Attendance is required at scheduled activities including tutorials to complete components of the course.

Lectures will be available as recordings. Other learning activities including tutorials will not be available as recordings.

Attendance on campus is required for the test.

The activities for the course are scheduled as a standard weekly timetable delivery.

The course will be delivered through lectures and tutorials. Lectures consist of oral presentations by instructors intended to present information on a particular subject. Other forms of teaching and learning activities will also be used to stimulate students’ participation during a lecture: discussions on the lecture materials, in-class exercises, Q&A and problem cases in which students will discuss and share information found on a problem. Guest lectures consist of oral presentations by external guests, which focuses on a selected topic relating to the integrated tutorial activities, design proposal or the various subject area courses. Tutorials are activities complementary to the lecture classes to provide also more opportunities for student-instructor and student-student interaction. Students will work in groups and individually on Assignment 1 and on Assignment 2. Tutorials engage students in the production of an integrated proposal for a building in response to a set of constraints and requirements. Teaching and learning are conducted through regular tutorials in which students will discuss their design proposals with a studio tutor. The development of the design proposal will be a step-by-step process based on the theoretical and practical topics discussed during the lectures, thus attendance to lecture and tutorials is fundamental for the progress of learning. The course is based on previously acquired skills, particularly in ARCHTECH 210 (Environmental Design 1), and intends to develop new skills in the environmental design of complex buildings. The course aims to prepare students for future studies, in particular the Master of Architecture (Professional) and also towards possible research paths. Students will have the opportunity to study and apply in design proposals the most advanced tools and technologies for the development of buildings with high-energy efficiency, high levels of comfort and healthiness and life-cycle oriented. The goal is to integrate these technologies into a high quality architectural design that is able to act as a unitary organism, harmonized in the environment that surrounds it. In addition, students will have the opportunity to broaden their knowledge of digital tools that allow control of the building's environmental performances. Tools that will be useful in the future for further professional experience.

Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.

Software: Assignment 1 will be developed using a three-dimensional modelling software (AutoDesk Revit). AutoDesk Revit is available on the computers of the School of Architecture and Planning. A specific lecture on AutoDesk Revit simulations is scheduled in the course structure. Additional teaching material on AutoDesk Revit will be provided by the DRH and uploaded on Canvas. Assignment 2 will be informed by the software LCAQuick and LCAlink both available on Canvas.

The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license. You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

Attendance in class, workshops and tutorial sessions, as well as engagement with course activities, modules and readings, supports academic success. Therefore, it is strongly recommended that students make every effort to attend class and complete all the necessary in-class and post-class requirements. Please note that participation to Tutorial sessions will be tracked by Tutors each week and will contribute to the assessment of the individual contribution to groupwork.

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Similarly, research students must meet the University’s expectations of good research practice. This requires:

• Honesty - in all aspects of research work
• Accountability - in the conduct of research
• Professional courtesy and fairness – in working with others
• Good stewardship – on behalf of others
• Transparency – of research process and presentation of results
• Clarity - communication to be understandable, explainable and accessible

For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.

Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.

Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

Assessment tasks may be formative or summative. The purpose of formative assessment is to provide students with (oral or written) feedback that will guide their ongoing learning. It informs students about their progress and helps to form them as emerging practitioners in their discipline. Summative assessment is used solely for the purpose of determining students' final grades. It summarises the student’s levels of achievement over the whole course. Assessment procedures usually combine the two. All tasks that are assessed will normally result in a mark that counts towards the final grade. All forms of assessment provide guidance on why a student got the mark they did and how they could get a better one.

Apart from the comments you receive through assignments work, please remember that there are lots of other ways of getting feedback – such as formal and informal conversations with your lecturers and tutors, your tutorial group and fellow students.

Oral feedback will be provided weekly by the tutors to each group during tutorial sessions and according to the material presented by the students. Tutors will track progresses made by the groups and the individual contribution of each student in the tutorial sessions.

During the mid-semester presentation, students will receive additional oral feedback from a dierent tutor and a written feedback from their own usual tutor as well.

Pass Requirements

Sitting the nal test is compulsory. Not sitting the test will lead to a DNS in your academic record and to the automatic failure of this course.

Submitting Assignment 1 is compulsory. Not submitting Assignment 1 will lead to a DNC in your academic record and to the automatic failure of this course. 

Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

The workload for Assignments 1 and 2 has been refined based on students’ feedback.

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor. Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.

If you require academic accommodations based on the impact of a disability or impairment, please contact Alessandro on email alessandro.premier@auckland.ac.nz as soon as possible at the beginning of the course to discuss your specific needs.

We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.

If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.

Requests for extensions of time must be submitted and approved using the Extension of Time Application form available on Canvas. Students should notify the Course Director/Course Coordinator of their situation as soon as practicable, and preferably before any due date. Notifications by students should include information about the unexpected circumstances and should attach evidence to support this if available. Notifications received after an assessment due date will be accepted, where this is reasonable, within the context of the course. If possible, students are encouraged to seek medical, counselling or other support from the most appropriate sources.

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.

Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.