PROGRAM
221.A0
2004
CÉGEP
ARCHITECTURAL
TECHNOLOGY
PROGRAM
221.A0
2004
Date approved by Academic Council Date approved by Board of Directors
.
.
CÉGEP
Table of Contents
Page
Acknowledgements i
I. Introduction to the program 1
II. Background Information 1
III. Architectural Technology New Grid 3
a. Program Goals 3
b. Program-Specific Competencies 4
c. Goals of General Education 6
d. General Education Program Competencies 8
e. Program Development 10
f. Program Specific Competencies and Courses 14
g. Program Grid 18 h. Pre-requisite Courses 24 i. Course Equivalences 25 j. Comprehensive Assessment 26 k. Professional Development 30 l. Infrastructure Needs 30
IV. Course Descriptions: Program Specific Component 33
Year 1: Semester 1 34 Semester 2 49 Year 2: Semester 3 71 Semester 4 97 Year 3: Semester 5 129 Semester 6 160 V. Appendices 181
A. Existing Architectural Technology Program Grid 182
B. Glossary – Definitions 183
C. Educational Intentions of General Studies 185 D. Vanier College Comprehensive Assessment Policy 193 E. Competencies Addressed in General Studies 195
ACKNOWLEDGEMENTS
The Architectural Technology Department would like to thank the many people who helped in the development of this new program.
Architectural Technology Programme Committee 2004
Chair Fred Mac Donald
English French Humanities Physical Education Math Computer Science Physics Denis Sampson Lucienne Namer Martha Bernstein Liam Phelan-Cox Nancy Shearer Fred Mayer Fred Andrews Ann Seymour
Arch Tech Peter Naylor
Zoya Duba Margaret Surridge Academic Advising Bonnie Russell Our thanks also extend to:
the Faculty of Applied Technology Coordinators and Curriculum coordinators for their feedback, the Members of Academic Council for their contribution, and
the Architectural Technology Department staff for their assistance and input.
Finally, the Architectural Technology Department would like to thank Nora Soukiassian for her patience, perseverance and her professional word processing skills.
221.A0 Architectural Technology 2004
Type of certification : Diploma of College Studies
Number of credits : 91 2/3
Total duration : 2 760 hours of instruction
General education components : 660 hours of instruction
Program-specific component : 2 100 hours of instruction
Prerequisites : - Mathematics 436
I Introduction to the Program
The Architectural Technology program is in keeping with the aims and orientations of technical education that guide the Direction générale des programmes et du développement. It has been designed in accordance with the framework for developing technical programs, which requires participation by people working in the field and in the educational community.
This program is based on competencies, formulated in terms of objectives and standards. It was designed using an approach that takes into account training needs, the job analysis and the general goals of technical education, and it serves as the basis for the definition and evaluation of learning activities. In addition, it lends itself to the application of the program-based approach.
The Architectural Technology program includes a general education component common to all programs (16 2/3 credits), a general education component adapted to this program (6 credits), a complementary general education component (4 credits) and a program-specific component of 65 credits.
II Background Information
Architectural Technology is a 3-year career program offered at Vanier College since the formation of the College. The program began in 1972, and was located at the Snowdon campus. The faculty at Vanier included architects, a structural engineer and part-time faculty consisting of engineering and other specialists to teach courses requiring special expertise.
Architectural Technology was a new field of study in Canada, and the faculty made great effort to acquaint architects with the skills possessed by technologists. Since the founding of the program, Architectural Technologists have become recognized by the profession and the construction field in general, and can now join the Ordre des Technologues.
Vanier College offers the only English-language program in Architectural Technology in Quebec. The program is presently offered at 9 French-language CEGEPS.
The program trains technologists to work in a broad range of careers in the construction field. Graduates find employment in the offices of architects, engineers (both structural and mechanical), and related professionals. Also, many graduates work for companies involved in the manufacturing of building materials, equipment and components. Other fields of employment include building inspection and working with project managers, developers, or contractors.
Faculty in the department, both full time and part time, are all professionals in the field of architecture or engineering. The faculty look upon employment for their graduates as of primary importance, and therefore recognize the need for the department and its teachers to keep up-to-date technically with their profession in order to produce superior graduates.
The faculty works hard to find employment for graduates and alumni. A file of graduates’ telephone numbers is kept by the department to maintain communications. Current job offers are posted by faculty on a bulletin board, on the Architectural Technology web site (http://www.vaniercollege.qc.ca /archtech/main.htm), and on the Vanier College web site by the Placement Office.
Maintaining a technically up to date curriculum while encouraging a student identification with the department requires a high level of commitment on the part of the faculty.
occurring in the architectural profession, due to the increasing use of Computer Assisted Drawing (CAD) in architectural offices, the program revisions of 1978 did not reflect these changes.
During the early 80's the development of CAD led to faculty training in CAD. Some faculty were sent out of town for specialized training, and local courses were arranged for the faculty.
There were gradual changes in technology and the development of micro-computers. In the Architectural Technology Program more CAD was incorporated in the architectural drawing courses, but students had limited access to the equipment to prepare their assignments.
During 1987-88, the faculty put much effort into the development of a new grid. The importance of a CAD component in many courses was recognized, and the necessity of a designated CAD lab on campus became obvious. A new CAD lab was created by the conversion of one of the manual drafting rooms in 1990. Later, in 1994, a technician (part time) was assigned to the lab.
In 1995 the lab was upgraded to 21 Pentium 90 stand-alone computers. Over the past 5 years, the number of workstations has increased to 24, with a network, and computers in three faculty offices.
Program Revision - 1989
This revision of the grid was thorough, although the architectural drawing and construction courses remained core courses in each semester.
The architectural drawing courses were restructured to include various amounts of CAD instruction. Several specialized courses were dropped from the basic grid, and a new course in software applications was introduced.
The construction courses were re-organized, and a new course introduced to emphasize the materials and techniques of building structure.
Most importantly, there was the introduction of the concept of “Choix de College” courses. From 13 suggested courses, 5 courses were to be selected by each college. This approach was taken to allow colleges to establish particular areas of specialization for their program.
Architectural Technology at Vanier followed the grid and gradually increased the computer content in many of the courses. The choice of the “Choix de College” courses for Vanier, was carefully considered by the faculty to reflect the needs of the job market and to provide the best instruction for the students, and has not been changed since 1989.
The Program Since 1989
In common with other programs in the building and construction field, such as Civil Engineering Technology, Architectural Technology has experienced large variations in enrolment in the last few years. This is presumed to be due to the variability of the construction industry in Quebec.
Graduates of the Architectural Technology Program at Vanier College are presently very much in demand by employers. In the last few years, the number of job-postings has been steadily increasing, and all graduates are assured of jobs in the construction field. Graduates from former years are now hiring recent graduates. Over the last five years there have been almost four job offers for each graduate.
Recently there has been a change to the Architects Act to allow architectural technologists to assume responsibility for the design and construction of a range of small buildings. This indicates a considerable confidence in the ability of architectural technologists and it allows increased opportunities for our graduates.
The existing program description can be found in Appendix A.
III Architectural Technology New Grid III a) Program Goals
The aim of the Architectural Technology program is to train technologists to practise their occupation in the offices of architects or technologists, in engineering firms, construction companies and governmental bodies.
Such individuals assist in the completion of, or complete an architectural project, as defined by the
Architects Act, the Engineers Act, the PublicBuildings Safety Act and the Professional Code. They may therefore produce drawings and promotional material, plan construction details, write specifications, estimate construction costs, coordinate construction work, inspect the condition of a building, verify building compliance with laws, standards and the Construction Code and contribute to maintaining the quality of architectural heritage. The scope and the volume of tasks vary according to the type of business and the type of work, whether it be a salaried position or self-employment.
As part of their work, architectural technologists are required to research information, ensure that project documents are consistent, communicate on a regular basis with their partners, and make decisions.
In keeping with the goals of technical education, the program-specific content of the Architectural Technology program is designed to:
enable students to acquire competence in the exercise of the occupation, i.e. properly carry out the tasks and activities of the occupation at the level required for entry into the job market
help students integrate into the working world by familiarizing them with the job market in general, and the specific context of the occupation of architectural technologist
foster students’ personal growth and encourage their continuing professional development promote students’ job mobility by helping them to acquire career management skills
The Architectural Technology program also makes it possible to implement the educational goals of the common, program-specific and complementary general education components stipulated in the document entitled Formation générale des Collèges pour le Québec du XXIe siècle. In addition, it is aimed at developing in students a sense of responsibility, observational skills, a concern for accuracy and the ability to work as part of a team.
Lastly, the program brings together two requirements of education, i.e. multi-tasking and specialization. Multi-tasking is developed through the acquisition of general skills that enable architectural technologists to demonstrate autonomy when carrying out their duties. Moreover, acquisition of these skills makes it easier for them to adjust to new working situations.
The specialization required for entry into the job market is ensured by the acquisition of skills directly related to the performance of tasks specific to the occupation.
III b) Program-Specific Competencies
The Ministry of Education (MEQ) realized a preliminary study in June 1997 at the request of the Comité national des programmes d’études professionelles et techniques (CNPEPT). This study determined that the function of an architectural technologist had sufficiently evolved to require a program revision. The Rapport d’analyse de situation de travail was undertaken with the collaboration of the MEQ, architects, contractors, employers, manufacturers, educators, the Order of Architects and the Office des Professions du Québec. This analysis produced a list of 17 competencies. Over the following three years, with more analysis, the competencies were modified resulting in the final list of 23 shown on the next page.
The description of each competency includes two basic columns. The Objectives column states the competency, skill or knowledge to be mastered and the elements of the competency. The elements show the basic steps required to demonstrate the competency. The Standard column describes the level of performance at which an objective is considered to be achieved. The performance criteria describes the requirements to meet each element of the competency. For definitions of the components of the competencies see the glossary in Appendix B.
Architectural Technology Program-Specific Competencies
(65 credits)0350 To analyze the occupational functions 0351 To interpret drawings and specifications 0352 To produce sketches
0353 To produce promotional material 0354 To research technical information
0355 To perform calculations related to buildings
0356 To verify the compliance of a building or a building plan with the Construction Code as well as with the laws, regulations and standards in force
0357 To propose solutions concerning types of construction and building systems 0358 To communicate with the project partners
0359 To assume responsibilities concerning occupational health and safety on construction sites 035A To assess the architectural characteristics of a building project
035B To carry out building surveys 035C To produce presentation drawings 035D To produce working drawings
035E To ensure the consistency of project documents 035F To analyze building problems
035G To develop construction details 035H To produce the project manual 035J To estimate construction costs 035K To evaluate the state of a building 035L To coordinate construction work
035M To carry out project management activities 035N To evolve a design for a project
In Québec, college is the next stage after the compulsory years of schooling (elementary and secondary school) during which students acquire basic knowledge and skills. It represents a major crossroads in that it places greater emphasis on the cultural content of education and leads directly to the job market or to university. The college system meets current needs with respect to technical and pre-university education. It allows students to further their education without narrowing their options, since they may switch from one type of program to the other. Finally, it provides students with a well-rounded, balanced education.
General education is an integral part of every program and comprises three components: a component common to all programs, a component adapted to the particular program and a complementary component. The aim of general education is to provide students with a common cultural core, to help them learn and develop generic skills, and to foster desirable attitudes. Its purpose is to educate students as individuals, to prepare them for their role as responsible members of society and to enable them to share in the common cultural heritage.
Common Cultural Core
The common cultural core comprises the following:
mastery of the language of instruction as a tool for communication and reflection, and mastery of the basic rules of rational thought, discourse and argumentation
the ability to communicate in another language, primarily French or English openness to the world and to cultural diversity
appreciation of the riches of our cultural heritage through awareness of the accomplishments of human civilization
the ability to relate to major currents in the history of human thought the ability to think independently and critically
personal and social ethics
knowledge concerning the development of physical and intellectual well-being awareness of the need to develop habits conducive to good health
Generic Skills
General education allows students to acquire and develop the following generic skills:
conceptualization, analysis and synthesis coherent reasoning
critical judgment articulate expression
the ability to apply what they have learned to the analysis of situations the ability to apply what they have learned to decision making
work methods
Desirable Attitudes
The common cultural core and generic skills help students to acquire and develop the following attitudes:
autonomy a critical sense
awareness of their responsibilities toward themselves and others openmindedness
creativity
openness to the world
These aims apply to the three general education components:
General education component common to all programs, which is allotted 16 2/3 credits distributed as follows:
language of instruction and literature: 7 1/3 credits humanities or philosophie: 4 1/3 credits
physical education: 3 credits second language: 2 credits
General education component adapted to programs, which introduces tasks or learning situations that are relevant to the program-specific component of a program. The breakdown of credits, for a total of 6, is as follows:
language of instruction and literature: 2 credits humanities or philosophie: 2 credits
second language: 2 credits
Complementary general education component, which provides students with learning activities chosen to balance their training and complement the program-specific component. Students may choose courses for a total of 4 credits in the following areas:
social sciences
science and technology modern languages
mathematics literacy and computer science art and aesthetics
The knowledge and skills acquired in the general education components should be emphasized and, whenever possible, applied in the program-specific component, and vice-versa. Thus, general education and the program-specific component of a program enhance each other as they contribute to the students’ overall education.
Each college-level institution must provide general education through learning activities that are consistent with its educational project, in keeping with the aims, subject areas and ministerial guidelines provided.
The objectives and standards in the general education components were developed according to the provisions of the College Education Regulations (RSQ, c. C-29, s. 18; 1993, c. 25, s. 11, Revised Edition, August 1998).
Educational Intentionsof General Education
The educational intentions describe how each field of studies in the common, adapted and complementary components of general education contributes to achieving the goals of general education. For the common and adapted components, the educational intentions include:
a general statement of the role of each field of studies the principles underlying this role
outcome objectives defining (in terms of knowledge, skills and attitudes) the contribution of each field to the achievement of the goals of general education
an explanation of the sequence of objectives and standards
The full text of the educational intentions may be found at the end of this document (Appendix C).
III d) General Education Program Competencies
GENERAL EDUCATION COMPONENT COMMON TO ALL PROGRAMS (16 2/3 CREDITS)
0004 To analyze and produce various forms of discourse.
0005 To apply a critical approach to literary genres.
0006 To apply a critical approach to a literary theme.
00B2 To apply a logical analytical process to how knowledge is organized and used.
000G To apply a critical thought process to world-views.
0017 Appliquer les notions de base de la communication en français courant. or
000A Communiquer en français avec une certaine aisance. or
000B Communiquer avec aisance en français. or
000C Traiter d’un sujet culturel et littéraire.
0064 To establish the role that being physically active plays amongst the lifestyle behaviours which promote health.
0065 To improve one’s effectiveness when doing a physical activity.
GENERAL EDUCATION COMPONENT ADAPTED TO THIS PROGRAM (6 CREDITS)
000L To communicate in the forms of discourse appropriate to one or more fields of study.
000U To apply a critical thought process to ethical issues relevant to the field of study.
0018 Appliquer des notions fondamentales de la communication en français, liées à un champ d’études. or
000Q Communiquer en français dans un champ d’études particulier. or
000R Communiquer avec aisance en français dans un champ d’études particulier. or
000S Disserter en français sur un sujet lié au champ d’études.
COMPLEMENTARY GENERAL EDUCATION COMPONENT (4 CREDITS)
000V To estimate the contribution of the social sciences to an understanding of contemporary issues.
000W To analyze one of the major problems of our time using one or more social scientific approaches.
000X To explain the general nature of science and technology and some of the major contemporary scientific or technological issues.
000Y To resolve a simple problem by applying the basic scientific method.
000Z To communicate with limited skill in a modern language.
0010 To communicate on familiar topics in a modern language.
0067 To communicate with relative ease in a modern language.
0011 To recognize the role of mathematics or informatics in contemporary society.
0012 To use various mathematical or computer concepts, procedures and tools for common tasks.
0013 To consider various forms of art produced by aesthetic practices.
0014 To produce a work of art.
General Education Adapted to Programs
The Vanier College document entitled “General Education” dated October 1998 specifies that in English general education courses adapted to programs “Students will develop the skills required in order to communicate in the forms of discourse appropriate to their field of study.”
English Block B courses currently follow the 603-HSD designation which features courses for the scientific and technological milieu.
Humanties Block B courses 345-HSD are related to ethical issues in the arts and media.
A description of the competencies addressed in the General Studies Program was distributed on February 4, 2000 and March 17, 2004 (see Appendix E). This draft document was distributed for discussion. Many of the competencies listed here fit well with the Essential Employability Skills (EES) that have been established by the Association of Canadian Community Colleges (ACCC) and Human Resources Development Canada (HRDC).
This is an area that will require further development and cooperation between the parties involved over the next three years.
III e) Program Development
1. Main differences between the new program and the current program:
The previous Architectural Technology Programme came from the Ministry of Education in Quebec as a set of courses. Each course was described with a ponderation and a basic course outline. The new grid is specified with the use of 23 competencies and elements. With changes in pedagogical theory and new technologies over the last 15 years there are new skills and directions to consider. These are discussed below.
New competencies:
• detailed study of job function of technologist
• site supervision and coordination of construction work
• design skills
• evaluation and inspection of existing buildings
• technical sketching
• electrical and lighting design and layout
• stage between second and third year Increased emphasis on:
• communication and teamwork
• architectural presentation
• integration of all building systems
• project management type skills
• interpretation of plans and specifications
• use of construction code and other applicable regulations Decreased importance:
• architectural history
• advanced math and physics
• engineering calculations
• manual drafting
• land surveying
2. Principles
The new Architectural Technology Programme was developed with some of the following guiding principles. These priciples came from an analysis of the Program Evaluation and from discussions with industry
• Maintain the versatility of the program.
(This was demonstrated in the Program Evaluation report 1999-2000 where the variety of jobs available to graduates was considered one of the major strength of the program)
• Provide more practical, hands on learning experience through increasing ties with the Construction Industry (especially contractors and building products manufacturers) to help organize more site visits, through case studies, improved materials, samples and manufacturers catalogues library and model building
• Integrate all consultant disciplines into the process of production of architectural drawings by involving part time engineering teachers in the Project courses.
3. Consultation and research process
After formulating the basic principles, we conducted a brief survey (via Internet) of Architectural Technology programs in other provinces and especially the one ones in Ontario. We visited 3 colleges in Toronto and surroundings, with programs closest to what we were planning (Humber College, George Brown College and Sheridan College). We met with the department coordinators to discuss the pros and cons of their programs, had chance to see some students work and tour the facilities. Issues of particular concern explored: manual drafting, coordination between parallel courses, organization of co-op and stage, relationship of structural and mechanical systems courses to architectural projects, scope of design and studios and computer lab setups.
We met with 5 other CEGEPs in Quebec City to discuss the development of the new grid. This is an ongoing process as we are continuing to communicate and exchange information.
Input was gathered from the “Summary of recommendations” in the Program Evaluation report. These recommendations were integrated into the new grid:
• Combine drafting and construction (current grid ), into an integrated “Project” course
• Start “Project” courses as early as possible and use real projects
• Teach computer drafting skills separate from the Project course
• Integrate building systems design into the Project course
• Reduce some of the theoretical aspects of the engineering courses.
We have also contacted local building contracting firms who are currently employing a number of our graduates and they show great interest in continuing to hire our students. The feedback we received from them is reinforcing the need for more hands on experience, more knowledge in terms of properties of materials and actual products, contractual issues and estimating. We are introducing a “stage” course into the new grid.
4. General program description
Due to the necessity of integration of skills, most courses have to meet a number of competencies and also many of the competencies cannot be acquired within one course. In the core courses such as “Project” the skills are acquired through a process of repetition, the scope of the assigned projects increases in complexity with each term. We tried, where possible to make the workload equal for each semester.
contacting contracting, architectural and manufacturing firms for their feedback. We have received several positive responses as there is a lot of construction work at this time, though we have to bear in mind the cyclical nature of the profession. The stage will serve as a means for the student to develop a better understanding of the architectural and construction field.
The department is maintaining communications with General Studies concerning Block B English and French courses and their relationship to architectural topics.
First year:
The courses in the first year introduce students to the profession of architectural technology in term of employment opportunities, basis design and drawing skills and understanding of building as combination of systems. The Construction Safety course is offered in the first year to allow student to acquire skills regarding safety on the construction site before starting site visits in the 2nd year of studies.
Second year:
After the second year students will be able to prepare presentation and working drawings for a simple building, including coordinating input from all consulting engineering disciplines, verify compliance with construction code requirements and make simple quantity takeoff and cost estimates. This should give them sufficient preparation for the Stage and an encouragement to obtain employment in the construction or architectural field during the summer.
Third year:
Courses in the last 2 semesters focus on more complex architectural project, renovation and
administrative issues involving the integration of all main disciplines. The students will study 3-dimensional computer modeling and project management courses.
5. The grid
The grid is developed on the basis of 6 major course streams. (See Table D on page 20).
Architectural Projects - This studio type courses is where the construction assemblies, systems and methods of detailing are explored and working drawings produced. The project approach allows for combining the theory of construction principles with the development (production) of drawings, which is closest to the way an actual architectural practice works. Real projects will serve as bases for student’s work. All working drawings will be prepared using AutoCad, manual drafting and sketching reserved for presentation drawings, preliminary design and development of technical details. In general, less time will be devoted to reproducing working drawings, with more emphasis on understanding the total project.
Computers and Computer Aided Drawing - Computer skills, computer operating systems, word processing, spreadsheet, computer graphics, presentation drawing, AutoCAD drawing, communication technology and processes. The AutoCad focus is on commands, drafting techniques, architectural standards, speed and accuracy. To develop better understanding and speed in AutoCAD drawing we are proposing three courses dedicated to AutoCAD drawing separate from actual working drawing production.
Building Science - The construction materials and methods courses deal with the properties of construction materials, types of products, advantages and disadvantages of their application in particular situations, the effect of the elements on these materials and building science in general. Emphasis is placed on specifying real products, use of manufacturer’s catalogues and samples. A building systems classifications and “Master-format” divisions will serve as the overall organizing elements.
Design and Presentation Theory - Graphics, visual communication and design stream will teach architectural appreciation, including history of architecture, fundamental elements of design, architectural design process, context, basic principles of space and site planning, functional and aesthetic requirements of a program, manual and computer drawing presentation techniques, photography and model making.
Basic Science and Building Systems - Basic Science and Building Systems includes math and physics adapted to structural and environmental systems. Focus will be placed on the integration of all specialties and building systems. Structural and mechanical systems courses will focus more on the concept of systems integration and less on the pure engineering details and calculations.
Project management and regulations - This series of courses will cover the competencies required to organize and plan architectural projects and prepare estimates and all the required documents, such as, the project manual and contracts. Roles of all participants throughout all phases of the architectural project, project management process, Construction Code and other construction regulations will be analyzed.
Table A lists the competencies that are associated with each course in the new grid. Each course is listed at the end of this document and the elements of each competency are described.
TABLE A
Competencies Course# Course Names
0350 221-130-VA 221-490-VA
Introduction to Architectural Technology Stage 0351 221-220-VA 221-230-VA 221-370-VA 221-460-VA 221-470-VA 221-570-VA Architectural Drawing 2
Structural Systems and Materials Building Services (Small buildings) Steel and Concrete Construction Mechanical and Electrical Services Building Systems Integration 0352 221-120-VA
221-150-VA 221-220-VA 221-350-VA
Architectural Drawing 1 Design and Presentation 1 Architectural Drawing 2 Design and Presentation 2 0353 221-150-VA
221-310-VA 221-350-VA
Design and Presentation 1 Computer Aided Drawing 2 Design and Presentation 2 0354 221-130-VA 221-230-VA 221-330-VA 221-430-VA 221-530-VA 221-590-VA 221-630-VA
Introduction to Architectural Technology Structural Systems and Materials
Residential Construction Building Envelope
Interior Systems and Circulation Project Manual Innovative Technologies 0355 201-180-VA 203-250-VA 221-230-VA 221-330-VA 221-360-VA 221-370-VA 221-430-VA 221-460-VA 221-470-VA
Math for Architectural Technology Mechanics for Architectural Technology Structural Systems and Materials Residential Construction
Statics and Wood Construction Building Services (Small buildings) Building Envelope
Steel and Concrete Construction Mechanical and Electrical Services 0356 221-480-VA Codes and Regulations
0357 221-330-VA 221-420-VA 221-430-VA 221-460-VA 221-470-VA 221-530-VA 221-570-VA 221-630-VA Residential Construction Project 2 Building Envelope
Steel and Concrete Construction Mechanical and Electrical Services Interior Systems and Circulation Building Systems Integration Innovative Technologies
0358 221-130-VA 221-490-VA
Introduction to Architectural Technology Stage
0359 221-280-VA Construction Safety and Site Preparation 035A 221-150-VA
221-250-VA 221-540-VA
Design and Presentation 1 History of Architecture Renovation Techniques 035B 221-640-VA Building Survey 035C 221-110-VA
221-210-VA 221-310-VA 221-510-VA 221-650-VA
Computer Applications in Architecture Computer Aided Drawing 1
Computer Aided Drawing 2 Computer Aided Drawing 3 Architectural Rendering 035D 221-210-VA 221-220-VA 221-310-VA 221-320-VA 221-420-VA 221-490-VA 221-520-VA 221-620-VA
Computer Aided Drawing 1 Architectural Drawing 2 Computer Aided Drawing 2 Project 1
Project 2 Stage Project 3 Project 4
035E 221-570-VA Building Systems Integration 035F 221-540-VA Renovation Techniques 035G 221-320-VA 221-420-VA 221-520-VA Project 1 Project 2 Project 3
035H 221-590-VA Project Manual 035J 221-690-VA Estimation 035K 221-640-VA Building Survey
035L 221-680-VA Contract Administration and Site Review 035M 221-580-VA Project Management
035N 221-520-VA 221-620-VA
Project 3 Project 4
Table B on the following page shows the relationship between each course in the new grid and the associated competencies.
To a na lyz e t he o cc up ati on al fu nc tio ns To in te rp re t d ra w in gs a nd s pe cif ica tio ns To p ro du ce s ke tc he s To p ro du ce p ro m oti on al m ate ria l To re se arc h t ec hn ica l in fo rm ati on To p erf orm c alc ula tio ns re la te d t o bu ild in gs To v eri fy b uild in gs ’ c on fo rm an ce w ith C on str uc t’n C od es a nd o th er re gu la tio ns To p ro po se s olu tio ns c on ce rn in g t yp es of co ns tru ctio n a nd b uild in g s ys te m s To c om m un ica te w ith th e p ro je ct pa rtn ers To a ss um e r es po ns ib iliti es c on ce rn in g oc cu p. h ea lth a nd s afe ty o n c on str s ite s To a ss es th e a rc hit ec tu ra l c ha ra cte rs o f a b uild in g p ro je ct To c arr y o ut bu ild in g s urv ey s To p ro du ce p re se nta tio n d ra w in gs To p ro du ce w ork in g d ra w in gs To e ns ure th e c on sis te nc y o f p ro je ct do cu m en ts To a na lyz e b uild in g p ro ble m s To d ev elo p c on str uc tio n d eta ils To p ro du ce th e p ro je ct m an ua l To e stim ate c on str uc tio n c os ts To e va lu ate th e s ta te o f a b uild in g To c oo rd in ate c on str uc tio n w ork To c arr y o ut pro je ct m an ag em en t ac tiv itie s To e vo lve a d es ig n f or a p ro je ct Course name 0350 03 51 0352 0353 0354 0355 5603 0357 0358 0359 035A 035B 035C 035D 035E 035F 035G 5H03 035J 035K 035L 035M 035N
Computer Applications in Architecture X
Architectural Drawing 1 X
Introduction to Architectural Technology X X X
Design & Presentation 1 X X X
Math for Architectural Technology X
S em es te r 1
Computer Aided Drawing 1 X X
Architectural Drawing 2 X X X
Structural Systems and Materials X X X
History of Architecture X Construction Safety and Site Prep X
Mechanics for Architectural Technology X
S em es te r 2
Computer Aided Drawing 2 X X X
Project 1 X X
Residential Construction X X X
Design & Presentation 2 X X
Statics and Wood Construction X
Building Services (Small buildings) X X
S em es te r 3
To analyze the occupational functions To interpret drawings and specifications To produce sketches
To produce promotional material To research technical information To perform calculations related to buildings
To verify buildings’ conformance with Construct’n Codes and other regulations To propose solutions concerning types of construction and building systems To communicate with the project partners
To assume responsibilities concerning occup. health and safety on constr sites To asses the architectural characters of a building project
To carry out building surveys To produce presentation drawings To produce working drawings To ensure the consistency of project documents
To analyze building problems To develop construction details To produce the project manual To estimate construction costs To evaluate the state of a building To coordinate construction work To carry out project management activities
To evolve a design for a project
C ou rs e na m e 0350 0351 0352 0353 0354 0355 0356 0357 0358 0359 035A 035B 035C 035D 035E 035F 035G 035H 035J 035K 035L 035M 035N Pro je ct 2 X X X Bui ld in g E nv el op e X X X Ste el a nd C on cr et e C on st ru ct io n X X X M ec ha ni ca l a nd E le ct ric al S er vi ce s X X X Cod es a nd R eg ul at io ns X Sem est er 4 S ta ge X X X Com pu te r A id ed D ra w in g 3 X Pro je ct 3 X X X Int er io r S ys te m s an d C irc ul at io n X X Ren ov at io n Te ch ni qu es X X Bui ld in g S ys te m s In te gr at io n X X X Pro je ct M an ag em en t X Sem est er 5 P ro je ct M an ua l X X Pro je ct 4 X X Inn ov at iv e Te ch no lo gi es X X Bui ld in g S ur ve y X X Arc hi te ct ur al R en de rin g X Con tra ct A dm in is tra tio n an d S ite R ev ie w X Est im at io n X Sem est er 6
Table C demonstrates the chronological relationship between the courses in the new grid. The arrows show the links during the same semester and the links forward to following semesters. These relationships are important for the overall sequencing of the courses.
Table D on the following page shows the course streams that were established as the new grid developed. The course numbers refelect the course stream and the semester that the course is given. Great pains were taken to balance the number of course in each semester.
Table E shows the grid proposed for the new Architectural Technology Program. The course descriptions are included at the end of this document.
TABLE E
Architectural Technology
221.A0 New Grid
First Year
Hours/week Credits
Course # Course Names Lec. Lab. Home Spec. Gen. Total Hrs
221-110-VA Computer Applications in Architecture 1 3 2 2 60
221-120-VA Architectural Drawing 1 1 2 2 1 2/3 45
221-130-VA Introduction to Architectural Technology 2 2 1 1 2/3 60
221-150-VA Design and Presentation 1 1 2 1 1 1/3 45
201-180-VA Math for Architectural Technology 3 2 3 2 2/3 75
345-103 Humanities 4 0 3 2 1/3 60 603-101 English 2 2 4 2 2/3 60 109-103 Physical Education 1 1 1 1 30 Year 1 - Semes ter 1 8 courses 15 14 17 9 1/3 6 15 1/3
221-210-VA Computer Aided Drawing 1 1 2 2 1 2/3 45
221-220-VA Architectural Drawing 2 1 3 2 2 60
221-230-VA Structural Systems and Materials 2 2 1 1 2/3 60
221-250-VA History of Architecture 2 2 1 1 2/3 60
221-280-VA Construction Safety and Site Prep. 2 1 1 1 1/3 45
203-250-VA Mechanics for Architectural Technology 3 2 3 2 2/3 75
603-102 English 2 2 3 2 1/3 60 602-10_ French 3 0 3 2 45 Year 1 - Semes ter 2 8 courses 16 14 16 11 4 1/3 15 1/3
Architectural Technology
221.A0 New Grid
Second Year
Hours/week Credits
Course # Course Names Lec. Lab. Home Spec. Gen. Total Hrs.
221-310-VA Computer Aided Drawing 2 1 2 2 1 2/3 45
221-320-VA Project 1 2 4 2 2 2/3 90
221-330-VA Residential Construction 2 2 1 1 2/3 60
221-350-VA Design and Presentation 2 1 2 2 1 2/3 45
221-360-VA Statics and Wood Construction 2 1 1 1 1/3 45
221-370-VA Building Services (Small buildings) 2 1 1 1 1/3 45
603-HSD English 2 2 2 2 60 602-HS_ French 3 0 3 2 45 Year 2 - Semes ter 3 8 courses 15 14 14 10 1/3 4 14 1/3 221-420-VA Project 2 2 5 2 3 105
221-430-VA Building Envelope 2 2 1 1 2/3 60
221-460-VA Steel and Concrete Construction 2 1 1 1 1/3 45
221-470-VA Mechanical and Electrical Services 2 1 1 1 1/3 45
221-480-VA Codes and Regulations 1 2 1 1 1/3 45
221-490-VA Stage 0 5 1 2 75 603-103 English 2 2 3 2 1/3 60 345-102 Humanities 3 0 3 2 45 Complementary 3 0 3 2 45 Year 2 - Semes ter 4 9 courses 16 19 16 10 2/3 6 1/3 17
TABLE E
Architectural Technology
221.A0 New Grid
Third Year
Hours/week Credits
Course # Course Names Lec. Lab. Home Spec. Gen. Total Hrs
221-510-VA Computer Aided Drawing 3 1 2 2 1 2/3 45
221-520-VA Project 3 2 5 2 3 105
221-530-VA Interior Systems and Circulation 2 2 1 1 2/3 60
221-540-VA Renovation Techniques 2 2 2 2 60
221-570-VA Building Systems Integration 1 2 1 1 1/3 45
221-580-VA Project Management 2 1 1 1 1/3 45
221-590-VA Project Manual 2 1 1 1 1/3 45
109-104 Physical Education 1 1 1 1 30 345-HS_ Humanities 3 0 3 2 45 Year 3 - Semes ter 5 9 courses 16 16 14 12 1/3 3 15 1/3 221-620-VA Project 4 2 5 2 3 105
221-630-VA Innovative Technologies 2 1 2 1 2/3 45
221-640-VA Building Survey 1 3 2 2 60
221-650-VA Architectural Rendering 2 2 2 2 60
221-680-VA Contract Administration & Site Review 2 1 1 1 1/3 45
221-690-VA Estimation 1 2 1 1 1/3 45 Complementary 2 3 0 3 2 45 109-105 Physical Education 0 2 1 1 30 Year 3 - Semes ter 6 8 courses 13 16 14 11 1/3 3 14 1/3 SUBTOTAL 81 100
TOTAL CONTACT HOURS 181
TOTAL HOMEWORK TIME 89
TOTAL CREDITS 65 26 2/3 91 2/3 2760
Table F describes the course prerequisites for all of the courses in the new grid.
TABLE F
221.A0 Course 221.A0 Prerequisite Course(s)
Year 1 Semester 1
221-110-VA Computer Applications in Architecture Admission to Architectural Technology 221.A0
221-120-VA Architectural Drawing 1 Admission to Architectural Technology 221.A0
221-130-VA Introduction to Arch. Tech Admission to Architectural Technology 221.A0
221-150-VA Design and Presentation 1 Admission to Architectural Technology 221.A0
201-180-VA Math for Architectural Technology Admission to Architectural Technology 221.A0
Year 1 Semester 2
221-210-VA Computer Aided Drawing 1 221-110-VA Computer Applications in Architecture
221-220-VA Architectural Drawing 2 221-120-VA Architectural Drawing 1
221-230-VA Structural Systems and Materials 221-130-VA Introduction to Arch. Tech
221-250-VA History of Architecture 221-150-VA Design and Presentation 1
221-280-VA Construction Safety and Site Prep. 221-130-VA Introduction to Arch. Tech
203-250-VA Mechanics for Architectural Technology 201-180-VA Math for Architectural Technology
Year 2 Semester 3
221-310-VA Computer Aided Drawing 2 221-210-VA Computer Aided Drawing 1
221-320-VA 221-330-VA Project 1 Residential Construction 221-220-VA 221-230-VA Architectural Drawing 2
Structural Systems and Materials
221-350-VA Design and Presentation 2 221-250-VA History of Architecture
221-360-VA Statics and Wood Construction 203-250-VA Mechanics for Architectural Technology
221-370-VA Building Services (Small buildings) 203-250-VA Mechanics for Architectural Technology
Year 2 Semester 4 221-420-VA 221-430-VA Project 2 Building Envelope 221-320-VA 221-330-VA Project 1 Residential Construction
221-460-VA Steel and Concrete Construction 221-360-VA Statics and Wood Construction
221-470-VA Mechanical and Electrical Services 221-370-VA Building Services (Small buildings)
221-480-VA Codes and Regulations 221-330-VA Residential Construction
221-490-VA Stage 221-320-VA
221-330-VA
Project 1
Residential Construction Year 3 Semester 5
221-510-VA Computer Aided Drawing 3 221-310-VA Computer Aided Drawing 2
221-520-VA 221-530-VA
Project 3
Interior Systems and Circulation
221-420-VA 221-430-VA
Project 2
Building Envelope
221-540-VA Renovation Techniques 221-420-VA Project 2
221-570-VA Building Systems Integration 221-470-VA Mechanical and Electrical Services
221-580-VA Project Management 221-420-VA
221-430-VA
Project 2
Building Envelope
221-590-VA Project Manual 221-430-VA Building Envelope
Year 3 Semester 6 221-620-VA 221-630-VA Project 4 Innovative technologies 221-520-VA 221-530-VA Project 3
Interior Systems and Circulation
221-640-VA Building Survey 221-540-VA Renovation Techniques
221-650-VA Architectural Rendering 221-350-VA
221-510-VA
Design and Presentation 2 Computer Aided Drawing 3
221-680-VA Contract Administration + Site review 221-580-VA Project Management
III i) Course Equivalences
This table describes the equivalent courses proposed between the current and the new grid.
TABLE G
Current Grid 221.01 New Grid 221.A0
Year 1 Semester 1
201-705-85 Applied Math 3-2-3 2 2/3 201-180-VA Math for Architectural Technology 3-2-3 2 2/3
221-131-89 Construction 1 2-2-1 1 2/3 221-130-VA Introduction to Arch. Tech 2-2-1 1 2/3
221-321-89 Architectural Design 1 1-2-1 1 1/3 221-150-VA Design and Presentation 1 1-2-1 1 2/3
242-101-76 Graphic Sciences 2-2-2 2 221-120-VA Architectural Drawing 1 1-2-2 1 2/3
420-904-65 Software Applications 1-2-2 1 2/3 221-110-VA n/a
Year 1 Semester 2
201-103-77 Calculus 1 3-2-3 2 2/3 n/a n/a
203-115-89 General Physics 3-2-3 2 2/3 203-250-VA Mechanics for Arch. Tech. 3-2-3 2 1/3
221-201-89 Architectural Drawing 1 2-5-2 3 221-210-VA
221-220-VA
Computer Aided Drawing 1 Architectural Drawing 2
1-2-2 1-3-2
1 2/3 2
221-511-89 Construction 5 2-2-1 1 2/3 221-230-VA Structural Systems and Materials 2-2-1 1 2/3
221-521-89 History of Architecture 1 2-1-1 1 1/3 221-250-VA History of Architecture 2-2-1 1 2/3
Year 2 Semester 3 203-116-89 Statics & Strength
Materials
3-2-2 2 1/3 221-360-VA Statics and Wood Construction 2-1-1 1 1/3
221-211-89 Construction 2 2-2-1 1 2/3 221-330-VA Residential Construction 2-2-1 1 2/3
221-301-89 Architectural Drawing 2 2-4-2 2 2/3 221-220-VA Architectural Drawing 2 1-3-2 2
221-441-89 Building Services 2 2-1-1 1 1/3 221-370-VA Building Services (Small buildings) 2-1-1 1 1/3
221-621-89 History of Architecture 2 2-1-1 1 1/3 221-250-VA History of Architecture 2-2-1 1 2/3
Year 2 Semester 4
221-311-89 Construction 3 2-2-1 1 2/3 221-430-VA Building Envelope 2-2-1 1 2/3
221-341-89 Building Services 1 2-1-1 1 1/3 221-470-VA Mechanical and Electrical Services 2-1-1 1 1/3
221-401-89 Architectural Drawing 3 2-4-2 2 2/3 221-510-VA
221-420-VA
Computer Aided Drawing 3 Project 2
1-2-2 2-5-2
1 2/3 3
221-421-89 Architectural Design 2 1-2-1 1 1/3 221-350-VA Design and Presentation 2 1-2-2 1 2/3
221-431-89 Structures 1 2-1-2 1 2/3 221-360-VA Statics and Wood Construction 2-1-1 1 1/3
311-921-88 Construction safety 2-0-1 1 221-280-VA Construction Safety and Site Prep. 1-2-1 1 1/3
Year 3 Semester 5
221-121-89 Surveying 2-2-2 2 221-640-VA Building Survey 1-3-2 2
221-411-89 Construction 4 2-2-1 1 2/3 221-530-VA Interior Systems and Circulation 2-2-1 1 2/3
221-501-89 Architectural Drawing 4 2-4-2 2 2/3 221-520-VA Project 3 2-5-2 3
221-531-89 Structures 2 2-1-2 1 2/3 221-460-VA Steel and Concrete Construction 2-1-1 1 1/3
221-551-89 Architectural Rendering 1-3-1 1 2/3 221-650-VA Architectural Rendering 2-2-2 2
221-561-89 Professional Practice 2-1-1 1 1/3 221-680-VA Contract Administration +Site review 2-1-1 1 1/3
221-661-89 Construction Planning 2-0-1 1 221-580-VA Project Management 2-1-1 1 1/3
221-831-89 Advanced CAD 1-2-2 1 2/3 221-510-VA Computer Aided Drawing 3 1-2-2 1 2/3
Year 3 Semester 6
221-601-89 Architectural Drawing 5 2-4-2 2 2/3 221-620-VA Project 4 2-5-2 3
221-611-89 Construction 6 2-2-1 1 2/3 221-630-VA Innovative Technologies 2-1-2 1 2/3
221-631-89 Structures 3 2-1-2 1 2/3 221-570-VA Building Systems Integration 1-2-1 1 1/3
221-641-89 Specifications 2-1-1 1 1/3 221-590-VA Project Manual 1-2-1 1 1/3
221-671-89 Estimation 2-2-1 1 2/3 221-690-VA Estimation 1-2-1 1 1/3
221-691-89 Project 1-3-1 1 2/3 221-620-VA Project 4 2-5-2 3
Introduction - College policy
Mandated by the Ministry of Education, the College has to provide for a process of certification and the imposition of a comprehensive examination for each program leading to a Diploma of College Studies. To view the current policy see Appendix D.
Objectives of the comprehensive assessment
The objective of the comprehensive assessment is to determine that the student has acquired all the skills and competencies required by the program and is able to organize and integrate information learned in their 3 years of study. Also, the student will have to demonstrate a mastery of basic communication skills, such as writing, correct use of technical terms, communicating information to others and working in teams, creative thinking skills and problem solving.
For the purposes of the comprehensive assessment, the program objectives as outlined by the Ministry of Education can be grouped into seven main areas:
1. Develop working drawings and details for new buildings or renovation projects in compliance with the Construction Code
2. Produce presentation drawings, models and renderings 3. Interpret drawings and specifications and estimate costs 4. Carry out project management activities
5. Inspect and evaluate problems in existing building, propose renovation solutions 6. Produce project manual
7. Communicate effectively in English and French, both oral and written and be able to work in a team
Format
The assessment will consists of four separate parts, written exams based on selected 5th term and 6th term courses, evaluation of a major architectural project and a portfolio as follows:
Part 1 - Written exam: based on Project Management (221-580) and Project Manual courses (221-590) To demonstrate mastery in areas 4, 6 and 7.
Exam would be set by both teachers, with some sections in French.
Part 2 - Written exam: based on Estimation (221-690) and Building Survey (221-640) courses To demonstrate mastery in areas 3 and 5.
Exam created by teachers in both courses and would involve a case study. Documentation will be presented in English and French.
Part 3 - Portfolio
To demonstrate competency in area 2.
The student will assemble and present in an appropriate format their most successful presentation work, such as photographs, photographs of models, artwork, renderings, both computer and hand drawn, sketches and design drawings.
Part 4 - Architectural project from ‘Project 4' (221-620) course To demonstrate competency in areas 1 and 7.
The evaluation will be based on project documents (working drawings, detail drawings and a written report showing compliance with the construction code) and an oral presentation of the project of approximately 15 minutes duration at the end of the term, with question and answer period in French and English.
Eligibility
The student must successfully complete all of the program specific courses from the first 4 semesters of the program.
Scheduling
A brief outline and description of the Comprehensive Assessment including a list describing the content of the Portfolio will be given to first year students in the Introduction to Architectural Technology Course. The teacher in this course will explain the concept of a portfolio and the Comprehensive Assessment process.
Furthermore, students will be informed about the format and schedules of the comprehensive assessment at the beginning of the 3rd and 5th semesters so they can link their studies to this exam.
Exams:
Part 1 - 5th semester (fall): The month of December during the Final Exam period .
Part 2 - 6th semester (winter): The month of May during the Final Exam period.
These exams would be of 3 to 4 hour duration and replace final exams for the 4 courses forming the subject of the comprehensive assessment.
Part 3 - Portfolio to be submitted by the last day of classes of 6th semester (winter term).
Part 4 - Oral presentation in English and French during the last 2 weeks of classes of the 6th semester (winter term). Project documents in English and French submitted the last day of the Project 4 class.
Evaluation process
Grading will be completed before the mark submission deadline in the semester in which it was administered. The student must pass all components of the comprehensive assessment.
In case of first failure:
1. The student will receive a written assessment outlining the areas that need improvement.
2. Students who fail the Part 1 in the fall term, will be able to retake the exam during the May examination period.
3. Students failing the exams in the May term will have the opportunity to retake the exam at the beginning of the following semester.
In case of second failure:
The assignment of teachers to each part of the comprehensive assessment will be made by the department at the beginning of each semester. In general the written exams are prepared and evaluated by the teachers of the particular courses. The grading of the students projects will be done by a teacher of the Project 4 course plus another teacher from the department. The evaluation of the Portfolio will be also done by 2 teachers, ones teaching the Rendering and Design courses or as determined by the department.
The comprehensive assessment record
All comprehensive assessment files will be kept by the curriculum coordinator for a period of two years. At the end of each school year the curriculum coordinator will inform the Faculty Dean of the comprehensive assessment results within the time period specified in the College policy.
Architectural Technology Comprehensive Assessment Evaluation
Student Name: Student Number:
Marked By: Date: Pass/Fail
Part 1 Term: Project Management and Project Manual Supplemental exam:
Comments, recommendations in case of failure:
Part 2 Term:
Building Survey and Estimation
Supplemental exam:
Comments, recommendations in case of failure:
Part 3 Term:
Portfolio
Supplemental exam:
Comments, recommendations in case of failure:
Part 4 Term:
Architectural Project
Supplemental exam:
Comments, recommendations in case of failure:
The new grid requires a degree of professional development for the teachers in the program. Training will be required in the following areas:
1) Professional seminars – OAQ, RAIC, Project Managemant Institute, Specifications Institute of Canada, Building Envelope Council (CEBQ), NRC, CMHC, Wood Council, AQC.
2) Computer skills – AutoCAD 2005, Architectural Desktop, 3DViz, CorelDraw, Photopaint, Internet web page design, Excel, Word.
3) Essential employability skills - ACCC
Some of these seminars can be held on campus and some will require travel out of province.
III l) Infrastructure needs
Equipment
In response to the MEQ documentation the Architectural Technology department submitted an equipment requirement analysis in 2003. The equipment budget has been established at $166,000. Some equipment specification, purchase and installation will need to take place in the summer of 2004. The equipment budget allocation is intended to meet the needs of the new courses over the next three years. As the renovation budget has not yet been approved the equipment will have to be purchased conservatively.
Facilities
The Architectural Technology department submitted a request for renovation funding in response to the request from the Dean of Technology. We are asking that Vanier College demolish some areas, build new spaces and renovate other areas to meet the requirements specified in the Documentation 2 “Implantation du programme révisé Technologie de l’architecture (DEC, 221.A0), consultation sur l’évaluation du budget d’équipement” received Nov 12, 2002 and the “Evaluation pour consultation “ document received March 31, 2003.
There is no budget yet for the renovations. The detailed program for new facilities has not yet been established. In general, the following type of spaces would be required in order to meet the pedagogical requirements of the new grid. The text in the brackets uses the terminology from the document referred to above. See also Table H.
Project lab (‘Salle de dessin’) - One large computer drafting room furnished with computer desks with additional work surfaces to be used for sketching and reference space. This will serve for all project courses.
CAD lab (‘Laboratoire informatique’) - A smaller computer lab for the computer aided drawing courses and all other courses requiring the use of computers without the need for large work surfaces.
Studios (‘Atelier des présentation’ and ‘Laboratoire de bâtiment’) - Studios are basically drafting room type spaces used for presentation work, model making, freehand drawing and sketching, building construction courses and all other courses requiring large work surfaces when working with and referring to multiple documents such as codes, specification and drawings.
Resource centre (‘Matériauthèque’ and ‘Centre des média’) – This space comprises a library of manufacturer’s catalogues, various technical reference materials and CDs, samples of materials and products and a study area with tables and chairs. This resource centre should be centrally located and easily accessible from the studios and project labs.
Construction should take place as soon as a budget is allocated and no later than the summer of 2005.
Departmental Budget
The departmental operating budget requires an increase in order to operate the new facilities. With the doubling of the computer work stations and the creation of new labs it is important for the department to keep materials up-to-date.
Technician
A full time technician will be needed in order to run and maintain the two computer labs, computers in four teacher’s offices, the resource centre and the studios.
221.A0 New Grid
Year 1:
Semester 1
Course code
Course Title
Competencies
221-110-VA Computer
Applications in Architecture
035C
221-120-VA
Architectural Drawing 1
0352
221-130-VA
Introduction to Architectural Technology
0350, 0354, 0358
221-150-VA
Design and Presentation 1
0352, 0353, 035A
201-180-VA
Math for Architectural Technology
0355
345-103 Humanities
603-101 English
CEGEP VANIER COLLEGE ARCHITECTURAL TECHNOLOGY 221.A0
YEAR 1, SEMESTER 1, 221-110-VA COMPUTER APPLICATIONS IN ARCHITECTURE, PAGE 1 of 3
Course Title: Computer Applications in Architecture
Course Code: 221-110-VA
Competency: 035C To produce presentation drawings
Ponderation: 1-3-2 Credits: 2
Prerequisites: Admission to Architectural Technology 221.A0
Links: Forward 221-210-VA Computer Aided Drawing 1
Current Semester 221-120-VA Architectural Drawing 1
203-180-VA Math for Architectural Technology
Lab Requirements CAD lab
Course Description
In the Computer Applications in Architecture course the student will demonstrate a basic understanding of the fundamental computer application in the Architectural Technology program. The student will be introduced to the software and hardware that will be used in the three years of study.
The student will be able to describe the basic hardware components used in a typical workstation. The student will demonstrate the ability to perform basic functions with CAD software. Attention will also be given to online communication technologies. Assignments are chosen that have relevance to the field of architecture. This course introduces Computer Aided Drawing (CAD) and computer graphics. Students will produce two-dimensional architectural drawings and will compare CAD drawing processes with manual drafting.
Competency
035C To produce presentation drawings
Achievement Context
• Under the supervision of one's superior, or
independently, and in compliance with the professional standards stipulated, in particular, by laws and regulations.
• Using:
− rendering images;
− photographs;
− sketch of a project.
• Using:
− a spreadsheet program and information and
communication technologies;
− colouring instruments;
− a still camera;
− a digitizer;
− projection tools.
• Complying with technical drawing standards
and standards established by one's office.
• Using one's sense of observation.
• Demonstrating professionalism and utilizing
one's sense of responsibility.
Learning Context
In a networked computer lab Using a computer workstation
Using the online help and Internet resources Using the Internet, graphics and CAD software With the assistance of reference material provided by the teacher
In coordination with the Drawing 1 and Math course
YEAR 1, SEMESTER 1, 221-110-VA COMPUTER APPLICATIONS IN ARCHITECTURE, PAGE 2 of 3
Element 2
To prepare one’s work station.
Performance Criteria
2.1 Appropriate choice of the support and the medium based on the desired result.
2.2 Adaptation of the computerized work station based on ergonomic standards.
Learning Outcome
To demonstrate the ability to prepare one’s workstation in order to create presentation drawings the student will:
identify the hardware and software describe basic ergonomic rules
modify the work area according to ergonomic standards
select software appropriate for the task apply software appropriately for the tasks
Element 3
To design the drawing.
Performance Criteria
3.1 Adaptation of the work method based on the nature and the scope of the work to be accomplished.
3.2 Sound choice of a scale. 3.3 Appropriate layout of views:
− plan view;
− elevation view;
− sectional view;
− perspective view.
3.4 Precision and accuracy of lines. 3.5 Appropriate use of symbols.
3.6 Correct application of lighting effects, colour and texture.
3.7 Appropriate use of graphics software:
− appropriate use of functions specific to two-
and three-dimensional drawing;
− logical organization and regular back up of
files;
− correct customization based on needs.
3.8 Meet the schedule.
Learning Outcome
To design drawings the student will:
demonstrate a problem solving approach that meets the scope and nature of the project select an appropriate scale
select the appropriate views for the assignment demonstrate precision and accuracy of linework use symbols in an appropriate manner
demonstrate the proper use of computer aided drawing software to create two dimensional views
back-up files in a timely manner hand in assignments on time
Element 4
To complete the drawing.
Performance Criteria
4.1 Clear dimension, when applicable. 4.2 Clear, legible notes.
4.3 Pertinence of the information contained in the cartouche (title block).
4.4 Meticulous presentation.
Learning Outcome
To complete the drawing the student will:
dimension drawings clearly using appropriate architectural standards
annotate drawings legibly create a complete title block
CEGEP VANIER COLLEGE ARCHITECTURAL TECHNOLOGY 221.A0
YEAR 1, SEMESTER 1, 221-110-VA COMPUTER APPLICATIONS IN ARCHITECTURE, PAGE 3 of 3
Element 5
To verify one’s drawing and have it revised if necessary.
Performance Criteria
5.1 Rapid detection of errors and omitted essential elements.
5.2 Clear communication with those responsible for the following types of editing:
- technical; - linguistic.
Learning Outcome
To verify one’s drawing and have it revised if necessary the student will:
detect errors and omissions before a work is submitted
discuss assignments using appropriate technical terms
Element 6
To correct one’s drawing.
Performance Criteria
6.1 Matching of problems detected with the corrections made.
Learning Outcome
To correct one’s drawing the student will:
make corrections that match the errors detected
Element 7
To see to the reproduction of one’s drawing.
Performance Criteria
7.1 Sound choice of the mode of reproduction. 7.2 Precise verification of:
− the quality of the reproduction;
− the number of copies;
− the quality of the assembly.
Learning Outcome
To see to the reproduction of one’s drawing the student will:
select an appropriate method of reproduction verify that the assignment being submitted is the
YEAR 1, SEMESTER 1, 221-120-VA ARCHITECTURAL DRAWING 1, PAGE 1 of 2
Course Title: Architectural Drawing 1
Course Code: 221-120-VA
Competencies: 0352 To produce sketches
Ponderation: 1-2-2 Credits: 1 2/3
Prerequisites: Admission to Architectural Technology 221.A0
Links: Forward 221-220-VA Architectural Drawing 2
Current Semester 221-110-VA Computer Applications in Architecture 203-180-VA Math for Architectural Technology
Lab Requirements Studio
Course Description
This course, the student's introduction to manual architectural drawing is the first in a series of two manual architectural drawing courses. The student will develop drawing skills to be used a communication tool. The objective of the course is to develop the necessary manual dexterity and knowledge of drafting fundamentals to create orthographic and pictorial technical drawings freehand and using equipment. Topics covered include: drawing instruments, lettering techniques,
