semester one studio runs as an elective, with students able to choose one of several topics offered by academic staff and relating to their primary research interests. Since a year (or more) of professional practice experience (in which students are often utilised primarily as producers of technical documents and construction drawings) is an entry requirement, the placement of this design/ research nexus in semester one is a deliberate attempt to bring students back into a more exploratory and intellectually engaging space following more practical experience.

Students learn about research methods in the Research Project course, using them to undertake research related to their design studio projects. The efforts culminate in both a report, presenting the research, and a more typical architectural design presentation in the studio.

In the second semester, the integration shifts to the technical side of architecture, with the design studio and construction course working in tandem to produce a complex design and set of working drawings. Between the two semesters, students will have essentially covered the expected skill set required of them in the higher M.Arch [Prof] degree to which this qualification is an entry requirement, albeit with considerably more guidance from academic staff.

Thematically the work is strongly focused on the contemporary African context, within a critical, global framing. The strength of the degree is in the range of approaches that students are exposed to, through access to a highly experienced and qualified set

of lecturers, with expertise ranging through design, research, experimental practice, conservation, urban design and sustainable construction. Through this wide range of encounters students are able to make informed choices about their supervisors and topics for master’s work.

Outcomes •

•

•

• • •

• •

•

The qualifying candidate has developed an understanding of a broad range of fields of knowledge appropriate to the discipline of architecture, and critical analytical thinking to appreciate, research, interpret, refine and modify existing knowledge.

The qualifying candidate has a working knowledge of, and skills in, the methodologies and practice of architectural research.

The qualifying candidate shows general design and problem-solving competencies and is able to apply them in a number of specialist applications.

The qualifying candidate is familiar with current technological knowledge in the field of study and its related disciplines.

The qualifying candidate is able to communicate appropriately and effectively.

The qualifying candidate is able to present material using effective and appropriate visual techniques in two and three dimensions.

The qualifying candidate learner demonstrates self-directed, independent thought and practice.

The qualifying candidate has experience in group work with peers and is able to work directly with communities in a consultative role.

The qualifying candidate has developed an understanding of the wider social and natural systems which impact on

•

the field of study and has developed an appreciation for cultural and aesthetic diversity.

The qualifying candidate reflects and acts upon a wide range of learning strategies, both existing and innovative.

Timetables All work for marks is to be submitted on time, according to the deadlines set out at the start of the semester. Students are expected to be on time for reviews and may be given 0 in case of a late pin up or submission. Sickness and exceptional family situations as the only acceptable reasons for students to be absent and must be documents with medical certificates. Unless otherwise noted in the course outline, assessments submitted or presented late, without an approved deferral, are subject to penalties outline in the SoAP Policy Assessment 2021.

The course outlines explain the expectations for work and contact time.

The SAQA points translate roughly into 10 hours work/point, meaning that a 36-point course entails 360 hours of work including attending lectures, studio, reviews, selfstudy, reading and exams. In the case of design studios, students are expected to be present for at least four hours on both Monday and Thursday. Fieldwork is intensive and may take place for a full week each semester.

As per experience, students who try to work part-time during the semester will not obtain the maximum possible marks that they are capable of, and in many cases will fail the course. For those students who are unable to negotiate time off from part-time jobs during the term, we recommend that some courses are dropped according to a schedule that allows for the course to be

43

completed over two years through alternate periods of full-time work and full time study.

Should circumstances make it necessary, contact the degree convener to get assistance in the process of de-registration and related deadlines.

In the case of online submissions during the semester, extended time Gold an is mined in the Johannesburg mining window belt.

Mine dumps form as result with a high containmentthe of pyrite particles will be set by course coordinator

to accommodate possible connectivity challenges. Submission protocols are detailed in course outlines, late and deferred submissions follow the SoAP Policy Assessment 2021, unless stipulated otherwise in the course outline. All examination protocol follows the University rules and regulations.

Pyrtie particles contain a high level of Sulphur- when exposed to H20 - Sulphuric Acid is created. Natural rain water disrtribution causes these particles to be swept into water flows causing acid mine drainage (AMD)

Water condensation causes the polluted particles to infuse with clean water particles that form new rain clouds. The percipitation causes these toxic particles to be spread out within the city affecting a larger area than just those who live in close proximity to mine dumps and AMD.

Student group project

44 Gold Mine Dumps

Water Flow - Toxicity Diffusion through Connecting Streams

Water Flow- High Toxicity - Direct Acid Mine Drainage from Mine Dumps

Dolomites

Cloud Activity

Curriculum Course Code & Title

Credits Duration

Coordinator

ARPL4000A

Advanced Design Studio [co-requisite with ARPL4005A]

45

Sem 1

Kirsten Dormann

ARPL4004A

Advanced History of Architecture and Urbanism

18

Sem 1

Brendan Hart

ARPL4005A

Research Project

36

Sem 1

Hannah le Roux

ARPL4001A

Design Studio [co-requisite with ARPL4003]

45

Sem 2

Ludwig Hansen

ARPL4002A

Contemporary Architectural Theory

18

Sem 2

Diaan van der Westhuizen

ARPL4003A

Advanced Theory and Practice of Construction

18

Sem 2

TBC

Total Credits

Course Descriptions The Bachelor of Architectural Studies with Honours degree is a one-year, full time Honours level exit degree and a prerequisite for admission to the Master of Architecture (Professional) degree. The degree is accredited by the Commonwealth Association of Architects and the South African Council for the Architecture Profession.

ARPL4000A Advanced Design Studio Studio course addressing an aspect of contemporary architectural and/or urban design.

ARPL4001A Design Studio Contemporary design studio in the fields of housing, urban design or architecture.

ARPL4002A Contemporary Architectural Theory Theoretical readings of and research into architecture drawn from the fields of critical theory, cultural studies, gender issues, urban studies, postcolonial theory etc.

Research Methods.

180

ARPL4003A Advanced Theory and Practice of Construction Design and construction implications of environmental sustainability requirements; renewable resources (solar energy and passive design, daylighting, rainwater harvesting); energy, water, environmental and resource conservation in architecture; confronting construction and design related issues in the context of limited material, financial and energy resources; developing employable skills and providing employment; the impact of AUDS on the building industry. Research methods.

ARPL4004A Advanced History of Architecture and Urbanism Interrogation of modern architecture and urbanism, with emphasis on the developing world; comparisons between local and other international contexts. Historical research methods.

ARPL4005A Research Project Research in a particular field of architecture - history/technology/theory or professional practice, including field, archival and/or laboratory work.

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Semester 1 (Provisional) BAS Hons, M.Arch Timetable PG Architecture (BAS Hons, M.Arch) Semester 1, 2022 Timetable

BAS Hons

MONDAY

M.Arch BAS Hons

TUESDAY

14:15-15:00

15:15-16:00

ARPL4000A Advanced Design Studio Yale Telescope 1st Flr

ARPL7041 Architectural Professional Practice Online/ JM A4

ARPL4005A Research Project (Tutorial) Online / Yale Telescope 1st Flr

ARPL4005A Research Project (Crits) Online/ Yale Telescope 1st Flr

ARPL7001A Advanced Digital Applications (Lecture) Online

ARPL7001A Advanced Digital Applications (Tutorial) Online/ CAD Lab

ARPL4004A Advanced History of Architecture & Urbanism I (Lecture) Online

ARPL4004A Advanced History of Architecture & Urbanism I (Crits) Online

ARPL7002A Simulated Office Practice (Lecture) Online

ARPL7002A Simulated Office Practice (Tutorial) Online

ARPL4000A Advanced Design Studio Yale Telescope 1st Flr

ARPL4000A Advanced Design Studio Yale Telescope 1st Flr

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL4000A Advanced Design Studio Online / Yale Telescope 1st Flr

ARPL4000A Advanced Design Studio Online / Yale Telescope 1st Flr

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

Key Regular meeting time Reserved time; not always meeting Reserved course time in computer lab

46

13:15-14:00

M.Arch

ARPL4005A Research Project (Lecture/ Seminar) Online

12:30-13:15

BAS Hons

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

11:15-12:00

M.Arch

ARPL4000A Advanced Design Studio Online / Yale Telescope 1st Flr

10:15-11:00

BAS Hons

WEDNESDAY

9:00-9:45

M.Arch

THURSDAY

8:00-8:45

BAS Hons

FRIDAY

YOS

M.Arch

DAY

Subject to change; may not include venues. Students must verify before using.

16:15-17:00

Semester 2 (Provisional) BAS Hons, M.Arch Timetable PG Architecture (BAS Hons, M.Arch) Semester 2, 2022 Timetable

BAS Hons

15:15-16:00

ARPL4001A Design Studio Yale Telescope 1st Flr

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL4003A Advanced Theory & Practice of Construction (Lecture) Online

ARPL4003A Advanced Theory & Practice of Construction (Crits) Online

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

BAS Hons

MONDAY

14:15-15:00

M.Arch

13:15-14:00

BAS Hons

12:30-13:15

ARPL4001A Design Studio Online / Yale Telescope 1st Flr

16:15-17:00

ARPL4002A Contemporary Architectural Theory Venue TBD

ARPL7002A Simulated Office Practice (Lecture) Online

M.Arch

TUESDAY

11:15-12:00

M.Arch

10:15-11:00

ARPL7002A Simulated Office Practice (Tutorial) Online

BAS Hons

WEDNESDAY

9:00-9:45

ARPL4001A Design Studio Yale Telescope 1st Flr

ARPL4001A Design Studio Yale Telescope 1st Flr

M.Arch

THURSDAY

8:00-8:45

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

BAS Hons

FRIDAY

YOS

ARPL4001A Design Studio Online / Yale Telescope 1st Flr

ARPL4001A Design Studio Online / Yale Telescope 1st Flr

M.Arch

DAY

Subject to change; may not include venues. Students must verify before using.

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

Key Regular meeting time Reserved time; not always meeting Reserved course time in computer lab

47

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MASTER OF ARCHITECTURE (PROFESSIONAL)

Overview The Master of Architecture Professional (M.Arch [Prof]) is the culmination of the architectural programme at SoAP. Students are asked to propose, define, and elaborate their own thesis topics through the production of a research report, which includes a substantial design proposal. By giving students the latitude to define their own topics, and pair them with an appropriate supervisor, the M.Arch [Prof] provides a high level of flexibility and the potential pursuit of specialised areas of interest, in what is otherwise a highly prescribed professional degree sequence. Regular supervision, as well as guidance and support from responsible staff members, is available to all students, however, the quality of the learning experience, the achievement of each individual within the course, and the eventual quality of the research report, will be dependent on each student.

Graduates are eligible for the Candidate Architect registration status through SACAP.

Strategic Objectives The aim of the architectural design and discourse studio is to facilitate the production of an architectural research report, integrating theory, research, design and systems technology. The professional practice, simulated office and advanced digital design courses, together with the discourse studio, are all concerned with the consolidation and deepening of architectural knowledge and the integration of professional practice and law, based on research and theoretical knowledge that are the primary measure of preparedness to enter the architectural profession as a

50

Candidate Architect.

The degree programme reinforces in students the essential professional skills of independence, self- motivation and time management, as these are crucial for successful completion of the course and in their future as architectural professionals.

Students work independently while maintaining close collaboration with their architectural peers. This helps students avoid isolation, engage more deeply in the subject, share design processes and learning experiences, and enables the steady production of work. Architecture is a profession that requires collaboration with a wide range of people.

A first semester cluster of courses covering advanced digital applications and aspects of entrepreneurship and professional practice support the students’ thesis development, and integrated exercises in each of these courses feeds into the research report, placing the entire suite of courses into a coherent package.

Support courses conclude at the end of semester 1, leaving the entire second semester to develop the design and research report to a high level of refinement. The final examination process includes the submission of the research report, a set of examination drawings, and a formal presentation to the examination jury comprising of an external academic and professional architect, and an internal staff member.

Outcomes •

The qualifying learner demonstrates in-depth knowledge appropriate to the discipline, and critical, analytical thinking to appreciate, research, interpret, refine and modify existing

•

•

•

• •

• •

•

• •

knowledge of architecture.

The qualifying candidate demonstrate a knowledge of architectural research methods, skills in the practice of architectural research appropriate to a specific context, and the ability to integrate architectural research and design.

The qualifying candidate shows design competencies at a range of different scales, from the urban, to the level of architectural detailing.

The qualifying candidate is familiar with current technological knowledge and is able to integrate it with design solutions.

The qualifying candidate is able to communicate appropriately and effectively.

The candidate is able to present material using innovative, effective and appropriate visual techniques in two and three dimensions, showing a high level of technical competence.

The qualifying candidate demonstrates self-directed, independent thought and practice.

The qualifying candidate has experience in group work with peers and is able to work directly with outside parties in a professional manner.

The qualifying candidate has developed a broad understanding of the wider social and natural systems which impact on architecture and has developed an appreciation for cultural and aesthetic diversity.

The qualifying candidate reflects and acts upon a wide range of learning strategies, both existing and innovative.

The qualifying candidate has acquired the knowledge, values and practical skills to engage in professional architectural practice in the community in a responsible, ethical manner, and in accordance with legal and statutory

•

requirements.

The qualifying candidate will be equipped to develop entrepreneurial opportunities in a future career.

Timetables All work for marks is to be submitted on time, according to the deadlines set out at the start of the semester. Students are expected to be on time for reviews and may be given 0 in case of a late pin up or submission. Sickness and exceptional family situations as the only acceptable reasons for students to be absent and must be documents with medical certificates. Unless otherwise noted in the course outline, assessments submitted or presented late, without an approved deferral, are subject to penalties outline in the SoAP Policy Assessment 2021.

The course outlines explain the expectations for work and contact time.

The SAQA points translate roughly into 10 hours work/point, meaning that a 36-point course entails 360 hours of work including attending lectures, studio, reviews, selfstudy, reading and exams. In the case of design studios, students are expected to be present for at least four hours on both Monday and Thursday. Fieldwork is intensive and may take place for a full week each semester.

As per experience, students who try to work part-time during the semester will not obtain the maximum possible marks that they are capable of, and in many cases will fail the course. For those students who are unable to negotiate time off from part-time jobs during the term, we recommend that some courses are dropped according to a schedule that allows for the course to be

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Curriculum Course Code & Title

Credits Duration

Coordinator

ARPL7003A

Architectural Design and Discourse

90 Full year

Hilton Judin

ARPL7002A

Simulated Office Practice

45 Sem 1

Christos Daskalakos

ARPL7001A

Advanced Digital Applications

ARPL7041A

Architectural Professional Practice Total Credits

Course Descriptions The Master of Architecture (Professional) is the culmination of the architectural program at the School of Architecture & Planning at the University of the Witwatersrand (NQF Exit Level 9). The aim of Architectural Design and Discourse is to facilitate the production of an architectural research report, integrating theory, research, design and systems technology. Together with the professional practice, simulated office and advanced digital design courses in the final year of study, the research report is the primary measure of preparedness to enter the architectural profession as a Candidate Professional Architect.

The Research Report (Part 1 and 2) is more than a studio design project. It is required that each student put forward and investigate a personal position about architecture. This should be done through research, analysis, written exploratory text, and a building proposal (represented graphically and in three-dimensional models). The research report is an opportunity for each student to make an enquiry into and focus on an aspect of architecture that is of interest to the student. This enquiry includes, for example: architectural aesthetics and poetics; urban infrastructure regeneration; adaptive reuse of historic buildings; new institutional

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9

Sem 1

36 Sem 1

Gustavo Triana-Martinez Christos Daskalakos

180

health complexes; urban and suburban development; and ecological sustainability.

The Research Report is intended for a student to explore ideas and issues through topical research and creative design responses. Candidates are advised to take a longer-term view in the process of preparing the report and design proposal so that they are not merely fulfilling the immediate course requirements. Instead the research report and design proposal should be structured in such a way that it supports architectural experiment and life-long professional development.

Candidates, therefore, should carefully make their choices regarding research topics and methods of investigation in order to support their personal goals of learning and development, exploring their individual architectural strengths and interests, while incorporating aspects of architecture that remain urgent, cogent and exciting.

ARPL7003A Architectural Design and Discourse Supervised, integrated research and design on an independently motivated topic approved by the Senate. This topic is required to include research, design and technical components

ARPL7001A Advanced Digital Applications Introduction to specialised computer applications appropriate to architecture, e.g. desktop publishing, programs for specialised technical analysis, programs for specialised research, professional practice, etc.

ARPL7002A Simulated Office Practice Applying the principles of professional practice in the context of a functioning simulated office; forming and establishing business associations; office organisation and management; marketing; business plans and feasibility studies; design and working drawings; schedules and related contract documents; the tender process; community facilitation and training; appropriate communication techniques and computer applications; site meetings and instructions; and final accounts.

ARPL7041A Architectural Professional Practice Managing medium to large-scale complex building projects, from inception to completion; including appropriate contracts; managing community based projects in a developmental context; the implications of information technology and globalisation on architectural practice; introduction to marketing; introduction to project management and sub-contracting; laws of arbitration and of sectional title and their application. The law in relation to architectural practice: environment; conservation; heritage, general principles of contract, company law and partnership, tax law. Protection of property rights.

Professional responsibilities.

Aims The aim of the course is to reinforce in students the essential professional skills of independence, self-motivation and time management, as these are crucial for successful completion of the course and in their future architectural profession. Regular supervision, guidance and support from responsible staff members will be available to all students. However, the quality of the learning experience, the achievement of each individual within the course and the eventual quality of the research report will be dependent on each student, and on the level and method of engagement with the chosen research topic.

To this end, students are strongly advised to work to work independently while maintaining close collaboration with their architectural peers. This will help students avoid isolation, engage more deeply in the subject, share design processes and learning experiences, and enable the steady production of work. Furthermore, architecture is a profession that requires collaboration with a wide range of people, and it would be advantageous to begin engaging in such a collaborative process.

At the School of Architecture & Planning, the choice of the architecture design project for research report is up to the individual student. However, this needs to demonstrate architectural skills and ability to resolve a substantial and complex building program in a relevant context.

Examiners would expect a smaller building or project to be resolved in greater detail, and one that is placed in a complex site to be resolved by a thorough engagement with all aspects of context, including the social, cultural and political. Most students will be working in the immediate Johannesburg and greater Gauteng area.

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Semester 1 (Provisional) BAS Hons, M.Arch Timetable PG Architecture (BAS Hons, M.Arch) Semester 1, 2022 Timetable

BAS Hons

MONDAY

M.Arch BAS Hons

TUESDAY

14:15-15:00

15:15-16:00

ARPL4000A Advanced Design Studio Yale Telescope 1st Flr

ARPL7041 Architectural Professional Practice Online/ JM A4

ARPL4005A Research Project (Tutorial) Online / Yale Telescope 1st Flr

ARPL4005A Research Project (Crits) Online/ Yale Telescope 1st Flr

ARPL7001A Advanced Digital Applications (Lecture) Online

ARPL7001A Advanced Digital Applications (Tutorial) Online/ CAD Lab

ARPL4004A Advanced History of Architecture & Urbanism I (Lecture) Online

ARPL4004A Advanced History of Architecture & Urbanism I (Crits) Online

ARPL7002A Simulated Office Practice (Lecture) Online

ARPL7002A Simulated Office Practice (Tutorial) Online

ARPL4000A Advanced Design Studio Yale Telescope 1st Flr

ARPL4000A Advanced Design Studio Yale Telescope 1st Flr

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL4000A Advanced Design Studio Online / Yale Telescope 1st Flr

ARPL4000A Advanced Design Studio Online / Yale Telescope 1st Flr

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

Key Regular meeting time Reserved time; not always meeting Reserved course time in computer lab

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13:15-14:00

M.Arch

ARPL4005A Research Project (Lecture/ Seminar) Online

12:30-13:15

BAS Hons

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

11:15-12:00

M.Arch

ARPL4000A Advanced Design Studio Online / Yale Telescope 1st Flr

10:15-11:00

BAS Hons

WEDNESDAY

9:00-9:45

M.Arch

THURSDAY

8:00-8:45

BAS Hons

FRIDAY

YOS

M.Arch

DAY

Subject to change; may not include venues. Students must verify before using.

16:15-17:00

Semester 2 (Provisional) BAS Hons, M.Arch Timetable PG Architecture (BAS Hons, M.Arch) Semester 2, 2022 Timetable

BAS Hons

15:15-16:00

ARPL4001A Design Studio Yale Telescope 1st Flr

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL4003A Advanced Theory & Practice of Construction (Lecture) Online

ARPL4003A Advanced Theory & Practice of Construction (Crits) Online

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

BAS Hons

MONDAY

14:15-15:00

M.Arch

13:15-14:00

BAS Hons

12:30-13:15

ARPL4001A Design Studio Online / Yale Telescope 1st Flr

16:15-17:00

ARPL4002A Contemporary Architectural Theory Venue TBD

ARPL7002A Simulated Office Practice (Lecture) Online

M.Arch

TUESDAY

11:15-12:00

M.Arch

10:15-11:00

ARPL7002A Simulated Office Practice (Tutorial) Online

BAS Hons

WEDNESDAY

9:00-9:45

ARPL4001A Design Studio Yale Telescope 1st Flr

ARPL4001A Design Studio Yale Telescope 1st Flr

M.Arch

THURSDAY

8:00-8:45

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

BAS Hons

FRIDAY

YOS

ARPL4001A Design Studio Online / Yale Telescope 1st Flr

ARPL4001A Design Studio Online / Yale Telescope 1st Flr

M.Arch

DAY

Subject to change; may not include venues. Students must verify before using.

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

ARPL7003A Architectural Design & Discourse Online / JM Master's Studio

Key Regular meeting time Reserved time; not always meeting Reserved course time in computer lab

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E. Britz, Accessible City Studio, 2021

56

SECTION MASTER TITLE OF URBAN DESIGN TEXT

Overview The Master of Urban Design (M.UD) qualification is a two-year, part-time, nonprofessional degree programme on urban design, exiting at NQF level 9. When paired with a qualification recognized by SACAP or SACPLAN, graduates are eligible to register as an Urban Designer with the Urban Design Institute of South Africa (UDISA), though it should be noted that this is a private association and not a publiclymandated professional body.

The focus is on the design of cities in South and Southern Africa, drawing from other precedents globally. Given the diversity and complexity of our cities there is a need to understand how spaces operate socially, culturally, politically and economically in order to design places for people.

Strategic Objectives The broader aim of the M.UD Programme, through the studio and research environment, and with guidance from tutors, is to equip students with the skills to create appropriate urban environments, to create an urbanity that is both an expression of dignified human values and a context for human activity and development. Through a design-orientated process and theoretical discourse, students address the interrelated environmental, behavioural, and cultural issues that underlie the organisation of our cities.

Students are called upon to direct sensitivity, imagination, intellect, and, increasingly, levels of professional judgement to the physical significance of these fundamental issues in designing a coherent urban environment for people. Along this line of thought, the M.UD prepares future professionals to

58

engage appropriately in African contexts that display historical colonial legacies, division, inequality and difference, as well as creativity, adaptability, and constant change, along with the examination of the issues of race and space in urban design pedagogy.

The studios also adopt the position that space-making is a political act. The design of space, especially in emerging democracies such as South Africa, is premised with political agendas. These agendas can range from progressive and utopian, to repressive and unjust. It is our obligation to be mindful of the relationship between space and political agendas.

The pluralistic approach to the teaching of urbanity and urban design in the studios provides the foundation for further studies, and for preparedness for professional practice.

The M.UD has a number of theoretical courses which are applied in practical ways in urban design studios where the student is exposed to projects involving the preparation of designs in response to context. The studios, led by staff and critics actively practicing in the profession, provides a laboratory in which the various course requirements and tasks; research methodologies; histories and theories; visual representations and studio assignments, are fused together to achieve a comprehensive approach to urban design. This process of exploration offers the opportunity to conduct detailed research, develop formal design methodologies, formulate strategies and design appropriate responses to each project.

The principal task during the M.UD programme is the development of a design and research methodology, which

would enable the student to deal with varied interrelationships found in the urban condition. It is expected that students should, at the conclusion of the two-year programme, demonstrate their combined knowledge base of urban design, theory, functional planning, technical development, programming, environmental responsiveness, graphic skills and writing abilities, at a high level of sophistication and independence. As an end product, students should have a comprehensive portfolio of work, manifested in the M.UD research report. The assessment is based on the portfolio.

•

•

•

Outcomes •

•

•

•

The qualifying learner is competent to frame, evaluate and address questions creatively and responsibly within the ambit of specialization, and with regard to society as a whole.

The qualifying learner is required to operate effectively both as a responsible member of a team and as a team leader. He/she is required to work collaboratively with communities and other groups, and is required to operate effectively and sensitively in such contexts.

The qualifying learner has a high level of self-management and self-motivation with a critical awareness of personal values is required in this programme.

The qualifying learner is required to have extensive skills and knowledge in the area of data collection, analysis, organization and evaluation. He/ she demonstrates critical, analytical thinking to interpret, extend and modify existing bodies of knowledge. He/she is able to evaluate different methods of data manipulation within a range of scenarios, and understands the social and academic consequences of choice

•

•

•

• •

of method.

The qualifying learner is expected to have extensive communication skills in written, oral, graphic and IT media. He/ she is required to extend these skills to establish authority in the field and area of specialization.

The qualifying leaner is required to build on his/her existing knowledge of technology to meet the demands of the area of specialization, and to be able to make responsible choices in relation to wider local and global environmental concerns.

The qualifying leaner is required to locate all of his/her decision making and proposals within the wider social, legal, economic, intellectual and environmental contexts.

8. The qualifying learner is exposed to a range of sophisticated learning strategies, and is expected to make informed decisions on those employed.

The qualifying learner is required to act responsibly as a professional, with full regard to the needs and aspirations of the society within which he/she operates.

The qualifying learner has considerable cultural and aesthetic awareness, and is required to enhance and apply this within the area of specialization.

The qualifying learner is exposed to career opportunities both within an entrepreneurial and academic context.

The qualifying learner exhibits the capacity for critical, independent thought.

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Curriculum Course Code & Title

Credits Duration

Understanding Cities of the South

20

Sem 1

A. Todes

ARPL7011A

Urban Design History & Theory

20

Sem 1

N. Elleh / P. Kotze

ARPL7057A

Urban Design Professional Practice

10

Sem 2

A. Desai

ARPL7059A

Accessible City Studio

10

Q2

L. Hansen

ARPL7061A

Transforming City Studio

10

Q3

D. van der Westhuizen

ARPL7058A

Global City Studio

10

Q4

S. Mkhabela

ARPL7040A

Research Methods

10

Sem 1

B. Boshoff

ARPL7062A

Research Report

90

FYR

S. Mkhabela

Total Credits

Course Descriptions ARPL7010A Understanding Cities of the South This course focuses on understanding the many forces that shape cities of the south, which includes development processes (legal, economic (formal and informal), governance issues, environmental issues, transport, land use, infrastructure, services etc.), power and politics (macroeconomics, structural adjustment, questions of sovereignty, gender, poverty, inequality etc.) and the discourses of modernity, globalisation and postcolonialism.

ARPL7011A Urban Design History & Theory This course focuses on urban design paradigms and theories and urban morphologies including that of premodern, modern, colonial and post-colonial cities (focusing on cities of the south).

60

Coordinator

ARPL7010A

180

ARPL7057A Urban Design Professional Practice The course introduces candidates to tools, strategies and regulation in preparation of an urban design project: eg. town planning regulations, different forms of implementation (eg. public/private partnerships), procedural development, coding and conservation guidelines, and developmental rights. Candidates are exposed to project management and dispute resolution and issues related to running an urban design practice, such as forms of practice, concepts around professionalism, and professional bodies and ethics. Part of the course is also devoted to reviewing building contracts and dealing with issues of sub-contracting.

ARPL7059A Accessible City Studio This course focuses on issues of urban accessibility: socio-economic issues, informalisation, migrants, immigrants and refugees, movement and transportation,

inclusiveness and exclusiveness, human rights, gender, children, aged and groups with special needs and poverty.

ARPL7061A Transforming City Studio This course focuses on transforming cities and includes the following themes: postcolonial cities, habitable cities, fragmented and segregated cities, communities in transition, and informalisation.

ARPL7058A Global City Studio This course focuses on global and cosmopolitan aspects of cities, explores international economic and trade linkages through event cities (world cups, Olympics etc.), tourism, and world heritage sites and emphasises other global forces expressed through catalytic projects, gating, and R D communities.

ARPL7040A Research Methods The course familiarises candidates with research methods, articulation of research questions and identification of types of data (qualitative or quantitative), the different methods of data collection, with an additional emphasis on conducting surveys, approaches to analysing both qualitative and quantitative data. In particular candidates will gain an applied understanding of statistics in analysis of quantitative data through the use of statistical programs.

ARPL7062A Research Report A candidate must also pass a Research Report (ARPL7062A) yielding 90 credits at an NQF level 9 on a topic appropriate to the field of urban design and approved by the Senate.

WITS Great Hall

61

M.UD DAY

QRTR

2022 (Provisional) M.UD Timetable 2022 Timetable 8:00-8:45

9:00-9:45

10:15-11:00

11:15-12:00

12:15-13:15

13:15-14:00

14:15-15:00

15:15-16:00

16:15-17:00

17:15-18:00

MON

Subject to change; may not include venues. Students must verify before using.

ARPL7011A Urban Design Theory & History P. Kotze Venue: PSR

WED

Lunch Box Seminars Venue: TBD

ARPL7010A Understanding Cities of the South A. Todes Online Flexible time: ARPL7040A on block release days; open for ARPL7062A other days

ARPL7040A Research Methods (block release dates: 5 Mar, 19 Mar, 16 Apr, 7 May, 26-28 May, 13 Jun) B. Boshoff Venue: A4

ARPL7062A Research Report Time reserved; flexible.

S. Mkhabela & supervisors

MON

FRI

THU

QUARTER 1

TUE

Faces of the City Seminar Venue: Online

WED

ARPL7011A Urban Design Theory & History P. Kotze Venue: PSR

Lunch Box Seminars Venue: TBD

ARPL7010A Understanding Cities of the South A. Todes Online Flexible time: ARPL7040A on block release days; open for ARPL7062A other days

ARPL7040A Research Methods (block release dates: 5 Mar, 19 Mar, 16 Apr, 7 May, 26-28 May, 13 Jun) B. Boshoff Venue: A4

ARPL7062A Research Report Time reserved; flexible.

S. Mkhabela & supervisors

MON

FRI

THU

QUARTER 2

TUE

Faces of the City Seminar Venue: Online ARPL7059A Accessible City Studio L. Hansen Venue: PS

WED

ARPL7061A Transforming City Studio D. van der Westhuizen Venue: PS

Lunch Box Seminars Venue: TBD

ARPL7057A Urban Design Professional Practice A. Desai Venue: Online/ PSR

THU

QUARTER 3

TUE

Faces of the City Seminar Venue: Online

MON

FRI

ARPL7062A Research Report Time reserved; flexible arrangements S. Mkhabela & supervisors

WED

ARPL7058A Global City Studio S. Mkhabela Venue: PS

Lunch Box Seminars Venue: TBD

ARPL7057A Urban Design Professional Practice A. Desai Venue: Online/ PSR

THU

QUARTER 4

TUE

Faces of the City Seminar Venue: Online

FRI

ARPL7062A Research Report Time reserved; flexible arrangements S. Mkhabela & supervisors

Key

Venues Timetabled course

BCR - Basement Committee Room (South Basement)

Block release course

FFSR - First Floor Seminar Room, John Moffat

Research report (flexible arrangements) A4 - JM Basement, Postgrad Research Centre School Event (Optional)

PSR - Postgraduate Seminar Room, JM Basement PS - Postgraduate Studio, JM Basement

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18:0018:30

Student project: M. Pulles

63

Exhibit in the Fassler Gallery

64

THE LEARNING ENVIRONMENT

Teaching Approach and Design Culture SoAP postgraduate degrees are an integrated suite of courses that emphasises creative thinking, proactive research, experimentation, and applied learning.

Many of the courses are tightly linked, with projects moving from one course to another as different sets of issues are introduced, and a repertoire of diverse skills is built. Students are challenged to develop their own approaches and working methods and apply the knowledge from one course to projects to another. Much of the learning comes from peer interaction through critical analysis. This education is more about generating open questions than definitive answers.

Studios provide the opportunity to imagine and create with the conviction that design matters, has consequence, and is relevant in the varied contexts in which students

S. Vally Polygraph 2014

66

work. Studio work is a partnership between students and lecturers based on research, analysis, provocation, and iteration. The work is dedicated to developing design abilities while critically engaging matters of cultural, environmental, and architectural significance. The values learned in studio become the guiding principles for professional conduct.

Studios are design laboratories and the site of investigation into techniques, forms, and assumptions that are continually evolving. Thus, studios reward initiative, creativity, productivity, and risk-taking.

They are focused on issues that do not have single fixed solutions. Frequently, multiple solutions are employed to develop in students a critical perspective, allowing them to become increasingly independent designers and thinkers. They provide a variety of learning modes, from informal conversations to formal presentations, individual desk crits to group reviews,

H. Tarmahomed Hambani Kahle 2020

short exercises to comprehensive design projects.

Studios provide a place to combine, compare, and experiment with different techniques, tools and methodologies of learning and working ranging from the engagement of research to physical model making, drawing, drafting, photography and material studies. Experimentation in and development of multiple methods is encouraged. A productive studio culture is dependent upon the open sharing of approaches. It relies on a willingness to respond to constructive criticism. Dialogue among students within and across studios and support courses is crucial to the success of learning. It is essential that this dialogue takes place in a climate of mutual respect and support and with recognition for a diversity of views, backgrounds, values, and perspectives.

Reviews are for students and instructors to step back from production to gain perspective, evaluate the state of the work objectively, and decide next steps of exploration. Reviews are public events viewed as a collaborative, not adversarial, part of design process.

Students will find that collaboration and discussion with peers outside of class is important. Student-to-student learning should not be undervalued, nor should the productive momentum and moral support gained by working with a group of peers. Thus, it is strongly suggested that all students work in the studio space as much as possible so that their work will be available for constructive feedback and advice throughout the design process.

Critiques are expected to be directed to the design work, products or process and should be respectful and constructive.

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Rules & Syllabuses The Faculty rules relating to the degree are outlined in the Faculty of Engineering and the Built Environment Rules and Syllabuses book is the primary reference for rules, requirements and procedures relating to the BAS degree. It is therefore essential that students familiarise themselves with it. It is available online at: https://www.wits.ac.za/students/academicmatters/rules-and-syllabuses/ This handbook makes references to the Rules and Syllabuses where certain points are emphasised. However, this handbook is not a comprehensive list of all rules, regulations, processes and procedures.

Students should refer to the Rules and Syllabuses book for all official policies related to the degree. Specifically, the Rules and Syllabuses outlines the following related to the BAS degree:

J. Melamdowitz, 2020

68

• Admission rules in section 2.2.1.1; • Curriculum information in section 2.2.2.2; • Exceptions to supplementary exam rules in section 2.2.2.7; • Progression rules in section 2.2.3.1; • Exclusion rules in section 2.2.4.1; • Prerequisites and corequisites in section 2.3; • Expected degree outcomes in section 4.1.1; • Syllabuses in section 5.

Rules which apply to the Faculty as a whole also apply to the BAS programme.

These are not listed in depth in this handbook, but can be found in the Rules and Syllabuses book, and students should be aware of them. Ignorance of Faculty or University policies is not considered a valid excuse for not following them. The onus is on the student to abide by all rules and regulations at Wits.

Y. Brecher, 2013

Registration

Fees & Finances

Registration procedures are outlined in section 5 of the Rules and Syllabuses book, and are also posted online at: https://www.wits.ac.za/registration/

Fee payments have deadlines which may affect registration, so students are advised to be up to date on all issues surrounding their fees and finances.

Important times and dates are listed under the Engineering and the Built Environment tab on the same website.

Current fees, deadlines, and financial aid opportunities can always be found on the Wits website at:

Students who are admitted or readmitted on conditions may be subject to additional requirements to maintain their registration.

In these cases, students will be informed by both the Faculty and the School, and must agree to the conditions before registration will be allowed.

https://www.wits.ac.za/study-at-wits/ student-fees/

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Code of Conduct Students are expected to maintain a high level of professional integrity in both their behaviour and work while at Wits. The university has a code of conduct to which students are expected to adhere, and may impose disciplinary processes on students who do not comply with it.

The full code of conduct can be found here: https://www.wits.ac.za/media/witsuniversity/students/gender-equity-andtolerance/documents/Student%20 Code%20of%20Conduct%20(17%20 April%202015).pdf Following the recent conditional legalisation of recreational marijuana, some Wits students have demonstrated a misunderstanding of the law’s provisions.

Although the possession of small amounts of marijuana for personal use may be legal, it remains illegal to deal, sell to others, or consume in public areas or outside one’s private residence. Because Wits is a public university, the entire Wits campus - including residence halls - is public land and therefore the use of marijuana is illegal anywhere on the Wits campus.

Students are also reminded that smoking of any kind in public buildings is strictly prohibited; this includes all Wits facilities.

Original Work/Plagiarism It is expected that students produce original work, without reverting to unauthorised copying or outside assistance. This is an extremely important subject which students sometimes struggle to grasp; it is therefore important (and required) to inform yourself about plagiarism, how to avoid it, and how to properly referene outside sources.

Students will be asked to sign a plagiarism

70

declaration at the beginning of each year, verifying that they are aware of the issues, understand the policy, and commit themselves to abiding by ethical behaviour.

Plagiarism can apply to both written and visual work, including design work, and is considered a serious academic offense.

The university has a strict policy regarding plagiarism that all students are expected to be ware of; students are required to hold themselves accountable for avoiding plagiarism. Any submission suspected to be plagiarised will be dealt with according to the severity of the case per those regulations. Using precedents and invoking peer learning is encouraged, but in these circumstances, sources must be cited, and it must be made clear which work is of he student’s own authorship and which work, imagery, or aspect of a presentation comes from someone else.

The academic staff at the School sincerely urge students to educate themselves around these issues.

The Wits plagiarism policy can be found here: https://libguides.wits.ac.za/c. php?g=145299&p=5835003

Assessment Policy What is included here is are the principles behind which the policy is formed; this is not the full text of the policy.

The School’s Assessment Policy can be found here: https://www.wits.ac.za/media/witsuniversity/faculties-and-schools/engineering-and-the-built-environment/ architecture-and-planning/2019/ documents/SoAPRulesAssessmentPolicy. pdf

About the Policy The School’s Assessment Policy outlines the rules, requirements and processes for the assessment of coursework, excluding post-graduate research dissertations, thesis and research reports. It should be read within the context of course outlines, which provide additional content, additional requirements for specific assessments, and complement (but must not contradict) this policy.

The aim of this policy is to create a fair and transparent system for developing assessment methods and dealing with irregularities should they arise. This policy applies within the School of Architecture and Planning only, and does not necessarily govern courses offered outside the School, nor does it cover additional policies and/ or procedures which may be required by any of the Faculties within the University.

It should be specifically noted that rules governing examinations are determined by the Faculty, and it is not within the mandate of the School to advise on them or implement them other than as directed

by Faculty. Absence of Faculty rules from this document must not be taken as their irrelevance.

Responsibilities of Students It is a fundamental responsibility of students to be knowledgeable of this policy, particularly the rules outlines in Part B. Continuous formative assessment is one of the most important learning opportunities.

Students must fully participate in all oral assessment discussions and ‘crits,’ both of their own work and the work of their peers.

After any type of assessment, students should engage with the feedback and try to apply the guidance given immediately (even if it will not be reassessed) in order for this learning to be embedded in subsequent

work. This applies to written comments that assessors added on assignments, as well as in oral studio crits. When crits or reviews are offered in group settings, students should understand that feedback about principles and general commentary may apply to their own work, even if the feedback was given directly to another student; peer-to-peer learning is considered part of the pedagogy and should be taken seriously. Adequate participation in this regard is expected and required for satisfactory performance in a course.

If a student is absent or misses assessments, the burden of proof to establish justifiable reasons for the absence and be eligible for a deferred submission is on the student.

Students should note that Wits rules require them to keep a copy of all work that is submitted for assessment. Thus, there is thus no excuse for lost work in an integrated assessment review. For original creative work, this should take the form of photographs or digital copies (scans).

Increasingly, students may be required to submit these digital copies of work onto Sakai to be linked to assessment feedback and provide a clear record of a student’s performance.

Responsibilities of lecturers Lecturers are required to follow the procedures outlined in this policy when forming, marking, and reporting on assessments within courses under their purview.

Every lecturer takes responsibility to use ongoing formative assessment feedback as constructively as possible as an interactive method of teaching. Since the purpose of assessment is in the first place formative, assessment comments should be constructive and critical about

71

the work, not the person. They should give a balanced reflection of good and bad aspects, with reasons, and indicate possible strategies for improvement and avenues to explore for further learning.

In addition to following this policy, lecturers must develop course outlines giving information specific to the course(s) they teach, which shall not be in conflict with the rules and principles given here.

The specific assessment information that needs to be given in individual course outlines includes, but is not necessarily limited to: • a marking breakdown showing how the final mark will be composed of different types of assessments; • how the different components of the final mark will be internally/externally moderated and/or examined; • required components to pass course, where applicable; • requirements for satisfactory performance in the course; • final assignment submission dates for the course; and • the required learning outcomes to pass the course.

Principles of Integrated Assessments An integrated assessment is applicable in subjects such as design and designrelated courses, where the course mark is only based on the sum of assignment marks, but it is important to assess whether a student produced adequate work by simply following the instructions of tutors, or has a comprehensive understanding of the context and reasons for decisions, (i.e. whether the student will be able to produce adequate solutions on his/her own). In these assessments, examiners need to see the entire course’s assignments and, in some instances, assignments done in the student’s other

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subjects which should be informing the process, to assess a student’s ability to integrate different learnings into his/her decision making. Although the student’s full body of assignment work is pinned up for discussion, this is not a moderation of assignment marks, but a separate integrated assessment, with a separate final assessment mark.

One of the main purposes of this assessment is to review outcomes which were not met in certain assignments and assess whether that outcome reached the required standard by the end of the course. Since the required standard of assignment outcomes often builds up to the required concluding outcome, passing initial assignments but failing later ones may indicate an inability to grasp the outcomes of the course as a whole, even if the weighted marks total to a passing score (above 50%). In this scenario, a student may have only achieved some, but not all, of the outcomes required, and thus will likely be unable to meet the standard required at the next level.

In professional work, all competencies have to be met in order to be able to practice responsibly. Potentially failing any particular outcome in any assignment is regarded as a possible failure to meet the required standard to pass a course, even if the sum of the components adds up to a pass. In order to practice, it is insufficient for a student to show good theoretical knowledge without being able to apply this to real situations.

This applies to different outcomes within one assignment as much as to different course components.

It is therefore clear that different outcomes are being examined in the integrated assessment to those in the individual assignments, and passing or

InCommon Exhibition curated by FuturePart and Boogertman + Partners. Image by H. Tarmahomed

failing individual assignments does not imply passing or failing the integrated assessment. Thus, in some courses integrated assessments are compulsory examinations, and are a component which must be passed, irrespective of the total course mark. Such integrated assessments will typically be externally examined and count 30% of the course mark.

An assessment report sheet should be recorded for each student.

Typically the criteria under examination would be aspects such as: • an understanding and consideration of the context of problems; • an understanding and consideration of the theory informing the design process; • the ability to exercise sound judgement in complex problem-solving situations;

• the integration of learning from different subjects; • an appropriate standard of mastery of the required outcomes for the course; • the ability to organize and communicate ideas professionally.

Principles of Moderation & Examination As professional disciplines, the degrees offered by the School require an assessment not only of students’ knowledge, but of their ability to apply it responsibly in real or simulated scenarios.

External examination is thus especially important in these subjects, and whereas the university generally only requires external moderation, in the professionallyoriented degrees external examination is often also applicable. External moderation and external examination are fundamentally different, though they will usually be undertaken by the same appointee(s).

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In the moderation process, the university’s standard of assessment is externally evaluated by looking at 50% of the course’s assessment exercises, be they tests, exams, seminars or assignments. The work evaluated only needs to cover 20% of the students’ work but this must at least include all students whose final mark sits around the major thresholds (pass/fail and distinction borderlines). Recommendations are made on whether the general marking standard should be adjusted up or down by a small margin, to a maximum of 5%.

In the past the word “external examiner” has been applied to the person doing this moderation: he/she is in fact an external moderator. Although policy allows for internal moderation, the School prefers to use external moderators, as it ensures professional as well as academic integrity External examiners are persons who examine every student, either by marking a particular assignment such as an essay, or in a ‘viva voce’ (oral) examination or integrated assessment. The external mark has the same weight as the internal examiners’ mark. Up to 30% of the value of the course’s mark can be externally examined. In the case of a research report, dissertation or thesis, 100% of the mark is externally and internally examined. External moderation and/or examination ensure that internal assessors are fair, are applying the correct standards and that personal prejudices are overruled.

The external moderation and examination processes are part of a larger system to ensure that assessment results are justified, of the correct standard and transparently administered according to the University rules, which is what gives Wits’ qualifications their validity. For this reason no remarking is done: assessments carried out in this way are not subject reinterpretation or negotiation, and are not in

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any way dependent on whether a lecturer ‘likes someone’s work’ or not. They are measurements against professional and intellectual standards, not matters of personal taste.

To ensure quality and validity, marking done within the School are subject to the following checks: • all internal and external assessors are subject experts answerable to Senate and approved by the Head of School; • assessments that could affect a student’s progress are subject to external moderation; • marks are internally reviewed by a School examination meeting, with all relevant academic staff involved, at which marks landing on 49% will be adjusted to either 48% or 50% subject to the Faculty standing orders on condonation, after consultation of assessment records and attendance records; • marks are finally reviewed by the Faculty Examination Committee per student across all subjects, and this Committee publishes the final promotion results.

Principles of Marking Internal assessments undertaken during the year, or semester long course, make up the course mark.

A final assessment mark is given for the final major assessment, often an examination covering the whole course’s work, preferably making up at least 30% of the value of the final mark and preferably externally examined. It may not make up more than 50% of the course’s work, unless the course is shorter than a year and culminates in a single assignment (not examination) outcome. The sum of the course assessments and the final

assessment make up the final course mark which determines whether the student passes or fails the course.

meeting, it becomes a final mark that may be published by the Faculty and not the School.

Where a course is divided into distinct components, there may be a requirement that any particular component/s must be passed to pass the course. This must be clearly specified.

The Rules The specific Assessment Policy rules can be found in the Assessment Policy document at: https://www.wits.ac.za/media/witsuniversity/faculties-and-schools/engineering-and-the-built-environment/ architecture-and-planning/2019/ documents/SoAPRulesAssessmentPolicy. pdf

A resulting mark which has not yet been externally moderated is a provisional mark.

After moderation it is an unconfirmed mark. When this has been approved by the Faculty Assessment Committee

Wits Great Hall

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Deferred Exams

Marks and Results

In extraordinary circumstances only, subject to rigorous criteria, students may be allowed to defer a final exam. The criteria are published by the Faculty and are updated from time to time. Students should familiarise themselves with the criteria, as not all requests for deferred exams are granted. A deferred exam is not an extension of time due to poor preparation by the student; it is an emergency plan B in case of serious, documentable problems on exam day.

Students are issued marks reports at the end of each academic year unless a hold is placed on receipt of marks. Holds are usually placed due to outstanding fees.

Requests for deferred exams must be lodged as soon as possible after the exam, and in all cases within three days of the exam in order to be considered. Requests are made to the Faculty, not to the School, and there are specific protocol which need to be followed. Submitting a request does not guarantee acceptance, and if a deferred exam is granted, the student forfeits the possibility of a supplementary exam.

Ignorance of the application process for deferred exams is not an excuse for missing an exam or missing an application deadline. The onus is 100% on the student to adhere to the appropriate procedure.

Neither individual lecturers withing the School, nor the Head of School’s office, will negotiate requests for deferred exams under any circumstances; the School abides by the Faculty’s decisions on deferred exam applications.

For further information on the criteria and procedure of applying for deferred exams, go to: https://www.wits.ac.za/exams/deferredexaminations/

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Common Course Results Abbreviations The marks reports can contain abbreviations which may not be easily understood by students, the most common of which are given below.

PASS FAIL FABS FNQL FCOM FSUB WDEF WSP1 WSP2

Passed Fail Fail: absent from exam Fail: did not qualify for exam Fail on a component Fail on a subminimum requirement Wait: deferred exam granted Wait: supp exam granted Wait: sealed supp granted

Course Result Abbreviations Explained PASS / Passed means you passed the course.

FAIL / Fail means you failed the course by achieving a mark of less than 50%.

FABS / Fail: absent from exam means you failed the course by being absent from the exam. The final mark is recorded as zero, and having a FAB on your record triggers a number of other problematic issues regarding the outcome and permission to re-register. Students are often unaware of how badly a FAB affects their registration; this should not be taken lightly and should be avoided at all costs.

FNQL / Fail: did not qualify for exam means you were excluded from the exam.

Similar to FAB, this result gets recorded as a zero and triggers other problematic issues.

FCOM / Fail on a component means you failed at least one required component of a course. In the BAS programme, this is usually only relevant in the architectural representation courses (ARPL1028, ARPL1029, ARPL2019 and ARPL2020).

In this case, your course mark may be above 50%, but you do not gain credit for the course until the failed component is passed. You would be required to register for the course again the following year, but will be required to take only the component that was failed. If you achieve a passing mark, the marks from the other components the previous year will be applied alongside your new component mark, and this will get recorded as the final mark of the course.

FSUB / Fail on a subminimum requirement means you failed an assessment within the course that was required to be passed in order to gain credit for the course. In this case, your final course mark may be above 50%, but if you fail the required assessment, the final mark is irrelevant; you still fail the course. This outcome requires one to repeat the course.

WDEF / Wait: deferred exam granted means your results cannot yet be determined because you are yet to write a deferred exam.

WSP1 / Wait: supp exam granted means you failed the course but are being granted the opportunity to write a supplementary exam. Ultimately, the outcome of the supplementary exam will determine the final results.

WSP2 / Wait: sealed supp granted means you failed the course and may or may not be eligible for a supplementary exam, depending on the outcome of one or more deferred exams. Since

supplementary exams and deferred exams are both written at the same time at the end of the year, you are granted the opportunity to write a supp, but it will only be marked if the outcome of the deferred exams allows eligibility for the supp.

Outcome Abbreviations In addition to the course results, the marks report will give an overall outcome for the year. These also have abbreviations, the most common of which are listed below: Q Qualified PCD Permitted to proceed PSC Proceed on special curriculum RET Must return to year of study MBA MRNM but exclusion waived MBP May proceed on conditions MBR May return on conditions MRNM Minimum requirements not met Outcomes Explained The abbreviations above do not always create a clear picture of what the outcome means. They are explained in greater detail below.

Q / Qualified means a student has met all the requirements of the entire degree programme. It is issued when a student is ready to graduate.

PCD / Permitted to proceed means a student has completed all the requirements of the current year of study and can take the full curriuclum of the next year of study.

PSC / Proceed on special curriculum means the student has passed the core requirements to clear the current year of study, but cannot take a full credit load in the next year of study, either because there is a failed course to repeat in the lower year, or because some higher year courses have already been pulled down and successfully completed.

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RET / Must return to year of study means the student has not met the requirements to clear the current year of study, either because too many credits from that year are outstanding, or the design or construction courses from that year still need to be successfully completed.

MBA / Minimum requirements not met; exclusion waived means the outcome of the year is MRNM, which results in exclusion from the degree programme, but the School is aware of unusual and difficult circumstances which led the student’s underperformance, and the Faculty board of examiners has therefore decided to waive the appeal/readmission requirement which would otherwise have been required.

MBP / May proceed on conditions means the student may advance to the next year of study, but conditions will be placed on their continuance. These conditions must be met or a student will be deregistered.

MBR / May return on conditions means the student has been excluded from the degree programme, but has had the requirement to appeal to be readmitted automatically waived, and must return to the same year of study to complete outstanding courses. Conditions will be placed on the registration, and if these conditions are not met, the student will be deregistered.

MRNM / Minimum requirements not met means the student has not met the minimjm requirements to remain in the degree programme. A student with this outcome will be excluded from the degree programme and could need to apply to be readmitted. Readmission is subject to approval of the application by a Faculty committee.

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Progression Rules Progression through the programme is subject to rules outlined in the Faculty of Engineering and the Built Environment Rules and Syllabuses book, subsection 2.2.3.1 and section 14. In some cases, courses have prerequisites which must be passed in order to enroll in a higher year course; these are also presented in the Rules & Syllabuses.

In some cases, subject to the approval of the degree convenor, students may be allowed to ‘pull down’ minor courses from a higher year of study if they have satisfied any prerequisites and the School has not defined any co-registration courses that the student is ineligible for. The School is not required to allow a student to pull down higher-year courses; this is a privilege granted to students only with approval and based on a reasonable expectation that the student will be able to perform well in the courses being pulled down.

Exclusion Students who fail to perform at an expected level are subject to exclusion from the degree programme based on rules outlined in the Rules and Syllabuses book, subsection 2.2.4.1.

Exclusion can be a serious setback in one’s academic studies. To be readmitted following exclusion, one must appeal to the Faculty and provide evidence that whatever reasons cause the previous problems have been sufficiently resolved. Students are advised to consult with their lecturers as soon as possible if major problems with their studies arise, in order to avoid this.

Supplementary Exams Within certain parameters, if a student fails one or two courses in a year, they may be eligible for supplementary exams, often called ‘supps’ for short. The purpose of these is to allow students who have a reasonable chance to pass the affected courses, but performed poorly on the main exam, to get a second chance o improve their exam performance and pass. Not all courses offer supplementary exams, and not all conditions allow one to remain eligible for supplementary exams.

Material Costs The School makes efforts to minimise printing costs for students as much as possible, but since drawings, models and visual communication is a core tenet of the built environment disciplines, and especially

of architecture, some printing and material costs are unavoidable. Digital and online presentation abilities have helped reduced these costs, but in some cases the cost that would have gone to printing may not be transferred to data costs for the student, if a student is working from home.

Students should plan on budgeting approximately R1,500 in the first year of study, rising to approximately R2,500 in the third year of study, for additional printing and material costs not covered by University fees.

Despite the costs, the School would like to emphasise that expensive forms of printing, such as large format, glossy paper stock,

Model-making in studio

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do not improve marks. Presentations pieced together from smaller sheets of paper which are less expensive to print will receive equal consideration in marking so long as they are adequately composed.

Although presentation models are expected to be of a high level of craft, exploratory models through the design process need not be constructed of expensive materials.

Where possible, reused materials may be deployed for model-making.

Additionally, students should budget for access to approximately 30GB of data per month from their primary home work environment. Whether this is shared, part of a larger wifi package, or an individual out-of-pocket cost will depend on the students’ living environments. The School encourages students to make use of the Wits campus wifi as much as possible,

Student project: M. Thokan

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so that individual costs can be kept to a minimum. However, some uploading and downloading from home, sometimes of very large files, is probably unavoidable.

Laptops Students are encouraged, but not required, to have their own laptops. The presence of the Citrix remote server allows even older, lower-powered laptops to be used to access the School’s on-campus computing power (as long as there is an internet connection), but many students will find it more convenient to use software loaded directly on their laptop than using it remotely via Citrix.

If looking to purchase a new laptop, the recommended specs are given in the infographic at right.

2022 Laptop guide what to look for if purchasing a laptop for your studies

FAQ Do I need my own laptop?

For remote learning, we recommend students who have the resources to purchase their own laptops once registered.

This will allow greater flexibility & will reduce the number of laptops the Faculty needs to loan out for online learning.

What if I cannot purchase a laptop?

Don’t worry. First, check prices for the minimum specs given at right; the lighter the specs, the cheaper the laptop will usually be. If that is not an option, Wits has a laptop loan programme for remote learning. More information on this will be sent in due course as the laptop loan policy develops.

What good is a laptop if I don’t have software licenses?

The School can provide some software licenses for software students typically use. Other software programmes can be accessed using your laptop at home and connecting through our remote access system. This allows you to log in to a computer at Wits from anywhere, and use the software installed on it. It requires an internet connection.

How will I know which laptop is right for me?

Use the guide at right to determine the necessary specs. As an educational institution, the School does not make brand name recommendations, but can advise on the specs. For further questions, you may contact our IT administrator by emailing: steven.blumberg@wits.ac.za

Specs

Operating system: Windows 10 (64-bit) for all students.

We do not advise buying an Apple Macbook or iMac, as the School has no support available for iOS. Processor: i5 = minimum for urban planning students. i7 = minimum for architecture students.

RAM: 8GB = minimum for all students.

16GB = improved spec for architecture students.

Hard drive: 500GB SSD = minimum spec for all students.

We do not recommend HDD hard drives; SSD performs better. Increased storage capacity (up to 1TB) is optional, but unnecessary.

Screen size & resolution: 15.6 inch = minimum recommended screen size.

1280x1024 = minimum resolution for all students.

Graphics card: Any standard graphics card for planning students.

A 2GB NVIDIA graphics card is recommended for architecture students.

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John Moffat Building. Image by H. Tarmahomed

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STUDENT LIFE & SUPPORT

Student Support Architecture student life is recognised as particularly demanding and may sometimes feel overwhelming in its intensity. The academics and administrators are mindful of the work and life pressures on students and will advise where requested with regard to creating lighter workloads through reducing coursework loads or deregistration, referrals to campus health resources, and mentorship suggestions.

Students are encourage to use their elected class representatives to bring issues to the attention of the programme directors and Head of School where relevant. It is, however, important that students themselves actively navigate these pressures. Students should not take on too much, particularly in relation to part time work, family obligations, or daily travel.

Some of the more common support mechanisms offered to students are outlined here. For information on general Wits student issues and resources, consult the ‘Students’ section of the University website: https://www.wits.ac.za/students

Mandatory Vaccination Policy All University members have from 1 Jan 2022 to 1 Mar 2022 to be vaccinated. If in the circumstances of staff and students who are unable to be vaccinated on medical grounds or choose not to on Constitutional grounds must apply for and be granted reasonable accommodation.

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Further information on the policy can be found on the University website: https://www.wits.ac.za/news/latest-news/ general-news/2021/2021-11/covid-19update-76-council-approves-wits-covid19-mandatory-vaccination-policy.html

Student Accommodation Students who live beyond a 45km radius of campus are eligible to apply to rent places in University-owned residences, which cost approximately R3,000 - R6,000 per month.

Accommodation details can be found on the Wits website here: https://www.wits.ac.za/accommodation Places in residence are not guaranteed to all eligible applicants, and not all residence rooms are large enough to accommodate the working space that architecture students require. It is also important to be able to travel to and from accommodation well into the evening, as many students work late on campus. Incoming students are to contact the Wits Central Accommodation Office if the conditions of an offered residence room do not meet these requirements so that alternatives can be sought.

For off-campus options, students are encouraged to seek housing near the university. There is a sizable market of student housing available in Braamfontein just to the east of the Wits campus.

Class Representatives Each incoming class elects two class representatives who can attend programme meetings and pass issues of common concern on to lecturers, course convenor and programme directors. The class representatives also sit on the National

Architectural Student committee that is convened by the South African Council for the Architectural Profession (SACAP) at the annual Architecture South Africa (AZA) conference.

Formal communication from the The class representatives will set up WhatsApp groups, and each course will have a website on Sakai.

Communication Students will receive an official Wits student email address (ending in @students.wits. ac.za) to which formal communication from the School and the University will be sent to. Any information conveyed by email will be assumed to have been received and read within a reasonable time (typically within one working day), and thus it is important for students to check this email daily. Students are also to use their official Wits email addresses to contact lecturers, rather than messaging apps, and should not call them directly unless previously agreed.

Security The entity charged with security on campus is Campus Control, which is headquartered in Robert Sobukwe block, room 1, but many staffed posts on the Wits campus. While the School makes all possible efforts to maintain complete security, including through swipe-card access to certain spaces and rotation Campus Control security guards inside the building, full security, especially from petty theft, cannot be guaranteed. Students are to keep valuables on their persons at all times, or in the lockers provided inside their studios.

To report crime or request a 24 hour escort service, use Protection Services Division

of Campus Control. They can be reached at: (011) 717 4444 or (011) 717 6666.

Digital Work Most submissions of student work will be collected in digital formats during term and/ or after examinations in a manner specified by each course’s lecturer. It is essential that students create regular backups of their work and store them in more than one place; the loss of work due to laptop crashes or theft is not an excuse for nonsubmission (though theft may warrant a deferral, as outlined in the Assessment Policy).

Office Hours Office hours are specific times academic staff have set aside to be available for students to drop in for consultation and/ or assistance related to their classes. All course coordinators and full time lecturers are to include regular office hours on their course outlines, and keep these posted on their doors. Students who are unavailable during the posted times may make an appointment with the relevant lecturer. In doing so, students are expected to follow normal professional protocols, meaning last-minute requests or requests which do not take into consideration the lecturer’s schedule may be denied.

ADU Unique to the Faculty of Engineering & the Built Environment, the Academic Development Unit (ADU) offers various forms of academic support for our students The ADU was established in an effort to boost student success rates and provide assistance for anyone in the Faculty of Engineering & the Built Environment who

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might be struggling academically. Some specific support may be given on a case by case bases as issues arise, but the ADU also has ongoing means of supporting students in courses that have proven to be particularly challenging. In the School, this includes several programmes and offerings: • additional tutoring in mathematics where needed; • building critical writing skills through writing workshops and tutorials; • providing assistance for students who may be vulnerable or susceptible to academic struggles; • assisting with time management.

Students are encouraged to seek assistance from the ADU if they feel overwhelmed or intimidated by their coursework, or fell otherwise academically challenged. The ADU is located at: 3rd Floor, East Wing Chamber of Mines Building Email: aid.adu@wits.ac.za Tel: (011) 717 7062 or (011) 717 7035 More information can be found on the ADU website: https://www.wits.ac.za/ebe/teaching-andlearning/

Campus Health The Campus Health & Wellness Centre (CHWC) is a registered medical practice offering a wide variety of health services to Wits students and staff members. The services are convenient, accessible, caring and cost-effective. This is likely to be the first port of call for students experiencing illness.

The CHWC can be found on the lower ground floor of the Matrix. Further details can be found on their website: https://www.wits.ac.za/campushealth

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CCDU The Counselling and Career Development Unit (CCDU) provides a welcoming and safe space to students, to enhance their well-being and contribute to their academic success. Based on an ethos of studentcenteredness, the Unit is staffed by a small but dedicated team of professionals inclusive of psychologists, social workers, careers educators, life coaches and administrators who offer a variety of supportive and empowering services to the student community.

The following services are available through the Counselling & Careers Development Unit: • Career Services: career development through career counselling/education, psychometric career assessments and personal development workshops • Therapy Services: one-on-one counselling and/or group therapy, trauma debriefing and psychoeducation in the form of workshops and talks.

• HIV/AIDS Education and Support Services: holistic interventions and programmes for students affected and infected by HIV/AIDS. • Learn for Life: a structured programme that provides psychosocial learning and life skills development for students through the facilitation of group processes, presentations, workshops and trainings.

• Graduate Recruitment: a programme that facilitates contact between students and prospective employers through the organisation of career exhibitions, company presentations, and foyer interview For more information, please visit: https://www.wits.ac.za/ccdu

Gender Equity Office The Gender Equity Office (GEO) is a holistic, autonomous and integrated office that deals with all aspects of gender based harm and the advancement of gender equity. Gender-Based Harm (GBH) includes the following: • Sexism / unfair discrimination based on gender or sexual orientation; • Sexual harassment, sexual assault and rape; • Abuse of power and conflict of interest based on sexual/romantic relationships.

GEO offers its services free of charge to all staff members and students of the University, and provides the following services: • Collects and tracks all GBH-related complaints across the university and analyses trends to inform and improve intervention initiatives; • Provides a safe and confidential space with full-time counselling support to complainants and victims of GBH; • Confidentially advises complainants and victims of GBH of their options; • Oversees an independent disciplinary procedure for formal complaints against staff or students accused of GBH; • Engages actively in advocacy around gender equality.

For more information, visit their website: https://www.wits.ac.za/students/geo/

to improve all aspects of accessibility – physically, technologically and socially.

The Disability Rights Unit (DRU) serves students who have a documented physical, medical, learning and/or psychological conditions; or in cases where professionals have verified that the person needs individualised services to overcome severe disadvantages.

The DRU is able to assist students with the following disabilities: • Visual • Physical • Hearing • Learning • Psychological • Speech • Chronic illnesses & painful conditions • Seizure disorders • Students with temporary disabilities (e.g. broken limbs) may request services for the period during which they are disabled.

More information can be found on the DRU website: https://www.wits.ac.za/disability-rights-unit

SRC The Student Representative Council (SRC) is the elected student government body at Wits, and the primary student interface with the Vice Chancellor’s office and senior leadership of the University. Students are encouraged to bring any issues concerning students generally to their elected SRC representatives.

Disability Rights Unit The University is committed to working towards the goal of creating an accessible and welcoming environment for all students with disabilities. The University endeavours to make the learning environment a rich and rewarding one and continually strives

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Covid-19 Support The outbreak of the Covid-19 pandemic and resulting lockdowns due to the spread of the Coronavirus has occurred on a scale that none of us have experienced before.

It has impacted us all in varying ways on a both national and international scales. The following are some mental health as well as well-being tips and strategies to continue looking after ourselves and each other during these difficult times: • Maintain a daily routine, try to get up at a consistent time and follow a daily plan.

• While it is important to stay informed, remain mindful of being overwhelmed by the constantly changing alerts and media coverage regarding the spread of the virus.

• Limit your time on media platforms to twice / three times a day ideally (morning, noon and evening).

• Get information from respected sources.

• Filter what you hear - Is it necessary, is it useful, is it helpful?

• Follow a “calm yet cautious” approach - it is normal to feel uncertain, afraid, worried, anxious, lonely, frustrated and depressed. Even out of control and/or claustrophobic.

• Please do your best to remain calm and be mindful not to contribute to the widespread panic that can hinder efforts to positively manage this period of crisis.

• Acknowledge your feelings. If you are overwhelmed, please call: Wits Student Crisis Line (toll-free for Wits students) on 0800 111 331; or access the CCDU website for information on specific areas of coping; or email info.ccdu@wits.ac.za and a therapist will reply to you.

• Do something that you enjoy doing, or

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which makes you feel good, every day.

• Loneliness and feelings of depression may be very real for you. Apart from the suggestions above, try to reach out to loved ones and supportive people through technology, where possible.

• As much as is possible, show compassion and kindness to one another - these times of fear, isolation and uncertainty are when it is most important that we strengthen our sense of community by connecting with and supporting each other (through technology).

• Ensure you are following directives issued by the government, medical advice and observing good hygiene habits, staying physically active and eating nutritious foods as much as possible.

We must remember that we can manage this much better together in solidarity, even if virtually/digitally, and that COVID-19 does not discriminate - it can affect anyone regardless of age, gender, nationality or ethnicity.

Reputable sources of information: • Department of Health / CORONA VIRUS(COVID-19) 24-HOUR HOTLINE NUMBER: 0800 029 999 • World Health Organisation • NICD Where to go for support?

It is extremely important to seek help should you feel that you need it. We want to remind everyone that Wits University is here to offer support through various platforms: • Wits Crisis helpline – freely available 24/7: 0800 111 331 • CCDU - info.ccdu@wits.ac.za • Lifeline - 24hr Helpline 0861 322 322 • SADAG - 24hr Helpline 0800 456 789

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Navigating Student Issues at Wits

Have a suggestion?

Have a problem?

Wits Vuvuzela www.witsvuvuzela.com for public expression?

graffiti wall between Matrix & Umthombo

academic issues

Voice of Wits 88.1 FM www.vowfm.co.za

for a course?

Contact your lecturer See your course outline for contact info and office hours

Wits Writing Centre Wartenweiler Library 011 717 4125 wits.ac.za/students/wits-writing-centre Faculty Office Chamber of Mines, G flr 011 717 7602 @ amelda.vanvuuren@wits.ac.za for the degree programme?

Degree Convenor BAS (Hons); Kirsten Doermann M. Arch: Hilton Judin M.UD: Solam Mkhabela

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generally lost?

if you missed a submission, refer to the Assessment Policy...

struggling with language?

problems with your registration?

unsure about the degree programme? have a learning disability?

for Wits as for the a whole? School?

Student Representative Council Use your class reps as your voice on the Wits SRC

don’t understand your marks?

Head of School: Prof. Nnamdi Elleh To contact, make an appointment with Senior Secretary Veronica Fisher John Moffat, rm 21 011 717 7623 @ veronica.fisher@wits.ac.za

Wits Law Clinic Law Clinic (West Campus) 011 717 8562 www.wits.ac.za/lawclinic/ Disability Rights Unit (DRU) Solomon Mahlangu House, 1151 011 717 9154 www.wits.ac.za/disability-rights-unit

EMERGENCY! Campus Control various posts, HQ in Central Block 011 717 4444 or 011 717 6666 @ (not specified - visit in person or call)

non-academic issues not feeling well? feeling nervous, sad or overwhelmed?

absent from class?

physically ill?

safety or security concern?

Campus Health and Wellness Centre The Matrix, LG flr 011 717 9111 or 011 717 9113 www.wits.ac.za/campushealth CCDU CCDU Building (West Campus) 011 717 9140 or 011 717 9132 @ info@ccdu@wits.ac.za IT problems?

CNS Solomon Mahlangu House, 1st flr 011 717 1717 @ ITstudenthelp@wits.ac.za

problems with your ID card?

ICAM Solomon Mahlangu House, rm 045 011 717 1830 www.icam.wits.ac.za

student visa issues?

International Students Office Solomon Mahlangu House, G flr 011 717 1054 @ studysa.international@wits.ac.za

legal problems?

difficulty finding a place to live?

due to a disability?

trouble getting around?

Central Accommodation Office Solomon Mahlangu House, rm 045 011 717 9172 @ accommodation@residence.wits.ac.za between Wits facilities?

Wits Intercampus Bus Service (no set location) 011 717 1794 @ transport.services@wits.ac.za

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Postgraduate Enquiries: Siphokazi Makhaye Postgraduate Administrative Officer (011) 717-7703 @ siphokazi.makhaye@wits.ac.za

Head of School Enquiries: Veronica Fisher Senior Secretary & UG Administrator (011) 717-7623 @ veronica.fisher@wits.ac.za

Physical Address: School of Architecture and Planning, John Moffat Building University of the Witwatersrand 1 Jan Smuts Avenue Braamfontein 2000 Johannesburg, South Africa

Registration enquiries: Faculty of Engineering & the Built Environment, Chamber of Mines Building West Campus, University of the Witwatersrand (011) 717-7003

Website: www.wits.ac.za/archplan

Student on campus. Image by T. Du Toit