MBEYA UNIVERSITY OF SCIENCE AND TECHNOLOGY

COLLEGE OF ARCHTECTURE AND CONSTRUCTION

TECHNOLOGY (CoACT)

DEPARTMENT OF ARCHITECTURE AND ART DESIGN

Architectural Design Courses and Studio Guidelines

July 2020
Preface

The current development of Tanzania is characterized by fast urbanization and large-scale projects,

Commercial, residential, mixed-use, and other infrastructural developments based on sustained

attempts to strike a balance between tradition and modernity. The unprecedented growth in the

building, urban development industry, and Infrastructural projects (i.e SGR and Rufiji Project) has

created a pressing demand for architects and allied professions with specialized training to design,

plan, and direct the activities of the industry. This need has been further intensified by the rapid pace

of development, emerging innovative design ideas, rising demand for large building projects, and the

need for new building types/materials, structural systems, and methods/management techniques.

These growth indicators at both the architectural and urban scale mandate the presence of academic

departments and programs that address the practical realities of local, regional, and international

development while graduating professionals capable of leading these realities efficiently and

effectively.

Responding to these demands and challenges, the Department of Architecture and Art Design (AAD)

has the vision to offer innovative undergraduate Architectural programs for graduating professionals

capable of creating and managing the resilient, sustainable built environments of the future. Our

program strikes a balance between knowledge content and delivery while implementing hands‐on

experiential, active, and outcome-based learning approaches.

The Bachelor of Technology in Architecture program was developed in light of the recommendations

from stakeholders for these current and future needs. It translates current national and international

trends into a balanced and responsive curriculum. The contents and delivery of our program are linked

to continuously evolving technology in the education of architecture and urban planning at the

national and international levels. Since architectural design studio occupies a central position of

education, representing a large percentage of the total professional program in architecture, this

document highlights key aspects of design studio guidelines in the AAD.

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It translates our educational mission into a set of parameters and procedures to ensure effective

delivery. The document includes necessary information for the conduct of design studios in the AAD.

The goal is to establish a common ground and language for the conduct of design studios where

lecturers, teaching assistants, and students can refer for general guidance related to teaching and

learning, assessment, procedures, and protocols. Furthermore, it also includes a push towards

integrating a digital paradigm in the AAD design studio philosophy without neglecting the existing

focus on a process-based design approach. It will strengthen its recent paradigm shift towards three-

dimensional thinking skills in design instructional processes. Furthermore, it will complement and

create a hybrid world that combines the advantages of both manual exploration and the power of

digital manipulation and connectivity. Digitizing our design studios and adopting a more dynamic

design philosophy will systematically enhance design practices, teaching methods, and assessment in

the AAD.

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Table of Contents
Preface .......................................................................................................................................ii
Table of Contents .................................................................................................................... iv
1.0 Introduction ........................................................................................................................ 1
2.0 Architectural Design Courses and Studio........................................................................ 1
3.0 The Architectural Design Courses and Studio at the AAD: Nature of Design
Courses, Instruction, and Project Types................................................................................ 2
3.1 Design Studio Culture .................................................................................................................2
3.2 Courses Descriptions: Theoretical and Practical Contents .....................................................3
3.3 Tutoring of Individual Students .................................................................................................3
3.4 Project Types and Size ................................................................................................................4
3.5 Project Theme ..............................................................................................................................4
3.6 Design Studio - Skills and Communication ...............................................................................4
3.7 Design Studio Teaching and Learning Features .......................................................................4
3.8 The Design Studio Presentation Jury ........................................................................................5
3.9 Assessing Students Performance ................................................................................................7
4.0 Project Final Drawings, Portfolio, and Good Practice ................................................. 10
4.1 Final Drawings and Project Presentation................................................................................10
4.2 Project Portfolio.........................................................................................................................10
4.3 Good practice .............................................................................................................................10
5.0 General Note ..................................................................................................................... 11
5.1 Supervisor (Applicable for Design Projects assigned Supervisor) ........................................11
5.2 Student Work Submissions .......................................................................................................11
5.3 Attendance..................................................................................................................................11
6.0 Benchmarked Institutions ............................................................................................... 12

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1.0 Introduction
As an educational unit offering a professional degree of technology in architecture and
diploma in architecture, the AAD believes the critical relationship between the design
education provided and the skills required for successful practice is the core of its mission.
Consequently, we believe that the design studio and the overall philosophy of the curriculum
have to achieve correspondence between design education in architecture and the multiple
roles architects could play in society.

The emphasis is given to the design studio as the main forum for creative exploration,
interaction, knowledge acquisition, assimilation, and application. The design studio is the kiln
where future architects are molded. It is the primary space where budding professionals
explore their creative skills that become so prized by the profession. At the AAD, we believe
that the attitudes absorbed in the studio are those that young graduates take with them to the
profession. Because of this, developing positive attitudes about the cohesive role that
architecture, community, society, and the environment can play together is a focus on interest
in our teaching methodologies.

2.0 Architectural Design Courses and Studio

The long hours spent in the studio should be productive. The one‐to‐one tutoring approach is
extremely valuable and peculiar to architectural education. Research and Project-Based
Approach is our teaching and delivery philosophy. This provides room for students to
produce the design solutions that are user-centric and innovative based on the problems
identified on the ground at the pre-design stage, user preferences, and characteristics of the
locality of the project intended. The design studio has many strengths, which form inherited
characteristics of a long tradition in architectural education, including:

1) Expert evaluation of the design projects

2) Integration of hybrid, technical, and theory courses in the design studio

3) Exchange of ideas and criticism

4) The interim, mid-term, and final review system

5) Stimulation of collaboration and mutual support between students

6) Hybrid usage of explorative manual techniques as well as innovative digital

technologies

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3.0 The Architectural Design Courses and Studio at the AAD: Nature of
Design Courses, Instruction, and Project Types.

Skills-based and architectural design studios in the “Technology in Architecture” program at

the AAD occupies a central position within the curriculum as illustrated in the following
structure. The new paradigm shift towards digitizing design studios is taking place by the
insertion of more-digitally based design processes. The designed sequence of studios
addresses key professional skills and emphasizes specific aspects peculiar to each type of
graphic communication and/or design studio as outlined in each academic year from UQF8
year 1 to 3 and UQF6 year 1 to 3.

3.1 Design Studio Culture

Design studios are inherently places of exchange, and studio projects are common ground for
open discussion and creative design exploration. All studio participants are encouraged to
exchange ideas, opinions, and experiences in a collegial manner. One of the main
characteristics of the design studio is that its assessment is not based on formal examinations.
It can be conducted in studios in indirect ways through practice and projects (the evaluation
of student achievement, knowledge, and skill). Design studio assessment includes both the
criterion-referenced assessment, as the instructors need to see that student qualify certain
standards to pass to the upper level; and the norm-referenced assessment, as the particular
grades of the students depends on the quality of the product. The assessments can be informal
and formal and the grades can be given both by the internal and the external evaluator.

Project criticisms have been applied in the design studio that cannot be abandoned. Today,
there are different categories of reviewing which are applied in design studios. These
categories include;

i. Individual consultation and criticism – This is between the student and lecturer. It
comes after the establishment of common criteria and is preferred in long time
projects. Individual criticisms are quite effective for following the personal progress
of learners in their design studies.

ii. Panel discussion – It is critical at the start of the design learning. The panel is
executed by discussing the projects which are chosen haphazardly by the tutors
without knowing which student it belongs to. These discussions, which are carried out

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 interactively in a participatory environment, are successful mediums of learning. This
format gives feedback to the students by the indirect way and averts the critic to be
taken personally.

iii. Design Studio Presentation - The most formal way of the review. In the presentation or
jury system, one student or a group of students present/defend their work in front of
the panel and get feedback/criticism. The presentation is the most performative stage
of architectural education where students, instructors, and lecturers interact. It carries
out both assessment and education of students jointly.

3.2 Courses Descriptions: Theoretical and Practical Contents

All design studios mentioned above (in section 3.0) should adhere to course descriptions
stated in the program curriculum. Attention should be given to the theoretical component of
the design studio courses. Reading and writing assignments are an essential part of the
designer skills and should be treated as integral components of design learning. The required
reading list should be stated in the course outline and made available to students.

Lectures are required to introduce design theories and methods, discuss reading material, and
group activities. Lectures on design principles and methods, presentation techniques,
supplementary reading materials, and guest speaker lectures (if possible) are important
activities supporting the learning processes in the design studio. In parallel to these lectures,
announcements should be conveyed to all students at the same time to ensure that they
receive the same message regarding ‘submission timing’ and ‘presentation requirements’.

3.3 Tutoring of Individual Students

Design Studio tutoring is conducted on a one‐to‐one basis or small groups of students to
discuss and develop their design solutions for the problems inherent in the design brief. It is
intended for understanding intentions, concepts, solutions, presentation, and communication.
Designing a project evolves through several stages of the design process from inception,
concept, schematic to comprehensive development, and detailed working drawings stage.
Each design stage and related steps require formal revision and feedback from all studio
facilitators to share ideas and develop agreement about each student's proposed design
concept and solution.

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Depending on the nature of the project, regular internal reviews involving all students and
studio facilitators are conducted to provide each student with comprehensive feedback about
their design solution and share facilitators’ and students’ views/comments about the design
project. Students in harmony with their supervisor(s) systematically develop ideas and
concepts, which evolve to solve problems defined at the pre-design stage.

3.4 Project Types and Size

The basic guideline for the selection of projects in each design studio is formulated by the
progress of the Design Problem Complexity and Size. The objective is to expose the students
to a wide range of design issues during their academic program. Such exposure could be
achieved by designing complete buildings or portions of buildings. The fact that new building
types are continuously emerging in addition to traditional building types makes it impossible
to cover all of the building types and sizes during the design studios. More crucially, students
should learn how to tackle any design problem scientifically and professionally.

3.5 Project Theme

It identifies the focus of each design studio as well as the basis for students' evaluation. The
grading system is designed so that the emphasis is placed on one theme for each course of a
specific academic year without ignoring the other complimentary themes. The process of
design is as important as the product. Students should be aware of the fact and focus their
attention on the process of design as well as the final product of the design.

3.6 Design Studio - Skills and Communication

Design studio course is not just the imparting of knowledge and skills necessary for
successful professional practice. It includes the development of values, cultural, and
philosophical positions. The focus in the AAD is developing and implementing an effective
studio pedagogy, integrating the skills required to articulate ideas and develop solutions
based on accumulated knowledge to substantiate those ideas and solutions in the creation of
responsive environments.

3.7 Design Studio Teaching and Learning Features

Teaching and learning in design studio settings have various features that should be
considered concerning the project theme, nature of the design project, and the issues

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addressed in the project. If possible, an emphasis is placed on experiential learning mechanisms
where students are exposed to primary source information and the studied realities. It includes;

i. Integration of Prerequisite Courses: The design studio is the core course of the
architectural and allied programs. All knowledge acquired from other courses should
be used in the design studio.

ii. Field Trips: Interim semester field trip to the construction industry is a fruitful
experience for students and should form an integrated part of the design studio.

iii. Study By Design as a Community Outreach: Design Studio which is focusing on

real-life needs and situations must be encouraged. It is intended to develop the
students’ understanding of the architectural design and development process within a
realistic context.

3.8 The Design Studio Presentation Jury

The jury concept arises from the wicked nature of architectural design problems and the need
for a collaborative approach to assessing and asserting the quality of architectural design. It is
a forum for exhibiting measured professional judgment in giving feedback to students about
their design work.

Figure 1: Design Jury Organization (Maii, E., et al, 2019)

The jury includes the following format of presentations and or examinations;

i. Interim presentation: It is scheduled for two to three times within a semester to

discuss the students' progress in a public forum and generate feedback from
facilitators and other students; and,

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 ii. Final presentation: It is the final presentation scheduled during the semester exam to
evaluate the entirety of the students' work

iii. One Day Design Studio Project (Fast Design): It is a one-day design project which
can be treated either as the supplement of the Final Presentation or the alternative of
the Final Presentation (the course facilitator will decide based on the outcomes of the
interim presentations). It is intended to assess the quickness of the student in applying
the learned skills to solve architectural problems. A one-day design studio project
should last not more than eight (8) hours. The work is submitted and evaluated by the
panel without a student appearing to defend.

During the presentation, the following should be considered;

i. The critique is an inherent and integral part of the evaluation process in the design
studio.

ii. Staff and invited members are encouraged to deliver criticism constructively when
engaging students and others in the review of student work.

iii. Questions should be brief, clear, and short to allow the student to have time to
respond.

iv. Serious design mistakes should be pointed out and the good aspects of the design
should be stressed.

v. The design facilitator should budget the time as the coordinator of the panel.

vi. The verbal presentation of the project, the ability to defend one's concept, and
communication skills are important for the student’s assessment.

vii. The assessment should be based on criteria set by the studio facilitator, according to
the nature of the design project.

viii. The assessment should be conducted by experienced persons from the department or
the professionals invited from local authorities or construction industry, who can
judge the student's development and the design project concurrently. It is encouraged
the panel for the first presentation and last presentation (for finalists studios) to
include at least two guest experts, one being an experienced architect or architectural
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 technologist from the construction industry and another from the local authorities.
These design critics provide feedback on the quality of our product.

The presentation format can be chosen from the following options to finish the task within a
reasonable time;

i. Students present their project to all panel members and receive feedback/comments,

ii. Students are divided into groups and each group is reviewed by a different panel,

iii. students stand by their projects and panel members go around asking them questions
to evaluate their work,

iv. The student’s work is evaluated by the panel without student appearing to defend
his/her work

Any option out of the four listed above should decide beforehand by the course facilitator.
The course facilitator should invite at least three-panel members based on the nature of the
project to participate as official assessors who grade students’ projects. All department
academic staff and guests are invited to attend but grades are given by the invited special
team who should attend all presentations. The grades should follow the format of the attached
grading sheet.

3.9 Assessing Students Performance

A minimum of two (2) interim presentations shall constitute 50% of the overall assessment
and the remaining 50% shall come from the end semester examination presentation. The
criteria to be used in grading will always be explained in the course program by the course
facilitator. Students should understand the nature of the project, what is expected, and how to
address the issues of each assignment before spending time on the project. All projects must
be turned in complete and on time. The facilitator(s) should address the form of a criteria-
based module which shows how marks and grades will be awarded (See Table 1).

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Table 1: Assessment Criteria for Coursework and University Examination
Failure Poor Average Good Very Good Excellent
(F) (D) (C) (B) (B+) (A) Final
Marking
S/N
Consideration Litle or Beginning Developing Substantial Accomplished Exemplary grade
no
eveidence
1. Project 15%
formulation,
appraisal of an
architectural
project, and design
brief
2. Analysis and 25%
presentation of the
contextual aspect
of the design and
Development of
architectural
concept
3. Comprehensive 25%
scheme design to
substantiate the use
of materials, hi-
tech construction,
energy
conservation and
services
4. Architectural 15%
concept as a
creativity, practical
expression of the
solution to a
specific
architectural
problem
5. Evidence of 10%
buildability,
environmental
impact assessment,
and climatic design
consciousness
6. Completeness of 10%
assignment i.e.
design brief,
drawings, and
models (physical
or computer
simulations)
TOTAL 100%
Jury
General
Comments

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Candidate ................................... Panel Chairman .........................
(Name) Name and signature

Date: ...................................................

Names and Signatures of other Assessors:

1. .........................................................................................................

2. .........................................................................................................

3. …………………………………………………………………..

4. …………………………………………………………………..

5. …………………………………………………………………..

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4.0 Project Final Drawings, Portfolio, and Good Practice

4.1 Final Drawings and Project Presentation

The final drawings should be presented on A2 sheets including the following minimum
requirements: Studies and analysis of site and program with an appropriate scale for plans,
sections, elevation, etc. Interior and Exterior perspectives with an appropriate scale. The
conceptual and final model should be made by the student using simple materials and
techniques. The project should be presented and arranged in a professional form. All the
accumulated skills in a course process including freehand sketching for concepts, computer
simulation & Animation, and the 3D presentation should be demonstrated in the final project.
Technologists are expected to present their designs using well-detailed drawings as evidences
for buildability as well as performance. The student should put the effort into arranging and
presenting their project imitating professional architectural practice.

4.2 Project Portfolio

The project file is an important tool to document the development and progress of design
concepts. It facilitates the preparation of the final report. Each student should maintain a
course file from day 1 of his/her proposed studio project.

4.3 Good practice

i. Students should ensure that they regularly back up their work on multiple locations as
Computer (hard-disk) crashes are an unfortunate reality.

ii. When relying on community printing facilities, students should attempt to finish their
work in advance to avoid unnecessary delays.

iii. Students must retain a copy of all assignments submitted (Electronically/digital or

hardcopy), as originals may be lost during the submission process.

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5.0 General Note
5.1 Supervisor (Applicable for Design Projects assigned Supervisor)
Through the course facilitator, the departmental examination committee will appoint/assign a
supervisor to each student at the beginning of the academic semester. Then the supervisor
should contact the assigned student(s) to arrange preliminary discussions on the research
proposal. The role of a supervisor is to assist the course facilitator to guide the student and
oversee the quality of the work. This includes guiding the student from the conceptual
development stage on the way to the completion of the task. To make sure the entire product
of work is of the student, the supervisor is neither supposed to formulate nor edit in detail
parts of the project.

10% of the student’s score is obtained from the supervisor as s/he oversees the work progress
while the rest 90% is obtained from presentation to a jury committee headed by Dissertation
Coordinator. This 10% of scores will be submitted by the supervisor on the final presentation
(during Semester Examination) aiming to give the room to supervisors to go through all
stages of the student’s work progress.

5.2 Student Work Submissions

All student works must be submitted on time on scheduled dates for presentations, this
includes but not limited to; digital work, hard copies, and models to be considered for
assessment. During final submission for final presentation (during semester examination), the
student is required to submit the digital copy of his/her work in pdf file (not applicable for
studio tasks designed to be done manually) and hardcopy.

Late submissions: Within semester Course work, all student works not submitted before and
within presentation period will be regarded as a late work and will not be accepted for a full
assessment. This means will not be considered for formal presentation and will be marked as
incomplete. Submission of work past the due time will result in a reduction of 10% of the full
grade for every 30 minutes late. This works inline with University examination regulations.

5.3 Attendance
Attendance is necessary for formal lectures, studio sessions, and other meetings scheduled by
the supervisor. An unexcused absence will be subjected to University regulations. Any
student with a University excused absence must consult the course facilitator in advance.
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6.0 Benchmarked Institutions

1. Ardhi University (ARU) - Department of Architecture

2. Politecnico di Milano - Architecture and Urban Design

3. Qatar University - Department of Architecture and Urban Planning

4. The University of MEPHIS - Department of Architecture

5. University of Nairobi - Architecture and Building Science

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