RETHINK  Courses  Overview  regarding  Master  of  Science  (MSc)  Faculty  of  Architecture  and  the  Built  Environment  Delft  University  of  Technology  

Relevance  contents  to  RETHINK  theme:  1  -­‐  2  (low)  –  3  (some)  –  4  -­‐  5    (high)  

Urbanism    MSc1_Q1  • Course:  AR1U090  R&D Studio: Analysis and Design of Urban Form [3]  

ECTS:  10    

Focus:  The  first  studio  of  the  Urbanism  master  track  focuses  on  understanding  the  form  and  structure  of  cities.  An  urbanist  is  able  to  unravel  the  complexity  of  the  city.  The  urbanist  reads  the  city.  Drawing  maps  is  one  method  to  read  the  city.  You  can  draw  maps  about  any  element  to  be  found  in  the  city.  With  a  drawing,  you  reduce  reality  to  an  understandable  scale  and  you  are  able  to  show  relations  between  different  urban  elements,  such  as  open  spaces,  closed  spaces,  landscape  structures,  building  typologies  and  so  forth.  These  relations  appear  on  the  large  and  small  scale.  In  this  way  the  urbanist  is  able  to  make  a  judgment  about  the  condition  of  the  city:  a  diagnosis.  By  understanding  the  city,  the  urbanist  can  clarify  which  urban  elements  and  structures  have  an  influential  role  in  the  urban  development  and  also,  which  elements  are  vulnerable  and  which  are  strong.  The  urbanist  uses  this  knowledge  to  form  an  urban  vision  including  long-­‐term  developments  and  short-­‐  term  interventions.  The  present  form  and  structure  are  results  of  developments  on  the  longue  durée,  landscape  conditions  and  a  somehow  coordinated  growth.  Key  questions  in  making  a  diagnosis  of  a  city  are:  How  is  the  form  of  the  city  shaped  in  the  course  of  time?  And  Which  constant  factors  and  variables  do  have  a  considerable  influence  on  the  spatial  development  of  the  city?  And  Which  urban  elements  can  we  use  and  introduce  for  the  future  development?    

Education  Method:  In  this  project  three  different  medium  sized  Dutch  towns  are  selected  as  cases  and  each  student  will  choose  one  of  them.  In  the  analysis  and  in  the  construction  of  the  vision,  the  student  will  make  drawings,  sketches,  collages  and  models.  The  student  learns  to  structure  the  relation  between  analysis,  diagnosis,  vision  and  interventions,  and  to  use  different  methods  to  relate  multiple  scales  and  layers.  Hand  drawing,  sketching  and  model  making  are  physical  activities.  The  connection  of  the  hand  gesture  and  the  brain  is  more  direct  than  via  a  keyboard  or  mouse  pad.  With  a  more  direct  connection  we  are  also  able  to  use  our  senses  and  our  sub  conscience  for  making  decisions  in  research-­‐by  -­‐design  methods.  The  student  works  individually  on  the  project  within  a  studio  of  approximately  12  co-­‐  students.  The  studio  tutor,  the  co-­‐students  and  the  representatives  of  the  different  towns  give  feedback  on  the  work  and  progress.    

Products:  2  A1  presentation  posters,  models  and  1  booklet  containing:    •  diagnosis:  collection  of  drawings  (maps,  perspectives,  profiles,  schemes,  sketches)  which  analyse  the  condition  of  the  city;  •  vision:  collection  of  drawings  showing  the  possible  long  term  spatial/structural  development  and  the  short  term  urban  interventions.  All  drawings  explained  with  accompanying  text.    

Education:  • Tuesday  and  Fridays  are  for  the  studio  sessions;    • On  Mondays  there  are  lectures  about  the  history  and  theory  of  urban  design;    • 2  Lectures  on  Wednesday  will  focus  on  the  urban  drawing;    • The  political  side  of  urbanism  will  be  clarified  in  a  special  lecture;    • The  legislation  of  the  urban  drawing  is  lectured  by  our  Real  Estate  department.      

Special  Events:  • Dutch  road  trip  in  the  first  week  with  a  one  night  stay  in  a  hostel;    • 3-­‐Day  sketch  excursion  in  the  selected  town  in  the  second  week  including  an  introduction  at  the  town  hall;    • Student  board  Polis  organizes  the  Urbanism  Week  in  week  6;    • At  the  end  of  the  project:  a  big  exhibition,  presentation  and  debate  with  students,  professors,  tutors  and  

representatives  of  the  towns.      

• Course:  AR1U110  +  AR1U120  History and Theory of Urbanism [2]  

ECTS:  2  +  4  

Focus:  The  course  deals  with  the  history  of  theories  and  practices  of  urban  design  and  urban  planning,  with  a  focus  on  the  great  design  experiments  in  the  western  world  and  on  important  theories  in  urbanism.  Special  attention  will  be  paid  to  important  manifestos,  handbooks  and  theoretical  reflections  on  urbanism  during  the  19th  and  20th  century,  and  to  the  relevance  of  these  theories  for  the  present  situation.  Also  current  issues  like  ‘bottom-­‐up’  urbanism  and  ‘spontaneous’  urbanism  will  be  discussed  and  positioned  in  a  wider  historic  framework.    

Education  Method:  Education  consists  of  lectures  and  self-­‐study  of  relevant  literature.  Assessment  takes  place  through  an  essay,  containing  critical  reflections  regarding  one  or  several  important  historic  examples  of  urban  design  as  well  as  regarding  one  or  several  important  historic  examples  of  theory  of  urbanism.    

• Course:  AR1U110  Practice of Urbanism [4]  

ECTS:  2    

Focus:  The  course  Practice  of  Urbanism  aims  at  discussing  the  field  of  urbanism  through  the  critical  reflection  on  realized  and  ongoing  projects.  What  are  the  tasks  of  urban  designers  and  planners  in  these  projects?  What  are  obstacles  and  challenges  they  meet?  Which  means  and  approaches  do  they  take  to  influence  the  development  of  cities  and  regions?  What  is  their  role  in  these  processes?  Have  projects  been  successful?  The  course  consists  of  two  parts  which  take  place  in  two  consecutive  quarters  of  the  MSc  program  Urbanism.  In  the  first  quarter  we  will  explore  a  set  of  projects  on  a  field  trip  with  lectures.  In  the  second  quarter  a  symposium  is  organized  around  the  assessment  of  a  take  home  assignment.    

Education  Method:  Education  consists  of  a  two  day  excursion  with  lectures,  a  take  home  assignment  and  a  sympoisum.  Assessment  takes  place  through  a  position  paper,  containing  critical  reflections  regarding  one  or  several  important  examples  of  contemporary  practice  of  urbanism,  in  relation  to  a  personal  vision  of  the  role  of  urban  designer.    MSc1_Q2  • Course:  AR1U100  R&D Studio: Socio-spatial Processes in the City [3]  

ECTS:  10    

Focus:  The  studio  aims  to  develop  elaborate  skills  in  urban  design,  as  in  its  close  relationship  with  (landscape)  architecture.  Therefore,  it  illuminates  the  transformation  of  the  city  from  the  review  of  its  public  space,  its  buildings  and,  foremost,  the  interrelation  between  the  two.  In  this,  it  focuses  mainly  on  the  human  scale.  Field  work  will  lead  to  analytical  denotations  both  of  the  physical  environment  as  well  as  of  its  use.  One  investigates  current  desires  and  potential  possibilities  for  change.  These  may  involve  a  variety  of  actors  and  signs.  On  the  one  hand,  you  will  witness  people  who  are  redefining  spatial  claims  in  their  proximity,  while  continuously  there  are  also  other  processes  of  renewal,  reconstruction,  regeneration,  revitalisation  and  thus  other  use,  and  sometimes  confrontations.  On  the  other  hand,  you  will  see  how  the  city’s  ‘longue  durée’  reveals  certain  permanence  and  slowly  evolving  structures,  determined  by  patterns  in  the  urban  landscape,  ancient  cultivation  or  cultural  characteristics.  The  city  can  not  incorporate  every  alteration  imaginable  and  inhabitants  and  other  actors  may  not  always  want  change.  The  variation  of  processes  and  actors  and  their  need  for  change  and  continuity,  defines  the  complexity  in  which  urban  designers  take  position  and  act  strategically.  On  this  basis  of  these  contradictions,  one  has  to  define  several  strategies  and  detailed  design  propositions  to  improve  the  living  environment  and  daily  life  of  people.  In  order  to  meet  not  only  the  needs  of  the  present,  but  also  the  generations  to  come.  By  matter  of  course,  these  designs  need  to  be  created  from  out  of  an  appropriate  and  sufficient  understanding  of  the  long  term  socio-­‐spatial  developments,  of  the  culture  of  the  city,  and  –  especially  today  –  of  the  economic  processes,  costs  and  benefits.    

Education  Method:  This  studio  works  from  a  presumed  reciprocal  relation  between  empirical  and  experimental  methods.  It  gathers  data  in  an  empirical  way  by  means  of  observations  in  reality,  while  design  strategies  and  proposals  have  to  be  considered  as  theoretical  propositions  to  be  evaluated.  Analyses  of  the  design  case  are  made  to  define  the  design  strategy.  Through  designing  and  describing  your  vision  is  translated  into  concepts  conditioning  socio-­‐spatial  change,  and  allowing  continuity.  The  experiments  are  elaborated  into  detailed  en  materialised  urban  designs  The  studio  work  is  supported  by  lectures  in  urban  design,  social  sustainability  and  urban  economics.  In  this  line,  the  last  weeks  the  design  is  evaluated,  developed  and  modified  according  to  these  thematic  aspects.  In  

the  end  the  design  is  presented  both  in  an  presentation  of  three  posters  and  in  a  booklet.    

• Course:  AR1U130  Sustainable Urban Engineering of Territory [5]  

ECTS:  4    

Focus:  Urban  Design  is  the  skill  of  integrating  different  interests  in  the  design  of  an  urban  plan.  These  interests  are  coming  from  social-­‐  economical  or  functional  demands,  and  coming  from  conditions  set  by  the  characteristics  of  the  site,  the  natural  system,  or  the  already  on  the  site  existing  human  or  urban  system.  The  act  of  integration  and  design  can  both  only  be  done  with  system  knowledge  of  how  to  engineer  the  site  in  order  to  realise  the  demanded  program.  This  course  is  about  the  city  as  an  constructed  product  and  will  show  how  this  connects  to  the  natural  system.  Urban  renewal  is  a  complex  enterprise  due  to  the  fact  that  besides  dealing  with  the  existing  urban  use  and  fabric,  new  trends  like  climate  change  and  energy  transition  need  to  be  taken  into  account  as  well.  The  subsurface  plays  a  crucial  role  in  water  management,  ecology  and  the  energy  supply.  The  subsurface  system  is  out  of  sight  and  out  of  the  urban  planning  and  design  process,  whilst  it  sets  the  conditions  with  highest  impact:  it  is  more  costly  and  takes  more  time  to  change  a  cable  system  then  it  is  a  building  or  road.  Especially  the  idea  that  the  natural  system  has  already  been  altered  for  urban  use,  and  thus  lost,  is  preventing  innovative  solution  that  deal  with  climate  change  and  the  energy  transition.    

Education  Method:  The  course  programme  consists  of  five  lectures  and  a  workshop  and  is  supported  by  a  test  and  an  assignment  every  week.  After  the  introduction  in  the  first  week  we  are  spending  week  2  and  3  working  with  the  System  Exploration  Environment  and  Subsurface  (SEES)  in  a  workshop.  The  SEES  is  system  approach  that  introduces  technical  information  of  the  subsurface  system  into  the  urban  environment.  The  purpose  of  the  SEES  is  to  keep  a  system  overview  and  get  insight  into  the  chances  and  problems  offered  by  the  subsurface  system.  After  the  workshop  there  are  four  lectures  with  the  subjects  that  cut  through  all  scales  and  subsurface  qualities:  delta  technology  and  water,  ecology  and  micro  climate  and  metabolism.  The  final  lecture  is  technology  in  practice  that  will  show  that  as  a  designer  you  do  not  fear  for  technology  but  are  able  to  use  it  as  inspiration.    MSc2_Q3  • Course:  AR2U080  R&D Studio: Spatial Strategies for the Global Metropolis [3]  

ECTS:  10    

Focus:  The  core  issue  of  this  quarter  is  making  a  regional  design  for  an  emerging  urban  region.  Because  working  on  this  large  scale  results  in  large  time  spans  and  the  involvement  of  a  lot  of  people  and  parties,  making  a  regional  design  is  a  way  to  ‘explore  the  future’  in  a  spatial  design.  That  is  very  desirable,  since  in  many  eyes  either  nothing  is  possible  or  everything  is  possible.  As  urbanists  it  is  our  task  to  offer  a  select  number  of  appropriate  futures  on  which  society  can  debate  and  decide  what  direction  is  favorable.  Basically  the  quarter’s  studio  assignment  of  making  a  regional  design  consists  of  three  parts:  to  develop  a  concept  for  the  Netherlands,  a  regional  plan  for  the  Zwolle  region  and  an  associated  project  portfolio  of  strategic  interventions.  Two  thematic  exercises  create  a  foundation  for  the  studio  work.  First  a  theoretical  framework  is  offered  in  the  Spatial  Development  Strategies.  How  to  deal  with  the  enormous  scale  of  a  region  is  addressed  in  Strategic  Landscape  Interventions  exercises,  by  demonstrating  and  working  with  design  tools.    

Education  Method:  Students  work  in  groups  of  4-­‐6  on  a  regional  design  with  a  coherent  spatial  development  strategy  and  elaborate  individually  one  crucial  intervention,  to  implement  the  strategy.  The  regional  design  is  presented  in  maps,  schemes  and  diagrams,  underpinned  with  a  short  text,  figures  and  numbers.  The  products  are  presented  in  three  forms:  a  digital  presentation,  on  panels  and  in  a  booklet.  The  project  starts  with  a  concept  design  stemming  from  an  individual  statement  or  interest.  In  the  second  week  emphasis  is  on  analysis  and  comparisons  of  different  metropolitan  areas,  followed  by  the  definition  of  the  assignment.  In  week  four  the  design  is  developed,  in  the  following  week  a  selection  is  made  for  the  critical  (individual  interventions),  which  are  further  developed  in  de  following  weeks.  Final  presentation  consists  of  a  regional  design  with  coherent  spatial  development  strategy  and  critical  intervention  projects.    

• Course:  AR2U090  Research & Design Methodology for Urbanism [4]  

ECTS:  5    

Focus:  

The  course  focuses  on  urban  design  and  planning  orientated  research  approaches,  methods  and  techniques.  The  goal  of  the  course  is  to  familiarize  students  with  different  research  traditions,  stemming  from  the  physical  sciences,  the  social  sciences  and  design,  by  clarifying  their  logics  of  inquiry  and  methods.  Furthermore,  it  aims  to  promote  a  dialogue  between  these  different  research  traditions,  and  more  specifically  between  science  and  design,  to  gain  understanding  on  what  might  be  called  academic  design  and  planning.  The  course  does  not  aim  to  provide  a  catalogue  of  specific  tools  for  urban  design  and  planning,  as  these  are  taught  in  the  Q1,  Q2  and  Q3  studios.  Instead,  it  concentrates  on  providing  students  with  background  knowledge  on  methods  as  used  science  and  methods  related  to  design,  like  research  by  design.  In  the  end,  students  will  be  able  to  build  up  a  methodologically  sound  research/design  project  within  the  domain  of  urbanism.    

Education  Method:  The  education  consists  of  several  workshops,  a  series  of  lectures  with  practitioners  and  researchers  in  urbanism  as  well  as  practical  exercises.  During  the  course,  students  are  expected  to  produce  an  individual  scientific  paper,  to  be  handed  in  at  the  end  of  the  course.  Halfway  the  course,  there  is  a  written  exam  based  on  a  reader  provided  to  the  students.  The  examination  will  be  based  on  the  practical  exercises,  the  paper  and  the  written  exam.    MSc2_Q4  • Course:  Free  Choice;  overview  (-­‐>  separate  descriptions  after  free  choice  overview)  :  

AR0551,  People,  Movement  and  Public  Space  (3  ECTS)               [4]  

AR0067,  Architecture  &  Urban  Design  (12  ECTS)                   [3]  

AR0401,  Globalisation:  Free  Choice  (12  ECTS)                   [3]  

AR0400,  Globalisation:  Research  on  the  Urban  Impact  (3  ECTS)               [3]  

AR0021,  Aqua  Terra  Urban  Design  (9  ECTS)    (IEdesign  annotation)             [5]  

AR0027,  Smart  infrastructure  and  mobility  (6  ECTS)    (IEdesign  annotation  /  TIDO  annotation)       [5]  

AR0069,  Design  in  Process,  Process  in  Design  (12  ECTS)             [3]  

AR0023,  The  New  Town:  from  Welfare  City  to  Neoliberal  Utopia  (6  ECTS)         [2]  

AR0190,  Urban  Sustainability,  Milieu  Maximization  Method  (2  ECTS)    (TIDO  annotation)       [5]  

AR0084,  Urban  Sustainability,  Time  Based  (12  ECTS)    (TIDO  annotation)           [5]  

 • Free  choice  Course:  AR0067  People, Movement and Public Space [4]  

ECTS:  3    

Focus:  This  theory  course  is  used  to  provide  knowledge  in  the  field  of  people  movement  and  public  space.  The  course  is  an  introduction  into  the  themes  of  ‘path  systems’,  ‘pedestrian  perspective’,  ‘psychology  of  place’  and  ‘public  life’  by  reading  and  critically  discussing  seminal  works  of  Lynch,  Appleyard,  Whyte,  Jacobs,  Cullen  and  Gehl,  and  among  others  design-­‐related  research  works  of  among  others  Smithsons,  Kahn,  and  Venturi  &  Scott  Brown.  It  abridges  to  key  thinkers  in  the  fields  of  sociology,  environmental  psychology  and  philosophy  as  well  as  it  illuminates  methods  to  study  public  space  in  dept.  The  course  aims  for  better  understanding  on  the  spaces  we  design  for  people  and  the  factors  influencing  the  public  qualities  of  these  designs.    

Education  Method:  The  course  consists  of  interactive  lectures,  small  weekly  assignments,  a  feedback  session  and  a  presentation.  Assessment  takes  places  through  individual  tasks  (within  group  themes)  during  the  course  and  a  poster  presentation  in  the  end.    

• Free  choice  Course:  AR0551  Architecture & Urban Design [3]  

ECTS:  12    

Focus:  In  this  design  studio,  architects  and  urban  designers  work  together  in  the  examination  of  the  urban  space  as  

architectural  space  and  the  architectural  space  as  urban  space.  In  this  experimental  design  project,  students  and  staff  are  interested  on  one  hand  to  the  urban  intervention  in  the  built  environment  and  its  effect  on  architecture,  and  at  the  other  hand  to  the  architectural  treatment  of  the  city  and  its  effect  on  urbanism.  Abridging  the  paradox  the  studio  follows  a  line  set  out  by  Lynch,  Cullen,  Rossi,  Venturi,  and  Bacon,  and  continues  and  provokes  the  disciplinary  crossovers  in  terms  of  ‘interior  urbanism’  (Harteveld  and  Scott  Brown  2007)  and  ‘urban  architecture’  seen  as  a  ‘sequence  of  buildings’  (Cavallo  2008).    

Education  Method:  Education  consists  of  interactive  studio  work.  Assessment  takes  place  through  design  and  research  presented  in  drawing  form  with  written  commentary.      

• Free  choice  Course:  AR0401  Globalisation: Free Choice [3]  

ECTS:  12    

Focus:  The  studio  focuses  on  exploring  strategic  planning  and  design  as  development  instrument  in  an  emerging  country.  Central  theme  is  the  interrelations  between  “globalization,  urban  form  and  governance”.  The  studio  includes  a  field  trip,  which  aims  at  application  of  theoretical  knowledge  through  the  development  of  a  strategic  vision;  the  settings  of  strategic  goals,  based  on  revise  the  diverse  stakeholder  perspectives  at  the  study  area,  and  a  translation  to  urban  design  concepts  within  the  proposed  vision  as  concrete  strategic  actions.  The  locations  are  define  per  year  in  diverse  emerging  economies  (Latin  America,  Asia,  Africa  or  the  Middle  East).  By  matter  of  course  the  confrontation  of  practice  and  theory  will  lead  to  new  insight-­‐,  as  is  where  the  main  scope  of  the  course  is  defined.  This  exercise  is  design  as  a  professional  practice,  where  the  whole  assignment  is  presented  by  a  concrete  Government  body,  which  acts  as  the  “client”  and  to  who  each  group  response  as  a  consulting  bureau.    

Education  Method:  The  course  is  done  in  three  steps.  A  theoretical  review  based  on  a  reader  and  articulated  by  a  lecture  series  (compulsory  inscription  to  AR0400);  a  field  trip  to  meet  up  and  evaluate  the  diverse  stakeholders  perspectives  and  where  to  work  the  problem  diagnosis  (With  the  government  body  acting  as  the  client);  and  the  development  of  a  concrete  report  where  the  development  strategy,  its  vision  and  concrete  actions  will  be  presented  and  tested  within  a  concrete  urban  design  proposal.    

• Free  choice  Course:  AR0400  Globalisation: Research on the Urban Impact [3]  

ECTS:  3    

Focus:  Within  the  context  of  the  studies  on  ‘Globalisation  Urban  Form  and  Governance’,  a  theoretical  workshop  linked  to  a  comparative  research  (essay)  will  be  organized.  This  research  (both  theoretically  and  in  comparative  form)  is  oriented  to  go  deep  in  the  issue  of  globalisation  and  urban  transformation  in  development  and  in  rapid  emerging  societies.  The  research  deals  with  the  way  how  the  changing  development  model  steers  by  globalisation  impact  in  regions  and  cities.    

Education  Method:  Assessement  takes  place  on  the  basis  of  a  written  essay.      

• Free  choice  Course:  AR0021  Aqua Terra Urban Design (IED annotation) [5]  

ECTS:  9    

Study  goals:  The  goal  of  this  course  is  that  students  will  be  able  to:  •  Formulate  their  design  perspective  on  the  base  of  given  literature  .    •  Identify  and  discuss  the  synergy  between  natural  conditions  and  technological  potential  and  possibilities  in  urban  renewal.    •  Identify  and  discuss  the  tension  between  public  and  private  development  in  urban  renewal.    •  Apply  methods  concerning  the  appraisal  of  sustainable  urban  development.    •  Demonstrate  in  a  design  the  connection  between  the  natural  system  and  technical  possibilities  in  urban  renewal.    •  Be  able  to  translate  the  design  into  a  formal  plan.    •  Perform  trans  disciplinary  working    

Course  contents:  The  pressures  of  climate  change,  the  energy  transition,  the  financial  crisis  and  the  current  standard  for  sustainability  demands  for  ‘smart’  production  of  cities,  reached  by  distributed  agency  between  the  stakeholders  taking  part  in  the  fabrication  of  cities.  Only  together  can  they  make  urban  plans  that  are  ‘smart’  in  balancing  out  

the  natural  and  human  systems  and  make  sensible  choices  in  using  the  hydrological  cycle,  soil  and  subsurface  conditions  in  relation  to  high-­‐tech  technology.    Since  the  Industrial  Revolution  urban  development  increasingly  became  dependent  on  technological  interventions  to  improve  the  natural  conditions  of  a  building  site.  The  development  of  technology  into  a  perfect  state  adversely  affects  our  attitude  towards  the  natural  system.  It  gave  a  solid  foundation  on  which  the  natural  system  was  considered  controlled;  called  the  “maakbaarheid”  principle.  Urban  development  after  World  War  II  ignores  natural  conditions  and  prioritizes  socio-­‐economical  needs.  Civil  engineers  prepared  the  building  sites  in  such  a  way  that  urban  designers  could  realise  any  plan  that  answered  to  the  socio-­‐economical  needs.  The  building  of  cities  had  become  so  complex  that  deduction  and  sectorial  approach  is  applied  to  keep  control.  In  order  to  create  an  emerging  path  where  synergy  between  the  disciplines  makes  sure  that  technology  becomes  embedded  in  the  design  process,  this  course  offers  possibilities  for  both  urban  designers  and  civil  engineers  to  get  well  acquainted  with  each  other’s  discipline.  This  is  achieved  by  collaborating  with  the  course  Technology  and  Practice  Water  Management  in  Urban  Areas  at  (CT5510)  that  elaborates  on  the  technology  of  building  site  preparation  and  will  show  the  collaborative  worlds  of  soil  and  water.    

• Free  choice  Course:  AR0027  Smart Infrastructure and Mobility (IED annotation + TIDO annotation) [5]  

ECTS:  6  

Study  goals:    The  student  is  able:  -­‐  To  develop  a  cross-­‐disciplinary  spatial  strategy  and  proposal  for  a  metropolitan  mobility  infrastructure,  based  on  the  concept  of  multifunctional  landscape  infrastructure  and  resilience;    -­‐  To  reflect  on  mobility  and  water  management  and  design  issues  in  urban  context.  -­‐  To  search  for  site  specific  alternatives  taking  into  account  sustainable,  social/economic/ecological  and  spatial  characteristics  of  the  site  and  connect  them  to  implementation  and  governance  perspective;    -­‐  To  research  and  apply  sustainable  and  resilient  solutions  concerning  mobility  and  water  management    -­‐  To  understand  and  take  into  account  the  actors  and  stakeholders  involved  in  mobility  and  water  management  processes  (to  take  realistic  decisions,  to  facilitate  the  applicability  of  the  project).  -­‐To  propose  a  spatial  strategy  of  intervention  that  fits  into  the  logic  of  development  of  the  metropolis.  -­‐To  understand  the  connections  between  theoretical  inputs,  design  and  planning  practice.    Specific  learning  Objectives  The  student  is  able:  •  to  design  spatial  strategies  to  tackle  issues  related  to  metropolitan  and  landscape  infrastructure  (i.e.  the  integration  between  surface  storm  water  management,  green  infrastructure  design  and  urban  mobility/  logistic  aspects  ).    •  to  work  through  different  scales  and  to  relate  actors  and  spatial  design  instruments  related  to  water  and  mobility  to  a  specific/correct  scale  •  to  analyse  and  point  out  problems  and  potentialities  concerning  water,  waste  and  mobility  issues.  •  to  define  main  site  specific  spatial/topographical  qualities  and  involved  them  in  a  design  process  •  to  define  the  main  actors  and  stakeholders  involved  in  the  infrastructure  planning  process  and  integrate  them  into  the  design  process    

Course  contents:  General  assignment  The  main  goal  of  the  elective  is  to  elaborate  a  critical  analysis  of  metropolitan  mobility  issues.  The  aim  is  to  understand  and  act  on  aspects  of  metropolitan  mobility,  water  management  and  urban  design  in  developing  context,  through  research  and  the  elaboration  of  a  spatial  design  for  a  sub-­‐system  of  the  High  Tietê  river  basin  system  in  São  Paulo,  Brazil.  This  is  done  by  critically  analysing  the  issues  at  hand,  understanding  the  governance  arrangements  and  proposing  spatial  interventions.  This  course  builds  on  the  theme  of  the  Sao  Paulo  Infrastructural  Traffic  and  Water  Ring.  Locally  known  as  the  ‘Rodoanel  Mario  Covas’-­‐  the  Greater  São  Paulo  Road  Ring,  and  the  ‘Hidro-­‐Anel’,  the  Fluvial  Waterway  for  the  transport  of  goods  of  the  Metropolitan  Region  of  São  Paulo.  The  metropolitan  area  of  São  Paulo  is  comparable  to  the  Randstad  in  terms  of  size  and  economic  output,  but  has  twice  its  population.  The  complexity  of  planning  and  designing  for  traffic  and  water  resilience  in  a  metropolis  of  a  developing  economy  context  poses  important  questions:  (a)  how  the  planning  and  design  of  urban  and  landscape  infrastructures  could  potentially  improve  the  social,  economic  and  ecological  conditions  of  densely  occupied  areas;  (b)  how  mobility  and  water  planning/governance  could  best  support  the  transition  towards  liveable  and  resilient  territories  and  (c).  how  the  understanding  of  metropolitan  governance  structures  can  help  designers  and  planners  act  in  a  more  sensitive  and  informed  manner,  by  taking  real  stakeholders  and  their  concerns  and  objectives  into  account.  This  course  focuses  on  the  interconnections  between  spatial  planning,  landscape  design  and  regional  design  in  a  

cross  disciplinary  way.  There  are  three  chairs  of  the  Department  of  Urbanism  involved:  Environmental  Technology  and  Design,  Spatial  Planning,  Landscape  Architecture),  each  catering  for  specific  aspects  of  the  project.    

Specific  assignment  To  design  spatial  strategies  for  a  flexible  hydrological  network  (‘more  space  for  water’)  in  a  dense  urbanised  context  using  the  public  ground.  The  design  has  to  address  the  following  points:  urban  mobility,  critical  (water)  flows,  retrofitting  of  natural  landscapes/  of  the  natural  environment  in  an  urban  context,  site  specific  spatial  and  topographical  qualities,  main  actors  and  stakeholders  involved,  overall  feasibility  and  scale-­‐related  instruments/solutions.  The  case  investigated  is  the  Hidro-­‐Anel,  Sao  Paulo-­‐Brazil.  An  excursion  to  the  location  is  programmed,  during  the  excursion  a  seminar  with  the  local  experts  and  stakeholders  will  be  organized,  as  well  as  exchange  and  collaboration  with  staff  and  students  of  the  University  of  São  Paulo,  Faculty  of  Architecture  (&  Engineering  Sciences).  The  students  have  to  take  in  account  that  expenses  are  involved.      

• Free  choice  Course:  AR0069  Design in Process, Process in Design [3]  

ECTS:  12    

Focus:  Urban  Design  is  the  skill  of  integrating  different  interests  in  the  design  of  an  urban  plan  (product).  Area  development  is  the  skill  to  integrate  different  functions,  interests,  disciplines,  actors  and  money  streams,  in  a  development  strategy  for  realization  of  an  area  (process).  In  this  course  the  connection  between  these  two  fields  are  more  specifically  studied  around  the  issues  of  public  and  private  ownership.  Current  trends  of  climate  change,  energy  transition,  retreating  government  and  the  financial  crisis  ask  for  a  new  approach  towards  the  production  of  cities.  In  this  course  the  urban  design  is  used  as  a  process  instrument  to  connect  the  different  stakeholders  and  find  out  what  needs  to  be  public  and  what  can  be  developed  by  private  entities.    

Education  Method:  Individual  design  project  and  collective  workshops.  Within  research  projects  in  urbanism  and  real  estate  and  housing  case  studies  will  become  available  to  work  on.    

• Free  choice  Course:  AR0023  The New Town: from Welfare City to Neoliberal Utopia [2]  

ECTS:  6    

Focus:  This  course  will  focus  on  the  planning  and  (re)design  of  New  Towns  all  over  the  world  as  well  as  sociological,  cultural,  political  and  economic  aspects  of  new  urban  environments.  This  course  will  be  attended  by  students  from  human  geography,  urban  history,  political  sciences,  sociology,  spatial  planning  and  international  development,  as  well  as  architecture,  urbanism,  real  estate  and  housing  and  building  sciences  from  Delft  University.  The  interaction  between  both  groups  will  contribute  to  the  interdisciplinary  approach.    

Education  Method:  The  course  consists  of  10  interactive  lectures.  Students  will  prepare  for  each  meeting  by  reading,  analyzing  and  summarizing  literature  and  other  documents  within  the  fields  of  planning,  architecture,  economy,  sociology  and  history  pertaining  to  the  (re)development  of  New  Towns.  Related  to  these  meetings,  students  will  be  required  to  write  statements  and  questions  for  discussion  during  the  workshops.  The  lecturers  will  assess  the  students  in  particular  on:  attendance  at  the  meetings  and  excursions.  Participation  in  the  discussions  and  through  a  multiple-­‐choice  exam.    

• Free  choice  Course:  AR00190  Urban Sustainability (TIDO annotation) [5]  

ECTS:  2  Study  goals:  The  student:  -­‐  is  capable  of  effectively  analysing  complex  urban  development  situations  in  which  divergent  environmental  interests  play  a  role;  -­‐  is  capable  of  elaborating  various  solutions  in  urban  planning  and  design  for  various  environmental  interests  and  weighing  these  against  alternatives.  Course  contents:    This  one  to  two  weeks  workshop  forms  part  of  a  series  of  interdisciplinary  electives  in  Sustainable  Development.  The  central  theme  is  sustainable  development,  sustainable  building  and  sustainable  urban  development.  This  subject  can  form  part  of  the  TU  graduation  specialisation  'Technology  in  Sustainable  Development'  (TiDO),  see  www.tudelft.nl/tisd.    

• Free  choice  Course:  AR0084  Sustainable Design, Time Based (TIDO annotation) [5]  

ECTS:  12  

Study  goals:    Upon  completion  of  the  Master  1,  2,  3  &  4  studio  trajectory  the  student:  -­‐  Has  developed  the  skills  in  architectural  design  satisfying  both  aesthetic  and  technical  /  functional  requirements.  During  the  trajectory  the  complexity  of  the  architectural  design  increases  leading  to  a  level  fit  for  architectural  practise;  -­‐  During  this  trajectory  skills  are  acquired  to  increasingly  incorporate  an  understanding  of  the  design  process  attained  with  regard  to  architectural  history  and  architectural  theory,  art,  technology  and  human  sciences;  -­‐  Additionally,  skills  are  acquired  to  incorporate  an  understanding  of  the  design  process  attained  with  regard  to  the  relation  between  buildings,  spaces  and  society’s  needs,  including  environmental  aspects;  -­‐  During  Master  1,  2,  3  &  4  process  skills  are  acquired  to  incorporate  insights  in  and  knowledge  of  the  design  process  attained  with  regard  to  methods  of  investigation  and  designing;  -­‐  Together  with  the  training  with  regard  to  aspects  of  building  technology,  during  the  Master  1,  2,  3  &  4  process  skills  are  acquired  to  incorporate  an  understanding  of  the  design  process  with  regard  to  structural  design,  materialisation  of  buildings,  comfort  and  climate  control.    The  environmental  design  perspective  and  strategy  is  central  in  this  course.  More  specifically,  the  ability  to  apply  this  design  perspective  means  that  the  student  after  participating  in  this  course  is  able  to:  -­‐  Identify  and  analyze  relevant  environmental  themes  and  sustainability  issues  in  an  urban,  architectural  or  technical  design  (or  in  a  strategic  plan),  for  different  temporal  and  spatial  scales;  -­‐  Apply  an  environmental  design  perspective  and  strategy  to  an  design  location;  -­‐  Information  about  relevant  environmental  themes  for  an  design  location  ;  -­‐  Use  self  gathered  information  about  relevant  environmental  themes  to  extract  relevant  environmental  design  criteria,  for  different  temporal  and  spatial  scales;  -­‐  Assess  the  relevant  sustainability  impacts  of  different  construction-­‐related  solutions;  -­‐  Create  and  present  a  coherent  sustainable  design  (or  strategic  plan)  as  a  deliberate  combination  of  the  different  solutions.    

Course  contents:    This  course  forms  part  of  a  series  of  interdisciplinary  electives  in  Sustainable  Development.  The  central  themes  are  sustainable  development  (architectural  and  urban)  and  sustainable  building.  This  course  can  be  a  part  of  the  TU  graduation  specialization  'Technology  in  Sustainable  Development',  see  http://www.tudelft.nl/tisd.      The  environmental  design  perspective  and  strategy  is  central  in  this  course.  More  specifically,  the  ability  to  apply  this  design  perspective  means  that  the  student  after  participating  in  this  course  is  able  to:  -­‐  Identify  and  analyze  relevant  environmental  themes  and  sustainability  issues  in  an  urban,  architectural  or  technical  design  (or  in  a  strategic  plan),  for  different  temporal  and  spatial  scales;  -­‐  Apply  an  environmental  design  perspective  and  strategy  to  an  design  location;  -­‐  Information  about  relevant  environmental  themes  for  an  design  location  ;  -­‐  Use  self  gathered  information  about  relevant  environmental  themes  to  extract  relevant  environmental  design  criteria,  for  different  temporal  and  spatial  scales;  -­‐  Assess  the  relevant  sustainability  impacts  of  different  construction-­‐related  solutions;  -­‐  Create  and  present  a  coherent  sustainable  design  (or  strategic  plan)  as  a  deliberate  combination  of  the  different  solutions.    MSc3  &  MSc4  • Course:  AR3U100    Lab Urban Transformations and Sustainability [4]  

ECTS:  20    

Focus:  In  the  graduation  year,  students  specialize  into  a  more  specific  topic  within  the  Urbanism  Research  Themes.  This  is  not  a  disciplinary  specialization,  but  a  content-­‐driven  one,  whose  purpose  is  to  acquire  further  knowledge,  skills  and  experience  dealing  with  the  chosen  topics.  Topics  should  be  part  of  the  research  program  of  the  department  and  may  include  local  trends  such  as  sustainable  mobility,  urban  renewal,  shrinkage  and  densification;  with  an  understanding  of  global  trends,  such  as  economic  globalization,  metropolisation,  the  financial  crisis,  climate  change,  demographic  trends  and  the  energy  transition.  They  may  work  on  several  scales,  from  regional  strategic  visions  to  neighbourhood  redevelopment  projects.  The  graduation  lab/studio  Urban  Transformations  and  Sustainability  has  been  established  to  help  students  develop  themselves  as  professionals  of  this  Urbanism  tradition.  The  graduation  studio  includes  three  kinds  of  content-­‐driven  activities  for  all  students.  The  first  are  lecture  series  organised  by  the  research  groups  where  researchers,  people  from  practice  and  other  research  institutions  present  the  relevant  issues  and  their  latest  

results  and  experiences.  The  second  are  master  classes  dedicated  to  improve  students’  skills  (such  as  GIS,  GPS  tracking,  making  a  poster,  visualisation,  other  methods,  etc.).  The  third  are  lectures,  symposiums  and  workshops  organised  by  students  themselves  according  to  their  own  interests.  Next  to  these  lectures  the  students  are  coached  in  smaller  and  topic  oriented  mentor  groups.  After  the  first  introductory  quarter,  and  according  to  their  topic  of  interest,  the  students  will  be  assigned  to  topic  groups  (max  10  students)  where  they  will  work  closely  with  researchers  specialized  in  their  specific  topic.  The  students  will  choose  their  main  mentors  from  this  research  group,  and  a  second  mentor  from  a  different  section.    

• Course:  AR4U010    Lab Urban Transformations and Sustainability [4]  

ECTS:  30    

Focus:  This  course  is  the  second  part  of  the  graduation  trajectory,  the  continuation  of  ‘Graduation  Lab  Urbanism  (MSc3)’.  Within  this  course,  the  role  of  the  topic  groups  diminishes  to  let  students  work  individually  in  the  development  of  their  project  in  close  connection  to  their  specialized  mentor  team.  The  student  support  has  two  mentors,  each  from  another  section,  and  an  external  member  from  another  department  appointed  by  the  Faculty,  who  will  be  present  during  the  three  formal  assessments:  P2,  P4  and  P5.  An  external  (guest)  mentor  may  also  supervise  the  graduation  project,  especially  in  the  case  of  a  project  developed  in  the  frame  of  an  internship  in  a  firm  or  institution.  The  course  focuses  on  the  development  and  completion  of  the  individual  graduation  project  according  to  the  assessment  criteria  for  the  Urbanism  graduation  project  (described  in  the  semester  book).    

Education  Method:  Each  topic  group  works  according  its  own  approach.  During  this  semester,  the  graduation  trajectory  is  evaluated  three  more  times:  at  the  third  Evaluation,  the  Compulsory  Progress  Review  (P3),  at  the  fourth  Evaluation,  the  Formal  Assessment  (P4;  GO/NO  GO)  and  at  the  final  Evaluation,  the  Public  Final  Presentation  (P5).      

• Course:  AR3U040    Graduation Orientation [1]  

ECTS:  2    

Focus:  The  purpose  of  the  Graduation  Orientation  course  is  to  introduce  the  students  to  the  courses,  activities  and  procedures  of  the  process  of  graduation  in  the  department  of  Urbanism.  Also  to  introduce  them  to  the  content  and  main  questions  of  the  different  Urbanism  Research  Themes.    

Education  Method:  The  course  introduces  the  whole  graduation  trajectory  to  the  MSc3  students,  and  during  the  first  two  weeks  it  provides  information  about  the  main  issues  of  the  Urbanism  Research  Themes.  Students  will  get  acquainted  with  the  topics,  projects  and  staff  of  the  Research  Themes,  so  that  they  are  able  to  link  their  graduation  topic  to  these  themes.  They  will  also  get  acquainted  with  the  academic  specializations  of  the  staff  of  Urbanism.  The  purpose  is  to  strengthen  the  theoretical  base  of  the  graduation  topics,  helping  students  choose  mentors  who  are  specialists  in  the  students’  graduation  topic.  The  final  product  is  a  short  text  providing  proper  arguments  for  the  selection  of  the  Research  theme  and  mentors.  The  text  should  be  inserted  in  the  P2  report  and  will  be  evaluated  by  the  heads  of  research  themes.  During  the  first  quarter  of  the  semester,  students  also  organize  lectures,  workshops  and  symposia  for  the  Graduation  Lab,  according  to  their  own  needs  and  interests  regarding  their  graduation  topic.    

• Course:  AR3U022    Theory of Urbanism [3]  

ECTS:  4    

Focus:  This  course  focuses  on  the  study  of  and  critical  reflection  on  academic  writings  in  order  to  build  a  graduation  project  oriented  body  of  knowledge.  In  this  way,  students  start  to  develop  a  theoretical  underpinning  of  their  graduation  project  in  the  format  of  a  review  or  position  paper.  The  best  papers  will  be  presented  in  the  Graduation  Lab  Urbanism  mini-­‐conference  at  the  end  of  the  MSc3  semester.      

Education  Method:  The  course  consists  out  of  a  number  of  small  exercises  on  academic  writing  and  developing  a  project  oriented  body  of  knowledge.  The  assessments  are  embedded  in  the  first  Evaluation  of  the  Compulsory  Progress  Review  (P1)  and  the  second  Evaluation  of  the  Formal  Assessment  (P2).  Students  present  individually  a  paper  outline  at  P1  and  a  review  or  position  paper  at  the  P2.  The  paper  is  reviewed  by  a  group  of  Urbanism  staff.      

• Course:  AR3U012    Thesis plan [3]  

ECTS:  4    

Focus:  This  course  focuses  on  the  development  of  a  thesis  plan  with  specific  attention  for  urban  design  and  planning  orientated  research  approaches,  methods  and  techniques.  In  this  way,  students  start  to  develop  a  methodological  underpinning  of  their  graduation  project  in  the  format  of  a  thesis  plan.  The  students  study  several  different  approaches  and  opinions  about  urban  design  and  planning  oriented  research.    

Education  Method:  The  course  consists  out  of  a  number  of  exercises  and  topic  lectures  on  developing  urban  design  and  planning  orientated  research  proposals.  The  outcome  of  the  course  is  students  writing  a  thesis  plan,  in  which  they  presents  with  sound  argumentation  the  motivation  for  the  study,  the  academic  and  social  relevance  of  the  study,  the  problem  field  definition,  the  field  of  project  objectives,  a  context  analysis,  the  intended  research  approach  (methods  and  techniques),  the  intended  end  products,  a  time-­‐working  plan  and  the  bibliography.  The  thesis  plan  is  reviewed  by  a  group  of  Urbanism  staff.    MSc4  • Graduation  project;  cross-­‐cutting  themes  (related  to  research  portfolio)  

Delta  Urbanism                   [4]  ‘Delta  Urbanism’  focuses  on  the  need  for  new  approaches  in  the  design  and  planning  of  urbaniszed  delta  areas.  Deltas  need  a  balance  among  different  claims  and  interests,  such  as  urbanisation,  port-­‐development,  agriculture,  environmental  and  ecological  qualities,  flood-­‐defense  systems  and  fresh-­‐water  supply.  Balancing  competing  claims  in  deltas  requires  new  relationships  to  be  forged  between  design,  engineering,  science  and  governance.    Design  of  the  urban  fabric                   [5]  The  goal  for  the  theme  is  to  understand  how  we  can  contribute  to  making  sustainable,  attractive  and  vital  urban  design.  The  specific  contribution  of  the  theme  is  to  strengthen  urban  design  as  a  technical  scientific  discipline  both  in  terms  of  our  understanding  of  the  increasing  complexity  of  urban  patterns  and  the  development  of  tools  for  professional  practice.  This  requires  an  interdisciplinary  approach  combining  both  qualitative  and  quantitative  approaches.    Design  as  politics                     [3]  This  theme  group  is  exploring,  researching  and  defining  the  boundaries,  commonalities  and  tensions  between  the  fields  of  politics  and  design.  It  does  not  consider  design  and  politics  to  be  two  separated  worlds,  but  rather  considers  politics  to  be  an  important  dimension  of  design  and,  simultaneously,  design  as  an  equally  important  tool  for  practicing  politics.  With  this  premise,  the  group  is  explicitly  looking  for  alternatives  for  classical  top-­‐down  planning  methods  and  control  mechanisms,  through  which  governments  have  manifested  themselves  in  the  20th  century.    Regional  governance,  planning  and  design               [3]  This  theme  is  concerned  with  the  governance  of  metropolitan  regions  in  the  context  of  the  increasing  complexity  and  fragmentation  of  spatial  and  institutional  relationships.  It  investigates  the  role  of  spatial  planning  and  regional  design  in  managing  regions.    International  planning  and  developing  regions                 [4]  This  theme  undertakes  comparative  analysis  of  varying  forms  of  intervention  through  spatial  planning  and  territorial  management  in  Europe  and  developing  regions  in  the  world.  There  is  an  emphasis  on  building  valid  methodology  for  international  case  studies,  comparison  and  policy  transfer.    Urban  metabolism                     [5]  This  theme  is  concerned  with  understanding  the  metabolism  of  urban  environments,  the  relationship  to  landscape  systems  theory,  and  the  performance  of  different  elements,  infrastructures  and  systems,  in  relation  to  the  spatial  quality,  environmental  sustainability  and  social  wellbeing  of  future  cities.    Metropolitan  spatial  structures                 [4]  This  theme  is  concerned  with  understanding  the  evolution  of  metropolitan  spatial  structure,  and  the  performance  of  different  regional  spatial  structures  in  terms  of  economic  competitiveness,  environmental  sustainability  and  social  wellbeing.  It  is  concerned  with  linking  planning  strategy  and  practice  positively  with  improved  knowledge  of  spatial  structure  and  performance.      

TIDO  related  specific  (additional)  courses:  

 • Course:  WM0939TO  Technology in Sustainable Development [4]  

ECTS:  5    (student  contribution  €75).  

Focus:  The  first  part  of  the  course  will  take  place  on  a  boat,  and  is  based  on  lectures,  discussions,  workshops,  role-­‐plays,  movies,  and  company  visits.  The  group  work  before  the  boat  week  (making  a  short  movie)  will  take  10-­‐12h.  The  second  part  is  spread  over  about  six  weeks  after  the  boat  week,  which  mainly  consists  of  group  work  on  a  back  casting  assignment,  feedback  sessions  and  two  presentations.  The  final  grade  will  be  based  on  participation  and  on  different  final  products:  the  short  movie  and  the  results  of  the  back  casting  assignment  (consisting  of  two  presentations  and  a  report).  All  products  are  made  in  interdisciplinary  groups.    

After  the  boat  week  the  student  will  be  able  to:    

-­‐  use  critical  thinking  skills,  problem-­‐solving  skills,  and  the  ability  to  understand  complicated  issues,  all  skills  seen  as  necessary  to  work  toward  more  effective  solutions  to  sustainability  problems;  

-­‐  consider  their  own  sustainable  development  educational  objectives,  which  is  likely  to  require  introspection  about  students'  values,  ethics  and  beliefs.    

 

After  the  back  casting  assignment  the  student  will  be  able  to:    

-­‐  address  sustainability  solutions  for  a  complex  persistent  long  term  problem;  -­‐  envisages  a  desirable  future  first,  before  analysing  how  it  could  be  achieved  by  looking  back  from  this  future;  -­‐  identify  what  steps  need  to  be  taken  to  bring  about  that  future;  -­‐  work  in  a  multidisciplinary  project  team,  which  allows  the  integration  of  his/her  disciplinary  knowledge  into  the  fundamentals  of  a  sustainability  project.  

 

• Course:  AR0022  Zero Energy design [5]  

ECTS:  3      

Focus:  The  development  of  a  climate  design  for  a  public  building  -­‐  from  the  ambition  of  energy  neutrality  or  beyond  (energy  producing).  An  energy  potential  analysis  will  be  executed  and  the  New  Stepped  Strategy  (reduce,  reuse,  produce)  will  be  used  to  reach  this  goal.  The  design  will  be  quantified,  using  energy  performance  calculations.    

Involves  regular  lectures,  interactive  lectures,  computer  exercises,  writing  a  report,  presenting  

The  student  is  able  to:    

-­‐  develop  an  integrated  energy-­‐neutral  climate  design  -­‐  use  software  to  calculate  the  energy  performance  -­‐  calculate  the  energy  usage  of  a  building    

• Course:  AR0072  Solar Decathlon [3]  

ECTS:  12      

Focus:  The  Solar  Decathlon  is  a  bi-­‐annual  competition  of  solar  homes  built  by  universities  across  the  world.  TU  Delft  is  also  participating  in  this  competition.  This  course  is  connected  to  active  involvement  of  students  participating  in  the  TU  Delft  Solar  Decathlon  team.  This  course  deals  with  the  architectural  and  technical  design  and  elaboration  of  the  TU  Delft  entry  to  the  Solar  Decathlon  competition.    

Tutorials,  workshops,  (mid-­‐term)  presentations,  reporting,  exhibiting.  The  design,  report  and  oral  presentations  will  be  assessed  by  different  criteria.  Also  the  group  attitude  and  pro-­‐activity  of  the  student  will  be  reviewed.    

The  student  is  able  to  

-­‐  collaborate  in  a  team  with  other  students  -­‐  work  on  a  joint  design  of  an  energy-­‐neutral  or  energy-­‐producing  house  -­‐  integrate  various  aspects  of  sustainability  into  the  design  of  the  house  

-­‐  elaborate  on  components  of  the  design  challenge,  related  to  architectural  design,  structural  design  en  engineering,  envelope  design  and  engineering,  climate  design  and  engineering,  HVAC  systems,  electrical  systems  etc.  

 • Course:  AR0532  Innovation and Sustainability Theory [4]  

ECTS:  3      

Focus:  The  course  Innovation  &  Sustainability  –  Theory  presents  the  latest  developments  in  sustainable  building  design,  with  the  focus  on  climate  design,  facade  design  and  structural  design.  This  done  through  a  series  of  lectures  by  researchers  from  the  Architectural  Engineering  &  Technology  department.      The  course  offers  lectures  on  smart  &  bioclimatic  architecture  and  urban  planning,  sustainable  energy  technology,  new  developments  in  façade  technology  and  sustainable  materials  in  structural  design.      The  student:  -­‐  is  able  to  comprehend  the  need  for  a  new  way  to  design  our  built  environment  to  meet  the  challenges  our  planet  is  up  against  

-­‐  is  able  to  identify  the  possibilities  and  techniques  to  apply  specific  environmental  and  climatic  features,  innovative  materials  and  production  techniques  in  the  design  of  a  sustainable  building  

-­‐  is  able  to  integrate  the  mentioned  possibilities  and  techniques  in  the  architectural  or  urban  concept  (smart  &  bioclimatic  design,  innovation  façade  design  and  smart  structural  design)  

-­‐  is  able  to  write  a  properly  referenced  paper  or  essay  on  a  topic  related  to  the  lecture  series      

• Course:  AR0533  Innovation and Sustainability Designer’s manual [4]  

ECTS:  3      

Focus:  Based  on  the  knowledge  acquired  in  the  course  AR0532  Innovation  &  Sustainability  –  Theory  a  designer’s  manual  is  developed  with  the  focus  on  sustainable  climate  design,  façade  design  or  structural  design.      After  completion  of  this  course,  the  student:  -­‐  is  able  to  comprehend  the  need  for  a  new  way  to  design  our  built  environment  to  meet  the  challenges  our  planet  is  up  against  

-­‐  is  able  to  identify  the  possibilities  and  techniques  to  apply  specific  environmental  and  climatic  features,  innovative  materials  and  production  techniques  in  the  design  of  a  sustainable  building  

-­‐  is  able  to  integrate  the  mentioned  possibilities  and  techniques  in  the  architectural  or  urban  concept  (smart  &  bioclimatic  design,  innovation  façade  design  and  smart  structural  design)  

-­‐  is  able  to  research  a  chosen  aspect  of  possibilities  or  techniques  in  depth  -­‐  is  able  to  organize  this  research  into  a  practical  and  well-­‐designed  manual  for  designers  -­‐  is  able  to  present  his  manual  verbally  and  visually  in  a  convincing  way.      

• Course:  AR2A015  Delft Lectures on Architectural Sustainability [5]  

ECTS:  3      

Focus:  This  lecture  series  emphasizes  the  possibilities  of  architecture  itself  as  a  means  to  promote  sustainable  development.  Architecture  as  a  tool  to  create  a  more  sustainable  world.  Rather  than  focus  on  added  sustainable  technologies,  this  course  searches  for  architects’  possibilities  to  design  good  sustainable  architecture  and  a  smart  organisation.  A  'sustainability'  driven  design  attitude  should  become  a  second  nature  for  students.    After  finishing  this  course,  the  student:  -­‐  Has  an  overall  understanding  of  the  factors  associated  with:  sustainable  development  related  to  architectural  design.  

-­‐  Has  an  understanding  of  the  architect’s  responsibilities  towards  sustainable  design.  -­‐  Is  able  to  position  him  or  herself  in  matters  concerning  the  relation  between  sustainable  development  in  general  and  architecture  in  particular.  

-­‐  Is  capable  to  formulate  possible  architectural  solutions  for  building-­‐related  environmental  issues  and  has  an  understanding  of  their  social  and  economic  dimensions.    

 • Course:  AR3B015  SWAT studio [3]  

ECTS:  15      

Focus:  

The  SWAT  Studio  consists  of  lectures  (‘Briefings’),  an  onsite  design  workshop  (‘Intervention’)  and  individual  technical  work  (‘Elaboration’)  under  supervision  of  staff  experts.  To  prepare  the  workshop,  students  perform  desk  research  of  the  local  circumstances  of  the  site  of  the  assignment.  

 • Course:  WM0804TU  Project Safety science [3]  

ECTS:  6      

Focus:  This  module  is  designed  for  students  who  wish  to  plunge  more  deeply  into  a  study  of  a  particular  safety  issue  or  risk  control  problem  than  is  possible  with  the  module  wm0801.  It  is  normal  to  combine  this  module  with  work  in  preparation  for  a  final  graduation  project,  or  to  link  it  to  work  for  an  industrial  internship  period,  a  design  project  from  the  student's  own  faculty,  or  other  part  of  the  degree  course  which  throws  up  a  specifically  definable  safety  issue  requiring  study.    Based  on  a  proposal  from  the  student  the  course  leader  assigns  a  person  from  the  Safety  Science  group  who  assists  the  student  in  defining  the  topic  and  approach  to  be  used  and  the  questions  to  be  answered  by  the  project  report.  This  person  also  guides  the  student  in  finding  appropriate  literature  and  other  material  or  access  to  it.  The  central  objective  is  that  the  student  gains  experience  in  defining  and  (re)solving  a  specific  safety  issue  and  in  presenting  and  defending  the  findings  against  a  cross-­‐examination  by  the  responsible  lecturer/assessor.      The  topic  of  the  study  can  be  freely  chosen  within  the  areas  of  knowledge  and  competence  of  the  members  of  the  Safety  Science  Group.  The  following  is  an  illustrative,  but  not  necessarily  limitative,  list  of  topics  on  which  the  staff  and  PhD  students  of  the  group  are  currently  working:  1.  Risk  Modelling  for  design  and  management  2.  Incorporation  of  risk  criteria  into  the  design  process  3.  Disaster  prevention  and  management  4.  The  learning  organization  as  manager  of  risk  5.  Risk  regulation    6.  Disaster  management  and  security    After  the  completion  of  this  course  the  student:  - A deep insight into the safety (and/or health) of one specific area, activity or system, chosen in

discussion with the course team. - Practice in presenting an analysis of the chosen safety aspect in a coherent, well-argued and critical

report, which can stand the test of an oral examination.    

• Course:  WM0353TU  Climate Ethics [4]  

ECTS:  3      

Focus:  Climate  change  is  considered  to  be  one  of  the  most  urgent  problems  the  world  is  currently  facing.  It  is  commonly  agreed  that  the  world's  energy  consumption  lies  at  the  heart  of  the  problem.  Two  types  of  solutions  are  proposed  namely  mitigation  and  adaptation.  Both  climate  change  mitigation  and  adaptation  are  heavily  relying  on  the  progress  of  technology.  Addressing  the  climate  problem  requires,  however,  more  than  just  developing  and  applying  a  certain  technology.  It  demands  considerations  of  whose  interests  and  whose  rights  are  at  stake.  It  also  requires  reflection  on  how  and  "under  which  condition"  technology  can  change  and  shape  the  world  for  the  better.    In  this  course  we  will  focus  on  the  following  ethical  aspects  of  climate  change:  -­‐  Past  emissions  and  responsibility  to  deal  with  climate  change  -­‐  Implications  of  global  warming  on  human  safety  and  security  -­‐  The  distribution  of  burdens  and  benefits,  emission  rights  and  international  justice  -­‐  Future  generations  and  intergenerational  justice.      

1.  Briefings:  lectures  on  the  latest  developments  from  the  market.  2.  Intervention:  joint  onsite  workshop,  including  preparatory  lecture  and  desk  research.  3.  Elaboration:  technical  elaboration  of  a  design  element  from  the  onsite  workshop.    After  having  focused  on  technology  in  the  Bucky  Lab  and  on  integrated  design  in  Extreme,  students  now  deal  with  technical  interventions  in  an  existing  urban  context,  whilst  working  in  teams  and  collaborating  with  local  authorities,  experts  and  other  stakeholders.  After  having  focused  on  technology  in  the  Bucky  Lab  and  on  integrated  design  in  Extreme,  students  now  deal  with  technical  interventions  in  an  existing  urban  context,  whilst  working  in  teams  and  collaborating  with  local  authorities,  experts  and  other  stakeholders.

Students may use the course as preparatory work for their final graduation projects under supervision of the Safety Science Group.

Learning  goals  are:    -­‐  Creating  awareness  about  climate  change  induced  by  humans    -­‐  Insights  into  ethical  aspects  of  climate  change  and  into  implications  for  law  and  policymaking    -­‐  Being  able  to  understand  the  ethical  and  social  conditions  under  which  technological  solutions  can  be  successful    

• Course:  WM0801TU  Introduction to Safety science [3]  

ECTS:  3      

Focus:  Students  read  the  book  chapters  of  ‘Risk,  an  introduction’  by  chapter  and  have  to  perform  exercises  to  deepen  their  understanding  of  elementary  safety  science  principles.  After  the  student  has  demonstrated  his  or  her  understanding  by  successfully  finalizing  the  exercises  they  have  to  write  a  report  about  a  safety  issue  of  their  own  choice  that  demonstrates  their  understanding  of  the  concepts  in  ‘Risk,  an  introduction’.  A  written  report  will  be  evaluated.      Students  will  be  able  to:  1.  Recognize  basic  principles  of  the  safety  sciences  in  topical  subjects.  2.  Apply  models  that  are  present  in  the  book  ‘Risk,  an  introduction’.  3.  Explain  safety  concepts  to  fellow-­‐students  (that  do  not  take  this  course).  4.  Apply  scientific  papers  for  safety  reports.  5.  Construct  a  concise  safety  report.    

• Course:  WM0903TU  Technology and Global Development [4]  

ECTS:  4      

Focus:  This  course  aims  to  analyse  and  discuss  "development  problems"  and  the  role  of  technology  in  these  problems.  This  happens  from  a  global  perspective  in  which  the  problems  and  features  of  poor  countries,  emerging  economies  and  welfare  states  are  dealt  with  in  a  coherent  way.  Various  development  approaches  and  theories  of  economic  development  and  growth  will  be  considered.  Special  attention  is  paid  to  the  social  and  cultural  conditions  under  which  technology  transfer  and  development  could  result  in  economic  development  and  growth.  Part  1  (WM0902TU)  consists  of  lectures,  while  students  have  to  carry  out  a  project  in  part  2,  in  groups  of  two  students  or  more.      After  taking  the  course  the  student  will  have  insight  into:  -­‐  a  global  perspective  on  development  problems  and  other  sustainability  problems  and  the  role  of  technology  in  these  problems    

-­‐  various  development  approaches  and  theories  of  economic  development  and  growth  -­‐  the  social  and  cultural  conditions  under  which  technology  transfer  and  development  can  result  in  sustainable  development    After  taking  the  course  the  student  will  be  able  to  set  up,  contribute  to  and  evaluate  technological  development  projects.    

• Course:  WM0909TU  Technology Assessment: technology, society, sustainability [4]  

ECTS:  3      

Focus:  This course deals with methods and theories to explore the future of technologies and how technological developments may influence and may be influenced by society and social actors. It also deals with (un)wanted social and environmental effects of emerging technologies and how unwanted impacts can be prevented or decreased. The course teaches methods and theories from Technological Forecasting (TF), Technology Assessment (TA), and Innovation Studies (IS) and how they can be applied to sustainable innovation. The course explains the co-evolutionary nature of the relationship between technology development and society. Steering of technology development is illustrated through sustainable technology development, constructive technology assessment and back casting for sustainability.  At the end of the course, the student:  

1.  has  knowledge  of:    -­‐  The  most  relevant  theories,  methods  and  models  of  Technology  Assessment  (TA)  and  Technological  Forecasting  (TF),  as  well  as  their  relevance  for  sustainable  development  and  sustainable  innovation.    

2.  has  understanding  of:    -­‐  The  possibilities,  value  and  limitations  concerning  of  the  lectured  theories  and  methods  of  Technology  Assessment  and  Technological  Forecasting  including  their  relevance  for  sustainable  development.      -­‐  The  role  of  the  engineer  and  scientists  in  technology  development  and  how  they  can  use  (C)TA  in  professional  situations  for  broadening  technology  development  with  social  &  environmental  aspects  and  improved  attuning  with  societal  needs.    

3.  has  experience  and  basic  skills  in:    -­‐  Applying  TA  /  TF  methods  and/or  theories  on  a  topic  selected  by  the  student.  

 • Course:  WM0944TU  Sustainable Innovation in Practice [4]  

ECTS:  5      

Focus:  The  course  ‘Sustainable  Technical  Innovation  in  Practice’  is  designed  for  students  that  are  tired  of  all  the  sustainability  talking  without  concrete  results  that  really  have  impact  and  want  to  get  something  done.    The  main  aim  of  the  course  is  to  design,  build  (a  model)  and  pilot  sustainable  innovations  based  on  research  or  education  projects  from  the  TU;  or  based  on  concrete  questions  from  practice.  Knowledge  and  experience  from  different  disciplines  has  to  be  translated  into  designs  that  have  to  be  put  to  the  test,  evaluated  and  presented  to  a  wider  audience.    The  course  is  originally  created  for  the  design  and  building  of  Llowlab  on  Lowlands.  But  can  also  be  used  to  perform  projects  for  the  TU  campus  or  companies  such  as  Schiphol  (theGrounds).  In  the  second  semester  it  mainly  encompasses  the  content,  concept,  design,  construction  and  implementation  of  the  TU  Delft  contribution  to  Llowlab  –  the  sustainable  innovation  island  on  Lowlands,  the  largest  multiple  day  festival  in  the  Netherlands,  located  opposite  to  the  Alpha  tent.    The  TU  strives  to  play  a  prominent  representative  role  on  this  island  full  of  sustainable  innovations,  with  other  universities,  scientific  institutions  and  business  enterprises  as  collaborators.    The  TU’s  goal  is  to  present  appealing  technical  designs  or  applications  that  invite  the  Lowlands  visitor  to  interact,  thereby  provoking  thought  and  motivating  change  in  lifestyle  –  not  forced  but  positively  triggered.    The  course  will  involve:    •  Translating  the  vague  and  broad  notion  of  ‘sustainable  innovation’  towards  practical  applications  and  concrete  projects.  

•  Working  together  in  an  interdisciplinary  team.  •  Learning  how  to  work  from  a  broad  theme  towards  a  collection  of  concepts  that  are  translated  into  a  concrete  design.  

•  Designing  in  such  a  manner  that  practical  viability  is  ensured  during  the  building  stages.  •  Deliberation  and  collaboration  in  order  to  reach  shared  objectives,  while  paying  attention  to  the  demands  and  wishes  of  the  main  stakeholders:  the  TU  Delft,  contributing  researchers  and  technostarters  and  the  Llowlab  team.  

•  Organizing  a  project  that  triggers  interaction,  provokes  thought  and  motivates  change.  •  Thinking  beyond  the  project  itself,  from  the  orientation  phase  to  the  implementation  and  presentation,  and  incorporating  a  future  perspective  in  the  design.  

         

PhD  /  Graduate  School  ,  Doctoral  education:  

 • Course:  ABE  003  Design and planning analytical tools [4]  

Graduate  School  credits:  5  ects    

Course  type:  lectures  with  workshops  Necessary  preparation  for  the  course:    GIS  and  Space  Syntax:  -­‐  Enrol  in  Blackboard  the  course  AR  9320  Design  &  Planning  Tools  (2014-­‐2015  Q1).  Students  need  to  bring  their  own  laptop  to  work  with  in  all  course  sessions.  Cost  Price  of  Course  (per  participant):    €  995,00    This  course  provides  an  introduction  to  spatial  analyses  and  design  support  tools  using  Space  Syntax  and  ArcGIS,  a  geographic  information  system.  The  participants  learn  to  relate  spatial  data  from  various  sources  with  place  bounded  socio-­‐economic  data  through  the  use  of  GIS  and  Space  Syntax.  The  main  focus  will  be  on  centrality  analyses  using  the  Space  Syntax  method  and  network  analyses  from  GIS,  additionally  an  introduction  to  spatial  statistics  is  provided.  The  variety  of  tools  introduced,  allows  the  participants  to  support  planning  and  design  decisions  from  the  local  to  the  regional  scale.  The  participants  will  be  presented  with  a  set  of  technological  based  tools  for  urban  and  regional  analyses  and  modelling  and  test  and  apply  the  knowledge  gained  through  this  course  during  the  workshop  sessions  and  through  the  assignments.  The  potential  of  the  tools  used  for  urban  analyses  and  strategic  planning  will  be  integrated  with  one  another  and  explored.  The  participants  will  be  taught  on  how  to  use  them  and  to  apply  them,  also  in  a  combined  way,  in  the  analyses  of  the  area  used  in  the  studio  projects  or  own  research  projects.  Finally  the  participants  are  encouraged  to  critically  question  the  theories  behind  the  different  approaches,  as  well  as  the  reliability  of  the  data  used.  Space  Syntax  allows  analysing  how  the  layout  of  the  build  environment  influences  the  social,  economic  and  environmental  performance  of  places  from  the  scale  of  the  entire  city  to  the  scale  of  the  individual  street  and  building.  Space  syntax  allows  to  measure  the  strength  of  spatial  layouts,  both  existing  and  proposed,  and  to  interpret  how  spatial  layouts  impact  the  way  that  people  move,  interact  and  transact  in  streets  and  buildings.  A  geographic  information  system  (GIS)  is  a  tool  for  capturing,  managing,  analysing,  and  displaying  all  forms  of  geographically  referenced  information.  The  GIS  sessions  focus  each  on  different  spatial  aspects  of  network  analyses:  demographic  distribution,  different  forms  of  density  and  accessibility.  Spatial  research  questions  for  all  these  aspects  are  developed  and  the  participants  are  introduced  to  the  different  tools  that  are  provided  by  ArcGIS  to  investigate  them.  The  cities,  urban  areas  or  buildings  students  use  in  their  research  will  be  used  during  the  workshops  and  exercises.  At  the  end  of  the  course,  the  participants  have  to  submit  a  report  with  their  analyses  followed  with  a  text  with  a  description  and  reflection  on  their  analyses.        

• Course:  ABE  005  Regional Strategies and Territorial Governance [3]  

Graduate  School  credits:  5  ects    

Course  type:  lectures  with  workshops,  seminars  and  presentations  Necessary  preparation  for  the  course:    GIS  and  Space  Syntax.  Students  need  to  bring  their  own  laptop  to  work  with  in  all  course  sessions.  Cost  Price  of  Course  &  material  (per  participant):    €  995,00    The  objective  of  the  methodology  course  is  to  examine  European  experience  in  strategic  spatial  planning  and  regional  design  so  as  to  gain  a  critical  understanding  of  theory  and  practices.  We  ask  a  number  of  deceptively  simple  questions.  What  is  a  plan?  What  is  a  strategy?  What  does  participation  mean?  How  are  plans  made  and  by  whom?  How  can  plans  influence  spatial  development  when  the  private  sector  plays  a  dominant  role?        

• Course:  ABE  007  Discovering Statistics Using SPSS [3]  

Graduate  School  credits:  4  ects    

Course  type:  8  interactive  sessions  with  lectures  and  computer  exercises  Necessary  preparation  for  the  course:    Discovering  Statistics  Using  SPSS,  Sage,  4th  edition.  (approx.60  euro)  Cost  Price  of  Course  &  material  (per  participant):    €  640,00  (excl.  literature)    This  course  teaches  the  PhD  candidate  to  process  data,  to  make  graphs,  compute  simple  statistics  and  to  analyze  data  using  various  statistical  techniques  by  means  of  the  statistical  software  package  SPSS.  Preliminary  schedule  • Lecture  1:  Processing  data  and  the  use  of  SPSS;  Descriptive  statistics  and  graphics  • Lecture  2:  Data  handling  in  SPSS;  Normal  distribution,  Testing  hypotheses,  Confidence  intervals  

• Lecture  3:  Relationships  between  two  variables  (Pearson  correlation,  Spearman  correlation,  Chi2  test)  • Lecture  4:  Analyzing  group  differences  in  the  case  of  two  independent  groups  (Independent  samples  t-­‐test,  Mann-­‐Whitney  U  test)  

• Lecture  5:  Single  regression  analysis  • Lecture  6:  Multiple  regression  analysis  • Lecture  7:  Analyzing  group  differences  in  the  case  of  more  than  two  groups  (Anova,  Kruskall-­‐Wallis  test)  • Lecture  8:  Loose  ends  in  SPSS  and  Statistics.  To  discuss  remaining  loose  ends  and  other  questions  that  are  brought  in  by  the  participants.    

 After  the  course  the  PhD  candidate  will  be  able  to  make  graphs  and  compute  simple  statistics,  perform  several  statistical  analyses  and  has  knowledge  about  which  statistical  method  to  choose  and  how  to  apply  it  correctly.  Furthermore  the  candidate  will  be  able  to  use  SPSS.        

• Course:  ABE  008  Advanced Architectural Theory Research Seminars- Ecologies of Architecture [3]  

Graduate  School  credits:  3  ects    

Course  type:  seminars  &  discussions    Necessary  preparation  for  the  course:    Literature  (diverse)    The  course  is  meant  for  PhD  candidates  and  advanced  researchers  affiliated  with  the  Graduate  School  whose  research  topics  relate  to  architectural  and  urban  theory,  philosophy,  and  contemporary  concerns  of  spatial,  social,  cultural  and  scientific  relevance  to  the  disciplines  of  design.  The  course  is  framed  within  a  fortnightly  seminar  structure  in  which  participants  will  engage  in  guided  readings  and  group-­‐discussions  on  the  thematic  of  each  individual  session.  Ultimately  the  aim  is  to  generate  an  intense  research  environment  in  which  all  participants  will  not  only  gain  knowledge  on  a  specific  topic,  but  will  also  develop  a  set  of  useful  methodological  and  research  skills.    The  pilot  seminar  “Ecologies  of  Architecture”  under  the  guidance  of  Andrej  Radman  (Theory  Section)  is  offered  at  the  moment:    Building  upon  the  legacy  of  Gregory  Bateson’s  Steps  to  an  Ecology  of  Mind  (1972),  the  PhD  seminar  Ecologies  of  Architecture  will  reposition  the  discipline  within  the  transdiciplinary  framework.  Felix  Guattari’s  The  Three  Ecologies  (2000),  where  he  postulates  the  necessity  of  founding  an  ‘ecosophy’  that  would  link  environmental  ecology  to  social  ecology  (socius)  and  to  mental  ecology  (psyche),  will  provide  the  basis  for  surveying  the  ‘speculative’  neo-­‐materialist  project.  Its  strong  post-­‐humanist  and  anti-­‐reductionist  flavour  will  offer  a  strong  ‘ethico-­‐aesthetic’  alternative  to  any  guise  of  'correlationalism'  including  the  latest  of  PoMo.    With  his  seminal  After  Finitude;  An  Essay  on  the  Necessity  of  Contingency  (2008)  Quentin  Meillassoux  revamped  Deleuze’s  critique  of  representationalism.  Both  Deleuze  and  Meillassoux  consider  the  enlightenment  thinker  Kant  responsible  for  the  instantiation  of  ‘correlationism’.  Under  correlationism  one  only  ever  has  access  to  the  correlation  between  thinking  and  being  and  never  to  either  term  considered  apart.  But  if  the  idea  of  the  world  independent  of  our  access  seems  unintelligible,  as  Ray  Brassier  cautions,  perhaps  the  fault  lies  more  with  our  notion  of  intelligibility  than  with  the  world.  Alfred  North  Whitehead  named  this  tendency  the  ‘fallacy  of  misplaced  concreteness’.    Meillassoux  thus  rightly  asks  whether  the  self-­‐proclaimed  Copernican  revolution  of  the  Kantian  Critical  turn  was  not  in  fact  a  ‘Ptolemaic  counter  revolution’.  Throughout  his  oeuvre,  Deleuze  consistently  fought  against  the  parochialism  of  any  anthropocentrism.  In  her  book  Deleuze  and  the  Meaning  of  Life  (2010),  Claire  Colebrook  convincingly  argues  how  this  ‘bad  habit’  might  even  turn  out  to  be  suicidal  (in  the  long  run).  It  is  essential  to  start  thinking  the  ‘nonorganic’  duration  where  the  neologism  stands  for  both  the  organic  and  inorganic.  This  is  the  watershed  of  ‘flat  ontology’.    Neo-­‐Kantians  have  famously  given  up  the  metaphysical  ambition.  They  have  happily  traded  the  question  of  creation  for  the  (all-­‐too-­‐human)  question  of  foundation,  i.e.  conditions  of  possible  experience.  Shying  away  from  the  conditions  of  real  experience  (becoming)  is  fatal  for  the  discipline  of  architecture  whose  loyalty  remains  divided  between  science's  Copernicanism  and  philosophy's  Ptolemaism.  The  choice  thus  seems  to  boil  down  to  either  the  naïveté  of  techno-­‐utopian  positivism  or  the  solipsism  of  'poetic'  phenomenology.  No  wonder  that  the  claimants  for  the  title  of  the  current  architectural  avant-­‐garde  should  be  split  along  this  exact  line:  Zahaesque  'topological'  Parametricism  vs.  Sejimaesque  'Euclidean'  Minimalism.  But  what  if  these  two  (op)positions  are  not  mutually  exclusive?  What  if  you  can  have  a  cake  and  eat  it  too?    In  a  desperate  attempt  to  catch  up  with  forms  of  contemporary  image  culture,  architects  tend  to  forget  where  their  strength  lies.  To  speak  of  culture  as  forms  of  life,  as  Scott  Lash  argues,  is  to  break  with  earlier  notions  of  culture  as  representation,  as  reflection.  It  is  to  break  with  judgement  for  experience,  with  epistemology  for  ontology,  and  finally  to  break  with  a  certain  type  of  cognition  for  living.  While  accepting  multiple  scales  of  reality  the  Ecologies  of  Architecture  opposes  the  alleged  primacy  of  the  ‘physical’  world  discovered  by  physics.  By  contrast,  it  posits  that  what  we  have  to  perceive  and  cope  with  is  the  world  considered  as  the  environment.  The  emphasis  is  on  the  encounter,  where  experience  is  seen  as  an  emergence  which  returns  the  body  to  a  process  

field  of  exteriority.  The  ultimate  goal  of  the  Ecologies  of  Architecture  is  to  debunk  hylomorphism  -­‐  where  form  is  imposed  upon  inert  matter  from  without  and  where  the  architect  is  seen  as  a  god-­‐given,  inspired  creator  and  genius  –  and  to  promote  the  alternative  morphogenetic  approach  that  is  at  once  more  humble  and  ambitious.    Action  and  perception  are  inseparable  at  the  'mesoscale'  which  is  commensurate  with  life.  In  other  words,  if  the  objects  of  knowledge  are  separated  from  the  objects  of  existence,  we  end  up  with  a  duality  of  mental  and  physical  objects  that  leads  to  an  ontologically  indirect  perception.  By  contrast,  the  premise  of  the  Ecologies  of  Architecture  is  that  perceptual  systems  resonate  to  information.  This  ‘direct  realism’  is  grounded  on  the  premise  that,  from  the  outset,  real  experience  is  a  relation  of  potential  structure  –  distribution  of  the  sensible  -­‐  rather  than  a  formless  chaotic  swirl  onto  which  structure  must  be  imposed  by  cognitive  process.  The  world  is  seen  as  an  ongoing  open  process  of  mattering,  where  meaning  and  form  are  acquired  in  the  actualisation  of  different  agential  virtualities.  Following  Deleuze's  argument,  it  is  possible  to  assert  that  the  genetic  principles  of  sensation  are  thus  at  the  same  time  the  principles  of  composition  of  the  work  of  art(efact).    To  account  for  creation  (change),  the  virtual  realm  (elbow-­‐room)  needs  to  be  introduced.  This  is  by  no  means  a  transcendental  Platonic  realm.  It  is  the  manifold,  a  'phase  portrait'  of  any  dynamic  system  which  is  real  through  and  through,  albeit  not  as  yet  actual.  Its  indeterminacy  is  the  very  precondition  of  novelty.  The  actualisation  of  the  virtual  is  thus  a  morphogenetic  (intensive)  process,  whereas  the  realisation  of  the  possible  is  merely  a  retroactive  hypostatisation.  Brian  Massumi  explains  the  distinction  between  these  implicate  and  explicate  orders  as  follows:      “Implicit  form  is  a  bundling  of  potential  functions,  an  infolding  or  contraction  of  potential  interactions  (intension).  The  playing  out  of  those  potentials  requires  an  unfolding  in  three-­‐dimensional  space  and  linear  time-­‐extension  as  actualisation;  actualisation  as  expression.  It  is  in  expression  that  the  fade-­‐out  occurs.  The  limits  of  the  field  of  emergence  are  in  its  actual  expression.  Implicit  form  may  be  thought  of  as  the  effective  presence  of  the  sum  total  of  a  thing's  interaction  minus  the  thing.”    This  two-­‐sidedness,  the  simultaneous  participation  of  the  virtual  in  the  actual  and  the  actual  in  the  virtual,  as  one  arises  from  and  returns  to  the  other,  is  due  to  the  capacity  to  affect  and  be  affected  in  return.  The  affect  becomes  the  very  interface  between  implicate  and  explicate  orders.  It  is  the  hinge  between  the  virtual  and  the  actual.        

• Course:  ABE  009  Research Proposal for Architecture and the Built Environment [3]  

Graduate  School  credits:  4  ects    

Course  type:  2  introductory  lectures,  and  two  workshops;  indiv.  tutoring  of  paper  (writing).  Necessary  preparation  for  the  course:    Literature:  Groat  and  Wang  (2001);  Findeisen  and  Quade  (1988);  Koskinen  et  al.  (2011);  Cross  (1990).    The  first  year  of  a  PhD  project  is  to  a  large  extent  dedicated  to  the  elaboration  of  the  research  design.  The  research  problem  and  research  questions  must  be  formulated,  a  tentative  conceptual  model  must  be  formulated,  and  the  approach  to  answering  the  research  questions  must  be  outlined.  The  function  of  the  research  design  is  to  ensure  that  the  evidence  obtained  enables  us  to  answer  the  initial  question(s)  as  unambiguously  as  possible.    The  course  introduces  themes  in  research  design  for  architecture  and  the  built  environment.  Based  on  these  introductions  each  candidate’s  initial  research  proposal  will  be  discussed  and  partly  rewritten  and/or  elaborated.  The  course  is  mandatory/’strongly  advised’  for  all  PhD-­‐students  as  part  of  the  ‘Research  and  discipline-­‐based  competences  and  skills’.  The  course  focuses  on  the  following  themes:    -­‐  Discriminating  between  different  types  of  research  in  architecture  and  the  built  environment  -­‐  Formulating  research  problem  and  research  questions  -­‐  Elaboration  of  research  questions  -­‐  Plan  or  proposal  to  conduct  the  research      

• Course:  ABE  010  Capita Selecta – Discipline related skills for ABE [3]  

Graduate  School  credits:  4  ects    

Course  type:  9  days  of  lectures.  Necessary  preparation  for  the  course:    Literature:  Groat  and  Wang  (2001);  Findeisen  and  Quade  (1988);  Koskinen  et  al.  (2011);  Cross  (1990).    The  course  focuses  on  research  approach,  design,  methods  and  applications  that  are  typical  for  the  different  research  programmes  of  the  faculty.  9  Research  programmes  are  represented,  and  so  the  course  consists  of  9  different  modules,  each  spanning  one  day,  of  which  the  PhD  students  should  choose  4.  The  content  of  the  9  different  modules  comprises  scientific  and  practical  research  questions,  actual  insights,  scientific  background,  practical  implications,  research  methodology  and  approach  and  experiences  with  PhD  research  in  the  field.  The  workshop  consists  of  presentations  by  the  lecturers  and  discussion  with  the  PhD  candidates.  Every  course  day  results  in  a  relevant  assignment.    

 • The  Architectural  Project  and  its  Foundations    • Computation  and  Performance  -­‐  Data-­‐driven  design    -­‐  Performance-­‐oriented  Computational  Design    

• Design  and  History  -­‐  Geo  Information  Technology  and  Governance    -­‐  Variable-­‐scale  Maps    -­‐  Higher  Dimensional  GIS    -­‐  Indoor  Modelling  and  Navigation    -­‐  Open  Data  Polices    -­‐  3D  Cadastres  

• Green  Building  Innovation  -­‐  Climate  &  Energy    -­‐  Façade  Systems    -­‐  Component  Design  &  Development    -­‐  Assessment  of  Health  and  Comfort  of  Occupants  –  

• Housing  in  a  Changing  Society  -­‐  Methods  to  predict,  control  and  measure  energy  use  in  dwellings    -­‐  Economic  modelling  of  housing  markets    -­‐  Organisation  strategies  in  housing:  mixed  methods  approach    -­‐  Governance  of  affordable  housing;  a  network  approach    

• Innovation  in  Management  of  the  Built  Environment    -­‐  Innovations  in  Research  methods  and  their  applications  in  management    -­‐  Knowledge  Sharing  Strategies  for  Large  Complex  Building  Projects    -­‐  Using  Hedonic  Pricing  Models  in  property  assessment    -­‐  Strategies  for  Urban  development  projects    

• Urban  and  Regional  Studies  -­‐  Territorial  Governance    -­‐  Urban  and  Neighbourhood  Change    -­‐  Urban  systems  and  transport    -­‐  Governance  of  land  development    

• Urbanism    -­‐  Mapping  for  researchers  -­‐  Tracking  lecture    -­‐  Tracking  short  practical    -­‐  Social  mapping  lecture    

 • Course:  University  Graduate  School  courses  (UGS)  general  DE         [3]  

-­‐  C1.  Intellectual  abilities;  -­‐  C2.  Research  project  Management  -­‐  C3.  Knowledge  base  -­‐  C4.  Data  gathering,  Analysis  and  Synthesis  -­‐  C5.  Academic  Communication  -­‐  C6.  Networking  with(in)  research  community  -­‐  C7.  Teaching  -­‐  C8.Personal  effectiveness  -­‐  C9.  Self-­‐organisation    -­‐  C10.  Professional  development  -­‐  C11.  Information,  computing  and  language  -­‐  C12.  Effective  Presentation  -­‐  C13.  Cooperation  /  teamwork  -­‐  C14.  Learning  and  coaching    Demand  is  to  receive  45  total  of  GS  credits  subdivided  between  three  main  course  categories:    

A. Research  skills  (15  GS  credits)  B. Discipline  related  skills  (15  GS  credits)  C. Transferable  skills  (15  credits)  

 Ad.A.  Research  skills;    Focus:  to  improve  PhD-­‐candidate’s  ability  to  conduct  scientific  research.  The  development  of  these  skills  are  aimed  at  their  role  as  a  researcher  (in  an  acedemic  environment).  

Courses:  Credits  can  be  obtained  via  learning  on-­‐the-­‐job  and  courses.  Min.  5  and  max.  15  credits  should  be  gained  via  learning  on-­‐the-­‐job.  The  University  Graduate  School  (UGS)  offers  a  selection  of  ‘generic’  research  courses.    Competences:  C1,  C2,  C4,  C5,  C6,  C7.    Ad.B.  Discipline  related  skills;    Focus:  To  help  PhD-­‐candidates  obtain  greater  breath  and  depth  of  knowledge  required  in  the  field  of  doctoral  research.  Courses:  One  course  is  offered;  eventual  other  (external)  courses  to  be  selected  together  with  supervisor,  to  discussed  in  detail.  Competences:  C3.    Ad.C.  Transferable  skills;    Focus:  This  category  focuses  on  personal  and  professional  deveopment,  which  will  help  PhD  candidates  now  and  in  their  future  careers.  Courses:  The  UGS  offers  many  courses  in  this  area.  These  are  free  for  all  PhD  candidates.  This  includes  the  mandatory  PhD  start-­‐up  course  (3  GS  credits)  and  a  Career  Development  workshop  (1  GS  credit).  Competences:  C8,  C9,  C10,  C11,  C12,  C13,  C14.      

• Course:  Summerschool  (year  dependent)             [4]  

-­‐ Climate  KIC  2014  Summerschool  Transforming  the  future  built  environment  -­‐ Summerschool  TU  Dresden;    SynCity  2014    -­‐ IDEA  league  2014  summerschool  Innovations  in  the  Delta  -­‐ Doctorate  School  on  Urban  Systems  and  Sustainability